text:
using System;
using System.Collections.Generic;
using System.Drawing;
using OpenTK;
using OpenTK.Graphics.OpenGL;
using TK_TestBed.Engine.Scene;

namespace TK_TestBed.Engine
{
    public class Core
    {
        // The scene should really be the one to hold the camera
        //

        private Dictionary<string,BaseScene> scenes;
        private string _ActiveScene;
        public string ActiveScene {
            get { return _ActiveScene; }
            set
            {
                if (scenes.ContainsKey(value))
                {
                    _ActiveScene = value;
                }
                else
                {
                    throw new NullReferenceException("Scene '" + value + "' not loaded");
                }
            }
        }
        public Core(Color clearColor)
        {

            GL.ClearColor(clearColor);
            GL.PushAttrib(AttribMask.DepthBufferBit);
            GL.Disable(EnableCap.DepthTest);

            UpdateScreenSize(1280,720);

            GL.Enable(EnableCap.Texture2D);
            GL.BlendFunc(BlendingFactorSrc.SrcAlpha, BlendingFactorDest.OneMinusSrcAlpha);

            scenes = new Dictionary<string,BaseScene>();
            /*
            LoadScene(new TestScene("test scene"));

            ActiveScene = "test scene";*/
        }

        /// <summary>
        /// Loads a scene where the sceneName does not exist in the current list of scenes
        /// </summary>
        /// <param name="scene">scene to be loaded</param>
        /// <returns>true if scene was loaded, false if scene is already loaded</returns>
        public bool LoadScene(BaseScene scene)
        {
            // TODO: support async loading of scenes, they could be complex and we don't want to be blocking
            // the UI threads. Should also provide progress updates for the UI thread to display progress
            //
            if (! scenes.ContainsKey(scene.SceneName))
            {
                scenes.Add(scene.SceneName,scene);
                return true;
            }
            return false;
        }

        /// <summary>
        /// Unloads a scene where the sceneName matches a scene's name in the current list of scenes
        /// </summary>
        /// <param name="sceneName">name of scene to unload</param>
        /// <returns>true if scene was found and unloaded</returns>
        public bool UnloadScene(string sceneName)
        {
            if (scenes.ContainsKey(sceneName))
            {
                scenes[sceneName].FreeObjects();
                scenes.Remove(sceneName);
                return true;
            }
            return false;
        }

        public void RenderFrame()
        {
            GL.Clear(ClearBufferMask.ColorBufferBit | ClearBufferMask.DepthBufferBit);

            GL.MatrixMode(MatrixMode.Projection);
            GL.LoadIdentity();

            GL.Enable(EnableCap.CullFace);

            // TODO: Draw objects
            //

            scenes[ActiveScene].DrawObjects();

            GL.Disable(EnableCap.CullFace);
            GL.End();
        }

        public void UpdateScreenSize(int width, int height)
        {
            if (ActiveScene != null)
                scenes[ActiveScene].UpdateScreenSize(width,height);
        }

        public void FreeAll()
        {
            foreach (var scene in scenes.Values)
            {
                scene.FreeObjects();
            }
        }
    }
}


text:
module.exports = {
  target: 'https://cetragram.herokuapp.com',
  apiPath: 'https://cetragram-api.herokuapp.com/v1',
  rootPath: '/',
  storageKey: 'user_session',
  session: {
    tokenKey: 'authentication_token',
    emailKey: 'email'
  }
};

redpajama_set_name: RedPajamaGithub


text:
The Marriage Course Online
Parish / Community
Rediscovering Lost Music of the Church: Basilica Schola vespers concert
The Notre Dame Basilica Schola, assisted by the Basilica's Gregorian Chant Schola, will present a concert of sacred music immediately following Sunday Vespers. The performance will feature the North American premiere of two recently rediscovered works. The first is a choral Mass setting by the renowned French organist and composer Jean Titelouze (1563-1633). The second is a set of ancient medieval chants (12th and 14th centuries) for the sick and dying which have been recently uncovered by visiting scholar to Notre Dame, Dr. Elaine Stratton-Hild. Directed by Dr. Jonathan Hehn, this concert is free and open to the public.
Website: https://campusministry.nd.edu/
Basilica of the Sacred Heart, Notre Dame
Notre Dame Indiana, 46556
No events today.

