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Library Services in Schools
Contents |
Success Stories
Teacher Collaboration
Facilitating Research Projects: How input on the research process can benefit students, teachers, and librarians, improve research skills, and build stronger working relationships between you and your teachers.
Introduction Every day I encounter frustrated students in my library. Their teacher has handed out a research assignment, gone over a few key points, and turned them loose to process, organize, research, and turn out a finished project. Many times, they have little or no input in the selection of their topics or whether they work alone or in teams. They feel overwhelmed with the multitude of information resources available, are unsure what constitutes quality research, and simply end up googling the topic and turning out a basic fact-based paper. If they are given the chance to spend at least one class period with library instruction and guidance, and then allowed consecutive days in the library under the guidance of a teacher-librarian team, they are usually more confident, have more ownership of the project, and turn out much better results. This continued frustration of my students who were overwhelmed with the research process led me to ask probing questions of my role, the teacher's role, and the student's needs. These questions led to the creation of a simple online survey for students in grades 6 through 12. It is my hope that these results will foster more cooperative planning among the teachers and library instructional staff at our school. Methodology An online student survey was created and saved to a password-protected page on the library's intranet at our school. Survey questions were drawn up by the librarian based on complaints and observations of student frustration in the library. Questions focused on the introduction of classroom research projects and included discussion of initial topic selection, beginning research, and the use of bibliography creator applications such as NoodleTools and free internet bibliography creators. Probability sampling was utilized to randomly select respondents in 6th through 12th grades. All survey answers remained anonymous. A total of 69 students took the online survey; 15 from the middle school and 54 from the high school. The online survey consisted of 19 questions, made up of 16 closed-ended and 3 open-ended responses.
Results of the survey
Category 1: Teacher-driven roles and the introduction of the research paper/project Questions 1 through 4 dealt with the teacher's introduction of the research project and included research instructions, deadlines, and topic selection. Question 1 asks students what they consider to be the hardest part of beginning a research project. They were allowed to select as many answers as needed, including entering their own response if none of the choices represented them. Forty-three percent of the students felt that the hardest task when beginning a research project was that there were no topics on the teacher's list that interested them. Thirty-one percent complained that there were too many instructions, which left them overwhelmed at the onset. Fifteen percent selected not understanding the assignment clearly, poor instructions, or not enough instructions to get started on their own. When asked to put in their own words what frustrated them the most, responses included not knowing where to begin, difficulty in selecting a topic, and not enough explanations from the teacher. In Question 2, students are asked what the teacher could do to help them feel less overwhelmed. Middle school students noted they needed clearer instructions, actual examples of finished projects, more personalized topic choices, and a better understanding of tasks involved. Upper school students articulated further that teachers should be sure students were familiar with the topics before assigning due dates, explain the topics on the list so they could make a more informed selection, give the students a few extra days for class discussion on the topics, set specific guidelines with due dates given in smaller increments, give more class and library time to work on the project at the beginning with teacher assistance, and clear, step-by-step instructions. One US student even suggested that perhaps before a teacher listed a topic, the teacher should be sure there would be sufficient and approved sources to do the research. Question 3 asks students how their research topics are usually assigned. Sixty-five percent said they usually had to select a topic from the teacher's list. Only 19% said they were allowed to come up with their own topic. It was clear to me that if topic customization was offered at all, it occurred more in the high school setting. Only 9% said they were offered chances to personalize a topic on the list so that it better reflected their interests. Question 4 asks the students to comment on the typical format of research papers assigned. Fifty-seven percent said that the typical project was when the teacher wanted them to repeat facts on a subject without adding their personal opinion or reflection on the topic. Sixty-two percent of high school students selected this response and 43% of middle school students. Twenty-six percent said that the majority of projects allowed them to take a stand on an issue. Seventeen percent said that the majority of projects had allowed them to synthesize information and come up with a solution to a problem.
Category 2: Librarian-driven roles and locating information The next set of questions centered on traditional librarian-driven roles, including research time with their teachers in the library. When asked in Question 5 if their teachers usually scheduled a library review day so the librarian could show them where to located appropriate sources and create their bibliographies, 7% selected all of the time, 59% said most of the time, and 33% answered hardly ever. A mere 10% of high school students came all of the time, and 53% of middle schoolers said they hardly ever were given research instruction at the beginning of a project. Question 6 askeds the students if they are given consecutive research days in the library with their teacher present to assist them, how many days would they require to feel more confident in their work? Sixty-eight percent wanted 3 or more days. Only 11% of students felt that one day was enough. Questions 8 and 9 centers on the students' ability to formulate effective search phrases and generate keywords on their topics. Eighty-three percent felt they were confident in their ability, but 91% said they did not know what Boolean operators were or used them on a regular basis.
Category 3: Quality of resource selection Question 7 asks students to select which resources they typically use to gather information for their research projects. Forty-three percent selected books, 46% encyclopedias, 22% used current information sources such as newspapers, newswires, and magazines, 11% used peer-reviewed journals, and 76% selected outside web pages. Both high school and middle school students selected web pages as their number one source of information. Question 10 asked them if they regularly used the index in the back of books to locate information on their topics, and 77% said they did all or most of the time. Question 11 asks students what percentage of the time they consider authority when determining what information resource to use. Sixty-five percent of the students said that either always or most of the time, authority was the determining factor in resource selection. Of that number, 67% of high school students and 60% of middle school students considered authority first. Question 12 asked if their teachers required that all of their resources have authority. Eighty-seven percent of the students selected always or most of the time, with 90% of high school and 87% of middle school students in agreement.
Category 4: Bibliographic Citation Question 13 centers on bibliographic citation and authority of information resources. Students were asked whether they had ever been required to create an Annotated Bibliography to justify, in their own words, the authority of a resource they selected. Eighty-nine percent said yes. Questions 14-15 are related to Noodle Tools, our school-approved MLA citation creator. When asked whether their teachers required they use Noodle Tools over other bibliography software, 50% selected always or most of the time. When asked if they used free bibliography software instead of the school-sponsored program, 36% said yes. 73% of the middle school students used other, non-approved, bibliography applications available free on the web. This number was high because unfortunately, most of our middle school faculty does not require the use of Noodle Tools as prescribed by the library and high school faculty. Question 16 is an open-ended question, asking students to explain what they feel is the most frustrating part of creating a bibliography. High school students showed less frustration with the mechanics of Noodle Tools. The majority of their complaints could easily be solved if they only used Noodle Tools regularly and properly with library instruction and assistance. Most of the high school comments reflected a general frustration we all feel with bibliography creation; how to decipher the MLA handbook, the time it takes, and just the fact that it is tedious work. One high school student mentioned that, "It's not very frustrating at all to create a bibliography. Noodle Tools has greatly facilitated the process for students." Middle school student comments reflected much greater frustration with the entire process, perhaps because they lacked the experience and instruction in creating bibliographies on a regular basis. Comments generally focused on the detail of the work and misunderstanding what and how to cite.
Category 5: Work at home versus on campus Students were asked in an open-ended question about the practice of working on research projects at home. A handful of teachers on campus require all or most of the work to be done during the school day. Upper school students felt that if you had to work on the entire project on campus, it was partly because of the school's honor code on plagiarism. Comments also included teachers wanting to make sure the projects were completed to standard, to ensure students didn't access web sites without authority, allowing them to view student progress, and observing how a student works in a classroom environment. Middle school students felt it was because of the honor code and ensuring time on task. Comments included being there to help the student during the project, getting students to dedicate the same amount of time to the paper, and avoiding inappropriate resources.
Observations My initial observations were divided by middle and high school responses. After analyzing the middle school data, I detected a general frustration with research projects. Students feel they lack ownership on topic selection and interest, instructions are not clearly aligned with specific tasks, there are no examples of finished projects for students to review, there is not enough research time in the library with the teacher present, and they need continued instruction in bibliographic creation. Generally, they believe that they select sources with authority, but the majority of students continue to use the internet instead of library subscription databases. They are confident in their abilities to formulate an effective search but have no idea what Boolean search operators are. They lack regular and thorough instruction in using Noodle Tools, so tend to use the free bibliography software found on the internet. High school students were much more sophisticated and articulate, but generally voiced many of the same frustrations as the middle school students. There was a greater understanding of how to create a bibliography, but when frustrations were expressed in the process, these could easily be cleared up if they only used Noodle Tools regularly and confidently. The frustrations of high school students with the research process included a lack of clearly defined tasks with staggered due dates, a continued lack of ownership over topic selection, and the need for more library research days with their teacher present. Both middle and high school students had a general confusion over what constituted authority; they were sure it mattered and they considered it, but used web sites over authoritative resources most of the time.
Conclusion Clearly, the research process is a compelling example of a learning partnership. Faculty, students, and librarians are all stakeholders and each has much to be gained from input by the other. Faculty that choose to plan well in advance of a research project, who submit their handouts to the library in time to thoroughly research the topic selection, and are willing to listen to constructive commentary and amend the assignment when needed, can most likely enjoy receiving higher quality final projects to read and grade. When they allow the team of librarian, teacher, and student to work together for a period of 2 to 3 consecutive days, everyone benefits. However, when a faculty member simply assigns a research paper, does not allow for cooperative planning and input, and does not have clear bibliographic requirements, more than likely they will receive a fact-based project with little synthesis and evaluation on the part of the student. When I started this survey, I only wanted to receive input on how we as teaching librarians could better help our students. I had no idea that they could so clearly articulate where the problem was, and ask for better guidance and coordination between their teacher and us. Am I happy with the results? Of course, the results of the survey give credence to what we tell teachers every year as we seek more cooperative planning and teaching. However, I now feel more frustrated that our students are clearly being left out of the equation, and they know it. I suppose it is back to the drawing board for the library, as we seek to implement new and better ways to bring teachers around. Dianne E. Johnston
Moving from Fixed to Flex Scheduling
I am the head librarian at an independent college preparatory school with a busy library of over 27,000 materials. Information instruction is a vital part of our services as we prepared our students for college. Over the years, and under several different head librarians, our library fell into the practice of offering a PK-5 fixed schedule and a flexible schedule for 6-12 grades. We tried for many years, via accredidation self-study, to upgrade the PK-5 program to flex-scheduling. In 2011, instead of repeating the same recommendations, we decided to take action, came up with a new program that wouldn't scare our teachers with too much change, and sought and received permission from administration to make the change. Here are our accredidation recommendations:
- While weekly check out and story time should continue on a fixed schedule, a flexible library research schedule should be created for elementary students, modeled after the middle and high school program. Library research time would be scheduled to meet the needs of each class, facilitated by the librarian, as required to support an actual project. This would include library availability for class research, book reports, curriculum-based units, and any other special classroom requests.
- The library needs to return to a focus of providing research and literary assistance, and fostering a love of reading. It should not be viewed as a special area class (such as art or music) where students participate in weekly lessons taught outside of actual classroom projects.
Here is the final program we will institute in 2011-2012, which gives teachers who are afraid of change a "fall back" of both fixed/flex scheduling. Hopefully, our new program will encourage elementary teachers to visit more instead of less!
Library Changes beginning August 2011: 1. PK Program: 4 year olds will have a weekly literature/check out time and 3 year olds a monthly time. Parents will be encouraged to come in to check out books at any time. Parent involvement will be fostered with a library resources session for PK families every 9 weeks facilitated by the Head Librarian. No special area designation/grading criteria 2. K-3rd grade Program: Weekly library literature/check out time of 25 minutes. Additionally, teachers will be encouraged to set up library research days when they have projects. All project-based learning units will be facilitated by the Head Librarian. 3. 4th grade: Weekly skills/check out time of 30 minutes. One hour monthly information retrieval/research skill set scheduled at the convenience of the teacher. Additionally, teachers will be encouraged to set up library research days when they have projects. 4. 5th grade: Weekly 45 minute library class in the traditional sense. This class will continue to be graded. Additional research/flex time as required by teachers.
Great Ideas for School Library Lessons
These are some examples of "Best Practices Lessons" from Rhode Island's Educational Media Association:
(Place your lessons here.)
Here are some districts that have their own "Best Practices" wikis:
Anaheim Union High School District, CA [1]
Useful Handouts
ILA Session on The Teacher Librarian
Hi, I am Michelle Luhtala, Library Department Chair at New Canaan High School in New Canaan, CT. We were recipients of the AASL National School Library Program of the Year Award in 2010, and I was named Outstanding Librarian by the Connecticut Library Association in 2010. We attribute our program's success to three factors: 1. We deliver our library program in a hybrid online/face-to-face format 2. Our practice is evidence-based 3. We use social media & collaborative technologies to embed 21st century and right-brain skills/senses into our program
If you'd like to learn more, please join my FREE online webinar series, Using Emerging Technology to Improve Your School Library Program, at edWeb.net. It runs for 12 months, starting in July 2010. All webinars are archived and available for asynchronous viewing. Continuing Professional Education credit is available.
Hi, I'm part of a group of media specialists in a Minnesota school district looking for great sources on best practices. We are searchiing internet and publishers' offerings. If you have suggestions for books or articles that we absolutely should not miss, please e-mail me at [email protected]. Maybe this is an inappropriate use of a wiki. Haven't tried creating a wiki yet but will be bringing it up at our next district tech meeting. Very interested in setting up a high school forum.
Hi back from Iowa. I am a media specialist in an Iowa school district looking for a way that teens, young adults, and adults can share great books together. Check this new wiki out: http://booktalk.pbwiki.com/ Better yet, Minnesota and the rest of the world, add your two cents worth at the wiki. The password is booktalk. Please share where you are from at the Optional login. We need to get the ball rolling with good book ideas. If you wish to improve on the wiki, that is fine, too. My address is: [email protected].
I'm Donald Maclean, used to be a school librarian based in Scotland, UK. I've just finished a blog which looks at best practice (my viewpoint, obviously!), which lives here: [2] I now work in Higher Education and am based at Perth College, Scotland [3]. I very much enjoyed my time as a school librarian, and wanted to create a resource which might be useful for newly qualified librarians, or those with a passing interest in web 2.0 and new technologies. Hope this might be of some use. Nice wiki, fine idea!
Donald Maclean
Hi, My name is Amy Marquez. I will be a new school librarian this year. I have taught elementary and middle school in Texas for the past 8 years. I am currently working on my Master's degree at Sam Houston State University, in Huntsville, Texas. I am maintaining a blog (http://southtexaslibrarian.blogspot.com) tracking what has and hasn't worked for me, as well what I am learning through my experiences in the library. I am also completing the 23 Things program. If you are a new librarian this might be helpful for you. I would love to hear your comments or suggestions on my blog. I hope some of you might find it useful.
Sincerely, Amy Marquez
HI, I'm Wouter Laleman elementary librarian at the American School in Japan. Some successful programs we are running in our library are Storysports, a combination of improv writing and improv theater invented by New Zealand author Brian Falkner, Picture This! a program where students are invited to write their own stories and I have them illustrated by illustrators who are members of the SCBWI Tokyo chapter, the Sakura Medal, our equivalent to the Newbery and Caldecott for kids in International Schools in Japan and the accompanying Brainbowl. Have a look at the my website for more details on all of these.


