As it is my very first time to interview a writer, I would like to know when you started to experience writing. Was there a particular book or poem that inspired you or expressing emotions and experiences were a way to communicate with the inner self?
I always loved reading and writing - I believed in fairy tales and was obsessed for a long time with the children's writer Enid Blyton. I kept diaries as a teenager and enjoyed writing long letters to friends and family. I only understood the power of writing as a way of communicating with the self when I went on my first writing workshop in 1995.
You draw upon everything that surrounds you in writing poetry. In poems like 'Along the River Fall', 'Dead Beech Tree at Trebah' or 'St. Elizabeth's', there is the nature, history and a sense of particularity. Is there a favourite recurrent theme in your work?
The poem 'Petition' leads my thought to sanctity, something that bears a holy feature. What kind of influence do you consider religion has on your poetical work?
I am a Christian and take religion very seriously. I live in Cornwall where there is a tradition of Celtic Christianity and Petition is about that. Petition has a number of meanings and when I wrote it, secular petitions against the war in Iraq were everywhere.
I believe Cornwall's Cathedral plays an important part in your creation. What are the features of the cathedral or around that drew your attention mostly?
I was writer in residence at Truro Cathedral in 2006 and have worshipped there since 1999. It's a modern building, very simple and exquisite Gothic - I tried in Many Waters to give a very immediate response to the building and its people, untainted by 'knowledge' or dogma.
Do you consider that the volume 'Many Water' brings a different perspective in your poetry?
Yes, it was very much public poetry for an audience that may not have much experience with contemporary poetry.
Do you think that Cornwall 's Cathedral experience has made a change over your views as a poet?
Yes, it's deepened my desire to write about religious experience and God - not easy in a secular, rationalist world!
What kind of significance do the volumes of poetry, 'Olga's Dreams' and 'Many Waters', have to you?
Olga's Dreams is a kind of apprentice work with a bit of everything flung in. Many Waters has more cohesion and is for a specific purpose.
Have you ever refused or delayed publishing poems as they did not answer your inner call or motifs?
Yes, often, I have many unpublished poems that are not 'ready'.
On your quality as a therapist poet, what kind of advice would you give to people who would like to undertake this kind of therapy but might not be endowed with writing?
Most people can use poetry therapeutically, even if they are not poets - it's like singing, or dancing - you don't have to be 'a singer' or 'a dancer' to benefit. Please see the publisher website www.jkp.com and a blog entry I wrote about therapeutic writing.
Could you tell something about your next literary projects in the near future?
I am currently completing a book-length memoir about pilgrimage and marriage. Then I plan to work on a new text book, a new collection of poems and a play!
" Victoria Field was born in London in 1963. She moved to Cornwall in 1999 where she now works as a writer and poetry therapist, having previously lived and worked in Turkey, Russia and Pakistan. She has published two collections of poetry, 'Olga's Dreams' and 'Many Waters', both with fal, her own award-winning small press. 'Many Waters' is based on a year-long residency at Truro Cathedral. Her poetry has been broadcast on BBC Radio Cornwall, Radio 3 and Radio 4. She also writes fiction and drama and has had two plays produced by Hall for Cornwall: Blood (2005) and Glass Heart (2006). Her fiction, poetry and drama have won many awards.
She qualified as a Certified Poetry Therapist through the US National Association for Poetry Therapy in 2005 and in 2006, received a Pioneer Award for her work in the field. She gives workshops in many different educational, health and community settings and has co-edited two books on therapeutic writing - 'Writing Works' (with Gillie Bolton and Kate Thompson, JKP, 2006) and 'Prompted to Write' (with Zeeba Ansari, fal, 2007). She has also published a children's book, 'The Gift' (fal, 2007). She is a member of Falmouth Poetry Group and a former chair of Lapidus.


