With the incredibleexplosion of the Internet affecting so many aspects of society,harnessing the network's power in meaningful ways will increasinglypose challenges for educators. This paper considers the possiblediscrepancies between frequent portrayals of innovative educationaluses of the Internet and the problems which may interfere with itsincorporation into teacher preparation programs. In addition, thepaper poses questions concerning appropriate venues for Internettraining to help teachers and students best make use of itspotentials.
While the Internet wastaking off in the United States, I was living a very low-tech lifeteaching at Kenyatta University in Nairobi, Kenya. Part of my task asa visiting lecturer in Kenya entailed conducting hands-on computerclasses with new users on donated Apple IIe machines. After livingfor a year in a technology-deprived setting, characterized by regularpower outages and highly unreliable phone service, returning to theU.S. in the fall of 1996 presented considerable reverse technologyculture shock.
Particularly startling wasthe increased computer competence of my students, primarilydemonstrated by their use of the Internet. When I left the U.S. inthe summer of 1995, the technology proficiency of my Englisheducation students was generally low to non-existent. Many weretechnophobic; few used e-mail before the course. Upon returning,however, I discovered that many of my students had acquired much moresophisticated computer literacy during my absence &emdash; and almostwholly because of the Internet.
What had happened? Had mycolleagues started to require technology use in their courses? Hadhiring practices for new teachers changed so dramatically thatstudents were beginning to explore technology out of their own futureself-interest? Was the campus interface so much more user-friendlythan it was before I left for Kenya? Why, within a single year, werestudents so much more technology proficient?
Because of my absence fromthe U.S. during the transformation, I cannot definitively answer thelast question. But I can say that neither teacher educators norofficials in New York State have so overwhelmingly embracedtechnology for pre-service teachers to make such a significantdifference. Although campus computing services continue to expand andimprove, the Internet only imposes greater user demands on thenetwork than existed before. Students themselves, however, seem tofind a venue in the Internet that encourages their increasedacceptance and personal use of technology.
To discover more aboutstudents' attitudes toward technology, I surveyed my Fall 1997Methods class concerning members' experiences with and opinionstoward technology integration within their education curriculum aswell as their expectations for future technology integration asteachers. After conducting a session on educational applications ofthe Internet, I administered a questionnaire asking students to ratethe frequency with which they use technology (specifically theInternet), the frequency of technology utilization expected ormodeled by education faculty, and the importance they place ontechnology infusion for effective teaching.
Although the responses ofthese 25 students constitute too small a sample from which to makesweeping conclusions, they nevertheless may provide some insight intothe state of technology and the Internet in teacher preparationprograms, offering both good news and bad news for their adoption. Ingeneral, the responses suggest that students have become vitallyaware of the significance of educational technology and expect toapply it in their classrooms. Despite these expectations, the resultsalso indicate that education faculty may need to strengthen effortsto model appropriate technology infusion to help students mostmeaningfully utilize the powers of computers in theclassroom.
The students surveyedrevealed a fairly high degree of Internet use. 64% reportedoccasional to frequent use of the Internet, and those who "surf theNet" employ it for a wide variety of tasks ranging from the personalto the academic. Significantly for their development as teachers, allregular users consulted Internet sources to gain teachingideas.
Survey responses alsorevealed that non-users recognized the educational importance of theInternet: 24 out of the 25 students considered the Internet a vitalmedium for gaining resources and felt that developing overalltechnology competence and integration was essential for their futurecareers. More than three-quarters expected to use both the Internetspecifically and technology generally as future teachers &emdash;both for their own productivity and for the preparation of theirstudents.
The responses suggest thattoday's education students recognize the impact of the Internet ontheir projected teaching careers whether they regularly use thetechnology or not. That nearly one-third of the sample have yet tomaster the Internet d'es not influence their perception that itrepresents a tool critical to their development as teachers. And thenumber that use the Internet habitually has vastly increased from themere half-dozen students who had attempted e-mail at the beginning ofmy 1995 Methods course.
For technologyenthusiasts, this apparently growing acceptance of and facility withtechnology on the part of education students is a positive gain.Unfortunately, according to students' reports of their teacherpreparation, this level of technology competency and enthusiasm maynot be observably replicated by education faculty. Responses on thesurvey indicate that although some faculty are requiring technologyuse as part of course requirements, students' fail to perceivefaculty modeling appropriate integration strategies.
Including the Methodsclass, 68% of students reported that they had been required to usetechnology in education classes, but in only one or two classes outof a total of 10 required courses. Nearly one-third reported no suchrequirements. On the positive side, these results suggest that amajority of students are expected to use technology in some formduring their pre-service training, but only in a very limited numberof classes. Their responses seem to reflect the familiar 20-80 rule:approximately 20% of education faculty require 80% of the technologycompetency. Still, a majority of students are using educationaltechnology as part of their formal training, although requirementsremain minimal.
The bad news remains.Although many students are using technology and the Internet ineducation courses, faculty are not &emdash; at least not indemonstrable ways that students recognize. According to the survey,respondents received little modeling of educational technologyintegration while completing their coursework. Including theirMethods class, 84% reported that faculty modeled technology use inonly one or two of their education courses. This finding impliesthat, although some faculty may be suggesting the importance oftechnology competence through course requirements, they may not bedemonstrating how to use it or how to make it relevant to thecurriculum or discipline.
These results suggest thatdespite the seeming pervasive influence of the Internet on society asa whole, and despite education students' own awareness of theimportance of the Internet, faculty may be significantly behind inoffering structured training to help pre-service teachers developtechnology skills relevant to the classroom.
Do these students' reportsabout faculty technology use reveal technology incompetence? Not atall. Most of my colleagues use technology, including the Internet,extensively for their own professional productivity. But, of course,the ability to execute a skill competently is a far cry from beingable to teach someone else to become proficient with the same skill.When technology is involved, the complexity of the teaching taskincreases enormously.
Anxieties about technologyintegration are both manifold and reasonable. How will I adaptfamiliar curricula and pedagogical style to new media? How d'estechnology fit into evolving changes in standards for teachertraining? Can I assume a basic level of competence, or at leastfamiliarity with, the media among students? Will the equipment work?Will I end up teaching technology instead of teaching withtechnology?
For many veteran faculty,the challenge of translating knowledge through the visual, non-linearhypermedia of technology requires entirely different pedagogy fromwhich we ourselves learned or learned to implement. And the timecommitment required to de- and then re-construct our course curriculaand remodel our teaching approaches to incorporate technology is fargreater than most of us are able to manage with already demandingloads.
Perhaps to the detrimentof technology infusion, the many "wonder stories" of technologyintegration may actually discourage rather than inspire faculty.Although "literature on education technology is full of glowingpromises of dramatic improvements to classroom activities andoutcomes...the mere presence of technology is not an automaticguarantee for improved education." Articles in educationaltechnology literature, for instance, often highlight only the mostnoteworthy case studies of technology use across campuses viaheadings such as "The Web's Worldwide Reach," "Tripping the LightFantastic," and "Blazing a Trail of Technology and Education." Basedon my own experience with technology integration in the developingworld of Sub-Saharan Africa, for instance, a recent account ofInternet infusion into schools in Botswana is not only admirable buttruly wonder-filled.
While such projectsrepresent exemplary applications of technology in the college oruniversity classroom, they can also make faculty feel their ownefforts are inferior and present overwhelming challenges to studentsstill concerned with mastering all aspects of their teacherpreparation. Even the most avid Internet users in my Methods classwere intimidated by a local teacher-technology enthusiast who visitedthe course and claimed third graders at his school were designingtheir own Web pages. Although I have no doubt that this was true, Ialso suspect that these youngsters created their products with a lotof help from highly dedicated teachers. But such apocryphal storiesmay dampen rather than ignite the enthusiasm of a novice.
Even without previoustraining, today's education students have incentive to learntechnology use. Unlike most current teacher educators when they begantheir careers, when today's pre-service teachers first enter theclassroom, they will encounter a great number of students who alreadypossess technology skills, challenging the development of their own.Apprentice teachers also benefit from vastly more prevalent adoptionof technology throughout society than was typical during the studentdays even of many junior faculty. Many faculty succeeded academicallywithout the benefits of word processors, scanners, Zip drives and Websites to become teachers and scholars. But for current students, theInternet has so many perceived uses, including non-academic ones,that they see it as invaluable for understanding or accessing adiversity of information and making sense of the world.
For faculty, however,modeling educational uses for the Internet or other technologies maystill be a challenge. Many technologies may not represent whollyappropriate tools for instruction or ones which help students"develop those inner qualities, such as insight, creativity and goodjudgment, which education at its best has always sought toinspire." These humanistic concerns are certainly worthconsidering when adopting technology and may concern faculty whochoose not to use technology in their courses. But even on a verypractical level, technology integration may not appear worth the timesacrificed or the learning curve endured unless it can be seen asbetter than what it replaces, has observable benefits, adapts to thevalues and need of adopters, and is accessible to theinnovator.
These are formidablebarriers to overcome to encourage faculty integration of technology.Additionally, professional standards are still evolving concerningthe use of educational technology. NCATE, for example, is onlybeginning to define requirements for acceptable technologyintegration within teacher education programs. Without clear orconsistent guidelines for meaningful integration, even faculty eagerto develop infusion programs may be at a loss about specificworthwhile measures to adopt.
To encourage faculty tomodel the use of educational technology for their students requiresmore than support for "individual faculty and innovators who arenaturally inclined to experimentation and who are thus intrinsicallymotivated." Indeed, many such faculty innovators may notbe supported at all in their endeavors since new technologies areoutside the purview of traditional teaching and scholarship concerns.Additionally, some technology enthusiasts may lack the requisiteknowledge about basic principles of instruction that can mostmeaningfully demonstrate effective curricular integration; that is,technology competence alone is not enough to model effectivetechnology integration.
Teaching with technologycan seem like entering an uncharted territory, particularly whenusing the Internet. The changing dynamic of information presented onthe Internet, even its recognizable display from moment to moment,can be unnerving when attempting to teach new and relativelyunfamiliar material. The growth of technology and "dramatic shifts inbeliefs about the fundamental goals and strategies of educationitself...have not developed in isolation."
The constructivist sloganto change the teacher's role from "the sage on the stage" to "theguide on the side" may represent a useful image for repositingfaculty's perceptions about teaching with technology. Utilizingprinciples of a constructivist approach to pedagogy is particularlyvaluable for technology integration. Instead of expecting ourselvesto be the experts, we can position ourselves as co-learners with ourstudents.
Using the Internet to workcooperatively with students to solve problems is one approach thathas several benefits. First, it can model technology integration thatstudents perceive they lack from their instructors. Additionally,faculty may receive helpful technical advice from student "experts"eager to share their enthusiasm. Most important, the technology canbecome a means for exploring important issues already central to thecurriculum.
For example, in my Methodsclass, one key component of students' training involves evaluatingresources to achieve the larger goal of designing and implementingeffective lessons and modes of instruction. Exploring a variety ofvaluable Internet sources with students (such as Kathy Shrock's Website or Stephanie's Lesson Plans) can not only result in usefulresource-gathering but, more globally, can engage students indiscussions about criteria to follow when selecting material from theInternet or from other sources while planning their lessons. Creatingrubrics for evaluating Web sites, for instance, can paralleldiscussions of designing rubrics to accompany lesson plans &emdash;an important aspect of the course already familiar to both studentsand instructor.
Following such an approachwith my own students, their insights led to discussions about thesocial implications of using the Internet in secondary classrooms.After developing criteria for evaluating Web sites (such as thereliability and value of the information, clarity of presentation,and the accessibility of the design for illuminating content),students also projected the potential problems with using the siteswith their future students. A particular sample lesson locatedthrough ERIC resources, for instance, involved a word-play game thatengendered debate about appropriateness of material for secondaryclassrooms. Some Methods students were concerned that teenagers mightuse the "one-up-manship" central to the game to hurt each others'feelings while others felt the lesson could encourage creativity andincrease vocabulary.
Such instructional uses ofthe Internet can address humanistic concerns to help "compensate forthe computer's mechanistic tendencies; to assure that all 'resourcesof self' are brought into the learning process." In thisinstance, students' evaluation of material did not focus primarily ontechnology but reflected their interest in fostering a positiveclassroom environment and approaching curriculum creatively. At thesame time, they developed greater competence using the Interneteducationally.
The Internet can also beutilized to explore other aspects of social behavior in schoolsimportant to students' development and coincident with facultyexpertise. Bernie Dodge's WebQuests represent a valuable strategy forlearning about the Internet while reinforcing course contentconcerning teaching approaches. By adopting pedagogical roles (suchas the technology enthusiast, the innovator, the traditionalist),students can evaluate Internet material, gain insight into teachingapproaches, and further their knowledge of technology.
Teaching with the Internetposes special challenges for keeping students focused. Most of us whohave explored the medium have probably been "caught in the Web" atsome point, becoming distracted from our original purpose after beingcaptivated by the wealth of disparate information available and theease of accessing it. Students are particularly subject to suchdistractions since they are still formulating their senses of whattopics are important, still developing their skills in translatingthose decisions to others.
Therefore, "the need for ateacher who can keep a focus...becomes even more crucial" when usingtechnology in general. The teacher educator's role isparticularly vital in providing structure for classroom uses of atechnology tool as dynamic as the Internet. Utilizing what we alreadyknow about effective workshop and cooperative learning strategiesapplies even more when teaching with the Net: set clear andobtainable goals, use short tasks, and establish accountabilitymeasures to help structure and focus students' explorations of theNet.
Helping our students keepfocused and develop evaluative criteria for assessing technology usecan help achieve such "fundamental goals of education" as the pursuitof truth, the comprehension of great ideas, the generation of newideas, the use of good judgment, the development ofwisdom. Every introduction of technology into theclassroom can engender discussion of its advantages anddisadvantages. What have we gained, for instance, by using theInternet rather than texts for research? How d'es the classroomdynamic change when students are looking at a computer screen ratherthan at the teacher and each other? Do students' perceptions of theteacher's role change? How d'es our own concept of ourselves asteachers transform within this new environment?
As we guide our studentsthrough these explorations, we can ask them to consider suchquestions of loss and gain. From my own experience, for instance,exploring Africa through the Internet could never give a comparableknowledge or understanding of the continent as fully as living there.Having always lived with regular water, electricity and phones,students cannot fully appreciate the convenience of such services orevaluate the degree to which each is actually necessary. At the sametime, the ability to access the Kenyan national newspaper each daycan provide students with much deeper and more authentic insight intothese cultural hardships than they could receive from far more staticclassroom resources.
Those same kinds ofevaluations are important to students' development of technologyskills so that they can use the media in educationally valuable ways.Surveying my own students suggests that many, as "surfers," mayalready be masters of the Net. But their responses also indicate thatteacher educators must address students' needs regarding technologyintegration. By taking a more active role in modeling teachingpractices with the technology, we can prepare them to become morepowerful teachers, using the Internet as an additional tool amongtheir pedagogical resources.
Today's education studentswill be at the forefront of determining the Internet's impact onschools in the next millennium. The incredible success stories ofcomputer integration so often reported can be balanced by more modestefforts to model practical application in typical classroomsituations. Through our own instructional uses of the Internet, wecan help students avoid getting caught in the Web and empower them tofind freedom in its possibilities.
Nancy Deal is an assistantprofessor of English education at SUNY College in Buffalo, N.Y., withspecial interests in educational technology and internationaleducation.
1. Roblyer, M.D., JackEdwards and Mary Anne Havriluk (1997), Integrating EducationalTechnology Into Teaching, Upper Saddle River, NJ: Merrill.
2. Nleya, P.T. (1998), "Improving the Computer Literacy of YoungPeople: The Case of Botswana," T.H.E. Journal, 25(6), pp.53-54.
3. Monke, L. (1997), "Computers at School: The Web and the Plow,"Output, 18(2), pp. 41-46.
4. Sherry, L. (1997), "The Boulder Valley Internet Project: LessonsLearned," T.H.E. Journal, 25(2), pp. 68-72.
5. Boettcher, J. (1998), "The Journey to the Web: Simple Adaptationsor New Curricula?" Syllabus, 11(5), pp.46-51.
6. Roblyer, et al, p. 55.


