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text:
Champions League Underdog of the Week: Valencia
Jose Jordan/AFP/Getty Images
by Spike Friedman
By the standard of teams that perennially compete in Europe, Valencia has had a rough couple of years. The city of Valencia has been as hard hit by the European economic downturn as any city outside of Greece. The massive Nou Mestalla stadium being constructed to generate revenue that would allow Los Che to compete with La Liga giants Barcelona and Real Madrid remains half-built. Debt issues forced the team to sell off superstars Jordi Alba, David Silva, and Juan Mata, while poor internal evaluation led them to sell off blossoming star Isco (whom they replaced with the perpetually injured Sergio Canales). Argentine Mauricio Pellegrino, a stalwart defender for the team during its early 00's glory days, was hired and fired as manager over the course of half a season. The club has been so burdened by financial problems that the supporters organization set up to manage the franchise has defaulted, forcing the city itself to step in to prop up the club. Los Che currently sit in fifth place in La Liga, as close to 14th as third. And 90 minutes into their first leg against Paris Saint-Germain, they were staring down a 2-0 deficit against a team with Zlatan Ibrahimovic and Ezequiel Lavezzi.
And yet, through all of this, there is hope. With a stoppage time goal and an Ibrahimovic red card, Valencia finds itself with a chance of advancing to the Champions League quarterfinals. Just a chance. But, hey, I'm saying there's a chance. Hence, Valencia is your Champions League underdog of the week.
(Yes, I realize that Valencia is not the biggest underdog this week; that title belongs to Celtic. Sometimes, though, you can be an underdog to the point where you aren't so much a dog anymore; you're a carcass. Surrendering three goals to Juventus in the first leg reduced Celtic to carcass status. Apologies to my Scottish brethren, but you have no chance.)
How did Valencia get here?
Valencia qualified for the Champions League with their third consecutive third-place finish in La Liga. They then equaled tournament favorite Bayern Munich in Group D with 13 points, finishing second only on goal differential. The two European powers easily outpaced BATE Borisov and Lille, with Munich's deeply confusing loss to the Belarusian champions representing their only dropped points to the two eliminated clubs. (Side note: Munich has two losses across all competitions this season, both coming in an October stretch during which Munich won their other six matches while outscoring opponents 21-0. That was their worst stretch of the season. Be terrified.)
Why is Valencia an underdog?
Two reasons: power and money. (Requisite video of Kendrick Lamar in Paris.)
Valencia is a good team that has struggled against other good teams all season long. They made it to the quarterfinals of the Copa del Rey, beating up on lesser opponents, before getting unceremoniously dumped by Real Madrid. Valencia's best result of the season was probably their home draw against Bayern after going down to 10-men, but even that result has the asterisk of conceding a late equalizer. This is a team built to survive, hold on to a top five slot in La Liga (while hoping Malaga doesn't get reinstated), and qualify for Champions League. Greater aspirations than that were likely cast aside with Pellegrino in December. That they need two goals in Paris to advance doesn't bode well. Basically, Valencia is positioned like Arsenal would be, if for some reason Tottenham stopped paying their wage bill and was banned from European play (cue the dreaming of Gunners).
Valencia's poor performance against quality opponents is a symptom of a larger disease on the Spanish coast: a massive financial disparity between themselves and the likes of Madrid, Barcelona, and PSG. You can't compete if you're forced to sell the likes of Mata, David Villa, and Silva to pay down debt. Not when you're up against a team with the resources of the royal family of Qatar. PSG has Ibrahimovic on astronomical wages. They've also acquired a host of extremely expensive and high-quality talent, including Thiago Silva, Ezequiel Lavezzi, Lucas Moura, and Javier Pastore filling out a squad designed to challenge for a Champions League title this season. Recent acquisition David Beckham is still David Beckham and adds his lethal set-play threat to a team filled with players able to create chances through open play. PSG, though, is not invincible; after an unbeaten run that had stretched back to early December, the Parisians have dropped two of their last three matches. Both of those losses were away to Ligue Un relegation candidates; Valencia will hope this slip represents a loss of form rather than a mere loss of concentration.
How does Valencia play?
Valencia under Rafa Benitez was one of the progenitors of the ubiquitous modern 4-2-3-1, and they continue to play with that formation. According to Michael Cox, who suffered through Valencia's 5-0 thrashing at the hands of Real Madrid, Los Che has had issues maintaining the width the system demands when played at the highest level. And although the appointment of new manager Ernesto Valverde has seen a return to an emphasis on short passing, Valencia is still missing the attacking impetus that current Barcelona fullback Jordi Alba provided for them in past seasons. With Valencia forced to chase goals on the road and star PSG center back Thiago Silva set to return, striker Roberto Soldado will need wide support to come from somewhere.
Further, with center back Adil Rami set to miss the match with a thigh injury, Valencia will need stout central defensive coverage from their midfield. Fernando Gago is out on loan, leaving players out of position across the center of the Valencia defense. Even without Zlatan, PSG presents a fierce challenge, and the Spaniards cannot afford to concede more than one goal.
Who's the man to watch for Valencia?
Valencia needs goals on the road, and their one eight-figure acquisition over the past few seasons is prolific Spanish striker Roberto Soldado. A classic no. 9, Soldado will draw the constant attention of the defense. With PSG likely able to field a first-choice center-back pairing, it's possible that he'll be marked out of goal-scoring opportunities. If this happens, Soldado's hold-up play and ability to draw focus will still be key; if Valencia can mount a comeback, it will be because of Soldado's presence. That's a lot of ifs, though.
So what's a likely result on Tuesday?
1-0 (3-1 PSG on agg). With defensive reinforcements arriving for the Parisians, an improved Valencia passing game will run into a team with the talent needed to snuff out their attacks. And with Valencia's back line decimated by injury, it seems unlikely the Spaniards will keep a clean sheet. If PSG gets a goal early, they should be able to control the match, and hold on to move into the Champions League quarterfinals, leaving Los Che with only their league position to focus on for the remainder of the season.
Filed Under: Champions League
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Not Quite a Dynasty: Are the Seahawks the Next Yankees, Celtics, or Bayern Munich? February 5, 2015
Champions League Roundup: We Honor the Departed With Bulgarian Eagle Tears December 11, 2014
We Went There: Nate Robinson Opens a Chicken and Waffles Restaurant in Seattle December 5, 2014
Champions League Chasers: England's Race for Fourth Place Is Wide Open October 27, 2015
The Frustrating Promise of Analytics: Soccer Has a Left-Handed-Pitcher Problem October 21, 2015
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The Evolution of Cristiano Ronaldo September 22, 2015
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redpajama_set_name: RedPajamaCommonCrawl


We use the word can to talk about abilities and possibilities. We also use it make requests, or to ask for and give permission. Can is an auxiliary verb.
Do not use to with the main verb when using can. It is always the bare infinitive so this sentence is incorrect "I can to go with you". The sentence "I can go with you" is correct. Also, can is never conjugated.
+ He can read books.
– She cannot play golf.
? Can(auxiliary verb) you(subject) come play?
There is only one form of can.
The main verb is always the bare infinitive, without to.
I can drive you there.
Can you pass me the sugar?
Can you turn that down please?
Can you please stop fidgeting?
You can go out and play now.
Could is also an auxiliary verb. We use could to make requests and talk about past abilities or possibilities.
When we use could the main verb is always the bare infinitive form, just like with can.
+ My husband could fish.
– My grandfather could not read.
? Could(auxiliary verb) your parents(subject) read?
The main verb is always the bare infinitive form, without to.
There is only one form of could.
The sentence "my father could to fish" is incorrect while "my father could fish" is correct.
I could read when I was three.
+ My daughter could swim. We were able to open the windows yesterday.
– My father couldn't swim. We couldn't open the windows the day before because it was too cold.
Could you help me find this shirt in a larger size?
Could you please pass the salt and pepper?
Remember that even though we mentioned be able to, it is NOT a modal verb. We only mention it because it is sometimes used instead of can or could when talking about ability.
+ She is able to read.
– He is not able to remember.
? Are(be main verb) you(subject) able to play.
I was able to see my father yesterday.
I will be able to come over tomorrow.
Someday, I would like to be able to go to Spain.
He has to work hard to be able to get a raise.
We can also use the term be able to when discussing abilities. It can be used in place of the word can or could especially when we want to illustrate other tenses or the infinitive form.


