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STEUBENVILLE - Trinity Health System has brought five experienced local doctors under one roof with the opening of the Trinity Professional Group at the Tri-State Plaza on Mall Drive.
An open house will be held from 11 a.m. to 2 p.m. Sunday for the new office, which will be occupied by Drs. Matthew Colflesh, Michael Giannamore, Stephen Kuruc, Frank Petrola and Derek Powell.
In addition to tours of the site, there will be free blood analysis and pressure check-ups, refreshments, a drawing and giveaways. Trinity's mobile medical unit also will be on hand.
Article Photos
NEW DOCTORS OFFICE — Trinity Health System celebrated the opening of the Trinity Professional Group, the new location for five experienced local physicians, with a ribbon cutting Friday involving Steubenville Mayor Domenick Mucci and Sue Hershey, president of the Jefferson County Chamber of Commerce. The new office will be occupied by Dr. Matthew Colflesh, Dr. Michael Giannamore, Dr. Stephen Kuruc, Dr. Frank Petrola and Dr. Derek Powell. - Warren Scott
The doctors, their staff and others with Trinity Health System celebrated the office's opening with a ribbon cutting Friday involving Steubenville Mayor Domenick Mucci and Sue Hershey, president of the Jefferson County Chamber of Commerce.
The newly renovated location includes three reception desks, three examination rooms for each physician and facilities for blood work to be offered on a walk-in basis between 7 a.m. and 3 p.m. weekdays.
Keith Murdock, Trinity's director of community relations and development, said the doctors' current patients may reach them through the same telephone numbers. New patients and others may reach them also at (740) 314-8421.
The five physicians at the Trinity Professional Group office are familiar to many area residents, having practiced medicine in the Ohio Valley for a number of years.
A Steubenville native, Colflesh has practiced medicine for 10 years. He is a graduate of Edison High School and Marshall University and received training at West Penn Hospital in Pittsburgh. Colflesh lives in Wintersville with his wife and is the father of one daughter.
Giannamore has practiced medicine in the area for 35 years. Also a Steubenville native, he graduated from Catholic Central High School and studied internal medicine at the University of Guadalajara in Mexico and Rutgers University in New Jersey. His residency was at the New Jersey College of Medicine and Dentistry. He and his wife reside in Steubenville and have three children, two grown and one at home.
A Steubenville native, Kuruc has practiced medicine for 32 years. After graduating from Catholic Central High School, the former College of Steubenville and Ohio State University School of Medicine, he went on to residencies at the University of Pittsburgh and University of Rochester, the two divided by three years of service to the Navy.
A Steubenville native, Petrola has practiced medicine in the Ohio Valley for 36 years. He is a graduate of Catholic Central High School and the University of Guadalajara. He completed residencies at Allegheny General Hospital and the University of Pittsburgh. He and his wife live in Steubenville and have two adult sons.
Powell is a graduate of Buckeye Local High School and the Northeast Ohio Medical University. He received his training at St. Elizabeth Health Center in Youngstown. He and his wife plan to reside in Wintersville.
Murdock said the new facility is the most recent example of Trinity Health System's efforts to branch out to the community. He cited as other examples, the recent opening of the endoscopy center on Sinclair Boulevard and sports medicine specialist Dr. Michael Scarpone's upcoming move to the YMCA at St. John Arena.


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Download Quick Reference Guide — Download the quick reference guide to the policy statement
Download Policy Statement — Download the "Policy Statement for Documentation of Attention-Deficit/Hyperactivity Disorder (ADHD) in Adolescents and Adults, Second Edition"
Quick Reference Guide
ETS is committed to serving test takers with disabilities or health related needs by providing services and reasonable accommodations that are appropriate given the purpose of the test. This abbreviated version of our documentation guidelines for ADHD is provided as a quick reference. For full details please review the "ETS Policy Statement for Documentation of Attention-Deficit/Hyperactivity Disorder in Adolescents and Adults" below.
Documentation must:
- Be completed by a qualified evaluator
Professionals conducting assessments, rendering diagnoses of ADHD, offering clinical judgments, and making recommendations for accommodations must be qualified to do so. Comprehensive training in the differential diagnosis of ADHD and other psychiatric disorders and direct experience in diagnosis and treatment of adolescents and adults with ADHD is necessary. Reference Section I of the policy statement.
- Include test taker's identifying information
In addition to the test taker's identifying information, the name, title and professional credentials of the evaluator should be included on letterhead, typed in English, dated and signed. Reference Section I of the policy statement.
- Be current
Because the provision of reasonable accommodations and services is based upon assessment of the current impact of the test taker's disability on the testing activity, it is necessary to provide "recent" documentation completed within the past five years. Reference Section II of the policy statement.
- A documentation update
A documentation update is a brief report or narrative by a qualified professional that includes a summary of the previous disability documentation findings as well as additional clinical and observational data to establish the test taker's current need for accommodations. Reference Section IV of the policy statement.
- Include a comprehensive history
Because developmental disabilities such as ADHD are usually evident during early childhood (though not always diagnosed), historical information regarding the individual's academic and behavioral functioning in elementary and secondary education should be provided. There should also be an emphasis on how the ADHD symptoms have manifested across various settings over time and how the test taker has coped with these problems. Self-report alone is not sufficient. Reference Section III, A of the policy statement.
- Relevant testing information must be provided
The assessment of an individual must not only establish a diagnosis of ADHD in accordance with the DSM-5, but must also demonstrate the current impact of the ADHD on the test taker's ability to learn. Checklists and/or ADHD symptom rating scales can be helpful as well as neuropsychological or psycho-educational assessments in identifying the individual's pattern of strengths and weaknesses. Reference Section III, D of the policy statement.
- Alternative diagnoses must be ruled out
Given the high-rate of co-morbidity, it is recommended that evaluators investigate and discuss the possibility of dual diagnoses and alternative coexisting mood, behavioral, neurological, and/or other health issues that may confound the diagnosis of ADHD. The positive impact of medications as well as side effects of medications should also be considered. Reference Section III, C of the policy statement.
- Each accommodation recommended must include a rationale
The report should address the history of prior accommodations that test taker has received as well as a rationale as to why each accommodation is now necessary. Reference Section V of the policy statement.
- Additional sources of information may include:
- A personal statement from the test taker in his/her own words explaining academic difficulties and coping strategies used may be useful.
- School-based documents such as IEPs, Section 504 Plans, or prior reports.
Policy Statement for Documentation of Attention-Deficit/Hyperactivity Disorder (ADHD) in Adolescents and Adults, Second Edition
Office of Disability Policy
Educational Testing Service
Princeton, NJ 08541
What Is New In This Revision?
Executive Summary
Documentation Requirements
- A Qualified Professional Must Conduct the Evaluation
- Documentation Must Be Current
- Documentation Must Include the Following Components to Substantiate the Diagnosis
- Evidence of Early Impairment
- Evidence of Current Impairment
- Alternative Diagnoses or Explanations Must Be Ruled Out
- Relevant Testing Must Be Provided
- Identification of DSM-5 TR Criteria
- Documentation Must Include a Specific Diagnosis
- Documentation Must Include Interpretation and Discussion of Diagnostic Findings
- A Documentation Update
- Each Accommodation Recommended by the Evaluator Must Include a Rationale
- Confidentiality
Appendix A: DSM-5-TR Diagnostic Criteria for ADHD (American Psychiatric Association, 2000)
Appendix B: Reminders to Evaluators in Preparing ADHD Documentation
Appendix C: Assessing Adolescents and Adults with ADHD
Appendix D: Recommendations for Consumers
Appendix E: Resources and Organizations
What Is New in This Revision?
This document updates the 1998 first edition of the ETS Policy Statement for the Documentation of Attention-Deficit/Hyperactivity Disorder in Adolescents and Adults by developing standard criteria for documenting attention-deficit/hyperactivity disorder, with or without hyperactivity (ADHD). It incorporates the most recent research in ADHD and reflects more than 10 years of experience reviewing documentation intended to support test takers' requests for disability-related accommodations. ETS's mission was to synthesize current knowledge about ADHD and explain diagnostic criteria for documenting ADHD that could be used by postsecondary personnel, licensing and testing agencies, and consumers requiring documentation to determine appropriate accommodations. Given that ETS provides accommodations at no cost to test takers with disabilities, it may request documentation that is sufficient to support the accommodations requested. The term ADHD, sometimes referred to as ADD, is used in this document, following the official nomenclature in the Diagnostic and Statistical Manual of Mental Disorders, (4th edition DSM-5-TR [American Psychiatric Association], 2000). The objective of this revised document is to provide test takers, and their evaluators, with guidance about the specific information needed to support requests for accommodations on high stakes tests without being overly prescriptive.
The revised Policy Statement includes the following new features:
- an Executive Summary
- a section on documentation updates, designed to reduce the cost of having to provide new comprehensive evaluations
- additional information on the importance of evaluators providing objective and first-hand data that complement subtest scores
- a new emphasis on co-morbidity, rule-outs, and dual diagnoses, acknowledging that ADHD can occur with other conditions such as learning disabilities, anxiety disorders, obsessive-compulsive disorder, and/or giftedness
- a recognition that ADHD symptoms present across a wide spectrum — from extremely mild to severe — and can be clinically diagnosed at any age
- an opportunity for test takers to write a brief personal statement highlighting their own histories and current need for accommodations
- a new section with Reminders to Evaluators in Preparing ADHD Documentation (refer to Appendix B)
- a revised listing of commonly used diagnostic tools, checklists and rating scales (refer to Appendix C)
Executive Summary
The diagnostic criteria as specified in the Diagnostic and Statistical Manual of Mental Disorders, (4th edition DSM-5-TR [American Psychiatric Association], 2000) are used as the basic guidelines for determination of an Attention-Deficit/Hyperactivity Disorder diagnosis. A test taker with an ADHD diagnosis must meet basic DSM-5-TR criteria including the following:
- Demonstrating that they exhibit a sufficient number of symptoms (listed in DSM-5-TR) of Inattention and/or Hyperactivity/Impulsivity that have been persistent and maladaptive. The exact symptoms should be specified and described in detail and it should be shown how the test taker meets criteria for a long-standing history of impairment.