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text:
Bergleder is a German term, literally meaning "mine leather", and may refer to:

 miner's apron, an item of miner's clothing
 one of the minerals actinolite or tremolite

redpajama_set_name: RedPajamaWikipedia


Profile Bio: Accredited Coach with 20 years direct coaching experience. Coaching Supervisor offering individual and group sessions. Executive & Business Coach, specializing in Communications and Creativity in the workplace. Coach Trainer, specialist in Clean Language and Clean Coaching techniques. Writer of various articles and contributor towards a range of coaching books. Author of "Essential Life Coaching Skills" and 'Clean Coaching: The Insider Guide to Making Change Happen', both published by Routledge. Master NLP Practitioner.
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text:
The Power of Storytelling for Social Change
By Elizabeth A. Smith Communications and Events Intern CECP
June 13, 2013–Film has come a long way over the past few decades, from simple pictures running across the screen to complex images and stories playing on IMAX screens. Film not only tells a story, but also evokes powerful feelings that we take with us. We become emotionally involved in the story, and we leave wanting to step forward and do more. The Power of Storytelling for Social Change session at the 2013 CECP Summit: Ahead, Togetherdiscussed this ability of film to spark innovative issue-based conversations and make lasting social change.
Dawn Porter, founder of Trilogy Films, moderated the panel, which included Holly Gordon, Executive Director of 10×10; Wendy Ramage Hawkins, Executive Director of Intel Foundation; Joe Brewster of Rada Film Group; and Rashid Shabazz, Program Officer of Open Society Foundation's Campaign for Black Male Achievement. The panel discussed and previewed two game-changing films that are products of their partnerships.
Opening the discussion, Wendy and Holly discussed how their partnership led to the creation of "Girl Rising," a documentary about adolescent girls around the world who struggle to get access to education. This collaboration proved to be the perfect fit, as both 10×10 and Intel have complimentary strengths and a clear focus on developing education opportunities, specifically for girls. Holly and Wendy shared how both the filmmakers and their corporate partners learned from their work together, often having to bridge cultural differences between the filmmaking and corporate dialogues, and how in many ways the outcome of the film's reach and positive impact exceeded all expectations.
Joe discussed the 13-year process of filming his son and his son's best friend in an elite private school in Manhattan from kindergarten through college. His film, "American Promise" tells the story of these two African American boys from middle class families growing up in a predominately Caucasian and upper class environment. It depicts the struggles they faced both at school and at home, but also the happiness their education, friendship, and families brought them. Joe described the journey as intense and emotional but also one from which he learned a great deal about himself and his family. Rashid shared how the Foundation did not hesitate to invest in the film because of its potential and the lasting impact it would create.
As a filmmaker herself, Dawn candidly shared the difficulties of partnerships of all kinds to make films. However, the entire panel agreed that the awareness-raising and social change these films can bring about overcome any sort of struggles they may encounter.
Previews of both films were shown to the audience. Tears came to my eyes, as I witnessed the struggle girls around the world endured to fight for their education in "Girl Rising"; struggles that I could never imagine. Similarly, it was incredible to see the African American boys fight against stereotypes and racial barriers to get the best education possible in "American Promise." These girls and boys are the heroes of today – heroes who pursue their dreams and don't let anything or anyone take them down.
Both collaborations exceeded all expectations and created films that have the power to bring about lasting change in the world. The message was clear: identify your goals; set them and then act on them. This is what makes projects such as these possible.
"Girl Rising" will premiere on CNN June 16, 2013 at 9PM ET, and "American Promise" will be featured on PBS later this year. Don't miss out on these fantastic films!

