text:
BLAS BLOOMS LATE IN LIFE
Running away from drugs and toward the finish line, Peter Blas is now one of the top senior runners in only three years of competition. He finished tops in his division during the 2012 Masters Games half marathon. (courtesy photo)
'Don't judge a book by its cover'
That metaphorical phrase suites 53-year-old runner Peter Blas, who's long history of drug use is still written in the chapters of his life.
It was only three years ago when Blas was 'challenged' to take up running and in that short period of time, he's run three marathons – including December's Honolulu Marathon where he was the top Guam finisher.
"My nephew Kirt (Blas) challenged me. He said, 'you wanna run?'," Blas remembers the conversation in 2010 just two months after quitting smoking cigarettes. "First time I ever ran a 5K and I beat him by eight minutes. I didn't think I was going to like it, but I said, 'Wow, this is pretty good'."
The Yigo resident found a new drug. A healthy drug.
"Running is pretty much my new drug. The high is cheap when I do the 5Ks. I finally passed these people that I was chasing for a long time."
Decades of Drugs
Most go incognito in admitting drug use, but not Blas. He freely shares his checkered past with other runners for all to learn from and inspire.
"You name it, I did it," Blas said about his drug use which started in his high school years. "It was like, whatever was in style, I was in."
"To think of his background and then to take up running – of all sports – I would have never thought of him getting into that," said his running buddy Paul Cruz. "He really inspired me to start training and try to get to his level. If he can do it I knew I could do it, too."
After more than 30 years of smoking, drinking and taking illegal drugs, Blas has done a complete turnaround.
"I'm surprised I didn't damage myself as much as the drugs I've done. Call it a phase, but that was a long phase. It was time. I have two grand children now and I wanted them to have a grandpa. I had to be a good example."
Blas runs just about every race he can. Here he finishes off the GRC 40th Spirit of 76 6.7-Mile Run. (photo by GRC)
Since his nephew's challenge in 2010, Blas can be seen running just about every race he can possibly do with no intentions of stopping. His first 5K was clocked in at a respectable mid 23-minute range. Now he's burning the pavement at low-20's or high 19's.
Now he's hooked. Blas religiously reads Runners World and has between eight to 15 pairs of running shoes at any given time, saying, "My wife makes a big deal about that.
"When I go to the doctor, he freaks out because when he looks at my blood pressure, he asks, "What do you do?" The fact that you're a runner makes your heart more efficient."
With the running high now in full affect, he's eyeing the Saipan Marathon in March and Guam Marathon in April.
"I might get into some trail running or ultra running. Before I did the marathon and even before, my back has been killing me. The whole time I ran the (Honolulu) marathon, my back didn't bother me at all. It's not an issue when I'm running. It's when I'm sitting or getting in and out of a car."
Imagine the type of runner he would be if he started much earlier in life – without the drugs. Imagine….
"A lot of things could've been different, but in hindsight, I can't look back and think about it. I have no regrets. There's a lot of messed up things that I went through, but that's life."
Jungle Life
Before he laced up his running shoes, Blas' comfort zone happened to be in the jungles of Guam. With his family ranch situated in Y Seng Song, Dededo, it became second nature for him to be one with nature.
His comfort zone is really in the jungles of Guam, as you can see in this undated photo with a pair of cocount crabs in hand. (courtesy of Blas family)
"I love going into the boonies. I used to hunt a lot. I used to go and look for some place new and look for old stuff like Coke bottles. I caught pigs over 300 pounds or deer over 250 pounds. Even to go talaya and dive, we had to go through some jungle to get to the spot.
"I was always active. I always liked fishing and diving, but I still smoked and drank. I never took a sport seriously."
Though he's found a new passion running the routes both short and long, Blas can't look past the comforts of the jungle.
"I like the jungle life because there's different things to see and it's always an adventure. I like the jungle more because you stop and look around and you get carried away. The road is easy. It becomes boring though. But I love both."
NOTES: Blas and his running group runs at least six times a week, averaging six miles a run…it took Blas five miles into the Honolulu Marathon to 'get some room and into a groove' as he jockeyed for position with 30,000 other runners…His marathon times have been improving drastically: 1) 4:05:04, 2) 3:53:01, 3) 3:34:17 – 'I think I can still get better'…he does not know how to operate a computer!
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SOLAR ENERGY COMING TO GFA
WARRIORS EDGE BY KNIGHTS


text:
package org.apache.camel.builder.endpoint.dsl;

import javax.annotation.Generated;
import org.apache.camel.builder.EndpointConsumerBuilder;
import org.apache.camel.builder.EndpointProducerBuilder;
import org.apache.camel.builder.endpoint.AbstractEndpointBuilder;

/**
 * The printer component is used for sending messages to printers as print jobs.
 *
 * Generated by camel build tools - do NOT edit this file!
 */
@Generated("org.apache.camel.maven.packaging.EndpointDslMojo")
public interface PrinterEndpointBuilderFactory {

    /**
     * Builder for endpoint for the Printer component.
     */
    public interface PrinterEndpointBuilder extends EndpointProducerBuilder {
        default AdvancedPrinterEndpointBuilder advanced() {
            return (AdvancedPrinterEndpointBuilder) this;
        }
        /**
         * Number of copies to print.
         *
         * The option is a: int type.
         *
         * Default: 1
         * Group: producer
         */
        default PrinterEndpointBuilder copies(int copies) {
            doSetProperty("copies", copies);
            return this;
        }
        /**
         * Number of copies to print.
         *
         * The option will be converted to a int type.
         *
         * Default: 1
         * Group: producer
         */
        default PrinterEndpointBuilder copies(String copies) {
            doSetProperty("copies", copies);
            return this;
        }
        /**
         * Sets DocFlavor to use.
         *
         * The option is a: javax.print.DocFlavor type.
         *
         * Group: producer
         */
        default PrinterEndpointBuilder docFlavor(Object docFlavor) {
            doSetProperty("docFlavor", docFlavor);
            return this;
        }
        /**
         * Sets DocFlavor to use.
         *
         * The option will be converted to a javax.print.DocFlavor
         * type.
         *
         * Group: producer
         */
        default PrinterEndpointBuilder docFlavor(String docFlavor) {
            doSetProperty("docFlavor", docFlavor);
            return this;
        }
        /**
         * Sets DocFlavor to use.
         *
         * The option is a: java.lang.String type.
         *
         * Group: producer
         */
        default PrinterEndpointBuilder flavor(String flavor) {
            doSetProperty("flavor", flavor);
            return this;
        }
        /**
         * Whether the producer should be started lazy (on the first message).
         * By starting lazy you can use this to allow CamelContext and routes to
         * startup in situations where a producer may otherwise fail during
         * starting and cause the route to fail being started. By deferring this
         * startup to be lazy then the startup failure can be handled during
         * routing messages via Camel's routing error handlers. Beware that when
         * the first message is processed then creating and starting the
         * producer may take a little time and prolong the total processing time
         * of the processing.
         *
         * The option is a: boolean type.
         *
         * Default: false
         * Group: producer
         */
        default PrinterEndpointBuilder lazyStartProducer(
                boolean lazyStartProducer) {
            doSetProperty("lazyStartProducer", lazyStartProducer);
            return this;
        }
        /**
         * Whether the producer should be started lazy (on the first message).
         * By starting lazy you can use this to allow CamelContext and routes to
         * startup in situations where a producer may otherwise fail during
         * starting and cause the route to fail being started. By deferring this
         * startup to be lazy then the startup failure can be handled during
         * routing messages via Camel's routing error handlers. Beware that when
         * the first message is processed then creating and starting the
         * producer may take a little time and prolong the total processing time
         * of the processing.
         *
         * The option will be converted to a boolean type.
         *
         * Default: false
         * Group: producer
         */
        default PrinterEndpointBuilder lazyStartProducer(
                String lazyStartProducer) {
            doSetProperty("lazyStartProducer", lazyStartProducer);
            return this;
        }
        /**
         * Sets the stationary as defined by enumeration names in the
         * javax.print.attribute.standard.MediaSizeName API. The default setting
         * is to use North American Letter sized stationary. The value's case is
         * ignored, e.g. values of iso_a4 and ISO_A4 may be used.
         *
         * The option is a: java.lang.String type.
         *
         * Default: na-letter
         * Group: producer
         */
        default PrinterEndpointBuilder mediaSize(String mediaSize) {
            doSetProperty("mediaSize", mediaSize);
            return this;
        }
        /**
         * Sets MediaTray supported by the javax.print.DocFlavor API, for
         * example upper,middle etc.
         *
         * The option is a: java.lang.String type.
         *
         * Group: producer
         */
        default PrinterEndpointBuilder mediaTray(String mediaTray) {
            doSetProperty("mediaTray", mediaTray);
            return this;
        }
        /**
         * Sets mimeTypes supported by the javax.print.DocFlavor API.
         *
         * The option is a: java.lang.String type.
         *
         * Group: producer
         */
        default PrinterEndpointBuilder mimeType(String mimeType) {
            doSetProperty("mimeType", mimeType);
            return this;
        }
        /**
         * Sets the page orientation.
         *
         * The option is a: java.lang.String type.
         *
         * Default: portrait
         * Group: producer
         */
        default PrinterEndpointBuilder orientation(String orientation) {
            doSetProperty("orientation", orientation);
            return this;
        }
        /**
         * Sets the prefix name of the printer, it is useful when the printer
         * name does not start with //hostname/printer.
         *
         * The option is a: java.lang.String type.
         *
         * Group: producer
         */
        default PrinterEndpointBuilder printerPrefix(String printerPrefix) {
            doSetProperty("printerPrefix", printerPrefix);
            return this;
        }
        /**
         * etting this option to false prevents sending of the print data to the
         * printer.
         *
         * The option is a: boolean type.
         *
         * Default: true
         * Group: producer
         */
        default PrinterEndpointBuilder sendToPrinter(boolean sendToPrinter) {
            doSetProperty("sendToPrinter", sendToPrinter);
            return this;
        }
        /**
         * etting this option to false prevents sending of the print data to the
         * printer.
         *
         * The option will be converted to a boolean type.
         *
         * Default: true
         * Group: producer
         */
        default PrinterEndpointBuilder sendToPrinter(String sendToPrinter) {
            doSetProperty("sendToPrinter", sendToPrinter);
            return this;
        }
        /**
         * Sets one sided or two sided printing based on the
         * javax.print.attribute.standard.Sides API.
         *
         * The option is a: java.lang.String type.
         *
         * Default: one-sided
         * Group: producer
         */
        default PrinterEndpointBuilder sides(String sides) {
            doSetProperty("sides", sides);
            return this;
        }
    }