- Since ADHD is by definition a disorder that is first exhibited in childhood or early adolescence, the documentation must provide evidence to support a childhood onset of symptoms and associated impairment. It is always helpful to provide historical records that validate self-reported impairment such as elementary, middle school, and/or high school report cards. Individualized Education Plans, 504 Plans, early psycho-educational testing reports, teacher comments, documentation from tutors or learning specialists, and disciplinary records may all be useful sources of information.
- Providing objective evidence demonstrating that current impairment from the symptoms is present in two or more settings. Since ADHD tends to affect people over time and across situations in multiple life domains, it is necessary to show that the impairment is not confined to only the academic setting or to only one circumscribed area of functioning.
- A determination that the symptoms of ADHD are not a function of some other mental disorder (such as mood, anxiety, or personality disorders, substance abuse, low cognitive ability, etc.) or situational stressors (such as relationship issues, family, or financial crisis, etc.)
- Indicating the specific ADHD diagnostic subtype-Predominantly Inattentive Type, Hyperactive Impulsive Type, Combined Type, or Not Otherwise Specified, is required.
In addition, the following information explains some important considerations regarding ADHD documentation:
- A qualified diagnostician must conduct the evaluation.
Professionals conducting assessments and rendering diagnoses of ADHD must be qualified to do so. Comprehensive training in the differential diagnosis of ADHD and other psychiatric disorders and direct experience in diagnosis and treatment of adolescents and adults with ADHD is necessary.
- Documentation must be current.
Because the provision of reasonable accommodations and services is based upon assessment of the current impact of the test taker's disability on the testing activity, it is necessary to provide "recent" and appropriate documentation. In most cases, this means that a diagnostic evaluation must have been completed within the past five years.
- Records of academic history must be provided.
Because developmental disabilities such as an ADHD are usually evident during early childhood (though not always diagnosed), historical information regarding the individual's academic and behavioral functioning in elementary and secondary education should be provided. Self-report alone, without any accompanying historical documents that validate developmentally deviant ADHD symptoms and impairment is not sufficient.
- The documentation should build a case for and provide a sound rationale for the ADHD diagnosis.
An ADHD evaluation is primarily based on an in-depth history reflecting a chronic and pervasive history of ADHD symptoms and associated impairment beginning during childhood and persisting to the present day. The evaluation should provide a broad, comprehensive understanding of the applicant's relevant background including family, academic, behavioral, social, vocational, medical, developmental, and psychiatric history. There should be an emphasis on how the ADHD symptoms have manifested across various settings over time, how the applicant has coped with the problems, and what success the applicant has had in their coping efforts.
- Test scores alone are not sufficient to establish an ADHD diagnosis
Test scores or subtest scores alone should not be used as the sole basis for the diagnostic decision. A neuropsychological or psycho-educational assessment can be helpful in identifying the individual's pattern of strengths and weaknesses and whether there are patterns supportive of attention problems. However, a comprehensive testing battery alone, without illuminating a pattern of real world functional impairment, will not be sufficient to establish an ADHD diagnosis or a disability. Checklists and/or ADHD symptom rating scales can be a helpful supplement in the diagnostic process, but by themselves are not adequate to establish a diagnosis of ADHD.
- Each accommodation recommended by the evaluator must include a rationale.
In addition to a comprehensive diagnostic evaluation, the report should also address the history of prior accommodations the test taker has received and the objective of those accommodations. Accommodations are not granted on the basis of a diagnostic label. Instead, accommodation requests need to be tied to evidence of current functional impairment that supports their use. The evaluator must describe the type and degree of impact the ADHD has (if one exists) on a specific major life activity and on the individual. A detailed explanation must be provided as to why each accommodation is recommended and should correlate specifically to identified functional limitations.
It is important to note that a prior history of receiving accommodations in previous academic/testing environments is not a guarantee one will be granted accommodations on a high stakes examination. Prior documentation may have been adequate in determining appropriate services or accommodations in the past. However, a prior history of accommodations without demonstration of a current need does not in itself warrant the provision of similar accommodations.
For specific details on the above points, readers should consult the ETS "Policy Statement for Documentation of Attention-Deficit/Hyperactivity Disorder in Adolescents and Adults."
(Adapted with permission from Dr. Kevin R. Murphy, Guidelines for ADHD/ADD, 2008.)
Documentation Requirements
I. A Qualified Professional Must Conduct the Evaluation
Professionals conducting assessments, rendering diagnoses of ADHD and making recommendations for appropriate accommodations must be qualified to do so. Comprehensive training and relevant experience in differential diagnosis of the full range of psychiatric disorders are essential. Competence in working with culturally and linguistically diverse populations may also be required, depending on the applicant's background and academic history.
The following professionals generally would be considered qualified to evaluate and diagnose ADHD, provided they have comprehensive training in the differential diagnosis of ADHD and direct experience with an adolescent or adult ADHD population: licensed psychologists, neuropsychologists, psychiatrists, and other relevantly trained medical doctors. It may be appropriate to use a clinical team approach consisting of a variety of educational, medical, and counseling professionals with training in the evaluation of ADHD in adolescents and adults. Documentation that relies on diagnostic terminology indicating ADHD by someone whose training and experience are not in these fields is not acceptable. It is not appropriate for professionals to evaluate members of their own families or children of close friends.
The name, title and professional credentials of the evaluator — including information about licensure or certification, as well as, the areas of specialization, employment, and state or province in which the individual practices — should be clearly stated in the documentation. All reports should be on letterhead, typed in English, dated, signed, and otherwise legible.
II. Documentation Must Be Current
The provision of reasonable accommodations and services is based upon clear evidence of the current impact of the disability on the test taker's academic performance. In most cases, this means that a diagnostic evaluation has been completed within the past five years. Documentation that is more than five years old may be considered if the previous assessment is applicable to the current or anticipated setting. If documentation is inadequate in scope or content, or does not address the individual's current level of functioning and need for accommodations, reevaluation may be required. In cases where observed changes may have occurred in the individual's performance since the previous assessment, or new treatments may have been prescribed or discontinued since the previous assessment was conducted, it may be necessary to update the evaluation report. Please see additional information under Section IV, "A Documentation Update," for specifics regarding the recency of documentation. If necessary, ETS consultants will recommend what aspects of the documentation need to be updated or augmented in order to be reviewed more fully.
III. Documentation Must Include the Following Components to Substantiate the Diagnosis
A. Evidence of Early Impairment
By definition in the DSM-5-TR, ADHD is exhibited in childhood or early adolescence (although it may not have been formally diagnosed) and manifests itself in more than one setting. Relevant historical information is essential. A comprehensive assessment should include the following: 1) clinical summary of objective or firsthand data, (anecdotal or narrative) such as teachers' reports, report cards, rating scales filled out by parents, teachers or others; 2) IEPs or 504 Plans, and historical information that establishes symptomatology indicative of ADHD throughout childhood, adolescence and adulthood that can be garnered from transcripts, teacher comments, tutoring evaluations, job performance evaluations, past psychoeducational testing; and third-party interviews when available.
B. Evidence of Current Impairment
In addition to providing evidence of a childhood history of an impairment, the following areas must be investigated:
- Statement of Presenting Problem
What are the individual's current ADHD symptoms? These must include data of ongoing inattentive and/or impulsive/hyperactive behavior that significantly impairs functioning in two or more settings (i.e., home, school, or employment).
- Relevant Diagnostic Information
The documentation should include a summary of the diagnostic interview conducted by a qualified evaluator. The diagnostic information obtained from the interview should consist of more than self-report, as information from third-party sources is critical in the diagnosis of ADHD. The diagnostic interview with information from a variety of sources should include, but not necessarily be limited to the following:
- history of presenting ADHD symptoms, including evidence of ongoing inattentive and/or impulsive/hyperactive behavior that has significantly impaired functioning over time
- developmental history
- family history for presence of ADHD and other educational, learning, physical, or psychological difficulties deemed relevant by the examiner
- relevant medical and medication history, effects of medication (either positive or negative), including whether the typical medical regime was in place at the time of the evaluation
- relevant psychosocial history and interventions
- relevant employment history
- a thorough academic history of elementary, secondary and postsecondary education (e.g., previous standardized test scores, group-administered test scores, IEPs, 504 Plans, report cards, and/or listings of previously obtained accommodations and evidence of their effectiveness)
- a review of prior psychoeducational test reports to determine whether a pattern of strengths or weaknesses is supportive of attention or learning problems
- description of current functional limitations pertaining to an educational and/or work setting that presumably are a direct result of problems with attention
- information regarding the direct impact of the disability/diagnosed condition on academic performance and/or employment performance, as well as a rationale for each requested accommodation related to the impairment
C. Alternative Diagnoses or Explanations Must Be Ruled Out
Given the high rate of co-morbidity, it is recommended that evaluators investigate and discuss the possibility of dual diagnoses and alternative or coexisting mood, behavioral, neurological, personality disorders, etc. and/or other health issues that may confound the diagnosis of ADHD (e.g., substance abuse, sleep management, etc.). This process should include exploration of possible alternative diagnoses and medical and psychiatric disorders, as well as educational and cultural factors potentially affecting the diagnosis of ADHD.
