text:
Luk  F. Van Biesen, né le  à Bruxelles est un homme politique belge, membre de l'OpenVLD.

Il est comptable-fiscaliste.

Fonctions politiques
Ancien échevin de Kraainem.
Conseiller communal de Kraainem de l'opposition Open
Député fédéral :
du  au .
depuis le  au  en remplacement de Maggie De Block, ministre.

Lien externe
Son site Internet ainsi que son profil Facebook où il y a des photos de ses affiches.

Député belge de la 54e législature
Chevalier de l'ordre de Léopold
Naissance en juin 1960
Naissance à Bruxelles au XXe siècle
Personnalité du Vlaamse Liberalen en Democraten


Ontario's Ministry of Transportation publishes annual reports about road safety statistics. Using data from the 2014 Ontario Collision Database, the figures collected by the provincial government showed that the highest number of fatalities resulting from vehicle collisions was attributed to drinking and driving situations. 24.9% of total fatalities were attributed to this category. Large truck collisions amounted to 21.8% of total fatalities in 2014, and pedestrian collisions came in as the third highest ranked category, comprising 19.5% of total fatalities. Unbelted occupants made up 12.5% of fatalities, and motorcyclists 11.6%.
Do NOT drink and drive. Similarly, do not let others get behind the wheel when they are intoxicated. Let's work together to prevent undue tragedy in the form of lives lost.
Pay Attention. While operating a vehicle, it is critical that the vehicle driver remain attentive at all times. Distracted driving in the form of excessive fatigue, cell phone use, etc. resulted in 17.9% of total collision fatalities in 2014.
Watch for pedestrians – whether or not they have the right of way.
Do not speed. Speed related collisions comprised 17.0% of total collision fatalities in 2014.
Wear a seat belt. Not only do seat belts save lives, they have also significantly reduced the likelihood of sustaining a catastrophic injury when involved in serious motor vehicle collisions.
Give large trucks/vehicles ample space to maneuver. Share the road safely.
Too many lives are tragically lost by an impaired or distracted driver each year. Working together as a community to raise awareness around road safety practices is very important to the team at Mazin & Associates, PC. Our extensive involvement in bike helmet awareness among youth is proving a very satisfactory endeavor, as we provide helmets and safety lessons to at-risk youth. Get involved in your local community, and be a part of the movement to promote road safety everywhere.


text:
Home News The year is approaching when BMW believes that half of the cars sold will be electric
The year is approaching when BMW believes that half of the cars sold will be electric
Robert Smith April 22, 2021 Leave a Comment
Christopher Wehner, managing director for Asia at the BMW Group, believes that by 2030 half of the cars sold by the German company globally will be electric.
In some parts of the world, such as Asia, the transition to electric cars will be slower. According to Wehner, there are countries, such as Bangladesh, where people are only now making the transition from a scooter to an internal combustion engine.
Like other German companies, such as Volkswagen and Mercedes-Benz, BMW has taken important steps in the direction of electric cars. The company has already launched the BMW iX, an all-electric SUV that competes on a par with similar vehicles in the market-leading Tesla offering.
Deliveries of the new BMW will begin in the last three months of this year.
BMW and other manufacturers will benefit from the measures announced by many countries
The electric car revolution is backed by the ambitious plans of some governments to fight climate change. In 2020, but also before, several countries have announced plans to become carbon neutral.
Measures include a ban on the sale of vehicles with traditional engines. As soon as possible, they will be removed from the market in Norway in 2025.
In the United States, US President Joe Biden has announced that he will replace the entire federal vehicle fleet with electric models, following the example of the New Zealand government, which has adopted a similar measure.
Robert J. Smith is still early into his career as tech reporter but has already had his work published in many major publications including JoyStiq and Android Authority. In regards to academics, Robert earned a degree in business from Fordham University. Robert has passion for emerging technology and covers upcoming products and breakthroughs in science and tech.

redpajama_set_name: RedPajamaCommonCrawl


Browse Land And Farm for land and ranches for sale in Oklahoma, including historic property currently listed for sale in the state. Oklahoma covers a diverse landscape that incorporates 12 distinct ecoregions. Hunters and outdoor sportspeople can enjoy some 1.6 million acres of wildlife management areas throughout the state, while anglers get their pick of 35 major lakes covering over a half-million acres. Browse all historic property for sale on Land And Farm to find the property that's right for your land-buying needs.


« Calling All Kids and Teens! Art Contest for YOU!
This entry was posted on Wednesday, August 5th, 2015 at 11:28 pm and is filed under Description, Ideas, Inspiration!, Setting, Writing Prompts.	You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.


Paint issues are not rare. Paintings fail even after hiring the best interior painters in Sydney. But, the tragedy is, most of the homeowner don't even know that their house painting has some issue. They discover it through some embarrassing situation when a colleague or relative point at some issue on their wall paints. If you want to avoid this, and make sure that you get full value for your investment, you must know these common painting issues.
One day you got romantic and hugged your wife resting on the wall and after few minutes you discovered paint marks on your wife's dress. It's chalking. Paint should not come to your hand even if you rub your hand gently onto a painted surface. Well, it happens with water based paint. The prime reason behind this is substandard or expired paint. The preparation method also may be a reason of lose bonding with the surface, which ultimately causes chalking.
This is another common paint fault that is found in many home painting where blisters are developed on the paint surface. It not only spoil the show of the wall, but also makes the surface unprotected and vulnerable to moist and other ailments. Generally, it happens due to applying paint on damp surface and thus we always should wait until the surface gets completely dry after washing. If it already has developed blisters, you have to remove the paint from that place as well as the surrounding and have to dry it completely and repaint.
Brush marks mostly found in DIY painting projects. Actually it is caused due to improper ways of stroking the brush on the surface. Another reason can be hurry or too dry surface that can make the paint dry very quickly. On that case, you can avoid this issue by applying a second coat of paint which can eliminate the issue and make it more vibrant.
Mostly people discover it few days or months after finishing the painting project. Most of the Sydney residential painters can detect a change on the colour during the painting. But, still it's not too rare. Why this happens? The most common reason is substandard quality paint where the solvent gets detached from the paint-pigments. Now, you stir it and get a semi-perfect mixture. Another reason is stroking the brush even when the paint has got dry. And third reason, in case of exterior paint is fading. Well, if you use high quality exterior special paint, it shouldn't fade.
It is mostly found on exterior paints, especially on the parts that get direct sunlight. Well, it's not a good excuse that extreme temperature is the reason, as exterior paints should be able to withstand extreme weathers. The prime reason of flaking as said by experts is substandard paint. However, at times it can be mismatch of elasticity of the surface or poor adhesion. Diagnose the actual reason properly and take necessary steps.
Mr. Thomas Nicolas, the writer of this article, is one of the best interior painters in Sydney providing innovative, durable and low cost painting service to his clients. During his off times, he likes to educate other painters and property owners about several tricks and facts about painting industry. Keep reading his articles to stay updated.
Your home is your castle and it is your duty to protect it from any harm. You are responsible for the well being and safety of your loved ones and your possessions. That is why it is absolutely necessary to install a burglar alarm at home.
Raccoons are sly, but they still leave behind tell-tale signs of their presence. You can learn to identify these signs so that you can stop a raccoon problem before it can become out of control.


