text:
Ashley Must Show Leadership And Urgency Now – And Sign Rafa To A New Contract
10:15am Wednesday, May 29th, 2019
The Chronicle is reporting today that Mike Ashley is still waiting for an official offer to come from Sheikh Khaled bin Zayed al-Nahyan even though his group has said they have already agreed on the price.
That could be true that they have agreed on a price of £350M, but they now need to move and put that official offer to Ashley so things can start moving along quickly.
Time is of the essence.
It's hardly surprising that Ashley is concerned that the deal is being played out in the media because it is.
The current owner and the current manager at Newcastle
And that's what put an end to the Amanda Staveley takeover attempt – but that lasted for months.
We have known about this bid for two days, and they are already further along than Staveley ever was.
And they also seem to have the money which Staveley never had.
So that put the comparison in some perspective.
Two other groups are also reported to be interested in buying the club but are not as far along as Sheikh Khaled.
Rafa Benitez has been left in the lurch here, and after more than two weeks of negotiating, there is still no agreement on his contract.
Lee Charnley is leading the negotiations, so we need to sign Rafa up to a new deal, and that's independent of whether the club is sold.
If the new owner wants to give Rafa a new contract later, then that's fine, but Rafa's contract should not be dependent (suddenly) on the club being sold.
If Ashley and Charnley dither around (once again) and wait on giving Rafa a new deal, there could be dire consequences to pay, and another mess will have been created,
Yes, another one.
They never seem to able to do anything logically or quickly and always seem to be dithering around and not accomplishing anything of real substance.
When that happens, people tend to concentrate on the problems and not what's needed to bring about a solution – they lack leadership.
If Ashley really wants to sell the club that will have to change quickly.
And they should show more respect to Rafa Benitez who has kept the club afloat over the last three years despite Mike Ashley playing his old games and refusing to spend the club's money.
Ashley should be thanking Rafa that he still has a Premier League club to sell for £350M.
The owner needs to step up to the plate and show some leadership and urgency.
He needs to sign Rafa as quickly as possible to a new deal.
Like now.
Previous Post This Player Will Likely Not Be Signed If Acquisition Is Successful
Rafa Benitez tried to sign Huddersfield midfielder Aaron Mooy when he was still at Manchester City back in 2016 – so we think Rafa does rate the Australia International playmaker. And with Jonjo…
Next Post Exciting Young Midfielder Likely Available This Summer
Marko Grujic will make the trip to Madrid on Saturday when Liverpool face Premier League rivals Tottenham in the Champions League final. The Serbian midfielder has just rejoined his parent club after…
Optimistic Panda
Is that not the guy speaking on the video in the national piece?
"Ashley needs to step up to the plate and show some leadership and sign Rafa as quickly as possible.
'..If Newcastle are taken over by Sheikh Khaled bin Zayed al-Nahyan, it's likely that Rafa will go after better and more expensive players..'
There is a worrying assumption by a few that just because of the possibility that there maybe new owners from the Middle East that they will plash the cash just like the owners of Man City did.
Counting chickens can often lead to bitter disappointment.
Shadow_Shearer
Everytime a takeover report comes everybody gets so overexcited. Don't understand why, it's meaningless.
Until the deal has been confirmed, and the new owner has been confirmed, all this news means absolutely nothing!
The fat slug got you all chasing your own tail on this one. He taking you all on a wild goose chase!!
Wayayman
AC from last thread:
London Magpie Group.
All I'm after is someone who runs us like a football club and invests in the training facilities and youth sides.
Investment on the pitch would be nice but I'd rather blow the bank on the above to give the club a real future.
with you on that
OP, yep, Neil Mitchell was interviewed by The National in their piece on the potential Sheikh-over (just invented that term, bet it's been all over Twitter already – if not, why not?)
https://www.thenational.ae/sport/football/takeover-talk-has-newcastle-fans-dreaming-of-end-to-mike-ashley-s-austerity-era-1.867281
Optimistic,
Quite agree but some (possibly too many) are equating what happened to Man City with what could happen to Newcastle United. Times have changed. There are now restrictions on unrestricted funnelling of money to clubs.
Yes, there maybe more to spend on transfers but I very much doubt it will be anything like the amounts spent by the owners of Chelsea and Man City.
Big Archie
Zele – you obviously know nothing about the UAE – the country or the people.
just testing new account ..:)


text:
Adrián Alonso Faúndez Cabrera (Temuco, Chile, 5 de agosto de 1989) es un futbolista chileno.

Carrera

Fútbol Joven Sub 18
Hasta fines del 2008 jugó el campeonato del Fútbol Joven Sub-18 del fútbol chileno para cadetes, donde el equipo de Universidad de Chile llegó a la final del torneo siendo Adrián Faúndez con la camiseta 14, una de las figuras y goleadores de esa serie comandada por el técnico Hector Pinto.
Ese mismo año tras su gran temporada en la serie sub 18, fue nominado a la selección Chilena sub 20 por Ivo Basay en la cual finalmente no estuvo en la lista para el sudamericano en Venezuela.

Profesional
Tras su gran año en la juvenil de Universidad de Chile a principios del 2009 fue ascendido al primer equipo en la cual estaba a cargo el entrenador uruguayo Sergio Markarian,

Debutó oficialmente en el primer equipo frente a Cobresal el 21 de mayo de 2009 por un partido pendiente del torneo en El Salvador ingresando por Hugo Notario en el minuto 65 de partido con la camiseta número 26, logrando un muy buen debut como profesional , en el minuto 66, un minuto después del ingreso, José Luis Silva anota el empate transitorio para la "U" tras brillante jugada de Adrián Faúndez, aquel partido terminó 3-2 a favor de los locales. Además jugó como titular un amistoso contra Argentinos Juniors celebrando la obtención del título del Torneo de Apertura. El partido finalizó con triunfo mediante lanzamientos penales a favor del cuadro trasandino.

El año 2010 es enviado a préstamo a Cobresal, justamente el equipo que enfrentó en su primer partido de Primera División, logrando una gran campaña en el cuadro de Luis Musrri, su primer gol como profesional lo anotó frente a Universidad Católica el 28 de agosto del 2010,  Universidad Católica, un gol ante Santiago Wanderers, otro gol ante Huachipato, Universidad de Concepción y Audax Italiano fueron los equipos a los cuales le logró convertir.

En 2011 paso por Ñublense, donde descendió de categoría con los ´´diablos rojos´´.  En 2012 volvió a Cobresal y después en 2013 jugo por Deportes Concepción de la Primera B. Actualmente esta sin club.

Clubes

Títulos

Torneos nacionales

Referencias

Futbolistas de Temuco
Futbolistas de Chile
Futbolistas del Club Universidad de Chile en los años 2000
Futbolistas del Club de Deportes Cobresal en los años 2010
Futbolistas del Club Deportivo Ñublense en los años 2010
Futbolistas del Club Deportes Concepción en los años 2010
Futbolistas de las inferiores del Club Universidad de Chile