D. Relevant Testing Information Must Be Provided
The assessment of the individual must not only establish a diagnosis of ADHD, but must also demonstrate the current impact of the ADHD on an individual's ability to learn. It is important to discuss differential diagnoses, the possible cause of the disability and its impact if it cannot be ameliorated without accommodations. Ideally, the documentation should address why the requested accommodation is better than other possible accommodations. In addition, neuropsychological or psychoeducational assessment is important in determining the current impact of the disorder on an individual's ability to function in academically related settings. Such assessments might include testing of intellect, achievement, processing speed, fluency, executive functioning, language, memory and learning, attention, etc. A complete psychoeducational or neuropsychological assessment is the primary tool for determining the degree to which the ADHD currently impacts the individual relative to taking standardized tests.
The reporting of test scores must be complete, not selective. If grade equivalents are reported, they must be accompanied by standard scores and/or percentiles. Test scores or subtest scores alone should not be used as a sole measure for the diagnostic decision regarding ADHD. Selected subtest scores from measures of intellectual ability, memory function tests, attention or tracking tests, or continuous performance tests do not in and of themselves establish the presence or absence of ADHD. Checklists and/or surveys can serve to supplement the diagnostic profile but in and of themselves are not adequate for the diagnosis of ADHD and do not substitute for clinical observations and sound diagnostic judgment. All data must logically reflect a substantial limitation to learning for which the individual is requesting the accommodation.
E. Identification of DSM-5 TR Criteria
The current version of the Diagnostic and Statistical Manual of Mental Disorders, (4th edition DSM-5-TR [American Psychiatric Association], 2000) known as the DSM-5-TR, should be utilized in all determinations. According to the DSM-5-TR, "the essential feature of ADHD is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development" (p. 85). Just having the symptoms, however, is not sufficient for diagnosis, as a large proportion of adolescents and adults report experiencing some of the ADHD symptoms listed in the DMS-IV-TR. A diagnostic report should include a review and discussion of the current DSM-5-TR criteria for ADHD, both currently and retrospectively, and specify which symptoms are now present (see Appendix A for DSM-5-TR criteria).
In diagnosing ADHD, it is particularly important to address the following criteria:
- Symptoms of inattention and/or hyperactivity/impulsivity causing significant impairment must have been present, in some form, in childhood or early adolescence.
- Current symptoms that have been present for at least the past six months.
- Significant impairment from the symptoms is present in two or more settings (for example, school, work, home).
- Clear evidence of significant impairment in social, academic, or occupational functioning.
- Symptoms do not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder and are not better accounted for by another mental disorder (e.g., Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder). Alternative diagnoses should be ruled out.
F. Documentation Must Include a Specific Diagnosis
The report must include a specific diagnosis of ADHD (including the subtype) based on the current DSM diagnostic criteria. The qualified professional should provide a rationale and supportive data to substantiate this diagnosis.
Individuals who only report problems with daily organization, test anxiety, difficulty with timed testing, memory, or concentration in selective situations do not fit the prescribed diagnostic criteria for ADHD. Similarly, while executive function issues are commonly seen in students who have ADHD, these students with executive function issues who do not meet the DSM criteria for ADHD would not qualify under the ADHD classification. A positive response to medication by itself does not constitute a diagnosis, nor does the use of medication in and of itself either support or negate the need for accommodation(s).
Because of the challenge of distinguishing the range of normal behaviors and developmental patterns of adolescents and adults (e.g., procrastination, disorganization, distractibility, restlessness, boredom, academic underachievement or failure, low self-esteem, chronic tardiness, or inattentiveness) from clinically significant impairment, a multifaceted evaluation should address the severity and frequency of the symptoms and whether these behaviors constitute an impairment in a major life activity.
It is not sufficient for a current evaluation report to simply refer to a prior diagnosis as confirmatory evidence of ADHD. The current assessment needs to reconfirm the diagnosis with supportive clinical data and an updated rationale for accommodations.
G. Documentation Must Include Interpretation and Discussion of Diagnostic Findings
A well-written interpretation of findings based upon a comprehensive evaluative process is a necessary component of the documentation. An ADHD diagnosis is in many ways based upon the integration of relevant historical information and observation, as well as other diagnostic findings; therefore, it is essential that the evaluator's professional judgment be used to develop this section along the following guidelines:
- Evaluators should rule out alternative explanations for inattentiveness, impulsivity, and/or hyperactivity resulting from medical conditions, other psychological disorders, or non-cognitive factors. The evaluator must describe the manner in which the possible alternatives were considered and ruled out (e.g., historical information, observation, or test results).
- Evaluators should demonstrate how patterns of inattentiveness, impulsivity, and/or hyperactivity have affected the individual across the life span and across developmentally appropriate settings (e.g., school, playground, and home discipline for children; occupational, interpersonal, financial, civic adjustment/responsibility for adults) in making a diagnosis of ADHD.
- Evaluators should specifically describe how ADHD substantially limits learning and to what degree the disorder affects the individual in the testing context for which the candidate is requesting accommodations.
- Evaluators should describe whether or not the candidate was taking psycho-active medication at the time of the evaluation, and indicate the extent to which any and all of the treatment provides a positive response and/or negative side effects.
- Additionally, evaluators should recommend what accommodations are needed based on how the disorder affects the candidate in the testing situation and what compensatory activities may occur as a result of the accommodation.
IV. A Documentation Update
If the documentation provided by the candidate does not meet ETS documentation requirements for ADHD, candidates have the option of submitting new documentation or a documentation update. A documentation update is a report by a qualified professional that includes a summary of the original disability documentation findings, as well as additional clinical data necessary to establish the candidate's current eligibility and the appropriateness of the requested testing accommodation(s).
It is recommended that the summary in a documentation update include:
- A restatement of the current diagnosis, including date(s) for all prior diagnoses and data that were used to establish the diagnosis. Evidence regarding the diagnosis should be more than a self-report by the test taker.
- Verification of continuing weaknesses in those areas identified in prior evaluation(s).
- A statement about current functional limitations due to the disability, including information regarding its duration, severity, and impact on academic performance in general and test taking in particular.
- Observational data, gathered during the evaluation, of behavior such as affect, concentration, attentional fatigue, executive functioning, and fluency.
- A history of types of accommodations received and used, consistency and circumstances of use (e.g., the type of test for which accommodations were most helpful), or an explanation of why no accommodations have been used prior to the current request but are needed now.
- A discussion of the appropriateness of the requested accommodations for ETS tests.
Additional evaluation data for an ADHD update should include:
- Achievement measures that substantiate the ongoing impact of the disability on academic performance. The updated evaluation need not include a full battery of tests, but may include selected academic tests and subtests deemed appropriate to support current eligibility. There should be an explanation of why certain subtests were selected for the update, interpretation of the reported scores, and a discussion of how any error patterns in the candidate's performance reflect a substantial limitation to learning and/or test taking.
- Assessment of cognitive functioning is necessary only if the existing documentation does not contain adequate and age-appropriate information to establish the disability status. An update of intellectual functioning is generally not necessary if the WAIS-IV, or a comparable measure, was used in the past, given that intellectual functioning is typically stable in adulthood.
- Finally, the extent of retesting required for a documentation update is applicant-specific, and depends on how closely the initial documentation report complies with the prevailing professional standards and ETS documentation guidelines.
V. Each Accommodation Recommended by the Evaluator Must Include a Rationale
Postsecondary institutions and/or examining, certifying, licensing agencies and employers are obligated to provide reasonable accommodations. A detailed explanation supporting the need for each requested accommodation must be provided and correlated with specific functional limitations established through the evaluation process. ETS may approve some, all, or none of the requested accommodations depending on the sufficiency of the documentation provided. If the documentation is deemed insufficient, ETS will provide the test taker with an opportunity to address limitations in the diagnostic report.
Prior documentation is useful in establishing an appropriate accommodation history but documentation must also validate the need for services based on the individual's current level of functioning in the educational setting. A school plan such as an Individualized Education Program (IEP) or a 504 Plan is insufficient documentation in and of itself but can be included with a more comprehensive evaluative report. The documentation must include any record of prior accommodations or auxiliary aids, including information about specific conditions under which the accommodations were used (e.g., standardized testing, final exams, licensing or certification examinations, etc.) and whether or not they benefited the individual. For individuals who are not currently engaged in an educational setting, documentation must include a discussion of any prior educational accommodations and the condition under which the accommodations were used or the adaptive compensatory strategies used by the individual.
A prior history of accommodations without demonstration of a current need does not in itself warrant the provision of like accommodations. If no prior accommodations were provided, the qualified professional and/or the candidate must include a detailed explanation of why accommodations are needed at this time.
If the requested accommodations are not clearly identified in the diagnostic report, ETS may request clarification and, if necessary, more information. ETS will make the final determination of whether reasonable accommodations are warranted and deemed appropriate for the test.
VI. Confidentiality
ETS will adhere to its policies regarding its responsibility to maintain confidentiality of the evaluation and will not release any part of the documentation without the candidate's informed consent or under compulsion of legal process.
DSM-IV-TR Diagnostic Criteria for Attention-Deficit/Hyperactivity Disorder*
The following diagnostic criteria for ADHD are specified in the DSM-IV-TR:
- Either (1) or (2):
- six (or more) of the following symptoms of inattention have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level:
- often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities
- often has difficulty sustaining attention in tasks or play activities
- often does not seem to listen when spoken to directly
- often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions)
- often has difficulty organizing tasks and activities
- often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework)
- often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools)
- is often easily distracted by extraneous stimuli
- is often forgetful in daily activities
- six (or more) of the following symptoms of hyperactivity-impulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level:
- often fidgets with hands or feet or squirms in seat
- often leaves seat in classroom or in other situations in which remaining seated is expected
- often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness)
- often has difficulty playing or engaging in leisure activities quietly
- is often "on the go" or often acts as if "driven by a motor"
- often talks excessively
- often blurts out answers before questions have been completed
- often has difficulty awaiting turn
- often interrupts or intrudes on others (e.g., butts into conversations or games)
- six (or more) of the following symptoms of inattention have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level:
- Some hyperactive-impulsive or inattentive symptoms that caused impairment were present before age seven years.
