text:
Rick Gladstone, The New York Times
Amnesty International: Executions Highest in 25 Years,
Despite a growing repudiation of the death penalty by governments around the world, at least 1,634 people were executed last year, the highest total in a quarter-century, Amnesty International said Wednesday in its annual report on capital punishment.
The deaths represent more than a 50 percent increase over the 1,061 recorded in 2014 by Amnesty, a London-based rights group that has made abolition of the death penalty one of its signature causes. The group said almost 90 percent of the 2015 executions were carried out in Iran, Pakistan and Saudi Arabia, which have repeatedly ignored pleas by rights groups to abandon capital punishment.
In Iran and Saudi Arabia, many of the executions were for nonlethal crimes. Amnesty said drug-trafficking offenses were the main reason for executions in Iran. The group said other reasons cited by countries that practice capital punishment included adultery, blasphemy, corruption, kidnapping and "questioning the leader's policies."
As it had done in previous years, Amnesty did not count executions in China, which the group said resorted to the death penalty more than any other country. The true extent of capital punishment there is unclear because the data is considered a state secret, but the report said executions were believed to be in the thousands.
"The rise in executions last year is profoundly disturbing," said Salil Shetty, Amnesty's secretary general. "Not for the last 25 years have so many people been put to death by states around the world."
At least six countries that had not put anyone to death in 2014 did so last year, including Chad, where executions resumed for the first time in more than a decade.
The increase in executions came amid some trends in the opposite direction. Fiji, Madagascar, Republic of Congo and Suriname outlawed the death penalty. Mongolia passed a new criminal code that will abolish the death penalty this year. For the first time, a majority of the world's countries — 102 of 195 — have abolished what Mr. Shetty called "this most horrendous of punishments."
In the United States, the only country in the Americas to execute people for the seventh consecutive year, 28 people were put to death, the lowest total since 1991, and the number of death sentences, 52, was the lowest since 1977.
The Amnesty report followed news last week from another British rights group, Reprieve, that more than 80 people had been beheaded this year in Saudi Arabia, putting the kingdom on course to decapitate twice as many condemned prisoners as it did last year.
A version of this article appears in print on April 7, 2016, on page A11 of the New York edition with the headline: Executions Worldwide Reach a 25-Year High.
Rebels launch attacks on Central African Republic's capital
DRC: Former warlord Lumbala arrested on charges of complicity in crimes against humanity
At least 22 civilians killed in rebel attack in eastern DRC


text:
« Songs of America
Clyde Davenport's Aesthetics »
Dust and Grooves
from http://www.dustandgrooves.com:
The Dust & Grooves Book by Eilon Paz
Eilon Paz's 416-page coffee-table book, Dust And Grooves illuminates over 130 vinyl collectors and their collections in the most intimate of environments—their record rooms. With a foreword by the RZA, compelling photographic essays are paired with in-depth interviews to illustrate what motivates record collectors to keep digging for more records.
Readers get an up close and personal look at a variety of well-known vinyl champions as well as a glimpse into the collections of known and unknown DJs, producers, record dealers, and everyday enthusiasts. The book is divided into two main parts: the first features 250 full-page photos framed by captions and select quotes, while the second consists of 12 full-length interviews that delve deeper into collectors' personal histories and vinyl troves.
Dust & Grooves is a photography and interview project documenting vinyl collectors in their most natural and intimate environment: the record room. It all started out several years ago as nothing more than a way for photographer Eilon Paz to make use of his idle hours. Adrift in Brooklyn after emigrating from Israel, Eilon—a record collector on the side—thought it might be fun to start taking photos of people whose record collections were both larger and weirder than his own.
Adopting this as his personal project, he began traveling the world, from Australia to Cuba and Argentina to Ghana, in pursuit of intriguing and memorable subjects. Unearthing the very soul of the vinyl community, the assembly of portraits he created quickly turned into the Dust & Grooves website.
Dust & Grooves: Tell me a particularly sad record story!
Joe Bussard: There's one that still brings tears to my eyes. This was in the 1960s. We were driving north out of Bluefield, WV, and came to this real little town. The main street was no more than five feet wide but they had a few shops. There was an S.S. Kresge Five and Dime Store with the original sign from the 1920s so we parked the car up on the sidewalk and went in. You wouldn't believe the mess! Broken records all over the floor. Apparently they'd pulled bunches of them off the shelves to throw away –when nobody cared about records anymore – and they dropped all types of records on the floor. I saw Robert Johnson and Carter Family records that probably had never been played cracked and scattered on the floor with people just walking all over them. But this guy at the only filling station gave me a tip. We then went into the hardware store across the street, and oh my God! This guy had all these records upstairs, dealer stock, and he'd stopped selling them during the depression and never got back into it. An entire floor of mostly unplayed 78s. Jesus, I must have gotten about 2000 really choice records from the guy. Paid him $100.
If it I hadn't found that hardware store after the tragedy at that five and dime, I might-a gone out and committed suicide! (laughs)
This entry was posted on June 2, 2014 at 12:49 am and is filed under books.	You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.

redpajama_set_name: RedPajamaCommonCrawl


Miami Republican Rep. Carlos Curbelo announced Friday he will sign onto the DREAM Act, a bill that protects young immigrants who stand to lose protection from deportation if President Donald Trump successfully cancels an Obama-era executive action known as DACA.
"We're closer than ever to meaningful compromise on immigration," Curbelo said on Twitter. "Thankful to Rep. Jeff Denham for his work to force a vote on possible solutions in the House. Today, I co-sponsored 2 bills I would support – Rep. Will Hurd & Rep. Pete Aguilar's USA Act and Rep. Lucille Roybal-Allard's DREAM Act."
Immigration activists have asked Curbelo for months to co-sponsor the DREAM Act, which is considered the most expansive piece of immigration legislation that would protect the young immigrants known as Dreamers from deportation. Curbelo wrote his own piece of immigration legislation, dubbed the Recognizing America's Children Act, a more conservative version of the DREAM Act designed to capture more Republican support.
Curbelo had previously said he would vote for any immigration bill, including the DREAM Act, if it made it to the House floor. The sole immigration bill that was recently considered by House leadership is a conservative plan that Curbelo doesn't support and the U.S. Senate tried and failed to pass a slew of immigration bills in February.
Curbelo, a Miami Republican facing reelection in a Miami-to-Key West district that voted for Hillary Clinton over Donald Trump by 16 percentage points, joins retiring Miami Republican Rep. Ileana Ros-Lehtinen as a DREAM Act cosponsor. Ros-Lehtinen introduced this Congress' version of the DREAM Act in July 2017, and Curbelo is the sixth Republican to sign onto the bill.


A university professor who beat his school in a fight over free speech says it's essential that students hear more than one side of an issue.
The university suspended McAdams for his criticism, and he was not reinstated because he refused to write an apology. The university insisted the courts should have nothing to do with the dispute.
Officials at the private Roman Catholic institution learned otherwise.
The court ruled in favor of McAdams, concluding he had a right to sue and must be reinstated immediately, with all back pay and other benefits to which he may have been entitled.
McAdams' position has been restored, but he is on an academic leave that had been due to him. He is scheduled to resume teaching classes in the spring.
He told FIRE that everything looks familiar.
"McAdams, a longtime critic of 'politically correct Leftists,' complained on the platform about a graduate student instructor who refused to allow classroom debate over the propriety of gay marriage. (She told a student that debate was settled.) After McAdams' post garnered national attention, the instructor got harassing and threatening messages. Marquette blamed McAdams," FIRE said.
Marquette still insisted, when it lost the court case, that McAdams' behavior was inappropriate and said it would review its policies.
He also isn't backing down from his opinions.
In a special concurrence written by Justice Rebecca Grassl Bradley, the case was characterized as putting "academic freedom" on trial.
"Would the sacred 'right of faculty members to speak as citizens – that is, 'to address the larger community with regard to any matter of social, political, economic or other interest without institutional discipline or restraint" – succumb to the dominant academic culture of micro-aggressions, trigger warnings and safe spaces that seeks to silence unpopular speech by deceptively recasting it as violence?
"In this battle, only one could prevail, for academic freedom cannot coexist with Orwellian speech police. Academic freedom means nothing if faculty is forced to self-censor in fear of offending the unforeseen and ever-evolving sensitivities of adversaries demanding retribution," she wrote.
The dispute began when McAdams commented on graduate teaching assistant Cheryl Abbate's treatment of a student in a Philosophy of Ethics class in 2014.
His comments were posted on his personal blog, Marquette Warrior.


