Tagged AfterElton, blackness, ethnicity, Kat Graham, Nina Dobrev, race, The CW, The Vampire Diaries. Bookmark the permalink.
I understand the sentiment. But just as in statistics, maybe you are making that fundamental error: looking at the facts but interpreting them through an occluded lense. You do point out that the black characters are always cast as witches. One thing I thought you might also point out is that fact that maybe when black people are cast this way something fundamental to their history, ethnicity, and perspective stands out: all magical traditions, mystery schools, and early shamanism practices that every religion later came from stem directly from the depths of black people, deep in all of their collective unconscious. They are the creators and custodians to the knowledge of the higher spiritual worlds and the first to mention them all. This is not known to the world at all these days especially not black people. That stolen and widely mass reproduced and plagrized information is stored in masonic and vatican libraries worldwide. I understand the modern argument but the most off-putting thing about the show is the Originals back story for especially the reasons above. Bonnie as a character operates using a Saviour/redemption paradigm just like every other black following a monotheistic religion. All the while, they never realize that they are cast in the role of savior or scapegoat(sin eaters) always ready to clean up the messes of their juvenile and unduly worshipped masters. Watch any will Smith movie…no family but he always sacrifices his happiness and his life or his powers to fight for white people… kind of funny actually…that we all go along with it.
You are talking about subtext, but my point is that Nina's ethnicity becomes textual in a way that the black actors' does not. And that is problematic precisely because of all of what you are saying. It would be more effective and richer for the show to make black character's ethnicity textual since they are suggesting that there's something magical about black people in this world.


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Report: Kenya Central Bank Governor Reiterates His Opposition to Cryptocurrencies
HomeAll Posts...Report: Kenya Central Bank Governor Reiterates...
March 25, 2022 by superadmin in News 0Comments 0Reactions
The Kenyan central bank governor has once again told Kenyans to be wary of the risks that are associated with cryptocurrency transactions and trading. The governor also warned financial institutions supporting cryptocurrency transactions that they risk losing their licenses.
Crypto Trading Beneficial to a Few
The governor of the Central Bank of Kenya (CBK), Patrick Njoroge, has reiterated that his institution still opposes cryptocurrency transactions. The governor also suggested that Kenyan citizens must always be wary of investing in highly volatile asset classes such as cryptocurrencies.
In remarks published by the East African newspaper, Njoroge — who was addressing Kenyans that attended the World Consumer Rights Celebration Day — suggested that investing in cryptocurrencies is only beneficial to a few people. He explained:
There are people who are excited about cryptocurrencies because they see it as a sort of investment that they can win big because prices are going up quickly, so they believe they would see a huge return for their investment. But I think that is why we say for every person who wins something, there are hundreds who lose.
Njoroge also pointed out that crypto transactions are not only unregulated but such transactions could also be illegal. The governor is quoted in the Kenyan newspaper's report warning financial institutions that are caught facilitating cryptocurrency transactions that they risk losing their licenses.
Protecting the Public
As previously reported by Bitcoin.com News, the CBK chief had clarified that the bank's stance on cryptocurrencies had not changed, even as more Kenyans are being drawn to digital currencies. Before that, reports from Kenya speculated that the CBK had convinced some banks to issue warning alerts to clients engaged in cryptocurrency trading.
However, according to the East African report, the CBK will only encourage cryptocurrency transactions once there are enough safeguards to protect the public.
"We are working with other players and regulators around the world to make sure that space is safe," Njoroge was quoted explaining.
What are your thoughts on this story? Tell us what you think in the comments section below.
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redpajama_set_name: RedPajamaCommonCrawl


