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Discussion in 'Installation/Configuration' started by jcid, Aug 22, 2005.
can you import existing websites, databases etc with ISPConfig ???
You mean, web sites and databases that are already on the same system as ISPConfig? No! From the installation manual (http://www.ispconfig.org/manual_installation.htm):
wouldn't you be able to import say, a script with an existing mysql db? For example, I create a backup of an existing db from my old webiste, create an archive backup of the html root dir. Then I upload the archive and unzip it in ISPC "web" directory. Finally, I log into phpMyAdmin and import the backup sql file.
Can't you call that importing?
This will always work, but it has nothing to do with ISPConfig.
Separate names with a comma.


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One of the greatest victories of the pro-abortion crowd, even Catholics in the pro-abortion crowd, is to divorce abortion from other social justice issues.
Abortion must be the social justice issue.
This is from CNS, with my emphases.
It goes without saying there are a lot of important causes that spur activism, but for Lila Rose, the abortion issue in the U.S. is paramount. Rose is the founder and president of the pro-life group Live Action, which currently focuses on investigating Planned Parenthood.
She was recently in the Diocese of Madison, Wis., [where H.E. Robert Morlino is bishop] for the annual dinner and auction of the Wisconsin Right to Life Education Fund. Coverage of Rose's remarks is in the June 9 issue of the Catholic Herald, Madison's diocesan newspaper.
"The purpose of laws is to protect people in this country. The purpose of laws is to protect the weak against the strong," she said. "But what happens to a country, to a legal system when the law is turned against the weakest member of the society? That at the very heart of the system is injustice."
In April Rose was in Washington to speak at the National Catholic Prayer Breakfast. She talked about becoming a Catholic recently, calling it the "best decision" she ever made.

subset: commoncrawl


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This Week at 148Apps: August 29-September 2
This week at 148Apps, writer Gianna LaPin continued the 500,000 Apps Interview Series by chatting with Colin Lynch of Freeverse. Lynch says, "There are plenty of skill-sets that are helpful in creating great apps and great games. An eye for design, an ability to analyze the market and spot opportunities, speed of thought and action to take advantage of those opportunities, great coding skills, flexibility to work around problems or change directions when events warrant."
Read the full interview on 148Apps.com.
Over at our kid-centric sister site GiggleApps, reviewer Amy Solomon took a thorough look at Practice Book, a new iPad app that uses a familiar connect-the-dot approach to helping children learn letters and words. Solomon writes, "Because my son is new to creating letters, this is an app we work on together. I may demonstrate the correct way to connect the dots in terms of the up or down motions commonly used to make letters or give him simple instructions that he can follow by himself. Sometimes I hold his hand and together we trace over template in the hope that his muscle memory for writing these letters will develop. We often use a stylus as well to get used to holding a pencil to write."
Read the full review at GiggleApps.
Practice Book: Alphabet
And at Android Rundown, Carter Dotson comments on the new that iOS superhit Instagram is coming to the Android platform...sort of...maybe...one day. He writes, "Instagram's CEO Kevin Systrom has announced that an Android version of their photo sharing service is "on the horizon" for Android. The app is very close to being real, as they don't even have a team assembled to develop the app for Android. That is also sarcastic."
Read more of Dotson's commentary on Android Rundown.
Finally, here in the states, it's the Labor Day weekend. That means scads of sales on tons of apps. Keep up to date with the latest and greatest changes by visiting our Huge Labor Day Weekend Price Drop Round-Up. There are great deals to be had, and some amazing games to play in between bites of char-broiled goodness.
That's it for this week. Want to know the latest and greatest news about everything happening in the iOS world, including giveaways and contests? Join us on our Twitter and Facebook streams. You'll be glad you did. See you next week!


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Winter Queen
Fairy Queens 1
~Becoming a winter queen will make Ilyenna as cold and cruel and deadly as winter itself, but it might be the only way to save her people from a war they have no hope of winning.~
Mortally wounded during a raid, seventeen-year-old Ilyenna is healed by winter fairies who present her with a seductive offer: become one of them and share their power over winter. But that power comes with a price. If she accepts, she will become a force of nature, lose her humanity, and abandon her family.
Unwilling to pay such a high price, Ilyenna is enslaved by the one of the invaders, Darrien. While in captivity, she learns the attack wasn't just a simple raid but part of a larger plot to overthrow her entire nation.
With the enemy stealing over the mountains and Darrien coming to take her to his bed, Ilyenna must decide whether to resurrect the power the fairies left behind. Doing so will allow her to defeat Darrien and the other invaders, but if she embraces winter, she will lose herself to that destroying power—forever.
I think this is one of the most beautiful covers I have seen in awhile. So, so, enchanting and pretty. Don't you think? I just love the blues and purples in there. Wow. Such a work of art. My daughter would love to have this covering her wall! Honestly, my favorite thing on this cover is the lacy swirls on the dress. I am in love with them. I can't wait to read this book. Amber Argyle is an amazing writer and she is calling this book her "favorite book baby". I can.not.wait. :) What do you think of the cover?
Add Winter Queen to your Goodreads shelf!http://www.goodreads.com/book/show/15829917-winter-queen
Find out more about the author!


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Faked photo attempts to show Retina Display for third-gen iPad [updated]
Razorian Fly published the image early Wednesday, noting that an anonymous source had left it in the publication's "tip box" overnight. The tipster reportedly claimed that it showed a Retina Display-equipped iPad.
Update: But hours later, the site updated its original story to declare the image fake. It was sent to a number of websites overnight in an attempt to garner attention. AppleInsider was unable to confirm the authenticity of the image, and has included it here for the sake of discussion.
A bevy of reports have suggested that Apple will double the linear resolution of the iPad to 2,048 x 1,536 pixels, giving it a pixel density of 264 pixels per inch. Most recently, server logs have suggested that devices with that resolution have been accessing popular technology websites while also coinciding with visits from possible prototype iPads on Apple's Cupertino, Calif., corporate campus. The iPads appeared to be running iOS 6 with an newer build of WebKit.
It is unclear at this point whether Apple would elect to use the "Retina Display" marketing term for a double-resolution iPad display since the resulting pixel density would be less than that of the iPhone 4 and iPhone 4S. Apple could, however, justify its use by arguing that the iPad is meant to be held farther away from the eye than its handset. Some reports have also claimed that Apple could choose to name its new tablet the iPad HD.
AppleInsider reported that the third-generation iPad would have a Retina Display as early as last February. Apple had reportedly expressed interest in using the double-resolution display in the iPad 2 last year, but it was unable to secure sufficient production volume and low enough costs to implement it and decided to push it to the third generation.
Apple will hold its much-anticipated media event at 10 a.m. Pacific, 1 a.m. Eastern on Wednesday. The company is widely expected to unveil an update to its Apple TV set-top box alongside a third-generation iPad. AppleInsider will have full, live coverage.


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From The Combs
In 2009 Harry Platcow created for Milford Public TV a jazz performance and interview show called "Jazz From the Combs". Episodes in this collection include jazz artists John Baboian, Jim Porcella, Dan Gabel, Jon Wheatley, Jeff Stout, Bob Tamagni, Dick Odgren and many more.
Tom Reney
Since 1984, Tom Reney has hosted "Jazz à la Mode" on 88.5 FM WFCR, sponsored by New England Public Radio.
Jazz Radio Study
For more than 12 years, Brian Barlow was a radio host for WICN Radio (Worcester, MA), eventually becoming General Manager of the station in 1998. In 2011, he undertook a study funded by WPI regarding the state of Jazz Radio in the United States.
This collection is a jazz history blog written by musician Chet Williamson. Here he features articles on such famed Worcesterites as Jaki Byard, Irene Higginbottom, Einar Swan, Otis Ferguson, Barbara Carroll and Wendell Culley, among many others.
Leominster Public Access Television
This is a collection videos provided by Leominster Public Access Television.
Studio 3
Hosted by singer Toni Ballard, Studio 3 is a collection of more than 90 TV shows featuring jazz artists in concert. Shot in the studios of WGMC-TV, as well as locations throughout the city of Worcester, these videos contain never before seen performances of such venerated artists as Larry Coryell, Herb Pomeroy, and James Williams.
Telegram and Gazette
This collection presents articles, reviews and previews amassed from Worcester's daily newspaper. A host of writers tackled the subject of jazz through the years, including such scribes as James Gourgouras, Eve Skehan, James Lee, Bob Bliss, Walter Crockett and Scott McLennan.
WICN Radio 90.5 FM
Presenting jazz music seven days per week, WICN remains an active and integral participant in the community. As producer of the Brown Bag and Jazz at Sunset series, WICN is an indisputable vital force on the Central New England jazz scene. This collection presents an overview of the station's remarkable history, interviews, and recorded live performances.
Band Edge
Band Edge is a video production of WCCA tv in Worcester, MA and hosted by jazz pianist Mauro DePasquale. Episodes here include Jean Mancini Gough, Sandstorm Organ Trio, Jazzed Up Trio and several more.
Worcester Magazine
Whether by staff writers such Charles Pierce and Chet Williamson, or editors Walter Crockett and Paul Della Valle, or even publisher Allen Fletcher (who snatched one of last interviews with pianist Don Asher), "Worcester's weekly" has often chronicled the local jazz scene through the years. Here is a sample of the paper's output.
WCUW Radio 91.3 FM
WCUW Radio is a non-commercial, community access radio station that seeks to "inform, entertain and enlighten." Over its years, the station has served as a breeding ground for national talent. Consider: Ross Reynolds, Program Director at KUOW, NY; Amy Salit, a producer for "Fresh Air with Terry Gross;" and Tom Reney, host of Jazz a la Mode at WFCR, Amherst, MA.