redpajama_set_name: RedPajamaCommonCrawl


text:
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	/* global describe, it, expect, window */
	'use strict';
	var isNode = typeof(window) === undefined;
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			done();
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			done(e);
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	function tst(nineplate, Properties) {
		Properties = Properties.default;
		describe('Nineplate in a headless WebKit (PhantomJS)', function () {
			describe('-> DOM Rendering', function() {
				it('should render a simple template', function(done) {
					nineplate.getTemplate('./template.html', function(template){
						var result = template.renderDom({
							title: 'The title',
							'class': 'container',
							anObject: {
								aNumber: 5
							},
							number: 8,
							fn: function(arg) {
								return '#' + arg + '#';
							},
							doubleFunction: function(arg) {
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								return function(arg2) {
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							persons: [
								new Properties({
									name: 'Eduardo Burgos',
									gender: 'M'
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									gender: 'F'
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						check(done, function() {
							expect(result.domNode).to.be.an('object');
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					});
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				it('should render live values', function (done) {
					nineplate.getTemplate('./template.html', function(template){
						var data = new Properties({
							title: 'The title',
							'class': 'container',
							tagName: 'section',
							number: 8,
							anObject: {
								aNumber: 5
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							fn: function(arg) {
								return '#' + arg + '#';
							},
							doubleFunction: function(arg) {
								var x = arg + ' ==> ';
								return function(arg2) {
									return x + arg2;
								};
							},
							liveChanges: new Properties({
								val: 0
							}),
							persons: [
								new Properties({
									name: 'Eduardo Burgos',
									gender: 'M'
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								new Properties({
									name: 'Amanda Burgos',
									gender: 'F'
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						var result = template.renderDom(data);
						check(done, function() {
							expect(result.personsNode.getElementsByTagName('div')[0].getAttribute('data-key')).to.equal('Eduardo Burgos');
							expect(result.personsNode.getElementsByTagName('div')[0].getElementsByTagName('div')[0].innerText).to.equal('Eduardo Burgos');
						});
					});
				});
				it('should render updated live values', function (done) {
					nineplate.getTemplate('./template.html', function(template){
						var data = new Properties({
							title: 'The title',
							'class': 'container',
							tagName: 'section',
							number: 8,
							anObject: {
								aNumber: 5
							},
							fn: function(arg) {
								return '#' + arg + '#';
							},
							doubleFunction: function(arg) {
								var x = arg + ' ==> ';
								return function(arg2) {
									return x + arg2;
								};
							},
							liveChanges: new Properties({
								val: 0
							}),
							persons: [
								new Properties({
									name: 'Eduardo Burgos',
									gender: 'M',
									age: 30
								}),
								new Properties({
									name: 'Amanda Burgos',
									gender: 'F',
									age: 0
								})
							]
						});
						var result = template.renderDom(data);
//						data.get('persons')[1].set('age', 1);
						data.get('liveChanges').set('val', 1);
						check(done, function() {
							expect(result.domNode.querySelectorAll('.liveChanges')[0].innerText).to.equal('1');
//							expect(result.personsNode.getElementsByTagName('div')[4].getElementsByTagName('div')[2].innerText).to.equal('1');
						});
					});
				});
				it('should render updated live values in attributes', function (done) {
					nineplate.getTemplate('./liveExpressions/inAttribute01.html', function(template){
						var data = new Properties({
							liveChanges: new Properties({
								val: 0
							})
						});
						var result = template.renderDom(data);
//						data.get('persons')[1].set('age', 1);
						data.get('liveChanges').set('val', 1);
						check(done, function() {
							expect(result.domNode.querySelectorAll('.liveChanges')[0].getAttribute('data-value')).to.equal('1');
//							expect(result.personsNode.getElementsByTagName('div')[4].getElementsByTagName('div')[2].innerText).to.equal('1');
						});
					});
				});
				it('should render updated live values in attributes after 2nd change', function (done) {
					nineplate.getTemplate('./liveExpressions/inAttribute01.html', function(template){
						var data = new Properties({
							liveChanges: new Properties({
								val: 0
							})
						});
						var result = template.renderDom(data);
						data.get('liveChanges').set('val', 1);
						data.get('liveChanges').set('val', 2);
						check(done, function() {
							expect(result.domNode.querySelectorAll('.liveChanges')[0].getAttribute('data-value')).to.equal('2');
						});
					});
				});
				it('should render updated live values in a loop', function (done) {
					nineplate.getTemplate('./template.html', function(template){
						var data = new Properties({
							title: 'The title',
							'class': 'container',
							tagName: 'section',
							number: 8,
							anObject: {
								aNumber: 5
							},
							fn: function(arg) {
								return '#' + arg + '#';
							},
							doubleFunction: function(arg) {
								var x = arg + ' ==> ';
								return function(arg2) {
									return x + arg2;
								};
							},
							liveChanges: new Properties({
								val: 0
							}),
							persons: [
								new Properties({
									name: 'Eduardo Burgos',
									gender: 'M',
									age: 30
								}),
								new Properties({
									name: 'Amanda Burgos',
									gender: 'F',
									age: 0
								}),
								new Properties({
									name: 'Raul Burgos',
									gender: 'M',
									age: 4
								})
							]
						});
						var result = template.renderDom(data);
						data.get('persons')[1].set('age', 1);
						check(done, function() {
							expect(result.personsNode.getElementsByTagName('div')[4].getElementsByTagName('div')[2].innerText).to.equal('1');
						});
					});
				});
				it('should render with a numeric dataType in an object', function (done) {
					nineplate.getTemplate('./template.html', function (template) {
						var result = template.renderDom({
							title: 'The title',
							'class': 'container',
							number: 8,
							anObject: {
								aNumber: 5
							},
							fn: function(arg) {
								return '#' + arg + '#';
							},
							doubleFunction: function(arg) {
								var x = arg + ' ==> ';
								return function(arg2) {
									return x + arg2;
								};
							},
							liveChanges: new Properties({
								val: 0
							}),
							persons: [
								new Properties({
									name: 'Eduardo Burgos',
									gender: 'M'
								}),
								new Properties({
									name: 'Amanda Burgos',
									gender: 'F'
								})
							]
						});
						check(done, function() {
							expect(result.domNode.getElementsByClassName('testANumberInAnObject')[0].textContent).to.equal('5');
						});
					});
				});
				it('should render xml entity tags', function (done) {
					nineplate.getTemplate('./templateEntityTags.html', function (template) {
						var result = template.renderDom({
							title: 'The title',
							'class': 'container',
							number: 8,
							anObject: {
								aNumber: 5
							},
							fn: function(arg) {
								return '#' + arg + '#';
							},
							doubleFunction: function(arg) {
								var x = arg + ' ==> ';
								return function(arg2) {
									return x + arg2;
								};
							}
						});
						check(done, function() {
							expect(result.domNode.getElementsByClassName('testANumberInAnObject')[0].textContent).to.equal('5');
						});
					});
				});
			});
			describe(' -> AMD Extensions', function() {
				//Setting up AMD with RequireJS
				it('should render a template with an editor widget', function(done) {
					nineplate.getTemplate('./amdExtensions/editor01.html', function (template) {
						var compiled = template.compileDom(true);
						require(compiled.amdDependencies || [], function() {
							var result = compiled({
							});
							check(done, function() {
								expect(result.editor.$njsWidget).to.not.equal(undefined);
							});
						});
					});
				});
				it('should support 2-way binding with an AMD control', function(done) {
					nineplate.getTemplate('./amdExtensions/editor02.html', function (template) {
						var compiled = template.compileDom(true);
						require(compiled.amdDependencies || [], function() {
							var data = new Properties(),
								result = compiled({
									data: data
								});
							check(done, function() {
								data.set('age', 24);
								data.set('age', 31);
								expect(result.editor.get('value')).to.equal(31);
								result.editor.set('value', 45);
								expect(data.get('age')).to.equal(45);
							});
						});
					});
				});
			});
			describe(' -> Bug fixes', function() {
				it('should render all tags. Should pass even if ignoreHtmlOptimization: false', function(done) {
					nineplate.getTemplate('./test001.html', function (template) {
						var result = template.renderDom({
							i18n: function(a) {
								return a;
							}
						});
						check(done, function() {
							expect(result.domNode.textContent).to.contain('@');
						});
					});
				});
				it('should keep all classes when dealing with a calculated class attribute', function(done) {
					nineplate.getTemplate('./test002.html', function (template) {
						var result = template.renderDom({
							i18n: function(a) {
								return a;
							},
							navClass: 'nav',
							'class': 'navbarclass',
							role: 'navigation',
							brand: 'test'
						});
						check(done, function() {
							var classes = Array.prototype.slice.call(result.domNode.classList, 0);
							expect(classes).to.contain('NavBar');
							expect(classes).to.contain('navbar');
							expect(classes).to.contain('nav');
							expect(classes).to.contain('navbarclass');
							expect(classes).to.contain('vpan12');
						});
					});
				});
				it('should render with a string filter', function (done) {
					nineplate.getTemplate('./testCases/filter01.html', function (template) {
						var result = template.renderDom({
							data: 1234.56,
							filter: function(v) {
								return '$' + v;
							}
						});
						check(done, function() {
							expect(result.domNode.textContent).to.equal('$1234.56');
						});
					});
				});
			});
		});
	}
	if (isNode) {
		tst(req('../../nineplate'), req('../../core/ext/Properties'));
	}
	else {
		req(['ninejs/nineplate', 'ninejs/core/ext/Properties'], tst);
	}
})(this);

