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COMMUNITY DEVELOPMENT: Progress on Economic ...

Dear Mr. Chairman: In August 1993, the Congress authorized the 10-year Empowerment Zone and Enterprise Community program to help selected distressed communities develop comprehensive approaches for dealing with their social and economic problems. In December 1994, over 100 communities were designated as federal empowerment zones and enterprise communities. These communities will receive about $1 billion in federal grants, as well as tax benefits for certain businesses located in the communities.1 In 1997, the Congress authorized the designation of 22 additional empowerment zones, 2 of which—Los Angeles and Cleveland—the administration has already designated. In addition, Members of the Congress have introduced legislative proposals to further extend this program or provide for similar programs.2 To learn how the program is working, you asked us to (1) examine the progress made by the federal empowerment zones in implementing the program, (2) describe the steps taken by the two responsible federal agencies—the Department of Housing and Urban Development (HUD) and the U.S. Department of Agriculture (USDA)—to monitor and evaluate the existing zones’ progress, and (3) describe the status of steps to designate the second group of empowerment zones. This report focuses on six zones that we visited—three urban (Atlanta, Baltimore, and New York City) and three rural (the Rio Grande Valley, the Kentucky Highlands, and the Mississippi Mid-Delta) empowerment zones, all of which were designated in 1994. As agreed with your office, the report focuses on the empowerment zones’ progress in implementing economic development activities.

Get Safe Online publishes online safety hints, tips and videos

Experts say the government should get involved with tackling the challenge of social engineering scams.

Psychological insulin resistance: a critical review of the literature

Our objective was to conduct a critical review of the factors that account for psychological insulin resistance (PIR) and of the available strategies to reduce it. Medline, PubMed, Cochrane reviews, PsycInfo, ProQuest, Science Direct, and EBSCO databases were searched and 60 studies were included in the final review. Topics reviewed included: research methods, instruments to assess PIR, PIR in patients and in the medical care team, and proposed strategies for overcoming it. The results showed that a large number of factors account for PIR in patients. The main categories are emotional, cognitive, social/cultural, and interaction with health providers. Physicians mainly delay insulin because they lack knowledge on guidelines or pancreas physiology, they fear inducing hypoglycaemia in elderly or impaired patients, and/or they lack time or personnel resources to teach initiation. Strategies proposed to reduce PIR are educational and psychological (exposure, desensitisation, relaxation and counselling). We concluded that there is a great need of evidence-based interventions that help remove psychological barriers about insulin use in patients, as well as in health care providers. Copyright © 2011 John Wiley & Sons. Practical Diabetes Int 2011; 28(3): 125–128

An Abney Associates Fraud Awareness Program: The resurgence of data-entry phishing attacks

How do you solve a problem like data-entry phishing? ‘Old school’ email social engineering or data-entry phishing is an attack method that has been on the rise in recent months, notably employed by the Syrian Electronic Army to hack seemingly every major media outlet in the Western hemisphere. Data-Entry phishing emails lure employees into freely giving up their login credentials by taking them to a seemingly legitimate landing page. Attackers then use the credentials to establish a foothold in the network. When spear phishing, data-entry style emails contain a link that takes the recipient to a webpage that appears to be a genuine corporate or commercial site soliciting login information. Despite their pervasiveness and high-success rate, data-entry attacks seeking login credentials and other sensitive information have been a secondary concern for enterprises.

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Enrico Dal Covolo Lumen fidei lettura del Rettore dell'Università del Laterano

“La luce della fede” è il libro-intervista sulla recente Enciclica di Papa Francesco, scritto dal vescovo Enrico Dal Covolo, Rettore Magnifico della Pontificia Università Lateranense. Lo scritto è dedicato idealmente ai giovani e fa riferimento al Meeting dei giovani cattolici per la giustizia social che ha visto l’Università del Papa proporsi come un’agorà internazionale di ragazze e ragazzi provenienti da tutto il mondo caratterizzati da apertura affettuosa, da capacità di ascolto e di dialogo, da volontà di comunicare. Il libro scorre parallelamente ai contenuti dell’Enciclica. Mons Dal Covolo risponde alle domande della sua interlocutrice con puntualità teologica ed entusiasmo pastorale. Testo integrale dell’articolo apparso su Korazym il 22 gennaio 2014. «Quando neanche la luce del sole riesce a rischiarare le tenebre, la luce della fede “pretende” di farlo». È questo uno dei passaggi più significativi de “La luce della fede”, libro-intervista sulla recente Enciclica di Papa Fra

interior design interior merchandising - Stephen F. Austin State ...