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Mukhtar Mai is a HeroThe acquittals in the Pakistan gang rape case are an outrage. You may have read about the case: a village tribunal in a remote area of Pakistan passed sentence that Mukhtar Mai be gang raped to punish her brother for an offense he allegedly committed (though most news reports indicated that he was not guilty of the offense, which was actually committed by one of the rapists. Not that that has any bearing on whether a wholly innocent woman should be raped for someone else's supposed crimes.)
The case spawned international outrage in a world previously unaware of the brutality of Pakistan's archaic tribunal system. The rapists were convicted and sentenced to death; but last week, their conviction was overturned.
Mukhtar Mai is a hero for standing up to them and continuing to press her case. I can't imagine what it must be like to be in her position. I am in awe of her. Mai's courage will help every woman in Pakistan, and in other countries with similar disregard for women's humanity. And not only that: she's using any financial gains from the case to build schools in her village. She's built two already.
Several of the BBC followup stories have mentioned that most women "sentenced" under this barbaric system, to be raped or otherwise mistreated for the supposed offenses of male members of their clan, accept their fate, "believing that tribal or feudal leaders are too powerful to resist and that the police and judicial systems are stacked against them." If anyone wonders why they might think that, last week's acquittal should answer any such questions rather handily.
None of the stories I've read anywhere goes into detail on the reason for the conviction having been overturned, besides the vague "lack of evidence". This seems odd considering all the reports of the original trial cited eyewitnesses. It's not clear why so few details are being reported. No one mentions the double standard which seems to be in place in Pakistan: where was the opportunity for Mai or her brother to appeal her outrageous punishment for his supposed crime?
The case will be appealed to a higher court, following international outrage at the current verdict. It is not yet clear whether the rapists will remain in prison until then.
[ 21:37 Mar 07, 2005 More headlines | permalink to this entry | ]


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Imagine for a moment the image of a homeless person. How do you feel? Are you imagining someone you respect?
Many of us do not respect homeless people. And by "us," I mean "housed people." Often, having respect for homeless people is only a myth.
At home with our families, at work surrounded by colleagues, and even with friends, we may thoughtlessly use negative words, such as "bums," or "transients," to describe unhoused people. Our use of these words has become so prevalent that even homeless people use them to describe themselves.
For example, two days ago, I saw a homeless man wearing overalls taking a shower at the beach. Standing in the cold weather under even colder running water, the homeless man made a great effort to wash. As the homeless man finished his shower, he explained to an approaching housed person, "That's how a bum washes his jeans."
The word, "homeless," is an adjective. There are homeless dogs and homeless cats. We need to remember our nouns. We need to be clear and accurate when we are speaking about a "homeless person." By avoiding the noun, "person," when we are talking about someone who is unhoused, we are essentially dehumanizing the person about whom we are speaking.
Words count and we know that words can hurt.
In addition, while we may be sympathetic to housed people with various limitations, our empathy does not seem to extend to homeless people with the same limitations. It seems that many of us have become desensitized to the plight of homeless people through constant exposure to negative language and images in our culture. For example, our print, radio and T.V. media often contain many disrespectful and inaccurate references to "transients," when those homeless people are often born and raised in the same area in which they are currently homeless.
We may also show disrespect through our treatment of homeless people. Why else would we offer fewer services than are needed by them? We disrespect homeless people when we have insufficient shelter space for the number of homeless people within any municipality. We generally don't meet homeless people "where they are." In other words, we often ignore the reality of their situations and require that homeless people live up to our standards in order to get into shelters and/or receive services.
However, there is some very good news. The cities of Los Angeles and San Diego are now attempting to "meet homeless people where they are" by providing housing to fifty and twenty-five, respectively, most-in-need homeless people regardless of their personal needs, habits and/or addictions. After these people are housed, appropriate services will be offered.
Why should we respect homeless people? We need to respect homeless people because they are people. Living without a home, money, modern conveniences and often a job, they are suffering more distress than many housed people have ever experienced.
Further, about 45% of homeless people are mentally ill. Does this diminish the respect that we owe them? No, because they are still people. Most of the time we are unaware that certain housed people we know are mentally ill. Because of a number of factors, mental illness among housed people is often not as obvious as the mental illness of homeless people.
It seems to me that the issues of homelessness have been in existence long enough for homelessness to become a formal science. Although we don't offer enough shelter to meet the entire need, we now offer homeless people more housing assistance than ever before. Over time our service programs have become more effective. Our statistical methods of counting homeless people have improved.
Therefore, it is time to review our language concerning homeless people, our cultural influences on the topic of homelessness and our treatment of homeless people so that we can recognize our biases. When we realize our negativities, we can make changes to reflect our enlightened state of mind. Once we respect homeless people, our world will change for the better.
I look forward to your comments. Thank you.
Contributor, Barbara Raymer Witzer, R-DMT, LMFT


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Facility Maintenance
We offer a range of services to keep campus properties clean and environmentally compliant. Our certified technicians provide services ranging from power sweeping, painting, and general housekeeping to concrete and asphalt repairs. We've mastered the art of providing reliable facility maintenance through sustainable and budget-friendly practices using fewer pollutants and water resources.
Our services can provide:
- Power sweeping and washing
- Cleanup services
- Concrete and asphalt repairs
- Parking facility maintenance
- Environmental compliance
- State-of-the-art equipment and technology


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Super Moon Reflections, Lake Ontario, Confederation Park, Hamilton
Fire & Ice
Fire And Ice, Hamilton Bay, sunset, ice
Bird on a Stump
Ice Shapes
Todmorden Mills Toronto
Humber Bay Arch Bridge
Foggy Valley
Toronto Skyline from Centre Island
Ice Climbing @ Tiffany Falls _1210210
Ice%20Climbing%20%40%20Tiffany%20Falls%20_1210210 tiff
Lake Ontario, Park at Clarkson
Fishing Village on Prince Edward Island
Through the fog
Confederation Park on Lake Ontario in Hamilton
Low Tide_3910161
Hall's Harbour is a fishing community in Nova Scotia, located in Kings County on the North Mountain along the shore of the Bay of Fundy. Halls Harbor is a tiny village on the Bay of Fundy. It is 18 km north of Kentville and recommended by tourist people as the best place to observe a vertical tide
Margaretsville Lighthouse at Sunset
National Art Gallery of Canada _3870853.tiff
The Gallery was first formed in 1880 by Canada's Governor General John Douglas Sutherland Campbell, 9th Duke of Argyll, and, in 1882, moved into its first home on Parliament Hill in the same building as the Supreme Court.[2] In 1911, the Gallery moved to the Victoria Memorial Museum, now the home of the Canadian Museum of Nature. In 1913, the first National Gallery Act was passed outlining the Gallery's mandate and resources.[2] In 1962, the Gallery moved to the Lorne Building site, a rather nondescript office building on Elgin Street.[5] Adjacent to the British High Commission, the building has since been demolished for a 17 storey office building that is to house the Federal Finance Department. The museum moved into its current building on Sussex Drive in 1988, beside Nepean Point.
Rochester Architecture 1140583