redpajama_set_name: RedPajamaWikipedia


text:
creepy entitled babies men who should not ever be with women ever misogyny red pill reddit
Red Pill philosopher: A relationship with a loving woman is a lot like taking a crap
72 Comments on Red Pill philosopher: A relationship with a loving woman is a lot like taking a crap
Shall I compare thee to a morning poop?
So over on the Ask The Red Pill subreddit, one fellow had an unusual question: what to do about a girlfriend who is "TOO GOOD. TOO PERFECT" for him.
It's starting to get to a point where i'm disgusted with how much she loves me, and how dedicated she is to me. She's no longer a challange, and i've been considering leaving her.
One Red Piller with something of a philosophical bent offered him a rather unique perspective on his dilemma:
Well, that's one way of looking at it, I guess.
H/T — r/TheBluePill
Tags misogyny, poop, red pill
← The top 10 shocking "truths" about feminism I've learned from #HowToSpotAFeminist → The author of A Voice for Men's marital rape apologia is a Holocaust denier and Hitler fan. No, really.
Well I guess it's a change from all the usual crap about women as aloof spoiled princesses who never giving average men chances.
This is what happens when guys who don't/won't/can't see a partner as anything more than a source of entertainment and validation. They'll never appreciate what they have because it was never about 'her' to begin with but their own insecurities and self loathing.
sunnysombrera
He leered lecherously while regaling me with his third rate PUA lines, and stuffed his fake "modelling agency owner" business card in my hand when I politely extricated myself from him. I couldn't get away fast enough, hoping to gods that he did not follow me into the parking lot. But that business card gave my husband a chuckle.
If someone did that to me I would immediately think "potential sex trafficker" and hand the card to the cops.
Flying Mouse
The guy in the OP could be legitimately bored with his girlfriend. Someone can be wonderful on paper and still not be right for you in practice. It happens. Shit, Teenaged Me was dumped a few times for being boring or too nice. It's okay to want out of a relationship for any reason. What's not okay is treating someone like garbage for your own fulfillment (or in the hopes that they'll leave and save you the breakup unpleasantness – been the victim of that one myself).
I'm pretty surprised, the comments were split on guys telling him to leave her and guys telling him to stay. In the comments he says she's his first sex partner; he just seems immature and fearful. You all will be pissed at me but I think you're overthinking this one.
That makes the situation even sadder to me. I've been an immature jerk in relationships (things went to pot with my first college boyfriend mainly because I just REFUSED to talk about important stuff because I was sure things would just sort themselves out sooner or later). The last thing I needed when I was sorting out my shit was an echo chamber of fellow immature jerks to tell me that my SO was only valuable for their utility to me and that all of my most selfish impulses were correct.
Be free, nice young lady! You have shit to do and do not have time for this babyman nonsense!
Amen to that. And while you're doing awesome things, you will meet people who compare sharing your time and attention with winning the lottery, not having a bowel movement. Go forth and prosper, sweet woman!
If she leaves him he'll be on there just as fast to describe her as a heartless harpy who used him and left him to slut it up with bad boys.
Thinking of being married to or having kids with a man like that makes me sad. He'll never love anyone, not even himself. Then when he is left alone, he will blame the world and everyone in it. He'll be the 40 something redpiller telling the youngins to hate women. The circle of sad assholes will continue.
playerswife2014
These Red pill freaks need have a tattoo of a red pill on their person. That way women can stay away from drama if that's not their thing.
I've been dealing with this BS for the last 24 years.
In the process of writing Dr.Phil a letter. Going public on National TV seems like the only way to live in peace.
@baroncognito:
That said, I'm sure Captain/First Mate sex play has potential if you're willing to study the lingo, which I am not.
Does watching all three seasons of classic Star Trek more than once count?
Jarnsaxa
"Suddenly I remember why I call you 'Number One'…"
Jurgan
This guy clearly hates himself and can't understand why someone else would love him. It's kind of sad, really.
Aunt Edna
@Jurgan:
You are not the first one to express this belief, but I'd like to point out that there is no indication that this young man hates himself. There is nothing in his letter to his RP online buddies that would suggest so.
What he writes paints a picture of a selfish, entitled, and spoiled young jerk. It is not that he believes he does not deserve love; on the contrary — he fully expects it; and now, having secured it, is bored by it, disrespects it, and is ready to discard it in favor of a new chase and "challenge."*
He sounds incapable of love, maybe permanently so, but not self-hating. If anything, he's self-loving a tad much.
*And with karma being what it is, may he get what he asks for.
Kootiepatra
For as much as these dudes bemoan the miserable lot of the NiceGuy(TM), you'd think they'd ease up a bit on Nice Girls.
But nope, of course not, because women are totes weird and have different rules due to not really counting as people. :/
What this guy's girlfriend is doing does not sound like love at all to me. It sounds like a desperate need to please a manipulative, cold person. A survival mechanism, even.
Meanwhile, he has lost respect for her precisely because she is now the kind of woman terpers want to make of all women. She has sacrificed her dignity and self respect, so she's not interesting to him anymore.
Sounds like this guy and his girlfriend would both be much happier with themselves and their relationship if they became feminists.
@cassiopeia:
A big yes to that.
What he's found out, even though he cannot understand or articulate it (in large part because the redpillian cult indoctrination prevents him from doing so), is that one cannot be genuinely happy in a relationship with a doormat. Redpillians desire doormat qualities in women and reduce them to as much in relationships, and this is one result they get.
If, god forbid, this relationship were to survive any longer, it would be a nightmare of increasing abuse and misery for her. I hope she's out and far away from this individual.
Oh wow. That's… enlightening, in a terrible way. Because he's doing the exact thing Redpillers are always accusing all women of doing (i.e., if their partner is nice and loving to them, and not constantly keeping them in a state of dread and "challenge," they will find them boring and "beta" and want to leave).
This was always one of their more baffling beliefs to me, because who doesn't enjoy their partner being good to them? The fact that my husband is sweet and loving and nice to me, and just an all-around good guy (an actual nice guy!) is one of the things I love most about him! Where did this belief that "women despise partners who are good to them" come from?
I don't know, but I do know it's as old as the hills. Certainly older than any Red Pillock forum on the Internet. Like I said earlier, I dated this guy…or someone just like him. Honestly, you date one misodge, you've dated them all. They are all, basically, just one guy, and a real shithead he is, too.
Anyhow: The thing that made me want to stick with this guy was not his unpredictable bouts of shittiness, but the niceness that came in between. The less there was of it, the more I wondered what the hell was wrong with him…and ME, for dating him. Couldn't he do better than that? Couldn't I do better than him? Being dumped was, honestly, the best thing that ever happened to me, as far as he was concerned, because it freed me to actually do better. And when he called again, two years later, I cheerfully and truthfully told him there was someone else now. He wasn't happy.
But I was. Especially to hear the drop in his voice when he said "Oh." Congratulations, proto-Pillock…you are your own worst enemy!
@Bina "They are all, basically, just one guy, and a real shithead he is, too. "
Reminded me of this video.
@Bina:
LMAO here at misodge and proto-Pillock. You have a way with words.
What you described is the common dynamic at work in abusive relationships: a woman (or a man sometimes) sticks around for those rare moments of happiness, often believing that they can and should help their mate fight whatever inner demons possess them during the not-so-rare and increasing abusive episodes. In the process, however, they lose their perspective on reality, their health and peace of mind, and too often their life.
There is a recent excellent (Pulitzer-winning, no less, for 2015) report on domestic violence in SC Post and Courier, "Till Death Do Us Part:" http://www.postandcourier.com/tilldeath/title.html
It is eye-opening and heartbreaking, but a must read, IMO (with warnings of violence and cruelty attached) for everyone.
"The way it should work is the man is older and has matured, sowed his wild oats, and made something out of himself to understand women, and then marry a young one."
There it is. Women are now interchangeable as well as animals, varying forms of transport and other inanimate objects. Also young women will, of course, be eager, nay delighted, to marry an older mature man who understands women. /s
Ugh, I think I've had a run-in with THAT guy, too.
And to think some people wonder why I'm not into older men. Yeah, me too. Me too.
OMG, that video. That explains it all! He's a Lizard Person from Planet Xenon! Suddenly it all makes sense!
And yeah, I think I dated a couple of those shapeshifters. The drinking-problem one sounds familiar, as does the noncommitter. Luckily, I shape-shifted out of those patterns. Better alone than in bad company, as the saying goes.
PS: Aunt Edna, thanks. Luckily, this guy wasn't a physical abuser, but he sure did yoink me around mentally for the two months I dated him. Bleah. NEXT!
weirwoodtreehugger
It's really just psych 101 stuff. Intermittent conditioning. When a reward (in this case the abusive partner being kind or romantic) sometimes occurs and sometimes doesn't when the abused partner performs a conditioned behavior (in this case appeasing the abuser), the conditioned behavior will be performed even after the reward stops coming. I think this explains why people stay with shitty partners longer than they should. Red pillers probably think they're immune to conditioning and it's only weak feeemales who can be, but no.
Y'know, I really do hope this guy's girlfriend dumps HIM. And never takes him back. And then, the next one…I hope she's a Rules Fool who jerks him around like there's no leash short enough. Let's see how much he enjoys a "challange" (sic) when it's dialed up to 11!
epitome of incomprehensibility
@Aunt Edna – I don't know if I should've laughed at anything in the link you posted, but it did amuse me that someone thought the "romantic hero" of 50 Shades of Grey was DORIAN Gray.
fruitloopsie
http://s188.photobucket.com/component/Download-File?file=%2Falbums%2Fz284%2Foblongman7%2FScrubs%2Fb6488ee3.gif
These red pillers are so miserable and they want everyone else to be miserable too. I hope that woman leaves and finds someone better.
Hugs and kisses for everyone who's been in a bad relationship.
Jamie Jeans
Oh sweet lord, this is so… WOW… no words, no words…
Please don't ever let me turn into a Red Piller. I don't wish to become that horrible a person.
Robert on Roosh V blames The Jews for "most modern evils," including his own

redpajama_set_name: RedPajamaCommonCrawl


Tornado have been manufacturing and importing agricultural equipment since 1973. 2018 is our 45th year. We are a small to medium sized family owned company who with the dealers strive to provide the best machinery with the best features for the best possible price. As part of our commitment we have built a solid reputation on quality service, spare parts back up to our customers and dealer network throughout Australia.
While other brands of sprayers are becoming more conscious of price, and in doing so tend to remove standard items from their units, Tornado has gone to great lengths to uphold the quality we have become famous for.
Development is ongoing in the sprayer field. New innovations are always on the drawing board. This proves that Tornado is committed to ongoing development for the horticultural industries that are constantly looking for better ways to be more efficient.
The last 15 years we have expanded our expertise into the Olive and Nut Industry. We supply a wide range of equipment from mulching, harvesting and olive processing equipment. From Growing through to Processing.
Our association with Pieralisi, Sicma & Facma of Italy allows us to provide the highest quality harvesting and processing equipment, which has produced award winning results in Australia and around the world.


One lucky winner will receive an Ipad3 from IzzyB & Friends. Sweepstakes ends 8/31 open to US and Canada. Enter the sweepstakes here.
I would love to win this iPad! I have never had a tablet. Thanks for the giveaway opportunity.
This would be great in so many ways. My husband travels a lot to work and this would be great for him to carry along.
If I won this iPad3, I would keep it for myself as it would be great to be able to have my work with me while on the road. But, I would also share w/ my kids.
Would love to have one!
I would love to send an iPad3 to school for my son with special needs. Asperger's plus Dysgraphia makes it really hard for him to get his amazing thoughts out of his head and onto paper.
I need a iPad to keep track of my doctor appointment, medicine schedule/dosage, and to be able to take my medical records with me anywhere as I am disabled and it is hard to carry multiple folders and bags!
If I won, I would keep it for myself. My Husbands laptop broke and he has taken over mine and I never get to use it anymore.
I would love to win the iPad for our special needs' daughters.
thanks so much for this opportunity. I really need it for myself, for reading, being able to mobily access sites I need to see. thank you!
Winning this would be extra special for me since I love to read, I can read everywhere I go.
If I won this would be for me.I lost mine in the fire.


text:
Q: Two pivot tables on top of each other - VBA to aut. hide lines in between In a worksheet I have two pivot tables on top of each other. I need a VBA macro that can hide the lines in between the two pivot tables. The challenge is the speed ... Using loops is extremely slow. Is there a way to solve this problem? So far I have created a macro that identifies the last row of the 1st pivot, table and the first row of the 2nd pivotable.
With ActiveSheet.PivotTables(2)
    LastRow2 = .TableRange2.Row
    With .TableRange2
        LastRow2 = .Rows.Count + .Row - 1
    End With
End With

With ActiveSheet.PivotTables(1)
    TopRow1 = .TableRange1.Row
    With .TableRange1
        TopRow1 = .Row
    End With
End With

'Here I need some VBA to hide all rows in between LastRow2 and TopRow1

A: One way
Range("A" & LastRow2 + 1 & ":A" & TopRow1 - 1).EntireRow.Hidden = True