text:
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A lengthy excursion into the upper reaches of the beautiful Marske valley returning via Skegdale, Washfold and the superb track above Telfit Bank.
A theme of my walks in the Dales in 2016 is revisiting places I've not been to for ten years or so, often with a variation or two on my earlier routes. This walk up the Marske valley is a good example as it added a few miles of exploration in the upper reaches of the valley to a walk I'd originally done back in 2006. Joining me on the walk was my friend Paul who has now become a regular walking companion on any walks I do in the North Pennines and the Swaledale area of the Yorkshire Dales.
Starting at the small parking area on the western side of Marske Bridge we walked up the hill into the small village – remarkably this part of the walk was the only section within the boundary of the Yorkshire Dales National Park. From the village we took the access road to Clints, passing by the last houses we entered Clints Wood and, one of the highlights of the walk, a magnificent carpet of snowdrops, quite easily the finest that I've ever seen.
After passing through the woods we dropped down the track past Orgate Farm to Orgate Bridge where we walked the short distance upstream to view the lovely Orgate Force. I'd been looking forward to revisiting this particular waterfall and I wasn't disappointed. Returning back to the footpath we then took the access track to Telfit Farm as it curves around below Telfit Bank on a particularly scenic section of the valley.
Passing the farm we then left the main track to take a narrower path dropping back down to Marske Beck for a nice stretch of beckside walking as the stream is squeezed between Helwith Bank to the north and Cold Bank to the south. Eventually we came to the narrow footbridge crossing the beck to the farm at Helwith. From Helwith we crossed a number of pastures on our way to Holgate with some nice views of the upper reaches of Marske Beck and its tributaries. Despite looking we couldn't find anything that seemed to match the Hell Holes feature on the map.
The small hamlet of Holgate was a rather sad affair seemingly having been abandoned in the last decade or so. Looking through one broken window there was still wallpaper in one the rooms. Hopefully one day someone will restore it because it is in a lovely spot. Just past Holgate we witnessed a stoat chasing a rabbit across a field. The stoat still had its white ermine coat and so it was easy to track its progress. Our appearance temporarily put it off and I think the rabbit got away.
Dropping down to Goats Bridge we then climbed up the other side to meet the access road to the remote house at Schoolmaster Pasture. Before the bridge on Skegdale Beck we went in search of the waterfall that was marked on the map. It turned out to be a fairly modest affair and was more memorable for the bizarre sight of a sheep's brain and internal organs, sans skeleton or fleece, submerged in the water just downstream. How this had happened I shudder to think.
From the small bridge crossing Skegdale Beck we walked down Goats Road to Washfold where we took a nice path slanting down to Padley Beck where we had lunch by the stream. Afterwards we climbed back up on to some scrappy pastures from where we joined the bridleway climbing up past the farms of Low Greenas and High Greenas. After the latter we came to the northern terminus of Helwith Road from where we took a nice path across the moor to the trig point on Skelton Moor. The trig point itself is labelled Telfit Moor on the OS database and from it there was a great view of the upper reaches of Marske Beck and the hills and moors above it.
To conclude the walk we followed the grand track above Telfit Bank with more wonderful views of the Markse valley before dropping down to Skelton Lane and across some pastures to Pillimire Bridge. Sadly it wasn't possible to get a views of the two nearby waterfalls marked on the map. Having crossed the bridge it was then a simple walk downstream back to Marske Bridge. This was a really fine walk and I'd definitely like to go back sometime to visit the area to the north of Holgate.
Looks good. Will give the route a go.
We did this walk last week and really enjoyed it. Thanks for sharing it!
My pleasure Mark. Glad you enjoyed it!