→Can I sleep with my rabbit?
Although it is comfortable for some people, and after some time a rabbit can get used to anything, especially jumping from a certain height and then returning to bedtime, it is important to consider some considerations before letting him sleep in the bed. So if you have a rabbit and are wondering if you can sleep with it, keep reading this article from the Animal Expert where we tell you what is most convenient for the rest and well-being of your pet.
Sleep or not sleep with my rabbit?
The hair and some germs of the rabbits can, over time, bring respiratory problems and allergies. If you have allergies, asthma or symptoms (sneezing, red nose), do not let your rabbit sleep in your bed because your condition may worsen.
The rabbits do not sleep day or night. They are considered crepuscular animals , that is, they are more active at dawn and dusk. Your rabbit will not follow your natural rhythm of sleep. As stated earlier, you will be very active during the night (peak time between 00:00 and 02:00) and early in the morning (between 5:00 and 6:00). While you want to sleep pleasantly and rest, your bunny will be running, jumping, chewing, eating and exploring, which will surely interrupt your sleep.
If your rabbit is not willing to do the necessities in a particular place that you have destined for it, you can choose your bed as a bathroom and at night you can urinate or defecate in it. Also, remember that your rabbit will also want to mark territory with urine. Rabbits can be trained to do their needs in a certain place, such as cats, but even when they are well-ducked they may have some accidents. However, rabbits are very clean animals, if you have a place where you can get used to them, you may not even need to educate them.
Rabbits are mischievous and therefore yours will try to play with you at night . You may even bite your ears or toes for attention.
Rabbits are delicate creatures and one of the points that may worry you as the owner of a rabbit is to hurt you without realizing it when turning at night during sleep. This fear can be reduced if the animal is a rabbit of very large breed, such as the giant flamingo rabbit.
If you feel like you should sleep with your rabbit, try to put your mattress on the ground so your bed is less tall so you can prevent your rabbit from falling and being injured.
Maybe one morning forget that your rabbit is very comfortable under the sheets or simply is not paying attention, and it is possible that it wraps between the fabric, the goal in the washing machine, the laundry or throw it when You're fixing the bed and your bunny is flying.
If after considering the above points decided that you can not sleep with your rabbit, do not worry, there is another alternative. Many people ask this question because they can not stand to see their pet sleeping in the cage. Well, to avoid it you have the option to get a rabbit bedand place it next to your bed. This way, although he does not sleep in the same bed as him, he will feel that he has black of itself and that he also enjoys a comfortable mattress.
If you want to read more similar articles Can I sleep with my rabbit? , we recommend you to enter our Curiosities section of the animal world .


text:
Q: Xamarin.Forms Picker`s ItemDisplayBinding doesn't change displayed text when property on object changes I have a xaml code:
<Picker ItemsSource="{Binding profiles}" ItemDisplayBinding="{Binding name}" SelectedItem="{Binding selectedProfile}" HorizontalOptions="FillAndExpand" Margin="0, 0, 20, 0" VerticalOptions="Center"/>

In cs file I defined:
BindingContext = this;

and
    private ObservableCollection<Profile> _profiles = new ObservableCollection<Profile>();
    public ObservableCollection<Profile> profiles
    {
        get { return _profiles; }
        set { _profiles = value; }
    }

And profile class is:
public class Profile
{
    private string _name = "New profile";
    public string name
    {
        get { return _name; }
        set {
            _name = value;
        }
    }
}

It works properly when I add/remove elements, and select new one in dropdown list or code (selectedProfile = profiles[index]).
But the problem occurs when I trying to rename profile. I changed profile name, but Picker didn`t update it and I see the old value.
I also tried this. But now result.
public class Profile : INotifyPropertyChanged
{
    private string _name = "New profile";
    public string name
    {
        get { return _name; }
        set {
            _name = value;
            OnPropertyChanged("name");
        }
    }
    public event PropertyChangedEventHandler PropertyChanged;

    protected virtual void OnPropertyChanged([CallerMemberName] string propertyName = null)
    {
        PropertyChangedEventHandler handler = PropertyChanged;
        if (handler != null)
        {
            handler(this, new PropertyChangedEventArgs(propertyName));
        }
    }
}

A: So, you want to update a information inside a item on a list. Here is my answer to how you can do it:
How to update informations inside a item on a list
You will probably adapt for your need, but I guess that it will help to guide you.

A: 'ItemDisplayBinding' isn't bindable property, that's why I think u can't notify it.
You will have to create a custom picker.

A: I have faced this problem several times.
Here is a light solution to update a picker linked to a source of type ObservableCollection<T>:
var l_nIndex = Items.IndexOf(SelectedItem);

Items.Move(l_nIndex, l_nIndex);

RaisePropertyChanged(nameof(SelectedItem));

Items property is a collection of Item it is an ObservableCollection<Item>
SelectedItem is the binded property that represents the selected Item in the picker
Here is the xaml code that creates the picker in the view :
<Picker ItemsSource="{Binding Items}" SelectedItem="{Binding SelectedItem, Mode=TwoWay}" />