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Kiwanis of Lafayette thanks Ashley Myers, Regional Outreach Coordinator with Prevent Child Abuse Louisiana (PCAL) for speaking to us today.
Since 1986, Prevent Child Abuse Louisiana has been dedicated to accomplishing their mission of preventing the abuse and neglect of Louisiana's children. From help with potty training to keeping kids safe from sexual abuse, PCA Louisiana supports parents and children through intensive, evidence-based programs and community-based education.
Ashley spoke of the various programs that PCAL puts forth, including Kidline, a toll-free crisis, support and intervention hotline that provides referrals to community resources throughout the state of Louisiana. She also spoke about programs for parents to learn better techniques to avoid both mental and physical harm to children.
Thank you, Ashley Myers for speaking about the important mission of PCAL.


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text:
Athletes Can Taste Victory
The findings raise the possibility of a "sixth taste sense" that is able to detect energy density.
By Stephen Luntz
The taste of an energy-laden drink can produce a surge in muscle strength even before glucose hits the bloodstream.
In a study run by Dr Nicholas Gant and Dr Cathy Stinear of the University of Auckland's Centre for Brain Research, 16 young men held weights for 11 minutes, flexing every 2 minutes. "Not surprisingly, the maximum force they could produce decreased over time," Stinear says. However, when given an energy drink the participants showed 2% more muscle strength only 1 second later.
"It might not sound like much, but a 2% increase in muscle strength is enormous, especially at the elite level. It's the difference between winning an Olympic medal or not," says Stinear. Other participants who were given an identically flavoured placebo continued on the downward path.
Stinear has confidence the effect is real, saying: "Our data weren't particularly noisy at that point". Neural activity in the brain pathway that activates the biceps shot up by 30%.
The findings raise the possibility of what Gant calls a "sixth taste sense" that is able to detect energy density, although other recent research into a taste for fats (AS, May 2010, p.6) may push it to a seventh sense.
However, the mechanism and evolutionary reason for such a taste sense remain unclear. Prior to the invention of artificial sweeteners, the conscious taste for sweetness would seem sufficient to detect the presence of carbohydrate energy. Stinear is also keen to find out if non-carbohydrate energy can be detected in the same subconscious way.
Participants in the study experienced a further boost in muscle strength when the glucose actually hit the bloodstream, and Gant and Stienear have not been able to establish whether there is a subsequent price for the immediate increase in strength.
Stinear says she and Gant have just started "chipping away" at the host of questions raised. In one further experiment their team found a smaller effect for the muscle between the thumb and forefinger for subjects who were not tired. They have yet to determine whether the smaller magnitude of the effect is because of the different muscle, or if the strength boost is larger when the relevant muscle is tired.
Stinear warns advantage-seeking athletes: "We've only just got preliminary evidence the mechanism exists. It's too early to say how it is functional."