    /**
     * Advanced builder for endpoint for the Printer component.
     */
    public interface AdvancedPrinterEndpointBuilder
            extends
                EndpointProducerBuilder {
        default PrinterEndpointBuilder basic() {
            return (PrinterEndpointBuilder) this;
        }
        /**
         * Whether the endpoint should use basic property binding (Camel 2.x) or
         * the newer property binding with additional capabilities.
         *
         * The option is a: boolean type.
         *
         * Default: false
         * Group: advanced
         */
        default AdvancedPrinterEndpointBuilder basicPropertyBinding(
                boolean basicPropertyBinding) {
            doSetProperty("basicPropertyBinding", basicPropertyBinding);
            return this;
        }
        /**
         * Whether the endpoint should use basic property binding (Camel 2.x) or
         * the newer property binding with additional capabilities.
         *
         * The option will be converted to a boolean type.
         *
         * Default: false
         * Group: advanced
         */
        default AdvancedPrinterEndpointBuilder basicPropertyBinding(
                String basicPropertyBinding) {
            doSetProperty("basicPropertyBinding", basicPropertyBinding);
            return this;
        }
        /**
         * Sets whether synchronous processing should be strictly used, or Camel
         * is allowed to use asynchronous processing (if supported).
         *
         * The option is a: boolean type.
         *
         * Default: false
         * Group: advanced
         */
        default AdvancedPrinterEndpointBuilder synchronous(boolean synchronous) {
            doSetProperty("synchronous", synchronous);
            return this;
        }
        /**
         * Sets whether synchronous processing should be strictly used, or Camel
         * is allowed to use asynchronous processing (if supported).
         *
         * The option will be converted to a boolean type.
         *
         * Default: false
         * Group: advanced
         */
        default AdvancedPrinterEndpointBuilder synchronous(String synchronous) {
            doSetProperty("synchronous", synchronous);
            return this;
        }
    }

    public interface PrinterBuilders {
        /**
         * Printer (camel-printer)
         * The printer component is used for sending messages to printers as
         * print jobs.
         *
         * Category: printing
         * Since: 2.1
         * Maven coordinates: org.apache.camel:camel-printer
         *
         * Syntax: lpr:hostname:port/printername
         *
         * Path parameter: hostname (required)
         * Hostname of the printer
         *
         * Path parameter: port
         * Port number of the printer
         *
         * Path parameter: printername
         * Name of the printer
         */
        default PrinterEndpointBuilder lpr(String path) {
            return PrinterEndpointBuilderFactory.lpr(path);
        }
    }
    /**
     * Printer (camel-printer)
     * The printer component is used for sending messages to printers as print
     * jobs.
     *
     * Category: printing
     * Since: 2.1
     * Maven coordinates: org.apache.camel:camel-printer
     *
     * Syntax: lpr:hostname:port/printername
     *
     * Path parameter: hostname (required)
     * Hostname of the printer
     *
     * Path parameter: port
     * Port number of the printer
     *
     * Path parameter: printername
     * Name of the printer
     */
    static PrinterEndpointBuilder lpr(String path) {
        class PrinterEndpointBuilderImpl extends AbstractEndpointBuilder implements PrinterEndpointBuilder, AdvancedPrinterEndpointBuilder {
            public PrinterEndpointBuilderImpl(String path) {
                super("lpr", path);
            }
        }
        return new PrinterEndpointBuilderImpl(path);
    }
}

redpajama_set_name: RedPajamaGithub


text:
ABC Family May Have Accidentally Revealed A Huge "Pretty Little Liars" Spoiler
How did we miss this?
By Jelani Addams Rosa
Last week, the Pretty Little Liars fandom collectively LOST IT when an alleged disgruntled former production assistant took to Reddit and possibly spoiled what may just be the biggest TV reveal of all time. While the information from the alleged PA seemed spot-on, producer Marlene King and ABC Family quickly refuted it, leaving fans wondering what's real and what's just a pretty little lie. And now a very real episode description straight from ABC Family may have spoiled a PLL reveal fans never even saw coming.
Seeing as there was no new episode of PLL last week, Pretty Little Liars super fan and Wikia user RedIsNewBlack used the time to brush up on their PLL knowledge, and found what could be an innocent typo or a clue that the twin theory is alive and well in Rosewood. RedIsNewBlack pointed out that in the episode description for the June 30 episode, "She's No Angel", mentions Lesli Stone has a sister.
The description reads: "Mona returns to Rosewood in a very fragile state as she must answer to the police for faking her death. Matters only get worse when she is confronted by Lesli's sister about Lesli's inadvertent involvement in Mona's plot. Hanna is determined to help Mona out, not only to reassure her she is safe from Alison but also to try and repair Mona's friendship with Lesli. Emily tries to help Sara with her troubled home life by encouraging her to explore the possibility of emancipation. Spencer, on the other hand, finds help from someone from her past."
Ok, so Lesli has a sister. No big deal right? The only problem is, that episode already aired, and Lesli's sister was no where to be seen! Lesli never even mentioned she has a sister. Is is possible Lesli and her mysterious sister are the twins fans have been looking for all along? The twin theory has been much debated in the PLL world, as it is crucial in the books that inspired the show, but in all six seasons on ABC Family, not one twin has been seen.
Fans thought they had finally found their twin after the Charles reveal, but if Mr. DiLaurentis isn't lying (and let's be real, there's a huge chance he is), Charles is a year older then Jason, making it impossible for them to be twins. Alison was once believed to have a twin in Bethany Young, but with the discovery of her body, it was revealed that she wasn't a DiLaurentis.
So what does this mean? Tomorrow night's episode is titled "No Stone Unturned" — is it possible that the mystery Stone will be revealed? No matter what we find out tomorrow, any true PLL fans knows nothing is ever as simple as it seems.
[H/T: The Huffington Post
Jelani Addams Rosa Freelance Writer I'm Jelani, a freelance writer.
4 Secrets About PLL Season 7 From the Cast
The "PLL" Finale Has Three Whole Endings
Pretty Little Liars Summer Finale Spoilers!
Pretty Little Liars Recap: Picture This
Did Tonight's "Pretty Little Liars" Episode Prove Those Spoilers are True?
Sneak Fashion Peek from Tonight's Pretty Little Liars Episode!