redpajama_set_name: RedPajamaStackExchange


text:
The Transformation of Authorship in America
The Transformation of Authorship in America Seavey, Ormond 2000-03-01 00:00:00 5995 AL 72:1 / sheet 186 of 246 182 American Literature away from England. As a consequence, experience enabled Americans to see themselves as even more English than the English, rather than as a way for them to distinguish themselves from their European counterparts. The groundbreaking claims of Egan's work are weakened, in part, by the limits he imposes on their reach. While he provides wonderful readings of a few authors, at times I found myself wondering just how far these ideas penetrated the entire culture. I would have liked more thorough discussions of a wider body of written material to see just how deeply the evolving rhetoric of experience permeated New England. This is a small complaint for a highly imaginative work. Others, no doubt, will be able to pick up where Egan has left off. And scholars should. Egan's book provides a rich framework for rethinking the role of experience and ideology in early American culture; those interested in this period and these issues should pay attention. Paul Gutjahr, Indiana University Imagined Empires: Incas, Aztecs, and the New World of American Literature, 1771– 1876. By Eric Wertheimer. Cambridge, Eng.: Cambridge Univ. Press. 1999. xii, 243 pp. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Literature Duke University Press http://www.deepdyve.com/lp/duke-university-press/the-transformation-of-authorship-in-america-onwswRyttr
Seavey, Ormond
, Volume 72 (1) – Mar 1, 2000
/lp/duke-university-press/the-transformation-of-authorship-in-america-onwswRyttr
American Literature /
Arts and Humanities /
10.1215/00029831-72-1-185
5995 AL 72:1 / sheet 186 of 246 182 American Literature away from England. As a consequence, experience enabled Americans to see themselves as even more English than the English, rather than as a way for them to distinguish themselves from their European counterparts. The groundbreaking claims of Egan's work are weakened, in part, by the limits he imposes on their reach. While he provides wonderful readings of a few authors, at times I found myself wondering just how far these ideas penetrated the entire culture. I would have liked more thorough discussions of a wider body of written material to see just how deeply the evolving rhetoric of experience permeated New England. This is a small complaint for a highly imaginative work. Others, no doubt, will be able to pick up where Egan has left off. And scholars should. Egan's book provides a rich framework for rethinking the role of experience and ideology in early American culture; those interested in this period and these issues should pay attention. Paul Gutjahr, Indiana University Imagined Empires: Incas, Aztecs, and the New World of American Literature, 1771– 1876. By Eric Wertheimer. Cambridge, Eng.: Cambridge Univ. Press. 1999. xii, 243 pp.
American Literature – Duke University Press
Seavey, O. (2000). The Transformation of Authorship in America. American Literature, 72(1),
Seavey, Ormond. "The Transformation of Authorship in America." American Literature 72.1 (2000).


text:
Saatchi & Saatchi New Zealand wins global Tourism Fiji account 28 Feb 2018
Saatchi & Saatchi New Zealand has been appointed as Tourism Fiji's global brand agency of record, following a selection process and creative pitch that began in mid 2017.
Saatchi & Saatchi will lead the creation of a revitalised brand platform and global campaign to attract visitors to Fiji from all over the world, focusing on key markets – Australia, New Zealand, North America, Asia and Europe. The agency will work with its network and Publicis Groupe partners to deliver a seamless brand experience across multiple locations.
Tourism is of great importance to the Fijian economy, contributing over 30% of the nation's GDP. The tourism industry also provides employment directly and indirectly to an estimated 112,000 Fijians and is the fastest growing industry in terms of employment.
Matt Stoeckel, CEO Tourism Fiji said, "The standard of pitching from all agencies across the board was very high, but Saatchi & Saatchi quickly showed us they really understood the destination and our vision for the future. We were looking for a long-term partner who would challenge us and we think we've found that in Saatchis."
Managing Director of Saatchi & Saatchi NZ, Paul Wilson added "We feel very fortunate to be working with Tourism Fiji, showcasing this jewel of the Pacific to a global audience. The team has been fantastic to work with throughout the entire pitch process. They are ambitious and collaborative and we're really looking forward to partnering with them on this exciting next phase."


text:
Woman, Toddler Escape Vehicle In Red Cedar River
December 30, 2012 / 10:45 AM / CBS Minnesota
MINNEAPOLIS (WCCO) -- A woman and her young daughter are lucky to be alive after their vehicle went off the road and into a river near Menomonie, Wis.
Authorities say a woman was driving westbound on Interstate 94 around 5:39 a.m. in Dunn County when she fell asleep at the wheel.
The 21-year-old woman, later identified as Daniella L. Overett, of Elko, Minn., woke up to find her vehicle in the median, just before the Red Cedar River.
Overett's vehicle then continued to drive into the side of the eastbound bridge, over the embankment and landed on the ice in the Red Cedar River.
The vehicle was partially submerged in the water, but Overett was able to get out with her 23-month-old daughter.
"She had to climb out the passenger side then retrieved her daughter, who was sitting in the middle of the back seat," said Sgt. Michael Newton of the Wisconsin State Patrol. "After she got the child out, she said it took her 20 minutes to climb up the embankment through the snow and single-degree temperatures to get up to the roadway where she could flag a semi down."
Overett was not injured in the crash. She and her daughter were taken to a local hospital with minor injuries.
The left lane of the highway was closed briefly while authorities removed the vehicle.
First published on December 30, 2012 / 10:45 AM


text:
require('@tensorflow/tfjs-node');
const argparse = require('argparse');
const pitch_type = require('./pitch_type');

async function run(epochCount, savePath) {
  pitch_type.model.summary();
  await pitch_type.model.fitDataset(pitch_type.trainingData, {
    epochs: epochCount,
    callbacks: {
      onEpochEnd: async (epoch, logs) => {
        console.log(`Epoch: ${epoch} - loss: ${logs.loss.toFixed(3)}`);
      }
    }
  });

  // Eval against test data:
  await pitch_type.testValidationData.forEachAsync(data => {
    const evalOutput = pitch_type.model.evaluate(
        data.xs, data.ys, pitch_type.TEST_DATA_LENGTH);

    console.log(
        `\nEvaluation result:\n` +
        `  Loss = ${evalOutput[0].dataSync()[0].toFixed(3)}; ` +
        `Accuracy = ${evalOutput[1].dataSync()[0].toFixed(3)}`);
  });

  if (savePath !== null) {
    await pitch_type.model.save(`file://${savePath}`);
    console.log(`Saved model to path: ${savePath}`);
  }
}

const parser = new argparse.ArgumentParser(
    {description: 'TensorFlow.js Pitch Type Training Example', addHelp: true});
parser.addArgument('--epochs', {
  type: 'int',
  defaultValue: 20,
  help: 'Number of epochs to train the model for.'
})
parser.addArgument('--model_save_path', {
  type: 'string',
  help: 'Path to which the model will be saved after training.'
});

const args = parser.parseArgs();

run(args.epochs, args.model_save_path)

redpajama_set_name: RedPajamaGithub


The highly anticipated Tasting Australia returns this April 5, boasting a line-up of incredible events taking place throughout the state and right in the heart of Adelaide. To celebrate, we asked ambassador and participating chef, Karena Armstrong from McLaren Vale's established Salopian Inn, to show us how to recreate one of her recipes – fermented coconut pancake with king prawns and ginger-chilli dressing.
Combine the pancake ingredients and mix until smooth. The batter is best left for at least 1 hour before use and can be made up to 24 hours before use.
Peel the prawns and keep the shells for another day. Putting them in the freezer will keep them at their prime. Combine the rice flour with the salt and white pepper and set aside.
For the dressing, combine the chilli and ginger in a mortar and pestle. Add the palm sugar and pound further. Add the lime juice and fish sauce and taste. Adjust if required. Set aside.
The salad is best made from seasonal ingredients. Finely slice all salad ingredients and wash the herbs. Set aside. Add the shallots and nuts at the last moment to prevent sogginess.
Heat a wide-based frying pan and add some vegetable oil. Dust the prawns in the rice flour and cook in batches, around 4 minutes each side. They are crisp and golden when ready. Add a small amount of the dressing to the cooked prawns while hot.
Heat a 20cm crepe style pan and add a small amount of vegetable oil. When the pan is hot, add a ladle of pancake batter to make a thin layer, turn the pan down and let the pancake cook. Turn quickly to cook the second side and serve immediately with the prawns, dressing and salad.


