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How long are you responsible for a wrong? While the concept of reparations is not new, its extension beyond traditional meanings is.
How long are you responsible for a wrong?
Recently, the CIA released a new report on Operation Trajax. The document — "The Battle for Iran" — revealed a few new facts on the removal by the United States of a prime minister in 1953 skirting too close to the edges of communism. This was, after all, the Cold War. He was replaced by the Shah, who was in turn replaced by a fundamentalist Islamic revolution in 1979.
Today, the Iranian fundamentalists hold the U.S. responsible for these intrusions into the sovereignty and independence of Iran. They want an apology and some other acknowledgment that the U.S. was responsible for what happened half a century ago.
In our country, some descendants of African slaves seek some sort of apology and even compensation for the enslavement and use of their ancestors by the descendants of the white slave owners. This wrong goes back almost 400 years to when the first Africans were imported into the colonies in 1619.
So how long is an individual or nation responsible for the sins of the past?
Or, to be even more precise, how far back does accountability go? One generation, two generations, 400 years, more?
If we go back 400 years, we might as well go back 4,000 years, or 400,000.
Eve took a bite of the apple, persuaded Adam to join her, and so disobeyed God and opened the door to sin. She did it. Women should pay reparations to men for introducing guileless man to sin.
Never mind that man has free will and certainly didn't have to follow Eve's example. But how many sane men want to buck their wives when the wiles are turned on?
"I'm sorry, Eve, but we are prohibited by God from doing that."
And Eve says, demurely, eyes cast down, "But Adam, don't you love me?"
While the concept of reparations is not new, its extension beyond traditional meanings is. It embodies an all-the-world-is-a-village kind of thinking. Somehow we are all responsible, for example, of taking care of all the children, and, by extension, we are all responsible for what went on in the past.
There are some problems with that point of view.
One, it ignores individual responsibility.
Two, are Germans, for example, today — more than half a century removed — responsible for the murder of 6 million Jews by Hitler's regime during World War II?
Right after the war, some Germans for sure were held individually responsible, tried in an international court, and hung for "crimes against humanity." They were monsters and deserved it. But what about their children and their children's children? How long does guilt endure?
The biblical argument is that one is personally responsible for one's actions, and not collectively responsible for what happened in the past. But the Old and New Testaments differ.
In the Old Testament, some sins are visited on the sons and the sons of sons. See Genesis 20:5.
But in the New Testament, those born again are given a new lease on life and forgiven for their sins. They are, in the language of Scripture, "born again," even given new names, and the slate is wiped clean.
They are responsible and accountable for their decisions, not those of their fathers or ancestors.
This teaching is very clear. You are indeed responsible for what you do. You have a free will and so can decide to accept the mercy and love and salvation of God, or reject it.
As they teach us — or at least used to teach us — in kindergarten that there are consequences for our actions.
Does this mean that we, as a people, and you, as an individual, are totally blank slates, no more responsible to remember the past than an animal, like your pet dog?
Absolutely not. You are made in the image of God and so are endowed with many of the attributes of God. You have a conscience, you have a mind, you have a soul, you are equipped to remember experiences and to make wise decisions based on those experiences.
You even have been given a collective memory. We call it history.
The Spanish philosopher George Santayana captured something of the spirit of history when he wrote "Those who cannot remember the past are condemned to repeat it."
We learn from the past, from the mistakes or from getting it right, from the tragedies and the victories, although tragedies and defeats are better instructors than victories.
We do not forget the long and often brutal history and degradation of slavery, of Hitler's "Final Solution" to the "Jewish problem," of Hiroshima and Nagasaki (as necessary as they were to end World War II), of countless other examples of cruelty and inhumanity and brutality in the world, past and present.
Nor do we ignore the Mother Teresas who have dotted the centuries, the givers and not the takers, the examples of good will and charity and love rather than hate and envy and pride that mark the diverse human experience.
While our parents are supposed to feed and comfort and teach us from helpless newborns through some point in adolescence, we eventually grow up and mature. We, in fact, become accountable for what we do. Not for what our parents did, or our grandparents, or our ancestors back in the mists of time.
It is a liberating and fearful moment when we discover this central truth of the human experience, when we can reap the fruits of our freedom, or crash from bad decisions and bad choices made with that same freedom.
The fact that freedom is God-given gives most of us some clues as to how we deal with the world successfully.
Larry Clayton is a retired professor of history at the University of Alabama.


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logborn on Family Tree Circles
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Journals and Posts
Looking for George Williams of Upstate New York
George Williams married Harriet Weeks and one of their children, Frances Williams, born Feb. 28, 1854, in Brooklyn, NY. George's wife was a widow in 1900 census in the Town of Tompkins, Delaware County, NY.
- Displaying 1-1 of 1 Journals
- 1
- of1

subset: commoncrawl


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1 event found
Organizer: Earlham Institute
City: Heidelberg or Leuven or Norwich or Puerto Iguazú or Oslo or Irapuato
Metagenomics: Data Analysis and Interpretation
16 - 19 September 2019
Norwich, United KingdomMetagenomics: Data Analysis and Interpretation http://www.earlham.ac.uk/metagenomics-data-analysis-and-interpretation https://tess.elixir-europe.org/events/metagenomics-data-analysis-and-interpretation This course will provide an overview of the main aspects involved in metagenomics data analysis and discussion around the interpretation and actual examples of the impact and applications of metagenomics derived research. A substantial part of the course will be devoted to hands-on experience with bioinformatics resources and tools relevant in metagenomics data analysis. Participants will start with an overview of NGS technologies, a look at experimental approaches and emerging technologies, including a tour of Earlham Institute's Genomic Pipelines laboratories. Then the remainder of the course will be spent in front of the computers learning how to produce metagenomic assemblies, and taking participants from data to publication-ready figures. 2019-09-16 09:00:00 UTC 2019-09-19 17:00:00 UTC Earlham Institute Earlham Institute (EI), Colney Lane, Norwich, United Kingdom Earlham Institute (EI), Colney Lane Norwich Norfolk United Kingdom NR4 7UZ [] email@example.com [] [] workshops_and_courses [] []
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Frozen Coast
Christian Sunde
Metaphors of intimacy have guided Christian Sunde's photographs for the past quarter century. Although his subjects are generally family members, friends and lovers, in his photographs they become personified archetypes. Sunde (born 1939) was a Syracuse resident for many decades, and now lives and works in Maine.


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Sixty one years after he was declared missing, the remains of a soldier were discovered buried in Jerusalem's military cemetery under a different name.
A report in Yedioth Aharonoth Tuesday said the remains of Yaakov Aviad were discovered in the Mount Herzl military cemetery.
Since the War of Independence, Aviad has been missing, his burial site unknown, the paper said.
"Every year I passed by the grave site when attending the annual remembrance day ceremony for Israel's fallen. It never entered my mind my father was buried there," Yehuda Aviad said.
Aviad was born in Yemen and at the age of 20 immigrated to Israel. With the founding of the state of Israel, he joined the army and fell in the battle against Jordanian soldiers at Jerusalem's Mandelbaum Gate in July 1948, the paper said. At the time military officials said Yaakov was buried under the rubble, and declared him missing, place of burial unknown.
In 2004 there was a breakthrough after it was discovered the bodies of two men with similar names had been taken to a Jerusalem hospital, and later buried at the Mount Herzl cemetery at the time of the battle, the paper said. (UPI)
Click here to read the entire article.


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Drop us an email and our trusty support team will get back to you shortly.
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At Flavourly we have an excellent range of craft beers from brewers such as Loch Lomond Brewery, Porterhouse and Tiny Rebel. There is a wide range of styles available such as IPA's, lager, stouts, porters and more so whether you are new to craft beer or are a seasoned beer drinker you will find something you like.
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Taking Stock: Animal Farming and the Environment -- out of stock
Quantity in Basket:
Code: Taking Stock
Shipping Weight: 0.00 pounds
TAKING STOCK: ANIMAL FARMING AND THE ENVIRONMENT by
Alan Durning & Holly Brough
This important and highly-educational 62 page document from Worldwatch Institute
provides a reliable, scientific assessment of the enormous negative impact modern
animal agriculture has on the environment and the human realm. It is essential reading
for anyone with an interest in the topic. (paperback, 62 pages.)


