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The number of American teens who excel at advanced math has surged. Why?
An end-of-semester board-game party in Manhattan for students of the Bridge to Enter Advanced Mathematics program. BEAM teaches New York City kids from low-income communities to view math as exploration. Erin Patrice O'Brien
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Peg Tyre
On a sultry evening last July, a tall, soft-spoken 17-year-old named David Stoner and nearly 600 other math whizzes from all over the world sat huddled in small groups around wicker bistro tables, talking in low voices and obsessively refreshing the browsers on their laptops. The air in the cavernous lobby of the Lotus Hotel Pang Suan Kaew in Chiang Mai, Thailand, was humid, recalls Stoner, whose light South Carolina accent warms his carefully chosen words. The tension in the room made it seem especially heavy, like the atmosphere at a high-stakes poker tournament.
Stoner and five teammates were representing the United States in the 56th International Mathematical Olympiad. They figured they'd done pretty well over the two days of competition. God knows, they'd trained hard. Stoner, like his teammates, had endured a grueling regime for more than a year—practicing tricky problems over breakfast before school and taking on more problems late into the evening after he completed the homework for his college-level math classes. Sometimes, he sketched out proofs on the large dry-erase board his dad had installed in his bedroom. Most nights, he put himself to sleep reading books like New Problems in Euclidean Geometry and An Introduction to Diophantine Equations.
Still, it was hard to know how his team had stacked up against those from the perennial powers China, Russia, and South Korea. "I mean, the gold? Did we do well enough to get the gold?" he said. "At that moment, it was hard to say." Suddenly, there was a shout from a team across the lobby, then a collective intake of breath as the Olympians surged closer to their laptops. As Stoner tried to absorb what he saw on his own computer screen, the noise level in the lobby grew from a buzz to a cheer. Then one of his team members gave a whoop that ended in the chant "U.S.A.! U.S.A.!," and the smattering of applause from the other Olympians grew more robust, and finally thunderous. Beaming, one of Stoner's teammates pulled a small American flag out of his backpack and began waving it. Stoner was grinning. For the first time in 21 years, the United States team had won first place. Speaking last fall from his dorm at Harvard, where he is now a freshman, Stoner recalled his team's triumph with quiet satisfaction. "It was a really great moment. Really great. Especially if you love math."
"For American students who have an appetite to learn math at a high level, something very big is happening."
It also wasn't an aberration. You wouldn't see it in most classrooms, you wouldn't know it by looking at slumping national test-score averages, but a cadre of American teenagers are reaching world-class heights in math—more of them, more regularly, than ever before. The phenomenon extends well beyond the handful of hopefuls for the Math Olympiad. The students are being produced by a new pedagogical ecosystem—almost entirely extracurricular—that has developed online and in the country's rich coastal cities and tech meccas. In these places, accelerated students are learning more and learning faster than they were 10 years ago—tackling more-complex material than many people in the advanced-math community had thought possible. "The bench of American teens who can do world-class math," says Po-Shen Loh, the head coach of the U.S. team, "is significantly wider and stronger than it used to be."
The change is palpable at the most competitive colleges. At a time when calls for a kind of academic disarmament have begun echoing through affluent communities around the nation, a faction of students are moving in exactly the opposite direction. "More freshmen arrive at elite colleges with exposure to math topics well outside of what has traditionally been taught in American high schools," says Loh. "For American students who have an appetite to learn math at a high level," says Paul Zeitz, a mathematics professor at the University of San Francisco, "something very big is happening. It's very dramatic and it's happening very fast."
In the past, a small number of high-school students might have attended rigorous and highly selective national summer math camps like Hampshire College's Summer Studies in Mathematics, in Massachusetts, or the Ross Mathematics Program at Ohio State, both of which have been around for decades. But lately, dozens of new math-enrichment camps with names like MathPath, AwesomeMath, MathILy, Idea Math, sparc, Math Zoom, and Epsilon Camp have popped up, opening the gates more widely to kids who have aptitude and enthusiasm for math, but aren't necessarily prodigies. In Silicon Valley and the Bay Area, math circles—some run by tiny nonprofit organizations or a single professor, and offering small groups of middle- and high-school math buffs a chance to tackle problems under the guidance of graduate students, teachers, professors, engineers, and software designers—now have long wait lists. In New York City last fall, it was easier to get a ticket to the hit musical Hamilton than to enroll your child in certain math circles. Some circles in the 350-student program run out of New York University filled up in about five hours.
"What we need to work on is getting comfortable with struggle in learning."
Math competitions are growing in number and popularity too. The number of U.S. participants in Math Kangaroo, an international contest for first- through 12th-graders that came to American shores in 1998, grew from 2,576 in 2009 to 21,059 in 2015. More than 10,000 middle- and high-school students haunt chat rooms, buy textbooks, and take classes on the advanced-math learners' Web site the Art of Problem Solving. This fall, the Art of Problem Solving's founder, Richard Rusczyk, a former Math Olympian who left his job in finance 18 years ago, will open two brick-and-mortar centers in the Raleigh, North Carolina, and Rockville, Maryland, areas, with a focus on advanced math. An online program for elementary-school students will follow. Last fall, Zeitz—along with another math professor, a teacher, and a private-equity manager—opened the Proof School, a small independent secondary school in San Francisco similarly centered on amped-up math. Before the inaugural school year even began, school officials were fielding inquiries from parents wondering when a Proof School would be opening on the East Coast and whether they could get their child on a waiting list. "The appetite among families for this kind of math instruction," Rusczyk says, "seems boundless."
Parents of students in the accelerated-math community, many of whom make their living in stem fields, have enrolled their children in one or more of these programs to supplement or replace what they see as the shallow and often confused math instruction offered by public schools, especially during the late-elementary and middle-school years. They have reason to do so. According to the Bureau of Labor Statistics, much of the growth in our domestic economy will come from stem-related jobs, some of which are extremely well paid. College freshmen have heard that message; the number who say they want to major in a stem field is up. But attrition rates are very high: Between 2003 and 2009, 48 percent of students pursuing a bachelor's degree in a stem field switched to another major or dropped out—many found they simply didn't have the quantitative background they needed to succeed.
The roots of this failure can usually be traced back to second or third grade, says Inessa Rifkin, a co-founder of the Russian School of Mathematics, which this year enrolled 17,500 students in after-school and weekend math academies in 31 locations around the United States. In those grades, many education experts lament, instruction—even at the best schools—is provided by poorly trained teachers who are themselves uncomfortable with math. In 1997, Rifkin, who once worked as a mechanical engineer in the Soviet Union, saw this firsthand. Her children, who attended public school in affluent Newton, Massachusetts, were being taught to solve problems by memorizing rules and then following them like steps in a recipe, without understanding the bigger picture. "I'd look over their homework, and what I was seeing, it didn't look like they were being taught math," recalls Rifkin, who speaks emphatically, with a heavy Russian accent. "I'd say to my children, 'Forget the rules! Just think!' And they'd say, 'That's not how they teach it here. That's not what the teacher wants us to do.' " That year, she and Irina Khavinson, a gifted math teacher she knew, founded the Russian School around her dining-room table.
Teachers at the Russian School help students achieve fluency in arithmetic, the fundamentals of algebra and geometry, and later, higher-order math. At every level, and with increasing intensity as they get older, students are required to think their way through logic problems that can be resolved only with creative use of the math they've learned.
Break time at a Sunday class in Bensonhurst, Brooklyn, held by the Russian School of Mathematics, which enrolls some 17,500 students nationwide. One of the school's co-founders, a former mechanical engineer in the Soviet Union, believes math education in the U.S. begins to go wrong as early as second or third grade. (Erin Patrice O'Brien)
One chilly December Sunday at a school in Bensonhurst, Brooklyn, seven second-graders filed past a glossy poster showing Russian School students who had recently medaled in math competitions. They settled into their seats as their teacher, Irine Rober, showed them conceptual examples of addition and subtraction by ripping paper in half and by adding weights to each side of a scale to balance it. Simple stuff. Then the students took turns coming to the blackboard to explain how they'd used addition and subtraction to solve an equation for x, which required a bit more thinking. After a brief break, Rober asked each child to come up with a narrative that explained what the expression 49+(18–3) means. The children invented stories involving fruit, the shedding and growing of teeth, and, to the amusement of all, toilet monsters.
Although the students were laughing, there was nothing superficial or perfunctory about their explanations. Rober and her class listened carefully to the logic embedded in each of the stories. When one young boy, Shawn, got tangled up in his reasoning, Rober was quick to point to the exact spot where his thinking went awry (in the enthusiastic telling of a tale about farmers, bountiful harvests, and apple-eating varmints, Shawn began by talking about what happened to the 49 apples, when the order of operations demanded that he first describe a reduction in the 18 apples). Rober gently set him straight. Later, the children told stories about 49–(18+3) and 49–(18-3) too.
Rifkin trains her teachers to expect challenging questions from students at every level, even from pupils as young as 5, so lessons toggle back and forth between the obvious and the mind-bendingly abstract. "The youngest ones, very naturally, their minds see math differently," she told me. "It is common that they can ask simple questions and then, in the next minute, a very complicated one. But if the teacher doesn't know enough mathematics, she will answer the simple question and shut down the other, more difficult one. We want children to ask difficult questions, to engage so it is not boring, to be able to do algebra at an early age, sure, but also to see it for what it is: a tool for critical thinking. If their teachers can't help them do this, well—" Rifkin searched for the word that expressed her level of dismay. "It is a betrayal."
For a subject that has been around almost as long as civilization itself, there remains a surprising degree of contention among experts about how best to teach math. Fiery battles have been waged for decades over what gets taught, in what order, why, and how. Broadly speaking, there have been two opposing camps. On one side are those who favor conceptual knowledge—understanding how math relates to the world—over rote memorization and what they call "drill and kill." (Some well-respected math-instruction gurus say that memorizing anything in math is counterproductive and stifles the love of learning.) On the other side are those who say memorization of multiplication tables and the like is necessary for efficient computation. They say teaching students the rules and procedures that govern math forms the bedrock of good instruction and sophisticated mathematical thinking. They bristle at the phrase drill and kill and prefer to call it simply "practice."
