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DC's slate of Arrowverse shows is ever-expanding, and so is the list of actors who almost snagged a role. Which Arrowverse superheroes were almost played by someone else?
|Series cast summary:
|Grant Gustin
|Barry Allen / ... 127 episodes, 2014-2020
|Candice Patton
|Iris West / ... 127 episodes, 2014-2020
|Danielle Panabaker
|Caitlin Snow / ... 127 episodes, 2014-2020
|Carlos Valdes
|Cisco Ramon / ... 127 episodes, 2014-2020
|Tom Cavanagh
|Dr. Harry Wells / ... 127 episodes, 2014-2020
|Jesse L. Martin
|Joe West / ... 127 episodes, 2014-2020
Barry Allen is a Central City police forensic scientist with a reasonably happy life, despite the childhood trauma of a mysterious red and yellow lightning killing his mother and framing his father. All that changes when a massive particle accelerator accident leads to Barry being struck by lightning in his lab. Coming out of coma nine months later, Barry and his new friends at S.T.A.R labs find that he now has the ability to move at superhuman speed. Furthermore, Barry learns that he is but one of many affected by that event, most of whom are using their powers for evil. Determined to make a difference, Barry dedicates his life to fighting such threats, as The Flash. While he gains allies he never expected, there are also secret forces determined to aid and manipulate him for their own agenda. Written by Kenneth Chisholm (email@example.com)
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General engineering
How to find the direct line from increased service life to higher profits
Heavy metal industries require machine tools of a special kind. To construct extremely large components, e.g., for oil pipelines, huge heavy-duty machines are needed. Precision, cost-effectiveness and reliability are the qualities that are expected by the industry.
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I'm trying to minimize a convex (not necessarily strictly convex) function involving an L1 norm (similar to lasso), which makes it non-differentiable at some points. So I'd like to smooth it and treat it as an L2 norm problem.
The two approaches I've seen ( http://www.ee.ucla.edu/~vandenbe/236C/lectures/smoothing.pdf ) are directly smoothing the L1 norm using the Huber function, and smoothing the conjugate (i.e, derive the dual norm, here it's L-infinity, which is still non-differentiable, then smooth that).
The Huber approach is much simpler, is there any advantage in the conjugate method over Huber? I can't see the point of smoothing the dual instead of just smoothing the primal.


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Surprise! (updated)
Well, so much for going with a fresh, new approach.
I've said it before – nothing the Avalanche does ever totally surprises me. At this point, today's news that Tony Granato will be the head coach – again – had the effect on me of an already electrocuted man falling into the live wire fence one more time.
I'll have more to say on this matter later, but for now it's back to the computer to resurrect all my old profiles of Tony G.
Here's one quick thought, though: you can't tell me this move doesn't at least have Pierre Lacroix's fingerprints on it just a little. He's the most stubborn man alive, and hired Granato in the first place. He might want to "see this thing through" and prove to the world Granato was a great choice all along.
Yeah, Granato has a great regular-season record. His playoff record is also 9-9 (I had it 7-9 in an earlier version of this blog, which once again goes to prove what a moron I am with numbers and math).
I've thought it over since earlier in the day, and one of the things I'm starting to wonder is: did we maybe pre-judge Granato a little too much?
You look at his record – 72-33-17-11 – and you think, "Hmm, that's not too bad, is it?
Yeah, he had about eight Hall of Famers on his teams. And, yeah, he lost a first-round series to a Minnesota team he had down 3-1. But let's not forget how hot that Wild team got in 2003. They beat a very good Vancouver team in the second round, too.
The next season, 2003-04, is considered a disappointment in Avs history. After all, this was a team with a top six forward lineup of Joe Sakic, Milan Hejduk, Alex Tanguay, Paul Kariya, Peter Forsberg and Teemu Selanne. And, a defense with Adam Foote and Rob Blake.
But – and yes, it's an excuse – but the fact is injuries hurt that team a lot. Astute Avs fans will recall the team was rolling, with the best record in the league in February of that season, when injuries started coming in waves. Kariya hurt his wrist and was ineffective after that, and then he hurt his ankle in the last game of the regular season and missed all but one game of the playoffs. Selanne had the worst year of his career, mainly because of a bum knee that would need surgery. And Forsberg was hurt a lot of the second half, of course.
But that team did DID win a first-round series against a favored Dallas team that had home-ice advantage, and it went to six games against a good San Jose team that got away with a mugging, rodeo-style of defense in the pre-lockout, dead puck era. And, David Aebischer was their starting goalie.
So, while I'm surprised by the move and thought the Avs would move in a fresher direction behind the bench, the question is not an unfair one: Did Granato really get enough of a fair shake the first time around? It IS a fact that he has the highest winning percentage in Avalanche history. Granted, he's also coached far fewer games than some coaches in the team's history, but the numbers are the numbers.
I, like a lot of people, probably underestimated the fact that Granato wasn't sent packing in 2004, but instead was kept on the bench still. The Avs' front office obviously sees something in Granato, otherwise he never would have gotten the chances he's gotten.
The cynic in me also says this: The Avs are uncomfortable at the thought of a high-profile, opinionated type of coach, a guy like a Pat Burns or Ron Wilson or Barry Melrose. They want in-house, home-grown guys who they can better control. The real cynic in me says they only want subservient puppets, and they want to stubbornly go against public opinion (i.e., the media) and never admit a mistake. Hence, Granato's rehire.
I guess next year we'll start to find out who was right.
– It's in my story tomorrow, but I think the chances are good Jose Theodore comes back. I talked to his agent today and he's going to sit down for lunch with Giguere next week in Toronto, and talk some contract over their chicken and pasta. The agent, Don Meehan, has a pretty good relationship with Giguere, having already done one major deal with Giguere (Ryan Smyth).
– I pressed Giguere a bit today on whether Lacroix's fingerprints are on this rehire, and he got a little defensive. No, he's not a puppet, was the thrust of his message and no, it was not Lacroix's call in bringing Granato back. But he also did say that he's not going to just disavow everything Lacroix ever did either, just to show he's "his own man."
– People have gotten all over Granato for the team's awful power play this year (28th) in the league. But the one full year Granato did coach, the Avs finished third in the league on the PP.
– Granato got the offer late last night, and signed it soon after. There's no word on who will replace him as an assistant (assuming the team's institution, Jacques Cloutier, stays on again). I wouldn't be surprised if Sylvain Lefebvre or even Steve Konowalchuk gets a shot, though.


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Ask for a mammogram, get asked about Ebola
The Denver Post heard from several Kaiser Permanente patients this week who were taken aback to be asked about Ebola, when calling to schedule a wellness visit, mammogram or other routine exam or procedure. They were asked if they had traveled to an Ebola-affected area or been in contact with any suspected Ebola patients.
The Colorado Department of Public Health and Environment recently launched its "Ebolas: Facts, not fear," campaign. Was the Ebola questioning of every Kaiser patient, not just those with flu-like or Ebola-like fevers or symptoms, overkill or reasonable? We asked the health department.
It turns out a better slogan might be, "Better safe than sorry."
CDPHE chief medical officer Dr. Larry Wolk said: "We appreciate efforts of all health care providers to help keep Coloradans safe by asking patients about their travel history and symptoms."
The CDPHE's guidelines for health-care providers can be summarized as "Ask! Isolate. Call us."
"Ask (apparently everybody) about travel to Sierra Leone, Guinea and Liberia in West Africa in the past 21 days."
And ask about any possible exposure to persons with Ebola. And ask about symptoms, listed as: fever, headache, joint and muscle aches, weakness, fatigue, diarrhea, vomiting, stomach pain, loss of appetite, sometimes bleeding.
"If travel or exposure criteria are met, and the person has symptoms of Ebola, place the person in a private room." Close the door. And use the Centers for Disease Control and Prevention's rigorous revised guidelines for personal protective equipment — no skin exposed.
Call us: Notify the hospital's leaders and call the CDPHE, 303-692-2700, or after hours, 303-370-9395. State health officials will notify the CDC, if warranted.
The CDPHE's website has an Ebola section with clear guidelines for everyone, from patients to local health departments to health-care workers.
Wolk said Tuesday he still considers the likelihood of an Ebola patient turning up in Colorado to remain low, but better safe than sorry.


