Farmers’ Market Nutrition Program Recipe Cards

These are cards giving recipes for fruit and vegetable dishes. Recipes include: confetti bean salsa, Mediterranean quinoa salad, minty watermelon cucumber salad, quick refrigerator pickles, broccoli salad, apple, cranberry and almond coleslaw, farmers’ market pasta salad, roasted beet and butter bean hummus, spinach and strawberry pecan salad, okra, avocado and tomato salad, plum-berry mint smoothie and crispy baked vegetables.

Poliittisten ilmausten kääntäminen House of Cards -televisiosarjassa

Tässä pro gradu -tutkielmassani tutkin, miten Yhdysvaltain poliittiseen järjestelmään liittyvät ilmaukset on käännetty erään tv-sarjan ranskan- ja suomenkielisiin tekstityksiin. Tutkimusaineistona on amerikkalainen tv-sarja House of Cards, jonka on alun perin julkaissut suoratoistopalvelu Netflix. Suomenkieliset tekstitykset on kerätty Suomen Netflixistä, ranskankieliset amazon.com -sivulta ostetulta DVD:ltä. Tutkimuskohteena ovat ilmauksissa käytetyt käännösstrategiat. Oletan, että ilmaukset on käännetty joko virallisia vastineita hyväksi käyttäen tai yleistämällä. Pohjaan tutkimuksen Pedersenin (2011, 75) käännösstrategialuokitteluun. Valitsin aiheen, koska olen kiinnostunut poliittisista järjestelmistä ja halusin tietää, millä tavoin tietyn valtion politiikkaan liittyvät ilmaukset on käännetty hyvin perinteisen valtavirtaisen saippuasarjan tekstityksiin. Teoriaosuudessa esittelen tutkimukseen liittyvien maiden poliittiset järjestelmät tai lähinnä hieman niiden toimintaa sekä pääinstituutiot. Tämä auttaa lukijaa ymmärtämään paremmin tv-sarjassa käytettyjä ilmauksia. Poliittisten järjestelmien selvitys osoittaa myös itse tutkimuksessa, onko niiden eroilla vaikutusta käännöksiin. Lisäksi kerron audiovisuaalisesta kääntämisestä, vertailen dubbausta ja tekstittämistä sekä erittelen tekstittämisen haasteita. Varsinkin tekniikan luomat rajoitteet kuten tilanpuute vaikuttavat lopputulokseen. Lopulta käyn läpi, mitä ovat käännösstrategiat, millä tavoin ne vaikuttavat käännökseen ja miten niitä on luokiteltu. Lopuksi vertailen luokitteluja ja kerron, miksi pohjasin tutkimukseni Pedersenin (2011, 75) luokitteluun. Tutkimuksessa esittelen ilmausten kääntämistä käännösstrategioiden kautta. Kuten oletinkin, moniin ilmauksiin löytyy virallinen vastine. Mielenkiintoinen tulos oli kuitenkin, että sekä suomen- että ranskankielen kääntäjä on käyttänyt hyvin selkeästi tiettyä strategiaa tietyn ilmauksen kohdalla. Monesti tämä strategia on lisäksi ollut sama molemmissa käännöksissä. Tutkimuksesta tämä käy ilmi esimerkkirepliikeistä, joita olen kerännyt taulukoihin. Taulukoista näkyy kaikki tutkimukseen liittyvät kielet: englanti, suomi ja ranska. Mielenkiintoista olisi nähdä, onko esimerkiksi sarjan toisella kaudella ilmaukset käännetty samoja käännösstrategioita käyttäen tai millä tavoin politiikkaan liittyviä ilmauksia käsitellään muiden kielten tekstityksissä. Saattaa olla, että tämän kaltaisen valtavirtaan sopivan tv-sarjan tekstitykset ovat hyvin samanlaisia, jokin toisenlainen tv-ohjelma tai elokuva voisi käyttää täysin eri käännösstrategioita.

The devil's picture-books. A history of playing cards,

Mode of access: Internet.

Hoyle's games : illustrated edition. Embracing all the most modern modes of play, and the rules practised at the present time, in billiards, whist, draughts, cribbage, backgammon, and all other fashionable games; together with sixteen games adapted to the new Yankee-notion cards. Also the whole of Frer̀e's chess hand-book. Containing, besides elementary instruction and the laws of chess, about fifty select games by the first players, endings of games, and the defeat of the muzio gambit. Also, thirty-six of the choicest chess problems, and a description of, and rules for, four-handed chess /

Classified for chess; Frère's chess hand-book, p. 229-324.

