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Elijah Wood Shares His Thoughts on Amazon Prime's "The Lord of the Rings" TV Show
Posted on: July 10, 2020 Last updated on: June 15, 2021 Categorized in: Entertainment, Film & TV, TV Written by: Shaun Tyr-El
Elijah Wood discusses the upcoming "The Lord of the Rings" TV show and how it is different to the movies of the same name.
Now that production in New Zealand has resumed, following its postponement due to COVID-19, The Lord of the Rings film actor Elijah Wood has shared his thoughts about the Amazon Studios original TV series also named The Lord of the Rings.
Wood, who played the character of Frodo Baggins in the movies, stated in an interview with IndieWire Live via their Instagram page:
"I am super fascinated by what they're doing with the show. They're calling it The Lord of the Rings, but that might be slightly misleading, because from what I understand, the material that they're working on exists chronologically further back in history in the lore of The Lord of the Rings or Middle-Earth than any of the characters that are represented in The Lord of the Rings specifically."
Explaining what he meant by this, Wood continued:
"It sounds more like the Silmarillion era, [sic] The Second Age of Middle-Earth, or something like that. In that sense, I'm just curious about what the storytelling is going to be. It is clear that the world is Middle-Earth."
Wood was clear that he hasn't been contacted about the show at all and that he doesn't know anything about it beyond that of anyone else:
"I know about as much as you do, as far as what they're doing with this material. I think they have definitely consulted with Peter [Jackson] and I'm assuming that they have mined the various resources of the folks from the creative team, but I haven't spoken to anybody [at Amazon Studios]."
Wood went on to exclaim that he would absolutely want to cameo or take part in the show, but said he would do so if him appearing was organic or made sense to what Amazon Studios are doing with the show.
You can watch the interview below:
A post shared by IndieWire (@indiewire)
The Lord of the Rings discussion starts at 07:25.
No solid release date has been confirmed as of yet, but the tentative release is 2021. The Lord of the Rings is set to stream on Amazon Prime Video. The first two episodes are being directed by Spanish director J. A. Bayona (Jurrassic World: Fallen Kingdom, The Impossible, A Monster Calls).
Sources: GameSpot / IndieWire
Tagged as: Amazon Prime Elijah Wood Frodo Baggins J.R.R. Tolkien Peter Jackson the lord of the rings The Silmarillion
Published by Shaun Tyr-El
What can I say? I have massive love for nerdy stuff! Comic book movies, TV shows, videogames, comics ... the lot! View all posts by Shaun Tyr-El
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Q: trying to replace an array of strings with a new array I want to repalce an array with a new one but only the first string is replaced.
The new array is from a mysql table so I cant specify the exact strings.
$str = "##Random Stirng## ..... ##Random Stirng##";
$pattern = array ("str1" => "first replacement", "str2" => "second replacement");
$replacement = array('/##[^#]+##/','/##[^#]+##/');
echo preg_replace($replacement, $pattern, $str);

I want to replace the first IP-Address with the first replacement and the secon IP-address with the second replacement but instead both IP-Addresses are replaced with the first replacement.

A: preg_replace_callback is your friend:
$str = "##Random String## ..... ##Random String##";
$replacement = array ("first replacement", "second replacement");
$i = 0;
$res = preg_replace_callback(
            '/##[^#]+##/',
            function($m) use(&$i, $replacement) {
                return $replacement[$i++];
            },
            $str);
echo $res;

Output:
first replacement ..... second replacement

A: You need to use str_replace
$str = "##Random Stirng## ..... ##Random Stirng##";
$pattern = array("Random Stirng", "Random Stirng");
$replacement = array('1','2');
echo str_replace($pattern, $replacement, $str);