Super Typhoon Mangkhut has gathered strength as it barrels towards the Philippines, weather officials say. The storm is now packing winds of 255 km/h (160 mph) and officials say more than five million people are directly in its path. Last-minute preparations are under way before it makes landfall on the northern tip of the main island of Luzon by Saturday. Flights have been cancelled, schools shut and the army is on standby. Officials have said that the storm, which is 900km in diameter, will be powerful enough to remain a "considerable threat" even if it slows down before making landfall. The storm known locally as Ompong has already pummeled the Northern Mariana Islands and Guam.
"During previous monsoon rains, half of our house was destroyed so I wanted to take my grandchildren to safety," she told journalists. The Philippines is routinely hit during the typhoon season. The deadliest storm on record in the country was Super Typhoon Haiyan, which killed more than 7,000 people and affected millions in 2013. Calm before the storm. Howard Johnson, BBC News, Arparri, Luzon Residents of this small, low-rise town say they've been through this before, they've seen other storms. Farmers are working around the clock to harvest their rice paddies. They say the rice is still not ripe, but want to salvage what they can before this storm potentially devastates their fields.
Authorities have told people to move on. Some cars are leaving the area, bedding on the roof – but some people say they want to stay inside their homes to prevent thieves entering. People seem to be very relaxed with the idea that a super typhoon is coming their way. Other countries have also been making preparations. In China, authorities have raised storm alerts to "yellow", which is the second level on its four-tier warning system. It is predicted to hit China between late Sunday and the early hours of Monday. In Hong Kong preparations are already under way, though the latest forecasts suggest Mangkhut will pass to the south of the territory later in the weekend.


text:
Inside the Lakers
Following the Los Angeles Lakers with Mark Medina
Los Angeles Daily News
Torrance Daily Breeze
Long Beach Press-Telegram
San Gabriel Valley Tribune
Pasadena Star-News
Whittier Daily News
Inland Valley Daily Bulletin
San Bernardino Sun
Redlands Daily Facts
More Sports Blogs
Inside the Angels
Inside the Clippers
Farther Off the Wall
Inside the Kings
Inside MMA
100 Percent Soccer
Inside UCLA
Inside USC
Kobe Bryant returns to El Segundo
Posted on November 30, 2011 by Elliott Teaford
Here's the latest from post-lockout central:
The NBA has allowed teams to open their practice facilities to their players starting Thursday, which means Kobe Bryant, Pau Gasol and the rest of the Lakers can move their daily pickup games to El Segundo and have access to the gym, weight room and training facilities. It's the first step in reconciling after the tentative end to the lockout. Contact between club officials and players is supposed to be limited, however.
Also, the players' agents can now start speaking with GMs about new contracts for their clients, although they cannot sign until Dec. 9. Training camps are set to open Dec. 9. The Lakers are tentatively scheduled to play two exhibitions against the Clippers at Staples Center, reportedly Dec. 19 and 20 or 21. The Lakers are expected to open the season Christmas Day against the Chicago Bulls at Staples Center. The league might announce the complete 66-game schedule later this week.
P.S. Follow me on twitter: @ElliottTeaford. You'll have to put up with some hockey tweets over the next few days, but then it's back to the Lakers fulltime starting next Monday.
This entry was posted in Uncategorized by Elliott Teaford. Bookmark the permalink.


text:
Smart Cities need to be Accessible Cities
July 22, 2020 July 31, 2020 ThomasOsburgTrusted Innovation
It is often said, that acceptance of new tech solutions goes hand in hand with understanding the user benefit. But what user are we looking at in Urban Scenarios? Today, to fully exploit the potential of Smart Cities, you better be a role-model user – young, smart, understanding the potential of technologies and knowing how to use it. Reality, however is different.
A key concept in tomorrow's scenarios for accepting Smart Technology in cities is Accessibility. This goes for access to technology (not everyone is using Internet several times a day), for public services (do you really understand the details of the public transport system in the city you live in?) and of course it goes for people with disabilities.
What is Smart?
Digital-accessibility maps are proliferating rapidly and should help people to see upfront, how accessible are certain locations, i.e. with a wheelchair. Currently, a lot of focus is on using the crowd to feed data into the systems. So, digital-accessibility maps assume that crowdsourcing serves the purpose that user-contributed data can provide information quickly while simultaneously educating the public about accessibility best practices. Some apps even allow users to establish profiles and receive recognition on leaderboards for the number of places they have surveyed.
Some hope that this will spur the emergence of a new type of urban citizenship: the so-called smart citizen, a technologically enabled community member who contributes time, labor, and device time to generate data about everyday life. Even if such a citizen does not identify as disabled, noticing and documenting the built environment can promote awareness of barriers that many people with physical, sensory, and mental disabilities face.
The Challenge with the Crowd
But long before crowdsourcing became a term for technology-assisted outsourcing, disability activists were questioning the wisdom of the crowds in this process. People who primarily move by walking might not be aware of the spatial parameters needed for a wheelchair to turn inside a small space, like a bathroom. People who rely on vision to navigate might not know how to assess a location for its friendliness to the visually impaired. People who are not sensitive to certain lighting or scents might not even notice the presence of these features. Crowdsourcing can create as many problems as it solves.
Our buildings and cities are exposed to constant pressure to adapt. Correspondingly, responding to this starting point is not a task for crowdsourcing, but a responsible task of high social relevance. The first task is to investigate the system behavior, impact and performance of different types of interior, building and neighborhood in the context of changing demands. The architectural space (also smart) must be understood as habitat concepts. The solutions developed must be geared to their consequences (and not just benefits) for citizens.
Limits to Technology
But even if all these problems were solved, digital-accessibility apps still pose one final threat to disability advocacy in urban environments. Apps can make cities more navigable, but they do not change the material features of that environment. Most of the time, they record the current conditions in the built environment rather than advocate for better ones. Before apps came on the scene, disability activists used mapping to catalog injustices and to imagine alternative futures: new environments in which accessibility was the norm, rather than the exception. Contemporary projects should incorporate that lesson, too.
* Contribution inspired by Aimi Hamraie, in: The Atlantic / Nov. 2018
What are Trusted Innovation?


Since 1990 Mostafa has worked for some of the biggest companies in the industry including BBC, ITV, Al-Jazeera, NBC and MBC ranging in positions from Director to Senior Producer. In 2005, he joined Al Jazeera Media Network, which holds 70 bureaus around the world. Mostafa began his time there as a Programs Producer/Director with their English and Arabic channels.
Over the course of his 10 years with Al Jazeera Media Network he held different Managerial positions including Head of Production with their Children Channel, Head of Programs for the Documentary Channel and eventually their Global Production Operations Manager for programs and documentaries.