redpajama_set_name: RedPajamaCommonCrawl


text:
Home » Reflections on Mathematics and Democracy
Reflections on Mathematics and Democracy
In a July 28, 2012, opinion piece in The New York Times titled "Is Algebra Necessary?", author and emeritus professor of political science at Queens College, Andrew Hacker describes algebra as "an onerous stumbling block for all kinds of students" and suggests removing algebra requirements from the curriculum. In response to this article and a 2011 Times op-ed "How to Fix Our Math Education," a special joint session of the American Mathematical Society (AMS) and the Mathematical Association of America (MAA) was organized for MAA MathFest, the annual summer meeting of the MAA, which was held August 2-4. The session, What Mathematics Should Every Citizen Know – and How Does K-16 Get Us There? was organized by David Mumford and Solomon Garfunkel with speakers Lynn A. Steen, William McCallum, Hyman Bass, and Joseph Malkevitch.
Former MAA President Lynn Arthur Steen (St. Olaf College) presented the following paper during that session. PDF version.
This special session was organized to discuss two pressing questions facing the mathematics community: What mathematics should every citizen know, and how should K–16 education get us there? The original motivation was an op-ed in The New York Times1 that proposed a rather unorthodox answer to the second question, namely, to arrange high school mathematics into mathematically-rich applied courses in which the desired mathematical skills and knowledge would emerge within realistic contexts.
As if on cue, one week prior to this session CUNY political scientist Andrew Hacker made a similar argument, also in the Times2. Although the headline on his op-ed "Is Algebra Necessary?" makes it appear as if Hacker is arguing that algebra is not important, what he really says is that it is not working in the curriculum: "Something other than algebra is needed to enhance students' understanding of where various numbers come from and what they actually convey."
Today we are at the cusp of a 25-year effort to develop a common set of standards for school mathematics (and other subjects). Not surprisingly, these proposed "Common Core" standards3 improve on, rather than overthrow, orthodoxy. They generally adhere to the traditional curriculum—especially in their emphasis on algebra—while also encouraging limited innovation.
Ten years ago I addressed the first question posed to this panel in Mathematics and Democracy—a collection of essays from a variety of professionals both inside and outside mathematics.4 (These essays are available for free downloading on the MAA website.) The chief message of this volume is that the mathematics taught in school bears little relationship to the mathematics needed for active citizenship. That mathematics we called quantitative literacy (QL) to contrast it with traditional school mathematics which, historically, is the mathematics students needed to prepare for calculus.
Mathematics and quantitative literacy are distinct but overlapping domains. Whereas mathematics' power derives from its generality and abstraction, QL is anchored in specific contexts and real world data. An alternative framing of the challenge for this panel is to ask whether perhaps QL might be a more effective approach to high school mathematics for all.
The disconnect of school mathematics from lives of citizens is not a new complaint. Twenty years ago the late Washington Post columnist William Raspberry stirred up a tempest by arguing that for many students, much of high school mathematics was little more than an unnecessary impediment: "It is a mistake to suppose that requiring the non-mathematical to take more advanced math courses will enhance their understanding, and not merely exacerbate their sense of inadequacy."5
Because it dominates high school mathematics, algebra is clearly the lightening rod for general complaints about school mathematics. A recent op-ed in USA Today challenged the "endemic" pressure to have younger and younger children take algebra, describing as a "canard" the misplaced belief that algebra is essential to the future success of 13- or 14-year-olds.6
Even NCTM past-president Michael Shaughnessy has voiced concerns about "endless algebra" creating a "misguided" and "deadly" pathway from high school to college mathematics.7 He cites a recent report by an MAA committee that studied the mathematical needs of client disciplines: it calls for a greater emphasis on modeling (including units, scaling, and dimensional analysis), multivariate topics, and computational skills that are useful in other fields.8
A large number of average Americans share the unease expressed by these columnists. Of course, a large number disagree, including, I suspect, a majority of mathematicians. Critics worry that diminishing the centrality of algebra in high school is tantamount to giving up on mathematics. For example, MAA past president David Bressoud, while agreeing that the "singular view" of high school mathematics as preparation for calculus is "a serious mistake," nonetheless argues that easing up on algebra "would lead to a variety of soft options in high school" that preclude further study of mathematics in college.9
So we are faced with two competing "shoulds": either improve algebra, or offer something other than algebra. For a reality check, consider how these options relate to the "is" of U.S. math education.
As is widely known, the US consistently trails other nations in international tests (although both the significance and relevance of this finding is widely disputed). Perhaps more relevant, and I think more disturbing, is evidence spanning the last 25-30 years showing that increased enrollment in high school mathematics does not lead to increased learning of mathematics—at least not in proportion to the effort invested.
Specifically, society's emphasis on STEM education has caused enrollments in high school mathematics to soar, especially in upper division courses which have more than doubled in relation to the population of students. Yet indicators of learning have hardly changed: scores on the 12th grade NAEP mathematics test are only slightly higher than 3 decades ago. More tellingly, the proportion of students requiring remedial courses in college has remained more or less the same for the last 30 years—at about 30-35%.
Hacker cites other evidence in his Times op-ed. For example, one in four high school students fails to graduate on time, and failure to pass algebra is one of the key reasons for this failure.
Among students who do pass Algebra I and stay enrolled in mathematics, many still fail required high school exit exams—a relatively new fad growing out of the standards and accountability movement. This year thousands of Minnesota high school seniors "repeatedly failed" the state-mandated mathematics test and were able to graduate only because of waivers granted by the state department of education10. Similar problems are arising in many other states.
(As it happens, Minnesota is one of only five states who have declined to sign onto the Common Core mathematics standards on the grounds that their own standards were "higher and more rigorous." It seems that there is a big difference between setting and achieving high standards.)