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Here's the puzzle. A piece of string is stretched tightly around the Earth along its equator. Imagine that this string along the equator forms a perfect circle, and imagine that to reach around that perfect circle, the string has to be exactly 25,000 miles long. Now imagine that you wanted to suspend this string 4 inches above the surface of the Earth, all the way around it. How much longer would the string have to be do do this?
Before you read any further, guess the answer. How much longer would the string have to be? A few inches? Several miles? What do you think?
Now, my older son Alex was more interested in the problem than I thought he would be. He knows the formula for computing the circumference of a circle as a function of its diameter, and he knew that raising the string 4 inches above the surface constituted a diameter change. So the kernel of a solution had begun to formulate in his head. And he had a calculator handy, which he loves to use.
We were at Chipotle for dinner. The rest of the family went in to order, and Alex waited in the truck to solve the problem "where he could have some peace and quiet." He came into the restaurant in time to order, and he gave me a number that he had cooked up on his calculator in the truck. I had no idea whether it was correct or not (I haven't worked the problem in many years), so I told him to explain to me how he got it.
When he explained to me what he had done, he pretty quickly discovered that he had made a unit conversion error. He had manipulated the '25,000' and the '4' as if they had been expressed in the same units, so his answer was wrong, but it sounded like conceptually he got what he needed to do to solve the problem. So I had him write it down. On a napkin, of course:
The first thing he did was draw a sphere (top center) and tell me that the diameter of this sphere is 25,000 miles divided by 3.14 (the approximation of π that they use at school). He started dividing that out on his calculator when I pulled the "Whoa, wait" thing where I asked him why he was dividing those two quantities, which caused him, grudgingly, to write out that C = 25,000 mi, that C = πd, and that therefore d = C/π. So I let him figure out that d ≈ 7,961 mi. There's loss of precision there, because of the 3.14 approximation, and because there are lots of digits to the right of the decimal point after '7961', and of course, the '25,000' wasn't precise to begin with, but more about that later.
I told him to call the length of the original string C (for circumference) and to call the 4-inch suspension distance of the string h (for height), and then write me the formula for the length of the 4-inch high string, without worrying about any unit conversion issues. He got the formula pretty close on the first shot. He added 4 inches to the diameter of the circle instead of adding 4 inches to the radius (you can see the '4' scratched out and replaced with an '8' in the "8 in/63360 in" expression in the middle of the napkin. Where did the '63360' come from, I asked? He explained that this is the number of inches in a mile (5,280 × 12). Good.
But I asked him to hold off on the unit conversion stuff until the very end. He wrote the correct formula for the length of the new string, which is [(C/π) + 2h]·π (bottom left). Then I let him run the formula out on his calculator. It came out to something bigger than exactly 25,000; I didn't even look at what he got. This number he had produced minus 25,000 would be the answer we were looking for, but I knew there would be at least two problems with getting the answer this way:
- The value of π is approximately 3.14, but it's not exactly 3.14.
- Whenever he had to transfer a precise number from one calculation to the next, I knew Alex was either rounding or truncating liberally.
Here's my half of the napkin:
I called the new string length cʹ and the old string length c. The answer to the puzzle is the value of cʹ − c.
The new circumference cʹ will be π times the new diameter, which is c/π + 2h, as Alex figured out. The second step distributes the π factor through the addition, resulting in cʹ − c = πc/π + 2πh − c. The πc/π term simplifies to just c, and it's the final step where the magic happens: cʹ − c = c + 2πh − c reduces simply to cʹ − c = 2πh. The difference between the new string length and the old one is 2πh, which in our case (where h = 4 inches) is roughly 25.133 inches.
So, problem solved. The string will have to be about 25.133 inches longer if we want to suspend it 4 inches above the surface.
Notice how simple the solution is: the only error we have to worry about is how precisely we want to represent π in our calculation.
Here's the even cooler part, though: there is no 'c' in the formula for the answer. Did you notice that? What does that mean?
It means that the original circumference doesn't matter. It means that if we have a string around the Moon that we want to raise 4 inches off the surface, we just need another 25.133 inches. How about a string stretched around Jupiter? just 25.133 more inches. Betelgeuse, a star whose diameter is about the same size as Jupiter's orbit? Just 25.133 more inches. The whole solar system? Just 25.133 more inches. The entire Milky Way galaxy? Just 25.133 more inches. A golf ball? Again, 25.133 more inches. A single electron? Still 25.133 inches.
This is the kind of insight that solving a problem symbolically provides. A numerical solution tends to answer a question and halt the conversation. A symbolic formula answers our question and invites us to ask more.
The calculator answer is just a fish (pardon the analogy, but a potentially tainted fish at that). The symbolic answer is a fishing pole with a stock pond.
So, did I pay Alex for his answer? No. Giving two or three different answers doesn't close the deal, even if one of the answers is correct. He doesn't get paid for blurting out possible answers. He doesn't even get paid for answering the question correctly; he gets paid for convincing me that he has created a correct answer. In the professional world, that is the key: the convincing.
Imagine that a consultant or a salesman told you that you needed to execute a $250,000 procedure to make your computer application run faster. Would you do it? Under what circumstances? If you just trusted him and did it, but it didn't do what you had hoped, would you ever trust him again? I would argue that you shouldn't trust an answer without a compelling rationale, and that the recommender's reputation alone is not a compelling rationale.
The deal is, whenever Alex can show me the right answer and convince me that he's done the problem correctly, that's when I'll give him the $10. I'm guessing it'll happen within the next three days or so. The interesting bet is going to be whether his little brother beats him to it.


text: With more adult dating profiles in South Africa than any other website, create a free account to explore local members in your area. Adult Classified is a 100% free classified ad website for consenting adults, registration takes less than 30 seconds. Click a province/state within South Africa from the list below or scroll to the left to find adult classifieds directly.


text: In the Book of Mormon, a righteous king of the Nephites in the land of Nephi; he was a son of King Noah (Mosiah 7:7–9). King Limhi entered into a covenant to serve God (Mosiah 21:32). He led his people out of Lamanite bondage and returned to Zarahemla (Mosiah 22).


text:
Rights Contact Login For More Details
More About This Title Applications of Transition Metal Catalysis in Drug Discovery and Development: An Industrial Perspective
- English
- English
MATTHEW L. CRAWLEY, PhD, is the Director of the Community Physician Electronic Medical Records Program at Main Line Health. Previously, he has worked as a medicinal chemist at Pfizer and Wyeth Research. Dr. Crawley is an author of more than twenty publications, and his discoveries have resulted in several patents.
BARRY M. TROST, PhD, is Tamaki Professor of Humanities and Sciences in the Department of Chemistry at Stanford University. Dr. Trost has been elected a Fellow of the American Academy of Sciences and member of the National Academy of Sciences. He has served as chairman of the NIH Medicinal Chemistry Study Section, held over 120 university lectureships, and presented over 260 plenary lectures at national and international meetings.
- English
Preface vii
Contributors ix
About the Authors xi
1 Transition Metal Catalysis in the Pharmaceutical Industry 1
Carl A. Busacca, Daniel R. Fandrick, Jinhua J. Song, and Chris H. Senanayake (Boehringer Ingelheim Pharmaceuticals)
2 Selected Applications of Transition Metal-Catalyzed Carbon–Carbon Cross-Coupling Reactions in the Pharmaceutical Industry 25
Hong C. Shen (Roche)
3 Selected Applications of Pd- and Cu-Catalyzed Carbon–Heteroatom Cross-Coupling Reactions in the Pharmaceutical Industry 97
Jingjun Yin (Merck)
4 Asymmetric Cross-Coupling Reactions 165
Vince Yeh (Novartis) and William A. Szabo (Consultant in Drug Development)
5 Metathesis Reactions 215
Oliver R. Thiel (Amgen)
6 Transition Metal-Catalyzed Synthesis of Five- and Six-Membered Heterocycles 257
Cheol K. Chung (Merck) and Matthew L. Crawley (Main Line Health)
7 Oxidative Catalysis 277
Lamont Terrell (GlaxoSmithKline)
8 Industrial Asymmetric Hydrogenation 315
Hans-Ulrich Blaser (Solvias)
Index 343
- English
"The book will be particularly appreciated by young scientists, especially those aspiring to a future in the pharmaceutical industry, because it shows what kind of problems they will be asked to solve once they start their industrial career." (ChemMedChem, 1 March 2013)
"All chapters are well-written and comprehensive with lots of examples from OPR and D. The book is highly recommended to all process chemists." (Organic Process Research & Development Journal, 1 November 2012)
"'Applications of Transition Metal Catalysis in Drug Discovery and Development' is a valuable resource in synthetic chemistry which libraries of Chemistry should have, especially those serving medicinal chemists. It captures authoritatively the rich body of information recently generated by many pharmaceutical companies on workable ways to access drug candidates, and constitutes a unique review of modern synthetic practice. The authors (all from industry) also include much relevant academic research. A high proportion of the cited literature is from the last 25 years. It emphasizes catalytic C-C and C-hetero coupling, cyclization, oxidation and reduction reactions. The writing is clear and concise." —E J Corey, Harvard University


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As U.S. Eyes Offshore Wind Development, Whales Get New Protections
While debate continues over whether Congress should extend the wind production tax credit that expires Dec. 31, the U.S. Department of Energy (DOE) is touting its progress in supporting offshore wind development, noting that it is providing up to $168 million in funding for seven "advanced technology demonstration projects" across the country.
The United States does not currently have any utility-scale wind turbines installed in its waters. A DOE-commissioned analysis projects that in a "high-growth scenario," the offshore wind industry could support up to 350,000 jobs and stimulate $70 billion in annual investments by 2030 (the DOE seems to be sticking to a more conservative number, citing 200,000 potential jobs on its blog and infographic). But the offshore wind industry has many hurdles to overcome in order to achieve that high growth.
Aside from the potential end of the production tax credit, which would result in a loss of $10 billion in investments to the wind industry as a whole next year, according to a report from the American Wind Energy Association, the offshore wind industry faces other significant challenges. Though offshore wind has the potential to generate 4,000 gigawatts of electricity — four times the current overall U.S. generation capacity — the industry lacks adequate means of integrating that power with the nation's grid. (See related story: "High-Voltage DC Breakthrough Could Boost Renewables")
As the DOE notes in its National Offshore Wind Strategy document, the specialized vessels, port capacity, transmission lines and grid configuration necessary for cost-effective offshore wind energy installations does not yet exist in the United States. Projects also face a complex permitting process that must take into account an array of existing activity in U.S. waters: shipping lanes, fisheries, military operations, and wildlife.
One of the concerns for offshore wind development along the East Coast involves the endangered North Atlantic right whale, which routinely migrates up and down the Atlantic off the U.S. coast. Last week, three wind developers announced an agreement with environmental groups designed to mitigate impact on the right whale's migration, feeding and breeding grounds. The provisions of the voluntary plan include restrictions on development activity, noise levels and ship speeds during certain times of the year, along with increased monitoring for whale presence as companies assess potential turbine sites. (See related story: "Chilean Wind Farm Faces Turbulence Over Whales")
As the Natural Resources Defense Council notes, the agreement can help reduce delays for the U.S. offshore wind industry, which has a timeline of 7-9 years for approval of a project. "[As] we continue on this faster track, we also need ensure that these projects avoid potential conflict with endangered species that could slow down their forward progress," writes Kit Kennedy of the NRDC.
The wind industry as a whole is racing to complete projects before the production tax credit expires. According to the Energy Information Administration, if all of the planned wind generation projects come online in 2012 as planned, they will exceed additions of generating capacity from any other fuel source, including natural gas.


