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Paul Anton Möhler (* 15. Dezember 1852 in Gmünd; † 1. Februar 1929 ebenda) war ein deutscher Politiker der Zentrumspartei und langjähriger Oberbürgermeister der Stadt Gmünd.

Leben
Möhler besuchte nach Abschluss der Oberrealschule das Polytechnikum und die Baugewerkeschule in Stuttgart. Anschließend war er in Schwäbisch Hall und Jagstfeld im Baugewerbe tätig. 1875 ließ er sich in Gmünd als Bauunternehmer nieder.

Möhler war von 1882 bis 1888 Mitglied des Bürgerausschusses und dort Obmann. 1888 wurde Möhler zunächst in den Gemeinderat und am 15. Februar 1894 zum Stadtschultheißen gewählt, nachdem sein Vorgänger Adolph Untersee im November 1893 überraschend verstorben war. Am 25. Februar 1903 wurde er zum Oberbürgermeister ernannt.

In seine Amtszeit als Stadtoberhaupt fielen der Bau des Wasserwerks und die Errichtung einer städtischen Kläranlage sowie weitere Infrastrukturprojekte, der Erwerb des heutigen Stadtgartens von der Familie Stahl von Pfeilhalde und der Bau der Städtischen Badeanstalt (1901–1902), zudem die Erweiterung des Rathauses. Unter Möhler wurden diverse Schritte zur Entwicklung Gmünds als Schulstadt erwirkt, so wurden 1898 die Landwirtschaftliche Winterschule und eine eigene Handelsschule eingerichtet, 1903/04 das Realgymnasium (heute Parler-Gymnasium) erbaut sowie 1909/10 die Einrichtung einer Knabenvolksschule im Klösterle erreicht. Möhler begleitete den Bau des neuen Lehrerseminars in der Lessingstraße sowie den Neubau der Königliche Fachschule für Edelmetallindustrie. Zu den Verdiensten Möhlers zählt auch die Einrichtung der Bahnstrecke Gmünd-Göppingen. 1922 ging er als Oberbürgermeister der Stadt Gmünd in den Ruhestand, nachdem er bereits 1919 zum Ehrenbürger ernannt worden war.

Bei der Wahl zur Verfassungsgebenden Landesversammlung am 12. Januar 1919 kandidierte Möhler auf Platz 33 der Landesliste der Zentrumspartei, konnte aber zunächst kein Mandat erringen, da das Zentrum lediglich 31 Sitze erhielt. Am 23. September 1919 rückte Möhler in die Landesversammlung nach, nachdem der ursprünglich gewählte Vertreter, sein Parteikollege Camillus Hepp, sein Mandat niederlegte. Während seiner Mandatszeit gehörte Möhler vom 4. Oktober 1919 bis Februar 1920 dem Volksschulausschuss und ab Februar 1920 dem Finanzausschuss der Verfassungsgebenden Landesversammlung an. Ab 30. April 1920 war er zusätzlich Vorsitzender des Ausschusses zur Beratung des Entwurfs eines Landtagswahlgesetzes, und seit 5. Mai 1920 Vorsitzender im Ausschuss zur Beratung des Entwurfs eines Amtsblattgesetzes.

Am 6. Juni 1920 wurde Paul Möhler als Spitzenkandidat des Wahlkreises XI (Gmünd-Schorndorf-Welzheim) in den 1. Landtag des freien Volksstaates Württemberg gewählt. Er war stellvertretender Vorsitzender des Finanzausschusses und ab 16. Juli 1921 Mitglied im Sonderausschuss für den Entwurf eines Gesetzes betreffend die staatliche Polizeiverwaltung. Am 4. November 1920 wurde er vom Landtag als stellvertretendes Mitglied des Württembergischen Strafgerichtshofes gewählt und am 28. Juni 1924 sowie am 5. Juli 1928 in dieser Funktion bestätigt.

Seit 1871 war er Mitglied der katholischen Studentenverbindung AV Alania Stuttgart im CV.. Im Dezember 1901 war Möhler Zweiter Vizepräsident beim Katholikentag in Ulm.

Möhler starb an den Folgen eines Schlaganfalls und wurde auf dem Leonhardsfriedhof in Schwäbisch Gmünd beigesetzt.

Auszeichnungen
 Ritter I. Klasse des Friedrichs-Ordens
 König-Karl-Jubiläumsmedaille
 Wilhelmskreuz
 Ehrenbürger der Stadt Gmünd (28. Mai 1919)
 Ehrenvorsitzender der Gmünder Ortsgruppe der Zentrumspartei

Literatur
 Albert Pflüger: Nachruf des Präsidenten des 3. Württembergischen Landtags in der 17. Sitzung des Landtags am 13. Februar 1929, Protokollband 1, S. 319 (nicht eingesehen).
 Nachruf in Schwäbische Kronik, (II. Abteilung) vom 2./3. Februar 1929, S. 5 (Porträt im Abendblatt, S. 5) (nicht eingesehen).
 Staatsanzeiger für Württemberg, Nr. 30, Stuttgart 1929 (nicht eingesehen).

 Porträt von Paul Möhler (PDF; 21 kB) auf gmuender-tagespost.de.

Einzelnachweise

Anmerkungen

Mitglied der Verfassunggebenden Landesversammlung (Württemberg)
Bürgermeister (Schwäbisch Gmünd)
Landtagsabgeordneter (Volksstaat Württemberg)
Korporierter im CV
Zentrum-Mitglied
Ehrenbürger von Schwäbisch Gmünd
Träger des Friedrichs-Ordens (Ritter I. Klasse)
Träger des Württembergischen Wilhelmskreuzes
Württemberger
Deutscher
Geboren 1852
Gestorben 1929
Mann

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Home News Why the HarperCollins strike matters to readers
Why the HarperCollins strike matters to readers
It's been more than a month since Laura Harshberger, a senior production editor at HarperCollins (a subsidiary of Rupert Murdoch's News Corp.), stopped producing children's books and went on strike with more than 200 colleagues in New York City.
"We are not striking against our job, but for our jobs," she told The Washington Post. "We want to work for HarperCollins, but we want to work for them with dignity, respect and fair wages."
The striking workers — who are from the editorial, sales, publicity, design, legal and marketing departments — have three demands: HarperCollins should raise its minimum starting salary from $45,000 to $50,000; address the lack of diversity in its workforce; and provide more security for unionized workers.
In an open letter to authors and agents, HarperCollins CEO Brian Murray said the company's current compensation offerings are consistent with peers in the publishing industry.
Workers say that is precisely the problem. "The industry has long been notorious for low salaries. But while the world has changed and the cost of living increases, publishing has not changed with it," said David Palmer, a senior production editor at the company.
The outcome of the strike, which began Nov. 10, could go well beyond whether junior editors can afford to live in New York City, and may have a ripple effect on jobs across the publishing industry. Its impact may be seen in the quantity and diversity of books that are published for years to come, including whether a book is published because it is good, novel and unique, or whether it's just a book that CEOs believe will make money…
"No one is doing their best work when they are worried about making rent," said Stephanie Guerdan, an associate editor at HarperCollins. "Without a fair contract, only those who can afford to work in publishing will stay." …
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Bosnian Mirsad Bektik is a hyped prospect fighting out of American Top Team in the featherweight division. Find out about his tough childhood and how he had to fight for his way into the U.S. He now sits at 10-0 in MMA and fights again at UFC 204.


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This is an extremely simple village dish and just about any vegetable can be replaced with another of your choice.
It is all mainly about the method and the basic sauce which falls under the Turkish category of Sulu Yemek meaning literally Watery Food. What it really is trying to tell you, is that it is cooked with water rather than olive oil and therefore it is served hot.
Sulu Yemek is very popular for lunch in little local lokantas (cafes). It is tasty and affordable for just about everybody. Normally one would also be served a bowl of rice or bulgur with it and possibly a cacik – a garlicky, cold yogurt soup with grated cucumber which is slurped up in between mouthfuls of the other dishes.
Hatice my landlady knew we were packing ready to move to our boat and so turned up at our front door with this, the night before we were leaving. It was heartily accepted and wolfed down in no time. It is such an easy dish to prepare and is very tasty.
As I mentioned before, the vegetables can be substituted with any you desire and you can use as few or as many types of vegies as you wish. This mixture below is what Hatice served us. It was delicious and sometimes just what the body my body is asking for!
What a lovely gesture from your landlady and how kind (and yummy of course ?!) If it was your last night I guess you've moved on to the boat now Lulu. How exciting! Hope all went well and here's wishing you all the best for times ahead!
The gesture was absolute typical, I would say, of the kind, generous nature of the Turkish people. They are an amazing race and that's why we live here. We have moved onto the boat now Angela but it is far from ready to go sailing yet. Hoping to make it out of the marina by summer, but who knows!?