The Common Core State Standards Initiative walks a narrow path through that minefield, calling for teachers to place equal importance on "mathematical understanding" and "procedural skills." It's too early to know what effect the initiative will have. To be sure, though, most students today aren't learning much math: Only 40 percent of fourth-graders and 33 percent of eighth-graders are considered at least "proficient." On an internationally administered test in 2012, just 9 percent of 15-year-olds in the United States were rated "high scorers" in math, compared with 16 percent in Canada, 17 percent in Germany, 21 percent in Switzerland, 31 percent in South Korea, and 40 percent in Singapore.
The new outside-of-school math programs like the Russian School vary in their curricula and teaching methods, but they have key elements in common. Perhaps the most salient is the emphasis on teaching students to think about math conceptually and then use that conceptual knowledge as a tool to predict, explore, and explain the world around them. There is a dearth of rote learning and not much time spent applying a list of memorized formulas. Computational speed is not a virtue. ("Cram schools," featuring a mechanistic, test-prep approach to learning math, have become common in some immigrant communities, and plenty of tutors of affluent children use this approach as well, but it is the opposite of what's taught in this new type of accelerated-learning program.) To keep pace with their classmates, students quickly learn their math facts and formulas, but that is more a by-product than the point.
The pedagogical strategy at the heart of the classes is loosely referred to as "problem solving," a pedestrian term that undersells just how different this approach to math can be. The problem-solving approach has long been a staple of math education in the countries of the former Soviet Union and at elite colleges such as MIT and Cal Tech. It works like this: Instructors present small clusters of students, usually grouped by ability, with a small number of open-ended, multifaceted situations that can be solved by using different approaches.
Here's an example from the nascent math-and-science site Expii.com:
Imagine a rope that runs completely around the Earth's equator, flat against the ground (assume the Earth is a perfect sphere, without any mountains or valleys). You cut the rope and tie in another piece of rope that is 710 inches long, or just under 60 feet. That increases the total length of the rope by a bit more than the length of a bus, or the height of a 5-story building. Now imagine that the rope is lifted at all points simultaneously, so that it floats above the Earth at the same height all along its length. What is the largest thing that could fit underneath the rope?
The options given are bacteria, a ladybug, a dog, Einstein, a giraffe, or a space shuttle. The instructor then coaches all the students as they reason their way through. Unlike most math classes, where teachers struggle to impart knowledge to students—who must passively absorb it and then regurgitate it on a test—problem-solving classes demand that the pupils execute the cognitive bench press: investigating, conjecturing, predicting, analyzing, and finally verifying their own mathematical strategy. The point is not to accurately execute algorithms, although there is, of course, a right answer (Einstein, in the problem above). Truly thinking the problem through—creatively applying what you know about math and puzzling out possible solutions—is more important. Sitting in a regular ninth-grade algebra class versus observing a middle-school problem-solving class is like watching kids get lectured on the basics of musical notation versus hearing them sing an aria from Tosca.
Participants in Bridge to Enter Advanced Mathematics are selected for their strong reasoning, stamina, and communication skills—and also for the pleasure they take in solving complicated problems. Clockwise from middle-row left: New York City eighth-, ninth-, and 10th-graders Zyan Espinal, Jontae Martin, Jezebel Gomez, Nazmul Hoq, Aicha Keita, and William Lawrence. Bottom-row left: Staff member Oskana James. (Erin Patrice O'Brien)
In my experience, a common emotion in the NYU math circles, at the Russian School, in the chat rooms of the Art of Problem Solving and similar Web sites, is authentic excitement—among the students, but also among the teachers—about the subject itself. Even in the very early grades, instructors tend to be deeply knowledgeable and passionately engaged. "Many of them are working in the fields that use math—chemistry, meteorology, and engineering—and teach part-time," Rifkin says. They are people who themselves find the subject approachable and deeply interesting, and they are encouraged to convey that.
But excitement aside, the pedagogy is very deliberate. At the Russian School, lessons are carefully structured and each teacher's lesson plan is reviewed and revised by a mentor. Instructors watch videos of master teachers deftly helping to clear up students' misunderstandings of particular concepts. Teachers gather by videoconference to critique one another's instructional technique.
Many of these programs—especially the camps, competitions, and math circles—create a unique culture and a strong sense of belonging for students who have a zest for the subject but all the awkwardness and uneven development of the typical adolescent. "When I attended my first math competition," at age 11, "I understood for the first time that my tribe was out there," said David Stoner, who joined a math circle a year later, and soon thereafter became a habitué of the Art of Problem Solving. Freewheeling collaboration across age, gender, and geography is a baseline value. Although the accelerated-math community has historically been largely male, girls are getting involved in increasing numbers, and making their presence felt. Kids blow off steam by playing strategy board games like Dominion and Settlers of Catan, or "bug house" chess, a high-speed, multiboard variation of the old standby. Insider humor abounds. A typical T-shirt slogan: √-1 23 ∑ π … and it was delicious! (Translation: "I ate some pie …") At the Math Olympiad Summer Program, a training ground for future Olympians, one of the acts in the talent show last June involved a group of youngsters developing computer code while holding a plank pose.
The students speak about career ambitions with a rare degree of assurance. Problem-solving for fun, they know, leads to problem-solving for profit. The link can be very direct: Some of the most recognizable companies in the tech industry regularly prospect, for instance, on Brilliant.org, an advanced-math-community Web site launched in San Francisco in 2012. "Money follows math" is a common refrain.
Although efforts are under way on many fronts to improve math education in public schools using some of the techniques found in these enriched classes, measurable gains in learning have proved elusive.
Nearly everyone in the accelerated-math community says that the push to cultivate sophisticated math minds needs to start early and encompass plenty of thoughtful, conceptual learning experiences in elementary and middle school. The proportion of American students who can do math at a very high level could be much larger than it is today. "Will they all learn it at the same rate? No, they will not," says Loh, the U.S. math team's head coach. "But I assure you that with the right instruction and steady effort, many, many more American students could get there."
Students who show an inclination toward math need additional math opportunities—and a chance to be around other math enthusiasts—in the same way that a kid adept with a soccer ball might eventually need to join a traveling team. And earlier is better than later: The subject is relentlessly sequential and hierarchical. "If you wait until high school to attempt to produce accelerated math learners," Loh told me, "the latecomers will find themselves missing too much foundational thinking and will struggle, with only four short years before college, to catch up." These days, it is a rare student who can move from being "good at math" in a regular public high school to finding a place in the advanced-math community.
All of which creates a formidable barrier. Most middle-class parents might research sports programs and summer camps for their 8- and 9-year-old children, but would rarely think of supplemental math unless their kid is struggling. "You have to know about these programs, live in a neighborhood that has these resources, or at least know where to look," says Sue Khim, a co-founder of Brilliant.org. And since many of the programs are private, they are well out of reach for the poor. (A semester in a math circle can cost about $300, a year at a Russian School up to $3,000, and four weeks in a residential math program perhaps twice that.) National achievement data reflect this access gap in math instruction all too clearly. The ratio of rich math whizzes to poor ones is 3 to 1 in South Korea and 3.7 to 1 in Canada, to take two representative developed countries. In the U.S., it is 8 to 1. And while the proportion of American students scoring at advanced levels in math is rising, those gains are almost entirely limited to the children of the highly educated, and largely exclude the children of the poor. By the end of high school, the percentage of low-income advanced-math learners rounds to zero.
To Daniel Zaharopol, the founder and executive director of Bridge to Enter Advanced Mathematics (beam), a nonprofit organization based in New York City, the short-term solution is logical. "We know that math ability is universal and interest in math is spread pretty much equally through the population," he says, "and we see there are almost no low-income, high-performing math students. So we know that there are many, many students who have the potential for high achievement in math but who have not had opportunity to develop their math minds, simply because they were born to the wrong parents or in the wrong zip code. We want to find them."
In an experiment that is being closely watched by educators and members of the advanced-math community, Zaharopol, who majored in math at MIT before getting a master's in math and teaching math, spends each spring visiting middle schools in New York City that serve low-income kids. He is prospecting for students who, with the right instruction and some support, can take their place, if not at the International Math Olympiad, then at a less selective competition, and in a math circle, and eventually at a stem program at a competitive college.
Daniel Zaharopol (right), the founder and executive director of BEAM, believes that far too many low- and middle-income kids are being left out of the advanced-learning revolution. (Erin Patrice O'Brien)
Zaharopol doesn't look for the best all-around students to admit to his program, which provides the kind of comprehensive support that wealthy math nerds get: a three-week residential math camp the summer before eighth grade, enhanced instruction after school, help with applying to math circles, and coaching for math competitions, as well as basic advice on high-school selection and college applications. Those who get perfect grades in math are interesting to him, but only to a point. "They don't have to like school or even like math class," he says. Instead, he is looking for kids with a confluence of specific abilities: strong reasoning, lucid communication, stamina. A fourth, more ineffable quality is crucial: "I look for kids who take pleasure in resolving complicated problems," Zaharopol says. "Actually doing math should bring them joy."
Five years ago, when Zaharopol entered M.S. 343, a boxy-looking building in a rough section of the South Bronx, and sat down with a seventh-grader, Zavier Jenkins, who had a big smile and a Mohawk, nothing about the setup was auspicious. With just 13 percent of kids performing at grade level in English and 57 percent in math, M.S. 343 seemed an unlikely incubator for tomorrow's tech mogul or medical engineer.
But in a quiet conversation, Zaharopol learned that Jenkins had what his siblings and peers considered a quirky affinity for patterns and an inclination toward numbers. Lately, Jenkins confided to Zaharopol, a certain frustration had set in. He could complete his math assignments accurately, but he was growing bored.