text: With this video series, even simple layman without any coding knowledge can setup the site as shown in our demo in no time. We have tried our best to make the video simple and clear. If you have any issues feel free to put your queries in our support forum

subset: commoncrawl


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We have reached a turning point in American history. It is no longer possible for a rural, regional, racially monochromatic political party to win the presidency. We are now, manifestly, a different country. The South, though a more complex region than ever before, won't rise again until it resolves the issues that have marked its difference from the rest of the country since the land was colonized. President Obama, freed by victory to return to the grand rhetoric that marked his rise to power, acknowledged this demographic earthquake in the very first sentence of his passionate acceptance speech: "The task of perfecting our union moves forward."
The line echoed two essential events in the history of the country: the Constitution's mandate to "form a more perfect union" and Abraham Lincoln's crusade to preserve that union. It marked the end of a 50-year era in American history, a time when the Civil War was fought again through the civil rights movement and a succession of Sun Belt Republicans revived the radical individualism that has been present in the nation's character from the start. But on election night 2012, the solid South was fatally pinched as Virginia — the heart of the Confederacy — stubbornly remained blue, and Ronald Reagan's West continued its transformation into a region dominated by a rising generation of Latinos as well as the freethinkers who legalized marijuana in Colorado and continued to vehemently support liberal social policies along the West Coast. All that was left of Richard Nixon's Southern strategy was Scots-Irish Appalachia and the German-Nordic stripe of prairie states. It was American politics at its most primal.
(Election 2012: Photos From the Finish Line)
Barack Obama now lives in history as a transformative figure, but it remains to be seen if he will be a successful President. If the tectonic significance of the election was clear, the short-term path toward a less imperfect politics remains as difficult as ever. It will, and should, be argued that the election was a mandate for moderation. The last month of Mitt Romney's campaign, when he rushed to the center and suddenly made it a race, ratified the real will of the people: a sensible centrism that runs deeper than the overcaffeinated bluster that seems to dominate the media. The election hinted that the third rail of American politics — the certain death that comes to those who question entitlement programs like Social Security and Medicare — is beginning to lose its juice. But the rail has been replaced by a rut: the immense power of special interests, left and right, to prevent compromise and of the right-wing media to sow cynicism about any form of government action.
The task of breaking that deadlock may prove more daunting than winning re-election. Obama no longer has to worry about electoral politics, but his most immediate challenge is to become a more effective politician. How does he do that? Despite the postelection recalcitrance from Republican congressional leaders, especially the sour Senate minority leader Mitch McConnell, there is shared political interest in getting the so-called fiscal cliff behind us. McConnell may be chastened by the election results, in which Tea Party candidates in Missouri and Indiana lost seats that should have been safely Republican. More important, Republicans in both the House and Senate may take a lesson from the results and begin to cluster closer to the center.
(PHOTOS: Last Days on the Road with Obama)
Two Republicans to watch in the coming months will be Senator Lamar Alexander and House Speaker John Boehner. Alexander, a relative moderate from Tennessee, resigned his Senate Republican leadership position this past year and joined the bipartisan forces — the Gang of Six — trying to develop a budget deal. By leaving the leadership, he may have become a leader, providing a path for some of his colleagues to move toward compromise. As for Boehner, he has a decision to make. He came very close to closing a budget deal with the President in 2011 but was daunted by his ambitious deputy, Eric Cantor, and the Tea Party caucus. Obama was daunted too, by his liberal partisans — but he doesn't have to worry about that so much anymore. A bipartisan compromise can be had if Boehner and Obama work their way out from the middle of their parties to a bipartisan majority.
On election night, Obama said, "I look forward to sitting down with Governor Romney" to find ways "to move this country forward." He should be very serious about that. Romney's campaign may have provided the key policy path toward a budget deal. Romney suggested that taxes be cut 20% across the board, and that, of course, won't fly. But he also suggested that tax deductions and old-age entitlements be severely limited for the wealthy — and that might well prove useful, a way to maintain current tax rates while raising revenue toward a $4 trillion deal. The President has proposed a limited version of this in the past, only to be thwarted by Republicans. We'll see what Boehner and Alexander think about it now.
(PHOTOS: Last Days on the Road with Romney)
But Romney may have a larger role to play, if he and Obama can come to a meeting of the minds. Faced with a bloated federal bureaucracy after World War II, Harry Truman embraced a leader of the opposition party, former President Herbert Hoover, to lead a bipartisan commission that actually reformed the government. That seems the sort of thing that might be right up Romney's alley. Some of his most effective moments during the campaign were his recitations of government waste — the 47 job-training programs run by the federal government, the sedimentary layers of outdated and intrusive regulations, the number of bureaucrats involved in acquisitions at the Pentagon. There is political peril aplenty in such a move. But if the details of the arrangement could be negotiated, there would be the possibility of redemption for Romney and bipartisan credibility for the President — and a sleeker, more effective government as well.
During the campaign, Obama was caught whispering to Russian President Vladimir Putin that he would have more "flexibility" to negotiate a missile-defense deal after the election. In fact, the President now has a range of possibilities for progress overseas. There are strong signs that Iran, crushed by economic sanctions, will be ready to make a deal to limit its nuclear program to peaceful uses, strictly verified by international inspectors. There is also, as always, an opportunity elsewhere in the Middle East. For his first overseas trip in his second term, the President should finally visit Israel, which will have its own election two days after Obama is inaugurated. He should celebrate that remarkable country but also make it very clear that now is the time for a two-state solution — which means a halt to Israel's illegal settlement expansion and an end to the refusal by Hamas, and other Palestinian extremists, to recognize Israel. (Hamas, which faces the same brand of Salafist opposition as Egypt's Muslim Brotherhood, might be ready to play.)
There is other crucial work to be done, like creating a more perfect Obamacare and putting climate change firmly back on the table. There is also immigration reform, which will be a true test of whether Republicans have read the election returns. Indeed, that is now the crucial question of American politics: Do Republicans understand that they went too far, that they've reached a demographic dead end? I watched Fox News for much of election night. The conservative voices were stronger, as usual, but the overall coverage was admirably fair and almost balanced. Fox even stood firm, on the side of reality, when Karl Rove, the godfather of the old GOP, disputed the network's call of Ohio for Obama. That may have been an outlier. The best ratings may be in continuing to demonize Obama. But as the man said in victory, "We are not as divided as our politics suggest." And it now seems clear the country has accepted this man as President and is anxious to move on. If Obama can prove himself a more deft politician than he has been and the Republicans accept the obvious lessons of this race, there is room for some optimism that, yes, we can.
PHOTOS: The Campaign in 100 Objects