- Some impairment from the symptoms is present in two or more settings (e.g., at school [or work] and at home).
- There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning.
- The symptoms do not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder and are not better accounted for by another mental disorder (e.g., Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder).
The DSM-IV-TR specifies a code designation based on type:
Attention-Deficit/Hyperactivity Disorder, Combined Type: if both Criteria A1 and A2 are met for the past six months
Attention-Deficit/Hyperactivity Disorder, Predominantly Inattentive Type: if Criterion A1 is met but Criterion A2 is not met for the past 6 months
Attention-Deficit/Hyperactivity Disorder, Predominantly Hyperactive-Impulsive Type: if Criterion A2 is met but Criterion A1 is not met for the past 6 months.
Coding note:
For individuals (especially adolescents and adults) who currently have symptoms that no longer meet full criteria, "In Partial Remission" should be specified.
Attention-Deficit/Hyperactivity Disorder Not Otherwise Specified: This category is for disorders with prominent symptoms of inattention or hyperactivity-impulsivity that do not meet criteria for Attention-Deficit/Hyperactivity Disorder. Examples include:
* Note: Reprinted with permission from the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision, (Copyright 2000). American Psychiatric Association. Retrieved On-Line at www.psychiatryonline.com.
Reminders to Evaluators in Preparing ADHD Documentation
Candidates seeking to register with various Educational Testing Service testing programs, including the College Board, are best served by providing strong evaluations that document the existence of ADHD and the essential need for the requested accommodations. Our intent is to provide test takers and their evaluators with guidance on developing a comprehensive diagnostic protocol for ADHD that describes the whole person.
Under the Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973, individuals with disabilities are protected from discrimination and assured access to educational services. To establish that an individual is covered under the ADA, the documentation must indicate that the disability substantially limits one or more major life activities, including learning.
Evaluators are encouraged to keep the following points in mind as they prepare disability documentation:
- An ADHD diagnosis should not be made without clear evidence of problems dating back to childhood, although symptoms may not become functionally limiting until adolescence.
- There must be evidence of the functional impact of the disability based on DSM-5-TR criteria. Having a disorder does not mean it is disabling.
- There is a need for multidimensional assessment that includes data from different sources (e.g., client, significant other, parents, school records, employment performance records, neuropsychological testing).
- An ADHD diagnosis should never be made solely from a symptom count based on a checklist or rating scales.
- While neuropsychological and psycho-educational testing is not yet able to reliably diagnose ADHD, it can help determine the current levels of severity of the ADHD and quantify the impact of the disorder on cognitive or academic functioning.
- Success in an educational arena is not by itself a reason to rule out the diagnosis of ADHD.
- Many evaluators recommend extra time and/or a separate testing room for students with ADHD without providing any rationale for the request. Again, all recommended accommodations must be accompanied by a data-driven rationale, which psychological and neuropsychological testing can be used to support.
Assessing Adolescents and Adults with ADHD
The diagnosis of ADHD is strongly dependent on a clinical interview in conjunction with a variety of formal and informal measures. Since there is no one test, or specified combination of tests, for determining ADHD, the diagnosis of an attention deficit/hyperactivity disorder requires a multifaceted approach. Any tests that are selected by the evaluator should be technically accurate, reliable, valid, and standardized on the appropriate norm group. The most recent version of the test should always be used unless the evaluator can offer a rationale for use of an older version. The following list includes a variety of measures for diagnosing ADHD and/or LD/ADHD. It is meant to be a helpful resource to evaluators but not a definitive or exhaustive listing.
The Clinical Interview — The evaluator should: 1) provide retrospective confirmation of ADHD; 2) establish relevant developmental and academic markers; 3) determine any other co-existing disorders; and 4) rule out other problems that may mimic ADHD.
Specific areas to be addressed include:
- Family history
- Results of a neuromedical history
- Presence of ADHD symptoms since childhood or early adolescence
- Presence of ADHD symptoms in the last six months
- Evidence that symptoms cause a significant impairment over time
- Qualitative information regarding the extent of current functional impairment (e.g., academic, occupational, social)
- Results of clinical observation for hyperactive behavior, impulsive speech, distractibility
- Presence of other psychiatric conditions (mood or anxiety disorders, substance abuse, etc.)
- Indication that symptoms are not due to other conditions (e.g., depression, drug use, neuromedical problems)
- Relevant medication history and response to treatment
- An accounting for periods during which the student was symptom-free
- Determination of what accommodations, if any, have minimized the impact of functional limitations in the past or in the present setting
- Determination of which remediation approaches and/or compensating strategies are and are not currently effective
Rating Scales — Self-rated or interviewer-rated scales for categorizing and quantifying the nature of the impairment may be useful in conjunction with other data.
Selected examples include:
- Achenbach System for Empirically Based Assessment (ASEBA)
- ADD-H Comprehensive Teachers Rating Scale (ACTeRS)
- ADDES-Secondary Age
- ADHD Rating Scale-IV
- ADHD Symptom Checklist–4 (ADHD-SC4)
- Attention-Deficit Disorders Evaluation Scale: Secondary-Age Student (ADDES-S)
- Beck Anxiety Inventory (BAI)
- Beck Depression Inventory (BDI-II)
- Behavior Assessment System for Children-2 (BASC-2)
- Behavior Rating Inventory of Executive Functioning (child or adult version)
- Brown Attention-Deficit Disorders Scale
- Conners' Parent Rating Scale (age 3–17 years)
- Conners' Teacher Rating Scale (age 3–17 years)
- Conners' Rating Scales-3 (Conners 3)
- Conners' Adult ADHD Rating Scales (CAARS)
- Conners' Comprehensive Behavior Rating Scales (Conners CBRS)
- Copeland Symptom Checklist for Adult Attention-Deficit Disorders (CSCAADD)
- Hamilton's Depression Rating Scale
- Wender Utah Rating Scale (WURS) and Parent's Rating Scale (PRS)
Observational Forms — primarily for children and teenagers in the classroom setting
Selected examples include:
- ADHD School Observation Code
- ADHD Direct Observation System
- BASC-2 Student Observation System
- CBC/Test Observation Form
- Child Behavior Checklist/Direct Observation Form
- School Hybrid Observation Code for Kids
Neuropsychological and psycho-educational testing — Cognitive and achievement profiles may suggest attention or information-processing deficits. No single test or subtest should be used as the sole basis for a diagnostic decision.
Selected examples include:
Tests of Intellectual Functioning
- Kaufman Adolescent and Adult Intelligence Test
- Reynolds Intellectual Assessment Scales (RIAS)
- Stanford-Binet 5 (SB5)
- Wechsler Adult Intelligence Scale – IV (WAIS-IV)
- Woodcock-Johnson III – Tests of Cognitive Ability
Attention, Memory, and Learning
- Attention Capacity Test (ACT)
- Brown Attention-Deficit Disorder Scale
- California Verbal Learning Test-Second Edition (CVLT-II)
- Conners' Continuous Performance Test (CPT)
- Detroit Test of Learning Aptitude – 4 (DTLA-4)
- Detroit Test of Learning Aptitude-Adult (DTLA-A)
- Gordon Diagnostic Systems (GDS)
- Integrated Visual and Auditory Continuous Performance Test (IVA+Plus)
- Kagan Matching Familiar Figure Test (KMFFT)
- Paced Auditory Serial Test (PASAT)
- Test of Everyday Attention for Children (TEA-Ch)
- Tests of Variable Attention Computer Program (TOVA)
- WAIS-IV Working Memory Index
- Wechsler Memory Scales – III (WMS-III)
Executive Functioning
- Delis-Kaplan Executive Function System
- Stroop Color and Word Test
- Trail Making Test Parts A and B
- Tower of London-Second Edition
- Wisconsin Card Sorting Test (WCST)
Academic Achievement
- Scholastic Abilities Test for Adults (SATA)
- Stanford Test of Academic Skills (TASK)
- Wechsler Individual Achievement Test – III (WIAT-III)
- Woodcock-Johnson Psychoeducational Battery – III: Tests of Achievement
Supplemental achievement tests such as:
- Gray Oral Reading Test (GORT 4th Ed)
- Nelson-Denny Reading Test (with standard and extended time)
- Stanford Diagnostic Mathematics Test
- Test of Written Language – 3 (TOWL-3)
- Woodcock Reading Mastery Tests – Revised
Specific achievement tests are useful instruments when administered under standardized conditions and when the results are interpreted within the context of other diagnostic information. The Wide Range Achievement Test – 4 (WRAT-4) or the Nelson-Denny Reading Test are not a comprehensive measure of achievement and should not be used as the sole measure of achievement.
Medical evaluation — Medical disorders may cause symptoms resembling ADHD. Therefore, it may be important to rule out the following:
- Neuroendocrine disorders (e.g., thyroid dysfunction)
- Neurologic disorders
- Impact of medication on attention if tried, and under what circumstances
- Sleep disorders
Collateral information — Include third-party sources that can be helpful to determine the presence or absence of ADHD in childhood.
- Description of current symptoms (e.g., by spouse, teachers, employer)
- Description of childhood symptoms (e.g., parent)
- Information from old school and report cards and transcripts
Recommendations for Consumers
- For assistance in finding a qualified professional:
- Contact the disability services coordinator at a college or university for possible referral sources.