The compleat gamester : or, Full and easy instructions for playing at above twenty several games upon the cards with variety of diverting fancies and tricks upon the same now first added ; as likewise at all the games on the tables, together with the royal game of chess and billiards.

Mode of access: Internet.

Improved Electronics for the Hall A Detectors at JLab: Summing Modules and VDC Amplifier/Discriminator Cards

Testing of summing electronics and VDC A/D Cards was performed to assure proper functioning and operation within defined parameters. In both the summing modules and the VDC A/D cards, testing for minimum threshold voltage for each channel and crosstalk between neighboring channels was performed. Additionally, the modules were installed in Hall A with input signals from shower detectors arranged to establish a trigger by summing signals together with the use of tested modules. Testing involved utilizing a pulser to mimic PMT signals, a discriminator, an attenuator, a scaler, a level translator, an oscilloscope, a high voltage power supply, and a special apparatus used to power and send signal to the A/D cards. After testing, modules were obtained that meet necessary criteria for use in the APEX experiment, and the A/D cards obtained were determined to have adequate specifications for their utilization, with specific results included in the appendix.

Farmers’ Market Nutrition Program Recipe Cards

These are cards giving recipes for fruit and vegetable dishes. Recipes include: confetti bean salsa, Mediterranean quinoa salad, minty watermelon cucumber salad, quick refrigerator pickles, broccoli salad, apple, cranberry and almond coleslaw, farmers’ market pasta salad, roasted beet and butter bean hummus, spinach and strawberry pecan salad, okra, avocado and tomato salad, plum-berry mint smoothie and crispy baked vegetables.

Impediments to Cosmopolitan Engagement: Technology and Late-Modern Cosmopolitanism

What characterises late modern variety of cosmopolitanism from its classical predecessors is the inherent connection between cosmopolitanism and technology. Technology enables a vital dimension of the cosmopolitan experience – to move beyond the cosmopolitan imagination to enable active, direct engagement with other cultures. Different types of technologies contribute to cosmopolitan practice but in this paper we focus on a specific set of these enabling technologies: technologies which play a crucial role in regulating the free movement of people and populations. We briefly examine how three of the great surveillance states of the 20th century – Nazi Germany, the Soviet Union, and the German Democratic Republic – used hightech solutions in pursuing an anti-cosmopolitanism. We suggest that in the period from 2001 to the present, important elements of the cosmopolitan ethos are being closed down, and once again high-tech is intimately connected to this moment. The increasing (and proposed) use of identity cards, biometric identification systems, ITS and GIS all work to make the globalised world much harder to traverse and inhibit the full expression and experience of cosmopolitanism. The result of these trends may be that the type of cosmopolitan sentiment exhibited in western countries is an ersatz, emptied out variety with little political-ethical robustness.

Talking about watching : using the video card game and wiki-web technology to engage IT students in developing observational skills.

Designers need to develop good observational skills in order to conduct user studies that reveal the subtleties of human interactions and adequately inform design activity. In this paper we describe a game format that we have used in concert with wiki-web technology, to engage our IT and Information Environments students in developing much sharper observational skills. The Video Card Game is a method of video analysis that is suited to design practitioners as well as to researchers. It uses the familiar format of a card game similar to "Happy Families,, to help students develop themes of interactions from watching video clips. Students then post their interaction themes on wiki-web pages, which allows the teaching team and other students to edit and comment on them. We found that the tangible (cards), game, role playing and sharing aspects of this method led to a much larger amount of interaction and discussion between student groups and between students and the teaching team, than we have achieved using our traditional teaching methods, while taking no more time on the part of the teaching staff. The quality of the resulting interaction themes indicates that this method fosters development of observational skills.In the paper we describe the motivations, method and results in full. We also describe the research context in which we collected the videotape data, and how this method relates to state of the art research methods in interaction design for ubiquitous computing technology.