A: Work out which Table is on top, then use .TableRange2 to get the table range, and Offset to move up/down by a cell.  Then show/hide all of those rows in one action:
Dim ptTop As PivotTable, ptBottom As PivotTable

'Check which table is "Top" or "Bottom"
If ActiveSheet.PivotTables(1).TableRange2.Cells(1, 1).Row < ActiveSheet.PivotTables(2).TableRange2.Cells(1, 1).Row Then
    Set ptTop = ActiveSheet.PivotTables(1)
    Set ptBottom = ActiveSheet.PivotTables(2)
Else
    Set ptTop = ActiveSheet.PivotTables(2)
    Set ptBottom = ActiveSheet.PivotTables(1)
End If

'Unhide from top of Top table to bottom of Bottom table
ActiveSheet.Range(ptBottom.TableRange2.Cells(ptBottom.TableRange2.Rows.Count, 1), _
    ptTop.TableRange2.Cells(1, 1)).EntireRow.Hidden = False

'If there is at least 1 row between the tables
If ptTop.TableRange2.Cells(ptTop.TableRange2.Rows.Count, 1).Offset(1, 0) < ptBottom.TableRange2.Cells(1, 1).Row Then
    'Hide from below bottom of Top table to above top of Bottom Table
    ActiveSheet.Range(ptTop.TableRange2.Cells(ptTop.TableRange2.Rows.Count, 1).Offset(1, 0), _
        ptBottom.TableRange2.Cells(1, 1).Offset(-1, 0)).EntireRow.Hidden = True
End If

Set ptTop = Nothing
Set ptBottom = Nothing

redpajama_set_name: RedPajamaStackExchange


text:
Category/Interface/x-window-system
Revision as of 13:51, 6 July 2011 by WikiSysop (talk | contribs)
(diff) ← Older revision | Approved revision (diff) | Latest revision (diff) | Newer revision → (diff)
Broaden your selection: Category/Interface
Category/Interface
desktop-enhancement
gnome-app
kde-app
wayland-window-system
window-manager
x-window-system
x-window-system (2042)
A one-or-two player "pong" (ball and paddles) game for X-Window, drawn using vectors (lines). Different view modes are available, including split red/blue mode for using 3D glasses. Two players supported by connecting to multiple X-Window displays.
3dFB
'3dFB' is a 3D file manager and browser. 2D file managers work nicely, but with 3D, you can display much more information. The aim of this project is to make a viable, workable, 3D file manager that is not a hog on resources and can actually be usable.
4Pane is a highly configurable Linux filemanager. It has dual twin-panes, each of which has a directory tree-view pane and a detailed-list pane for files. Advanced features include multiple undo and redo of most operations (including deletions), archive management including 'virtual browsing' inside archives, multiple renameand duplication of files, a terminal emulator and user-defined tools
A+ is a powerful and efficient programming language. It has a rich set of functions and operators, a modern GUI with many widgets and automatic synchronization of widgets and variables, asynchronous execution of functions associated with variables and events, dynamic loading of user compiled subroutines, and many other features. Execution is by a rather efficient interpreter. It is mainly used in a computationally-intensive business environment, but many critical applications written in A+ have withstood the demands of real world developers over many years. It is written in an interpreted language, so applications tend to be portable.
a2b is an abstract train game where you guide trains to their destination without letting them collide with each other. Each game is played on a set of tracks on which trains run at regular intervals. You pick a train and accelerate, brake, or stop as necessary to safely guide it to its destination. Since trains are continously being launched, more than 1 train will want to use the same section of a track, potentially leading to a collision. You must resolve this by making a train wait while you rush another train. As a last resort, you can send a train back to its base.
Automates most tasks on video and audio streaming. Besides being a free/libre software, its goals are:
Move past command-line based streaming, by automating things.
Provide audio/video feedback for the volunteer at the station to monitor the streaming.
Its current features include:
Behave slightly differently according to user actions or loss of the feed.
GTK+ graphical user interface.
Ease to switch between testing mode -- for testing the audio and video chain without broadcasting -- to stream mode, which broadcasts the feeds.
In the event of main camera source failure, ABYSS changes the pipeline to fetch the video source from a backup USB webcam and then starts broadcasting again.
Each stream is actually recorded locally in three forms to allow easy post-processing: audio-only, raw-video, and audio-video.
Was used during LibrePlanet 2015 and 2016. ABYSS was previously know as Libre-Streamer.
The ADG library (Automatic Drawing Generation) is a set of functions focused on automating the drawing of mechanical parts. It is not a CAD system but a library providing a non-interactive canvas where you can put common CAD entities such as paths, xatches and quotes, to create your technical drawings. The final result can be displayed inside a GTK+ widget or exported to any cairo available format, such as PostScript and PDF documents or PNG and SVG images.
ADM (Asterisk Desktop Manager) aims to integrate your desktop with the Asterisk PBX and hardware IP phone by providing some useful features such as automatic on-call volume reduction, one click dialling (from the clipboard), automatic messenger "away" status when on a call, and some Cisco 79xx specific features. It runs with any GNOME compatible window manager.
AFD is a program to automatically distribute files either locally or to remote hosts. The files are distributed by using FTP or SMTP, and can be sent in parallel and with priority. It provides a GUI to monitor and control the distribution and extensive logging of all activities.
AJAX Chat
AJAX Chat is a free and fully customizable open source web chat software implemented in JavaScript, PHP and MySQL.
... further results
Retrieved from "https://directory.fsf.org/wiki?title=Category/Interface/x-window-system&oldid=9310"


text:
Q: Can't update hot tuna ios dialog support to version 3.5 When I try to update or to install dialog support package I get the error:

Could not install package 'MvvmCross.HotTuna.Touch.Dialog 3.5.0'. You are trying to install this package into a project that targets 'MonoTouch,Version=v1.0', but the package does not contain any assembly references or content files that are compatible with that framework. For more information, contact the package author.

A: The issue is you are still targeting the old 32 bit only iOS api (the MonoTouch.dll). All apps being written for the store must support 64 bit and 32 bit (Xamarin.ios.dll).
You can I believe get a build of mvvmcross 3.5 that will support the old apis, but I'd look at upgrading your project to support the new iOS apis. Xamarin produce some good docs here: http://developer.xamarin.com/guides/cross-platform/macios/32-and-64/.
This goes without saying but make sure you have everything in source control first before upgrading just in case. Once you have upgraded you should upgrade all mvvmcross components to 3.5


Whatever your equipment needs, you will find the very best suppliers and their product information on this website. The site provides a monthly newsletter to keep engineers and managers updated with the latest industry news, exhibitions, product releases, training information and technical data, with a circulation in excess of 11,500 it is a far reaching newsletter. To receive the FREE Newsletter complete the form at the bottom of the page.
In addition to product and supplier information Vibration-Test.co.uk will also bring you technical information and articles along with links to useful websites.


There are some hotels that exceed all expectations time and time again. Hotel Christopher on St. Barths is one of those amazing places that WIMCO clients always rave about. With wonderful service and perfect pricing, Hotel Christopher is a special place for St. Barths travelers. D.A. stayed and returned with this enthusiastic review.
"I have to tell you Hotel Christopher is SPECTACULAR and worth every penny. The customer service was the very best we have experienced- ever- in the entire Caribbean. We have stayed at other hotels in St. Barths, and Hotel Christopher was the best one by far and a bargain compared to all the others.
The place was awesome; the pool was gorgeous; the rooms were furnished very well and very modern. I would recommend it to anyone wanting to stay in St. Barth. The customer service, food, staff- everything was 5-star. The Four Seasons could not do better. This is a terrific place and the best bargain in the region to boot.
We will certainly use WIMCO again when the need arises." – D.A.


text:
Buakaw vows to do more homework after failing to knockout Ukrainian
Muay Thai legend Buakaw Banchamek went the distance against Ukrainian Oleksandr Yefimenko at their match on Friday night in Bangkok, failing to knock out his opponent as he did in his last two matches.
After ending the match in a draw, Buakaw said he would need to do his "homework" to knock out his next opponent.
The three-round exhibition match was held at Rajadamnern Muay Thai Stadium, where Buakaw knocked out his two previous opponents – Japanese fighters Yoshihiro Sato and Kota Miura – in October and August, respectively.
The 21-year-old Ukrainian managed to sweep the Thai fighter off his feet in the first round, but 40-year-odl Buakaw got back up immediately. Yefimenko's punches were blocked by Buakaw, but he scored with low kicks as he targeted BuaKaw's legs.
Yefimenko continued to focus on low kicks at the start of the second round, but Buakaw responded more aggressively with punches at close distance.
Buakaw took more low kicks at the start of the third round, but as it progressed, the veteran became more successful with his combinations of punches to Yefimenko's face and kicks to his body.
Both fighters were still standing as the bell sounded. The match had no winner and will not appear in either fighters' record.
After the match, Buakaw told reporters that the fight made him realise he had not trained enough and needed to "do more homework" before his next match to score a knockout.
Friday's match was part of the "Rajadamnern World Series" organised by Global Sport Ventures and the Kickboxing Association of Thailand (KAT). It was sponsored by the National Sports Development Fund.
Muay Thai ace Buakaw draws attention at NY Times Square
God of Muay Thai wows audience as he takes Apec stage
Muay Thai champ ready to teach Apec leaders a few powerful moves
Buakaw BanchamekMuay Thai boxingRajadamnern StadiumBangkokBreaking News
HCM City's Chilli Thai offers spicy kick that's hard to beat
Takrit and Suritpreeya Emerge Victorious in JAT C Class
SEA Games told to choose either 'Muay Thai' or 'Kun Khmer'
Adidas unveils new match ball for 2023 Women's World Cup
Tantikorn and Arisa Enjoy Double Delights at 1st Junior Asian Tour