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Change Python 2's encoding to use the system locale
Make Fedora's C implementation of Python 2 use a locale-aware default string encoding (generally "UTF-8"), rather than hardcoding "ascii", thus avoiding exceptions of the form
UnicodeEncodeError: 'ascii' codec can't encode characters in position ...: ordinal not in range(128)
when running scripts in shell pipelines and cron jobs.
- Name: Dave Malcolm
- Email: <email@example.com>
Current status
- Targeted release: Fedora 13
- Last updated: 2010-01-20
- Percentage of completion: withdrawn by owner
The upstream python community has requested that I not make this change, so I'm withdrawing this feature proposal. It's not clear to me how to do that through our feature process; the only available exit-states seem to be "Complete" and "Incomplete".
(unfortunately the python-dev list archives for that period seem corrupted; the gmane archive for the thread is here).
Detailed Description
This was originally requested as bug 243541.
Python's site.py
includes this fragment of code:
def setencoding(): """Set the string encoding used by the Unicode implementation. The default is 'ascii', but if you're willing to experiment, you can change this.""" encoding = "ascii" # Default value set by _PyUnicode_Init() if 0: # Enable to support locale aware default string encodings. import locale loc = locale.getdefaultlocale() if loc[1]: encoding = loc[1] if 0: # Enable to switch off string to Unicode coercion and implicit # Unicode to string conversion. encoding = "undefined" if encoding != "ascii": # On Non-Unicode builds this will raise an AttributeError... sys.setdefaultencoding(encoding) # Needs Python Unicode build !
It is proposed to change the first conditional to if 1:
in our CPython 2 build, so that Fedora's Python by default reads the locale from the environment and uses that encoding. This will generally mean UTF-8
is used, rather than ascii
CPython's "default encoding"
The C implementation of Python 2 has two ways it can represent text strings:
- the classic legacy
object in which each character is represented as a single byte in an undefined character set. This is represented internally as astruct PyStringObject
objects where each character is represented as either 16-bit or 32-bit word in the Unicode character set (UCS). This is represented internally as astruct PyUnicodeObject
. We use UCS4 (32-bit) in Fedora's builds of Python.
Python 2 will encode and decode between unicode objects and str objects based on what Python believes the character set and character encoding are for the str object.
CPython 2's implementation has an internal read-only variable called unicode_default_encoding
which is returned by sys.getdefaultencoding()
(for brevity sake I'm going to refer to this variable as default_encoding). Whenever Python passes a string to an external API or receives a string from an external API, e.g. any string ultimately passed to a C function and the C binding has not explicitly specified its encode/decode requirements then Python consults the unicode_default_encoding variable to decide how to encode/decode that string. That means any time you print a string, open a file, call a function in a CPython binding it is subject to the default encoding.
(In Python 3, the str
object became a struct PyUnicodeObject
, and struct PyStringObject
became a bytes
The unicode_default_encoding
is set in site.py
to ascii
for historical reasons. Then site.py
makes the default_encoding read-only by removing it from the sys
module name space. This means you cannot call sys.setdefaultencoding()
without generating an exception. This also means Python's default encoding is locked to ascii
The reason for this appears to be an optimization within CPython: at the C level a struct PyUnicodeObject
actually carries two copies of the string:
- its UCS-{2,4} representation (this is the
Py_UNICODE *str
field), and - its encoded representation after encoding it according to the value in the global
variable; this is thePyObject *defenc
Think of this as a cached value of the string in the default encoding. The first time a unicode object is subject to encode/decode it caches the encoded value of the string to avoid having to encode/decode every time the unicode object needs to accessed in its encoded form. This cached value is invalidated when the unicode string content changes but there is no mechanism to invalidate it when the default encoding changes (hence, I believe, the restrictions on changing the default encoding, and the possibility that any struct PyUnicodeObject
instances created prior to the modification of the default encoding may exhibit incorrect behavior with respect to encoding).
In Python 3, the default value of unicode_default_encoding
is "utf-8" (this has been in the py3k branch of CPython's implementation since revision 55108); we do not plan to touch site.py for python3.
The system locale's encoding
In Fedora there is the notion of the "locale", embodying various localization parameters for the whole operating system. From the perspective of the "operating system locale", there is an "encoding", separate to that of the CPython runtime. From this perspective of operating system locale, our default encoding is UTF-8. This is normally set via login scripts in /etc/profile.d
. The user if they wish may choose to override the system default.
In both instances the default language and encoding is exported via an environment variable:
[david@brick ~]$ echo $LANG en_US.utf8
It's possible to query this locale information from Python using the locale
>>> import locale >>> print locale.getdefaultlocale() ('en_US', 'UTF8')
The encoding of stdout/stderr/stdin varies with TTY-connectivity
To add to the confusion, Py_InitializeEx sets up the encoding of each of stdout, stderr, stdin to the default locale encoding (typically UTF-8), _provided_ they are connected to a tty:
#0 PyFile_SetEncodingAndErrors (f=0xb7fc5020, enc=0x80edc28 "UTF-8", errors=0x0) at Objects/fileobject.c:458 #1 0x04fbdd49 in Py_InitializeEx (install_sigs=<value optimized out>) at Python/pythonrun.c:322 #2 0x04fbe29e in Py_Initialize () at Python/pythonrun.c:359 #3 0x04fc9886 in Py_Main (argc=<value optimized out>, argv=<value optimized out>) at Modules/main.c:512 #4 0x080485c7 in main (argc=<value optimized out>, argv=<value optimized out>) at Modules/python.c:23
so that the python interpreter run interactively from a terminal uses UTF-8 for the standard streams:
>>> sys.getdefaultencoding() 'ascii' >>> sys.stdin.encoding 'UTF-8' >>> sys.stdout.encoding 'UTF-8' >>> sys.stderr.encoding 'UTF-8'
This means that a simple case (printing lower case greek alpha, beta, gamma) works when run directly:
[david@brick ~]$ python -c 'print u"\u03b1\u03b2\u03b3"' αβγ
...but fails if you pipe it to a file or redirected into "less", despite the fact that the system locale is UTF-8, and thus "less" expects UTF-8 data:
[david@brick ~]$ python -c 'print u"\u03b1\u03b2\u03b3"' > foo.txt Traceback (most recent call last): File "<string>", line 1, in <module> UnicodeEncodeError: 'ascii' codec can't encode characters in position 0-2: ordinal not in range(128) [david@brick ~]$ python -c 'print u"\u03b1\u03b2\u03b3"' | less Traceback (most recent call last): File "<string>", line 1, in <module> UnicodeEncodeError: 'ascii' codec can't encode characters in position 0-2: ordinal not in range(128)
PyGTK and Pango
A significant "gotcha" here is that the pango
Python module forces the global default encoding variable to be 'utf-8'. It can do this because it's implemented in CPython where there are no restrictions; it directly calls PyUnicode_SetDefaultEncoding
/* set the default python encoding to utf-8 */ PyUnicode_SetDefaultEncoding("utf-8");
Let's take a little test drive and see things in action for ourselves:
$ python Python 2.5.1 (r251:54863, Jun 15 2008, 18:24:51) [GCC 4.3.0 20080428 (Red Hat 4.3.0-8)] on linux2 Type "help", "copyright", "credits" or "license" for more information. >>> import sys >>> sys.getdefaultencoding() 'ascii' >>> sys.setdefaultencoding('utf-8') Traceback (most recent call last): File "<stdin>", line 1, in <module> AttributeError: 'module' object has no attribute 'setdefaultencoding' >>> import pango >>> sys.getdefaultencoding() 'utf-8'
This hidden global side-effect can be particularly confusing, since the module is typically imported implicitly by other modules (e.g. by the gtk
This was first introduced in pygtk in a 2000-10-25 commit, and was moved from the pygtk module to the pango module in a 2006-04-01 commit in response to https://bugzilla.gnome.org/show_bug.cgi?id=328031
Looking over the source history in upstream's Subversion:
- the site.py hook to set the default encoding from the locale was added on June 7th 2000 in rev 15634:
'Added support to set the default encoding of strings at startup time to the values defined by the C locale...'
- the code was disabled by default 5 weeks later on July 15th 2000 in rev 16374 by effbot (Fredrik Lundh):
-- changed default encoding to "ascii". you can still change the default via site.py...:
- and the code was optimized two months later on Sept 18th 2000 in rev 17513, to only set it if it's changed:
Looking over upstream mailing list archives for this period:
- Python-Dev changing the locale.py interface?: Fredrik Lundh <email@example.com>
- followed by: "ascii default encoding":
- http://mail.python.org/pipermail/python-dev/2000-July/006724.html
(unfortunately side-tracked into a debate of "deprecated" vs "depreciated"); I may have missed some of the discussion though.
The function sys.setdefaultencoding
is defined in Python/sysmodule.c, it calls
PyUnicode_SetDefaultEncoding(encoding) on the string "encoding"
PyUnicode_SetDefaultEncoding is defined in Objects/unicodeobject.c; it has this code:
/* Make sure the encoding is valid. As side effect, this also loads the encoding into the codec registry cache. */ v = _PyCodec_Lookup(encoding);
then copies the encoding into the buffer: "unicode_default_encoding"; this buffer supplies the return value for PyUnicode_GetDefaultEncoding(), which is used in many places inside the unicode implementation, plus in bytearrayobject.c: bytearray_decode() and in stringobject.c: PyString_AsDecodedObject() and PyString_AsEncodedObject() so it would seem that there's at least some risk in changing this setting.
ASCII vs UTF-8
UTF-8 is identical by design to ASCII when the set of characters is composed only from the ASCII character set: code points 0-127 are all represented in UTF-8 as bytes 0-127, identical to ASCII. So any string which was encodable in "ascii" will also be encodable in "utf-8", and the encodings will be byte-for-byte identical. Data containing bytes in the range 128-255 were not valid "ascii", and attempts to decode them to unicode would have failed.
An internationalized application is highly likely to store and emit characters outside of code points 0-127. With the current setting, scripts that do so will work when run directly at a TTY (since sys.stdout then has UTF-8 encoding), but will fail with a UnicodeEncodeError
when run as a cronjob, or as part of a shell pipeline.
Applications which used i18n unicode strings previously could only have worked correctly if they were manually encoding to UTF-8 on every output call, they should also see no regression. Applications which load unicode strings from translation catalogs would never have worked correctly and will now work.
Note, the only way existing applications could have worked correctly is:
- They load unicode strings and manually convert to UTF-8 on output. Fixing the correct default encoding will remove the need for manual conversion on every output call.
- They load their i18n strings from a message catalog in UTF-8 format. This is typically specified as the codeset parameter in
. In this case the strings loaded from the catalog are not <unicode> instances, but are normal python <str> instances. When gettext is told to return strings via _() using the UTF-8 codeset python represents them as 'str' not 'unicode', in other words they are sequences of octets. When output the default encoding is not applied because they are not unicode strings, rather they are vanilla strings. Thus output works in our environment because their entire lifetime in python is as UTF-8. - They imported pango at a suitably early placed during the running of the script, which internally rewrote the default encoding to be UTF-8.
However, there are many good reasons to work with i18n strings as <unicode> instances, not byte sequences within <str> instances which happen to be represented as UTF-8 (e.g. can't count the number of characters, can't concatenate, etc.). Thus applications should be able to represent their i18n strings as unicode (internally as UCS-4) and output correctly with correct translation to UTF-8 automatically applied by python, not manually.
(adapted from jdennis's comments on https://bugzilla.redhat.com/show_bug.cgi?id=243541)
The PyArg_ and Py_BuildValue APIs
There are numerous Python modules which wrap libraries, some modules provided as part of the core python package, and some from add-on rpms.
In order to wrap the libraries, the module implementations must convert data between struct PyObject
instances and the data types that the libraries use.
The standard way to convert from a struct PyObject
to a "native" data type is the PyArg_ API:
- The "s", "s#', and "s*" formats (and the "z" variants) will handle a
struct PyUnicodeObject
as input by encoding the data using the default encoding and generating a C-style NUL-terminated string. By changing from "ascii" to "UTF-8" we convert cases that would fail before, and make them work. - The "u" variants work on unicode and UCS-4 data, or require the caller to specify an encoding.
- "et" passes the data from PyStringObject instances without recoding; I don't see how changes from "ascii" to "UTF-8" can cause a problem here.
The Py_BuildValue API works the other way, taking "native" types and converting back to struct PyObject
instances. In each case, I believe that it is safe to change the default encoding from ascii to UTF-8.
Benefit to Fedora
With this change, developers will find it significantly easier to use Fedora to write Python scripts: scripts will behave the same way when run within shell pipelines or during cron jobs as when the script is invoked directly from a terminal - a source of mysterious errors will go away.
(I plan to raise this on the upstream Python development list)
In theory this is just a one-byte change in the site.py
shipped in the python
We do not plan to make the change in the python3
rpm although this has the same code in its site.py
; the existing implementation defaults to UTF-8, which matches out defaults.
How To Test
Given that this one-line change makes a deep and subtle change to the internals of Python, the best way of testing this is to get it into Rawhide ASAP and for people to test their Python code on a version of Python with the change.
If anyone encounters a regression related to this change, please file a bug immediately, and let email@example.com know.
I have been testing with this change on my main development box and have not yet seen any regressions. John Dennis has also tested this and reports no regressions.
- Run
python -c "import sys; print(sys.getdefaultencoding())"
- It should report
, notascii
(assuming that LANG ends with "utf8") - The same test should be runnable with
, and reportutf-8
Shell pipelines
The following shell pipeline should display the first 3 letters of the Greek alphabet (alpha, beta, gamma) within "less"
[david@brick ~]$ python -c 'print u"\u03b1\u03b2\u03b3"' | less
It should no longer exhibit a UnicodeEncodeError like this one:
Traceback (most recent call last): File "<string>", line 1, in <module> UnicodeEncodeError: 'ascii' codec can't encode characters in position 0-2: ordinal not in range(128)
User Experience
Most users should notice no change. People maintaining Python scripts should find that mysterious errors for scripts that only occur when inside shell pipelines or during cron jobs go away, and that they now work as they do when running the script manually.
If anyone encounters a regression related to this change, please file a bug immediately, and let firstname.lastname@example.com know.
None: this is a one-line change in our python rpm.
Contingency Plan
In theory this is a one-line change in the site.py file shipped in our python rpm, and so it can be backed out by reverting that one line change.
(It may be that Python applications develop a dependency on our Python having made this change and so would be broken by reverting)
- Extensive information on this can be found at Features/PythonEncodingUsesSystemLocale.
Release Notes
- Python 2's
has been changed so that Python 2's default encoding now respects the encoding from theLANG
environment variable, typically using UTF-8, rather than defaulting to ASCII. This should eliminate a common source ofUnicodeEncodeError
problems seen when running Python within shell pipelines.


