Kokol Hill is a compound of several high-altitude resorts near Kota Kinabalu. You can find it between Menggatel and Inanam 25 kilometers north from the town. This 800-meter hill offers vista over the town, sea, islands, Abdul Rahman Marine Park, Sepanggar bay and other parts of the western coastline.
Among activities available here one should mention paragliding and activities in nature including bird observation in their natural habitat. The are has increasingly been becoming a tourist destination. However, now there are only couple of hotels offering cheap accommodation. Prices in Kokol Hill start at 100 RM (530 CZK) for a double room. Some rooms offer amazing vista over Kota Kinabalu when looking from window. Kasih Sayang Resort is the most popular place in Kokol Hill. Room prices start at 153 RM on work days, and over 200 RM on weekends. A perfect chill-out evening with the vista over setting sun is worth the money. Cloud 9 restaurant, which offers Western cuisine too, is the main attraction in this resort.
Kokol Hill is a great place for a day-trip. The potential of this place as tourist resort is amazing. Kokol hill is known for known for great view. It is featured in every book guide. After dusk it lights up toether with the entire town. This is a great time for any romantic soul.
Visitors may get there by access road near Kiansom waterfall (a short yet steep road) or from the town of Menggatal. Set out to the Kokol mountains. Enjoy an amazing vista over Mount Kinabalu to the east and Kota Kinabalu to the west. Paragliding is a very popular activity here. We saw hundred of chutes gliding in the sky.


A check is presented to the winners of the Innovation of the Year Award. Pictured (left to right) are Lisa Moore, Vice President of Development and OCC Foundation Executive Director; Dr. Cathy Dotterer, Executive Director of Housing and Campus Services; Liz Goldschein, Assistant Director of Residence Life; Dr. Julie White, Senior Vice President, Student Engagement and Learning Support.
OCC's residence hall Living Learning Communities are going national. The College has earned a 2016 Innovation of the Year Award from the organization League for Innovation in the Community College. Onondaga representatives will present on the topic at the organization's national conference in March.
OCC is the first community college in the nation to have a Living Learning Community (LLC). An LLC provides students who share common educational, social or extracurricular interests the opportunity to live together. Programs are designed around specific majors or content areas. Students become heavily connected with faculty and staff and take advantage of opportunities to explore career paths and build their resumes through activities both on and off campus.
The Innovation of the Year award was established over 30 years ago as a way to recognize significant innovations at League Board and Alliance member colleges. The award is designed to recognize innovative programs, practices, partnerships, policies, and activities that improve the ability of institutions to serve students and the community, and to honor the faculty, staff, and administrators who have created and implemented them.


text:
Q: Is it possible to specify only some of Type Arguments in a generic function? I am trying to extract a behavior of "check for an exception & return null if the exception was thrown" into a function, like this:
T? tryOrNull<TException, T>(T Function() innerFunction) {
  try {
    return innerFunction();
  } on TException {
    return null;
  }
}

// usage
DateTime? parseDate(String date) {
  return tryOrNull<FormatException, DateTime>(() => DateTime.parse(date));
}

Q: is it possible to somehow define the tryOrNull so that I do not need to specify the second type argument (the Datetime)?
I would like for it to be usable like this, as there imo should be no need to specify the Datetime - the type can be inferred from the type of provided innerFunction.
// usage
DateTime? parseDate(String date) {
  return tryOrNull2<FormatException>(() => DateTime.parse(date));
}

Or to rephrase, How to specify the Exception's type better?
I am thinking something like Scala's Try(innerFunction).toOption, but with Dart's null-safety (which is imo so much more convenient than using Options).

A: You cannot partially apply type parameters. You need to wrap the function to do that:
T? tryOrNullOnFormatException<T>(T Function() computation) {
  return tryOrNull<FormatException, T>(computation);
}

If you do this often, you can abstract the wrapper:
T? Function<T>(T Function()) tryOrNull2<E>() =>
    <T>(T Function() computation) => tryOrNull<E, T>(computation);

which you can then use as:
DateTime? parseDate(String date) {
  return tryOrNull2<FormatException>()(() => DateTime.parse(date));
}

Alternatively, you can write both types at the call point, if you know them:
DateTime? parseDate(String date) {
  return tryOrNull<FormatException, DateTime>(() => DateTime.parse(date));
}

I can see why that's annoying, but for type parameters, you always need to provide either all or none.

redpajama_set_name: RedPajamaStackExchange


PLEASE NOTE: High School Teacher Manuals are available only for families who use our curriculum independently (non-enrolled). Enrolled students and families should contact their Oak Meadow teacher directly for questions regarding course work.
Teacher manual designed to help parents and teachers support independent learners.
Solutions manual, recommended for use with the Saxon Algebra 1/2 Homeschool Kit. Not included with 8th grade package.
Solutions manual, recommended for use with the Saxon Algebra 1 Homeschool Kit. Not included with the 8th grade package.


text:
Home » Civil Rights Division » About The Division
Civil Rights Division Home
División de Derechos Civiles en español
Meet the Head of the Civil Rights Division
COVID page
Types of Discrimination
School Seclusion
Federal Coordination and Compliance
Housing and Civil Enforcement
Immigrant and Employee Rights
Special Litigation
Report a Civil Rights Violation
Cases and Matters
Civil Rights FOIA
Educational Opportunities Section
Sixty years ago, in its landmark decision in Brown v. Board of Education, the Supreme Court held that the intentional segregation of students on the basis of race in public schools violates the Fourteenth Amendment to the U. S. Constitution. Subsequent federal legislation and court decisions also mandate that school officials not discriminate against students on the basis of color, sex, national origin, language barrier, religion, or disability. The Educational Opportunities Section enforces these statutes and court decisions in a diverse array of cases involving elementary and secondary schools and institutions of higher education.
Specifically, the Educational Opportunities Section is responsible for enforcing Title IV of the Civil Rights Act of 1964, which gives the Attorney General authority to address certain complaints of discrimination alleging denials of equal protection to students based on race, color, national origin, sex, and religion by public schools and institutions of higher learning; the Equal Educational Opportunities Act of 1974 which, among other things, requires states and school districts to provide English Learner students with appropriate services to overcome language barriers; and Title II of the Americans with Disabilities Act, which prohibits discrimination based on disability by state and local entities, including schools.
The Section also plays a significant role in enforcing Title VI of the Civil Rights Act of 1964 (prohibiting discrimination on the basis of race, color, and national origin by recipients of federal funds), Title IX of the Education Amendments of 1972 (prohibiting discrimination on the basis of sex in education programs and activities by recipients of federal funds), and Section 504 of the Rehabilitation Act (prohibiting discrimination on the basis of disability by recipients of federal funds), with respect to recipients of funding from the Department of Justice. In addition, the Section may intervene in private suits alleging violations of education-related anti-discrimination statutes and the Fourteenth Amendment to the Constitution. The Section also represents the Department of Education in lawsuits.
Educational Opportunities Section News
Justice Department Secures Settlement with Florida School District to Protect Students with Disabilities
El Departamento de Justicia llega a un acuerdo con un distrito escolar del sur de California para proteger los derechos civiles de estudiantes que están aprendiendo inglés
Justice Department Secures Settlement with San Bernardino City School District to Protect the Rights of English Learner Students
Justice Department Finds Alabama's Foster Care System Violates the Americans With Disabilities Act by Discriminating Against Students With Disabilities
Justice Department Secures Agreement with Massachusetts School District to Ensure Equal Educational Opportunities for All Students, Including K'iche' Speakers
View a Discussion Exploring the Pandemic's Effect on English Learner and Immigrant Students and Potential Ways to Address Their Needs
On September 14, 2022, the Civil Rights Division's Educational Opportunities Section and the U.S. Department of Education's Office for Civil Rights co-moderated a virtual panel discussion, "Equity in the Classroom – The Pandemic and Access to Education for Immigrant and English Learner Students." The event brought together researchers, former school administrators, and advocates to explore the impact of the pandemic on English Learner and immigrant students, and potential ways to address their needs this school year and beyond. The panelists included:
Amaya Garcia - Deputy Director of PreK–12 education with the Education Policy program at New America
Martha Hernandez -- Executive Director of Californians Together
Susana Cordova -- Superintendent-in-Residence at Transcend
Elliott Tait -- Education Unit Head at South Carolina Legal Services in Charleston
Fact Sheet: Confronting Discrimination Based on National Origin and Immigration Status
On August 19, 2021, the Civil Rights Division (the Division) of the U.S. Department of Justice and the Office for Civil Rights (OCR) at the U.S. Department of Education jointly issued an updated resource for families and educators on confronting discrimination based on national origin and immigration status. The document recognizes that children sometimes face barriers to enrolling or participating in school because of limited English proficiency or because they or their parents or guardians are not U.S. citizens or lack immigration documentation. The document reminds parents that schools may not prohibit or discourage such children from enrolling in school and must offer them language assistance services and provide their parents with school-related information in a language they can understand. The resource also includes examples of the types of incidents the Division and OCR can investigate as well as information on how to file a complaint with the Division and OCR.
Fact Sheet | PDF
العربية (Arabic) | 简体字 (Chinese - Simplified) | 簡體字 (Chinese – Traditional) | Kreyòl ayisyen (Haitian Creole) | Soomaali (Somali) | Español (Spanish) | Tiếng Việt (Vietnamese)
Fact Sheet: Confronting LGBTQI+ Harassment in Schools
On June 23, 2021, the Civil Rights Division (the Division) of the U.S. Department of Justice and the Office for Civil Rights (OCR) of the U.S. Department of Education jointly issued a resource for students and families on confronting LGBTQI+ discrimination in schools. The document recognizes that in schools around the country, LGBTQI+ students have reported bullying and harassment by classmates because of their perceived or actual sexual orientation or gender identity. The document provides timely examples of the kinds of incidents the Division and OCR can investigate and reminds parents of specific actions that can be taken by families when schools fail to respond to reports of harassment or other forms of discrimination based on sex, including sexual orientation and gender identity. It also provides information on how to file a complaint with the Division and OCR.
Fact Sheet: Confronting COVID-19-Related Harassment in Schools
On May 10, 2021, the Civil Rights Division (the Division) of the U.S. Department of Justice and the Office for Civil Rights (OCR) at the U.S. Department of Education jointly issued an updated resource for students and families on confronting COVID-19 related bullying and harassment against Asian American and Pacific Islander (AAPI) students. The document recognizes that in schools around the country, AAPI students have reported bullying and harassment by classmates because of their race or national origin, including their ethnicity, ancestry, and language. The document provides timely examples of the kinds of incidents the Division and OCR can investigate and reminds parents of specific actions that can be taken by families when schools fail to respond to reports of harassment based on race or national origin. It also provides information on how to file a complaint with the Division and OCR. The resource is available in twelve AAPI languages.
မြန်မာစကား (Burmese) | 简体字 (Chinese - Simplified) | 簡體字 (Chinese – Traditional) | Hakha Chin (Hakha Chin)| 日本語 (Japanese) | ကညီကျိာ် (Karen) | ខ្មែរ (Khmer) | 한국어 (Korean) | ພາສາລາວ (Lao) | Tagalog (Tagalog) | ไทย (Thai) | Tiếng Việt (Vietnamese)
Department of Justice and Department of Education Dear Colleague Letter on the Rights of All Children to Enroll in Public Schools
The Departments of Justice and Education issued an updated set of guidance documents to all public school districts reminding them of their obligation under federal law to provide equal educational opportunities to all children residing in their districts, and to offer assistance to ensure they are complying with the law.
Shaheena Simons
1-877-292-3804 (toll-free)
Email: education@usdoj.gov