text:
Education for Everyone. Worldwide. Lifelong. / Adult Education and Development / Editions / AED 67/2006 / LITERACY FOR LIFE / Research Initiative for Achieving Education for All
J.N.S. Mutanyatta
The following case study is from Zanzibar, where one major problem - as in other countries - is the large number of children dropping out of the formal education system or never entering it. The study looks at underlying factors, such as parents' level of education, the contrast between urban and rural areas, the gender issue, etc., and puts forward some alternatives. The author describes the Learning Skills Development Project, which has developed alternative teaching content and methods related to real life and providing preparation for subsequent employment. Dr. J.N.S. Mutanyatta is on the staff of the Department of Adult Education and Extension Service of the University of Dar es Salaam.
Research Initiative for Achieving Education for All
Zanzibar Case Study
Achieving Education for All (EFA), for children, young people and adults, is an enormous task and challenge facing the least developed countries of the world in the 21st century. The full vision of EFA - that of creating a learning society - has had far-reaching implications for African states since the Jomtien 1990 World conference. Despite the Dakar Framework for Action (2000) that put the deadline for achieving EFA at 2015, the achievement of EFA goals is still a distant dream for many states in Africa. It is sad that many African states are severely disadvantaged by the fact that a high percentage of their population does not have access to education in the formal school system.
There are currently over 130 million children out of school world-wide, a high percentage being in Africa. In fact, sub-Saharan Africa is the only region in which numbers of children out of school are rising. It is estimated that by 2015 more than three quarters of the out-of-school children in the world will be in this region. In addition, a high percentage of the adult population in Africa did not have access to basic education in their childhood and are therefore illiterate (ADEA, 1999).
Nevertheless, the vision of EFA recognises, inter alia, education as a key factor in restoring hope by establishing and enhancing a culture of democracy, human rights, peace, justice and universal education, and authentic human development. Compelling reasons for policy initiatives to achieve the goals for EFA are well documented and supported, though with varying levels of political will and resources, both human and financial. However, less well documented are the characteristics of citizens excluded from access to the education system, and there is a lack of research data on their basic learning needs. Barriers to education need to be diagnosed so as to provide concrete empirical evidence (bench-marks) of the existing situation in Member States.
One of the barriers is the current research gap. The international consultative forum on EFA has recommended that countries need to step up their efforts to collect meaningful data with which the progress towards the Jomtien goals can be monitored faithfully, in the context of applying educational research to produce better learning. Consequently, there is an urgent need for EFA research and for the results of research to be made more widely available through data banks and other means, so that Member States in Africa can share and learn from interesting experiences (success stories) within the continent and around the world.
Indeed, research and evaluation studies are essential scientific management tools that will help to realize the concrete goals of EFA. The Revolutionary Government of Zanzibar has already championed the path towards this challenging task of filling the research gap. In 2004 the Zanzibar Government succeeded in undertaking a nation-wide study to establish a database of out-of-school children with the purpose of establishing alternative learning opportunities for formal basic education for out-of-school children. A consultancy study service was made possible by a loan and grant from the African Development Bank (ADB). This paper provides major highlights of the Zanzibar case study.
The Zanzibar Case Study
Context and Rationale
The Revolutionary Government of Zanzibar obtained independence on 12 January 1964, and as from 26 April 1964 Zanzibar has formed part of a union with mainland Tanganyika, the United Republic of Tanzania. The historic Zanzibar Revolution and subsequent union between Zanzibar and Tanganyika not only became exemplary on the African continent, the event also inspired the subsequent successful liberation movements in the southern African region, currently named SADC (Southern African Development Community).
Zanzibar is composed of two main islands of Unguja and Pembe, lying a few kilometres off the coast of East Africa, in the Indian Ocean. The present population is estimated at 890,000 people, the majority of whom are Muslims (99 %), and a few are Christians or Hindus. The official language is Kiswahili while English and Arabic are second languages.
The Zanzibar economy is characterized as among the least developed in the world, with over-dependence on peasant agriculture which is untransformed and hence poor and fragile. The per capita income for many Zanzibaris is put at 235,631/= Tanzania shillings, equivalent to $235.60 US dollars. The majority of citizens live in rural areas and are engaged in small-scale farming, livestock-keeping, fishing and poultry-keeping.
The status and development vision of Zanzibar education are of relevance to this paper. Briefly, the 1964 Revolution created room for an indigenous democratic government which, immediately after the Revolution, instituted a democratic system of education by declaring free education for all children. Yet this bold policy on EFA since 1964 in Zanzibar has never received the publicity it deserves worldwide, unlike the recent 1990 Jomtien World Conference on EFA. Indeed, a democratic system of education underpins the social role of dialectic enlightenment (emancipation and liberation from the exploitation, domination, anxiety and repression that result from restrictions on human life).
The Education Sector country report on Zanzibar (Garabawa, 2003) mentions specific constraints on access to and participation in education. These include:
a substantial proportion of school-age children are not in school;
repetition rates are high in general, but they are higher for boys than for girls;
despite a promising gross enrolment rate, basic education in Zanzibar is characterized by high wastage rates. These are higher in rural areas where children of young age have to work to supplement family income: children of school age accompany their parents during seasonal activities such as fishing and clove-picking instead of attending school, contributing to school absenteeism and eventual drop-out.
The situation analysis of out-of-school children in Zanzibar provided pertinent empirical data, as presented below.
The Objectives of the Research
The research focus was on the development of alternative approaches to formal basic education for out-of school children. The main goals of the study were to contribute to the Government's effort to reduce unemployment and thereby contribute to poverty reduction.
The intended outputs were a clear picture of the magnitude of the educational needs of out-of-school children, and proposals for various modalities and approaches to meet their basic learning needs.
Data were collected on two aspects, through nation-wide coverage of a sample population of out-of-school children selected by gender and age-group (7-13 years and 14-18 years). The two islands of Pemba and Unguja consist of 252 shehias (smallest grassroot administrative unit). An interview schedule was designed to collect data in each shehia by conducting a house to house survey. Data were collected in relation to indicators of name, gender, location by shehia, educational status (whether never attended school or dropped out of school), and in the case of drop-outs, level of school or standard dropped out. The instrument was administered to all 76 shehias in Pembe and 176 in Unguja.
Also, an in-depth interview schedule was designed to capture a situation analysis of the scale and magnitude of the phenomenon of out-of-school children, as well as of the basic learning needs of respondents. This in-depth instrument was administered to a representative sample in each of the five regions and ten districts. A visionary method was used to help out-of-school children to reflect on the situations to which they aspired (i.e. their future careers) and on their current situations (their preoccupations). The difference between these two situations creates tensions that need to be resolved by the envisaged alternative learning skills development project for out-of-school children. Overall, in each sampled shehia (N = 50) it was planned to interview 20 respondents, making up a study population of 1000 respondents of differing gender and educational status. The adopted ratio between the never attended school category and the drop-outs was put at 3:2 respectively. Thus, in each shelia sampled, the study reached 12 respondents out of 20 who had never attended school, and 8 who had dropped out, in each case covering different genders and age-groups. The distribution was:
Study Findings
National Coverage of Out-of-School Children: Scope and Magnitude
The study conducted a house to house survey to collect data on out-of-school children. All 76 shehias in Pemba were surveyed while in Unguja only 112 shehias out of 144 shehias were surveyed, leaving 32 shehias that failed to submit data in time for the study. Thus, the national baseline data coverage comprised 188 shehias, or 85.5%, and a total of 12,535 respondents (out-of-school children) were reached by the study, revealing the magnitude of the phenomenon of out-of-school children in Zanzibar.
The two categories of out-of-school children were those who had never had the chance to attend formal school and were therefore illiterate (N = 6414, of whom 3600 or 28.7 % male and 2814 or 22.5 % female, totalling 51.2 %). In terms of age-group, those who had never attended school aged 7-13 years were 4990 or 39.8 %, whereas the 14-18 year category numbered 1424 or 11.4 % (716 males and 708 females). The drop-outs from the formal school system numbered 6121 or 48.9% of total respondents, 4518 or 36.04% males and 1603 or 12.8% females. In terms of the age group 7-13 years, the total was 1874 or 14.9 %, consisting of 1369 males and 505 females, while in the 14-18 year-old category the total was 4147 or 33.8%, with 1098 females and 3149 males. In Zanzibar, some parents do not want to reveal the situation of their children freely and honestly. In fact some stakeholders put the figure of out-of-school children at 30,000 or more.
Drop-Out Distribution by Level of Schooling
The distribution pattern of drop-outs by level of schooling shows variations by regional location. Pemba island has more drop-outs (4391 or 55.4%) than Unguja (1503 or 44.6%). The phenomenon of drop-out from formal school reveals very poor internal efficiency of the education system. Dropping out of school occurs at all levels of primary school education but more acutely at standards 2, 3, 4,5 and 6, as shown in in the table below.
Drop-out by Level of Schooling
rc Total
Persentage
13.8 9.0 0.7 2.5 0.8 3.6
Situation Analysis of the Sample Population
The study reached a sample population of 1068 (the planned target was 1000 respondents) with a ratio of 3:2 between Unguja and Pemba respectively, broken down into 416 or 39 % who had never attended school and 652 or 61 % drop-outs from formal schooling. Specific background characteristics of respondents included parents' educational status and economic activities, reasons why respondents never attended school, reasons why they dropped of formal school, and respondents' current preoccupations. Curriculum models and implications for the proposed three-year alternative development project were derived.
Contextual Variables as Barriers to Education
Classification of Out-of-School children
The study sought to classify out-of-school children into three categories: (1) on the street children (spending the day-time on the streets but returning home to the family at night or in the evening); (2) street children (living and working on the street full-time with little or no contact with home or parents; and (3) none of the above. Overall, the overwhelming majority of children (90 %) were neither classified as street children nor as on the street children. About 7 % of respondents were classified as on the street children. The problem of street children accounted for about 3 % and is emerging slowly, especially among boys in urban areas Generally, street children are not yet a serious problem in Zanzibar. To be noted with concern is that child labour is widespread in Zanzibar.
Education Status of Parents of Sampled Respondents
The education status of parents is characterized by widespread illiteracy, with Pemba Island being in a more disadvantageous position: in the never attended school category, the majority of mothers (72.4 %) and fathers (62.3 %) had never attended formal schooling and were therefore illiterate. In the drop-out category in Unguja, on the other hand, 38 % of mothers and 33.3 % of fathers had never attended formal schooling. Pemba revealed a majority of mothers (66.2%) and fathers 59.6 % to be illiterate overall, compared with Unguja with 58.2 % of mothers and 55.4 % of fathers who had never attended formal schooling. In general, the education status of parents was characterized by the majority being illiterates, with a range between 33.3 % and 72.4 %. Mothers were more disadvantaged, with a range of 58.2 % to 72.4 %, compared with fathers, with a range 33.3 % to 62.3 %. Generally, the adult illiteracy level in Zanzibar, according to the 1986 census, was 38.5 % (58.1 % among women). The total illiterate population numbered 126,022 people.
Economic Activities of Parents
A total of 1005 sample respondents indicated their parents' economic activities. The majority of parents of out-of-school children were engaged in peasant agriculture (N = 439 or 43.7%) or micro-fishing (N = 183 or 18.2 %). Very few parents were employed in Government jobs (N = 91 or 9.1 %) or private sector jobs (N = 169 or 16.8). Others were engaged in small business (N = 94 or 8.4 %) and larger business (N = 17 or 1.7%). In terms of daily income, the majority of parents engaged in agriculture and fishing were very poor, living on under 1000/ = Tanzania shillings a day. Thus, poverty engulfs the majority of people in Zanzibar.
Out-of-School Children's Work Activities or Child Labour
The majority of out-of-school children (616 out of a sample of 1069) indicated that they did not perform specific work activities. The work activities performed by other children varied and can be classified as child labour. These work activities included agriculture (49 respondents) fishing (52), small business (24), domestic work (24), homefamily work (54) and casual labour (18). Out-of-school children expressed dissatisfaction with their work activities mainly because of low income, difficult working conditions, the laborious nature of the work and lack of skills in the job, including literacy skills.
Contextual Barriers to Enrolment in Formal Education
A total of 416 sampled respondents (Pemba N = 199 and Unguja N = 217) had not attended the formal education system. The major reasons for non-enrolment in formal schooling, in rank order, were: (1) poverty of parents (177 or 42.5 %); (2) parents preventing the child attending (39 or 9.4 %); (3) lack of awareness of the value of education or illness (13 or 3.6 %); (4) long distance to school ("school is far") (11 or 2.6%); (5) fear of corporal punishment at school (9 or 2.2%); (6) staying home to help parents (5 or 1.2 %); and (7) negative attitudes towards school ("I do not like school", 64 or 15.4%).
Reasons why Respondents Dropped out of School