For whatever reason, the mathematics students learn in school is a pale shadow both of what they were taught and of what the various standards recommend.
One result is a cascade of difficulties when these students arrive in college. A large proportion of college students drop out before completing their intended degree or certificate, and many blame college math requirements. As evidence, Hacker cites two studies: (a) a CUNY faculty report on student retention that concluded "failing math at all levels affects retention more than any other academic factor;" and (b) a national sample of transcripts which showed that mathematics gave twice as many F's and D's as did other subjects.
So we have a dilemma. The traditional high school mathematics curriculum, which was designed for and is still necessary for success in calculus-based college mathematics, does not work for a large number of students. Moreover, even if it did work, the tools it provides are not those best suited to the quantitative needs of engaged citizens in our data-drenched society.
Some education and policy leaders are raising an even more fundamental question: Is this disconnect really a serious national problem that must be solved, or is it just the natural and benign result of using mathematics as the filter for access to successful careers. (Cynics, as usual, view the hype about assessments and underachievement as primarily an excuse for certain interest groups to make money—testing companies and textbook publishers come to mind.)
The most common argument for urgency is that education—especially in STEM disciplines—drives our economy. Yet contrarian economists argue that data from the past fifty years shows only weak correlation between education and economy among nations, or among states within the U.S. Many other issues (e.g., research, immigration, weather, infrastructure) dominate education as a predictor of economic growth. Moreover, some labor economists argue that the U.S. does not actually have a shortage of STEM-educated graduates, or even of college graduates.
Nonetheless, parental pressure for college preparation remains high. Certainly a lot of the pressure for an algebra-centered curriculum leading to calculus is motivated by university admissions. Respondents to the Times op-eds express strong convictions on this point, most reflecting parental desire for traditional college-prep mathematics.
In thinking about these issues, it may help to pay some attention to the challenging puzzle of transfer. Virtually all STEM teachers recognize that students find it difficult to transfer skills taught in mathematics courses to the contextually rich problems encountered in other subjects. Transfer is required not only from mathematics to chemistry or economics, but also to vocational areas such as nursing, plumbing, farming, or manufacturing. All require the use of mathematics in forms not typically seen in mathematics classes.
One important insight into the problem of transfer is summarized in a recent NRC report on education for life and work in the 21st century.11 This report emphasizes the importance of "transferable knowledge and skills" in contrast to "general skills" routinely used in civic, workplace, and family contexts.
General skills such as logical thinking are not, as is widely believed, a reliable consequence of the study of mathematics, or of anything else for that matter. The NRC report is quite sweeping in this conclusion: "Over a century of research on transfer has yielded little evidence that teaching can develop general cognitive competencies that are transferable to any new discipline, problem or context, in or out of school" (italics added).
Many people—including many who wrote comments on the two Times op-eds—clearly do not believe this. (Ironically, the reasoning in many comments—trite emotional arguments that fail to address either the evidence or reasoning of each op-ed—seems to confirm the NRC conclusion.)
The difficulty students have in transferring skills from mathematics class to other subjects is well known and notorious among science teachers. Even changing x to t in equations of motion is enough to befuddle many students. More to the point of this session, the difficulty of marshalling evidence and data into a persuasive written argument is not a natural consequence of the study of algebra or calculus—or of statistics, for that matter.
Both Times op-eds argue, with different particulars, for an approach to teaching mathematics that grows out of the contexts in which mathematics is used. The NRC report essentially reaffirms this approach. First, they define transferable knowledge and skills as "expertise that is intertwined with knowledge of a particular discipline" and go on to say that "teaching that emphasizes not only content knowledge, but also how, when, and why to apply this knowledge is essential to transfer" (italics added).
So we face three distinct challenges:
- Addressing the many weaknesses evident in mathematical learning;
- Reducing the gulf between the traditional pre-calculus curriculum and the quantitative needs of life, work, and citizenship;
- Teaching mathematics in a way that encourages transfer—for citizenship, for career, and for further study.
I suggest that these three challenges are manifestations of a single problem, and that all three can be addressed in the same way: by organizing the curriculum to pay greater attention to the goal of transferable knowledge and skills.
There are many ways to accomplish this, for example:
- by embedding mathematics in courses focused on applications of mathematics;
- by team-taught cross-disciplinary courses that blend mathematics with other subjects in which mathematical thinking arises (e.g., genetics, personal finance, medical technology);
- by project-focused curricula in which all school subjects are submerged into a class group project (e.g., design a solar powered car).
- by career-focused curricula in which a cohort of students focuses all their school work on particular career areas (e.g., technology, communications, or business).
Each of these strategies have been employed in various school districts at different times, but they rarely spread "to scale" because they are typically more expensive in instructional effort and sometimes they appear to conflict with state standards or assessments. In principle, and if interpreted liberally, the new Common Core standards provide sufficient flexibility to permit approaches such as these. Unfortunately, experience with the relationship between standards, assessment, and instructional practices under NCLB (the 2001 "No Child Left Behind" law) suggests that standards subjected to rigorous high-stakes tests will narrow instruction to focus as precisely as possible on topics and concepts needed to pass required tests.
Many worry that any approach motivated by applications rather than the structure of mathematics risks slighting some topics that would be found on any thoughtful list of standards. That's almost certainly true—because not every topic on these lists have natural uses outside of mathematics itself. But the current approach virtually guarantees that large numbers of students will never learn (or at least, not remember) these same rarely reinforced topics. So there may be little risk and much potential gain in trying a different approach.