redpajama_set_name: RedPajamaCommonCrawl


text:
package edu.uiowa.icts.plugin.protogen;

import org.apache.commons.logging.Log;
import org.apache.commons.logging.LogFactory;
import org.apache.maven.plugin.AbstractMojo;
import org.apache.maven.plugin.MojoExecutionException;
import org.apache.maven.plugin.MojoFailureException;

/**
 * @author rrlorent
 * @since Jul 3, 2014
 * @goal clean
 * @requiresDependencyResolution test
 */
public class Clean extends AbstractMojo {

	private static final Log log = LogFactory.getLog( Clean.class );

	@Override
	public void execute() throws MojoExecutionException, MojoFailureException {
		log.debug( "cleaning" );
	}

}


Nation's largest landline service provider BSNL had launched a new promotional scheme "Experience LL 49" w.e.f 15/08/2016 for 90 days, as a part of which it is offering a Fixed Monthly Charge for Landline connection is only Rs 49 for first six months, after six months number will be converted to general plan. BSNL extended this promotional scheme till 31/12/2016 due to demand in market. BSNL is now again extending this promotional scheme till 31/03/2017 based on its demand in market.
The above revision shall be applicable across all the PAN India for a further period till 31st of March 2017 both in Rural & Urban area.


Location – 208-209 High Holborn, London WC1V 7BW.
Considered one of the finest Victorian Pub interiors in London, The Princess Louise is situated in High Holborn but near to Bloomsbury. Although the outside of the pub is unremarkable, walking through the doors is like entering a Victorian world frozen in time. The first surprise is series of booths surrounding the bar, each booth is large enough for around 8 – 10 people. Each booth has wood panelling and glass partitions, whilst the larger bars have wonderfully tiled interiors.
The pub has a Grade II listing and unusually even the men's toilets with their marble urinals are listed. The Pub is owned and run by the Samuel Smith Brewery who sell their own beer which is considerably cheaper than most other pubs in London.
The Princess Louise often features in the Top London Pubs lists for its stunning interior rather than the quality of its beer.
By londonvisitors2014 in Bloomsbury, Pubs of London on December 24, 2013 .


Footscray is a suburb of Melbourne located 5 kilometers west of the CBD of Melbourne. Well known for its cultural diversity Footscray is well known for its shopping area, which features many Italian, Yugoslavian and Vietnamese stores.
Footscray is an ideal example of the cultural diversity Melbourne is famous for. Once primarily an Italian and Yugoslavian district the area now has an increasing East African and Vietnamese population. Footscray is famous for its large indoor market, located across from the Footscray train station. The 33 food stalls boast exotic produce such as pigs ears, lotus flowers and cassava root.
Footscray Motor Inn 4 star motel suite accommodation, only 10 mins from the Melbourne CBD, ideal for the discerning business or leisure guest.


India Wimple is back after competing in The Stupendously Spectacular Spelling Bee (released in 2016), and this time, she is invited to participated in an international spelling bee showdown in London.
But India doesn't want to travel without her family!
Thankfully, the community of Yungabilla have a solution.
When India arrives in London, she catches up with her friends Summer and Rajish, as well as some spellers from other destinations.
They are all so excited to meet the Queen at Buckingham Palace.
However, there are some mysterious incidents that take place, and India and her friends come together to try and uncover just who the culprit behind it all is!


The second Test between England and India at Lord's is in danger of being ruined by the weather after only 51 balls were bowled before tea on the second day.
It had been hoped that more play would be possible on Friday after rain washed out the first day but the conditions were little better.
When the players went off soon after lunch, India had slumped to 15-3 and they are now 500/1 to win the second Test, while an England victory is available at 1/750 and the draw at 33/1.
After England captain Joe Root had won the toss and opted to field first, Jimmy Anderson took two wickets before lunch to leave the tourists on the back foot.
The veteran Lancashire bowler struck inside the first over when he bowled Murali Vijay for a duck. KL Rahul was dismissed in the seventh over for eight when he edged Anderson to wicketkeeper Jonny Bairstow.
India contrived to lose their third wicket in farcical fashion in the few minutes of play after lunch.
Cheteshwar Pujara set off for a single but Virat Kohli, after initially going for the run, had second thoughts and the former was run out for one when debutant Ollie Pope walked the ball to the stumps from point.
Kohli was unbeaten on three but, with rain continuing to fall at regular intervals, the India captain may not have the opportunity to return to the crease on Friday.


The Punjab Agricultural University (PAU) in Ludhiana, Punjab is one of the State Agricultural Universities in India. It was established in 1962 and is the nation's oldest agricultural university in India. It has an international reputation for excellence in agriculture.
The PAU has played a key role in increasing food grain production in the Punjab State several folds share its reputation and ushering in an era of Green Revolution in India. It has also made notable contributions in increasing livestock and poultry production. In recognition of its outstanding achievements in agricultural research, education and extension, it was adjudged the Best Agricultural University in India in 1995.The Punjab Agricultural University now has four constituent colleges, viz. College of Agriculture, College of Agricultural Engineering, College of Home science and College of Basic Sciences & Humanities.At present the University, through 28 departments in the four constituent colleges, offers 31 Master's and 30 Ph.D. programmes. The course curricula are constantly revised and restructured to keep pace with the latest developments in agriculture and allied fields.