text:
International Internet Magazine. Baltic States news & analytics
Sunday, 21.07.2024, 08:44
BONO aims at a billion!
28.01.2022.The LLC (SIA) BONO enters the sawn timber market and plans to attract investments in the amount of 100 million euro to reach 1 billion turnover within 3 years.
Keyword tags: Good for Business, Investments, Latvia, Markets and Companies, Woodwork
26.08.2021.LLC Dizozols Investments finalizes investment attraction deal with Crowdestor with record-high profits
30.12.2020.On the verge of its 25th anniversary, The Baltic Course leaves business media market
30.12.2020.EU to buy additional 100 mln doses of coronavirus vaccine
30.12.2020.Hotels showing strong interest in providing self-isolation service
29.12.2020.Latvia to impose curfew, state of emergency to be extended until February 7
29.12.2020.Number of new companies registered in Estonia up in 2020
29.12.2020.Lithuanian president signs 2021 budget bill into law
Read also
- 28.12.2020Tartu to support students' solar car project
- 28.12.2020
- 28.12.2020First people in Latvia receive Covid-19 vaccines
- 28.12.2020New Year Cards and Calendars of Rietumu Bank presented
- 28.12.2020Owner of Kunda Nordic Tsement to install full-scale CCS facility in Norway
- 23.12.2020airBaltic to conduct repatriation flight from UK on December 28
- 23.12.2020Flying Forward 2020 starts developing air mobility of cities
- 23.12.2020LTG Infra gets green light to build Rail Baltica section from Kaunas to Latvian border
- 23.12.2020Lidl Lithuania to destroy Salmonella-contaminated eggs from Ukraine
- 23.12.2020New Year's fireworks banned in Latvia
- 23.12.2020Face masks to be mandatory also in nature trails in Latvia
- 22.12.2020In 2019, household disposable income in Latvia increased by 6.8%
- 22.12.2020Initially, 4,875 medics to be vaccinated against Covid-19 in Latvia
- 22.12.2020The vaccination against Covid-19 in Latvia will start on December 28
- 22.12.2020The photo exhibition "Icons – an Exhibition about the Right to Exist" opened in Rietumu in Riga
- 22.12.2020Movement of parcels between Estonia, UK suspended until New Year; Lithuanian Post warns of delays


text: 1And the LORD spake unto Moses, saying, 2Speak unto the children of Israel, saying, If a woman have conceived seed, and born a man child: then she shall be unclean seven days; according to the days of the separation for her infirmity shall she be unclean. 3And in the eighth day the flesh of his foreskin shall be circumcised. 4And she shall then continue in the blood of her purifying three and thirty days; she shall touch no hallowed thing, nor come into the sanctuary, until the days of her purifying be fulfilled. 5But if she bear a maid child, then she shall be unclean two weeks, as in her separation: and she shall continue in the blood of her purifying threescore and six days. 6And when the days of her purifying are fulfilled, for a son, or for a daughter, she shall bring a lamb of the first year for a burnt offering, and a young pigeon, or a turtledove, for a sin offering, unto the door of the tabernacle of the congregation, unto the priest: 7who shall offer it before the LORD, and make an atonement for her; and she shall be cleansed from the issue of her blood. This is the law for her that hath born a male or a female. 8And if she be not able to bring a lamb, then she shall bring two turtles, or two young pigeons; the one for the burnt offering, and the other for a sin offering: and the priest shall make an atonement for her, and she shall be clean.


