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After the success of your first simple command-shell script (e.g., for pinging a server), you probably tried to think of ways to easily reuse the script on another server or on a group of servers. The challenge you probably faced was figuring out the best way to include in your script input that's easy to change. If you hard-code the input, you must modify the script each time you want to change the input. For example, if you hard-code the name of the computer on which you plan to perform an operation, you must modify the script each time you want to perform the operation on a different computer. Script modifications are not only inconvenient but also introduce the potential for unintentionally changing the code and causing the script to work improperly. Keeping your script "set in stone" after it's debugged so that it continues to work correctly is preferable.
If you have only a few pieces of information that you need to input into a script, an effective solution is to use command-line arguments to provide that input. After you develop an argument-driven script, you can easily convert it to use other input techniques as requirements evolve. (For information about input alternatives, see the sidebar "Input Options," page 2.) To help you better understand how to use command-line arguments and how to avoid common mistakes, I've put together some FAQs.
One of my favorite utilities requires that I configure about 10 switches and parameters. Every time I run the utility, I need to review the online Help and remember the syntax I used the last time. I finally created a generic script that I modify each time. I've found that I change only three parameters. Can I use command-line arguments with my template script to provide these parameters when I launch the utility?
Creating a script to launch your favorite resource kit or third-party tool is a great way to use command-line arguments—particularly if the tool you use has several complex switches. Most of the time, you probably use the tool with the same switch options. For example, I frequently use the Microsoft Windows NT Server 4.0 Resource Kit's Robocopy utility—a tool that offers numerous switch options—for large data migrations. If you create a script that handles most of the utility's operations, you can save time and ensure the accuracy of the utility's results. Simply write the script with the set options already configured and use command-line arguments to provide the parameters or switches that often change. However, remember that accidentally including or excluding a switch in Robocopy can have devastating results—for example, you might move files you meant to copy, or files might arrive at a destination with lost NTFS permissions.
Listing 1 shows RoboArg.bat, a sample script that runs Robocopy. When you launch this script at the command line, you need to provide two arguments and follow the syntax
RoboArg.bat "C:\sourcefiles" "D:\destinationfiles"
where C:\sourcefiles is the path to the file you want to copy and D:\destinationfiles specifies the location to which you want to copy that file.
In Windows shell scripting, a special group of environment variables exists: the argument-holding variables %0 through %9. You can use these variables to bring input into your script at runtime. The %1 variable represents the first argument you enter on the command line, the %2 variable represents the second argument, and so on. Thus, in RoboArg.bat, %1 and %2 represent the source and destination files, respectively.
RoboArg.bat begins by performing a couple of tests to ensure that you entered the correct number of command-line arguments. For the first test, the script uses the If command to compare the %2 variable's value against an empty string. If a match occurs, the script warns you that you didn't enter enough arguments, then exits. For the second test, the script uses the GTR operator (i.e., the equivalent of the greater than—>—symbol) to determine whether the %3 variable contains a value. You use the GTR operator to compare two values. If the first value is greater than the second value, the comparison evaluates to True, and the rest of the command in that command sequence executes. If the first value isn't greater than the second value, the comparison evaluates to False, so the scripting engine doesn't execute the rest of the command in that sequence. Instead, the scripting engine proceeds to the next line of code. Although the GTR operator is typically used as a math operator, I use it to test for the existence of values. In command-shell scripting, testing whether a variable contains a value is always more reliable than testing whether it contains nothing. If the %3 variable is empty, its contents won't be greater than 1, so the script skips the rest of the command on that line and proceeds to the next line, which launches the Robocopy utility. If the %3 variable isn't empty, the variable's value will be greater than 1, so the script carries out the rest of the command on that line, which is to display the message Too many arguments, then exit. For a glimpse at some other common argument-handling approaches, see the sidebar "Argument-Handling Approaches."
I understand that the %1 and %2 variables represent the first and second arguments. Does the %0 variable represent anything?
Yes, the %0 variable represents the path to the script. To see the %0 variable in action, run the TestVar.bat script, which Listing 2 shows.
The ability to locate the folder that holds the script is helpful. Suppose you want to have the script autolocate other resource files (e.g., utilities, input files, output files) that you've placed in the same folder. You can use the %0 variable combined with a Call command to obtain the location. Then, you can move the script to any server or folder location, and it will run correctly without requiring modifications. Listing 3 shows Test0Var.bat, which contains the Call routine you would use to accomplish this autolocation function.
The presence of the %~dp1 batch-parameter option demonstrates the ability to substitute batch parameters, which is useful in many scripting operations. Table 1 lists a few batch-parameter options. Note that the %~dp1 option is a combination of the %~d1 and %~p1 options, which determine drive letter and path, respectively. For a complete listing of batch-parameter options, run the Call /? command.
Isn't the %CD% environment variable an easier method to determine the location of the .bat file than the %~dp1 batch-parameter option?
The %CD% variable gives you the location from which a script is launched. That location might or might not be the folder in which the script resides.
I know that only nine variables (i.e., %1 through %9) represent arguments in a script. How many characters and arguments can I enter at a command prompt?
The maximum number of characters depends on your OS and the path to your script, which also counts toward the maximum number of characters that can run on the command line. In Windows 2000, that maximum is approximately 2045 characters and spaces. If you plan to process that many characters on the command line, you're going to have a difficult time ensuring that all the entered information is accurate. Also, the command shell doesn't necessarily report errors when you exceed the maximum. If you're using especially long entries or a large number of entries, I recommend parsing an input file.
The answer to the question about maximum number of arguments is that you're limited only by the maximum number of characters and separators (i.e., many more than you'd ever need). Typically, you can access only nine arguments, but you can use the Shift command to make additional arguments available. For details about Shift's syntax, run the Shift /? command.
Listing 4, page 4, shows the TestLotsOfArgs.bat script, which contains sample code for handling an unlimited number of arguments. This code also demonstrates how to detect that no arguments are entered. In this example, I've used the code to ping every server-name argument.
I'm trying to enter an ADsPath string as an argument to launch the DSQuery tool, but it won't work. I'm using MyScript.bat ou=server,dc=sales,dc=mycompany, dc=com. What am I doing wrong?
Although using spaces as argument separators is common, you can use other separators (e.g., commas, semicolons) to break up your arguments. However, if you want to use an ADsPath string as an argument, you need to surround the entry with double quotation marks to prevent the script from interpreting the commas as separators. You might find that after the argument is inside your script, you need to take out the double quotes. To do so, you can use a substitution, as Listing 5 shows. You can use this code—a handy way to remove or change characters—to filter out those double quotes. The basic syntax is %PATH:str1=str2%. For details about variable substitution, run the Set /? command.
If you ran the Call /? command as I described earlier, you might have noticed another method for eliminating double quotes. Listing 6 shows an example of how to use the Call command to filter out double quotes.
Remember, you need to encapsulate any argument that contains spaces or other potential separators in double quotes so that your script considers the argument as a single argument. One common type of script input with which you might encounter spaces is file paths to input, output, or log files. Also, you would need to encapsulate email addresses separated by commas or semicolons.
I have a script that has three arguments. Can I label my arguments so that I can enter them in any order, then test to ensure that the script contains all three arguments and none are missing?
You can make a three-argument script that uses argument labels. For example, I created a second Robocopy script called AdvancedArgumentsForRobo.bat, which Web Listing 1 (http://www.winnetmag.com/windowsscripting, InstantDoc ID 40514) shows, that uses a set number (3) of common arguments, then uses argument labels to bring in the source, destination, and log file location as arguments in any order. The run syntax is
AdvancedArgumentsForRobo.bat /S:"D:\sourcelocation" /D:"\\server\destinationlocation" /L:"D:\logfiles\log.txt".
where /S is the location of the source files you want to copy, /D is the copy destination, and /L is the location of the Robocopy log file. Note that you can specify either a local drive or remote share.
I'd recommend following a few basic principles when you deal with arguments. I've followed these principles in AdvancedArgumentsForRobo.bat.
- If the script operator attempts to run the script without arguments, give the user a Help screen that contains arguments hints.
- Perform a validity check on arguments, if possible. In Web Listing 1, for example, I use an If Exist statement to test whether the source and destination folders exist. Also, if you're using labeled arguments, you might want to verify that no argument is specified twice and that no argument is missing. The code at callout A in Web Listing 1 shows you how to accomplish this verification.
- Permit the user one final bailout point before the operation launches. A bailout point is particularly important if the operation will change, copy, or delete files, user accounts, group memberships, and so on. If the script is performing a read-only or query-only operation, a bailout point isn't crucial, but I still recommend it. If you plan to use a script to perform a scheduled task, you'll want to skip or remove any code that requires user input.
Can I use arguments with shortcuts or in Task Scheduler?
You can specify arguments in shortcuts and Task Scheduler targets, but I recommend adding the arguments after the Shortcut Creation or Task Setup Wizard process. Simply complete the wizard pointing to the .bat file, then manually add the arguments. If the path to the script file contains spaces, be sure to encapsulate the script path—but not the arguments—in quotation marks. If you're using Microsoft's shortcut.exe shortcut-creator tool, you can use the tool's -a switch to specify arguments.
Can you recommend a quick way to use arguments at the command prompt without having to type in the arguments and risk keyboard errors?
I use several techniques to make my command entries more accurate. First, be sure to select the QuickEdit Mode and Insert Mode check boxes in your command-prompt window's Properties dialog box so that you can copy text into and out of the command-shell window. The first item on the command line is your script path. If you have a long path to your script location, you might be in for a headache: One small typo can introduce errors.
The easiest method I've found to quickly obtain the script path is Smaller Animals Software's freeware SAMenu utility. This little Windows Explorer extension gives you a right-click menu option that copies the file path to the clipboard when you right-click the file. Simply right-click your script and select Copy Path to Clipboard. Right-clicking in your command-prompt window copies the path to your script. You can similarly enter other paths to files or folders. Also, you can drag files into the command-prompt window: Simply select your script and drag it to the command-prompt window while holding down either the right or left mouse button.
Although you can copy into the command-shell window, I recommend caution. If you copy a file path and set of arguments into the window—say, from a text file—and these items contain a carriage return, the script will execute instantly when you paste in the line.
Have an Argument
Getting input into your scripts is key to writing great scripts and making them easier to leverage. Arguments are an effective and time-tested way to handle input. Be sure to download this article's code and test the scripts in your environment. They should give you some new techniques to add to your scripting tool belt.