Zaharopol asked Jenkins to do some simple computations, which he handled with ease. Then Zaharopol threw a puzzle at Jenkins and waited to see what would happen:
You have a drawer full of socks, each one of which is red, white, or blue. You start taking socks out without looking at them. How many socks do you need to take out of the drawer to be sure you have taken out at least two socks that are the same color?
"For the first time, I was presented with a math problem that didn't have an easy answer," Jenkins recalls. At first, he simply multiplied two by three to get six socks. Dissatisfied, he began sifting through other strategies.
"I was very encouraged by that," Zaharopol told me. "Many kids just assume they have the right answer." After a few minutes, he offered to show Jenkins one way to reason through the problem. The energy in the room changed. "Not only did Zavier come up with the right answer"—four—"but he really understood it very thoroughly," Zaharopol said. "And he seemed to take delight in the experience." Four months later, Jenkins was living with 16 other rising eighth-graders in a dorm at the beam summer program on Bard College's campus in upstate New York, being coached on number theory, recursion, and graph theory by math majors, math teachers, and math professors from top universities around the country. With some counseling from beam, he entered a coding program, which led to an internship at Microsoft. Now a high-school senior, he has applied to some of the top engineering schools in the country.
beam, which is five years old, has already quadrupled in size—it hosted 80 middle-school students at its summer program last year and has about 250 low-income, high-performing students in its network. But its funding remains limited. "We know there are many, many more low-income kids who we don't reach and who simply don't have access to these programs," Zaharopol said.
There is already a name for the kind of initiative that might, in part, bring the benefits of beam, math circles, the Russian School, or the Art of Problem Solving to a broader array of students, including middle- and low-income ones: gifted-and-talented programs, which are publicly funded and can start in elementary school. But the history of these programs is fraught. Admission criteria vary, but they have tended to favor affluent children. Teachers can be lobbied for a recommendation; some standardized entry tests measure vocabulary and general knowledge, not creative reasoning. In some places, parents pay for their children to be tutored for the admission exam, or even privately tested to get in.
As a result, while many such programs still exist, they've been increasingly spurned by equity-minded school administrators and policy makers who see them as a means by which predominately affluent white and Asian parents have funneled scarce public dollars toward additional enrichment for their already enriched children. (The vaguely obnoxious label itself—"gifted and talented"—hasn't helped matters.)
Children should see math "for what it is: a tool for critical thinking. If their teachers can't help them do this, well—it is a betrayal."
The No Child Left Behind Act, which shaped education for nearly 15 years, further contributed to the neglect of these programs. Ignoring kids who may have had aptitude or interest in accelerated learning, it demanded that states turn their attention to getting struggling learners to perform adequately—a noble goal. But as a result, for years many educators in schools in poor neighborhoods, laser-focused on the low-achieving kids, dismissed suggestions that the minds of their brightest kids were lying fallow. Some denied that their schools had any gifted children at all.
The cumulative effect of these actions, perversely, has been to push accelerated learning outside public schools—to privatize it, focusing it even more tightly on children whose parents have the money and wherewithal to take advantage. In no subject is that clearer today than in math.
The good news is that education policy may be beginning to swing back. Federal and state legislators increasingly seem to agree that all teenagers could benefit from the kind of accelerated-learning opportunities once reserved for high-aptitude kids in affluent neighborhoods, and many public high schools have been pushed to offer more Advanced Placement classes and to expand enrollment in online college courses. But for many middle- and low-income students who might have learned to love math, those opportunities come too late.
Perhaps it is a hopeful sign, then, that the newly authorized Every Student Succeeds Act, which recently replaced No Child Left Behind, asks states to recognize that such students can exist in every precinct, and to track their progress. For the first time in the nation's history, the law also explicitly allows schools to use federal dollars to experiment with ways of screening for low-income, high-ability students in the early years and to train teachers to serve them. Universal screening in elementary school might be a good start. From 2005 to 2007, school officials in Broward County, Florida, concerned that poor kids and English-language learners were being under-referred to gifted programs, gave all second-graders, rich and poor, a nonverbal reasoning test, and the high scorers an IQ test. The criteria for "gifted" status weren't weakened, but the number of disadvantaged children identified as having the capacity for accelerated learning rose 180 percent.
Whether individual states take up this challenge, and do so effectively, is their decision, but advocates say they are mounting a campaign to get started. Perhaps the moment is right for members of the advanced-math community, who have been so successful in developing young math minds, to step in and show more educators how it could be done.
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Superman should be invincible. Since his car-smashing debut in 1938, he's starred in at least one regular monthly comic, three blockbuster films, and four television shows. His crest is recognized across the globe, his supporting cast is legendary, and anybody even vaguely familiar with comics can recount the broad strokes of his origin. (The writer Grant Morrison accomplished it in eight words: "Doomed Planet. Desperate Scientists. Last Hope. Kindly Couple.") He's the first of the superheroes, a genre that's grown into a modern mass-media juggernaut.
And yet, for a character who gains his power from the light of the sun, Superman is curiously eclipsed by other heroes. According to numbers provided by Diamond Distributors, the long-running Superman comic sold only 55,000 copies a month in 2015, down from around 70,000 in 2010—a mediocre showing even for the famously anemic comic-book market. That's significantly less than his colleague Batman, who last year moved issues at a comparatively brisk 150,000 a month. Mass media hasn't been much kinder: The longest-running Superman television show, 2001's Smallville, kept him out of his iconic suit for a decade. Superman Returns recouped its budget at the box office, but proved mostly forgettable. 2013's Man of Steel drew sharp criticism from critics and audiences alike for its bleak tone and rampaging finale. Trailers for the sequel, Batman v Superman: Dawn of Justice, have shifted the focus (and top billing) to the Dark Knight. Worst of all, conventional wisdom puts the blame on Superman himself. He's boring, people say; he's unrelatable, nothing like the Marvel characters dominating the sales charts and the box office. More than anything, he seems embarrassing. Look at him. Truth? Justice? He wears his underwear on the outside.
How Much Care Do Presidents Have to Take?
Garrett Epps
In United States v. Texas, the Supreme Court has put forth a question on the definition of the take-care clause, which in the past been difficult to decipher.
They don't make justices like the late Stephen J. Field any more.
That's probably a good thing. Field was appointed to a tenth seat on the Court by Abraham Lincoln in 1863, and stuck around for 34 years. Ian Millhiser, author of Injustices: The Supreme Court's History of Comforting the Comfortable and Afflicting the Afflicted, calls Field "the worst Justice in the history of the Court." That's quite an honor. By comparison, today's grouchiest justice would be Captain Kangaroo—Field also had to beat out Samuel "Old Bacon Face" Chase, who rampaged up and down the Eastern seaboard tippling port and jailing Jeffersonians, and James "Scrooge" McReynolds, such a deep-dyed bigot that he would walk out of conference when one of his Jewish colleagues spoke.
Jonathan Bachman / Reuters
The Crisis Facing America's Working Daughters
Liz O'Donnell
Many are familiar with the challenges faced by working moms, but the troubles of women with aging parents are unseen and widely ignored.
For America's working moms, there is pretty much an endless stream of resources to guide and comfort them on how to tell the boss they're pregnant, how to find a private place to pump at work, how to negotiate flex time, how to split the chores at home, and whether or not to display pictures of their kids at the office. They can read all day and all night about the many stresses of working motherhood including pregnancy discrimination, the wage gap, the mommy wars, leaning in, and opting out. But for America's working daughters, there is little to help them navigate between their careers and the needs of their aging parents.
There are currently 44 million unpaid eldercare providers in the United States according to the U.S. Census Bureau and the majority are women. And yet there are very few support programs, formal or informal, in place to support these family caregivers, many of whom are struggling at work and at home. Working daughters often find they need to switch to a less demanding job, take time off, or quit work altogether in order to make time for their caregiving duties. As a result, they suffer loss of wages and risk losing job-related benefits such as health insurance, retirement savings, and Social Security benefits. In fact, a study from MetLife and the National Alliance for Caregiving calculated women lose an average $324,044 in compensation due to caregiving.
Mike Segar / Reuters
Careening to the Finish in New Hampshire
Yoni Appelbaum
Candidates played true to form as voters head to the polls for the first-in-the-nation primary.
Samantha Bee: The Natural Heir to Jon Stewart
David Sims
The Daily Show correspondent's new weekly TBS series, Full Frontal, made a stellar debut Monday.
For all the talk of Trevor Noah's middling tenure thus far at The Daily Show, people probably need to stop worrying about Jon Stewart's legacy. That show itself might be floundering, but Stewart's legacy is still felt across late night, from Stephen Colbert to Larry Wilmore to John Oliver at HBO. And: Samantha Bee, whose barnstorming debut of her new weekly TBS show Full Frontal on Monday was an acidly funny half-hour that had none of the shakiness typically associated with a new late-night show.
Full Frontal's format is less cozy than many a talk show—Bee stands for the entire ride—and it makes her Daily Show-style segments feel all the more blistering. She's dispensed with the padding that makes most late-night shows interminable, like musical guests, or sit-down interviews with someone shilling a book. Like John Oliver's Last Week Tonight, the show is running weekly, to give her and her writers time to focus on well-researched bits and remote pieces. If Monday night's premiere was anything to go by, that's a great idea—Bee ripped into three long, topical, planned-out pieces with the kind of furious, witty aplomb we haven't seen enough of on television since Jon Stewart rode out into the sunset.
How to Defend Being Vegan
Nicolas Pollock, James Hamblin, and Jaclyn Skurie
Russell Simmons on advocating the world's most pretentious diet
'Autism in Love': Dating and Courtship on the Spectrum
Nadine Ajaka
A couple shares their experience.
The Rise of Polynesian Football Players in America
How Star Lotulelei of the Carolina Panthers made it to the NFL
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Let your Tigers spirit show in the office with this Clemson Tigers Dress Shirt! Wear your spirit with pride in this Womens Black Dynasty Long Sleeve Long Sleeve Button Down Shirt. This Long Sleeve Dress Shirt features a Clemson Tigers logo embroidered on the left chest.