The modern movement for standards in mathematics began in the 1980s when NCTM developed the first set of curriculum and evaluation standards for school mathematics.12 Compared with today's Common Core, this first set of standards is less specific, often less clear, in some respects less demanding, but in other aspects more challenging. But it also emerged in a different era and had a rather different purpose than does today's Common Core.
Today advocates view the setting of high standards and the establishment of measurable goals as a strategy for improving student performance. To be sure, even the most ardent supporters of the Common Core recognize that standards alone cannot achieve this goal. Significant improvement in the preparation and training of teachers is also essential. Many also recognize that since poverty is the strongest predictor of school failure, widespread progress is unlikely without difficult-to-achieve improvement in the socio-economic status of many students.
What we forget, however, is that when NCTM initiated its standards work, most mathematics teachers did not actually believe in the goal of teaching mathematics to all high school students. Whereas now we argue about how much and what kind of mathematics to teach in high school, three decades ago debate centered on who should learn high school mathematics. At that time, the curriculum was designed to efficiently sort students into those who were capable of learning high school mathematics and those who were not. So between grades 7 and 9, somewhere between one-third and one-half of the students were placed in a course called General Math—an enervating, pointless review of arithmetic.
One of the chief purposes—and chief accomplishments—of the 1989 Standards was to undermine the credibility of General Math by offering mathematics teachers and school administrators a vision of mathematics education of sufficient breadth, utility, and flexibility that it could be productively studied not just by prospective scientists and engineers but by virtually all students.
That ambitious undertaking largely succeeded. In the decade between the NCTM Standards and the NCLB law, General Math was nearly eliminated from schools across the country. In its own way, and without using these memorable words, NCTM's standards campaign awakened the eyes of mathematics teachers to the "soft bigotry of low expectations."
Another decade has passed, and our ambitions are now much higher: a common core for all, with everyone emerging from high school ready for college. In one generation, the political view of high school mathematics has progressed from something only some need (or can) learn to a core subject in which all students can and must become proficient. That's quite a rapid change in ends, which has been matched by a major change in means. The very idea of a common curriculum enforced with common assessments was all but unthinkable back in the 1980s.
Advocates of the Common Core often argue that without a single high bar such as Algebra II for all, we will continue to leave poor and minority students behind. Too often, however, the bar itself leaves just as many students behind. In the 1980s, the reason that half the students left high school without knowing any mathematics is that they never took any real mathematics courses while in high school. Today roughly the same proportion still leave school without confidence or skills in high school mathematics. But now the reason is very different: these students retain little or nothing of the mathematics they have been taught.
By itself, raising the bar won't change that. By privileging one type of ability over others, a single bar that is ratcheted up on the pre-calculus scale would quite likely increase the proportion of students whose educational experience creates dislike for mathematics. We don't seem to have learned much from the failure of NCLB to achieve its goals (remember "first in the world in math and science"?). In the next few years, as new assessments based on the Common Core are put in place with high-stakes consequences for students and teachers, we may simply see the same history repeated.
One respondent to Hacker's Times column cites management guru Peter Drucker as saying that society squanders vast resources encouraging people to eliminate their weaknesses. "We would be served better by accentuating their strengths." I wonder what would happen if we applied that philosophy to high school mathematics:
It would require a different kind of standards document—one with significant content choices and explicit opportunities for project-based or interdisciplinary learning.
It would tolerate—indeed, celebrate—a variety of strengths both within mathematics and in its uses, with the confidence that spot weaknesses could be remedied later whenever the need arose.
It would virtually eliminate the possibility of uniform standardized assessments, which would not please politicians but would be welcomed by legions of teachers.
And it would go a long way to addressing each of these current challenges:
the persistent weakness in mathematics learning;
the gap between high school mathematics and the QL needs of citizens;
the inability of students to transfer skills from math class to other areas.
1 Mumford, David & Garfunkel, Sol. "How to Fix Our Math Education." The New York Times, 24 Aug. 2011.
2 Hacker, Andrew. "Is Algebra Necessary?" The New York Times, 29 July 2012.
3 Common Core Standards: Mathematics.
4 Steen, Lynn Arthur, editor. Mathematics and Democracy: The Case for Quantitative Literacy. Princeton: National Council on Education and the Disciplines, 2001.
5 Raspberry, William. "Math Isn't for Everyone." Washington Post, 15 March 1989, p. A23.
6 Welsh, Patrick. "Why Our Kids Hate Math." USA Today, 9 July 2012.
7 Shaughnessy, J. Michael. "Endless Algebra—the Deadly Pathway from High School Mathematics to College Mathematics." NCTM Summing Up, February 2011.
8 Partner Discipline Recommendations for Introductory College Mathematics and the Implications for College Algebra (pdf). MAA., 2011.
9 Bressoud, David. "The End of Algebra?" Launchings. MAA, March, 2011.
10 Magan, Christopher. "Many Students Fail Math Grad Exam—but Still Graduate." Pioneer Press, 24 July 2012.
11 "Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century." (pdf) Report Brief. National Research Council, July 2012.
12 Curriculum and Evaluation Standards for School Mathematics. Reston: National Council of Teachers of Mathematics, 1989.
Lynn Arthur Steen is known for his leadership and service in the mathematics community, contributions to mathematics education, and expository writing. Over his 44-year career as professor of mathematics at St. Olaf, Steen and his departmental colleagues grew mathematics into one of the top five majors at the college. Nationally, his work has helped lead efforts to modernize the teaching of calculus and other aspects of undergraduate mathematics, putting him at the forefront of the movement to establish standards for school mathematics. He served as the executive director of the Mathematical Sciences Education Board of the National Academy of Sciences (1992-1995). In the late 1990s, he served as writer and editor for Washington-based Achieve, Inc., as the organization pioneered grade-by-grade standards that attempted to meet simultaneously the mathematical requirements of college and career.