subset: commoncrawl


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Meet 'The Wicked' Witch In Cannes Sales Trailer!
There's a new Cannes sales trailer for micro-budget supernatural slasher The Wicked, Peteer Winter's flick that stars Devon Werkheiser, Justin Deeley, Jess Adams, Diana Hopper, Jackelyn Gauci, Chase Maser and Jamie Kaler, and was written by Michael Vickerman. You can check out the film's Facebook Page here for more.
The film is, "the story of a witch who lives in a hunted old house in the woods. Legend has it that she survived the witch hunt of the 1700's. A story passed down from generations, it is believed by the town's people that if you throw a rock and break her window…The Wicked will get you! The old folklore is revisited when a seven-year old girl turns up missing from her home The rumor around town was that the little girl had broken the witch's window the night before."


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After many years of hard use, some tailgates are so scratched, dented and warped that it just doesn't make sense to repair them. If you've got one like that or your tailgate is severely rusted or collision damaged, repairing the damage is out of the question and the only sensible alternative is replacement.
In the past your options for replacing a damaged tailgate were finding a good used one, buying a cheap replacement, or paying big bucks for an OE tailgate. Searching for a useable tailgate from a scrap yard is a waste of time, because you don't know its history and you may end with something that's been previously damaged and repaired with excess body filler. And many cheap replacement panels don't fit properly and aren't even made of the proper gauge sheet metal.
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Understand the Strict Law that applies to lawfully "sleeping it off" and avoiding a DUI in Maryland
Have you ever made the intelligent decision after leaving a bar or a friends place that you may have had too many drinks to drive safely? What to do next? The intelligent thought would be to find a place to park and sleep it off.
However, despite the good thinking, from a legal perspective you must be careful. Maryland law is unfortunately strict about what counts as legally "sleeping it off" v. what counts as "physical control" and thereby exposing you to a DUI/DWI. The controlling case in Maryland speaking to the shelter doctrine is Atkinson. The Court in Atkinson determined they did not desire to punish a Maryland driver who knew he should not be driving and made the safe choice to sleep it off.
The problem is that the Court implemented so many requirements in order to be on right side of the law that most people do not do it correctly and therefore wind up getting prosecuted for DUI despite trying to do the right thing.
Atkinson Factors to be considered at your DUI trial:
- Are the keys in the ignition?
- Is the car on?
- Is the driver asleep?
- Is the hood warm?
- Is the driver in the driver's seat?
- Is the driver's seat reclined?
- Is the car in a defined/legal parking space?
- Is the car in park?
These are just a few of the factors that a trial Judge will consider when deciding if you were in physical control of your car and therefore possibly guilty DUI or whether you were lawfully seeking shelter. Not one or all of these factors must be answered true in order to find that you fit in this exception. The Judge will look at all of these factors when determining whether you complied with the law.
You will see experienced law enforcement officers focusing on these specific factors in their police report. They know the law and will try to write their report to exclude this defense. What the Judge has to decide is whether you actually had "legal" physical control over the vehicle. If the judge finds that you were in "legal control of the vehicle" then you have the same exposure as any regular DUI.
Therefore, the answer to the question of "Can I be arrested and Charged with DUI if they didn't see me drive?" is yes, you can be charged with and go to jail for a DUI even if you are not seen driving the vehicle. If you find yourself driving and you determine that you shouldn't be driving, then these are the factors for you to know. Mainly it is important to find a lawful parking space off the roadway and turn the car off, remove the keys. The safest thing to do would be to move to the passenger side or back seat and sleep it off. If you do all that, you are probably in a good position in the eyes of the law.


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State Representative Andrew Brenner announced on Twitter this week that he plans to pass legislation in next year that would expand the ability of parents to "takeover" a school to all of Ohio. Currently, this dramatic option is limited to implementation in the Columbus City School District through legislation Brenner helped adopt in 2011 (see Ohio Revised Code 3302.042).
We wrote about that legislation when it was initiated by the Ohio House back then, explaining how unlikely it is to ever take place as the requirements are necessarily strict in order to protect the children from having their school taken over by amateur educators. We followed up with Brenner to ensure that he remembered the 2011 adoption of the law and clarify his statements. The newly-reelected Republican from Delaware County was happy to explain.
We then clarified further about Brenner's timing of this new legislation. Would he be introducing this during the lame duck session? Not likely. He expects it to be a BFD.
Finally, we wondered where this legislation was coming from. Since Brenner represents the Republican stronghold of Delaware County which contains some of the wealthiest districts with the highest standardized test scores — districts that typically don't fall into the category of school that is discussed in the same sentence with Parent Takeover — it is puzzling that he would be advocating for this legislation so adamantly.
So . . . no, he hasn't apparently been getting many calls from constituents.
To be clear on the Parent Trigger process, and to track back to the article that Brenner initially references in his first tweet, it isn't a process in which parents actually run the school. Instead, it simply means that a majority group of parents elect to convert the school over to a charter school and choose a charter school operator from a list of those who submit proposals. Brenner's article is restricted behind the Wall Street Journal pay wall, but The Hechinger Report provided a solid explanation back in October about the events in California.
If Brenner really wants to "quit subsidizing bad schools" here in Ohio, we know that he should start shutting down the charters and throw his support behind the public schools that are always there to pick up the pieces of children's lives when the charters shut down mid-year due to mismanagement.
What we also know about Ohio is that the overwhelming majority of our charter schools fall squarely in the "bad schools" category that Brenner claims he wants to quit subsidizing. Unfortunately, trying to mandate that Ohioans subsidize a Parent Trigger process will have the same end result and simply wastes valuable time that the legislature could spend discussing issues of greater importance such as …. maybe a school funding bill that is nearly two years overdue?
You can follow Representative Andy Brenner on Twitter at https://twitter.com/andrewbrenner
Just another example of are tax dollars being wasted paying stupid state representatives.
I doubt if Brenner would be taking many calls – most of them are probably from the IRS wondering when their $70,000 in tax liens are going to get paid. This idiot should be in a federal Penitentary, not legislating anything.
This is exactly what I thought when I first saw the Tweet.
I thought the same thing. In fact, every time I read about another extreme law that Republican legislators are considering, I'm not surprised to find that it started out as an ALEC "model" bill. http://www.alecexposed.org/wiki/ALEC_%22Model%22_Bills
I still find it hard to believe that there's not more public outrage about the GOP walking hand-in-hand with ALEC all the way to the Statehouse. Wake up, Ohio!