redpajama_set_name: RedPajamaCommonCrawl


from the beach, to the bay, and beyond.
Amazon Charts, Wall Street Journal, and #1 Amazon Kindle bestselling author Kerry Lonsdale writes standalone and series based emotionally charged domestic drama, family suspense, and women's fiction. Her books are sold worldwide in more than 28 countries and are being translated into 24 languages (and counting). Co-founder of the Women's Fiction Writers Association, an international organization that boasts over 1,000 writers, Kerry resides in Northern California with her husband, two children, two naughty kitties, and an aging Golden Retriever convinced she's still a puppy.
What's it like to be an Amazon Publishing author?


text:
What motivates women to do a Boudoir photo shoot?
In the early days of Boudoir photography, many studios would market their experiences as "A great gift for the husband!" While that still rings true, we believe that there's plenty more reason to take part. Moreover, we believe most of these motivations are born from women wanting to do something for THEMSELVES.
Having discussed the topic as a team, we reached out to some of our gorgeous customers on Facebook and asked them what motivated them to take part in the Femme Fatale experience. Here's what some of them had to say:
"I did it as a Mum of 5. Everyone else said I looked good, I thought I looked awful so I did it to see if I could see what everyone else saw. I came away very happy!" - Rachael
"To have a photo of my boobs before my mastectomy" - Jeni
"I wanted to record a moment in time where I loved myself inside and out" - Malwina
"To build confidence with my body, being a single mum for such a long time, I kind of wanted to know if I could be anything else, be just me and maybe be a sexy version on me." - Tamsin
"For confidence and self appreciation. I've never done anything like this before and it was totally outside my comfort zone. On the day everyone was so lovely and i had the most amazing day" - Michelle
"To gain body confidence and it worked! Although it was nerve wracking I really loved the pictures and I'm proud of them!" - Bex
"Mine was after a break-up. I wanted to show that I am confident and am able to face the world head on" - Stacey
"I hit 50 and hated it. I had to find something that would put me out of my comfort zone and prove to me that I still had something to offer. I adore my photos and i'm so happy I did it!" - Vanessa
"I'm a Mum of three beautiful children, so my body had changed a lot. I also had major surgery to remove my pancreas and I now have a major sized scar across my stomach so I did it for body confidence and to be proud of my scars" - Katie
"Wanted to prove to myself and to other people, you might not like your body but you should never be ashamed of it" - Claire
"I had come out of a period of severe anxiety. Needed a confidence boost. So glad i did it!" - Jessica
"I wanted to get my sexy back... I was super brave and like to challenge myself" - Jo
...And that's just a small selection of the comments we received!
Be it a celebration of a milestone, to gain some body confidence or to mark a new chapter their lives - more often than not, women are motivated to do a Boudoir Photo Shoot for themselves!
Here at Femme Fatale we believe every women is a queen and we're here to inject some body positivity into your life! We'll help you wave goodbye to those body hang-ups. We all have what we consider to be flaws but by guiding you into naturally flattering poses, using lighting techniques to sculpt your body and hug your curves we draw the eye to your favourite features.
But don't just take our word for it, head over to our testimonial page to read about other ladies experiences in more detail.
Be sure to follow us on Facebook and keep up with us on Instagram too!
Femme Fatale x
Planning your hair & makeup
Boudoir - the perfect Christmas gift for your other half!


The city of Madrid is brimming with exquisite artistic creations and rich cultural heritage. So don't be surprised if you can find several Madrid cultural centers in and around the city.
Cultural centers in Madrid are not just places for art expositions. These arts and culture centers can also teach everything about the deep artistic traditions of the Spanish people. You can also get valuable art lessons through the workshops conducted by Spanish artists.
So while you are in Spain, why not visit the following Centers so you can get a taste of classical and contemporary Spanish art and culture.
The Circle of Fine Arts, which is officially known as Circulo de Bellas Artes (Address: Calle Alcala 42/ Phone: 91-360-54-00) is the oldest cultural center in Madrid. You can watch a movie here, attend art expositions, see art galleries, and enjoy the calm ambiance of its café.
You can also enjoy the rich literary traditions of Madrid by visiting the Circulo's library. Most of Madrid's big art events are hosted by the Circulo so a visit to this cultural center will be a wonderful experience.
You can find the Circulo at Calle Alcala. The majestic building of the cultural center sits between Puerta del Sol and Plaza de Cibeles.
Matadero (Address: Paseo de la Chopera 14/ Phone: 91-517-73-09) is one of the newest Madrid cultural centers. You can enjoy contemporary Spanish art in this newly established cultural center.
The Matadero cultural center was a former slaughterhouse. Today, you can enjoy its sprawling spaces where you can find facilities for filmmakers, visual artists, digital artists, galleries, and place for fashion designers.
Madrid has a proud heritage mainly influenced by Islamic culture. That is why you can find the biggest Islamic cultural institution in Madrid which is the Islamic Cultural Center.
When you visit the Islamic center, you will be able to enjoy its rich collection of medieval and contemporary art on display in its museum. You can also learn the rich influence of the East on Spain by reading the great book collections of the center's library.
You can also attend symposia, language lessons, and cultural lessons which are hosted by the center regularly.
You will certainly have a great time visiting Madrid cultural centers. Madrid is very proud of its cultural heritage and you can learn a lot from its rich traditions through its lavish Madrid cultural centers and institutions.