- Contact a physician who may be able to refer you to a qualified professional with demonstrated expertise in ADHD.
- In selecting a qualified professional:
- Ask what experience and training he or she has had diagnosing adolescents and adults with ADHD.
- Ask whether he or she has training in differential diagnosis and the full range of psychiatric disorders. Clinicians typically qualified to diagnose ADHD may include clinical psychologists, physicians (including psychiatrists), and neuropsychologists.
- Ask whether he or she has ever worked with a postsecondary disability service provider or with the agency to which you are providing documentation.
- Ask whether you will receive a comprehensive written report.
- In working with the professional:
- Share a copy of these guidelines with the professional.
- Be prepared to be forthcoming, thorough, and honest with requested information.
- As follow-up to the assessment by the professional:
- Schedule a meeting to discuss the results, recommendations, and possible treatment.
- Request additional resources, support group information and publications if you need them.
- Maintain a personal file of your records and reports.
- Be aware that any receiving institution or agency has a responsibility to maintain confidentiality.
Resources and Organizations
Association on Higher Education and Disability (AHEAD)
- Mail:
- 107 Commerce Center Drive, Suite 204
Huntersville, NC 28078
- Phone:
- 1-704-947-7779 — voice and text
- Fax:
- 1-704-948-7779
- Website:
- www.AHEAD.org
An excellent organization to contact for individuals with disabilities who are planning to attend college and who will need special accommodations. Numerous training programs, workshops, publications, and conferences are available.
Attention Deficit Disorder Association (ADDA)
- Mail:
- 15000 Commerce Parkway, Suite C
Mount Laurel, NJ 08054
- Phone:
- 1-856-439-9099
- Fax:
- 1-856-439-0525
- Website:
- http://www.add.org
The mission of ADDA is to provide information, resources, and advice to adults with AD/HD and to the professionals who work with them. ADDA has an annual conference, a quarterly newsletter, audio and video tapes, and provides adults with advocacy and networking opportunities.
Children and Adults with Attention Deficit Disorders (CH.A.D.D.)
- Mail:
- 8181 Professional Place, Suite 150
Landover, MD 20785
- Phone:
- 1-301-306-7070
- Fax:
- 1-301-306-7090
- Website:
- www.chadd.org
CH.A.D.D. is a national organization with over 32,000 members and more than 500 chapters nationwide that provides support and information for parents who have children with ADD and adults with ADD.
Council for Exceptional Children (CEC)
- Mail:
- 1110 North Glebe Road, Suite 300
Arlington, VA 22201
- Phone:
- 1-888-232-7733
- 1-866-915-5000
- Fax:
- 1-703-264-9494
- Website:
- www.cec.sped.org
The largest international professional organization committed to improving educational outcomes for individuals with disabilities.
International Dyslexia Association (IDA)
- Mail:
- 40 York Rd., 4th Floor
Baltimore, MD 21204
- Phone:
- 1-410-296-0232
1-800-ABCD-123 — Messages
- Fax:
- 1-410-321-5069
- Website:
- www.interdys.org
The IDA is an international, nonprofit organization dedicated to the study and treatment of learning disabilities and dyslexia. For nearly 50 years, IDA has been helping individuals with dyslexia, their families, teachers, physicians, and researchers to better understand dyslexia.
Learning Disabilities Association of America (LDA)
- Mail:
- 4156 Library Road
Pittsburgh, PA 15234-1349
- Phone:
- 1-412-341-1515
- Fax:
- 1-412-344-0224
- Website:
- www.ldanatl.org
LDA is the largest nonprofit volunteer organization advocating for individuals with learning disabilities. LDA has more than 600 local chapters and affiliates in 50 states, Washington, D.C., and Puerto Rico. LDA seeks to educate individuals with learning disabilities and their parents about the nature of the disability and inform them of their rights.
National Center for Learning Disabilities (NCLD)
- Mail:
- 381 Park Ave. South, Suite 1401
New York, NY 10016
- Phone:
- 1-212-545-7510
- Fax:
- 1-212-545-9665
- Website:
- http://www.ncld.org
NCLD's mission is to promote public awareness and understanding of children and adults with learning disabilities, and to provide national leadership on their behalf, so they may achieve their potential and enjoy full participation in society.
Learning Ally
- Mail:
- 20 Roszel Road
Princeton, NJ 08540
- Phone:
- 1-609-452-0606
1-800-221-4792 — book orders only
- Fax:
- 1-609-520-7990
- Website:
- www.learningally.org
Learning Ally is recognized as the nation's leading educational lending library of academic and professional textbooks on audio tape from elementary through postgraduate and professional levels. Students with print disabilities can request cassette or diskette versions of books and order 4-track tape players.
Contact ETS Disability Services
If you have questions or need additional information, contact disability services at the following link: http://www.ets.org/disabilities/contact.
See also:
Promotional Links
Bulletin Supplements
- Bulletin Supplement for Test Takers with Disabilities or Health-related Needs — for the GRE, TOEFL, The Praxis Series and School Leadership Series tests
- GACE Bulletin Supplement
- Texas Educator Certification Program Bulletin Supplement

subset: commoncrawl


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text:
I've got a Fox RP23 rear shock which I'm very happy with, apart from the apparent ineffectiveness of the ProPedal setting. Bob is very noticeable on climbs in both positions. It's hard to say which is better. I don't expect to eliminate it completely, I just want to know that I've got the optimal setup for my bike and riding style. The manual is pretty vague so I'm wondering if anyone has any useful tips?
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Pro-Pedal provides bob resistance when on, 1 being lowest.
Try this. Pull out the numbered knob and position it so that "3" is in line with lever. That will give you the most Pro-Pedal. Now, try riding up a hill with it off and again with it on. You should notice markedly less bob with it on. If not, I might take it to a shop to make sure that it is working.
I have the same shock on my xc bike and I find the pro pedal very plush even on firm. I'm a big guy (~220 lbs) and run the shock somewhere around 150 psi so your scenario may be different. I always climb with the rear locked, ride flat terrain with the pro pedal on @ the firmest setting (3) and flip to full travel for any downhill. You will always have the most efficient climbing with the shock locked out; you rarely need rear suspension on the uphills anyways...


text:
Custodian of the Two Holy Mosques King Fahd Ibn Abdul Aziz and Crown Prince Abdullah Ibn Abdul Aziz, in their joint message from Mina yesterday on the occasion of Eid Al-Adha, stated that the Kingdom of Saudi Arabia is proud of its service to Islam and Muslims, and that it is concerned with implementing Islamic Shariah in word and in spirit. They added that the tolerance of the Islamic faith requires justice and moderation from Muslims in all their religious and worldly affairs, and an avoidance of extremism, excess, and obstinacy. They called upon Muslims to follow the path of moderation to ensure brotherhood, solidarity, and cooperation. They urged Muslim minorities to avoid division, to promote peace and security, and to deal with the problems in their societies in a spirit of affection, tolerance, and dialogue.
The message began with greetings to all pilgrims, and all Muslims everywhere, and after a number of quotations from the Holy Qur'an, continued as follows:
"It is normal that the Kingdom - its King, its government, and its people - cares about the affairs of Muslims everywhere and contributes to the best of its ability to support their just causes. It gives us great honor to be always in the service of the Two Holy Mosques in Makkah and Madinah, and to exert all efforts and capabilities for the expansion and maintenance of the mosques so that they remain in a condition worthy of their pilgrims and visitors. We would like to assert to all Muslims that the Two Holy Mosques will always be the focus of our attention and concern and that what we aim to achieve concerning them will continue at the highest level, whether inside or outside of their buildings, and including the open spaces and roads around them. And we have God alone to thank for our success and for the achievements that you can witness at the highest level of work and precision, requiring the expenditure of billions of riyals.
"Important occasions require in the first instance, organization in order to ensure success and the achievement of specific goals, organization that has to be well planned and observed by all concerned. This great Islamic gathering of pilgrims from all over the world to perform the obligation of the Hajj needs first and foremost the cooperation of all visitors and adherence to the regulations and guidelines which the Kingdom has taken care to provide with all firmness and confidence for the purpose of achieving the highest levels of security and comfort to enable the pilgrims to enjoy their great journey.
"By the same token, all Muslims should make use of the path of moderation in order to avoid being ensnared in the traps of the devil, and to make sure that they remain as brothers bound by mutual affection and close cooperation, and ready to stand shoulder to shoulder, and act as though they were one single body: if one of its limbs is afflicted, the rest of the body responds to its suffering with fever and sleeplessness. If we abide by these guidelines all disagreements will vanish and, replaced by brotherliness and harmony, will give rise to cordial exchanges of advice. Once this is done, the Muslim world will be able to rise up, make others listen attentively to its voice and increase its contributions to the development of the land and the promotion of a real peace, which mankind has a rightful claim to enjoy.
"Islamic minorities, which we wholeheartedly support, would do well to keep away from all causes of dissent and be brothers bound together by their common love of God. They are well advised to remain advocates of security and peace and wherever possible, to deal, in a spirit of cordiality and toleration and through a quiet dialogue, with the problems which may crop up in the communities where they live. By so doing the role which they play will always act as a safety valve, preventing the aggravation of problems.
"God Almighty has said:
Nor can goodness and evil be equal. Repel evil with what is better: then will he between whom and thee was hatred become as it were thy friend and intimate. And no one will be granted such goodness except those who exercise patience and self-restraint, none but persons of the greatest good fortune. (sura 'fussilat': 34-35).