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Irish Lotto
Irish Lotto was first drawn in April 1988 and has distributed thousands of multimillion-Euro prizes to lucky players. Along with other games offered by the Irish National Lottery, Irish Lotto has raised much-needed funds for projects related to health and welfare, youth initiatives, culture and national heritage, sport, the arts and the Irish language within the Republic.
The game's original matrix required players to match six main numbers drawn from a possible 36 in order to win the top prize until an attempt was made in 1992 by a 28-strong syndicate to buy up all of the possible combinations. They succeeded in purchasing a winning ticket, but had to make do with just a third of the jackpot after two other ticket holders also matched all six main balls. The structure of the game was changed later that year to ensure that such a scheme would be too financially prohibitive to repeat, with players having to match six numbers out of 39. This increased the odds of winning the top prize, but the lottery also doubled the starting value of the jackpot and introduced the Bonus Ball to boost prizes in non-jackpot tiers.
The ball pool was increased to 42 in 1994 and 45 in 2006. Since Thursday 3rd September 2015, players have had to match six main numbers from 47 in order to win the Irish Lotto jackpot. This most recent increase was introduced along with a raft of other features, such as an extra prize tier being created for matching two main numbers and the Bonus Ball and an increase in the Match 5+1 prize from a fixed €25,000 to an estimated prize of €100,000. The September 2015 changes were branded Bigger, Better Lotto as part of an effort to create larger jackpots and generate more interest in the game.
Irish Lotto Draw
Irish Lotto is drawn on Wednesdays and Saturdays, when six main numbers and a Bonus Ball are dispensed in the main game. There are two additional draws, Lotto Plus 1 and Lotto Plus 2, which players can enter with the same set of numbers that they have chosen for Irish Lotto itself. It costs an extra €1 to play both draws, but they offer top prizes of €500,000 and €250,000 respectively.
How to Win Irish Lotto
In order to play Irish Lotto you must pick six numbers from a choice of 47. Prizes are awarded for matching anything from two main numbers and the Bonus Ball upwards, with the jackpot being won by anyone who matches all six main numbers. Players who match three, four or five balls can increase the value of any prize they might win if they also match the Bonus Ball, which is drawn after the first six numbers.
Those who match two main numbers and the Bonus Ball win a €3 scratchcard, whilst those who match five and the Bonus Ball are awarded an average sum of €100,000. Winnings are paid in a tax-free lump sum to Irish residents.
The odds of winning the jackpot are 1 in 10,737,573, which makes Irish Lotto very popular with players around the world as the chances of claiming the top prize are much more promising than many other big money lotteries. There is a full breakdown of the prize fund and the odds of winning within each prize tier at the Irish Lotto Prizes page.
A Lotto Plus Raffle was introduced in September 2015, providing an additional prize of €300 for matching the four digit code on your Lotto Plus ticket with the one drawn on the night.