Welcome to Interior Design & Interior Merchandising at Stephen F. Austin State University! This manual has been created to introduce you to the policies, procedures and important information needed to navigate the next four years through the SFASU Interior Design or Interior Merchandising Programs. The Interior Design (ID) and Interior Merchandising (IM) programs are among the best in Texas. The programs employ four, full –time faculty and one adjunct faculty who are eager and qualified to convey the technical, theoretical, and aesthetic subject matter of the interior design and merchandising professions. Typically a 15 to 1 student-to-faculty ratio in studio courses is maintained to give each student ample critique time during class. The combined ID and IM programs generally maintain 120 majors. All Interior Design/Interior Merchandising core courses are taught in the Human Sciences South building with the exception of Principles of Textile Science (ID/IM), Merchandising Applications (IM), Visual Merchandising I (IM), Accounting (ID), CAD courses (IM/ID) and Art courses(IM/ID). The building houses three studios, a lecture room, a computer room, a resource room, gallery space, faculty offices, student lockers, and the Design Center. Many students enter interior design without fully understanding what the profession encompasses. A common misconception is to confuse interior design with interior decoration, a talent for coordinating aesthetic finishes and colors. While interior design utilizes this ability, it extends beyond the aesthetics into the functional aspect of the built environment. The National Council for Interior Design Qualification (NCIDQ) defines Interior Design as: “…a multi-faceted profession in which creative and technical solutions are applied within a structure to achieve a built interior environment. These solutions are functional, enhance the quality of life and culture of the occupants, and are aesthetically attractive. Designs are created in response to and coordinated with the building shell, and acknowledge the physical location and social context of the project. Designs must adhere to code and regulatory requirements, and encourage the principles of environmental sustainability.

Design - Interior Design - University of Central Oklahoma

Fine Arts and Design Major Code: 1041 University Core (Total Listed 42-44) Specific courses within the University Core are listed on pages 90-91. • Courses from the major may apply to the areas marked in the University Core. Written and Oral Communication..................................................... 9 Quantitative Reasoning/Scientific Method................................. 10-11 Math........................................................................................ 3 Life Science............................................................................ 4 Physical Science................................................................... 3-4 Critical Inquiry and Aesthetic Analysis............................................. 6 Aesthetic Analysis................................................................... 3 Critical Inquiry........................................................................ 3 Major Requirements American Historical and Political Analysis....................................... 6 American National Government............................................. 3 American History.................................................................... 3 Cultural and Language Analysis..................................................... 3-4 Second Language.................................................................... 4 OR Cultural Analysis..................................................................... 3 Social and Behavioral Analysis........................................................... 3 Life Skills.............................................................................................. 5 Required Health Course.......................................................... 2 Elective Life Skills.................................................................. 3 Minimum Required Hours Design - Interior Design....................................81-82 Required Design Foundations Courses............................................ 12 DES 1023 Design Foundations I DES 1033 Design Foundations II DES 1043 Design Foundations III DES 1053 Design Foundations IV Required Graphic Design Courses.................................................. 5-6 DES

More than an ''industry'': The forgotten power of tourism ... - Altruvistas

This paper argues that in the current neo-liberal era, the discourse of tourism as an ‘‘industry’’ has overshadowed other conceptualisations of the tourism phenomenon. An argument is developed that this discourse serves the needs and agendas of leaders in the tourism business sector. However, the author desires to revive an earlier understanding of tourism that predates the neoliberal era. Tourism is in fact a powerful social force that can achieve many important ends when its capacities are unfettered from the market fundamentalism of neoliberalism and instead are harnessed to meet human development imperatives and the wider public good. Examining the human rights aspects of tourism, investigating phenomena such as ‘‘social tourism’’, exploring a few ‘‘non-western’’ perspectives of tourism and outlining some of the tantalising promise that tourism holds, this paper attempts to revive and reinforce a wider vision of tourism’s role in societies and the global community. It is argued that it is critical for tourism academics, planners and leaders to support such a vision if tourism is to avoid facing increasing opposition and criticism in a likely future of insecurity and scarcity. r 2005 Elsevier Ltd. All rights reserved. Keywords: Neoliberalism; Right to tourism; Social impacts of tourism; Social tourism

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