Deirdre M. Daly, United States Attorney for the District of Connecticut, and Patricia M. Ferrick, Special Agent in Charge of the New Haven Division of the Federal Bureau of Investigation, announced that HOMERO JOSHUA GARZA, 32, of Texas, formerly of Somers, Conn., waived his right to be indicted and pleaded guilty today in Hartford federal court to one count of wire fraud related to his role in his companies' purported generation and sale of virtual currency.
Between approximately May 2014 and January 2016, GARZA, through GAW, GAW Miners, ZenMiner, and ZenCloud, companies he founded and operated, defrauded victims out of money in connection with the procurement of virtual currency on their behalf. The companies sold miners, access to miners, and the right to purchase a virtual currency called "paycoin," as well as "hashlets." A hashlet entitled an investor to a share of the profits that GAW Miners or ZenMiner would purportedly earn by mining virtual currencies using the computers that were maintained in their data centers. In other words, hashlet customers, or investors, were buying the rights to profit from a slice of the computing power owned by GAW Miners and ZenMiner.
To generate business and attract customers and investors, GARZA made multiple false statements related to the scheme, including stating that GAW Miners' parent company purchased a controlling stake in ZenMiner for $8 million and that ZenMiner became a division of GAW Miners. In fact, there was no such transaction. GARZA also stated that the hashlets GARZA's companies sold engaged in the mining of virtual currency. In fact, GARZA's companies sold more hashlets than was supported by the computing power maintained in their data centers. Stated differently, GARZA's companies sold the customers the right to more virtual currency than the companies' computing power could generate. GARZA also stated that the market value of a single paycoin would not fall below $20 per unit because GARZA's companies had a reserve of $100 million that the companies would use to purchase paycoins to drive up its price. In fact, no such reserve existed.
During the scheme, GARZA, through his companies, used money his companies had made from new hashlet investors to pay older hashlet investors. The payments were money that the companies owed the older investors based on the purported mining GAW Miners and ZenMiner had done on the investors' behalf.
The loss attributable to GARZA from the scheme was $9,182,000.
GARZA is scheduled to be sentenced by U.S. District Judge Robert N. Chatigny on October 12, 2017, at which time he faces a maximum term of imprisonment of 20 years.
This matter is being investigated by the Federal Bureau of Investigation and is being prosecuted by Assistant U.S. Attorneys John T. Pierpont, Jr. and Jonathan Francis.


"So, how was your night last night?"
I looked up, confused. I had just sat down for my Chinese class and was a bit baffled by my teacher's question.
I explained that Manfriend and I hadn't celebrated — we never did. As the only American in our cozy little hutong home, it was up to me to dictate holiday observance. And as my family had minimal to no exuberance for this particular day, I sure didn't have any need to celebrate.
She nodded, and we went on with class. Walking back to the subway station, I listened to my younger sister's messages. Living in her little corner of Maine, she was experiencing her own holiday musings.
While my friends forgave my lack of observance — the more miles, the less I need to "do holidays," I guess — her own friends seemed to hold her to more traditional expectations. While her perfect scene for the evening would be her laughing and dining with her partner, alone in their home, their friends disagreed.
"I hate the pity or condescension or whatever it is," she bemoaned via WeChat messaging. "Why can't they understand that I don't have to fit into their traditional picture of what this holiday looks like?"
I remember my friends thinking my family was odd for opening Christmas presents on Christmas Eve. How for Thanksgiving, we rarely had the proper turkey dinner. Or how, as I grew older, I'd work on Christmas Day — on most holidays, actually — without batting an eye. Even now, I'm the odd one for opting out of bar crawls or expat feasts each holiday season.
And here's why: That's me. My personal definition doesn't include prescribed holiday joy, and that's OK. Just like it was OK that my sister preferred a night in with her man, and my close friend back home went all out catering her first beautiful thanksgiving feast.
We all had our things, our interests and our ideas of what we wanted from this time of year.
And while I've always known this, living abroad made it all the more clear: Defining myself extended outward, to my routines, my choices and my own traditions.
For me, Thanksgiving was forgettable, and Christmas will be spent lazing about with Manfriend. And for that one holiday I look forward to — New Years — we'll be traipsing around a frozen city in northern China. It'll look a lot different than nearly every photo I'll see on my social media feeds, but it'll also be distinctly me.
So wherever you are, with whatever beliefs and traditions you have, I hope you focus on the happiness, small or large. No Norman Rockwell painting can define this for you — your preference is as lovely as anyone else's.


text:
When using this site we may ask you for personal information, for example, your name, address or telephone number, e-mail address in order to provide you with the services you wish to make use of, such as email alerts. Cookies (see below) may also collect information about your use of this site or other sites accessible from our website.
We use this information to provide you with services made available on this site or to facilitate your use of the site. We also use information to help us analyse how people are using our site so that we can continue to improve the user experience.
We will only collect and use personal information in line with our responsibilities under applicable Data Protection laws.
Cookies are small text files that are placed on your computer by websites that you visit. They are used to identify your computer to a website's server and help personalise the site for your use either in your current browsing session or on future visits to the site. They also improve site functionality – for example, by letting you navigate between pages efficiently.
Some cookies are session cookies, which mean that they are created only for the time of your visit and are deleted when you leave the website. Other cookies ("persistent cookies") remain on your device for a period of time specified in the cookie. Persistent cookies are activated each time that you visit the website that created that particular cookie so that the site remembers who you are when you return and can personalise the site for your use.
Most browsers allow you to turn off cookies. If you want to know how to do this please look at the help or settings menu on your browser. The help or settings menu of most browsers will tell you how to set your preference as to how you wish cookies to be treated – you should be able to set up your computer to accept all cookies or, if you prefer, to disable cookies completely. Switching off cookies may restrict your use of a website. You can find out more about cookies on www.allaboutcookies.org.
Strictly necessary cookies: These cookies are essential in order to enable you to move around the website and use its features.
Performance cookies: These cookies are used to collect information about how visitors use our website. We use the information to compile reports and to help us improve the website. The cookies collect information in an anonymous form, including the number of visitors to the site, where visitors have come to the site from and the pages they visited. This information cannot be used to identify who you are. Google stores the information collected by these cookies on servers in the United States. Google may transfer this information to third-parties where required to do so by law, or where such third-parties process the information on Google's behalf.
Functionality cookies: These cookies allow our website to remember choices you have made when using the website or they may be used to provide services such as watching video on line.
Certain of the cookies on this website are session cookies and others are persistent cookies. If you would wish to adjust which cookies may be placed on your computer by this website, please look at the help or settings menu on your browser which should allow you to set your own preference as to how you wish cookies to be treated.
By using our website, you agree that we can place the types of cookies referred to above on your device.
Our website may contain links to other web sites which are outside our control and are not covered by this Privacy Statement. If you access other sites using the links provided, the operators of these sites may collect information from you which will be used by them in accordance with their privacy policy, which may differ from ours. We do not accept any responsibility or liability for the privacy practices of such third party websites and your use of such websites is at your own risk.
All comments, queries and requests relating to our use of your data are welcomed and should be addressed to [email protected] or to +44 (0)20 7355 5300.


A month in search brings you highlights from some of the big news from the world of search.
The local pack results are very important for local businesses looking to attract traffic from Google's search engine and it looks as though Google has been paying attention to their local pack results recently with an update to their algorithim. Google has always shown a rating for reviews for each listing in the local pack however searches that include quality trigger words such as 'the best …' or 'awesome …' have been returning results with the review rating score filter defaulting to 4.5/5.0 and highlighted in red. Although we couldn't replicate the results in the UK many US based searches are returning the above result so we don't expect it to be too longer before UK results appear the same.
Back in 2013 Google stated that 15% of all searches performed in the Google search engine were brand new, never seen before search queries and this month Google has reaffirmed that statement. Last year, Google announced that it handled 2 trillion searches per year, although that figure is thought to now be even bigger, based on last years figure this means that 150,000,000,000 search queries that Google processed last year had never been searched for before.
A recent study by search giant Moz has revealed that half of Google page 1 search results show https urls. Moz carried out the study recently using data from their keyword tracking tools which tracks 10'000 plus keywords. Google started its push on https back in 2014 with its https ranking signal which appears to reward websites who have made the effort to secure their sites with SSL certificates. The number of https urls appearing on page 1 Google search results has grown year on year and by the end of 2017 Moz predicts 70% of all page 1 results will be populated with https urls.
Google have announced a new feature for image search called style ideas. Google recently launched a similar feature called similar items that works in the same manner driven by schema mark up. Google's official announcement for the launch of the new feature is below.
With style ideas, you can see real-life options of what bag and jeans look stellar with those red high heels you've been eyeing. Or if running gear is more your speed, no sweat — workout ensemble ideas are just a tap away.


text:
LONDON VIOLENCE AGAINST WOMEN CONSORTIUM
The Asian Women's Resource Centre are leading on EHP which is funded by London Councils under strand 2.6 - To improve service provision for those affected by sexual and domestic violence, specifically, Female Genital Mutilation , honour based violence, forced marriage and other harmful practices in London through the provision of high quality front-line services as well as support services to voluntary and statutory organisations.
The pan-London scope of Ending Harmful Practices addresses an identified gap in the provision of a co-ordinated, specialist service. The project will provide one to one support to BME women affected by harmful practices and also raise awareness to increase early identification of those at risk and improve institutional responses.
More specifically services include:
One-to-one emotional support
One-to-one advice and information on rights, entitlements and options
Casework and advocacy support, which include accompanying women to report crimes of violence to the police and housing departments, as well as accompanying women to court and advocating their needs to social services
Therapeutic services groups and a counselling provision to women
Raising awareness of the impact of HBV, FM and FGM within communities and other voluntary and statutory agencies (not only BME communities) through delivering workshops, training and presentations and undertaking specific work with young women through the delivery of workshops to support peer mentoring and youth advocacy
Creating referral pathways to refuge provision and FGM clinics, as part of casework
ASCENT ENDING HARMFUL PRACTICES
The Asian Women's Resource Centre is also part of Ascent which is a project of the London VAWG Consortium, made up of six partnerships funded by London Councils to deliver a range of services for survivors of domestic and sexual violence. The London VAWG Consortium is made up of 22 organisations working in partnership to ensure that comprehensive, cost effective, high quality services are available throughout London. The aim of the Consortium is to deliver innovative and seamless services across London for all communities of interests and individuals in need, by strengthening referral pathways across organisations, avoiding duplication and identifying trends and emergency need.
Ashiana Network, Asian Women's Resource Centre, AVA, Chinese Information and Advice Centre, EACH, FORWARD, IMECE Women's Centre, IMKAAN, Iranian and Kurdish Women's Rights Organisation, Jewish Women's Aid, Latin American Women's Rights Service, Nia Project, Rape and Sexual Abuse Resource Centre, Refuge, RESPECT, Rights of Women, Solace Women's Aid, Southall Black Sisters, TENDER, Women and Girls Network, Women's Aid and Women's Resource Centre.
Prevention based on children and young people group programs aiming to identify the key elements of healthy and unhealthy relationships and challenge myths and tolerance towards violence.
Advice, counselling, outreach, drop-in and support for access to services.
Domestic and Sexual Violence Helplines.
Emergency refuge accommodation. Support services to sexual and domestic violence voluntary sector organisations.
Specifically targeted services FGM, honour based violence, forced marriage and other harmful practices.
For further information on the VAWG consortium visit: The London VAWG Consortium