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Chapter: 3 Views of What Works in Developing Character
« Previous: 2 What Is Character? Moving Beyond Definitional Differences
Suggested Citation:"3 Views of What Works in Developing Character." National Academies of Sciences, Engineering, and Medicine. 2017. Approaches to the Development of Character: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/24684.
Views of What Works in Developing Character
The discussion turned next to the practical challenges of developing character in young people. Marvin Berkowitz of the University of Missouri, St. Louis, drew from research on school-based character education to identify evidence regarding current strategies and principles to guide educators and program developers. Reed Larson of the University of Illinois at Urbana-Champaign, Camille Farrington of the University of Chicago, and Karen Pittman of the Forum for Youth Investment provided additional perspectives.
THEMES FROM RESEARCH
Developmental psychology research, Berkowitz noted, suggests that accepted ideas about effective parenting map directly onto ideas about educating for character—and that every teacher is in a sense a surrogate parent. Yet, he suggested, few parents use the sorts of character development strategies, such as reading or posting inspirational quotations, hanging posters bearing a single word such as "respect," or handing out reward tickets to children "caught" doing something praiseworthy, that are often found in schools and other settings. "If these practices are so effective," he wondered, "why don't educators use them with their own children?"
Another way to think about what might be effective in developing character in young people, Berkowitz added, is to consider how one's own positive character traits actually developed. In contrast to Nucci's view, he suggested that individuals do have traits such as honesty or being caring that they display consistently, though not perfectly. Most often, he said,
people asked about how their traits developed report that they worked to emulate a parent or other role model, or had determined that they would not have negative traits they saw in their own parents, such as racism or dishonesty. He has never encountered a person who reported that his or her character "came from a curriculum or a set of lessons," he commented.
Berkowitz defined character as "the complex constellation of psychological characteristics that motivate and enable individuals to function as competent moral agents," noting that his definition is essentially the same as the one Nucci had used. Character education, in turn, he defines as "a way of being" through which adult educators and role models foster the development of character. People are complex organisms, he noted, and the idea that they can be "taught" to have character does not fit with the models of human psychological and moral functioning that developmental psychologists and other researchers use. The goal of character development programs should not be to teach, but to promote healthy adult cultures and actively foster young people's development, he said.
Berkowitz and his colleagues identified character development strategies for which there is evidence of effectiveness (Berkowitz at al., 2016). They reviewed research from the past 16 years that has been collected through the What Works in Character Education Project,1 meta-analyses and other recent syntheses of the research, and literature on parenting with respect to character. The researchers looked for reviews of scientific studies focused on the outcomes of character education, defined in terms of moral reasoning, positive psychology, and other frameworks—they did not include effects on academic achievement or other outcomes. They did not analyze implementation strategies, but focused on program design and pedagogical approaches that make a difference.2
Berkowitz developed a structure for thinking about best practices for character education, which he calls PRIME, for prioritizing character education, relationships, intrinsic motivation, modeling, and empowerment. He used PRIME to organize the primary points he drew from the literature review conducted for the workshop.
Prioritization—Character education will not work, in Berkowitz's view, if it is not an "authentic" priority in the school or setting. He and his colleagues found that several practices were consistently found in programs and set-
1 See http://character.org/key-topics/what-is-character-education/what-works [December 2016]. Berkowitz noted that he and his colleagues are developing the Character Education Research Clearinghouse (CERCh) to make their findings more widely available. See Berkowitz et al. (2016) for a detailed discussion of the sources for this work.
2 Most of the work they reviewed addressed character education in school settings, but Berkowitz noted the relevance of this work to out-of-school settings, which have received significantly less research attention.
tings that do make character a genuine priority. One is rhetorical emphasis: The adults talk regularly about shared goals and values. Another is allocation of resources, such as investment in professional development. School and classroom climate, particularly a sense that teachers are trusted, is a key element. Treating character education as a school-wide value—rather than confining it to particular lessons or making it the responsibility of a particular teacher—is another way schools and programs demonstrate commitment, as is effective leadership from the principal, he noted.
Relationships—Healthy relationships within and beyond the school are also characteristic of settings where character education is effective, Berkowitz said. Positive relationships flourish when they are "strategically promoted," he added. In the classroom, this means teachers use interactive pedagogical strategies such as cooperative learning, for example, and teach interpersonal skills. School settings in which relationships among all staff members, families, and community members are respectful and engaged foster character learning. Schools can promote such relationships through structured activities that invite people who do not normally go into classrooms to interact with students, for example.
Intrinsic Motivation—"Children can be partners in the journey of their own character development," Berkowitz commented, and he said he does not favor behavior-modification strategies for fostering certain behaviors. "We want kids to internalize values and virtues," he suggested, and that is best done using strategies that engage students' own motivations. One effective practice is to focus on students' self-growth, guiding them in setting goals, offering focused training, and allowing them opportunities to review their actions and behavior and initiate changes, he said. Opportunities to serve others also give students the chance to engage in morally positive actions and reflect on what they learn.
Modeling—The adults and older students in exemplary character education settings model core values or virtues and social and emotional competencies, Berkowitz noted, and this has a powerful influence on young people. "What you do has more impact than what you say," he added.
Empowerment—Schools tend to be very hierarchical, Berkowitz noted. Shared leadership and classrooms run according to democratic principles foster the kind of character program leaders hope their students will develop.
Another set of practices that Berkowitz and his colleagues identified in the literature did not fit neatly into the PRIME model, he noted. He listed these practices in the category of developmental pedagogy, meaning
approaches that are intentionally designed to foster the development of character and social and emotional competence. One method for doing this, he explained, is to directly teach about character, such as by teaching social and emotional competencies or integrating character concepts into a broader curriculum. Another is to set high expectations for growth that are clearly articulated for students but also scaffolded so that incremental progress is recognized. Giving students opportunities to practice the competencies they are learning, for example through role-playing, is also critical, he added.
More scientific research on effective practices is needed, Berkowitz noted, including research that isolates specific practices or compares sets of practices, as well analyses that shed light on effectiveness. Nevertheless, he believes the available literature clearly demonstrates that "we have to teach it and practice it," in order to foster character development in young people.
PERSPECTIVES ON KEY INGREDIENTS
Reed Larson, Camille Farrington, and Karen Pittman each offered additional thoughts about the features and practices that are critical for programs that aim to foster character development.
Supporting Adolescents
Larson focused on the question of how institutions and caring adults can best support adolescents grappling with the complex contexts in which they live. Aristotle, he pointed out, argued that neither rote repetition nor teaching would prepare a young person to confront a difficult situation, arguing that, "We become just by the practice of just actions, self-controlled by exercising self-control, and courageous by performing acts of courage." Confronting a genuinely confusing unstructured situation that poses a moral challenge, Larson added, can be a profound learning experience. Larson suggested that after-school programs, especially those for adolescents, provide real-world situations, opportunities, and dilemmas through which young people can practice in the way Aristotle suggested. He referred to this type of learning as "cycles of practice in context." He noted that his ideas about after-school character education aligned well with Berkowitz's findings from in-school character education.
Larson has conducted research with 250 youths from different ethnic groups, using multiple interviews to analyze their accounts of their social and emotional learning and character development. This work has identified some "active ingredients" that are especially important to programs for older youth: the opportunity to grapple with challenges, including moral challenges, investment in meaningful goals, and constructive peer processes.
The opportunity to grapple with real-world challenges, in a supportive, prosocial environment with the oversight of trusted program leaders is invaluable for young people, in Larson's view. There are two ways that programs often provide such opportunities, he explained. One is to engage young people in service projects, political actions, art or video productions, or other long-term, goal-oriented activities that tap into their interests. Another is for a young person to take on a substantive role, for example as a group leader, blogger, board member, dance captain, or camera person. These kinds of roles come with obligations, he observed, and much research in developmental psychology supports the idea that struggling with and fulfilling meaningful obligations can have positive effects for young people.
To illustrate the potential effects of this kind of experience, Larson quoted a girl who cared for a baby pig, preparing to enter it in an agricultural fair. The pig became very sick and its care became very challenging, but the girl explained, "It's just me. I'm the one that has to push myself to do these things no matter how badly I don't want to step in that pigpen, I gotta do it, gotta do it." Larson also described the successful efforts of a group of young people in an action program who challenged discipline policies in their school that they believed were unfair. To be effective, they had to figure out how to communicate effectively with teachers, administrators, fellow students, and the Board of Education, but they eventually succeeded. Interviewed three years later, the students described that struggle as "foundational to their later lives," Larson said.
Challenges such as these, Larson emphasized, provide opportunities for young people to practice skills, work out moral positions, and see through trial and error what works. Programs that facilitate this kind of learning, he added, "don't just cultivate a climate, but create a culture of action" that motivates young people and helps them learn. The programs give the young people agency and create an atmosphere of trust, but also provide tools and models that support them in their efforts to overcome challenges in their work.
Voluntary after-school activities are particularly good opportunities for young people to invest their time and energy in goals that are meaningful to them, the second key ingredient discussed by Larson. These are activities that young people are interested in, feel they are good at, and enjoy. They are also activities young people perceive as useful as they pursue life and career goals, and often they are also opportunities for altruism. When students believe that what they are doing may actually make a difference to others, they often have additional motivation to persevere through challenges.