Oh my! Check out all the spectacular new goods from my friend, Kara. (I'm especially in love with the yellow pullover.) She's opened up shop and you can find these pretties and more over at Stuff Kara Made. See something you like? Enter the coupon code 'stuff4you' to receive 25% off your order.


Are your kids reluctant to get outdoors now it's turning chilly? Engage them on a nature walk with the task of collecting leaves to make this awesome Owl Leaf Collage.
I decided to give Liam a break from a learning activity for this 2nd Grade Blogging Team project. Our theme for the week is leaves, so I set Liam a leaf art challenge. I asked him to make an owl collage using the leaves we had collected on a recent nature walk.
We did manage to sneak in lots of learning into our two previous 2nd grade activities – Create your own Superhero Comic Photo Strip and Apple Fractions.
There were signs of autumn (fall) all around us on our nature walk through the woods. The leaves on the trees are beginning to change, the autumn heather was in full bloom, berries are appearing on the trees and the first signs of a bumper bramble (blackberry) crop were becoming apparent. We collected a big haul of leaves, as we made our way around and brought them home with us, to indulge in our first autumn arts and crafts of the coming new season.
I wanted to give Liam as much freedom as possible during this activity, to use his own imagination and ideas to create his leaf art owl collage. So I just laid out the materials and sat back and watched him work.
He began by tracing the outline of his owl and then set on cutting and sticking the different leaves into his owl collage template.
He busily worked away on this project until he was happy with his owl and then proudly showed it off to his siblings (who promptly wanted to have a go themselves as well!).
Creating collages is a great activity for kids of all ages to enjoy. You can give older children the freedom to explore and use the materials as they wish, leaving you time to help your younger children prepare the materials they need to glue and stick.
Have you completed an awesome owl project with your kids yet this autumn? If so, then I would love to see them over on my new linky "It's Friday, We're in Love." I am in charge of our Owls round up in a few weeks' time, so be sure to link up your posts now to be in with a chance of being featured.
For younger owl lovers check out our Shape Recognition Owl Collages.
I can't wait to try this when the leaves change colors!