redpajama_set_name: RedPajamaGithub


4. Verify that the SSL profile it is not valid on both switches.
5. On both switches, synchronize the time settings with that of the SDDC Manager VM.
6. Refresh the browser and click RETRY to retry rack discovery.


text:
Geoffrey Chaucer was the son of John Chaucer, a prosperous wine merchant, and Agnes de Copton. Around 1355 his fairly wealthy parents secured a position for the young Geoffrey as a page in a household of royal rank, that of Prince Lionel, the earl of Ulster, the future duke of Clarence and son of Edward III.
This provided a suitable environment to cultivate their son's talents as he was exposed to the world of aristocracy and developed an appreciation for manners of the court. Chaucer was known for his keen observation of his surroundings. In such a setting, he would have also acquired knowledge of French and Latin, and he made his first acquaintance with his future patron, John of Gaunt.
After serving as a page Chaucer joined military service and fought in France. In 1360 he was captured but was released upon payment of ransom by Edward III. From 1374 to 1386 Chaucer was a customs controller in the port of London. It was an important post as the king's revenue came mainly from customs duties.
Later he became a clerk of the King's Works. In 1367 he became a yeoman in the king's household and two years later was promoted to esquire. Chaucer married Philippa Roet in 1366, the sister of the mistress and future wife of his patron, John of Gaunt. Philippa Roet served the queen as a lady-in-waiting. Their marriage lasted until her death in 1387.
In his work for the king, Chaucer engaged in diplomatic missions to France, Italy, and Spain—centers of learning and literary production far more renowned than London at the time. It was in Italy that he met Giovanni Boccaccio, the Italian novelist, whose writings he admired. Not surprisingly, continental European influences are found in his works.
Early in his career Chaucer displayed a tendency to adopt the French style. He was heavily influenced by French works such as the Roman de la Rose, an allegory about love written in eight-syllable couplets by two poets—Guillaume de Lorris and Jean de Meun. In 1369 Chaucer wrote The Book of the Duchess, likely for John of Gaunt's first wife, Blanche, who died in the same year.
Bronze statue of Geoffrey Chaucer
While keeping the French influence, Chaucer began to be influenced by Italian authors such as Dante Alighieri and Boccaccio. One of his works, Troilus and Criseyde, was in fact based on Boccaccio's Filostrato. Boccaccio provides the basis for four of Chaucer's characters in his most famous work The Canterbury Tales. Chaucer died on October 25, 1400. His body was buried in Westminster Abbey and was later moved to Poets' Corner at the east aisle of the south transept.
The 14th century was a golden period when the literary arts flourished in England. During this era known as the Middle Ages, literature in the English language enjoyed an unprecedented popularity. The English language became a source of pride for the English people.
The new status accorded to the language was due in no small part to Chaucer's choice of the English language as the worthy medium of his own artistic expression. The intellectual milieu during the Middle Ages was very much characterized by philosophical concerns provided by Christianity. Christian allegory thus became a major feature of medieval literature.
Allegory is polysemous, in that multiple levels of meaning can be discerned. Sets of meanings are also intricately connected with other sets of meanings, creating a text that is significantly rich. All the meanings relate to a central theme, which is repeatedly alluded to in the text. Chaucer succeeded in marrying philosophical ruminations in a creative manner.
Chaucer wrote The Canterbury Tales between 1387 and 1400 during the aftermath of the Black Death and the Peasants' Revolt. It is a collection of 24 tales recounted by different characters who are pilgrims. He adopts a powerful satirical style in writing The Canterbury Tales. Chaucer draws upon contemporary persons commonly found in medieval society, so his audience would be familiar with them.
Chaucer's literary style was revolutionary in that he incorporated local dialects in his writing, such as in the "Miller's Tale," part of The Canterbury Tales. In the "Knight's Tale," the miller, who speaks in a drunken style, actually interrupts the protagonist. As a complex collection of stories of various characters from all social strata, male and female, The Canterbury Tales forms a valuable view of the workings of society during this volatile period in history.
Label: europe
Ashikaga Shogunate
Anti-Jewish Pogroms
Eleanor of Aquitaine
Avignonese Papacy
Thomas Becket (Thomas à Becket)
Bayezid I
Bhakti Movements (Devotional Hinduism)
Golden Bull of 1356
Bernard of Clairvaux
Blanche of Castile
Bulgar Invasions
Leonardo Bruni
Architecture, Culture, and the Arts of Byzantine E...
Political History of Byzantine Empire
Caesaropapism
Canute
Hugh Capet
First Four Caliphs
Celtic Christianity
Chola Kingdom
Carolingian Dynasty
Carolingian Renaissance
Christian States of Spain
Manuel Chrysoloras
Champa Kingdom
Chenla
Columban of Leinster
The Council of Constance
Massacre of Constantinople
Cyril and Methodios
John Damascene
Delhi Sultanate
Divine Caliphate and the Ummah
Dvaravati
East African City-states
Edward I and II
English Common Law
Ethiopian Empire
Fairs of Champagne
Fatimid Dynasty
European Feudalism
Japanese Feudalism
Firdawsi
Five Dynasties of China
Florentine Neoplatonism
Frankish Tribe
Frederick I
Fujiwara Clan
Abu Hamid Muhammad Al-Ghazzali
Lorenzo Ghiberti
Gempei War
Ghana, Mali, and Songhai
Ghaznavids
Godfrey of Bouillon
Kingdoms of Gold and Salt
Abbasid Dynasty
Peter Abelard and Heloise
Albigensian Crusade
Alcuin
Almoravid Empire
Pre-Inca Civilizations in Andes
Anglo-Norman Culture
Anglo-Saxon Culture
Anglo-Saxon Kingdoms
An Lushan (An Lu-Shan) Rebellion