text:
BATTL
Battle of Grand Port
Battle of Grand Port explained
Conflict: Battle of Grand Port
Partof: the Napoleonic Wars
Date: 20–27 August 1810
Place: Grand Port, Isle de France
Result: French victory
Commander1: Guy-Victor Duperré
Jacques Hamelin
Commander2: Samuel Pym
Strength1: Shore defences
Frigates:
Bellone (40 guns)
Minerve (48)
Corvette:
Captured East Indiamen:
Windham (26)
Ceylon (26)
Later reinforced by squadron under Hamelin.
Strength2: HMS Raisonnable
HMS Sirius (36 guns)
HMS Iphigenia (36)
HMS Magicienne (32)
HMS Nereide (32)
Casualties1: 37 killed
Some ships damaged
Windham captured
Casualties2: 105 killed
All survivors captured
HMS Sirius and
HMS Magicienne sunk
HMS Nereide,
HMS Iphigenia, and
Troopship Ranger captured.
The Battle of Grand Port was a naval battle between squadrons of frigates from the French Navy and the British Royal Navy. The battle was fought during 20–27 August 1810 over possession of the harbour of Grand Port on Isle de France (now Mauritius) during the Napoleonic Wars. The British squadron of four frigates sought to blockade the port to prevent its use by the French through the capture of the fortified Île de la Passe at its entrance. This position was seized by a British landing party on 13 August, and when a French squadron under Captain Guy-Victor Duperré approached the bay nine days later the British commander, Captain Samuel Pym, decided to lure them into coastal waters where his superior numbers could be brought to bear against the French ships.
Four of the five French ships managed to break past the British blockade, taking shelter in the protected anchorage, which was only accessible through a series of complicated reefs and sandbanks that were impassable without an experienced harbour pilot. When Pym ordered his frigates to attack the anchored French on 22 and 23 August, his ships became trapped in the narrow channels of the bay: two were irretrievably grounded; a third, outnumbered by the combined French squadron, was defeated; and a fourth was unable to close to within effective gun range. Although the French ships were also badly damaged, the battle was a disaster for the British: one ship was captured after suffering irreparable damage, the grounded ships were set on fire to prevent their capture by French boarding parties and the remaining vessel was seized as it left the harbour by the main French squadron from Port Napoleon under Commodore Jacques Hamelin.
The British defeat was the worst the Royal Navy suffered during the entire war, and it left the Indian Ocean and its vital trade convoys exposed to attack from Hamelin's frigates. In response, the British authorities sought to reinforce the squadron on Île Bourbon under Josias Rowley by ordering all available ships to the region, but this piecemeal reinforcement resulted in a series of desperate actions as individual British ships were attacked by the more powerful and confident French squadron. In December 1810 an adequate reinforcement was collected, with the provision of a strong battle squadron under Admiral Albemarle Bertie, that rapidly invaded and subdued the Isle de France.
During the early 19th century, the Indian Ocean formed an essential part of the network of trade routes that connected the British Empire. Heavily laden East Indiamen travelled from British Indian port cities such as Bombay and Calcutta to the United Kingdom carrying millions of pounds worth of goods. From Britain, the ships returned on the same routes, often carrying soldiers for the growing British Indian Army, then under the control of the Honourable East India Company (HEIC).[1] Following the outbreak of the Napoleonic Wars in 1803, the British Admiralty had made the security of these routes a priority, and by 1807, the Dutch bases at the Cape of Good Hope and Java had been neutralised by expeditionary forces to prevent their use by enemy raiders. The French Indian Ocean possessions, principally Île Bonaparte and Isle de France, were more complicated targets, protected from attack not only by the great distances involved in preparing an invasion attempt but also by heavy fortifications and a substantial garrison of French Army soldiers augmented by large local militias.[1]
The French had recognised the importance of these islands as bases for raiding warships during the French Revolutionary Wars (1793–1801), but by late 1807 the only naval resources allocated to the region were a few older frigates and a large number of local privateers.[2] Following the reduction of these remaining naval forces on Isle de France during 1808, by defeat in battle and disarmaments due to age and unseaworthiness, the French naval authorities made a serious attempt to disrupt British trade in the region, ordering five large modern frigates to sail to Isle de France under Commodore Jacques Hamelin.[3] Four of these ships broke through the British blockade of the French coast, arriving in the Indian Ocean in the spring of 1809, where Hamelin dispersed them into the Bay of Bengal with orders to intercept, attack and capture or destroy the heavily armed but extremely valuable convoys of East Indiamen. The first French success came at the end of the spring, when the frigate Caroline successfully attacked a convoy at the Action of 31 May 1809, seizing two heavily laden merchant ships.[4]
Commodore Josias Rowley was given command of the British response to the French deployment, a hastily assembled force composed mainly of those ships available at the Cape of Good Hope in early 1809. Ordered to stop the French raiders, Rowley was unable to spread his limited squadron wide enough to pursue the roving French frigates, instead using his forces to blockade and raid the French Indian Ocean islands in anticipation of Hamelin's return. In August 1809, Caroline arrived with her prizes at Saint-Paul on Île Bonaparte and Rowley determined to seize the frigate. He planned a successful invasion of the town, launched on 20 September 1809, which resulted in the capture of the port's defences, Caroline and the captured East Indiamen. With his objectives complete, Rowley withdrew five days later.[5] Almost a year later, Rowley returned with a larger task force and made a second landing around the capital of Île Bonaparte, Saint-Denis. Marching on the seat of government, Rowley's troops rapidly overwhelmed the defences and forced the island's garrison to surrender, renaming the island Île Bourbon and installing a British governor.[6]
Hamelin had used the British preoccupation with Île Bonaparte to send additional frigates to sea during 1809 and early 1810, including his flagship Vénus, which captured three East Indiamen at the Action of 18 November 1809, and Bellone, which took the Portuguese frigate Minerva in the Bay of Bengal a few days later.[7] Minerva, renamed Minerve in French hands, was subsequently involved in the Action of 3 July 1810, when a further two East Indiamen were captured. The squadron in this action was commanded by Guy-Victor Duperré in Bellone, whose ships were so badly damaged that Duperré was forced to spend nearly a month repairing his vessels in the Comoros Islands before they were ready to return to Isle de France.[8]
Operations off Grand Port
With Île Bourbon secured in July 1810, the British now occupied a large fortified island base within easy sailing distance of Isle de France. Even before Île Bourbon was completely in British hands, Rowley had detached HMS Sirius from the invasion squadron with orders to restore the blockade of Isle de France.[9] Shortly afterwards, Sirius's captain Samuel Pym led his men in a raid on a coastal vessel moored off the southern side of the island. Two days after this successful operation, reinforcements arrived in the form of the frigates HMS Iphigenia, HMS Nereide and the small brig HMS Staunch. Nereide carried 100 specially selected soldiers from the 69th and 33rd Regiments and some artillerymen from the garrison at Madras, to be used in storming and garrisoning offshore islands, beginning with Île de la Passe off Grand Port, a well defended islet that protected a natural harbour on the southeastern shore. These fortified islands could be used to block entry to the ports of Isle de France and thus trap Hamelin's squadron.[10]
Grand Port was an easily defensible natural harbour because the bay was protected from the open sea by a large coral reef through which a complicated channel meandered, known only to experienced local pilots.[9] Île de la Passe was vitally important in the control of Grand Port because it featured a heavy battery that covered the entrance to the channel, thus controlling the passage to the sheltered inner lagoon. The British planned to use the troops on Nereide, under her captain Nesbit Willoughby, to storm Île de la Passe and capture the battery. Willoughby would then use a local man serving on his ship named John Johnson (known in some texts as "the black pilot"),[9] to steer through the channel and land troops near the town, distributing leaflets promising freedom and prosperity under British rule in an attempt to corrode the morale of the defenders.[11]
The first attack on Île de la Passe was launched on the evening of 10 August, with Staunch towing boats carrying over 400 soldiers, Royal Marines and volunteer sailors to the island under cover of darkness, guided by Nereide's pilot. During the night the pilot became lost; the boats were scattered in high winds and had not reassembled by dawn. To distract French attention from the drifting boats, Pym directed Captain Henry Lambert in Iphigenia to sail conspicuously off Port Napoleon, where the main body of the French squadron, led by Hamelin in Vénus, was based. Pym joined Lambert later in the day and the frigates subsequently returned to the waters of Grand Port by different routes, confusing French observers from the shore as to British intentions.[10] By 13 August, the boats originally intended for the attack had still not been assembled and Pym decided that he could not risk waiting any longer without the French launching a counterattack.[12] Launching his own boats at 8:00 pm, guided by the pilot and commanded by Pym's second in command, Lieutenant Norman, Pym's marines and sailors landed on the island in darkness under heavy fire from the defenders. Norman was killed in the initial exchange of fire, but his deputy, Lieutenant Watling, seized the island by storming the fortifications surrounding the battery. Seven British personnel were killed and 18 wounded in the battle, in which the storming party managed to seize intact French naval code books and took 80 prisoners.[13] [14] Willoughby was furious that Pym had assumed command of the operation without his permission and the officers exchanged angry letters, part of an ongoing disagreement between them that engendered mutual distrust.[15]
With Île de la Passe secure, Pym gave command of the blockade of Grand Port to Willoughby and returned to his station off Port Napoleon with Iphigenia. Willoughby used his independent position to raid the coastline, landing at Pointe du Diable on 17 August on the northern edge of Grand Port with 170 men and storming the fort there, destroying ten cannon and capturing another.[16] Marching south towards the town of Grand Port itself, Willoughby's men fought off French counterattacks and distributed propaganda pamphlets at the farms and villages they passed.[17] Willoughby re-embarked his troops in the evening but landed again the following day at Grande Rivière to observe the effects of his efforts. Burning a signal station, Willoughby advanced inland, but was checked by the arrival of 800 French reinforcements from Port Napoleon and returned to HMS Nereide.[11] The brief expedition cost the British two men wounded and one missing, to French casualties of at least ten killed or wounded. Willoughby followed the attack on Grande Rivière with unopposed minor landings on 19 and 20 August.[14]
Duperré's arrival
Willoughby's raiding was interrupted at 10:00 am on 20 August when five ships were sighted, rapidly approaching from the southeast.[18] These ships were Guy-Victor Duperré's squadron of Bellone, Minerve, corvette Victor and prizes Windham and Ceylon returning from the Comoros Islands. Following a month of repairs on Anjouan, Duperré had sailed for Isle de France without encountering any opposition on his return passage, and was intending to enter Grand Port via the channel protected by Île de la Passe.[19] Duperré was unaware of the British occupation of the island, and Willoughby intended to lure the French squadron into the channel by concealing the British presence off the harbour. Once there, Willoughby hoped to defeat them or damage them so severely that they would be unable to break out unaided, thus isolating Duperré's squadron from Hamelin's force in Port Napoleon and containing the French in separate harbours to prevent them from concentrating against the British blockade squadrons.[20] Willoughby brought Nereide close to Île de la Passe to combine their fire and protect his boats, which were carrying 160 men back to Nereide from a raid near Grand Port that morning.[19]
Raising a French tricolour over Île de la Passe and on Nereide, Willoughby transmitted the French code captured on the island: "L'ennemi croise au Coin de Mire"[21] and received an acknowledgement from Duperré.[22] The use of these signals convinced Duperré, over the objections of Captain Pierre Bouvet on Minerve, that Nereide was Surcouf's privateer Charles, which was expected from France.[23] The French squadron closed with the harbour during the morning, Victor entering the channel under Île de la Passe at 1:40 pm.[11] As Victor passed Nereide and the fort Willoughby opened fire, Lieutenant Nicolas Morice surrendering the outnumbered corvette after the first volley. Willoughby sent boats to attempt to take possession of Victor, but they were unable to reach the vessel.[24] Behind the corvette, Minerve and Ceylon pushed into the channel and signalled Morice to follow them, exchanging fire with the fort. As Morice raised his colours again and followed Minerve, a large explosion blasted out of Île de la Passe, where the false French flag had ignited on a brazier as it was lowered and set fire to a nearby stack of cartridges, which exploded in the close confines of the fort. Three men were killed and 12 badly burned, six cannon were dismounted and one discharged unexpectedly, killing a British sailor in a boat attempting to board Victor.[24] With the fort out of action and a significant number of her crew scattered in small boats in the channel, Nereide alone was unable to block French entry to Grand Port.[19]
With Willoughby's ambush plan ruined, the scattered boats sought to rejoin Nereide, passing directly through the French squadron. Although several boats were in danger of being run down by the French ships and one even bumped alongside Minerve, all eventually rejoined Nereide safely. The opportunity to cause significant damage to the French in the narrow channel had been lost, with Bellone joining the squadron in passing through the channel with minimal resistance. In addition to British losses in the explosion at the fort, two men had been killed and one wounded on Nereide.[20] French losses were more severe, Minerve suffered 23 casualties and Ceylon eight.[19] With both sides recognising that further action was inevitable, Willoughby sent a boat to Sirius requesting additional assistance and Duperré sent a message overland with Lieutenant Morice, requesting support from Hamelin's squadron (Morice fell from his horse during the mission and was severely injured).[25] Command of Victor passed to Henri Moisson.[26] In the afternoon, Willoughby used mortars on Île de la Passe to shell the French squadron, forcing Duperré to retreat into the shallow harbour at Grand Port and Willoughby subsequently sent officers into Grand Port on 21 August under a flag of truce, demanding the release of Victor, which he insisted had surrendered and should thus be handed over to the blockade squadron as a prize.[22] Duperré refused to consider the request.[27] One French ship had failed to enter the channel off Grand Port: the captured East Indiaman Windham. Early on 21 August, her French commander attempted to shelter in Rivière Noire. Sirius spotted the merchant ship under the batteries there and sent two boats into the anchorage, stormed the ship and brought her out without a single casualty, despite the boarding party having forgotten to take any weapons with them and being only armed with wooden foot-stretchers wielded as clubs.[28]
From prisoners captured on Windham, Pym learned of the nature and situation of Duperré's squadron and sent orders to Port Napoleon with Captain Lucius Curtis in the recently arrived HMS Magicienne for Iphigenia to join Sirius and Nereide off Grand Port.[29] Sirius and Nereide met on the morning of 22 August, Willoughby welcoming Pym with signals describing an "enemy of inferior force".[30] Although Duperré's squadron was technically weaker than the four British frigates combined, Willoughby's signal was misleading as the French had taken up a strong crescent shaped battleline in the bay and could cover the mouth of the channel through which the British ships could only pass one at a time.[31] Duperré also anticipated the arrival of reinforcements from Port Napoleon under Governor Charles Decaen at any time and could call on the support of soldiers and gun batteries on shore. In addition, French launches had moved the buoys marking the channel through the coral reef to confuse any British advance.[25]
British attack
On 22 August, at 2:40 pm, Pym led an attack on Duperré's squadron without waiting for Iphigenia and Magicienne, entering the channel that led to the anchorage at Grand Port.[32] He was followed by Nereide, but Willoughby had refused to allow Pym to embark the harbour pilot: the only person in the British squadron who knew the passage through the reefs. Without guidance by an experienced pilot, Sirius was aground within minutes and could not be brought off until 8:30 am on 23 August. Nereide anchored nearby during the night to protect the flagship.[33] At 10:00 am, Iphigenia and Magicienne arrived and at 2:40 pm, after a conference between the captains as to the best course of action, the force again attempted to negotiate the channel.[34] Although the squadron was now guided by Nereide's pilot, Sirius again grounded at 3:00 pm and Magicienne 15 minutes later after over-correcting to avoid the reef that Sirius had struck.[35] Nereide and Iphigenia continued the attack, Iphigenia engaging Minerve and Ceylon at close range and Nereide attacking Bellone. Long-range fire from Magicienne was also directed at Victor, which was firing on Nereide.[33]