redpajama_set_name: RedPajamaStackExchange


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International Review of Research in Open and Distributed Learning
University Teachers and Open Educational Resources: Case Studies from Latin America
Virginia Rodés1, Adriana Gewerc-Barujel2, and Martín Llamas-Nistal3
1Universidad de la República, Montevideo, Uruguay, 2Universidad de Santiago de Compostela, Santiago de Compostela, Spain, 3Universidad de Vigo, Vigo, Spain
The Open Education movement has made efforts to systematise experiences and to evaluate the adoption of Open Educational Resources (OER). However, OER adoption is not part of the prevailing paradigm in higher education, both at the global level and in Latin America. This paper describes results of a study that analysed the social representations regarding the development, use, and reuse of OER by university teachers in their pedagogical practices. We conducted a study of 12 cases from Latin American universities based on Grounded Theory. The results show that the use and reuse of OER lacks of public and institutional policies. The main agents are teachers organised in teams that support OER adoption. The reasons that encourage the creation of OER are mainly intrinsic, such as the pleasure derived from contributing and sharing, as well as external and related to professional development needs from the reflection on one's own educational practice. Educators consider it essential to evaluate the resources created so that they can be reused in continuous improvement processes. Commercial use and misappropriation of the works are two of the main tensions identified. The community factor of teaching guides most behaviours in OER adoption in educational institutions and is presented as an inherent part of the development and transformation of the curriculum.
Keywords: Open educational resources, university teachers, higher education, adoption, Latin America
Spanning over 20 years, the practice of creation, use, and open sharing of digital educational resources is far from being widespread in educational environments. Besides, Open Educational Resources (OER) adoption in the Global South is not yet fully understood (Hodgkinson-Williams & Arinto, 2017). This paper presents the results of a study on OER adoption in Latin American (LATAM) Higher Education (HE) context. The study focuses on the social representations (Moscovici, 2006) regarding the development, use, and reuse of OER by university teachers in their pedagogical practices.
From an interpretative paradigm, we implemented a qualitative methodology on 12 cases from three public universities in three countries. Findings lead to identify three core categories: Institutional factors of the OER adoption; Attitudes and perceptions towards OER; and Practices of use, creation, and sharing of OER.
This paper is organised as follows: First, we introduce state of the arts on qualitative and mixed studies about the adoption of OER, then we explain the research methodology, and, finally, we address the results, discussion, and the most significant conclusions.
Many efforts have been made to evaluate OER adoption, creating frameworks, and good practices. Despite the difficulties, OER dissemination has reached a maturity level, especially since the appearance of national and regional policies in the English-speaking north (Mulder, 2013; Stacey, 2013; de Langen, 2013; Falconer, Littlejohn, McGill, & Beetham, 2016).
Thus, there is still a great imbalance in the Global South (Umar, Kodhandarama, & Kanwar, 2013; Kanwar, Kodhandaraman, & Umar, 2010; Cobo, 2013; Mtebe & Raisamo, 2014), which includes linguistic barriers, digital gaps, closed educational systems, and lack of regional cooperation. However, Hodgkinson-Williams and Arinto, (2017) show that 51% of academics from nine developing countries have used OER, with slightly different rates by region.
OER adoption in LATAM HE has been sparsely studied, showing early stages of adoption, mainly caused by the lack of visibility, mobilisation, and articulation of existing experiences (Inamorato, Cobo & Costa, 2012; Abeywardena & Westermann, 2017).
Numerous mixed and qualitative studies on the adoption of OER focus on teachers' perceptions and attitudes, enablers, and barriers (Allen & Seaman, 2014; Annand, 2015; Annand & Jensen, 2017; Arinto,; Belikov, 2016; Bossu & Fountain, 2015; Cox, 2017; Cox & Trotter, 2016; Hanley & Bonilla, 2016; Harley, Lawrence, Acord, Dixson, & University of California, 2009; Hassall & Lewis, 2017; Hernández, 2014; Hodgkinson-Williams & Arinto, 2017; Jung, Bauer, & Heaps, 2017; Kaatrakoski, Littlejohn, & Hood, 2016; McGreal, Anderson, & Conrad, 2015; McGreal, Kinuthia, Marshall, Commonwealth of Learning, & Athabasca University, 2013; McKerlich, Ives, & McGreal, 2013; Mishra, 2017; Mitros & Sun, 2014; Mtebe & Raisamo, 2014; Shigeta et al., 2017; Stacey, 2013; Stagg, 2014; Toledo, 2017; Woodward, 2017).
Findings show that most university teachers are still not familiar with OER, and that these are not considered in the decision-making process regarding which educational materials will be used.
Several studies identify teachers as the main agents of the OER adoption decision-making process (Allen & Seaman, 2014; Cox, 2017; D'Antoni, 2008; Rolfe, 2012) and the prevailing institutional culture as a relevant factor (Cox, 2017). Tensions related to educators' practice and OER are aligned with educators' practice, professional development, and wider societal factors in the educational field (Kaatrakoski et al., 2016).
Such findings allow us to identify institutional factors and teachers' agency as fundamental dimensions in the adoption of OER in HE. Within institutional factors, the most relevant are social culture (Cox, 2017), organisational structures and constraints (Falconer et al., 2016; Kaatrakoski et al., 2016; Pirkkalainen, Jokinen, & Pawlowski, 2014), and institutional policies (Butcher, Kanwar, & Uvalić-Trumbić, 2011; Conole, 2013; Cox, 2017; Cronin, 2018, 2018; D'Antoni, 2008; Glennie, Harley, Butcher, & van Wyk, 2012; Inamorato Dos Santos et al., 2017; Kaatrakoski et al., 2016; Nkuyubwatsi, 2017).
Regarding policies, incentives, and academic promotion are enabling conditions for the adoption by academics (Annand & Jensen, 2017; Conole, 2013; Hylén, 2006; McAndrew, Farrow, Elliott-Cirigottis, & Law, 2012; Nkuyubwatsi, 2017). Nevertheless, recent studies show that policies can act as a motivating factor depending on the type of institutional culture it is embedded (Cox, 2017), and simultaneously lead to changes to both organisational and individual practice (Kaatrakoski et al., 2016).
Academics' practices of creating, sharing, and reusing OER are determined by motivation and desire or will to adopt OER (Cox, 2017; Reed, 2012; Rolfe, 2012), supportive environments (D'Antoni, 2008; Rolfe, 2012; Thakrar, Wolfenden, & Zinn, 2009), and teachers' professional development (Hassall & Lewis, 2017; Zhang & Li, 2017), including digital literacies (Atenas, Havemann, & Priego, 2015; Cronin, 2018; D'Antoni, 2008; Nkuyubwatsi, 2017), and copyright literacies (Anderson, 2011; Atenas et al., 2015; Rolfe, 2012; Secker & Madjarevic, 2012). Petrides, Nguyen, Kargliani, and Jimes (2008) find visual and technical changes as the most prevalent reuse behaviours, and Falconer et al. (2016) identify major tensions between commercial use and open publication.
Teachers have identified barriers to OER adoption such as lack of enabling policies (Nkuyubwatsi, 2017), time (Allen & Seaman, 2014; Rolfe, 2012), skills (Atenas et al., 2015; Rolfezhang, 2012), reward system (Rolfe, 2012), interest for pedagogical innovation among colleagues (Rolfe, 2012), confusion over copyright (Atenas, Havemann, & Priego, 2014; Rolfe, 2012), technology access and support (Nkuyubwatsi, 2017; Rolfe, 2012), recognition (Atenas et al., 2014; Jhangiani, Pitt, Hendricks, Key, & Lalonde, 2016; Nkuyubwatsi, 2017), self-confidence about the quality of their materials (Cox, 2017), OER awareness (Reed, 2012; Rolfe, 2012), availability of relevant and high-quality OER (Clements & Pawlowski, 2012; Willems & Bossu, 2012), and personal interest (Falconer et al., 2016; Reed, 2012; Rolfe, 2012).
National and institutional policies and strategies are enablers (Cox & Trotter, 2016; Cronin, 2018; Lesko, 2013; Nkuyubwatsi, 2017), as well as incentives and promotion (Hylén, 2006; Nkuyubwatsi, 2017), extra time (Nkuyubwatsi, 2017), desire and volition (Cox & Trotter, 2016), adequate resources (Thakrar et al., 2009), support for teachers (Thakrar et al., 2009), local culture (Cox & Trotter, 2016; Thakrar et al., 2009), institutional practices (Cox & Trotter, 2016; Thakrar et al., 2009), sustainable funding (Annand & Jensen, 2017; Thakrar et al., 2009), infrastructure access (Cox & Trotter, 2016; Kaatrakoski et al., 2016; Lesko, 2013; Nkuyubwatsi, 2017), legal permission (Cox & Trotter, 2016), conceptual awareness (Cox & Trotter, 2016; Rolfe, 2012), technical capacity (Cox & Trotter, 2016), availability of educational resources (Cox & Trotter, 2016; Hylén, 2006; Nkuyubwatsi, 2017), beliefs and values (Cox & Trotter, 2016; Rolfe, 2012), and enhancement of individual and institutional reputations (Rolfe, 2012).
Purpose of the Study
This study aims at identifying the adoption dimensions of OER by university teachers in LATAM HE. The study deepens up in understanding social representations (Moscovici, 1979; Moscovici, 2006) of lecturers regarding OER in the context of their institutions and teaching practices.
The research questions that guided the study were:
RQ1. What factors influence the adoption of OER among lecturers in LATAM universities?
RQ2. How can these factors be addressed for enhancing the use and reuse of OER in LATAM universities?
The study falls within the interpretive paradigm, where situated interpretations are used to understand social life. The methodological approach is qualitative, based on Grounded Theory (Glaser & Strauss, 1967; Strauss & Corbin, 1990; Miles & Huberman, 1999; Charmaz, 2006).
Grounded theory both guides the research and the researcher, towards theoretical development (Charmaz & Mitchell, 2001). What is constructed through this process is substantive theory, that is, theory that can be applied only to the area that is being analysed. Validation of the theoretical scheme with other actors, and the inclusion of new cases, people, or groups, can be developed.
We selected a population of university teachers who participated by sending their own educational resources to the Latin American Conference on Learning Technologies (LACLO) Learning Objects Contest, for the years 2012, 2013, and 2014.
The selection of this community is based on the understanding that participants are close enough to the creation and publication of digital educational resources to have the relevant experience within the subject of study. Although they may not necessarily be experts, they can be identified as representatives of the population of university teachers who create, use, and share digital educational resources.
On the database, a longitudinal quantitative study was conducted to characterise the population by pointing out some of its main demographic characteristics (Rodés, Pelerino, Gewerc, & Llamas, 2016). The variables number, country, gender, discipline, and institution were analysed.
The population studied included 283 individuals. Of the total, 120 were men (42%) and 163 women (58%; see Table 1).
Population Distributed by Gender
Gender Number of participants % of participants
Women 163 58 %
Men 120 42 %
Total 283 100 %