Using computer technologies usually conforms to the rules which are placed in computer rooms, company websites or are published some other way. Details and support are usually provided by appointed IT experts.
Unauthorized use prohibition. It is not usually allowed to manipulate the computers. It is forbidden to disconnect computers from the network (internet) or connect your own devices/computers (this can be allowed in some places). If it is allowed to use private computers, they are usually connected via a Wi-Fi device and are identified and connected upon different conditions to a "security zone" so that the network is better protected from virus-attacked and potentially dangerous computers. Some computers can only be accessible by particular users or administrators. Using presentation devices may require special training, as the devices can easily get damaged (e.g. lamps in data-projectors get damaged when they are not turned off in a proper way).
Computer activity restrictions. Using HW, SW or certain rules, some activities on computers can be limited (playing games, service limitations, P2P networks usage prohibition, non-business usage prohibition).
Computers in the network are usually protected by various HW or SW devices from unauthorized use. Attempts to breeching the security are considered very serious and may result in criminal offence procedures.
Program installation prohibition. Installation and using of private programs is not allowed. This way, administrators protect themselves from breaking copyright law and to lower the security hazards.
Log off the computer when leaving. If a user name and password are required in company networks for each user, it is important to always log off or lock the computer before leaving. Without logging off, there is a risk of abusing the computer and the owner of the login name is guilty.
Passwords. Password should be changed regularly and should always be a "strong password". Never tell, lend or share your user name and password and protect it from being revealed (do not use any written forms). Password is usually never passed to administrators. If it is necessary from a serious reason, do that personally, not on phone or via e-mail.
Consideration to others. Do not bother or interrupt other users in any way.
Data in computers. Data in computers are usually not backed up and administrators do not provide any guarantees. Valuable data is saved in network drives or can be a part of the user profile. It is suitable to use a flash memory disk or other media. Always save your data in several separate places.
Always consult all technical or other problems as soon as possible.
Bandwidth - Bandwidth and data downloads does not necessarily need to be unlimited. The faster connection, with or without limited downloads, the higher the price for the connection. If the bandwidth is being wasted, the internet connection providers or network administrators can penalize such users. The options usually differ according to the provider, location (or country) and particular companies. In simple words - particular users should not be disadvantaged. If somebody extremely overloads the connection and limits other users, it is not right. Some providers solve this by increasing the connection capacity or limit some services. E.g. P2P networks are forbidden in some companies.
Respect other users. Internet connection is usually shared by multiple users. If you download larger amounts of data, try not to limit other users. Sometimes, it is recommended that you leave large downloads for overnight because some ISPs give users privilege to overnight downloads.


There is more than one way to travel the world, believe it or not, you just need to use your imagination. Sometimes just spending money to get around is not the best option for everyone and there isn't always a personal honeypot available to use, especially if you are a college student, just graduated, or are even just taking some time to rediscover yourself. Here are some more creative ways to get around and to pay for it.
Bartering: No I'm not talking about doing anything immoral to get yourself around. I'm talking about working in order to get things for free while you're traveling. What this means is a kind of work around for a work visa to international countries. Bartering is allowed through some groups, such as the WWOOF (World Wide Opportunities on Organic Farms), where you can work or help around the house in exchange for food and lodging. There is no exchange of cash, but you will have an easier time if you were trying to travel more inexpensively.
Become a Teacher: Even if you are not a teacher, but you are traveling internationally, consider becoming an English language teacher abroad. You will be able to earn money, travel, and get some countries ticked off your list. This may require a teaching certificate depending on the program you are going for, but that is not always the case.
Peace Corps: If you are not short on time and would like to help change the world, consider joining the Peace Corps. You'll earn some extra money, immerse yourself into a different culture and help the world all at the same time. They do have a presence in over 139 countries, so you should be able to hit up a few bordering countries as well. It does require a 27-month commitment, but is worth it if you are able and willing.
Au Pair: Au pairs are not especially common in the United States, but are common in Europe and around the world. Essentially nannies, au pairs are always foreign and parents look for them to watch and educate their children because of the language difference, especially if you are a native English speaker. Some of the stays are just over a holiday season, but others can be longer, giving you both pay, cultural and language experience, and enabling you to see more of the world.
Flight Attendant: While this job is certainly not for everyone, being a flight attendant is an easy way to travel the country and the world. With access to extremely discounted fares and sometimes free fares, you would be able to travel long distances with ease. And of course, when you are working, you will be traveling between two destinations, allowing you to see more of the world.
Travel Writing: This is not always a possibility for everyone. You need to have a good handle on the English language as well as a knack for writing. But, there are so many online jobs out there these days that with a native English speaker, you can travel the world, get paid to do so and then tell everyone else what you are up to. Keep in mind you will not have much control over where you are going or what you will be writing about.
Telecommuting: If you are already working and would like to see more of the world, see if there are telecommuting options for your career. If you can easily relocate and move about all over the world while still getting paid, you will easily be able to see as much has you want to. There are a lot of websites out there offering different types of telecommuting freelance positions, which may help you to keep the income flowing while you go out on your adventures.
I have been traveling as long as I can remember. I come from a family that was very much into the concept of the American road trip, state hopping in our beat-up suburban every summer. Since then, I have expanded my territory of travel to other parts of the world, all the while letting my world view shift and change as my experiences also shifted and changed.


Listen to the latest Sermons from Hope Christian Reformed Church in Oak Forest, IL. Sermons are released each week as preached by Roger Nelson unless otherwise noted. Learn more about us at www.hope-crc.org.
Listen to Sermons from Hope CRC now.


text:
getTestArgs()
{
    OPTIND=1         # Reset in case getopts has been used previously in the shell.
    while getopts "h" opt; do
        case "$opt" in
        h)
            echo "usage runTest.sh -h | <testname>"
            exit 0
            ;;
        esac
    done

    shift $((OPTIND-1))
    TEST_NAMES=$@

    if [ -z "${TEST_NAMES}" ]; then
        echo "ERROR: please specify a test name.";
        exit 1;
    fi
}

cleanState()
{
    GRAPH_NODES=$1
    # Remove the last state files for the nodes we are about to run in this test
    for NODE in GRAPH_NODES
    do
        rm -f ./state/${NODE}
    done
}

compareFiles()
{
  EXPECTED_FILE=$1
  ACTUAL_FILE=$2
  diff ${EXPECTED_FILE} ${ACTUAL_FILE}
  if [ $? -ne 0 ]; then
    echo ERROR: diff ${EXPECTED_FILE} ${ACTUAL_FILE}
    exit 1;
  fi
}

getTestArgs "$@"

# get the directory that this script is in
SCRIPT_DIR="$( cd "$( dirname "${BASH_SOURCE[0]}" )" && pwd )"

# Walk each argument (test) specified on the command line - this supports wild cards
TEST_COUNT=0
for TEST_NAME in ${TEST_NAMES}
do

    # If it's a directory, execute it as a no flo test
    if [ -d "${TEST_NAME}" ]; then

        echo "EXECUTING ${TEST_NAME}"

        # Get the expected graph nodes
        NOFLO_GRAPH_NODES=`ls ${SCRIPT_DIR}/${TEST_NAME}/expected_state`

        # switch to the noflo_rdf_pipeline repository root directory to execute noflo
        pushd ${SCRIPT_DIR}/../ > /dev/null

        cleanState "${NOFLO_GRAPH_NODES}"

        # Run the graph
        ./node_modules/noflo/bin/noflo ${SCRIPT_DIR}/${TEST_NAME}/noflo_test_graph.json

        # check all results
        for NODE in $NOFLO_GRAPH_NODES
        do
          compareFiles ${SCRIPT_DIR}/${TEST_NAME}/expected_state/${NODE} ./state/${NODE}
        done

        # Return to whatever directory we were last in
        popd > /dev/null
        echo "COMPLETED ${TEST_NAME} successfully"
        echo

       ((TEST_COUNT++))
    fi

done

if (($TEST_COUNT == 1)); then
    echo Executed ${TEST_COUNT} test.
else
   echo Executed ${TEST_COUNT} tests.
fi

redpajama_set_name: RedPajamaGithub


text:
Q: how to build custom segemnted control in flutter? I want to create filter control with segmented control but it has custom shape like in picture

can I achieve this with segmented control or will need to build my own control ?