Within minutes of the British attack, Ceylon surrendered and boats from Magicienne sought but failed to take possession of her.[36] The French crew drove the captured East Indiaman on shore, joined shortly afterwards by Minerve, Bellone and later by Victor, so that by 6:30 pm the entire French force was grounded and all but Bellone prevented from firing their main broadsides by beached ships blocking their arc of fire.[37] Bellone was ideally positioned to maintain her fire on Nereide from her beached position, and at 7:00 pm a cannon shot cut Nereide's stern anchor cable. The British frigate swung around, presenting her stern to Bellone and pulling both her broadsides away from the French squadron.[38] Raked by Bellone and desperate to return fire, Willoughby had the bow anchor cable cut, bringing a portion of his ship's starboard broadside to bear on Bellone.[32] At 8:00 pm, Duperré was seriously wounded in the cheek by shrapnel from a grape shot fired by Nereide; Ensign Vigoureux concealed his unconscious body under a signal flag and discreetly brought him below decks while Bouvet assumed command of the French squadron on board Bellone, placing Lieutenant Albin Roussin in charge of Minerve.[39] Building an improvised bridge between the French ships and the shore, Bouvet increased the men and ammunition reaching Bellone and thus significantly increased her rate of fire.[40] He also had the rail removed between the foredeck and the quarterdeck of Minerve, and had iron hooks nailed to the freeboard below the starboard gangway as to provide attachment points for additional guns, thus building a continuous second deck on his frigate where he constituted a complete second battery.[41] By 10:00 pm Nereide was a wreck, receiving shot from several sides, with most of her guns dismounted and casualties mounting to over 200: the first lieutenant was dying, the second was severely wounded and Willoughby's left eye had been dislodged from its socket by a wooden splinter.[42] Recognising her battered state, Bouvet then diverted fire from Nereide to concentrate on Magicienne.[43]
Refusing to surrender until all options had been exhausted, Willoughby dispatched boats to Sirius, asking Pym if he believed it would be practical to send boats to tow Nereide out of range. Pym replied that with the boats engaged in attempting to tow Sirius and Magicienne off the reef it was not possible to deploy them under fire to tow Nereide. Pym also suggested that Willoughby disembark his men and set fire to his ship in the hope that the flames would spread to the French ships clustered on shore. Willoughby refused this suggestion as it was not practical to disembark the dozens of wounded men aboard Nereide in the growing darkness and refused to personally abandon his men when Pym ordered him to transfer to Sirius.[44] At 11:00 pm, Willoughby ordered a boat to row to Bellone and notify the French commander that he had surrendered. Willoughby's boat had been holed by shot and was unable to make the short journey.[45] The message was instead conveyed by French prisoners from Nereide who had dived overboard and reached the shore during the night. Recalling the false flags used on 20 August, Bouvet resolved to wait until morning before accepting the surrender.[40]
Attempted withdrawal
At 1:50 am on 24 August, Bellone ceased firing on the shattered Nereide. During the remaining hours of darkness, Pym continued his efforts to dislodge Sirius from the reef and sent orders to Lambert, whose Iphigenia had been blocked from firing on the French by Nereide and also prevented from pursuing the Minerve by a large reef blocking access to the beach.[46] With Iphigenia now becalmed in the coastal waters, Pym instructed Lambert to begin warping his ship out of the harbour, using anchors attached to the capstan to drag the ship slowly through the shallow water.[47] Magicienne, like Iphigenia, had been stranded out of range of the beached French ships and so had instead directed her fire against a battery erected on shore, which she had destroyed by 2:00 am. When daylight came, it showed a scene of great confusion, with Sirius and Magicienne grounded in the approaches to the harbour, the French ships "on shore in a heap" in the words of Pym,[45] Iphigenia slowly pulling herself away from the French squadron and Nereide lying broken and battered under the guns of Bellone, a Union Flag nailed to her masthead. This flag prompted a fresh burst of cannon fire from Bouvet, and it was not until Willoughby ordered the mizenmast to be chopped down that the French acknowledged the surrender and ceased firing.[48]
At 7:00 am, Lambert notified Pym that he had cleared the reef separating Iphigenia from the French ships and suggested that if Pym sent reinforcements from Sirius he might be able to board and capture the entire French squadron. Pym refused permission, insisting that Lambert assist him in pulling Sirius off the reef instead.[49] Although Lambert intended to subsequently attack the French alone, Pym forbade him and sent a direct order for Lambert to move out of range of the enemy.[44] At 10:00 am, Iphigenia reached Sirius and together the ships began firing at French troops ashore, who were endeavouring to raise a gun battery within range of the frigates. Magicienne, irretrievably stuck on the reef, rapidly flooding and with her capstan smashed by French shot, now bore the brunt of long-range French fire from both Bellone and the shore until Pym ordered Curtis to abandon his ship, transferring his men aboard Iphigenia.[50] At 7:30 pm Magicienne was set on fire, her magazines exploding at 11:00 pm.[51] On the shoreline, Duperré had been unable to spare any men to take possession of Nereide until 3:00 pm. A party under Lieutenant Roussin, second in command on Victor and temporarily in command of Minerve,[52] was sent but had orders to return once the ship had been disarmed: freeing the remaining French prisoners, Roussin spiked the guns to prevent their further use, administered basic medical care and returned to shore, recounting that over 100 men lay dead or dying aboard the British frigate.[44]
At 4:00 am on 25 August, the newly erected French gun battery opened fire on Sirius and Iphigenia, which returned fire as best they could. Accepting that Sirius was beyond repair, Pym removed all her personnel and military supplies, setting fire to the frigate at 9:00 am, shortly after Iphigenia had pulled beyond the range of the battery, using a cannon as an anchor after losing hers the previous day.[53] French boats attempted to reach Sirius and capture her before she exploded, although they turned back when Pym launched his own boats to contest possession of the wreck.[54] The frigate's remaining munitions exploded at 11:00 am.[55] During the morning, Duperré sent an official boarding party aboard Nereide, who wet the decks to prevent any risk of fire from the ships burning in the harbour and removed 75 corpses from the frigate.[54]
French response
When news of the arrival of Duperré's squadron reached Decaen at Port Napoleon, he immediately despatched fast couriers to Grand Port and ordered Hamelin's squadron, consisting of the frigates Vénus, Manche, Astrée and the brig Entreprenant, to make ready to sail in support of Duperré.[56] Hamelin departed Port Napoleon at midnight on 21 August, intending to sail northeast and then south, down the island's eastern shore. On 23 August, Hamelin's squadron spotted and captured a British transport ship named Ranger, sent 24 days earlier from the Cape of Good Hope with 300 tons of food supplies and extensive naval stores for Rowley on Île Bourbon.[56] On rounding the northern headlands of Isle de France, Hamelin found he could make no progress against the headwinds and reversed direction, passing the western shore of the island and arriving off Grand Port at 1:00 pm on 27 August.
The two extra days Hamelin had spent rounding Isle de France saw activity from the British forces remaining at Grand Port. There had been no strong winds in the bay and Iphigenia was forced to resort to slowly warping towards the mouth of the channel in the hope of escaping the approaching French reinforcements.[36] Boats had removed the crews of Sirius and Magicienne to Île de la Passe, where the fortifications had been strengthened, but supplies were running low and Magicienne's launch was sent to Île Bourbon to request urgent reinforcement and resupply from Rowley's remaining squadron.[56] On the morning of 27 August, Lambert discovered the brig Entreprenant off the harbour mouth and three French sail approaching in the distance. Iphigenia was still NaNmiles from Île de Passe at the edge of the lagoon and was low on shot and unable to manoeuvre in the calm weather without anchors. Recognising that resistance under such conditions against an overwhelming force was futile, Lambert negotiated with Hamelin, offering to surrender Île de la Passe if Iphigenia and the men on the island were given permission to sail to Île Bourbon unmolested.[57]
British surrender
On the morning of 28 August, Lambert received a message from Hamelin, promising to release all the prisoners under conditions of parole within one month if Île de la Passe and Iphigenia were both surrendered without resistance. The message also threatened that if Lambert refused, the French would attack and overwhelm the badly outnumbered British force. Recognising that food supplies were low, reinforcements had not arrived and that his ammunition stores were almost empty, Lambert agreed to the terms.[53] Lambert later received a message from Decaen proposing similar terms and notified the French governor that he had surrendered to Hamelin. Decaen was furious that Hamelin had agreed terms without consulting him, but eventually agreed to accept the terms of the surrender as well. The wounded were treated by French doctors at Grand Port and later repatriated, although the remainder of the prisoners were placed in a cramped and unpleasant prison at Port Napoleon from which, despite the terms of the surrender, they were not released until British forces captured the island in December.[58]
Rowley first learned of the operations off Grand Port on 22 August, when Windham arrived off Saint Paul. Eager to support Pym's attack, Rowley immediately set sail in his frigate HMS Boadicea, with the transport Bombay following with two companies of the 86th Regiment of Foot to provide a garrison on any territory seized in the operation.[59] The headwinds were strong and it was not until 29 August that Rowley arrived off Grand Port, having been notified of the situation there by Magicienne's launch the previous day.[59] Sighting a cluster of frigates around Île de la Passe, Rowley closed with the island before turning sharply when Vénus and Manche raised their colours and gave chase. Rowley repeatedly feinted towards the French ships and then pulled away, hoping to draw them away from Grand Port in the hope that Bombay might board the now unprotected Iphigenia and capture her. Bombay was thwarted by the reappearance of Astrée and Entreprenant and Rowley was chased by Vénus and Manche back to Saint Denis, anchoring there on 30 August.[60] Rowley attempted a second time to rescue Iphigenia from Grand Port the following week, but by the time he returned Bellone and Minerve had been refloated and the French force was far too strong for Rowley's flagship to attack alone.[55]
The battle is noted as the most significant defeat for the Royal Navy during the Napoleonic Wars. Not only had four frigates been lost with their entire crews, but 105 experienced sailors had been killed and 168 wounded in one of the bloodiest frigate encounters of the war.[47] French losses were also heavy, with Duperré reporting 36 killed and 112 wounded on his squadron and among the soldiers firing from the shore.
The loss of such a large proportion of his force placed Rowley at a significant disadvantage in September 1810, as Hamelin's squadron, bolstered by the newly commissioned Iphigénie, now substantially outnumbered his own (the ruined Néréide was also attached to the French squadron, but the damage suffered was so severe that the ship never sailed again). Withdrawing to Isle de France, Rowley requested that reinforcements be diverted from other duties in the region to replace his lost ships and to break the French blockade of Île Bourbon, led by Bouvet.[55] These newly arrived British frigates, cruising alone in unfamiliar waters, became targets for Hamelin, who twice forced the surrender of single frigates, only for Rowley to beat his ships away from their prize each time.[61] On the second occasion, Rowley was able to chase and capture Hamelin and his flagship Vénus, bringing an end to his raiding career and to the activities of his squadron, who remained on Isle de France until they were all captured at the fall of the island in December 1810 by an invasion fleet under Vice-Admiral Albemarle Bertie.[62]
In France the action was greeted with celebration, and it became the only naval battle commemorated on the Arc de Triomphe. The British response was despondent, although all four captains were subsequently cleared and praised at their courts-martial inquiring into the loss of their ships. The only criticism was of Willoughby, who was accused of giving a misleading signal in indicating that the French were of inferior force on 22 August.[63] Contemporary historian William James described British reaction to the battle as "that the noble behaviour of her officers and crew threw such a halo of glory around the defeat at Grand Port, that, in public opinion at least, the loss of four frigates was scarcely considered a misfortune."[59] He also notes that "No case of which we are aware more deeply affects the character of the Royal Navy than the defeat it sustained at Grand Port."[64] On 30 December 1899, a monument was erected at the harbour of Grand Port in the memory of the British and French sailors who were killed in the engagement.[65]
In literature
The battle attracted the attention of authors from both Britain and France, featuring in the 1843 novel Georges by Alexandre Dumas,[66] "Dead Reckoning" by C. Northcote Parkinson and the 1977 novel The Mauritius Command by Patrick O'Brian.[67]
On 30 December 1899, a monument was erected at the harbour of Grand Port in the memory of the British and French sailors who were killed in the engagement.[68]
Captain Pym's squadron
- style="vertical-align:top;"
width=12%; align= center rowspan=2
width=5%; align= center rowspan=2
width=15%; align= center colspan=3
width=5%; align= center
align= left HMS Sirius align= center Fifth-rate align= center 36 align= center align= left Captain Samuel Pym align= right 0 align= right 0 align= right 0 align= left Scuttled to avoid capture.
align= left HMS Iphigenia align= center Fifth-rate align= center 36 align= center align= left Captain Henry Lambert align= right 5 align= right 13 align= right 18 align= left Surrendered on 27 August
align= left HMS Nereide align= center Fifth-rate align= center 32 align= center align= left Captain Nesbit Willoughby align= right 92 align= right 130 align= right 222 align= left Surrendered on 24 August
align= left HMS Magicienne align= center Fifth-rate align= center 32 align= center align= left Captain Lucius Curtis align= right 8 align= right 20 align= right 28 align= left Scuttled to avoid capture
Casualties: 105 killed, 163 wounded, 268 total, all survivors captured[Note A]
Captain Duperré's squadron
align= left Bellone align= center Fifth-rate align= center 40 align= center align= left Captain Guy-Victor Duperré align= right 13 align= right 35 align= right 48 align= left
align= left Minerve align= center Fifth-rate align= center 48 align= center align= left Captain Pierre Bouvet align= right 15 align= right 42 align= right 57 align= left
align= left Victor align= center Corvette align= center 18 align= center align= left Lieutenant Nicolas Morice
Replaced by Henri Moisson align= right 4 align= right 1 align= right 5 align= left
align= left Ceylan[69] align= center Captured East Indiaman align= center 26 align= center align= left Lieutenant Vincent Moulac align= right 4 align= right 19 align= right 23 align= left
align= left Windham align= center Captured East Indiaman align= center 26 align= center align= left Ensign d'Arod[70] align= right 0 align= right 0 align= right 0 align= left Captured by HMS Sirius on 21 August
Casualties: 36 killed, 112 wounded[Note B]
Commodore Hamelin's reinforcements
align= left Vénus align= center Fifth-rate align= center 40 align= center align= left Commodore Jacques Hamelin align= center — align= center — align= center — align= left
align= left Manche align= center Fifth-rate align= center 40 align= center align= left Captain Jean Dornal de Guy align= center — align= center — align= center — align= left
align= left Astrée align= center Fifth-rate align= center 40 align= center align= left Captain René Le Marant align= center — align= center — align= center — align= left
align= left Entreprenant align= center Brig align= center 16 align= center align= left Captain Pierre Bouvet align= center — align= center — align= center — align= left
Sources: Macmillan pp. 29–37, James pp. 273–289
^ The British total does not include the 13 killed and 33 wounded in preliminary actions between 10 and 20 August.
^ The French total does not include those killed or wounded in preliminary actions between 10 and 20 August, but does include 15 personnel wounded on shore during the battle.
Book: Clowes , William Laird . William Laird Clowes
. William Laird Clowes . 1997 . 1900 . The Royal Navy, A History from the Earliest Times to 1900, Volume V . Chatham Publishing . 1-86176-014-0.
Book: Gardiner . Robert . 2001 . 1998 . The Victory of Seapower . Caxton Editions . 1-84067-359-1.
Book: Granier, Hubert. Histoire des Marins français 1789–1815. illustrations by Alain Coz. Marines éditions. 1998. 2-909675-41-6.
Book: James , William . William James (naval historian)
. William James (naval historian) . 2002 . 1827 . The Naval History of Great Britain, Volume 5, 1808–1811 . Conway Maritime Press . 0-85177-909-3.
Book: Macmillan , Allister . 2000 . 1914 . Mauritius Illustrated . W.H.& L. Collingridge. 978-81-206-1508-3 .
Book: Taylor , Stephen . 2007 . Storm and Conquest, The Battle for the Indian Ocean, 1808–10 . Faber and Faber . 0-571-22465-2.
Book: Troude, Onésime-Joachim. Onésime-Joachim Troude
. Onésime-Joachim Troude. 1867. Challamel ainé. Batailles navales de la France. French. 4.
Book: Woodman, Richard. Richard Woodman
. Richard Woodman. 2001 . The Sea Warriors . Constable Publishers. 1-84119-183-3.
Gardiner, p. 92
Woodman, p. 282
James, pp. 197–199
Clowes, p. 458
James, p. 273
Taylor, p. 285
Macmillan, p. 29
"The enemy is cruising at Coin de Mire", a rock off the northern coast of Isle de France. (Troude, op. cit., p. 90)
Toude, op. cit., p. 90
Troude, op. cit., p. 93
Les héros de Grand-Port, Revue des 2 Mondes, 1887, tome 84, p. 106
Les héros de Grand-Port, Revue des 2 Mondes, 1887, tome 84, p.102
Book: Georges . Chapitre II, Lions et léopards . Dumas, Alexandre . Project Gutenberg . 1843 . 4 July 2009 . fr.
Book: O'Brian, Patrick . . 1977 . Harper Collins . 0-00-222383-X .
Ceylon had been renamed Ceylan by the French after her capture at the Action of 3 July 1810 (Troude, op. cit., p. 90)
Granier, p.348
This article is licensed under the GNU Free Documentation License. It uses material from the Wikipedia article "Battle of Grand Port".