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Office of Research and Sponsored Programs
ORSP Fiscal Year-End Report:
Access the latest version of this report,
2018-2019 ORSP Fiscal Year-End Report (PDF)
Under the leadership of the Associate Vice President for Research and Sponsored Programs, the Office of Research & Sponsored Programs (ORSP) at California State University, Long Beach serves the University community by creating a campus environment that is conducive to promoting research and other scholarly activities that contribute to the mission of the University.
With a primary emphasis on faculty-student research engagement, the office provides leadership, information, direction, resources, training and technical assistance to faculty and students engaged in externally funded research, instruction, community service and other scholarly activities.
In accomplishing this mission, ORSP ensures ethical practices for both human subjects and animal care and use in the conduct of research, fiscal accountability, compliance and stewardship for sponsored programs as directed by the core values of the University and by all applicable Federal, State, and University policies, procedures and regulations.


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Undergraduate Bulletin
Spring 2020 Bulletin
JRN: Journalism
JRN 101: News Literacy
How do you know if you're getting the truth from the news media? This course is designed to prepare students to become more discriminating news consumers. It will examine standards of reliability and accuracy in news gathering and presentation, and seek to establish the differences between news and propaganda, assertion and verification, bias and fairness, and infotainment and journalism. Students will be encouraged to critically examine news broadcasts, newspaper articles and Web sites. Visiting journalists will be questioned about the journalistic process and decision-making. JRN 101 and JRN 103 are mutually exclusive; JRN 101 cannot be taken for credit in addition to JRN 103 or vice versa.
Pre- or corequisite: WRT 101 or higher or equivalent, or permission of departmentDEC: B
3 credits
JRN 108: The History and Future of the American Press
This course traces the history of the American press from pre-American Revolution to post-Internet revolution. It examines the political, economic and technological forces that shaped the news media and how the press, in turn, influenced American government, politics and society. Topics will include freedom of the press, the rise of the popular press, war and the press, the press and presidents, the impact of investigative journalism, the evolution of radio and TV news, and the advent of 24/7 online news.
Pre- or corequisite: WRT 101 or higher or equivalent, or permission of departmentDEC: F
3 credits
JRN 111: Grammar and Editing Lab
To progress in the major and minor program, students must pass a grammar proficiency test as part of JRN 111, a grammar course that is co-requisite with JRN 110. The grammar course includes an eight-week immersion lab in grammar, punctuation, and sentence structure. In the ninth week, all students take a proficiency test. Those who pass are excused from the lab for the rest of the semester. All other students must continue attending the lab and will be required to take a second test on the last day of class.
Prerequisite: WRT 102; C or higher in JRN 101 or JRN 103; JRN 105
Corequisite: JRN 115
1 credit
JRN 115: News Reporting & Writing I
The second of a three semester sequence in the School of Journalism's Fundamentals of Reporting and Writing sequence. Students sharpen their ability to find and frame a well-focused story idea, apply advanced interviewing skills, learn the effective use of attribution and quotations, craft effective leads and "nut graphs" and become disciplined in writing to length and meeting deadlines. In this course, students write basic professional-level news ledes, news updates and live blogs on deadline and by the conclusion of the semester complete several news stories that are well-reported, well-written and stylistically acceptable, with an emphasis on accuracy and verification. Students are expected to maintain an ongoing engagement with current events.
Prerequisite: WRT 102; JRN 101 or JRN 103
Corequisite: JRN 111
3 credits
JRN 120: Fundamentals of Public Speaking
Focuses on the core principles underlying effective oral presentations and the development of effective presentations in public and professional settings. There is an emphasis on analyzing audiences, composing meaningful, coherent messages, conducting responsible research, developing effective arguments, and improving delivery skills to strengthen confidence and credibility. Students will develop skills that lay the foundation for success in future speaking endeavors in both professional and personal settings. This course will also focus on how to make critical judgments as an audience to public discourse. Upon completion of this course students will be more confident and effective speakers and listeners.SBC: SPK
3 credits
JRN 205: News Reporting & Writing II
The final course in the School of Journalism's Fundamentals of Reporting and Writing sequence. Telling an effective story often means going beyond the basics and adding additional layers of reporting, including "color" and compelling anecdotal material, additional sources, independent verification of competing accounts, background and context, as well as providing a narrative organizational structure and the deployment of a variety of story approaches. In this course, students report and write more complex news stories, news feature stories, profiles and news trend stories, several of which are based on their own story ideas. In addition, students add multi-media elements to at least one story, employing the tools they have learned in the corequisite Introduction to Multimedia Skills lab.
Prerequisite: C or higher in JRN 115 and grade of Satisfactory in JRN 111
Corequisite: JRN 215
3 credits
JRN 215: Introduction to Multimedia Skills Lab
Images and sound are critically important to journalists. In this lab, students will explore and apply basic skills in audio, video and photography. This lab will be divided into three sections: Four weeks of audio, five weeks of photography and five weeks of video. Students demonstrate proficiency with digital audio recorders, video and still cameras as well as proficiency in basic editing in all mediums.
Prerequisite: JRN 111 and C or higher in JRN 115
Corequisite: JRN 205
1 credit
JRN 220: Media Law
Examines the legal issues that are encountered by journalists and other media professionals, including the First Amendment, libel, invasion of privacy, copyright law, and trademarks. Students also will examine ethical codes that guide journalists, including independence, truth-telling, accountability and protecting sources.
Prerequisite: major or minor in Journalism
2 credits
JRN 301: The Changing News Business
This course examines the rapidly evolving media landscape and the implications for journalism and journalists. Students examine the revolutionary changes in digital technology, dramatically shifting patterns of media consumption, rise of non-traditional competition, challenges of serving a more diverse audience, and accelerating media consolidation, and explore alternative visions for the impact on content, standards, business models, and jobs in the next decade.
Pre- or corequisite: C or higher in JRN 115; C or higher in JRN 111 or WRT 200
2 credits
JRN 310: Multimedia Newsroom I / Visual
Students are introduced to the skills needed to report and write news stories for television and radio. Students will become familiar with the proper use of pictures and sound in broadcast journalism, and become comfortable writing news reports in a variety of broadcast formats. Students also are expected to become familiar with a variety of broadcast production tools, including the basics of Final Cut Pro and video photography. Course includes a lecture and a weekly three-hour lab. This course has an associated fee. Please see www.stonybrook.edu/coursefees for more information.
Prerequisite: C or higher in JRN 210 or JRN 205 and a grade of satisfactory in JRN 211 or JRN 215SBC: SPK
3 credits
JRN 320: Multimedia Newsroom II / Web
Examines the challenges presented by the explosion of journalism on the Internet and assesses the role of the journalist in an online society. Students are exposed to both practical skills and a broader understanding of issues. Topics include how journalists add value to information online, writing and editing for the Web, the use of interactive tools, blogs and podcasts, and an elementary understanding of Web design. At the same time, students explore issues of privacy, the Internet's potential threat to traditional journalistic standards, and how online publishing is creating new audiences. Students will critique news Web sites, participate in a blog and podcast, create a news Web page, and produce an online story package. Course includes a lecture and a weekly three-hour lab.
Prerequisite: C or higher in JRN 210 or JRN 205 and a grade of satisfactory in JRN 211 or JRN 215
3 credits
JRN 333: Business Reporting
This course provides practical training for journalism students interested in a possible career in business reporting. It seeks to provide the basic understanding and skills to report on business and consumer news and economic trends. Goals include learning how to read and understand financial statements, how to identify and access relevant public documents, and how to interpret basic economic data and statistics. Students profile a public company on Long Island or in New York City, and learn how to write a business story that conforms to standards of accuracy and context. They will be encouraged to visit major financial institutions, public markets, and regulatory agencies in New York City. Students will also examine business stories and controversies in the news from the perspective of the business community and journalists.
Prerequisite: C or higher in JRN 310
Advisory Prerequisites: ECO 108 and BUS 110
3 credits
JRN 334: Science and Health Reporting
Students will examine methods of evaluating and reporting science and health news with accuracy and context. Among the topics to be covered: how to read a medical journal article; how to understand simple statistical data; how to develop and interview expert sources; how to deal with conflicting claims. Drawing on the resources of the Health Sciences Center, the course also will provide information on how research and health care are organized and funded. Students will report and write several stories for print, broadcast or the Web. They also will spend a day shadowing a health care professional.
Prerequisites: C or higher in JRN 210 or JRN 205 and a grade of satisfactory in JRN 211 or JRN 215; 1 D.E.C. E or SNW; 1 D.E.C. F or SBS
3 credits
JRN 335: Reporting in New York City