Peers may have negative or positive influences, Larson noted, and afterschool programs can foster constructive peer processes, the third ingredient in effective after-school programs. Indeed, peers are a critical "secret sauce" of after-school programs, he suggested. Adults can foster constructive peer
interactions in a few ways. One is to cultivate a "safe space," by modeling and encouraging constructive dialogue that incudes reflective discussion, problem solving, and empathy.
Another is to support young people's individual and collective investment in their work. The roles young people play in the program are important to the development of constructive peer relationships, he noted: they confer both responsibilities and rights and give young people opportunities for agency, the power to pursue an objective. Often, as a program begins, young people take on roles with a lot of enthusiasm and then find the roles more demanding than they expected. They experience self-doubt and emotional strain, and their commitment may waver. At this stage, the adults can help young people persevere with encouragement and guidance. Young people also recognize that they owe it to their peers to persevere, not out of guilt but because they have a shared investment in the outcome. Young people who are part of groups that go through these stages successfully, without giving up, can build character strengths that transfer to other settings, such as home and school, Larson noted.
Figure 3-1 illustrates how these elements fit together and reinforce one another in an after-school setting. After-school projects can be structures in which young people develop character voluntarily, Larson concluded. Given the opportunity, young people want and choose to take on challenging projects and roles in the service of something they care about, he added. Adults play a key role in helping to shape the experience of "practicing being an upstanding member of their group," as Aristotle suggested, Larson noted. He emphasized the value of staff expertise in helping young people experience a sense of agency.
Foundations for Young Adult Success
Camille Farrington offered her perspectives on how young people develop successfully, based on work she has done with colleagues (Nagaoka
FIGURE 3-1 Challenge model of character learning for older youth.
SOURCE: Larson (2016).
et al., 2015). As both Nucci and Berkowitz had made clear, she noted, character development entails "a lot of different things happening simultaneously." She endorsed the framing Berkowitz et al. offered in their paper (2016, p. 19), that "Ultimately the goal of character education is for children and adolescents to become good people, to develop into and act as agents for good in the world. Hence this is about being people of character even more than it is about acting good."
Random assignment is not a promising strategy for studying a construct this complicated, or the practices that might promote it, Farrington noted. It is difficult to isolate specific strategies in order to study their effects, and much existing research has focused on outcomes other than character itself. Moreover, she noted, researchers are often compelled to use short-term behaviors as proxies for the state of being a person of character, or being on the way to becoming one. Parents and educators use many strategies and practices in the hope that, over many years, their efforts will pay off as the child or student becomes an adult of character, but "there's no way to be certain at the time that these methods will bear fruit," she observed.
Farrington and her colleagues conducted a study of what matters in the development of successful young people, and how and when they develop the attributes that are important to success. Their research included a review of relevant literature and extensive interviews with experts from fields including neuroscience, developmental psychology, social psychology, education, workforce development, and sociology. They took a broad view of what success means: a balance of positive work, family, civic engagement, and other elements, as shown in Figure 3-2. Figure 3-3 illustrates their view of the foundation that allows young people to develop successfully. The outer rings show the three essential elements young people need to develop by the time they reach adulthood: a sense of agency, an integrated identity, and a set of competencies. (Farrington noted that these elements continue to develop throughout adulthood as well.) The inner ring shows specific components that are the foundation for developing the three essential elements. These elements all contribute to a person's functioning as an individual (sense of self) and to his or her functioning in the context of family, community, and the broader world, she added.
Farrington and her colleagues used a developmental approach to explore when and how these elements develop. A common research approach, she noted, is to examine the inputs—conditions and practices—that might help to develop character. She and her colleagues hoped to learn about the mechanisms through which these practices result in the development of character, she explained, so they shifted the focus from what adults do to what young people do, "the kinds of experiences they have and how they make meaning of those experiences."
FIGURE 3-2 Model of young adult success.
SOURCE: Nagaoka et al. (2015, p. 4).
The developmental experiences that emerged from their review include both actions and reflections, Farrington explained, as illustrated in Figure 3-4. The five actions on the left side of the figure—such as encountering new modes of behavior, being able to explore in a safe space, and practicing and developing skills—are the opportunities through which young people develop character strengths. Versions of these kinds of experiences are important for children at all stages from early childhood through young adulthood, and are also key for adult learning, Farrington noted. Reflecting on and making meaning of these experiences is just as important, she went on, agreeing with Larsen on this point. Without the opportunity to internalize, or integrate, experiences, as Larsen had noted, the experience can "just fly away, as if it had never happened," Farrington explained. The five actions shown on the right side of the figure are key ways individuals actively reflect on their experiences. These include describing what one observes, evaluating and making judgments about one's own and others'
FIGURE 3-3 Foundations for young adult success.
SOURCE: Nagaoka et al. (2015, p. 20).
behavior, making connections both with other people and among ideas and experiences, envisioning the future, and integrating experiences into one's sense of self.
The role of adults, Farrington concluded, is to provide these opportunities for action and reflection for young people at every stage of their development. "We are very good at helping kids encounter facts and information, and practice skills," she observed, but "we tend to skip over" most of the others, though they are very important for learning and character development.
Youth Development as a Shared Goal
The focus on practices that can help children and adolescents flourish is very timely from a policy perspective, noted Karen Pittman, because it is "happening not just in school-based and after-school contexts but
FIGURE 3-4 Developmental experiences that lead to positive development.
in other systems." There has been a surge of interest in evidence-based policy, she noted, and it is important for the practice and research communities to "act quickly to broaden the definition of what evidence is and generate new methodologies." Pittman agreed with Farrington and others who have argued that randomized controlled trials are not a useful research approach for character development. It is important to identify other research designs, she explained, in order to accurately identify what is working. Pittman noted that her organization, the Forum for Youth Investment, has been involved in two recent projects that look across sectors such as child welfare, juvenile justice, and civic education and prevention (see Box 3-1).
Pittman also endorsed the idea of moving away from the "bag of virtues" approach to character, in which a program is designed to develop a particular trait or strength. As many of the presenters had made clear, what is critical is to understand "how all these skill sets and strengths come together" so that a young person grows up with a strong sense of agency and identity, and how program practices create the contexts that contribute to that. "Our job is not just to model moral behavior," she commented, "but also to nurture it." The way to do that is to create an environment that is safe in which young people can be challenged and rewarded for their efforts. That only happens in environments in which young people are engaged, she argued: "That is the secret sauce."
Projects Conducted by the Forum for Youth Investment
Karen Pittman highlighted two projects in which the Forum for Youth Investment has been involved. Ready by Design is a synthesis of research on young people's development. The report identifies critical elements—which could be described as components of character, social and emotional skills, noncognitive competencies, or by other terms—that young people need to thrive.a
The second project, Preparing Youth to Thrive, was a collaboration among eight exemplary youth organizations working with disadvantaged youth. The partners were asked to "think about how to harness what they do," Pittman explained. They identified, practices they use to help vulnerable adolescents strengthen their social and emotional skills, and identify ways to formalize these approaches so they can be used in other settings on a large scale. The results are presented in a series of reports.b
aSee http://sparkaction.org/sites/sparkaction.org/files/readybydesign.pdf [December 2016].
bSee https://www.selpractices.org/resource/preparing-youth-to-thrive-methodology-and-findings-from-the-sel-challenge [December 2016].
More quantitative research is available in some of the other fields concerned with child and adolescent welfare, Pittman noted, such as juvenile justice. Studies, some of which used a randomized control model, have yielded findings. For example, she noted, "scaring kids doesn't work, so you can throw out all the programs that are based on that." This body of work has begun to identify program components and practices that are effective, she added (see Box 3-1). It has been complicated to isolate practices or strategies she noted, because most programs use multiple ones. The programs covered in the What Works Clearinghouse,3 she noted, use an average of eight strategies each and often have their own names for them. The focus of recent juvenile justice research, she explained, has been to use meta-analysis and other techniques to cull out the essential components of the strategies and approaches that are effective. These components, or principles, she added, have been the basis for standard protocols that can be used in program evaluation.
"We can talk about what works," Pittman continued, but in her view it is more useful to look for "what makes it better." Improvement comes, she suggested, when there is a complete cycle, or feedback loop. Evidence is used to identify practices with the potential to be effective, these practices are implemented in a program or classroom, and the youth workers
3 See http://character.org/key-topics/what-is-character-education/what-works [December 2016].
or teachers who are implementing the practice with young people are observed (in a nonthreatening manner) and given feedback about their work. When this happens, she explained, the educators and program leaders can "deconstruct" the practice and use it to sustain improvement.
Pittman also endorsed the importance of developmental pedagogy, as Berkowitz had discussed. She suggested that the key question is whether any given program is aligned with the ideas about how young people develop over time that were articulated across the presentations. The out-of-school literature, she observed, echoes much of what Berkowitz had reported from the in-school literature, and in her view the time is right to merge these. "No matter what system you are working in," she commented, it will be important to build a culture that supports youth development, and to make sure all staff understand how to implement the practices aimed at doing this and integrate them with other goals of the program.
Pittman closed with the analogy of school as a big jar filled with tennis balls representing the primary teaching objectives it is responsible for, such as algebra, language arts, and social studies. The jar is full: there no room for another tennis ball so adding a requirement for social and emotional learning, or character education, will seem impossible. Instead of viewing those goals as another tennis ball, Pittman suggested, educators should view them as marbles or sand that can be poured into the jar and can fit around the tennis balls. "You may not immediately change what happens within the tennis balls," she commented, but you begin the process of engaging all the adults in the school in helping young people develop character.
Next: 4 Investing in Implementation and Evaluation »