text:
Pro AV Catalog
Matching Keywords
Model Numbers
Rio Rancho, NM – April 1, 2009… Lectrosonics, recognized the world over as a leading manufacturer of wireless microphone systems and audio processing products, has announced the introduction of an entirely new, two-way wireless microphone system based on quantum physics. The new QP1 System operates on the principal of "entanglement" between atoms. "This new system has been in development for several years," states Larry Fisher, President of Lectrosonics, Inc., "and it has cost us millions of dollars, thus necessitating an extremely high price."
By manipulating photons emitted from each of two atoms of the rare-earth element ytterbium, and guiding them to interact—thus becoming "entangled", a permanent communication link can be established. Then, by carefully housing each of these entangled atoms at either end of the link, the two halves can be separated by great distances and yet instantly (not the sludge-like speed of light), two-way communications can be maintained.
Due to the extremely high bandwidth available with this arrangement, excellent audio quality can be preserved, without the use of a compandor, DSP, or even any RF spectrum at all, thus making the QP1 System perfect for the post-DTV, post-White Space world in which we now live. Signals transmitted via this method can include full-program audio, uncompressed 1080P video, or any kind of data, as well as a talk-back channel for interruptible fold-back (IFB) or a confidence channel for monitoring. Not only can the QP1 System cover great distances instantly, it can allow users to communicate between different dimensions. "Say you're in production for a popular television drama," describes Fisher, "and your island disappears. No problem – you can still get a flawless dialog track."
The frequency response of the QP1 System is 0 to ∞Hz. The enormous power requirement for the system has been solved with a tiny, on-board dark energy battery, housed in unobtanium alloy. By combining dark energy with the white noise from typical lavalier microphones, the QP1 will operate for many decades before battery replacement is required. "The only strange aspect to this product that our guys noticed in the lab," states Fisher, "is the problem of superposition. This means that the 'data bit' represented by the photon can be either on or off, or both at the same time. You can't directly observe superposition, because the act of measuring the bit affects it and forces it to become either on or off. So it's sort of like the Schrodinger's Cat of audio, if you know what I mean."
The QP1 System is set to first be seen by the public at the 2009, 2109 and 2209 NAB conventions, simultaneously, at the Las Vegas Convention Center, or whatever it is called 200 years from now. Price is "extremely high" and availability is TBA.
About Lectrosonics
Well respected within the film, broadcast, and theater technical communities since 1971, Lectrosonics wireless microphone systems and audio processing products are used daily in mission-critical applications by audio engineers familiar with the company's dedication to quality, customer service, and innovation. Lectrosonics is a US manufacturer based in Rio Rancho, New Mexico.
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Full Report PDF 1.51 MB
Clifford Adelman
Senior Research Analyst
Policy, Research, and Evaluation Staff
Office of Vocational and Adult Education
U.S. Department of Education
U.S. Department of Education
Margaret Spellings
Office of Vocational and Adult Education
Susan Sclafani
Assistant Secretary
February 2005
The views expressed herein are those of the author and do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. This document is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be:
Adelman, C. 2005. Moving Into Town—and Moving On: The Community College in the Lives of Traditional–age Students. Washington, DC: U.S. Department of Education.
For questions:
E-mail your request to firstname.lastname@example.com, or call toll free 1-800-872-5327 (1-800-USA-LEARN). If you are deaf, hard of hearing, or have a speech disability, please dial 7-1-1 to access telecommunications relay services.
On request, this publication is available in alternate formats, such as Braille, large print, audiotape, or computer diskette. For more information, please contact the Department's Alternative Format Center at (202) 260-9895 or (202) 205-8113.
Executive Summary
Moving Into Town—and Moving On: The Community College in the Lives of Traditional-age Students, offers a series of transcript-based portraits of traditional-age community college students. As of 2001, students under the age of 22 constituted 42 percent of all credit-seeking students in community colleges and those under the age of 24 constituted nearly three-fourths of first-time community college students (tables 1 and 2). As the baby-boom echo continues to play out with larger high school graduating classes, and as national and state policies focus even more intensely on the intersection between secondary and postsecondary education, this group is of increasing importance to community colleges. The three portraits offered here are designed to help community college administrators and faculty, along with state higher education officers, in developing responsive indicators of institutional performance. They may also prove useful to researchers in refining and refreshing the questions they ask and the variables they employ when exploring similar terrain.
To provide the portraits, this data essay draws principally on the most recently completed of the grade-cohort longitudinal studies of the National Center for Education Statistics (NCES): theNational Education Longitudinal Study of 1988 (NELS:88/2000), which began with a national sample of 25,000 eighth-graders in U.S. schools in 1988 and followed subgroups of this cohort to 2000. The postsecondary transcripts for 8,900 members of this cohort (representing a weighted 2.2 million students) were gathered in 2000, when most cohort members were 26 or 27 years old, and the story lines of Moving Into Town are built from the transcript records.
Three other NCES data sets are used to produce both comparative and trend data. Two of these are earlier grade-cohort longitudinal studies that also included college transcript data: the National Longitudinal Study of the High School Class of 1972 (NLS:72), for which postsecondary transcripts were gathered in 1984, when most of its students were 30 or 31 years old; and the High School and Beyond Longitudinal Study of 1980 high school sophomores (High School and Beyond/Sophomore Cohort), for which postsecondary transcripts were gathered in 1993, when most of its students were 29 or 30 years old.
More important is the Beginning Postsecondary Students Longitudinal Study of 1995–96, which followed its sample through 2001. The BPS96/01, as it is called, includes beginning students of all ages, and thus provides critical data justifying the focus of Moving Into Town on traditional-age students.
The Informing Analytical Metaphor of the "Town" and the Theme of Academic Process
This inquiry is guided by a strain in the literature of environmental design that approaches human settlements through the eyes and experience of people who use and move through them. It sees the community college as just such a human settlement, and for the convenience of narrative, calls it a "town," the fundamental commerce of which is the delivery of learning in different districts (subject matter) by various means and schedules. Those who move into town to participate in its fundamental activity, students, establish residence of differing periods of time and intensity. Some are merely tourists; for others, this study uses metaphors of short-term visitors, longer-term tenants, and homeowners, each with a different type of stake in the time and place of the institution. These "settlement behaviors" have analogues in academic processes.
The analysis focuses on student academic history, not on social or psychological variables. It tracks what those who moved into town did (timing of move, extent of stay, academic activities and attainments before, during, and after the period of residence), but cannot provide full accounts of attitudes, beliefs, peer groups, mentoring or counseling, or social activities that may have played significant roles in the drama of their young adulthood. Academic history follows the student from high school (curriculum and performance) through postsecondary attendance patterns and attainment, with detailed data on postsecondary course-taking, to connections between postsecondary attainment, course-taking, and labor market experience. In so doing, it confronts the traditional censure of community colleges for "cooling-out" and "diverting" students from what the critics believe are more productive educational environments.
How Should Community College Students Be Described?
In order to provide those responsible for the administration and governance of community colleges with the most accurate information necessary for managing outreach, enrollments of different kinds, scheduling, advising, and other core and supportive services of the town's economy, it is necessary to draw clear boundaries around the student populations.
First, and most important to understanding what community colleges do and how to judge what they do, is to divide their student population by age. The differences between backgrounds, family and job commitments, and consequent academic behavior and progress of traditional-age (18-24) students—particularly those who enter prior to age 21, as most of them do—and those who start out at later points in life are so different that mixing the age populations does considerable disservice to understanding. Representatives of community colleges, for example, cannot answer typical inquiries from feeder high school sophomores and juniors (such as questions about recommended credit loads) on the basis of institutional data that include those of their parents who are community college students.
Institutional Type
Second, the subject population attends public, two-year institutions in which the modal degree awarded is the associate degree. It does not attend other kinds of two-year institutions. Unfortunately, some research does not make this distinction. It is important because the traditional-age populations of community colleges are different from students in other two-year institutions in socioeconomic status, non-English dominant backgrounds, and delay of entry to postsecondary education.
Third, in an era when nearly 60 percent of traditional-age undergraduates attend more than one institution, and in increasingly complex enrollment patterns, the meaning of "transfer" must be very taut. With students going back and forth between community colleges and four-year colleges, it is important to mark transfer as a permanent change of venue, a migration that is formally recognized by system rules. A transfer student in this data essay is one who (a) started in a community college, (b) earned more than 10 credits from the community college before (c) enrolling in a 4-year college and (d) earning more than 10 credits from the four-year college. The only time limit set for these changes of venue and credit accumulation is the length of the longitudinal study. In the case of the NELS:88/2000, that means 8.5 years from the modal high school graduation date of June 1992.
Putting these guidelines together, a statement typical of those that might be used to judge the success of community colleges would read:
For 1992 12th-graders whose first postsecondary institution was a community college and who earned more than 10 credits from community colleges, 37 percent transferred to a four-year college by December 2000 (table 3). Of those who transferred, 60 percent had earned a bachelor's degree by December 2000 (not in table).
Education Expectations
Fourth, in trying to ascertain student goals, intentions, expectations, or aspirations, this study does not rely on one question asked in the senior year of high school or the first postsecondary registration line. Instead, a five-value variable built from answers to pairs of questions asked in the 10th grade and again in the 12th grade is employed. The variable describes the consistency of the student's vision of his or her ultimate level of education. Two years after the modal high school graduation date for the class of 1992, the question was asked again. What do we observe of this sequence for students who started out in community colleges?
- The most intriguing secondary school group consists of those who raised their education expectations to the bachelor's level between grade 10 and grade 12, and of these "belated bachelors," slightly more than half started in community colleges (table 4).
- Thirty-eight percent of those who started in community colleges consistently expected to earn a bachelor's degree when they were in high school, but only 36 percent of this group had applied to a four-year college (table 5);
- Logistic analysis confirms the composite education expectations variable as most significant, along with secondary school academic performance, of the factors accounting for attendance at a four-year institution among those who started in community colleges (table 6).
- Two years after high school graduation, an additional 19 percent of those who started in community colleges raised their education expectations to the bachelor's level, while 7 percent lowered their expectations from the bachelor's level (table 41).
- But ultimately, in terms of association with transfer, associate degree attainment, and bachelor's degree attainment, the "expectations" variable fades in power (tables 32, 33, and 42).
Education expectations are important to monitor, but not in a simplistic fashion. They are by-products as much as antecedents of performance.
Major Topics and Illustrative Observations
Three portraits of community college students are presented, each of which represents a stage of relationship between the student and the "town" of the community college:
1) The point of immigration from secondary school, an event;
2) Residence history subsequent to immigration;
3) Attainment and its consequences—moving on.
Each portrait begins as an outline. The descriptive details are then filled in, and the details suggest the most meaningful dependent variables for testing in terms of frameworks for accountability and potential change in the design of the town's academic processes.
The "Event" Portrait: Starting Out in a Community College
The population of community college students is described at the moment of moving into town. Who are they? And what features of their precollegiate backgrounds help explain why they started out in a community college? Some highlights include:
- Forty percent of traditional-age students who entered postsecondary education in the 1990s started out in community colleges, a slightly higher percentage than was the case in the 1970s (table 10).
- For older beginning students, i.e., those starting out at age 24 or more, over 60 percent first enter community colleges (table 7). These older students are more likely to think of themselves as employees than students; over half have children; and they are far less likely to transfer anywhere in their undergraduate histories than traditional-age students (tables 8 and 9).
- With the exception of Latinos, traditional-age minority students are no more likely to start out in community college than white students. This has been true for 30 years (table 10).
- Over the 30-year period of the three national grade-cohort longitudinal studies, the community college share of entering traditional age students from the lowest socio-economic status quintile increased from 44 to 55 percent (table 10).
- There are considerable regional variations in the proportion of traditional age students who start in community colleges—from 20 percent in the New England census division (down from 30 percent in the 1970s) to 60 percent in the Pacific census division (table 11).
- While there has been a notable improvement in the mathematics preparation of entering postsecondary students since the 1980s, 44 percent of those who started in community colleges in the 1990s did not reach algebra 2 in high school, compared with 11 percent of those who entered four-year colleges (table 14).
- The more oriented a 12th-grader was to majoring in an occupational field in college, the more likely the student was to start out in a community college (tables 15 and 16).
- Neither gender nor race/ethnicity nor second-language background nor first-generation status ends up playing a statistically significant role in explaining who starts out in a community college, but SES (socioeconomic status, a composite variable built from family income, parents' highest level of education, and prestige rating of parents' occupations) does play such a role: the higher the SES quintile, the less likely the student will start in a community college (table 16).
Why are these—and allied—details of the portrait of students whose first institution of attendance was the community college noteworthy?
Foremost because they drive home the importance of community college relations with secondary schools. The extent to which cooperative and outreach programs can move more high school students to the level of algebra 2 and beyond in mathematics would signal a major change in academic momentum of the entering community college population. The extent to which creative concurrent and continuous enrollment programs can reduce the proportion of community college students who currently delay entry to postsecondary education following high school graduation should result in a more sustained involvement in the academic economy of the town. Traditional age students constitute the bulk of the potential transfer population, and if community colleges seek to improve transfer rates, they would be advised to start the paths in feeder secondary schools.
Second because the geo-demography of entering community college students highlights the fact that community college enrollment planning for traditional age students will vary in each of the nine census divisions. And in terms of core demographic factors, until the Latino initial enrollment patterns change, community colleges would be advised to be particularly innovative in outreach programs for this population.
Other Users of the Community College: "Temporary" and Reverse Transfers