A total of twelve reasons were revealed by respondents (N = 469) for dropping out of school at various levels, especially at standards 2, 3, 4, 5, 6, and 7 of basic primary education. In rank order the major reasons for dropping out of school were; poverty of parents (215 or 34 %); parents preventing attendance (70 or 11 %); lack of awareness of the value of education or illness (47 or 7 %); long distance to school (32 or 5%); bad school administration of punishment (21 or 4.5%); marriage (16 or 32%); pregnancy (11 or 2%); dislike of subjects taught (9 or 1.9 %); helping at home (6 or 1.3 %); unsuitable teaching and learning environment (4 or 0.9%); and truancy or dislike of school (159 or 25%).
Empirical Data on Basic Learning Needs of Out-of-School Children
Preferred Work-oriented Skills Training and Career Goals
The basic learning needs of respondents in all age groups and of both genders were captured through a visionary approach. Respondents were asked to indicate their future work preferences after attending the proposed alternative learning skills development project. A total of 18 varied future work aspirations were rank ordered. Commerce (17.3 %) was number one, followed by teaching (13.6 %), office work (8.8%%), medicine (7.8%), fishing (6.9%), hotel management and tourism (5.4 %), and agriculture (5.3 %). Other career goals included tailoring, carpentry, livestock farming, masonry, plumbing, motor mechanics, electrical installation, nursing, bicycle repairs, and driving. It should be stressed that these various work preferences and career goals became factors in the design of the alternative learning skills curriculum.
Respondents' Preferred Life Skills Training
Apart from work-oriented life skills (stadi za maisha), respondents indicated seven areas as their life skills learning needs. These included civic education or democracy/human rights (26.1 %), Zanzibar history (17.9%), culture (13.3%) health education (sexuality) HIV/AIDS and malaria (14.2 %), environmental education (11.7 %), moral education (5.3%) and personality building (3.2%).
Study Outcomes and Implications
The anticipated three-year alternative learning skills development project entails complex interrelated objectives and goals, namely access and equity as part of EFA policy, skills development for employ-ability, poverty reduction linked to income-generating activities, and developing a culture of lifelong learning.
Derived Curriculum areas
In respect to empirical data on the basic learning needs of out-of-school children, there emerged four inter-linked curriculum areas to be taken into account: (1) literacy and numeracy tools, (2) vocational skills, (3) life-skills coaching, and (4) core subjects for mainstream-ing and linkages/harmonization with the formal education system. In relation to core subjects for mainstreaming, reference is made to the adoption of the COBET (Complementary Basic Education and Training) curriculum model used in mainland Tanzania. The COBET model consists of four subject areas:
Communication skills - English, Kiswahili, mathematics
Vocational skills - agricultural sciences, fine arts, crafts and simple technology utilization
General knowledge - Science and technology, history, geography and civics
Personality building - Social relationship traditions, values, sports and good behaviour at games
Implications for the Three-Year Integrated Curriculum for the Alternative Learning Skills Development Project
The proposed three-year integrated skills development curriculum to provide learning opportunities for out-of-school children, has far-reaching implications. In the first place, the proposed framework for an integrated curriculum demands skills training in a variety of trades for employability in a demand-driven labour market economy. This implies a need to develop a competency-based curriculum to meet the diversified and flexible basic learning needs of out-of-school children by age group (7-13 and 14-18 years) and gender. An integrated system of basic education and skills training that provides access and equal opportunities for all children, demands a transformative national curriculum of adaptable skills learning, capable of matching learning to ever-changing innovations in science and technology.
Accordingly, the integrated curriculum for alternative learning skills development project for out-of-school children consists of learning to master literacy and numeracy, including computer literacy, conceptualized in terms of livelihood skills. Thus, in most cases, skills development and literacy tools are planned to start concurrently in the curriculum, and the contents of literacy and numeracy skills are derived from or influenced by trades/businesses or skills inherent in the income-generating or economic activities and basic learning needs of out-of-school children.
Pedagogical Implications
In the second place, an integrated curriculum that combines literacy and numeracy tools as well as various vocational skills and trades, calls for specially trained and qualified facilitators and teachers. The study recommends establishing special open-learning vocational centres in the communities for out-of-school children. Such centres will need to be well equipped with relevant teaching and learning materials, aids including various technologies (computers, internet, TVs etc) and a variety of games suitable for each gender. To be successful and sustainable, the proposed integrated curriculum will need two types of teachers/facilitators who are fully trained and qualified in (a) teaching methodologies that help children learn best, and (b) various trades (carpentry, tailoring etc.). Both pedagogical teachers and skills/ trades instructors will need to be dependable, to have a unique ability to gain out-of-school children's friendship quickly, to respect each child's particular situation, and to be patient and tolerant, self-disciplined and highly committed, and well-trained in instructional methodologies that enhance thinking skills and acquisition of knowledge (essays, lecture, oral tests, etc.), in the development of psychomotor skills (practical learning by doing, i.e. education and production), and in changing and reinforcing attitudes (role-play, discussion, peer counselling, etc.). All of this implies focusing on the development of a child-centred curriculum for optimal learning in the three pedagogical methods of transmissive, interactive and transformative learning, as in the following matrix.
Alternative Methods and Domains of Learning
Domain of learning
Transmissive methods
Interactive method
Transformative methods
Cognitive domain
• Acquisition of knowledge
• Lecture
• Panel
• Group discusain
Psychomotor opment
• Skills development
• Masterylearntion
• Mastery learning or learning by domain
• Demonstramon
• Skills practice
• Criterion-referenced testing
Affective domain
• Valuing
• Feeling
• Appreciation
• Interests
• Role playing
• Stimulation
• Group discussion
• Story telling
• Peer counselling
• Behaviour modification
Note: Training of teachers/facilitators in these methods requires time and expertise
The study recommends the establishment of well-staffed special open vocational learning centres in communities for out-of-school children. This is the most likely model for most children. Such centres could be day centres or have boarding hostels. A functional literacy model, or education with production in a variety of vocational skills, is recommended. The second possible scenario is the work-place apprenticeship model providing on-the-job training especially for older children (14 years and over) who happen to be already engaged in job-related skills. This model comprises training under a contractual agreement between the factory/employer (as master-craftsman) and the learner (apprentice or employee), so that the apprentice is trained for a period of time through practical experience under the supervision of the employer. Indigenous crafts/trades, agriculture, business, etc,, have been acquired through apprenticeship training, and so can be modern science and technology. The apprenticeship system still operates as part of the Workers' Education Policy in Tanzania and needs to be supported and reinforced for many out-of-school young people.
The study provides baseline data on out-of-school children in Zanzibar, categorized into those who never attended formal school and those who dropped out of school at almost any level from standard one to form two. In both cases, specific reasons for never attending school and dropping out of school are provided. At the centre of the debate is the problem of widespread abject poverty for the majority of Zanzibaris, with income below 1,000/ = Tanzania shillings per day (below one US dollar). The worst affected are peasants engaged in agriculture and fishing. Thus, poverty and lack of access to educational opportunities are linked in Zanzibar. Poverty has its inherent historical socio-economic structure, originating in the slave trade and colonialism. Visible hardship and apparent deprivation reveal astonishingly widespread illiteracy among parents of out-of-school children, especially among mothers (i.e. women). An integrated curriculum, characterized by competence-based modules in a variety of vocational skills/trades to fit the basic learning needs of out-of-school children, is proposed by the study.
Essentially, the integrated curriculum proposes that skills development and literacy and numeracy should start concurrently, with the content of literacy and numeracy being derived from or influenced by the trades/businesses or skills inherent in income-generating and economic activities.
The provision of an alternative learning skills development project for out-of-school children, though viable, poses enormous challenges for the Government of Zanzibar, not only in terms of the poverty of its citizens but also due to a fragile national economy and widespread illiteracy among the majority of adults; education for All (EFA) is still a distant dream in Zanzibar. However, where there is a will there is a way. We salute the Zanzibar Government for pioneering this research into out-of-school children in Africa. Both the formal and non-formal education sectors need to open their doors freely so as to meet the basic learning needs of out-of-school children. Africa lags far behind in achieving EFA. Both political will and equitable allocation of resources for EFA - financial and material - are mandatory.
ADEA (The Association for the Development of Education in Africa). 1999. The Dynamics of Non-Formal Education, Volume 1. Published by the Commonwealth Secretariat.
World Education Forum, Dakar. 2000. Framework for Action.
Garabawa J. (2003). The Zanzibar Education Status Report.
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Masagão Ribeiro, Vera Batista, Antonio A. G. - Commitments and Challenges of a Literate Brazil
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Mutanyatta, J. N. S. - Research Initiative for Achieving Education for All
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text:
The 10 best regional sandwiches from around America
Blake Stilwell
If there's anything America loves, it's a good sandwich. Some are popular, some are less well-known but the one thing we do know is the United States has a lot of them. Still, no matter where you're from, we're willing to bet two things: the first is that some of these sandwiches will be new to you, and the second is that you're gonna want to try at least one.
From Texas to Michigan and California to Pennsylvania, here are WATM's favorite hyper-regional sandwiches we think everyone needs to try.
10. Beef on Weck – Buffalo, NY
Buffalo Wild Wings is sometimes abbreviated as BW3 — ever wonder what that third W is? It's Weck, short for Kummelweck. How Wings and Weck got together was a product of two Columbus, Ohio, entrepreneurs from Buffalo, N.Y., who started a unique restaurant, Buffalo Wild Wings and Weck. While Buffalo Wild Wings has since dropped the Weck, the city of Buffalo sure hasn't.
A favorite of German immigrants to upstate New York, the Weck is a roast beef sandwich on a salt and caraway seed-encrusted kümmelweck roll. The beef is often served rare and sometimes with mustard, but pickles and horseradish should always be available.
9. The Mother-in-Law – Chicago, IL
I don't know whose mother-in-law this was named for, but I sure do like her style. To make a Chicago-style Mother-In-Law, Chicagoans use their local method of making tamales (a hot dog-shaped, meat-filled log made of cornmeal). The "tamale" is put on a hot dog bun and topped with chili and (sometimes) a pickle.
8. Runza – Nebraska
This is a doughy pocket of bread filled with seasoned ground beef, sauerkraut, and onions. Does that sound familiar to some of you Polish or German-American families? You're right – this Nebraska favorite is basically a pierogi using bread instead of pan-fried dough.
You can find them at the Runza chain of restaurants throughout greater Nebraska.
7. Pimento Cheese Sandwich – Augusta, GA
Take some sharp cheddar cheese, mix in a little mayo and sweet red peppers, and, suddenly, you have a spreadable filling that is sure to draw the attention of Southerners. You can mix in other ingredients, too, like onions or cream cheese, but the basics are always going to be the same.
Slap some on a couple slices of Wonder Bread and you could be either sitting back on your porch during a hot summer's day or watching the Master's Tournament in Augusta, Georgia.
6. Cuban Sandwich – Miami, FL
Good things can't be kept a secret. The Cuban Sandwich is one of those things. It's all over the U.S. now – and for good reason. Originating with Cuban immigrants in Florida, mentions of this combination of ham, roasted pork, Swiss cheese, pickles, and mustard can be found as far back as the early 1800s.
5. Goetta Sandwich – Cincinnati, OH
One of the few breakfast sandwiches to make the list, Cincy's Goetta is similar to the East Coast's scrapple, a mix of pork parts known to Marylanders as "everything but the oink." In Cincinnati, Goetta is referred to as "Cincinnati Caviar," a mix of sausage and steel-cut oats, fried and served crispy.
The Goetta Sandwich usually includes an egg and cheese, but high-quality versions using hollandaise sauce and bacon jam can be found.
4. The Horseshoe – Springfield, IL
What's under all those fries? A sandwich, of course. Where Pittsburghers put their fried potatoes on their sandwiches, over in Abraham Lincoln's hometown, sandwiches are smothered in them. If you're a fan of comfort food, you"ll love this open-faced ground-meat sandwich on a piece of Texas toast, topped with fries, and smothered in a creamy cheese sauce.
(McNally's Tavern)
3. The Schmitter – Philadelphia, PA
Yes, Philly is known for cheesesteaks so it makes sense that a jawn would come up with a take on the 'steak that tastes every bit as good as the cheesesteak. The Schmitter is also shaved beef, ribeye steak, onions, and melted cheese, but instead of getting thrown in a hoagie and topped with cheez-whiz, the Schmitter gets topped with grilled salami and put on a kaiser roll.
(The Hungry Wife)
2. Old Dominion Ham Biscuit – Alexandria, VA
Yeah, the recipe does call for a biscuit and ham, but there's more to this Southern country sandwich than just sliced ham. It's a staple of cocktail parties, football games, and basically anywhere else a host might need a crowd-pleasing set of sliders. Along with the ham comes thin-sliced Swiss cheese and a sauce made of poppy seeds, mustard, worchestershire sauce, and unsalted butter.
1. Cudighi – Michigan
In Michigan's upper peninsula, there exists a spicy, Italian-style sausage known locally as cudighi. In its sandwich form, the sausage is a patty on an Italian-style hard roll topped with onion, mozzarella, and tomato sauce. Go old school and use mustard and onions instead.
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There are lots of graduations you go through in your life.
Graduation is the time full of good-byes and appreciation.
Feeling graduated is a happy thing.
or run away from anything.
I cried, I got angry, I hated him lots of times.
But, I could never leave it there.
We always found the way to peace.
that I can say this is a graduation for me, too.
I always faced the difficulties face to face.
Sometimes with anger, sometimes with gloomy days.
I gave him a big bunch of flowers. Otsukare sama.
But.... there was always love.
I helped you a lot.
I know now..... that you diid the same to me.
It's your choice whether to let it rule your life or not.