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Ceglie Messapica Property
This is our main page for Ceglie Messapica property for sale, which can be viewed below.
To view the properties for sale in Ceglie Messapica Puglia, Italy, please don't forget to Scroll Down
Featured Advert
Featured Ads only 20 euros!
Ceglie Messapica Property For Sale
The properties for sale in Ceglie Messapica, Puglia, Italy, are listed below this paragraph with the cheapest free listings displayed first or you might find a few featured adverts shown above them. ou can narrow down your quest by using the usefull links of the various kinds of Ceglie Messapica property, plus the menu links for number of bedrooms if you are seeking a certain size property. Any adverts you are interested in just click the more information link to check out the full details plus more photographs of inside and outside.
We are sorry, no properties for sale were found for Ceglie Messapica. You may wish to look at some of the places, towns and cities adjacent to Ceglie Messapica as very often advertisers add their listings in more popular or more well known places and resorts to attempt to sell them faster, or sometimes they just get listed under the provisional capital! So please scroll down to view the towns nearby to Ceglie Messapica and take your choice.
Click Ceglie Messapica Real Estate for the latest listings that have been added.
Please visit the link above this to view the very latest properties for sale in Ceglie Messapica which appear as soon as they are added, get to that super bargain deal before somebody else beats you to it!
Locate hot properties for sale in Ceglie Messapica, Puglia, Italy. Buy real estate direct from Ceglie Messapica agents or private vendors, all types of homes being offered in this delightful area of Apulia!For more local information please view Ceglie Messapica


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Diwali Rangoli | Diwali Kolam | Diwali Muggu | Diwali Alpana Designs for Festivals
Useful Tips on
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- Diwali Rangoli Designs
Diwali Rangolis
Diwali Rangoli Designs for Indian Festivals
*DrikPanchang provides free Rangoli designs for its users only. Users can save them and send to their loved ones. These Rangoli designs are protected under copyright and should not be used for commercial purpose.
Other links related to Diwali Puja
- Diwali a brief essay on Deepawali
- Diwali Puja Calendar list of 5 days diwali festivity
- Lakshmi Ganesha Yantra full size Yantra wallpaper for Diwali Puja
- Dhanteras Puja Lakshmi Puja with God Kubera
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- Lakshmi Ganesha Mantras list of Mantras for Lakshmi Ganesha Puja
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- 108 Lakshmi Names Lakshmi 108 names with video
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- Lakshmi Pada Rangolis beautiful Lakshmi Pada designs for Deepawali
- Lakshmi Hridaya Rangolis Hridaya Kamala Rangoli designs for Lakshmi Puja


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ASHEBORO � Capt. Brian Regan, commander of N.C. Highway Patrol Troop D, is where he wants to be in his profession, in his life and in Randolph County.
In May, Regan transferred to and assumed command of his home troop, Troop D, based in Greensboro, where he has the same duties for nine counties � Person, Caswell, Rockingham, Orange, Alamance, Guilford, Randolph, Chatham and Lee.
�I am proud to say I am from Randolph County and I think it�s good for the county to be the home of the commander,� he said.
He follows in the footsteps of the late Lt. Col. Vic Parks, who was also from Asheboro and a commander.
Since he joined the highway patrol in 1992, Regan�s education and promotions have taken him more and more into administration.
After moving about the state in various assignments with the highway patrol, Regan was promoted to first sergeant in the Lexington and Asheboro districts in 2004.
His wife, Pam, is from Randolph County.
�It was coming home for her,� Regan said in a telephone interview this week. �We built a house on family land in the southwestern part of county in 2005 and took root here.�
Pam Smith Regan is an RN in the intensive care unit at Randolph Hospital. Their daughter attends Southwestern Randolph Middle School and their son is a student at Seagrove Elementary.
�Family is very important to me. I am fortunate to be where I am, in a position that I can be there for my family. Our children are at critical ages in their lives and I enjoy being involved with their sports and other activities. It keeps us busy, but we enjoy it,� Regan said.
The family is active at Cross Road Baptist Church where Regan is an assistant Sunday School teacher.
When he was promoted to captain in April 2012, his first command was over Troop B based in Fayetteville, where he oversaw field operations for 11 counties, a troop garage, body shop, communications center and radio repair.
He started with an associate degree in Criminal Justice Technology from Guilford Technical Community College, then earned a bachelor of science in Criminal Justice from Gardner-Webb University and continued to complete a master of science in Justice Administration from Methodist University in Fayetteville.
Regan has also earned certification as a general instructor and worked as adjunct professor at Guilford Tech, Gardner- Webb and Randolph Community College. He�s a certified instructor in specialized physical fitness, defensive tactics, first responder and CPR. Early on, he was an EMS volunteer in Person and Caswell counties.
Regan is a graduate of the FBI National Academy and the FBI LEEDA (Law Enforcement Executive Development Training.)
Regan is modest about his achievements, noting that he spent most of his career on the road.
�I am fortunate to have had the opportunities to achieve this position,� he said. �My goal, and the goal of every trooper, is safety on the highways. This job just makes me responsible on a larger scale.�
�I take highway safety very personally because I have been on the receiving end of highway tragedy,� Regan said.
He was 10 years old when his father was killed in a traffic accident.
�I remember the troopers who came to tell my mother, brother and sister and me what happened,� Regan said. �The way they conducted themselves and their professionalism stays with me �til this day. It had a big impact on a little boy.�
As he grew up in Person County, his interest gravitated to emergency services and law enforcement.
After a year with the Person County Sheriff�s Office, Regan joined the highway patrol and every day has reinforced his commitment to serve the citizens and �provide the best service ever for North Carolina.�
And he added, �To stay right here in Randolph County.�


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An evil genius named Erwin (Erwin?! Doesn't sound too threatening to us) has created a device that opens up a gateway into the world of Pac-Man's eternal enemies: the Ghosts. This machine is now causing the Spectral Realm to spill over into the real world, threatening all who live there. Who better to stop this haunting menace than the old Ghost muncher himself? Somehow, Pac-Man is mysteriously transported out of Pac-Village into the danger zone to stop Erwin.
In an interesting twist, Pac-Man will be receiving some help from a most unexpected source -- his former ghostly enemies, Pinky and Clyde. Namco is currently keeping the specifics of the Ghosts' involvement under wraps, but it has revealed that they will be able to access areas that Pac-Man can't get it. No doubt they have some special abilities to allow this. One does have to wonder what happened to Inky and Blinky, though.
Even though Pac requires the help of his former foes doesn't mean that he's defenseless. In fact, he has more moves than ever before. Not content to simply run, jump, and butt bounce, our hero can now punch, swing on poles, and climb fences.
The new moves don't stop there. By collecting new types of power pellets, Pac-Man gains an electro-charge, which zaps enemies, and a power ribbon, which leaves a glowing trail as you run. By encircling creatures with the ribbon's trail, the circle of light contracts, destroying the beast. Namco has also mentioned new techniques like a super butt bounce, chrome power, and a time decelerator. These new power-ups can be enhanced further by collecting special fruit.
Just because Pac-Man has all these moves, he hasn't forgotten his roots. Occasionally, he'll be transported into old-school style mazes where it's back to chomping dots to earn bonuses. There are both 2D and enhanced 3D mazes to navigate through. The original 1980 version of Pac-Man will also be available, although it's not yet been revealed it you'll need to unlock it or if it will be playable from the start.
The previous Pac-Man World games have been surprisingly fun, and this third entry in the series appears to the shaping up just as well. What better way to celebrate this legend's silver anniversary than by playing a great new game?


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PSU first to acquire iPlan Table
Wednesday, January 23, 2013 2:00 AM
Pittsburg, KS
A state-of-the-art digital device that is reshaping the construction industry has made its way into the classroom at Pittsburg State's College of Technology.
In late December, PSU became the first university construction management program in the nation to acquire the 55-inch iPlan Table, a touch-screen computer that is replacing paper blueprints on the jobsite. The use of the new equipment is another way the COT is keeping up with advancements and changes within the industry.
"More and more, construction companies are eliminating the use of paper," Bill Strenth, assistant professor in the School of Construction, said. "Everything is trending toward digital, which is in line with companies trying to go lean and green on projects. We want our students to be exposed to these technologies while they're at Pitt State so they'll be fully prepared to use them once they enter the workforce."
With the iPlan Table, students can prepare and examine building plans in a variety of ways – ways not available with paper blueprints.
"When they are working on one particular area of the design, they can zoom in and focus on that one area," Strenth said. "They can use the iPlan Table to make any needed changes. They can work with 3-D models, spin them around on the screen and see exactly what it's supposed to look like. This is another tool industry is starting to use, and it's important that we, as a college, are keeping up with industry."
The iPlan Table is being used in three courses, and it's already become popular among the students.
"Everyone's been looking forward to using it," Ashley Ferris, junior construction management major, said. "Functions such as being able to zoom in and make changes to even the smallest detail makes things not only easier, but also better. It's easy to maneuver and everything you need is right there at your fingertips."
Ferris said she believes having equipment such as the iPlan Table helps to better prepare students for life after graduation.
"We hear all of the time about how far ahead we are in terms of new technology," she said. "I went to a conference recently, and the people there know Pitt State and they know about the technology we have. It's cool because instead of having to hear about the technology that's out there, we continue to progress with the new technology and we get to be the ones to tell people about it."
For more information about the iPlan Tables, visit www.iplantables.com.
See PSU's iPlan Table in ACTION!


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السلام عليكم
Asalaamualaikum and welcome to this lesson!
You'll be learning Yaseen Part 9Please note, this is a new version of our Mount Hira learning player so you may encounter some bugs as we're still improving it.
Jazakallah for your patience!
You have now reached the end of this lesson
May Allah reward you for taking the time to memorise Yaseen Part 9.
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AP Stylebook Online takes everything you love about the Stylebook -- A-Z guide to usage, spelling and punctuation -- and adds internet functionality to make it an even more convenient tool.
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If you need further assistance, contact us online or call 1-800-353-6798.