text:
TOPICS=$(awscli sns list-topics --output text --query "Topics[$(filter TopicArn $@)].[TopicArn]")
select_one Stack "$TOPICS"

awscli sns list-subscriptions-by-topic --topic-arn $SELECTED --output table --query "Subscriptions"

redpajama_set_name: RedPajamaGithub


Most people prefer their history presented within familiar and readily discerned constraints. Certainly conflicts and overseas deployments, and hence the more broadly 'interesting' of military operations, can usually be pegged down with convenient dates and end-states. But this approach is far less conducive to understanding ongoing constabulary tasks, those that have been underway for many years and where no end is possible. Yet, while their results are often difficult to quantify, these tasks can be among the most vital in signalling that our national interests extend far beyond the coastal fringe. A case in point is the protection of our maritime borders and the huge estate within; a mission gaining much media attention of late and whose growing importance has been the impetus behind several recent government initiatives.
Border protection is also a task that has, according to the most recent Defence Update, become far more difficult in the present strategic environment. Traditional threats such as people smuggling, attempts to import prohibited goods, illegal fishing, illegal trafficking in flora and fauna and environmental pollution, have been joined by a potent terrorist threat and the potential fallout from failing states. The latter are a significant concern because the insecurity they face can easily move beyond their borders. As an island nation Australia enjoys some natural protection, but as the Defence Update notes, it 'cannot be assured that our borders will remain inviolate'. Faced with this complex environment Australia has determined it needs a whole-of-government approach to deal with current challenges.
The idea that maritime security threats require a multi-agency response is not new. As far back as 1911, four out of the seven government departments then existing became involved when the Commonwealth Naval Forces (CNF) deployed the gunboat HMAS Gayundah on a constabulary operation to the remote northwest coast. Indeed, as one of the first such missions undertaken by the fledgling Australian Navy, the operation serves as a timely reminder that our political leadership has long relied on Australia's sea power for domestic law enforcement, particularly when seeking a credible and flexible means of policing our sovereignty at a distance.
Acquired by the Queensland Government in 1885, Gayundah was thereafter actively employed on official service, providing a useful training platform for the Queensland Marine Defence Force and an effective demonstration of presence along the colony's 1500 mile coastline. Following Federation, Gayundah, together with all other units of the four former colonial navies, became part of the CNF. Until Parliament could create the necessary legislative and administrative machinery, however, the various forces continued to be controlled under Colonial Acts and regulations. Not until December 1904 did the Defence Minister appoint Captain (later Vice Admiral) WR Creswell as Director of Naval Forces. Still the best example of an Australian navalist, Creswell had long argued that the priority given to landward defences did little to satisfy the Commonwealth's desire to be accepted as an independent sovereign nation. Pointing out that Australia's seamen were the natural guardians of a maritime state he maintained that 'sea efficiency' was the 'first and most urgent call upon responsible authority'.
As the CNF's professional head Creswell struggled to maintain the bare minimum of a seagoing force. Even after the 1909 decision to acquire the nucleus of a balanced Navy - the Fleet Unit - he could count on few additional resources. Nevertheless, by 1910 the idea that a Navy might be useful for more than warfighting had evidently taken root among other national agencies. Late that year the Minister for Trade and Customs, FG Tudor, asked the Defence Minister, Senator GF Pearce, whether a CNF warship could be found to make a 'special cruise' in northern waters. The novelty of this request needs highlighting. Australia's population, infrastructure and trade routes were all in the south, and few in power had ever needed to consider the security of the inhospitable and largely unknown northern coastline. But it was from the north that all threats must come, and here that foreign intruders already flouted the Federal government's authority.
Pearce passed Tudor's request down to Creswell, whose responsibilities had yet to be defined in detail and who had to work within the limitations of the existing administrative and financial framework. The cost of sending a warship from the southern states would be too great, while Western Australia, whose waters were targeted for investigation, had nothing to offer as it had never developed its own maritime defences. This left only the vessels of the CNF-Queensland, of which Gayundah was the largest and appeared most suitable. Yet, while similar in size to today's Armidale class patrol boat, Gayundah was far less capable in terms of sustained patrol and distant response operations. Her top speed was only 10½ knots and her normal range 700 miles. Her readiness was also uncertain. The CNF had insufficient permanent personnel to keep Gayundah fully manned and lack of funds had restricted recent operations to short training cruises out of Brisbane. Creswell discussed the proposed cruise with her commander, Commander GAH Curtis. A survey confirmed the gunboat's seaworthiness, but essential repairs required at least £700, and shortages of skilled labour meant further delays. Not until February 1911 did Creswell task Curtis with providing his specific requirements in fuel, stores, provisions and men. To cover the expenditure in excess of the 1910-11 estimates, Treasury eventually provided just £1190.
At the earliest date after being ready for sea, you will proceed to Port Darwin and Broome. Information having been received of gross irregularities continuing on the coast and islands included between above Ports, involving breaches of the Fisheries, Immigration and Customs Acts - of which you have been fully and confidentially informed - you will take such steps, as may be judged best, to carry out the instructions of the Customs Department.
Curtis' authority came directly from the relevant sections of the legislation. Penalties for breaches ranged from heavy fines to forefeiture of vessel and cargo, and as an officer of His Majesty's forces he was entitled to 'seize any forfeited ship or goods upon land or water or any ship or goods which he has reasonable cause to believe are forefeited.' The limits of Commonwealth jurisdiction only extended for three miles from the shore, but should he find a foreign ship within this limit it 'must be brought to for boarding'. The Acts also provided appropriate rules of engagement, noting that a government vessel 'May chase any ship which does not bring to when lawfully signalled or required to do so and may (after having fired a gun as a signal) fire at or into such a ship to compel her to bring to.' Although a last resort, Curtis could be confident in judicial support for such action, as he 'or any person acting under his orders is relieved from any criminal or civil liability of any kind for any consequence of his act, even though his action result in loss of life'.
Departing from Brisbane on 22 April, Gayundah coaled at Thurday Island and Darwin before sailing again on 13 May. Curtis searched several reefs and islands during his passage west, but saw nothing of note until reaching Scott Reef on 25 May. Here he found two Dutch schooners at anchor. When tide permitted, Gayundah's men boarded the vessels and discovered a quantity of trepang and trochus shell. Curtis informed the Dutch master that he was illegally fishing in territorial waters and, despite protests that Curtis was violating international law, he towed the vessels to Broome. To prevent escape and reinforce their status as seized vessels Curtis placed on each an officer and two men every night and during the day one signalman. Gayundah brought the two schooners into Broome on 29 May. They were handed over to civil authorities next day, but because her officers had to remain to give evidence at the subsequent court case Gayundah could not leave Broome until mid-July.
The delay forced Creswell to seek an extension to the cruise, but permitted the Department of External Affairs to take an interest in the return passage. Additional tasking on Curtis included relocating a Federal scientific expedition from the Roper River to Thursday Island and intelligence surveys of some of the lesser-known bays and inlets. Creswell also gave Curtis liberty to take approriate action should he acquire at Darwin other evidence of evasion of Commonwealth laws. Specifically he was to obtain 'all information relative to communications with the [Far] East' by any foreign fishing fleets encountered. In effect, Creswell had begun establishing a system aimed at preventing threats to good order from developing into something more dangerous. It is a task that continues still, and has most recently evolved into the Australian Maritime Information System.
Gayundah finally returned to Brisbane on 25 August 1911, and although making no futher arrests, all tasks were successfully completed. Presumably believing that they had received value for money, the Departments of External Affairs and Trade and Customs split the cost of the cruise equally between them. Creswell certainly thought the mission worthy of recognition. In writing to Pearce he noted that it had involved steaming 8000 miles and entailed almost continuous ocean work for over four months in a very small vessel. As this had called for strenuous service on the part of men used to far shorter voyages, and no allowances had been approved, Creswell suggested that each receive a gratuity of 14 days pay. The total amounted to less than £200, but the reply would have caused no surprise. While fully sensible of the good services rendered, the Minister regretted that could not see his way to approve 'monetary recognition'. Indeed, the only compensation received was by Gayundah's three officers, who successfully argued for 1/a day entertainment expenses on the grounds that the great rarity of a warship visit to northern ports made this aspect a considerable burden.
Gayundah continued to perform useful patrol service along the Queensland and northern coasts during World War I, and finally paid off in August 1918. Remaining in Brisbane she began a long career as a sand and gravel barge, and after 74 years afloat ended her days as a breakwater off Redcliffe. Today the RAN allocates at least 1800 patrol boat days to the national support task each year. Although just one of the stakeholders involved in maintaining the security of Australia's borders, as Gayundah's cruise demonstrated, it has a longstanding interest in protecting our offshore resources. More importantly, it still offers a unique contribution to surveillance and response activities while remaining the ultimate enforcer of our laws in the maritime environment.
↑ See for example: 'Strengthening Australia's Border Surveillance', PM's media release 1018, 28 July 2004; and 'Extra Armidale Boats to Boost Border Protection', Defence media release MIN 171/05, 15 October 2005.
↑ 'Australia's National Security: A Defence Update 2005', pp. 4, 10.
↑ Cited in GL Macandie, 'Genesis of the Royal Australian Navy', Government Printer, Sydney, 1949, p. 252.
↑ All subsequent quotations come from the SPC-A, HMAS Gayundah file.
↑ For details see Semaphore Issue 3, February 2006.


Freshwater has always been essential to Chicago's health and wealth. UrbanLab's Growing Water project envisions Chicago evolving into a model city for recycling, or "growing" 100% its rainwater by creating a series of "eco-boulevards" spread equally throughout the city. Eco-boulevards are envisioned as long strips of publicly owned lands that are transformed from grey-infrastructure (roadways, sidewalks and alleys) to green-infrastructure that returns storm water back into the Lake. Eco-Boulevards capture and biologically clean storm water before it has a chance to enter the sewer system. Typical Eco-Boulevards consists of vegetated native landscape swales, swells, and channels that hold water for a specific period of time in order to naturally remove contaminants. Eco-Boulevards are part of a comprehensive plan to reduce reliance on conventional grey infrastructure systems to reduce cumulative urban heat island effects, and increase bio-diversity and filtration of ground/air pollutants. Eco-boulevards ultimately connect and expand Chicago's existing natural and recreational landscapes. Spaced every half-mile, eco-boulevards are within a fifteen-minute walk for most residents. The design of each eco-boulevard adapts to the needs of adjoining neighborhoods. Within commercial zones, eco-boulevards function as permeable hardscapes such as bike lanes and parking spaces. Inside residential neighborhoods, eco-boulevards function as permeable streetscapes and micro-parks.