text:
Rat SLC7A11(Solute Carrier Family 7, Member 11) ELISA Kit
Rat Solute Carrier Family 7, Member 11 (SLC7A11) ELISA Kit
SEE410Ra-1x48wellstestplate Cloud-Clone 1x48-wells test plate
The Intra-assay Precision is determined when 3 samples with low, middle and high level of Rat Solute Carrier Family 7, Member 11 (SLC7A11) were tested on 3 different plates, 8 replicates in each plate
Description: This is Double-antibody Sandwich Enzyme-linked immunosorbent assay for detection of Rat Solute Carrier Family 7, Member 11 (SLC7A11) in Tissue homogenates, cell lysates and other biological fluids.
4-SEE410Ra Cloud-Clone
Known also as Solute Carrier Family 7, Member 11 elisa. Alternative names of the recognized antigen: CCBR1
Cystine/Glutamate Transporter, Cationic Amino Acid Transporter, y+ System
Amino acid transport system xc-
Calcium channel blocker resis
Description: Enzyme-linked immunosorbent assay based on the Double-antibody Sandwich method for detection of Rat Solute Carrier Family 7, Member 11 (SLC7A11) in samples from Tissue homogenates, cell lysates and other biological fluids. with no significant corss-reactivity with analogues from other species.
Solute Carrier Family 7, Member 11 (SLC7A11) Antibody
Recombinant Solute Carrier Family 7, Member 11 (SLC7A11)
4-RPE410Mu01 Cloud-Clone
Buffer composition: 20mM Tris, 150mM NaCl, pH8.0, containing 1mM EDTA, 1mM DTT, 0.01% SKL, 5% Trehalose and Proclin300.
Description: Recombinant Mouse Solute Carrier Family 7, Member 11 expressed in: E.coli
Rat Solute Carrier Family 7, Member 11 (SLC7A11) Protein
Rat Solute Carrier Family 7, Member 11 (SLC7A11) CLIA Kit
Human Solute Carrier Family 7, Member 11 (SLC7A11) ELISA Kit
Mouse Solute Carrier Family 7, Member 11 (SLC7A11) ELISA Kit
SEE410Hu-10x96wellstestplate Cloud-Clone 10x96-wells test plate
The Intra-assay Precision is determined when 3 samples with low, middle and high level of Human Solute Carrier Family 7, Member 11 (SLC7A11) were tested on 3 different plates, 8 replicates in each plate
Description: This is Double-antibody Sandwich Enzyme-linked immunosorbent assay for detection of Human Solute Carrier Family 7, Member 11 (SLC7A11) in Tissue homogenates, cell lysates and other biological fluids.
SEE410Hu-1x48wellstestplate Cloud-Clone 1x48-wells test plate
4-SEE410Hu Cloud-Clone
Description: Enzyme-linked immunosorbent assay based on the Double-antibody Sandwich method for detection of Human Solute Carrier Family 7, Member 11 (SLC7A11) in samples from Tissue homogenates, cell lysates and other biological fluids with no significant corss-reactivity with analogues from other species.
ELISA kit for Rat SLC7A11 (Solute Carrier Family 7, Member 11)
The microtiter plate provided in this kit has been pre-coated with an antibody specific to Solute Carrier Family 7, Member 11 (SLC7A11). Standards or samples are then added to the appropriate microtiter plate wells with a biotin-conjugated antibody s
Description: A sandwich ELISA kit for detection of Solute Carrier Family 7, Member 11 from Rat in samples from blood, serum, plasma, cell culture fluid and other biological fluids.
Mouse Solute Carrier Family 7, Member 11 (SLC7A11) Protein
Human Solute Carrier Family 7, Member 11 (SLC7A11) CLIA Kit
ELISA kit for Human SLC7A11 (Solute Carrier Family 7, Member 11)
Description: A sandwich ELISA kit for detection of Solute Carrier Family 7, Member 11 from Human in samples from blood, serum, plasma, cell culture fluid and other biological fluids.
Rat Solute Carrier Family 30 Member 7 (SLC30A7) ELISA Kit
DLR-SLC30A7-Ra-48T DL Develop 48T
Should the Rat Solute Carrier Family 30 Member 7 (SLC30A7) ELISA Kit is proven to show malperformance, you will receive a refund or a free replacement.
Description: A sandwich quantitative ELISA assay kit for detection of Rat Solute Carrier Family 30 Member 7 (SLC30A7) in samples from tissue homogenates or other biological fluids.
RD-SLC30A7-Ra-48Tests Reddot Biotech 48 Tests
RDR-SLC30A7-Ra-48Tests Reddot Biotech 48 Tests
Solute Carrier Family 22 Member 11 (SLC22A11) Antibody
Solute Carrier Family 4 Member 11 (SLC4A11) Antibody
Solute Carrier Family 9, Member 11 (SLC9C2) Antibody
Solute Carrier Family 11 Member 1 (SLC11A1) Antibody


Where your business stands in terms of proper inventory management says a lot about its success, or lack thereof.
If you're doing a good job, those in the manufacturing industry can depend on you when they need materials. Do a poor job, however, and your problems will circle around from your clients back to your company.
Part of your inventory will move faster than others. As such, these will require a different management approach.
This shows the 80-20 rule really does apply for inventory management. This means you should have a bigger stock buffer for the items that sell faster. Slower-moving items, meanwhile, may need fewer buffers.
Being able to categorise your stock into what's hot and what's not can greatly improve your operations.
The demand for your products or services is likely to fluctuate based on the season, the economic climate, and other trends. Having a solid forecasting capability can help plan your inventory, making sure you maintain appropriate levels and avoid shortages or excesses at certain times.
A centralised inventory management system gives you a way to accurately track inventory counts, deal with seasonal changes and unexpected events, and avoid overstock or understock scenarios.
Having an advanced tool tracking software barcode technology allows you to stay on top of your inventory at multiple locations without any problem. This is especially important if you have branches in different locations and target consumers.
For your business to improve, everybody should be on board in all your plans. If you're implementing a change in supply procedures, be sure everyone—from the factory workers to the delivery people—are updated with the policies.
With a new inventory and delivery system, for example, time and attendance software from Roshtek.com.au can be a great help in making sure your employees are on-time both in going to work and in doing their work.
When everyone is on the same page, things will run smoothly.
Don't wait for problems to arise; track them down and make sure they are dealt with even before they cause problems to your operations. If you regularly experience an oversupply or undersupply of certain stocks, get to the bottom of it.
Do a root-cause analysis on excess inventory and know how these stocks should be handled properly the next time you order them.
Inventory management for start-ups is not really a glamorous job, but one that's essential in ensuring your business prospers. Of course, the key is to get it right.


Few policy sectors covered by the UN system have been unaffected by transnational organized crime and the increasing recognition that of the threat that organized crime poses to the system's core mandate. A myriad of specialised UN agencies, both in their respective headquarters and at country level, are working to mitigate the impacts of organized crime on their individual mandates for protection and development. However, this work by individual agencies often comes without the necessary coordination across the wider UN system, leading to an inability to achieve a coherent response across different sectors.
This section of the UN-TOC Watch project aims to explore both how the UN system is responding to organised crime across its various bodies, and how this response may be more effectively coordinated.
Can meaningful drug-policy reform rise from the ashes of UNGASS?
Naming and shaming: Examples for the UN to follow?
Can the UN deal with crooked states?


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Q: Using .less files with React I am trying to use .less files with a minimalist React app (created with create-react-app). I've added less and less-loader to my package.json as well as a module rule in my webpack.config.js file. The class reference is not being added to the HTML element however (should have class="customColor").

Hello world in a custom color.

I'm wondering what I'm doing wrong.
App.js
import React from 'react';
import './App.css';
import styles from './custom.less';

function App() {
  return (

          Hello world in a custom color.

  );
}

export default App;

custom.less
@custom-color: red;

.customColor {
  color: @custom-color;
}

package.json
{
  "name": "sample",
  "version": "0.1.0",
  "private": true,
  "dependencies": {
    "react": "^16.9.0",
    "react-dom": "^16.9.0",
    "react-scripts": "3.1.1"
  },
  "scripts": {
    "start": "react-scripts start",
    "build": "react-scripts build",
    "test": "react-scripts test",
    "eject": "react-scripts eject"
  },
  "eslintConfig": {
    "extends": "react-app"
  },
  "devDependencies": {
    "less": "^3.10.3",
    "less-loader": "^5.0.0"
  }
}

webpack.config.js
module.exports = {
    rules: [{
        test: /\.less$/,
        use: [{
            loader: 'style-loader',
        }, {
            loader: 'css-loader', // translates CSS into CommonJS
        }, {
            loader: 'less-loader', // compiles Less to CSS
        }],
    }],
}

A: After upgrading my react to v 18 you can do it with react-app-rewired library without ejecting your whole config of react, it's more cleaner.
install react-app-rewired
npm i react-app-rewired

install less and less loader
npm install less less-loader --save-dev

change your scripts in package.json to
 "start": "react-app-rewired start",
  "build": "react-app-rewired build",
  "test": "react-app-rewired test",

after that you need a file named config-overrides.js in your main application folder to configure your application
you need to add this config
module.exports = function override(config, env) {
  config.module.rules[1].oneOf.splice(2, 0, {
    test: /\.less$/i,
    exclude: /\.module\.(less)$/,
    use: [
      { loader: "style-loader" },
      { loader: "css-loader" },
      {
        loader: "less-loader",
        options: {
          lessOptions: {
            javascriptEnabled: true,
          },
        },
      },
    ],
  })

  return config
}

and that's it.