The research participants were from 10 countries, with the majority (84%) located in Brazil (59.4%), Colombia (13.8%), and Venezuela (12.0%), making them the highest participation group (HPG). In turn, Mexico, Chile, and Costa Rica in total account for almost 10% of the participants, with shares of 3.9%, 3.2%, and 2.8%, respectively, placing these participants into the medium participation group (MPG). Finally, Cuba, Ecuador, Uruguay, and the USA together account for 5% of participants, with shares of 1.8%, 1.4%, 1.4%, and 0.4% respectively. These are the low-participation group (LPG). Participants belong to 49 HE Institutions (HEIs): 22 from Brazil; 8 from Colombia; 4 from Cuba;. Venezuela, Mexico, and Chile have participants from three HEI each; and Costa Rica, Ecuador, Uruguay, and the USA have participants from one HEI each (see Table 2).
Participants and Higher Education Institutions (HEIs) Per Country
Countries % of participants Group Number of HEIs
Brazil 59.4 HPG 22
Colombia 13.8 HPG 8
Venezuela 12.0 HPG 3
México 3.9 MPG 3
Chile 3.2 MPG 3
Costa Rica 2.8 MPG 1
Cuba 1.8 LPG 4
Ecuador 1.4 LPG 1
Uruguay 1.4 LPG 1
United States 0.4 LPG 1
Total 100.0 49
Participants come from 25 scientific disciplines that were grouped in three areas. The majority of participants were from Science and Technology (S&T), while the two other discipline areas, Social Sciences and Arts (SS&A) and Health Sciences (HS) had a lower, though significant, presence (see Table 3).
Population Distributed by Discipline Areas
Area Number of participants % of participants
Science & technology 210 75%
Social sciences & arts 59 20%
Health sciences 14 5%
The S&T area includes disciplines such as computer sciences (37.81%), educational computing (13.07%), chemistry (7.77%), physics (5.65%), and maths (4.59%), among others. The SS&A area includes education (12.37%), graphic design (2.83%), language (2.12%), and other. The last area, HS, includes nursing (2.12%), medicine (1.7%), and psychology (0.35%), among others (see Table 4).
Population Distributed by Disciplines
Discipline Area Number of participants % of participants
Computer sciences S&T 107 37.81 %
Education informatics S&T 37 13.07 %
Chemistry S&T 22 7.77 %
Physics S&T 16 5.65 %
Maths S&T 13 4.59 %
Natural sciences S&T 6 2.12 %
Seismology S&T 3 1.06 %
Law S&A 2 0.71 %
Agronomy S&T 2 0.71 %
Statistics S&T 2 0.71 %
Electrical engineering S&T 1 0.35 %
Industrial engineering S&T 1 0.35 %
Education SS&A 35 12.37 %
Graphic design SS&A 8 2.83 %
Language SS&A 6 2.12 %
Economy SS&A 3 1.06 %
Communication SS&A 2 0.71 %
Administration SS&A 1 0.35 %
Marketing SS&A 1 0.35 %
Tourism SS&A 1 0.35 %
Nursing HS 6 2.12 %
Medicine HS 5 1.77 %
Psychology HS 1 0.35 %
Dentistry HS 1 0.35 %
Speech Therapy HS 1 0.35 %
Total 283 100.00 %
As can be seen, the wide territorial, cultural, and institutional coverage is offered by the LACLO community, allowing us to access a wide and diverse range of individuals. This provides the variability and comparability elements required for the theoretical sampling process that is fundamental for the methodology chosen.
Theoretical Sampling
The aim of theoretical sampling is to compare events, incidents, or situations, to determine how a category can differ in terms of its properties and dimensions.
The participants were puposefully selected to maximise the differences between comparison groups, established by country, institution, disciplines, gender, and communities or work teams. Therefore, the dataset was designed as follows: a country from each group according to the degree of participation classification (high, medium, low) presented above. We selected Venezuela, Costa Rica, and Uruguay to have good territorial coverage of the Caribbean and the northern and southern regions of LATAM. Universidad Central de Venezuela (UCV),Universidad Estatal a Distancia de Costa Rica (UNED), and Universidad de la República (UDELAR), respectively. They are three public universities, with different characteristics regarding teaching modalities (distance education at UNED, mixed education at UCV, and face-to-face education at UDELAR). Twelve individuals were selected, four per university, considering variability regarding gender and areas of knowledge. From UCV, Venezuela, two men (V3 and V4) and two women (V1 and V2) were selected, who are teachers in the area of science and technology (computer science, physics, and chemistry); from UNED, Costa Rica, all were female teachers (CR1, CR2, CR3, and CR4), one from the area of science and technology (computer science) and three from the social and arts fields (education, tourism, and design); from UDELAR, Uruguay, we selected three women (U2, U3, and U4) and one man (U1), a lecturer from the science and technology area (biology), two from the social and arts field (economics, communication), and one from healthcare (nursing).
We chose an open thematic interview to identify attitudes and practices regarding open educational resources.
The interviews were conducted between November 2015 and September 2016 using Google Hangouts live, which allowed us to make video calls and to record them automatically on YouTube. Between two and three interviews were conducted with each subject, lasting between 40 min and 1h 20 min each. Over 24 hours of recordings were obtained.
To perform the analysis we transcribed the interviews and then studied the resulting texts with the qualitative data analysis software Maxqda. The first stage of the analysis was coding the data, an analytical process through which data is fragmented, conceptualised, and integrated as theory through successive comparison processes (Strauss & Corbin, 1990). The analysis led to developing 500 codes and identifying 3,547 text segments from the interviews that were identified through open codification - focusing on the main idea and not on pre-established dimensions.
The analysis results allowed us to identify three categories: 1) institutional components of OER adoption; 2) practices of use, creation, and sharing OER; and 3) knowledge, attitudes, and perceptions towards OER.
Institutional Components of OER Adoption
Policies. The results showcase the shortage of institutional policies to promote the development and adoption of OER in LATAM universities. Although some policies have been implemented, these are individual and contradictory initiatives, linked to schools, institutes, or faculties, and their adoption does not seem to be established or standardized. (In this section, supporting quotations for these findings are linked to the bracketed numbers.) [1] [2]
Nor are there any references to specific funding or incentive policies for OER creation. However, we must consider the opinion of teachers regarding the fact that the open sharing of educational resources would be part of their current salary. Therefore, it would not be right to expect higher remuneration on account of copyright, which is a strong attitude towards open publication [3], [4].
Teacher's agency. As there are no institutional policies, this depends on the initiative and willingness of teachers. This leads to several problems, mainly the invisibility and non-remuneration of the hours spent creating content, the value the institution places on research output at the expense of teaching outputs, and the lack of explicit reference in the curriculum linked to the development of educational resources [5], [6].
Organisational components. Despite the lack of specific policies, it is relevant to have work teams that facilitate and encourage the development of OER. These teams have organisational structures that reflect three clear models: 1) network, 2) hierarchical, and 3) centralised.
Model 1 includes teams located in schools and university services, coordinated by a central team, making up a network (UDELAR) [7].
Model 2 is a specialised board formed by departments, with a hierarchical and institutionalised structure (UNED) [8].
Model 3, which is centralised, includes lecturers coordinated by another lecturer who works as a techno-pedagogical advisor. The advisor works for the school level and acts as a leader. The lecturers do not work together, and only work with the leader The strategies are not at a central level, since the model includes students OER development practices (UCV) [9].
Workflow and methods for the creation of OER are similar for UCV and UDELAR, as they stem from the joint and collaborative development by teachers and experts within initiatives connected to teaching needs and problems [10] [11].
In UNED, we identified a structured, standardised, and planned work method to produce resources, based on the work of content experts, instructional designers, and graphic designers, in addition to a connection with distance education [12].
All the work teams studied have a member who becomes the leader and whom others recognise as a source of reference and initiatives in the field of OER. The academic structures include teams that manage VLEs, libraries, and editorial committees.
Practices of Use, Creation, and Sharing of Open Educational Resources
Reasons that drive the creation of OER. We identified the following reasons driving the creation of educational resources in the respondents' discourse: how widespread classrooms are; distance education; students' academic paths (high school-university transition and graduation); the demand for making teaching methodologies more active; use of digital technologies in education; personalisation of learning; motivating students; theory-practice relationship; practice, experimentation, and simulation; students' need to have a good command of scientific language; support to students so they develop specific expertise; and encouraging reflexivity and critical thinking [13], [14], [15].
Process flow of creation and reuse of OER. The creation of educational resources begins, for all respondents, with a search for existing resources on the topic in which they are working. This search focuses on updating the educational resources created by them (with additions, improvements, or adaptation of material already created) or resources created by colleagues. They reuse their own resources and work in successive stages to validate, review, and improve them. They relate these continuous improvement processes of educational resources to the reflection and transformation of one's own educational practices [16], [17].
Within these validation processes, they assess various aspects of educational resources: multimedia and digital design, content, compliance with learning objectives, and their contribution to academic performance.
The review process gives rise to changes in formats and media, within the process of integration of technologies to education.
Within reuse, there is an emerging concept: the so-called "inspiration," which refers to the process of browsing and searching for ideas that inspire new creations of their own. This emerging concept is close to copying, and includes research on the state-of-the-art, the educational use of content not specifically designed for educational use, the development of lists and content curation, and adaptation of existing resources. The concept of inspiration is especially relevant in the flow of the respondents' discourse to the topic of licensing of works [18], [19].
Attitudes and Perceptions Towards OER
Attitudes towards open authorship and publishing. There is wide knowledge about the potential of educational and research work when it is openly published. A relevant finding is that they relate this work to the characteristics and mission of public universities in LATAM [20], [21].