redpajama_set_name: RedPajamaCommonCrawl


My visit to Margaret Island, Budapest, Hungary reminded me about breathing and that everything is about context. Margaret Island is an Island in Budapest where the Hungarians and tourists alike enjoy the outdoors and nature. It is a simple train ride onto the island, but you feel transported to another time and space, where the worries of life are no more. I am still trying to figure out how the people walking by with American accents have dogs. People around me are walking, jogging, carrying babies, strolling, playing, and people watching.
A Hungarian bank holiday commemorating the 1956 Revolution is on Monday, October 25. University students further ignited the revolt; these college students sacrificed their education and their lives for democracy. University students are an essential factor when it comes to making societal changes. The students in 1956 risked their lives and their future livelihoods to build a democracy. I like to think about the Hungarians who decided that the way things were did not work. They stepped into the unknown fight the then current communists. I do not expect to give my life to make changes to our mathematics educational system, but I feel like the urgency around a revolt is needed to make changes in the way we teach mathematics. I believe that teaching any subject can be about building democracy. Teachers can work to ensure that every student has access to rigorous math teaching and learning. Mathematics learning can contribute to the democratic process.
From my experience Mathematics teaching is conducted in basically the same way in the places I have visited (Hungary, England, France, Benin, Brazil, and the United States) all over the world. In these western locations most recently in Budapest, Hungary, there are pockets of teachers, who are experimenting with a democratic, constructivist, problem-solving approach. I endeavor to describe this because, with the description, we have an opportunity to understand how this teaching, more difficult may create an atmosphere of learning for all students.
What does constructivist teaching look like, and why is a democratic process? When you give human beings opportunities to ask questions and engage with difficult topics (even in math), then this is how democracy is promoted. Asking questions and getting answers is why democracy is so difficult. I think learning math in a problem-solving way can only help us engage in what it means to be democratic.
Planning (by the teacher and the student) for a constructivist-focused lesson may require more planning time than of a direct instruction focused lesson. In a constructivist lesson, students need to prepare problems as assigned by the teacher in advance (you know the whole flipped classroom thing) and the teacher must develop a series of problem-based questions for engaging the students in the classroom. These problems cannot be trivial. The teacher must prepare in content and process of learning to succeed in using the constructivist approach. It might take 4 hours to prepare for a single one-hour problem-solving class.
The problem-solving approach requires patience. The Teacher may have to wait while students process their learning and their errors. Patience is a learned behavior, and I believe that integrating technology as part of the constructivist process may be of use to compliment the teacher-student student-student interactions.
Learning about prioritizing covering material or slowing down so that everyone understands the details of the math. Is it possible for the teacher to decide to reinforce understanding via cooperative learning, or should she just keep going just in case she is accused of not covering the material? There are standards (common core), end of the year examinations (in Hungary, typically, at the end of grade 8 and the end of grade 12). If the 8th grader scores poorly then students sorted and selected for the less competitive high schools. And if you do not score well on the end of high school examinations, then you wait a year, or you cannot move forward. There are high stakes examinations in both the US culture and the Hungarian culture. These high stakes exams and processes give students the idea that if something goes wrong, one's life might be ruined. The ideas about using the problem-solving approach in the classroom cannot ignore the system that our teachers and students exist within. A friend told me that she used to say to her kids, "it is just high school." Knowing high school is not the end of the world is the correct way of neutralizing the perceptions, but this works I a setting with love and support and a safety net. What if you don't have a safety net, then high school, or an exam, might be the only avenue to a different life. The pressure to succeed in the system sometimes ignore real learning so that students can meet particular checkpoints. How can we help teachers and students better prioritize?
How can mathematics learning include time for patience and priorities, when the system lets us know that it is not about learning, but about meeting the next milestone in life and learning.
Finally, when I think about my teacher observations, I worry about how we can help new in-service teachers persevere. This morning, I witnessed a teacher allow her students to learn. Right at the beginning of class, when the teacher presented three challenging trigonometry problems, one student said: "we have not done problems like this before." The teacher said, "that's right, but we are going to do it together." The teacher allowed the students to unpack the problems in various groupings, small groups, individually, and on the board alone. Not every student was writing working, but every student was engaged in the process on a continuum. Some students were in shock by the level of rigor, but this was not a direct instruction lesson. Different students took the lead to share their thinking with their classmates. I witnessed this teacher allow her students to learn, no matter how painful it was to watch. This observation is one class, and my call is for more classes to happen this way. I am overwhelmed by how daunting this is. Can I persevere?
I had an interesting visit to a school that has a novel approach to uniforms. I love the idea of identifying a particular class with its own color. For example, when the 9th grader enters, they are given a red or some other colored jacket with open sleeves. This jacket( at least the color) stays with the student as they enter, and then this sort of letterman's jacket leaves with you 4 years later. There is a sense of camaraderie with others from your same class. You can identify those from a particular graduating class by their color. Students still keep their identities with their clothing, but also build an identity with their individual class.
At this school the students also remove their shoes and put on slippers or indoor sandals. A student told me that the slippers are an effort to keep the school clean. I believe this very specific practice of putting on your academic clothing and putting on your shoes, has a psychological effect. The jacket and slippers together send an internal and an external message that the individual is ready to learn. Simple and novel.But, what if the student fails and is ,,not part of the graduating class? This seems like a recipe for ostracizing the student.
This school as with every other school I have visited, the teachers care about their students and their learning, but the classes are heavily tracked.
The expectations of the student's ability to do math at some if these highly selective schools, is mapped to the student's test scores and the student's perceived interest in learning math. More than one teacher has said, "these students only care about humanities". The interpretation is that the test scores may not be inevitable-lower because the student is not motivated in the math way.
I think a little self fulfilling prophecy is going on here. If the teacher perceives a lack of interest, then the teacher behaviors might be different than if the student is perceived as interested. The teacher expectations for rigor might be different. Maybe the potential for that student may be stifled because of the teacher perception and teacher expectation is lower.
Slippers and jackets go a long way to build capacity at a school that has very high achieving competition and test scores already? What might these slippers and jackets mean for a high school student who was not selected for a top school?
These words resonate around my discussions on equity, access, and actions for all students in the process of learning mathematics. No one seems to argue about the value of learning math, in fact, in New York State, the high school Advanced Regents Diploma requires Algebra, Geometry, and a second Algebra course. While the argument for more math classes is that students have more career opportunities, we have to take into account that some students may become more alienated through two more years of negative experiences (insert research). So we want learners to understand the breadth of mathematics through our curriculum choices, but the system is not always interested in the quality of the average student's experiences. So back to the quote.
The quote is an admonishment of my loud proclamation that we have to do a better job of teaching mathematics for all students, but the solution may not be so easy to implement.
Is it about resources? Yes.
Is it about teacher expectations? Yes.
Is it about the lack of technology? Yes.
Is it about the stratification of who gets good math teaching and who does not? Yes.
is that I realize that I cannot just ram the access mantra down your throat, but I have to figure out how to add you to the conceptual framework of equity in mathematics.
Maybe I have defined the problem.
Thinking Time: Devise a plan.
Insight: Carry out the plan.
The organization of the classroom was non-traditional. Five tables were pulled together, conference style, so that students could all work together. There were several late students, but ten students eventually participated in the classroom with the teacher. There were six boys and four girls. This number of students is the maximum number of students allowed in classrooms at this Foundation school.
The teacher, (Let's call him Harold.) engaged the students using a problem-solving approach. From my perspective, if a teacher is using a mathematics problem-solving constructivist approach then the teacher may use some of the following behaviors.
Support student's ability to ask questions, such as seeking elaboration of the student's initial response, or engage students in experiences that enhance understanding.
Inquire about student's understanding of concepts before sharing yours.
Harold created a constructivist-approached lesson with a diverse group of students at a "Foundation" school. Why is this an important statement? I have spoken about the POSA method used with, so-called, "talented students" selected by their teachers to participate in weekend camps. The POSA method as discussed earlier, assumed that children were capable and mathematically gifted as recommended by their home school teachers. While the researchers are working to bring POSA to general (typical) students, there are questions about how this may be possible. I witnessed, not POSA, but a problem-solving approach with students at this school.
There was a back and forth with the teacher. The teacher asked questions about what to do and why, and the students responded. Harold, the teacher, took them down a path to why Logs worked and the approximation for why we used Logarithms. The process was beautiful and painful, and some students got it, and others did not. There was an incredible patience from the teacher. At one point a student was brave enough to say without frustration, but I don't understand why that works, and Harold took the time to explain in 3 different ways. He also used the whiteboard, the computer, their calculators, and their inquisitive nature to teach his lesson. There was some direct instruction, but it was iterative and required student engagement.
Problem Solving approaches to teaching are possible with all kids. My theory about building a democracy around the way we teach grew arms and legs through this observation. Thank you, Harold, for showing me an example of problem-solving, constructivist mathematics teaching.
I had a conversation with a new colleague at the university. The new math colleague (we will call David) has been teaching high school for more than ten years and is one of the first students admitted into the new Mathematics Education Ph.D. program. David teaches in a high school 1/2 time with head teacher/homeroom responsibilities and is a university student the other 1/2 time. He is fully funded to do his work in both places. David's arrangement reminds me of the Master's Degree I earned from Syracuse University. They had a program where I completed a master's degree in Education and was hired to teach in the Syracuse City Schools as my assistantship. I learned about teaching mathematics, but teaching math, but Syracuse University paid for 30/36 credits of my master's degree. I wish I had taken better advantage of that opportunity.
My conversation with David was about the research study to bring Posa to regular kids. Currently, the Posa program requests that teachers recommend the talented ( mostly boys) to the weekend math camps. David is involved in a research project to bring Posa to schools in general. I said, "there is a lot of risk around doing this problem-solving, constructivist approach to teaching, math(s) to regular kids." I said this because I wonder how hard it is to teach percieved talented mathematics to kids who would probably be successful with or without the math camp.
His response was refreshing. We are not very successful in teaching regular kids math, so why not try this problem-solving way? We sometimes lose many students to the love of mathematics, by instructing in the same mundane procedural only, memorization process, and with lower level repetitive thinking by doing many problems without conceptual understanding. Why not use the POSA method to teach critical thinking through mathematics to all secondary school children. There are jobs, not yet invented that might require problem-solving, so why not teach in a problem-solving way to produce the citizens of the future? By teaching kids how to learn in a constructivist way, we might have a jumping off point to contributing to our democracy.
It is about using the teaching of mathematics as a democratic act. By teaching kids how to learn in this constructivist way we might have a jumping off point to other larger democratic processes.
My Goodness. It was a wonderful to hear David, this seasoned teacher, talk about why he teaches. He mentioned that he approaches his teaching to build the fabric of mathematics for the next generation. He talked about how success in mathematics is a process that he enjoys witnessing in children. His explanation feels like the journey metaphor I am pushing. He seems to love the process of learning and helping the next generation of kids learn mathematics in a way that is it dynamic, creative and rewarding.
He made me smile. I realized that my work around helping teachers make a difference in the mathematical lives of all students is important, democratic, academic, emotional, and maybe even memorable. Why do I say memorable?
After visiting the Hungarian Parliament today, as an American tourist, I learned that the Hungarians had re-written their histories. The rewriting may have been with the Austrians, the Turks, the Germans, the Russians, and now the Europeans. Each time the Hungarians recover from some war or occupation, internal or the external occupying forces, they work to rewrite the version of history created for them by the occupiers. Some might say that the story (history) always goes to the victors. Some might say that the interpretations of history are therefore important and relevant for us to engage.
The interpretations about ensuring the access and success in mathematics for all is an ongoing journey with factors and people who have different visions for the future. Teacher expectations make a difference in student learning and helping teachers unpack their expectations might just be the work. Dr. Dolores Grayson, here you are again with the Generating Expectations for Student Achievement (GESA).
David, a talented (as perceived by his teachers) alumna of the POSA method is now teaching using the POSA method to his students in his school. He mentioned many of teachers who are teaching using POSA were taught POSA as children. The concern is that without Posa experiences a child, how difficult will it be to transform a teacher's conceptual framework around teaching and learning mathematics this way. It might be better to concentrate on new teacher training. The research project is hoping to bring the POSA method to teachers who may not have been POSA students.
David uses the Posa method but not all the time. He mentioned that the time it takes to prepare a 1-hour class using the POSA method is 3 -4 hours. We agreed that this could be a resource issue. We talked about how to work with teachers to use this method when we know that there may not be enough time, or resources to accomplish this rigorous way of teaching for all. He said. "I use POSA sometimes and then the typical didactic methods other times. He made me smile because he was so honest about the POSA method. Another colleague (let's call her Joanne) is working on a research project for creating sets of problems that will support a system of problem-solving. This other faculty member is investigating how these problem sets might scaffold problem-solving differently. How do we put math problems together so that students can use the discovery process? It has been wonderful to find a set of mathematics people interested in delving into this type of thinking.
I am an insignificant want to be mathematics educator person interested in ensuring that more students have access to good math teaching of the constructivist problem-solving type. These math people, in another country, have similar interests. What a privilege it is to talk with them. I could not have asked for more on my time away.
September is almost over, and I think I am over the, "I want to go home jitters." Thank goodness, since I was looking to find a way home for cheap. I listened to a story on the BBC this morning about the Silent Forest. It is a story about the over-harvesting of birds in East Asia. The author gave a dynamic story about the intricacies of the rainforest, the marketers, the poachers, and most importantly the external and internal factors that make it difficult to find a solution to making the forest silent. Of course, my brain is thinking about mathematics for diverse learners. From my perspective, it is about helping teachers and administrators in K-12 settings understands that we are cutting off possible solutions to our world problems by limiting the best and the brightest teaching to only the top 20%. The top 20% will say that they will be held back if they have to wait for the rest of the class. The "average" student will say they will be left back if the special education students are part of a more inclusive classroom. The middle-class student will say that the working class student does not have the vocabulary to keep up with the rigorous nature of mathematics. My kids don't know how to interact with those children from the other side of the tracks, so we have to spend valuable teaching time helping them understand one another. The college preparatory student will say that they should be able to expand their learning without the vocational student. The teacher will say "how do I teach all the students in the classroom when they are all in a different place on their standardized test scores, or they are all different in their capacity for learning?" These statements and questions are not new in education, or they are not new to teaching mathematics with an inclusive approach.Talk about the problem.
I have been witness to learning about the POSA method. The Hungarian POSA method as described earlier. The inventor has used this problem-solving, constructivist approach with gifted children. The gifted children, mostly boys, are selected by their teachers to attend these weekend camps, where they learn with their peers to engage in mathematics using the approach. This "constructivist teaching" mostly by mathematicians, is an attempt to bring the most gifted into mathematics, for any purpose. The reason for this approach I assume was to make sure that the next generation of math people could be encouraged and POSA was encouraged. But now the mathematics researchers are interested in bringing this "POSA" into general-typical mathematics classrooms. The teachers are taught using the method, at the university as part of their regular professional development, and then the teacher works with her administration to build this in each of their school settings.
I met one such teacher, who is experimenting with the POSA method. In the school at which she teaches, and this is a common practice in Budapest schools, to take a group of students organized from highest to lowest, and place them in two different classes. Typically the students know if they are in the top group or the lower ranked group. There might some self-fulfilling proficiency( about who will succeed) going on here when someone is placed (based on their scores) at the bottom group based on their end of the year examination in primary school. The students assigned to the top or the bottom group based on the high school entrance test taken at the end of the primary level education. (Primary schools are broken down into two four-year sections: 1, 2, 3, 4 and then 5, 6, 7, and 8. Students take an examination around age 14 which will begin the determination of their fate for the rest of their lives. High schools are highly selective, based on the end of the high school level examinations. If students score well enough, then they are supported via scholarship to attend university. If you do not score well enough, then you are allowed to go to University, but at your own expense. This system has many characteristics similar to the United States system in which the author is familiar. This teacher has agreed to take a mixed group of kids, ones from the top of the high school exam ranks and those from the bottom of the secondary school examination group and teach them as a heterogeneous group. Parents and the head teacher of the school granted this seasoned teacher permission to place these students in one class. This heterogeneous grouping is a new thing, and I commend this teacher for undergoing this democratic experiment. These students will be together with the same math teacher for the next four years. The research will help us understand how these methods for teaching mathematics are valuable for all students. The teacher is already amazing, and I believe her expectations for success in this setting will be the marker for the program's success.
In the United States, and maybe in New York, if you live in a nice neighborhood and you are white, then you have access to the better public schools. If you are poor and of color, then how do you have access to the school in your neighborhood. In New York City the selection of schools appears to be very close to my understanding of the Budapest/Hungarian system. The context of ensuring that children get the most rigorous education around mathematics is a system problem. If one is to engage the system, then each must be willing to act as a part of that system. While there are activism responsibilities, one must fight the problem of ensuring that all students get what they need is an individual responsibility to take it on for the betterment of the system. Maybe this is the democracy talk. Maybe this is where we have to look at ourselves in this democracy and decide what is going to be best for the democracy.
So what about Meritocracy? A meritocracy only exists in a system that is fair. One's birth position (i.e., first middle or last) or one's birth station (poor or rich, white or black, smart or smarter, abled or disabled) should not determine one's station in life. This discussion about mathematics is a discussion about how we want our democracy to survive. Social class, and race, and religion, and ability class should not be the factors which determine the course of our lives. Teachers may play a vital role to play a role in interrupting a system with low expectations for a particular set of students. With how they interact with their students in each class. GESA (generating expectations for student achievement), Grayson____ . GESA is an about how we use our interactions with students to make a difference in their learning. It is about how our expectations make a difference in their education, and how we monitor our expectations to better teach the students in front of us. Our expectations do affect student learning. Expectations are often explicitly spoken, but the unspoken, implicit expectations often have more effect on student learning.
Something else to think about: Check out the App Photomath and let me know what this means in the teaching of high school algebra.
What are the parameters for success for teaching using the problem solving approach in mathematics?
Well, here I am ready for another school visit. This vocational school in another part of town with another set of circumstances and public transportation puzzles. I say taking public transportation, transports one to trying to figure out the challenge of figuring out how to get to the right place at the right time without spending the entire day. Because I am worried about these things, I leave as if it will take an hour even Google says it will take 22 minutes. This adventure or journey each I go to a school visit reminds me of the problem-solving approach to teaching. You know the constructivist approach. It is clear that if we are serious about this constructivist approach to teaching, then we have to define the parameters for success.
The journey, fun or not, to figure out public transportation in a big city like Budapest, maybe another good metaphor for the problem-solving process. Do you have a map? Do you have experience in a big city? Do you know the language? Can you read? Can you walk? Is it the rush hour in the morning? Is it a safe city? How important is the destination objective? Do you have to get there on time? Are there consequences for getting there late using public transportation? Do you have an infinite amount of money to ditch the public transportation and take a car or a taxi? All of these questions are the same in the constructivist approach to teaching mathematics? These are very similar parameters when teaching using the problem-solving approach or learning using the problem-solving approach.
Yesterday I witnessed an excellent example of productive struggle I have ever witnessed. I left thinking, how patient the teacher was for allowing this, and I wanted to see more of this productive struggle. What is the productive struggle in the context of this public transportation metaphor and learning mathematics, or even teaching mathematics? Students were confident at the board, and their peers listened intently. Students did not interrupt, and the teacher allowed the student in the explanation to explain their thinking so that the student, in the end, found his flaws, explained his work to the class and appeared overjoyed by the success. It was not like watching someone peel an onion. It was like watching someone peel an orange. The slow process did not follow a particular model. You were not sure where the student was going to go. You did not know if the student would give up, but in the end, the process produced an orange you could eat. It produced a student who knew what he was talking about mathematically. It produced a student who earned a point for the day, but also he earned what could be referred to as "street cred." He risked, and he was rewarded for taking a chance on the black/green board.
What did the teacher do here? The teacher set up a three-year system of collaboration and struggle. The teacher set up a place was struggle brings forth anticipation for success. This is an example how the teacher is expecting students to struggle without just telling them the answer. How can this teacher be this patient in a room full of teenagers? This teacher is engaged in a project with the University to use the POSA method with all kids, not just those deemed talented. I saw the fruits of this labor yesterday.
Let's talk about shoes. In a big city like Budapest, the men's shoes are diverse. What do I mean? It would be easier to talk about women's shoes, but it is more interesting to talk about men's shoes. There are a lot of pointy leather and leather looking shoes. Men are wearing the shoes, with straight-legged pants, formal dress pants, and leather jackets. The shoes seem to go with the clothing, in that no one appears unkempt. I just saw a man drive by on a big with shoes that I might see any American person wear with a suit. All the shoes in my observation of 10 minutes were clean and well kept. In fact, the last man in my 10-minute observation walked by with suede shoes and a very nice matching suede jacket. I am not sure if all of these people walking by are students, faculty or workers. It is not known, but I am writing about the diversity of shoes to broach the cultural diversity question in mathematics. These are the observations of an American on a Hungarian college campus. All I see is the shoes, and I begin to make thoughts in my head about who these people are and how the shoes make a difference. I am looking at the shoes and figuring out how I might interact with the variety of shoe wearing men. The cultural diversity question issues can unpack through the men's shoe observations. Keep in mind that this process is about how to help teachers understand their perceptions and expectations translate into a set of behaviors that affect student learning.
Who are the students in the mathematics classroom, and how do the perceptions of the students translate into expectations for learning mathematics. What are my perceptions of the shoes that are on men's feet, and how does one form complex interpretations of the observations? How do teachers form complex interpretations so that they can be more effective teachers, especially during the problem-solving teaching process?
How can we figure out what it means to teach all students?