My business-related services include legal supports for all types of business entities (sole proprietorships, corporations, partnerships, LLCs, PCs, and more). Choosing the correct form of doing business is an important first step. Attention to required paperwork, such as articles of association, meeting notices, minutes, annual reports, tax-related filings, and the like, are necessary in order for the business person to enjoy the benefits of forming the entity (such as limitations of personal liability and optimal tax treatment). I encourage clients to adopt the simplest legal structure that accomplishes their goals. I can also help clients establish in-house systems that allow them to manage their business systems with the greatest degree of autonomy and economy, while at the same time being law-compliant and fully-informed. I firmly believe that clients should use lawyers to do what lawyers do best, and that they should use bookkeepers and accountants to do what they do best, and that clients should perform those functions for themselves, to the extent that they are capable, and to the extent that the performance of those functions does not usurp higher and better functions that the client could be performing for the business.


b) providing access to growth capital to achieve revised growth strategies.
We focus on growth strategies that serve businesses, governments, non-governmental organizations, and not-for-profits. In an increasingly complex compliance environment, we find our clients bogged down with demands placed by legislation that is unfriendly to business (even though the intent of the legislation is legitimate). Often, the immediate casualty is growth considerations as compliance takes most of the discretionary work time of senior executives. Our creative, thorough and considered approach helps our clients to forge win-win-win partnerships. This, in turn, allows them to do what they are supposed to: increase shareholder value whilst simultaneously making the society a better place to live in, especially for the poor and disenfranchised.
We also support Multinationals seeking to expand their footprint in Africa but who are unsure of the best approach to comply with local requirements. We have partners in most growth geographies, and are well positioned to find and design synergistic growth models.
One of the important requirements in doing business throughout Africa is adherence to localisation demands. From South Africa through to Egypt, multinational businesses will find it difficult to participate in the formal economy without additional value-add to local residents. Ingenious Evolution has experience in designing and implementing synergistic structures to facilitate equivalent local ownership whilst enhancing the overall business case.
Our approach often involves the design of parallel structures which enables synergies with activities of our clients' supply chains. As an example, we design venturing programs which allows access to local Entrepreneurs previously unable to participate in formal supply chains. Based on shareholder value created, this provides ownership equivalence to the multinational. It also allows for an overall synergistic relationship, without the multinational having to part with equity.


text:
Biografia
Juan Canuti nacque a Gerona, in provincia e diocesi omonima, verso la fine del XV secolo; ordinato presbitero in data ignota, esercitò per un tempo il ministero sacerdotale in Catalogna, sua terra natale.

Il 21 ottobre 1530 papa Clemente VII lo nominò vescovo di Carinola; vi rimase fino al 15 gennaio 1535, giorno in cui passò alle diocesi di Cariati e Cerenzia per volontà di papa Paolo III.

Nel luglio del 1544 venne rapito a Cariati, insieme ad altri prigionieri di fede cristiana, dal corsaro Khayr al-Din Barbarossa, dopo aver vinto la battaglia di Prevesa contro Andrea Doria del 1538; successivamente venne deportato in Algeria, dove morì nella capitale Algeri in condizioni di schiavitù nel 1545.

Note

Voci correlate
 Diocesi di Carinola
 Arcidiocesi di Rossano-Cariati

Collegamenti esterni

Vescovi di Cariati e Cerenzia

redpajama_set_name: RedPajamaWikipedia


text:
package org.apereo.cas.oidc.discovery;

import org.apereo.cas.oidc.AbstractOidcTests;

import org.junit.Test;

import static org.junit.Assert.*;

/**
 * This is {@link OidcServerDiscoverySettingsFactoryTests}.
 *
 * @author Misagh Moayyed
 * @since 5.3.0
 */
public class OidcServerDiscoverySettingsFactoryTests extends AbstractOidcTests {

    @Test
    public void verifyAction() {
        assertFalse(oidcServerDiscoverySettings.getClaimsSupported().isEmpty());
        assertFalse(oidcServerDiscoverySettings.getClaimTypesSupported().isEmpty());
        assertFalse(oidcServerDiscoverySettings.getGrantTypesSupported().isEmpty());
        assertFalse(oidcServerDiscoverySettings.getIntrospectionSupportedAuthenticationMethods().isEmpty());
        assertFalse(oidcServerDiscoverySettings.getIdTokenSigningAlgValuesSupported().isEmpty());
        assertFalse(oidcServerDiscoverySettings.getSubjectTypesSupported().isEmpty());

        assertFalse(oidcServerDiscoverySettings.getResponseTypesSupported().isEmpty());
        assertFalse(oidcServerDiscoverySettings.getScopesSupported().isEmpty());

        assertNotNull(oidcServerDiscoverySettings.getEndSessionEndpoint());
        assertNotNull(oidcServerDiscoverySettings.getIntrospectionEndpoint());
        assertNotNull(oidcServerDiscoverySettings.getRegistrationEndpoint());
        assertNotNull(oidcServerDiscoverySettings.getTokenEndpoint());
        assertNotNull(oidcServerDiscoverySettings.getUserinfoEndpoint());
        assertNotNull(oidcServerDiscoverySettings.getIssuer());
        assertNotNull(oidcServerDiscoverySettings.getJwksUri());
        assertNotNull(oidcServerDiscoverySettings.getServerPrefix());
    }
}

redpajama_set_name: RedPajamaGithub


Bill Shumard, President of Special Olympics of Southern California, receives the inaugural Tommy Hawkins Game-Changer Award from the John R. Wooden Award steering committee.
The John R. Wooden Award (JRWA & Wooden Award) steering committee honored Bill Shumard, President of Special Olympics of Southern California (SOSC) as the inaugural recipient of the Tommy Hawkins Game-Changer Award.
Adopted in 2017, following the passing of Wooden Award Board Member and then Co-National Chairman of the John R. Wooden Award steering committee, The Tommy Hawkins Game-Changer Award recognizes a sports organization leader that uses their platform to create a positive experience in sports and community engagement.
Mr. Shumard's commitment to people in southern California, who are active in Special Olympics, has been exemplary. Bill began serving SOSC nearly 20 years ago as a board member and advanced to President of SOSC, serving the last 14 years as its chief executive. In this time thousands of people and their families have lived a better life because of Bill's passion to make life better for participants & their families as well as those who volunteer for the nonprofit organization in southern California.
The Wooden Award has had a long-standing relationship with SOSC hosting an annual basketball tournament. The Wooden Award/SCOC one-day tournament features participations of Wooden Award All American's and their coaches assisting SCOC teams selected to play in the event on the Wooden Award Court at the Los Angeles Athletic Club (LAAC). The Wooden Award committee has witnessed the great impact Mr. Shumard has had on the lives of people in our community. Tommy Hawkins also had a great passion for making life better for young people and those whom would benefit from a Special Olympics experience. Bill, in the opinion of the Wooden Award committee changed the landscape of SOSC with his engagement with the board, employees, volunteers, donors and all he offered his servant leadership.
The Tommy Hawkins Game-Changer Award was presented on Thursday April 5, at the Los Angeles Athletic Club during the annual "Dukes Dinner" - a coming-together of the 2018 Wooden Award women's and men's All American basketball team members, their collegiate coaches and a small gathering of the most important people to the success of the JRWA program. The JRWA committee believes that sharing what is good in America in Game-Changers sends a powerful message to the young women and men being honored as Wooden Award All-Americans emphasizing pillars of character and community service tied to sports.
At "Duke's Dinner" (named in honor of Wooden Award founder and former National Chairman, Duke Llewellyn), the Tommy Hawkins Game-Changer Award trophy was presented by Tommy's wife Layla Hawkins, LAAC President Steve Hathaway and Wooden Award Chairman Sam Laganà. Bill spoke to the gathering of guests for this private dinner at the Millennial Ballroom of the Los Angeles Athletic Club.
The JRWA program includes the honors for women and men of the Wooden Award Most Outstanding Player of the Year, honors the Wooden Award All American Team, the Wooden Award Legends of Coaching Award and the Tommy Hawkins Game-Changer Award. The JRWA program is managed by LAAC Director of Sports Marketing and Director of the Wooden Award Ernest Baskerville.