"Brothers: The world is now on the threshold of a new era, which hopefully will be marked by security, stability, and decent living. Acting in good faith is of paramount importance: so is the willingness of men of goodwill, the decision makers, in various human communities, to embark as a team on a concerted effort to spare the world the horrible consequences and woes of war. Of similar importance is the need for the language of dialogue to prevail so that it is possible to eliminate any particular problem before it has time to take root. If things go in the right direction, it will be possible to set in motion serious development efforts in order to build a better future for the good of all, and in particular the countries of the third world. Such countries would find themselves in a favorable position to complete the building of their infrastructure and to stimulate their economic growth which, in turn, would improve their balance of payment vis-a-vis the developed countries.
"By virtue of its strategically important location between east and west, the Middle East is a top priority. It needs to remain insulated against the tensions and disputes which are caused by Israel's attempts to satisfy its greed for expansion at the expense of the Arab lands. Such a hostile orientation based, as it were, on racism, repression and highhandedness, must be subjected to the rules of established conventions as well as to the United Nations and all of its binding resolutions with regard to the recovery of all occupied Arab territories and the creation of a Palestinian state with Jerusalem as its capital.
"This must be done quickly without further delay or procrastination, so that all the countries in the region are able to focus their efforts on the need to step up their own development and improve their economic and social conditions. Needless to say, the achievement of this objective is conditional upon making the entire region free from all weapons of mass destruction.
"To Muslims everywhere, once again we extend our congratulations to you on Eid-al-Adha. Happy Eid, and many happy returns of this day. In the same breath we wish the pilgrims to the inviolable house of God a comfortable and safe journey back home, shielded by God's protection. We hope that their pilgrimage will prove to be flawless and acceptable to God.
"May God guide us all along the right path, for He is the Best to protect and the Best to help. And peace be upon you with God's mercy and blessings."


text:
George Levesque
Managing Editor/Anchor
Contact email@example.com
George Levesque has lived his entire life right here in the Big Country.
He was born in Colorado City in 1972 and lived there until high school graduation in 1990.
George graduated from McMurry University in 1996 with a degree in theatre and a minor in political science. While in college, he worked as a radio disc jockey. After graduation, George started a daily talk show and hosted that for five years.
In early 2000, George joined KTXS as a sports reporter. Three years later, he moved to Abilene's most-watched morning news program KTXS This Morning as the program's anchor.
George currently serves as a night anchor of KTXS News at Five and serves KTXS as managing editor.
George has won several Texas Associated Press Broadcasters awards for journalism. George's wife, Sidney, works for the Abilene Cultural Affairs Council. Their daughter, Julia, was born in 2010.


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Delta Faucet Addison® Kitchen Collection Brings Added Functionality to the Kitchen
Water-saving Kitchen Faucet Available with Touch2O® Technology
INDIANAPOLIS - The Delta Faucet Addison® kitchen collection features an offering of faucets that combines graceful design with smart functionality. Inspired by the fluted scallops of a seashell, the delicate curves of the faucet add a romantic touch with a subtle hint of Art Deco design. Its innovative technologies help users work smarter and save water.
As homeowners increasingly seek to conserve water and energy, the Addison collection meets their needs with a Multi-FlowTM pull-down wand, providing a way to save water without sacrificing performance. The Multi-Flow wand offers both spray and stream functionality. Its default flow rate is a water-efficient 1.5 gallons per minute (gpm), which offers a savings of up to 32 percent above industry standard 2.2 gpm in the kitchen. But, for bigger tasks such as filling a pot, the user can switch to a high performance flow of 2.0 gpm at the push of a button.
"Despite concerns about saving water, especially in areas such as the Southeast and Southwest where resources are increasingly scarce, our research shows that experience and performance are top priorities," said Kurt Backlund, Delta brand senior product manager. "The Multi-Flow feature satisfies all those needs by providing an easy way to save water during everyday tasks with the option to increase the flow when more water is needed."
About the Addison® Kitchen Collection:
Touch2O® Technology
Touch2O Technology makes it easier to turn on the water flow when hands are messy or turn off the water when it is not needed between tasks, which can help save water. A simple tap on the handle or spout stops and starts the flow of water. A blue LED light indicates when Touch2O Technology is engaged, and turns red when the batteries need to be replaced.
Multi-FlowTM Feature
The Multi-Flow wand enables consumers to toggle easily between spray and stream functionality. For ordinary tasks, the standard flow rate is a water-efficient 1.5 gallons per minute (gpm), which saves up to 32% over the industry standard 2.2 gpm in the kitchen. A simple push button increases the flow of the aerated stream to a high performance flow of 2.0 gpm. The user can easily press the toggle button, or simply shut the water off, to return to the standard 1.5 gpm flow rate.
MagnaTite® docking
MagnaTite docking intuitively engages the spray head to its docked position with a powerful magnet, helping to keep the faucet looking neat and orderly.
DIAMONDTM Seal Technology
DIAMOND Seal Technology combines a durable DIAMONDTM Valve with InnoFlex® PEX waterways. The valve requires no lubrication, eliminates wear on seals, and ensures "like new" operation for the life of the faucet, lasting up to 10 times longer than the industry standard.[1]The InnoFlex waterways eliminate potential leak points and are less hassle to install. Water does not come in contact with metal surfaces once inside the faucet, meeting all current and upcoming state and national legislation.[2]
Touch®-Clean Technology
Touch-Clean soft, rubber nubbins allow the user to easily wipe away calcium and lime build-up from the spray face of your showerhead or handshower with the touch of a finger.
Variety of finishes available
The Addison kitchen collection is offered in chrome, stainless and Venetian Bronze®
The Addison kitchen collection includes a pull-down kitchen faucet and a pull-down bar/prep faucet, both available with Touch2O Technology or with standard manual operation. The collection also includes a matching soap dispenser.
About Delta® Products
There is a philosophy at the heart of every Delta® product: there is a better way to live with water. It goes beyond excellent design to incorporate smart thinking that anticipates people's needs. From proprietary Touch2O® Technology that turns faucets on and off with just a touch to H2Okinetic® shower technology that sculpts water into a unique wave pattern, giving you the feeling of more water without using more water, Delta products incorporate thoughtful features that delight. Paired with beautiful and inspirational design, it's another way that the Delta® brand is more than just a faucet. A WaterSense®partner of the U.S. Environmental Protection Agency, Delta Faucet Company is a global organization that offers kitchen faucets, bath faucets, shower heads, shower systems, toilets and related accessories, selling products in more than 53 countries. For more information, visit www.deltafaucet.com.
Links to additional resources
About Addison Kitchen Collection
[1] Standard based on ASME 112.18.1 of 500,000 cycles
[2] California Health and Safety Code 116875 (AB 1953) and Vermont Law No. 193 (S152), as well as other current and upcoming state and national legislation, mandate that the weighted average lead content in pipes, fittings and fixtures used to convey drinking water cannot exceed 0.25% on wetted surfaces.


text:
|By PR Newswire
Article Rating:
|March 14, 2014 03:17 PM EDT
NEW YORK, March 14, 2014 /PRNewswire/ -- FRANK & BIANCO LLP is investigating securities fraud claims against Conn's, Inc. ("Conn's" or the "Company") (NASDAQ: CONN) and certain of its officers, on behalf of purchasers of Conn's securities between April 3, 2013 and February 19, 2014, inclusive (the "Class Period").
The investigation concerns violations of the federal securities laws that occurred when the Company and certain of its officers issued materially false and misleading statements or omitted to state material information during the Class Period regarding Conn's financial performance and prospects. Specifically, these misstatements and omissions related to poor underwriting and collection practices that increased the Company's risk of bad debt, and increasing customer delinquencies and charge-off rates in its credit segment, among other things. As a result of these misstatements and omissions, Conn's securities traded at artificially inflated prices throughout the Class Period.
On February 20, 2014, the Company issued a press release announcing its preliminary results for the quarter ended January 31, 2014, and updating its earnings guidance for fiscal 2015. The press release revealed that (1) Conn's "[c]redit segment provision for bad debts as a percentage of the average outstanding portfolio balance is expected to exceed previously issued full-year fiscal 2014 guidance,"; (2) the "percentage of the customer portfolio balance 60-plus days delinquent was 8.8% at January 31, 2014, an increase of 30 basis points from October 31, 2013"; and (3) the Company was lowering its earnings guidance for fiscal 2015. On this news, the Company's stock price dropped $23.91 per share, or almost 43%, on heavy trading volume.
If you purchased Conn's securities within the Class Period, and you wish to discuss this investigation, or have any questions concerning this notice or your rights or interests with respect to these matters, please contact us.
Bridget Hamill
[email protected]
Large scale deployments present unique planning challenges, system commissioning hurdles between IT and OT and demand careful system hand-off orchestration. In his session at @ThingsExpo, Jeff Smith, Senior Director and a founding member of Incenergy, will discuss some of the key tactics to ensure delivery success based on his experience of the last two years deploying Industrial IoT systems across four continents.
Jul. 29, 2016 02:00 AM EDT Reads: 1,665
Redis is not only the fastest database, but it is the most popular among the new wave of databases running in containers. Redis speeds up just about every data interaction between your users or operational systems. In his session at 19th Cloud Expo, Dave Nielsen, Developer Advocate, Redis Labs, will share the functions and data structures used to solve everyday use cases that are driving Redis' popularity.
Jul. 29, 2016 12:30 AM EDT Reads: 1,678
Basho Technologies has announced the latest release of Basho Riak TS, version 1.3. Riak TS is an enterprise-grade NoSQL database optimized for Internet of Things (IoT). The open source version enables developers to download the software for free and use it in production as well as make contributions to the code and develop applications around Riak TS. Enhancements to Riak TS make it quick, easy and cost-effective to spin up an instance to test new ideas and build IoT applications. In addition to...