A: something like this
import 'package:flutter/material.dart';

void main() => runApp(MyApp());

class MyApp extends StatelessWidget {
  @override
  Widget build(BuildContext context) {
    return MaterialApp(
      debugShowCheckedModeBanner: false,
      home: Scaffold(
        appBar: AppBar(title: const Text('Title')),
        body: Center(
          child: RadioChips(
            values: ['All', 'Tradition', 'Fiesta'],
            onSelected: (index) {
              print('selected: $index');
            },
          ),
        ),
      ),
    );
  }
}

class RadioChips extends StatefulWidget {
  final List<String> values;
  final int initialPosition;
  final Function(int index) onSelected;

  RadioChips({@required this.values, @required this.onSelected, this.initialPosition = 0});

  @override
  _RadioChipsState createState() => _RadioChipsState();
}

class _RadioChipsState extends State<RadioChips> {
  int current;

  @override
  void initState() {
    super.initState();
    current = widget.initialPosition;
  }

  @override
  Widget build(BuildContext context) {
    return Row(
      mainAxisSize: MainAxisSize.min,
      children: List.generate(
        widget.values.length,
        (index) {
          return GestureDetector(
            onTap: () async {
              setState(() => current = index);
              widget.onSelected(index);
            },
            child: Container(
              height: 36,
              alignment: Alignment.center,
              margin: const EdgeInsets.symmetric(horizontal: 4),
              padding: const EdgeInsets.symmetric(horizontal: 20),
              decoration: BoxDecoration(
                borderRadius: const BorderRadius.all(Radius.circular(18)),
                color: index == current ? Colors.lightBlue : Colors.grey[400],
              ),
              child: Text(widget.values[index], style: TextStyle(color: Colors.white)),
            ),
          );
        },
      ),
    );
  }
}