text:
Friday 1st December, 1916
Was very quiet till about 3.15 a.m. when Fritz put five shells just on our right and the call for stretcher bearers came. Party of us went about 150 yds. from dressing station and got 3 men of 1st Dragoon Guards, 2 dead and 1 wounded. While getting them out Fritz put 4 more shells right amongst us, thought it was all up but everyone escaped, very lucky. Off duty 6 a.m. and turned in. On duty again at 6 p.m. Had wounded Hun despatch rider in, otherwise quiet till 10.30 p.m. when enemy shell hit canvas hut 200 yds. from us, about 40 6th Fld. Eng. inside. 4 killed and 6 wounded. Went out with stretchers and got them in. Off duty 12 midnight and turned in.
Saturday 2nd December, 1916
Up at 9 a.m., arranged my kit ready to go on leave. Awfully cold morning. Germans put over few heavy shells again this morning. Went on duty at 12 noon. Received my warrant and pass to go on leave to England at 1 p.m. Told to go right away, no instructions how to proceed. Fortunately caught a car going in to "Albert" and got a lift of about 12 miles, arrived Albert station about 2.15 p.m. and told no train till 2 a.m. in morning. Tried to get something to eat, got little tea in tobacco tin and 3 or 4 biscuits, waiting in cold.
Sunday 3rd December, 1916
Eventually got train at 3 a.m., fifteen of us in carriage (dog box) made to carry about 6. Tried to be cheerful though hungry but a terrible failure, cold something awful, hunger just as bad, and sleep absolutely out of question as we are so crowded, sitting on each others knees and some on the floor. Train travelling awfully slow, nothing to be got at stations, everywhere seems deserted and it is pure torture. Still crawling along at midnight.
Monday 4th December, 1916
Could not get wink of sleep all night and still being tortured when daylight broke. After what seemed an eternity we arrived at "Le Havre" at 10 a.m. having had 31 hours of real misery being almost frozen the whole time. Got off train and were marched to rest camp about 5 miles away and managed to get cup of tea and few biscuits at Y.M.C.A. No solid food to be procured. Paraded at 2 p.m. to have passes and warrants altered to 5th and 15th. Marched to boat at 7 p.m. and got aboard about 11 p.m.
Tuesday 5th December, 1916
Page 64 of 69 Steamer got out about midnight, only small steamer but fast, sea was a little heavy so rolled and tossed a bit. Arrived Southampton 7 a.m., disembarked and got aboard train and arrived Waterloo station London about 11 a.m., marched to A.I.F. Hdqrts, changed French money and was paid, took couple of hours then went and had good hot bath and a change after which had good dinner, first meal since
Saturday at noon. Had a look round Westminster, saw Parliament Houses etc. and went to picture show. Had tea 5 p.m., went back for my kit and caught 8.45 p.m. train from Kings Cross station for Middlesbro'.
Wednesday 6th December, 1916
Travelling all night, went to sleep in train and was carried on to Newcastle on Tyne when should have changed at Darlington. Had to go back to Ferryhill and eventually arrived Middlesbro' at 8 a.m. Went to Grandad's, he was at work, but his wife gave me splendid welcome and I had a good breakfast. Kept me eating all morning. After dinner went out for walk round and called at Uncle Charlie's but all were out so returned to Grandad's. Grandad got home 5 p.m. and was delighted to see me, he looks very well. Took me round to Uncle Dan's and found they were out. Went to bed about 10.30 p.m. Wrote this on York station while waiting for train.
Thursday 7th December, 1916
Had lovely nights sleep and did not wake till 10.30 a.m. when got up, had breakfast and went out to meet Uncle Charlie at works. He took me home to have dinner with him and I met his wife who gave me fine welcome. Returned to Grandad's at 4 p.m. then went to Uncle Dan's for tea. Uncle Dan and his wife treated me royally. About 7 p.m. Uncle Charlie, his wife and Grandad came round and we had pleasant evening and great talk, then supper. Went back to Grandad's for kit and Grandad, Uncle Dan and his wife took me to station to catch 10.45 p.m. train to Crewe. So far my welcome to England has been of the finest and I have been treated like a King.
Friday 8th December, 1916
Travelling all night, frequent changes and long waits, arrived at Crewe about 9.15 a.m. and was met at station by Cousin Fanny who took me home and I had a good breakfast and clean up. Went out for look round before dinner and after dinner started visiting my different friends. Went out with Cousin Fanny round market and saw quite a lot of friends. Returned home for tea after which did some more visiting and returned home about 9 p.m. Cousin Fanny arranged for me to sleep close by with friends.
Saturday 9th December, 1916
Slept very heavily and had to be called at 10.15 a.m., had real good breakfast, cleaned up and out visiting again till dinner time. Back home and had very good dinner, am being treated splendidly. After dinner went straight out and round visiting again. Am having a great rush to visit different friends, invitations to tea, evenings and to stay a few nights being poured on me. Had tea at Joe Lewis's, stayed till 7 p.m., did little more visiting and returned and in bed 11 p.m.
Sunday 10th December, 1916
Page 65 of 69 Up at 7.30 a.m., shaved and cleaned and went with my cousin Mirrie to Hightown Wesleyan Church, very nice service, Minister Mr. Emmett. After service numbers of friends crowded round for few words with me and pressing invitations. Went into Mr. Joe Potter's and saw family then home for dinner. After dinner out making calls again and back for tea. Went to Church again tonight and after service walked to Coppenhall and made few calls. Raining a little, back home and in bed 11 p.m.
Up at 6.30 a.m., cleaned, had breakfast and caught 8.15 a.m. train to Winsford and went to Grandmother's, delighted to see me, also Uncle Jim, his wife and baby. Talking till dinner time after which got on Jim's bike and went to Uncle Jabez's at Moulton, very pleased to see me, also Aunt Annie and Ellie. Had a walk round before tea, after which sat talking and Mr. Abberley came in to see me. Wanted me to stay all night but cycled back to Grandmother's 7 p.m. and in bed 10.30 p.m.
Tuesday 12th December, 1916
Up at 8.30 a.m. and had breakfast then cleaned myself and wrote a letter, going into Winsford and posting it before dinner. Had dinner at Jim's, roast fowl etc. and mince-meat rolly-polly. Grandmother came to station with me and I caught 2.18 p.m. to Crewe. Went straight to cousin Fanny's, had wash and on to Mr. Lowe's, my old choirmaster's, for tea. Stayed till 7 p.m. when went on to Mr. Sam Potter's where had a yarn and then went to choir practice as Mr. Lowe wished me to. Returned to Mr. Potter's for supper and yarned till 11.30 p.m. when went home.
Wednesday 13th December, 1916
Up at 6.30 a.m. and got shaved and cleaned before breakfast. At 9.15 a.m. went to General Offices, interviewed Capt. Beames, workshop manager and got permission to go through most of shops. Could not go through either of Fitting Shops. Mr. Lewis took me round Boiler shop and I saw and shook hands with many old workmates, both of my own and of Dad's. All made friendly inquiries as to our family's welfare, and everyone was pleased to see me. Saw armoured train in Mill Shop. Spent afternoon visiting and had tea at Mr. Lewis's, taking Cousin Fanny and Mirrie to pictures at night.
Thursday 14th December, 1916
Snow was on the ground when I got up this morning at 6.30 a.m. and after breakfast wrote a letter and went out and posted it, did little business, then bought some presents to send home before dinner. After dinner Cousin Mirrie got afternoon off as it is my last day and we walked to the "Cosy" tea-rooms at Haslington kept by the "Potters" girls, very nice place and spent the afternoon talking then had splendid tea, adjourning to sitting room afterwards and had to tell some of my experiences. Had supper and returned home at 10.30 p.m. Am being perfectly lionized.
Friday 15th December, 1916
Up at 5.45 a.m., wrote some notes with regards to presents also and short letter. My cousin is sending the parcel home for me. After breakfast went out and got couple of presents for my two cousins who have been so kind and considerate. Back at 10 a.m. and went to station accompanied by Cousin Fanny. Train left 10.38 a.m. Could only get in corridor, but cousin Fanny put plenty of tucker in for me. Train arrived Euston 3/4 hour late. Took taxi to Waterloo and arrived in plenty of time. Train left Page 66 of 69 Waterloo 4 p.m., arrived Southampton about 7.30 p.m. and went aboard ship, steaming out about 9 p.m.