This course, which is offered mainly in winter and summer sessions, provides students with an overview of how reporters cover major institutions in New York City. The semester focus varies, ranging from city hall, United Nations, police, courts, Wall Street, arts and culture, television, music, movies, theater, fashion and other city-centric themes. The course offers a blend of classroom instruction, talks with officials and journalists and hands-on reporting. On reporting days, the class will be run as a newsroom. May be repeated as the focus changes.
Prerequisite: C or higher in JRN 111 and JRN 115; permission of the departmentSBC: EXP+
3 credits
JRN 336: Sports Reporting
This course is designed to prepare students to report, write and produce sports stories in print, broadcast and online, from sports news to behind-the-scenes issues that resonate in the world of sports. Upon completion of this course, students should be as comfortable covering a government hearing on steroids in professional sports as covering a basketball game.
Prerequisite: C or higher in JRN 205 and JRN 215
3 credits
JRN 337: Introduction to Narrative Journalism
Building on students' experiences in newswriting, this courses examines the reporting and writing of longer stories and more textured feature stories. There will be an emphasis on focus, structure, and storytelling, including the rudiments of developing style and a narrative voice. Students will be expected to write several original enterprise stories. They will also explore the similarities and differences in telling stories in print, online, and in broadcast formats.
Prerequisite: C or higher in JRN 205 or JRN 210 and grade of satisfactory in JRN 211 or JRN 215
3 credits
JRN 340: Beat Reporting
This course is designed to develop the ability of students to cover a specific area of news coverage, a beat. Emphasis is placed on developing sources, finding stories, organizing a beat and covering a variety of beat stories from breaking news to profiles and in-depth, enterprise stories. Students will select a beat to follow throughout the semester.
Prerequisite: C or higher in JRN 205 and JRN 215
Pre- or corequisite: JRN 310
3 credits
JRN 350: Journalistic Judgment and Ethics
Journalistic judgment-how and why decisions are made in the newsroom-examines the fundamentals of the editor or news director's role in print, broadcast and online news with emphasis on their impact on critical thinking, decision-making, maximizing accuracy, removing bias and providing diversity and context. Students will discuss journalistic judgment in print, broadcast and online news. The semester case studies and project will address fundamental judgment issues.
Prerequisite: C or higher in JRN 205 and JRN 215SBC: CER, ESI
3 credits
JRN 355: Reporting in New York City - Broadcast
Offered mainly in winter and summer sessions, the course provides students with an overview of how broadcast journalists cover the major institutions in New York City: City Hall, the United Nations, the police department, the courts, Wall Street, etc. The course offers a blend of classroom instruction, talks with officials and journalists, and hands-on reporting. On reporting days, the class will be run as a newsroom. It is offered at the university's Manhattan extension.
Prerequisite: C or higher in JRN 310 and permission of the department
3 credits
JRN 361: News Editing and Presentation/Print
Editors are the last line of defense. Their job is to catch and correct mistakes, make stories readable if they are not, write engaging headlines and captions, design pages that invite the reader, protect the publication's credibility, avoid libel, and otherwise exercise good news judgment. This course focuses on developing students' copyediting and page design skills. Mastery of grammar and of The Associated Press Stylebook are goals. The course will cover the art of photo selection, placement and cropping, and the use of graphics and other elements to enhance storytelling. Students will use Adobe InDesign to create attractive pages.
Prerequisites: C or higher in JRN 350 or permission of the department
Pre- or corequisite: JRN 364
3 credits
JRN 363: Magazine Writing
This course builds on JRN 337, advancing the exploration of long-form magazine stories. Students will learn how to develop ideas and craft them into sophisticated pieces with protagonists and strong narrative drive. They will learn to bring their stories to life using novelistic techniques such as character development, voice, mood and theme, conflict and resolution, scene-setting, foreshadowing and dialogue. Required reading assignments, group discussions of works-in-progress and roundtable meetings with professional narrative journalists will inspire students to develop their own writer's eye and voice. The culminating goal of the course is for each student to produce a 2,500-to-3,000-word story for publication. Students will also learn how to select a market for their stories and write a query letter.
Prerequisites: B or higher in JRN 337 and permission of department
3 credits
JRN 364: Advanced Reporting
Designed to prepare student journalists to get to the bottom of complex stories through probing reporting that will seek rich detail and context. All stories will be part of an overall subject that students will choose as a group for publication as a special report. Students must choose a subject they consider underreported. This will be done by class vote after discussion. Students will work independently under the supervision of a 'City Editor' to produce one in-depth story of approximately 1,500 words during the semester. These stories will delve deeply into the subject matter. Students will meet regularly with the "City Editor" in a seminar setting to discuss procedures, ideas, progress, to brainstorm and to share their experiences. They also will work independently on all aspects of developing their stories. Students will be graded on a number of benchmarks such as story proposal, revised proposal, reporting outlines, quality of research and reporting, drafts of the story, adding value and the final story. It is the goal that the stories be published. This is an interactive class with regular class discussions and group critiques. Participation in the weekly discussions is vital for each student journalist. Students should be prepared to contribute voluntarily or when called upon.
Prerequisite: C or higher in JRN 310
Pre- or corequisite: JRN 350 or permission of the department
3 credits
JRN 365: Talking Science
Designed to help science majors learn to speak effectively and responsively with multiple audiences, from peers and professors to potential employers, policymakers and the lay public. Students will focus on communicating about science clearly and vividly, as well as develop skills that are central to oral communication on any subject. The techniques used include improvisational theater exercises that help speakers connect with an audience, paying close and dynamic attention to others, reading nonverbal cues, and responding freely without self-consciousness. Students will practice delivering their message effectively for different audiences, including defining goals, identifying main points, speaking without jargon, explaining meaning and context, responding to questions, using storytelling techniques, and using multimedia elements. Students will be videotaped at least once during the semester as part of the learning process. As a culminating activity, students develop and deliver an engaging short oral presentation on a scientific topic. This course requires active participation not only as speakers, but also as active listeners and constructive critics in a rigorous but supportive environment.
Prerequisite: upper-division major in science, engineering, mathematics or healthSBC: SPK
3 credits
JRN 366: Press & the Presidency
To examine the role of the news media covering the White House and the administration with special emphasis on the current administration, the rise of the Internet and the decline of traditional media. The course will study the historical relationship between the press and the presidency, the tension between the public's need to be informed and the government's responsibility for national security, and the impact of the Internet and cable television. The course will compare newspaper, television/radio and Internet coverage, examine how political professionals view and attempt to use the press, and how the press can or should respond. In presidential election years, the course will examine how the news media covers the campaign and how candidates deal with the news media, with a special emphasis on how the digital revolution has impacted the relationship between news media and presidential candidates. This course is offered as both JRN 366 and POL 366.
Prerequisite: POL 102 or C or higher in JRN 205 or permission of the instructor
3 credits
JRN 367: Opinion & Commentary
This writing-intensive experience reviews various aspects of opinion journalism: columns, commentary, editorials, op-ed, blogs, reviews and letters to the editor. It examines the historical role of opinion in journalism as well as how it changed and why. One aspect is the impact of the Internet and cable television on opinion journalism and commentary. The course examines such questions as: What makes an effective opinion? How does opinion journalism differ from news journalism? When do opinions and commentary qualify as journalism? This course surveys opinion in print, broadcast and all forms of new media emphasizing the importance of reporting, critical thinking and clear writing.
Prerequisite: C or higher in JRN 101 or JRN 103
3 credits
JRN 370: Advanced Visual Reporting and Storytelling
This course builds on the work of JRN 310 and is offered in a workshop/production environment. There is focus on mastering the reporting of breaking news, live reporting and developing story ideas. Emphasis also will be on shooting techniques. Students will produce longer-form reports.
Prerequisite: C or higher in JRN 310
Pre- or corequisite: JRN 350
3 credits
JRN 371: Weekly Broadcast
Designed to introduce students to planning, assembling, producing and performing the elements of a newscast. Students will be exposed to the roles of key members of a newscast team, including producers, assistant producers, reporters, writers, anchors and video photographers and editors. There will be emphasis on developing decision-making and on-air skills, as students complete mini-newscasts and segments for broadcast. Students will be expected to meet strict deadlines and manage critical air time. Newscast segments will be showcased on JRN Web sites.
Prerequisite: C or higher in JRN 370
3 credits
JRN 372: Introduction to Weathercasting
An introduction to weather casting with an emphasis on practical exercises and performance in a cutting-edge broadcast studio. Students will gain ease and poise delivering weather forecasts on camera using the latest equipment and technology in a professional setting with real-time constraints and challenges. Budding weathercasters will practice reporting and communicating critical meteorological news and be encouraged to find their personal voices and styles before the camera.