A: CRA (Create React App) by default supports only SASS and CSS if you want to use LESS you need to do npm run eject first and then modify webpack configs.
However there is a way to do that w/o ejecting tho I have to say I personally prefer ejecting. You can find instructions here

A: to use less files in a react project created with create-react-app follow these steps:

*

*npm run eject

*npm i less less-loader

*open webpack.config.js file located at config folder created after eject script:

look at the return value of exported function(that's the main config)
find where last style-loader added which is sass-loader
       {
          test: sassModuleRegex,
          use: getStyleLoaders(
            {
              importLoaders: 3,
              sourceMap: isEnvProduction && shouldUseSourceMap,
              modules: {
                getLocalIdent: getCSSModuleLocalIdent,
              },
            },
            'sass-loader'
          ),
        },

and add less-loader under sass-loader like this:
       {
          test: sassModuleRegex,
          use: getStyleLoaders(
            {
              importLoaders: 3,
              sourceMap: isEnvProduction && shouldUseSourceMap,
              modules: {
                getLocalIdent: getCSSModuleLocalIdent,
              },
            },
            'sass-loader'
          ),
        },
        {
          test: /\.less$/,
          use: getStyleLoaders(
            {
              modules: true,
              importLoaders: 3,
              sourceMap: isEnvProduction && shouldUseSourceMap,
            },
            'less-loader'
          ),
          // Don't consider CSS imports dead code even if the
          // containing package claims to have no side effects.
          // Remove this when webpack adds a warning or an error for this.
          // See https://github.com/webpack/webpack/issues/6571
          sideEffects: true,
        },

importLoaders option inside less-loader should be 3.
two loaders from getStyleLoaders + our less-loader.

The option importLoaders allows you to configure how many loaders before css-loader should be applied to @imported resources.

why module option is true?
// index.less file

.header {
  background-color: skyblue;
}

if you want to use stylesheet file like this:
import styles from './index.less';

you should set modules: true
but if you want to use it like below:
import './index.less';

you should set modules: false

A: If you're using CRA, I would suggest going without ejecting.
First install less, less-watch-compiler and concurrently:
npm install less less-watch-compiler concurrently --save-dev

Then in your root directory create less-watcher.config.json and set the configuration:
{
    "watchFolder": "src/",
    "outputFolder": "src/",
    "runOnce": false,
    "enableJs": true
}

Rename App.css to App.less
Replace start script in package.json with the following:
"scripts": {
    "start": "concurrently --kill-others \"less-watch-compiler --config less-watcher.config.json\" \"react-scripts start\"",
    "build": "react-scripts build",
    ....
}

and run the application. Enjoy :)

A: Try:
{test:/\.less$/, use:['style-loader','css-loader','less-loader']}

A: just use:
npm i -D react-scripts-less

then:
"scripts": {
    "start": "react-scripts-less start",
    "build": "react-scripts-less build",
    "test": "react-scripts-less test",
}

you are welcome ;)

A:  Is it relevant to use this method in large projects?

npm run eject
npm i less less-loader
open webpack.config.js file located at config folder created after eject script:
look at the return value of exported function(that's the main config)
find where last style-loader added which is sass-loader
 {
      test: sassModuleRegex,
      use: getStyleLoaders(
        {
          importLoaders: 3,
          sourceMap: isEnvProduction && shouldUseSourceMap,
          modules: {
            getLocalIdent: getCSSModuleLocalIdent,
          },
        },
        'sass-loader'
      ),
    },
    {
      test: /\.less$/,
      use: getStyleLoaders(
        {
          modules: true,
          importLoaders: 3,
          sourceMap: isEnvProduction && shouldUseSourceMap,
        },
        'less-loader'
      ),
      // Don't consider CSS imports dead code even if the
      // containing package claims to have no side effects.
      // Remove this when webpack adds a warning or an error for this.
      // See https://github.com/webpack/webpack/issues/6571
      sideEffects: true,
    },

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Please Note: For the convenience of all attendees, the NAIC now provides a mobile friendly sortable agenda with meeting time and locations for meetings scheduled to meet in open session. Use the sort buttons and search field to locate meetings and then click on the plus sign to show meeting time and location.
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text:
HCSS ORGANIZATIONAL CHART
Lottery & Waiting List
OUR APPROACH TO LEARNING
AP & DUAL CREDIT PROGRAMS
WMML
SPED and ELL Services
GRADE PROMOTION POLICY
PATHWAY TO COLLEGE
PSAT/SAT PREPARATION
CAREER AWARENESS & EXPLORATION
GUIDANCE CURRICULUM
COLLEGE MENTORSHIP PROGRAM (CMP)
BAND/GUTAR
A TYPICAL DAY AT HCSS
HCSS EAST
HCSS WEST
HCSS-East and HCSS-West do not discriminate against students on the basis of race, color, national origin, creed or religion, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or in a foreign language, or prior academic achievement when recruiting or admitting students.HCSS-East and HCSS-West do not set admissions criteria that are intended to discriminate or that have the effect of discrimination based upon any of these characteristics. The process of enrollment will be conducted according to the laws and the regulations of Massachusetts (M.G.L. c. 71, § 89; 603 CMR 1.05).
Hampden Charter School of Science- East (HCSS-East) accepts applications from students who reside in Massachusetts, with preference given to students who reside within Chicopee, Ludlow, Springfield, and West Springfield districts of Massachusetts. HCSS-East serves students in grades six through twelve and accepts applications for students in all available in grades six through ten each year. G.L., c. 71, §89 (m).
Hampden Charter School of Science- West (HCSS-West) accepts applications from students who reside in Massachusetts, with preference given to students who reside within Agawam, Westfield, Holyoke, and West Springfield districts of Massachusetts. HCSS-West serves students in grades six through twelve and accepts applications for students in all available in grades six through ten each year. G.L., c. 71, §89 (m).
Application Forms in different languages:
20 Johnson Rd. Chicopee,
MA 01022.
Ph: (413) 593 9090
info@hampdencharter.org
511 Main St. West Springfield,
© Copyright 2019 Hampden Charter School of Science
Afrikaans Arabic Chinese (Simplified) Danish Dutch English French German Italian Polish Portuguese Russian Spanish Thai Turkish Vietnamese
Deadline: Sunday, March 7, 2021
HAMPDEN CHARTER SCHOOL OF SCIENCE ACCEPTING APPLICATIONS FOR GRADES 6-10
All HCSS school buildings will be closed tomorrow (Friday, December 18th) due to inclement weather. All classes will take place virtually and the staff will be working remotely. If you have any questions or concerns, please contact your child building administration.
HCSS-East:
Email: hcsseasthotline1@hampdencharter.org
Phone:619-624-1805 (You can leave a message)
HCSS-West:
Email: hcsswest@hampdencharter.org
Phone: 413-278-5450 (You can leave a message)