Regarding the use of open licenses, most respondents mention Creative Commons as usual practice, as well as attribution to the authors whose work is reused or cited. However, knowledge about open licenses is not homogeneous, and in some cases, there is a lack of general operational knowledge the copyright and open licensing [22], [23].
All respondents mention authorship attribution as a requirement for sharing educational resources. They agree that licensed resources must be shared in the same way, and there is evidence of a broad rejection of the use of licenses that allow derivative works to be marketed. Commercial use is linked with the need to monitor the balance between creation and consumption of educational resources, in particular between institutions. In addition, they link the licensing that allows for its commercial use with problems related to the globalisation and privatisation of higher education and the fear of indiscriminate appropriation of the resources developed by them [24].
They also discuss about attitudes to be promoted in the areas in which material is shared, particularly regarding caring for resources, rejecting copyright infringement and for-profit use. Another emerging and significant aspect is the requirement to monitor and approve modifications.
Regarding authorship practices, there are several emerging models. First, individual authorship, according to which the work belongs to the teacher that created it. A second model acknowledges the role of the university within which the work was produced. Here, authorship would be shared between the teacher and the university. The third model integrates the two above, and includes the relevance of other roles that participate in the creation of the work: graphic designers, educators, content specialists, etc. This points to a model of collaborative or collective authorship.
Enablers for OER adoption. Pleasure and willingness to contribute are the first reasons mentioned for adopting open creation and publication models. The second reason is the promotion of professionalisation and academic development associated with a teaching career, regarding concepts such as recognition, internationalisation, and visibility.
Willingness to share comes in third in order of relevance, and respondents link it to other concepts such as reuse, utility, quality of content, openness, use, and comparison.
Other relevant reasons identified were socialising knowledge, collaborating, making other people's work easier, helping others, collaborative work, and support teaching. These ideas appear linked to concepts such as facilitating students' access, motivating students, and promoting knowledge creation.
The creation of communities (establishing links, exchanging experiences, and receiving contributions from others) is a motivation that appears in their discourse, though not significantly. The same happens with the improvement and transformation of practices (associated to concepts such as change, analysis, and reflection). Though less frequently, there are reasons related to catering to the needs of the digital society, multidisciplinarity, being a way of life, or a duty. Remuneration is the least relevant aspect in the list of motivations for adopting open publishing models.
Perceived barriers for OER adoption. As identified in the interviews, the main barrier to the adoption of open publishing is the lack of understanding regarding copyright, as well as the fear of appropriating others' works. The following aspect in order of relevance is the time it takes to search for, reuse, and create educational resources. The reference made to the quality of the works and the conditions that would determine the "publishability" of resources is also relevant; these are works designed, in principle, to support teaching, so they feel a fear of exposure. The lack of training and knowledge on OER are also barriers, as well as the lack of recognition and of institutional support. Other barriers found less frequently are problems in the searching processes, and finally, localisation and adaptation of educational resources to educational contexts and situations.
This study identifies dimensions of the adoption of OER in higher education in Latin America. Working in three countries, with 12 cases including respondents from three public universities, we aimed to contribute to the studies on adoption conducted within the Open Education movement in a variety of contexts and regions.
Our research contributes to the development of substantive theory, identifying practices and modalities followed by university teachers for creating, publishing, sharing, and reusing educational resources, as well as the inclusion of OER philosophy in these processes.
First, it contributes to the study of the barriers and motivations involved in the adoption of OER in university teaching practices, including the Latin American perspective, allowing for additional comparisons across the vast corpus of existing research at an international level on the subject.
The results are consistent with research conducted by Allen and Seaman (2014) and Hilton (2016). Not all the cases studied reflect a wide knowledge of OER as a concept, knowledge of open licensing systems, or the use of OER repositories for searches. However, in relation to perceptions of, and attitudes toward, open publication and sharing, these findings showcase a general willingness to adopt open publishing models. Therefore the adoption of OER appears to be encouraged in university education (See also Nkuyubwatsi, 2017; Cox, 2017; Reed, 2012; Rolfe, 2012).
This study has identified the role of decision-making as key for teachers regarding the development of educational resources, which is consistent with previous findings (See Allen & Seaman, 2014; Cox, 2017; D'Antoni, 2008; Rolfe, 2012). Given the lack of regulation and systematic and widespread action frameworks, both the creation of educational resources and publication procedures depend on the will and decision of the faculty (Cox, 2017; Reed, 2012; Rolfe, 2012). Therefore, faculty empowerment is essential for the adoption of open publication practices.
The barriers identified in our study are also consistent with those surveyed in the literature, such as enabling policies (Nkuyubwatsi, 2017), time (Allen & Seaman, 2014; Rolfe, 2012), skills (Atenas et al., 2015; Rolfe, 2012), confusion over copyright (Atenas et al., 2014; Rolfe, 2012), recognition (Atenas et al., 2014; Jhangiani et al., 2016; Nkuyubwatsi, 2017), self-confidence about the quality of their materials (Cox, 2017), and the fear of exposure, as the most prevalent.
Our study showcases the links between the educators' experiences of online teaching and the adoption of OER, which was also identified in Zhang and Li (2017). This can be seen in both the origins and formation of work groups, and in the close connection between the development and adaptation of teaching resources into digital formats, as a way to embed technologies in university teaching.
The findings on reuse practices are relevant as well because they allow us to observe the processes of searching and reusing as naturalised strategies that are part of the development of educational resources, in context with availability to technology. Consistent with Petrides et al. (2008), we found that the digitisation of pre-existing materials was one of the versioning practices, but not the only nor the most prevalent one.
The emerging concept of "inspiration" is another vector identified for the adoption of the OER philosophy, as long as promotion and training strategies are developed to empower teachers with essential information on open source licensing, OER repositories and good versioning practices.
Commercial use and misappropriation of the works is one of the main tensions identified in our study, similar to the findings of Falconer et al. (2016). As in Cox and Trotter (2016) and Rolfe (2012), core motivation is one of the factors for contributing and sharing, which is typical of academic communities focused on the common good. The educational communities studied follow an altruistic philosophy that includes the traditions and missions of the free, co-governed public universities in Latin America, showing the impact of institutional culture. These traditions collide with practices of misappropriation, imbalances between creation and consumption in the privatisation of education and the potential for-profit use of the works. However, contrary to numerous studies (e.g., Annand & Jensen, 2017; Conole, 2013; Hylén, 2006; McAndrew et al., 2012; Nkuyubwatsi, 2017), a very relevant finding was identifying the creation of teaching resources as part of the tasks already compensated through an academics' salary, and the use of this argument as a basis for the adoption of open publication practices that promote the dissemination of knowledge as part of the social function of their teaching role and of the Latin American universities'social missions.
Regarding the factors influencing the adoption of OER among lecturers in LATAM universities, the results of this study show that the creation, use, and reuse of OER in Latin American HEIs requires supportive institutional policies to be improved. However, a significant number of communities and work teams support their adoption. The collaborative component is an interface between the teaching staff and the institution allowing to overcome the absence of institutional policies, favoring the adoption of OER.
We identified a series of vectors for the adoption, showing great potential for the design of widespread and coordinated strategies and policies that promote the visibility, articulation, and consolidation of actions in OER for Latin America, in particular from the public universities and as part of its egalitarian tradition and mission.
Among the barriers to the adoption of OER, the lack of knowledge in copyright, issues related to the quality of works, and fear of exposure, are the findings that may guide the design of strategies for dissemination and training, empowering teachers with the necessary knowledge to act with confidence in the contexts of open digital publication.
The reasons that have driven the creation of OER are mainly intrinsic factors, such as the pleasure of contributing and sharing, and professional development from reflecting on their own practice, as well as external demands. It is here that it becomes essential to evaluate the resources created so that they can be reused for continuous improvement processes.
The community factor of teaching guides most behaviours in educational institutions and is presented as an inherent part of the development and transformation of the curriculum. In that sense, any technological tool and methodological framework around OER, in particular those linked to the development of educational repositories, should integrate the sharing and collaborative planning of activities and training courses within the creation of educational communities, allowing for features such as version tracking and tracing, collaborative creation, collaborative evaluation, among others.
This research was supported in part by: Red Iberoamericana para la Usabilidad de Repositorios Educativos, Red 513RT0471 (RIURE); Interdisciplinary Space, Sectoral Commission of Education, and Sectoral Commission of Scientific Research, Universidad de la República.
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University Teachers and Open Educational Resources: Case Studies from Latin America by Virginia Rodés, Adriana Gewerc-Barujel, and Martín Llamas-Nistal is licensed under a Creative Commons Attribution 4.0 International License.