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The objectives of this proposed conference are to: (1) review current research on the achievement gap in mathematics and science with a focus on school-related variables that adversely affect outcomes from low-income and minority students; (2) discuss teacher quality and effective teaching in STEM; (3) identify effective strategies and models that promote equity in education and close the STEM achievement gap; and (4) build collaborative, interdisciplinary partnerships for addressing the U.S. achievement gap in STEM.
This project aims to advance the preparation of preservice teachers in middle school mathematics, specifically on the topic of proportionality, a centrally important and difficult topic in middle school mathematics that is essential to students' later success in algebra. To address the need for a workforce of high-quality teachers to teach this mathematics, the project is developing a digital text that could be widely used to communicate the unique transitional nature of middle school mathematics.
This workshop developed a new, comprehensive, research-based framework for assessing environmental literacy. By bringing together, for the first time, experts in research, assessment, and evaluation from the fields of science education, environmental education, and related social science fields, this project accessed and built its work on the literature and the insights of many disciplines.
This project will provide an empirically-supported learning progression for a key scientific practice, scientific modeling. The specific instructional materials created as part of the project can serve as a model other developers can use to design materials supporting scientific modeling and other practices. The model for educative curriculum materials as a form of teacher support can be adapted to support teacher learning about modeling or other scientific practices in other curriculum materials.
This project builds on prior efforts with learning progressions, and is focused on key carbon-transforming processes in socio-ecological systems at multiple scales, including cellular and organismal metabolism, ecosystem energetics and carbon cycling, carbon sequestration, and combustion of fossil fuels. The primary project outcomes will be coordinated instructional tools that are useful to professionals at all levels in the science education system--classroom teachers, professional developers, and developers of curricula, standards and assessments.
A Longitudinal Comparison of the Effects of the Connected Mathematics Program and Other Curricula on Middle School Students' Learning of Algebra
This project compares the effects on algebraic learning when using the Connected Math Program to the effects of using other (non-NSF supported) middle school mathematics curriculum materials at the middle school level. The algebra focus skills/concepts to be assessed are: conceptual understanding and problem solving; algebraic manipulative skills; solution strategies, representations and mathematical justifications.
A Longitudinal Examination of Children's Developing Knowledge of Measurement: Mathematical and Scientific Concept and Strategy Growth from Pre-K through Grade 5
The project proposes a longitudinal study that investigates the development of an understanding of measurement across seven grades-from pre-K through Grade 5. Specifically, the project will establish clear cognitive accounts of the development of students' strategic and conceptual knowledge of measurement on increasingly demanding sets of length, perimeter, and area measurement tasks.
A Longitudinal Randomized Trial Study of Middle School Science for English Language Learners (Project MSSELL) (Collaborative Research: Irby)
Project MSSELL will conduct a two-year randomized trial longitudinal evaluation of an enhanced standards-based science curriculum model. In Year 1, the project will refine and pilot the model based on learnings from its previous developmental phase and implementation with K-3 grade students. In Years 2 and 3, the enhanced model will be implemented and studied with fifth- and sixth-grade students.
A Longitudinal Randomized Trial Study of Middle School Science for English Language Learners (Project MSSELL) (Collaborative Research: Lara-Alecio)
This project seeks to improve the science achievement and the academic English language proficiency of middle school Spanish-speaking English language learners (ELLs). This project will conduct a randomized trial longitudinal evaluation of an enhanced standards-based science curriculum model, consisting of five major components: (a) English language acquisition strategies integrated into the science curriculum, (b) technology-assisted instruction, (c) bi-weekly teacher professional development, (d) family involvement, and (e) paraprofessionals in working with individual ELLs.
A Partnership to Adapt, Implement and Study a Professional Learning Model and Build District Capacity to Improve Science Instruction and Student Understanding (Collaborative Research: Borko)
This project will work in partnership with the Santa Clara Unified School District (SCUSD) to adapt the Professional Learning (PL) model based on the District's objectives and constraints to build the capacity of teacher leaders and a program coordinator to implement the adapted PL program. The project is examining the sustainability and scalability of a PL model that supports the development of teachers' pedagogical content knowledge and instructional practices. The project is contributing knowledge about how to build capacity in districts to lead professional learning in science that addresses the new teaching and learning standards and is responsive to the needs of their local context.
A Partnership to Adapt, Implement and Study a Professional Learning Model and Build District Capacity to Improve Science Instruction and Student Understanding (Collaborative Research: Weiss)
This project will work in partnership with the Santa Clara Unified School District (SCUSD) to adapt the Professional Learning (PL) model based on the District's objectives and constraints to build the capacity of teacher leaders and a program coordinator to implement the adapted PL program. The project is examining the sustainability and scalability of a PL model that supports the development of teachers' pedagogical content knowledge and instructional practices. The project is contributing knowledge about how to build capacity in districts to lead professional learning in science that addresses the new teaching and learning standards and is responsive to the needs of their local context.
A Research Design Conference: How Can Digital Resources Increase Collaboration and Support Teachers Implementing Standards?
A two day workshop/colloquium will be hosted at Northwestern University and is focused on the use of video and online learning in support of the College and CAREER Readiness Standards.
A Study Group on Diversity, Equity and Excellence in Achievement and Assessment in Science, Technology, Engineering and Mathematics Education
This project seeks to find ways to make the measurement sciences more useful to the production of intellective competence in diverse students of the STEM disciplines. A Study Group on Diversity, Equity and Excellence in Achievement and Assessment in STEM Education will be established to address a set of issues posed as critical to the future of assessment for education and will undertake a series of activities culminating in the production of a report.
A Study of Professional Learning Communities Amongst Secondary Science & Mathematics Teachers: Changes, Support Systems, Student Learning
This project is designed to study the Partnership for Reform in Secondary Science and Mathematics professional development model. The research on this model will contribute to the knowledge base on professional development through an empirical investigation of the model of supported teacher collaborative inquiry. The research addresses how the interactions amongst Professional Learning Community teachers contribute to new understandings about teaching, learning, and disciplinary content, and whether this translates into changes in classroom practice.
This project targets first- and second-grade children who struggle to develop a deeper understanding of the mathematical strand of number and operation. The research team will (a) identify the various specific cognitive obstacles of first- and second-grade students who are struggling in number and operation, and (b) explore how instructional tasks designed to address specific cognitive obstacles affect the learning trajectory of struggling learners in number and operation.
A Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders
The Elementary Mathematical Writing (EMW) Task Force was made up of educators with unique perspectives about elementary mathematical writing and with the goal to reach a consensus about and priorities for the types of and purposes for elementary mathematical writing. The EMW Task Force met in October 2015, analyzed elementary writing prompts and samples, standards documents, and recommendations, and identified four types of mathematical writing and their associated purposes: Exploratory, Informative/Explanatory, Argumentative, and Mathematically Creative.
This project is developing technology-rich science curriculum exemplars for grades 3-6 based on Universal Design for Learning (UDL) principles. The project is testing the effectiveness of the approach and providing an exemplar that can inspire additional content and further development. A set of professional development materials to support teacher implementation of UDL science curriculum in the classroom is planned. Probes are used for lab investigations and computational models are used for experimentation in virtual environments.
ABI and CSTA Collaboration to Reach K-12 Teachers from Under-represented Communities at the 2009 Grace Hopper Celebration
This project convenes K-12 teachers working with underrepresented populations of students at the 2009 Grace Hopper Celebration and produces a workshop and white paper designed to (1) instigate discussion of equity and computer science curricula; (2) create knowledge sharing opportunities on concrete solutions grounded in teachers' articulated needs; (3) disseminate these solutions to a broad audience of teachers, STEM practitioners, and interested stakeholders; and (4) evaluate the effectiveness of these solutions in classrooms.
This project involves designing, facilitating, and studying professional development (PD) to support equitable mathematics education. The PD will involve grades 4-8 mathematics teachers across three sites to support the design of a two-week institute focused on enhancing access and agency in relationship to important math practices, followed by ongoing interactions for the math teachers to engage in systematic inquiry of their practice over time to facilitate equitable mathematics teaching and learning in their classrooms.
Accessing Science Ideas: Enhancing Curriculum to Support Scientific Reasoning of Students with Learning Disabilities
The Accessing Science Ideas (ASI) project is developing and researching content enhancements that support science learning of middle school students with executive function and related learning disabilities. The goal of ASI research is to measure the extent to which curricular units with content enhancements lead to increased student understanding of science concepts, improved reasoning, and greater confidence.
Achievements and Challenges of Modeling-based Instruction (ACMI) in Science Education: from 1980 to 2009
This project will synthesize existing literature on modeling-based instruction (MBI) in K-12 science education over the last three decades. It will rigorously code and examine the literature to conceptualize the landscape of the theoretical frameworks of MBI approaches, identify the effective design features of modeling-based learning environments with an emphasis on technology-enhanced ones, and identify the most effective MBI practices that are associated with successful student learning through a meta-analysis.
This project will conduct a professional development series to improve the content knowledge of science teachers. "Across the Sciences," a ten-unit series requiring approximately 145 hours to complete, will better qualify 9th and 10th grade science teachers to teach multidisciplinary science courses. Teachers prepared in one science discipline will benefit from opportunities to increase and deepen their interdisciplinary science content knowledge and their understanding of student needs associated with learning science.
This project offers a two-year professional development model to support a cohort of 16 middle school science teachers of underrepresented students as the teachers gain computational thinking (CT) competencies and design and teach CT-integrated classroom science lessons that will provide students with CT learning experiences. The project will contribute to the understanding of what it takes to empower middle school science teachers as designers of CT learning opportunities for students from underrepresented groups.
This project augmenting the traditional professional development model with an online professional development platform—the Active Physics Teacher Community—that provides just-in-time support for teachers as they are enacting targeted units of the Active Physics curriculum. Teachers are helped in preparing lessons by providing them with formal instruction related to the lessons they are teaching in the classroom. In addition, teachers can participate in a moderated forum where they can share experiences.
Addressing the Needs of the Nation's Physics Teachers through State-of-the-art Video Applications and Contemporary Pedagogical Theory (Collaborative Research: Stevens)
This project builds upon the prototype Physics Teaching Web Advisory (Pathway), which was designed to demonstrate the ability to address issues related to the lack of preparation of many physics teachers, and to provide resources that can enliven even the most expert physics teachers' classrooms. Pathway combines state-of-the-art digital video library technology, pedagogical advances and materials contributed by master teachers.