RSI 4.2 Determine the main idea of a text and explain how it is supported by key details; paraphrase or summarize key ideas, events, or procedures including correct sequence when appropriate.
RSI 4.3 Explain relationships (e.g., cause-effect) among events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RSI 4.4 Determine the meaning of general academic and domain- specific words or phrases in a text relevant to a grade-level topic or subject area.
RSI 4.9 Integrate information from two texts on the same topic or related topics in order to write or speak about the subject knowledgeably.
RSI 4.10 By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 4 (from upper grade 3 to grade 5), with scaffolding as needed at the high end of the range.
WS 4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
WS 4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
SLS 4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LS 4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
LS 4.6 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Arizona 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text.
4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade-level.
4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
4.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies.
4.L.6 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Science 1.3.1 Analyze data obtained in a scientific investigation to identify trends.
Science 1.3.2 Formulate conclusions based upon identified trends in data.
Arkansas RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2 Examine a grade-appropriate informational text. Provide a summary. Determine the main idea of a text and explain how it is supported by key details.
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.4 Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a Grade 4 topic or subject area.
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.4.1 Engage effectively in a range of collaborative discussions one-on-one, in groups, and teacher-led with diverse partners on Grade-level topics and texts, building on others' ideas and expressing their own clearly.
SL.4.2 Paraphrase portions of information that is gained by means other than reading (e.g., texts read aloud; oral presentations of charts, graphs, diagrams; speeches).
L.4.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on Grade 4 reading and content, choosing flexibly from a range of effective strategies.
L.4.6 Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, endangered).
4-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
California RSI 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RSI 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RSI 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RSI 4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
RSI 4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RSI 4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RSI 4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
LS 4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies.
Florida LAFS.4.RI.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
LAFS.4.RI.2.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
LAFS.4.RI.3.0 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
LAFS.4.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.K12.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Idaho RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI. 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI. 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI. 4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
RI. 4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI. 4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI. 4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies.
Illinois SS.IS.4.3-5 Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources.
SS.IS.5.3-5 Develop claims using evidence from multiple sources to answer essential questions.
SS.IS.6.3-5 Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources.
SS.CV.3.3 Compare procedures for making decisions in the classroom, school and community.
SS.H.1.4: Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.
SS.H.3.5 Explain probable causes and effects of events and developments in U.S. history.
Indiana 4.RN.2.1 Refer to details and examples in a text when explaining what a text says explicitly and when drawing inferences from the text.
4.RN.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.RN.4.1 Distinguish between fact and opinion; explain how an author uses reasons and evidence to support a statement or position (claim) in a text.
4.RN.4.2 Combine information from two texts on the same topic in order to demonstrate knowledge about the subject.
4.RV.3.2 Determine the meanings of general academic and content-specific words and phrases in a nonfiction text relevant to a grade-level topic or subject area.
4.W.3.2 Write informative compositions on a variety of topics.
4.SL.1 Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
4.SL.2.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others' ideas and expressing personal ideas clearly.
4.SL.2.2 xplore ideas under discussion by drawing on readings and other information.
4.SL.3.1 Summarize major ideas and supportive evidence from text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
4.SL.4.1 Using appropriate language, report on a topic or text or provide a narrative in an organized manner, with effective introductions and conclusions, using appropriate structure, appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly and concisely at an understandable pace.
4.ML.1 Identify how information found in electronic, print, and mass media is used to inform, persuade, entertain, and transmit culture.
4.ML.2.1 Recognize claims in print, image, and multimedia and identify evidence used to support these claims.
Science 3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Kansas RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Social Studies 1 Choices have consequences.
Minnesota ELA 4.2.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ELA 4.2.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
ELA 4.2.3.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
ELA 4.2.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
ELA 4.2.5.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
ELA 4.2.9.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
ELA 4.2.10.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range.
ELA 4.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
ELA 4.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
ELA 4.8.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
ELA 4.8.2.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA 4.10.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
ELA 4.10.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Science 3.1.1.1.1 Provide evidence to support claims, other than saying "Everyone knows that," or "I just know," and question such reasons when given by others.
Science 3.1.1.2.1 Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations.
Science 3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
Science 3.1.3.2.2 Recognize that the practice of science and/or engineering involves many different kinds of work and engages men and women of all ages and backgrounds.
SS 3.2.1.1.1 Identify possible short- and long-term consequences (costs and benefits) of different choices.
SS 3.4.1.2.2 Compare and contrast two different accounts of an event.
ELA-R 1.C.4.a Explain relevant connections between text to text.
ELA-R 1.C.4.b Explain relevant connections between text to world.
ELA-R 3.C.4.a Read, infer, and draw conclusions to distinguish fact from opinion in a text and explain how to verify what is a fact.
Montana RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text and include texts by and about American Indians.
W..4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W..4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Social Studies 1 Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations.
Nebraska LA 4.1.5.b Apply context clues (e.g., word, phrase, and sentence, and paragraph clues) and text features to infer meaning of unknown words.
LA 4.1.5.c Acquire new academic and content-specific grade-level vocabulary, relate to prior knowledge, and apply in new situations.
LA 4.1.6.e Determine main ideas and supporting details from informational text and/or media.
LA 4.1.6.f Use text features to locate information and explain how the information contributes to an understanding of print and digital text.
LA 4.1.6.i Construct and/or answer literal, inferential, and critical questions and support answers with explicit evidence from the text or additional sources.
LA 4.1.6.l Build background knowledge and activate prior knowledge to identify text-toself, text-to-text, and text-to-world connections before, during, and after reading.
LA 4.2.2.a Communicate information and ideas effectively in analytic, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.
LA 4.2.2.b Provide evidence from literary or informational text to support analysis, reflection, and research.
LA 4.3.1.a Communicate ideas and information in a clear and concise manner suited to the purpose, setting, and audience (formal voice or informal voice), using appropriate word choice, grammar, and sentence structure.
LA 4.3.1.c Utilize appropriate visual and/or digital tools to enhance verbal communication and add interest.
LA 4.3.1.d Convey a perspective with clear reasoning and support.
LA 4.3.1.e Ask pertinent questions to acquire or confirm information.
LA 4.3.2.b Identify the purpose and credibility of information being presented in diverse media and formats.
LA 4.3.3.d Listen, ask clarifying questions, summarize, and explain information being communicated and consider its contribution to a topic, text, or issue under study.
LA 4.3.3.e Collaboratively converse with peers and adults on grade-appropriate topics and texts, building on others' ideas to clearly express one's own views while respecting diverse perspectives.
SS 3.3.4.a Compare and contrast patterns of culture within your community.
SS 3.4.4.c Describe how decisions affected events in the community.
New Jersey NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
NJSLSA.R7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
NJSLSA.R8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI.4.10 By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.
NJSLSA.W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
NJSLSA.W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
NJSLSA.W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
NJSLSA.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
NJSLSA.SL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
NJSLSA.SL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
NJSLSA.L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
NJSLSA.L6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Oklahoma 4.1.R.2 Students will ask and answer questions to seek help, get information, or clarify information presented orally through text or other media to confirm understanding.
4.1.R.3 Students will engage in collaborative discussions about appropriate topics and texts, expressing their own ideas clearly while building on the ideas of others in pairs, diverse groups, and whole class settings.
4.1.W.1 Students will report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences at an appropriate pace.
4.2.R.4 Students will begin to paraphrase main ideas with supporting details in a text.
4.3.W.2 Students will write facts about a subject, including a clear main idea with supporting details, and use transitional and signal words.
4.3.W.3 Students will express an opinion about a topic and provide fact-based reasons as support.
4.4.W.1 Students will use domain-appropriate vocabulary to communicate ideas in writing.
4.6.R.3 Students will determine the relevance and reliability of the information gathered.
4.6.W.3 Students will summarize and present information in a report.
4.7.R.1 Students will locate, organize, and analyze information from a variety of written, oral, visual, digital, non-verbal, and interactive texts to generate and answer literal and interpretive questions to create new understandings.
4.7.R.2 Students will compare and contrast how ideas and topics are depicted in a variety of media and formats.
SS 3.19. Identify and compare different ways of looking at an event, issue, or problem.
SS 5.19. Analyze two accounts of the same event or topic and describe important similarities and differences.
SS 5.21. Identify and study two or more points of view of an event, issue or problem.
SS 5.23. Propose a response or solution to an issue or problem and support why it makes sense, using support from research.
Pennsylvania CC.1.2.4.A Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CC.1.2.4.B Refer to details and examples in text to support what the text says explicitly and make inferences.
CC.1.2.4.F Determine the meaning of words and phrases as they are used in gradelevel text, including figurative language.
CC.1.2.4.J Acquire and use accurately gradeappropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.
CC.1.2.4.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
CC.1.4.4.A Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
CC.1.4.4.E Use precise language and domain-specific vocabulary to inform about or explain the topic.
CC.1.4.4.I Provide reasons that are supported by facts and details.
CC.1.4.4.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.
CC.1.5.4.A Engage effectively in a range of collaborative discussions on gradelevel topics and texts, building on others' ideas and expressing their own clearly.
CC.1.5.4.D Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.
SS 8.1.4.B. Distinguish between fact and opinion from multiple points of view, and primary sources as related to historical events.
I.3.2 Organize and categorize important information; collaborate to validate or revise thinking; report relevant findings.
I.4.1 Draw logical conclusions from relationships and patterns discovered during the inquiry process.
C.1.2 Participate in discussions; ask and respond to questions to acquire information concerning a topic, text, or issue.
C.2.2 Discuss the purpose and the credibility of information presented in diverse media and formats.
4.S.1A.4 Analyze and interpret data from observations, measurements, or investigations to understand patterns and meanings.
4.S.1A.7 Construct scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.
Tennessee 4.FL.VA.7a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies.
4.RI.KID.1 Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.
4.RI.KID.2 Determine the main idea of a text and explain how it is supported by key details; summarize a text.
4.RI.IKI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.RI.RRTC.10 Read and comprehend stories and informational texts throughout the grade-level text complexity band proficiently, with scaffolding at the high end as needed.
4.SL.PKI.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
4.W.TTP.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
4.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas and information.
4.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4.W.RBPK.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, categorize information, and provide a list of sources.
113.14.b.19.B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
Utah Reading: ITS 1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Reading: ITS 2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Reading: ITS 3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Reading: ITS 4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Reading: ITS 5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Reading: ITS 9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Reading: ITS 10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Continue to develop fluency when reading documents written in cursive.
Writing 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Writing 4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Writing 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening 1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics and texts, building on others' ideas and expressing their own clearly.
Speaking and Listening 2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Language 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies.
Language 6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
SCI.SEP4.A.3-5 Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, or computation.
SCI.SEP7.A.3-5 Construct and/or support an argument with evidence, data, or a model.
Common Core RSI 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.