For Your Property's Security, Let Our Friendly and Professional Locksmiths Be Your Ally!
With today's instant trade – an internet course or a few weeks training – there's a need to offer real locksmith services to commercial, residential, and automotive needs. All of our locksmiths have been trained vigorously to exceed the standards of our customers. Our technicians are licensed, bonded, insured, and carefully trained to ensure the highest quality of service.
All our locksmiths are constantly updating with new courses and are fully security vetted. With many years of service in the locksmith industry, Extra Locksmith offers a first class professional service whether it is a simple hall door key or a high end digital lock system – we are there to help and advice.
Extra Locksmith is a friendly company that specializes in any lock related services, which is offered any time of the year. We can even attend to any of the lock related emergencies for an affordable price. Extra locksmith is composed of professional locksmiths in Fort Worth that specialize in solving wide range of lock problems. They can install, unlock, upgrade, and even repair the locks at your vehicle, home, or workplace, plus any kind of safe whether digital or manually operated.
Experience is the key to saving hundreds if not thousands on any locksmith service. Let a professional and friendly locksmith determine the perfect combination of services, which will best suit your home, vehicle or business security needs.
Mishaps and accidents may take place anytime, anywhere. With the help of a professional emergency locksmith service, you can be on your way again safely and quickly. Nowadays, any unpleasant situation can be resolved with the help of our friendly and well trained locksmith as well as our high quality locksmith services including installation/changing/repair of lock, rekey, activation of transponder chip, lock picking, and many more.
Our professionals can put an end to any of your commercial lockout problems through a wide range of commercial related lockout solutions. These usually include: master system rekey, lock picking, door lock installation and door repair for all your business needs.
Our well trained and professional locksmiths can help you with almost anything, from broken ignition keys extraction to key duplication due to lost keys. They can even assist with high security vehicle locks and chip key programming.
For everyone, home safety is number one priority. Fortunately, our professional and friendly locksmiths always make sure to give our clients peace of mind about their home security and safety. Our top residential locksmith services include round-the-clock emergency residential locksmith service, high security locks installation, lock rekey, gates locks installation, garage door locks installation and repair, intercom system repair and installation, and access to control systems.
If you're looking for a professional, trusted, and reputable Locksmith Company to fulfill all your lock and key needs, look no further!
Our skilled and professional locksmiths drive fully equipped vehicles with the latest locksmith technology to make sure that we provide only the best locksmith service, to the satisfaction of all our clients. All our staffs are fully bonded and licensed. You can be assisted with all lock and key related service and receive competitive locksmith solutions effectively and quickly, and for a fair price.


text:
Kathmandu School of Law wins 58th Jessup International Law Moot Court Competition
Published On: March 7, 2017 11:20 PM NPT By: Republica | @RepublicaNepal
KATHMANDU, March 7: Kathmandu School of Law won the national round of the 58th Philip C. Jessup international Law Moot Court Competition held on March 3, organized by International Law Association Nepal (ILA Nepal).
This season's competition focused on issues related to unilateral use of shared water resources, adverse impacts to a mixed heritage complex, repatriation of a historical artifact, and compensation for accepting refugees. The competition was judged by a panel of 10 lawyers.
The national rounds concluded with the oral rounds (pleadings) between the two teams of National Law College and Kathmandu School of Law and concluding remarks by former chief Justice Kedar Nath Upadhyay, President of ILA Nepal.
Jessup is the world's largest moot court competition, with participants from over 550 law schools in more than 87 countries. The competition is a simulation of a fictional dispute between countries before the International Court of Justice, the judicial organ of the United Nations. One team is allowed to participate from every eligible school. Teams prepare oral and written pleadings arguing both the applicant and respondent positions of the case.
The winning team will proceed to represent Nepal at the international rounds of the Jessup competition to be held from April 9-15, 2017 in Washington D.C.
Send us your picture along with your stories, articles, poems and opinions under 600 words to:
gennext@myrepublica.com.
For more discussions and updates 'like' us at facebook.com/gennextnepal
kathmandu school of law
58th philip c. jessup international law moot court competition
international law association nepal
British School wins 'British International School Initiative of the Year'
KATHMANDU, Dec 16: The British School (TBS) has won 'British International School Initiative of the Year,' the prestigious UK Times Educational...
International law in Nepal is as important as domestic law: Prof Husain
The three-day US-Nepal International Moot Court Competition concluded on Sunday, announcing winners in different categories. Six teams representing six different...
Nepal-US int'l moot court competition begins
KATHMANDU, March 16: A three-day US-Nepal International Moot Court Competition has begun in Kathmandu on Thursday 'to foster student-to-student interaction between...
Dogs are our friends. Why cannot wild dogs be?
EC solicits support of political parties for the preparation of midterm polls


text:
Q: Bar plot for multidimensional columns using pandas I want to plot my dataframe (df) as a bar plot based on the time columns, where each bar represents the value counts() for each letter that appears in the column.
Expected output
.
date,00:00:00,01:00:00,02:00:00,03:00:00,04:00:00
2002-02-01,Y,Y,U,N,N
2002-02-02,U,N,N,N,N
2002-02-03,N,N,N,N,N
2002-02-04,N,N,N,N,N
2002-02-05,N,N,N,N,N

When I select individual time columns, I can do as below
import pandas as pd
import numpy as np
from datetime import datetime
import matplotlib.pyplot as plt

df = pd.read_csv('df.csv')
df = df['04:00:00'].value_counts()
df.plot(kind='bar')
plt.show()

How can I plot all the columns on the same bar plot as shown on the expected output.

A: One possible solution is:
pd.DataFrame({t: df[t].value_counts() for t in df.columns if t != "date"}).T.plot.bar()

A: Here is an approach via seaborn's catplot:
import matplotlib.pyplot as plt
import seaborn as sns
import pandas as pd
from io import StringIO

df_str = '''date,00:00:00,01:00:00,02:00:00,03:00:00,04:00:00
2002-02-01,Y,Y,U,N,N
2002-02-02,U,N,N,N,N
2002-02-03,N,N,N,N,N
2002-02-04,N,N,N,N,N
2002-02-05,N,N,N,N,N'''

df = pd.read_csv(StringIO(df_str))
df_long = df.set_index('date').melt(var_name='hour', value_name='kind')
g = sns.catplot(kind='count', data=df_long, x='kind', palette='mako',
                col='hour', col_wrap=5, height=3, aspect=0.5)
for ax in g.axes.flat:
     ax.set_xlabel(ax.get_title()) # use the title as xlabel
     ax.grid(True, axis='y')
     ax.set_title('')
     if len(ax.get_ylabel()) == 0:
          sns.despine(ax=ax, left=True) # remove left axis for interior subplots
          ax.tick_params(axis='y', size=0)
plt.tight_layout()
plt.show()

redpajama_set_name: RedPajamaStackExchange


text:
Eurozone unemployment rate rises
The number of jobless people in countries that share the euro reaches 12-year high.
The euro has sunk to a four-year low amid concerns over deficit problems in the region [AFP]
Signs of stability
However a drop in the number of jobless people in Germany could signal that the labour market may be stabilising.
"Despite the uptick in the euro area unemployment rate, we view these latest data as being relatively positive," James Ashley, an economist at Barclays Capital, told the Reuters news agency.
"The level of unemployment increased by a mere 25,000 month-on-month in April as increases in France, Italy, and Spain were largely counterbalanced by a decline in Germany."
"Although there is widespread divergence in labour market dynamics within the euro area, we continue to expect the overall figures to stabilise over the next few months," he said.
The latest German data showed it also fell the 11th month running in May, by a seasonally adjusted 45,000 month-on-month, far more than expected as labour reforms paid dividends and a weaker euro boosted exports.
But some analysts have said a turnaround in the labour market was still some way off, forecasting unemployment would remain a drag on the economy.