Kapuso teen heartthrob Elmo Magalona and promising Kapuso actress Janine Gutierrez reprise the roles, driving strong anticipation among fans of the original series, reaffirming that their first team-up on-screen is one of this year's most exciting casting coups.
As they breathe life into the characters of Isagani Samonte and Lynette Quintana, they retell a great love story in a way that best represents how sweet young love can be. Women, young and old, would definitely fall in love once again with Villa Quintana's triumphant celebration of love amidst challenges.
Isagani (Elmo) is the lovechild of Robert and Lumeng but will grow up knowing his father is Felix. He lives a simple life in the farm together with his parents. He eventually falls and fights for his love for Lynette. Meanwhile, Lynette (Janine) will be mistaken by Don Manolo as the child of Robert and Lumeng. Thus she grows up living a very comfortable and affluent life. She requites Isagani's affection. And their love for each other will once again become television's finest romantic tale.
Villa Quintana is inspiring as it fulfills every woman's aspiration for a good family life, characterized by unwavering love for each and every member. The show also upholds every viewer's pursuit of love and self-significance that affluence nor poverty could ever scorn.
The series is a modern-day Romeo and Juliet, their family's tension against the brewing romance that's driven by past hurts and offenses. Lumeng is not in favor of the relationship because of how the Quintanas treated her when she was younger. But Isagani will continue to fight for his love for Lynette, despite his mother's objections and while the Quintanas betroth Lynette to a young man who also comes from a wealthy and influential clan. Being educated abroad, Lynette affirms her independence and upholds her right to choose the man she loves, which results to a bitter struggle with her family, particularly her grandfather Don Manolo who is against any type of modernization.
Everything changes when Lumeng discovers a secret of the Quintanas that overturns odds, a detail from the past that affects the fate of the young couple's love for each other.