Saturday 16th December, 1916
Our boat pretty crowded, could not lie down so sat reading and blinking. At 2 a.m. was called out, given a rifle and made to mount guard for 2 hours till 4 a.m. First was on top deck guarding two boats and gangway to stop any rush in case of being torpedoed, and then over sailors and ship's officers' quarters. Tied up at wharf at Havre about 3.15 a.m. and was relieved of my post at 4.15 a.m. then went below to my kit. Off ship 7.30 a.m. and marched to rest camp, given orders and put our kits in sheds, very cold and miserable. Got a little tucker at canteen and at 5.30 p.m. were given one blanket. Only took off my boots when turned in as it was so cold, we're on cement floor.
Spent very cold and miserable night, men coughing very badly all round and apparently suffering from the severe cold. Hauled out at 7 a.m., handed in blankets and marched to train and got aboard about 8.30 a.m., moving out about 9 a.m. Travelled very slow but had some tucker with us this time. Stopped about 3 p.m. at small station and were given hot tea, also few biscuits and piece of cheese. Started off again and going very slowly all night, very foggy and cold and engine-driver shaking us up terribly, rotten ride.
Arrived at Albert between 4 and 5 a.m., told my unit was at Dernancourt, about 4 miles away, by R.T.O. Walked to Dernancourt, unit not there, on to Edge Hill, Buire, Ribemonte and Maricourt where got hold of another R.T.O who told me my unit had moved yesterday. Had walked about 10 to 12 miles. Got on train at Maricourt about 2 p.m. and got to Amiens when told no train to Vigny-Court where my unit now is until 6-7 a.m. in morning. Had difficulty getting pass into town to get a meal and feeling dead beat and worn out. In Y.M.C.A. tonight.
Stayed in Y.M.C.A. by Amiens station all night, place crowded and had to stand up most of time, also very cold. Caught a train at 6-7 a.m. and arrived at Vignacourt about 7.30 a.m. Very large village and had to walk round for about an hour before found where our unit was billetted. Had breakfast and was glad to turn into bed in a loft full of straw. Slept through till tea-time when got up and had tea. Received some letters and Xmas cards then had yarn with the boys. Turned in about 8 p.m.
Got up this morning about 8 a.m. and had breakfast. Are running a small hospital for chaps with colds and influenza in barn beneath our loft. Had shave and good clean up then re-arranged my kit before dinner. On duty at 2 p.m., had ten patients in with very bad colds, fairly busy all afternoon, very cold and place awfully draughty. Some of our chaps got Xmas parcels from home today and we have been eating nearly all day. After tea did little writing and turned in about 9 p.m. Off duty 8 p.m.
Thursday 21st December, 1916
Page 67 of 69 Slept as sound as a top and up at 8.30 a.m. this morning. After breakfast gave a hand generally till dinner time and then went on duty at 2 p.m. for the afternoon shift. Got a dozen patients in today all suffering from the effects of the cold weather. Rained today. Had a few dressings and various odd duties to attend to and then tea at 5 p.m. After tea gave patients cocoa at 7.30 p.m. and then did some writing. Getting very good tucker just now. Off duty 8 p.m. and turned in 9 p.m.
Friday 22nd December, 1916
Up at 8.30 a.m. and had breakfast, getting very good tucker just now. Did few odd jobs this morning, very cold and raining, went out at 11 a.m. and had cup of coffee. On duty at 2 p.m., only ten patients in today, few dressings etc. Did some writing before tea and received three letters, one from home, two from Dais. Tea at 5 p.m. after which cleaned up and was busy writing till 8 p.m. when went off duty and then played bridge till 9 p.m. Cold again tonight and turned in 9.30 p.m.
Saturday 23rd December, 1916
Up at 8.30 a.m. and had breakfast. Afterwards got cleaned and shaved. Getting large sick parades, nearly all the men suffering from severe colds. Had French kiddie about 8 years old in, slate blew off roof and gashed his face, sent him to Amiens hospital. Very cold, raining and blowing a gale. On duty at 2 p.m., a dozen patients in. Our hospital is an old barn and patients lie on straw. Am on committee for Xmas dinner and we had a meeting this afternoon. After tea wrote three letters and then turned in at 9 p.m.
Got up about 8.30 a.m. and had breakfast, raining and very cold so went back to bed again till 12 noon as am not on duty till 2 p.m. Only 10 patients in today, some foments and dressings, chaps coming in all the time for cough medicine. Tea at 5 p.m. then cleaned up and did dressings again. Had to go up street to foment boil on sick officer. Most of boys went to church tonight so stayed in and looked after hospital. Wrote letter. Off duty 8 p.m. and turned in.
Xmas day, my 3rd Xmas from home. Did not get up till 12 noon, raining and very cold. On duty 2 p.m., gave Xmas boxes from Aust. to patients, did not get our own, but had one from our old O.C. Col. Beeston. Did dressings etc. and gave patients tea at 4 p.m., Xmas cake etc. Had dinner ourselves at 5 p.m. in hired room, very good, goose, vegetables, pudding and cakes. Geese cost 35/- each, bought from regimental fund, good job. Spent very pleasant evening, finished 8 p.m. and returned to billet and to bed.
Stayed in bed again till 12 noon, still raining and cold, mud very rotten and boots wet through. Big lot of men losing their voices. On duty 2 p.m., did dressings etc. and various odd jobs till tea time 5 p.m. Only six patients today, having evacuated some to C.C.S. After tea some of boys went to concert in village. Stayed behind and had game of bridge then wrote letters till turned in at 9 p.m. A.D.M.S. inspected our billet today, all correct.
Page 68 of 69 Got up about 11 a.m. and gave a hand with some dressings till dinner time at 12.30 p.m. On duty at 2 p.m. and had good number more dressings, foments etc. to do. Received a large parcel from home this afternoon. Have about 20 patients in hospital. Our Staff Sgt. dispenser (Bankier) received notice to be ready to go to O.T.C. in England tomorrow. After getting everything done by about 3.30 p.m. had game of bridge till tea time at 5 p.m. After tea and had cleaned up wrote four letters. Off duty 9 p.m. and turned in.
Was coughing a good deal last night and did not sleep too well. Up at 10.30 a.m., very hard white frost overnight and pretty cold. Gave a hand with patients and had a walk up street with S.S. Bankier before dinner, who left us today for O.T.C. England. On duty at 2 p.m. About two dozen patients, did dressings etc. and gave out medicines, after which had game of bridge till tea-time at 5 p.m. Cleaned up after tea and then played bridge till went off duty at 8 p.m. when had some rum and milk and turned in.
Did not cough so much last night, but was very restless and did not sleep well. Got up at 10.30 a.m. and got out some medicine for Major Bentley. Dinner 12.30 p.m. General parade at 2.15 p.m. in full marching order and inspection by A.D.M.S. Did not go myself as had to stay and look after hospital, kept pretty busy, about 20 patients. Tea at 5 p.m. At 5.30 p.m. went to divisional boxing tournament held in Hall in village. One of our men Dvr. Perry won his contest. Very good show, back at billet 9.30 p.m. and turned in.
Had very rotten night, cough very bad and perspired heavily, hardly slept at all but fell asleep about 7 a.m. and did not get up till 12 midday. General parade at 11.30 a.m. but did not get up for it. On duty at 2 p.m. At 2.30 p.m. things being alright went with four other chaps to large house where lady lent us piano and had a practice at "Sweet and Low" which we are to sing on Monday night. Returned for tea at 5 p.m. Cleaned up, gave out medicines and read newspaper. Off duty 8 p.m. and turned in 8.30 p.m.
Sunday 31st December, 1916
Slept very poorly again last night, cough worrying me considerably. Got up about 8.30 a.m. doing various odd jobs during morning and had walk up street before dinner. At 1.30 p.m. went round and had another practice at our various songs and part song till 3 p.m. when came back to billet and yarned till tea-time at 5 p.m. After tea wrote letters and then played bridge and talked till about 9 p.m. when turned in.