text:
package net.newstring.pictor.imp.sshs.screen;
import com.googlecode.lanterna.*;
import com.googlecode.lanterna.graphics.TextGraphics;
import com.googlecode.lanterna.input.KeyStroke;
import com.googlecode.lanterna.input.KeyType;
import com.googlecode.lanterna.screen.Screen;
import com.googlecode.lanterna.screen.TerminalScreen;
import com.googlecode.lanterna.terminal.DefaultTerminalFactory;
import com.googlecode.lanterna.terminal.Terminal;

import java.io.IOException;
import java.util.Random;

/**
 * The third tutorial, introducing the Screen interface
 * @author Martin
 */
public class Tutorial03 {
    public static void main(String[] args) {
        /*
        In the third tutorial, we will look at using the next layer available in Lanterna, which is built on top of the
        Terminal interface you saw in tutorial 1 and 2.
        A Screen works similar to double-buffered video memory, it has two surfaces than can be directly addressed and
        modified and by calling a special method that content of the back-buffer is move to the front. Instead of pixels
        though, a Screen holds two text character surfaces (front and back) which corresponds to each "cell" in the
        terminal. You can freely modify the back "buffer" and you can read from the front "buffer", calling the
        refreshScreen() method to copy content from the back buffer to the front buffer, which will make Lanterna also
        apply the changes so that the user can see them in the terminal.
         */
        DefaultTerminalFactory defaultTerminalFactory = new DefaultTerminalFactory();
        Screen screen = null;
        try {
            /*
            You can use the DefaultTerminalFactory to create a Screen, this will generally give you the TerminalScreen
            implementation that is probably what you want to use. Please see VirtualScreen for more details on a separate
            implementation that allows you to create a terminal surface that is bigger than the physical size of the
            terminal emulator the software is running in. Just to demonstrate that a Screen sits on top of a Terminal,
            we are going to create one manually instead of using DefaultTerminalFactory.
             */
            Terminal terminal = defaultTerminalFactory.createTerminal();
            screen = new TerminalScreen(terminal);

            /*
            Screens will only work in private mode and while you can call methods to mutate its state, before you can
            make any of these changes visible, you'll need to call startScreen() which will prepare and setup the
            terminal.
             */
            screen.startScreen();

            /*
            Let's turn off the cursor for this tutorial
             */
            screen.setCursorPosition(null);

            /*
            Now let's draw some random content in the screen buffer
             */
            Random random = new Random();
            TerminalSize terminalSize = screen.getTerminalSize();
            for(int column = 0; column < terminalSize.getColumns(); column++) {
                for(int row = 0; row < terminalSize.getRows(); row++) {
                    screen.setCharacter(column, row, new TextCharacter(
                            ' ',
                            TextColor.ANSI.DEFAULT,
                            // This will pick a random background color
                            TextColor.ANSI.values()[random.nextInt(TextColor.ANSI.values().length)]));
                }
            }

            /*
            So at this point, we've only modified the back buffer in the screen, nothing is visible yet. In order to
            move the content from the back buffer to the front buffer and refresh the screen, we need to call refresh()
             */
            screen.refresh();

            /*
            Now there should be completely random colored cells in the terminal (assuming your terminal (emulator)
            supports colors). Let's look at it for two seconds or until the user press a key.
             */
            long startTime = System.currentTimeMillis();
            while(System.currentTimeMillis() - startTime < 2000) {
                // The call to pollInput() is not blocking, unlike readInput()
                if(screen.pollInput() != null) {
                    break;
                }
                try {
                    Thread.sleep(1);
                }
                catch(InterruptedException ignore) {
                    break;
                }
            }

            /*
            Ok, now we loop and keep modifying the screen until the user exits by pressing escape on the keyboard or the
            input stream is closed. When using the Swing/AWT bundled emulator, if the user closes the window this will
            result in an EOF KeyStroke.
             */
            while(true) {
                KeyStroke keyStroke = screen.pollInput();
                if(keyStroke != null && (keyStroke.getKeyType() == KeyType.Escape || keyStroke.getKeyType() == KeyType.EOF)) {
                    break;
                }

                /*
                Screens will automatically listen and record size changes, but you have to let the Screen know when is
                a good time to update its internal buffers. Usually you should do this at the start of your "drawing"
                loop, if you have one. This ensures that the dimensions of the buffers stays constant and doesn't change
                while you are drawing content. The method doReizeIfNecessary() will check if the terminal has been
                resized since last time it was called (or since the screen was created if this is the first time
                calling) and update the buffer dimensions accordingly. It returns null if the terminal has not changed
                size since last time.
                 */
                TerminalSize newSize = screen.doResizeIfNecessary();
                if(newSize != null) {
                    terminalSize = newSize;
                }

                // Increase this to increase speed
                final int charactersToModifyPerLoop = 1;
                for(int i = 0; i < charactersToModifyPerLoop; i++) {
                    /*
                    We pick a random location
                     */
                    TerminalPosition cellToModify = new TerminalPosition(
                            random.nextInt(terminalSize.getColumns()),
                            random.nextInt(terminalSize.getRows()));

                    /*
                    Pick a random background color again
                     */
                    TextColor.ANSI color = TextColor.ANSI.values()[random.nextInt(TextColor.ANSI.values().length)];

                    /*
                    Update it in the back buffer, notice that just like TerminalPosition and TerminalSize, TextCharacter
                    objects are immutable so the withBackgroundColor(..) call below returns a copy with the background color
                    modified.
                     */
                    TextCharacter characterInBackBuffer = screen.getBackCharacter(cellToModify);
                    characterInBackBuffer = characterInBackBuffer.withBackgroundColor(color);
                    characterInBackBuffer = characterInBackBuffer.withCharacter(' ');   // Because of the label box further down, if it shrinks
                    screen.setCharacter(cellToModify, characterInBackBuffer);
                }

                /*
                Just like with Terminal, it's probably easier to draw using TextGraphics. Let's do that to put a little
                box with information on the size of the terminal window
                 */
                String sizeLabel = "Terminal Size: " + terminalSize;
                TerminalPosition labelBoxTopLeft = new TerminalPosition(1, 1);
                TerminalSize labelBoxSize = new TerminalSize(sizeLabel.length() + 2, 3);
                TerminalPosition labelBoxTopRightCorner = labelBoxTopLeft.withRelativeColumn(labelBoxSize.getColumns() - 1);
                TextGraphics textGraphics = screen.newTextGraphics();
                //This isn't really needed as we are overwriting everything below anyway, but just for demonstrative purpose
                textGraphics.fillRectangle(labelBoxTopLeft, labelBoxSize, ' ');

                /*
                Draw horizontal lines, first upper then lower
                 */
                textGraphics.drawLine(
                        labelBoxTopLeft.withRelativeColumn(1),
                        labelBoxTopLeft.withRelativeColumn(labelBoxSize.getColumns() - 2),
                        Symbols.DOUBLE_LINE_HORIZONTAL);
                textGraphics.drawLine(
                        labelBoxTopLeft.withRelativeRow(2).withRelativeColumn(1),
                        labelBoxTopLeft.withRelativeRow(2).withRelativeColumn(labelBoxSize.getColumns() - 2),
                        Symbols.DOUBLE_LINE_HORIZONTAL);

                /*
                Manually do the edges and (since it's only one) the vertical lines, first on the left then on the right
                 */
                textGraphics.setCharacter(labelBoxTopLeft, Symbols.DOUBLE_LINE_TOP_LEFT_CORNER);
                textGraphics.setCharacter(labelBoxTopLeft.withRelativeRow(1), Symbols.DOUBLE_LINE_VERTICAL);
                textGraphics.setCharacter(labelBoxTopLeft.withRelativeRow(2), Symbols.DOUBLE_LINE_BOTTOM_LEFT_CORNER);
                textGraphics.setCharacter(labelBoxTopRightCorner, Symbols.DOUBLE_LINE_TOP_RIGHT_CORNER);
                textGraphics.setCharacter(labelBoxTopRightCorner.withRelativeRow(1), Symbols.DOUBLE_LINE_VERTICAL);
                textGraphics.setCharacter(labelBoxTopRightCorner.withRelativeRow(2), Symbols.DOUBLE_LINE_BOTTOM_RIGHT_CORNER);