redpajama_set_name: RedPajamaCommonCrawl


text:
The Case of Stolen Secrets: Episode VII
Lex and Geni drove separately in Geni's car in case Geni had to leave before the interview was over. Lex was grateful to not have to drive with Danny and Shanna after they overheard her and Geni talking. Life was awkward enough without having to endure any forced gaiety during the ride to the police station. Not that the ride with Geni was less awkward for Lex with Geni acting like all was well after their talk, and Lex still trying to wrap her mind around the past few hours, days, okay the entire month since she heard Danny's voice on the phone.
Detective Newman was at the station entrance holding an evidence bag in one hand when they arrived. After the cars were parked, Shanna sprang from Danny's car and ran to Newman clapping and screeching excitedly. The other's followed, but less exuberantly.
"Oh, detective, you found my box!"
Newman lifted the evidence bag away from Shanna's reaching hands. "This is evidence, Mrs. Burton, please refrain from grabbing it."
"Okay," Shanna smiled at him. "And please call me Shanna, John. You were the first person I met when I moved here."
"And still, you chose Michael," he said, and laughed.
She grinned at him.
Newman raised an eyebrow at Brandy and Olivia in their parents' arms, "This isn't a daycare service."
Shanna cut in before either parent could answer, saying, "Don't worry, I'm going to watch the girls. I don't really want to be party to the interview process with Harvey."
"You'll need to come in and make a report, and then identify the man who mugged you by a line up. After that, you are welcome to babysit," Newman said and turned to follow an officer escorting a handcuffed man into the building.
"I'll watch the girls until you're free, Shanna," Geni said.
"All right," she agreed, then grabbed Newman's sleeve. "Why do you have Dr. Golden in custody?"
"The man being taken into the station just now." Shanna pointed to the doors closing behind the men. "That was Dr. Golden, he ran the study here in New Haven."
"Really?" Newman studied the closed glass doors, then turned to Shanna, "Shanna, was this box of Vetiver the item taken in the mugging?"
"Shhhhh." Shanna stepped closer and looked around them, causing Lex to do the same, but they were alone in the station yard. "That is a hot commodity in New Haven and I can't let it get out that I have any, or that I managed to loose it too. Please, can you keep what was taken quiet?"
Newman rubbed his jaw. "Shanna."
"John. Please, for me."
"You know, Shanna," Lex spoke up, "you can just put down 'essential oils' as the mugged item and not actually name it."
"Brilliant! Thanks Lex!"
If looks could kill, the one Newman was giving Lex would have caused her instant demise. Newman did not like falsehoods of any kind. Lex smiled sweetly at him and proceeded into the station.
Geni said, once they were all inside, "I'll keep the girls here in the lobby with me. Shanna, I need to leave in time to meet my kids at 3 o'clock, so come find me once you're all finished."
Shanna nodded.
"Mommy!"
Lex froze. No. Please, no. Geni stepped closer to Lex, offering up her strength and support to Lex.
Olivia wiggled out of Danny's arms and waddled across the floor to Nichelle who'd come around the check in desk to pick up the giggling child.
"Hey, baby doll," Nichelle gave her daughter a big smacking kiss on the check, "I didn't think I'd see you today and I missed you."
"Dadda."
The smile dropped quickly from Nichelle's lips and her face twisted into something ugly when she looked up and saw Lex standing between Geni and Danny. Nichelle set her daughter down and crossed her arms over her chest, glaring at the three of them. For two years, Lex had been able to avoid this woman in the small city, and now, in the space of a few hours since Danny was thrown back into her life, Nichelle Carter also returned. It gave Lex a small bit of glee to see that Nichelle wasn't as slender as she used to be nor was her makeup done up like it would have been in college--having a baby had taken a toll out of Nichelle. Lex recalled the times when Nichelle wouldn't go to the apartment swimming pool without doing her makeup first, now she looked exhausted and worn out.
Lex knew the color had drained from her face, but she wasn't going allow herself to be further affected by this woman's presence. She raised her chin and turned away to talk to Detective Newman.
"Do you want us to wait for you in interrogation?" she asked him.
"Yes. I'll take Shanna through all the necessary paperwork and meet you and Wolfe down there."
Great. Time alone with Danny Wolfe was just what she wanted.
"Okay, John," Danny said, "Lex, I'll be down after I talk to Nichelle."
Lex nodded, despite wanting to be brave and put on a good front, she really just wanted to get out of there--fast. Geni gave her arm a reassuring squeeze and Lex smiled gratefully back at her.
"Who let you in here? Crawl back under the trash heap you came from."
She halted as Nichelle stepped in front of her, blocking her way.
"Nichelle," Danny snapped in warning.
Lex held up her hand to silence him and calmly surveyed Nichelle Carter from head to toe. She could actually feel the room freeze and hear the lack of breathing as everyone waited to see what she would do.
It was hard to believe that Lex had once called Nichelle friend and even made Nichelle her maid of honor. Both of which had been done to appease Danny, but still, there had been a time when Nichelle, Geni, and Lex had been roommates and confidants.
Hundreds of answers spun through Lex's mind with many different ways she could see this conversation going. She could take the upper hand or she could give back to this wretched woman exactly what she gave out. After the day she was going through--having this cold, Shanna bursting into her home with another case, and with Danny popping back in her life, reminding her of all she'd lost--being polite to Nichelle just wasn't going to work for Lex today.
Her lips curled into a mean smile and she opened her mouth to give Nichelle just what she deserved, when out of the corner of her eye she caught movement and turned slightly to see Shanna pick up Olivia and hold her close, not once taking her eyes of Lex and Nichelle. Olivia also gazed at Lex but with pleading eyes, silently begging Lex not to hurt her mom.
Was Lex really going to stoop so low as to belittle Nichelle in front of her own daughter?
Bile rose in her throat and Lex had to force herself not to vomit in the trash can by the desk. What was wrong with her? Before the events of two years ago, she'd never have even considered purposefully hurting someone. How could she have let herself become so bitter and angry?
It was easy to see when Nichelle registered that Lex wasn't going to join in the confrontation. Nichelle's smug look changed to one of surprise as Lex adjusted her curled lips into an actual smile, nodded to the other woman, then stepped around her and continued toward interrogation. All the while she was screaming in her mind to turn around, go back and land a good punch to Nichelle's nose, or just tear her up a new one. But Lex was raised by a good woman who taught her to not say anything if she had nothing good to say and who said physical violence never solved anything.
Especially if the opponent's child was there to witness everything.
Just keep walking, Lex, keep breathing, and don't look back.
mbkyrhgmue March 24, 2021