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"[The War of 1812] inspired a fresh wave of patriotism in a generation too young to remember the Revolution. When [Francis Scott] Key declared that "our flag was still there," he fused the physical symbol of the nation with universal feelings of patriotism, courage, and resilience. By giving the flag a starring role in one of the most celebrated victories of the war, Francis Scott Key's song established a new prominence for the flag as an expression of national identity, unity, and pride."
- "Symbols of a New Nation" , The Star Spangled Banner
Prior to 1814, other American symbols were more prominent than the American flag. Early American gold coins, for example, featured the eagle and the "Liberty Cap." While the Liberty Cap is scarcely recognized today, the American flag has grown in importance. The flag became "the primary symbol of American patriotism" after Francis Scott Key's poetic account of the bombardment of Fort McHenry stirred a powerful sentiment in the American people.
Using archival documents and images, students will associate Key's words with historic events and recognize the sentiment those words inspired. In the second part of the unit, students will review the symbols within the flag and look at some historic images of the flag that have become part of our national consciousness.
After completing the lessons in this unit, students will be able to
This unit is divided into two parts, each of which can be used independently. The first section concentrates on the historic origin of the Star-Spangled Banner. The second part concentrates on the flag's symbolism. Throughout the lesson, engage students to think outside the historical context; challenge them to think critically about what the flag and anthem mean to Americans, to our country, and to the rest of the world.
|stars and stripes
Flag Sightings
A few days before you begin the unit, challenge the students to look for the American flag everywhere. Tell them the class will be compiling a list of all of their flag sightings. Their sightings can include actual flags, images of flags and references to the flag.
Compile the class list of flag sightings. Follow with a discussion about the flag. Pose the following sorts of questions to the students: Why is the flag important in the military? Why did an American astronaut leave an American flag on the moon? Why do American athletes cry when they see the flag and hear the National Anthem played during the Olympics? Did anyone see any use of the flag he/she felt was inappropriate? And finally, why does the American flag symbolize pride for the United States?
The Real Star-Spangled Banner
The Star-Spangled Banner was made by Mary Pickersgill for Fort McHenry. It originally measured 30 x 42 feet, about one-quarter the size of a basketball court, but a large portion of the flag is now missing. Each star is about two feet across.
This flag design became the official United States flag on May 1, 1795. With the addition of two stars for Vermont (admitted as the 14th state on March 4, 1791) and Kentucky (admitted as the 15th state on June 1, 1792), this flag was to last for 23 years. The five Presidents who served under this flag were George Washington (1789-1797), John Adams (1797-1801), Thomas Jefferson (1801-1809), James Madison (1809-1817) and James Monroe (1817-1825).
The 15-star, 15-stripe flag was authorized by the Flag Act of January 13, 1794, adding two stripes and two stars. The regulation went into effect on May 1, 1795. This flag was the only American flag to have more than 13 stripes. It was immortalized by Francis Scott Key during the bombardment of Fort McHenry, Sept 13, 1814 (see The 15-Star Flag, on The Flag of the United States of America, a link from the EDSITEment resource Internet Public Library).
The Star-Spangled Banner was likely damaged not only in the Battle of Baltimore but also by time, the actions of its owners and previous attempts to restore it.
Have students look at a recent photograph of the American flag from Fort McHenry, which inspired "The Star-Spangled Banner" and is now on display at the Smithsonian Institution, available online via a link from the EDSITEment-reviewed website Internet Public Library.
Why are so many people looking at the flag in the photograph? What do students notice about the condition of the flag? How many stars were there all together? What could have happened to the damaged star? What in the classroom can help us visualize the size of the stars in this flag, which are two feet across? How big does that make the whole flag? Why would a flag meant to fly at a fort be made so large? What may have caused the present condition of the flag? How can you tell?
Look at The Star-Spangled Banner, a 1913 portrait of Francis Scott Key reaching out toward the flag, available on the EDSITEment resource America's Library. This is the same flag as in the first photo. What's going on in the painting?
Identify the flag for the class as the Star-Spangled Banner. "The Star-Spangled Banner in Pictures and Words" will help students answer many of the questions posed in this lesson.
The Star-Spangled Banner in Pictures and Words
Recite the first stanza of the National Anthem for the class. Tell students they will understand the difficult words better and learn more about the early history of the Star-Spangled Banner (flag and song) by analyzing some primary source materials.
Introduce the research questions the class will try to answer as they review the materials:
Make available to the class the images and documents you have selected from the list of EDSITEment resources below. Include the captions with the image or document. These materials could be displayed for the whole class or particular images or documents can be assigned to student groups or individuals.
After reviewing the images and documents, discuss student reactions as a class. Allow students to share their hypotheses regarding the questions presented at the beginning of the lesson and to identify specific documentary evidence to support their theories.
What Does It Mean?
Recite the words of the first stanza of the National Anthem with the class. Go through the stanza phrase by phrase. What does the class understand each to mean, or refer to, now?
The Annotated Anthem
As a culminating activity, challenge the class, under your guidance, to use materials from Lesson 3 to create an annotated copy of the first stanza of "The Star-Spangled Banner." On large pieces of paper, display appropriate sections of the first-stanza lyrics. Ask students to select an image or document, or to design an image to illustrate the words on each page. Attach the appropriate image or document to each excerpt. Put a brief explanation (as suggested by students) at the bottom of each page. Technically savvy students could turn this product into a slide presentation using PowerPoint or HyperCard.
Symbols in a Symbol: What Does the Flag Mean? A Mini-Lesson
A symbol stands for an idea. Over the years, a symbol tends to take on a meaning related to its history, function or appearance. Ideas can also be gradually transferred to an object over time. In this way, an object can take on new meanings. For example, when you see the Star-Spangled Banner, you may simply see a large flag, you might think about its history, or you may have personal feelings about the flag based on your own experiences. Over the course of our country's history, the flag has become more important as a symbol of our country, though each American can still endow it with a personal meaning.
The flag resonates with the symbols of its original design (colors, stars, stripes) and the meanings that have become associated with it since then. Review with your students the definition of a symbol. If desired, use the following activity, as described in the EDSITEment lesson The Statue of Liberty: The Meaning and Use of a Symbol:
Have the class compare a contemporary flag in your classroom with the "first flag" on Flag Day Celebrated, an image and brief background information available on the EDSITEment resource America's Library (a larger image may be found on the EDSITEment-reviewed website American Memory). The flag design does change at times. Why? What do the changes represent? (A new star for every state, an attempt to increase the number of stripes as new states were admitted.) However, certain properties of the flag have never changed. What are they? (Colors, stars, general design.)
Why were those designs and colors chosen? To answer this question, share with the class Symbols of U.S. Government: The American Flag, a brief essay on Ben's Guide to Government for Kids, a link from the EDSITEment resource Internet Public Library.
Lesson 7 What Does the Flag Mean?
Share the following poem with the class. Consider reading it to the class during your usual story time. (Note: It is not necessary to identify all of the historical events mentioned in the poem, or to identify what is factually correct or incorrect in it, to discuss the author's intention. Though composed by a famous songwriter — Johnny Cash — this piece was written as a poem and is not available as a song.) This poem is also available from EDSITEment in .pdf format. You may wish to download the poem and make copies.
"Ragged Old Flag"
I walked through a county courthouse square,
On a park bench an old man was sitting there.
I said, "Your old courthouse is kinda run down."
He said, "Naw, it'll do for our little town."
I said, "Your flagpole has leaned a little bit,
And that's a Ragged Old Flag you got hanging on it."
He said, "Have a seat," and I sat down.
"Is this the first time you've been to our little town?"
I said, "I think it is." He said, "I don't like to brag,
But we're kinda proud of that Ragged Old Flag.
"You see, we got a little hole in that flag there
When Washington took it across the Delaware.
And it got powder-burned the night Francis Scott Key
Sat watching it writing Oh, Say Can You See.
And it got a bad rip in New Orleans
With Packingham and Jackson tuggin' at its seams.
"And it almost fell at the Alamo
Beside the Texas flag, but she waved on through.
She got cut with a sword at Chancellorsville
And she got cut again at Shiloh Hill.
There was Robert E. Lee, Beauregard and Bragg,
And the south wind blew hard on that Ragged Old Flag.
"On Flanders Field in World War I
She got a big hole from a Bertha gun.
She turned blood red in World War II.
She hung limp and low by the time it was through.
She was in Korea and Vietnam.
She went where she was sent by her Uncle Sam.
"She waved from our ships upon the briny foam,
And now they've about quit waving her back here at home.
In her own good land she's been abused—
She's been burned, dishonored, denied and refused.
"And the government for which she stands
Is scandalized throughout the land.
And she's getting threadbare and wearing thin,
But she's in good shape for the shape she's in.
'Cause she's been through the fire before
And I believe she can take a whole lot more.
"So we raise her up every morning,
Take her down every night.
We don't let her touch the ground
And we fold her up right.
On second thought, I DO like to brag,
'Cause I'm mighty proud of that Ragged Old Flag."
Discuss the poem. What made the old man in the poem proud of the flag? According to the old man, where had the flag been? Do you think he was talking about the flag in front of the courthouse or the American flag itself? What would you say the flag meant to the old man?
The flag is important to Americans. For example, think about medal-winning athletes who break into tears when they see the flag. People associate the flag with our country's ideals and its history. In this lesson, students decide what the flag means to them.
Share with the class an appropriate number of the following images and their captions from EDSITEment resources. For each, ask students to write one sentence describing what the picture brings to mind about the American flag and the United States. They should react to each image you present, even if they are unfamiliar with the historical moment portrayed.
Discuss the images and the students' reactions. Which images stirred the students the most? What does the flag mean to the students?
A Survey: What Does the Flag Mean to Americans?
Now that the class has reacted to various images of the flag, students will attempt to determine if older Americans react in a similar way. What does the flag mean to their parents and/or other significant adults in their lives? During class discussion, have students prepare a few questions for a survey they will present to various adults, and decide which images to use (one or more of those from "Symbols in a Symbol: What Does the Flag Mean? (above)," or others that you or the students select). When the questions are ready, have students complete the survey with an assigned number of adults; provide a deadline when surveys should be completed.
After students have had a chance to give the survey, discuss the results. What are the similarities between adult and student reactions to the images? Differences? Is it possible to sharpen the definition of what the flag means to Americans in general or were reactions mostly individual?
Other Resources:
Recommended reading from the Learning Page of American Memory
Recommended reading from "Our Flag" (U.S. Government Printing Office Washington: 1998), available on Ben's Guide to U.S. Government for Kids, a link from Internet Public Library
2 class periods