text:
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Home / Slideshows / A new window into the Bronze Age discovered in central France
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A new window into the Bronze Age discovered in central France
A team of archaeologists from the TRACES laboratory, in southwestern France, carrying out excavations in the Allier department (central France) has made a discovery dating back to more than 2,800 years ago. They have uncovered several exceptional deposits of bronze objects, buried in a large fortified settlement dating from the end of the Bronze Age (around 800 BC).
One of the metal deposits found at the excavation site. This ceramic vessel is filled with several dozen bronze objects such as bracelets, axe blades, pendants and decorated belt plates. They are very well preserved and are covered with the blue-green patina typical of bronze.
Cyril Frésillon / Traces / CNRS Photothèque
Slideshow mode
The fortified settlement unearthed by the scientists covers an area of about thirty hectares, and was protected by two parallel ramparts about 350 metres long. Each of them, like the outer one shown here, is bordered by a sloping glacis cut into the rock, a longitudinal section of which can be seen in this photograph.
At each important stage of the excavation (here, the top of the inner rampart) the archaeologists take photographs to keep track of the progress of their work. Pictured here, the crest of the glacis cut into the rock.
Undeterred by the rain, the team continues to work. This scientist is using a theodolite to make a three-dimensional survey of the archaeological objects on the inner rampart.
In sunny weather too, the archaeologists always find a way to take photographs under the best conditions. This section of the rampart still holds plenty of secrets.
Several deposits have been discovered at the centre of the fortified settlement. This one is made up of several hundreds of vessel fragments. Here, an archaeologist is making a photogrammetric survey of it.
Using a metal detector, this archaeologist has discovered a new deposit under the inner rampart.
The new deposit comprises a ceramic vessel and lid containing bronze objects.
Pierre-Yves Milcent / Traces
Back in the lab, these archaeologists are carefully examining each newly-found vessel and removing the sediment. They are trying to figure out how the various bronze objects were initially arranged inside them.
This scientist is taking a series of photographs of the vessel containing the artefacts. This photographic technique makes it possible to obtain a 3D model by photogrammetry and thus understand the way in which the various objects are arranged relative to one another.
Studying these deposits could shed light on an intriguing phenomenon typical of the Bronze Age in Europe: why was wealth deliberately and systematically buried in places that were neither burial grounds nor places of worship?
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ot just a tool for me, as the teacher, to connect with parents, but also a learning tool and resource for my students.
Classroom Necessities Page: Here you will find a list of the required materials necessary for you to be prepared with everyday.
Classroom Notes: This page contains files you can open to review notes on topics covered in class.
Links to Online Textbook, Videos, Resources: On this page you will find: a link to our online textbook and the appropriate username and password; links to videos that review topics we discussed in class; a link to our vocabulary wiki where you can help create a vocabulary sheet we can all learn from; and other links as we continue through the year.
My Forms: From time to time I will ask you to visit this page to answer simple surveys or maybe even to take a simple quiz.
My Blog: This is our discussion page. Maybe you have a question or maybe I have a question. Please continue to check this page out, maybe you have the answer and can help out a class mate. It might be a homework question or maybe something we discussed in class that you need clarified. If you don't ask we won't know, so, Speak up!
My Calendar: (Top Navigation Bar) The calendar posts school and team events I will include class events as they occur.


text:
Posted on January 18, 2016 by Wendy
Last night, I watched the movie, "The Big Short", which I highly encourage everyone to see. I walked out of the theater feeling incredulous, angry, upset, and sad that no consequences were delivered to those who played a role in stealing from the poor, displacing thousands of hard working people from their homes, or contributing to the loss of thousands of jobs in 2007 and 2008, and that no changes were made to the corrupt financial system at all! Bank fraud created a worldwide economic collapse and the only ones who were forced to pay a price were the innocent people who were stolen from while greedy, morally-wrong people profited. What is even more unbelievable is that this same corruption is allowed to continue today! All night, I kept wondering what can be done to change this system (besides electing Bernie Sanders for the next President as a start). Why do we hear about these horrible truths and injustices, return home and continue about our daily lives, letting everything remain as it is? This isn't entertainment; these are the forces that are directing the course and quality of our lives. I felt incapable of remaining silent and compliant in what was just brought to my attention. Non-action is what keeps all injustices in place.
I was also trying to learn as much as I could over the weekend about Martin Luther King, Jr. Of course, centuries of history and thousands of pages of reading can not be consumed in a couple of hours. I must shamefully admit that I have not studied black history since my high school years, and that I have a lot of re-learning and new learning to do in these upcoming months. What I do know is that the words, actions, and spiritual leadership of Martin Luther King, Jr. are just as powerful today as they were 50 and 60 years ago. These principles apply not only to racial injustice, but to economic injustice, class, sex, and gender oppression, the poisoning of our food system, the corruption of our campaign finance system undermining democracy, Big Pharma, and many other wrongs. The injustices that King was against are tremendously similar (and actually intersect) with the injustices portrayed in "The Big Short".
Few people realize that segregation was started as a means to keep poor whites poor. After the Civil War, there were no segregation laws. It was easy to keep poor whites working for near starvation wages because they could easily be replaced by former black slaves, who would be paid even less. However, in the late 1800's, leaders of the Populist movement began awakening the poor white masses, as well as the former black slaves to the fact that they were being taken advantage of by the southern political powers, driven by the Bourbon interests. With a divide and conquer strategy, a segregated society was engineered to stop the imminent uprising of the collective poor. Suddenly, it was a crime for blacks and whites to come together and meet as equals. The real issue behind the Populist movement (a powerful few growing richer off the labor of the poor) was diverted away from the minds of whites. And blacks, who previously did have the right to vote, lost this ability through changes in voting laws. It is difficult to comprehend that just over 50 years ago, African Americans were still being actively prevented from their right to vote. And today, this right is still trying to be taken from them!
Not only was Martin Luther King, Jr. protesting racial inequality, he was very much against economic inequality, as well. Today, the richest 62 people on earth hold as much wealth as the bottom 3.5 billion! More and more people are denied basic rights and opportunity. This time of near record levels of poverty, obscene wealth inequality, and exploitation has become the greatest moral issue of our time.
All problems are inherently rooted in separation. When that separation leads to oppression, the way to right it is for large enough masses of individuals to come together, form a collective, and take action. It is silence and division that allows injustice to persist.
In honor of Martin Luther King's birthday and the remembrance of his tremendous legacy and spiritual guidance, I have compiled some of his most well-known words of wisdom. For me, this is only a start to learning more about this man, the history of oppression, and the spiritual principles that will bring the universe back into a more just equilibrium. Today, we have the responsibility of continuing Dr. King's mission.
"An unjust law is a human law that is not rooted in eternal law and natural law. Any law that uplifts human personality is just. Any law that degrades human personality is unjust. All segregation statutes are unjust because segregation distorts the soul and damages the personality. It gives the segregator a false sense of superiority and the segregated a false sense of inferiority….. So segregation is not only politically, economically and sociologically unsound, but it is morally wrong…
An unjust law is a code that a majority inflicts on a minority group that is not binding on itself. This is difference made legal. On the other hand, a just law is a code that a majority compels a minority to follow and that it is willing to follow itself. This is sameness made legal."
"Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will. Lukewarm acceptance is much more bewildering than outright rejection."
"We will have to repent in this generation not merely for the vitriolic words and actions of the bad people, but for the appalling silence of the good people. We must come to see that human progress never rolls in on wheels of inevitability. It comes through the tireless efforts and persistent work of men willing to be co-workers with God, and without this hard work time itself becomes an ally of the forces of social stagnation. We must use time creatively, and forever realize that the time is always ripe to do right. Now is the time to make real the promise of democracy, and transform our pending national elegy into a creative psalm of brotherhood. Now is the time to lift out national policy from the quicksand of racial injustice to the solid rock of human dignity."
"Nonviolent direct action seeks to create such a crisis and establish such creative tension that a community which has constantly refused to negotiate is forced to confront the issue… There is a type of constructive, nonviolent tension which is necessary for growth. Just as Socrates felt it was necessary to create a tension in the mind so that individuals could rise from the bondage of myths and half-truths to the unfettered realm of creative analysis and objective appraisal, we must see the need of having nonviolent gadflies to create the kind of tension in society that will help men to rise from the dark depths of prejudice and racism to the majestic heights of understanding and brotherhood."
"We who engage in non-violent direct action are not the creators of tension. We merely bring to the surface the hidden tension that is already alive. We bring it out in the open where it can be seen and dealt with. Like a boil that can never be cured as long as it is covered up but must be opened with all its pus-flowing ugliness to the natural medicines of air and light, injustice must likewise be exposed, with all of the tension its exposing create, to the light of human conscience and the air of national opinion before it can be cured."
"History is the long and tragic story of the fact that privileged groups seldom give up their privileges voluntarily. Individuals may see the moral light and give up their unjust posture; but … groups are more immoral than individuals."
"We know through painful experience that freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed."
"We have before us the glorious opportunity to inject a new dimension of love into the veins of our civilization."
"At the center of nonviolence stands the principle of love. The nonviolent resister would contend that in the struggle for human dignity, the oppressed people of the world must not succumb to the temptation of becoming bitter or indulging in hate campaigns. To retaliate in kind would do nothing but intensify the existence of hate in the universe. Along the way of life, someone must have sense enough and morality enough to cut off the chain of hate. This can only be done by projecting the ethic of love to the center of our lives."
"And when I speak of love I'm not speaking of some sentimental and weak response. I am speaking of that force which all of the great religions have seen as the supreme unifying principle of life. Love is somehow the key that unlocks the door which leads to ultimate reality."
"To meet hate with retaliatory hate would do nothing but intensify the
existence of evil in the universe. Hate begets hate; violence begets
violence; toughness begets a greater toughness. We must meet the forces of
hate with the power of love; we must meet physical force with soul force."
"Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that."
"The arc of the moral universe is long, but it bends towards justice."
"Nonviolent resistance … is based on the conviction that the universe is on the side of justice. Consequently, the believer in nonviolence has deep faith in the future. This faith is another reason why the nonviolent resister can accept suffering without retaliation. For he knows that in his struggle for justice he has cosmic companionship. It is true that there are devout believers in nonviolence who find it difficult to believe in a personal God. But even these persons believe in the existence of some creative force that works for universal wholeness. Whether we call it an unconscious process, an impersonal Brahman, or a Personal Being of matchless power of infinite love, there is a creative force in this universe that works to bring the disconnected aspects of reality into a harmonious whole."
"I'm concerned about a better World. I'm concerned about justice; I'm concerned about brotherhood and sisterhood; I'm concerned about truth. And when one is concerned about that, he can never advocate violence… And I say to you, I have also decided to stick with love, for I know that love is ultimately the only answer to humankind's problems."
"In any nonviolent campaign there are four basic steps: 1) collection of the facts to determine whether injustices are alive; 2) negotiation; 3) self-purification; and 4) direct action."
"In no sense do I advocate evading or defying the law… That would lead to anarchy. One who breaks an unjust law must do it openly, lovingly, … and with a willingness to accept the penalty. I submit that an individual who breaks a law that conscience tells him is unjust, and willingly accepts the penalty by staying in jail to arouse the conscience of the community over its injustice, is in reality expressing the very highest respect for law."
"Faith is taking the first step even when you don't see the whole staircase."
"Everybody can be great…because anybody can serve. You don't have to have a college degree to serve. You don't have to make your subject and verb agree to serve. You only need a heart full of grace. A soul generated by love."
"Life's most persistent and urgent question is, what are you doing for others?"
"I believe that unarmed truth and unconditional love will have the final word."
"I have decided to stick with love. Hate is too great a burden to bear."
This entry was posted in Uncategorized and tagged Bernie Sanders, economic inequality, Letter from a Birmingham Jail, Martin Luther King Jr., Martin Luther King Jr. quotes, MLK quotes, oppression, Racial inequality, The Big Short by Wendy. Bookmark the permalink.