Jul. 29, 2016 12:15 AM EDT Reads: 1,988
Predictive analytics tools monitor, report, and troubleshoot in order to make proactive decisions about the health, performance, and utilization of storage. Most enterprises combine cloud and on-premise storage, resulting in blended environments of physical, virtual, cloud, and other platforms, which justifies more sophisticated storage analytics. In his session at 18th Cloud Expo, Peter McCallum, Vice President of Datacenter Solutions at FalconStor, discussed using predictive analytics to mon...
Jul. 29, 2016 12:15 AM EDT Reads: 2,083
Identity is in everything and customers are looking to their providers to ensure the security of their identities, transactions and data. With the increased reliance on cloud-based services, service providers must build security and trust into their offerings, adding value to customers and improving the user experience. Making identity, security and privacy easy for customers provides a unique advantage over the competition.
Jul. 28, 2016 11:45 PM EDT Reads: 1,219
In his session at @DevOpsSummit at 19th Cloud Expo, Yoseph Reuveni, Director of Software Engineering at Jet.com, will discuss Jet.com's journey into containerizing Microsoft-based technologies like C# and F# into Docker. He will talk about lessons learned and challenges faced, the Mono framework tryout and how they deployed everything into Azure cloud. Yoseph Reuveni is a technology leader with unique experience developing and running high throughput (over 1M tps) distributed systems with extre...
Jul. 28, 2016 10:15 PM EDT Reads: 2,223
"We've discovered that after shows 80% if leads that people get, 80% of the conversations end up on the show floor, meaning people forget about it, people forget who they talk to, people forget that there are actual business opportunities to be had here so we try to help out and keep the conversations going," explained Jeff Mesnik, Founder and President of ContentMX, in this SYS-CON.tv interview at 18th Cloud Expo, held June 7-9, 2016, at the Javits Center in New York City, NY.
Jul. 28, 2016 10:15 PM EDT Reads: 1,438
SYS-CON Events announced today that Isomorphic Software will exhibit at DevOps Summit at 19th International Cloud Expo, which will take place on November 1–3, 2016, at the Santa Clara Convention Center in Santa Clara, CA. Isomorphic Software provides the SmartClient HTML5/AJAX platform, the most advanced technology for building rich, cutting-edge enterprise web applications for desktop and mobile. SmartClient combines the productivity and performance of traditional desktop software with the simp...
Jul. 28, 2016 10:15 PM EDT Reads: 1,229
"When you think about the data center today, there's constant evolution, The evolution of the data center and the needs of the consumer of technology change, and they change constantly," stated Matt Kalmenson, VP of Sales, Service and Cloud Providers at Veeam Software, in this SYS-CON.tv interview at 18th Cloud Expo, held June 7-9, 2016, at the Javits Center in New York City, NY.
Jul. 28, 2016 10:00 PM EDT Reads: 1,452
"There's a growing demand from users for things to be faster. When you think about all the transactions or interactions users will have with your product and everything that is between those transactions and interactions - what drives us at Catchpoint Systems is the idea to measure that and to analyze it," explained Leo Vasiliou, Director of Web Performance Engineering at Catchpoint Systems, in this SYS-CON.tv interview at 18th Cloud Expo, held June 7-9, 2016, at the Javits Center in New York Ci...
Jul. 28, 2016 10:00 PM EDT Reads: 2,099
As companies gain momentum, the need to maintain high quality products can outstrip their development team's bandwidth for QA. Building out a large QA team (whether in-house or outsourced) can slow down development and significantly increases costs. This eBook takes QA profiles from 5 companies who successfully scaled up production without building a large QA team and includes: What to consider when choosing CI/CD tools How culture and communication can make or break implementation
Jul. 28, 2016 10:00 PM EDT Reads: 1,724
Internet of @ThingsExpo, taking place November 1-3, 2016, at the Santa Clara Convention Center in Santa Clara, CA, is co-located with the 19th International Cloud Expo and will feature technical sessions from a rock star conference faculty and the leading industry players in the world and ThingsExpo Silicon Valley Call for Papers is now open.
Jul. 28, 2016 09:00 PM EDT Reads: 2,717
I wanted to gather all of my Internet of Things (IOT) blogs into a single blog (that I could later use with my University of San Francisco (USF) Big Data "MBA" course). However as I started to pull these blogs together, I realized that my IOT discussion lacked a vision; it lacked an end point towards which an organization could drive their IOT envisioning, proof of value, app dev, data engineering and data science efforts. And I think that the IOT end point is really quite simple…
Jul. 28, 2016 07:15 PM EDT Reads: 1,237
Extreme Computing is the ability to leverage highly performant infrastructure and software to accelerate Big Data, machine learning, HPC, and Enterprise applications. High IOPS Storage, low-latency networks, in-memory databases, GPUs and other parallel accelerators are being used to achieve faster results and help businesses make better decisions. In his session at 18th Cloud Expo, Michael O'Neill, Strategic Business Development at NVIDIA, focused on some of the unique ways extreme computing is...
Jul. 28, 2016 07:15 PM EDT Reads: 403
"We view the cloud not really as a specific technology but as a way of doing business and that way of doing business is transforming the way software, infrastructure and services are being delivered to business," explained Matthew Rosen, CEO and Director at Fusion, in this SYS-CON.tv interview at 18th Cloud Expo, held June 7-9, 2016, at the Javits Center in New York City, NY.
Jul. 28, 2016 06:45 PM EDT Reads: 1,646


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Yael's Journal
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Yael Grauer
Senior Member
Join Date: Oct 2006
Location: Minneapolis, MN
Posts: 1,596
Breakfast: shredded sweet potatoes with two fried eggs on top
Lunch: shredded chicken/tomato/onion stuff with some shredded cheese
snack #1: baby carrots and almond butter
snack #2: almonds and raisins
Dinner: chicken curry in the crockpot--carrots, onions, celery, chicken thighs, garlic, coconut milk, chicken broth and a whole lot of spices.
workout: phase 1 class... we worked on a takedown to side control, takedown to mount, bridge & roll mount escape, a standing guard pass to side and a double-under pass, and 15 minutes of positional drills.
also: got tuina for my arm; he said it'd take 12 weeks of weekly tuina for a half hour a session for it to heal, so that was 1 of 12.
Breakfast: 2 eggs and a banana
Lunch: tuna salad--tuna, carrots, tomatoes, avocado, paprika, salt, pepper, lemon juice, extra virgin olive oil
Dinner: leftover slow cooked chicken curry with carrots, onion and celery, mmm.
Snack: a half a bowl of Trader Joe's popcorn with herbs and spices (seasoned with sea salt, dill, celery seed, and onion powder)
workout: phase 2 class; we worked escapes from mount, from someone posting from mount (escape to x-guard or half-guard), from a knee pillow and from high mount; then did positional training from mount; did pretty good, I could hang with my training partner even though he was bigger and stronger and he told me I was sneaky.
easier to get out of mount to half guard than to hold mount myself, though... prob. cos i squeeze the knees which makes it hard to base quickly with my foot, so I get rolled instead. but in real life i don't hold mount; i go to side.
Yael Grauer
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I'm shooting a 1 min. promo video for an iPhone app startup. Can I use unlicensed music as long as I mention the artists on the closing credits? Are there any other resources available to help understand how copyright applies here?
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The short answer? No.
The long answer: No, copyright law requires you to have an appropriate licence from the copyright holders (usually the record label - not the artist - if they're in a record deal!)
There are three distinct rights for every piece of music:
Each of these rights may be 'assigned' to a third party (e.g., a publisher or a record label) and this is what usually what happens when a track is released by a label. However you may be able to 'encourage' the artist to grant a licence for the music's use if the project is cool or they like it. Ultimately the person who has control of the sound recording copyright is the person to request a licence from.
You are in breach of copyright law if you use a copyrighted piece of music without a licence - moreso if you exploit that copyrighted composition for commercial gain (use it to represent the product or service, even if it's just background music). Whilst I think the current system of licensing music is crazy, that's just how it works for the time being.
Occasionally artists are willing to 'look the other way' if you agree a licence arrangement after the finished work using their copyrighted music is released -- this may not even be a cash payment, it may just be promotion with the band, song name and iTunes link at the bottom of the screen. However, arranging a license 'after the fact' still compromises you from a legal perspective, and you could be forced to stop using that music in your own work (and, worst case, be taken to court for copyright infringement) if the artist or label doesn't like it.
I concur with the other answerer's suggestion to seek Creative Commons licensed music; Jamendo is a good site to start on, and even if the initial license is CC-NC you can communicate with the artist to request a commercial use licence (or to be granted an exemption). You may also wish to try sites like YouLicense.com to seek appropriate sync licenses for music for a reasonable cost.
You'd be best off doing a search for CC-licensed music first. You may find something that works for you that already allows commercial use; even if you find a particular track that's "no commercial use" that would work, you can always write and ask permission - which you're much more likely to get directly from the artist.
Advice on IP issues is worth what you pay for it. Here, it's free and worth every cent. (-:
In general, you can't use copyrighted material without the permission of the holder. Since this is for a business, you'll likely have to pay something, maybe not a lot, for the use. Only the rights holder can say for sure, but to be legal you must ask, and probably pay.
On the other hand, if this is for purely internal use and will never be seen outside the walls of your company, some people would play the odds. I don't recommend it, but it's certainly been done before.
This is not legal advice, just two people chatting.


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installed diablo 3 from dvd rom, picked my barbarian character, connecting..but failed (error 37 & error 3003) and when i did get in the game i can't find my character anywhere..can anybody help me here?? waited so long to play this game..