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We help people move
Meet Evangeline Garcia, a nurse at Dr. Jose Fabella Memorial Hospital in the Philippines. It's been called the "world's busiest hospital," but treating newborns got a lot easier after the Thrive Networks Newborn Health Program started there in 2012. Read about the changes Nurse Garcia saw, and her crucial role in helping train her fellow nurses.
Thrive Networks has earned a 4-star rating from Charity Navigator, America's largest independent charity evaluator. This is the seventh consecutive time that Thrive Networks has earned this top distinction, placing it in the top 2% of charities evaluated.
Our water and sanitation programs help families and communities access lasting clean water, improved sanitation, and better hygiene knowledge.Learn More
Our health programs target the crucial first years of a child's life, with interventions that offer the best chance for a healthy start and productive future.Learn More
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Thank you for visiting the Thrive Networks website. East Meets West offices outside of the United States are affiliates of Thrive Networks. Please browse through the Thrive Networks website to learn about all our Health, Water, and Education programs. We work together to help the world's most disadvantaged people move from survival to potential.
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These are on their way for my kitchen and my shop!I know, I know, this is becoming rather tedious, my listing off everything in painstaking detail... daily! It's therapy for me though! The end is nigh!
Tile beds have been laid in wet areas (sand and concrete on the floor of my ensuite, butting up against my lovely cabinetry..... rather surreal). Shower screen has been measured up already! Quote of the day, from my tiler, carrying sand and concrete upstairs.... "You have 33 stairs, not including the one that is missing on the bottom level". Poor thing, he would have done that run 20 times, while I was there this morning. I almost felt like taking off my site heels and giving him a hand. Almost.
Air-conditioning fit out tomorrow. Front block wall core filled by the end of the week? Waterproofing sometime next week. Please don't rain - I have no tears left. Plumbing and lighting fit off's next Wednesday 6th and onwards. All this time and I still don't have all my lights. Oh well. Random stone looking a treat - will take a photo tomorrow. Painting will continue until the death knell. Floors sanded and polished 21st May. Cleaning 25-27th May. Move in 28/29th May. Just need the house "move-in-able" and everything else can wait!


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Is there a link between hormonal therapy for prostate cancer and bone fractures?
My father-in-law was diagnosed with prostate cancer. The doctor recommended hormonal therapy. He is very concerned of potential bone fracture as the side effect of hormonal therapy. Can you help him with this?
Li Liu, MD, OncoLink editorial assistant, responds:
Dear P:
This is an excellent and important question.
The most common hormonal agents used in the treatment of prostate cancer are luteinizing hormone-releasing hormone (LH-RH) agonists, such as goserelin (Zoladex) and leuprolide (Lupron). LH-RH agonists are substances that closely resemble LH-RH, which controls the secretion of sex hormones. However, LH-RH agonists affect the body differently than does LH-RH. LH-RH agonists eventually cause a decrease and cessation in the secretion of sex hormones.
Older men with lower secretion of sex hormones (hypogonadism) more frequently have lower bone density (osteoporosis) than other men of similar age (Am J Med Sci 1992 Jul;304(1):4-8). This association has been used to explain the much higher frequency of osteoporotic fractures in men following orchiectomy for prostate cancer than in similar men who have not been surgically castrated (J Urol 1997 Feb; 157(2): 439-44). However, bone loss following "chemical castration" is poorly defined. One small study from France demonstrated that the use of LH-RH agonists in men induced an accelerated bone loss (J Urol 1999 Apr; 161(4): 1219-22). Some researchers suggested that bone loss induced by chemical or surgical castration in men with prostate cancer might also be influenced by host obesity, older age, and less frequent exercise habits (J Urol 2000 Jan; 163(1): 181-6).
In some men receiving castration therapy for prostate cancer, bone density analysis may be indicated to help evaluate need for interventions designed to diminish the risk of osteoporotic fractures. Unfortunately, the indications for these interventions have not been established and the most appropriated therapy has not been identified to our knowledge. As always, you should ask your father-in-law to discuss his concerns with his oncologists.


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Pay for School
Cost should not stop you from getting your college education. HACC's tuition is lower than most four-year colleges. We also participate in federal and state programs. These programs can help you fund your education.
Learn more about how you can pay for school.
Do I qualify for financial aid?
Financial aid can cover your HACC tuition and fees. To find out if you qualify for financial aid and to what amount:
- Fill out the Free Application for Federal Student Aid (FAFSA).
- All state and federal financial aid and scholarships require a FAFSA application. This includes grants and scholarships as well as government loans.
How do I get started?
Make sure you file your federal income tax returns. If applicable, your parents must file their federal income tax returns. You must:
- File them electronically.
- Wait ten days.
- File the FAFSA.
We recommend filing the FAFSA by April 15 for the upcoming fall and spring terms. If it is after April 15, you may still receive grants and loans.
Current HACC students must complete the FAFSA by May 1. Students who want to re-new their PHEAA Grant must complete the FAFSA by May 1.
Fill out the FAFSA online. HACC's school code for all campuses is 003273. Llene su FAFSA en Español
What other ways can I reduce the cost?
- Take advantage of HACC's payment plan. HACC has payment plan options that allow you to pay your bill over a longer period of time. You must make each payment on time.
- Submit a Certificate of Residency. There are 22 sponsoring school districts in Dauphin, Cumberland and Perry counties. If you live in one of these school districts, you may be eligible for a 35% discount on your tuition and fees.
- Explore scholarships. You can receive HACC scholarships and scholarships from other organizations. Always check with guidance counselors, community organizations and places of employment to find available scholarships. The Internet is a good resource for finding outside scholarships.
- Take advantage of campus resources. The HACC staff cannot file the FAFSA on your behalf. We do have financial aid staff at each campus to answer your questions. We also have computers at each campus Welcome Center. Use the computers to start filing your FAFSA.
How do I manage my financial aid?
HACC gives you a User ID and PIN for your myHACC Account after admission. You can access all the functions you need to perform as a student. These include:
- financial aid awards
- messages
- requirements that relate to your account