text:
lumina commitment to equity
Among the grants were $1 million to support the Race and Equity Center at the University of Southern California; funding for American Public Media's podcasts exploring racial issues on campuses; and 19 one-time grants—ranging from $25,000 to $50,000 - to colleges and universities working to improve conditions for students of color. The funding is from Lumina Foundation's Talent, Innovation, Equity initiative grant and its Equity Institution grant. Lumina's Quality Credentials Task Force, consisting of 22 education, policy and workforce leaders, met three times over the course of a year to develop and define a clearer definition of quality credentials. "Lumina Foundation is thrilled to support efforts to improve outcomes for Black, Hispanic and Native American learners in Massachusetts," said Lumina Senior Vice President and Chief Strategy Officer Danette Howard, PhD. At Lumina Foundation, we're embracing the potential of this moment for real change by reaffirming our longstanding commitment to equity in educational outcomes. The dollars will help statewide and will also go to six institutions. Lumina Foundation's Equity Imperative Committed to equity and excellence in higher education Core principles Equity: The recognition and analysis of historic, persistent factors that have created an unequal postsecondary education system. To pursue its mission with integrity, Lumina must exhibit the change it desires. Lumina will select promising partners based on their track records on racial justice. Private equity funds and other finance providers typically place considerable emphasis on the quality of the management team and the potential for them to deliver on a business plan. This fund is a manifestation of how we can be thoughtful and responsive and encourage others to put more resources toward ensuring racial justice issues.", The $15 million fund will support work within Indiana (about 25% of the total) as well as national social justice efforts and organizations, which will receive the remainder. View/ Open. In short, we seek to ensure that our systems of education beyond high school produce fair and just outcomes for people of color. •Spend more time on culture—especially during the rollout phase of any equity effort. The shareholder wanted to realise some of the cash through a partial sale but wanted to have control of … A parallel document articulates our commitment to quality credentials. Author. In 2005, I was appointed president of Missouri State University. About the Lumina Fund for Racial Justice and Equity. "At Lumina, we view Virginia's commitment to addressing racial disparities as an important step in the governor's pledge to focus the remainder of his term on addressing long-standing injustices." Aiming for Equity: A Guide to Statewide Attainment Goals for Racial Equity Advocates By Tiffany Jones and Katie Berger Tiffany Jones, Ph.D., is the director of higher education policy and Katie Berger is a senior policy analyst for higher education at The Education Trust. At the same time, we work to ensure that degrees and other education credentials reflect the learning necessary for workplace success and informed citizenship. Lumina's Commitment to Racial Equity. WORKING PAPER 59 Enami, Ali. Their approach embodies Lumina's commitment to consider issues of equity first as we consider redesigning postsecondary education systems to advance racial justice and equity," said Lumina Foundation Strategy Director Terri Taylor. This is a reaffirmation of that commitment. CUE is now working with Lumina to support state policymakers in their efforts to embed equity into … 2016."Measuring the Redistributive Impact of … From a pool of 312 nationwide applicants, Rutgers University–Newark was one of 19 college and universities selected to receive funding from Lumina's Fund for Racial Justice and Equity. This allocation of funds reflects the foundation's commitment to achieve racial equity and eliminate systemic racism across the country. Lumina Foundation awards $500,000 grant to Virginia to close gaps in educational attainment Fourth state committed to fair educational outcomes receives Lumina's Talent, Innovation, Equity support "We have been impressed and energized by the commitment to racial equity demonstrated at all levels of the Commonwealth. Plan. Who We Are Lumina Foundation is an independent, private foundation in Indianapolis that is committed to making opportunities for learning beyond high school available to all. 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text:
Former ARA executive John Wagner dies
Tire Business Staff
Photo courtesy of Wagner family
LOUISVILLE, Ky. — John Wagner, a former managing director of the American Retreaders' Association (ARA), died April 7 following a recurrence of cancer. He was 65.
He died "very peacefully," his mother Martha Wagner said. "His biggest wish was to die peacefully."
Mr. Wagner was named managing director of the former ARA in June 1988 succeeding his late father, Edward Wagner, who stepped down after leading the association for 20 years. At the time, John Wagner was technical and marketing consultant at Retreading Consultant Services Inc., which handled the management contract for the association.
Mr. Wagner served as ARA managing director until January 1991, when he informed the association he was not renewing his contract when it expired that November. The association named a replacement shortly thereafter and Mr. Wagner continued as managing director of special projects until his contract expired.
Terry Westhafer, president of Central Tire Corp. in Verona, Va., and an ARA past president and former board member, said Mr. Wagner came to the ARA at a time of significant expansion and growth.
"John brought a perspective to things that weren't inherent in the retreaders association and for that we were grateful," he said.
In 1993, Mr. Wagner launched the International Commercial Truck Tire & Service Exposition, a conference and trade show that ran one time, in Nashville, Tenn.
After leaving the tire industry, Mr. Wagner focused his career on his love of cooking, spending about 20 years working for a catering company in Louisville as executive chef, his mother said.
In addition to his mother, Mr. Wagner is survived by his son Chad and four brothers and four sisters.


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relationship enables you to describe the join relationship between joined views. It's important to properly define the type of relationship in order for Looker to calculate accurate measures.
When a view is joined directly to an Explore, like the user view in this example, the relationship is from the Explore to the joined view. We're saying here that there could be many orders for one user.
When a view is joined to an Explore through another view — such as how user_facts joins through user to order in this example — the relationship being defined is from the intermediate view (user) to the final view (user_facts). In this example we're saying there is one user for one user fact record.
The four possible values for relationship are described below.
If one row in the Explore can only match one row in the joined view, the relationship is one_to_one. For example, a user Explore with a dna joined view would be one_to_one.
If many rows in the Explore can match one row in the joined view, the relationship is many_to_one. For example, an order Explore with a user joined view would be many_to_one.
If one row in the Explore can match many rows in the joined view, the relationship is one_to_many. For example, an order Explore with an item joined view would be one_to_many.
If many rows in the Explore can match many rows in the joined view, the relationship is many_to_many. For example, a student Explore with a class joined view could be many_to_many if the schema was designed like the example below. In practice, many-to-many relationships are often avoided in SQL database design so most models do not have a need for many_to_many.


When I playback my videos on the computer, What happened that the sound sometimes is lagged or no sound at all? And why I have trouble in playbacking the videos sometimes? – YI Technologies, Inc.
Yi Camera shoots high resolution, high frame rate videos which require computers with better spec/video decoder. Please download a third party video player with a more advanced decoder to try.