Prerequisite: ATM 102/103 or ATM 205; permission of department
1 credit, S/U grading
JRN 373: Advanced Weathercasting: Extreme and Hyperlocal
Advanced training for meteorology students who have completed JRN 372: Introduction to Weathercasting and want to continue exploring the coverage of extreme and local weather events such as hurricanes. Students will practice performing live under deadline pressure to acquire ease and a personal style before the camera. This class takes advantage of padcaster technology to put weathercasters in the field for live remote broadcasts. The goal of the class is to prepare students to qualify for The American Meteorological Society�s Certified Broadcast Meteorologist Program.
Prerequisite: ATM 102/103 or ATM 205; grade of B or higher in JRN 372; permission of department
1 credit, S/U grading
JRN 380: Multimedia Photojournalism
This course, designed for students interested in specializing in online news, will focus on content management and the presentation of news on the Web. Students will have the opportunity to manage a news Web site in real time, with emphasis on around-the-clock news judgment and presentation. Students will learn how to enhance online news through multi-media integration and reader/viewer interactivity. Students also will study information architecture, eye-tracking studies and different ways of making the Web more accessible for readers, including layering information. The course builds on the skills learned in JRN 320. After completion of course overview material, students will move through three phases designed to simulate a key role in current online newsrooms. The phases include real-time content management, multi-media integration and harvesting original video.There will be emphasis on building critical thinking skills and developing team work. By the end of this course, students are to produce a complete multimedia project and integrate its production into a real-time online news site.
Prerequisite: C or higher in JRN 320
Pre- or corequisite: JRN 350 or permission of the department
3 credits
JRN 381: Web Presentation
Students will combine their advanced journalistic skills in reporting, writing and producing with advanced multimedia techniques to create an online "microsite" devoted to one major story, combining text with video, photos, blogs and interactive features. This course builds on skills acquired in JRN 380. Significant computer use will be required outside of class time.
Prerequisite: C or higher in JRN 380
3 credits
JRN 385: Digital Academy
This 1-credit workshop is intended to help you find stories, develop sources and cover breaking news using social media tools and applications, including Instagram, Twitter, Facebook and others. Completion of JRN 320 is recommended. May be repeated as the topic changes.
Prerequisite: C or better in JRN 105
1 credit
JRN 390: Special Topics: Issues in Contemporary Journalism
This special topics course will deal with timely and contemporary issues that affect journalists and journalism. The issues could range from the press in wartime, an examination of the role of the press covering war from World War II to the current war in Iraq, and how the press covers presidential campaigns. May be repeated as the topic changes.
Prerequisite: C or higher in JRN 101 or JRN 103; may vary by topic
3 credits
JRN 391: Journalism Workshops
These workshops are designed to assist students in developing skills that will be useful in various journalism courses. Topics will rotate. Anticipated topics include On-Air Presentation, Audio Journalism, Digital Photography, Databases, FOIL and Sunshine Laws, On-Air Performance, Editing Software. May be repeated as the topic changes.
Prerequisite: Varies by topic, permission of the department
1-2 credits
JRN 392: Special Topics: Issues in Contemporary Journalism-Journalism Without Walls Prep
This 1-credit workshop is designed to help students prepare if they are interested in taking JRN 435 Journalism Without Walls, a course in which students travel with journalism faculty to a location and spend several weeks reporting, writing and broadcasting from and about it. Each Journalism Without Walls Prep is tailored to the specific locale and coverage issues. May be repeated as the topic changes.
Prerequisite: To be taken before JRN 435
1 credit
JRN 393: Audio Journalism Lab
This 1-credit audio lab is designed to assist students in developing skills that will be useful in various broadcast courses and to prepare them for radio and podcasting internship opportunities. Digital recorders will be provided for use in and out of class. An emphasis will be on the skills needed to produce long-form radio reports and podcasts in the tradition of National Public Radio. The lab meets once a week for three hours. Some assignments will require students to go off campus.
Prerequisite: JRN 215SBC: EXP+
1 credit
JRN 411: Television Practicum
This is a capstone course for students specializing in video. This day-long workshop class meets on Fridays from 9 am to 6 pm, with an hour break for lunch. Each week, students will produce and broadcast a half-hour, live newscast that will be broadcast on the Web and on a campus news channel. The class will experience the working conditions of a professional TV newsroom. Over the course of the semester, students will have the opportunity to work in each of they key jobs necessary for a successful newscast: broadcast producer, news director, anchor, field producer, reporter, video editor and member of the studio crew. Following each newscast, the news team will gather for a "post-mortem" meeting. At this meeting, work will be critiqued and plans will be made for follow-up stories and the next week's newscast. The post mortem will serve as a weekly assessment for the students.
Prerequisite: C or higher in JRN 370 and permission of the instructor
Pre- or co-requisite: JRN 371
3 credits
JRN 435: Journalism Without Walls
Offered only during winter or summer sessions, this course is designed for experienced and energetic journalism students. Students will be assigned as part of a team to travel to a location and using only mobile technology, transmits stories and video from the field. Their work product is published via a special Web site. Students will have one week to research a topic or location before leaving for their destination. (Teams of students, for example, have gone to China, Russia, Cuba and the U.S. Gulf Coast.) While on assignment, students file blogs, gather multimedia and video, write and edit stories, produce a Web site and establish a "mobile news-room." One or several instructors accompany the students. This course combines students' journalistic skills, judgment and enterprise with knowledge of emerging technology. May be repeated as the topic changes.
Prerequisites: permission of the department, additional prerequisites announced by topic. Passport may be required.SBC: EXP+
3 credits
JRN 444: Experiential Learning
This course is designed for students who engage in a substantial, structured experiential learning activity in conjunction with another class. Experiential learning occurs when knowledge acquired through formal learning and past experience are applied to a "real-world" setting or problem to create new knowledge through a process of reflection, critical analysis, feedback and synthesis. Beyond-the-classroom experiences that support experiential learning may include: service learning, mentored research, field work, or an internship.
Prerequisite: WRT 102 or equivalent; permission of the instructor and approval of the EXP+ contract (http://sb.cc.stonybrook.edu/bulletin/current/policiesandregulations/degree_requirements/EXPplus.php)SBC: EXP+
0 credit, S/U grading
JRN 475: Undergraduate Teaching Practicum I
Work with a faculty member as an assistant in one of the faculty member's regularly scheduled courses. The student must attend all classes and carry out tasks assigned by the faculty member to assist in teaching the course. The student will meet with the instructor on a regular basis to discuss intellectual and pedagogical matters relating to the course. Not for major or minor credit.
Prerequisites: U3 or U4; Permission of instructor and undergraduate program directorSBC: EXP+
3 credits, S/U grading
JRN 476: Undergraduate Teaching Practicum II
Work with a faculty member as an assistant in one of the faculty member's regularly scheduled courses. Students assume greater responsibility in such areas as leading discussions and analyzing results of tests that already have been graded. The course in which the student is permitted to work as a teaching assistant must be different from the course in which he or she previously participated. Not for major or minor credit.
Prerequisites: grade of satisfactory in JRN 475; permission of instructor and undergraduate program directorSBC: EXP+
3 credits, S/U grading
JRN 487: Independent Study
Intensive study of a special topic undertaken with close faculty supervision. May be repeated with a different topic.
Prerequisite: Permission of director of undergraduate studies
0-6 credits, S/U grading
JRN 488: Internship
Students work at local, state, and national news organizations. The work must involve journalistic skills related to the educational goals of the department.
Prerequisite: C or higher in JRN 210 or 205 and a grade of 'S' in JRN 211 or 215; campus news media experience or a grade of 'S' in JRN 288; 12 JRN credits; permission of internship coordinator. Recommended GPA: 2.5 overall and 3.0 in JRNSBC: EXP+
0-6 credits, S/U grading
JRN 489: Specialized Internship
This is an advanced internship. Students will spend 2 days a week at the internship site. In addition, this specialized internship includes a weekly lecture designed to prepare students to report, write and produce stories that benefit from a greater knowledge of a subject. Examples of Specialized Internships include Hyperlocal Reporting, Police and Court Reporting, Governmental Reporting, Culture and the Arts. The work must involve journalistic skills related to the educational goals of the department.
Prerequisite: C or better in JRN 340 and permission of instructorSBC: EXP+
4 credits, S/U grading
JRN 490: Senior Project
This is a capstone course and a requirement for all majors. In a culminating activity, students produce a major story of professional quality, first in their area of journalistic concentration, and then adapt the story for two additional media platforms. Students attend a weekly seminar and work independently under the supervision of a faculty member. Remaining in 490 is contingent on submission of a well-developed story proposal at least a week prior to the start of the semester.
Prerequisite: C or higher in JRN 364 or JRN 370 or JRN 380
Pre or corequisites: One of the following: JRN 361, JRN 371, or JRN 381SBC: WRTD
3 credits