text:
The Center for Citizenship and Social Responsibility, Medford MA Public Schools
The Center for Citizenship and Social Responsibility (CCSR), a district-wide afterschool program in Medford, MA, develops responsible global leaders/heroes who actively address social issues such as addiction, racism, depression, suicide, and bigotry.
Over the past four years, more than 2000 students have participated in mini-courses, clubs and activities, and most importantly community projects. The district-wide after school program is dedicated to making the community and the world a better place to live. At each school, there is a CCSR advisor, who guides students in the development of Project Based Learning activities, individually and in small groups of 2 or 3 students. The student(s) select a project that they believe will help others or make the community a better place to live. A full list and description of the projects can be found on our project page.
Our public education system is the foundation of our democracy and the cauldron of the "melting pot". We believe that public and private schools must incorporate social-emotional learning, empathy, compassion, and citizenship in school curricula to develop students leaders will who combat racism, bigotry, and hate. If we fail to do this, we miss an opportunity to have a profound impact on the kind of world in which our children will live.
We are living in a world that has many threats and challenges such as opioid deaths, hatred, prejudice, addiction, bullying, mass murders, climate catastrophes, gender bias, suicide, voting rights, gun control, global warming, pollution, poverty, etc. There are many government sponsored and private programs that attempt to deal with these issues. Unfortunately, the vast majority of these programs address the symptoms and not the root cause. We believe that K-12 public school education provides us with the most effective place to address and reduce the effects of these issues. We strongly believe teaching children and adolescents how to be empathetic leaders and understand the plight of others is imperative to prevent such tragedies from happening again.
Character: We want our students to be able to act with integrity, respect, and responsibility
Citizenship: Our goal is to foster our students into being responsible citizens in a global society
Empathy: Our leaders learn to understand the plight of others and do something to help make the world a better place for all people
Service: The student-led projects are an outlet to allow the students themselves to become leaders and provide service to their communities
Leadership: Our students learn to be leaders in our community with the goal of making the world a better place to live.
The CCSR was founded in 2013 made possible by a grant of $50,000 from Bloomberg Philanthropies.
In the spring of 2017, the CCSR was awarded the 100k Cummings Grant.
In September of 2018, the CCSR received a donation of $125,000 and an additional $40,000 in 2020 The ELL Give Back Program: A Nationally Recognized Program. Students from the Medford High School Center for Citizenship and Social Responsibility were surprised to hear they had won a national award from the KIND Foundation and Making Caring Common, a project of the Harvard Graduate School of Education, for a project welcoming English language learners. The students — Rubia Fernandes, Luiza Barbosa, and Jenna Agnone — created videos in seven different languages to help newcomers navigate the community, explaining things such as getting a bus pass and opening a locker. Each student received a $1,000 prize from the KIND Foundation.
In September of 2018, the CCSR received a donation of $125,000 from the Krystle Campbell Memorial Fund at The Boston Foundation. The purpose of this initiative will be to identify and financially support student-driven projects that benefit the community. As part of this new partnership, the students involved in the CCSR will propose and develop projects to spread Krystle's enthusiasm for bringing people together and fostering community spirit. Medford Public Schools students from across grade levels will propose and create projects that focus on understanding and helping others, incorporating social-emotional learning, empathy, compassion and citizenship. The projects will lay the groundwork for reducing violence and encouraging an environment of peace, collaboration, and friendship. We believe that through this partnership, the student's contributions and emphasis on community, we will continue to honor Krystle's enthusiastic personality for years to come.
Since 2015, more than 2000 students have participated in program and have completed over 400 projects. In 2019-2020 over 500 students in grades K-12 are developing over 150 year-long community projects using the Project-Based Learning (PBL) methodology where students gain knowledge, learn to problem solve and develop leadership skills. Since PBL incorporates real life experiences for students, by working to help others, the learning has a lasting positive effect on their Since self-image, self-confidence, ability to empathize and understanding of others.
In 2018, the CCSR expanded to every school in Medford
CCSR has collaborated with The Jonathan M. Tisch College of Citizenship and Public Service, colleges and universities, community groups such as Team Medford, government agencies, nonprofit organizations, and civic and public service organizations to help make the world a better place to live.
Main Features of the CCSR Curriculum Model
Project Based Learning is a teaching method by which students gains knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. Student projects are focused on student learning goals and include Essential Project Design Elements:
· Key Knowledge, Understanding, and Success Skills - The project is focused on student learning goals, including standards-based content and skills such as critical thinking/problem solving, communication, collaboration, and self-management.
· Challenging Problem or Question - The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge.
· Sustained Inquiry - Students engage in a rigorous, extended process of asking questions, finding resources, and applying information.
· Authenticity - The project features real-world context, tasks and tools, quality standards, or impact – or speaks to students' personal concerns, interests, and issues in their lives.
· Student Voice & Choice - Students make some decisions about the project, including how they work and what they create.
· Reflection - Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them.
· Critique & Revision - Students give, receive, and use feedback to improve their process and products.
· Public Product - Students make their project work public by explaining, displaying and/or presenting it to people beyond the classroom
In PBL environments, students learn via a process of questioning, active learning, sharing, and reflection, thus making meaning of content (Blumenfeld et al., 1991). Students work together in groups developing skills such as collaboration, communication, and problem-solving. Classmates become coworkers and co-learners. "The learners are responsible for one another's learning as well as their own. Thus, the success of one learner helps other students to be successful." Collaborative learning has been linked with higher achievement and productivity, more caring, supporting, and committed relationships, and greater psychological health, social competence, and self-esteem compared to working competitively (against others) or individualistically. Collaborative learning provides opportunities to increase social awareness as students work together to achieve a common goal. As conflict, disagreements, and setback occur, students learn to communicate and resolve social problems. Furthermore, students are able to see and understand differences between each other, build diversity, and create a positive learning atmosphere (Laal & Ghodsi, 2012).
Reflection is final design element of PBL and can encompass Social Emotional Learning (SEL). Reflection allows time for students to discuss everything from how things went, what could have made their work better, and each individuals contribution. By asking group members to identify what behaviors help them work together and by asking individuals to reflect on their contribution to the group's success or failure, students are made aware of the need for healthy, positive, helping interactions (Panitz, 1996; Cohen. & Cohen, 1991 as cited in Laal & Ghodsi, 2012).
Social and emotional learning (SEL) is the process in which people understand and manage their emotions, set goals, have empathy, establish positive relationships, and make responsible choices SEL competencies are critical to education and can be naturally learned though Project Based Learning, (Collaborative for Academic, Social, and Emotional Learning, 2019).
The five core competencies of SEL are:
· self-awareness
· self-management,
· social awareness
· relationship skills
· responsible decision making
Public education provides the most effective place to increase understanding, compassion, empathy and kindness in our society. Children develop their beliefs early in life and carry them with them to adulthood. For the most part, our schools have failed to include social-emotional learning (SEL) in traditional education. Since public education is the foundation of our democracy and the caldron of the melting pot, schools must incorporate social-emotional learning, empathy, compassion and citizenship. If we fail to do this, we miss an opportunity to have a profound impact on the kind of world that our children will live in.
By providing a nurturing environment and proper learning activities, educators can: prevent students from becoming addicted to harmful substances, committing suicide while developing develop positive self-awareness, encouraging teamwork and cooperation, improving self-esteem and developing leadership skills. We believe by incorporating real life experiences, authentic projects, for students we can will have a lasting positive effect on their self-image and understanding of others.
"The CCSR, which is headed by Richard Trotta, serves a vital need for Medford and is the kind of program that I would hope to see in every community. I have long advocated the importance of focusing on the social-emotional development of children and adolescents in our schools. I have emphasized that such a focus is not an extra curriculum that diverts time from teaching academic subjects but rather creates an atmosphere in which students are not only more receptive to learning but also develop those skills that will enable them to be productive, responsible citizens throughout their lives. I know that one immediate goal of CCSR is to integrate social-emotional learning in the elementary schools, a goal I highly endorse. I believe that if we are to educate the "whole" child and prepare children to meet the many challenges and responsibilities that await them, we must recognize that nurturing the social emotional intelligence of children is a vital ingredient in the educational process. It is my hope that CCSR receives the support it requires to remain true to its mission and to meet the important goals it has established. Our children and their community will be the beneficiaries of such support." Dr. Robert Brooks, Harvard Medical School and former Director of the Department of Psychology at McLean Hospital
Since 2015, more than 2000 students have participated in program and have completed over 400 projects. In 2019-2020 over 500 students in grades K-12 are developing over 150 year-long community projects using the Project-Based Learning (PBL) methodology where students gain knowledge, learn to problem solve and develop leadership skills. Since PBL incorporates real life experiences for students, by working to help others, the learning has a lasting positive effect on their self-image, self-confidence, ability to empathize and understanding of others.
Students select their projects, which are chosen based on interest and passion! Most often, students work in groups of 2-3, but sometimes the groups are larger or individually based. And, at times, the project organizers recruit other students to carry out their activities. Students meet a couple of times for organizational meetings, then twice a month as a whole group for general discussion and feedback. They also meet with their advisors, who provide guidance. Recognition is important. Students present their projects at a Project Fair; and the projects are also included in a CCSR Portfolio.
Speaker program Inspiration speakers are invited to address students on important issues: understanding other cultures, combating racism and hatred, addiction, etc. In the recent past, we have had:
Richard Blanco who is an American poet, public speaker, author and civil engineer. He is the fifth poet to read at a United States presidential inauguration, having read the poem "One Today" for Barack Obama's second inauguration.
Amanda Gorman who is an American poet and activist from Los Angeles, California. Gorman's work focuses on issues of oppression, feminism, race, and marginalization, as well as the African diaspora. Gorman is the first person to be named National Youth Poet Laureate
Dr. Robert Brooks is one of today's leading speakers and authors on the themes of resilience, motivation, school climate, a positive work environment, and family relationships. During the past 40 years, Dr. Brooks has presented nationally and internationally to thousands of parents, educators, mental health professionals, and business people.
Examples of Student Projects (For a complete list, go to www.medfordccsr.org)
High School Projects: Short Video of the high school program: https://www.youtube.com/watch?v=6j2J1icB9Mg
Plastic Bag Ordinance Update: Victory! Last year, Medford's city council unanimously supported a motion to draft a plastic bag ordinance. Rubia Fernandes. Fernandes started an online petition in her junior year, which has amassed over 600 supporters. After a year of working on this project, the ordinance has made significant progress, getting an official signature from Mayor Stephanie Muccini Burke on January 23rd. "I personally care about the environment a lot, and have taken notice of the actions that other communities took to reduce the amount of waste that they emit into the environment," Fernandes said at the meeting. A summary of the Plastic Bag Ordinance and the discussion held at the City Council meeting can be found at Wicked Local. The council has confirmed they will take action to determine the details for implementation of a plastic bag ban ordinance, following suit of other cities, such as Cambridge and Melrose's and their own plastic bag ordinances.
The ELL Give Back Program: A Nationally Recognized Program Students from the Medford High School Center for Citizenship and Social Responsibility were surprised to hear they had won a national award from the KIND Foundation and Making Caring Common, a project of the Harvard Graduate School of Education, for a project welcoming English language learners. The students — Rubia Fernandes, Luiza Barbosa, and Jenna Agnone — created videos in seven different languages to help newcomers navigate the community, explaining things such as getting a bus pass and opening a locker. Each student received a $1,000 prize from the KIND Foundation.
Medford Slavery Memorial: Students Jenny Lu and Joseph Schmidt paired up with students Liam and Jasmine at the Brooks Elementary School in order to help them with their project, In Honor of Slaves. Many slaves were buried in the Salem Street Burying Ground without a proper grave marker to remember them by. The team put up a commemorative marker and held a memorial service for the forgotten slaves, during which poems were read to commemorate the slaves.
One Sapling at a Time: On Friday, December 7th 2018, sophomore CCSR students Caelee Bouley, Prabidhi Rana, Emily Gaddy, and Jenna Matarazzo; and sophomore Biology students Dorvelt Edouard, Henrique Ramos, Gabriela Papst Luiz, and Jose Avelar Serrano planted 10 Asian Pear trees, 10 blackberry bushes, and 10 raspberry bushes. The students planted 3 of the 10 trees and all 10 blackberry bushes. They are continuing the project by creating a simple, low-cost outdoor classroom space that teachers will be able to use to integrate the courtyard orchard and garden with their lessons. The classroom has Headmaster approval for a feasibility trial to start in May 2019Diversity Lesson Plan
Middle School Projects:
Single Pregnant Mothers Students Danayara Torres and Brayan Solis wanted to help out the single, pregnant mothers within the Medford community. In partnership with the McGlynn Middle School Student Council, the two students held an event each day of Spirit Week. A theme was highlighted upon each day and participation cost $1. All money raised went towards helping single pregnant mothers within the Medford community.
In Honor of Slaves Students Jenny Lu and Joseph Schmidt paired up with students Liam and Jasmine at the Brooks Elementary School in order to help them with their project, In Honor of Slaves. Many slaves were buried in the Salem Street Burying Ground without a proper grave marker to remember them by. The team put up a commemorative marker and held a memorial service for the forgotten slaves, during which poems were read to commemorate the slaves.
"Recycle, Trash, Compost" Sorting Game Building upon the success of their book earlier in the year, this group of 5th-graders wanted to create a game to reinforce the recycling concepts taught in their book. Using only paper and markers, these girls created a sorting game for younger students to play during lunch. In this game, students sort the different objects into their appropriate bins: trash, recycling, compost, or electronics, as well as answering questions related to the topic. The group has been teaching 1st-graders how to play the game during lunch! Project done by Zahara Khan, Kathy Tang, Lina Alkurdi, Nadine Alkurdi, Teagan Altman
Elementary School Projects
Keep Warm Project by Angel Haung, Olivia Nelson, Kaylee Sanchez, Miranda Gomes, Oumniya Benalia, Maggie Fowler, Lilly Verhagen and Mary Schmidt For the cold winter months, these CCSR members encouraged our entire school to donate new or gently worn coats, scarves and gloves with daily reminders on the morning announcements. The successful project resulted in 80+ coats, and 20+ hats and gloves that were collected and distributed to local homeless shelters. These opportunities gave us all a chance to reflect on being thankful for what we have and sharing with those less fortunate.
Ethnic Pride Week Every year, the McGlynn Elementary School hosts an Ethnic Pride Week to teach children about the importance of their cultural background and learn to be accepting of others for their own cultures. This year, students Tia Belotte and Shruti Sood created a lesson plan centered around diversity and taught four classes of third graders during their week of ethnic pride. They played "diversity bingo" and had conservations with the students which taught them facts about countries around the world and learned about the cultures that can be found in the community as well.
3D Crosswalk A third and fourth grader paired up to paint a 3D optical illusion crosswalk near the Brooks Elementary School. The crosswalk painting would appear three dimensional. The striped lines would look like floating blocks in the middle of the road. The painted illusion has been successful at lowering speeds in many other locations. The crosswalk is actually flat, but its stripes appear to an approaching driver to be more attentive. The Mayor loved the idea and scheduled them to speak at Traffic Commission meeting who gave them their support. This program went viral and was on national media outlet
Penny Wars: A Fundraiser: When it was decided that our CCSR club would have a fundraiser to help a McGlynn family that had become homeless as well as provide funding for different CCSR projects, these students took on the job of creating the flyer for families and the notification for students in classrooms. They worked hard on the computer designing a flyer that would include rules, be concise and be easy to read. Their information to students included easy to understand rules. Additionally, these students took a lead role in making sure the penny wars fundraiser was publicized in the school and run seamlessly. Project done by James Cluggish, Cooper Su, Grace Cluggish
Rememberance Marker for Enslaved People Brooks School 3rd graders Liam Brady's and Jasmine Hagbourne's project was to place a remembrance marker for enslaved people in the south west corner of the Salem Street Burying Ground Cemetery. This location has had over 50 slaves buried there without a marker for more than 200 years. In addition, they planned a city ceremony in June to reveal the new marker and pay tribute to these forgotten men and women.
Medford HS city summer cleanup M.S.Buy A Bracelet, Save a Life ElementSchool Animal Shelter Drive
Teacher Advisors
At each school in the Medford School District, there is a CCSR advisor/teacher who guides students in the development and implementation of social action and social justice projects. They receive stipends for the year.
The advisors are classroom based at each school, who have experience working on SEL or other related areas. The role of advisor is to mentor individual and small groups of students in planning and implementing their projects. The coordinator of the CCSR provides training and guidance to the advisors in using Project Based Learning and SEL.
2020 Update:
As Thanksgiving season approaches, we can all agree that there is so much to be thankful for! This November, the CCSR has designed a gratitude challenge, showing daily ways in which you can demonstrate gratitude.
Students, parents, staff, and community members are welcome to join us and show the world how the members of our wonderful community appreciate the amazing things that life has to offer! In order to participate, take a picture of yourself doing the following things and then post your pictures to our social media pages. The CCSR wishes everyone a very happy November!
Audiences Served and Successful Impact
The CCSR serves all students in the school district in grades K-12. In the 2019-2020 school year there were 500 students participating in creating and implementing over 100 projects. Over the past five years, many of their projects have been recognized by local and national media. For example, The ELL Give Back Program: A The ELL Give Back Program: A Nationally Recognized Program Students from the Medford High School Center for Citizenship and Social Responsibility were surprised to hear they had won a national award from the KIND Foundation and Making Caring Common, a project of the Harvard Graduate School of Education, for a project welcoming English language learners. The students — Rubia Fernandes, Luiza Barbosa, and Jenna Agnone — created videos in seven different languages to help newcomers navigate the community, explaining things such as getting a bus pass and opening a locker. Each student received a $1,000 prize from the KIND Foundation.
Nationally Recognized Program Students from the Medford High School Center for Citizenship and Social Responsibility were surprised to hear they had won a national award from the KIND Foundation and Making Caring Common, a project of the Harvard Graduate School of Education, for a project welcoming English language learners. The students — Rubia Fernandes, Luiza Barbosa, and Jenna Agnone — created videos in seven different languages to help newcomers navigate the community, explaining things such as getting a bus pass and opening a locker. Each student received a $1,000 prize from the KIND Foundation.
"The CCSR has given me a gift of inspiration. I can mold and shape it into my own present for the world. I have become more aware of the community I have joined and want to help it progress. The things I have learned, the people I have met, and the experience I have gained will allow me to guide others. I am truly thankful for being a part of this amazing group."Aniya Crump – CCSR Student Leader, Class of 2021
"The Center for Citizenship and Social Responsibility was and is a huge part of my high school experience. It's hard to believe it's been two years since I've joined, but the projects I've implemented, people I've worked with, and the changes I've seen are incredible to think about! I am so honored and Medford High School is so privileged to have this sort of initiative to make a change in the world! It means everything to me that I am able to give back to the community that has given so much to me!"Shubhecchha Dhaurali – CCSR Student Leader, Class of 2019
"From being in the CCSR for the past 3 years, I learned what it means to truly be a member of the community and what it means to be a good citizen. I learned that although times can be rough, you can always make things better if you look for the silver lining of things. The CCSR helped me grow emotionally by teaching me how to be sympathetic and caring for all. Prior to my entrance to the organization, I thought I had a general understanding of caring for my community, but upon entrance, I realized how much it meant and I find myself wanting to help more now than ever. In short, it feels humbling yet enabling to make the world a better place via the CCSR. I want to be able to do more for this organization, but at the same time it keeps you level headed and makes you realize how lucky you are to live in such a kind and accepting city with great opportunities like this. I'll definitely miss my advisors of the CCSR and I'll miss the friends I've made as a result of my projects. They all mean so much to me and I wouldn't be here without them" Colin Bailey, CCSR Treasurer, Medford High School Junior, 17 Years Old
"The CCSR has meant the world to me over these past two years. Prior to joining there was an excessive amount of self-reflection of my life that felt more like self-punishment. I was ashamed to be someone who had nothing to show as their contribution to the world, a crushing feeling, even as a 15-year-old. When I was introduced to the CCSR I realized there was a path to improving the world that was not only accessible within my school, but also provided a sense of community which I craved. Over my time in my CCSR, I learned that I truly want to help the world and those in need. I learned that fighting for issues that are important to me provides an unmatched sense of emotional pride. I learned that I can make a difference now, not necessarily 10 years down the line. Through collaboration with other students, I learned that I am not alone. There are other students that share my passions for service and improvement. Emotionally, the CCSR has emphasized and improved what I have come to find as a crucial trait: empathy. You gain perspective in your service project by seeing what it is you're improving, which leads to empathy in the struggles of others. An example is the Medford Slavery Memorial Project. By commemorating buried slaves in Medford with a marked gravestone memorial and having a celebratory ceremony, this CCSR project showed me the impact of slavery within our community and on black culture firsthand. I had a closer view of their struggles through poetry, speeches, and readings that, had it not been for the CCSR, I may not have experienced. What I'll miss most about the CCSR is its reliability and community. Since the moment I joined, I knew this was a place where anyone is accepted with any idea. You don't have to prove yourself to anyone; all you have to do is show that you care about making the world a better place. This fosters a community of hundreds of students with a basis of kindness and empathy, which is hard to find anywhere else. "Joey Ruemenapp - CCSR Co-President, Medford High School Junior, 17 Years Old
FacultyTestimonials:
"Working with the CCSR has been the most meaningful experience of my teaching career. I have the opportunity to work with students who are so passionate about helping others, giving back to the community and making the world a better place. They care deeply about our school, and are constantly thinking outside of the box as to how to make it better. As their advisor, I learn something from them every single day. It is an understatement to say that they have made me a better teacher, advisor, and a better person. I am inspired by the work of our CCSR Student Leaders, and I am so thankful to be a part of this incredible program. It makes me excited to go to school every day to know that we are truly making a difference."Michael Skorker – Lead Teacher for SEL, Coordinator of the CCSR and MHS CCSR advisor
"The CCSR has changed the landscape of how young people can enact real change in our schools and in our community. Under the leadership of the very dedicated Mr. Michael Skorker, these students have been empowered to make our world a better place. The CCSR uses an ideal model for education: students have a vested interest in their projects and therefore take full ownership and responsibility of the work. When I attended the CCSR fairs during the 2017-2018 school year, I was so very impressed by the breadth and depth of the social issues that the CCSR students are addressing within the Medford community and beyond; mature and poised students spoke passionately to me about myriad issues to which they have dedicated hours of their time. Because of the CCSR, young people at our elementary schools have a safe place to find a buddy, people in our community are more aware of issues of hunger and inequity in education, restorative justice models have begun to be put in place in Medford schools and churches, and that's just a small sample of the tremendous work they are doing. The CCSR students are an inspiration to all members of the Medford High School community. These young people are changing the world" David Ambrose, Teacher at Medford High School
School District Testimonials:
"CCSR has started a revival in the Medford Public Schools to revolutionize education and instill
a strong desire in all students to personally stretch themselves and go beyond thinking about
their own personal needs. I have had the opportunity to see the student's excitement and
anticipation of working on individualized and group projects that will make a difference for the
voiceless and the boisterous in the world they live in. CCSR is comprised of a diverse group of
students who are multi-lingual, multi-ethnic and represent all walks of life who come together in
collaboration to make the world a better place. CCSR has provided my students with hope and
the belief that they can change the world…..and they will."
"The Medford Public Schools can prepare them to lead productive and rewarding lives, whether
they pursue college or head right into a vocational or technical career. My goal has always been
to level the playing field for all students, as education is truly the key that opens the doors ofopportunity for us all."CCSR empowers our students to look beyond themselves and see how they can help others. It reaches all students, no matter, race, creed, religion, or sexual orientation and offers them all a seat at the table"Dr. Marice Edouard-Vincent – Superintendent of Medford Public Schools
As schools are pushed to focus on academics many of the skills that students need to become emotionally strong productive citizens are ignored. The CCSR program by focusing on these humanitarian skills brings this element of education back into the schools. I have witnessed the excitement of these students as they work on projects to help others and the community. The projects not only foster empathy for others but also build the social-emotional skills for students that are critically important as they enter adulthood. As an educator I have seen many projects brought into the school districts. I can honestly say that the CCSR initiative is one of the most worthwhile of all. Beverly Nelson, Former Deputy Superintendent, Medford Public Schools
Community Testimonials:
As we describe the different student leader projects that we have learned about it caused Erin and I to reflect on all the wonderful work and impact on both the students and the greater community. Erin, Bonnie, Cameron along with the Campbell's are so excited to work with CCSR in the years to come. We are excited to see both the immediate and long term impact that our support can provide to providing students with increased opportunities to learn about leadership, diversity, social and global change! Elliot Nerland, Krystle Campbell Community Betterment Project, Team Leader
The Center For Citizenship and Social Responsibility is a much needed and a remarkable effort to get children involved in understanding and acting on important social issues they otherwise may not recognize or care about. Not only will this have a positive impact on the world around us but it will at the same time help raise the level of self-confidence and self-esteem of thousands of children which truly is the foundation by which anyone can achieve and accomplish anything in their lives. Dave McGillivray, President, DMSE Sports, race director, philanthropist, speaker
The Center for Citizenship and Social Responsibility (CCSR) has been beneficial for the Medford Public Schools (district-wide). Not only are students gaining a great learning experience, but the program has been an asset for individuals as well as organizations. The CCSR program has a truly positive impact on our community, through student's creativity and collaborative research; they are an example of social change. It has been wonderful to see projects come to fruition over the past few years and I look forward to another year of success for the CCSR program! Stephanie Muccini Burke, Mayor of Medford Massachusetts
Recommendations for Replication and/or Adaptation
We believe that all schools must incorporate social-emotional learning, empathy, compassion and citizenship in school curricula to develop students leaders, will who combat racism, bigotry and hate. If we fail to do this, we miss an opportunity to have a profound impact on the kind of world that our children will live in." By providing a nurturing environment and proper learning activities, we can: prevent students from becoming addicted to harmful substances, committing suicide while developing develop positive self-awareness, encouraging teamwork and cooperation, improving self-esteem and developing leadership skills. Our belief is that incorporating real life experiences and authentic projects for students to help others will have a lasting positive effect on their self-image and understanding of others.
Sharing our work with others while recognizing our students for their efforts is an important component of our program. We have created the CCSR website, www.medfordccsr.org, a Blog, a Facebook page, and an Instagram account. In addition, we contact school administrators and other stakeholders from school districts to inform them of the effectiveness and power of the CCSR.
Why school districts should implement the CCSR
Ø afterschool program – does not impact classroom academics
Ø provides a supervisor/coordinator and mentor teachers
Ø utilizes Project-Based Learning
Ø integrates civic education with classroom instruction
Ø students create authentic community service projects which improve the school, community and world
Ø cost effective program
Ø students learn: empathy – compassion – leadership – teamwork- problem solving - communication skills
Ø emotional benefits: self-confidence – hope - belonging self-satisfaction - intrinsic gratification
School systems have inquired about our program, and we are happy to share. Please visit our web page to learn more about the CCSR and to see the great work that our students are doing in the community to make the world a better place. If anyone is interested in creating a CCSR in your school or community please see "Contact."
Richard Trotta, Director of the Center for Citizenship and Social Responsibility
Medford, MA Public Schools
489 Winthrop Street
Medford Massachusetts
rtrotta@medford.k12.ma.us