text:
Odd Way To Teach, But It Works
During both the summer and winter school vacations, Victor Shatalov, a teacher in Donetsk (Ukraine), travels to various parts of the country, often far from his home — to Murmansk, Petropavlovsk- Kamchatsky, Novosibirsk, Tashkent or Odessa. In recent years he has covered thousands of miles.
Listening to a seven-hour lecture on how to teach mathematics would not appear to be any great pleasure, but thousands of people gather to hear this ordinary schoolteacher speak. The doors of an auditorium in Leningrad (now St.Petersburg), which seats 1,500, were closed an hour before the beginning of one of his talks because the hall was overcrowded. It's harder to get a ticket to a Shatalov lecture than to a famous guest performer's concert. Surprising? Yes. But more, Shatalov hardly touches on general problems in education, he simply tells his listeners how he teaches, giving concrete examples in the process. For instance, he might take a topic in mathematics to which the school curriculum allots 12 hours and present it brilliantly in 20 minutes, closing with a joke: "Even if you try to forget it, you won't be able to." This is true. Whatever Shatalov explains once, you don't forget — at any rate; his pupils don't.
In the fall of 1971, after 20 years of experimenting with small groups, Shatalov took on a conventional class at an ordinary secondary school, School No. 13, in Donetsk. He began teaching his pupils mathematics, physics and astronomy, subjects which are traditionally the most difficult. It is also thought that progress in these subjects depends almost completely (if not entirely) upon a pupil's natural abilities. However, Shatalov's first large class, a poor one, was a challenge. The class's annual grade point average in physics and mathematics was 2.7 (the Soviet school system employs a five-point grading system, with "five" being the highest grade. As a matter of fact, grade 2 means you know nothing). Shatalov was to teach this class for the three years that remained before its graduation. At the end of the second year, Alexander Semushin, a representative of the USSR Academy of Pedagogical Science, administered a 12-hour test covering the entire secondary school curriculum to Shatalov's pupils. "My impression," Semushin later told me, "was that I could have continued to examine any of the pupils in that class for 24 hours straight, yet he or she could have answered all my questions without difficulty." Semushin openly presented two sets of problems, both easy and hard, to the pupils. Most chose the harder ones.
When Shatalov's class graduated, only three of the 33 students had "threes"; the rest had higher grades. All 33 easily passed the entrance examinations to technical institutes in different cities. More important, three-fourths of these students are receiving stipends with bonuses because of their excellent academic progress. Remember that these pupils were thought to have no aptitude for mathematics!
Shatalov has worked this wonder more than once. Not long ago he taught a class in astronomy. He covered the traditional 35-hour course in 32 hours, and all the students received grades of "five."
At first people refused to believe Shatalov. They insisted he was a charlatan, that he secretly chose the best pupils and gave them additional instruction, sat with them for hours. Later, when the results he was obtaining became obvious, people began to say that Shatalov had unusual teaching abilities and talents and even that he (I heard this myself from a very respected teacher) hypnotized his pupils, putting knowledge into their heads. Think of that. Hypnotized them!
But as the years went by, it became harder and harder to find fault with Shatalov's teaching. However, until 1971 he was still the only person using his methods. In 1972, after attending a number of Shatalov's lessons, a teacher with 20 years of experience said that she was ashamed to continue teaching in the old way and adopted the innovator's methods. Soon there were 30 followers, then 300, 500, 1500. By the 1977-78 academic year 5,000 teachers in different parts of the country were using Shatalov's methods. In addition, there are now schools where almost all subjects are taught in this manner. Today, when Shatalov travels to give talks, he is not alone but has a complete teaching staff accompanying him. One is teaching physics, another – geography; a third – history. Shatalov's adherents admit that their results are not as brilliant as his, but their teaching skills have greatly improved. More importantly, all of Shatalov's followers acknowledge that their students are growing academically, becoming more inquisitive, active, and developing confidence in their ability to graduate and earn a General Education Certificate, which will give them the chance to continue their studies at a school of higher education.
Now that I have aroused the reader's interest, it is time to probe deeper into Victor Shatalov's methods. I warn, you, I'm not a mathematician. However, to me that is no obstacle because the vital element to Shatalov's approach is not mathematics or physics itself, but that special "something" which he came to understand better than others — the workings of a student's mind and heart.
How Do Children Study?
Thousands of books in many languages have been written on the subject of children's study habits. Three years ago I asked my son, then an eighth grader, what would make students study better? He answered, "That's simple. They must do their homework every day, that's all." However, for some reason he had no intention, as far as I could judge, of following his own simple rule.
Distinguished Soviet educator Vasily Sukhomlinsky's reply to the question was approximately the same, except that his answer was more paradoxical: "For children to study well," he wrote, "they must study well…". There is no other way.
All modern talk about the need to first arouse a child's intellectual curiosity, about the need to develop creative thinking and about the so-called problem technique in teaching is not applicable to the classroom situation, where at least some of the students don't understand the subject that is being discussed at the blackboard, don't have any (or enough) knowledge and, naturally, don't want to study.
Intellectual curiosity (and, hence, the creative process) begins with an understanding of the material. This may seem trite, but I had to conduct experiments with 7,000 schoolchildren and write a book to help children and their teachers get to the bottom of the seemingly simple problem. As it turned out, many teachers, students and parents were sure that intellectual curiosity was something extraordinary; it either existed or it didn't. "I don't need mathematics", "I don't like mathematics", and "I'm not interested in mathematics." These conclusions seem final to children. "Sit down and study," their parents command in reply. Certainly the child can sit down and stare at a book, but he cannot and will not study a subject that he doesn't like and doesn't understand.
But the origin of the dislike is simply that the student does not study every day, does not do his homework regularly, begins to fall behind the others in class and ceases to understand what the others are talking about. In addition, the student doesn't study in the first place because the teacher, physically, can't check each pupil's complete knowledge at every class session.
The hullabaloo raised over programmed instruction using teaching machines and the sophisticated mathematical teaching theories boils down to one simple aim: to somehow check and evaluate a pupil's knowledge — not just occasionally, but at every step, so that no gaps develop, so that he or she will say "I know" and "I understand." That's when the student will begin to say "I like."
I have profound respect for teaching machines, the people who design them, the theories they are based on and the schools that spend money on them, but Shatalov is achieving the same results using more effective means and much cheaper ones, by the way.
No matter what is said about Shatalov, one thing is indisputable: he has ingeniously solved a problem that the schools have been struggling with for a long time. He developed a method to precisely evaluate how well each pupil understands the material taught at every lesson. It takes only 12 minutes from the beginning of a lesson for Shatalov to have gained exhaustive information on the knowledge of each of his 40 pupils. The pupils, in turn, receive a grade that they think they deserve.
If students know that they will be tested every day, they do their homework every day. Children begin to study regularly; next, to understand mathematics: then, to like the subject matter; and, as a result — Sukhomlinsky's paradox — to do well.
The process may seem involved and vague to some readers, but it becomes clearer when you observe how the pupils in Shatalov's classes study with real interest, with a love for science, with faith in their abilities, with self-confidence and pleasure, without being nagged or pushed, without any punishment or scoldings. Instead of being late or skipping classes, the students actually look forward to them. What particularly surprises visitors is that Shatalov's pupils don't try to copy from each other, no matter what the circumstances. They all work independently, something the ordinary teacher finds hard to believe.
Pulsing Knowledge
Shatalov says that his method contains 200 new discoveries in the area of teaching, but its core is a peculiar kind of outline or, as he puts it himself, "a page of reference signals."
Shatalov called attention to the fact that knowledge could exist in two forms: detailed and condensed. When a teacher explains a lesson, no matter what the subject, even the best pupils do not try and remember what he or she says word for word. That's really unnecessary. A general scheme, a plan, a set of key concepts, a kind of code of the lesson takes shape in the pupil's mind. The pupil's trouble in this course is not that they memorize poorly, but that without skills for mental work they are able to draw up that scheme or plan, that set of key signals, or they compile it uneconomically or distort it.
Shatalov frees the pupils of this task, a task which is beyond the powers of many. For every topic he compiles an outline of reference signals, which consists of a notebook page listing the key words of the lesson, major — but very concise — conclusions, selected extracts of schemes and examples. These are set out in a definite order, color-coded, in all kinds of frames, with arrows signifying the links and connections. Even a physics teacher can't decipher, can't understand, such an outline on a physics theme until he listens to the detailed explanation by the person who compiled that scheme. After the explanation the outline comes to life. The abstruse words and symbols take on meaning. Also, since Shatalov has a sense of humor, the signs and arrows when understood are funny.
Thus, the teacher lectures on a subject (detailed knowledge). It then repeated according to the list of reference signals (condensed knowledge). Then the pupils analyze the material at home, using their outlines and textbooks (the knowledge is again detailed). The next day the pupils come to class. But now the reader can make the same discovery that Shatalov made: The students' knowledge is checked in the condensed form, not in detail! Experience has shown that this takes no more than 12 minutes. The pupils write yesterday's outline, just one page, by heart. Those who don't understand the material or weren't listening to the teacher or haven't done their homework are absolutely incapable of coping with the task, even though it is simple — almost elementary — for any pupil who tried to understand, who listened to the teacher and then worked independently, no matter how limited his or her possibilities. Shatalov collects the written homework and, after a cursory glance, sorts it into piles according to grades: "fives," "fours," "threes." He doesn't correct any mistakes because immediately after learning their grades, the pupils go to the blackboard and, using their outline, repeat the lesson (knowledge is again detailed). That way the students themselves are given the opportunity to find their own mistakes. The teacher only marks their knowledge in passing, as it were, spending no special time on it, but by the end of the lesson all the students get a grade which seems just to them — some even get two marks. Those who could not do the task or did it poorly get no mark. There's a blank next to their names in the grade book, "a hole," as Shatalov puts it. These will have to be filled in later when there is greater accomplishment. The teachers see the gaps in their pupils' knowledge all the time.
In practice this is all rather simple. Yet it's this simplicity that frightens off certain scholars, those who have come to believe that a modern discovery cannot be understood, otherwise it wouldn't be a discovery.
The teachers explain the material, then repeat their explanations by using the reference signals. They may repeat difficult points a third and a fourth time, and (I've witnessed this myself) the pupils' interest in the subject does not decline on the contrary, it intensifies. There is no memorization and no fear of forgetting anything. Everything the teacher has written on the blackboard, the students take home with them in the form of reference signals. Before the war Soviet Psychologist Pyotr Zinchenko showed, by precise experiments, that to memorize and to understand were mutually exclusive mental processes, that the one who tried to understand and to memorize would not understand anything or memorize anything. "One must only understand!" says Shatalov. And his pupils, accustomed to the new methods, do not become frightened when they don't understand something, and they don't stop listening to him. They know that whatever they failed to understand will become clear with the second or third explanation.
Thus, we have the following process: The students come to class, write outlines from memory, are graded and listen to the teacher's explanations on the blackboard. Then comes the new material. Knowledge is condensed, detailed, again condensed, again detailed — it pulses — and, finally, with the help of these procedures and multiple repetitions, it is grasped and remains in the student's mind. That is the way Shatalov's ideal is achieved. According to the innovator, a pupil should be able to answer your questions on the subject even "if awakened in the middle of the night."
Some may ask, "Don't the children find the repetition dull?"
No, it's not boring because the children, like all people, enjoy work followed by a result. They see that they are beginning to cope with even that "hateful mathematics," and they become unafraid of any subject. Putting it theoretically, we can say that the same job will seem new to us if the final result, the goal, is changed. The first time they listen to the outline to understand; the second, to check their own knowledge. At home they analyze it to remember, and in class they write it to report back to the teacher. They listen to their classmates at the blackboard to check themselves and to be sure that the teacher gives them the mark they deserve. Each time there is another goal. It's almost like doing something different. In the meantime the outline is in front of the pupil, and even those who have poor memory gradually retain it. In addition, Shatalov's method develops a child's memory more rapidly. Interestingly, the pupils develop the ability to pick out the most essential point in any text and mentally turn it into a concise and precise scheme, that is, they understand.
I sat in on a literature lesson in Shatalov's class. The teacher is explaining Tolstoy's War and Peace in the traditional manner, but the pupils were listening and compiling "Shatalovlike" outlines of reference words, arrows, circles and the like.
Gradually, the work with reference signals was simplified. Outlines were printed up in advance. The pupils only had to color them at home following a predefined color scheme. Progress became even more rapid.
No conflicts develop between students and teachers, between the students and their parents, between the parents and the teachers. Pupils go to school without fear that they will be called on in class about what they will asked. The students know exactly what to expect and soon stop worrying about grades. There are so many that an extra "three" or "four" is not really important. Even a "hole" is not especially serious: It means having to write the outline again. No arguments. No tension. Complete psychological comfort. All the psychologists who watched Shatalov's classes had the same observation: the children were strangely relaxed; they had nothing to worry about.
Also, the teachers relax when they see how seriously the pupils are working. In addition, it's easier for the teachers to make their explanations using an outline, particularly if they are inexperienced. They don't founder, get confused or sidetracked.
They are not inclined to be long-winded, therefore, the pupils understand them better. In turn, the pupils, guided by their outlines, do not have to rack their memories to answer the teacher's questions. They speak freely, relaxed. The teachers don't have to strain to fish knowledge out of their pupils. They can devote more time and attention to the pupil's speech and correct their use of mathematical terms. People who visit Shatalov's lessons note that his pupils speak with greater ease than those in conventional classes. To give the children an opportunity to speak more and develop speech habits, Shatalov manages so-called "mutual control days," when the pupils quiz each other. They enjoy this.
The excitement found in Shatalov's classes is not based on their teacher's infectious enthusiasm nor, of course, on any kind of hypnosis. Even the weakest students feel that they have the opportunity to do well, that they have every chance of getting a good grade, something they haven't gotten since their first day at school. All they have to do is listen to the teacher's explanation in class and study at home with the outline. Honestly, the thrill pupils get from the first "five" they have earned can't be measured. The first impulse is to get a second "five." That's how the students gradually land in a cunningly set trap and begin to study mathematics, which not too long ago seemed unbearable and which now gives them so much pleasure.
It is not surprising that the school children become the most ardent advocates of these new methods. There are several cases, where the students themselves brought articles describing Shatalov's methods to their teachers and asked, "Why don't we study like that?" When the process of instruction and learning becomes reasonable and productive, pupils stop asking: "What do I need mathematics for?" or "Why do I have to study?" Why play basketball? To win. Why solve mathematical problems? To solve them.
By finding a single new method to perceive and present knowledge in condensed form, Shatalov solved several pedagogical problems that had seemed insoluble for the school system. He graphically showed children the mental activity involved in the study of theory (the dynamic process of condensing and detailing); he found a method to induce them to apply themselves to this purely mental activity and, at the same time, greatly simplified the teacher's control over the pupils' efforts. Professor Nikolai Siunov of the Uraisi Polytechnic Institute, an authority in the field of electrical machines, is successfully using Shatalov's method with his students and calls it "the method of continuous control." Other teachers talk of Shatalov's "engineering" pedagogy.
A Remedy for Fear
There is no more skeptical a person than a teacher who is told about the fantastic achievements of another teacher. And I'm sure that if I were addressing an audience of educators alone, I would by now have been interrupted by shouts: "That's great, but what about problem-solving? How does he teach children to solve problems?"
The quality of Shatalov's teaching is the amazing flexibility. As soon as he approaches problem-solving, he changes completely, as if all his principles have been replaced by those quite opposite! When studying theory, there are marks at every step, continuous control to induce strict study discipline. In problem-solving he gives them unheard-of-freedom and no marks — only assistance and benevolent consultation, to nurture self-confidence and to liberate creativity. If pupils know their theories, the solution of a problem depends 90 per cent on their self-confidence.
Remember, Shatalov's pupils are average students, and one may come across children in his classes who haven't solved a single mathematical problem in their lives. They panic in the face of any mental effort.
In practice the stronger pupils tackle and solve problems of a complexity no ordinary teacher would ever think of giving them, while the weaker pupils are elated — an unprecedented feeling — when they solve their first mathematical problem and soon rise to the level of average. The point is that there should be no need for students to copy each other's work or fit their solutions to some given answer; they should not be striving for good grades, but for hard problems. What you begin to get is an atmosphere of sporting excitement: Who chose and solved the most difficult problem? The class turns into a group of interested mathematicians.Shatalov begins from afar. He solves standard problems in the classroom — only listen and try to understand — and then he gives his pupils the same problems to solve at home. They don't look the same, but they are, and he gives marks for their "repeated" solution at home. He believes that in the initial period an independent analysis, if the solution worked out in the classroom, is a large-sized achievement. Then he gives each of his students 100, then 150, diverse problems. He does not divide the class into "strong" and "weak" students. "To me" he tells them, "you are all the same, and I have equal faith in you. Here are a hundred problems for each of you. Choose those you feel you can handle, solve them and bring the answer in for checking. If you solve 50, and the toughest at that, good for you! If you only solve one, the simplest, you won't be scolded either." The answers are not graded, as there are no marks for the solution of problems at the blackboard. Complete freedom and ease!
Under normal conditions the weaker students would soon be disillusioned — a written test! It can't consist of obviously simple problems, and so failure follows, a grade "two," "I'm no good."
Despite the disapproval of the school's administration, Shatalov gives no written tests — considering them harmful — until he is absolutely sure that all his pupils will do well. His first test is given; then he walks up and down the aisles and gives help or prompts if he finds it necessary. Also, he gives the pupils good grades, for what was the initial stipulation: to work with the help of the teacher. This he adheres to. Six months later his pupils begin to solve standard problems, also with the teacher's help if necessary. Only then does the independent solution of problems begin. Finally, he gives his pupils nonstandard problems to solve on their own.
Now, what do students really need from their teachers? The list of desired qualities could be endless, but the first should be confidence, confidence that with that particular teacher pupils will surmount all difficulties and learn the subject. Shatalov is indeed capable of teaching anybody. He does his utmost to support a pupil's faith in his or her eventual success. And – faith in those very creative abilities, which sometimes raise up to extraordinary force, though many accuse him of standardizing academic abilities and performance. He does use standard outlines and does achieve a certain standard level of knowledge and skill. But if the choice is between standard knowledge and standard lack of knowledge — after all, if that's the alternative — then I'm for the former, and I don't think alone.
By Simon Soloveychik
This translation of S.Soloveychik's article found from the document of Stan Hartzler VIII.Psychology of Learning H Affective Outcomes http://classappcogpsych.com
Revised by Aigul Aubanova
Tagged as: child development, effective education, teaching method
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2011, Zacheta Museum, Warsaw, Poland
2011, CAC (Contemporary Art Centre), Lithuania
2015, Art-Science Museum, Singapore
Deconstructed and drawn onto different parts of the museum, Taj Mahal lost its identity through this process of irregular distribution of its cenotaph…
"Ahh Taj!!" presented a fragmented and dissociated depiction of India's iconic symbol of cultural grandeur, the Taj Mahal. Deconstructed and drawn onto different parts of the museum, Taj Mahal lost its identity through this process of irregular distribution of its cenotaph in different rooms of the museum spread onto non-exhibiting but un-ignored spaces.
It questioned the issue of identity with an attempt to ironize the tag of associated "Indian-ness" evoking a range of memories of history and identity of a specific culture. The experience provoked viewers to further explore and challenge their own ideas of 'identity'.
Visitors received souvenirs of a piece of marble at the exhibition that served as a symbol, not just of the broken Taj, but also of the cliché of branding one's nationality.