text:
Q: Getting logcat error : E/ExtMediaPlayer-JNI: env->IsInstanceOf fails I am trying to get Album art for every song in my music player app. But I get nothing except a black screen, no album covers.It seems there are no errors as such in the code except log cat errors which I have never heard of.
Here is the Java file which contains the listener for button click. As soon I click the Button In my app I get an error in logcat : Bacon1.java
import android.Manifest;
import android.content.Intent;
import android.content.pm.PackageManager;
import android.net.Uri;
import android.os.Bundle;
import android.app.Activity;
import android.os.Environment;
import android.support.design.widget.Snackbar;
import android.support.v4.app.ActivityCompat;
import android.support.v4.content.ContextCompat;
import android.view.View;
import android.widget.Button;
import android.widget.Toast;
import java.io.File;
import java.util.ArrayList;
import java.util.HashMap;

public class Bacon1 extends Activity {

    private static final int MY_PERMISSIONS_REQUEST_READ_EXTERNAL_STORAGE = 1;
    private static int RESULT_LOAD_IMAGE = 1;
    public ArrayList<HashMap<String, String>> songsList = new ArrayList<>();

    @Override
    protected void onCreate(Bundle savedInstanceState) {
        super.onCreate(savedInstanceState);
        setContentView(R.layout.activity_bacon1);

        Button button4 = (Button) findViewById(R.id.button4);

        button4.setOnClickListener(
                new Button.OnClickListener()

                {
                    public void onClick(View v) {
                        buttonClicked(v);

                       Intent p = new Intent(Bacon1.this,PlayListActivity.class);
                        startActivity(p);

                    }
                });
    }

    private void buttonClicked(View view) {

        if (ContextCompat.checkSelfPermission(this,
                Manifest.permission.READ_EXTERNAL_STORAGE) + ContextCompat
                .checkSelfPermission(this,
                        Manifest.permission.INTERNET)
                != PackageManager.PERMISSION_GRANTED) {

            Snackbar.make(view, "Permission not Granted, Requesting permission.", Snackbar.LENGTH_LONG).show();
            if (ActivityCompat.shouldShowRequestPermissionRationale(this,
                    Manifest.permission.READ_EXTERNAL_STORAGE)) {

                Snackbar.make(view, "We need permission to internal storage for displaying songs", Snackbar.LENGTH_LONG).show();

            } else {

                Snackbar.make(view, "Allow myapp3 to access this device's internal storage", Snackbar.LENGTH_LONG).show();

                ActivityCompat.requestPermissions(this,
                        new String[]{Manifest.permission.READ_EXTERNAL_STORAGE},
                        MY_PERMISSIONS_REQUEST_READ_EXTERNAL_STORAGE);

                // MY_PERMISSIONS_REQUEST_READ_CONTACTS is an
                // app-defined int constant. The callback method gets the
                // result of the request.
            }
        }

    }

    public void onClick2(View view) {

        Intent i = new Intent(
                Intent.ACTION_PICK,
                android.provider.MediaStore.Images.Media.EXTERNAL_CONTENT_URI);

        startActivityForResult(i, RESULT_LOAD_IMAGE);
    }

    public void onClick4(View view) {

        Intent viewIntent1 = new Intent(Intent.ACTION_VIEW);
        File file = Environment.getExternalStorageDirectory();
        viewIntent1.setDataAndType(Uri.fromFile(file), "video/*");
        startActivity(Intent.createChooser(viewIntent1, null));
    }

    public void onClick5(View view) {

        Intent viewIntent1 = new Intent(Intent.ACTION_VIEW);
        File file = Environment.getExternalStorageDirectory();
        viewIntent1.setDataAndType(Uri.fromFile(file), "zip/*");
        startActivity(Intent.createChooser(viewIntent1, null));
    }

    public void onClick6(View view) {

        Intent viewIntent1 = new Intent(Intent.ACTION_VIEW);
        File file = Environment.getExternalStorageDirectory();
        viewIntent1.setDataAndType(Uri.fromFile(file), "text/*");
        startActivity(Intent.createChooser(viewIntent1, null));
    }

    public void onClick7(View view) {

        Intent viewIntent1 = new Intent(Intent.ACTION_VIEW);
        File file = Environment.getExternalStorageDirectory();
        viewIntent1.setDataAndType(Uri.fromFile(file), "application/*");
        startActivity(Intent.createChooser(viewIntent1, null));
    }

    @Override
    public void onRequestPermissionsResult(int requestCode, String[] permissions, int[] grantResults) {
        switch (requestCode) {
            case 1: {
                // If request is cancelled, the result arrays are empty.
                if (grantResults.length > 0
                        && grantResults[0] == PackageManager.PERMISSION_GRANTED) {
                    Toast.makeText(Bacon1.this, "WRITE_CONTACTS granted", Toast.LENGTH_SHORT)
                            .show();

                } else {

                    Toast.makeText(Bacon1.this, "WRITE_CONTACTS Denied", Toast.LENGTH_SHORT)
                            .show();