at its plush lobby to herald the holiday season.
What a better way to formally open one of the newest and grandest hotels this side of town! For bai Hotel Cebu, which prides itself in being the biggest hotel in the VisMin realm today, it was only befitting to officially launch at the most wonderful time of the year. Last Saturday, as evidenced by its event hashtag #AllRoadsLeadToBai, the sprawling property decked out in Christmas finery welcomed guests and visitors to its formal launch led by its general manager, Mr. Alfred M. Reyes.
Lapu-lapu ballroom for the Yuletide fesitivites.
serenade by 'Asia's Phoenix' Morisette Amon, who also hails from the southern capital. The five-star establishment made up of 668 guest rooms, 12 conference and event venues, and a bevy of restaurants and cafés is part of WorldHotels, a prestigious organization in the hospitality industry that aims to provide the best hotel experience to guests.
Entertainment plus a sumptuous grazing table of dishes and desserts welcomed partygoers to bai's Christmas program.
Next CHINA: Beijing to build the first underwater train route.


This mash owes its luxurious texture to the natural creaminess of Yukon gold potatoes and a touch of olive oil. At first glance 4 cloves of garlic may seem like a lot, but the garlic mellows as it steams with the potatoes so when they are mashed together you get just the right garlic infusion.
Place the potatoes and garlic in a steamer basket fitted over a large pot of boiling water. Cover and steam until the potatoes are knife-tender, 12 to 15 minutes. Warm the chicken broth in a small pot on the stove or in a glass container in the microwave.
Remove the steamer basket and drain the water from the large pot. Transfer the potatoes and garlic to the pot, add the oil, salt, pepper, and broth and mash until smooth.


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Lucien Bonaparte eredeti olasz nevén Luciano Buonaparte (Ajaccio, 1775. május 21. – Viterbo, 1840. június 29.) Napoléon Bonaparte öccse, akinek mint az Ötszázak Tanácsa elnökének része volt abban, hogy Napoléon Bonaparte tábornokot Saint-Cloud-ban brumaire 19-én (1799. november 10.) a Köztársaság Első Konzuljává választották.

Élete

Lucien Franciaországban tanult, majd 1789-ben visszatért Korzikára, és szókimondó figurája lett az ajacciói jakobinus klubnak. Ösztönözte fivéreit, hogy szakítsanak Pasquale Paoli korzikai hazafival, és vezetője volt annak a korzikai küldöttségnek, amely Franciaországba ment, hogy megvádolja Paolit, és segítséget kérjen ellene. Dél-Franciaországban is keményen munkálkodott a jakobinusok ügyéért.

A thermidori államcsíny (1794. július) miatt kénytelen volt egy kisebb tisztséget elfogadni St.-Chamans-ban. Itt ezután letartóztatták, és börtönben volt, míg Napóleon kieszközölte szabadon bocsátását, és kinevezte hadi biztosnak a Németországban állomásozó francia hadsereghez. Mivel Lucien rosszul érezte magát a hadseregnél, ezért Korzikára küldték. 1798-ban mint a sziget képviselője, tagja lett az Ötszázak Tanácsának, amelynek elnökévé választották. Ebbéli minőségében segítette bátyját, Bonaparte Napóleont a brumaire 18-i (1799. november 9-10.) államcsíny kivitelezésében. Ekkor Franciaország törvényhozó hatalma az Ötszázak Tanácsa volt, a végrehajtó hatalmat az ötfős Direktórium gyakorolta. Az utóbbi vezető személyisége, Sieyès, államcsínyre készült, és céljai érdekében Napóleont kívánta felhasználni. Napóleon azonban öccse segítségével puccsot hajtott végre az államcsínyen belül (Brumaire 18–19-i államcsíny), így - egyelőre csak első konzulként - magához tudta ragadni a hatalmat.

Lucien életének ez a fontos eseménye végzetes hatással volt a demokráciára, amelynek elkötelezett híve volt. Lucien és Napóleon viszonya fokozatosan feszültté vált a Konzulátus idején. Lucien úgy vélte, hogy Napóleon növekvő hatalomvágya veszélyezteti a demokráciát. Elfogadta ugyan a belügyminiszteri kinevezést, de Napóleonnal fennálló politikai és személyes nézeteltérései miatt (konkrétan egy politikai pamflet hatására, amelyet Lucien bátyjáról írt, de Fouché rendőrminiszter megszerezte, és Napóleonnak átadta) hamarosan leváltották. 1800-ban Bonaparte, mint Első Konzul kinevezte őt madridi követnek, de hamarosan ismét kegyvesztetté vált. Párizsba való visszatérte után ismét szembeszállt Napóleon elképzeléseivel. A végleges szakadás kettőjük között akkor történt, amikor Lucien titokban feleségül vette Alexandrine de Bleschamps-t, az özvegy Madame Jouberthou-t, noha Napóleon ezt határozottan megtiltotta. Lucien első felesége 1800-ban meghalt, és Napóleon azt akarta, hogy Lucien a Bourbon-házból való Mária Lujza Jozefa spanyol infánsnőt, I. Lajos etruriai király özvegyét, IV. Károly spanyol király leányát vegye feleségül. Miután parancsot kapott, hogy hagyja el Franciaországot, Lucien Itáliában élt.

1807 decemberében Napóleon császár egyezséget ajánlott Luciennek: francia herceggé emelné, ha beleegyezne házasságának érvénytelenítésébe. Ő azonban ezt elutasította, és az Egyesült Államokba indult. Az angolok azonban még a tengeren elfogták, és Angliába vitték, ahol nem túlságosan szigorú megfigyelés mellett élt 1814-ig. Ekkor visszatért Rómába. 1815-ben a száz nap alatt felajánlotta segítségét Napóleonnak, mellette maradt Párizsban, és utolsókig védelmezte Napóleon császári felségjogait, amikor másodszor is lemondásra kényszerült. Lucien életének hátralevő részét Itáliában töltötte, mint Canino hercege, Apollino grófja és Nemori kegyura (VII. Pius pápától 1814. augusztus 18-án kapott címek) és Musignano hercege (XII. Leó pápától 1824. március 21-én kapott cím). Gyomorfekélyben halt meg, akárcsak apja, nővére (Pauline) és bátyja (Napóleon).

Művei
 Charlemagne ou L'Église délivée (Nagy Károly, avagy a megszabadított egyház), elbeszélő költemény, 1814.
 La Vérité sur les Cent-Jours (Az igazság a száz napról), 1835.
 Mémoires (Emlékiratok), 1836. (csak egy kötete jelent meg).