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Brooklyn Lawmakers on the Move March 23, 2020
By Kings County Politics Posted on March 23, 2020
BP Adams Launches "Feed First Responders" with Locals
Brooklyn Borough President Eric Adams
Borough President Eric Adams joined with local businesses, Pakistani American Youth Society (PAYS) and the Shorefront Coalition yesterday launched a drive to provide food for hospital personnel at Maimonides Medical Center.
As a way to say 'thank you' to first responders, local businesses and non-profits, the goal is to provide food for first responders in the face of the COVID-19 outbreak.
The meals will be delivered to first responders serving in local hospitals, the New York City Police Department (NYPD), and the Fire Department of New York (FDNY) to thank them as they work to contain the Coronavirus around the clock.
Jeffries Send Bipartisan Letter for Full Funding of MTA
U.S. Rep. Hakeem Jeffries
U.S. Rep. Hakeem Jeffries (D-Fort Greene, Clinton Hill, Bedford-Stuyvesant, Brownsville, Canarsie, East New York, East Flatbush, Bergen Beach, Gerritsen Beach, Beach, Marine Park, Mill Basin, Brighton Beach, Coney Island) along with other representatives this weekend requested that the next aid package for COVID-19 include proper funding for the public service corporations which operate America's transportation system.
"In the midst of this pandemic, our transit system must continue to operate so that healthcare workers, first responders, food industry employees, public servants and other essential workers can get to their jobs. It cannot be allowed to collapse," wrote Jeffries
New York's public transportation system, the Metropolitan Transportation Authority (MTA), is the largest in North America and carries more than 11 million passengers on an average weekday.
Representatives Call for Release of at Risk Inmates
City Council Member Brad Lander
U.S. Rep. Hakeem Jeffries was joined by fellow Congressional members and City Councilmember Brad Lander (D-Park Slope, Windsor Terrace, Kensington, Gowanus) in a virtual press conference yesterday calling on the Southern and Eastern Districts of New York to release at risk inmates from federal jails and halt new arrests for nonviolent charges.
The first inmate at the Metropolitan Detention Center (MDC) in Brooklyn who was diagnosed with COVID-19 on Saturday night was arrested within the last week on a nonviolent charge. Elected officials, doctors, and advocates are calling for the U.S. Attorneys Offices and the Courts to commit to a collaborative process to identify and release at risk individuals who are older or have preexisting health conditions.
Over 570 people detained at the MDC in Brooklyn, one-third of the prison's population, fall into the at risk category. An unknown number of additional inmates, likely as many as two hundred more, are at high risk and are detained at MCC Manhattan.
Bichotte Sends Updates on COVID-19
Assemblymember Rodneyse Bichotte
Assemblywoman Rodneyse Bichotte (D-Flatbush, Ditmas Park) has been sending a fairly comprehensive COVID-19 e-newsletter.
"Health officials are working tirelessly to protect public health and contain this virus. And, as your representative in Albany, I am working to ensure that our state is putting the health and safety of our families first," wrote Bichotte.
"Remember COVID-19 can affect any community and we must stand by one another during this time, not alienate, threaten or discriminate against others," she wrote.
The newsletter included:
NYS closure of all non-essential businesses started yesterday at 8 p.m..
New York to conduct immediate trials for new drug therapy. The FDA is going to accelerate 10,000 doses of drug therapy to New York.
Governor Cuomo issued an Executive Order wherein four new hospital sites identified: SUNY Stonybrook; Westbury; Westchester Convention Center and Jacob Javits Convention Center- which will be used to house 4 field hospitals at 250 beds capacity each, giving an additional 1000 beds. Also, New York City submitted a plan within 24 hours to eliminate street density, especially in parks.
In regards to medical supplies, New York State has had 6000 new ventilators purchased, 2 million N95 masks obtained by NYS; 1 million will be sent to NYC and 500,000 to Long Island. Additional ventilators are being gathered from all health facilities that are not using.
MTA local bus riders ride free. New York City passengers will be able to ride free on local buses in an effort to protect bus drivers from contracting coronavirus. Passengers must enter through the rear door, except riders with mobile impairments who can enter through the front door.
'This is a crisis': Mayor Adams fires back at advocates over criticism of new Brooklyn migrant shelter
Federal legislators announce $24 million for programs in Brooklyn
Parishioner removed from Sunset Park church during visit from Hochul after criticizing gov's choice for top judge
Board of Corrections to contemplate restrictions on mail in city jails as BK pols, public defenders voice opposition