                }
                return;
            }

            // other 'case' lines to check for other
            // permissions this app might request
        }
    }

    }

Here is the Logcat :
07-11 17:11:04.222 13978-13978/com.example.dell_1.myapp3 E/ExtMediaPlayer-JNI: env->IsInstanceOf fails
07-11 17:11:04.222 13978-13978/com.example.dell_1.myapp3 E/MediaPlayer-JNI: JNIMediaPlayerFactory: bIsQCMediaPlayerPresent 0
07-11 17:11:04.222 13978-13978/com.example.dell_1.myapp3 E/ExtMediaPlayer-JNI: env->IsInstanceOf fails
07-11 17:11:04.222 13978-13978/com.example.dell_1.myapp3 E/MediaPlayer-JNI: JNIMediaPlayerFactory: bIsQCMediaPlayerPresent 0

Here is the file which is responsible for displaying songs as listview : PlayListActivity.java
package com.example.dell_1.myapp3;

import android.app.Activity;
import android.database.Cursor;
import android.media.MediaPlayer;
import android.os.Bundle;
import android.os.Environment;
import android.provider.MediaStore;
import android.util.Log;
import android.view.View;
import android.widget.AdapterView;
import android.widget.ArrayAdapter;
import android.widget.ImageView;
import android.widget.ListView;
import java.io.File;
import java.io.IOException;

import com.bumptech.glide.Glide;

public class PlayListActivity extends Activity {

    private String[] mAudioPath;
    private MediaPlayer mMediaPlayer;
    private String[] mMusicList;

    @Override
    public void onCreate(Bundle savedInstanceState) {
        super.onCreate(savedInstanceState);
        setContentView(R.layout.activity_play_list);

        mMediaPlayer = new MediaPlayer();
        ListView mListView = (ListView) findViewById(R.id.list);

        mMusicList = getAudioList();

        ArrayAdapter<String> mAdapter = new ArrayAdapter<>(this,
                android.R.layout.simple_list_item_1, mMusicList);
        mListView.setAdapter(mAdapter);

        mListView.setOnItemClickListener(new AdapterView.OnItemClickListener() {

            @Override
            public void onItemClick(AdapterView<?> arg0, View view, int arg2,
                                    long arg3) {

                try {
                    playSong(mAudioPath[arg2]);
                } catch (IllegalArgumentException e) {
                    e.printStackTrace();
                } catch (IllegalStateException e) {
                    e.printStackTrace();
                } catch (IOException e) {
                    e.printStackTrace();
                }

            }
        });
    }

    private String[] getAudioList() {
        final Cursor mCursor = getContentResolver().query(
                MediaStore.Audio.Media.EXTERNAL_CONTENT_URI,
                new String[]{MediaStore.Audio.Media.DISPLAY_NAME, MediaStore.Audio.Media.DATA}, null, null,
                "LOWER(" + MediaStore.Audio.Media.TITLE + ") ASC");

        int count = mCursor.getCount();

        String[] songs = new String[count];
        mAudioPath = new String[count];
        int i = 0;
        if (mCursor.moveToFirst()) {
            do {
                songs[i] = mCursor.getString(mCursor.getColumnIndexOrThrow(MediaStore.Audio.Media.DISPLAY_NAME));
                mAudioPath[i] = mCursor.getString(mCursor.getColumnIndexOrThrow(MediaStore.Audio.Media.DATA));
                i++;
            } while (mCursor.moveToNext());
        }

        mCursor.close();

        return songs;
    }

    private void playSong(String path) throws IllegalArgumentException,
            IllegalStateException, IOException {

        setContentView(R.layout.activity_android_building_music_player);
        Log.d("ringtone", "playSong :: " + path);

        mMediaPlayer.reset();
        mMediaPlayer.setDataSource(path);
//mMediaPlayer.setLooping(true);
        mMediaPlayer.prepare();
        mMediaPlayer.start();

        asd();

    }

    public void asd() {
        ImageView imageView = (ImageView) findViewById(R.id.coverart);

        File music = Environment.getExternalStoragePublicDirectory(Environment.DIRECTORY_MUSIC);
        // Tested with music from Windows 7's c:\Users\Public\Music\Sample Music
        String filePath = new File(music, "I love you.mp3").getAbsolutePath();
        Glide
                .with(this)
                .load(new AudioCover(filePath))
                .placeholder(R.drawable.adele1)
                .error(R.drawable.adele1)
                .into(imageView);
    }
}

This is the xml file : activity_play_list.xml
 <?xml version="1.0" encoding="utf-8"?>
    <LinearLayout xmlns:android="http://schemas.android.com/apk/res/android"
        android:layout_width="fill_parent"
        android:layout_height="fill_parent"
        android:orientation="vertical">

        <ListView
            android:id="@+id/list"
            android:layout_width="fill_parent"
            android:layout_height="fill_parent"
            android:divider="#242424"
            android:dividerHeight="1dp"
            android:listSelector="@drawable/list_selector" />

    </LinearLayout>

**activity_android_building_music_player.xml** :

    <?xml version="1.0" encoding="utf-8"?>
<RelativeLayout xmlns:android="http://schemas.android.com/apk/res/android"
    android:layout_width="match_parent"
    android:layout_height="match_parent"
    >

    <LinearLayout
        android:id="@+id/player_header_bg"
        android:layout_width="fill_parent"
        android:layout_height="60dip"
        android:layout_alignParentTop="true"
        android:background="@layout/bg_player_header"
        android:paddingLeft="5dp"
        android:paddingRight="5dp">

        <TextView
            android:id="@+id/songTitle"
            android:layout_width="wrap_content"
            android:layout_height="wrap_content"
            android:layout_marginTop="10dp"
            android:layout_weight="1"
            android:paddingLeft="50dp"
            android:text="The Good, The Bad And The Ugly"
            android:textColor="#04b3d2"
            android:textSize="16dp"
            android:textStyle="bold" />

        <ImageButton
            android:id="@+id/btnPlaylist"
            android:layout_width="wrap_content"
            android:layout_height="fill_parent"
            android:background="@null"
            android:src="@drawable/btn_playlist" />
    </LinearLayout>

    <LinearLayout
        android:id="@+id/songThumbnail"
        android:layout_width="fill_parent"
        android:layout_height="wrap_content"
        android:layout_alignBottom="@+id/player_header_bg"
        android:layout_alignParentLeft="true"
        android:layout_alignParentStart="true"
        android:gravity="center"
        android:paddingBottom="10dp"
        android:paddingTop="10dp">

        <ImageView
            android:id="@+id/coverart"
            android:layout_width="wrap_content"
            android:layout_height="wrap_content"
            />

    </LinearLayout>

    <LinearLayout
        android:id="@+id/player_footer_bg"
        android:layout_width="fill_parent"
        android:layout_height="100dp"
        android:layout_alignParentBottom="true"
        android:layout_alignParentLeft="true"
        android:layout_alignParentStart="true"
        android:background="@layout/bg_player_footer"
        android:gravity="center">

        <LinearLayout
            android:layout_width="wrap_content"
            android:layout_height="wrap_content"
            android:gravity="center_vertical"
            android:orientation="horizontal"
            android:paddingLeft="10dp"
            android:paddingRight="10dp"
            android:weightSum="1">
            <RelativeLayout
                android:layout_width="300dp"
                android:layout_height="match_parent">
                <ImageButton
                    android:id="@+id/btnPrevious"
                    android:layout_width="wrap_content"
                    android:layout_height="wrap_content"
                    android:layout_weight="2.40"
                    android:layout_alignParentLeft="true"
                    android:paddingLeft="10dp"
                    android:background="@null"
                    android:src="@drawable/btn_previous" />

                <ImageButton
                    android:id="@+id/btnPlay1"
                    android:layout_width="wrap_content"
                    android:layout_height="wrap_content"
                    android:layout_centerInParent="true"
                    android:background="@null"
                    android:src="@drawable/btn_play"
                    android:onClick="buttonAction1"/>

                <ImageButton
                    android:id="@+id/btnNext"
                    android:layout_width="wrap_content"
                    android:layout_height="wrap_content"
                    android:paddingLeft="250dp"
                    android:background="@null"
                    android:src="@drawable/btn_next" />
            </RelativeLayout>
        </LinearLayout>
    </LinearLayout>

    <SeekBar
        android:id="@+id/songProgressBar"
        android:layout_width="fill_parent"
        android:layout_height="wrap_content"
        android:layout_above="@+id/player_footer_bg"
        android:layout_alignLeft="@+id/timerDisplay"
        android:layout_alignStart="@+id/timerDisplay"
        android:layout_marginBottom="10dp"
        android:paddingLeft="6dp"
        android:paddingRight="6dp"
        android:progressDrawable="@drawable/seekbar_progress"
        android:thumb="@drawable/download8" />

    <LinearLayout
        android:id="@+id/timerDisplay"
        android:layout_width="fill_parent"
        android:layout_height="wrap_content"
        android:layout_above="@id/songProgressBar"
        android:layout_marginBottom="10dp"
        android:layout_marginLeft="20dp"
        android:layout_marginRight="20dp">

        <TextView
            android:id="@+id/songCurrentDurationLabel"
            android:layout_width="fill_parent"
            android:layout_height="wrap_content"
            android:layout_weight="1"
            android:gravity="left"
            android:textColor="#eeeeee"
            android:textStyle="bold" />

        <TextView
            android:id="@+id/songTotalDurationLabel"
            android:layout_width="fill_parent"
            android:layout_height="wrap_content"
            android:gravity="right"
            android:textColor="#04cbde"
            android:textStyle="bold" />
    </LinearLayout>

    <LinearLayout
        android:layout_width="fill_parent"
        android:layout_height="wrap_content"
        android:layout_above="@id/timerDisplay"
        android:gravity="center">

        <ImageButton
            android:id="@+id/btnRepeat"
            android:layout_width="wrap_content"
            android:layout_height="wrap_content"
            android:layout_marginRight="5dp"
            android:background="@null"
            android:src="@drawable/btn_repeat" />

        <ImageButton
            android:id="@+id/btnShuffle"
            android:layout_width="wrap_content"
            android:layout_height="wrap_content"
            android:layout_marginLeft="5dp"
            android:background="@null"
            android:src="@drawable/btn_shuffle" />
    </LinearLayout>
</RelativeLayout>

redpajama_set_name: RedPajamaStackExchange


The City ofRichmond Hill will hold a called public meeting at 6 p.m. Jan. 30 in City Hall to discuss personnel matters, in particular the finalization of former City Manager Mike Melton's severance package.
While the meeting is open to the public, portions of it may be closed.
Melton has been suspended with pay since his contract with the city was declared null and void on Jan. 3.