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Case law & appeals
Case Law of the Boards of Appeal
Case Law of the Boards of Appeal of the European Patent Office
Foreword to the ninth edition
Detailed table of contents
I. Patentability
II. Patent application and amendments
III. Rules common to all proceedings before the EPO
IV. Proceedings before the departments of first instance
V. Proceedings before the Boards of Appeal
VI. The EPO acting as a PCT Authority - Euro-PCT applications
VII. Institutional matters
Table of cases
Index of cited provisions
9th edition: this version has been updated to the 10th edition
Table of Contents - Case Law of the Boards of Appeal
D. Inventive step
9. Assessment of inventive step
9.1. Treatment of technical and non-technical features
9.1.6 Assesment of features relating to a presentation of information
b) Display of data and user preferences
Display of data and user preferences
In T 756/06 the board noted that the indication of internal states of a technical system, in the form of visual feedback for human interaction with the system, has been acknowledged to be technical by the boards in the past (see e.g. T 115/85 (OJ 1990, 30; T 362/90). This finding has been confirmed by more recent cases, in particular in T 643/00, where the design of a GUI (Graphical user interface) was seen in the context of the technical process of fast and efficient image retrieval in an image processing apparatus. On the other hand, in cases where the GUI design aimed exclusively at the mental activities of a viewer, in particular at preparing the relevant data for a non-technical decision making process by the user as the final addressee, no technical contribution has been acknowledged beyond its mere implementation. For example, in T 125/04, the vectorial presentation of information on the screen informing the customer about the properties of a product was aimed exclusively at the non-technical mental activity of selecting a desired product and making a purchasing decision. In the case before it, the board considered that the layout of the schedule was for the user's mental use, i.e. according to the user's requirements and preferences, rather than for a technical purpose in a technical process. Although the appellant mentioned the possibility of user input of the first time span, the board considered that this only resulted in a subjective improvement of the appearance of the schedule and was not a part of any technical process.
In T 1841/06 the board stated that the aim and object of the invention was at best the result of balancing various mental preferences of the user but it was per se not a technical problem. Having the option of choosing between an original language and the preferred language might be felt as an inconvenience by one user but as an advantage by another. The invention brought about a mental simplification and subjective advantage for some users but it did not provide any objective advantage nor any technical advance in any field of technology. Such purely subjective preferences like any other non-technical aspects of an invention do not form a valid basis for a technical and inventive contribution over the prior art. Accordingly, the invention failed to meet the requirement of inventive step (see above T 1958/13).
In T 478/06 the claimed invention was a method of providing access to geographic information in a computer system. The board noted that, generally, any aspects that are based on the subjective interests, personal preferences and (business/commercial) activities or circumstances of the user are non-technical in nature. Thus the board agreed that managing, i.e. using depending on wishes, personal and geographical information was non-technical. Also, the choice of where to provide a control button was a matter of user preference, and/or the commercial circumstances such as which program was available to be modified. The same goes for the second aspect of prompting the user, when the map information was displayed, to indicate if directions were required. In the board´s view this was technically no different from the basic function of offering directions, differing at most by a presentation of information in the form of a question, and by the point in time that the directions were offered, which was a matter of user preference, neither being a technical consideration. Finally, the information content itself was, of course, also non-technical and could not play a role in assessing inventive step (see also T 1528/12). The board came to the conclusion that in the case before it, the choice of where to put the control button was a purely non-technical consideration, such as the user´s preferences, or the commercial circumstances of which program was available to be modified. It had no technical effect on the final outcome of displaying the map information, even if it did imply a particular technical implementation.
In T 115/85 (OJ 1990, 30) the board took the view that giving visual automatically about conditions prevailing in an apparatus or system was basically a technical problem.
In T 1000/09 the application addressed a need for a vehicle monitoring and reporting system that combined real-time vehicle performance data with specific user preferences for different types of data that could be captured by the system, such that a user could implement a maintenance plan that fitted their specific business plan for their vehicles. Data associated with the operation of a vehicle was gathered, processed to determine a probability of vehicle failure, and presented to the user. The board held that the failure probability information defined in claim 1 was only determined for presentation to the user, who could then decide to take technical action. The cognitive content of the presentation was not a technical feature, and it did not become technical even if it prompted the user to start a technical action (broken technical chain, T 1741/08, T 1670/07). The board also stated that setting user preferences for categories and ranges of data to be displayed in a convenient manner aims at a presentation of information, the latter being a priori non-technical (Art. 52(2)(d) EPC), even if it lowers a user's cognitive burden (T 1741/08). The cognitive meaning of the display data did not convey any technical character to the presentation. Effects resulting from a user-defined data presentation depended on the user's perception and/or constituted indirect technical effects and/or related to organisational and economic aspects. Regarding the technical, inputting side of the man-machine interface, the desire to provide it with inputting means for controlling the data output was driven by the obvious needs of users. The board judged that the system as defined in claim 1 did not involve any inventive step.
In T 862/10 the board referred to its case law (T 1143/06 and T 1741/08) and held that choosing the location of the display object in function of the urgency of the message was non-technical. In other words, the choice of where to put an object on a computer display depending on a value assigned to that object (its "urgency") could not be considered to have a further technical effect. Furthermore, the board also held that continuously moving the display object could serve no other objective purpose than that of presenting information as such. It therefore produced no further technical effect (i.e. no technical effect apart from the normal physical changes which inherently take place in a computer display) and did not contribute to the presence of an inventive step (see also T 1562/11). In contrast, feature (3) in claim 1 of the auxiliary request solved the objective problem of making it easier for the user to quickly locate the position of the display object on the display screen. In this context both the problem and the means to solve it were considered technical. They did not depend on psychological or other subjective factors but on technical parameters that can be precisely defined.
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THE BOOKS: Education
The Ontario Readers: First Reader, Part I, 1885
This reader is the first in a set of Ontario Readers that would have been familiar to school children in the late 1800s. The lessons start off quite simply with vowel and consonant combinations with a focus on phonetics. Illustrations help the reader to make associations between the word and the object it represents.
The Ontario Readers: First Reader, Part II, [1885]
This reader is the second in a set of Ontario Readers that would have been familiar to school children in the late 1800s. The format of the second reader is similar to the first but the vocabulary and language to be learned was for more advanced, older students. From lesson to lesson, the level of difficulty increases to build on what has already been learned and to challenge the student to improve.
First Book of Lessons: Home Education for the Deaf and Dumb, 1863
Written by one of Ontario's earliest deaf educators, this book of lessons marked the beginnings of formal public deaf education in the province. The use of 'Deaf and Dumb' in the title reflects the accepted label of that era for people with hearing loss and impairment. It is no longer used except in reference to historic documents like this one. The 'dumb' refers to the fact that the deaf are also often speech impaired. The book is divided into lessons specifically designed for students who were deaf or hard of hearing. It also includes explanatory notes for teachers and parents and a section at the end on lip reading.
Public education has a long and proud history in Ontario. As early as 1807 the need for public education was addressed through the establishment of a public school in each of Ontario's districts. The number of schools grew rapidly in the first half of the 1800s, but the quality of education differed greatly from school to school. In 1848, Egerton Ryerson introduced a universal system for education in the province. Among its many positive reforms, it created more consistency in the numerous schools and higher standards for all students. The system eventually expanded to schools for children with special needs such as the School for the Deaf. Ryerson's successors built on his ideas and by the end of the 19th century, Ontario was receiving international recognition for its public school system.
For each of the documents answer the following questions:
What is the primary source document?
Who wrote the document?
When was the document created?
Where was it published?
Why was the document created? What is its purpose?
From each of the documents, gather pieces of information that you find unusual or interesting. They may be things that differ from the way schools work today or they could be vocabulary words that are no longer commonly used. Explain why you have included them on the list. The source document and page number should be clearly indicated.
AS PART OF THE CLASS MAGAZINE: Create a timeline of the history of Education in Ontario during the 1800s. Your timeline should include between eight and ten events. Each of these events should be summarized into a short paragraph to accompany the timeline. Use the Archives of Ontario web page, Lessons Learned: the Evolution of Education in Ontario as a starting point for research. The Education Timeline Organizer will help you to get started. Your completed timeline will include a title, important dates and associated summary paragraphs. In addition, include some of the unusual or different facts from question 2. These can be added wherever your timeline has the space.
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Q: Will QEMU emulate processors newer than the one in which it's running? If I compile QEMU in Linux running on a 486 processor, will it be able to emulate the Pentium processor features on it (like MSR)?
And, if it doesn't, is there any way to emulate the Pentium features on a Am486-DX4-120?