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Hello, I cant find driver for the Blutooth Controller. I installed Windows 7 Ultimate 64 bit. The hardware ID is:PCI\VEN_1814&DEV_3298&SUBSYS_18EC103C&REV_00PCI\VEN_1814&DEV_3298&SUBSYS_18EC103CPCI\VEN_1814&DEV_3298&CC_0D1100PCI\VEN_1814&DEV_3298&CC_0D11 Appriciate your help.
View Solution.
I recommend downloading and running DAP. It can help sort out any driver and firmware related issues on your system
It's worked out well for many of us in the past.
You can download it direct from this link http://downloaddap.org. (This link will open the download page of DAP so you can save a copy to your computer.)
Hi: You need this driver for the bluetooth device... http://h20566.www2.hp.com/portal/site/hpsc/template.PAGE/public/psi/swdDetails/?sp4ts.oid=5229457&spf_p.tpst=swdMain&spf_p.prp_swdMain=wsrp-navigationalState%3Didx%253D%257CswItem%253Dob_113004_1%257CswEnvOID%253D4059%257CitemLocale%253D%257CswLang%253D%257Cmode%253D%257Caction%253DdriverDocument&javax.portlet.begCacheTok=com.vignette.cachetoken&javax.portlet.endCacheTok=com.vignette.cachetokenRead other 5 answers
hello i have my hp probook 4540s and canot find my bluetooth icon in windows 10 Enterprise x64i canot
Hi, Did you upgrade/downgrade your computer ? Your machine has 2 options: Intel Centrino Advanced -N 6235 802.11a/g/n (2x2) Bluetooth v4.0 comboAtheros AR9485 802.11 b/g/n WiFi adapter (1x1)Please check Device Manager, Network adapters to see which card does it have. Regards.Read other 2 answers
I know a most of driver Windows 8 can use in Windows 10 but I want to know driver for VGA HD7650M can work in Windows 10 ? And Fingerprint driver is support for Windows Hello ? Thanks
I'want to vga drivers in radeon 7650m for win 10Read other 6 answers
Intel chipset drivers are not available for Windows 8 or 8.1 on hp.com (Intel ME drivers are available in their place, some kind of inside joke, I guess). Given HP's recent corporate reorganization, hp.com may never be updated. I think only an HP insider could answer these questions: 1) Did HP modify the Intel chipset drivers as OEMs often do or could I use ones from Intel? 2) Is there any difference between Windows 7 and Windows 8/8.1 chipset drivers?Read other answers
Hello, I got probook 4540s which has windows 8 Pro 64bit and I have the following issue - I see 4 components which are not recodnized and doesn't have the appropriate drivers. I downloaded all the available drivers on hp.com but the problem still stays. The model is:C4Z10EA#AKSHere ate they:PCI\VEN_197B&DEV_2393&SUBSYS_17F6103C&REV_30PCI\VEN_197B&DEV_2393&SUBSYS_17F6103CPCI\VEN_197B&DEV_2393&CC_088000PCI\VEN_197B&DEV_2393&CC_0880 PCI\VEN_197B&DEV_2392&SUBSYS_17F6103C&REV_30PCI\VEN_197B&DEV_2392&SUBSYS_17F6103CPCI\VEN_197B&DEV_2392&CC_088000PCI\VEN_197B&DEV_2392&CC_0880 ACPI\VEN_HPQ&DEV_6001ACPI\HPQ6001*HPQ6001 ACPI\VEN_HPQ&DEV_6000ACPI\HPQ6000*HPQ6000 Please, advice if you can help me with issue. Thank you in advance. BR, Asco
View Solution.
Hi, Asco: Below are the links to the drivers you need... http://h20000.www2.hp.com/bizsupport/TechSupport/SoftwareDescription.jsp?lang=en&cc=us&prodTypeId=321957&prodSeriesId=5229455&prodNameId=5229457&swEnvOID=4132&swLang=13&mode=2&taskId=135&swItem=ob-115197-1 http://h20000.www2.hp.com/bizsupport/TechSupport/SoftwareDescription.jsp?lang=en&cc=us&prodTypeId=321957&prodSeriesId=5229455&prodNameId=5229457&swEnvOID=4132&swLang=13&mode=2&taskId=135&swItem=ob-110946-1 http://h20000.www2.hp.com/bizsupport/TechSupport/SoftwareDescription.jsp?lang=en&cc=us&prodTypeId=321957&prodSeriesId=5229455&prodNameId=5229457&swEnvOID=4132&swLang=13&mode=2&taskId=135&swItem=ob-110813-1 Best Regards, PaulRead other 10 answers
Dear support team, since I upgraded my notebook's operative system to win10/64 bits I can not use a HP v210w 64GB pendrive. The displayed error in the "connected devices" tab, at configuration control panel is "Error de Controlador" (driver error, in spanish). I tried the pen in other notebook, that uses win7-64 bits, being possible to access. Would you, please, help me? Thanks in advance. Regards,Jorge VRead other answers
problem is that i installed driver that is available on hp offical website that is IDT High-Definition (HD) Audio Driver but after installing this driver my SRS PREMIUM SOUND become unresponsive and not working . please tell me the appropriate audio driver i am using windows ultimate x64Read other answers
Hi, I am using HP ProBook 440 G2 & Windows 7 Professional 64 bit OS. I need the below driver. Video Controller PCI\VEN_1002&DEV_6901&REV_00PCI\VEN_1002&DEV_6901PCI\VEN_1002&CC_038000PCI\VEN_1002&CC_0380PCI\VEN_1002PCI\CC_038000&DT_1PCI\CC_038000PCI\CC_0380&DT_1PCI\CC_0380
Hi, Should be the AMD Graphics driver on the link below. http://ftp.hp.com/pub/softpaq/sp72501-73000/sp72887.exe Regards, DP-KRead other 1 answers
hi how do i find and download Bluetooth Driver for HP ProBook 6450bRead other answers
Hi, I am using HP ProBook 440 G2 & Windows 7 Professional 64 bit OS. I need the below drivers. PCI Simple Communications Controller: PCI\VEN_8086&DEV_9CBA&SUBSYS_2247103C&REV_03PCI\VEN_8086&DEV_9CBA&SUBSYS_2247103CPCI\VEN_8086&DEV_9CBA&CC_078000PCI\VEN_8086&DEV_9CBA&CC_0780 Unknown Device: ACPI\HPQ6007*HPQ6007 Unknown Device: ACPI\INT33A0*INT33A0Read other answers
Hi, I have a HP ProBook 4540s and it currently has a BIOS password which I don't remember. Is there any way I can either wipe the password to be null or somehow have it bypassed? Thanks,Read other answers
i just bought a probook 4540s from my local school because they where getting rid of there old computers and it wont let me even get past the administrator login so i can change the settings and there is no f11 option. please help me figure out how to get it taken care of because im planning on giving it to my sister as soon as i can get it back to factory settings.Read other answers
my computer has urgently shut down and i dont know the reason why
That is what we are going to try to figure out. Do a hard reset: https://support.hp.com/us-en/document/c01684768 Now plug in just the AC adapter. Hit the power buton. What happens?Read other 1 answers
Attempted to up-date to Windows 10. Couldn't do it. Microsoft (MS) Tech tried to do it and couldn't do it. It seems there are some security tools that must be removed as they are incompatable with Windows 10. MS tried to remove and couldn't do it. He said they were on the mother board and when he tried to remove them they just kept coming back so once again he couldn't do it. He said contact HP and they could do it. Unable to find anybody at HP that can do it. As you can see nobody can do it so I guess it just cannot be done. That is unless some fine person out there has discovered a way to do it. If thats the case please tell me ho wo do it.Read other answers
i have an Hp probook 4530s and downloaded all the drivers from hp website, but bluetooth still doesnt work, any one can help me how to fix it?
Welcome to the forum
Visit the following site and see if you can solve your problem:
Windows 7 Ultimate HP ProBook 4530s And my Bluetooth 3.0 Is ... - HP Support Forum
Good luck
HiI tried to update to W10 and failed with OXC 1900200 which suggests a compatibility issue. It is unclear on the HP website if this model supports W10 - HP has not tested your PC model for upgrade to Windows 10.If your Windows 7 or 8 PC was manufactured before August 2013 or is running Windows XP or Windows Vista, HP cannot confirm it can be upgraded to Windows 10. Can anybody offer an advice if the 4540S supports the W10 upgrade and if so any advice on what may be causing the error. ThanksJohnRead other answers
I just have a quick question that i have not been able to find online anywhere and am wondering if you can provide some resolution for me. When I access the BIOS by clicking the F10 key on my laptop when I boot it I get the below environment which seems to be what everyone gets Now my question is if there is anyway to access a more "user friendly" BIOS layout like every other laptop/computer has shown below. I find that I don't have access to every option on my laptop in the BIOS that is currently present and I have the F60 BIOS which is the most recent one but most things are grayed out and I can't change things like the RAM speed or anything like that so I feel like I actually have no control over my system
Nobody has anything to say?Read other 2 answers
Hi everyone!HDD on my notebook died so I want to buy SDD for it but I have no idea which are compatible with Probook 4540s. How do I know an SDD is compatible with my notebook?Ty
HI. These SSDs would be compatible: -Kingston SSDNow UV400 SSD-Samsung 850 Evo 250 GB-Samsung 850 Evo 500 GB-1 TB Samsung 850 Evo-SanDisk Ultra II 960GB-Samsung 840 Evo 250 GB-Crucial MX300 525GB-Samsung 840 Evo 120 GB-1 TB mushkin Reactor HP - Compaq> 4540s ProBook https://www.kingston.com/es/memory/search?devicetype=3&mfr=HEW&line=ProBook&model=77881 Regards.Read other 1 answers
Hi, I ve been using a Probook 4540s from the year 2013. Today while I was reading a book (offline) my display stated to give some unclear pictures. Pictures were moving up and down and gave overlapped scences. Please refer the attached GIF or click here to understand the scenario (Link to GIF https://giphy.com/gifs/QzGO4cPW76wUM ) I updated the Intel Video Driver also but it could not solve the issue. Then I restarted the computer. During the boot process I realized it is not a software issue as the dispaly was acting the same. I feel this is like a hardware issue in the display or the ribbon cable.Please look at this and help me solve the case. Highly appreciate your coordiantion on this. Thanks,Isuru Reference ImageRead other answers
I have a new ProBook 4540s notebook that I shut down over the weekend. I am not sure if I put it into hibernate, sleep, or what as I am still getting use to it. When I tried to turn it on (not plugged in) I got nothing. So I plugged in the power cord and hit the power button again. All it did was the LED above the cord plug blinked about 8 times and nothing else. I let it "charge" overnight and tried again in the morning. Nothing but a blinking LED. I Googled the problem and it said to take the battery out, unplug, and hold the power button down for 20 seconds. I plugged it back in but left the battery out, and still the same thing - flashing LED. HELP! Thanks.
Hey SBProBook,Do any other LEDs blink? Take a look at this document and let us know if you see any matches to these patterns:http://support.hp.com/us-en/document/c01443366
___I am an HP employee.? Say thanks by clicking the 'Thumbs Up' button on the left? Make it easier for other people to find solutions, by marking my answer with 'Accept as Solution' if it solves your issue
I am just wondering whether I can put a eGPU on my HP Probook 4540s to play some of the more modern games and some of the games that are a few years old now on something like high to ultra graphics. I'm thinking something along the line of a NVIDIA GTX 960 or 970ish. I actually even found some GeForce GTX 1050's at a cheaper price so is there a way I could connect something like that to this laptop. It would be cheaper then trying to save for an actual gaming rig at this time. Thank you for any replies its much appreciated.Read other answers
Hi, i have one bizzare problem. My HP probook 4540s is not recognising USB drives larger then 8 gb. (in my computer or disc management) All drivers are installed. What should i do ?Read other answers
Hello! My ProBook 4540s was working fine until a half hour ago, when I unplugged it to move it and then attempted to plug it back in, and it stopped charging. When plugging in the power cord (that came with the ProBook when I bought it around 18 months ago), the light above the power jack (and no other lights) flashes white 9 times. I've tried following this fix I found on Google: 1. Turn off the notebook2. remove the battery3. remove the charging adapter4. press + hold the power button for 40 seconds5. insert the charging adaptor only6. press the power button and it supposedly continues but I get stuck at this point, because even plugged in, my ProBook won't start up without the battery in also. Is this a know problem/is there a fix for this?
Thank you for using HP support forum. I have sent you a private message. If you?re unsure how to check your private messages please click here.Thank you,Omar
Good day my Hp pro book 4540s is faulty and i didnt find it fixed yet..so you guys should help me out with ideas or what to do.i bought a new battary and plug it in but the will be seeing it charging and when i unplug it ithe system short down..so i will need to use charge stairght from the socket before the system can on back..so whats the solution?Read other answers