text:
Site Attenuation Measurements Using External Source Control
Maximum Received Power Statistics within RF Reflective Enclosures for HERO/EMV Testing
ISO Publishes Part 2 of ISO 80601-2-56:2017 for Electrical Clinical Thermometers
So You Want To Be a Consultant?
Phase Transition TMD has Great Potential Application for a New Type of Multifunctional Chemical Vapor Sensor
Scientists at the U.S. Naval Research Laboratory (NRL) have designed a new phase-changing form of semiconductors. The interdisciplinary team has proven that anatomically thin semiconductors known as 2D Transition Metal Dichalcogenides (TMDs) change from the semiconductor to metallic phase if exposed to airborne chemical vapors. This revelation could be used to design and build a new class of chemical vapor sensors.
This discovery is particularly exciting in regards to advances in technology, as the new Monolayer TMDs could be used to create inexpensive, flexible, and high-performance devices. Perhaps more significantly, these new chemical vapor sensors have the potential to be far more sensitive than current models, allowing for a wider range of uses on battlefields.
"These materials are extremely promising for chemical vapor sensing applications because the inherent few-atom-thickness of the material greatly enhances their sensitivity to even the smallest surface disturbance."
Dr. Adam L. Friedman, research physicist, Material Science and Technology Division
The Monolayer TMDs include an assortment of properties that their bulk material equivalents simply don't possess. They contain insulators, semiconductors, metals, and assorted other materials. Scientists learned that certain films responded strangely to a class of analytes when exposed to a charge transfer. This class of analytes includes nerve agents, making it of particular use in a military setting.
The scientists learned that moderate exposure to the analytes completely stopped the conductance response in their devices. At the same time, the overall magnitude of the conductance increased significantly. This indicated a phase change was occurring. The discovery this behavior has opened up an assortment of potential devices and technologies. Scientists believe that if the phase transition can be appropriately controlled, it could result in high-tech, low-power, flexible chemical vapor sensor devices.
The new models would be able to combine passive-type optical measurements with active conductance measurements. This would allow soldiers to identify a variety of analyte vapors using the same device. The technology could also be used to identify chemical compounds and potentially dangerous vapors.
Scientists are hopeful that this technology will aid soldiers on the battlefield. They also believe that this technology could be combined with current sensors already in use by the Department of Defense.
Term: Semiconductor
chemical vapor sensorsdepartment of defensemilitary & defense
U.S. Department of Defense Unveils Electromagnetic Spectrum Strategy
U.S. Department of Defense Announces Awards for Outstanding Industrial Security Achievement


The latest CMTO/CBAA Webinar delved into the world of Workplace Health and Safety with guest speaker Gavin Deadman from Aon Risk Services.
The Work Health and Safety Act 2011 (WHS Act) aims to protect the health and safety of all workers nationwide, including volunteers.
Ensuring the health and safety of volunteers demonstrates that their commitment is valued and recognises the vital role they play in community broadcasting.
AON Australia is a diverse organisation providing a complete suite of specialised risk management, risk financing and insurance services to a wide range of clients.


text:
Biografia
Nato in una famiglia legata al mondo del cinema e dei doppiatori, frequentò il Collegio Nazareno e si laureò in giurisprudenza all'Università di Roma. A metà anni cinquanta si trasferì a Saint-Cloud, nei pressi di Parigi.

Entrò poco più che ventenne nella redazione esteri del Tempo; all'epoca studiava letteratura e storia della Germania. Nel 1957, restando libero il posto di corrispondente da Parigi, il direttore del quotidiano romano, Renato Angiolillo, decise che la persona più adatta a occuparlo fosse un giornalista con scarsa conoscenza di problemi francesi.

Locchi cercò di liberarsi dall'incarico, adducendo la sua antipatia per i francesi e per la Francia; ma Angiolillo fu irremovibile. Locchi diede conto degli eventi culturali in Francia con articoli pubblicati quasi per trent'anni. Quando gran parte della stampa italiana guardava con interesse all'engagement sartriano, per merito dei servizi culturali di Locchi Il Tempo fu tra i pochi giornali fuori dal coro ad avanzare una lettura critica di quel fenomeno.

Quando lasciò il giornalismo attivo, nel 1985, Locchi rimase a Parigi. Nella capitale francese entrò in contatto con Alain De Benoist; dall'incontro tra i due nacque, a fine anni sessanta, il think tank GRECE, conosciuto mediaticamente come Nuova Destra. Da questo momento la sua firma apparve sulle riviste collaterali a GRECE, come Nouvelle École e Éléments. Altri scritti trovarono spazio su Intervento, La Destra, L'Uomo Libero e il quotidiano missino Secolo d'Italia.

Considerato uno dei principali rappresentanti della Nuova Destra, se ne distaccò in quanto critico verso la democrazia e sostenitore degli ideali della Rivoluzione conservatrice.

Gli scritti
Gli scritti e i saggi di Locchi, editi da piccole case editrici e riviste del circuito dell'estrema destra, sono noti e diffusi principalmente in tale ambito, dove è considerato un punto di riferimento importante. Il suo nome è legato soprattutto al saggio Il male americano; uno scritto sulla società americana che gli fu richiesto da Nouvelle École e che a insaputa dell'autore fu modificato e accresciuto dal direttore Alain de Benoist, segnando così la rottura definitiva tra i due intellettuali:

I suoi studi si sono incentrati essenzialmente sulla Roma imperiale, sulla critica all'americanismo (Il male americano, 1979), sul pensiero anticristiano di Nietzsche e sugli indoeuropei e il loro modello sociale inegualitario e gerarchico. Di rilievo è il saggio su Richard Wagner e il mito sovrumanista, che è stato annoverato fra i classici dell'ermeneutica wagneriana, nonché il saggio Essenza del Fascismo, in cui sottolinea l'importanza del mito della palingenesi nazionale, dell'Indo-Europeismo, di Nietzsche, dell'antropologia e di scrittori come Spengler per alimentare la futura vitalità del neofascismo, proponendo così una vera e propria strategia per mantenere viva l'ideologia fascista pur nel clima ostile del dopoguerra.

I suoi scritti hanno influenzato molti intellettuali e attivisti della destra radicale europea, come Guillaume Faye, Pierre Vial, Pierre Krebs, Robert Steuckers e Stefano Vaj.

Opere
(elenco parziale)

Note

Bibliografia

Matteo Luca Andriola, La Nuova destra in Europa. Il populismo e il pensiero di Alain de Benoist, Vedano al Lambro (MB), Edizioni Paginauno 2014 (2ª ed. 2019).
Philippe Baillet, Le Parti de la vie: clercs et guerriers d'Europe et d'Asie, Saint-Genis-Laval, Akribeia, 2015, 241 p. ISBN 978-2-913612-57-0, p. 133-163.

Altri progetti

Collegamenti esterni

Personalità del neofascismo
Estrema destra
Fascisti e neofascisti italiani

redpajama_set_name: RedPajamaWikipedia


text:
You are here: Home / Crime / Courts / Mountain lion shot near Des Moines elementary school
Mountain lion shot near Des Moines elementary school
October 4, 2012 By Dar Danielson
Mountain lion shot in the back yard of a Des Moines home. (Photo courtesy of the DNR)
Des Moines police officers shot and killed a mountain lion this morning four blocks from an elementary school.
There were reports of a mountain lion sighting from Madison Elementary School around 7:30 a.m.
Police were then called about the lion being near seen near a house in the 3900 block of Columbia Street at 9:30.
A police news release says upon searching the area officers located mountain lion under some plants in the back yard of the house.
The release says officers knew, due to the size of the mountain lion, that its escape would be of great danger to the public. The lion made a dashing move leaving officers no choice but to shoot the lion.
It was determined to be a male mountain lion that measured 6'3" from its nose to the end of it's tail. The mountain lion was removed by the Iowa Department of Natural Resources.
Paw of mountain lion shot in Des Moines. (DNR photo)
Filed Under: Crime / Courts, News, Outdoors


Become a Reunion Tower expert! Welcome to the first edition of the Upsider, a guide designed to heighten your knowledge of Reunion Tower. Each post will feature a unique aspect of Reunion Tower including Company Culture, Featured Guest Visits, Top Dallasites and Love Stories.
As it is affectionately known by locals, "The Ball" has been a staple of the Dallas skyline since 1978. It's 259 exterior LED lights can be seen for miles, but it's what's on the inside that counts.
How has Reunion Tower made a lasting impact on the Dallas-Fort Worth metroplex? View this list of 8 Upsider facts about Reunion Tower and make plans to experience each element for yourself.
1 amazing fireworks show, AT&T Streaming Lights at Reunion Tower, to welcome 2018.
3, the number of floors inside "The Ball." At the very top, a fine-dining restaurant – Five Sixty by Wolfgang Puck, in the middle, a casual café and event space – Cloud Nine and at 470 feet in the air, the GeO-Deck – the only local indoor/outdoor observation deck for breathtaking panoramic views of Dallas and the surrounding area.
4, the number of years that the observation deck, the GeO-Deck, has been open, after a complete Reunion Tower renovation kept it closed for 5 years.
15 miles, how far away the 259 exterior LED lights can be seen shining brightly while displaying Reunion Tower's nightly light shows.
20 interactive touch screens, or The Halo, located on the interior observation deck allows guests to discover hidden gems, historic landmarks, museums, parks and more.
32 miles, the distance to Fort Worth, visible from the GeO-Deck on a clear day.
35 Reunion Tower employees, called Ambassadors, work on the GeO-Deck and run office operations.
39, Reunion Tower's current age. The Tower will celebrate its 40th birthday in April 2018.