This one piece mailer is a 4pp with a 'pop-through' mechanism. When the piece is opened, the central section stands out to show the message.
This is a simple way to engage your audience through including a pop-through displaying your message. The pop-through can be shaped to meet your campaign requirements and can be fully personalised.


It is said that on an average day in the United States, there will be 17 million meetings. (It makes you wonder how anything ever gets done!) A meeting is two or more people getting together to exchange information. What could be simpler? Yet, it is one of the biggest institutional time wasters that we suffer.
An informative exercise is to calculate the hourly cost of the meeting. A person earning $50,000 per year represents an hourly salary cost to the organization of $25 (without adding in benefits, overhead, and profit potential). If ten people at this salary level meet for one hour, the cost is $250 for the hour. Then look at what was accomplished. Was it worth $250? Sometimes "yes". A lot of the times, "no".
I have created five steps that will help you to improve the productivity of your meetings. Even if you are not responsible for running the meeting, bring these suggestions to the person who is responsible.
1. Ask, "Is it necessary?" We always hold the meeting because we have always held the meeting. What would happen if it did not take place? What if we did not meet quite so often? How about if we met once a month instead of every week?
2. Ask the question, "Am I necessary?" Now I do not mean this in the deep philosophical sense, but, rather, "do I get anything out of the meeting?" and "do I contribute anything to the meeting?" If the answers to those two questions are both "no", try to avoid attending the meeting. Or, perhaps just the first half of the meeting is relevant to you. In this case, see if there is a way to get excused from the second half of the meeting.
3. Prepare an agenda. Just as it is a good practice to prepare a daily "to do list" to help us get focused each day, we ought to have a written agenda for our meeting. Circulate it in advance to those who will be attending. Let them know what is to be discussed. Give them a chance to prepare. Do not hold meetings by "ambush".
4. Set the times. Have a starting time and stick to it. Set time for each item to be discussed so that one item does not dominate the entire meeting leaving no time to discuss the other items. Have an ending time and stick to it.
5. Commit to action. Meetings ought to produce results. Resolve to a course of action. We have discussed the issue, so now what? Assign responsibility for the tasks to specific individuals with deadlines and hold them accountable.


SF Signal has a galley copy of The Mongoliad — signed by all the authors (Neal Stephenson, Greg Bear, Mark Teppo, E.D. deBirmingham, Joseph Brassey, Erik Bear and Cooper Moo) — to give away to 1 lucky SF Signal reader!
In the email, please provide your mailing address so that the book can be mailed as soon as possible. (We share only the winner's information with the publisher sponsoring the giveaway so that prizes can be mailed. All other address info is purged once the giveaway ends.
This giveaway is open only to residents of the U.S.
Anyone may enter, but please, only one entry per person. Duplicate entries will be the target of a bloodthirsty Mongol invasion. If you've won something from us in the past, please give someone else a chance.
The giveaway will end Wednesday, May 2nd, 2012 (09:00 PM U.S Central time). The winners will be selected at random, notified, and announced shortly thereafter.
I'm still trying to figure out what genre the Mongoliad is supposed to be. Historical Fiction?


Judith A. Fritz, age 67, formerly of Imperial, PA passed away on July 20, 2018. Beloved daughter of the late James P. and Catherine A. Fritz. Adored sister of Donna J. (Ken) Fritz- Schulein, Robert H. (Lauri) Fritz, and Charles J. Fritz. Also survived by many nieces and nephews.
She was preceded in death by brothers James G. (Lolly) Fritz and David A. (Gloria) Fritz.
Judy enjoyed vacationing at Presque Isle in Erie, PA and also visiting historic sites, especially Gettysburg, with her brother Chuck. She was an avid reader and volunteered to help maintain The Montour nature and walking/cycling trails. Judy obtained a Master's degree in Environmental Studies. She was employed in the medical records department at McGee Women's Hospital before retiring.
A Funeral Mass will be held Friday, August 10th at 11am at St. Columbkille Church in Imperial, PA. Interment of ashes will follow at Resurrection Cemetery, Moon Twp, PA.
In lieu of flowers, contributions may be made to The National Kidney Foundation of Pittsburgh, 2403 Sidney St #230, Pittsburgh, PA 15203.
Arrangements have been entrusted to Cremation and Funeral Care, 3287 Washington Rd, McMurray, PA 15317.


Brockman Adams was born on January 13, 1927, in Atlanta, Georgia, and began his career in the Air Force during World War II. Following the war, Adams pursued his education, graduating from the University of Washington in 1949 and Harvard Law School in 1952.
Adams served as the U.S. district attorney from the Western District of Washington (1961-1964) and the U.S. Representative from Washington's Seventh District (1965-1977), becoming chairman of the Committee on the Budget.
Adams served as secretary of transportation in the Carter administration from 1977 to 1979. After his term in the cabinet, Adams served as a U.S. senator from Washington from 1987 to 1993. He died in 2004.


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Starwood Retail Partners Louis Joliet Mall Digital Display
Starwood Retail Partners
Omniplan Architects
In November 2014, what started out as a normal twenty-five foot Fichus Tree in the center court of Louis Joliet Mall, was transformed into the first of its kind "Digital Tree".
The elaborate display debuted just as holiday shopping was kicking into high gear. The project consists of LED lights, mirrors and twenty-six (26) LCD screens. In all, one hundred and thirteen (113) items hang in the now digital tree. The screens and display clusters present community news, mall events, store offers and Tweets, along with selfies taken by patrons utilizing a photo booth located near the tree.
As the Construction Manager for the five (5) week fast-tracked project, not only did ICI manage the trade contractors on the site, but also coordinated the schedule of multiple contractors from all over the country, including computer programmers, lighting designers and manufacturers.
As part of the construction, ICI built an AV and Equipment room in the office area of the mall and installed a new transformer to run all of the computer and video components of the tree. One of the more challenging parts of the project was running power and data from the AV and Equipment Room to the center court of the mall, where the tree is located several hundred feet away. The power and data was run through occupied stores, common area soffits, exposed common areas of the mall and at times, several feet in the air.
The work was completed at night during off-hours, as well as when the mall was open for business. Also, the stone surrounding the tree was buffed and polished, columns around the tree were stripped and wrapped in custom millwork and new carpet and furniture was added to the center court surrounding the tree.
The "Digital Tree" is the first in the country for Starwood Retail Partners, which owns twenty-eight (28) malls across the country including Louis Joliet Mall.
"This will allow us to communicate with you, the community, for you to communicate with us, and for you all to interact with one another," said Rob Hense, Senior Vice President of Development with Starwood at the tree's unveiling.
Mayor of Joliet, Tom Giarrante was the first to take a selfie that was sent up and rotated through the tree's LCD panels.


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Under the Cortex: The Story Behind "The Future of Women in Psychological Science"
In September 2020, APS published the first-ever gender parity review of psychological science: "The Future of Women in Psychological Science." The story behind this study, as told by some of the authors, is a compelling examination of personal experiences and observations. Through these discussions, a consensus emerges: Gender gaps for women in psychological science are closing, yet some remain, and more work is needed.
Participants include: Junie Burke, APS (interviewer); June Gruber, Univ. Colorado; Jane Mendle, Cornell Univ.; Kristen Lindquist, UNC, Chapel Hill; Toni Schmader, Univ. British Columbia; Adrienne R. Carter-Sowell, Texas A&M Univ., and Eliza Bliss-Moreau, Univ. California, Davis.
News > Podcasts > Under the Cortex: The Story Behind "The Future of Women in Psychological Science"
I'm rich. You must be, too.
"Let me tell you about the very rich," the novelist F. Scott Fitzgerald wrote in the 1920s. "They are different from you and me." "Yes," his friend and rival Ernest Hemingway replied. "They have more money." Hemingway's retort may be apocryphal, but the point is indisputable. Then as now, the More
One Way to Rein in Powerful People? Honest Feedback
While it's standard practice for supervisors to provide regular feedback to their subordinates, it's far less common for employees to get the opportunity to candidly appraise their supervisors' performance. A new study suggests that honesty may be the best policy for ensuring that leaders look out for everyone, not just More
Leaders Who Can Laugh at Themselves Get a Thumbs Up
Humor in the workplace can foster a positive atmosphere that helps coworkers bond, but jokes in the office can also fall flat, hurt feelings, and can even lead to lawsuits. A new study finds that leaders who strike the right balance, laughing at themselves but not their colleagues or underlings More