Clinical Psychologists appear on Immigration New Zealand's 'long-term' skills shortage list which means the NZ Government is actively encouraging skilled psychologists from overseas to work in New Zealand.
Te Poutama Ārahi Rangatahi at Barnardos NZ (located on the outskirts of Christchurch) is looking for a Clinical Team Leader to be responsible for leading, managing and developing the Clinical team (2 Clinicians and 2 Social Workers) to deliver quality assessment and therapeutic support to youth residents with the aim of reducing the frequency and severity of their harmful behaviour.
The role requires strong professional engagement with appropriate stakeholders; is part of the Leadership Team and influences decision making while creating a strong sense of morale by encouraging participation, ownership and a shared vision.
Te Poutama Àrahi Rangatahi staff in Residential Educational, Clinical and Administrative teams work together to provide a therapeutic and safe environment for the young people alongside their whanau/families and community to make positive changes.
The work can be rewarding and will also stretch and extend your skills/experience. You will need to be a resilient and flexible person with a positive attitude capable of working in an emotionally demanding environment.
Barnardos is New Zealand's leading children's charity. We tailor our services to respond to local needs, individual challenges and diverse experiences. We are deeply committed to Te Tiriti o Waitangi and the principles it represents - it is an essential part of who we are and the work we do.
We're here for all Kiwi kids. Every day, our services and staff make a real and positive difference in the lives of thousands of children and families across New Zealand.
Applications close Friday, 17 May 2019.


His two examples of well-managed cities are Singapore and Gaborone. Can London or other English cities live up to the standard set by Botswana's capital or the minuscule island state of Singapore? The UK as a whole has been a highly centralised economy – one of the most centralised if you look at William Nordhaus's globe – and decentralisation would be healthy for major cities other than London and for the economy as a whole. It would for example make for an economy less dependent on financial services. Still, to have a mayor or not doesn't seem to me to be the issue, so much as what decision-making powers are decentralised, and the quality of governance applied to decisions at the city region level.
Good pt, Diane. Not clear that mayors will increase decentralisation or better run city. Ignoring special case of London there are already a dozen cities/boroughs with mayors. So have they performed better than those without? Where's the evidence in the debate?
… and so does the public. Great to see the arrogant assumptions of London politicians rejected by the voters.


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Tag: Tabernacle
Is Adoration Different Than Prayer Before a Tabernacle?
Msgr. Charles E. Pope
January 15, 2023 9:27 pm January 15, 2023
Comments Off on Is Adoration Different Than Prayer Before a Tabernacle?
The Church does not assign an essential difference between praying before the tabernacle and praying before the Lord when displayed in the monstrance in Eucharistic Adoration. A Vatican document on…
The Church does not assign an essential difference between praying before the tabernacle and praying before the Lord when displayed in the monstrance in Eucharistic Adoration. A Vatican document on the Eucharist says: "Exposition of the blessed sacrament, either in a ciborium or a monstrance, draws the faithful to an awareness of the sublime presence of Christ and invites them to inner communion with him. Therefore, it is a strong encouragement toward the worship owed to Christ in spirit and in truth" (Eucharisticum Mysterium, No. 60).
So, both forms of adoration are commended. But while there is not an essential difference, there can be a subjectively different experience. In adoration before the Blessed Sacrament exposed in a monstrance, there is a visual aspect that helps many to stay more focused. In this sense one may argue that Eucharistic Adoration before the monstrance is "better." But as you point out, personal factors such as schedules or a preference for quieter, briefer or more solitary visits can also influence what is better.
The bottom line is that the Church encourages devotion to the Blessed Sacrament. Such devotion, through visits, adoration, signs of respect through kneeling, genuflection and making the Sign of the Cross as one passes a Catholic Church, all acknowledge the sublime presence of the Lord in the Most Blessed Sacrament.
Where Should the Tabernacle Be?
Father Francis Hoffman
June 7, 2022 3:10 pm June 7, 2022
Comments Off on Where Should the Tabernacle Be?
Both the Catechism of the Catholic Church and the 1983 Code of Canon Law, as well as the constant Tradition of the Church, affirm that the Eucharist is the "source…
Both the Catechism of the Catholic Church and the 1983 Code of Canon Law, as well as the constant Tradition of the Church, affirm that the Eucharist is the "source and summit of the Christian life" and "all the works of the apostolate are bound up with the Eucharist and are oriented toward it." Accordingly, Church regulations pertaining to the holy Eucharist call us to hold the Blessed Sacrament in the highest honor and give it the greatest care. A review of the documents regulating the tabernacle renders the following:
Code of Canon Law (1983): "The tabernacle in which the blessed Eucharist is reserved should be sited in a distinguished place in the church or oratory, a place which is conspicuous, suitably adorned and conducive to prayer.
"The tabernacle in which the blessed Eucharist is habitually reserved is to be immovable, made of solid and non-transparent material, and so locked as to give the greatest security against any danger of profanation. . . .
"The person in charge of a church or oratory is to see to it that the key of the tabernacle in which the blessed Eucharist is reserved is in maximum safekeeping" (Canon 938).
The General Instruction of the Roman Missal: "In accordance with the structure of each church and legitimate local customs, the Most Blessed Sacrament should be reserved in a tabernacle in a part of the church that is truly noble, prominent, conspicuous, worthily decorated, and suitable for prayer.
"The tabernacle should usually be the only one, be irremovable, be made of solid and inviolable material that is not transparent, and be locked in such a way that the danger of profanation is prevented to the greatest extent possible. Moreover, it is appropriate that before it is put into liturgical use, the tabernacle be blessed according to the rite described in the Roman Ritual.
"It is more appropriate as a sign that on an altar on which Mass is celebrated there not be a tabernacle in which the Most Holy Eucharist is reserved. Consequently, it is preferable that the tabernacle be located, according to the judgment of the Diocesan Bishop:
"a) either in the sanctuary, apart from the altar of celebration, in an appropriate form and place, not excluding its being positioned on an old altar no longer used for celebration (cf. No. 303);
"b) or even in some chapel suitable for the private adoration and prayer of the faithful and organically connected to the church and readily noticeable by the Christian faithful" (Nos. 314-315).
Redemptionis Sacramentum (instruction from the Vatican in 2004): "The Most Holy Sacrament is to be reserved in a tabernacle in a part of the church that is noble, prominent, readily visible, and adorned in a dignified manner and furthermore 'suitable for prayer' by reason of the quietness of the location, the space available in front of the tabernacle, and also the supply of benches or seats and kneelers. In addition, diligent attention should be paid to all the prescriptions of the liturgical books and to the norm of law, especially as regards the avoidance of the danger of profanation" (No. 130).
In summary, as stated above, there are three recurring themes regarding the reservation of the Blessed Sacrament in the tabernacle: visibility, security and beauty. These are the challenges — and opportunities — that both architect and liturgist must face in the design of any sacred space for Catholic liturgy.
Rev. Francis Hoffman, J.C.D., is Executive Director of Relevant Radio. Follow him on his Facebook page "Father Rocky."