text:
Friedrichsgymnasium hießen oder heißen Schulen nach

Friedrich I. (Preußen)
Collegium Fridericianum in Königsberg
Friedrichsgymnasium (Frankfurt (Oder))
Friedrichs-Gymnasium (Breslau), evangelisch

Friedrich II. (Preußen)
Friedrichs-Gymnasium Berlin
Friedrichsschule Gumbinnen
Friedrichs-Gymnasium Herford

Friedrich II. (Hessen-Kassel)
Friedrichsgymnasium (Kassel)

Friedrich III. (Deutsches Reich)
Kaiser-Friedrichs-Gymnasium, Frankfurt am Main
Friedrich III. (Brandenburg-Bayreuth)
Gymnasium Fridericianum Erlangen

Friedrich (Sachsen-Altenburg)
Friedrichgymnasium (Altenburg)

Friedrich I. (Baden, Großherzog)
Friedrich-Gymnasium Freiburg

Friedrich II. (Pfalz)
Kurfürst-Friedrich-Gymnasium Heidelberg

Friedrich Franz I. (Mecklenburg)Fridericianum Schwerin

Victoria von Großbritannien und Irland (1840–1901)
Kaiserin-Friedrich-Gymnasium in Bad Homburg vor der Höhe

Joachim Friedrich (Brandenburg)
Kurfürst-Joachim-Friedrich-Gymnasium Wolmirstedt

Siehe auch:
Gymnasium Kaiser-Friedrich-Ufer
Friedrich