                /*
                Finally put the text inside the box
                 */
                textGraphics.putString(labelBoxTopLeft.withRelative(1, 1), sizeLabel);

                /*
                Ok, we are done and can display the change. Let's also be nice and allow the OS to schedule other
                threads so we don't clog up the core completely.
                 */
                screen.refresh();
                Thread.yield();

                /*
                Every time we call refresh, the whole terminal is NOT re-drawn. Instead, the Screen will compare the
                back and front buffers and figure out only the parts that have changed and only update those. This is
                why in the code drawing the size information box above, we write it out every time we loop but it's
                actually not sent to the terminal except for the first time because the Screen knows the content is
                already there and has not changed. Because of this, you should never use the underlying Terminal object
                when working with a Screen because that will cause modifications that the Screen won't know about.
                 */
            }
        }
        catch(IOException e) {
            e.printStackTrace();
        }
        finally {
            if(screen != null) {
                try {
                    /*
                    The close() call here will restore the terminal by exiting from private mode which was done in
                    the call to startScreen()
                     */
                    screen.close();
                }
                catch(IOException e) {
                    e.printStackTrace();
                }
            }
        }
    }
}

redpajama_set_name: RedPajamaGithub


text:
Q: Missing "null analysis" section in Eclipse compiler settings I do not see the "Null Analysis" section in the
Compiler "Error / Warnings" settings in Eclipse Kepler
I use :
Version: Kepler Service Release 1
Build id: 20130919-0819

I use SDK 1.7.
Is there any preliminary setting required to get this feature ?

A: Windows->Compiler->Error/Warnings/NullAnalysis
Try out Mars 4.5 M2. Lot of bugs have been fixed with respect to Null analysis and overall.
Please also check: https://wiki.eclipse.org/JDT_Core/Null_Analysis.


text:
SINGAPORE'S CHIN KANG HERITAGE
To mark its centenary, a Chinese clan association recently donated its archives of heritage documents to the National Library. Jessie Yak shares highlights from the collection.
Facade of Chin Kang School which opened in 1947 within the premises of Singapore Chin Kang Huay Kuan on Bukit Pasoh Road. The school closed in 1975. Courtesy of Singapore Chin Kang Huay Kuan, 2018.
To commemorate its 100th anniversary, the Singapore Chin Kang Huay Kuan (新加坡晋江会馆) signed an agreement with the National Library Board on 14 November 2018 to donate its collection of more than 600 heritage materials – the oldest of which dates back to the 1930s – for preservation and research.
The Singapore Chin Kang Huay Kuan was founded in 1918 for male immigrants from the Jinjiang (晋江; Chin Kang) county of Fujian province, China. Built in 1928, the clan association building on Bukit Pasoh Road once housed the headquarters of the Overseas Chinese Mobilisation Council, which was formed in 1941 to defend Singapore against the Japanese. The premises also served as a bomb shelter for residents living nearby during Japanese air raids in the early days of the war. During the Japanese Occupation of Singapore (1942–45), the building was turned into a "comfort house", possibly as an act of retaliation against the Chinese resistance movement. When the war ended in 1945, the association reclaimed the building.
As the Japanese had destroyed almost everything within, including its registry of members, the association issued a notice in October 1945 urging members to re-register. After the building was refurbished and the re-registration of members completed in early 1946, the association held its first general meeting in June that year. It was at this meeting that a landmark amendment to its constitution was passed: the association would henceforth allow women into its membership ranks, breaking with the long-held practice of admitting only men as members.
Another change in 1946 was the establishment of a Relief Section to provide members with better benefits and support, such as helping with weddings and funerals, both in cash and in kind. To reach out to the wider community the following year, the association set up the Chin Kang School within its premises. The school provided education for children and teens – irrespective of their dialect group – who had their studies disrupted by the war. It closed down in 1975.
Over the decades, the clan association has steadfastly archived various materials documenting its major milestones in history, including the original membership re-registration notice, minutes of meetings and various drafts of the amended constitution. These items donated to the National Library Board will serve as useful primary documents on the history of the Chinese diaspora in Singapore and Southeast Asia. Materials from Chin Kang School will also enhance understanding of the early education scene in Singapore when vernacular schools operated before education became regulated by the government.
The Chin Kang Huay Kuan Collection is in the process of being indexed and catalogued, and will be housed at the National Library Building on Victoria Street.
Chin Kang School had been selffunded since its founding in 1947, and received government aid only from 1956 onwards. As it was a struggle to operate the school with just its allotted funds, the association sold vouchers, such as the one featured here, to raise funds at various functions. The donor's name and amount donated would be written on the voucher and displayed prominently at the event. Imprinted on the voucher is a phrase that reads "practise frugality so that you can help educate a child". All rights reserved, Chin Kang Huay Kuan Collection, National Library Board Singapore, 2018.
Before passports were widely used for overseas travel, a member could ask the association to issue a "Personal Reference" document that acknowledged his membership, verified his identity as well as requested protection from government officials and clansmen when overseas. All rights reserved, Chin Kang Huay Kuan Collection, National Library Board Singapore, 2018.
Jessie Yak is a Reference Librarian with the Rare Collections team at the National Library, Singapore. She majored in Chinese language and literature at Beijing University and furthered her studies at the University of Cambridge. Jessie is interested in Chinese literature, the Chinese diaspora and the print culture of East Asia.


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Area: 3.27 square miles
Location: 60 miles northwest of Albuquerque on US 550
Population, 2015: 736
Cuba, in the Rio Puerco Valley, is a trade center for ranching and the Navajo Reservation and Jicarilla Apache Reservation. It's also a stopping place for travelers on U.S. 550 and the closest business district to Chaco Canyon National Monument. Flanked by the Nacimiento Mountains and surrounded by the Santa Fe National Forest, Cuba is the gateway to such attractions as the San Pedro Parks Wilderness and Gregorio Lake.
Highway-related services have benefited from increased travel along U.S. 550, a result of growth in both the Rio Grande valley and the San Juan Basin to the northwest. Nearly half of jobs were in the government sector, while the rest were in retail and services.
Native Americans have occupied the area for centuries. In the 1700's Spanish settlers arrived; the area was part of the San Joaquin del Nacimiento Spanish Land Grant.
Cuba was founded in 1879. The town takes its name, not for the Caribbean island, but from the Spanish word for trough, tank or sink, which probably refers to the broad basin of the Rio Puerco valley.
Four councilors, elected by district to four-year staggered terms
Mayor, elected every four years
Electric: Jemez Mountains Electric Cooperative
Natural Gas: New Mexico Gas Company
Sewer: Village of Cuba
Solid Waste: Sandoval County convenience station
Source of Water: Ground water
Telephone: Windstream
Water: Village of Cuba
Highways: U.S. 550
Transit: Rio Metro
Kindergarten to 12th grade: Cuba Public School District
Fishing: The San Pedro Parks Wilderness is home to native cutthroat trout.
Recreation: In Santa Fe National Forest is the San Pedro Parks Wilderness, a gentle, rolling landscape of mixed conifers and broad, grassy parks and meadows. Within the wilderness are campgrounds and trails for hiking and horseback riding. Cabezon Peak, between San Ysidro and Cuba, is a massive volcanic plug formed millions of years ago when Mt. Taylor (near Grants, NM) was an active volcano. Rising 2,000 feet above the valley floor, it is a popular climb that offers an expansive view of the Rio Puerco Valley.
Jemez Springs


We've been told this natual stone jewelry possess a special character imbued by the countless years of waves endlessly washing over them; sometimes with fierce intensity and other times with gently perceptible motion. We leave it to you to decide. These natural stone pendants and natural stone necklaces are composed mostly of calcium carbonate or silicon. They are absolutely unique and often display their fossil origins. Each Gulf Stone pendant is fitted with base metal findings in either gold or silver colors as shown and comes with your choice of either black leather or natural hemp adjustable slip-knot cord.
Stone Pendants There are 12 products.