text:
1 The U.S. Air Force Starts Testing Cargo Hypersonic Flights, Deployed by the Massive Roc 2 Giant Carrier Airplane Roc Aces Test Flight, Prepares to Launch Hypersonic Vehicles 3 Massive Carrier Aircraft Roc to Help the U.S. Army Sharpen Its Hypersonic Skills 4 Autonomous High-Speed Test Vehicle Gearing up to Revolutionize Hypersonic Flight 5 Roc, the Aircraft With Wings Bigger Than a Football Field, Is Back in the Sky
Stratolaunch's Mammoth Carrier Aircraft Nails Fourth Test Flight
Home > News > Aviation
Florina Spînu
This is flight Number four for Startolaunch's massive airplane, known as Roc. This successful test flight takes the aircraft one step closer to supporting the launch of the company's first hypersonic vehicle.
With a wingspan of 385 feet (117 meters), Roc is the world's largest airplane. Powered by six Boeing 747 engines, the carrier aircraft took to the skies on February 24th, at 3:23 p.m. EST from the Mojave Air and Space Port, California.
Roc flew for almost two hours and climbed up to 15,000 feet (4,572 meters). Compared to its last test flight (which took place in January), the airplane spent less time in the air, and it reached a lower altitude.
That's because the team did not focus on endurance, speed, or cruising altitude this time. Instead, pilots tested the landing gear. This was the first time the aircraft actually managed to successfully retract and extend its full landing gear. Roc's performance and handling characteristics were also evaluated during the flight.
"Today's successful flight demonstrates and validates improvements to the carrier aircraft's systems and overall flight performance," said Dr. Zachary Krevor, Stratolaunch President and Chief Operating Officer.
The company has been improving the capabilities of its carrier aircraft in order to better prepare it for the upcoming launch of the rocket-powered Talon-A hypersonic vehicles.
"The full landing gear retraction and extension brings the carrier aircraft closer to operational status, a milestone that is necessary to ready the aircraft for Talon-A separation and hypersonic flight tests later this year," explained Krevor in a statement.
Talon-A vehicles, which will be launched from Roc, are reusable testbeds designed for hypersonic research, experiments, and operational missions. They're capable of flying at speeds higher than Mach 5, and they can also carry various payloads.
Stratolaunch is continuing to work on system integration for two Talon-A test vehicles, the TA-0, and TA-1. A third vehicle, the TA-2, is currently under development. Once completed, this will be the first fully reusable hypersonic test vehicle.
The company plans to start hypersonic flight testing later this year. Stratolaunch estimates that it will start delivering services to both the government and commercial customers next year.
Time to stretch those legs! We just successfully retracted and extended our full landing gear for the first time. #LetsRoc pic.twitter.com/UUVhC1xmy0
— Stratolaunch (@Stratolaunch) February 24, 2022
stratolaunch hypersonic hypersonic aircraft aircraft test flight roc aircraft
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redpajama_set_name: RedPajamaCommonCrawl


U.S. production tax credits (PTCs) have accelerated wind repowering activity as operators look to use technology advancements to optimize ageing fleets. Falling costs and growing wholesale market exposure have pressured margins for suppliers and operators.
Most recently, PacifiCorp ordered 260 MW of turbines from Vestas to repower the Marengo 1 &2 wind farms in Washington. The Marengo wind farms were built in 2007 and 2008 and the turbines will be upgraded from 1.8 MW models to more advanced 2.0 MW units from the second quarter of 2019, Vestas said June 29.
Repowering allows operators to install larger, more efficient turbines and introduce operations and maintenance (O&M) improvements.
Operators may choose to perform a "full repowering" of major wind farm infrastructure or a "partial repowering" where typically the existing tower and foundations are kept in place.
Some 2.1 GW of U.S. online wind capacity was repowered in 2017 and over 15 GW of capacity is "ripe" for repowering in 2018, ICF consultancy said in a report published in May. Repowering could add 300 MW of additional U.S. wind capacity in 2017-2022, according to Bloomberg New Energy Finance (BNEF).
Projects installed between 2003 and 2010, underperforming plants and those with high maintenance costs are all likely candidates for partial repowering, ICF said. Similarly, turbines from suppliers no longer in business can be swapped out under a repowering program.
Extended in 2016, the PTC support program provides 10 years of tax credits at $23/MWh for greenfield and repowering projects started in 2016. The PTC drops by 20% for projects started in 2017 and is scaled down by 20% annually with zero support from 2020. This means projects started in 2018 can capture $13.8/MWh of credits.
Partial repowering projects in 2018 can earn an Internal Rate of Return (IRR) after tax of 11%, according to ICF. This is based on a captured energy price of $24/MWh (flat) and capital expenditure of $950/kW.
Even with the reduced PTC level this year, "repowering can make economic sense," ICF said. But ICF warned falling margins demand more careful scrutiny of energy output gains, capital costs and O&M efficiency.
"It may make better financial sense this year than it will next year or the year after," Chris Mertes, ICF's Wind Practice Lead and co-author of the report, told New Energy Update.
ICF's indicative IRR calculation is based on an increased net capacity factor and a 10-year extension of asset life.
Energy production gains are clearly a crucial driver of repowering economics. According to the consultancy, a 1% increase in capacity factor can increase IRR by 0.8%.
To qualify for the PTC, the value of the repowering project must be at least 80% of total plant value.
Partial repowering work can differ between projects, but longer blades are typically fitted and it often involves the replacement of the entire rotor and the refurbishment of other parts of the wind turbine, such as the nacelle or hub, Eric Soderlund, senior manager and structural engineer at Sargent & Lundy told New Energy Update.
Some partial repowerings have focused primarily on generator replacement, Soderlund said.
"This is done to increase the wind turbine capacity….PTCs are received so long as the 80/20 rule is met," he noted.
In a recent report covering 23 U.S. repowering projects, partial repowering projects retained-at the very least- the existing wind turbine foundations, turbine towers and electrical balance of plant (BOP). Some of the projects reused yaw systems, nacelles, and generators, while replacing hubs, main shafts, main bearings, and gearboxes.
The contracting of wind energy supplies is evolving as costs fall and subsidies are removed. While some projects will benefit from long-term PPA contracts, many will be exposed to wholesale market prices which have been flattened by the U.S. shale gas boom.
The economics of repowering can be "feasible" if captured wholesale prices are in the mid-$20's/MWh range, ICF said in its report.
A 1% change in wholesale prices can impact IRR by around 0.4%, based on the above project assumptions, it said.
Repowering projects have the advantage of actual historical site performance and market data, the ICF consultants noted.
Repowering decisions must also factor in O&M costs over the lifetime of the project.
Ageing turbines incur higher O&M costs and the average turbine age in North America will rise from 5.5 years in 2015 to 11 years by 2025, IHS Markit said in a recent report. U.S. O&M costs are forecast to rise from $45,000-$50,000/MW per year for turbines aged between five and 10 years, to around $50,000-$60,000/MW per year for turbines aged between 10 and 15 years, IHS Markit said.
According to ICF, O&M contracts for new projects currently range between $15,000 and $25,000 per MW per year.
"The O&M cost delta is a significant driver in the economics of a repower project: a $5/kW-yr difference in our base case makes for a difference in IRR of 1.4%," the ICF consultants said.
Market competition has also spurred a widening choice of repowering "add-ons" which can further reduce costs over the lifetime of the asset.
Original equipment manufacturers (OEMs) are now offering repowering packages that include upgrades to main equipment as well as O&M, grid and forecasting solutions.
In one example, GE supplied the turbines for Leeward's Sweetwater 1 & 2 repowering project along with O&M services and tax equity financing through the GE Energy Financial Services arm.
"Repowering is so much more than simply providing new wind turbine equipment," Anne McEntee, GE Renewable Energy Vice President and Services CEO, said in 2017.
"We're bringing the entirety of GE to the table for our customers, providing options for servicing, grid solutions, forecasting and tailored financing solutions," she said.


Neil Budde, the new executive editor of the Courier-Journal, joins the Rusty show to talk about the future of the local newspaper — and he's optimistic. Neil, a WKU graduate in his second stint at Sixth and Broadway, says the paper's focus on digital products, the addition of USA Today to the daily paper and the hiring of new reporters signals potentially the bottoming out of bad news involving the paper. Glenn Haygood, on the other hand, is always good for a positive quote or two about how well the #1 ratings station is doing in town. Haygood, who's been at WLKY for six years, was also the only local who was happy to see the University of Central Florida, his alma mater, win Papa John's Cardinal Stadium this year. In a busy week, I did Christmas parties, listened to Greg Stumbo diss the chances of new hemp legislation, and lamented the death of Nicholas Brody on Homeland. Just another great episode with the Most Interesting People in the 'Ville. And yes, the Rusty Satellite show t-shirts are in. Contact Rick@LouisvilleKY.com if you want one.