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Growing up in New Orleans, I was fortunate enough to be surrounded by family. All four of my grandparents, aunts, uncles, and cousins lived within a few short miles of my home and we took full advantage. The weekends were filled with family dinners, laughter and play time. Some of my best memories are with my grandmothers who were very active. They would play basketball, jump rope, teach me about gardening and play cards all while having an unlimited supply of gum and circus peanuts.
I am very fortunate that both of my grandmothers are still with me today. In fact, my maternal grandmother just turned 90 a few days ago! Unfortunately, she is losing her strength and quality of life which is so hard to watch. After the death of my grandfather, she lived alone for several years only moving in with my uncle when she had frequent falls. My Mom and her siblings considered home health care for her which worked quite well for some time. They even had the local Pastor come by to give her Communion when she was no longer able to attend Church on a regular basis. My Grandmother loved her in home care Staff and talked highly of the experience.
As her health continued to fail, my Mom and her siblings made the difficult decision to switch from home health to a nursing facility. Despite the fact that my Mom did not want to place my grandmother in a nursing home, it turned out to be a blessing. My grandmother was socializing with women her age, playing games, getting her hair and nails done and having meals with her friends. The experience has not been all stellar, but I believe my Mom did what she felt was best.
I am so thankful for the memories I have had surrounded by friends and family here in New Orleans. One of the reasons we decided to rebuild after Hurricane Katrina is because I want the same for my children. My experiences have shaped me into the woman I am today and I owe much of that to the incredible women in my life. Thanks, Grandma!


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The Board of Elders will consist of at least six male voting members. The number of Elders will be recommended by the Board of Elders and approved by the Church Council.
In the event of the simultaneous absence of the President and all vice-presidents, or their inability to continue in their offices, the Chairman of the Board of Elders will become the acting presiding officer of the Church Council. The Board will:
The current board of Elders is led by Chairman Larry Sills:
and its members are:
Michael Burnham
Michael Fehrenbach
Randy Frederick
Michael Hughes
George Lutz
Ross Miller
Rich Mirto
John Muller


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- Freelance Software Developer2015 - 2015Otogenetics Corporation (via Toptal)
Technologies: Matlab
- Created a command line utility for batch processing to adjust the frequency spectra of audio files according to desired parameters.
- Set up a version control repository for the project.
- Wrote a user's manual and developer guide for the utility.
- Senior Software Engineer2013 - 2015Alidyne Consulting
Technologies: C, C++, Python, C#, Bash, Make, Sed, OpenCV, Docker, 0MQ, Linux kernel module
- Developed testing processes for inboard control software of the Sunjammer solar sail project (www.sunjammermission.com).
- Created custom test tools for the Sunjammer IPC bus using Python 2.7 and C++.
- Wrote half of a custom Linux kernel module performing scrubbing of ECC memory, including the user -> kernel space communication code. Kernel code in C. User code in C++.
- Led a small team of developers in implementing a multi-process simulation system for verification of Sunjammer solar sail deployment and maneuvering algorithms and control code. The simulation system was implemented on Windows in C# and Matlab, with 0MQ 4.0 for IPC.
- Prototyped an image processing back-end for a new web application product offering in C++ with OpenCV 2.4. Containerized the processing server using Docker.
- Developed feature improvements to sensor data acquisition and telemetry downlink software for remote sensor platform on dsPIC33 in C.
- Contract Software Developer2012 - 2013Harris Corporation: RF Communications Division
Technologies: C++, Make, GCC, QNX, PIM
- Contributed significantly to a small development team integrating a third-party Protocol Independent Multicast implementation with Harris-RFCD's Falcon III network radio platform.
- Developed an understanding of a complex third-party PIM implementation and integrated PIM code into an existing platform build.
- Provided analysis and debugging of PIM operation and identified low-level network stack issues.
- Developed code in C++ and C for QNX 6.4 OS. The build system used GNU Make and GCC.
- Senior Software Engineer2010 - 2012The Software Specialists, Inc.
Technologies: C++, C, Make, GCC, CORBA IDL, QNX, SIP, ALG, NAT, HTML, CSS, JavaScript, Java, C#, WPF, .NET 3.5, ARINC 429, Clojure
- Designed and developed a .NET 3.5 app using WPF with C# and XAML on Windows XP for control of custom ARINC 429 test hardware. The application met or exceeded all requirements during qualification testing and is now used by Rockwell-Collins as a more capable replacement for more expensive hardware.
- Designed and implemented an autonomous control and navigation system for a prototype Unmanned Sea Vehicle in Java on Windows XP. Created diagnostic tools in Clojure. The prototype system was marketed to and generated much interest from the US Navy, Special Forces, and DARPA.
- Designed SIP ALG for Falcon III NAT and was integral to its implementation and debugging. Developed with CORBA IDL, C++, and C and deployed on QNX 6.4 OS. Delivered software in time to meet Prime's schedule and with no defects identified.
- Contributed significantly to a small team integrating a third-party NAT implementation with Harris-RFCD's Falcon III network radio platform.
- Software Engineer 22004 - 2010Harris Corporation: Government Communications Systems Division
Technologies: Java, JSP, XHTML, CSS, JPA, JavaScript, GlassFish, RHEL 5.4, JavaEE, PostgreSQL, XML, KML, C#, VB.NET, HTML, ESRI ArcObjects, SNMP, Python, WxWidgets, C++, IDL/ENVI, .NET Compact Framework, Matlab, Perl, Win32 MFC, Altivec, Java Swing, Jython
- IR&D developing GUI in Java 1.4 & Jython 2.1 for a distributed computing work server.
- Created real-time image processing SW for high performance embedded platform. Optimized mission-critical algorithms in C++ with Altivec SIMD compiler intrinsics. Misc. prototyping and tool creation in Matlab, Java, Win32 C++, & Perl. Participated in the project from preliminary design to field testing. The success of the initial implementation led to a multi-million dollar follow-on.
- Assisted in the implementation of a modeling and simulation framework in IDL 6.1 and ENVI 4.2 for IR&D.
- Prototyped calibration of raw Geo-Spatial sensor data using C++ for IR&D.
- Prototyped applications for smart-phones using .NET Compact Framework 2.0 and C# on Windows Mobile 5.
- Developed configuration and control GUI apps with Python 2.5 and WxWidgets 2.8 on Windows XP for driving multiple HF radio types via serial port. Designed, implemented, tested, and delivered on time to meet a stringent 6-week schedule.
- Developed SW for "Emergency Support Package" for U.S. Forestry Service. Developed web services using JavaEE, PostgreSQL, Glassfish, XML, & KML. Developed client apps using C#, VB.NET, HTML, Javascript, & ESRI ArcObjects.
- Developed bug fixes and feature improvements for the web UI of a custom high speed data transfer system for the U.S. government. Developed in Java, JSP, XHTML, CSS, JPA, and JavaScript. Deployed on a Glassfish application server on RedHat Linux 5.4.