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I did not know my father, I was an orphan – Buhari reveals
President Muhammadu Buhari revealed that he was an orphan while addressing the crowd in Hausa
He also reveals how he spent nine years in a boarding school and was later enlisted into the Nigerian Army because of his education
President Muhammadu Buhari disclosed that he was an orphan from a young age and didn't know his father.
Speaking on Tuesday, Jan. 10, at the APC campaign rally in Damaturu, Yobe State, the president said he had no idea who his father was and that he spent nine years in a boarding school to acquire an education that enabled him to get enlisted in the Nigerian Army.
Addressing the crowd in Hausa, Buhari said: "Make sure you send your children to school and make them understand that whatever you have in this world can be taken away from you except the knowledge you have in your head."
He added: '"I was an orphan; I did not know my father. I spent nine years in a boarding school and because of my education; I was enlisted into the Nigerian Army."
He continued: "I want you to strengthen your faith, try your best to uphold the children and family God has entrusted to you. Do not betray that trust."


During the month of March, Dover Greens and Olivet University staff participated in weeks of planning for the town-wide spring litter clean up. The event was organized by Town of Dover and headed by the superintendent Linda French and town councilwomen Jane Meunier.
The annual community initiative has been extended to 2 weekends this year, and also experienced greater participation from the residents as a result of the awareness produced through word of mouth, social media, and promotion of the event in local schools. The catchy slogan: 'Come out and Help Dover Shine!' was another result of the planning meetings along with the competition to design event logo by Dover Dragons.
Dover Greens and Olivet University staff and students participated with approximately 30 staff and students and were able to clean up the litter from the miles of Route 22 highway and areas around Dover Library, post office and local stores and businesses.