I found that my Probook 4540s sometimes cannot boot. I have to use the trick applied to 4530s: remove battery, press power button for 40s, put the adapter. Sometimes the trick works, sometimes it doesn't. Is this a bios issue? Any solution for this?
View Solution.
Well did you try reseating the memory? Has the computer worked since you have upgraded the memory? Also are the memory chips the same speed? If your running two different speed chips it could cause this issue. ThanksSeanRead other 10 answers
We have a Probook 4540S laptop runnung Windows 7 64-bit. We encrypted the machine using the HP encryption software that came with the laptop. After less than a week of use the use is getting the error "Windows Boot Manager - Windows failed to start. A recent hardware or software change might be the cause".I see the onscreen instructions to insert the Windows installation disk and run a repair. My question is, is this a valid suggestion to fix a laptop that has been encrypted, and if not is there a solution w/o having to reimage the machine?Read other answers
Hi All, Please note that I'm facing an issue with our notebooks (4540s), laptops can't find any SSID, but after I have restarted the devices all SSID's appear. Regards,Read other answers
I have 4540s probook , I am using PS of 19.5 V and 3.34 A , when pluged in one time white blink appears , it dose not boot when I press start also ten times blinking and no action , after a wile blinking changed to amber color ... kindly adviseRead other answers
Hi, I want to upgrade wireless card on my probook. Can anyone recommend any AC card with bluetooth for this model?Read other answers
Hi I have Probook 4540s with Mediatek Ralink RT3290 with version 22.214.171.124. Do you have some new version which will work better with this? WiFi is sometimes disconnecting with red x especially after sleep I have to reboot. Thank you.
Hi: Yes, there is a 188.8.131.52... Released: Nov 4, 2014Version 184.108.40.206 Rev.B This package contains the driver installation package for the MediaTek (Ralink) Wireless LAN (WLAN) Controller in the supported notebook models that are running the supported operating systems. File name: sp69543.exeRead other 1 answers
does probook 4540s have internal compass ? if so, how do i active it ? thank you
View Solution.
@wp51dos? Using GPS (select models only) Your computer may be equipped with a Global Positioning System (GPS) device. GPS satellitesdeliver location, speed, and direction information to GPS-equipped systems.For more information, see the HP GPS and Location software Help. Look for one of these 2 devices in Device Manager under Network Adaptors. ? Sierra MC8355 HSPA/CDMA with GPS? Ericsson 5321 HSPA+ with GPS REORead other 3 answers
I have 4540s probook , I am using PS of 19.5 V and 3.34 A , when pluged in one time white blink appears , it dose not boot when I press start also ten times blinking and no action , after a wile blinking changed to amber color ... kindly adviseRead other answers
So there is some speculation as to whether or not the HP ProBook 4540s can handle 16gb of ram. I recently purchased this laptop from tigerdirect.com -Windows 7 Pro64 bit-Core i5 2.6ghz -Came with 8gb (2x4GB Kingston) -Claims support on website for 16GB (2x8gb -AMD Radeon 7650M Is it possible to upgrade this particular model E3V00UT with 16GB of RAM with no performance degradation? http://www.tigerdirect.com/applications/SearchTools/item-details.asp?EdpNo=8437953 Please and thank you for responding and viewing.Best,-Robert
RNolan86 Yes you can upgrade to 16 MB Please install teh correct Memoryhttp://www.crucial.com/upgrade/HP+-+Compaq-memory/HP+Business+Notebooks/ProBook+4540s-upgrades.html Manual for replacement Page 64 http://h20628.www2.hp.com/km-ext/kmcsdirect/emr_na-c03758231-1.pdfRead other 4 answers
My laptop is running Windows 10 64-bit.
For the past few weeks my laptop has been turning off unexpectedly.
I've tried with battery only. With battery and power cable and with battery removed and only power cable.
I am using the machine normally and then screen just goes black and power offs - no restart, no hibernation, no shut down. Just instantaneously off.
It's not overheating. Could it be a fan issue?
I don't know - but it's getting quite irritating as I often have many apps open and many files open on each app and takes me 30 mins to get back to where I left off.
Is this the same problem as the thread you have posted or is it a different one.
I have three probook 4540s laptops. do they support uefi boot ? thank you
Hi, I have a Probook 4540s and it has UEFI functionality.Bios version F.60 I can choose in BIOS between 3 boot modes:LegacyUEFI Hybrid (With CSM)UEFI Native (Without CSM) I hope this answers your question.Read other 1 answers
I upgraded to Win 10 Pro from Win 7 Pro during the free upgrade period, at the time I had a 500 gig 5400 rpm hard disc, later I replaced the HD with an OCZ Vector 180 ssd, used the included copy of Acronis disc cloning software (i updated the Bios to the newest Version HP offfered prior to installing the ssd), now when I do a cold boot it gives me an error message saying no operating system found, if I go into the BIOS Setup menu then exit out of it without making any changes it goes ahead and boots normally. I can also do a warm boot (restart)it also reboots normally. I tried contacting OCZ support, they had several suggestions such as delaying the startup time 5 secnds, didn't do anything, increased it to 10 seconds with thes same results (OCZ said the ssd needed more time to initialize itself). After trying 6 or 7 of their suggestions they sent me a new drive, I had saved the original HD so I cloned it to the new ssd, got the same results, no cold boot. I've tried evey setting I can find in the BIOS, changed it from UEFI to Legacy boot with no results, disabled network booting, everything but Optical Disc, disabled Quick Boot, but nothing has changed. In Legacy mode it shows the internal hard drive to be the first thing to boot from, but that does nothing but say it can't find a bootable drive and then the option left is shut down the computer. Looking in the BIOS under Devices it doesn't show the ssd at all. There's no firmware update available for the ss... Read moreRead other answers
the touchpad of my 4540s i5 freezes after some time of working.this happens from time to time.i unstalled Synaptics TouchPad Driver and restalled but probles is the same.OS windows 8(64bit)
Hello zamsam,
I understand that your touchpad will freeze.
Do a hard reset.
Turn the computer off.
Remove the power cable and the battery.
Hold down the power button for 15 sec while booth power sources are removed.
This should reset the hardware in the computer.
As you power it back on tap the F2 key. This will load hardware diagnostics.
Run the startup test.
This will test all the hardware in the system and detect any problems.
If the entire test passes, turn off the computer.
As you turn it back on tap the F10 key. This will load BIOS setup utility.
Press F9 to load defaults.
Press F10 to save and exit.
When the computer boots back up, check to see if everything is working.
Your computer is one of our business models.
Your question maybe better answered on our business forums.
Here is a link to the business forums.
Hey there, my HP ProBook 4540s (serial number: 2CE481QVL) has failed to charge battery. It indicates "plug in, charging" but the battery is actually not increasing from 14% for a whole day. My DVD drive has also failed to read DVDs. Whenever I insert a DVD it prompts me: D:\ directory name is invalid. Please help me out. ThanksRead other answers
Hi there! Let me know what RTC (or BIOS, CMOS) battery is used in HP Probook 4540s? Your service guide doesn't tell it.My notebook is at least 3 years, I don't have any problems at the moment - but it would be good to know when should I replace it? Thank you
@Renoise Hp part number 683502-001 Your manual here. http://www.hp.com/ctg/Manual/c03758231.pdf http://www.ebay.com/sch/i.html?_from=R40&_trksid=p2050601.m570.l1313.TR0.TRC0.H0.TRS5&_nkw=683502-00... REORead other 5 answers
keyboard and mouse not respondingRead other answers
Have had blue screen of death on several occasions. Then Event viewer said the critical event was as follows; Event ID: 41Task Category: (63)Level: CriticalKeywords: (70368744177664),(2)User: SYSTEM Then ran F2 disc scan and recieved the following:Failure ID: 0G8F2W-00089H-QFPK1A-61D903 What do do next?
Hi, According to the failure id. Your hard drive gone bad. Hard Disk 1 Full Test Failure. You need to call hp's hotlineHP SUPPORT: 1800 474 6836 and have the computer repaired. Good luck.
"Education costs money; so does Ignorance"If my post has helped you, click the Kudos Thumbs up!If it solved your issue, Click the "Accept as Solution" button so others can benefit from the question you asked!
I will buy a ProBook 4540s (Intel i5) very soon. At a lot of places on the Internet, it had been mentioned that it supports upto 8GB DDR3 RAM. But, on a details page at HP site, it had been mentioned as "16GB". So, I'm a bit confused here, though I guess that it might be 8GB. I want to know about this for sure. Thanks
View Solution.
Hi Please find the link given below might help you. Unit support 16GB Memory it has 2 slots Each slot can hold 8GB stick. HP ProBook 4540s Notebook PC - specificationsRead other 10 answers
I'm having issue restoring my laptop to factory new. I do i have hp disk with the purchase with my laptop, however i have no idea how to restore the laptop to factory new with the disk.
Hi, I hope below link should help you. Please Back up all personal files and read all caution statements before performing a system recovery Performing an HP system recovery: http://support.hp.com/us-en/document/c03489643 Thanks,Karthik
I am an HP employee.Please click Accept as Solution if you feel my post solved your issue, it will help others find the solution.Click Kudos Thumbs Up on the right to say ?Thanks? for helping!
Hello, First I tried to google this problem but i didn't find any solution , even in your solutions ( the famous one : http://h30434.www3.hp.com/t5/Notebook-Operating-System-and-Recovery/Update-HP-4540s-Graphics-problem... ) so I have Probook 4540S I3 with both graphique card I installed TechPowerUp GPU-Z to show you both graphiqs then the second My win 10 just install AMD 7650M at the first Time , then I download AMD Catylist From hp center here : ( http://h20564.www2.hp.com/hpsc/swd/public/detail?sp4ts.oid=5229456&swItemId=ob_171482_1&swEnvOid=419... ) so i had this and i make also Batterie options && so when i make a game in high performance ( first it does't show me that it use AMD graphique ( i know that ) ) and it show me bluuuue screan every time i run application or game in high performance , even in 5 sec before bluescrean the game doesn't use my AMD at ALL Please Help ME and thank you very muchRead other answers
I am using my HP ProBook for past 3 years. When i tried to access my laptop i'm getting this error message- "bootDevice not found(3F0)".But i have a pre installed OS on my harddrive. I read few solutions on the internet but it didn't help. When i tried to access my BIOS , it was asking for a password (Which i dont remember setting up one). Now , i dont know the BIOS password and i cant access my laptop. There are a lot of important stuffs in it. So i can't simply get a new harddrive. Please help! Thank you.Read other answers
Hi, I've got a secondhand Probook 4540s from a shop near me which sells used laptops. At the time i got it it came with Windows 7 Professional 64bit. Everything was working smoothly, then I started updating the graphics card drivers and other drivers in it (in hopes of improving perfomance) and it was around that time that windows started complaining that this version of windows is not genuine. (I think it was after i updated bios or something. or I used a non microsoft software to download microsoft updates because my microsoft update manager was not working) So to the problem at hand now. I want to format my pc and for that I need windows product key right? I cant find it! It is not in the back of my laptop, not under the battery (The battery is seemed to be replaced) and I did not get any installation media along with the laptop. Any idea how to get my windows product key? or do I even need one to install windows in this laptop (like win8)I dont think the people at the shop can help me on this. (Also, the Probook 4540s does ship with windows installed right?)
Hi, Please try use the following tool to find out: https://www.magicaljellybean.com/keyfinder/ Right but only close because it can have one of the following options Preinstalled:Genuine Windows® 7 Professional Genuine Windows 7 Home PremiumGenuine Windows 7 Home BasicSUSE Linux Enterprise Desktop 11FreeDOSRegards,Read other 1 answers