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Linguistics seminar series: Ashley Stinnett
Ashley Stinnett, is an assistant professor in the Department of Folk Studies and Anthropology at Western Kentucky University. She received her Ph.D. from the School of Anthropology at the University of Arizona. Her areas of specialization are linguistic anthropology with a sub-specialty in applied visual ethnography and educational documentary filmmaking. Her research primarily concerns the sociocultural and linguistic processes in which locally centered, historical and traditional knowledge specific to food are realized and put into daily practice. Ashley researches language production in communities of practice in occupational settings and community driven efforts, specifically related to food production. Additionally, she partners with local community organizations utilizing applied anthropological approaches while synchronously incorporating visual anthropology methodologies in both the practice and the production of visual media materials. Her primary research focuses on language practices of heritage butchers in the Southwestern United States. Her most recent project utilizes linguistic and sensory ethnography in a focus on food fermentation.
Friday, February 2, 2018 - 1:30pm to 3:30pm
Niles Gallery, Lucille Little Library
Type of Event (for grouping events):
Linguistics Seminar Series
LIN Seminar Series
Linguistics MLK Seminar: Barbra Meek
235 Gatton College of Business and Economics
Growing Your Elative: Linguistic Seminar Series
A number of comparative, superlative, and elative suffixes are longer than they would be if
they had simply undergone regular sound changes, e.g. the Latin superlative/elative sux
-issimus. Closer inspection reveals that they have developed in a parallel fashion. The
development involves the analogical extension of a longer sound pattern from a small class
of forms to a large one. I suggest how we might relate this to the semantics of adjective
gradation.
Friday, April 13, 2018 - 1:30pm to 2:30pm
233 Gatton College
Linguistics seminar series: Patrice Speeter Beddor
Friday, March 30, 2018 - 1:30pm to 3:00pm
speech perception
Talking Place, Speaking Race: African Americans, Their Englishes, and Local Identity
Sociolinguists, long concerned with the connections between language and localness, have shown that the ways in which speakers use features of ethnoracially or locally marked varieties are highly salient in their construction of identities of place. In the urban U.S., place identity is enmeshed with identities of class and identities of race: to be from a place is to embody its racial makeup and class delineations just as much as its physical locale.
This present study combines quantitative analysis and discourse analysis to analyze the speech of middle- and upper-class African American residents of a rapidly-gentrifying neighborhood in Washington, D.C. The data show that drawing upon an ethnolinguistic repertoire (Benor 2010) which combines features of African American English style as well as features of prestige white varieties of English allows speakers to reinforce racial identities which align them with the neighborhood's rich African American identity even while their class identity might better align them with the outsiders. Ultimately, I argue that the linguistic expression of class and place identity is not an add-on to the enactment of racial identities, but that language is in fact the primary site wherein these intersecting identities are negotiated.
Wednesday, March 29, 2017 - 12:30pm to 1:30pm
WTY Library 2-34a (Active Learning Classroom)
#linguistics
The Shugnani Lexicon of Folk Medicine
Wednesday, October 19, 2011 - 12:00pm to 2:00pm
Trails and Tribulations: Chatino conceptions of the dead
The Chatino people from Oaxaca, Mexico, believe that the departed begin a new life that is parallel to the world of the living, known in the Chatino language as JlyaG. In order to reach JlyaG, the recently departed must traverse on a treacherous path that goes through mountains, rivers, and towns. JlyaG is a metaphysical place that corresponds to an actual location in our plane of existence found towards the northern part of the Chatino region in the municipality of Zenzontepec (coordinates 16° 32′ 0″ N, 97° 30′ 0″ W).
Prayers, stories, myths, place, and performance are crucial elements in the practice and belief of the Chatino concept of the dead. In the Chatino town of San Marcos Zacatepec, when an adult dies, family members call an expert to perform a speech called TiA SuAKnaA or 'prayer to the dead.' The TiA SuA KnaA is recited at the dead person's wake. The goal of the speech is to guide the dead through the trail of the dead and to encourage them not to come back and taunt their family members, friends, and community members either by showing up in individual's dreams or appearing as a ghost quB tiqE.
The departed also need to demonstrate endurance, agility, and artistic skills. For example, when they reach a place called SaA tqenA, located in the town of Cieneguilla, San Juan Quiahije (coordinates 16.3000° N, 97.3167° W), the dead have to dance. The dead men, in addition to dancing, must whistle or sing. Women only have to dance. Hence, Chatinos believe that artistic abilities such as dancing, whistling, and singing must be learned and practiced during the course of a person's lifetime. This presentation will discuss these aspects of Chatino conceptions of the dead and describe the verbal art of the rituals involved as the recently dead move on to JlyaG.
Wednesday, January 27, 2016 - 12:00pm to 1:30pm
Niles Gallery (Fine Arts Library).
Seminar Series: "The question of oralism and the experiences of deaf children, 1880–1914"
W.T. Young Library 2-34A (Active Learning Classroom)
MALTT Graduate Student Conference
Saturday, February 27, 2016 - 9:00am to 5:00pm
UKAA Auditorium & Alumni Gallery (W.T. Young Library)
Seminar Series: Undergraduate Research Showcase
12:00-12:25: Gihyun Gal (faculty mentor: Greg Stump).
12:25- 12:50: Aaron Mueller (faculty mentor: Mark Lauersdorf).
1:00-1:50: Corey Meeks (faculty mentor: Jennifer Cramer).
Gihyun Gal
Comblending in Korean neologisms with borrowing English words
This research focuses on an interesting type of word formation process in Korean that involves the combination of different morphological processes, namely compounding, blending, abbreviation and acronym. As previously shown, both of these processes are both very productive in Korean (Jung 1992, Seo 2013, Lee 2014). 'Comblending', a term I coined to describe this new process, draws from the above-mentioned processes and seem to be on the rise on the World Wide Web and on social media like Instagram. However, although they might be argued to arise from those sources, these new forms get integrated in current speech rather than just being used on the previously mentioned platforms. More importantly, in many of those neologisms also involve borrowings from English and include an agent-like word 족[dʒok], which means 'person or group of people'.
(1) Grup dʒok 'elders who keep on living like students' > grown-ups + dʒok
(2) BMW dʒok 'Office workers using public transport' > Bus Metro Walking + dʒok
(3) Naports dʒok 'People who enjoys sports after work' > 'night' [naɪt] + sports + dʒok
(4) Eomma cri 'interrupted PC user, usually by his/her mother' > Eomma 'mother'+crisis
(5) Chilaryman 'person who still live with his parents' > child + salaryman
Such data raise questions relating to (1) the internal structure of these new complex words (2) the order of which the different processes come into play (3) the type of analysis that would appropriately describe this peculiar process and (4) whether we have instances of phonological overlapping or not. I will here examine these newly coined words from an argue that given the derived meanings, a purely morphological approach seem favorable. When the Korean neologisms are formed by either compound process or blend process, some sub-processes would be happened such as acronym or abbreviation before the neologisms are coined completely through compound or blend processes by Korean speakers on the World Wide Web or on social media. Because those two processes would be a sort of important process in order to form of the Korean neologisms productively. Through the neologisms, it is possibly to glance some tendencies of current Korean social situations. Because most of Korean neologisms mirror of thoughts of Korean aspect such as lifestyle, a desire of education, social economy situation and characters of people.
Aaron Mueller
Lexical and Semantic Shift in the Linguistic Construction of Social Gender: A Corpus-Based Analysis of Written U.S. English
This study aims to track shifts in linguistic constructions of gender in written U.S. discourse using the Corpus of Historical American English (1810-2009). Lexical values were examined by dividing selected gender words by gender and by word type (e.g. male pronouns, female titles); per-million occurrences were observed by decade and word-type category. Semantic values were compared by decade through calculating mutual information and t-scores for select collocations. Preliminary results indicate that male words appear more frequently than female words for almost every word-type category; non-binary gender words appeared too infrequently for analysis. Semantically, men are associated with appearance, wealth, and power, and intellectual pursuits; women, mainly with appearance. Appearance was the main semantic association for all genders, though women exhibited this to a greater extent than men. Mutual information and t-scores varied less than was expected; this could suggest that linguistic constructs of these genders have changed little despite perceived sociocultural progress.
Corey Meeks
Creative production and pedagogy: Teaching and learning through documentary creation
As students and teachers transition into the modern classroom, we must understand how to teach and learn in new ways. Educators may teach the way they are taught, yet there are many reasons that suggest we cannot continue to teach as we have for the past several hundred years. Dr. Cramer experimented with the idea of teaching through creating in a class on American English (LIN/ENG 310), and she facilitated the creation of a documentary that would showcase our knowledge about dialectal variation in the United States. Ultimately, the class produced a roughly 20-minute film on the dialects of Kentucky, a topic selected and cultivated by the students themselves. Several teams did everything from scripting to video production and editing with minimal control from the instructor. By playing their roles, they were given a better reason to understand and internalize the material covered in the course compared to hearing it in a lecture or reading it from a book. We hope teachers will continue to experiment with the idea of teaching through creating, as the Italian enlightenment thinker Vico Giambattista said, "To know is to put together the elements of things."
Niles Gallery (Fine Arts Library)


We talked about it about two years ago. We said look, we haven't made an album—at that point it was a decade only that we hadn't made an album—only one short decade, since we have so many left [laughs]… And we talked about it and said 'look, let's make our album first.' We had every intention of going in the studio and working on the album.
"So we've been in the studio for the past year and we've put together about fifteen songs so far that I think match or beat anything we've done in the past… And I don't make those kind of claims without having something to back it up. We're better than we've ever been. We're tighter than we've ever been.
Dolmayan also spoke of spending $350,000 on a copy of Action Comics #1 ten years ago which he sold to Jack White, who remains a loyal customer. That particular comic saw the first appearance of Superman. A video report on the grand re-opening of Dolmayan's store can be found below as well courtesy of 3 News Las Vegas. System Of A Down will soon be overseas for these shows, with Code Orange opening a number of the stops.