To safeguard investors and restore trust in financial markets after the Enron collapse, Congress passed the Sarbanes-Oxley Act of 2002, which provides that no public company nor any contractor or subcontractor of such a company, may discharge, demote, suspend, threaten, harass, or discriminate against an employee in the terms and conditions of employment because of whistleblowing activity, 18 U. S. C. 1514A(a). Plaintiffs are former employees of FMR, private companies that contract to advise or manage mutual funds. As is common in the industry, those mutual funds are public companies with no employees. Plaintiffs allege that they blew the whistle on putative fraud relating to the mutual funds and suffered retaliation by FMR. FMR argued that the Act protects only employees of public companies, and not employees of private companies that contract with public companies. The district court denied FMR's motion to dismiss. The First Circuit reversed, concluding that the term "an employee" refers only to employees of public companies. The Supreme Court reversed and remanded, concluding that section 1514A's whistleblower protection includes employees of a public company's private contractors and subcontractors. FMR's interpretation would shrink the protection against retaliation by contractors to insignificance. The Court stated that its reading fits the goal of warding off another Enron debacle; fear of retaliation was the primary deterrent to reporting by the employees of Enron's contractors. FMR's reading would insulate the entire mutual fund industry from section 1514A. Virtually all mutual funds are structured to have no employees of their own and are managed, instead, by independent investment advisors.


A bill introduced in the Idaho statehouse this session(RS23716C2) would open nearly all of Idaho's rivers to unregulated suction dredge mining and roll back decades of state law that protect Idaho's recreational fishing opportunities.
According to Idaho Rivers United, the bill, introduced by Rep. Paul Shepherd, would annul provisions of the Dredge Mining Act, which has been in place since 1955, as well as the Stream Channel Alteration Act, which has been in place since 1971. It would also roll back the State Comprehensive Water Planning Act, in place since 1988.
One of the ways this mining activity harms fish is by releasing mercury. Mercury, a powerful neurotoxin, is found deep in the sediment of many rivers and streams throughout Idaho. When disturbed by dredging, mercury can enter the water column and then sift upward through the food chain - ultimately arriving in the tissues of fish, humans and larger predators who feed on fish. Dredging also disturbs sensitive habitat and increases siltation during the time of year when rivers and streams normally run clear.
"Members of the Idaho House should vote No on this unwarranted attack on well-established Idaho regulations that have served the citizens of Idaho fine for decades," Paul said.


and we would especially like to welcome all the representatives of Illinois' Law Enforcement Community who have chosen to join us here in the Palace Hotel Ballroom at this time. We do sincerely hope you'll all enjoy the show, and please remember people, that no matter who you are, and what you do to live, thrive and survive, there are still some things that make us all the same. You, me, them, everybody, everybody!


> etc/mail/local-host-names and /etc/mail/aliases) it will just work.
> (If you build the OS from /usr/src make sure to add "NO_SENDMAIL=yes"
the confusion at this point in time.
> able to help you fix this.
/var/spool/mail, rebuilt as they would have been right after the install?


text:
← Friday Reads
The Melodramatic, Pearl-Clutching, Islamaphobic Senate Hagel Death Panel →
Evening News….History, Hillary and Coprolite
Posted: January 31, 2013 | Author: Minkoff Minx | Filed under: Hillary Clinton, History, open thread, science, SDB Evening News Reads, the GOP | Tags: China, Columbia Explosion, Gandhi, NASA, prehistoric shark dung |7 Comments
Some interesting links for you tonight, all along the theme of bullshit, a piece of shit and more bullshit.
First let us get to the real turd of the evening, this is an ancient…prehistoric nugget. We are talking about a dump taken before time…before the era of the dinosaurs…imagine, Tapeworm Eggs Found in 270-Million-Year-Old Shark Poop.
270 million years ago, a shark pooped near the coast of Brazil. That poop was fossilized and preserved into a coprolite, which is the scientific term for fossilized poop. Scientists found that shark poop, and have been carefully studying it. We don't know exactly what they were looking for, but we do know what they found — and it's gross.
By carefully dissecting the shark poop into thin cross-sections, paleontologist Paula Dentzien-Dias of the Federal University of the Rio Grande found a group of 93 tapeworm eggs. The eggs are so small, about one-and-a-half times as wide as a human hair, and only found in one section of the coprolite sample.
"Luckily in one of them, we found the eggs," said Dentzien-Dias. Lucky indeed! Where would we be without this story of fossilized tapeworm eggs inside fossilized shark poop?
The coprolite dates back to the Paleozoic era, before even the dinosaurs. That puts these tapeworm eggs at about 140 million years earlier than any intestinal parasites found in vertebrates, meaning they've been a problem for much longer than previously thought.
The scientist can't tell what species of shark the coprolite is from, but what I find so intriguing is that tapeworms, like roaches, seem to have been around since the beginning of time. Of course, don't tell anyone from the religious right this news, cause the world is not that old!
2/1 Luckovich cartoon: Evolution | Mike Luckovich
Another fish story for you, Video Documents Thought In Fish Brain For The First Time
Researchers at Japan's National Institute of Genetics believe they've captured a world first video — images of a thought making it's way through the brain of a zebrafish. It's not a particularly complicated thought — essentially 'Hey, that looks like it could be food.' — but the fact that the team has imaged the very stuff of even simple thought for the first time is really kind of amazing — not unlike magic.
Researchers were able to image visual perception in the fish using a new tool designed just for the purpose — a super-sensitive fluorescent probe that detects neuron activity, causing neurons to light up when they're activated. In this case, the images are of the activity in neurons as a zebrafish watches a paramecium flit around it, registering the movement of its prey. After this strong first showing, they're hopeful that examples of the probe could be used to learn more about the ill-understood circuitry of the brain, and how connections between brain cells work together to produce thought or register and act on perception.
Video at the link.
This next article is thought provoking, Yoon Young-kwan: Asia Feels Like Pre-War Europe
Whether east Asia's politicians and pundits like it or not, the region's current international relations are more akin to 19th-century European balance-of-power politics than to the stable Europe of today.
Witness east Asia's rising nationalism, territorial disputes and lack of effective institutional mechanisms for security co-operation. While economic interdependence among China, Japan, South Korea and the members of the Association of South-east Asian Nations continues to deepen, their diplomatic relations are as burdened by rivalry and mistrust as relations among European countries were in the decades prior to the First World War.
You can read more about this at The Scotsman.
Ah…now for the bullshit, a few links that make you scratch your head and wonder.
A new theory about Gandhi making headlines in The Telegraph, The truth about Mahatma Gandhi: he was a wily bigot, not India's smiling saint.
The Indian nationalist leader had an eccentric attitude to sleeping habits, food and sexuality. However, his more controversial ideas have been written out of history
This week, the National Archives here in New Delhi released a set of letters between Mohandas Karamchand Gandhi and a close friend from his South African days, Hermann Kallenbach, a German Jewish architect. Cue a set of ludicrous "Gay Gandhi" headlines across the world, wondering whether the fact the Mahatma signed some letters "Sinly yours" might be a clue (seemingly unaware that "sinly" was once a common contraction of "sincerely").
The origin of this rumour was a mischievous book review two years ago written by the historian Andrew Roberts, which speculated about the relationship between the men. On the basis of the written evidence, it seems unlikely that their friendship in the years leading up to the First World War was physical.
It is a juicy article, go read the rest of it.
Maybe Seinfeld was on to something? Gandhi his bald head in oil…
Then you have the bullshit, Conservative Former SNL Star Victoria Jackson Deletes 'White History Month' Article
Former Saturday Night Live star and current conservative celebrity Victoria Jackson has made a second career as a mascot for deranged opposition to President Barack Obama that includes calls for secession, statistical analyses of the white baby population, and comparing America to The Big Bopper on Election Night, but it looks like restraint has finally gotten the better of her. Wonkette's Rebecca Schoenkopfcalled Jackson out earlier today for posting an article suggesting that the persecuted, underrepresented White Christian Male needs some scale-balancing, asking "Why is there a Black History Month but not a White History Month?"
Jackson also featured a video that lists "Things To Thank White People For," which curiously did not include Baywatch (but does include "recorded music" without noting that black people invented all of the good recorded music) and listed some white accomplishments, on her own, for the ungrateful non-whites who control everything:
Just for the record, white men invented rockets, space travel, airplanes, the automobile, the English language, the U.S.A., most medical advances, electricity, television, telescope, microscope, Ivy League Universities, the computer, the Internet, and on and on. I think white men should be praised and respected. White Christian Conservative Men especially, should be loved and adored. They were the backbone and originators of the greatest nation on earth. We need more of them now.
I'm pretty sure that rockets were invented by Chinese people, and Ivy League Universities aren't really inventions, and the first man to give his life for this country was black, and since black people did help out with that whole syphilis thing, maybe medical advances aren't a fair example, but point taken. White people rule. That is the point, isn't it?
You can read Jackson's bullshit here: Google cache of Victoria Jackson's White History Month
There is new information coming to light on the 10th Anniversary of the Columbia Explosion. Columbia Shuttle Crew Not Told of Possible Problem With Reentry
What would you tell seven astronauts if you knew their space shuttle was crippled on orbit?
It was a question that faced NASA's Mission Control considered after initial suspicions that something might be wrong with the shuttle Columbia as it was making its doomed reentry in 2003.
Wayne Hale, who later became space shuttle program manager, struggled with this question after the deaths of the Columbia crew 10 years ago. Recently he wrote about the debate in his blog, recalling a meeting to discuss the dilemma:
"After one of the MMTs (Mission Management Team) when possible damage to the orbiter was discussed, he (Flight Director Jon Harpold) gave me his opinion: 'You know, there is nothing we can do about damage to the TPS (Thermal Protection System). If it has been damaged it's probably better not to know. I think the crew would rather not know. Don't you think it would be better for them to have a happy successful flight and die unexpectedly during entry than to stay on orbit, knowing that there was nothing to be done, until the air ran out?"
A bleak assessment. Orbiting in space until your oxygen ran out. The dilemma for mission managers is that they simply didn't know if the space shuttle was damaged.
The doomed astronauts were not told of the risk.
To me, that sounds like bullshit, these are scientist and pilots…they can handle the news professionally and should have known.
Makes me think of that line in Apollo 13, when the capsule is still shallow during re-entry:
Okay, lets end this post with some pictures, Hillary Clinton: 2 Decades in the Spotlight (Photos)
Friday, Feb. 1, 2013, will be Hillary Clinton's last day as Secretary of State, ending a career in the public eye that has spanned more than two decades. While the question on everyone's mind is "will she come back?" let's take a look at what she has done.
Just go to that gallery link and enjoy!
This is an open thread.
7 Comments on "Evening News….History, Hillary and Coprolite"
JJ Lopez Minkoff says:
Have a great evening…I am going to spend it watching Sunset BLVD.
HT says:
Ah Sunset Boulevard – wonderful way to spend the evening. Enjoy and relax
Victoria who? Oh just googled – she's the one with the really annoying voice. Do people even give any credence to what comes out of her mouth?
Fannie says:
Luv Hillary's photos………….
Boo Radly says:
Nothing makes me feel hope, gratitude, a warm sense of what America represented to me long ago. What a beautiful human being inside and out.
RalphB says:
Jon Stewart Calls GOP's Immigration Shift 'Craven Political Calculus'
Yes, the arc of history is long, but it bends toward shamelessness."
Salon: Americans shocked to learn that there isn't actually a Social Security crisis
The Washington Post's WonkBlog has a scoop: People don't want to cut Social Security!
The post concerns a recent survey that is actually pretty useful, in that it supports what should already be common sense: People have been led to believe that Social Security faces a crisis in funding. When you tell people some proposals for fixing it, they a) overwhelmingly choose to fund it more generously and b) decide that the program actually does not face any sort of crisis at all. A marketing firm hired by the National Academy of Social Insurance surveyed a random sampling of Americans and discovered that what people want is to raise taxes on rich (and regular!) people in order to fund more Social Security benefits, which is a good idea because the program is currently pretty stingy by international standards and Americans don't actually have pensions anymore.
The deficit fear-mongering succeeded in getting 57 percent of survey respondents to believe that Social Security is a "crisis or significant problem," until they learned that minor tax increases would make it totally sustainable for 75 years, at which point 74 percent of Americans were like "Oh, really? Then it seems fine, why don't they ever put it like that on the news." (That is not an exact quote from the survey.)
This news will presumably enrage and baffle Joe Scarborough, because everyone he knows knows that we must Do Something About Entitlements.