text: When Brazzers was planning its European tour, we just had to include this smokin' hot piece of Hungarian ass we'd heard so much about. Jessica is trim and tight, with the petite body of a former gymnast. Jessica likes to keep her body tight with cross-country running, and says she really enjoys the solitude of being on the trail all by herself. She actually got recruited, from the ranks of up-and-cumming Budapest porn stars, to suck Keiran's cock for a blowjob contest, and pulled it off like a champ. Jessica brags about her blowjob skills, and says she's paid attention to every good piece of advice she's every received, and honed her skills to keep up with the very best.


text: I've been ejected from the golf course management degree (even though I never hit a golf ball). It wasn't only the constant fear of being hit by a ball, it was all the fertilizer I inhaled from the greens. I'm now studying 'Pataphysics, the science of the particular, the science of 'laws governing exceptions'. I've swapped golf holes (green holes) for Black holes.


text:
As artist Jack Nolan sits on the back of a fountain in St. Michaels, Md., he doesn't realize the back of his pants are getting wet. He's focused on drawing the picturesque building in front of him. A roaming golden retriever seeking a little company ambles over to Nolan and places its muzzle on Nolan's knee. The dog keeps its head there for the 30 minutes it takes Nolan to complete the sketch.
That sketch is one of many that the 80-year-old Longboat Key resident eventually turned into a full-fledged watercolor painting.
"I don't look at that painting now without thinking of that golden retriever," he chuckles.
This memory is conjured from just one page of the pocket-sized notebook the artist and watercolor teacher always carries with him. His home is filled with boxes and cabinets of these notebooks containing treasure troves of sketches for future watercolor recreations. They are notebooks he has filled as he traveled the world, spent time with his five grandchildren and enjoyed adventures with his wife, Mary. Nolan's life is measured in sketches.
"I told the kids, 'Forget the paintings, go for the notebooks!'" Mary Nolan says. But each grandchild has his own painting from Grandpa Jack specific to each of his interests.
Nolan first started habitually carrying a notebook in the early '50s, during the Korean War. His notebooks fit in his Army field-jacket pocket. He'd sketch scenes and people all over Korea to mail to his sweetheart, Mary, long before they were married.
"Around every corner was a subject — it was really terrific stuff," Nolan says.
During his time in the Army, he was a cartoonist for service newspapers. But, his career took a much different path following his service.
As a professional engineer, Nolan founded his own construction company, Nolan Scott Inc., a company specializing in large buildings and 400,000-square-foot distribution centers.
During business presentations, Nolan would fill a blank newsprint pad by drawing his clients' projects on the spot. His method impressed them and could hold attention in a way that Nolan says was different than his colleagues' approach. He would also constantly doodle during board meetings.
"Mary called them a 'boredom index,'" he says. "If I came back from a board meeting with minutes covered in drawings, she'd say, 'Must have been a boring meeting.'"
But Nolan swears he has never been bored.
"If I have a pencil and the back of an envelope, then I'm not bored."
As the company neared its 25th anniversary two decades ago, Nolan followed through with his plan to retire and sell it to his employees.
"It's a cliché, but you don't retire from something, you retire to something," he says. "When I got close to selling the business, I got a little panicky about what that was going to be."
It only made sense that then 60-year-old Maryland resident would pursue his passion for art. With retirement on the horizon, Nolan started attending night classes at Maryland Center of Art.
"I'd show up in a tie and suit and sit next to a girl with hoops in her nose," he says.
In addition to eclectically populated art classes, Nolan took workshops with esteemed watercolor teachers he calls "giants," such as Tony Couch and Anne Abgott — both gave him the encouragement to keep pursuing watercolor.
"Tony Couch said (while looking at one of my sketch books), 'My God, you draw like me!'" says Nolan. "No one's ever said anything better to me in my life."
He learned mantras for painting such as, "Being exactly right is always wrong," or "Water is deeper and darker than the sky reflects." To demonstrate, he opens a notebook a little larger than those with which he usually works, a gift from Abgott — a handmade journal with handmade paper. Inside is what Nolan refers to as his "sketches," but they appear to be mini works of fine art, full of sky and water.
Abgott is the reason Nolan started teaching.
"She dragged me into it, you could say," he says. He has been teaching for the past eight years and has befriended many of his regular students.
He was teaching regular classes at the Longboat Key Center for the Arts, a Division of Ringling College of Art and Design, but has switched to hosting monthly workshops on Longboat Key and in Lakewood Ranch and as far north as Art Center Manatee. He encourages his students to find their own style.
He gets distracted from talking about teaching as he flips through a few pages of another notebook; he can't help but digress. Each page is a memory of a different colorful setting, for example the Rod and Reel Pier, on Anna Maria Island. In between the more "finished" sketches, there are simple drawings of people: an ink outline of a woman holding an ice pack on her knee; a man wearing a long coat and glasses waiting for a train; and an airport scene of people waiting for flights.
He refers to his fascination with people-watching, saying there's nothing better than "free models whom you don't have to pay to sit still." Nolan appreciates an hour-long wait in a bustling place because of the sketching opportunities it lends.
Next, he opens a cabinet full of notebooks above his studio counter space in his home. He pulls out another one, telling stories as he flips through it; the contents are a clear indication of his worldly travels — always with his wife at his side and a notebook in his pocket.
The sketches of his travels to places such as Fiji, Venice, Italy, and Belgium, became invaluable when he was approached in spring 2012 by advertising agency Young & Rubicam to do a series of 12 paintings for a campaign for Crystal Cruises. The agency representatives told him the concept behind the series would be paintings representing a made-up couple's experience on a cruise. "She keeps a journal, and he paints," Nolan says of his concept. It wasn't a stretch from the couple's own travels.
The results of the campaign span the pages of glossy magazines such as Condé Nast Traveler, National Geographic and Architectural Digest. He pulls down another notebook to show a few of the ads, then goes back to an earlier notebook.
Nolan points to a drawing of a little church in the countryside.
"Mary slept in the car while I drew this," he says. He talks about another sketch-turned-painting that hangs in the couple's bedroom. It's a scene in Venice, Italy, drawn at dinner over a glass of wine.
"While I was drawing it in the book, she was making up stories about all the people," Nolan says. Her stories were based on such scenes as the laundry hanging on lines outside: Two sheets signified a couple who slept in separate beds; conservative dresses meant the woman worked at a bank.
"I look at that painting and I can still taste the wine I was drinking," he says.
Nolan can recall a story or a memory with every sketch in his notebooks.
"They are better recollections than a camera for me," he says.
Upcoming workshops
Saturday, Jan. 19
10 to 11:30 a.m. at Keeton's Art Supply. Free. Call 747-2995
Saturday, Jan. 26
9 a.m. to 12:30 p.m. at Keeton's Art Supply. Tickets $40. Call 747-2995
Saturday, Feb, 16
10 a.m. to 4 p.m. at ArtCenter Manatee. Tickets $70 to $95. Call 746-2862
Tuesday, Feb. 19
11 a.m. to 4 p.m. at Longboat Key Center for the Arts, a Division of Ringling College of Art and Design. Tickets $75. Call 383-2345