text:
Strategy 3. Provide instructional coherence and support - The Three Essentials: Improving Schools
The Wallace Foundation / Knowledge Center / Strategy 3. Provide instructional coherence and support - The Three Essentials: Improving Schools
Support Principals as Effective Instructional Leaders
Utilize Walkthroughs as a School Improvement Strategy
Give Principals Autonomy to Lead Schools
Encourage Flexibility to Raise Graduation Rates
Provide Autonomy, Flexibility, Accountability and Support
Make Literacy a Centerpiece of School Reform
Provide a framework for aligning the curriculum from one grade level to the next and from one transition point to the next (such as middle grades to high school) and for instructional practices to engage students in learning and develop students' intellectual, analytical and problem-solving skills.
Have a practice of preparing principals and district office staff to observe classrooms and conduct walkthroughs to ensure teachers' instruction and assessment is engaging, relevant, intellectually challenging and grade-level appropriate.
Give principals more autonomy to adjust schedules and curriculum and instruction to help students succeed and stay on course to graduate.
In recent years, with greater local and national emphasis on improved student learning, expectations that principals act as highly effective instructional leaders have risen steeply in some districts and states. One respondent said: "It used to be that if [principals] could run a building, keep the kids behaving, keep the teachers happy, [they] could coast. It's not true anymore. They have to have a huge skill set." To help principals raise student achievement, lead teachers to be better instructors and transform schools, districts must provide stronger support.
All of the districts in the study, and 27 of 35 respondents, described how their districts expect principals to be instructional leaders. (See Table 5.) However, the number of such comments per interview fell from the highly supportive districts, to moderately supportive districts, to minimally supportive districts. District leaders in the highly supportive districts talked about their principals being "instructional leaders" almost three times as often as their counterparts in minimally supportive districts. One of the strongest statements emphasizing instructional leadership came from a superintendent:
"I think the biggest thing in the way of communication from a superintendent has got to be around instruction. If it's around instruction, then it's important to the principals. If you talk about money, if finance is what's important, then that's what's important to the principals. So we really focus on instruction here."
Comments Indicating an Emphasis on Principals as Instructional Leaders
Emphasis on
One of the most important tools a district office can use to help school leaders provide instructional coherence and support is training in strategic classroom walkthroughs. Walkthroughs provide a critical link between assessment data and instructional practices. Assessment data show who is succeeding and failing; strategic walkthroughs can help school leaders (including teachers) learn why students are failing and how to turn failure into success.
Many first-year principals do not learn in their education leadership preparation programs how to use walkthroughs effectively. One superintendent said that his district worked to "equip those principals to be able to go into those classrooms to look for evidence to the fact that teachers are truly teaching the standards."
In many of the interviews, district staff failed to mention important "look-fors" beyond teaching to the standards — such as creating an engaging and fun learning environment; teaching the standards in material that is relevant, rigorous, and hands-on; showing students that teachers believe in them; and making sure every student is connected to at least one teacher who knows and looks out for him or her. Teaching to standards alone will not improve achievement if classroom lessons and assignments are not sufficiently engaging to keep students from turning off and dropping out — and, in too many cases, that is what students are doing. If schools in low-performing districts are to improve, district leaders must assist principals and teacher-leaders to move beyond test-prep instruction and understand instructional practices that motivate and engage all groups of students in learning that results in higher achievement.
Benson County was one of three districts in this study that identified walkthroughs as a critical component of support for principals. In separate interviews, both the assistant superintendent for curriculum and instruction and the professional development coordinator detailed the use of walkthroughs as a key district-improvement strategy. Principals in the county are trained in conducting walkthroughs. They are given clear expectations and regular feedback on the basis of the districts' walkthrough findings. The districts' philosophy is that walkthroughs are to be supportive rather than punitive, and it has incorporated walkthroughs into its capacity-building and succession-planning strategies by consistently involving assistant principals and teacher-leaders.14
The walkthroughs are part of a district strategy that weaves together curriculum, instruction and professional development. Benson County residents were not satisfied with the academic direction of the schools, and new leaders have begun working with schools to implement a set of comprehensive classroom changes to engage students in more challenging learning experiences. A district respondent, describing the role of walkthroughs, said, "We haven't seen the level of change in teacher behaviors that needs to happen to implement higher levels of instruction," but they are taking the first steps of visiting schools to identify the additional support teachers need to make the desired change.
Districts providing a minimum level of support need assistance to develop their capacity to effectively support schools to improve instruction. In The District Leadership Challenge, SREB reported on principals who did not have confidence in the instructional leadership expertise of the district staff. Some districts need to develop the instructional leadership capacities of their staff and hold them accountable for working effectively with principals and school leadership teams to advance quality learning experiences for students.
Best Practices in Using Walkthroughs to Support Instructional Leadership
Train principals in conducting walkthroughs to help them identify when students are engaged intellectually and emotionally in learning and how to support teachers to provide engaging instruction.
Tell principals in advance what the district wants them to look for during walkthroughs.
Use walkthroughs to look for evidence that professional development is making a difference in classroom instruction.
Require assistant principals to conduct walkthroughs in their schools to help them develop their capacity as instructional leaders.
Talk with students during walkthroughs, asking them questions such as: "What are you doing?" "How are you doing on it?" "How do you know?"
Ask teacher-leaders to accompany administrators on the walkthroughs.
Let teachers know they can reschedule for a later visit if they are nervous or not at their best. Walkthroughs are for professional learning, not catching bad behavior.
Follow up by using walkthroughs as the basis for conversations with teachers about instructional practices and identifying future professional learning needs for the school and district.
Creating, in the words of one respondent, "a system of schools, as opposed to individual schools" was a common theme in interviews with officials in minimally supportive districts. Respondents from one district emphasized the importance of alignment because that particular district had a high student mobility rate. One respondent said, "When children transfer from one place to another, we've got to make sure that we're pretty much on the same page."
Unfortunately, district efforts to improve instruction and student achievement by making all schools alike are unlikely to succeed.15 Ten of 16 respondents from the minimally supportive districts reflected an emphasis on alignment, with a total of 22 such comments recorded. (See Table 6.) Strict alignment can inhibit the creativity of capable educators and place ownership of challenges and solutions outside of schools. Such inflexibility can prevent principals and teachers from finding the solutions that will best meet the needs of their students. Most district staff members need to improve their skills in facilitating the work of school principals and school leadership teams in taking ownership of solving their own problems and implementing proven solutions. School principals and teachers under a trained coach will learn more if they work through problems themselves and will be more motivated to implement a solution they developed than one that was imposed. As Dennis Sparks of the National Staff Development Council has observed, "the solutions to most problems of teaching and learning require creation and invention rather than prescription or duplication."16
In the highly and moderately supportive districts, only five of 19 respondents discussed the need to have uniformity in scheduling, curriculum and instruction across schools. The superintendent of a highly supportive district emphasized that "schools are empowered to set their paths. I think that's key for us. It's not a top-down approach. I know this whole reference of decentralizing ... is probably an old and tired reference, but I think it's important."