Jegyzetek

Források

Lucien
Franciaországi politikusok
Franciaország belügyminiszterei
A francia forradalom szereplői
1775-ben született személyek
1840-ben elhunyt személyek
A Francia Akadémia tagjai

redpajama_set_name: RedPajamaWikipedia


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Share this Story: Montreal Canadiens release their 2019 NHL pre-season schedule
Montreal Canadiens release their 2019 NHL pre-season schedule
Will play seven games, including four at the Bell Centre and one in Renous, N.B., against the Florida Panthers in annual Hockeyville event.
Stu Cowan • Montreal Gazette
The Canadian flag is projected onto the ice at the Bell Centre during singing of the national anthem before NHL game between the Canadiens and Florida Panthers in Montreal on Jan. 15, 2019. Photo by John Mahoney /Montreal Gazette
The Canadiens released their 2019 NHL preseason schedule on Tuesday with seven games, including four at the Bell Centre.
The Canadiens will play their first preseason game on Monday, Sept. 16, against the New Jersey Devils at the Bell Centre. The other Bell Centre games will be on Thursday, Sept. 19 against the Florida Panthers, Monday, Sept. 23 against the Toronto Maple Leafs and Saturday, Sept. 28 against the Ottawa Senators. All the Bell Centre games will start at 7 p.m.
Montreal Canadiens release their 2019 NHL pre-season schedule Back to video
On Wednesday, Sept. 18, the Canadiens will play the Panthers in Renous, N.B., in the annual Kraft Hockeyville game, starting at 7 p.m. The Canadiens will visit the Senators on Saturday, Sept. 21 at 7:30 p.m. and travel to Toronto to face the Maple Leafs on Wednesday, Sept. 25 at 7 p.m.
The full 2019-20 NHL regular-season schedule is expected to be released on June 25.
CANADIENS PRE-SEASON SCHEDULE
Monday, Sept. 16: Devils at Canadiens, 7 p.m.
Wednesday, Sept. 18: Canadiens vs. Panthers (Renous, N.B.), 7 p.m.
Thursday, Sept. 19: Panthers at Canadiens, 7 p.m.
Saturday, Sept. 21: Canadiens at Senators, 7:30 p.m.
Monday, Sept. 23: Maple Leafs at Canadiens, 7 p.m.
Wednesday, Sept. 25: Canadiens at Leafs, 7 p.m.
Saturday, Sept. 28: Senators at Canadiens, 7 p.m.
scowan@postmedia.com
twitter.com/StuCowan1
NHL Draft: Three defence prospects the Canadiens should have their eye on
NHL Draft: Three prospects who might help boost Canadiens' scoring
What the Puck: How is Marc Bergevin going to improve the Canadiens?
Anglos deplore CAQ's naming of education mandarin without consultations


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FROM node:8-alpine AS base
LABEL maintainer Daniel Olivares "daniel.olivares@parkhub.com"

RUN apk add --update --upgrade --no-cache git
RUN mkdir /npm-module
WORKDIR /npm-module

COPY package.json package-lock.json ./

RUN npm install

COPY . .

RUN rm -rf /tmp/*

CMD ["node", "start", "test"]

redpajama_set_name: RedPajamaGithub


Three US newspapers, the New York Times, Los Angeles Times, and Wall Street Journal, disclosed on 23rd June that SWIFT (Society for Worldwide Interbank Financial Telecommunication) responded to compulsory subpoenas from the Office of Foreign Assets Control of the United States Department of the Treasury by 'providing limited sets of data'. Although SWIFT negotiated with the US Treasury over the scope and oversight of the subpoenas, it was a secret agreement.
The SWIFT press release described itself as 'the industry owned co-operative supplying secure, standardised messaging services and interface software to over 7,800 financial institutions worldwide.' 'SWIFT is not a bank,' it continued, 'nor does it hold accounts of any customers. SWIFT is solely a carrier of messages between financial institutions. The information in these messages is issued and controlled exclusively by the sending and receiving institutions'. SWIFT contended that while its fundamental principle has been to preserve the confidentiality of users' data, it must comply with the lawful obligations in countries where they operate.
It would appear that the Belgian government (SWIFT is headquartered in Brussels) knew nothing about this confidential agreement. Neither, for that matter, did the Belgium Central Bank, which is the home country regulator.
Privacy Laws & Business has requested comments on the disclosures from the privacy officers of the US Department of Justice, the Department of Homeland Security, and the Transportation Security Administration, as well as the European Union Data Protection Supervisor. Any replies received will be included in a fuller story in the next issue of the PL&B International Newsletter, available solely to newsletter subscribers.
Schaar announced at PL&B's 19th Annual International Conference in Cambridge on July 4th that his letter, prepared together with Clarisse Girot, Senior Legal Advisor, at France's DPA, the CNIL, responded to the SEC's letter of June 8th seeking clarification of the February 1st Opinion on whistleblowing (PL&B International Newsletter February 2006 p.9) published by the Art 29 Working Party, which consists of the 25 Member States' Data Protection Authorities, the European Commission and the EU DP Supervisor.
There will be a fuller report in the next issue of the PL&B International Newsletter, available solely to newsletter subscribers.
On July 10th, the UK Information Commissioner issued revised guidance to help organizations wishing to transfer personal data from the European Economic Area (25 EU member states and Norway, Iceland and Liechtenstein) to countries without "adequate" data protection laws.
The first piece of guidance consists of a comprehensive 30 page step-by-step legal analysis of how and when it is necessary to assess the levels of protection for the transfer of data. It also includes detailed guidance on the use of contracts, including outsourcing and binding corporate rules (explained in detail at PL&B's 19th Annual International Conference in Cambridge by ICO solicitor, Sian Rudgard) , and how and when the exemptions from the 8th principle apply.
wanting to get an overview of the requirements of the 8th principle, how it applies to their business, and how they can comply with it.
For further details on Privacy Laws & Business Newsletters, please click here.


In recent years, specialists in linguistics have become increasingly aware of a fundamental reason for poor reading. That is the reading of words one by one, instead of promptly recognizing their grouping, the patterns in which they are joined, or in other words sentence structure. The way a person reads orally seems to be a reliable indication of how he reads silently, for as a leading authority has remarked, "it is not likely that a word-caller in oral reading will read silently by language structures."* so it should be easy to determine in any case whether this basic fault is the explanation of a person's lack of skill in reading.


I spotted this on Walking the Hedge, and thought it would offer a lot of thought-food. Might piss off some people, but I think the questions are quite pertinent.
If you are never late for work, yet never on time at an Open Circle?
If you always try to keep your promises, but feel justified in not showing up to help out at Pagan Pride Day like you said you would?
If you will go out of your way to buy that expensive latte at your favorite coffee shop, but never make an appearance at the local Pagan Coffee Meet & Greet?
If you donate to the food bank through work every year at Christmas, but somehow never remember to bring a can of beans when the local Pagan clergy are collecting for that same food bank or for Pagans going through hard times?
If you spend a fortune on cheap beer and yet have never bought a jug of mead from your local Heathen brewer?
If you always mean to do this or that ritual, but never get around to it for any real reason?
If you'll spend $200 and a weekend drinking with your buddies, but never show up for Pagan Pub Night?
If you go to the pharmacy and buy up all the bottles labeled "herbal" but have never been to the actual herbalist in town?
If you would always offer to do the dishes after having dinner at a friends house, but never volunteer to help out at a Fest or Gathering?
If you will spend $80 on a ticket for a concert, but won't spend $20 cover charge to see a Pagan band play at the pub?
If you can make time to play video games, but not to meditate?
If you will stay up late to finish reading that mystery novel, but still haven't read any of the Witchcraft books you bought last month?
If you buy cheap beer for Odin and expensive wine for yourself?
If you spend $45 dollars on a new blouse you might never wear but you won't spend $15 at the local metaphysical shop on a candleholder?
If you can recite whole episodes of the Simpson's by heart, but can never remember which Element goes with Emotion?
If you will march proudly with your gay friends in their Pride Parade through downtown but won't show your face at Pagan Pride Day in the park?
If you will spend $10 at a car wash but think you shouldn't have to chip in $5 to support your local Pagan clergy/temple/organization/event/etc?
How much is it worth to you, and do your actions reflect it?