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The Boy Who Lived Before – past life memories
Childhood | 2 comments
A young boy in Glasgow remembers his past life on a remote Scottish island…
Cameron Macauley is a young boy in Glasgow; he lives with his single mother and his older brother. But Cameron inexplicably remembers another life before his current one.
That life was on a remote Scottish island called Barra. He remembers his Barra mother and dad, his Barra brothers and sisters, and his black-and-white Barra sheepdog. He remembers living near the beach in a white house close to where planes would land.
Cameron is insistent that he really lived this other life, and he longs for it terribly.
His mother, Norma, does not know what to make of these strange memories. Cameron's unhappiness leads her to consult Dr. Jim Tucker, a child psychiatrist and a researcher into children's past-life memories. He accompanies Norma when she decides to take a trip with Cameron to Barra and finally learn the truth
J. Spurlin From IMDB
See also topdocumentaryfilms.com/the-boy-who-lived-before/
Ever since he was two years old and first started talking, Cameron Macauley has told of his life on the island of Barra. Cameron lives with his mum, Norma, in Glasgow. They have never been to Barra.
He tells of a white house, overlooking the sea and the beach, where he would play with his brothers and sisters. He tells of the airplanes that used to land on the beach. He talks about his dog, a black and white dog.
Barra lies off the western coast of Scotland, 220 miles from Glasgow. It can only be reached by a lengthy sea journey or an hour long flight. It is a, distant, outpost of the British Isles and is home to just over a thousand people.
Cameron is now five, and his story has never wavered. He talks incessantly about his Barra family, his Barra mum and Barra dad. His Barra dad he explains was called Shane Robertson and he died when he was knocked down by a car.
He has become so preoccupied with Barra and is missing his Barra mum so badly that he is now suffering from genuine distress.
Norma considers herself to be open-minded, and would like to find out if there is any rational explanation for Cameron's memories and beliefs that he was previously a member of another family on Barra. Her first port of call is Dr. Chris French, a psychologist who edits The Skeptic magazine which debunks paranormal phenomena. Not surprisingly, he discounts any talk of reincarnation mooting that a child's over-active imagination can be fed by the multitude of television programmes available and the easy access to the Web. Norma is not convinced, she does not believe that Cameron has ever watched programmes that could have provided this information.
Norma's next step is a visit to Karen Majors, an educational psychologist whose speciality is children and their fantasy lives. She considers that Cameron's accounts are very different to normal childhood imaginary friends.
It has become clear to Norma that there are no easy answers to the questions thrown up by Cameron's memories. Cameron has asked, persistently, to be taken to Barra. Norma has finally decided to make that journey.
Jeff Dodds on 4th January 2012 at 2:22 am
A multi-dimensional Earth where Cameron remembers events from a different reality set could explain the differences, or that could just be a BS way to make the story fit the facts. As usual, the viewer / reader must decide for him or herself.
kallamazoo on 4th January 2012 at 11:24 am
would be nice to be able to read the story instead of having to watch videos… anywhere where I can find that?? oh right, never been on your site before and I see now that it's for people who prefer watching to reading. too bad.
The invariable mark of wisdom is to see the miraculous in the ordinary.
— Ralph Emerson