A returning student at Gies College of Business and CEO & Co-Founder of OSD (USA) Inc.
OSD (USA) Inc. develops both hardware and software to help people enjoy healthier lifestyles anytime, anywhere. We Developed FIRST pocket-size device that uses Bioelectrical Impedance Analysis (BIA) along with IR and PPG sensors to measure and analyze eight different life-long data with 95% accuracy, and it can be monitored through the IOS or Android mobile application, which provide easy to understand the result, analysis, and recommendation, anytime, anywhere.
Our device can measure Body Fat%, Skeletal Muscle Mass, Basal Metabolic Rate (BMR), BMI, Body Water, Heart Rate, Body Temperature, Stress index, Calories intake, and Daily Activity.
I love how I was able to bring my childhood experience into a real-life solution that can help people all over the world. I also love how I can be motivation to fellow students who are deciding between what parents and society want them to do and what they really want to do.
My dream, employees, parents, friends and fellow students who support my journey motivates me to get up every day and go to work.
My co-workers inspire me my standing next to me no matter what decision I make or what outcome we confront.
Every 3 month we have a sports tournament for a small price and weekly get together for team spirit.
One of the challenges of my job is communication. We currently have employees in Korea who are Korean and employees in the USA who are American. Current challenge we are facing is communication between the Korea entity and the USA entity. As we get invested, I am willing to provide language education for each entity to smooth our communication between two parties.
We started in Korea; therefore, our business model was based on the Korean market. However, when we decided to target the USA market, we fail to adjust our business model based on the USA market. So, in the beginning, we faced various difficulties regarding traction, networking, etc. It is crucial as a CEO to understand that every country has its own culture with different market and change business model based on the analysis of the market.
I will advise them to review the law of the country that you are willing to start the company because some country's law prohibits several services that are legal in another country.


P like Politics, P like Parrots.
17 min 42 sec, HD video, colour, stereo, 2011, English and Swedish spoken.
Synopsis: The amateur choir of the parish of Bräcke in Jämtland, Sweden was asked to participate in a collaborative reading experiment of a two-page text. The composition of the text, P like Politics, shifts between the famous hand game, Paper-Rock-Scissors, and P-words chosen randomly from a 2003 speech by George Bush. The viewer observes rehearsal spaces in Bräcke's community house while listening to the choir in action, pushing the borders between individual and collective, working together towards a satisfactory team result.
Both P like Politics, P like Parrots and Malin and Tor: Two architects in conversation, invite the viewer to take a close, almost voyeuristic look at the possible intersections between spectacle and speculation, paid or unpaid labour, amateurs and professionals. Inspired by the social phenomenon of choirs in Scandinavia, the two videos are interrelated, though not explicitly. In both works, I visit and closely observe two spaces that take on meaning precisely through their extended and careful observation. The moving images serve as a pleasure to the eye, but also as a decoy, a trap that directs the viewer towards the audio information. In the space between these two films, speech varies from the intelligible to the imperceptible. Language ranges from a rational tool for understanding and communicating to a tool for expression and entertainment; creating music, enjoying, having fun.


Cabinet for Health and Family Services spokeswoman Jill Midkiff said MCOs Coventry Cares and WellCare have agreed to make this as smooth a transition as possible.
Midkiff said the cabinet will soon commence legal action against Kentucky Spirit seeking damages from what they call a breach of contract.
Kentucky Spirit said it couldn't operate in the state without incurring massive losses, and claims the state provided it with bad data.
Based on a judge's ruling, Kentucky Spirit still owes $8 million to 59 Kentucky public health departments for preventative care services they refused to pay for.
Struggling Medicaid operator Kentucky Spirit has followed through and is suing to end its contract with the state.
Kentucky Spirit announced last week it was leaving the commonwealth, because it could not operate without massive losses. Now, it is suing in Frankfort courts to make it official.
Medicaid managed care operator Kentucky Spirit plans to terminate its contract with the state.
The CEO of Kentucky's largest private Medicaid operator says mistakes in state government caused his company to push for changes in its contracts with healthcare providers.


Call It A Day | Leave Me Here..
Call It A Day is a short film, a visual insight into my work, thoughts and processes, as I shoot Wet Plate Collodion Photography on location.
There's no digital workstation, no retouching, no re-shooting.
This is the 1850's today, and each plate is totally unique.
Check it out and share with your friends!


What do you do at Lensational?
I started Lensational three years ago. The idea was to equip underprivileged, marginalised women in developing countries with cameras and photography training. Photography is a universal language that transcends cultural barriers.
When did you decide to set up Lensational?
I had an encounter in Turkey where four Turkish girls and I were taking pictures. We started chatting and I realised we communicated so much through photography. It allowed us to share emotions and memories.
I thought it could be an accessible tool for some of the most unheard voices in the world, and allow to see the world through their lenses.
I started it in Hong Kong, where I'm from. Our first project was with foreign domestic helpers from Indonesia and the Philippines. They are often treated as second-class citizens. Photography gave these women, who are often portrayed as victims, the agency. Now they were the ones telling their stories. That shift was very powerful.
I then volunteered in Pakistan and I brought the project there. In a country that is so often misunderstood, women's perspective can cast a different light on how we perceive this country.
Then I moved to London to pursue my an MSc in International Relation at the LSE. Being at the heart of the arts, social enterprises and feminism provided a good base for Lensational to scale our work.
Now we have programmes in nine countries: mostly South Asia and South East Asia, with the exception of Kenya. We organise exhibitions; we put the photos on our online platform... Through corporate partners, we sell the pictures. Part of the revenue goes back to the women.
It's still a very young organisation, run by 60 volunteers across 18 countries. I see it as a movement lead by young people. We are a 21st century organisation - without social media we wouldn't exist.
What are you most proud of having achieved with Lensational?
We have dedicated volunteers from developing countries where we have the programme. We have achieved a model whereby bottom up change is possible. I created this philosophy of empowering women through photography, and people on the ground reach out to us. They get together, we help them find organisations to partner with but it's up to them to make it sustainable. In international development, you rarely see this model where local people take ownership of an intervention and then sustain it.
How do you get the cameras?
From individuals. We are broadening our model to teaching mobile photography as many women own smartphones. We get donations from individuals, as many people in the developed world have moved from using point-and-shoot cameras to using smartphones or more advanced DSLRs. So we collect second-hand cameras and then take them to the programme location.
How are you planning to take Lensational forward?
As an organisation, our focus needs to be on the photography training as it is our key interaction with the women. For camera collection and selling pictures, we need to collaborate with corporate organisations that can help us achieve our aims.
Right now, we have a Partnership Officer and every team is trained in partnership. We don't aim to be a huge organisation doing everything on our own, we think we need to do what we are the best and happiest at doing, and leverage the rest through partnerships.
How can young people change foreign policy?
They will humanise it. We grew up in a digitally connected world. With social media, you get to know everything about your friends, from what they eat to their political views, and this wasn't available before.
Young people have a yearning for knowing the human stories. This is missing in foreign policy currently. When I studied IR, it was about the relationship between countries - but countries are made up of people. Young people are more adapted to telling stories and are interested in the human angle of every single issue.
How do you manage to do your full-time job and run Lensational?
I learnt time management from a young age. I have always been involved in a lot of extra-curricular activities. We, as a generation, are quite blessed: we have been given so many opportunities. Education for most of us in the developed world is taken for granted. With these opportunities, we are driven to achieve a lot in a short time. A lot of young people are attracted to social impact but it might not be a financially sustainable option so they have to take a good job to do a lot of things on the side.
The other key thing is to understand your purpose, as it can be quite tiring to do so much and work so hard. Knowing your purpose will make things easier. It might be daunting when someone says find your purpose. Some people are luckier; their purpose is obvious to them.
To find your purpose you need to ask yourself three questions: what makes you sad? What makes you happy? What makes you angry? The third question is interesting. We think a lot about what makes us sad and happy but it's rarer to channel anger into something positive. If we understand what our answers to those questions are, we can understand our purpose. Having something you really believe in can take you a long way. It can be specific, like animals' rights, or more general, like world peace.
It is empowering women and girls in using different models: the bottom up, lead by volunteers models I spoke about through Lensational, but also social enterprise, youth-lead change… It's breaking the boundaries for women and girls in different ways.
What do you do for the Social Investment Consultancy?
It's a very small social sector consultancy. I work with charities and social enterprises to help them maximise impact. We mainly work on their social impact measurement, business planning and becoming financially sustainable. I joined two years ago, a year after moving to London. I didn't know anyone here before doing my MSc at the LSE so it helped me build my network and to have the financial security I needed to build Lensational.
My boss transitioned to something else so now it's me and my colleagues running the consultancy, which gives me a lot of flexibility as to what I do. In small companies, if you are lucky to be in an environment that is merit-based, you can take a step up quite quickly if you can demonstrate that you are capable and ambitious. My clients range from very small charities to huge organisations like Save the Children.
At the beginning, I was daunted by my age. But people don't necessarily define you by your age as long as you show maturity through your work and you bring something relevant to the table. Age should never be a limiting factor.
You work in an all women's team, which is quite rare in the consultancy world.
It used to be run by a man. He's a champion for human rights, including women's rights. When I joined the company, I asked him why it was all women aside from him and he said he hired whoever is the most capable. He was almost gender blind.
We just recruited some freelance consultants, and they are all women. We don't exclusively look for women but it turned out that the most capable were women. It might be that the social investment consultancy sector focuses a lot on cross-sector collaboration and perhaps we have come across more women who have worked in different sectors.
It's a great workplace because we are a bunch of empowered women. It's very rare, especially in social investment. It's more common in pure charity consultancy as women crowd the sector, even though at the top level it's still male-dominated.
Why did you decide to leave Hong Kong?
When I went to Pakistan I discovered that I learn most when I push myself outside my comfort zone. So that's something I consciously make myself do. To achieve breakthroughs, I had to leave HK and start my career somewhere I didn't know anyone.
There's only so much that one person can do, no matter how brilliant or talented. So you need to build a team, collaborate with other organisations. It shouldn't be focused on you; it should focus on the cause or the purpose. It takes a movement to really change the world.
What would you recommend to a young girl who would like to start a movement like Lensational?
Don't compare yourself with other people. When I was young I never thought I would be an entrepreneur. As a young girl, I remember being quite daunted by the stories of wonderful women. I thought it was too out of my league. Be inspired by other women who have done great things, but don't compare yourself to them. Everyone has a different own path to create change. Other people's stories can teach us lessons, but don't feel intimidated. If we are too intimidated we won't take action. Don't feel scared. Just do it.