A military court had initially sentenced to death Ahmed Amin Ghazali and Abdul Basir Abdul Rauf, along with four other civilians in case 174/2015, more commonly known as "advanced operations committee" case. On 29 May 2016, a military judge had convicted six civilian men, along with 20 others, on charges of "membership in an illegal group," "possession of firearms and explosives" and "obtaining classified military information without authorization", in a case that had been marred by torture and enforced disappearances. A judge had initially acquitted two defendants, sentenced eight to death, including two in absentia, and sentenced 18 others to prison terms ranging between 15 and 25 years.
On 26 March 2018, a judge in the Supreme Military Court of Appeals had upheld the death sentences of Ghazali and Abdul Rauf, while accepting the appeals of the other four men, sentencing them to 15 years in prison. However, in December 2018, the same court finally agreed to reconsider the death sentences of Ghazali and Abdul Rauf after their lawyers filed a request to the Military Prosecution asking for a review of the final verdict of death penalty.
Military trials violate the right to a fair hearing by a competent, independent and impartial tribunal. This right is guaranteed under Article 14 of the International Covenant on Civil and Political Rights, to which Egypt is a State Party.


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A theory-based evaluation of a dissemination intervention to improve childcare cooks' intentions to implement nutritional guidelines on their menus
Sze Lin Yoong1,2,3,4,
Jannah Jones1,2,3,4,
Josephine Marshall1,3,
John Wiggers1,2,3,4,
Kirsty Seward1,2,3,4,
Meghan Finch1,2,3,4,
Alison Fielding1,3 &
Luke Wolfenden1,2,3,4
Childcare services represent a key setting to implement nutritional interventions to support the development of healthy eating behaviours in young children. Childcare-specific nutritional guidelines outlining recommendations for provision of food in care have been developed. Despite this, research suggests that few childcare services currently implement these guidelines. This study aimed to examine the impact of providing printed educational materials on childcare service cooks' intentions to use nutritional guidelines and provide fruit and vegetables on their menu.
A randomised controlled trial was conducted with 77 childcare services (38 control and 39 intervention). Intervention service cooks were mailed a two-page educational material together with a menu planning checklist. Intervention development and evaluation was guided by the theory of planned behaviour. Outcome data assessing intentions to use nutritional guidelines and serves of fruit and vegetables provided on menus (primary outcomes) as well as secondary outcomes (attitudes, behavioural regulation and social norms) were collected via a telephone interview with cooks. Relative to the comparison group, cooks in the intervention arm had significantly higher intentions to use the guidelines (p value 0.0005), accompanied by significant changes in perceived behavioural control (p value 0.0008) and attitudes (p value 0.0071). No significant difference in serves of fruit (p value 0.7278) and vegetables (p value 0.0573) was observed.
The use of educational materials can improve childcare service cooks' intentions to use nutritional guidelines; however, as a standalone strategy, it may not improve provision of food on menus.
Poor nutrition is a leading risk factor for the development of chronic diseases including cardiovascular disease, type 2 diabetes and some cancers [1]. Interventions to improve children's diet are recommended as a strategy to reduce the burden from dietary risk factors, as dietary behaviours established in young children track into adulthood [2].
Childcare services represent a key setting to implement healthy eating interventions as they provide broad reach to young children in the population [3]. Systematic reviews report that environmental and educational interventions to improve childcare provision of food and/or healthy eating curriculum can improve child dietary intake [4]. Internationally, countries including Australia have introduced nutritional guidelines to support provision of healthier foods in childcare services [5, 6]. Despite this, research suggests that few childcare providers adhere to these guidelines [7].
Research suggests that a lack of knowledge of dietary guidelines as well as childcare staff attitudes and perceptions towards the provision of food may represent barriers to provision of foods consistent with guidelines [8]. Education resources [9] may represent a useful strategy to overcome such barriers to guideline implementation. Systematic review and randomised controlled trial evidence describing the effectiveness of education resources in changing clinician guideline implementation has reported that such interventions have a limited impact on changing provider intentions and behaviour [10–14]. These reviews, however, noted limitations such as insufficient sample sizes and inappropriate analyses [12]. A recent Cochrane systematic review which presented findings from 14 randomised controlled trials found that printed educational material had a small effect on physician practice (including guideline implementation) when compared to no intervention [15].
Given the potential of educational materials to make a contribution to improving the menus of childcare services at scale, this study aimed to examine the impact of providing printed educational materials on childcare service cooks' intentions to use nutritional guidelines and provide fruit and vegetables on their menu. As a secondary outcome, attitudes, perceived behavioural regulation and social norms was also assessed.
Ethical approval was provided by Hunter New England and the University of Newcastle Human Research Ethics Committee (HREC). This trial was prospectively registered (ACTRN12615000712505).
In the state of New South Wales (NSW), Australia, childcare accreditation standards require that services provide foods consistent with the 2013 Australian dietary guidelines [16]. To support this, the state government released the Caring for Children resource (2014), which outlines the recommended number of serves of food groups that childcare services should provide [5].
Design and setting
This study was a parallel group randomised controlled trial, with post-intervention data collection only. Long day care services (centre-based services typically open ≥8 hours/day) located within NSW, Australia, served as the sampling frame. Services were excluded if they did not undertake menu planning on site or where cooks did not understand English sufficiently to complete the survey.
An information statement was sent to service cooks 2 weeks prior to being called and invited to participate in a computer assisted telephone interview (CATI).
Randomisation and allocation
Childcare services were randomly allocated to either the intervention or control condition by a blinded research assistant using a random number function in Microsoft Excel in a 1:1 ratio.
Approximately 6 weeks prior to being sent the information statement, intervention cooks were mailed a two-page education resource and the menu planning checklist from the Caring for Children resource [5]. The two-page educational material was developed by a local health promotion team consisting of dietitians, behavioural scientists and health promotion practitioners. Consistent with evidence for the development of educational materials, the resource included coloured visuals outlining recommended serve sizes, had endorsement from a reputable health promotion organisation and targeted a specific behaviour (menu planning) [15]. The content of the material was guided by the theory of planned behaviour (TPB). Accordingly, the material was designed to address behavioural, social and control beliefs identified as impeding the use of guidelines in menu planning and food provision [17]. Based on formative work undertaken in the childcare setting, key beliefs were identified and strategies to address each applied to the resource (Additional file 1) [17].
The control group received usual care. All services could access the Caring for Children resource online [5] and may have been offered support from their local health promotion staff.
Data collection and measures
Outcomes were assessed between July and September 2015 via CATI, administered according to a standard protocol by trained interviewers who were blind to group allocation.
Cooks and service characteristics
Cooks were asked to report on their age, sex, nutrition qualifications, number of years they had been employed as a service cook and the number of hours worked. Service postcode was obtained from centralised records obtained from a state government agency.
Trial outcomes
A 21-item questionnaire, adapted from previously validated tools, assessing intentions (four items), attitudes (five items), social norms (six items) and perceived behavioural control (six items) was used to assess the constructs from the TPB [18] (Additional file 2). The items were scored on a seven-point Likert scale ranging from strongly disagree to strongly agree. Mean values were generated to create a single composite score for all TPB constructs (post-test Cronbach's alpha for intentions 0.79; social norms 0.73; perceived behavioural control 0.73). Cooks reported using a single question, the number of serves of fruit and vegetables provided on their menu in the last week. Cooks were asked to refer to their menu while reporting.
Awareness of the guidelines and other implementation support
Cooks were asked if they had received a copy of the Caring for Children resource and whether they had received any implementation support in the past 6 months.
Intervention receipt
Cooks reported whether they recalled receiving the educational material and if so how long ago they received it. Those who reported receiving the material were asked if they had used the resource to help plan their menus.
Sample size calculation
Based on estimates from a previous study, assuming a standard deviation of 0.5, a sample size of 78 (39 intervention and 39 control) would allow the detection of a difference in mean score of 0.3 in intentions to use, with 80 % power [13]. For serves of fruit and vegetables, assuming a standard deviation of 1, 78 services would allow the detection of 0.45 differences between intervention and control services, with 80 % power. As no prior knowledge was available regarding a meaningful effect of education interventions in childcare centres, the effect sizes was based on a consensus between study investigators.