The event portrait also accounts for the 26 percent of students from the high school class of 1992 who attended community colleges at any time through December 2000 but started out in other types of institutions (95 percent of them in four-year colleges). There are three major groups of these "temporary transfers," defined by attendance pattern.
- "Four-year drop-ins" constitute 42 percent of those who started elsewhere but also attended community colleges. Eighty-two percent of the drop-ins earned 10 or fewer credits from community colleges (table 19). These are high achievers: 87 percent earned bachelor's degrees, a rate 20 percent higher than others who started in four-year institutions.
- Twenty-eight percent of those who started elsewhere were 4-year college students engaged in alternating patterns of attendance with community colleges, sometimes called "swirling." Fifty-two percent of this group earned 30 or more credits from community colleges (table 19). This is not such a high achieving group: 56 percent earned bachelor's degrees, a rate 10 percent below others who started in four-year institutions (table 19).
- True undergraduate reverse transfers constitute another 25 percent of the universe of those who started elsewhere. This group is characterized by poor academic performance in terms of both grade point average (GPA) and credits earned at the four-year school (table 19); lower rates of continuous enrollment; and higher proportions of course withdrawals and repeats than those who started at community colleges (table 20), and a low rate of completion of associate degrees of 17 percent (not in table).
Undergraduate reverse transfers constituted 7 percent of the members of the class of 1992 who attended community colleges. Since they enter into the regular stream of enrollment management and become residents of the town, they are a group for whom the community college ultimately assumes responsibility. While it is difficult to determine exactly when they will arrive at the community college, it would be helpful if community colleges and "parent" feeder four-year institutions of reverse transfer students established joint monitoring and advising systems for potential reverse transfers at early stages of their college careers.
Finally, the event portrait marks all those who earned 10 or fewer credits at community colleges, and who hence are labeled as "incidental" community college students. Fifty-two percent of incidental students were based wholly in community colleges. Twenty-nine percent of this group carried records of course work that were overwhelmingly remedial, hence earned few credits that counted toward degrees, and another 45 percent of this group simply failed too many courses to accumulate more than 10 credits (table 21).
The reasons for including accounts of both temporary transfers and incidental community college students in the event portrait are as follows:
- To exclude the temporary transfers from the universe for which the community college bears principal responsibility;
- To provide a prism for evaluating the academic history and performance of those who move into town for a short period or periods of time; and
- To remind the reader that the students who start in a community college do not represent the full range of students who attend community colleges during their undergraduate histories. The findings reflect the dynamics of multi-institutional attendance that became a prominent feature of undergraduate attendance patterns in the 1990s.
The "Residence History" Portrait
The issues raised regarding temporary transfers and incidental users of the community college facilitate consideration of long-term residents, those for whom the community college played a dominant role in undergraduate careers. These students started in and earned 30 or more credits from community colleges, and constitute slightly more than half of the traditional-age students who set out in community colleges. They provide a substantial history, one that enables analysts to use course-taking behaviors along with long-term attendance patterns and attainment to arrive at indicators of community-college system success. These students tell us what the community college really does, and provide a stable reference point for programming, course offerings, staffing and facility utilization.
The first group are called "Homeowners." Not only do they earn more than 30 credits from community colleges, but 60 percent or more of all their credits came from community colleges. They have the deepest stake in the town. The second group, called "Tenants," differs from the first in that less than 60 percent of their credits came from community colleges. A third group of residents consists of those who started in and earned between 1-29 credits from community colleges. These are called "Visitors." The labels reflect relative commitment to residence in town.
- The Homeowners constituted 37 percent of those who started in and earned any credits from community colleges; Tenants constituted 18 percent; and Visitors accounted for 45 percent (table 23).
- The Tenant group presented stronger academic momentum coming forward from high school (including over a third who reached mathematics beyond the level of algebra 2), and had higher and more consistent education expectations than either Homeowners or Visitors (table 25). Ninety-two percent of the Tenants entered the community college directly from secondary school; 64 percent earned more than 20 credits in their first calendar year; and 43 percent completed course work in college-level mathematics in their first year. All these percentages are significantly higher than those for the other two groups of residents (tables 26 and 27). It is not surprising that nearly all (96 percent) of the Tenants transferred, and 77 percent ultimately earned bachelor's degrees (table 31).
- In terms of course-taking during the first calendar year of attendance, the records of Tenants were equivalent to those of students who began in four-year colleges with the exception of the type of college-level mathematics studied (table 27).
- The course-taking activities of the Homeowners group in the first year comes up "light" in both the sciences and college-level mathematics, thus reducing the odds of completing associate degrees in technical fields (table 27).
- For 37 percent of the Homeowners group, the associate degree was the highest degree earned—versus 4 percent of the Tenant group (tables 30 and 31). Sixty-six percent of those associate degrees were in occupationally oriented fields (not in tables).
Two Markers of Attainment
Two markers of attainment emerge for traditional-age students who start in community colleges and earn more than 30 credits there: either (a) transfer or (b) earning a terminal associate degree from a community college. Both these outcomes are sector performance indicators responsive to core missions of community colleges, but the community college seems to do better with the first than the second. By emphasizing the terminal associate degree as outcome, and seeking to identify academic behaviors that both contribute to and undercut that outcome, some guidance for improving the credentialing function of community colleges emerges.
Two logistic models address each of the sector performance indicators.
- Taking the entire population of community college entrants into account, the logistic model indicates that the factors of academic history that facilitate transfer to a four-year college are credits in college-level mathematics in the first year, earning credits during summer terms (a proxy for intense persistence), continuous enrollment, and avoidance of no-penalty course withdrawals and repeats (table 32). No demographic factors play a role.
- Taking the entire population of community college entrants into account but excluding those who transferred to four-year colleges, the second logistic model addresses factors of academic history that are associated with completing a terminal associate degree at the community college. Three of those factors are the same as in the case of transfer: continuous enrollment, college-level math credits, and avoidance of no penalty withdrawals and repeats. But two other ingredients emerge: holding a campus job during the first two years of enrollment and earning a higher ratio of credits in occupational fields to all credits earned (table 33). One of the problems with the occupational credits ratio, though, is that there is a tipping point: when the ratio rises above 65 percent, degree completion rates fall (table C-12). Balancing the occupational degree programs of the Homeowners group with more arts and sciences course work is thus an appropriate interventionary advisement to improve associate degree completion rates.
The Community College "Graduates" Portrait
The third portrait of traditional-age community college students is focused on the movement from the educational institution we have called the town into the labor market. Its defining element is the highest level of credentials earned from a community college, and these are divided into occupationally oriented and academic categories. Also included in the analysis are students who did not earn credentials, rather sufficient credits in specific fields (including credits in the General Studies distribution) so that their community college records could be classified as occupational or academic. The students from the High School Class of 1992 were too young at the age of 25 or 26 at the point in their careers at which labor market status was recorded to use earnings as an outcome. Instead, the analysis examines (1) continuity of employment, and (2) congruence between course of study and occupation as potential markers of success under the workforce development mission of community colleges.
- Excluding the core academic associate degrees in general arts and sciences, students who earned associate degrees in protective services (principally criminal justice) and business were more likely to transfer than those with associate degrees in technology and health occupations (table 36). Ultimately, when one seeks to connect educational histories to labor market histories, the content of credentials is a critical component of the assessment.
- And credentials are more important than earned credit thresholds in labor market analysis. Credentials appear to make a difference in continuity of employment. Seventy-nine percent of those who earned occupational associate degrees, and 71 percent of those who earned academic associate degrees were employed full-time for at least two years in the 1997–99 period compared to 58 percent of those who earned more than 60 credits but no degree (table 37).
- When "congruence" between course of study and occupation in early labor market history is examined, 61 percent of those who earned occupational associate degrees from community colleges were in jobs related to their major fields. No other category of community college "graduate" comes close to that percentage (table 38). This relationship is yet another argument for improving the associate degree completion rate in occupationally oriented fields, hence contributing to workforce development.
- When the distribution of occupations for those who earned occupational associate degrees is set forth, it reveals the strong suits of the community college curricula in protective services, business support, computer-related, and medical licensure and support occupations (table 39). But one out of five of the occupational associate degree recipients was employed as a clerical worker at age 25 or 26 (table 39). Making sure that these students have stronger options for entering business support occupations when they move on from their residence in the community college town requires monitoring of their course portfolio so that it includes something that promotes the student's marketability, for example, coursework in accounting information systems or public health.
If research on labor market outcomes uses only variables such as years of schooling or the fact of attending a community college, and glosses over not only credentials, but more importantly, the content of students' course of study, it does not advance the evaluation of institutional mission. As an example of a more profitable analytic framework by which community colleges can judge how well they have prepared students for the labor market, the essay selects community college students from the High School Class of 1992 who were working in computer-related and technical occupations in 1999, and extracts from their transcript records the 35 courses that accounted for more than three-quarters of their credits (table 40). These students' records show college level mathematics, two supportive clusters of course work in graphics or drafting and computer science or computer programming, and nearly 20 percent of credits earned in writing and communications skills. The community college had clearly provided these students with what they needed to assume roles as midlevel technicians.
This is the type of analysis necessary for community colleges to build empirical profiles of curricula likely to be congruent with current knowledge and skill practice in the labor market, and from those profiles, rearrange the pathways (curricular sequences), signs (advising), and transport (course scheduling) of the town to produce optimal results. It also argues once again for adjustments to the larger academic transport system that begins in secondary school.
Revisiting the 'Cooling Out'/Diversion Critique of Community Colleges
Recognizing that the populations attending community colleges have changed considerably since the 1960s and 1970s, when major critiques of the institutions as "diverting" promising students from four-year colleges and "cooling out" their aspirations were written, the essay underscores and elaborates three major factors of community college life that alter the conditions under which diversion can be judged:
- The community college does not serve secondary school students from the highest quintile of academic preparation, and policy in many states has driven more remediation into the town of the community college. Over 60 percent of traditional-age students entering community colleges from both the High School Class of 1982 and High School Class of 1992 wound up in at least one remedial course (table C-9).
- Students who start out in community colleges are not those with uniformly high education aspirations either, but, contrary to "cooling out" analyses, the experience of entering community college students over a two-year period has, on balance, a positive effect. As noted above, 19 percent of the 12th-graders from the High School Class of 1992 who first entered community colleges raised their education expectations to the bachelor's-degree level by the spring of 1994 compared with 7 percent who lowered their expectations from that level. There were no differences by race/ethnicity in this regard (table 41).
- The diversion we do witness among community college students from the High School Class of 1992 occurred within the history of students who were occupationally oriented. That diversion involved first-year course-taking, and missed opportunities for passing through "gateways" in English composition and college-level mathematics (table 27). If research ignores discrete curricular choices and their sequences, it may never identify the reasons that students fall away from the path to credentials.
Revisiting the cooling out and diversion critique requires a logistic account of bachelor's degree attainment of traditional-age students who start in community colleges. The multivariate analysis underscores variables noted previously (positive effects of earning summer term credits and number of credits earned in college mathematics, and the negative force of no-penalty withdrawal and repeat courses). But it also brings forward, although in subordinate and statistically weaker positions, the number of credits earned from community colleges themselves, and the critical momentum line of earning 20 or more credits in the first calendar year of enrollment (table 42).
Across the portraits and the various aspects of student academic history examined in this study, it is clear that there are six distinct traditional-age populations served by the community college:
- A persistent group oriented toward traditional academic and occupational fields that establishes a path of attainment involving transfer and earning a bachelor's degree;
- An equally persistent group oriented toward the intermediate occupational credentials awarded by community colleges that also establishes a path of attainment;
- A group with significantly weaker secondary school preparation that struggles to acquire a modicum of credits in the community college, then stops;
- A group that basically withdraws on entry to the community college, earning few if any credits;
- Temporary visitors who are based in other types of institutions, principally four-year; and
- A small population of undergraduate reverse transfers who evidence declining momentum toward credentials at any level.
In terms of what happens to each of these groups, think of a bookkeeper's ledger, with line items. In its accountability metrics, the community college is wholly responsible for the first three of these groups, and on a consolidated line. Inclusion of the fourth group on that line is problematic, as these students do not attain even the status of tourists in the town. The temporary visitors deserve a separate page in the ledger, since the community college should mark the course work provided for them (table C-3). Reverse transfers are the most difficult of these groups because they arrive in the town of the community college at unpredictable moments and with experiences of varying length and quality in the four-year sector.
These populations are derived from their histories, and if we think of them starting out as settlers in or immigrants to a town or city that already possesses form and function, what we observe is a range of accommodations to the environment. We judge accommodations successful when they result in attainments that allow individuals to move on to other education environments or to find harmony between education and economic activity. When attainment rates fall short, the elements of student academic history that play notable roles are highlighted for special attention. No, they don't play equally notable roles in all community colleges, but they provide a very practical map for those in a position to study, redesign and adjust local environments.