text:
Quotes / Publius / January 19, 2016
Tuesday Short Cuts
Insight: "Experience should teach us to be most on our guard to protect liberty when the Government's purposes are beneficent. Men born to freedom are naturally alert to repel invasion of their liberty by evil-minded rulers. The greatest dangers to liberty lurk in insidious encroachment by men of zeal, well-meaning but without understanding." —Justice Louis D. Brandeis (1856-1941)
Faux rage: "I was very angry. I was very, very frustrated and angry that [the video of American sailors being captured by Iran] was released. I raised it immediately with the Iranians. It was not put out by the Ministry of Foreign Affairs or the government directly, it was put out I think through the military over there, the IRGC [Iranian Revolutionary Guard Corps], who is opposed to what we are doing." —John Kerry
Race bait: "I don't think [Obama's] solely responsible for the country being so divided. We all are responsible for it. … Obama [is] being treated different because of … his race. I really believe that. … I think there have been … visible signs of disrespect for the man. And I've always said, if you don't respect the man, respect the position." —Rep. John Lewis
Hot air: "I believe the greatest business opportunity to come to the United States of America in a hundred years is climate change. And I put forward a plan to move us to a 100 percent clean electric energy grid by 2050 and create five million jobs along the way." —Martin O'Malley
Alpha Jackass: "[Y]ou know, everybody hates Ted [Cruz]. It's a very tough thing. They all hate him for a lot of reasons, but they all hate him." —Donald Trump
Braying Jenny: "I'm obviously not only against defunding Planned Parenthood, but I would like to see Planned Parenthood even get more funding because oftentimes it is both the first and the last resort for health care." —Hillary Clinton
Late-night humor: "Vice President Joe Biden in a new interview said that he wakes up every day regretting that he didn't enter the 2016 race. And every day Hillary Clinton holds the rag over his nose and he goes back to sleep." —Seth Meyers
Louis Brandeis
Martin O'Malley
Joe Botched Afghanistan Get what the MSM isn't telling you. Subscribe – It's Right. It's Free.


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Home Uncategorized Broadway: Steve van Zandt Brings The '60s Rascals Back
Broadway: Steve van Zandt Brings The '60s Rascals Back
by Roger Friedman - April 16, 2013 12:22 am
I told you last December,when Steve and Maureen van Zandt premiered the Rascals show "Once Upon A Dream" in Port Chester, New York at the Capitol Theater– that it was a hit. Tonight the show opens on Broadway for a limited run. Run, do not walk, see if you can get a ticket. I caught the press preview last night, and "Once Upon a Dream" is every bit as good as it was then.
The Rascals broke up in 1970 and fought for 40 years. Why? No one really can say. But their short time together was blazing. They were the white blue eyed soul group on Atlantic Records, produced by Arif Mardin, guided by Ahmet Ertegun. Their greatest hits album, "Time Peace," lived forever as a testament to their popularity. The songs– "Groovin'," "Good Lovin," "How Can I Be Sure," "It's A Beautiful Morning," etc — have withstood the test of time.
In "Once Upon a Dream," they use a huge video screen behind the live, playing original Rascals to intersperse interviews with the group. They get to tell their stories– Felix Cavaliere, Eddie Brigati, Gene Cornish and Dino Danelli. They are not perfect. They're Jersey boys (although Felix is really from the north Bronx). They're three Italians and one Irish guy. (Correction from a reader: French Canadian.) They know how to fight. But they also know how to play music and sing.
Last night, the men got a standing ovation in the middle of the show for "Groovin'" and of course, for "How Can I Be Sure?" and at the finale. There's a local love for this group that should hold them in good stead for this Broadway run. They were the local heroes before Bruce and Billy. The theater was 90% full last night for their one preview. Comedian Lewis Black sat behind me and knew all the words.
Felix Cavaliere has had a solo career, and toured a lot, made some records over the years. I've known him for a while. Briganti is the question mark. When he was young he looked like Al Pacino. Now he's more like an ethnic Mickey Rooney. But what a voice! And he's still got it. He and Cavaliere just make a great sound together. Cornish is like a lost gem of a guitarist. Danelli powers the drums like Ringo Starr, with his own trademark. No one else is like him.
The van Zandts put this up on Kickstarter last fall, and hoped to yield enough funds to do the Port Chester show. "Once Upon a Dream" now has a healthy advance and a nice run for the returned Rascals. They deserve it.
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The End Has Come for "NCIS Los Angeles" After 14 Seasons Without Any Word About Beloved Actress Linda Hunt
1 reply to this post
babstimestwo
April 16, 2013 11:31 pm at 11:31 PM
I just came from the show. IT WAS AMAZING! They played 28 songs and sounded as good as they did when I saw them at my very first concert, in 1968, at Asbury Park Convention Hall. Felix still has one of the best voices in rock and roll (Roger, do you have any idea why the industry has never given him the props he deserves?) Gene looked like he was having the time of his life. I really hope they can take the show on the road or make a DVD so everyone outside of the NJ/NY area has a chance to see these living legends. They don't make 'em like this anymore, and the Van Zandts are my heroes for making it happen. Oh, and the icing on the cake was that I sat five rows behind two notable Rascal fans ,Mr. and Mrs. Springsteen…


text:
Карл Менгден:
 барон Менгден, Карл Людвиг (1706—1761) — президент Коммерц-коллегии, тайный советник и камергер.
 барон Менгден, Карл Эрнестович (1821—1883) — генерал-лейтенант русской императорской армии.


I am Tsutomu Ishida, a graphic, web designer and web developer, based in Islington, London and sometimes in Iwata (Shizuoka pref.), Japan.
I started my design career late 90's in Tokyo. Since then I have worked for many types of clients and projects for graphic design, editorial design, web design or branding. After I moved to the UK in 2004, I devoted more to web design and web development. I have designed and developed many websites and newsletters as well, including CMS based sites such as Wordpress, Joomla or Shopify. And now I am very happy to provide design works, web development, direction and consulting services to my clients no matter where they are.
I have got great experiences to work creatively and fine techniques for both of websites and print as digital artwork. My creativity definitely came from the japanese aesthetics, which inspired me particularly through my home town's traditional Japanese festival experience (I still go back to Japan every autumn to join it there).
I am a freelancer. I can work very flexibly. I have worked in a team at design firms or media companies in the UK and Japan.
Tsutomu ishida: Born in Iwata, Japan. Started his design career in 1998. Lived in Wellington, New Zealand (2003-2004). Moved to North London in 2004. Arsenal season ticket holder, Jubilo Iwata life long supporter, public transport lover and father of one.


GVTEC tanks provide a climate controlled home for your wine during fermentation, stabilization and storage.
GVTEC tanks are equipped with an oval manway, racking connection, drain valve, sampling valve, cooling gauge board, adjustable legs, top turret and thermometer as standard.
Fermentation, stabilisation and storage tanks - cooled by dimple jackets.
Dimple cooling jackets - manufactured using GVTEC's unique automated spot-resistance welding process to eliminate human error - can be supplied in varying percentages of coverage, benchmarked according to the intended use of the tank.
A 30% coverage by surface area is recommended for fermentation tanks; 40% coverage ensures the quick drop in temperature required for cold stabilization: 25% coverage is sufficient for storage use.
The welds of the dimple cooling jackets are pin-point precise, for more efficient through-flow of coolant. Thin jacket profiles ensure better heat exchange, so that less coolant is needed and electricity usage is reduced.
Easy tank cleaning saves time and costs.
GVTEC's unique mirror-polished interior makes for easier removal of tartaric acid and must solids, reducing cleaning time and costs. As result, the flavours, colour and aromas of the grape can be delicately and more fully extracted.
Benefit from our wine industry focused design process.
Fabricated from austenitic stainless steel grade 304 and 316. Austenitic steel is corrosion resistant and does not become brittle at low temperatures.
A double compartment arrangement is an option.
Stainless steel manifold pipes are optional.
All valves are removable by means of a union. Can be supplied with Garolla fittings if required.
All apertures are flared both inside and out; no corners that could harbour dirt.
Internal welds are ground smooth and strip polished for ease of cleaning.
1 000 - 10 000 | vessels are also available. GVTEC specialises in designing and manufacturing purpose-built vessels. The company's qualified staff can manufacture any tank within the above specifications.


Here are some update shots of the frame. Marty did his final welds. As you can see we're going to placing speed holes here and there, just to keep things interesting. Note the circular pieces mounted below the motor mount pockets.
The transmission mount is in place, as well as rear crossmember. Won't be long before we're plumbing brake lines and routing wires. First we've got the rear end to install, as well as the cowl steering. Still, we're making some good progress now.