The impact of outcomes-driven curriculum reform on teacher perspectives of professional practice

This thesis is the result of an investigation of a Queensland example of curriculum reform based on outcomes, a type of reform common to many parts of the world during the last decade. The purpose of the investigation was to determine the impact of outcomes on teacher perspectives of professional practice. The focus was chosen to permit investigation not only of changes in behaviour resulting from the reform but also of teachers' attitudes and beliefs developed during implementation. The study is based on qualitative methodology, chosen because of its suitability for the investigation of attitudes and perspectives. The study exploits the researcher's opportunities for prolonged, direct contact with groups of teachers through the selection of an over-arching ethnography approach, an approach designed to capture the holistic nature of the reform and to contextualise the data within a broad perspective. The selection of grounded theory as a basis for data analysis reflects the open nature of this inquiry and demonstrates the study's constructivist assumptions about the production of knowledge. The study also constitutes a multi-site case study by virtue of the choice of three individual school sites as objects to be studied and to form the basis of the report. Three primary school sites administered by Brisbane Catholic Education were chosen as the focus of data collection. Data were collected from three school sites as teachers engaged in the first year of implementation of Student Performance Standards, the Queensland version of English outcomes based on the current English syllabus. Teachers' experience of outcomes-driven curriculum reform was studied by means of group interviews conducted at individual school sites over a period of fourteen months, researcher observations and the collection of artefacts such as report cards. Analysis of data followed grounded theory guidelines based on a system of coding. Though classification systems were not generated prior to data analysis, the labelling of categories called on standard, non-idiosyncratic terminology and analytic frames and concepts from existing literature wherever practicable in order to permit possible comparisons with other related research. Data from school sites were examined individually and then combined to determine teacher understandings of the reform, changes that have been made to practice and teacher responses to these changes in terms of their perspectives of professionalism. Teachers in the study understood the reform as primarily an accountability mechanism. Though teachers demonstrated some acceptance of the intentions of the reform, their responses to its conceptualisation, supporting documentation and implications for changing work practices were generally characterised by reduced confidence, anger and frustration. Though the impact of outcomes-based curriculum reform must be interpreted through the inter-relationships of a broad range of elements which comprise teachers' work and their attitudes towards their work, it is proposed that the substantive findings of the study can be understood in terms of four broad themes. First, when the conceptual design of outcomes did not serve teachers' accountability requirements and outcomes were perceived to be expressed in unfamiliar technical language, most teachers in the study lost faith in the value of the reform and lost confidence in their own abilities to understand or implement it. Second, this reduction of confidence was intensified when the scope of outcomes was outside the scope of the teachers' existing curriculum and assessment planning and teachers were confronted with the necessity to include aspects of syllabuses or school programs which they had previously omitted because of a lack of understanding or appreciation. The corollary was that outcomes promoted greater syllabus fidelity when frameworks were closely aligned. Third, other benefits the teachers associated with outcomes included the development of whole school curriculum resources and greater opportunity for teacher collaboration, particularly among schools. The teachers, however, considered a wide range of factors when determining the overall impact of the reform, and perceived a number of them in terms of the costs of implementation. These included the emergence of ethical dilemmas concerning relationships with students, colleagues and parents, reduced individual autonomy, particularly with regard to the selection of valued curriculum content and intensification of workload with the capacity to erode the relationships with students which teachers strongly associated with the rewards of their profession. Finally, in banding together at the school level to resist aspects of implementation, some teachers showed growing awareness of a collective authority capable of being exercised in response to top-down reform. These findings imply that Student Performance Standards require review and, additional implementation resourcing to support teachers through times of reduced confidence in their own abilities. Outcomes prove an effective means of high-fidelity syllabus implementation, and, provided they are expressed in an accessible way and aligned with syllabus frameworks and terminology, should be considered for inclusion in future syllabuses across a range of learning areas. The study also identifies a range of unintended consequences of outcomes-based curriculum and acknowledges the complexity of relationships among all the aspects of teachers' work. It also notes that the impact of reform on teacher perspectives of professional practice may alter teacher-teacher and school-system relationships in ways that have the potential to influence the effectiveness of future curriculum reform.

Participatory action research card set

These cards are designed as a resource for implementing participatory action research (PAR) in social programs. Each card covers one of the five key stages of PAR as outlined in the manual 'On PAR- Using participatory Action Research to Improve Early Intervention' (Crane and O'Regan 2010).

Direct evaluation of IEC 61850-9-2 process bus network performance

This letter presents a technique to assess the overall network performance of sampled value process buses based on IEC 61850-9-2 using measurements from a single location in the network. The method is based upon the use of Ethernet cards with externally synchronized time stamping, and characteristics of the process bus protocol. The application and utility of the method is demonstrated by measuring latency introduced by Ethernet switches. Network latency can be measured from a single set of captures, rather than comparing source and destination captures. Absolute latency measures will greatly assist the design testing, commissioning and maintenance of these critical data networks.