text:
Cochran: Sampling Techniques Preface
William Cochran published his classic text Sampling Techniques in 1953. The information contained on the title page of the book was as follows:
New York. John Wiley & Sons, Inc.
The background to the text and Cochran's aims and objectives are clearly set out in the Preface. We give an extract below:
Sampling Techniques
William G Cochran
Professor of Statistics, Harvard University
New York. John Wiley & Sons, Inc.
The background to the text and Cochran's aims and objectives are clearly set out in the Preface. We give an extract below:
This book was developed from a course of lectures on sample survey techniques which I gave for a few years at North Carolina State College to students who intended to make their careers in the field of statistics. The purpose of the book is to present a reasonably comprehensive account of sampling theory as it has been developed for use in sample surveys, with sufficient illustrations to show how the theory is applied in practice, and with a supply of exercises to be worked by the student. My hope is that the book will be useful both as the basis of a course on sample survey techniques in which the major emphasis is on theory, and for individual reading by the student who does not have access to formal instruction.
As an indication of the level at which the book is directed, the minimum mathematical equipment necessary for an easy understanding of the proofs is a knowledge of calculus as far as the determination of maxima and minima (using Lagrange's multipliers where required), plus a familiarity with elementary algebra, and especially with the use of summation signs. On the statistical side, the book presupposes an introductory course which includes such topics as combinatorial probabilities, expected values and their properties, means and standard deviations, the normal, binomial, and multinomial distributions, confidence limits, Student's t-test, linear regression, and the simpler types of analysis of variance. Occasionally, reference is made to more advanced statistical results, since I have tried to point out the relation between sample survey theory and the main stream of statistical theory. In the early parts of the book, each step in a proof should be readily apparent from the previous steps; towards the end, where the proofs are more condensed, most readers will find that some work with pencil and paper is necessary to follow the steps in detail.
Readers with advanced training in probability may find the arguments by which theorems are established rather pedestrian. In a sense, sample survey theory is easy, because thus far it has dealt mainly with means and variances. By the use of powerful operational methods, the bulk of the existing theory can now, I believe, be developed in a very compact space as particular cases of a few general results. Such a development would be illuminating in clarifying the interrelationships between the different parts of the subject, and might prove a stimulus to further research and discovery. But my experience in teaching has been that most students who wish to learn something about sampling theory find this kind of presentation heavy going, and prefer a more leisurely progress.
Sampling theory and practice have both grown so much in the past ten years that an adequate coverage of the two aspects of sampling now requires a lengthy volume. Although this book is not intended to contain a thorough discussion of sampling practice, it does endeavour to show how the various topics that comprise sampling theory arise from problems in sampling practice. This link is essential to an understanding of sample survey theory, whose primary aim is to make sampling practice more efficient and economical. In the same Way, the book presents some of the recommendations about sampling practice that follow from the results in theory. I have deliberately refrained, however, from making these recommendations too specific or too strong. The tendency in sampling practice, where decisions must often be made quickly on inadequate knowledge, is to develop a series of working rules, each of which has some basis in theory. There is danger, however, that working rules which have been successful in one type of sampling become entrenched, so that they are relied upon in quite different kinds of sampling for which they are not appropriate. Re-examination from time to time of the theoretical basis for any proposed working rule helps to avoid this danger.
The choice of a system of notation is a perplexing one to the writer. The chief problem is how to prevent an epidemic of subscripts, which make the results look formidable and unattractive. With multistage stratified sampling, several symbols are needed to remind the reader of the structure of the population, and, ideally, the notation adopted for an estimate computed from sample data should remind him not only of the way in which the estimate is made, but also of the way in which the sample is drawn. My approach has been to use capital letters for characteristics of the population and small letters for those of the sample, and to employ a consistent set of subscripts to denote the structure of the population. For the rest, subscripts with a mnemonic, content have been favoured, and I have not hesitated to repeat the definition of some notation in places where my guess is that the reader will have begun to forget it. Lapses from consistency occur: the alphabet soon becomes used up, and the letter m, for instance, is worked overtime. Although I hope that any inconsistencies will not be troublesome, the reader who is puzzled by them has my apologies and sympathy; the struggle to understand a theorem without knowing clearly what the symbols mean is highly exasperating.
My best thanks are due to Dr A L Finkner and Dr Emil H Jebe, who prepared a large part of the mimeographed lecture notes from which this book was developed. Dr Jebe made a painstaking reading of the present book in manuscript, and Dr Helen Abbey also read parts of the manuscript. The secretarial staff and graduate students of the Department of Biostatistics, Johns Hopkins University, gave invaluable help in the preparation of manuscript and in proofreading. For permission to use data from surveys I am indebted to Dr F C Cornell and Dr Finkner. Some theoretical investigations were facilitated by a research contract with the Office of Naval Research. While the manuscript was nearing completion, I had the advantage of reading a substantial part of the book, Sample Survey Methods and Theory, by M H Hansen, W N Hurwitz, and W G Madow, and of noting how these authors had handled the inevitable points at which a lucid exposition is hard to find. Numerous references to this fine book would have been made if it had appeared in print in sufficient time.
The present book contains more material than can be covered in the time usually devoted to a course on sample surveys. However, the sections have been prepared so that many of them can be omitted, or condensed to a brief statement of the results, without detriment to later parts of the book. There are, for instance, numerous discussions of special topics, which attempt to answer questions that have been raised by alert sampling practitioners but which are not essential to a firm understanding of the fundamentals of the subject. ...
The Johns Hopkins University
March, 1953
Last Updated April 2007