text:
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text:
Previous Lesson
Complete and Continue
Introduction to Corporate Tax - Preparing T2 Corporate Tax Returns
Introduction & Course Administration
Welcome - Introduction to the course - How it is laid out, prerequisites and content (7:02)
Administration - Course notes, certificates and refund policy (6:25)
Course Navigation & Questions - Policies on course questions and what I can and cannot answer (7:06)
What this course does and does not cover and what you need to know (4:32)
Evergreen approach to teaching this course and your corporate tax knowledge (2:34)
Software used in this course and notes about using software (3:29)
TAX SOFTWARE - PART 1 - Student Version of Profile - Download & Registration Instructions (4:41)
TAX SOFTWARE - PART 2 - Important notes on the new 2024 registration process (7:48)
Download Course Notes and PowerPoint Presentation - Download
Module 1 - Introduction To Corporate Tax & Practical Guidance
The difference between corporate tax and personal tax study (7:17)
Personal tax and corporate tax are intertwined for small business clients (3:35)
Taking a holistic approach to your business and corporate clients (4:44)
Corporate tax isn't just about the Income Tax Act (4:45)
Building your knowledge base and keeping informed (7:07)
Some of the best resources available to build your tax knowledge (7:24)
Module 2 - Basic Principles of Corporations and Income Tax
Corporation as a separate legal entity for tax matters (6:10)
Can the corporate veil be pierced? (6:44)
What is a CCPC - Canadian Controlled Private corporation? (4:12)
What is the Small Business Deduction and who can claim it? (4:48)
Example of the Small Business Deduction rate and how it works on the T2 return (4:52)
Active business income and investment income (6:54)
The important concept of integration and avoiding double taxation (7:57)
Example showing how you would work out integration numbers to match charts provided (8:21)
The principal of a corporation as a tax deferral vehicle (4:30)
A look at the flat corporate tax rate and special rates across Provinces (4:14)
The types of corporations you will deal with in practice (3:54)
Module 3 - Active Business Income & the Small Business Deduction (SBD)
The mechanics of the small business deduction and how it's calculated (3:34)
Associated corporations and what it means for the SBD (6:40)
What are the implications of associated corporations and the related planning? (4:54)
Schedule 23 - The mechanics of reporting sharing among associated corporations (5:03)
The capital gains exemption on the sale of QSBC (5:24)
The basics of purifying a corporation to qualify as a QSBC (4:55)
Purifying the corporation for the exemption and keeping it pure (4:47)
Special rules for what are classified as a personal service business (5:39)
Special rules and rates for specified investment businesses (6:40)
Introducing a corporations LRIP balance and GRIP balance (4:10)
Example of the mechanics on calculating and tracking the GRIP balance (5:13)
The Manufacturing & Processing tax credit (M&P tax credit) (4:45)
Module 4 - Corporate Distributions & Compensating Shareholders
The importance of corporate distributions and planning (7:13)
Salaries and wages as shareholder compensation (4:47)
The mechanics of paying shareholders salaries (5:52)
Dividends as a method of compensation for corporate shareholders (5:52)
The mechanics and logistics of paying a dividend (3:10)
The difference between salaries and dividends from the accounting standpoint (5:23)
Dividends to Canadian residents and non-residents shareholders (4:11)
The concept of Paid Up Capital (PUC) and repaying to shareholders (5:11)
Paying capital dividends and the CDA account (3:58)
Eligibile and ineligible dividends - what it all means (4:33)
Example of eligible vs. ineligible dividends and how it ties in to integration (5:43)
Tax on Split Income - TOSI Rules - Pitfalls in using dividends as a tax planning tool (6:20)
An overview of the TOSI exclusion and it's applications to small business owner-managed companies (7:39)
Module 5 - Shareholder Benefits, Taxation & Pitfalls
The general framework and concepts for shareholder benefits (4:41)
Were the benefits paid in owner's capacity as shareholder or employee? (5:55)
Adequate and inadequate consideration (5:42)
Shareholder loans - what they are and how they work (4:49)
Shareholder loans in practice and what you can expect (7:21)
The rules to avoid having to pay tax on the shareholder loan (5:07)
The rules related to a series of loans and repayments (4:21)
Sorting through the maze of rules for corporate & personal automobiles (3:48)
The pitfalls of company owned vehicles and the tax (5:12)
Using a personally owned automobile for business use (5:33)
Module 6 - Investment Income Earned in a Corporation
Introduction to investment income and the approach used in this course (4:20)
The general concept of taxing investment income vs business income (4:33)
Some examples of income considered investment income (6:44)
The complexity of taxing investment income and simplification (4:34)
A look at the investment income rates in corporations (3:32)
Example of interest income earned in a corporation and personal (3:23)
Example of capital gains and losses in a corporation (2:06)
Taxing dividend income in a corporation and the conceptual framework (6:32)
The difference between connected corporations and portfolio dividends (7:03)
The refundable tax accounts and the Refundable Dividend Tax On Hand (RDTOH) (3:48)
The refundable tax numbers and how they are calculated and determined (6:55)
Flowing through of investment income shown using tax software - $10,000 investment income example (4:20)
Flowing through of dividend income shown using tax software - Example of $10,000 dividends & Part IV tax (3:19)
Paying dividends to shareholders and the effect on corporate tax payable - Example (5:21)
The new NERDTOH and ERDTOH pools and new planning complexities (4:55)
Flow through example of $10,000 interest and dividends and the new ERDTOH & NERDTOH accounts (7:43)
Module 7 - The T2 Corporation Tax Return - Administration
Getting the information from the client and entering the data (5:42)
Filing T2 tax returns and the software options (6:31)
How are Provincial corporate taxes filed? Are there separate returns? (4:53)
North American Industry Classification System (NAICS) and its importance (4:28)
Tax return filing deadlines for T2 corporate tax returns (3:40)
Tax return balance due dates - Criteria for the extra month extension (2:48)
Corporate tax instalments for T2 returns (4:38)
Late filed T2 tax returns and the late filed returns (2:13)
Form T183 for electronic filing of corporate tax returns and RC59 Authorization request (4:07)
Module 8 - The T2 Return and GIFI Forms - General Index of Financial Information (GIFI)
Introduction to forms and schedules and introduction to the GIFI (2:44)
The T2 form - Corporate Income Tax Return & General Information (8:00)
Answering the questions on the T2 return for accurate preparation (4:37)
How Federal taxes are calculated and the methodology (5:15)
Combined Federal and Provincial tax rates and resources (1:39)
An outline of the calculated amounts on the T2 (7:07)
What is the General Index of Financial Information (GIFI) (3:39)
Schedule 100 - The GIFI balance sheet (4:50)
Schedule 125 - The GIFI income statement (2:35)
Schedule 141 - GIFI Notes Checklist (6:39)
UPDATE: Schedule 141 - Revisions recently made to this schedule (6:52)
Schedule 101 - The GIFI Opening Balance Sheet (3:31)
Using accounting and bookkeeping software to speed up the process (4:13)
Module 9 - The T2 Return - The Most Common Small Business Schedules
The companies we will be using throughout the next few modules (2:34)
Schedule 1 - Reconciliation of Accounting and Net income loss for tax (4:30)
Schedule 1 - Overview of the Schedule 1 and approach to completing the form (5:25)
SCH 1 - Common adjustments - Meals & Entertainment (2:37)
SCH 1 - Some guidance on the rules on Meals and Entertainment (4:42)
SCH1 - Common adjustments - Club dues and fees (5:30)
SCH1 - Common adjustments - Non-deductible interest and penalties (1:46)
SCH 1 - Common adjustments - Add back for income tax provision (3:37)
SCH 1 - Common adjustments - Disposal of assets (5:37)
SCH 1 - Common adjustments - Depreciation and CCA (4:54)
Example of a completed Schedule 1 for the sample company Ritesoft Inc. (5:05)
Schedule 2 - Charitable donations and gifts (7:10)
Schedule 2 - Political donation rules for corporate tax (1:33)
Schedule 2 - Example of donation carry-forward and income limits (4:29)
Schedule 2 -Things to look out for with donations and common errors (5:56)
Schedule 4 - Corporation loss continuity and application (4:31)
Schedule 4 - A look at some what-if scenarios and introducing the S4 Supplementary worksheet (9:06)
Schedule 4 - How to apply current year losses against prior year income (4:23)
Schedule 4 - Applying prior year losses to the current year's profit (4:28)
Schedule 4 - Planning and things to be aware of with loss application (6:11)
Schedule 8 - Overview of the two CCA augmentation programs - New immediate expensing (8:25)
Schedule 8 - How to allocate immediate expensing amount classes (3:29)
Schedule 8 - Overview of the temporary AIIP Program - Accelerated Investment Incentive Program (November 2018 to present) (6:40)
Schedule 8 - Capital cost allowance (CCA) - Example of the Accelerated Investment Incentive Program (AIIP) (6:54)