I'm happy to greet you in our one big Telephone National Inc. family.
- Changed first screenshot so players are not confused and try to click on it.
Overall a fun and enjoyable game. Certain parts were a bit confusing to pick up at first, even though they were explained (Didn't realise I would get penalized so harshly for listening to calls). The mixing of the music could be improved slightly, make it more diegetic.
Wow, the polish on this game is fantastic. The mechanics are deep, it really embodies the theme, and it has a great unifying aesthetic. I'm having a hard time coming up with any criticism. One thing that may be helpful is clear feedback to the user as to how well they're doing. There's the report card at the end, but it would e nice to have that info during play.
I like games of this type. Nice and clean implementation. Though it seemed a bit hard to me, I barely made it past day one.
I liked the game, it had good graphics, and a great premise. It took me one false start to get going and then I was able to get to day 3 with better and better grades each time.
On day three the game felt like it froze though even though the current call I was connecting was working. I have one call and it won't end. I'm not getting new calls either.
I feel that this could be turned into a full game.
Love the idea and execution is good!
Really accomplished game. Nice! It flowed nicely and the sound engineering worked wonders. It is quite hard to tell which input is talking.
Wow great game! The tutorial did a good job of explaining how to play. Unfortunately the game hung up a few times. I'm looking forward to seeing more!
Really fun, a simple concept executed well. The ui is really impressive for a jam game. I think the tutorial could be a little clearer as I was confused about disconnecting calls at first, and maybe the game could be a little more lenient at first. I really enjoyed the music and sound effects, and the report cards were pretty funny. I also couldn't fine the web version of the game, but I might just be missing something simple.
Really simple concept and I loved the voices. Overall enjoyable art style as well. Great job.
Fun, thanks - well polished and good sound and look and feel.
Nice looking game. I think I've stopped playing when names of people appear.
For me it feels like a lot of the rules needs to be figured out.
Really nice game. I like the style (both graphics and audio) and it just seems very well executed.
There's not a lot of time to connect the calls, but I actually like that since it adds a lot of stress (on top of the chill-out music, hehe) and I'm guessing it actually simulates how it must have been back then.
Very polished game! The sound effects are pretty funny to listen to, and the music fits the game perfectly!
Really nice game. I didn't make too far in. This game can feel pretty stressful to remember every step. Overall good work.
This is an amazing Jam entry! It's very polished, well-rounded, and overall feels pretty nice to play, good job! I only survived 3 days before I was fired (well I *may* have tried to disrupt calls and such ^_^), so my feedback is based on that. I didn't get in the situation that I had to pull out plugs, so gameplay seemed a little too easy. It was unclear to me what the display at the top meant. More variety in the "voices" would have been nice.
Excellent entry, I didn't have so much fun doing boring work since "Papers, Please"!
The tutorial is excellent and sets the mood of the game perfectly. Then the main gameplay was very pleasant, with enjoyable basic actions (moving cables around and pushing buttons was well-polished) and actual tactics for optimizing work.
- I found the "Day 3" mechanic to be a bit annoying, as toggling the name list wasn't entirely practical (I would have liked to dismiss it by just clicking on it), and gameplay-wise it just wasn't very fun to skim through a list repeatedly under time pressure. Maybe you could have made the difficulty ramp up more nicely by having a "name call" pop up just a couple times during "Day 3", and increasingly in the following days. Also a 4x4 board might have sufficed, making it easier to look for a name and end up slowly learning them by heart (either that or making the same names come up often during the first days).
- The game was quite unforgiving, as a couple imperfect delays and a single blunder (getting a single connection wrong) can get you fired. Leaving some room for error would give us more time to get used to the "find by name" mechanic without having to restart from day 1 after each attempt.
Good small game! Without flaws or bugs but also without some catchy game mechanics. I liket sounds and graphics. It was really well done!
Very nice, I liked your execution!
At first it reminded me of Papers, Please, and I thought if you were to make a full game out of this it would draw inspiration from there (like uncovering plots, recurring characters, and denial of service if they sound suspicious). Well these are just my thoughts on what it could be if someone wanted to expand on it.
The game is great and designed well, good job!
Really great! It's hard at the beginning and becomes even tougher when you have to look up the numbers in the phonebook! Very polished and stylish.
Thanks for hanging out on the stream! I had a great time playing it.
The concept is clever, makes for a pretty addictive and tense experience. I also really like the art and cable physics. Great job!
Glad to see you made/are making the post-jam version.
Very polished and mechanically interesting, though I found it a bit tedious to play. Like others suggested, a more fleshed out version with more story elements could be really cool!
Cool stuff and a bit of history lesson too. I didn't do very well and the boss probably rightfully fired me and fired me again. Still it would have been nice to have a nicer boss in the beginning at least. Maybe start with a smaller switchboard. And for the larger ones have it more hectic from the start with the number of calls coming in (maybe there's a call in to a radio show and everyone wants to connect, as an example). First time I didn't really see the listen-in button, but possibly it was just me being confused.
Very cool game, it was fun to play and the mechanics worked really well.
Brilliant idea. I did terribly, lack of concentration! However, very polished graphics, very good music and sounds, Loved the humour.
Amazing idea, strongly executed it was really fun to play it was hard at first to know what I was doing wrong, even thought I did the tutorial, but I got the hang of it.


text:
Trends and Attitudes towards Migration Globally and among APEC Member States
REGIONAL ECONOMIC STUDIES PROGRAMME AND SINGAPORE APEC STUDY CENTRE SEMINAR
After more than a decade of research on immigration in the United States, Pew Research Center has intensified its exploration of global migration and demographic trends as well as international opinion regarding migration.
In this seminar, Dr Neil Ruiz, the Center's Associate Director for Global Migration and Demography, will present newly-released findings on what the public in 27 nations thinks about immigration and offer new demographic analysis of migration patterns. As the number of international migrants reaches new highs, people around the world show little appetite for more migration – both into and out of their countries. However, roughly eight-in-ten U.S. adults support encouraging highly skilled people to immigrate and work in the country, a percentage that roughly matches or is exceeded by Sweden, the United Kingdom, Canada, Germany and Australia. In this presentation, Dr Ruiz will explore these findings and discuss some currently unpublished research on international attitudes toward migrants in major destination and sending countries.
Dr Neil Ruiz studies the international movement of people across borders, the impact of migration on sending and receiving countries, high-skilled immigration to the U.S., and comparative immigrant visa systems. Prior to joining the Center,
Dr Ruiz was a migration expert at the Brookings Institution, the World Bank and the Asian Development Bank. Dr Ruiz is a trained political economist having received his Ph.D. from the Massachusetts Institute of Technology, a master's degree from Oxford University, and a bachelor's degree from the University of California, Berkeley.
For registration, please fill in this form and email to iseasevents3@iseas.edu.sg by 15 April 2019.


Western Cultural contracted with the Helena National Forest to prepare and submit a formal National Register of Historic Places nomination for the Alice Creek Historic District, Lincoln Ranger District, Lewis and Clark County, Montana. The nomination included previously recorded resources and newly located resources associated with The Road to the Buffalo, a centuries old Native American travel corridor utilized by Meriwether Lewis and members of the Corps of Discovery. Lichenometric analysis was utilized to place a variety of stone features into a temporal framework, including rock cairns, stone forts, fire hearths, and a Celtic cross. Native American resources in the Alice Creek district include prehistoric occupation sites, lithic reduction and procurement locations, stone lookouts and stone trail markers. Historic resources in the district include resources associated with the Jesuit experience, US Forest Service history and the early exploration and settlement of Western Montana.
A large number of Native American groups utilized the Cokahlarishkit Trail for centuries in order to access the resources of the Great Plains, especially bison. Meriwether Lewis, following President Thomas Jefferson's orders to find the most direct and practical route between the headwaters of the Missouri and Columbia Rivers, followed the Cokahlarishkit Trail on his return to the Great Falls of the Missouri in 1806. Father Nicholas Point, traveling with members of the Salish, conducted Mass ceremonies and constructed a stone cross on the Continental Divide in 1842. The US Forest Service constructed the Alice Creek Guard Station in 1920. The nomination determined the Alice Creek Historic District to be eligible under Criterion A and Criterion D at the local, state, and national level.


There are many factors that can contribute to corrosion in power plants. It's important to consider vibration potential, highest temperatures, oxygen content, and potential for erosion and corrosion when considering materials for these projects.
Double Eagle Alloys, Inc. inventory includes heat and corrosion resistant alloys as well as stainless steels that have proven to perform well in power generation plants. We are proud to be a global supplier of the power generation industry's demand for specialty alloys and steels.


text:
Associated Press Associated Press
https://www.pbs.org/newshour/nation/prosecutors-delay-case-against-man-who-drove-into-crowd-of-protesters
Prosecutors delay case against man who drove into crowd of protesters
Nation Jun 2, 2020 5:33 PM EST
MINNEAPOLIS (AP) — The case against a man who drove his semitrailer into a crowd of protesters on a closed Minneapolis freeway has been delayed pending further investigation, prosecutors said Tuesday.
Hennepin County Attorney Mike Freeman said in a statement Tuesday that the case against the man has been deferred and that he'll be released from jail.
"Investigators are in the process of gathering additional information and answers to aid in the charging decision," Freeman said.
READ MORE: 'We're sick of it': Anger over police killings shatters U.S.
The 35-year-old man drove his tanker truck into a crowd of thousands of people who were marching on Interstate 35W near downtown Minneapolis on Sunday to protest George Floyd's death. Floyd, who was black, died May 25 when a white police officer pressed his knee into Floyd's neck for several minutes even after he stopped moving and pleading for air. The incident has sparked protests across the country.
Gov. Tim Walz said Monday that the man was apparently confused and got on the freeway before traffic officials shut it down. Public Safety Commissioner John Harrington said there was no evidence that the driver was trying to intentionally hurt protesters.
Left: A tanker truck drives into thousands of protesters marching on 35W north bound highway during a protest against the death in Minneapolis police custody of George Floyd, in Minneapolis, Minnesota, U.S. May 31, 2020. Photo by REUTERS/Eric Miller
Minnesota files civil rights charge against Minneapolis police over Floyd death
By Steve Karnowski, Amy Forliti, Associated Press
WATCH: Minnesota governor holds briefing amid ongoing protests
World outrage grows at George Floyd's death
By Sylvie Corbet, Associated Press
george floyd protest