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Q: What happens if authentication microservice goes down? We know one of the philosophy behind the microservice architecture is availability. So suppose we have a project that has 6 services working together. One of them is an authentication service that responsible for creating users and giving tokens and validating them. So other microservices have to communicate with auth_service. Look at the below flow for example:
user ==> microservice A ==> auth_microservice ==> microservice A ==> user

Suppose our auth_microservice goes down for some reasons. What will happen? Microservice A needs to communicate to auth_microservice for authentication and authorization.
Here our system depends on auth_microservice.  What we should do? what is the best strategy for avoiding this disaster?
Ok, I know this architecture is not perfect, but I need a solution.

A: By using OAuth or similar token based authentication.
First the Authentication service should be responsible for Identifying a user and issuing to them authorisation probably via an encrypted and signed token containing their permissions.
That token is then taken to the other microservices and a quick check validates the token as being authentic and trustable, or as invalid.
Make sure it contains:

*

*nonce

*issue time

*permissions

*sunset time (when the token becomes invalid)

*A user identifier, but not personal information.

*A signature using the authentication services certificate

*Encrypt the whole thing

Use your own rules in service to determine suitability of the token. For example if its older than ten minutes the user must get a fresh token to change their phone number. But a token issued in the last 30 mins is good enough to view the phone number.

A: The normal solution is to apply high-availability techniques to each microservice individually, just as you would to a monolith.
So rather than having a microservice, you have multiple instances of the service running on different machines. And a failover or load balancer system for distributing requests to instances of the microservice.
The large companies that use microservices often do "blue/green" deployment of microservices as well. Rather than upgrading all the instances at once when putting a new version into production, they upgrade some of them and monitor for failures. If a problem is found, the requests can be pointed back at the old version almost immediately.
(Of course, none of this makes sense unless you're operating at huge scale, where the authentication microservice has a team of its own)

A: Why does microservice A depend on the authentication service? There are some (rare) valid reasons, but for the most part tokens (for example JWT) can be validated off-line.
The most that can happen here is that new users can't log in, but already logged in users will see no disruption, depending on the validity period of the tokens.

redpajama_set_name: RedPajamaStackExchange


Since the very first Catspit video I have understood the limitations and hardships of being my own camera man. Making the videos entirely by myself from filming to editing is not as easy as it may appear. The physical tasks involved with setting up the makeshift lighting and camera for each different shot can be tedious. Having to walk back and forth to the camera to check on settings, time, cropping and battery power is lame. And for each shot I have to check everything again and again. That limits scenes.
I really want to tap into Arizona State University, as I am an alumni, and try to find a film student who may be willing to make the videos with me. That way I could show more screen printing action and close up shots. It would be great to have someone managing the camera for me. It would open up creative doors for the educational videos.
So, I have been thinking about how to increase the production value of the screen printing videos. I definitely have to figure out how to make it easier for me to do closer shots. Just know that I am working on things like this and hope to make the YouTube channel and the website better as time goes on.


This one should be short because we didn't do a whole lot.
We woke up at 8:30 and messed around in the cabin until lunch time. Elle was able to get the TV working for awhile to help keep Jack busy, but later it started its on-and-off cycle again.
Lunch was at the Windjammer, which was understandably more crowded because it was a sea day. Max tried to get by with sodas and rolls, but we made him force some protein into his mouth!
After lunch we were lounging around the room when Jack announced, "I want to see friends in my class, please." Knowing he meant AO, we took him up there and let him play until supper. Max and I both ordered prime rib, and though you may tire of reading this, it was another excellent steak! Elle ordered blue cheese pasta and was pleased. The blue cheese we ate all over the ship was flavorful but not overly funky.
Max decided to accompany us to Come Fly With Me. We had a little trouble finding a seat initially, because one way RC reserves seats for higher up members and The Key is to throw a reserved sign on one seat and then tell people three rows away they are also in reserved seats. I'm glad they were honoring their requirements to hold seats, but it seems they could have done a better job marking the reserved rows.
Come Fly With Me was entertaining. There were lots of acrobatic feats going on at one time. Our favorite was when two people were suspended over the stage, one the mirror image of the other. It was cool watching them "walk" through the air.
After the show, Max went his way and we walked back to the cabin for some more TV for Jack. I walked over to the Loyalty Ambassador in the "Library," but I missed the rep's opening hours.
I put Library in quotes because it seems more like a room that used to be a library. There were many empty bookcases in the room and one small section that looked like a paperback exchange. I wonder if it will be repurposed when the ship goes into dry dock later this year.


What Does a Paralegal Do with an Expert Witness?
HomeLawWhat Does a Paralegal Do When Working with an Expert Witness?
The paralegal role has come a long way, evolving in scope and depth over the last few years.
Today, the paralegal has a distinctly unique job. With the rising number of paralegal degrees online, the profession has flourished and extended beyond skills in spreadsheet and word processing.
One crucial duty is to research and identify expert witnesses, who end up being decisive factors in many cases. As the liaison between the lawyer and the expert witness, a paralegal facilitates interviews in an ethical and timely manner – in other words, they make everything easier.
A paralegal meets with the lawyer to determine the kind of expert witness they need for the case. They can seek advice and recommendations from colleagues or consult the firm's database to guide their selection.
This is also where the paralegal can apply their tech-savvy-ness. By doing a general search on social media sites like Facebook and Twitter, and specialized national databases, they gain deeper insights into the case.
The paralegal is responsible for gathering the expert's background, training, and field of specialization by requesting for the expert's curriculum vitae. Before they retain the expert, the firm or the attorney may carry out conflict checks to see if there are no conflicts of interest and other ethical disagreements.
The paralegal also has to discuss the expert's qualifications, fees, and background with the client. Without the client's express approval, they can't retain the expert.
Ethically speaking, the paralegal can't provide any legal opinion regarding the case when interacting with the expert witness. They may only address concerns and questions related to the legal strategy and analysis to the attorney or the trial team.
Litigations are difficult by nature, but a paralegal can better organize the process with effective communication and advanced critical thinking skills. With these specialized roles, paralegals will continue on as integral members of the legal team.


We've had the honor of serving Hawthorne Books since before the northwest literary house had a business license. There's not a lot of money in independent publishing: we've had to be designer, typographer, photographer, illustrator, web developer, courier and general-purpose doula for dozens of projects, including thirty-plus books and their covers, a full-commerce Web site, and uncountable pieces of marketing-related ephemera.
Early studies for the device portrayed the tree's sharp, narrow thorns as a loose metaphor for independence; ultimately, we chose to imply the tree by showing only a clump of its berries: the produce of the tree, as books are the produce of the press. At right, we used the hawthorne leaf in a device for the press' Rediscovery imprint, which brings well-respected older works back into print.
The first items we developed for Hawthorne helped to set the brand language, which is sophisticated, bookish, and not a little Anglophilic. We like to say that Hawthorne's brand is the English language, carefully presented: even in arenas such as the Web, where control of presentation is limited, we do as much as we can to present well-crafted language in well-crafted but unsentimental type.
Brand is more than a logo, a color, or typeface: it is consistency of approach. Even though the illustrations and compositions of every book in Hawthorne's catalogue are different, you can get a sense of family, of unity of intent behind them, because they all subscribe to the same set simple rules: in this case, two overlapping squares, and rational divisions thereof.
The rational above, played out over 24 titles. Although all of the books and their titles are necessarily different, this unified approach gives them the feel of a family. A full – and growing – revue of covers can be found here.
Here, you can see the diagram from the cover rationale augmented by two vertical rules, which forms the basis for the typography inside the books (which we'll examine in greater detail elsewhere): again, the goal is a consistent, thought-out approach from cover to cover. The text is John Downer's Paperback – a sturdy Scotch Roman derived from the faces used to set potboilers in the mid-20th century – set ragged right, to provide consistent wordspacing.
Pages from Toby Olson's Seaview , showing attention paid to liminal / transitional pages. Hawthorne publishes original paperbacks, but there is no reason – besides laziness and/or parsimony – for a paperback to be lesser than a casebound book. Both writer and reader have a right to orderly Library of Congress listing, a dedicated dedication page, and a sense of thoughtfulness as the reader is led through the text.
The independent book trade has benefited greatly from the Web, but a printed catalog is still a necessity for distribution. It's also a burden, because you have to keep it refreshed each season. We developed a simple container stocked with postcards representing each of its books (printed at the same time as its book covers), providing a lively, timely, full-color representation of its catalog; the inserts can also be sent individually, providing the press with an inexpensive direct-mail tool.


This basic lesson will teach all the numbers from 0-100. Each number will be written in both English and Urdu text as well as the numeral. It is a good idea to practice reading and writing each number in both written and number form.
(Ginte) Yeh aasan sabaq aap ko sifr se lay kar sow tak sikhaye ga. Har number Urdu angrezi aur hindsa keh saath ho gay. Aap likhain aur parhain har lafz ya number.