text:
FL Studio 11 was our biggest release ever, with over 1 million hits on our site in the first hour after release. And so, we are happy to announce the 11.0.2 update that includes some cool new features and fixes.
Get the full FL Studio 11.0.2 installer here (300 Mb) or the update patcher here (49 Mb)
If you missed the 11.0.1 update that we put on the FL Studio discussion forum (Looptalk) then you'll be interested to learn about Control Surface and Control Creator below:
Key Additions
Control Surface Control Creator
Power user - Benn Jordan (The Flashbulb) Cool Stuff project - 'Cassette Cafe'
Support for Livid OhmRGB.
Support for Behringer CMD LC-1 & CMD DC-1
Newtone new "Use beat marks" option for warp mode & save .zpa and .zpw files to zipped loops
ZGameEditor Visualizer updated and added new presets
Notable fixes
Fixed slow rendering issue
DirectWave 1.5.4 updated to import of FL Studio Mobile .instr files
Newtone fixed fixed zooming modifiers (alt+scroll wheel).
Wrapper fixed relative knob behaviour for bridged plugins
Wrapper: fixed loading multiple instances of Waves VST3
BassDrum and Groove Machine Synth various bug fixes and patches updates
Updated Seamless's Bass Antics NewStuff & Zircon-Just hold on


text:
Modern Web Developer Online Course
Modern Web Developer Online Courses in Namibia
2KO Namibia offers online Modern Web Developer courses in Namibia. 2KO Namibia's Modern Web Developer courses are offered to our international and local students. 2KO is an IT consulting and training company, offering both business services and multi-platform training. 2KO Africa's wide range of computer courses are available as full time classes, or as online learning, to ensure students have access to the best Modern Web Developer training in Namibia.
Courses Included in this Bundle - 12
AngularJS For
Get started with the popular AngularJS framework. HTML works perfectly fine as far as static documents are concerned. If a web application requires dynamic views however, it's less than ideal.
Learn Python Django From Scratch
Complex database -driven websites like these need a web application framework - and that's exactly what Django does. Master Python Django and you can create web application, sites with e-commerce functionality, and much much more.
Ruby On Rails for Beginners
Ruby on Rails allows developers to create fully interactive and completely flawless web applications in record time. It's the framework of choice for all of those household name tech companies because it is both complex and simple, and can be applied to a range of applications.
Python Programming for Beginners
Recently updated with new, better Python development content for beginners. you'll learn a simple, versatile and highly readable code that you can execute on a wide variety of systems quickly and easily.
Introduction to Sass for CSS
Every current web designer will most likely have mastered CSS long ago. But believe it or not, some have not yet realised the enormous benefits Sass can add to CSS - for one thing, it opens up a whole range of features not available in CSS.
Develop Responsive Websites with Bootstrap 3
In the Develop Responsive Websites with Bootstrap 3 course, we will walk you through the popular Bootstrap HTML and CSS framework. Bootstrap helps build websites that look beautiful on mobile, tablet, and desktop browsers.
Angular 2 Crash Course with TypeScript
There's no way around it. If you want to gain a competitive edge in UI/UX design, web development, or anything to do with mobile and desktop web apps, then you need to know Angular JS.
Learn MongoDB From Scratch
Data is a very popular buzzword in the technology industry right now. As more and more people move their activities online, the data companies and websites collect on them will become even more relevant.
Bootstrap 4: Exploring New Features
Exploring New Features:Build Responsive Websites. First look at the all new BOOTSTRAP 4. Find out what's new LEARN Bootstrap 4. This course is perfect for anyone with a basic knowledge of HTML and CSS, and will tell you everything you need to know about Bootstrap 4 in record time.
Node.js - From Zero to Web Apps
Code a Node.js Project with an Online IDE. To a certain extent, it can seem as though different programming languages are only suitable for a specified set of tasks, like building apps or analysing data.
Introduction to Docker
For much longer than anyone cares to admit, it was easier to ship a physical container of coffee beans halfway around the world than it was to get all of the necessary bits and pieces needed for a software program from one machine to another.
Beginning Web Components with Dart
Keeping on top of the latest progress in web development can be daunting. There are always new languages to learn, new applications to create with them, and endless possibilities.


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Issues Library—Parental Rights
Parental Rights Amendment
More Issues
Custody Disputes
Driver's Education
UN Treaties
What is the Parental Rights Amendment?
This constitutional amendment would reserve to parents the right to direct the education and upbringing of their children. A constitutional amendment can circumvent the threats of international treaties and contradictory domestic court decisions.
Why do We Need a Parental Rights Amendment?
Since 2000, the courts have been ambivalent as to whether or not parental rights constitute a fundamental right. To complicate matters, international law is finding its way into American jurisprudence, with the Senate likely to consider the ratification of the United Nation's Convention on the Rights of the Child sometime in the near future. If this treaty were ratified, it would become the supreme law of the land under Article VI of the United States Constitution (which makes treaties signed by the U.S. equivalent to Acts of Congress and subordinate only to the Constitution's text). The Convention on the Rights of the Child would radically alter the American flow of power and family structure, wresting authority from parents and giving it to the courts, and in some cases, to the United Nations. HSLDA continues to uphold the right of parents, not an 18-member international panel, to decide what is best for America's children.
The grassroots organization, ParentalRights.org, was established in 2007 to pass this amendment.