Analysis was undertaken using STATA 11.0. Services with postcodes ranked in the top 50 % were categorised as 'higher socioeconomic status', and those grouped in the lower 50 % were categorised as 'lower socioeconomic status' (SES) using the 2011 Socio-Economic Indexes For Australia (SEIFA) scores [19]. This was compared between consenters and non-consenters using Pearson's Chi-squared test. Descriptive statistics were generated for all responses and compared between intervention and control groups using appropriate univariate tests. Mean scores for each TPB construct were generated and compared between groups using student's t test. A two-sided significance value of 0.05 was employed. Mean scores in intentions to use and serves of fruit and vegetable were also reported by whether services received the resource as well as by duration receiving the resource (four or more weeks ago or less than 4 weeks).
Of the 220 services, 106 were ineligible for the following reasons: menu planning did not occur onsite (n = 85, 31.7 %); cooks did not understand English (n = 16, 15.1 %); and others (n = 5, 4.7 %). Thirty-four services did not consent, 14 could not be contacted and 77 (68 % of eligible) (39 controls and 38 intervention) consented. There was no difference in SES between services that consented and did not consent to participate (44 % lower SES for consenters; 31 % lower SES for non-consenters; p value 0.1857). There were also no significant differences in cook and service characteristics between the groups (Table 1).
Table 1 Cook and service characteristics for those in the intervention and control group
Overall, 32 (85 %) cooks in the intervention arm reported receiving the material, with time between receiving resource and participation in the follow-up assessment ranging from 1 to 8 weeks. Of those who reported receiving the resource, 19 (59 %) used the resource to plan their menu and 13 (41 %) reported that they were intending to use the resource.
Cooks in the intervention arm had significantly higher mean scores on intentions to use the guidelines (p value 0.0005), perceived behavioural control (p value 0.0008) and attitudes (p value 0.0071) but not for social norm (p value 0.6088) (Table 2) compared to the control group. No significant differences were observed in serves of fruit and vegetables on the menu (Table 2). Mean scores for intentions to use and number of serves of fruit and vegetables on menus were also reported by whether services received the resource and length of time since receipt of the resource (see Table 3).
Table 2 Mean scores of the Theory of Planned Behaviour constructs and fruit and vegetable serves on menus by intervention group
Table 3 Mean scores of the Theory of Planned Behaviour constructs and fruit and vegetable serves on menus by reported receipt of the resource and time since receiving the resource
Seventy-nine percent of the control group and 84 % of the intervention group received a printed version of the Caring for Children resource (p value 0.570); and 51 % of the control group and 47 % of the intervention group received other support to implement the guidelines (p value 0.536). Of those receiving support, 61 % had attended a training workshop, 43 % participated in cooks network meetings and 57 % received face-to-face support from their local health promotion units.
In contrast to a previous trial undertaken in primary care [13], cooks who had received a printed educational resource had significantly higher intentions to use nutritional guidelines, together with perceived behavioural control and attitudes, compared to the control group. No difference in number of serves of fruit and vegetables on menus were observed suggesting that inclusion of education resources as part of multi-component interventions are likely required to modify food provision in care. This finding is consistent with reviews of trials undertaken in the health care setting which report small, but non-significant improvements to provider behaviour [15]. Findings in relation to provision of vegetables (p value 0.0573) appear promising and warrant further investigation using trials powered to detect small but meaningful changes in food provision.
The strengths of the study include its randomised design, blinded outcome assessment and theory-informed intervention development and evaluation. A one-item question was used to assess the provision of fruit and vegetables on menus. This measure is not validated and is likely to result in an overestimation of effect. This study only collected post-intervention data, which limits the ability to assess whether the intervention had differential effects on particular baseline characteristics. The study also had a short follow-up period of up to 2 months. The variation in time (1 to 8 weeks) between receiving the resource and when cooks undertook post-intervention data collection may have impacted on study findings as cooks had variable time to implement changes to their menus.
This study found that the use of printed educational materials can improve childcare service cooks' intentions to use nutritional guidelines when planning their menus. Others strategies to support implementation however may be required to improve food provision in care.
Institute for Health Metrics and Evaluation. GBD compare. Seattle: IHME, University of Washington; 2015. http://vizhub.healthdata.org/gbd-compare. Accessed 13th November 2015.
Interventions on Diet and Physical Activity: What Works: Summary Report. Geneva: World Health Organization; 2009. Available from: http://www.ncbi.nlm.nih.gov/books/NBK177205/.
Australian Bureau of Statistics. Childhood education and care, Australia, June 2014. Canberra: ABS; 2015. http://www.abs.gov.au/ausstats/abs@.nsf/mf/4402.0. Accessed 13 Nov 2015.
Mikkelsen MV, Husby S, Skov LR, Perez-Cueto F. A systematic review of types of healthy eating interventions in preschools. Nutr J. 2014;13(1):56.
NSW Ministry of Health. Caring for children birth to 5 years (food, nutrition and learning experiences). NSW Ministry of Health. 2014. http://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/CaringForChildrenManualWEBBOOKMARKCOMPLETEMANUALFeb15.pdf. Accessed 13 Nov 2015.
Neelon SEB, Briley ME. Position of the American Dietetic Association: benchmarks for nutrition in child care. J Am Diet Assoc. 2011;111(4):607–15.
Yoong SL, Skelton E, Jones J, Wolfenden L. Do childcare services provide foods in line with the 2013 Australian Dietary guidelines? A cross‐sectional study. Aust N Z J Public Health. 2014;38(6):595–6.
Pollard CM, Lewis JM, Miller MR. Food service in long day care centres—an opportunity for public health intervention. Aust N Z J Public Health. 1999;23(6):606–10.
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Davis DA, Taylor-Vaisey A. Translating guidelines into practice: a systematic review of theoretic concepts, practical experience and research evidence in the adoption of clinical practice guidelines. Can Med Assoc J. 1997;157(4):408–16.
Davis DA, Thomson MA, Oxman AD, Haynes RB. Changing physician performance: a systematic review of the effect of continuing medical education strategies. JAMA. 1995;274(9):700–5.
Grol R, Grimshaw J. From best evidence to best practice: effective implementation of change in patients' care. Lancet. 2003;362(9391):1225–30.
Grimshaw JM, Presseau J, Tetroe J, Eccles MP, Francis JJ, Godin G, et al. Looking inside the black box: results of a theory-based process evaluation exploring the results of a randomized controlled trial of printed educational messages to increase primary care physicians' diabetic retinopathy referrals. Implement Sci. 2014;9(1):86.
Grudniewicz A, Kealy R, Rodseth RN, Hamid J, Rudoler D, Straus SE. What is the effectiveness of printed educational materials on primary care physician knowledge, behaviour, and patient outcomes: a systematic review and meta-analyses. Implement Sci. 2015;10(1):164.
Giguère A, Légaré F, Grimshaw J, Turcotte S, Fiander M, Grudniewicz A, et al. Printed educational materials: effects on professional practice and healthcare outcomes. Cochrane Libr. 2012;10:CD004398. doi:10.1002/14651858.CD004398.pub3.
National Health and Medical Research Council. Australian dietary guidelines. Canberra: National Health and Medical Research Council; 2013. https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/n55_australian_dietary_guidelines_130530.pdf. Accessed 13 Nov 2015.
Ajzen I. Behavioral interventions based on the theory of planned behavior. 2006. https://people.umass.edu/aizen/pdf/tpb.intervention.pdf. Accessed 13 Nov 2015.
Ajzen I. The theory of planned behavior. Organ Behav Hum Decis Process. 1991;50(2):179–211.
Australian Bureau of Statistics. Census of population and housing: Socio-Economic Indexes for Areas (SEIFA), Australia, 2011. Canberra: ABS; 2013. http://www.abs.gov.au/ausstats/abs@.nsf/mf/2033.0.55.001. Accessed 4th May 2016.
The authors acknowledge the funding support of Hunter New England Population Health and Hunter Medical Research Institute and thank participating childcare services and Christophe Lecathelinais for his statistical advice.
SY and LW conceived the intervention concept. JJ, JM, KS, MF and AF contributed to the research design and trial methodology. JW provided significant intellectual input into the interpretation of trial outcomes and manuscript development. All authors contributed to and approved the final version of the manuscript.
Hunter New England Population Health, Wallsend, New South Wales, 2287, Australia
Sze Lin Yoong
, Jannah Jones
, Josephine Marshall
, John Wiggers
, Kirsty Seward
, Meghan Finch
, Alison Fielding
& Luke Wolfenden
School of Medicine and Public Health, University of Newcastle, Callaghan, New South Wales, 2308, Australia
Hunter Medical Research Institute, Newcastle, New South Wales, 2300, Australia
Priority Research Centre for Health Behaviour, University of Newcastle, Callaghan, New South Wales, 2308, Australia
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Correspondence to Sze Lin Yoong.
Application of the Theory of Planned Behaviour to development of intervention resource. (DOCX 21 kb)
Twenty-one-item questionnaire used to assess the constructs from the Theory of Planned Behaviour. (DOC 485 kb)
Yoong, S.L., Jones, J., Marshall, J. et al. A theory-based evaluation of a dissemination intervention to improve childcare cooks' intentions to implement nutritional guidelines on their menus. Implementation Sci 11, 105 (2015) doi:10.1186/s13012-016-0474-7