text:
The Beautiful Groan
Arsenal News and Views – An Arsenal Blog
Yes, it was bad, but dismiss Arsenal at your peril
Middlesbrough 2(Downing pen 4, Tuncay 74) Arsenal 1 (Rosicky 90)
Comfortably the worst performance of the season so far, we were easily dispatched by Boro at the Riverside this afternoon, the only consolation being that the scoreline really could've been far worse.
Wenger opted for the same team as Wednesday night, so Eduardo got another chance to impress, this time playing in his favoured position up front. But before he got a sniff of the action, Boro were ahead. Aliadiere (who else?) chased a through ball, took it away from goal, but even though he was losing control of the ball Toure put in a challenge, clipping the Frenchman and bringing him down. Clumsy and unnecessary, you had the feeling we might regret that moment.
Downing buried the penalty despite Almunia going the right way, and hearing some people criticise the goalkeeper both for closing Aliadiere down and for not saving the penalty goes to show how desperate they are to push him back to the reserves. He was decisive, and with no supporting player his closing down was no bad thing, and keepers are not expected to save penalties. It is merely a bonus when they do.
Boro, to their credit, decided not to sit on a one goal lead, but sensing weakness set out to end the game. At the other end, Adebayor headed our best chance wide from Eboue's free kick, but it would've been harsh on the hosts to have gone in level, their performance completely confounding their place in the relegation zone.
With Eduardo entirely absent from proceedings, Wenger hauled him off at half time, a rare move and perhaps a sign of his displeasure, giving Bendtner a full half to make a difference. But it was Boro who continued to press, Tuncay missing a great chance that looked in until the last moment, Boateng firing wide, and another goalbound shot being well blocked.
You sensed a second was coming, and when O'Neill's shot was well saved by Manuel, Tuncay fired the rebound into the roof of the net. Contrary to MOTD2's analysis that his finish was sublime, he actually fired it across goal before Gallas' deflection took it in. Still, it is a moot point – the goal was thoroughly deserved, both for Boro and for Tuncay himself, who impressed.
Rosicky pulled one back at the end with a well worked goal, but his lack of celebration said it all – the game was up, and the flattest performance of the season sees the gap at the top close to one point.
There is a lot of analysis going on around various sites today, and much of it is doom and gloom, from 'fans' who now believe the season to be over. Folks – we're still top of the league. It was never going to be a walkover this season, the fact that we're still in with a chance is an improvement on where we were only five games into the last campaign. A defeat may see the press write us off, which is fine, and will now ease the pressure of matching the Invincibles, a comparison I was beginning to find tiresome.
But much as we can still be optimistic, it would be remiss of me not to mention some serious negatives today. The first, and most obvious, was Emmanuel Eboue, who could've been sent off twice. Sure, he put in the cross for our best chance of the day, and if he didn't get involved in scraps outside the game itself, he would be a wonderful asset. But after putting his palm in Pogatetz's face (to which the Boro man reacted pathetically, as if he was, well, Eboue), which was stupid, he then planted his studs into Downing's thigh, an offence that was quite deliberate and may well earn him a three match ban, starting with Chelsea next week.
Gilberto and Eduardo also come in for criticism, but not for their indiscipline, more for the fact that they were mostly absent. Both are woefully short of confidence and form, and may get another game midweek in order to improve. Adebayor, meanwhile, remains a strange one up front – it seems churlish to criticise our top scorer, but outside his goals he is doing very little. But I think this is just a sign that he too is out of form – let's be thankful that even on off days, he is scoring. It could be worse.
Make no mistake, today's performance was shambolic. But in a 38 game season, it doesn't end here. Liverpool and Arsenal both lost three points on United and Chelsea this weekend, which can be entirely reversed by two home wins next Sunday. Let's hope so.
The Chelsea fixture is interesting – much is being made of us missing key players, and we are, but at least some of them may be back for next week, whereas the two Chelsea players that've hurt us in recent times, Drogba and Essien, will not.
I find it infuriating that so many are now ready to write off our season after one bad defeat. Just as yesterday, when 6-0-6 was full of Liverpool fans complaining rather than Reading ones celebrating, it seems us supporters just love to moan. But it's December, and look where we still are.
I have just read Goodplaya's report of the day, and I can finish this article no better than he. So I will quote, as this, for me, sums it all up perfectly:
"We were never going to win the title by mid December. We were only going to lose it. The fact we are still involved is good. That we are top has confounded expectations."
Perfectly put. Thank you Goodplaya.
Until tomorrow.
Posted by Pete (The Beautiful Groan) at 11:32 pm
Draw a fair result but Mike Dean too weak Back to winning ways as the papers continue to speculate about signings
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Q: What is the function if the second differences have a common multiplier? Ok, so I know that if for a constant difference in x values, there is a constant different in y values (ie the 1st differences are all the same) then the data is linear. If the second differences differences are the same, then the data is quadratic. Third differences, cubic, etc.
I also know that if for a constant difference in x values there is a constant multiplier for y values, the relationship is y=AB^x. Further, if instead there is a constant multiplier for 1st differences, then the relationship is y=AB^x+k.
My question is: What if the second differences have a constant multiplier? What relationship would the original x and y have?
I made a data set that fits the criteria, and have done some simple statistical regressions on it, but nothing good is coming up. I bet that it's going to end up being a combined function that has polynomial and exponential parts, but I'm just not sure how to approach it.here is a data set I made
I'm really curious. It came up while discussing exponentials with one of my students.

A: Let $w_n$ be the second order difference.
The solution of
$$w_{n+1}=Rw_n$$ is $w_n=w_0R^n=w_0R^n$.
Now with $z_n$ the first order difference,
$$z_{n+1}-z_n=w_0R^n$$ and by induction
$$z_n=w_0R^{n-1}+w_0R^{n-2}+\cdots w_0R+z_0=w_0\frac{R^n-1}{R-1}+z_0.$$
Finally,
$$y_{n+1}-y_n=\frac{w_0}{R-1}R^n-\frac{w_0}{R-1}+z_0$$
and by induction,
$$y_n=\frac{w_0}{(R-1)^2}R^n-\frac{w_0}{(R-1)^2}+\left(-\frac{w_0}{R-1}+z_0\right)n+y_0.$$
More generally, the $k^{th}$ order differences will yield the exponential and a polynomial in $n$ of degree $k-1$.

A: You're exactly right. The general solution is $y = m x + c + A B^x$. You can use your proof for the two cases you've already done to get to this! Hint: For a sequence with constant multipliers for the second differences, you know the general form of the first difference sequence.