A: You can use QEMU as virtualizer or machine emulator. If you use QEMU as machine emulator, then it should provide full emulation of the emulated architecture, including model specific registers of Intel® hardware. I'm going to make a bold guess that the performance when doing so will be slow beyond nightmare, though.

redpajama_set_name: RedPajamaStackExchange


Disclaimer: I'm not actually lucky enough to own this gorgeous palette so a big thank you to my friend Kitty who's lent it to me for the sake of this post.
The NARSissist Palette features 3 compact blushers, a highlighter, a bronzing powder and a lip gloss. Perfect to take on a night out for those little touch ups. Everything comes in this beautiful looking box which is such a convenient size to fit in your bag and my favourite thing, inside the lid is a mirror!
The first layer comprises of three blushers: Enrapture, Enthralled and Roman Holiday. All of which are pigmented but also blend beautifully to create a really natural look. Enthralled is the only shimmery shade (the others are matte) which has really fine specks of glitter running through it. The only disappointing thing about the blushers is that they are all limited edition *cry*.
The lipgloss in the shade Istria initially looks like a bright pink Barbie colour but once swatched it's almost translucent with a bit of shimmer running through it. It's also very glossy, too glossy for me as I never tend to stray far from matte shades but just bear that in mind.
The second layer contains a highlighter and bronzer. I've never seen the Albatross highlighter in the flesh before and I wasn't expecting it to be that white. It looks gorgeous on the skin and adds a really subtle highlight to the cheek bones. Then we've got our classic Laguna bronzing powder. I'm personally not really a fan of this as it's a tad too dark for me but it's a notorious product nonetheless.
I really love this palette, can't say I'd really use it much in the winter but for spring/summer I think it's definitely a good shout!
Have you tried the NARSissist palette before or any other of NARS' products?


ATLANTA, Ga. - Opening day is now under two weeks away, and with the 2019 season quickly approaching it's time to take a team-by-team look at all nine ASUN Baseball squads starting play this spring. FGCU continues the preview countdown after placing fourth in the ASUN Preseason Coaches Poll, receiving one first place vote.
After appearing in the NCAA Tournament in 2017, FGCU suffered a down season and looks to rebuild and aim for its second ASUN title in three seasons. The Eagles' offense looks to lead the charge this year after placing second in the ASUN with a .280 team batting average and blasting 41 homers, trailing only Lipscomb's 46 for the entire season in the league. The top three home run hitters all come back for the Eagles, including Kohl Gilmore (11), Richie Garcia (5) and Alex Brait (5). 2018 ASUN Freshman of the Year Christian Proffitt brings his bat back as well after hitting .284 in his debut campaign.
On the mound, Evan Lumbert is the only starter coming back who made at least 10 starts on the bump in 2018. Justin Gill enters his second season with the team after transferring in from Polk State. The senior righty made seven starts out of 14 appearances in his first season in Fort Myers, posting an of 3.38 ERA. As a staff last season, FGCU allowed the fewest home runs, limiting the opposition to just 23 long balls. They also marked a 4.17 ERA as a club, one of only three teams in the conference to limit opponents to less than 4.50 earned runs.
Head Coach Dave Tollett has built a non-conference slate featuring big matchups with teams such as Ohio State, Florida and Rutgers and Miami to challenge the Eagles outside of ASUN action. A visit to North Florida begins conference play, with Jacksonville slated to come to Fort Myers this season and a trip to Stetson a late-season matchup that could decide playoff seeding.
2019 Season Notes: The Eagles bring back a loaded lineup of ASUN All-Conference selections and aim to rebound following a disappointing year and reclaim ASUN glory for the second time.
- Alex Brait, Jr., C: Appearing in 48 games between the outfield and catcher, Brait hit over .300 for the first time in his collegiate career, leading the Eagles with a .335 mark. Hitting five home runs as well, Brait proved to be a backstop that could deliver in front of the plate. Behind it, the junior threw out nine of the 28 runners who attempted to steal on him, helping the Eagles' pitching to a 4.17 ERA.
- Richie Garcia, Jr., 3B: The 2017 ASUN Freshman of the Year enters his third season after placing second on the club with seven home runs. A staple at the hot corner, Garcia had 22 multi-hit contests and 14 multi-RBI games to prove his worth in the middle of the lineup. The team leader with 50 RBIs, 17 doubles and three triples, Garcia looks to be the anchor of an Eagles' plate attack.
- Kohl Gilmore, R-Jr., DH: The 2018 ASUN home run king, Gilmore belted 11 dingers last season as part of FGCU's 41 total on the year. Starting all 53 games in his first season with the Eagles, Gilmore hit .282 and drove in 43 runs on the season while reaching base safely in 23-straight games at one point in the year.
- Evan Lumbert, Sr., RHP: Lumbert enters his final season with FGCU as the clear favorite to become the team's ace after posting a 6-3 mark last season with a 3.11 ERA. The right-hander struck out 66 hitters in 63.2 innings pitched, allowing only 19 walks in the process. Began last season 3-0 and picked up a non-conference victory vs. #22 FAU, throwing 5.2 innings of one-run ball.
- Justin Gill, Sr., LHP: Gill started seven games for the Eagles last year out of 14 appearances, returning with the second-most starts on the team this year. The lefty posted a 1-3 mark with a 3.38 ERA but limited his free passes, giving up just 17 walks over his 53.1 innings of work.
- Trey Vickery, Jr., LHP: Vickery appeared in 20 games last season, leading the Eagles with a minuscule 2.21 ERA. Posting a 2-0 mark with one save, the lefty worked 20.1 innings over the season and struck out 18 batters while walking only nine. After doubling his work load from his first to second season, Vickery might become the lead horse out of the 'pen for FGCU this season.
- Mason Studstill, Jr., RHP: Studstill enters the FGCU program looking to bolster the pitching depth. A former Miami Hurricanes product who spent last season with East Florida State, the righty struck out 63 hitters in 57.1 innings. Out of high school in Florida, Studstill was a 22nd round selection of the Cleveland Indians in the 2016 MLB Draft.


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Brian Cashman wants to tear down and rebuild, the Yankees brass doesn't
By Craig CalcaterraJul 14, 2016, 2:59 PM EDT
The Yankees are seven and a half games out of first place in the AL East and five and a half back in the Wild Card. There are three teams ahead of them in the East, however, and seven teams ahead of them in the Wild Card hunt. Between that, their age and their injuries, it'd take a pretty optimistic sort to think that they're truly contenders.
Unfortunately for the Yankees, there are two people who are optimistic: their owner, Hal Steinbrenner and their president Randy Levine. Wallace Matthews of ESPN New York says that they are the only two people in the organization who don't want to sell at the deadline and rebuild while Brain Cashman and the baseball operations folks do:
According to a baseball source who spoke to ESPN on condition of anonymity, the opposing factions are composed of the baseball operations people, led by general manager Brian Cashman, who believe the team should sell off its assets and plan for the future, and the business side, which is led by owner Hal Steinbrenner and team president Randy Levine, who hold to the belief that the club is still in contention.
"There's only two people in the tri-state area who think this team is still a contender," the source said. "Hal Steinbrenner and Randy Levine."
Read that article even remotely closely and it sounds A LOT like Brian Cashman or someone very close to him is the "baseball source." In that light this should be read as something aimed at pressuring Steinbrenner and Levine to allow the baseball folks to sell at the deadline.
To that end, Matthews details all that the Yankees would try to sell, according to his source, and it's a pretty thorough list. Not just relievers Aroldis Chapman and Andrew Miller, as many have speculated, but also Carlos Beltran, Mark Teixeira, Brian McCann, Ivan Nova, Nate Eovaldi and even Jacoby Ellsbury. Obviously a lot of those guys would be hard to move given their contracts, but it's better to get something for them rather than nothing. As the Phillies showed last year, even a late rebuild can bring real talent back in return, and the Yankees have a lot of talent to offer contenders at the moment.
But they'll have noting to sell if Steinbrenner and Levine remain stubborn and continue to cling to the old fiction that the Yankees must always be buyers and that they can perpetually contend. That's simply a lie of the George Steinbrenner era that was more P.R. than reality. Personally, I'd listen to my experienced baseball operations department on this one. A baseball operations department which sounds like it really wants to sell off in the month of July and rebuild for the future.