Schedule 8 - Common errors and things to look out for (7:38)
Schedule 8 - A discussion and guidance on the CCA rates and classes (8:32)
Schedule 8 - Available for use rules (2:37)
Schedule 8 - Keeping documentation on file in case of a CRA audit (2:29)
Schedule 8 - The Fall Economic Update - 2019 Accelerated Capital Cost Allowance (Accelerated Investment Incentive) (6:40)
Schedule 50 - Shareholder information (3:57)
Information on the Provincial forms from the CRA website (4:13)
Module 10 - Schedules Related to Investment Income & Dividends Paid
Schedule 7 - Conceptual overview of this important schedule (4:08)
Schedule 7 - Investment and active business income (9:08)
Schedule 3 - Dividends received and taxable dividends paid (11:13)
Schedule 6 - Dispositions of capital property (6:08)
Schedule 53 - GRIP Balance Check (4:07)
Schedule 53 - GRIP Balances they relate to investment income in corporations (4:07)
T1135 Foreign Income Verification Statement (6:23)
A good CRA website with the most frequently asked questions on the T1135 (2:42)
Schedule 21 - Federal Foreign Income Tax Credits - SC (3:27)
Module 11 - Other Forms & Schedules on the Corporate T2 Return
Introduction to the other forms and Schedules we'll be looking at (3:01)
Schedule 5 - Provincial Tax Calculation (7:38)
Concept of permanent establishment to determine Provincial tax allocation (3:52)
Schedule 23 - How to report and disclose associated corporations and allocate the business limit (12:06)
Schedule 9 - Related and associated corporations (3:30)
Schedule 11 - Transactions with shareholders, officers or employees (4:46)
Schedule 14 - Miscellaneous payments to residents (2:02)
Schedule 15 - Deferred income plans (2:50)
Schedule 88 - Internet Business Activities (4:51)
T5018 - Reporting payments in the construction industry (4:30)
Schedule 27 - The Manufacturing & Processing tax credit (2:42)
Module 12 - Preparation of T2 Corporate Tax Returns - Examples
EX 1 - A look at the Baker's Dozen and intro to preparing T2 returns (5:13)
EX 1 - Filling out the information and reviewing the T2 questions (5:56)
EX 1 - Reviewing Bakers Dozen financials and converting them to GIFI (4:57)
EX 1 - Filling out the appropriate Schedules for the T2 return (10:05)
EX 1 - Determining the tax provision, recording journal entries and finishing return (5:55)
EX 2 - Demo of a current year loss and carry back to the 3 previous years (9:39)
EX 2 - Decision making process on dealing with losses and CCA (6:10)
EX 2 - Keeping track of losses applied to each tax year to avoid errors (4:06)
EX 3 - Applying prior year non-capital losses against current year income (5:09)
EX 4 - What to look out for in first year of operations after incorporating (6:01)
EX 5 - Investment income earned and T2 reporting by Ritesoft Inc (9:16)
EX 6 - Investment income with GRIP balance and declaring dividends (7:17)
Comprehensive Case Example 1 - From Text Book to Real World
Bridging the gap between a textbook case and the T2 return (1:49)
Outline of MetroFaux Inc and the information needed to start the T2 (4:48)
Step 1 - Entering the Balance sheet and income statement information (3:09)
Point 2 & 3 - Adding back the penalties and preparing the donation schedule (1:42)
Point 3 - 4 Recording dividends received and dividends paid (3:47)
Point 5 - 6 Inputting loss carryforwards and reporting interest income on bonds (2:52)
Point 7 - 9 Calculating CCA, recapture and the capital gain on building sale (7:05)
Point 10 - Claiming the M&P tax credit (4:51)
Completing and reviewing the corporate tax return in depth (7:58)
Comprehensive Case Example 2 - Ace Engineering Services Inc.
Introduction to Ace Engineering Inc 2018 case study (5:36)
A look at the balance sheet and income statement (7:57)
Review of Schedule 8 and the new AII program to accelerate CCA (9:52)
Reporting investment income and overview of Investment income Schedules (12:21)
Dividends payable to Andrew and reporting dividends paid out - GRIP planning (6:44)
Completing the tax return and review of T2 (9:58)
Comprehensive Case Example 3 - Kennedy I/T Consultants Ltd.
Introduction to 2019 case - Kennedy IT Architects and documents (5:06)
Review of the information provided and the 2018 T2 return (7:25)
Overview of the Schedule 8 and Capital Cost Allowance entries (9:17)
Entering all the investment income numbers on the various schedules (10:12)
Review of the refundable dividend tax accounts including carry forward and new pools (8:43)
Conversations we need to have with Ryan regarding tax planning and income splitting (10:39)
Preparing the adjusting journal entries for dividends and the corporate tax payable (5:52)
Comprehensive Case Example 4 - Comfort Systems Ltd.
Introduction to Comfort Systems Inc and the different teaching methodology for this course (4:11)
Overview of Chris Flanagan and the August 2020 year end for Comfort Systems Ltd (8:42)
Working through the year end process and work flow using various software (10:44)
Working through year end file - Overview and dealing with Covid measures (10:25)
Other entries to be made to the file based on discussions with Chris (9:30)
Preparing the corporate tax returns and review of the file and financials (19:36)
Other filing that needs to be done and providing adjusting journal entries (7:35)
Comprehensive Case Example 5 - Black Swan Consulting Inc.
Introduction to Black Swan Consulting Inc and what we'll be covering in case study (2:36)
Overview of the corporation and client profile for Black Swan Inc (6:07)
Review of the bookkeeping system and files provided by the client for the year end (9:17)
Review and carryforward of last year's accounting file to begin work on 2021 (6:15)
Starting off with the bank reconciliation and recording the entries (14:57)
Recording the journal entries for the bank reconciliation into accounting system (10:54)
Entering all of Leo's business expenses and finalizing the income and expenses (6:41)
Preparing and filing the HST return for Black Swan Consulting using the Quick Method (7:39)
Entering the investment transactions and slips into the tax return (6:56)
Owner manager compensation discussion with Leo and planning overview and T5 preparation (11:09)
Final review of the financial statements and file maintenance (11:44)
Finalizing the corporate T2 return and T5 slip and summary to complete the file (17:43)
Thank You & Next Steps
Final guidance - You can't officiate Game 7 of the Stanley Cup final (2:59)
Where to go from here - Thank you and good luck! (1:55)
Testimonials & Feedback (1:07)
Download Course Notes and PowerPoint Presentation - Download
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HTML and XHTML, script
This technique relates to:
The objective of this technique is to place inserted user interface elements into the Document Object Model (DOM) in such a way that the tab order and screen-reader reading order are set correctly by the default behavior of the user agent. This technique can be used for any user interface element that is hidden and shown, such as menus and dialogs.
The reading order in a screen-reader is based on the order of the HTML or XHTML elements in the Document Object Model, as is the default tab order. This technique inserts new content into the DOM immediately following the element that was activated to trigger the script. The triggering element must be a link or a button, and the script must be called from its onclick event. These elements are natively focusable, and their onclick event is device independent. Focus remains on the activated element and the new content, inserted after it, becomes the next thing in both the tab order and screen-reader reading order.
Note that this technique works for synchronous updates. For asynchronous updates (sometimes called AJAX), an additional technique is needed to inform the assistive technology that the asynchronous content has been inserted.
This example creates a menu when a link is clicked and inserts it after the link. The onclick event of the link is used to call the ShowHide script, passing in an ID for the new menu as a parameter.
Example Code:
Toggle
The ShowHide script creates a div containing the new menu, and inserts a link into it. The last line is the core of the script. It finds the parent of the element that triggered the script, and appends the div it created as a new child to it. This causes the new div to be in the DOM after the link. When the user hits tab, the focus will go to the first focusable item in the menu, the link we created.
Example Code:
function ShowHide(id,src)
var el = document.getElementById(id);
if (!el)
el = document.createElement("div");
el.id = id;
var link = document.createElement("a");
link.href = "javascript:void(0)";
el.style.display = ('none' == el.style.display ? 'block' : 'none');
CSS is used to make the div and link look like a menu.
Find all areas of the page that trigger dialogs that are not pop-up windows.
Check that the dialogs are triggered from the click event of a button or a link.
Using a tool that allows you to inspect the DOM generated by script, check that the dialog is next in the DOM.
#2 and #3 are true.
If this is a sufficient technique for a success criterion, failing this test procedure does not necessarily mean that the success criterion has not been satisfied in some other way, only that this technique has not been successfully implemented and can not be used to claim conformance.
Techniques are informative—that means they are not required. The basis for determining conformance to WCAG 2.0 is the success criteria from the