text: The development of an easy to use, low cost method of detecting dengue virus in mosquitoes based on gold nanoparticles is reported in BioMed Central's open access journal Virology Journal. The assay is able to detect lower levels of the virus than current tests, and is easy to transport and use in remote regions. Half the world's population is at risk of Dengue virus infection - it infects 50-100 million people per year, approximately half a million of these require hospitalization and 2.5% (most of which are children) will die. It is one of the most dangerous viruses in the world with no vaccine, and it does not respond to antiviral therapy. The main method of controlling infection remains destruction of the standing water where the mosquitoes, which transmit the virus to people, breed. It is consequently vitally important to have a way of determining if mosquitoes are carrying Dengue virus, which can be used on site and that does not require specialist equipment. Researchers from the University of Notre Dame, USA, used a DNAzyme linked to gold nanoparticles which recognises a short sequence of the viral RNA genome common to all four types of Dengue. Once bound, adding magnesium and heating to 37C causes the DNAZyme to cut the RNA leaving the gold nanoparticles free to clump together. This aggregation can be easily seen as a red to clear/colourless colour change. The components of this test are stable at temperatures above 30C which means that they are easy to store and transport and the assay is able to detect as little as 10 viruses in each sample containing 10-20 mosquitoes. The ultimate goal is to detect virus infection in just a single infected mosquito or cell. Dr James Carter, the lead author of this study explained, "Full development of our novel DDZ-AuNP detection method will provide a practical, rapid, and low cost alternative for the detection of DENV in mosquito cells and tissues, and possibly infected patient serum, in a matter of minutes with little to no specialized training required."