Yesterday, I got to attend the International Design Conference of the Department of Trade and Industry (DTI). The IDC 2018 entertaining and informative. I learned from the various panels of speakers from the creative industries, and now I am more inspired to keep on pursuing dangerous ideas in order to take risks, innovate, and disrupt my life.
I took two P2P buses to conveniently reach the venue, the Samsung Hall at SM Aura.
I wore Marikina-made shoes from Rob and Mara, which I purchased after trying them on for comfort. And yes, they are one of my most comfortable pairs to date!
I had pizza for breakfast!
And a non-fat latte to perk me up.
Then, it was time for the talks.
For lunch, I went to Aperitif. I had the prosciutto pasta, which was mixed in a cheese wheel. For dessert, I had the ooey gooey chewy chocolate chip cookie, which truly lived up to its name.
After getting my share of creative inspiration, I proceeded to The Pen to view the Salcedo Auctions' preview of Important Philippine Art.
It was moving to view the boceto for the Spoliarium, which is Juan Luna's most prolific work.
I am determined to keep on being creative, thanks to the IDC 2018, my sumptuous French lunch and snack, and remarkable Philippine art. I am really lucky to have these opportunities, and I look forward to similar experiences in the future.


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This is junior Melanie Sporn's second year writing for the Banner. She is excited to be managing the Harriton News section, with a focus on Spotlight pieces. When not writing for the Banner, Melanie can be found fencing or spending time with her friends and family.