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Hot NewsEntertainmentVideo
3-CAR COLLISION @ PUNGGOL ON CNY EVE, 4 PEOPLE TAKEN TO HOSPITAL
A three-car collision took place at the junction of Punggol Field and Edgefield Plains on the eve of Chinese New Year.
The accident involved a Mercedes Benz, a Toyota MPV and another black car.
The netizen took a video of the aftermath of the accident and told STOMP that it looked like the Mercedes was making a right turn into Edgefield Plains when it got hit by the MPV.
He said that he also saw ambulances and traffic police officers around the area.
The Singapore Civil Defence Force said that they were alerted to the accident on 21 January at about 9.15pm, with 2 persons conveyed to Changi General Hospital and another 2 persons sent to Sengkang General Hospital.
The Singapore Police Force also said that 2 male car drivers, aged 47 and 42. as well as their two female passengers aged 41 and 38, were sent to the hospital conscious.
At the time of writing, police investigations are ongoing.
MAN DROPPED OUT OF PRIMARY 4, GF SCARED HE CAN'T SURVIVE IN S'PORE WITHOUT EDUCATION
WOMAN SAYS IT'S HARD BEING ATTRACTIVE – MEN ONLY WANT TO BED HER, WHILE WOMEN HATE HER
MAN WHO KICKED STRANGER AFTER FRIEND SMASHED GLASS BOTTLE ON HIM, JAILED
Dani Zulastri Mohamad Salim, who is part of a trio of friends who got to know each other while...
MISS UNIVERSE SG EDITION, GIRLS FROM TAMPINES, YISHUN AND GOD KNOW WHERE


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December 2, 2019 1:55PM ET
Lil Bub, Adorable Perma-Kitten With Many Musical Ties, Dead at 8
Owner Mike Bridavsky says Bub died unexpectedly but peacefully in her sleep
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Lil Bub, the adorable and adored dwarf cat with giant green eyes, has died at the age of eight.
Michael Buckner/Variety/Shutterstock
Lil Bub, the perma-kitten cat whose big eyes and indelible blep made her an Internet sensation, died Sunday at the age of eight, her owner Mike Bridavsky said.
Bridavsky revealed the news on social media Monday alongside the first and last photos he took with Bub. He said Bub "unexpectedly passed away peacefully in her sleep," and although he acknowledged Bub had been battling an bone infection, he said he didn't think Bub would die so soon. "I truly believe that she willingly made the decision to leave her failing body so that our family would not have to make that difficult decision ourselves," Bridavsky wrote.
It's me, Mike – BUB's dude. BUB has departed, she's on her way home. – https://t.co/8pGC6fVy4a pic.twitter.com/trkosFT2uR
— Lil BUB (@IAMLILBUB) December 2, 2019
Bub was born in 2011, the runt of feral litter; she had various medical issues and struggled to find a home. She was a "perma-kitten" with an extreme case of dwarfism, which stunted her growth and left her limbs much shorter than the rest of her body. She boasted a pair of remarkably large green eyes, and because her lower jaw was shorter than her upper jaw — and because her teeth never grew in — her tongue constantly dangled out of her mouth (hence the persistent blep). On top of all that, Bub was also polydactyl, with one extra toe on each paw.
Not long after Bridavsky adopted Bub, he started a Tumblr to share photos of her, which quickly went viral and launched Lil Bub into the pantheon of Internet cats, alongside the likes of Grumpy Cat and Nyan Cat.
Lil Bub Recruits Thurston Moore, Surfer Blood for LGBT Rights Indiana Comp
'Lil Bub and Friendz' Documentary Explores Why the Internet Loves Cats
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Soon, Bub was appearing on daytime TV, anchoring a documentary on Internet cats, Lil Bub and Friendz, releasing a book, Lil Bub's Lil Book, and even starring in her own web talk show, Lil Bub's Big Show.
Bridavsky also launched a Bub merch store and shuttled her to meet-and-greets around the country, often with the aim of raising money for animal shelters and other humane societies (Bridavsky noted she helped raise more than $700,000 for animals in need). With her fame, Bridavsky was also able to find a suitable and effective treatment for the rare bone disease Bub developed, osteopetrosis, which made it difficult for her to move.
Because Bridavsky was a recording engineer, Bub also became a fixture in the music world. She "collaborated" with Run the Jewels, Andrew W.K. and Kelley Deal, and, in 2015, released her own album, Science & Magic: A Soundtrack to the Universe. She also corralled 50 artists — including Thurston Moore, Oh Sees, Of Montreal and Godspeed You! Black Emperor — to contribute to a charity compilation benefitting efforts to counter anti-LGBTQ laws in Indiana.
Bub's biggest impact, however, was on her owner. In a 2014 Spin profile, Bridavsky noted that Bub's fame literally saved him from financial ruin after the studio he'd built in Bloomington, Indiana, went bankrupt.
In the note announcing Bub's death, Bridavsky said, "It is impossible to put into words the profound effect that Bub has had on my life, on the lives of thousands of homeless pets, and on the lives of those of you that have cared for her as if she were your own family. She taught me everything that I know about unconditional love, she brought my wife Stacy and I together, she's the reason we have our beautiful children Rosco and Lula, and she has been a constant source of warmth and love in our lives for the past eight years."
In This Article: Lil Bub


Zelinski Brothers is a Gathering of Forest Products business in Watersmeet, MI.
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It can be reached by dialing (906) 358-4676 Full Phone Report, and you could get in touch with their sales team in E24125 Beaver Station Road, Watersmeet, Michigan MI 49969. Visit their website at: to know more about the company's history, products and services, as well as frequently asked questions and privacy policies.
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MANILA, Philippines - The organizing committee of Korea's 32nd Blue Dragon Film Awards 2011 revealed the nominees for this year with the film "The Frontline" getting the most nominations.
The film is nominated in 11 categories: Best Film, Best Director, Best Actor, Best Supporting Actor, Best New Actor, Best Cinematography, Best Lighting, Best Original Score, Best Original Screenplay, Best Art Direction, and Technical Award.
"The Frontline" won the best film in the 48th Daejong Film Awards last month.
In the best actor category, Gong Yoo, who is remembered for starring in the hit drama series "Coffee Prince," is nominated for the film "Silenced." Other nominees are Ko Soo for "The Frontline," Kim Yun-Seok for "The Yellow Sea," Park Hae-Il for "War of the Arrows," and Yoon Kye-Sang for "Poongsan."
On the other hand, Kim Ha Neul ("Blind") is nominated in the best actress category along with Kim Hye-Soo ("Villain and Widow"), Jung Yu-Mi ("Silenced"), Choi Kang-Hee ("Petty Romance") and Wei Tang ("Late Autumn").
The awards ceremony will be held on Nov. 25 at the Hall of Peace of Khyung Hee University in Seoul.
"Detective K: Secret of Virtuous Widow"