Like any personal relationship, we have to cultivate our relationship with the Lord. If there's someone walking down the street we want to get to know, we can't do it by just watching them walk by each day. We have to engage in conversation with them, inquire as to who they are, and begin to do nice things for them. That way a relationship can develop. In the same way, we have to progressively develop our relationship with Krsna via the various devotional processes. If we just take darshan without offering direct service, we can't get the full benefit. Fortunately, Srila Prabhupada has taught us the many wonderful ways we can engage in that service mood by chanting to the Deities, bringing them gifts, helping to make their environment beautiful, hearing about Their Pastimes, etc., etc. The road may be long, but it's so sweet to walk down.
In 2003 our value education program was giving achievement certificates to our students in a public venue. At that time a government minister requested Radha Krishna Prabhu to help the government by distributing food to the ghetto schools of Mumbai where children were suffering horribly from hunger and malnutrition. After organizing with our Chowpatty congregation and receiving the blessings of the leaders of ISKCON in India the project began by feeding 900 students per day. The satisfaction of the students was overwhelming. As of today the Chowpatty congregation runs four state of the art kitchens in the Mumbai area and distributes nutritious Prasad in ultra hygienic facilities to over 120,000 children per day. Every month the number is substantially increasing.
Food for Life was born more than 30 years ago, elderly Indian Swami, known as A. C. Bhaktivedanta Swami Prabhupada. In 1974 when watching a group of village children fighting with dogs over scraps of food, the Swami became upset and told his students, "No one within ten miles of a temple should go hungry... I want you to immediately begin serving food."  In response to his plea, members of ISKCON and volunteers around the world were inspired to expand that original effort into a global network of kitchens, cafes, vans, and mobile services, all providing free food, and establishing daily delivery routes in many large cities around the world. Since that day, Food for Life has grown into the world's largest vegan/vegetarian food relief program.
Food For Life volunteers have provided food for the poor and homeless during several recent disasters. 2008 - Food For Life served freshly cooked vegan meals to survivors of Hurricane Gustav and Hurricane Ike in the southern United States. 2007 - Food For Life volunteers were on the ground to feed many of the hundreds of thousands of survivors who were left homeless after the deadliest cyclone to hit Bangladesh in a decade. 2005 - Following the earthquake in Pakistan, Food For Life volunteers worked side-by-side with local military and police personnel, distributing drinking water, food, tents and blankets. 2005 - When Hurricane Katrina struck the Gulf Coast with deadly force, Food For Life volunteers were among the first responders, distributing up to 800 freshly cooked meals daily to needy families in Mississippi and Texas. 2004 - 2005 A killer Tsunami wreaked incomprehensible devastation in South Asia, resulting in the deaths of nearly 200,000 people. Food For Life volunteers joined the relief effort on the very day of the disaster, providing thousands of meals daily, along with medical care, clothing, and shelter in Sri Lanka and India. 1990s - Food For Life volunteers risked their lives in the war-torn countries of Chechnya, Bosnia and Abkhazia, distributing food to needy and frightened civilians.
It publishes literature, provides guest speakers and arranges educational visits to Hindu temples, and provides artefacts and other resources.
It also provides lecturers for initial teacher and in-service training, runs a free correspondence service for students and teachers, and arranges training, seminars, open days and resource evenings, as well as cultural events of music, dance and drama.
ISKCON Educational Services' own web site has details of the full range of resources and training offered.
HOSPICE SERVICES IN VRINDAVANA Although modern medicine is making tremendous advancement in disease management, there are many cases that reach a state of incurability. Death is inevitable but arrives slowly, accompanied by severe pain, discomfort and emotional crises both to the patient and the family. Globally, hospice is a facility for such end-stage patients who do not need active medical intervention society, today is massively dependent on oil.
Vrindavan Institute of Palliative Care is a hospice center that offers terminally ill patients comfort and the highest possible quality of life in the serene environment of the holy town of Vrindavana. Pain and physical discomfort is managed by modern medicines, while the patient and relatives are offered emotional support through counseling and prayers. There is special and personalized care at the time of dying.
Purpose: Started in 2007, the hospice is designed for those in the final stages of a terminal illness and utilizes a holistic approach to palliative care. Its purpose is to alleviate pain and ease the discomfort of physical symptoms while also addressing the distress and fear encountered by ailing devotees.
The Spiritual Care Department at Bhaktivedanta is a dedicated group of doctors, executives, event coordinators, spiritual care assistants, and other supporting staff that reaches out to the patients and helps them through a spiritual approach. The Department is based on the understanding that all "cures" begin with the healing of the mind. While treating the patient for all physical ailments, the mind is also provided comfort and emotional care.
Srila Prabhupada Ji Maharaj emphasized to spread the Vedic Knowledge amongst masses. He taught us how to know the God and by taking His shelter only we can live joyous life.
He also emphasized to establish glorious temples all over the world for spreading vedic knowledge. For this purpose, he went to America in 1965 at the age of 69 and established the INTERNATIONAL SOCIETY FOR KRISHNA CONSCIOUSNESS (ISKCON) in 1966.
He devoted himself in such a manner that during 12 years of efforts, he established 108 temples and other preaching centers worldwide.
The Goshala at Govardhan Eco Village was started in 2003. Beginning with only 9 cows & bulls, the number today has increased to 57 and are expected to reach 100 in next few years. Allocating special zones for Bulls, Cows, Calves and milking Cows, a great amount of personal attention is given individually. Cows are treated as one of the family members at GEV and due care is given to them.
In the end of the 19th century there was a severe drought in some areas of Maharastra and Gujarat. Many died and hundreds of children became helpless orphans. A group of philanthropic Vaishnavas along with a British patron named Lady Northcote formed a trust and opened an orphanage called Lady Northcote Hindu Orphanage.
In 1986 Srinatji Prabhu (N.D.Desai) was unexpectedly given the position of the managing trustee of the orphanage. After some time, due to corruption in the previous management, the care of the children was given to our devotees. Both the congregation and the brahmacaris served together to care for the children. Gradually it became a gurukula. Many of the children have become devotees, and now grown up have graduated college or have careers. Many work at Bhaktivedanta Hospital. About a dozen got initiated.One of the orphans Rupa Raghunath Prabhu eventually became the head pujari of Radha Gopinath temple. And another Rupa Goswami Prabhu became the head pujari of Pune Temple. Rasik Murari Prabhu is working in Pune Patrons department and Mathuradev Prabhu is working in the Hospital Administration department.
Bhaktivedanta Old Age House is an initiative taken by the Devotee Care Committee, Tirupati to provide care for the elderly devotees of ISKCON. The project is planned in Tirupati, about 10 km from Sri Sri Radha Govinda Astasakhi Lotus Temple, Tirupati.
1. To provide physical, mental and spiritual care to elderly devotees in terms of Peace and security 2) Eternal bliss in the form of divine love 3) No ties of dependency 4) Nutritious food for a healthy body 5) Facilities for a strong mind and a serene heart BVCH is a charitable society and a service-oriented organization that envisions establishing a serene atmosphere and a homely environment. BVCH aims to provide excellent facilities to the elderly for their tranquility.


text:
Q: Select document having particular key value pair but not having other key value pair I have a collection named "collection".
It has 2 documents shown below -
Document A
 {
                "genericParams" : [
                    {
                        "key" : "sms_email_count",
                        "value" : 3
                    },
                    {
                        "key" : "first_sms_email_time",
                        "value" : NumberLong("1450691202568")
                    },
                    {
                        "key" : "second_sms_email_time",
                        "value" : NumberLong("1450691202568")
                    },
                    {
                        "key" : "third_sms_email_time",
                        "value" : NumberLong("1450691202568")
                    },
                    {
                        "key" : "manual_refund_processed",
                        "value" : "false"
                    }
                ]
            }

Document B
 {
                "genericParams" : [
                    {
                        "key" : "sms_email_count",
                        "value" : 3
                    },
                    {
                        "key" : "first_sms_email_time",
                        "value" : NumberLong("1450691202568")
                    },
                    {
                        "key" : "second_sms_email_time",
                        "value" : NumberLong("1450691202568")
                    },
                    {
                        "key" : "third_sms_email_time",
                        "value" : NumberLong("1450691202568")
                    }
                ]
            }

I want to make a query so that the output is only
Document B
THE LOGIC for this query is that i want the document to have the key value pair "key" : "third_sms_email_time" but not "key" : "manual_refund_processed".
Document out here refers to Document A/B. :)
 {
                "genericParams" : [
                    {
                        "key" : "sms_email_count",
                        "value" : 3
                    },
                    {
                        "key" : "first_sms_email_time",
                        "value" : NumberLong("1450691202568")
                    },
                    {
                        "key" : "second_sms_email_time",
                        "value" : NumberLong("1450691202568")
                    },
                    {
                        "key" : "third_sms_email_time",
                        "value" : NumberLong("1450691202568")
                    }
                ]
            }

What i have tried -
db.collection.aggregate([
    {$match: { "genericParams.key": { $exists: true, $nin: [ "manual_refund_processed" ] }, "currentState.genericParams.key": "third_sms_email_time"   }},
    { $project : {
        "genericParams" : 1
    }}
])