Right Now, make an appointment with us and discover how just a little makeup can expose the gorgeous expressions and character of your face.
Volunteers will receive 15% off2 the price of any YBI service. Restrictions do apply3.
1- Student makeup artist performs applications. Professional results attempted but not guaranteed.
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3- Must be over 21 years old; free of makeup allergies and visible skin irritations; No cash value; Must use discount within 30 days; Appointments required and not available on Saturdays.


text:
IES Blog
Institute of Education Sciences
January 5, 2023 NCES Blog Editor Findings, General
In April, the National Center for Education Statistics (NCES) will kick off the 2023 International Computer and Information Literacy Study (ICILS) of eighth-grade students in the United States. This will be the second time the United States is participating in the ICILS.
What is ICILS?
ICILS is a computer-based international assessment of eighth-grade students' capacity to use information and communications technologies (ICT)1 productively for a range of different purposes. It is sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and conducted in the United States by NCES.
In addition to assessing students on two components—computer and information literacy (CIL) and computational thinking (CT)—ICILS also collects information from students, teachers, school principals, and ICT coordinators on contextual factors that may be related to students' development in CIL.
Why is ICILS important?
ICILS measures students' skills with ICT and provides data on CIL. In the United States, the development of these skills is called for in the Federal STEM Education Strategic Plan. Outside of the United States, ICILS is also recognized as an official EU target by the European Council and EU member states to support strategic priorities toward the European Education Area and Beyond (2021–2030). From a global perspective, ICILS provides information for monitoring progress toward the UNESCO Sustainable Development Goals (SDGs).
The measurement of students' CIL is highly relevant today—digital tools and online learning became the primary means of delivering and receiving education during the onset of the coronavirus pandemic, and technology continually shapes the way students learn both inside and outside of school.
ICILS provides valuable comparative data on students' skills and experience across all participating education systems. In 2018, ICILS results showed that U.S. eighth-grade students' average CIL score (519) was higher than the ICILS 2018 average score (496) (figure 1).
* p < .05. Significantly different from the U.S. estimate at the .05 level of statistical significance.
NOTE: CIL = computer and information literacy. The ICILS CIL scale ranges from 100 to 700. The ICILS 2018 average is the average of all participating education systems meeting international technical standards, with each education system weighted equally. Education systems are ordered by their average CIL scores, from largest to smallest. Italics indicate the benchmarking participants.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), International Computer and Information Literacy Study (ICILS), 2018.
ICILS data can also be used to examine various topics within one education system and shed light on the variations in the use of digital resources in teaching and learning among student and teacher subgroups. For example, in 2018, lower percentages of mathematics teachers than of English language arts (ELA) and science teachers often or always used ICT to support student-led discussions, inquiry learning, and collaboration among students (figure 2).
NOTE: ICT = information and communications technologies. Teaching practices are ordered by the percentage of English language arts teachers using ICT, from largest to smallest. Science includes general science and/or physics, chemistry, biology, geology, earth sciences, and technical science.
What does the ICILS 2023 data collection include?
In November 2022, NCES started the preparation work for the ICILS 2023 main study data collection, which is scheduled for administration from April to June 2023. Eighth-grade students and staff from a nationally representative sample of about 150 schools will participate in the study.
Students will be assessed on CIL (which focuses on understanding computer use, gathering information, producing information, and communicating digitally) and CT (which focuses on conceptualizing problems and operationalizing solutions). In addition to taking the assessment, students will complete a questionnaire about their access to and use of ICT.
Teachers will be surveyed about their use of ICT in teaching practices, ICT skills they emphasize in their teaching, their attitudes toward using ICT, and their ICT-related professional development. In addition, principals and ICT coordinators will be surveyed about ICT resources and support at school, priorities in using ICT, and management of ICT resources.
In 2023, more than 30 education systems will participate in the study and join the international comparisons. When ICILS 2023 results are released in the international and U.S. reports in November 2024, we will be able to learn more about the changes in students' and teachers' technology use over the past 5 years by comparing the 2023 and 2018 ICILS results. Such trend comparisons will be meaningful given the increased availability of the Internet and digital tools during the pandemic.
Explore the ICILS website to learn more about the study, and be sure to follow NCES on Twitter, Facebook, LinkedIn, and YouTube and subscribe to the NCES News Flash to stay up-to-date on future ICILS reports and resources.
By Yan Wang and Yuqi Liao, AIR
[1] Refers to technological tools and resources used to store, create, share, or exchange information, including computers, software applications, and the Internet.
What National and International Assessments Can Tell Us About Technology in Students' Learning: Technology Instruction, Use, and Resources in U.S. Schools
October 14, 2020 NCES Blog Editor Findings, General
As schools and school districts plan instruction amid the current coronavirus pandemic, the use of technology and digital resources for student instruction is a key consideration.
In this post, the final in a three-part series, we present results from the NAEP TEL and ICILS educator questionnaires (see the first post for information about the results of the two assessments and the second post for the results of the student questionnaires). The questionnaires ask about the focus of technology instruction in schools, school resources to support technology instruction, and the use of technology in teaching practices.
It is important to note that NAEP TEL surveys the principals of U.S. eighth-grade students, while ICILS surveys a nationally representative sample of U.S. eighth-grade teachers.
Emphasis in technology instruction
According to the 2018 NAEP TEL principal questionnaire results, principals1 of 61 percent of U.S. eighth-grade students reported that prior to or in eighth grade, much of the emphasis in information and communication technologies (ICT) instruction was placed on teaching students how to collaborate with others. In addition, principals of 51 percent of eighth-grade students reported that a lot of emphasis was placed on teaching students how to find information or data to solve a problem. In comparison, principals of only 10 percent of eighth-grade students reported that a lot of emphasis was placed on teaching students how to run simulations (figure 1).
According to the 2018 ICILS teacher questionnaire results, 40 percent of U.S. eighth-grade teachers reported a strong emphasis on the use of ICT instruction to develop students' capacities to use computer software to construct digital work products (e.g., presentations). In addition, 35 percent of eighth-grade teachers reported a strong emphasis on building students' capacities to access online information efficiently. In comparison, 17 percent reported a strong emphasis on developing students' capacities to provide digital feedback on the work of others (figure 2).
Resources at school
NAEP TEL and ICILS used different approaches to collect information about technology-related school resources. NAEP TEL asked about hindrances that limited schools' capabilities to provide instruction in technology or engineering concepts. According to NAEP TEL, principals of 5 percent of U.S. eighth-grade students indicated that a lack or inadequacy of internet connectivity was a "moderate" or "large" hindrance in their schools. However, principals of 61 percent of eighth-grade students indicated that a lack of time due to curriculum content demands was a "moderate" or "large" hindrance. Principals of 44 percent of eighth-grade students indicated that a lack of qualified teachers was a "moderate" or "large" hindrance (figure 3).
ICILS asked about the adequacy of school resources to support ICT use in teaching. Eighty-six percent of U.S. teachers "agreed" or "strongly agreed" that technology was considered a priority for use in teaching. Nearly three-quarters of teachers "agreed" or "strongly agreed" that their schools had access to sufficient digital learning resources and had good internet connectivity (74 and 73 percent, respectively) (figure 4).
Use of technology in teaching
Teachers of U.S. eighth-grade students reported that they often used technology in their teaching practices. ICILS found that 64 percent of U.S. teachers regularly (i.e., "often" or "always") used technology to present class instruction. Fifty-four percent of teachers regularly used technology to communicate with parents or guardians about students' learning. In addition, 45 percent of teachers regularly used technology to provide remedial or enrichment support to individual or small groups of students, and a similar percentage (44 percent) regularly used technology to reinforce skills through repetition of examples (figure 5).
ICILS also reported results from U.S. eighth-grade teachers about how they collaborated on technology use. About three-quarters "agreed" or "strongly agreed" that they talked to other teachers about how to use technology in their teaching. Similarly, about three-quarters "agreed" or "strongly agreed" that they shared technology resources with other teachers in the school. More than half of the teachers "agreed" or "strongly agreed" that they collaborated with colleagues on the development of technology-based lessons.
Overall, the responses of teachers and principals suggested that emphasis had been put on different aspects of instruction for eighth-grade students. The majority of schools had enough digital resources and adequate internet access. However, technologies were also used differently in different teaching practices.
It should be noted that the data presented here were collected in 2018; any changes since then due to the coronavirus pandemic are not reflected in the results reported here. The NAEP TEL and ICILS samples both include public and private schools. The 2018 ICILS also included a principal questionnaire, but the questions are not directly related to the topics included in this blog. Data reported in the text and figures are rounded to the nearest integer.
Resources for more information:
NAEP TEL: https://nces.ed.gov/nationsreportcard/tel/
NAEP TEL school questionnaire: https://nces.ed.gov/nationsreportcard/subject/about/pdf/bgq/school-sdlep/2018_sq_school_tel_g8.pdf
ICILS: https://nces.ed.gov/surveys/icils/icils2018/theme1.asp
ICILS teacher questionnaire:
https://nces.ed.gov/surveys/icils/pdf/icils2018ms_teacher_questionnaire_en_us.pdf
Comparison of NAEP TEL and ICILS assessment frameworks: https://nces.ed.gov/nationsreportcard/subject/tel/pdf/tel_icils_study.pdf
By Yan Wang, AIR, and Taslima Rahman, NCES
[1] The unit of analysis for TEL principal responses is student.
What National and International Assessments Can Tell Us About Technology in Students' Learning: Eighth-Graders' Experience with Technology
October 7, 2020 NCES Blog Editor Findings, General
The use of technology has become an integral part of life at work, at school, and at home throughout the 21st century and, in particular, during the coronavirus pandemic.
In this post, the second in a three-part series, we present results from the NAEP TEL and ICILS student questionnaires about students' experience and confidence using technology (see the first post for more information about these assessments and their results). These results can help to inform education systems that are implementing remote learning activities this school year.
Uses of information and communication technologies (ICT) for school
Both NAEP TEL and ICILS collected data in 2018 on U.S. eighth-grade students' uses of ICT in school or for school-related purposes.
According to the NAEP TEL questionnaire results, about one-third of U.S. eighth-grade students reported that they used ICT regularly (i.e., at least once a week) to create, edit, or organize digital media (figure 1). About a quarter used ICT regularly to create presentations, and 18 percent used ICT regularly to create spreadsheets.
According to the ICILS questionnaire results, 72 percent of U.S. eighth-grade students reported that they regularly used the Internet to do research, and 56 percent regularly used ICT to complete worksheets or exercises (figure 2). Forty percent of eighth-grade students regularly used ICT to organize their time and work. One-third regularly used software or applications to learn skills or a subject, and 30 percent regularly used ICT to work online with other students.
Confidence in using ICT
Both the 2018 NAEP TEL and ICILS questionnaires asked U.S. eighth-grade students about their confidence in their ICT skills. NAEP TEL found that about three-quarters of eighth-grade students reported that they were confident that they could—that is, they reported that they "probably can" or "definitely can"—compare products using the Internet or create presentations with sound, pictures, or video (figure 3). Seventy percent were confident that they could organize information into a chart, graph, or spreadsheet.
ICILS found that 86 percent of U.S. eighth-grade students reported that they knew how to search for and find relevant information for a school project on the Internet (figure 4). Eighty-three percent knew how to both upload text, images, or video to an online profile and install a program or app. About three-quarters of eighth-grade students knew how to change the settings on their devices, and 65 percent knew how to edit digital photographs or other graphic images.
Years of experience using computers
In the 2018 ICILS questionnaire, U.S. eighth-grade students were also asked how many years they had been using desktop or laptop computers. One-third of eighth-grade students reported using computers for 7 years or more—that is, they had been using computers since first grade (figure 5). This finding was similar to results from the Computer Access and Familiarity Study (CAFS), which was conducted as part of the 2015 NAEP. The CAFS found that in 2015, about 35 percent of eighth-grade public school students reported first using a laptop or desktop computer in kindergarten or before kindergarten.
Nineteen percent of eighth-grade students reported that they had used computers for at least 5 but less than 7 years. However, 9 percent of eighth-grade students had never used computers or had used them for less than one year, meaning they had only started using computers when they reached eighth grade.
Overall, responses of eighth-grade students showed that some had more years of experience using computers than others. Although there were differences in students' use of ICT for school-related purposes, most students felt confident using ICT.
It should be noted that the data presented here were collected in 2018; any changes since then due to the coronavirus pandemic or other factors are not reflected in the results reported here. The NAEP TEL and ICILS samples both include public and private schools. Data reported in the text and figures are rounded to the nearest integer.
NAEP TEL student questionnaire: https://nces.ed.gov/nationsreportcard/subject/about/pdf/bgq/student/2018_sq_student_tel_g8.pdf
ICILS student questionnaire:
https://nces.ed.gov/surveys/icils/pdf/icils2018ms_student_questionnaire_en_us.pdf
"First Use of Computer" (NCES indicator): https://nces.ed.gov/pubs2017/2017098/ind_14.asp
What National and International Assessments Can Tell Us About Technology in Students' Learning: Eighth-Graders' Readiness to Use Technology
September 30, 2020 NCES Blog Editor Findings, General
Across the country in 2020, students, teachers, and parents have had to adapt to changes in the delivery of education instruction due to the coronavirus pandemic and turn to information and communication technologies (ICT) to learn, interact, and assess progress. It is important that we are able to assess students' abilities to understand and use technology now more than ever. This post, the first in a three-part series, discusses the results of two technology-focused assessments, NAEP TEL and ICILS, which NCES administered in 2018 (see textbox for more information about these assessments).
Students' performance on NAEP TEL and ICILS
According to the 2018 NAEP TEL, 46 percent of U.S. eighth-grade students scored at or above the NAEP Proficient level, meaning that they were able to demonstrate the selection and use of an appropriate range of tools and media (figure 1). According to the 2018 ICILS, 25 percent of eighth-grade students scored at or above proficiency level 3 for computer and information literacy—that is, they demonstrated the capacity to work independently when using computers as information-gathering and management tools. In addition, 20 percent of eighth-grade students scored in the upper region for computational thinking, meaning that they demonstrated an understanding of computation as a problem-solving framework.
Figure 1. Percentage of eighth-grade students identified as at or above proficient, by assessment: 2018
There are many factors that may affect performance on these assessments, such as access to technology, devices, hardware, and software; access to learning opportunities using technology; amount of experience using technology; and attitudes toward technology.
Student's participation in technology-related classes
For NAEP TEL, students were asked if they were currently taking a technology-related class or if they had taken one in the past. In 2018, about 57 percent of U.S. eighth-grade students were either currently enrolled in or had taken at least one technology-related class, such as industrial technology, engineering, or a class that involved learning to use, program, or build computers (table 1). In addition, a higher percentage of students who had completed a technology-related class before or during eighth-grade scored at or above the NAEP Proficient level, compared with students who had not completed such a class (table 2).
Overall, both assessments show that a portion of students demonstrated the knowledge and skills necessary to meet the assessment's defined proficiency measures, although more than half reported taking technology-related classes before or during eighth grade.
It should be noted that the data presented here were collected in 2018; any changes since then due to the coronavirus pandemic or other factors are not reflected in the results reported here. The NAEP TEL and ICILS samples both include public and private schools, but the two assessments use different methods for reporting student performance. Data from these assessments do not support any causal inferences as they are not experimental studies. Data reported in the text and figures are rounded to the nearest integer.
By Mary Ann Fox, AIR, and Taslima Rahman, NCES
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What Works Clearinghouse (24)
evidence-based decisionmaking