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Save For Later
- My Wish Lists
Product Details
- Color:
- Process Black
- Size:
- 150 ml (5.1 oz)
- Format:
- Tube
- No.
- 040
- Mfg #:
Pigment Information
This color contains the following pigments:
PBk7-Lamp Black
Pigment Name
PBk7-Lamp Black
Pigment Type
Chemical Name
Chemical Formula
Lamp black is a very opaque, heavily staining black pigment that does not have much covering or tinting power. It is typically the most opaque black in watercolor form. Though a very pure black, it tends to muddy slightly in mixtures. Natural sources may be brownish or bluish in tone because of impurities. When used in oil paints, it is one of the slowest drying pigments, and should not be used in underpainting or applied in layers underneath other colors.
Lamp Black is very lightfast and absolutely permanent. It is used in all techniques in permanent painting.

Carbon itself is not considered hazardous, however other combustion products that are hazardous are often present as impurities when Lamp Black is produced from natural materials. For this reason, commercial preparations of the pigment should be considered slightly toxic. Avoid skin contact and inhalation. Where such impurities are present, Lamp Black is a possible human carcinogen.

Lamp Black is a carbon based black traditionally produced by collecting soot (known as lampblack) from oil lamps. It has been used as a pigment since prehistoric times. It is the black found in Egyptian murals and tomb decorations and was the most popular black for fresco painting until the development of Mars Black.
Safety Data Sheet
UPC Code: 5011386076447


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Clovis Floral & Gifts is one of the most popular florist in Clovis, CA area and its surroundings. We primarily serve in the state of CA including Fresno, Sanger, Parlier, Selma, Kerman, Reedley, Madera, Kingsburg, Orange, Cove, Dinuba, Hanford, Lemoore, Chowchilla, Mendota, Visalia, Friant. Let us make your day special with top-notch flower delivery services at your doorstep.
If you're looking for flower delivery in Clovis, CA or nearby places, rest assured, Clovis Floral & Gifts is the one for you. Collaborating with the best local florists in the area, we strive for excellence and superiority both in terms of our products and services. We deliver impeccably fresh and best quality flowers for each of our orders. Our Customer Service Team works round the clock to ensure our customers can have an unmatched experience of buying flowers online. We also offer same day delivery services throughout the Clovis, CA area on all days.
We at Clovis Floral & Gifts offer a wide range of variety in our products to choose from. Not only flowers, but we offer fruit baskets and other related add-ons like balloons, chocolates, and soft toys too. When it comes to occasion-based flower arrangements, we cater to almost every occasion including Birthdays, Anniversaries, Weddings & Engagements, Mother's Day, Father's Day, Valentine's Day, 4th of July, Thanksgiving & Christmas, and more. We also have a wide range of 'I Love You' flowers, 'I Miss You' flowers, 'I'm Sorry' flowers, 'Get Well Soon' bouquets, Sympathy flowers, and so on.
Wondering whether your favorite flowers are available with us? Worry not. We have hundreds of flower varieties in store for you, right from the popular and easily-available Rose, Lily, and Sunflower, to exotic Orchids and Tropical flowers. Based on seasonal availability, we offer Alstroemeria, Lily, Snapdragon, Gerbera, Hydrangea, Pincushion Protea, Rose, Chrysanthemum, Daisy, Carnation, Aster, Sunflower, Delphinium, Safari Sunset, and more. In the Orchids and Exotic Flowers department, we have Cymbidiums, Dendrobium, Phalaenopsis, Ginger flowers, Birds of Paradise, and hundreds of other options to choose from.
Buying flowers online has never been easier, thanks to online florists in Clovis, CA area like us. All you have to do choose the best flower bouquets, add a delivery address and place the order! Next, just sit back and relax. Your flower bouquet will be delivered on-time and without any mistakes. If you face any difficulties while placing your order, just contact our highly efficient customer care and your problem will be solved in no time!
See you soon!
Flower delivery with SnapBlooms is easy and hassle-free. And did I mention free? Yes, no matter where you are, SnapBlooms ensures free and on-time delivery on all your orders.
Based on your preferences, you can pick and choose your preferred delivery time at the time of checkout. We will try our best to get your orders delivered at your chosen time.
SnapBlooms also offer same-day delivery for you for no extra cost. To avail this, you must place your order before 1 pm, and choose the same-day delivery option at checkout. Our local delivery partners will hand-deliver your order at the earliest.
In order to ensure smooth and timely delivery during festive seasons or on special days, we request you to kindly place your order a few days in advance.
Happy Ordering!