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Roy McInnes
Fulwell (Teddington)
Roy William J McInnes was an assistant, I think, rather than full professional on the eve of the First World War and a very young man as he had served with the London Regiment in Malta, Egypt and the Dardanelles before being sent to France where he met his death in 1916.
He was born in Forest Hall, Tynemouth, but the family moved extensively with Roy's father, a Scotsman from Alyth, being a traveller for an iron foundry. The seven children were born in five different places from Edinburgh, where Roy spent some time as a young child, to the Cape Colony. Roy, though, went to school and grew up in Teddington where his father worked as a tram driver.
He had been declared missing on 1 July 1916, the opening day of the Battle of the Somme. and it was the following May before his parents received notice he had been killed. He is buried at Gommecourt British Cemetery No.2., Hebuterne, Nord-Pas-de-Calais.


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There's an online soccer game used to fight gender based violence
Claudia Cahalane	3 years
Claudia Cahalane Contributor
Claudia Cahalane is a freelance journalist, editor and copywriter.
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Tactical Technology educates women's rights advocates on online safety
In a scene that might have been plucked straight out of Grand Theft Auto, the online game BREAKAWAY culminates with a girl being abducted, forced into a locker and left there after continual bullying and abuse.
But the game is not glamorizing gangs, instead it's trying to teach boys and girls between the ages of 9 and15 what constitutes –- or doesn't constitute — a healthy, equal attitude towards girls and women.
The game has been played in 185 countries since it was created by students and staff at the Emergent Media Center (EMC) at Champlain College, USA, six years ago. It has also led to real life football camps promoting women's rights in places including El Salvador and the Palestinian territories.
The latter location is especially boundary-pushing as it saw boys and girls playing soccer together for the first time in Hebron, challenging social norms in the West Bank.
Throughout the game, the player is asked to make positive or negative choices around sexist behaviors via a series of soccer and cultural challenges.
Their actions have impact and affect how well they score in the game.
The development of BREAKAWAY was a huge team effort, with over 150 US and international students shaping it. Funding came from the United Nations Development Programme and extra support from behaviour change experts, the Population Media Center.
The BREAKAWAY database so far shows that 86% of people playing the game end up making more positive than negative choices around how to treat girls and women. Those who make the positive choices win the game.
Research in 2013 and 2014 by Dr Hua Wang, from the Buffalo State University of New York, demonstrated that the game had a profound impact on participants' awareness and attitudes, and also indicated behavioral change.
To grow the reach of the game, the team plans to work with international sport for development organization Grassroots Soccer (GRS) – set up by four professional soccer players in 2002. GRS has reached more than one million young people around the world with its HIV and gender-based violence prevention programs, using soccer-based behavior change activities and community soccer clubs.
Image of girls playing the BREAKAWAY game. Photo courtesy of Champlain College.
The partnership hopes to win the Womanity Award 2016 – meaning a prize of US$300,000, to develop a mobile version of the game and a localized narrative, specifically for South African townships.
As well as running camps, it hopes to offer tablets and equipment for locals to experience the game, and to modernize the technology used for a more tech-savvy generation.
Calming levels of gender-based violence in a hugely patriarchal society such as South Africa is a big task. A woman is killed by an intimate partner at least every eight hours in the country, according to a 2013 study. This was double the rate of such murders in the United States according to the study.
Another study in 2010 by the same council saw 37% percent of men in the country's Gauteng Province admit they had raped a woman.
Shockingly, interviews with 511 women and 487 men for the study, also saw 87% of men and 58% of women agree that "a woman should obey her husband".
BREAKAWAY and Grassroot Soccer believe they can play an important part in shifting the prevalent, harmful gender norms in South Africa among a new generation of young people. The task is urgent and we believe the universal language of soccer could play a vital role.


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Home > Our Services > Collective Representation
As the only union specifically for management grades, MiP represents managers across the UK's four health services, negotiating on your behalf with local employers and national bodies, including the Department of Health and Social Care and the health departments in Scotland, Wales and Northern Ireland.
MiP also represents you on a host of national committees, working groups and partnership forums which have an big influence on your career and the quality of your working life.
Working alongside other trade unions, MiP negotiates with employers and government bodies to:
protect and improve your pay and conditions
promote staff wellbeing and healthy workplaces
advance equality at work and tackle discrimination
raise professional standards and improve patient care
protect and promote the values of the NHS
As a pragmatic and values-based trade union, we always negotiate with a view to reaching agreement, aiming to get the best possible deal for you, while safeguarding the public interest and the values of the NHS. While robustly defending your interests, we try to avoid unnecessary conflict in the workplace and to reach agreement through co-operation and partnership working wherever possible.
Negotiating with employers
For most MiP members, pay and core terms and conditions are negotiated nationally with government health departments or arm's-length bodies like NHS Employers and NHS Pensions. But negotiations with individual employers are increasingly important – more and more terms and conditions are being set locally and your employer has a big say over how national agreements are applied in your organisation.
MiP works alongside other healthcare unions to represent members and negotiate directly with employers such as:
Clinical Commissioning Groups
NHS Trusts and Foundation Trusts
Accountable Care Organisations and devolved health and care systems
Health and social care boards in Scotland, Wales and Northern Ireland
Regulators, such as the Care Quality Commission and Monitor
Other system bodies like NHS Improvement, NHS Digital and Health Education England
Independent providers of healthcare, including private companies and not-for-profit organisations
Employers consult and negotiate with MiP over a range of important issues, including:
Job evaluation and grading
Redundancies and transfers
Training and development policies
Disciplinary and grievance procedures
Bullying and harassment policies
Equality and anti-discrimination policies
In most cases, negotiations with individual employers take place within the Joint Negotiation Consultative Committee (JNCC) or an equivalent body, which brings together trade unions and employer representatives to discuss workforce policy and resolve disputes. MiP will usually be represented by the national officer for your area, or by one of your colleagues acting as an MiP link member or rep. In smaller organisations, MiP members may be represented by UNISON reps or full-time officers.
National Social Partnership Forums
MiP represents you on the National Social Partnership Forum (SPF) in England, and the equivalent bodies in Scotland, Wales and Northern Ireland. Based on the German model of industrial relations, the SPF brings together trade unions, employers, government health departments, regulators and system bodies to discuss the development and implementation of workforce policies in NHS.
The SPF is chaired by a health minister, and MiP has a seat alongside 15 other unions with members working in the NHS.
The SPF develops policies and lays down guidelines for employers on issues such as:
Skills, training and development
Staff recruitment and retention
Safe staffing levels
Tackling discrimination and bullying
The SPF works through a number of sub-groups, which meet regularly to develop policies and discuss issues in detail. MiP chief executive Jon Restell is co-chair of the Workforce Issues Group and a member of the Strategic Group.
MiP's work on the SPF is valuable to you: it gives us the chance debate workforce issues with ministers and senior officials, challenge manager-bashing at the highest levels and build constructive working relationships with other trade unions and NHS employers.
The SPF is not a bargaining forum. Negotiations on changes to contractual arrangements for NHS staff take place within the NHS Staff Council.
NHS Staff Council
The NHS Staff Council covers all four nations of the UK and is responsible for the Agenda for Change (AfC) pay and grading system, and the core terms and conditions of NHS staff. Within the Staff Council, representatives of NHS employers and trade unions negotiate and agree changes to AfC and the NHS Terms and Conditions of Service Handbook.
MiP is represented on the Staff Council through the National Staff Side, which includes all unions with significant numbers of members working in the NHS. The National Staff Side agrees a joint pay claim each year and oversees negotiations within the Staff Council on behalf of the unions.
Through both the Staff Council and the National Staff Side, MiP works to influence the debate and shape policy specifically from a manager's perspective – something no other union is in a position to do.
MiP chief executive Jon Restell has been appointed to the NHS Pension Scheme Advisory Board (SAB) by the Secretary of State for Health. He represents managers in detailed discussions about changes to the various pension schemes operating in the NHS.
Jon is also a member of the Strategic Advisory Group for the Workforce Race Equality Standard (WRES) which oversees implementation and monitoring of the WRES, which aims to improve the representation of black and minority ethic (BME) staff among senior managers in the NHS.
MiP vice chair Zoeta Manning is a member of the BME Senior Influencers Group of the NHS Leadership Academy, which works to promote diversity within NHS leadership and provide a support network for senior BME leaders.
Latest changes to workplace policies during the pandemic
NHS England has updated key policies on sickness absence, annual leave and self-isolation during the pandemic. Find out more here.
By Matt Ross
MiP and Employers
We seek to work in partnership with employers, helping organisations to protect their employees and manage change effectively