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Here are the scary details of the Health Care Bill put together by Mat Staver, Dean of Liberty University School of Law:
HR 3200 currently under consideration in the House of Representatives
*HC = "Health Care"
Pg 22 of the HC Bill MANDATES the Government will audit the books of ALL EMPLOYERS that self insure!!
Pg 29 lines 4-16 in the HC Bill - YOUR HEALTH CARE IS RATIONED!!!
Pg 30 Sec 123 of HC Bill - THERE WILL BE A GOVERNMENT COMMITTEE that decides what treatments/benefits you get
Pg 42 of HC Bill - The Health Choices Commissioner will choose your benefits for you. You have no choice!
Pg 50 Section 152 in HC Bill - HC will be provided to ALL non-U.S. citizens, illegal or otherwise
Pg 58 HC Bill - Government will have real-time access to individual's finances and a National ID Health Care Card will be issued!
Pg 59 HC Bill lines 21-24 Government will have direct access to your banks accounts for electronic funds transfer.
Pg 65 Sec 164 is a payoff subsidized plan for retirees and their families in unions and community organizations (ACORN).
Pg 72 Lines 8-14 Government is creating a Health Care Exchange to bring private health care plans under government control.
Pg 84 Sec 203 HC Bill - Government mandates ALL benefit packages for private health care plans in the Exchange
Pg 85 Line 7 HC Bill - Specs for of Benefit Levels for Plans = The government will ration your health care!
Pg 91 Lines 4-7 HC Bill - Government mandates linguistic appropriate services.
Pg 95 HC Bill Lines 8-18 The government will use groups i.e., ACORN & AmeriCorps to sign up individuals for government Health Care Plan
Pg 85 Line 7 HC Bill - Specs of Ben Levels 4 Plans. #AARP members - Your health care WILL be rationed
Pg 102 Lines 12-18 HC Bill - Medicaid Eligible Individual will be automatically enrolled in Medicaid. No choice.
Pg 124 lines 24-25 HC No company can sue the government on price fixing. No "judicial review" against this government monopoly.
Pg 127 Lines 1-16 HC Bill - Doctors/ #AMA - The government will tell YOU what you can make.
Pg 145 Line 15-17 An employer MUST auto enroll employees into public option plan. NO CHOICE
Pg 126 Lines 22-25 Employers MUST pay for health care for part-time employees AND their families.
Pg 149 Lines 16-24 ANY Employer w/ payroll 400k and above who does not prov. pub opt. pays 8% tax on all payroll
Pg 150 Lines 9-13 Businesses with payroll between 251k and 400k who do not provide public opt pays 2-6% tax on all payroll
Pg 167 Lines 18-23 ANY individual who doesn't have acceptable health care according to government will be taxed 2.5% of income.
Pg 170 Lines 1-3 Any NONRESIDENT Alien is exempt from individual taxes (Americans will pay).
Pg 195 Officers & employees of HC Administration (GOVT) will have access to ALL Americans' financial and personal records.
Pg 203 Line 14-15 HC - "The tax imposed under this section shall not be treated as tax." Yes, it says that.
Pg 239 Line 14-24 HC Bill Government will reduce physician services for Medicaid. Seniors, low income, poor affected.
Pg 241 Line 6-8 HC Bill - Doctors, it does not matter what specialty you have, you'll all be paid the same.
Pg 253 Line 10-18 Government sets value of doctors' time, prof judg, etc. Literally value of humans.
Pg 265 Sec 1131Government mandates and controls productivity for private health care industries.
Pg 268 Sec 1141 Federal Government regulates rental and purchase of power-driven wheelchairs.
Pg 272 SEC. 1145. Treatment of certain cancer hospitals - Cancer patients - welcome to rationing!
Page 280 Sec 1151 The government will penalize hospitals for what government deems preventable readmissions. (Incentives for hospital to not treat and release.)
Pg 298 Lines 9-11 Doctors that treat a patient during initial admission that results in a readmission-Government will penalize you.
Pg 317 L 13-20 PROHIBITION on ownership/investment. Government tells Doctors what/how much they can own.
Pg 317-318 lines 21-25, 1-3 PROHIBITION on expansion- Government is mandating hospitals cannot expand.
pg 321 2-13 Hospitals have opportunity to apply for exception, BUT community input required. Can you say ACORN?!!
Pg335 L 16-25 Pg 336-339 - Government mandates establishment of outcome based measures. Health Care the way they want. Rationing.
Pg 341 Lines 3-9 Government has authority to disqualify Medicare Advantage Plans (Part B), HMOs, etc. Forcing people into Government plan.
Pg 354 Sec 1177 - Government will RESTRICT enrollment of special needs people!
Pg 379 Sec 1191 Government creates more bureaucracy - Tele-health Advisory Committee. Health care by phone/Internet?
Pg 425 Lines 4-12 Government mandates Advance [Death] Care Planning Consultion. Think Senior Citizens end of life.
Pg 425 Lines 17-19 Government will instruct and consult regarding living wills, durable powers of attorney. Mandatory!
Pg 425 Lines 22-25, 426 Lines 1-3 Government provides approved list of end of life resources, guiding you in death.
Pg 427 Lines 15-24 Government mandates program for orders for end of life. The government has a say in how your life ends.
Pg 429 Lines 1-9 An "advanced care planning consult" will be used frequently as patient's health deteriorates.
Pg 429 Lines 10-12 " advanced care consultation" may include an ORDER for end of life plans. AN ORDER from Government.
Pg 429 Lines 13-25 - The government will specify which doctors can write an end of life order.
PG 430 Lines 11-15 The government will decide what level of treatment you will have at end of life.
Pg 469 - Community Based Home Medical Services=Non-profit orgs. Hello, ACORN Medical Services here!!?
Pg 472 Lines 14-17 PAYMENT TO COMMUNITY-BASED ORG. 1 monthly payment to a community-based org. Like ACORN?
Pg 489 Sec 1308 The government will cover Marriage and Family therapy. They will insert government into your marriage.
Pg 494-498 Government will cover Mental Health Services including defining, creating, rationing those services.
PG 502 Sec 1181 Center for Comparative Effectiveness Research Established. - Hello Big Brother - Literally.
Pg 503 Lines 13-19 Government will build registries and data networks from YOUR electronic medical records.
Pg 503 lines 21-25 Government may secure data directly from any department or agency of the U.S. who have any of your data.
Pg 504 Lines 6-10 The "Center" will collect data both published and unpublished (that means public and your private info).
PG 506 Lines 19-21 The Center will recommend policies that would allow for public access of data.
PG 518 Lines 21-25 The Commission will have input from Health Care consumer reps - Can you say unions and ACORN?
PG 524 18-22 Comparative Effectiveness Research Trust Fund set up. More taxes for ALL.
PG 621 Lines 20-25 Government will define what quality means in health care. Since when does government know about quality?
Pg 622 Lines 2-9 To pay for the Quality Standards, government will transfer money from other government Trust Funds. More Taxes.
PG 624 "Quality" measures shall be designed to assess outcomes and functional status of patients.
PG 624 "Quality" measures shall be designed to profile you including race, age, gender, place of residence, etc.
Pg 628 Sec 1443 Government will give "Multi-Stake Holders" Pre-Rule Making input into Selection of "Quality" Measures.
Pg 630 9-24/631 1-9 Those multi-stake holder groups include unions and groups like ACORN deciding health care quality.
Pg 632 Lines 14-25 The Government may implement any "Quality measure" of health care services as they see fit.
PG 633 14-25/ 634 1-9 The Secretary may issue non-endorsed "Quality Measures" for Physician Services and Dialysis Services.
Pg 635 to 653 Physicians Payments Sunshine Provision - Government wants to shine sunlight on doctor but not government.
Pg 654-659 Public Reporting on Health Care-Associated Infections - Looks okay.
PG 660-671 Doctors in Residency - Government will tell you where your residency will be, thus where you'll live.
Pg 676-686 Government will regulate hospitals in EVERY aspect of residency programs, including teaching hospitals.
Pg 686-700 Increased Funding to Fight Waste, Fraud, and Abuse. Do they mean like the government with an $18 million website?
PGs 701-704 Sec 1619 If your part of health care plan isn't in Government Health Care Exchange but you qualify for Federal aid, no payment.
PG 705-709 SEC. 1128 If Secretary gets complaints (ACORN) on health care provider or supplier, government can do background check.
PG 711 Lines 8-14 The Secretary has broad powers to deny health care providers/ suppliers admittance into Health Care Exchange. Your doctor could be thrown out of business.
Pg 719-720 Sec 1637 ANY Doctor who orders durable medical equipment or home medical services MUST be enrolled in Medicare.
PG 722 Sec 1639 Government MANDATES doctors must have face-to-face with patient to certify patient for Home Health Services.
PG 724 23-25 PG 725 1-5 The same government certifications will apply to Medicaid and CHIP (your kids).
PG 724 Lines 16-22 Government reserves right to apply face-to-face certification for patient to ANY other health care service.
Pg 735 lines 16-25 For law enforcement, proposes the Secretary-HHS will give Attorney General access to ALL data.
PG 740-757 Government sets guidelines for subsidizing the uninsured (That's your tax dollars people).
Pg 757-762 Federal Government will shift burden of payments to Disproportionate Share Hospitals (DSH) to States. (Taxes)
Pg 763 1-8 No DS/EA hospitals will be paid unless they provide services without regard to national origin.
Pg 765 Sec 1711 Government will require Preventative Services including vaccines. (Choice?)
Pg 768 Sec 1713 Government - Nurse Home Visitation Services (Hello union paybacks).
Pg 769 11-14 Nurse Home Visit Services include economic self-sufficiency, employ adv, school-readiness.
Pg 769 3-5 Nurse Home Visit Services - "increasing birth intervals between pregnancies." Government ABORTIONS anyone?
Pg 770 SEC 1714 Federal Government mandates eligibility for State Family Planning Services. Abortion and State Sovereignty.
Pg 789-797 Government will set, mandate drug prices, controlling which drugs brought to market. Bye innovation.
Pgs 797-800 SEC. 1744 PAYMENTS for graduate medical education. The government will now control doctors' educations.
PG 801 Sec 1751 The government will decide which health care conditions will be paid. Can you say RATION!
Pg 810 SEC. 1759. Billing Agents, clearinghouses, etc. req. to register. Government takes over private payment system.
Pg 820-824 Sec 1801 Government will identify individuals ineligible for subsidies. Will access all personal financial information.
Pg 824-829 SEC. 1802. Government sets up Comparative Effectiveness Research Trust Fund. Another tax black hole.
PG 829-833 Government will impose a fee on ALL private health insurance plans including self-insured to pay for Trust Fund!
PG 835 11-13 fees imposed by government for Trust Fund shall be treated as if they were taxes.
Pg 838-840 Government will design and implement Home Visitation Program for families with young kids and families expecting kids.
PG 844-845 This Home Visitation Program includes government coming into your house and telling you how to parent!!!
Pg 859 Government will establish a Public Health Fund at a cost of $88,800,000,000. Yes that's billion.
Pg 865 The government will MANDATE the establishment of a National Health Service Corps.
PG 865 to 876 The NHS Corps is a program where doctors perform mandatory health care for two years for part loan repayment.
PG 876-892 The government takes over the education of our medical students and doctors.
PG 898 The government will establish a Public Health Workforce Corps to ensure supply of public health prof.
PG 898 The Public Health Workforce Corps shall consist of civilian employees of the U.S. as Secretary deems.
PG 898 The Public Health Workforce Corps shall consist of officers of Regular and Reserve Corps of Service.
PG 900 The Public Health Workforce Corps includes veterinarians.
PG 901 The Public Health Workforce Corps WILL include commissioned Regular and Reserve Officers. HC Draft?
PG 910 The government will develop, build, and run Public Health Training Centers.
PG 913-914 Government starts a health care affirmative action program thru guise of diversity scholarships.
PG 915 SEC. 2251. Government MANDDATES Cultural and linguistic competency training for health care professionals.
Pg 932 The Government will establish Preventative and Wellness Trust fund- initial cost of $30,800,000,000 billion.
PG 935 21-22 Government will identify specific goals & objectives for prevention & wellness activities. That means controlling YOU!!
PG 936 Government will develop "Healthy People and National Public Health Performance Standards" Tell me what to eat?
PG 942 Lines 22-25 More government? Offices of Surgeon General -Public Health Svc, Minority Health, Women's Health
PG 950- 980 BIG GOVERNMENT core pub health infrastructure including workforce capacity, lab systems, health info sys, etc.
PG 993 Government will establish school based health clinics. Your kids won't have a chance.
PG 994 School Based Health Clinic will be integrated into the school environment. Say government brainwash!
PG 1001 The government will establish a National Medical Device Registry. Will you be tracked?
Mathew D. Staver*
Founder and Chairman Dean and Professor of LawLiberty Counsel
Liberty University School of Law
Offices in Florida, Virginia and the District of Columbia, Lynchburg, Virginia
(800) 671-1776 - Telephone (434) 592-5300 - Telephone
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