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All posts tagged list
Labour's Maori MPs opt off list
Just last week Labour's Maori MPs seemed at odds with leader Andrew Little over their wishes about their placement on this year's party list. See Little versus Maori MPs on list placement.
During an interview on Morning Report responding to that deal, Mr Little said his Māori MPs were definitely not seeking the protection of a high list ranking.
"They are fearful of a high list place because they don't want to give the impression that they are kind of being held up by belts and braces."
When asked if they were advocating for a low list place, Mr Little said yes.
The MP for Hauraki-Waikato, Nanaia Mahuta, and Kelvin Davis, MP for Te Tai Tokerau – who will be going up against the Mana leader, Hone Harawira, at the election – would not say whether they had sought a low list spot, saying that was a matter for the party.
The MP for Tai Hauauru, Adrian Rurawhe, said while he would always prefer to be an electorate MP, he had not requested a low list ranking.
The MP for Tāmaki Makaurau, Peeni Henare, also said he had made no requests about list placements.
These MPs seem to have suddenly decided to jump on board with their leader, in fact they have now said they don't want to be on the list at all.
Andrew Little yesterday: Māori MPs backed to win seats
The Labour Party is backing a request from its Māori seat MPs to stand as electorate MPs only, says Labour Leader Andrew Little.
"We're confident our outstanding Māori electorate MPs will win their seats.
"We take nothing for granted and our MPs will be working hard to win the trust of voters. But we're very confident they'll make the case this coming election given the strength of our plans and Labour's record of delivering for Māori in government."
Under Labour Party rules a waiver can be granted for MPs wanting to be exempted from the party list in special circumstances.
"This is a statement of Labour's intent," says Labour Party President Nigel Haworth.
So "special circumstances" seems to mean simply if Labour considers it a good campaign tactic.
"We back our Māori electorate MPs 100 per cent to win their seats which is why the Party agreed to the waiver. They're an excellent group of MPs who have Labour values and Maori aspirations in the forefront of all their work."
Māori Vice-President Tane Phillips said the decision to grant the waiver underlined how important it was for Labour to secure all the Māori seats.
"We have a strong Māori team who have worked hard to promote what matters to Māori. They are looking for a mandate so we can really start making a difference for Māori in government."
Andrew Little says the decision was a direct challenge by the Māori MPs to the Māori Party.
"The Māori Party has failed Māori during the nine years they have been shackled to National.
"They have neglected their people for too long, thinking that the crumbs that fall off the Cabinet table are all that matters. What matters to Labour is making a positive difference for Māori.
"If Māori want to see progress on the problems they face in housing, health and education, then they should back their Labour candidate.
"We have a plan to turn the position of Māori around and we'll be running a campaign to show how Māori will be better served by a strong Labour Māori voice around the Cabinet table."
That was followed soon after by Kelvin Davis in Labour's Māori MPs show strength
All of Labour's Māori electorate members of Parliament have opted out of being on the list, says Labour's Māori Development spokesperson Kelvin Davis.
"We approached the party and asked to stay off the list as a show of strength, unity and confidence in our ability to build on the success that we enjoyed at the last election.
"Labour winning six of the seven Māori electorate seats was Māori showing us we're the preferred political party to address Māori issues. The numbers were in our favour and we're looking to improve.
"Our election strategy is about showing how the Māori Party has failed Māori during nine years of being tethered to National's waka.
"We back ourselves to help Māori make progress on the problems they face in housing, health and education.
"Labour has five Māori MPs in the Shadow Cabinet and we're all up to prove why we should have the party vote.
"We're determined to show we're an integral part of the Labour movement. We're committed to working together to show how Māori will be much better served with a strong Labour Māori voice in Cabinet," says Kelvin Davis.
This could be a smart and gutsy move, but it could just as easily backfire.
It is a clear attempt to try and have the Maori Party dumped from Parliament. Labour is claiming to be the sole party necessary to represent Maori interests. I don't know where the growing Green Maori caucus fits in there.
Maori voters have proven to be good at tactical voting, far more so than most general electorates. They have shifted support to NZ First in the 1990s, then back to Labour, then went with the Maori Party when they split, and has been shifting back to Labour.
Stuff: Labour's Maori MPs opt to go 'electorate only' and not seek list places
The move is designed to increase Maori representation in the Labour caucus and could boost the chances of more Maori getting in on the list, such as broadcaster Willie Jackson and Northland candidate Willow-Jean Prime, if they get winnable list spots.
The only thing that will boost the chances of non-electorate Maori MPs is if they are placed on the list in relation to non-Maori who are unlikely to win electorates.
Only three Labour list MPs made it into Parliament after the last election, with Little only just making the cut.
Little and other current MPs like David Parker and Trevor Mallard will be list only and may not be keen on having Willie Jackson placed above them.
The PM's response:
"Prime Minister Bill English described it as "negative political move" because it was designed to eliminate the Maori Party from Parliament."
http://www.nzherald.co.nz/politics/news/article.cfm?c_id=280&objectid=11822366
Ironically given Labour's claims of promoting Maori interests National have chosen to give the Maori Party a place in government even though they didn't need them.
The best way of maximising Maori representation in Parliament would actually be to vote for Labour MPs in the Maori electorates, and party vote for the Maori Party to increase the number of their MPs.
It will be fascinating to see how Maori vote in the September election.
And it will be interesting if the outcome means that Labour would require the support of the Maori party to form the next government.
by Pete George on 22nd March 2017 • Permalink
Posted in Election, Politics
Tagged Andrew Little, Kelvin Davis, Labour, list, Maori Party, MPs
Posted by Pete George on 22nd March 2017
https://yournz.org/2017/03/22/labours-maori-mps-opt-off-list/
Two stand aside for Huo
It has been suggested this would happen for some time but now the way has publicy been cleared for Raymond Huo to return to Parliament should Jacinda Ardern win this week's Mt Albert by-election.
Huo lost his seat in Parliament in 2014 because he was three short of the list cut-off.
Andrew Little just made the final cut at 11 on the list (electorate MPs are ranked lower but get in automatically).
There were two other ex-list MPs who were placed higher than Huo at 21 who missed the cut, Maryan Street (15) and (Moana Mackey (17).
It was a bit embarrassing for Labour to have no Asian MPs, particularly when they launched their infamous Chinese surname attack.
After the Mt Albert by-election was confirmed Mackey said she wasn't interested in returning to Parliament.
Gisborne Herald: Moana Mackey rules out return to the Beehive
FORMER Gisborne-based Labour list MP Moana Mackey has countered conjecture she is contemplating a return to politics.
Ms Mackey said she wanted to pre-empt speculation she was planning a return to parliament following the decision of current list MP Jacinda Ardern to seek the party's candidacy in the Mt Albert by-election.
Ms Mackey said she had always kept Labour leader Andrew Little informed and previously told him she had no desire to return to Parliament if a list place came up on the Labour list.
"I have to say I really appreciated him getting in touch with me earlier this week, in light of David Shearer's decision, and I confirmed that was still my position.
That was in December. Interesting that Little contacted her as soon as the by-election was confirmed.
Street has taken a lot longer but has now also indicated she won't return. From Street on Facebook:
I am happy to confirm that I will not be taking up a place in Parliament as a List MP after the Mt Albert by-election. This will pave the way for the return of Raymond Huo to Parliament, something I fully support.
I have thought long and hard about this choice and have decided that I can be just as effective on issues dear to me outside Parliament as inside – perhaps even more so.
Besides which, I have discovered weekends.
The campaign for a law change to allow End of Life Choice has gained a powerful momentum with the petition in my name to Parliament's Health Select Committee, where submissions are still being heard. I am heartened that it has become an issue with wide support throughout the community and across the entire political spectrum. I look forward to advancing that campaign further.
My very best wishes go to Jacinda Ardern and Raymond Huo.
So the way is now clear for Huo. I haven't seen any indication of his intentions but presume he is interested in returning.
by Pete George on 21st February 2017 • Permalink
Posted in Election
Tagged Jacinda Ardern, Labour, list, Maryan Street, Moana Mackey, Mt Albert, Raymond Huo
Posted by Pete George on 21st February 2017
https://yournz.org/2017/02/21/two-stand-aside-for-huo/
Labour MP calculator
Here is a Labour MP calculator:
You can use this calculator to simulate the makeup of the NZ Labour caucus post election 2017 depending on various outcomes.
You can tick electorates you think Labour will win (it has most candidates up to date) and enter the percentage of party vote you think they will get. It will then tell you how many list MPS they will get, which is not many at the last election level of 25.13% (4-5).
With Andrew Little and Annette King (if she stands and remains deputy leader) guaranteed top list positions, and with a majority of men of 2-3 likely to hold electorates the top of the list will need to stacked with women to achieve Labour's aim of gender parity.
This makes it awkward with senior MPs David Parker and Trevor Mallard probably keen on high list places.
With the likely electorate results Labour would need to get about 22% of the vote to ensure Little gets in on the list, and about 23% for King to get in.
by Pete George on 13th February 2017 • Permalink
Tagged Andrew Little, calculator, Labour, list
Posted by Pete George on 13th February 2017
https://yournz.org/2017/02/13/labour-mp-calculator/
Should MPs serve their whole terms?
I think that normally someone who stands for Parliament as an electorate MP or via a party list should be expected to serve the whole three year term. There must be a responsibility to do what they put themselves forward to do.
If an electorate MP resigns there is considerable cost involved in by-elections. There must also be quite a bit of disruption to workloads expected of both electorate and list MPs.
David McGee, ex Clerk of the House and Ombudsman, suggests Impose a bond on MPs to stop them quitting
In the early years of parliamentary government members often resigned their seats.
But, with the development of political parties, resignations became less common and had virtually disappeared for a century until the adoption of MMP in 1996.
Since then resignations have come back into fashion, especially among list members who are replaced by the next unsuccessful candidate on the party list (or even lower down the list if the party "persuades" the next candidate not to take up the vacant seat).
So far this term there have been quite a few resignations:
Mike Sabin (Northland electorate) – this wasn't by choice
Russel Norman (Green list)
Kevin Hague (Green list)
Phil Goff (Mt Roskill electorate) – chose another political job
David Shearer (Mt Albert electorate) – chose to go back to the UN
A number of other electorate MPs have indicated they will stand down when they can avoid a by-election. This includes David Cunliffe and John Key. If they do this before the end of the term that leaves their electorates without an MP until after the election.
New Zealand has a three-year term for Parliament. This is short by international standards.
It is not unreasonable to expect that persons who are elected to Parliament will serve out the full term of this relatively short period. That is, after all, the basis on which they offered themselves for election in the first place.
Yet, increasingly, membership of Parliament for a maximum of three years is seen as being at the convenience of each member perhaps more accurately at that of the member's party, rather than as an obligation undertaken when elected.
Thus there has been a noticeable tendency for list members who are intending to step down at the next election to resign in the final year of the term (either voluntarily or at the party's prompting) so as to make way for a candidate who is expected to have an ongoing interest in a parliamentary career.
It's not so disruptive or expensive when list MPs resign mid-term, but it is still a failure to fulfil their commitment as an elected representative.