A: Your query attempt uses the same "key" twice. You cannot do that in an object structure as you are essentially "overwiting" the value of the same key. So the actual query considered is only the "second" condition for that key.
So if you want to have multiple conditions for the same key, then use the $and operator:
db.collection.aggregate([
    { "$match": {
        "$and": [
            { "genericParams.key": { "$exists": true, "$ne": "manual_funds_processed" } },
            { "genericParams.key": "third_sms_email_time" }
        ]
    },
    // other stages
})

Or since all MongoDB conditions are really "and" arguments by default, you can also specify $eq in this case:
db.collection.aggregate([
    { "$match": {
        "genericParams.key": {
            "$ne": "manual_refund_processed",
            "$eq": "third_sms_email_time"
        }
    }},
    // other stages
])

Noting here that there is nothing special about .aggregate() here itself, as it just the base "query" part that is doing the work of document selection.
Also note, that with a "positive" condition present ( the $eq ) it is not really necessary to use the $exists since you are already testing that at least that element needs to match.


text:
Filterall
Search results for 'media+theory'
Andreas Broeckmann is an art historian and curator who lives in Berlin and works as the curator of the Leuphana Arts Program in Lüneburg.
media theory,
deep europe
Michael Dieter
Ned Rossiter
Ned Rossiter is is a media theorist who researches on the political dimensions of labour and life in informational economies. He is currently investigating global logistics industries and the intersections between labour regimes, IT infrastructures, electronic waste industries and questions of informational sovereignty.
network cultures,
infopolitics,
post-governmental organisation,
info-activism
McKenzie Wark
Australian media theorist and writer, currently lives and works in New York. McKenzie Wark grew up and studied in Australia, at Macquarie University, the University of Technology, Sydney and at the Murdoch University. In 2000, he emigrated to the US.
Franco Berardi ('Bifo')
Josephine Bosma
Josephine Bosma lives and works in Amsterdam. From an art background, she is a journalist and author in the fields of art, new media and media theory, focusing on art, sound and performance on the internet, as well as cyberfeminism and media politics.
Matteo Pasquinelli
Matteo Pasquinelli is a writer, curator and researcher. He completed his doctorate at Queen Mary University of London with a thesis on the new forms of conflict within knowledge economy and cognitive capitalism. He wrote the book Animal Spirits: A Bestiary of the Commons (2008) and edited the collections Media Activism (2002) and C'Lick Me: A Netporn Studies Reader (2007). He writes and lectures frequently at the intersection of French philosophy, media culture and Italian post-operaismo.
Michael Dieter is a PhD candidate at University of Melbourne, currently completing a doctoral thesis on the relations between media aesthetics, ecological thought and political philosophy in critical technoscientific art practices. His publications have appeared in the journals M/C and the Australian Humanities Review. He currently teaches in the new media program at the University of Amsterdam.
tactical media,
Howard Slater
Howard Slater is a London-based writer and researcher. His texts have appeared in Datacide,as part of the collaborative TechNet project, and under pseudonym in Alien Underground, Shimmer and The Techno Connection. He is the editor of 'Break/Flow'.
media criticism
Crisis/Media Reader Introduction
Sarai Reader 04 Crisis Media intro.pdf, 106,1 KiB
Sarai Reader 04, february 2004 Delhi / Amsterdam.
Marco Deseriis
Marco Deseriis is a Postdoctoral Fellow at the Eugene Lang College of The New School. His recent publications include ?The General, the Watchman and the Engineer of Control: The Relationship between Cooperation, Communication, and Command in the Society of Control,? Journal of Communication Inquiry Special Issue on Communication and Autonomism, Ed. Jack Bratich (October 2011).
www.newschool.edu/lang/faculty.aspx?id=70519
Michael Seemann
Eric Kluitenberg
Mute Magazine (cover)
Mute Magazine (anhtology)
Next 5 Minutes 3 Workbook
n5m3_workbook.pdf, 27,9 MiB
Festival catalogue and reader, March 12-14, 1999.
Digital Resistance (CAE)
CAE_Digital_Resistence.pdf, 3,5 MiB
PDF version of the book by Critical Art Ensemble.
Eric Kluitenberg is an independent theorist, writer, and organiser on culture, media and technology. He is the editor-in-chief of the Tactical Media Files, and a Research Fellow at the Institute of Network Cultures (2013). He teaches media theory and history at the Art/Science Interfaculty in The Hague.
public domain,
hybrid space
Theorist, writer, and Research Fellow at the Moving Image Lab as well as coordinator and curator at the Post-Media Lab at Leuphana University in Lüneburg.
Crisis/Media Reader IntroductionSarai Reader 04 Crisis Media intro.pdf, 106,1 KiB
Next 5 Minutes 3 Workbookn5m3_workbook.pdf, 27,9 MiB
Digital Resistance (CAE)CAE_Digital_Resistence.pdf, 3,5 MiB


text:
Dances with Costner
Actor/director straps on a guitar and heads out on the music trail
Jon Chattman, correspondent
Aug. 31, 2009 Updated: Nov. 9, 2009 11:21 a.m.
"I'm not a fool," Kevin Costner said bluntly in a recent interview. "I know there's a curiosity factor."
The acclaimed actor, writer and director was referring to how he is following in the often not-so-grand tradition of stars trying their hand at music. But for Costner -- who will perform with his band Modern West at the Ridgefield Playhouse Wednesday -- music has always been a passion of his, even if moviegoers weren't aware of it.
"(There's) a difference in what the public knows and who I am," he explained. "Way before I did movies, I was sitting behind a piano for an hour a day for four years playing classical
(stuff). It drove me crazy. My mom was in the choir, my grandma played in the choir, so I just grew up with music."
Still, Costner, who's a two-time Oscar-winner for "Dances with Wolves," isn't setting out to become a rock star. "I just want to play live," he said.
Modern West consists of Costner and longtime friends John Coinman, Teddy Morgan, Blair Forward, Park Chisolm and Bobby Yang. Costner and Coinman met in Los Angeles over 20 years ago at an acting workshop.
Rock stars INXS mark 30 years with world tour
Why did you wait so long to take your band to the next level?
"I've always wanted to play live but my wife was the one that really said look "¦ you're the happiest when you're playing music and I don't know why, when we're around the world or around the country, you don't play in these clubs. People like to see you.' It took me two years that I finally said OK. I would.' But, I said I wanted to play original music. I don't want to be some kind of figurehead. She said, you decide if it's good enough.'''
And when did you decide it was?
"Well, listen, I have my own bar. I don't want to be a fool out there. I don't want to waste people's time. I don't want to pretend I'm somebody that I'm not. Believe me some of the songs weren't any good, but some of them seemed to come together.''
So you didn't set out to play Madison Square Garden right off the bat?
"No, I just wanted to just play live. I didn't even intend to make a record. I wanted to play live, because I think if you don't want to play, then you really don't want to play. The first time I played in a long time was at a little Super Bowl party for the crew making Mr. Brooks.' Two months ago, we played for 70,000 in Detroit. It's very parallel to my movie career. I just wanted to do the movies I wanted to do. I didn't know that things would happen to me that did. I thought I should just keep my eye on the ball, which is trying to pick original movies and try to make them. Music was the same thing for me. Radio (airplay) and (promotion) was not the idea. It's become that and I'm yielding to it willingly. I'm not trying to piss and moan, but it started out as just wanting to play original music. If I was going to play covers or something, I'd stand in the living room.''
But where do you see this going? You've already released an album and are touring the world. Is this a glorified hobby or is it getting more serious with each passing date?
"It's certainly more serious in the fact that people want us to play around the country, they want us to play overseas, and they want to pay for it. Everything I do I don't believe is serious, but I take it serious. When the fact is I'm going to come and play there, it's very serious to me to try and put on the best show that I can.''
So in a lot of ways you approach music like your movies, like you said.
"I've tried to. I could've gone pretty heavily into the sequel business "¦ probably a smarter business move than what I've done. But it's not my style so much. I've always creatively liked putting myself in a dramatic moment, and trust me there's no more dramatic moment than coming out on stage live with my guitar and having some guy sit there with his arms crossed going, OK, what now buddy? I don't even know what the hell I'm doing here; my girlfriend made me come.' So to me it's like, did his arms get uncrossed at some point during the evening?
There must be some pressure on you to perform at a high level since many may dismiss you as just another actor who wants to be a rock star.
Yeah, there's pressure but it's a healthy one because you know what, when you play for people you should prepare. They want to see something. I feel that pressure, but that's OK. It's hard to hold an audience with original songs for two hours. I think the reality of life is such that you can't go against the tide. I can't run away from my movie career, nor would I want to.''
But I do know when people step into a music venue they can also step out. They can just turn around and go away. I accept that I have this long-term relationship with people -- albeit in the dark -- for the last 20 years"¦ but I don't mind that. I think the notion of a relationship that you have with an audience is one that hopefully grows and it's not one that stays the same. This is another kind of phase of who I am. If you nail me down I guess I'm just a performer.
Would you ever combine movies and your music?
Two or three of the songs found their way into "Swing Vote," because of the nature of the character who was in a band called Half Nelson. I don't see myself doing "The Buddy Holly Story" or scoring one of my movies.
Still, your musical career is evolving"¦
It truly has evolved. I'm not soliciting [press]. A lot of calls have come in. It started out pretty pure. I'm not trying to use my celebrity. The minute it gets really not fun, I won't do it.