What this superintendent of a highly supportive district described fits the definition of "defined autonomy," coined by Robert Marzano and Timothy Waters to describe building-level autonomy coupled with clearly defined district-level expectations.17 Through a meta-analysis of district leadership research, Marzano and Waters have found that defined autonomy is positively correlated with higher student achievement in a district.
Comments Indicating a Focus on Aligning All Schools
a Focus on Alignment
Superintendents and district staff mentioned in interviews that raising graduation rates and providing credit-recovery options were major areas in which they support principals and schools. Seven of 10 respondents in highly supportive districts mentioned efforts to provide credit-recovery options, while only seven of 25 respondents in the moderately and minimally supportive districts discussed their strategies to promote credit recovery.
The Broad County school district offers an example of how districts can use flexible scheduling to provide students with every possible opportunity to graduate. The district:
has adopted flexible scheduling for its high schools. About one-third of its students have elected to take classes during an extra period before the start of the school day. Other students, who might otherwise drop out in order to work, may attend school from 9:30 to 4:30 four days a week. Some students both start early and end late to earn eight credits per year, instead of the usual six.
offers after-school and evening classes. Drama classes are taught from 4 to 6 p.m. two days a week. A marine biology class meets from 5 to 9 p.m. one day a week and includes a nine-day field experience over spring break.
provides 0.5 credits to its marching band students, because they spend three weeks of summer vacation practicing.
These opportunities allow students to match their interests to educational requirements in a time frame that works best for them, rather than in a one-size-fits-all schedule that is more convenient for teachers and administrators.
Broad County also has decided to implement a 4x4 block schedule to provide students with even more opportunities to earn the credits they need to graduate. The superintendent, who was driving the change, explained:
"… right now, you have to have 23 credits to graduate. In a six-period day, you can earn 24 credits in four years. That leaves you very little wiggle room to mess up … or to get recovered. We've found that if you're behind at the end of nine weeks, you're generally behind for the whole year. So what we want to do is go to where you can earn eight credits in a year, so now you can look at 32 credits. That gives you a lot more flexibility to earn your 23 credits."
The district spent a full year planning and training for the transition from a traditional schedule to a block schedule to make sure that teachers, especially in areas such as AP classes and foreign languages, successfully adapted their instructional methods to the new class length.
Some of Broad County's initiatives to raise graduation rates have come directly from the district office, but others, such as the flexible scheduling and after-school classes, were the result of principals finding creative solutions and receiving support from the district office. The district set clear goals, and the principals are expected to use their professional expertise to achieve them. Preliminary data indicate that recent changes and credit-recovery options have helped raise the district's graduation rate from 62 percent in 2006 to 67 percent in 2008.
Where there is support, districts can give principals autonomy and flexibility without sacrificing accountability. Three elements necessary for autonomy and flexibility to exist along with accountability in a school system are ownership, trust and vision.
The first element necessary for accountability and autonomy is vision. A district cannot hold a principal accountable if its leaders do not have a vision for highly engaging and high-performing high schools. In the absence of a strategic plan based on a shared vision, districts cannot lead schools toward success. District leaders too often are forced into a reactionary mode, responding to problems as they arise and in isolation from each other. Districts must have a long-term plan that includes a vision of effective schools, the intervening steps that schools need to take and the support schools need from the district. The vision and the strategic plan can establish the boundaries in which principals have discretion to operate. They also can enable districts to identify the skills and expertise that district staff, principals and teachers need in order to create effective schools.
Second, when the district has a clear vision of a high-performing school and a long-term plan for reaching it, then the school principal and teacherleaders need to take ownership of school improvement. Principals can be held accountable to work with their teachers to identify the specific needs of their own students and to craft and implement strategies to meet those needs, and for identifying and solving problems in their own schools. They and their staff must have the ownership, motivation and passion to take the steps necessary to improve instruction throughout the school.18 Change cannot be mass-produced, but must be accomplished school by school. Districts must provide support and the tools for continuously building the capacity in each school so that its principal and teacher-leaders take ownership of problems.
In the absence of a strategic plan based on a shared vision, districts cannot lead schools toward success.
A third necessary element is trust, coupled with support, and a collaborative working relationship. The district must trust its principals to do the right thing, and principals must trust the district office to provide meaningful support and to make them a true partner in framing and achieving the district plan. Five of the 10 respondents from highly supportive districts mentioned the importance of creating a culture of trust, while only one of the other respondents in the study brought up the issue of trust.
As SREB reported in The District Leadership Challenge, some high school principals said that they did not trust that their district staff had the capacity to provide meaningful assistance in improving curriculum and instruction. Districts must respond to those concerns where they exist by increasing their own capacity and by challenging the district culture to focus more on support and collaborative working relationships with high schools.
In many low-performing districts, principals may be expected to fail, resulting in a high annual attrition rate. This occurs because a district has neither a plan to support and develop the principals it has, nor a plan to identify, recruit, develop and support future principals.
At the same time, districts need to know their principals are up to the challenge. In many lowperforming districts, principals may be expected to fail, resulting in a high annual attrition rate. This occurs because a district has neither a plan to support and develop the principals it has, nor a plan to identify, recruit, develop and support future principals. Every district should ensure a pipeline of strong school leaders by developing a carefully crafted succession plan that includes preparing aspiring principals in collaboration with a university partner or another entity and provides future leaders with opportunities to engage in progressively challenging learning experiences. When the district knows a highly capable person is leading a school, it is more likely to support that principal rather than look for a replacement at the first sign of trouble. When principals know they are trusted, they are more open to expressing their needs and concerns and will be more confident, innovative, collaborative, and likely to create a highly engaging, high-performing school culture.
In dysfunctional high schools, the school principal and teacher-leaders should be supported by the district office to make literacy the centerpiece of their school improvement effort. Achievement in all subjects is supported by and depends on one's ability to read and comprehend materials. A real focus must be on embedding reading and writing standards and literacy strategies in all courses and training all teachers to do this effectively.19
Somewhat surprisingly, none of the districts expressed a concern about or strategies to address the emerging national gender gap. Male students are falling behind in academic achievement, especially in the development of reading skills. Leonard Sax raised this issue in his 2007 book, Boys Adrift, and some educators are developing strategies to address gender differences in learning. When researchers began raising legitimate alarm several years ago over another gender gap — female students were underachieving in math and science because they were not receiving encouragement in those subjects — educational leaders began focusing efforts to attract more females to and support them in math and science courses. Today's schools face a new gender gap, and districts similarly need to use emerging research and practices to reverse a trend of academic underachievement and disengagement among male students.20