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I've made some changes to sshd_config file and therefore need to restart. I'm looking tips on safely restarting ssh when getting physical access to the server would be a huga PITA.
restarting sshd while logged in via ssh will not disconnect your ssh connection.
so, if you're worried about your configuration, log in a few times via ssh, and restart.
if you can no longer ssh in, with new connections, you now have access to fix the problems.
mentioned below in a comment by
another suggestion, by
perhaps overkill, but if you're updating a mission critical server, etc... sometimes you can never be too careful.
If you have access to the hardware you may consider putting a terminal on the serial port /dev/ttyS0 . Then you can have a back door into your server.
simply add
to your /etc/inittab and a terminal will spawn over your serial port. You can use a serial port concentrator or use a null modem from the server next to it.
Don't worry, your current session won't be disconnected, even if there's a problem with the new configuration.
After applying the new configuration and restarting sshd, just try to login a couple of times and take a look at the logs to see if everything is ok.
Or, use a cron or at job to start it back up, if you are feeling unlucky?
I have found that know a days SSHD does not disconnect your sessions when restarting. Especially when it is a Redhat based distro. You could always right a small script that will automaticly restore your backed up sshd config and restart sshd after 5 min as a cron or at job. This will ensure that even if you get disconnected that you can get back into your server at least.
Could you not Just run a kill -HUP in the PID of the SSH service? Its not clean but it works
I wouldn't recommend restarting/reloading SSHD on a sshd connection. I've seen many occasions where sshd just wouldn't start back up because of a syntax error in sshd_config.
Even though everything is ok with the config file, it's risky.


text:
CAMERON (January 21, 2013)--The deadline is Tuesday for submitting nominations for Cameron Chamber of Commerce's citizen, business and volunteer of the year awards.
Nominees for the volunteer of the year must be nonprofit and nominees for all divisions must live in Cameron.
Chamber of Commerce staff and board members are excluded from receiving the award.
Awards will be presented at the member banquet on Feb. 28.
A complete list of nominee criteria can be found on the chamber's Facebook page.
For more information, call the chamber of commerce at (254) 697-4979.


text:
Open discussion of Visual Patch 2.0.
Introduction to Visual Patch 2.0
Visual Patch 2.0 is a fast and efficient system for creating software patches. This unique solution features state-of-the-art binary differencing and compression algorithms, combined with a powerful full-history patching engine. Visual Patch makes an excellent...
Good Day
I have been using visual patch for some time now to build differential patches and must say, it's awesome! But sometimes when deploying it appears that files are not being updated. I now that is because of files not being upgraded in the past, due to an omission on my part :eek:
When two silent patches are started via *.cmd-script shortly one after another, our application goes awry. (it's not the case when the patches are started manually, even via commandline)
My question: Are there any processes working after the main task (the one shown in the taskmanager)...
I am getting either an error 3040 saying it could not append file size to file or I get out of memory....
I read on another thread that the error could be a drive error, but I have tried writing the patch file to another drive entirely and get the same problem...
We need to deploy a...
Hi There,
i have Added A CheckBox Screen To My Patch, And After The Patch has Been applied i want it to run the program PAL.exe
how would one do so with code.?
thanx in advance
I'm using Visual Patch 2.0 and I could not able to get Installed version of application.
Here is my script,
local MainKey = HKEY_LOCAL_MACHINE;
local SubKey = SessionVar.Expand("Software\\xxxxxxx");
local ValueName = "InstallPath";
local FolderPath =...
I'm using Visual Patch 2.0 and I tried add custom message into log file, looks log file not even created.
In project settings Create Log file is checked and Extended Errors has been selected for include action details. And I set the log file name as
%AppFolder%\%ProductName% Patch Log.txt...
Am gettng error while patching a dll file.
gettng error msg as
"Failed patching xxxxx.dll" with msgbox caption "Error (111)".
i enabled logging in project settngs. the log file just showing line as
"Error Patch File (111): c:\xxxxx.dll (104)"
what are these numbers 111 and 104 ?
Hi All,
am new bey to this Visual Patch and would like to know how to get full error log while patching(runtime)?.
- Any command line options to set a text file for logging?.
- how to set verbos options in visual patch?.
while preparing patch works good and while at runtime failed giving...
Hello I have the following code:
local MainKey = HKEY_LOCAL_MACHINE;
--Debug.Print("MainKey =" .. MainKey .. "\r\n");
local SubKey = SessionVar.Expand("Software\\JohnDeere\\IVS\\JDLinkMMSDirect\\");
--Debug.Print("subkey =" .. SubKey .. "\r\n");
local ValueName = "InstallPath";
I recently created a patch and added the French and Spanish Languages to it. The Language window showed that the French file was installed but that the Spanish one was the same as the Default which was English. Is there a way to download a Spanish Language file?
I have an application that has a sql express 2005 data base associated to it. IfI were to want to make a database change with a script is there a way to trigger a script to run on the client in addition to the incremental changes made by the diff files?
I'm trying to keep this simple and I'm using VP 2.0 to patch version 1.1 to version 1.1.1 of my software. The patch is returning that the current version is already installed when it's clearly not. The installed version is 1.1 on the system but the patch is saying that version 1.1.1 is installed. ...
Everything was working fine yesterday I was going to test some code changed so I did a new build now I keep getting this F"ailed To Extract File From Archive". Anyone else run into this???
I would like to create several incremental patches but then put some logic in the update code to keep updating until the patch level is at the most current. What is the best way to do this?
Can somebody please tell me how to get the value of a session variable like %AppFolder%? I think the value of this is at the root of a problem of mine but I can't figure out what it thinks that value is.
Hey everyone,
I have a program that I built with Auto Play that has several Powerpoints presentations in it that are over 200MB each. Is there anyway to patch the "difference" between the Powerpoints, rather than having it replace the whole file? Here's an example:
Powerpoint #1 is 100MB...
Hello all,
I encountered some problems with keyfiles which are not in the root folder of my application path. I'd like to use my .exe for keyfile as recommended, but it is located in %AppFolder%\bin\release.
When I tag it as keyfile, the patch won't find the installed application. When I use...
We have been using Visual Patch for almost a year now, without issue. We have a product that we make a monolithic patch for once a month or so, until now this has been fine.
We use the executable as the key file and this has worked without issue until today.
We are now getting...
Please add Drag and drop of files on the Primer Files tab.
How can I stop and start a windows service with an action script? Is there any way to do this besides executing a net stop and net start command through Shell.Execute?
Never Mind. I found the answer
Service.Start and Service.Stop
where can I download some more languages like italian and spanish? Maybe I'm blind but I can't find it.. ;)
Best regards,
Philip Hammer, Deck13 Interactive
hi folks,
I've a problem with the creation date of a file after a patch. The date is set to the point where a user performs the patch. But i need the original date and time. I only can reach this if i set the flag "force install" to this file with the drawback of increasing file size.
Im with a game company who is creating an MMO lite type of game. We were looking at Indigo Roses Virtual Patch, Setup Factory and True Update software as a potential solution for our game.
I have a few questions which Im hoping someone can help with:
Are there any game companies...
I am very impressed with the suite since purchasing three seats this past week.
However I am not sure the best way to integrate all the means available to keep it all up-to-date.
I wrote a project in AMS that is a document launcher. Users have it on a USB thumb drive and when run it needs...
Hi Everyone,
We've put up a new section on the website for showcasing customer comments on AutoPlay Media Studio, Setup Factory, TrueUpdate, Visual Patch or any other Indigo Rose product.
We'd really appreciate you taking a few minutes to...
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text:
Sunspots, such as this one, appear dark:
Sunspots, such as this one, appear dark:
Typical sunspots have a dark region (umbra) surrounded by a lighter region, the penumbra. While sunspots have a temperature of about 6300 °F (3482.2 °C), the surface of the sun which surrounds it has a temperature of 10,000 °F (5537.8 °C).
From this NASA resource:
Sunspots are areas of intense magentic activity, as is apparent in this image:
You can see the material getting stretched into kind of getting stretched into strands.
As for the reason it is cooler than the rest of the surface:
All in all, the sunspots appear dark because the are darker than the surrounding surface. They're darker because they are cooler, and they're cooler because of the intense magnetic fields in them.
Sunspots are cooler because their magnetic fields inhibit the replenishing of heat from convective flows (due to the interaction between plasma and magnetic fields). This allows them to cool radiatively. The rest of the solar surface is constantly being replenished by convective cells that re-heat it.
Solar plasma at the photosphere radiates roughly as a black-body, meaning that the energy (and wavelength) spectrum of radiation follows the Plank function. The Plank function scales up and down with temperature at all energies (and wavelengths). The brightness of a blackbody at a given energy (or wavelength) is determined by the value of the plank function at that energy.
The image you showed is taken in the 'photospheric continuum', which is a black-body dominated part of the radiation spectrum. So, because Sunspots are cool (compared to their surroundings), this means that their Plank function is lower than their surroundings, and hence their brightness is lower, causing them to appear dark in the image.


text:
Steps to DeInstall Oracle Weblogic Server 220.127.116.11.0...
By Puneeth-Oracle on Aug 17, 2013
How to DeInstall Oracle Weblogic Server 18.104.22.168.0 ?
- Oracle Weblogic Server 12.1.2 can be Deinstalled in two ways :
* GUI mode
* Silent Mode
- For GUI mode go to " ORACLE_HOME\oui\bin " directory and run deinstall script.
- For Silent mode use the following command :
Go to " ORACLE_HOME\oui\bin " directory
./deinstall.sh -silent -response <deinstaller_response_file>
- The deinstaller does not remove the JDK or any user-created data such as WebLogic domains or custom application data. Only the components that were installed by the installation program are removed by the deinstaller.
- Make sure you have stopped all the servers / processes running before starting the DeInstaller.
In this post we will see how to DeInstall Oracle Weblogic Server 184.108.40.206.0.[Read More]