text:
Župnija Sečovlje je rimskokatoliška teritorialna župnija dekanije Koper škofije Koper, ustanovljena 11. novembra 1940. Tedanji župnik naj bi bil Guido Bortuzzo.

Sakralni objekti

Zgodovina
Župnijsko cerkev sv. Martina, stoječo na dvajset metrov visokem obzidanem pomolu, koprski škof Paolo Naldini v svojem delu Corografia ecclesiatica o'sia descrittione della città e della dioscesi di Giustinopoli detto volgarmente Capo d'Istria (Cerkveni krajepis ali opis mesta in škofije Justinopolis, ljudsko Koper) uvršča okrog leta 1700. Leta 1822 je bila temeljito obnovljena, od leta 1894 je služila kot podružnična, leta 1940 pa je postala župnijska cerkev.

Podružnična cerkev sv. Križa v Parecagu je bila zgrajena okoli leta 1800. Prvi znani dokument iz 6. januarja 1824 omenja, da je bila tedaj zasebna kapela rodbine Prierobona, saj je Piero Pierobona zaradi bolne hčerke (ki se ni mogla udeleževati obredov v cerkvi v Sečovljah ali v Seči) prosil za dovoljenje za omejeno maševanje v kapeli. Leta 1934 je bila že v zelo slabem stanju, zato so jo lastniki prezidali in znova odprli leta 1937, ko je gospa Ventrella prosila za dovoljenje, da se v njej obhajajo svete maše ob družinskih obletnicah in na praznik Vnebohoda (da bi se jih lahko udeleževali tudi delničarji in zaposleni družinskega podjetja). S soglasjem družine je bila dogovorjena njena javna raba, vse do ustanovitve župnije Sečovlje leta 1940, ko je dobila status podružnične cerkve.

Sedanjo podružnično cerkev sv. Jerneja (San Bartolo) v Seči so zgradili solinarji okrog leta 1800.

Zaslužni duhovniki
 Dominik Dinko Bizjak, župnik v Sečovljah (1996-2010)

Sklici

Viri

Glej tudi
 seznam rimskokatoliških župnij v Sloveniji

Sečovlje
Sečovlje
Sečovlje
Ustanovitve leta 1940

redpajama_set_name: RedPajamaWikipedia


In the 1970's, the New York City neighborhood of SoHo experienced a renaissance of art and culture. At that time, SoHo had many historic buildings that were unattractive to the commerce and manufacturing industries, but many of the upper floors of these buildings consisted of loft space which was well-suited to the needs of artists. The artists liked these lofts because of the large open windows, open spaces for work, and the lower rents. In time, the SoHo neighborhood began to draw in more affluent residents who were attracted to its great location and reputation as an artist community. Something similar is currently happening in Dallas Midtown.
Dallas Midtown is fostering the development of the local artist community and, over time, Dallas Midtown will become the permanent home to a community of local artists that reside in Dallas. This community will certainly bring their unique perspectives on art and culture into the heart of Dallas. We started this by creating the Gallery at Midtown which is a collection of art created by local Dallas artists. The Gallery at Midtown showcases pieces from some of Dallas' most talented established and upcoming local artists.
The Gallery at Midtown welcomes the Dallas art community by providing a place for creative and innovative programming, spaces to create and display, and a schedule of art-related opportunities. This allows both the seasoned artist and new talent to thrive. At the Gallery at Midtown, we host exhibitions year round and collaborate with numerous institutions, galleries, art collectives and non-profits both local and beyond. We maintain a dynamic calendar of art events, lectures, fairs and classes. Conceived from a need to infuse our community with art and involve the public on a personal level, The Gallery at Midtown has arisen from our rich cultural heritage of vibrant, artist-led communities. We invite you to engage our vision by visiting our artist studio spaces, arts academy, artist residency program, and, of course, our extensive gallery space.
One of the programs we sponsor is the Midtown ARTwalk. The Midtown ARTwalk promotes local, visual art and artists in a wide range of mediums and artistic styles, including painting, sculpture, metal art, handmade jewelry, fiber art, photography, pottery and glass works. Midtown ARTwalk is a fine art and entertainment event that takes place the 3rd Saturday of each month at the Gallery at Midtown & Artist Studios, located inside Valley View Center in Dallas, Texas. Midtown ARTwalk is open to the public and is a fun, free, family friendly environment to experience art created by some of the finest artists in Dallas, Texas. The artists themselves almost always attend these events providing an interactive experience for everyone involved.
Art and culture have the ability to enhance the quality of life for a community. Art can bring about a personal enjoyment, intellectual stimulation while simultaneously providing public involvement. Not only can it bring a community together, it can also promote economic growth. It has been argued that having a community with an established form of art and culture can bring in the most talented and brightest labor force. Having a well-defined arts and culture district is a vital part of today's new economy.
Pablo Picasso said "The purpose of art is washing the dust of daily life off our souls." Art is something that truly nurtures the human spirit. It takes a lot of hard work and talent to create art. It brings together people from all different backgrounds under one common factor. Unfortunately for many artists, the "starving artist" stereotype is still evident in society.
As a community, it is important to support local artists because, without local citizen support, the art they make would cease to make the impact it could make. When you support the local artist community, you are supporting all of our respective creative freedom. Once artists are able to express themselves creatively and freely, beautiful art is made that can be admired by the community and the world. These art pieces not only reflect the artists' ideas, but also their hidden messages behind each work of art. Feel free to donate to the Gallery at Midtown and be a part of this creative community.
The Greek word "Ethos" means character and it is used to describe the guiding beliefs or ideals that characterize a community. Essentially, the ethos of Dallas Midtown is the Gallery at Midtown. While the iconic Dallas Design District and Dallas Arts District provide an outlet for established corporations and national artists to showcase their works, it is important to give local Dallas artists their own outlet as well. Dallas Midtown provides the local Dallas art scene the vehicle to expand Dallas' vast and sophisticated art culture. Dallas Midtown is fostering local Dallas artists and incubating a burgeoning community currently inside of Valley View Center. Soon, artists will not only be creating in the Gallery at Dallas Midtown, but also living in the upcoming Dallas Midtown community.
Mr. Beck posts a visionaries' response to a long overdue lack of action for Dallas' artists! Mr. Beck has embarked on an ambitious journey for the wealth of the community that none other has chosen to do. Few philanthropic gestures have had the scope of magnitude exhibited by Mr. Beck and his companies' people. The future certainly looks brighter, not only for the artists themselves but also for the art collectors who will probably be able to get high-quality works without paying for the overhead markups indiginous to mainstream galleries in other venues.
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As a former Gallery At Midtown artist, I would love to see another opportunity arise from the new build. Not just for myself, but for the public to appreciate.
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