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By David Lawder
WASHINGTON (Reuters) - Invoking Pope Benedict, Republican Representative Paul Ryan defended his budget plan on Thursday at Georgetown University, where a group of the Jesuit institution's faculty has accused him of misusing Catholic teachings to push cuts to programs that serve the poor.
"The overarching threat to our whole society today is the exploding federal debt," Ryan said, speaking in a Gothic, oak-paneled auditorium on the Georgetown campus.
"The Holy Father, Pope Benedict, has charged that governments, communities, and individuals running up high debt levels are 'living at the expense of future generations' and 'living in untruth.'"
Ryan said the actions of individuals, charities, private institutions and firms should take precedence over government programs - citing a Catholic doctrine known as "subsidiarity".
"I feel it's important to discuss how, as a Catholic in public life, my own personal thinking on these issues has been guided by my understanding of the Church's social teaching," Ryan said. "Simply put, I do not believe that the preferential option for the poor means a preferential option for big government."
The best way to lift people out of poverty is to spur economic growth, said Ryan, the influential chairman of the House Budget Committee.
The Republican budget that Ryan pushed through the House of Representatives last month proposes big cuts to federal food aid and Medicaid healthcare for the poor, as well as to education grants, in order to shrink deficits while preserving low tax rates for the wealthy and for corporations.
It has drawn sharp criticism from U.S. Catholic bishops for violating Church teachings to help the poor, and on Wednesday, 90 Georgetown faculty members and priests signed a letter rebuking the plan.
"We would be remiss in our duty to you and our students if we did not challenge your continuing misuse of Catholic teaching to defend a budget plan that decimates food programs for struggling families, radically weakens protections for the elderly and sick, and gives more tax breaks to the wealthiest few," the faculty members wrote.
Last week, House Speaker John Boehner, also a Catholic Republican, found himself defending his party's budget policies amid attacks from Catholic bishops.
The Georgetown faculty said Ryan's budget had more in common with capitalist philosopher Ayn Rand, whom Ryan has admired in the past. They said Rand's "call to selfishness and her antagonism toward religion are antithetical to the Gospel values of compassion and love."
Before his Georgetown speech, however, Ryan disavowed Rand's views.
"I reject her philosophy," Ryan told the National Review. "It's an atheist philosophy. It reduces human interactions down to mere contracts and it is antithetical to my world view."
Ryan added that he would rather identify with Thomas Aquinas, a 13th century Dominican priest who promoted the philosophy that man needed divine help in the pursuit of knowledge.
As Ryan spoke on Thursday about the need for the United States to avoid a devastating European-style debt crisis, a small group of students quietly unfurled a banner in the balcony that read. "Stop the war on the poor; No social justice in Ryan's budget".
Outside, a group of about a dozen non-university protesters from a group called Catholics United held more banners, some of which read "Were you there when they crucified the poor?," "Rep. Ryan: Don't use my faith to punish the poor," and "Serve the needy, not the greedy."
James Salt, the social justice group's executive director, said he has worked in soup kitchens in The Bronx, New York. Ryan "didn't talk about the actual effects of his policies on those who suffer," Salt said. "These cuts will be devastating."
(Editing by Mohammad Zargham)


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May 6, 1924-Sept. 7, 2009
WARSAW -- Dora Mae Register Carter, 85, died Monday at the home of her son.
The funeral will be held tonight at 7 at Community Funeral Home of Warsaw, with visitation following the service. A graveside service will be held Thursday at 11 a.m. in Devotional Gardens.
She was born in Duplin County May 6, 1924, to the late Harmon Ellis and Dora Williams Register. She was the wife of the late William Henry Carter.
She is survived by three children.
Community Funeral Home of Warsaw Inc. is handling the arrangements.
Published in Obituaries on September 9, 2009 1:47 PM


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Spencer Thomas and the Club Casualties
About This Show
You might want to be a Club Casualty after listening to these podcasts by DJ Spencer Thomas. Things get funkier with every podcast/set/mix, with a disco/electro style. Featured on multiple radio stations each week this vocal friendly mixshow is ready to get your night started or ended New mixes are released for download evert week. Booking Inquiries and Feedback @ email@example.com Enjoy! ST Blog Directory Blog Pinger ping fast my blog, website, or RSS feed for Free.Read more »


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The Global Geothermal Development Plan (GGDP) was formally announced by World Bank Group Managing Director Sri Mulyani in Reykjavik (Iceland), on March 6, 2013.
The GGDP is an ambitious initiative by the World Bank's Energy Sector Management Assistance Program (ESMAP) and other multilateral and bilateral development partners to transform the energy sector of developing countries by scaling up the use of geothermal power.
The GGDP differs from previous efforts in that it focuses on the primary obstacle to geothermal expansion: the cost and risk of exploratory drilling.
|Global Geothermal Development Plan
|GGDP Roundtable Events
|Featured Publications
|News and Blogs
Contact: Almudena Mateos Merino
ESMAP | Renewable Energy | RE Project Resource Center (REPRC) | Publications | News | Blogs | Events | Global Geothermal Development Plan (GGDP)


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How do we select sites for What's Hot?
Read the criteria and submit a hot site!
> Latest Submissions
Lola gave Shackled Maidens another 82 in its latest review. The devices and setups are varied and unique and the scenes are all exclusive. Photo updates comes daily!
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There are eight network sites to peruse here, which gives you almost 550 fetish scenes. Jean-clad sex and clothes ripping is on the menu! Check out what else A.K. had to say in his review.
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NORRISTOWN, Pa. – A suburban Philadelphia man will spend the rest of his life in prison for raping and murdering a 9-year-old girl in the basement of the apartment complex where they both lived.
James Lee Troutman pleaded guilty Monday to strangling Skyler Kauffman and slamming her head against the basement floor before dumping her body in a commercial trash bin in May.
Defense attorney Craig Penglase tells the Bucks County Courier Times that his client has wanted to plead guilty since his arrest and confession. He says he was pleased prosecutors accepted a deal that would spare the victim's family the ordeal of a trial.
Kauffman's mother complained to police about an encounter involving Troutman and her daughter a few weeks before the killing, but no charges were filed.
Click for more on this story from MyFoxPhilly.com


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Carl Martin Tuner Pedal
Carl Martin Tuner PedalDetails
The new Carl Martin Tuner has been on the bench for some time. As with all Carl Martin products we wanted to get it just right…simple, attractive, efficient and useable for all types of guitar players.
Product Ref: 23953View Full Description
Buy on finance from £2.70 per month Finance from £2.70 per month
Please note: This is only available where all items in the order are dispatched in a single delivery.
To make it as easy as possible for you to get the gear you want, we offer a range of instant finance options. If you spend £50 or more online, you can choose to pay over 48, 36, 24 or 12 months. The majority of decisions are given instantly, so you could get your new gear sooner than you thought!
Representative Example
To help you understand how our finance options work, the examples below are based on a total order value of £50:
|Deposit to Pay
|Total Payable
|48 months
|No Deposit
|48 months: £1.41Final Payment: £1.41No settlement fee
|36 months
|No Deposit
|36 months: £1.78Final Payment: £1.78No settlement fee
|24 months
|No Deposit
|24 months: £2.57Final Payment: £2.57No settlement fee
|12 months
|No Deposit
|12 months: £4.69Final Payment: £4.69No settlement fee
How to Apply
Applying for finance couldn't be easier - if your order totals £50 or more, simply proceed through the checkout as normal, then select Pay by Klarna Finance on the payment page, then click the orange PLACE ORDER USING FINANCE button. This will start your application with Klarna Retail Finance, our finance partner, and completing this form should take approximately 10 minutes.
You should get an instant answer on whether your application has been successful, though in some rare cases Klarna may need to look at the application in more detail.
Please note: This is only available on orders placed via the website consisting of a single delivery, and is not available in store or via phone currently.
Full DescriptionView Full Description
Starting with our classic die-cast black casing, the tuner is switch-able between standard readout and strobe. Both are bright and clear so they can be read from a standing position. The tuner can be calibrated from 437 through 443 with the default of course at A440. Add to this a mute switch (for silent tuning) and True Bypass on/off for a clean signal path, and you have the perfect addition to your Carl Martin pedal collection. The Carl Martin Tuner is powered by 9V battery or an external power supply.
- Battery: Standard 9V Alkaline battery
- Power consumption: max. 80 mA
- Power supply: 9 V DC (regulated), 100 mA minimum, 2.1 mm female plug, center negative (-)
- Precision: ±1 cent
- Frequency range: A0(27.5 Hz)-C8(4186 Hz)
- Residual Noise: -85 dB
- Indicators: Calib, Note, Strobe
- Connectors: INPUT, OUTPUT,DC Adaptor jack
- Power Supply: DC 9V Adaptor (not included)
- Current Draw: max. 80 mA (DC 9 V)
- imensions: 120 (W) x 95 (D) x 56 (H) mm, 4.72" (W) x 3.74" (D) x 2.2" (H)
- Weight: 420g/ 0.94lb
The product price includes 6 years' warranty and 180 day money back guarantee.
However, the Gear4music extended warranty scheme provides an enhanced service, and is designed to offer a higher level of protection than many 'free' warranties offered by some retailers and manufacturers.
The highlights of this enhanced warranty service are:
- Warranty is extended to 6 years from the date of delivery.
- Our Money Back guarantee is extended from 30 days to 180 days (terms apply after 30 days)
- Collection and delivery costs are included for the first 2 years
- Claim 50% cash back on the cost of the policy after 6 years if it has not been used!
- Warranty is transferable if the item is re-sold
- Loan or replacement equipment will be provided if the product isn't repaired within 30 days
- If an item can not be repaired, a similar alternative product or cash discount (as defined in this policy) will be offered
- The policy can be cancelled within 30 days, and at any time after that for a pro-rata discount
Please note that this extended warranty is currently only available on products sold within the EU or EEA, and is subject to the terms and conditions as detailed on the extended warranty certificate provided.
For customers in outlying areas of the country, the price of the Extended Warranty may be marginally higher, due to the potential for higher collection and redelivery transport costs.
This enhanced warranty is in addition to the standard Gear4music and manufacturer warranty policies, and the Gear4music terms and conditions of trade. No statement or condition of sale contained within these terms affects or restricts your statutory rights as defined under the Consumer Contracts Regulation 2014.
Once the product is delivered, you have 180 days to decide that you definitely want to keep it. If you decide it is not suitable for any reason, you can return it back to us for replacement or full refund, including standard delivery charges.
All Products are new unless stated, and include a minimum of 2 years warranty.
Some items are only eligible for money back guarantee if they are returned to us unused and sealed in the original packaging, and in the case of software, unregistered. These items include:
- Software
- CDs & DVDs
- In-ear Monitors
- Earplugs and Ear Protection
- Mouthpieces, Reeds etc… for Woodwind and Brass instruments
- Mouth / Lip Care Products
We are unable to accept returns of any custom made items designed to work together as a unique package, such as computer system built to a customer's personal specifications. Exceptions may only be possible with prior agreement of the vendor, and may be subject to a cancellation fee.
If you also purchase items that do not qualify for free delivery, some delivery charges may be applied to your order which will be shown in your shopping basket.