text:
A collection of personal thoughts and experiences - mostly centered around running.
Wednesday, October 27, 2010
Racing the Blazer
10 comments:
NICE! I've never outrun a vehicle like that, good work. This climbathon madness is just the ticket for your success at Masochist. Good luck!
Thanks Matt. Hopefully there are a few Blazers on the Masochist course to chase after.ReplyDelete
"Here, hold my beer". Was that also what he said to you??ReplyDelete
The Blazer probably also broke down on the way down the mountain!
Best of luck at Masochist!!
You sneaky little Injun! Such a great story of racing the redneck. I have never had the pleasure of racing a vehicle in the mountains, but remembering back to my road running days when I would have some fun. Growing up on the roads it always seemed that the bulk of the yells and hollers I received seemed to come from ladies (loose term) that did not have many teeth. Occasionally I would get some yells from a car full of young guys. They always seemed to do their yelling as they were pulling out from a stop light. They were too stupid to realize that I was running and that there were other stop lights up ahead. I just loved to catch them before they left the next stop light. I have had many a good time of picking up a big handfull of leaves from the side of the road and throwing it through the window. Nice little payback. It certainly sounds like you are ready for Masochist. You are going to have many runner to chase down, so just think back to the old truck and you will have a great run. Rest up as Masochist is just about here.ReplyDelete
Nice story...sounds like you're ready for Masochist to me. I've got a couple of related tales, racing cars while on my bike, down from the Blue Ridge Parkway on some curvy roads. I could peel around corners faster than they could, so I would see just how long I could stay in front of them.ReplyDelete
When I run on the bridle trails over at Umstead Park, I enjoy racing the casual mountain bikers up the hills. There aren't too many sections that have enough uphill for me to stay ahead for too long, but it's fun when they pass me on the downhill, then I pull up next to them going back up. We're both working pretty hard, but when I pass, they usually can't respond.
Good times...
love it! sounds like great Masochist training, I know you will do well. you never know,you might get lucky and find some hunters to race out there. we saw several on the practice run :)ReplyDelete
I love what a sick little puppy you are, Adam! The look on the guy's face must have been priceless. Good luck at Masochist!ReplyDelete
I agree that you're officially insane.ReplyDelete
I love the "sick little puppy"!ReplyDelete
Thanks for all the comments. . . You know you're crazy when ultrarunners say so!ReplyDelete