text:
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90 per cent of all high performers have it - by The Daily Edition
When it comes to IQ, we often think about acing algebra or being crowned Spelling Bee champ. But academics are now rethinking how we measure our smarts - shifting their focus to emotional intelligence, or EQ.
Researchers from TalentSmart have found that 90 per cent of society's high performers have an elevated EQ - and they earn nearly $30,000 more every year on average.
So how can you tell if you're emotionally gifted and is it possible to sharpen your smarts?
"Emotional intelligence is really about how we identify and manage our emotions," said psychologist Sabina Read. "We can nurture these, and increase our EQ - so it's not a fixed point for us, but something that we can continue to work with.
"EQ includes being able to think about feelings instead of just experiencing them. It's also understanding that all emotions pass. That's important because we don't feel 'stuck' in any one emotion. We welcome feedback, particularly even criticism from others - and also practice empathy or offer apologies and identify our accountability when things go wrong."
Anyone can access knowledge and information, but how we interact with other humans is what sets us apart from others.
Boosting your EQ
If you want to boost your emotional intelligence, our psychologist suggests the following tips to start with.
"It's important to be curious and understand our feelings," Read said. "Also cut back on the caffeine. Caffeine triggers our adrenaline, which triggers our fight or flight response. When we're in a fight or flight state, we're not in tune with our emotions - so anything that triggers too much adrenaline is going to keep us out of touch with our emotions. Focus on your thinking, because our thinking affects our feelings, and our feelings affect our behaviour. So we have to be in tune with the way we think."
IQ versus EQ
When it comes to the importance of IQ versus EQ, Read says it's a "no brainer" - and EQ wins, hands down.
"When you think about the way we operate in life, it doesn't matter how much we know - it's what we share with others that helps us navigate challenges and find success," Read said.
This article originally appeared on The Daily Edition.


text:
Q: Handle Internet Connection lost during file download using HTTP I am using the following code to download a file from http server:
        int bytesSize = 0;
        // A buffer for storing and writing the data retrieved from the server
        byte[] downBuffer = new byte[4096];
        bool exceptionOccured = false;
        try
        {
            // Create a request to the file we are downloading
            webRequest = (HttpWebRequest)WebRequest.Create(url);
            webRequest.Timeout = 60000;
            webRequest.ReadWriteTimeout = System.Threading.Timeout.Infinite;

            // Set default authentication for retrieving the file
            webRequest.UseDefaultCredentials = true;

            // Retrieve the response from the server
            webResponse = (HttpWebResponse)webRequest.GetResponse();

            // Ask the server for the file size and store it
            Int64 fileSize = webResponse.ContentLength;

            // Open the URL for download
            strResponse = webResponse.GetResponseStream();

            // Create a new file stream where we will be saving the data (local drive)
            strLocal = File.Create(destFilePath);

            // Loop through the buffer until the buffer is empty
            while ((bytesSize = strResponse.Read(downBuffer, 0, downBuffer.Length)) > 0)
            {
                strLocal.Write(downBuffer, 0, bytesSize);
            };
        }
        catch (WebException we)
        {
            exceptionOccured = true;

            if (we.Status == WebExceptionStatus.NameResolutionFailure)
            {
                isExceptionOccured = true;
                string errMsg = "Download server threw a NOT FOUND exception for the url:" + "\n" + url + "\nVerify that the server is up and running.";
                MessageBox.Show(errMsg, "Cadence Download Manager", MessageBoxButton.OK, MessageBoxImage.Error);

            }
            else if (we.Status == WebExceptionStatus.Timeout)
            {
                isExceptionOccured = true;
                string errMsg = "Download server threw Timeout exception for the url:" + "\n" + url + "\nVerify that the server is up and running.";
                MessageBox.Show(errMsg, "Cadence Download Manager", MessageBoxButton.OK, MessageBoxImage.Error);

            }
            else if (we.Status == WebExceptionStatus.ProtocolError)
            {
                isExceptionOccured = true;
                string errMsg = "Download server threw Timeout exception for the url:" + "\n" + url + "\nVerify that the server is up and running.";
                MessageBox.Show(errMsg, "Cadence Download Manager", MessageBoxButton.OK, MessageBoxImage.Error);

            }
            else
            {
                isExceptionOccured = true;
                string errMsg = "Download server threw an unhandled exception for the url:" + "\n" + url;
                MessageBox.Show(errMsg, "Cadence Download Manager", MessageBoxButton.OK, MessageBoxImage.Error);
            }
        }
        catch (System.IO.IOException)
        {
            exceptionOccured = true;
            string errMsg = "Unable to read data from the download server for the url:" + "\n" + url + "\nVerify that the server is up and running.";
            isExceptionOccured = true;
        }
        catch (Exception)
        {
            exceptionOccured = true;
            string errMsg = "Unable to read data from the download server for the url:" + "\n" + url + "\nVerify that the server is up and running.";
            isExceptionOccured = true;
        }

The problem is that during download, when the internet connection goes off. The control is stuck in the while loop and it keeps reading and writing. It never throws any exception or any error message. I want to handle the case when internet connection breaks during download. What is missing or wrong here?

A: Well according to me below steps are possible
1.You can make use of NetworkChange.NetworkAvailabilityChanged event http://msdn.microsoft.com/en-us/library/system.net.networkinformation.networkchange.networkavailabilitychanged.aspx which will tell you in case of problem in LAN, ex:network cable unplugged or the user itself disables NetworkInterface.
2.In case of Internet drop you need to have some ping kind of mechanism to your own server to check whether server is reachable or not, you could start a Timer when starting download ping and check periodically till the download completed, once download completed or user cancelled you can stop the timer.
Like below
        /// <summary>
        /// Event handler for network availability changed event.
        /// </summary>
        /// <param name="sender">Sender object.</param>
        /// <param name="eventArgs">Event arguments.</param>
        private void NetworkAvailabilityChanged(object sender, NetworkAvailabilityEventArgs eventArgs)
        {
               ////Log or mail
        }

and subscription of event can be done as below
NetworkChange.NetworkAvailabilityChanged += this.NetworkAvailabilityChanged;

A: Refer this
TCP alive from MSDN documentation