Boom Mat® now offers an easy way to eliminate unwanted engine and road noise and enhance audio sound with the introduction of complete pre-cut heat and sound control kits for the early model F-Body (1967-1969) Camaro and Pontiac Firebird. Developed with an OE fit, the pre-cut kits include a combination of D-Mat ultra-lightweight insulation and sound absorber material, 1/2" thick Under Carpet Lite - a water resistant composite material for a superior barrier to heat and noise, and 2mm Boom Mat damping material.
The kits come with fully illustrated instructions making it simple to identify where each custom-cut piece is to be applied with just the right amount of material to cover specific interior areas including floors, firewalls, headliners, trunks and more.
Now there is no excuse for putting up with bothersome road and engine noise or the transfer of heat from the engine bay from hot exhaust running under the floorboards.
For more information on Boom Mat's new pre-cut heat and sound kits for the 1967-1969 Camaro or Firebird, visit www.DesignEngineering.com, call DEI at 800-264-9472, or e-mail: Sales@DesignEngineering.com. To keep up with the very latest DEI product introductions and company news connect on Facebook, Twitter or subscribe to DEI's YouTube channel.


Prion diseases such as Creutzfeldt-Jakob disease in humans, bovine spongiform encephalopathy in cattle, and scrapie in sheep are fatal neurodegenerative diseases for which there is no effective treatment. The pathology of these diseases involves the conversion of a protease sensitive form of the cellular prion protein (PrPC) into a protease resistant infectious form (PrPsc or PrPres). Both in vitro (cell culture and cell free conversion assays) and in vivo (animal) studies have demonstrated the strong dependence of this conversion process on protein sequence homology between the initial prion inoculum and the host's own cellular prion protein. The presence of non-homologous (heterologous) proteins is often inhibitory to this conversion process. We hypothesize that the presence of heterologous prion proteins from one species might therefore constitute an effective treatment for prion disease in another species. To test this hypothesis, we infected mice intracerebrally with murine adapted RML-Chandler scrapie and treated them with heterologous prion protein (purified bacterially expressed recombinant hamster prion protein) or vehicle alone. Treated animals demonstrated reduced disease associated pathology, decreased accumulation of protease-resistant disease-associated prion protein, with delayed onset of clinical symptoms and motor deficits. This was concomitant with significantly increased survival times relative to mock-treated animals. These results provide proof of principle that recombinant hamster prion proteins can effectively and safely inhibit prion disease in mice, and suggest that hamster or other non-human prion proteins may be a viable treatment for prion diseases in humans.


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Aurecon supports winning bid for $10.26 billion TransGrid Lease
05 February 2016 - Aurecon's advisory nous was key to securing the winning bid for the AUD 10.26 billion TransGrid NSW electricity transmission network lease.
Paul Gleeson, manager of east coast energy services at Aurecon, said the TransGrid transaction is a great example of where Aurecon was able to leverage its expertise as a strategic advisor in the electricity network industry, to assist the Hastings Funds Management and Spark Infrastructure-led consortium's successful acquisition in late 2015.
"It was exciting working with the consortium; supporting such a landmark Australian transaction, where the successful bidder would become one of the biggest players in the national electricity grid," Gleeson said.
When it comes to preparing a winning bid, what makes a big impact is a strong technical capability; a creative approach; a deep understanding of the future challenges and opportunities for the sector; and proven knowledge of the assets. Gleeson said this is what Aurecon, as technical and environmental advisor to the consortium, brought to the table in this first part of NSW's electricity network lease.
NSW power asset privatisation
TransGrid is the owner of the largest high-voltage electricity transmission network in Australia. The 99 year lease on TransGrid covers the NSW electricity transmission grid and fibre optic cable networks in the state and the ACT.
TransGrid was the first poles and wires business put on the market as part of the NSW government's electricity network lease programme.
NSW Electricity Networks, the Australian-led consortium comprising Caisse de dépôt et placement du Québec (CDPQ); Hastings; Tawreed Investments Limited; Wren House Infrastructure; and Spark Infrastructure, was the successful bidder.
The multibillion dollar privatisation of the electricity transmission asset recently gained international recognition when it won the Project Finance International Asia-Pacific Mergers and Acquisitions Deal of the Year Award and the FinanceAsia Mergers and Acquisitions Deal of the Year Award for Australia and New Zealand.
Carl Badenhorst, the technical director who led the delivery of Aurecon's services, said, "To help understand the asset's potential and risks, Aurecon provided a range of due diligence advisory services including, technical; asset management and performance; and environmental management. The team also provided strategic advice on future optimisation. This was critical given the importance of greater business efficiency in response to the Australian Energy Regulator setting lower prices for the current regulatory cycle."
Danielle Bond
Head of Marketing & Communications
Email Danielle


Deodorant, antimicrobial, antibacterial and antifungal foot cream. 75 ml Tube.
Finibus Terrae Antimicrobial Foot Cream effectively restrains the bad odours through the gentle deodorant and bacteriostatic action of Triclosan.
With Ketoconazole and Tea Tree Oil to counteract the proliferation of fungal infections.
Finibus Terrae Foot Cream is also an effective antibacterial thanks to the active Chlorhexidine.
With Vegetable Glycerin, Sweet Almond Oil, Thyme Extract, Sage Extract to guarantee moisturization and nourishment.


text:
Q: Inno-Setup: use own button texts on messagebox It is common practice in good GUI design to not use Yes-No-messageboxes but give the buttons real names, e.g. Save or Discard. How we can achieve this in messageboxes displayed with MsgBox in InnoSetup, at least for the ones we show in the code section?

A: The MsgBox function uses internally the MessageBox Windows API function which allows you to use only a specific set of predefined buttons or button groups. What's worse, the buttons cannot be easily localized (without a hook like this). So, to have custom button texts you would need to use such hook and change the texts before showing your dialog, show the dialog and after that change them back to the common texts (because Inno Setup uses this dialog too).
Another, easier option would be making custom form.


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Abbott, Cornyn hold large fundraising advantages
AUSTIN, Texas (AP) — Republican Attorney General Greg Abbott says he raised more than $3.1 million last month in his run for Texas governor, while the Democratic front runner raised $912,000.
Abbott reported Monday that his January fundraising now gives him $29.4 million in campaign cash, while Davis said she has $10.2 million.
Texas' primary is March 4, and campaigns were required to update their campaign finance reports Monday.
Also Monday, U.S. Sen. John Cornyn reported raising nearly $1.5 million in the final quarter of last year. He has $6.5 million in cash on-hand for his re-election bid.
That's down from the $6.9 million Cornyn had in campaign cash through September.
But it far outpaces Cornyn's longshot primary challenger, U.S. Rep. Steve Stockman. He reported having only about $48,000 as of Dec. 31.


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GOYA Y LUCIENTES, Francisco (1746-1828)
El de la rollona
Calcografía for the Real Academia, [1799, this edition c.1878]. Etching and aquatint. From the 4th edition of "Los Caprichos" - plate 4. Sheet size: 11 7/8 x 8 1/2 inches.
Goya's pitiless caricature of a grown up "mama's boy"
Los Caprichos was Goya's first collection of completely original etchings. They were and remain startlingly original in style and frequently shocking in their satirical assaults. They are strikingly modern and are his most popular prints today, though they were received with little favor in 1799 when they first appeared for sale. But even within Goya's lifetime enthusiasm grew. El de la rollona is uncompromising in its mockery of the mama's boy who is dressed in baby clothes, has his fingers in his mouth and a look of terror in his eyes, though he's bearded and obviously strong. The nanny or mother grieves in the shadow behind him, so disappointed in his failure to become a man. Goya's textual comment about this engraving is: "Negligence, tolerance and spoiling make children capricious, naughty, vain, greedy, lazy and insufferable. They grow up and yet remain childish. Thus is nanny's little boy." The fourth edition of Caprichos, from which this print comes, was made about 1878, as witnessed by the beveled platemark and the "strong, absorbent, wove paper" and "dark umber ink".
Harris, v. 1, 95-109; v.II, p. 74; Delteil 41; Hind p.253 - 5.
See all items in Sporting & Genre, Fine Art & Miscellany
See all items by Francisco GOYA Y. LUCIENTES