In this way, for many members, the already short parliamentary term becomes an even shorter one. For every member a parliamentary career is converted into something that one has the ability to leave costlessly in political terms at any time, rather than being a commitment to public service for the life of a parliament.
In my view this is deleterious to the institution of Parliament and to the sense of obligation that members should feel to it.
That is also my view.
Members in the final year of a Parliament can and should be expected to contribute to it's work for the full term that they have signed up to regardless of their intentions to stand or not at the next election.
Another issue is MPs who seem to disappear after they announce they will stand down at the next election. For example what have Maurice Williamson and Clayton Cosgrove been doing this term?
Perhaps they have been beavering away tirelessly, Williamson at least has an electorate to look after.
A list MP like Cosgrove must also have a responsibility to serve the party that enabled him to have a seat and a generous income.
Consequently, there should be stronger disincentives both to members and to parties to prevent the early jumping of ship that has become endemic.
This is contentious.
In the case of list members, the remedy is quite simple: any vacancy occasioned by resignation should not be filled.
List members, whatever they may pretend to the contrary, are not elected to represent individual constituencies of a geographical or other nature.
Our electoral system allows the voter to make no such distinctions when casting a party vote.
So there can be no question of a denial of representation in leaving such seats vacant.
Not filling such a vacancy would largely eliminate list resignations as they are almost always promoted by the parties themselves.
They would cease to occur if this meant that a party's votes in Parliament would be permanently reduced.
It would certainly be a deterrence, but is it fair? Would it be fair if someone had a genuine need to resign (compared to a better job offer)?
It would almost certainly be effective.
Electorate members, on the other hand, do represent constituents and it is unacceptable not to full such vacancies.
The present law allowing vacancies arising within six months of a general election to be left unfilled is inherently undemocratic and should not be extended.
Leaving an electorate without an MP for 6 months (out of 3 years) is an issue in itself.
Consequently, as a condition of being declared elected, electorate members should be required to enter into a bond to serve through the full term of the parliament.
The amount of the bond would not cover the full cost of a by-election (indeed, that would not be its intention) but it should be sufficiently high to provide a financial disincentive to resignation for the member and for the party backing the member.
Allowing for exceptional circumstances:
In the case of both list and electorate members, resignation without these consequences would be permitted on health grounds proved to the satisfaction of the Speaker or the Electoral Commission.
Membership of Parliament ought not to be a mere convenience for political parties, nor should it be a status that can be discarded lightly. It is time that this undesirable development was addressed.
But how can it be addressed? It would require commitments from parties that like the convenience of dropping and replacing MPs. Parties and increasingly MPs are selfish, and are unlikely to change something that suits them – at the expense of voters and taxpayers.
MPs are representatives of the people, and when they put themselves forward for election they should commit themselves to a full term. It should be in their oath.
by Pete George on 17th January 2017 • Permalink
Posted in Parliament
Tagged David McGee, electorate, list, MP, resignation, term
Posted by Pete George on 17th January 2017
https://yournz.org/2017/01/17/should-mps-serve-their-whole-terms/
Labour, polls and gender balanced list
Vernon Small points a tricky problem for the Labour Party. They have pledged to have a gender balanced caucus by 2017, but with their struggles to make an impression – as shown by polls, this could be a tricky and imprecise balancing act.
Stuff: Poor polls sensitive issue as Labour MPs brace for gender-balanced list
Small suggests that Andrew Little was ill-advised having a moan about this week's Colmar Brunton poll that had Labour on 26%, about the same level of support they got last election.
Small comes up with an explanation for Labour poll angst – unless they show substantially higher and sustained poll numbers their list is going to be tricky to put together.
It also came at a bad time for the party as it contemplates that most fraught of MMP political processes; the shape of its party list and who will be high, low and shafted.
It all comes down to the party vote, of course, but with a twist for Labour.
It has pledged to gender balance its caucus by 2017.
When the policy was signed off in 2013, then-president Moira Coatsworth said the target would be achieved by calculating the gender mix at various different levels of support and taking into account the likely electorates Labour would win.
But a party vote of 26 per cent, in line with the TVNZ poll, delivers a very different scenario – and a political death sentence for many a male aspirant – than the 35 per cent-plus yardstick the party is assuming.
Labour currently holds 27 electorates, with 17 held by men and 10 held by women.
Phil Goff looks likely to drop Mt Roskill but Labour have a male heir lined up there.
Christchurch Central may be winnable but they have a male candidate confirmed here. Otaki has selected a male candidate.
Can they afford to have any other male candidates in potentially winnable electorates?
To balance their caucus Labour will have to stack the top of their list with female candidates.
But that has it's own difficulties. Little himself will have to top the list and will get in via the list unless he takes over a safe electorate – there is no way he will risk standing in New Plymouth again, having lost twice there.
If David Parker wants to remain in Parliament he will want a high list position. Trevor Mallard has already announced he won't stand in his electorate so will want to ensure he gets in on the list so he can line up for the Speaker's chair.
Currently Labour has five list MPs. Not much room for females there.
To seriously seek gender balance Labour will have to try and stack their list with females to achieve it at various levels of support, they can't pick a number and base their decisions on that.
25%, 30%, 35% are all looking possible, so they should be trying to achieve approximate balance at each of those levels.
There are some suggestions that Labour's vote could collapse, but if they drop to 20% gender balance will be a minor detail amongst the anguish that would cause.
No wonder Little is very sensitive about what the polls are telling him – prepare for a range of results.
Tagged Andrew Little, electorates, Labour, list, polls
https://yournz.org/2016/09/16/labour-polls-and-gender-balanced-list/
Little – list or Rongotai?
According the the Herald Annette King will stand again in 2017 but may move onto the list only. That will leave her safe Labour electorate open for someone else to step into it.
Andrew Little lives in the electorate and it has been suggested before that he might inherit it. He has lost twice when standing in New Plymouth.
Annette King hints at Labour future
Labour veteran Annette King has confirmed she will stand again in 2017 but possibly only on the list, a step which would open up her Rongotai electorate for leader Andrew Little.
Mr Little lives in the Rongotai electorate in Wellington – a safe Labour seat in which Ms King has been the local MP since 1993.
Asked if Mr Little had asked her to allow him to stand in the seat, Ms King said "that is hypothetical".
"We talk to each other all the time, but I'll make my announcement on what I'm going to do in the future."
She said she would announce her decision "when I'm ready."
Remember that King had said she would be deputy leader for a year and then stand aside, but after the year was up decided to stay as 2IC to Little.
Mr Little has stood unsuccessfully in New Plymouth for the past two elections but has ruled out doing so again. He was yet to decide whether to stand in an electorate.
"I'm quite enjoying being a list MP having the flexibility to get around the country doing the job I do."
He said candidate selection for the 2017 campaign had not yet started "so that's a wee way down the track".
There is supposedly some political mana in being an electorate MP but I don't know if the public cares about it.
There's a good argument for major party leaders to be list only as they have plenty to do without attending to electorate duties as well.
Last term Bill English retired from his Clutha Southland electorate and went list only, a goo idea for someone as busy as a finance minister. Steven Joyce is another senior MP who is list only.
It would be embarrassing for the Labour leader to lose in an electorate, so switching to a safer seat could be attractive for Little.
New Plymouth was won by 105 votes in 2008 by National from Labour's Harry Duynhoven, after Duynhoven won by 5,434 in 2005 and by 11,533 in 2002.
2005: Labour 37.64%, Duynhoven 53.20%
2011: Labour 25.82%, Little 40.41%
Not surprising that Little doesn't want to stand in New Plymouth again. He only just made it back into Parliament last election, he was the last on Labour's list to make it.
At least as leader he would be number 1 on the Labour list – if he remains leader.
King has won easily against National's Chris Finlayson and Green's Russel Norman for the last three elections, by a consistent margin of about 9,000 each time, but the Labour vote has been much lower.
2008: Labour 42.69%, King 52.45%
King gets much higher personal support than Labour gets.
2014 party results:
National 32.55%
Labour 30.35%
Green 26.27%
Now Norman has resigned the Green vote may or may not hold up, but Little may struggle to get the same electorate vote that King maintained. King is one of Labour's most respected MPs.
Tagged Andrew Little, Annette King, electorate, Labour, list, Rongatai
https://yournz.org/2016/02/10/little-list-or-rongatai/
Politics on Facebook
If you want to follow New Zealand politics on Facebook – political party, and media information – a very useful list has been set up:
NZ politics/media+
This should be a useful compilation of what's happening for journalists and anyone interested in following politics in New Zealand.
It has been set up by Geoffrey Miller who has been compiling "all the MPs' pages I can find, parties, interest groups etc. Anyone involved in NZ politics really who is worth following."
It's a work in progress but already works well and looks to be very useful.
There's no doubt that Facebook has become a major forum for discussion on the Internet in general, and this applies to politics as with many other things.
I've seen political parties in New Zealand favouring their Facebook pages over their official websites for getting information out and for generating discussion. Twitter is just a pointer to what's on Facebook.
Facebook has it's strengths but a problem with it is that information is very scattered and easy to miss.
So the NZ Politics list on Facebook is an excellent aid to finding local politics if that's what you're interested in.
UPDATE: I have added a link to NZ Politics on Facebook on the right hand end of ther Your NZ menu to make it easy to find.
by Pete George on 1st February 2016 • Permalink
Posted in General, Social Media
Tagged Facebook, list, media, MPs, NZ Politics
Posted by Pete George on 1st February 2016
https://yournz.org/2016/02/01/politics-on-facebook/
If Russel Norman resigned from Parliament
This is a hypothetical because Russel Norman has only resigned as Green co-leader.
But if Norman resigned from Parliament the next off the party list would be Marama Davidson. If she replaced Norman that would upset their gender balance.
Unless Davidson chose to stand aside that may simply end up with more female MPs forn the rest of the term, 8 female to 6 male. I can't find anything in their candiate selection rules or theirn constitution that stipulates anything different.
The closest related rule is in Candidate Selection Processes document:
5.5 General Provision regarding Withdrawal
5.5.1 If a person withdraws from the list at any stage, each candidate ranked below that person shall move up one ranking place.
So that would break their normal male/female alternating sequence if someone wirthdrew from the list prior to the election.
A further hypothetical – if there were an equal number of male and female MPs, but due to a male candidate withdrawal the next two on the list were female, and two male MPs resigned, that would result in, on current numbers, five male MPs to nine female MPs.
That would be only 37% male MPs and 63% female, outside their list selection rule of 60% maximum of any gender::
5.2 Application of Balance Criteria
5.2.1 The balance criteria for the list ranking process are as follows:
(i) Maori – a minimum of 10% of candidates shall be of Maori descent;
(ii) Gender – a maximum of 60% of candidates shall be male; a maximum of 60% of candidates shall be female;
(iii) Region – a minimum of 40% of candidates shall be from the North Island; a minimum of 20% of candidates shall be from the South Island;
(iv) Age – a minimum of 10% of candidates shall be under 35;
But rules can't be expected to cover every unexpected circumstance.
Tagged gender, Greens, list, resign, Russel Norman
https://yournz.org/2015/02/01/if-russel-norman-resigned-from-parliament/