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Q: UILabel text layout when wrapping is "wrong" in iOS 7 The screen shot below is in iOS 7. label1 (yellow, top) is drawn with the text origin below the top left of the its frame and clipped at the bottom. In iOS 5/6 the text origin is the top left of the label frame. label2 and label3 render and layout as expected.

Here is the code to generate this view:
- (void)loadView
{
    UIView *view = [[UIView alloc] initWithFrame:UIScreen.mainScreen.applicationFrame];
    view.backgroundColor = UIColor.blueColor;
    self.view = view;

    UILabel *label1 = [UILabel new];
    label1.backgroundColor = UIColor.yellowColor;
    label1.font = [UIFont systemFontOfSize:16.0f];
    label1.numberOfLines = 0;
    label1.lineBreakMode = NSLineBreakByWordWrapping;
    label1.frame = CGRectMake(50, 100, 200, 18);
    label1.text = @"This text is too long to fit on one line.";
    [self.view addSubview:label1];

    UILabel *label2 = [UILabel new];
    label2.backgroundColor = UIColor.greenColor;
    label2.font = [UIFont systemFontOfSize:16.0f];
    label2.numberOfLines = 0;
    label2.lineBreakMode = NSLineBreakByWordWrapping;
    label2.frame = CGRectMake(50, 150, 200, 36);
    label2.text = @"This text is too long to fit on one line.";
    [self.view addSubview:label2];

    UILabel *label3 = [UILabel new];
    label3.backgroundColor = UIColor.orangeColor;
    label3.font = [UIFont systemFontOfSize:16.0f];
    label3.numberOfLines = 0;
    label3.lineBreakMode = NSLineBreakByWordWrapping;
    label3.frame = CGRectMake(50, 200, 200, 18);
    label3.text = @"This text is short.";
    [self.view addSubview:label3];
}

QUESTION: Why is this different in iOS 7 and what label properties do I need to change to have the text in label1 render starting from the top left of its frame as expected.

A: I figured it out. Rather than delete my question, I'll answer it here so if anyone else runs into this they know what to do.
The label frames are hardcoded to specific sizes. In the case of label1, the height is 18. This bound is not tall enough to render a line of text with a system font at 16 points. iOS 5/6 apparently top align the text rect whereas in iOS 7 this causes unpredictable behavior. This fix is to ensure the label bounds are tall enough to display at least one line of text.
The sample code in the question was for the purposes of reproducing this problem. My actual app code calculates label heights based on desired number of lines with various other views positioned around the label so the frame is changed dynamically at run time. I fixed the problem in my app by ensuring the minimum label height can fit a single line of text.