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We offer a Free quote and UK design service, get in touch today.
We are experts in resin-bound gravel surface installation, ideal for driveways, walkways, and ornamental public areas in Ashton SO32 1 .
The use of resin-bound gravel as a surface for driveway and pathway paving is becoming increasingly popular. The porous system lets water drain away easily, making the surfacing SUDS compliant.
Driveways are the most popular use for RBG surfacing. For more information on RBG driveways, please click here http://www.resinboundgravel.org.uk/resin-bound-driveway/hampshire/ashton/
The specification for these permeable paving surfaces is made up of a stone aggregate mixed on-site with a polyurethane binder.
This is then laid out onto a prepared porous macadam sub base and left to set.
The depth of gravel aggregate can range in size between 14mm and 16mm, depending on the required specification for the project.
Resin stone paving surfaces may be used for commercial and domestic areas as they are very durable and create a smooth surface suitable for wheelchairs and children's pushchairs.
The permeable qualities of resin-bound gravel paving systems mean that they comply with Sustainable Urban Drainage Systems (SUDS) to be installed in residential areas without the risk of surfaces flooding or holding water during wet weather.
Once installed, resin-bound paving surfaces are extremely long-lasting and easy to look after. They are virtually maintenance-free, which makes them ideal for both domestic and commercial areas.
The versatility of resin-bound surfacing systems means they could be installed for a variety of different uses in Ashton SO32 1, including domestic driveways, pathways, tree pits, pool surrounds, patios and balconies.
Resin gravel flooring creates a smooth and attractive surface for all of these different uses and will last for a long time once the installation process is complete.
You can learn more about the RBG surfacing by visiting this page http://www.resinboundgravel.org.uk/resin-bound-surfacing/hampshire/ashton/
You can choose from several colours and designs for your resin-bound surfacing, giving you full control over the final look of your project.
It's vital that you consider all aspects of the construction process to ensure you're getting the best resin-bound stone specification for your requirements and that it will be suitable for the area in question.
Many people search for 'resin-bound surfacing near me' and struggle to find a local contractor to carry out the installation work.
As a nationwide company, we can have installers nearby or in surrounding areas who can carry out the surfacing works. We will get our closest contractors to install the RBG and offer you the best prices.
We can help you with all aspects of the resin-bound surface installation process, from offering you a flexible price quotation to helping you design the decorative surface you're looking for and installing the finished product.
Don't hesitate to contact us if you'd like any further information about resin-bound surfacing, or if you'd like us to offer you a price for an enquiry.
Resin-bound paving is a decorative flooring type that we could install in several different colours. The resin-bound surfacing is a permeable system meaning that water can drain straight through.
This means that the surface will not puddle or become flooded. Resin-bound paving is a smooth flooring and could be utilised for various facilities, including pool surrounds, driveways, pathways and tree pits.
The resin-bound stone surfacing may be placed in a variety of different aggregates. Natural stone is enclosed with a polyurethane resin, creating a smooth, long-lasting, permeable, stylish floor.
Resin stone is crack resistant and needs manageable routine maintenance.
Typically a resin paving installation would be carried out using a tarmacadam sub-base because this gives the best long-lasting, porous properties.
This stone could be used in several different places, like local drives and pool area environments.
As a result of its level textured finish, the resin-bound flooring is good for wheelchairs. Also, the porous qualities aid in stay away from water build-up.
Some regular maintenance is vital because this enables the flooring to remain in great shape and keeps it looking new.
If you are looking for an RBG installation company closest to you, please contact us today to find out further detail and information.
Driveways and pathways frequently employ resin-bound gravel as a surface course.
Resin-bound surfaces are made by prepping the base first, then applying resin-bound gravel, which is made up of aggregates and a transparent binder.
When selecting a base for your resin-bound gravel installation, it's first important to see if there's an existing adequate base that can be used.
Resin-bound can be put over existing tarmac or concrete surfaces that are acceptable for the anticipated traffic. They must be free of cracks and in good working order.
The resin overlay surface can fail if there is any risk of movement in the concrete or tarmac.
In most cases, when placing an overlay, the existing base will be impermeable. Contractors can usually ensure that a new base is permeable and SuDS (Sustainable Urban Drainage System) compliant in most cases.
When contractors install the entire foundation themselves, they may frequently provide longer warranties.
This is because you know the base build-up has been installed according to resin-bound best practices, and there will be no unpleasant surprises afterwards.
Resin and gravel are mixed together before being applied to resin-bound driveways. This type of resin driveway has a restricted surface roughness due to the smoothing process and might be slippery when wet or icy.
Obviously, the size of the area, and hence the labour, will affect the final cost.
The nature of the resin-bound paving is that it is laid in one continuous stretch, so if it is a very long driveway, multiple people may work together.
However, the advantage of this is that it is ready to use the same day it is placed.
The materials utilized, such as the stone you choose, can also affect the price, though these don't vary dramatically.
If a UV resistant resin is used, which is recommended to avoid sun damage, it may increase your overall cost by a tiny amount. Only the resin is affected by the sun, not the stones themselves.
However, it is worth mentioning that with a resin bound driveway, there are no ongoing maintenance expenditures.
By setting up a servicing plan, you can improve the lifetime of the surface immediately and leave it looking appealing, and keeping it safe to use.
If you wait for this surface to become slippy before starting the care plan, the floor may become risky, so we advise starting regular upkeep on your surfacing at the earliest opportunity.
Cleaning the surfacing routinely is important to make sure leaves, weeds, and rubbish will not stay on your resin-bound stone area.
Brushing is essential to ensure that the porosity will not be affected and, therefore, the floor is still Sustainable Urban drainage Systems compliant.
To learn more about permeable paving, you may want to check out this page http://www.resinboundgravel.org.uk/permeable-resin-bound-paving/hampshire/ashton/
To remove any weeds on the flooring floor or nearby, a contamination killer is applied; however,r it's significant not to use something oil based because this can harm the flooring.
When it comes to resin-bound gravel maintenance, a soft pressure wash is enough to steer clear of the expansion of contamination.
You may utilise boiling water and a home cleansing soap to thoroughly clean the area and surrounding areas; you should not use hot water to problem the area.
Snow and ice can be removed off the resin-bound flooring surface using a soft-bristled sweep or simply a rubberized scraper to steer clear of the paving getting damaged.
We can set up the layout in any structure and size due to resin-bound gravel being together with the gravel and polyurethane binder at your location.
The paving is put in onto a reliable permeable sub-base which will keep strong through its lifetime.
If you would like more information on resin-bound gravel in Ashton SO32 1 and the costs to install the permeable surfacing, please fill in our contact form, and we will reply with all the details on the surfacing that you need.


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In the age of social media and digital self-expression, your profile picture (DP) holds immense significance. It's your online identity, and selecting the right DP can say a lot about your personality. One popular trend that's emerged is the own Name DP. That is why, We bring you an amazing collection of Suleman Name DPs and Wallpapers that you can download for free. Your name is your identity, and it's the first thing people notice when they visit your social media profile or online dating account. A personalized name wallpaper and an eye-catching profile picture set the tone for your digital presence.
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In the world of digital self-presentation, personalizing your profile picture is a fantastic way to express your individuality. The Suleman Name DP trend has caught on because it allows you to add a unique touch to your online identity. So, why not give it a try? Create your own Suleman Name DP and let it represent the real you in the virtual world. And remember, the images you need to do this are available for download right below this article. Go ahead, make your mark with a Suleman Name DP!


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If your Wilma username is an email address, submit it in the Email field and click Send. If your username is not an email address, but for example firstname.lastname or a student number, fill in both fields and click Send.
You will then receive an email containing a link. The link leads to a page where you can change your password.
There are unsaved changes. If you log out now you will lose these changes.
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Facts Summary:
The Speke's Gazelle (Gazella spekei) is a species of concern belonging in the species group "mammals" and found in the following area(s): Somalia.
Wikipedia Article Copyright Notice: This article is licensed under the GNU Free Documentation License. It uses material from the Wikipedia article "Speke's gazelle". |
Featured ArticlePhotos that will make you think twice before littering
Not too many people think of or even understand how much littering can actually impact our planet. Something as simple as holding onto your trash until you can throw it away properly can have a huge impact on conservation, preservation, and our planet.Here are some photos that we thought you should take a look at that we hope will make you think twice before littering. Read More... |


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Get the latest mid-market rate for USD (US Dollar) / JPY (Japanese Yen) for Saturday August 21, 2021 right here.
The latest rates for USD (US Dollar) / JPY (Japanese Yen) are available below. As a leading finance news site the team at Born2Invest collates and analyses the latest Forex Market data to bring you live information to help you make the right forex trading decisions.
Saturday August 21, 2021 1 USD (US Dollar) is worth 109.79504 of JPY (Japanese Yen) .
Remember to always trade with a reputable broker. It's also possible to apply forex concepts to cryptocurrency trading.