It's that time of year again and all of us here at Punch-It Entertainment are very excited to announce our premiere 2017 Battle for Sularia National Championship Tournament! The tournament will be held at Hobbytown USA in Lincoln, Nebraska, on August 12th and 13th.
Money talks. Therefore, we are offering $500 in Visa Gift cards for our National Championship! Additionally, we will have a variety of awesome prizes for our Top 8 Finishers – not to mention a sweet participation prize for just showing up.
Early registration is now open for the event and you can reserve your spot in the event by heading over to our web store today and getting signed up for the tournament. Early registration will end on July 13th. After July 13th, pre-registration will open up, but at a higher price. So don't delay! If you intend to make it to the 2017 Battle for Sularia National Championship Tournament, now is the time to get the best rate for entering the competition.
Exclusive Prize Support – Sneak Peak!
To start things off – if you win the National Championship, not only do you get a full year's worth of bragging rights, but you also will work with the Punch-It crew to design a card that will make it into next year's 2018 set! This includes a behind-the-scenes look at what goes into designing a card, as well as contributing input for the card illustration. Second, the Battle for Sularia National Champion will get their own exclusive play set of full-art promo cards and play mat!
There's a ton of great prizes to come! Stay tuned here at: punchitent.com, as well as our social media channels, as more information is announced.
Coming Soon - bookmark this page for more information.
We are working out details with local food establishments to offer attendees discounts and deals.
Over the next few months, there will be a number of National Qualifier Tournaments. These tournaments will pave the way to your success in the 2017 Battle for Sularia National Championship Tournament.
Hosted by our retail partners across the region, National Qualifier Tournaments will allow the winner a first-round bye at the National Championship Tournament. The winner of the National Qualifier Tournaments will still need to attend the start of the National Championship Tournament and register as a normal, but that extra leg-up with getting the first-round bye will only make the path to victory that much more achievable.
We will have a number of National Qualifier Tournaments – held throughout southeast Nebraska – between now and the National Championship Tournament on August 12th and 13th. Check back here or our event calendar regularly for those dates.
If you have any questions or know of a retail store that may want to host a National Qualifier Tournament, please let us know as soon as possible. Store owners can reach us at: webmaster@punchitent.com.
We look forward to seeing all of you on the battlefield – cheers!


Our annual TMCC events, including the Easter Egg Hunt, wouldn't be possible without the generous assistance of area residents. Already the eggs for this year's Egg Hunt have been stuffed with candy, but now we need helpers for the day of the event.
Please see the list of volunteer positions detailed below and email Activities Co-Chair Tim Louque at timnwgary@comcast.net to assist.
*** Simply to keep an eye on the children in line and be sure that the artists have what they need.
*** This person just needs to see that a rug placed on the floor is clear of foot traffic and parents know that their children can sit on the floor to eat and drink.
*** Remove any remaining litter from the Spark Park grounds and help the event organizers remove all items brought in for the event and help to return supplies to vehicles.
*** Easter Bunny costume will be provided. It would help to enjoy children and share in their excitement.
*** Must be good with children. Stand at the empty plastic storage bins and make certain all eggs are emptied and absolutely sure that the Easter eggs are re-assembled before returning them to bins.
*** Stand at the tables to answer questions, pour beverages, clean up, etc.
*** This process begins at 7:00 AM. Playground will be divided into three age groups. The more volunteers we have for this, the faster it will get done.
*** Simply to keep an eye on the children in line, assist with getting the subjects situated for pictures with the Easter Bunny and be sure that the photographer has what she needs.
*** Basically to police the toys table and be sure that each child picks one toy each, only AFTER the Easter eggs are emptied, reassembled and returned to the bins.
*** Last year, I tried to walk up to the entry gate as much as possible. People told me that it made a big difference. Just say hello, thank you for coming and welcome, point out what is under the pavilion, explain the activities and that the Easter egg hunt does not start until 10:00.
*** Walk around the crowd and just direct people here and there, point out food and drinks, the children's seating area, prize tables, Easter egg return bins, balloon artists, face painters, the playground equipment, balls and hula hoops on the basketball court and all of the information tables.


I seldom go to our local Christian book store. I have to work up the courage to walk through aisles of self-help, fluffy titles and mainstream movies on the video shelves in hopes of finding something decent (and sometimes truly Christian). I find fewer and fewer reasons to go in. However, every once in awhile I will poke my nose in the door and see if I might stumble across a treasure. Some time back, on one such venture, I came across Courage and Conviction: Chronicles of the Reformation Church on the severely and ridiculously marked down rack. Usually, if it's ridiculously marked down rack, I consider it to have great promise as it's deemed "not popular" and so I immediately snatched it up. (Yes, I'm being snarky. But I think I have good reason to be.) I noted that this particular title was Book 3 in the "History Lives" series and I asked if there were any additional titles from the series hidden in the shop. No, there weren't. So I decided that I would read this title and, if I liked it, would grab the rest on Amazon. I finally got around to reading this one (in preparation for Reformation Day which is next Wednesday - the 31st) and I promptly ordered the entire series on Amazon. And it will be worth every penny at the non-bargain price.
I'm in love with this series.
In Courage and Conviction we are escorted back to the years 1500 to 1700, from the build up to Martin Luther's actions in 1517, through the very beginning of the Enlightenment period. In order to build a proper concept of who lived when, did and said what and to what purpose - the Withrows divide this period of history into chapters which highlight particular people and what they are most known for. Did anyone out there ever read the We Were There series? I'm dorky enough to have loved those series as a child. (Yes, I have always loved stories from history!) The History Lives series reminds me a great deal of my love and enjoyment of the We Were There books. The Withrows set factual situations and true historical figures, quotes and happenings into a fictionalized setting to bring history to life.
For those of you even a little familiar with church history will recognize that the Withers are taking us from Europe to England (and then on to the Americas later in the book) showing how, by person, the Roman Catholic Church was challenged and how Reformation changed the way that the entire world looks.
Let's face it - history can often times be very confusing. Time lines, numbers and facts can be oh so dry and boring if the teacher of it is not extremely careful. Woe to the dull history teacher who kills any desire to learn about where we've been and why we are where we are now. All of these "facts and figures" are important so it is extremely regrettable that they go down so distastefully most times. The Reformation period alone can be confusing. Did Luther start it? Did he end it? Why are we suddenly talking about Calvin having a say? And what were their differences?
While the History Lives series doesn't answer every question (you can be go as deep as you like in your studies) they do piece together the history in an understandable timeline, letting the reader comfortably know which of the Reformers were contemporaries of one another and what their more specific ideas led to. I liked that they hopped countries to further explain the "dangerous teachings" which Luther and others presented to the people. Luther wasn't the only one who was challenging the Catholic Church and he didn't go as far in his dislike of the church as other people did. Those who spent time studying the writings of the Reformers and considering their teachings put their own lives at risk and the Withrows explain this brilliantly in their layout.
Although these books are written for ages 9 to 14, I dare say a good many adults would enjoy them as well. Although these are facts set into a fictional situations at times, the Withrows really manage to get across timeline and the importance of individuals and teaching.
You can learn more about the History Lives series on their website.
The series is also available as a box set (as well as individual titles) from Westminster Bookstore.
The titles are also available on the Kindle. I tell you that because I love this series so much that I don't care how you read them, but that you read them. Yes.
Forever gratefully giddy that our local Christian bookstore decided to stock these books once upon a time. They should bring them back. Because history does live and it is entirely relevant.
I have a couple of these but haven't read them. I should remedy that!
Mandy Withrow is also a book blogger!
So I'm not the only one who goes into Christian book stores and feel discouraged by the titles.
Unfortunately none of my history teachers made the subject come alive until my freshman year of college, and that, unfortunately, was my last history class. This sounds like a great series.
That reminds me I should go to the Christian bookstore more often to check the markdowns. I don't go often because most of their stuff is ridiculously expensive -- one item I went in for specifically because I had a coupon was still more expensive than I could find it online.
I am putting this series on my list, it sounds most excellent!
PS I haven't bought a book from an overpriced "Christian" book store since book 14 in the Mandie series!
We went in to buy the boys a special Bible and I was so appalled at the prices that we walked back out again. The kids wanted to know why so many portrayals of Jesus gave him blue eyes... So much explaining to do!
I haven't been into the 1 Christian book store in RI in 2 years? 3 years? It's been a long time.
I'm excited about this series!! My oldest (9 yrs) loves history as much as I do. He sits and reads our historical books for pleasure! I picked up some biographies of famous Christians but I'm finding the writing is horrendous. Clearly the authors did not care about the subject and their bias comes through the writing. I bought them at a used book sale so I'm not out much in the way of money. But I've been looking for good alternatives. I think these might suit my purposes!
I love your snarky comment about books having potential if they are in the markdown bin. ;) I haven't been to a Christian bookstore in years. Maybe 8 years ago? I think the last time I went was to buy tickets for a DCTalk concert... not an experience I care to repeat!
It wasn't until family camp that I became interested in the Reformation.
Also bonus points for not deifying Luther and Calvin, but presenting them as flawed individuals that God used for His purposes.
I have been eyeing this series for a while, but wasn't sure if I would like them. Thanks for the review. These will be going on my "to buy" list.
I've emailed my husband links to these books - they may need to be added to our shelves. They look great!


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