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Massachusetts Inches Closer to Licensing 'Cannabis Cafes'
NHPR File Photo
Massachusetts is inching closer to licensing so-called "cannabis cafes" where individuals could smoke the drug in a communal setting, while also allowing for the home delivery of marijuana.
A panel studying both issues made several recommendations Wednesday on regulations which must still be approved by the full Cannabis Control Commission before any pot cafes or home delivery businesses can open.
When Massachusetts residents voted overwhelmingly in 2016 to approve the legalization of recreational marijuana, supporters wanted to make sure individuals who live in shared housing, apartment buildings or public housing could still have a place to use pot legally.
That led to the push for pot cafes — or "social use establishments" — where patrons could gather and legally use marijuana with friends.
The panel also recommended the state allow licenses for delivery-only marijuana businesses.
Republican Gov. Charlie Baker and law enforcement officials have raised concerns about pot cafes, saying they could pose a risk to public safety and public health.
The subcommittee approved language explicitly supporting the licensing of cannabis cafes in part by pointing to what they called the uneven enforcement of pot laws in the past.
"In light of the need for cannabis consumers who live in public housing to have a legal place to exercise their right to smoke cannabis, and in light of the historic racial disparity in cannabis law enforcement in Massachusetts, social use establishments should be permitted so that consumers have a legal place to consume cannabis outside of their own homes," the subcommittee said in one of its recommendations.
Subcommittee member Andrea Cabral, who formerly served as Suffolk County sheriff and as the state's secretary of public safety, echoed the recommendations, saying it's a matter of fairness.
"People want to have an equal opportunity to consume (marijuana)," Cabral said.
If approved, Massachusetts would be among the first states to allow the social consumption of marijuana at pot cafes.
The panel raised several concerns — including how to discourage individuals who visit the cafes from driving home under the influence of the drug. One idea was to encourage the use of ride-hailing services.
Other recommendations including requiring that low-THC products be available to avoid accidental over-consumption and that the cafes offer educational materials warning of the hazards of over-consumption and information for pregnant women and nursing mothers.
The panel also recommended that no one under 21 should be allowed in pot cafes and that temporary licenses should be allowed for events where cannabis will be sold or consumed — similar to the use of temporary liquor licenses.
In recommending that the state also license delivery-only marijuana businesses, the panel said such licenses help businesses with less capital to start up while also promoting equity in the cannabis market.
Critics, including panel member and Walpole Police Chief John Carmichael, said allowing home delivery poses big risks for drivers.
"Delivery-only is a tragedy waiting to happen," he said. "People are going to get robbed."
Several retail marijuana shops have already opened in Massachusetts, drawing large crowds from across New England.
A handful of states — California, Oregon and Nevada — already allow home delivery of marijuana.
—Steve LeBlanc, Associated Press
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1910's-Era T206, E106 & M116 Sporting Life Collection (14). Offered is a 14-card collection of vintage baseball cards. Includes: 1909-11 T206 White Borders (4) - Bescher (skinned), Jackson "El Principe De Gales" (PR), Crawford/Throwing (FR), "Happy" Smith (PR); 1916 E106 American caramel (1) - Jacklitsch (FR); 1911 M116 Sporting Life (9) - w/Berger, Chase/Pastel (GD/VG), Dahlen/pastel, Dooin, Doolan, L. Doyle, Jennings (GD-pencil), Moriarity/300 Subjects (pencil) and Heinie Wagner (VG). Grades GD to VG with a few lesser.