text:
HomeWorldRussia fires more than...
Russia fires more than 4,000 missiles at Ukraine – APU
The Air Force Command says Ukraine needs to strengthen its air defense as the war enters a new phase.
More than 4,000 missiles have been fired into Ukraine since the start of the all-out invasion, not including the S-300s. This was announced by Air Force command spokesman Yuri Ignat.
He noted that the war is entering a new phase and that Ukraine needs to strengthen its air defense.
"More than 4,000 have been fired. All types of missiles are being discussed. Obviously, the S-300, MLRS, air missiles launched at us, such as Kh-59, Kh-58 are not taken into account here. we will talk about thousands, of course, that we will spend a lot of ammunition on them," said Ignat.
He also noted significant assistance from civilized countries that continue to provide Ukraine with the means to defeat Russian missiles and Iranian kamikaze drones.
Let us recall that earlier it was reported that eight enemy ships were on combat duty in the Black Sea, one of which was the carrier of Caliber cruise missiles.
because of
The debt of Paris. putting the capital under control "is not excluded", according to Clement Bon.
La Molina: Residents denounce constant auto parts theft and lack of security
House Speaker Kevin McCarthy (R-Calif.) appeared to wish serial liar Rep....
Marie Kondo admits that her house is a mess right now, and that's a joy
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OneSite provides a full fabrication and supply package of all Structural Steelwork for your project, including a free-of-charge quotation from your plans.
This bespoke service is offered at exceptional lead times, with stock lengths available for next-day delivery.
With over 60 years combined experience in the building industry, our Building Products team understands that delivery is paramount to you.
We now have over 3000 product lines available for next-day delivery when you order before 4.30pm!
Our Hire team are also on call five days a week with competitive rates on a wide range of plant and tools.
We strive to ensure all our kit remains up-to-date and in good working order, with all stock equipment available for next-day or same-day delivery.
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We have heard from a number of you regarding your tax bills going down. Thank you on behalf of the Royall School Board and staff.
We would like to give you a small warning that we expect it to take a small tick upward next year due to varying factors. But we are also in line for more revenue due to the increase in per-pupil aid for 2018–19, so maybe not.
It should be noted that for the fourth year in a row, we will not have to short-term borrow. The district used to pay more than $25,000 in interest annually for short-term borrowing. In the past four years, we have been receiving about $8,000 in interest due to our stable fund balance. Our fund balance was $1.7 million on June 30, 2017. This was after spending over $800,000 on our new elementary roof and our new high school performance center. Needless to say, we are very proud of our progress and accomplishments.
For those of you who did not make it to the school board's annual tailgate party, where we had a pretty specific financial handout and a presentation, I would also like to point out that we have accomplished and paid for close to $2 million in projects and equipment in the past seven years within our Fund 10 budget. We have applied for, received, and spent close to $3 million in grants and $775,000 in donations. This is on top of our energy-exemptions project that also totaled over $2 million.
Lastly, I would to remind you that we also have invested more than $1 million in our staff members' health reimbursement arrangements (HRAs). I know: It totals more than $8 million and is almost mind-boggling. We hope you are getting a grasp of why we are so proud.
All that said, we want to thank you for your trust and patience as we deal with your second-most-prized possession after our children. Our administrative team and school board continue to make improvements in the areas of instruction, building and facilities and technology while staying focused on stabilizing our finances well into the future.
I have reserved from 11:30 a.m. to 12:30 p.m. Friday, Jan. 12, for my next lunch with the superintendent. It is very simple: Join me for lunch to discuss whichever topic you choose, such as budgeting, scheduling, staffing, or even politics. I would appreciate it if you would call to let me know you were coming so we could plan for the appropriate space. I am also willing to come to you with information. Please give me a call and let me know where you would like to meet, when you would like me to attend, and what to prepare for, and I will be there.
Gruen can be reached at (608) 462-2600.


Falcon cabin door frame for the stock backwall DeAgo kit.
I've designed a new cabin door frame that fits the stock backwall. Of course, for the new DeAgo Falcon.
On this product you will receive one -1- cabin door frame.
This cabin door frame has the size to fit the stock cabin backwall of the DeAgo Falcon.
If you are buying my DeAgo cabin hallway, you will need this frame to open the stock cabin door.
This upgrade it's a very close replica from the cabin door seen on the studio filming model of the ESB. It has all the little details.
This product has been designed to fit perfectly the stock cabin backwall of the DeAgo kit, in order to have an open cabin door -the stock one is blind-. You must glue it directly over the stock backwall.


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Audiobooks > Romance > Contemporary > Vega
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Author: Autumn Reed, Julia Clarke Narrator: Jeremy York, Emily Lawrence Publisher: Tantor Audio Length: 10.50 hours Series:The Stardust Series Release Date: September 2018 Format: Unabridged Audiobook Delivery: Instant Download ISBN: 9781977387967
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Haley walked away from Knox, Theo, Chase, Jackson, and Liam, believing it was the best thing for everyone. But, when Theo and Knox appear in Portland months later, pleading for her to come home, she can't find the strength to refuse.
With a radical plan in place, Haley returns to Santa Cruz, more determined than ever to keep Team Jaguar intact. Will her growing connection with each of the guys ultimately lead to happiness, or will it all end in heartbreak?
Contains mature themes.
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A lifelong bookworm, Autumn Reed loves nothing more than immersing herself in a fictional tale. When she isn't dreaming up stories about insanely attractive guys, she spends her free time browsing antique stores and fixing up her house.
About the Narrators
Carly Robins is an actress, narrator, and voice-over artist. She can be heard in commercials, video games, and promos. She comes to audiobook narration with a passion for performance along with the capability to span several genres, from romance to children's literature and thrillers.
Emily Lawrence, an actor and writer, is passionate about bringing stories to life. Her greatest strength as a performer is her ability to bring herself to the role, creating a wide range of emotionally resonant performances that leap off the page, stage, or screen. Her favorite characters are complicated, conflicted, and still searching for their inner truths. She has narrated more than 425 audiobooks, many of which were USA Today or New York Times bestsellers, and has also worked in film, television, and theater. Born and raised in New York, she moved to Los Angeles shortly after receiving her BFA in drama from New York University's Tisch School of the Arts. She also lived in London while studying at the Royal Academy of Dramatic Art. Her greatest loves are acting and reading, so narrating audiobooks is a dream come true. Her other passions include traveling, LARPing, aerial circus, and chocolate.


In todays episode we interview Craig Vaughan from MAP Home Loans about his business journey, where that has taken him and what he has learned.
In Show 024 – Changing Your Goals originally broadcast on Facebook Live on Wednesday 18 October 2017 we explore this interesting topic.
Today we are going to interview Craig Vaughan an award winning mortgage broker with many years' experience. I've worked and advised Craig through much of that time. I wanted to invite Craig to join us on the show today to talk about focus in business. Phase 1 of the Business Legal Lifecycle deals with goal setting. Those goals can change as the business progresses. The challenge is how to change focus without compromising your company's profitability or long term viability. Craig's career is a great example of how to change a business's focus successfully. Craig first started by running a mortgage brokerage business. That eventually morphed in a mortgage broker software business. As the business grew he also had to secure investment in this new venture.