redpajama_set_name: RedPajamaStackExchange


If your looking for a 6 hour round play palatine hills. I played 5 times last year and the pace of play is pathetic. NO rangers keeping pace, brutal.
As of 04/22/09, the course is on great shape. I have been playing this course for a number of years and have found the staff to be polite and courteous. They do encourage fast play, which I find to be a plus. Who want_s to spend 5 hrs on a golf course.
As of 9/16 this course is in poor condition. The fairways are all torn up. Layout is decent, but there is nothing especially interesting about the course. It is cheap, but maybe not as cheap as it should be.
I play golf at least 3 times a week during the summer. The course closest to my home is Palatine Hills, but I never go there. My friends also refuse to go there because of the lousy way we_ve been treated there in the past. The course is quite nice, but without getting specific I can only say that the staff there is arrogant, unfriendly, and they act like they think they are doing you a huge favor by letting you play their course. Well, guess what our foursome ain_t buying.
2006 - Price going up while course condition is going way down. 2 years ago I could rate this course as _in great condition_. The past 2 years the course condition has gone way south. Terrible greens, fringe is sometimes 1_ high around greens, fairways spotty with lots of bad lies. As for the pro-shop, I have closets that are bigger and with more selection also. Staff seems about average for a muni course. Layout is good but again, the condition of the course in 2006 in terrible. A $20 course charging over $35. There are better values in the area considering the condition. My suggestion - stay away unless you_ve got no place else to play.
The starters and rangers are usually very impolite and rude. I have had to deal with them ever since I started playing at age 12 and they are still obnoxious several years later to my friends and me. The course is great though.
One of my favorite courses in Chicago area. Immaculate condition and pace is usually good.
Could not agree more about arrogance of personnel. One would think he was at Augusta National. Course is in good shape and challenging. Like the course, hate the people running it. Won't be back.
Never had a problem with the staff. Great muni course. Always in good shape. Some challenging and some fun holes. Best value in the area.
nice course that is usually in good condition.It is starting to get a bit pricey .
I didn't enter the clubhouse, so can't comment on the staff inside. But the starter I spoke was polite enough. The course was fun. A nice course to let er rip down the open fairways. A couple holes even had flags placed to say, hit here. What's that? The greens were fast, but generally good condition, as was the rest of the course.
Course is interesting and has challenging length. Some attitude adjustment would be helpful. Nice practice areas.
Have played this course about 5 times and it has always been enjoyable. I have not encountered any problem with the starter or desk people. Greens usually fast and several challenging holes. Fairways are mostly open and you can find a recovery shot.
Local course that does not take care of the locals. Palatine is a classic layout. Fun to play. Agree with the rest, staff needs a lesson in customer service.
I agree regarding the clubhouse staff. This course is like playing on a minefield and I have to deal with that arrogance?
Very nice course for a Park District. Greens are pretty quick and very well maintained. It's got some tricky shots off the tee, and long par 3's that add some difficulty to a relatively short course. Worth playing if you get a chance.
arrogant pro shop staff & starter. nice course inspite of people running it. not very friendly.
I second tom's comment. Clubhouse personnel and starter are very arrogant. Act as if they are members of an exclusive private club, when in fact it is a pretty lame park district course.
Palatine Hills Golf Course: The 18-hole Palatine Hills Golf Course in Palatine, Illinois features 6,800 yards of golf from the longest tees for a par of 72. The course rating is 72.5 and it has a slope rating of 128 on Blue grass. Designed by E. Lawrence Packard, ASGCA, the Palatine Hills golf course opened in 1968.


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The iron meteorites of the IIE chemical type are octahedrites of various coarseness, most of which contain numerous inclusions of recrystallized stony silicates.

Composition and origin
They have mineral compositions and oxygen isotope ratios very similar to the H chondrites, which makes it probable that they originate from the same parent body. The best candidate for this parent body is the S-type asteroid 6 Hebe. Unlike most iron meteorites, the type IIE are thought to have been melted out of the chondritic surface of the parent asteroid by impacts during its early history.

Rarity
It is a rare type with 24 known members as of 2020.

See also
 Glossary of meteoritics

References

redpajama_set_name: RedPajamaWikipedia