text:
Volume 11 — February 13, 2014
Knowledge and Behavioral Effects in Cardiovascular Health: Community Health Worker Health Disparities Initiative, 2007–2010
Navigate This Article
Margarita Hurtado, PhD, MHS; Jovonni R. Spinner, MPH; Manshu Yang, PhD; Christian Evensen, MS; Amy Windham, PhD, MPH; Gloria Ortiz, MS; Rachael Tracy, MPH; Edward Donnell Ivy, MD, MPH
Suggested citation for this article: Hurtado M, Spinner JR, Yang M, Evensen C, Windham A, Ortiz G, et al. Knowledge and Behavioral Effects in Cardiovascular Health: Community Health Worker Health Disparities Initiative, 2007–2010. Prev Chronic Dis 2014;11:130250. DOI: http://dx.doi.org/10.5888/pcd11.130250.
Cardiovascular disease is the leading cause of death in the United States, and disparities in cardiovascular health exist among African Americans, American Indians, Hispanics, and Filipinos. The Community Health Worker Health Disparities Initiative of the National Heart, Lung, and Blood Institute (NHLBI) includes culturally tailored curricula taught by community health workers (CHWs) to improve knowledge and heart-healthy behaviors in these racial/ethnic groups.
We used data from 1,004 community participants in a 10-session curriculum taught by CHWs at 15 sites to evaluate the NHLBI's health disparities initiative by using a 1-group pretest–posttest design. The curriculum addressed identification and management of cardiovascular disease risk factors. We used linear mixed effects and generalized linear mixed effects models to examine results.
Average participant age was 48; 75% were female, 50% were Hispanic, 35% were African American, 8% were Filipino, and 7% were American Indian. Twenty-three percent reported a history of diabetes, and 37% reported a family history of heart disease. Correct pretest to posttest knowledge scores increased from 48% to 74% for heart healthy knowledge. The percentage of participants at the action or maintenance stage of behavior change increased from 41% to 85%.
Using the CHW model to implement community education with culturally tailored curricula may improve heart health knowledge and behaviors among minorities. Further studies should examine the influence of such programs on clinical risk factors for cardiovascular disease.
Cardiovascular disease (CVD) is the leading cause of death in the United States, accounting for 32% of deaths (1). Disparities in the prevalence of CVD and associated risk factors (eg, hypertension, high blood cholesterol, smoking, overweight, and obesity) have been documented in racial and ethnic minority populations (2–4). African Americans have the highest rate of hypertension in the United States (44% vs 29% among non-Hispanic whites) (2), and Hispanics and African Americans have the highest rates of obesity (3). American Indians have the highest prevalence of coronary heart disease, which affects 11.6% of their population (4), and Filipinos are significantly more likely than non-Hispanic whites to have hypertension (5).
To address these health disparities, the National Heart, Lung, and Blood Institute (NHLBI) created the Community Health Worker (CHW) Health Disparities Initiative, drawing on science-based materials, resources, and educational programs to improve health in minority and underserved communities. A key strategy uses a CHW-driven, community-based, participatory approach to deliver community education sessions to promote heart health and reduce health disparities. CHWs are known by many names, such as promotores de salud, community health representatives, or community educators; however, we refer to them here as CHWs.
Before beginning the community education sessions, CHWs are trained on NHLBI's heart health curricula. The curricula have a common core, and each curriculum component is designed to be culturally and linguistically appropriate for African Americans, American Indians, Filipinos, or Hispanics. The curricula are designed to increase knowledge and improve lifestyle behaviors associated with cardiovascular health through culturally competent (6) community education activities. Supporting materials include picture cards, recipe books, and risk factor booklets that are used to reinforce key messages (7). Figure 1 shows the logic model for the community education strategy.
Figure 1. Logic model for the community health worker-led heart health program describing the inputs, activities, outputs, and outcomes of the National Heart, Lung, and Blood Institute's Community Health Worker Health Disparities Initiative. [A text description of this figure is also available.]
Smaller CHW programs in Hispanic communities in Arizona, Texas, and California increased knowledge (8) and improved heart health behaviors (9,10). Programs using NHLBI's curriculum in conjunction with clinical management have also demonstrated reductions in heart disease risk factors, including improvements in low-density lipoprotein cholesterol level, triglyceride level, blood pressure, weight, and glycated hemoglobin level (11). However, other studies and systematic reviews of CHW programs have shown mixed evidence of CHWs effectiveness in the prevention and control of CVD (12,13).
Our study assesses effects on heart health knowledge, CVD risk factor behaviors, confidence in preparing heart healthy food, and readiness to change behavior among 1,004 community participants in group education sessions. Our study was conducted in various settings, including community-based organizations, clinics, training centers, tribal organizations, and public housing.
Setting and intervention
From 2007 through 2010 trained CHWs delivered NHLBI's heart health curricula to small groups at 15 sites across the United States. The sites were selected through a competitive process and included community-based organizations, clinics, and tribal organizations in African American, American Indian, Filipino, and Hispanic communities. A curriculum was developed tailored to each of these races/ethnicities. Participating sites recruited adults aged 18 years or older from the general population in their communities. Participants attended 10 sessions that covered identifying risk factors for heart disease, recognizing the signs of heart attack, preparing healthy meals, eating healthy on a budget, , controlling blood pressure, controlling weight, managing diabetes, lowering high blood cholesterol, increasing physical activity, and decreasing smoking. The sessions were taught weekly or biweekly and lasted approximately 2 hours. CHWs collected information from participants before and after completing all the sessions by using self-report instruments to assess changes in heart health knowledge, attitudes, and behaviors.
Evaluation measures
We used an observational 1-group, pretest–posttest design to examine changes in outcomes between baseline and completion of the program. The data collection instrument, called "My Health Habits," was a survey included as part of each curriculum. Data were routinely collected as part of the community education program to allow sites to monitor their own outcomes and were later used for our evaluation. The National Institutes of Health Office of Management and Budget gave the survey instrument a clinical exemption for collection of participant data. NHLBI contracted with the American Institutes for Research to analyze the data for this summary outcome evaluation. The "My Health Habits" survey was used to assess 5 outcome domains:
1. Heart health knowledge. The 13 knowledge items were summed into an average percentage score for each participant where the score indicated the percentage of items answered correctly.
2. CVD food-related risk factor behaviors. The 25 food-related behaviors frequency items were scored on a 4-point scale (1 = never, 2 = sometimes, 3 = most of the time, and 4 = always). An overall summed average frequency of the 25 items was calculated, as well as 3 subscales addressing salt and sodium consumption (9 items), cholesterol and fat consumption (8 items); and weight management behaviors (8 items).
3. Physical activity. Nine items assessing frequency and intensity of physical activity were used to categorize participants as physically active or not physically active. "Physically active" was defined as engaging in moderate to vigorous aerobic physical activity during leisure time at least 2 days a week for more than 30 minutes each day. Otherwise, participants were classified as not physically active.
4. Confidence in preparing heart-healthy food. This was a 1-item measure scored on a 4-point scale (1 = not confident, 2 = somewhat confident, 3 = confident, and 4 = very confident). The item was dichotomized by combining the 2 lower categories (not confident and somewhat confident) and 2 higher categories (confident and very confident) on the basis of its bimodal distribution.
5. Stages of change. The stage of change measure is based on the transtheoretical model, which assesses an individual's readiness for change along the following 5-stage continuum: precontemplation, contemplation, preparation, action, and maintenance (14). This survey measure is presented to respondents as a scenario that describes family members at each stage along the continuum and asks them to indicate who they identify with most. The grandmother, for example, represented the action stage and was described as someone who "takes classes to learn how to improve her health and puts into practice what she learns. . . . She uses recipes to cook healthfully and takes walks every day." We dichotomized this 5-point measure by combining the first 3 stages of behavior change (precontemplation, contemplation, and preparation) and the last 2 stages (action and maintenance). This measure was not included in the survey administered at Filipino sites.
Data analysis
For each site, data from the pretests and posttests were linked by a participant identification number when one was available. We used linear mixed effects models (15) for continuous outcomes and generalized linear mixed models (16) for categorical outcomes to estimate changes in outcome measures at the start and end of program implementation. These models account for potential correlations among participants within the same study site or from repeated measures for the same participant. For respondents with missing scores at the pretest but not the posttest, or vice versa, the observed portion of their data was kept in the analysis. By using the Maximum Likelihood estimation method in the analytic models, we obtained regression coefficients that were adjusted for the missing values by assuming that the data were missing at random. The parameter estimates from the Maximum Likelihood estimation are very similar to those obtained from the multiple imputations. The former, however, is more efficient because adjusted regression coefficients and standard errors can be obtained without generating complete data sets with imputed pretest or posttest scores (17). Demographic and CVD risk characteristics (eg, age, sex, told by a health professional they had diabetes, family history of heart disease) and the setting of program implementation (ie, clinic, community based organization [CBO], or other type of site) were included in the models as control or predictor variables. When possible, results for each curricula tailored to a racial/ethnic group were reported. Associations between participant characteristics related to CVD (eg, having diabetes or a family history of heart disease) and outcomes were examined by using multiple regression models. Statistical analyses were conducted using SAS version 9.2 (SAS Institute, Inc, Cary, North Carolina).
Participant and site characteristics
The program was implemented most often through CBOs, which served 44% of participants, followed by clinics, which served 19% (Table 1). The remaining participants attended sessions in other community settings such as schools or apartment buildings. Seventy-five percent of participants were women, and their average age was 48 years. Approximately 50% of participants were Hispanic, 35% African American, 7% American Indian, and 8% Filipino. In terms of CVD risk factors, 23% had been told by a health care professional that they had diabetes and 37% reported a family history of heart disease.
Response rates
Overall, 1,004 total participants attended the education sessions. Of these, 849 participants (85%) completed both the pretest and posttest surveys later used for the evaluation; 123 (12%) completed only the pretest, and 32 (3%) completed only the posttest. The percentage of participants who had matched data from the pretest and posttest varied across curricula: 99% for the African American curriculum, 92% for the Hispanic curriculum, 40% for the American Indian curriculum, and 13% for the Filipino curriculum. The percentage of Filipino participants that had both a pretest and posttest that could be linked was low because 2 of the 3 Filipino sites did not use the unique identification numbers needed for linkage. In our analysis we kept the observed portion of data for those respondents whose data could not be linked between pretest and posttest and those who had missing scores at the pretest but not the posttest, or vice versa.
Overall outcomes
We adjusted the outcomes at pretest and posttest for demographic and CVD risk characteristics (ie, age, sex, personal history of diabetes, and family history of heart disease), and whether the program was implemented through a clinic, CBO, or other type of site (Table 1). We calculated overall results representing summary estimates of changes in the outcomes from pretest to posttest and curriculum-specific results.
Heart health knowledge. The percentage of correct answers on the heart health knowledge questions significantly increased, on average, from 48% to 74% pretest to posttest (P < .001) (Table 2).
CVD food-related risk factor behaviors. The frequency of self-reported food-related behaviors associated with cardiovascular health increased significantly on the overall score, from 2.5 to 2.9 on a 1 to 4 scale, and in each of the 3 subdomains: salt and sodium consumption, cholesterol and fat consumption, and weight management (P < .001) (Table 1)(Figure 2).
Figure 2. Frequency scores of self-reported food-related behaviors associated with cardiovascular health, overall and in each of the 3 specific areas before (pretest) and after (posttest) attending educational sessions, National Heart, Lung, and Blood Institute's Community Health Worker Health Disparities Initiative. Bars indicate behavioral frequencies on a 1 to 4 scale (1 = never, 2 = sometimes, 3 = most of the time, 4 = always). Pretest–posttest changes are significant at P < .001. [A tabular version of this figure is also available.]
Physical activity. The percentage of participants classified as physically active increased from 33% to 65% pretest to posttest (P < .001) (Table 2).
Confidence. A significantly greater proportion of participants reported being confident or very confident in being able to prepare heart healthy foods for themselves and their families posttest (88%) than on pretest (40%) (P < .001) (Table 2).
Stages of change. Eighty-five percent of participants, on the basis of the scenarios presented, self-identified as being in the action or maintenance stage of change at posttest compared with 41% at pretest (P < .001) (Table 2).
Significant predictors of changes in knowledge and behavior. Age and personal history of diabetes were found to be significant predictors for the magnitude of change in the overall score of heart health behaviors. Younger participants and those without a known history of diabetes made the greatest gains in the adoption of heart-healthy behaviors. Personal history of diabetes and family history of heart disease were significant predictors of heart health knowledge. Participants who did not have diabetes or did not know their status and those who did not say they had a family history of heart disease had larger improvements in heart health knowledge than those who responded affirmatively to either of these questions.
Participant's program satisfaction
More than 97% of participants were satisfied or very satisfied with the curriculum. Most indicated they shared the information learned with their friends (81%), family (95%), coworkers (24%), or with other associates (21%).
Curriculum-specific results
We analyzedthe results to determine whether they varied across groups using the different curricula. The American Indian and Filipino study sites had considerably fewer participants (67 and 82, respectively) than African American or Hispanic sites (354 and 501, respectively), so these results should be interpreted with caution.
Knowledge. Heart health knowledge increased significantly with all 4 curricula, ranging from 22 percentage points for the African American curriculum to 33 percentage points for the Hispanic curriculum.
Behavior. Participants in all 4 curricula had improvements in frequency of self-report of adopting healthy food-related behaviors that ranged from 0.2 points for the American Indian curriculum to 0.4 points for the Hispanic curriculum. This increase was significant for all curricula except Filipino sites, where the sample size was small and the individual pretest and posttest measures could not be linked. Although the unlinked cases were included in the analyses, the comparisons in the unmatched analyses are less precise and have less statistical power to detect differences than comparisons with matched cases. Self-reported physical activity also increased significantly in all groups except those using the Filipino curriculum.
Confidence. Participants in the African American and Hispanic curricula reported significantly higher levels of confidence in their ability to prepare heart healthy foods after participating in the program. Participants in the Filipino and American Indian curricula also reported higher confidence, but levels were not significant.
Stage of change. African American and Hispanic participants had a significantly larger proportion of participants at the action or maintenance stage of change at posttest than at pretest compared with American Indians, Alaska Natives and Filipinos. Results were not significant for American Indian participants. The Filipino sites did not report on the stage-of-change measure.
This study is the largest evaluation of a CHW-based program to date. It assesses the effect across 4 different minority groups, unlike other interventions that target specific ethnic groups or are not culturally grounded. Findings from this study provide evidence that CHW-led interventions have a positive effect on heart health knowledge and self-reported health behaviors in minority and underserved communities. The CHW model has been used historically to bridge the gap between the health care system and its clients. CHWs have been effective at providing community education and at helping patients navigate the system, thus promoting improved health outcomes (18). The results observed in this evaluation are in line with other studies that used a similar research design (11,19). With few exceptions, positive results were observed across all curricula. Community participants generally increased their heart health knowledge and improved in self-reported health behaviors (eg, increasing physical activity) that can reduce CVD risk. Additionally, participants progressed to a stage of change more closely aligned with practicing heart healthy behaviors on a regular basis. Given the successes of the experiences documented here, consideration should be given to expanding this program in similar minority and underserved communities. More rigorous evaluations are needed to further examine CHW's abilities to effectively improve behavior change as well as improve clinical outcomes (eg, blood pressure). In addition, the curricula may need to be updated to reflect the current science (eg, revised physical activity and nutrition guidelines) and implemented with different methods (eg, online education) to keep up with rapid changes in technology.
Because it was based on a convenience sample, our evaluation did not include a control group; therefore, the observed changes cannot be attributed solely to the intervention and are not generalizable beyond the study population. Anecdotally, program implementation strategies varied across sites (eg, duration and number of sessions, teaching style of CHWs) to accommodate resource limitations and community needs. These and other issues could have contributed to the variability in results across the 4 curricula. Lack of unique identification numbers from the Filipino sites limited the ability to match pretest and posttest scores for individuals. Although the analysis included these individuals by applying appropriate methods to deal with missing data, results for these sites might have been more robust had the data been matched. Finally, the data collected were self-reported and subject to recall and social desirability biases.
Despite limitations, the changes we observed were large, significant, and consistent across settings and racial/ethnic-specific curricula applied to over 1,000 participants. The results add to the evidence that the CHW model is effective in improving heart health knowledge and behaviors and can move participants along a continuum of being able to implement and sustain positive heart health behaviors. Robust predefined evaluation studies using a control group and measuring clinical outcomes would contribute more evidence on the effectiveness of the CHW model to reduce risk factors for CVD. It also would be valuable to examine the content and methods of the CHW training program and to link training quality and program fidelity to outcomes for community participants.
Cardiovascular health disparities persist among racial and ethnic minority groups. Programs are needed that are culturally and linguistically tailored to these groups and are easy to implement with limited resources. The curricula used in this intervention program met these criteria and were well received by the CHWs, community participants, and organizations. The curricula can be more widely applied to help reduce racial and ethnic disparities in cardiovascular health. NHLBI continues to expand implementation of the curricula through building partnerships with various organizations (eg, public housing authorities, academia, CBOs, clinics) in an effort to help reduce CVD disparities. For example, another study of 97 Filipino participants showed promising results for an expanded version of the program where individuals screened for being at risk for heart disease were followed and managed in a clinic setting in addition to participating in group education activities led by CHWs (19). Findings from clinical trials of similar interventions provide additional evidence of the effectiveness of this type of program in preventing CVD and improving health outcomes (20). Further development and testing of similar efforts using CHWs to decrease risk factors for CVD and improve outcomes are needed to support widespread implementation of this type of approach (21). This study adds to the body of literature by showing that CHWs can be part of the solution to address heart health disparities by using NHLBI's curricula in minority communities.
This research was supported by the National Institutes of Health, NHLBI contract GS-10F-0112J (Division for the Application of Research Discoveries [DARD] [Program Evaluation]). We thank Dr Denise Simons-Morton, Ms Karen Donato, and Dr Robinson Fulwood of NHLBI DARD for their support of the research and review of the manuscript. We also gratefully acknowledge the participation of the community sites, the CHWs, and the program participants, without whom this research could not have been carried out.
Author Information
Corresponding Author: Jovonni R. Spinner, MPH, National Institutes of Health, National Heart, Lung, and Blood Institute, 31 Center Dr, MSC 2480, Room 4A29D, Bethesda, MD 20892. Telephone: 301-496-1051. E-mail: firstname.lastname@example.com.
Author Affiliations: Margarita Hurtado, Manshu Yang, Christian Evensen, Amy Windham, American Institutes for Research, Washington, DC; Gloria Ortiz, Rachael Tracy, Edward Donnell Ivy, National Institutes of Health, Bethesda, Maryland.
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Table 1. Participant Characteristics of the National Heart, Lung, and Blood Institute's Community Health Worker Disparities Initiative, by Curriculum, 2007–2010
|Characteristic of Curriculum Site
|African American
|American Indian
|Number of participants, n (%)
|501 (50)
|354 (35)
|67 (7)
|82 (8)
|Number of sites
|Type of organization, n (%)
|Community-based organization
|117 (23)
|211 (60)
|43 (64)
|70 (85)
|441 (44)
|148 (30)
|19 (5)
|24 (36)
|4 (5)
|195 (19)
|236 (47)
|124 (35)
|8 (10)
|368 (37)
|Sex, n (%)
|429 (86)
|213 (60)
|55 (82)
|53 (65)
|750 (75)
|72 (14)
|141 (40)
|12 (18)
|29 (35)
|254 (25)
|Average age, y
|Reported being told by a health care professional that they had diabetes, n (%)
|108 (22)
|98 (28)
|17 (25)
|10 (12)
|233 (23)
|Reported a family history of heart disease, n (%)
|221 (44)
|126 (36)
|24 (36)
|4 (5)
|375 (37)
Table 2. Knowledge and Behavioral Effects of the National Heart, Lung, and Blood Institute's Community Health Worker Health Disparities Initiative, "My Health Habits" Survey Outcomes, 2007–2010
|Pretest Mean (SE)a
|Posttest Mean (SE)a
|P valueb
|Heart health knowledgec
|All curricula combined
|48% (3%)
|74% (3%)
|African American
|44% (3%)
|77% (3%)
|American Indian
|63% (4%)
|73% (4%)
|39% (10%)
|66% (9%)
|49% (2%)
|71% (2%)
|Frequency of engaging in healthy food-related behaviorsd
|All curricula combined
|2.5 (0.1)
|2.9 (0.1)
|African American
|2.6 (0.1)
|2.9 (0.1)
|American Indian
|2.4 (0.1)
|2.6 (0.1)
|2.7 (0.2)
|2.9 (0.2)
|2.4 (0.1)
|Physically activee
|All curricula combined
|33% (8%)
|65% (8%)
|African American
|68% (6%)
|91% (3%)
|American Indian
|8% (5%)
|35% (17%)
|58% (33%)
|58% (42%)
|22% (4%)
|47% (6%)
|Confidence in preparing heart-healthy foodf
|All curricula combined
|40% (8%)
|88% (4%)
|African American
|51% (5%)
|97% (1%)
|American Indian
|27% (9%)
|52% (15%)
|33% (25%)
|100% (2%)
|51% (5%)
|87% (3%)
|Stage of changeg
|All curricula combined (excluding Filipinoh)
|41% (6%)
|85% (4%)
|African American
|61% (6%)
|94% (2%)
|< .001
|American Indian
|51% (17%)
|42% (16%)
|38% (6%)
|85% (4%)
|< .001
The opinions expressed by authors contributing to this journal do not necessarily reflect the opinions of the U.S. Department of Health and Human Services, the Public Health Service, the Centers for Disease Control and Prevention, or the authors' affiliated institutions.