text:
SRM tools improve storage planning and deployment
Storage administrators are struggling to identify their storage resources and utilize those resources to their best potential. Storage resource management (SRM) tools have emerged to help administrators understand their evolving storage landscape, optimize utilization and performance, automate some of the most routine and error-prone management processes, and make informed decisions about future storage expenditures. This article explains the essential concepts of SRM tools, highlights notable SRM products and offers a series of helpful acquisition and implementation guidelines.
How much storage does your main disk array provide right now? How much of that total storage is being used? Which applications are your biggest storage consumers? If you don't have an immediate answer to these questions, you're certainly not alone.
Storage administrators are struggling to identify their storage resources and utilize those resources to their best potential. Storage resource management (SRM) tools have emerged to help administrators understand their evolving storage landscape, optimize utilization and performance, automate some of the most routine and error-prone management processes, and make informed decisions about future storage expenditures. "Imagine driving your car without a fuel gauge. You would stop every day to get gas for fear of running out on a deserted highway," says Brian Babuneau, analyst at the Enterprise Strategy Group (ESG) in Milford, Mass. "The same thing happens in IT. Storage capacity was blindly purchased for fear of running out of capacity." This article explains the essential concepts of SRM tools, highlights notable SRM products and offers a series of helpful acquisition and implementation guidelines.
Understanding SRM tools
The deployment of SRM tools is being driven by the need to know; what storage is available, how it's used, who is using it and how much it costs. SRM tools analyze the relationship between storage and the applications using that storage -- monitoring the capacity in each storage subsystem, the amount allocated to each application and the capacity actually being utilized by an application or server. Analytical results are then reported to the storage administrator who can make informed choices about storage issues, like utilization, capacity planning and storage budgeting.
Underutilized storage capacity can be reallocated to reduce wasted capacity, and applications that are nearing their capacity limit can receive additional capacity. This saves capital by eliminating unneeded storage purchases and heads off potential performance problems -- and service level violations -- as storage runs out. By knowing the amount of storage utilized by each user, an SRM tool can also provide chargeback information that allows the storage provider, or IT department, to charge for the storage in use.
Analysts say that SRM tools share common attributes, often installing agents or other data collection methods on application and database servers, and using switch and storage system application programming interfaces (API) to gather information about the storage environment. Accumulated information is then sent back to the SRM application where it is stored, processed and presented.
It's important to note that SRM tools can vary dramatically in the way they collect information and the details they provide on capacity and usage. Tools also vary in the interoperability of servers, databases, operating systems, storage switches and storage subsystems. However, the use of storage management standards, like SMI-S, allows for greater heterogeneity by gathering details from a much wider range of devices. SRM products are also sometimes categorized by their range of capabilities. "There are several SRM tools that focus on primary storage, tracking all aspects of servers through storage," Babineau says. "Others track backup resources."
Dealing with limitations
While SRM tools are increasingly popular, the diversity of tools and their range of capabilities often impose limitations that any adopter should be aware of. First, analysts warn against SRM products that only report on storage -- SRM should help an administrator take action. "IT organizations are constantly fighting fires and often do not have the luxury of time to sit down and really do the analysis of an SRM [report]," says Phil Goodwin, president of Diogenes Analytical Laboratories Inc. in Eire, Colo. The best SRM tools can identify elements that demand action. For example, an SRM report might indicate that an Oracle database is using 200 GB, but it's far more valuable for an administrator to see that the database only has 50 GB of allocated space remaining, and an upgrade should be scheduled within the next 30 days.
SRM tools that lack process management should also be avoided. For example, there can be a significant delay between the time when a user requires more storage and the point where additional storage is considered, approved, installed and provisioned. "It is that process that is the inhibitor of productivity," Goodwin says. "The better SRM tools are those that do take process management and process automation into account." Some SRM providers, like CreekPath Systems and MonoSphere Inc., are automating provisioning and other tasks.
Performance is another issue with SRM tools. The agents or other data collection mechanisms at work on servers can potentially impose performance bottlenecks. This may be particularly important in busy transactional storage environments, or with other time-critical storage tasks, such as backups or replication. It's often worthwhile to evaluate an SRM tool in a lab environment, or deploy the tool incrementally across an organization and measure any impact on performance.
Vendors and product selection
SRM tools can vary in their complexity, capability and cost. Consequently, storage administrators should carefully evaluate tools to match the feature set against an organization's specific SRM needs. For example, it's easy to implement products that discover and report on storage and infrastructure. But such tools are often inadequate for today's enterprise, which depends on increased automation to reduce direct IT labor for important tasks, like storage provisioning, backup and recovery, and problem solving.
"People want tools that can help them take action," Goodwin says. "It's nice to know that my storage is growing at 40% per year, but so what?" Today, it is the recommendations, the guidance and the metrics provided by SRM tools that help users make the most informed decisions. "It's got to bridge that gap between getting information and taking action," Goodwin says.
Analysts generally agree that tools should be noninvasive in the environment. Agentless SRM tools are typically easier to maintain because there is no concern about agent software updates or compatibility with host systems. There is also a clear mandate for storage management standardization with SMI-S. "ESG suggests working with vendors that maximize SMI-S standards which limits the invasive collection of data," Babineau says.
The cost of some SRM tools is usually justified by the resulting savings in IT labor over time, but Greg Schulz, founder and senior analyst at the StorageIO Group in Stillwater, Minn., goes even further, suggesting that SRM benefits may be dramatic enough to cover acquisition and deployment costs quickly. "You can go out there and hit some 'low-lying fruit' to, if not totally fund it, help build a business case for acquiring something more sophisticated," he says.
SRM tools make a strong showing
Symantec Corp.'s Veritas CommandCentral Storage product offers visibility and control across heterogeneous storage environments, touting features, like capacity management, centralized monitoring, application mapping and active management of storage components. "I think they have done a very nice job focusing on the 20% of the functions used 80% of the time," Goodwin says, noting good deployability, push technology, easy setup and policy configuration -- all implemented without the assistance of professional services.
The CA Inc. Vantage product emphasizes centralized management of critical storage resources and capacity planning, along with extensive reporting and report distribution capabilities. Vantage supports tape and direct attached storage products in the user's infrastructure. Goodwin sees Vantage as one of the most capable and robust SRM tools available, though its complexity can make deployment difficult. "It tends to be a heavyweight application, and it does require professional services to implement," Goodwin says.
Continue to page 2 for more SRM product discussion and guidelines


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*** in Belgodere max. 8 Persons
Holiday Rentals for rent
per week from 389.00EUR
fr- Belgodère
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Available according to agreement
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Your property is an excellent starting point to discover the surroundings Places worth visiting: L'Ile Rousse, Calvi, the old villages of the Balagne, Cap Corse, Bastia, Saint Florent, Ajaccio, the calanques of Piana, Corte, the valley of Niolo, the gorges of la Restonica, Bonifacio, Porto Vecchio, the vineyards of Patrimonio. You can practice tree climbing and via ferrata in the valley of Asco.
Surface area: 65-75
3-rooms duplex apartment for 6/8 persons + garage (approx. 65 to 75 m²)
Living room with 1 pull out bed (for 2 persons, 2 x 80 cm) + 2 single armchair beds (80 cm; cannot be adjoined)
Bedroom with double bed (140 cm)
Bedroom with 2 single beds
2 bedrooms each with double bed (for 1 duplex only)
Equipped kitchenette (electric hotplate, microwave / grill, dishwasher, electric coffee maker))
Bathroom, separate toilet
Outdoor terraces + small garden
Please note that the pictures regarding the interior of the accommodation are given with indicative title only.
Possibility nearby / Möglichkeiten in der Nähe: Horseriding, Golfplaying
You have at your disposal a free parking space (1 place per apartment), free WiFi access at the reception with your own computer. Bed linen is not provided. For an additional fee you can rent a television (French, German and Italian channels), a baby kit, the bath linen and a final cleaning. There is also a paying laundry. Pets are not allowed. Deposit and tourist tax must be paid on arrival. The deposit of 300 euros will be returned on the day of departure or returned by mail within 8 days of your departure. Tourist tax: 1 € / night / person over 12 years Formalities: valid identity card or passport (also for babies) must be shown on arrival at an airport or port.
Please note that any additional services that are payable locally may be changed without prior notice. All information provided is intended to be informative and general. We are not liable if such changes occur unexpectedly.


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Balinese Turtle Cuff Bracelet, "Turquoise Turtle"
Coming Back!
This item is available for backorder and will ship within 2 to 8 weeks. Read more
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This item is available for pre-order and will ship within 2 to 8 weeks. Read more
Nyoman Rena works in sterling silver to create an Indonesian sea turtle. A richly-veined oval of reconstituted turquoise forms the shell while faceted amethysts and peridot, which represents August´s birthstone, are set in a bracelet with the textures of coral.
.925 Sterling silver
This artist has dramatically improved their livelihood by working with NOVICA.
Nyoman Rena has received 6 microcredit loans with 0% interest from Kiva and Novica, the first for $2500 and the most recent for $2850. Proceeds were used to invest in the purchase of sterling silver and natural gemstones, to use in producing jewelry.
This artist is currently supporting and providing for the education of their children, grandchildren, or children in their community, whether it be at the primary, secondary, or university level.
This artist uses traditional techniques handed down through the generations and/or creates culturally significant items, helping keep these traditions alive.
This artist positively impacts their community through job creation and provides jobs for 2 or more people.
This artist striving to supporting their own or their family's basic needs and improve their livelihood.
This artist supports children under the age of 18.
The Narrow View
Ambassador and Curator
8 Artisans Impacted
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"Excellent silver work."
Love wearing it, the craftmenship is wonderful, just the right size for a cuff barcelet.
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Meet the Artist
Nyoman Rena
Sterling silver jewelry
Bali and Java299 artist reviews
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Nyoman Rena Sterling silver jewelry
"After 16 years with Novica, my goal now is to create nice new collections of jewelry that will sell well."
"After learning to craft silver jewelry, I borrowed capital from my parents to start my own silver business. Things were not as easy as I thought they would be, but now I have overcome so many problems and difficulties with the help of my parents and God. I think we have to live in a simple way and always save for our future life if we want to succeed.
"My business grew better and more stable when I was 25. I had the help of 15 workers, and that helped my business. Unfortunately, a client who usually placed orders with me suddenly went bankrupt, and I had to reduce my workers to 12 people.
"When I was 30, I married a beautiful woman and now we have been blessed with a son and a daughter. Having children gave me more motivation to boost my business, by considering my children's' future. I always give thanks to God, because after having children there was somehow always extra income to be found. I expect that my children can continue this business someday. For now, only my wife is willing to help me in this business.
"My work concept is to allocate the income from the sales to fund the business so it can become bigger and better over time. I work with the help of 12 workers now; 3 women and 9 men. I manage them according their main skills and talents. We work with manual tools like other Balinese artisans, such as hammers, stoves, chisels, etc.
"Two years after I married, I joined Novica so I could sell my jewelry worldwide and have more people see my designs. After four years of working with Novica, I could rent a shop to display my jewelry at a tourist area in Ubud. The profit I got from selling my jewelry increased by around 50% after joining Novica. This helped to boost my business development, and my little family could also buy a car and even do some home improvements.
"After 16 years with Novica, my goal now is to create nice new collections of jewelry that will sell well. It's a great challenge for me to create designs that Novica will approve, and that of course will make the customers satisfied with the quality of my work. Usually the inspiration for my designs is from my imagination, combined with the current trends."
Rena was born on October 11 as the third of five children. His father is Made Beratha and his mother is Ketut Sukarti. Young Rena started to learn wood carving when he was in the third year of elementary school. His grandfather, an architect of traditional Balinese buildings who is also a senior carver, gave much support to Rena's carving and jewelry development.
Original Artisan Story
After graduating from elementary school in 1983, Rena was introduced to a famous silversmith in his village by his father. Since then, Rena began learning to craft silver jewelry on Sundays. Making use of his carving ability, Rena combines it with his silver work. He believes that one day his silver crafting will invite the interest of customers worldwide.
299 Testimonials for Nyoman Rena
More from this Artist
Ubud OrchidTourmaline and Silver Handcrafted Floral Ring
US Ring Size: 5,6,7,85.0 (Nyoman Rena)
MangosteenArtisan Crafted Tourmaline and Silver Ring
US Ring Size: 6,7,84.0
Peacock in FlightBird Theme Sterling Silver Necklace with Amethyst
Size: 16 to 18 inches5.0 (Nyoman Rena)
Bird of ParadiseArtisan Crafted Bird Theme Citrine and Silver Cuff Bracelet
Size: 5.5" L (end to end) x 0.2" W5.0