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Tourist Guides for:
Near the delightful market town of Witney and just a short drive from the historic city of Oxford you'll find our stylish self-catering accommodation in Ducklington. The village itself is peaceful and picturesque, with two excellent local pubs and other local amenities. Visitors with children will be pleased to know there is plenty to do nearby, with Witney's The Leys adventure playground featuring a seasonal paddling pool and crazy golf, not to mention tennis courts and a skate park, and nearby Brize Norton being the home of Crocodiles of the World, the UK's only zoo dedicated to crocodiles!
1 cottages match your search
Ducklington, Burford & surrounding area
Delightful, spacious holiday home wrapped by open countryside and with a huge garden. Beautifully appointed inside and ideal for families or groups!
4.86/5 based on
50 testimonials


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How long can access to my unofficial result and pay 7.95?
Is it really exact 48 hrs from the test date?
About Texas_goodnurse
Joined: Aug '13; Posts: 117; Likes: 11Sep 17, '13In my account still says delivery successful and the bottom it says your exam result is not availble at this timeSep 17, '13I too is eagerly waiting! Took mine yesterday at 265 q's..got a good pop up ,but the waiting for 48hrs is too long..Sep 17, '13Im always checking here from time to time!
http://ww2.doh.state.fl.us/ONLINETESTNET/Default.aspxSep 17, '13Oh sorry that is for Florida exam score look up..i didnt realize that you are from texas!😃Sep 17, '13It took 51 hours for my results to appear. Don't worry they will appear soon Have you done the pvt? It was 100% accurate for me.Sep 17, '13Kerrynurse
What state r u in?
Yes I already did pvt with good pop up
Lol just getting very impatient hereSep 17, '13I'm in Ga. I took my test on a Saturday and received my quick results Monday morning two hours before my license number posted on the BONSep 17, '13Quote from Texas_goodnurseThe waiting is killing me..did u see your name on BON website?Kerrynurse What state r u in? Yes I already did pvt with good pop up Lol just getting very impatient here
Must Read Topics


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Not sure the specific nationality of these soldiers, but my guess is they are American since we make up most NATO soldiers. I'll confirm once I find out. Either way, it's terrible:
AFP – Two NATO soldiers were killed Monday when an Afghan army soldier turned his weapon against them in a "green-on-blue" attack in eastern Laghman province, the US-led International Security Assistance Force said.
"ISAF soldiers returned fire and killed the attacker," ISAF said.
The latest NATO deaths take the toll from insider attacks this month alone to 12 and to a total of 42 this year, making up around 13 percent of all NATO deaths in 2012.
Over the weekend the Taliban also beheaded 15 men and 2 women for partying it up in Afghanistan:
Taliban Islamist insurgents beheaded 17 civilians, including two women, who were holding a party with music in a southern Afghanistan village, officials said Monday.
"I can confirm that this is the work of the Taliban," the Helmand provincial governor's spokesman Daud Ahmadi told AFP, referring to the hardliners notorious during their rule for public executions and the suppression of music and parties.
"Two women and 15 men were beheaded. They were partying with music in an area under the control of the Taliban," he said.
Nematullah Khan, the Musa Qala district chief confirmed that the villagers had organised a party with music, and one local official said he suspected that the two women had been dancing.
Secret parties with dancing women from a gypsy-type tribe are common across southern Afghanistan.


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- Customizing the Ethernet ports
- Inline Mode
- WCCP Mode
- Virtual Inline Mode
- Group Mode
- High-Availability Mode
A typical appliance has four Ethernet ports: two accelerated bridged ports, called accelerated pair A (apA.1 and apA.2), with a bypass (fail-to-wire) relay, and two unaccelerated motherboard ports, called Primary and Aux1. The bridged ports provide acceleration, while the motherboard ports are sometimes used for secondary purposes. Most installations use only the bridged ports.
Some CloudBridge units have only the motherboard ports. In this case, the two motherboard ports are bridged.
The appliance's user interface can be accessed by a VLAN or non-VLAN network. You can assign a VLAN to any of the appliance's bridged ports or motherboard ports for management purposes.
|Motherboard port 1
|Primary (or apA.1 if no bypass card is present)
|Motherboard port 2
|Auxiliary1 or Aux1 (or apA.2 if no bypass card is present)
|Bridge #1
|Accelerated Pair A (apA, with ports apA.1 and apA.2)
|Bridge #2
|Accelerated Pair B (apB, with ports apB.1 and apB.2)


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Build Guide by hxcgeminix
Not Updated For Current Season
This guide has not yet been updated for the current season. Please keep this in mind while reading. You can see the most recently updated guides on the browse guides page.
Thank You!
Your votes and comments encourage our guide authors to continue
creating helpful guides for the League of Legends community.
Ezreal Build
Ability Sequence
Not Updated For Current Season
The masteries shown here are not yet updated for the current season, the guide author needs to set up the new masteries. As such, they will be different than the masteries you see in-game.
I decided to go ahead and use trinity and DEWO was so nice to point out to me the damage output is much higher with it than without. After trinity build a Ghost blade for the extra armor pen cool down and better MS/AS when you need it.
Summoner Spells (reccommended):
Cleanse: Personall favorite of mine. Dont leave home without it. Its enabled me to get numerous kills and gotten me out of plenty more.
Exhaust: (known to be replaced with flash): You already have a flash, and if you are smart you will use it properly.
Ignite: Early game with Arcane Shift and Mystic shot its almost a free kill. So use it whenever possible. It rocks the ****.


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Louis Zezeran (Australia)
Region: Baltics
Languages: English
In 2009, finding himself in Sweden, Louis began to apply himself to artistic endeavors again and joined the popular stand up comedy scene in Stockholm, being a performer and co-founder of Sweden's first all English comedy club. Louis as continued to evolve as a performer and producer in 2010, running clubs in Finland and organizing the very first Stand Up Comedy shows in Estonia, using the cleverly named title "Comedy Estonia". Louis has a like-able connection with the audience when he performs. He has great experience as the host and MC of comedy evenings and often talks to the audience, making jokes with the crowd and letting them become part of the action. Louis likes to make fun of cultural differences, using his experience of living in Sweden, Finland and Estonia to compare the 3 countries and have a poke at everyone.


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Know more about this business than we do? Cool! Please submit any corrections or missing details you may have.Help us make it right
Be the first OregonLive.com user to add photos or videos of Apollo Electric
Apollo Electric can be found at . The following is offered: Electricians. The entry is present with us since Sep 9, 2010 and was last updated on Nov 14, 2013. In Portland there are 38 other Electricians. An overview can be found here.
Trouble Shooting, Service Upgrades, Senior Discounts, Residential, Remodel, New, Licensed, Insured, Free Estimates, Commercial, Cbb # 183120, Bonded, Over 30 Years Experience