text:
|2009-03-10, 23:28
|Link #250
Senior Member
Join Date: Dec 2007
As for me, I'm going to have to go with the Darkness fruit. Nothing beats terrifying your enemies by nullifying their powers upon touching them. Zehahahahahaha!!!!
|2009-03-11, 20:44
|Link #252
Join Date: Nov 2006
Location: LA CA
Last edited by Master Mold; 2009-03-11 at 20:55.
|2009-03-20, 15:20
|Link #259
So Like A Rose
Join Date: Mar 2007
Location: Foxglove
Age: 31
Okay here's one; the Hone Hone no Mi (Lit. Bone Bone Fruit), Paramecia. This devil fruit allows the user to form an exoskeleton for physical protection (like an insect), can form bones into weapons or objects (like cages, shields, etc.) Or even form bones into a giant bone monster. All in all I was somewhat inspired by Naruto's Kimimaro, but I guess the Bone Bone Fruit would be more flexible than Kimi's kekkai-genkai, because instead of ripping out your actual bones from your body you replicate them and keep the originals intact. You could probably even build a house made of bone if you had the Hone Hone no Mi
|2009-03-21, 05:44
|Link #260
Senior Guest
Join Date: Jan 2009
Location: Athens (GMT+2)
Age: 30
I got a good one, I hope it's new coz it's my favourite so far...Logia-type Sake Sake no Mi! Drown your enemies in sake, create condensed sake-blades to cut through material, sake disperse shields rotating really fast to repel bullets, and ofc sake pistol! Its weakness lies in fire, but it can become a powerful flame-thrower if used properly as well.
P.S: Can also be consumed or sold, providing infinite money and amusement for an entire crew.
|Thread Tools


text:
If you thought taking a photo on your phone was as simple as framing and snapping, think again—Pennsylvania's Immaculata University is teaching students how to use them "properly." Professor Flannery explains that "it's part of our responsibility to teach kids how to use this tool."
Call me ageist, but I would've thought kids would know how to work a phone better than the oldies. Though it sounds like the class will also study privacy issues, and how cellphones can be used for citizen journalism as well. [Silber Studios via PetaPixel]