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The navy would be happy to buy South Korean submarines instead of used German ones as instructed by the defence minister if the South Korean ones were brand new.
Defence Minister Prawit Wongsuwon has proposed that the navy buy two submarines from South Korea instead of ordering six used ones from Germany, a source at the Defence Ministry said yesterday.
Gen Prawit believed it would be more worthwhile getting the South Korean submarines than six used German Type U-206A class ones. The price tag for the German submarines was estimated at 7.7 billion baht but they may be usable for only another six or seven years. Buying brand-new submarines would be more beneficial although the cost is higher.
The two South Korean submarines could cost over 40 billion baht and require a tied-over budget spanning years.
Gen Prawit proposed diesel-electric submarines of the Type U-209 class built by Hyundai. South Korea bought submarine technology from Germany to make the vessels for global markets.
A submarine of the Type U-209 class has a displacement of 1,200 tonnes and require a crew of 30. It is bigger than the navy's previous choice of the Type U-206A class that displaced 450 tonnes and needed 20 crew.
According to a navy source, the navy would have no problems with the South Korean submarines if they were brand new as they were based on German technology.
Earlier, the navy proposed buying used German submarines because it wanted to keep abreast of submarine technology and catch up with other countries.
Previously, South Korea had tried to sell the navy two submarines priced at 20 billion baht each even though the vessels had been in use for 20 years and had about 15 years of useful life left, the source said.
"If the defence minister proposes the navy buy brand-new submarines developed with German technology, that will be interesting. But if that costs more than 40-50 billion baht, the government may not approve it and the navy will end up without any submarines," said the navy source.
The source said Gen Prawit had discussed the issue with South Korean authorities in South Korea two weeks ago. He would raise the matter at a meeting of the Defence Council this month and ask the cabinet to approve the purchase in principle before the House is dissolved.


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Further, homosexual activists call for the individual to be punished in some way. Take, for instance, the recent headline on the Internet site The Huffington Post -- "HGTV Drops Benham Brothers' 'Flip It Forward' After Anti-Gay Views Are Unearthed."
The Huffington Post indicated that twin brothers Jason and David Benham were set to star in a program that would help families get into homes by transforming fixer-uppers. The brothers have a successful business based on flipping homes for resale. The show was to debut this fall.
"HGTV has axed an up-coming series due to the hosts' extreme anti-gay views," reported The Huffington Post. The only response offered by HGTV came via social media where the network communicated on May 7, "HGTV has decided not to move forward with the Benham Brothers' series."
I will confess to having no knowledge of the Benhams prior to HGTV flap. However, what I've learned since is they seem like solid young men with a successful business that holds biblical views of marriage and family.
The Benham Brothers believe homosexuality is a behavior that is sinful. To The Huffington Post that is an extreme anti-gay view.
There are many Americans who believe homosexuality is wrong. Further, they base their belief on fundamental biological concepts and biblical principles that date back many millennia. They are anything but extremists.
A cursory look at research conducted by The Centers for Disease Control and the World Health Organization will call attention to just some of the health problems associated with homosexual behavior.
The CDC released the results of a study on the sexually transmitted disease syphilis on May 8. The study found that since 2000, syphilis cases in the U.S. have doubled.
Additionally, the increase in syphilis cases was found primarily among homosexual and bisexual men. In 2012, men who have sex with men accounted for 75 percent of all primary and secondary syphilis cases, the CDC study found.
The parameters of the study also suggest that the resurgence of syphilis could be even worse than the report indicates. The CDC report also indicated that the rate of heterosexual syphilis during the same time has declined.
What is the politically correct answer to the alarming growth of syphilis among men having sex with men? Condoms.
Just how effective is condom use in the prevention of sexually transmitted diseases?
The WHO released a study in 2004 that dealt with condom use in STD prevention. The following is from the study:
"This finding was based on a meta-analysis of condom effectiveness studies by Davis & Weller (2). They estimated that compared with no condom use, consistent condom use resulted in an overall 87% reduction in risk of HIV transmission, with the best-case and worst-case scenarios ranging from 60% to 96%. In an update of this analysis, Weller & Davis reported a revised estimate of an 80% reduction in risk with a range of 35-94% (3)."
Taking the figures from the WHO study, 80to 87 percent sounds good if you're calculating a free-throw percentage in basketball. However, when it involves the effectiveness of a product preventing a disease that could result in a significant life-changing consequence –- HIV -- then it is not nearly as attractive.
In Russian roulette you have an 83.4 percent chance of firing an empty chamber. No one encourages participation in the game, even though the odds of getting a bullet are relatively low. The stakes are simply too high. The same is true with regard to HIV.
What if your favorite restaurant began advertising its food was 80 to 87 percent free of E. coli bacteria. How would you feel about eating there?
What about condom use in syphilis prevention which is exploding among men who have sex with men? The WHO study stated the following:
"Third, due to insufficient evidence from prospective studies, the reviewers were unable to determine the effectiveness of condoms in preventing gonorrhoea and chlamydial infection in women, or in preventing syphilis, chancroid, trichomoniasis, genital herpes or genital HPV infection in men or women.
"The panel strongly cautioned the public against misinterpreting the scanty evidence. The small number of welldesigned prospective studies precluded the panel from making judgments about the effectiveness of condoms in preventing other STIs; the reviews stated that the lack of data were not to be construed as evidence either supporting or denying the effectiveness of condoms"
Due to a lack of evidence the WHO researchers were unable to form a definitive statement about condom protection against a variety of STDs, including syphilis.
Imagine you are about to skydive. You ask, "Is the parachute I'm using effective?" You are told, "Due to insufficient evidence from prospective studies, the reviewers were unable to determine the effectiveness." Are you still going to jump?
The WHO study concluded, "In no study has the effectiveness been 100 percent."
So, who are the real extremists?
Biologically and biblically there are valid reasons for believing homosexuality is aberrant and unhealthy and none of them are extreme. In fact, when you considered the consequences of some STDs, it seems completely rational.
Kelly Boggs is a weekly columnist for Baptist Press, director of the Louisiana Baptist Convention's office of public affairs, and editor of the Baptist Message (www.baptistmessage.com), newsjournal of the Louisiana Baptist Convention. Get Baptist Press headlines and breaking news on Twitter (@BaptistPress), Facebook (Facebook.com/BaptistPress) and in your email (baptistpress.com/SubscribeBP.asp).
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