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A Loving Book or a Heartless Review… You'd Know, Wouldn't You?
Posted on July 13, 2016 by Jessica Grixti Stanley
This novel is actually a genuine page-turner.
Back in July last year, I wrote a blog post about foreshadowing, which including the noteworthy examples of Harry Potter (novels and movies), video game Life is Strange, and the captivating psychological thriller The Girl on The Train. Written after the success of Gillian Flynn's Gone Girl, Girl on the Train by Paula Hawkins was a fast paced, genuinely interesting novel about the divorced, alcoholic Rachel and her connection to the occupants of a house she passes everyday on the train to London. I read it relatively quickly—as quickly as a slow reader like myself can—and it was one of my best reads of 2015.
What does this have to do with my blog post, dear readers? Well, I've just finished reading a book that is what you'd likely call the 2016 equivalent to Girl on the Train. The Widow by Fiona Barton, released earlier this year, was a fascinating, gripping read that I finished on-and-off in just under two weeks. For someone who took months to finish On Writing and gave up on Lolita a mere hundred and fifty pages in, I find this an amazing feat. The Widow is written from the point of view of multiple characters; mainly main character Jean Taylor (the titular widow), detective Bob Sparkes, journalist Kate Waters, the missing girl's mother Dawn Elliott, and a myriad of others. Jean's story is written in first person present tense, and the rest are in third person, and past or present depending on whether it's the past (2006–the lead up to the modern day) or present (2010, the modern day). As stated in the blurb, average housewife and sometime hairdresser Jean Taylor's life is rocked when her husband is accused of the disappearance of the young, sprightly girl that is Bella Elliott. The newspapers set out to ruin the lives of Jean and her husband Glen, despite no sign of young Bella's body or whereabouts. But everything changes with Glen's recent death. Is Jean telling the media and the police everything she knows about Glen, and will she reveal the truth?
I was off to a slow start with The Widow, but as the pace picked up, I couldn't put it down and read the last 100 or so pages in one night. I found Jean an interesting, unreliable narrator, and the foreshadowing was done a lot better than Girl on the Train. The characters are realistic, not just 1D, and you can connect to most of them. Due to Barton's work as a journalist, her portrayal of Kate Waters and the journalism industry in full was done very well. Despite Kate appearing a bit of a caricature—the Lois Lane, dying for a story type—she still helped with a good portrayal of how horrible, crude and over the top the media, in particular British media, can be. Their crazy, dubious behaviour regarding such cases as the News of the World scandal (phone-hacking) and everything regarding Princess Diana—it's clearly showcased in this novel. Barton doesn't spare her industry anything, and shows just how absurd they can be, what they'll do for a story, etc. Having worked in the industry myself, I can agree with the portrayal. Barton even does shout-outs to her publications.
My main problem with The Widow was its portrayal of the internet, and the oh-so-dubious chat-rooms that even computer illiterate characters like Dawn Elliott can easily seem to access. I'm particularly incensed by the use of the term "avatar" in place of "profile picture", since I haven't heard a single person under the age of 50 use the word "online avatar" seriously. Seriously, it felt like the chat-rooms were out of an episode of Law and Order or, God forbid, CSI. Seriously, chat-rooms like Barton has described would definitely be on the dark web, things that pedophiles and other scum of the earth would freely converse on, but she seems to think it's as simple as Googling "online chat-room" and voila! If you did Google them, you'd most likely get sites that will infect you with enough malware to actually want an Indian/Pakistani phone scammer. Places like Habbo Hotel, Omegle, or even Reddit subreddits are real-life chat-room type hubs, but do not work in the same way Barton describes. It's nice to see she thanks a computer expert in her acknowledgements, but the whole crime show cliche really irks me in modern-day crime thrillers.
Other than that minor annoyance, The Widow was a generally interesting read, and the ending was not a let down at all. The open ending left two possibilities for Jean, both as intriguing as the other. Despite Glen appearing as responsible for Bella's disappearance, I was still left guessing as to whether he did it—or was it Bella's real-life father or the suspicious guy at Glen's truck company? Overall, despite being just over 300 pages long, I still wanted more, and that's the point of a good psychological thriller: to keep you reading and make you want more. For that, The Widow was a great read.
Overall: 5/5
amreading books crime thriller Fiona Barton psychological thriller Reading review The Widow thriller
4 (Or More) Reasons Why You Should Be Blogging Right Now
The Not So Secret Blog Post of Adrian Mole, aged 13 3/4
Pingback: The Child-ish Book Review | Gut Instinct


Home News Columns Would a loving son sue his mother – over a cat?
David jumped up from the kitchen table where he was eating his corn flakes. His adrelin started pumping.
David jumped in behind the wheel, laid Minnie carefully on the passenger seat and sped to the vet's.
P.S. David and the insurance company are still fighting. The insurance company wants to take away the mother's 40% discount and David is arguing that she still has a right to it. In the meantime what happened to the cat?
She got killed in another car accident.
Next articleLibya: Haftar's Last Throw?


text:
title: WAI-ARIA Support
page_title: WAI-ARIA Support - RadNotification
description: Check our Web Forms article about WAI-ARIA Support.
slug: notification/accessibility-and-internationalization/wai-aria-support
tags: wai-aria,support
published: True
position: 3
---

# WAI-ARIA Support

@[template](/_templates/common/wai-aria-templates.md#intro "control: RadNotification")

The [WAI-ARIA Suite](https://www.w3.org/WAI/intro/aria) defines an approach to make web content and web applications more accessible to people with disabilities. **RadNotification** offers WAI-ARIA support.

In order to enable the WAI-ARIA support, set the **RadNotification**'s **EnableAriaSupport** property to **true** as shown in the examples below. Screenreaders will also require this functionality to be enabled.

**Example 1**: Setting the **EnableAriaSupport** property for **RadNotification** in the markup

````XML
<telerik:RadNotification RenderMode="Lightweight" EnableAriaSupport="true" runat="server" ID="RadNotification1"></telerik:RadNotification>
````

**Example 2**: Setting the **EnableAriaSupport** property for **RadNotification** in the code-behind

````C#
RadNotification1.EnableAriaSupport = true;
````
````VB
RadNotification1.EnableAriaSupport = True
````

>note The implementation of the WAI-ARIA support is achieved entirely client-side (using JavaScript) by appending different attributes and appropriate WAI-ARIA roles to the DOM elements. This is done because an HTML document containing ARIA attributes will not pass validation if they are added on the server.

>tip According to the WAI-ARIA specifications, the first input in a dialog should get the focus when the dialog opens. In case the **ContentTemplate** of the control is used and it contains inputs, their focus should be handled by the developer. The [OnClientShown event](../client-side-programming/events/onclientshown) and the [control's Client-side API](../client-side-programming/radnotification-object) can be used for this.

# See Also

 * [W3C: WAI-ARIA Overview](https://www.w3.org/WAI/intro/aria)

 * [Demo: RadNotification WAI-ARIA Support](https://demos.telerik.com/aspnet-ajax/notification/examples/waiariasupport/defaultcs.aspx)

redpajama_set_name: RedPajamaGithub


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Mumbai Metro-1 To Remain Under Reliance Control, No Plans To Buy It Back Says CM Devendra Fadnavis
by Swarajya Staff - Nov 26, 2018 06:56 AM
Mumbai Metro run by Reliance Infrastructure (Kalpak Pathak/Hindustan Times via Getty Images)
Maharashtra Chief Minister Devendra Fadnavis has said that the Maharashtra government has no plans to buy back the Versova Ghatkopar Metro-1 from Reliance, reports DNA. Reliance Infrastructure-led Mumbai Metro One Private Limited (MMOPL) is the majority shareholder in the corridor.
The Mumbai Metro Operation Corporation Limited (MMOCL) was created to bring all the Mumbai Metropolitan Region (MMR) Metro Corridors under a single umbrella agency.
However, Metro-1 will not be the only one coming under the MMOCL. Built on the Public-Private Partnership (PPP) model on 2014, the Metro-1 covers 12 km distance between Versova, Andheri and Ghatkopar.
While Reliance Industries owns 69 per cent stakes in the metro, Mumbai Metropolitan Region Development Authority (MMRDA) holds 26 per cent, and France-based Transdev owns the rest five per cent.
Fadnavis, who is also the head for MMRDA, recently approved the formation of the MMOCL with a start-up capital of five crores. Along with bringing MMR corridor under one umbrella, the MMOCL may also be tasked with operating the corridors which are under construction in Navi Mumbai, Colaba-Seepz Metro-3 and all upcoming corridors under the MMR.
Fadnavis, when asked plans of buying back the Metro-1 through either MMRDA or state government responded, "not as yet".
The Metro-1 has sparked a lot of controversy on various issues like the cost of the project. While the MMOPL says the project of construction of the Metro one was over Rs 4,000 crores, the MMRDA claims it was around Rs 2,300 crore. Alongside the cost issues, there was the altercation with the delay in construction and different opinion of fares.
Metro-1
Mumbai Metro One Private Limited (MMOPL)
Mumbai Metropolitan Region(MMR)
Versova Ghatkopar Metro-1


This hands-on, STEM Lab workshop about our 5 senses is open to Pre K – 2nd grade students. Students will explore their 5 senses and participate in hands-on experiments and activities that demonstrate each one.
Open to 1st – 2nd Grade Students, Pre K – K is full and no longer accepting registrations.


Pretty ready made Fruits embroidered kitchen curtains with a gingham border, set includes a pairs of curtains.
Gather: To create sufficient fullness, we recommend approximately 2x the width of your window so chose the size that is the closest.
My net curtains which I ordered were exactly as shown, the quality was excellent and I am so pleased with them. They arrived on time and I am more than satisfied with the service.


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J.S. Bach: Johannespassion
As a special event in this hard time with the current Corona crisis a part of the concert could take place at the formerly planned time (Sunday, march 29, 2020, 5 p.m.) anyhow, but online! A freely available online video collage showed "Ruht wohl, ihr heiligen Gebeine".
Like this we could come together and enjoy music. For the first time in the history of our choir we held a concert online. – For everyone, who hadn't the opportunity to join us live, a recording is available on YouTube: https://youtu.be/4SXP5faEx5w
NEW: Dates for 2021
Saturday, February 27, 2021, 8 p.m., Weinheim, St. Laurentius
Sunday, February 28, 2021, 5 p.m., Heidelberg, Universitätskirche St. Peter
Saturday, March 6, 2021, 7 p.m., Rauenberg (bei Heidelberg), St. Peter und Paul
Sunday, March 7, 2021, 5 p.m., Molsheim (Elsass/Frankreich), Eglise des Jésuites
Chamber Choir Camerata Carolina
Orchestra La Sinfonietta Heidelberg
Conductor: Franz Wassermann
Responsible: Email
Latest Revision: 2020-08-29
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