Summary Buffer overflow in LHA 1.14 and earlier allows remote attackers to cause a denial of service (crash) and possibly execute arbitrary code via unknown vectors related to "command line processing," a different vulnerability than CVE-2004-0771. NOTE: this issue may be REJECTED if there are not any cases in which LHA is setuid or is otherwise used across security boundaries.
description An updated lha package that fixes a buffer overflow is now available. LHA is an archiving and compression utility for LHarc format archives. Lukasz Wojtow discovered a stack-based buffer overflow in all versions of lha up to and including version 1.14. A carefully created archive could allow an attacker to execute arbitrary code when a victim extracts or tests the archive. The Common Vulnerabilities and Exposures project (cve.mitre.org) has assigned the name CVE-2004-0769 to this issue. Buffer overflows were discovered in the command line processing of all versions of lha up to and including version 1.14. If a malicious user could trick a victim into passing a specially crafted command line to the lha command, it is possible that arbitrary code could be executed. The Common Vulnerabilities and Exposures project (cve.mitre.org) has assigned the names CVE-2004-0771 and CVE-2004-0694 to these issues. Thomas Biege discovered a shell meta character command execution vulnerability in all versions of lha up to and including 1.14. An attacker could create a directory with shell meta characters in its name which could lead to arbitrary command execution. The Common Vulnerabilities and Exposures project (cve.mitre.org) has assigned the name CVE-2004-0745 to this issue. Users of lha should update to this updated package which contains backported patches and is not vulnerable to these issues.
description An updated lha package that fixes a buffer overflow is now available. LHA is an archiving and compression utility for LHarc format archives. Lukasz Wojtow discovered a stack-based buffer overflow in all versions of lha up to and including version 1.14. A carefully created archive could allow an attacker to execute arbitrary code when a victim extracts or tests the archive. The Common Vulnerabilities and Exposures project (cve.mitre.org) has assigned the name CVE-2004-0769 to this issue. Buffer overflows were discovered in the command line processing of all versions of lha up to and including version 1.14. If a malicious user can trick a victim into passing a specially crafted command line to the lha command, it is possible that arbitrary code could be executed. The Common Vulnerabilities and Exposures project (cve.mitre.org) has assigned the names CVE-2004-0771 and CVE-2004-0694 to these issues. Thomas Biege discovered a shell meta character command execution vulnerability in all versions of lha up to and including 1.14. An attacker could create a directory with shell meta characters in its name which could lead to arbitrary command execution. The Common Vulnerabilities and Exposures project (cve.mitre.org) has assigned the name CVE-2004-0745 to this issue. Users of lha should update to this updated package which contains backported patches and is not vulnerable to these issues.
description The remote host is affected by the vulnerability described in GLSA-200409-13 (LHa: Multiple vulnerabilities) The command line argument as well as the archive parsing code of LHa lack sufficient bounds checking. Furthermore, a shell meta character command execution vulnerability exists in LHa, since it does no proper filtering on directory names. Impact : Using a specially crafted command line argument or archive, an attacker can cause a buffer overflow and could possibly run arbitrary code. The shell meta character command execution could lead to the execution of arbitrary commands by an attacker using directories containing shell meta characters in their names. Workaround : There is no known workaround at this time.
description Buffer overflow in LHA 1.14 and earlier allows remote attackers to cause a denial of service (crash) and possibly execute arbitrary code via unknown vectors related to "command line processing," a different vulnerability than CVE-2004-0771. NOTE: this issue may be REJECTED if there are not any cases in which LHA is setuid or is otherwise used across security boundaries.
title Buffer overflow in the extract_one function from lhext.c in LHA may allow attackers to execute arbitrary code via a long w (working directory) command line option, a different issue than CVE-2004-0769. NOTE: this issue may be REJECTED if there are not any cases in which LHA is setuid or is otherwise used across security boundaries.


Also Yves Baraye send his message to Parma Supporters from his Instagram profile.
As said this morning, thank you for all, Crusader!
"After three years and an half it is greetings time.
And, believe me, it is not easy to say goodbye to the town that has been my second home. It is not easy to say goodbye to mates and Club. Most of all it is not easy to say goodbye to you fans.
I gave a lot to this town, but you and Parma Calcio gave me more. I grew up as a player, but mainly as a man. I will never forget three promotions, yellow cards for my celebrations, derbies goal and many other moments, This moments will be always in my heart.
Thanks to all Curva fans for you constant presence and most of all for Sunday banner. It has been really touching for me. Thanks also to the Club for these three wonderful seasons.
This is not a farewell, but a goodbye. In some way we will meet.
We have total respect for coach D'Aversa and his staff decisions, and we also know that all this story is bothering him, that is such a work maniac professional, but what happened is amazing.
Ten days ago we posted as a joke on Instagram a picture with #giveYvesaChance hashtag. Then at the beginning of this week the Boys Parma 1977 appeal made us realize the dream of seeing Baraye play 5 minutes in Serie A was universally shared.
Most known Italian Facebook groups relaunched and amplified the appeal, adding #1minutoperBaraye [one minute for Baraye] hashtag and arriving to the most known local press: not just ParmaPress24, ForzaParma.it but also Repubblica.it Parma and Gazzetta di Parma, also in the paper version. Plus various radio and Tv programs.
A part for the virality of the appeal, the most amazing thing is the humanity that filters from every single support message: starting from the surprise party organized by Boys Parma 1977 last night to the fans that share their personal experiences with this Legend – yes, Legend – with pictures with him on the bleachers, in charity events or in training center that show a huge and respectful man behind a great player.
We don't know if Baraye will play tomorrow, if he will score against juve or if he will never put Parma jersey on. We know we are proud of realize, once again, that Parma fans community, Parma Family, is so close and able to recognize clearly its own heroes and give them the proper recognition.
Hong Kong, Indonesia, Poland, Greece, Macau, Austria and of course dozens of well-known Facebook page (Il Plin, I Bellelli, Gli Scarrozzati…) and normal fans decided to spread the Boys Parma 1977 appeal, relaunched by Italian Parma fans Facebook group An To Gnan Caghè, in support to the dream of seeing Yves Baraye at least for one minute in serie A this Sunday.
It would be a choice made by the heart, despite the Football world run on the other way.
Call us romantic, call us crazy. But we are not the only one.


Threats of fuel strike lead to panic in the UK where long queues have forced some stations to shut.
Comments from UK officials, including Prime Minister David Cameron, have ignited a wave of petrol panic-buying in parts of the country.
Sales of petrol have risen by 81 per cent due to talk of a strike by fuel tank drivers.
The panic, which some critics say is unwarranted and premature, has led to police demanding petrol stations in some parts of southwest England be closed due to unmanageably long queues.


Our little classic car, affectionately called Koppolino, got a completely new design just in time for the beginning of our anniversary year!
At the Heimtextil trade fair in Frankfurt it was presented to the general public for the first time and became a coveted photo object with its mixture of Pop Art and Dolce Vita.
The transformation from oldie to trendsetter was made possible by Paolo Sala, the artistic head of our Italian customer TCS Como, who created and digitally printed this great design with the photographic material provided, and our own good spirit, Reimund Veit, who so perfectly covered our Koppolino with the fabric.


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HollywoodChicago.com Praises TINY TIM: KING FOR A DAY
TINY TIM: KING FOR A DAY (2021) Review, Patrick McDonald on WBGR-FM, May 20, 2021
Rolling Stone Review
'Tiny Tim: King for a Day' Gives the 1960s Musical Eccentric the Royal Treatment
Read full review on Rolling Stone
Director Johan von Sydow discusses his delightful doc Tiny Tim: King for a Day
"The story of outcast Herbert Khaury's rise to stardom as Tiny Tim. Either considered a freak or a genius, entertainer Tiny Tim left no one unaffected. Director Johan von Sydow discusses his delightful doc Tiny Tim: King for a Day."
-- https://filmthreat.libsyn.com/tiny-tim-king-for-a-day
Rave Review on Variety
It captures the oddball beauty of the weirdest star in the counterculture galaxy.
Read full review on Variety
Tiny Tim: King For A Day
Narrated by Weird Al Yankovic, TINY TIM: KING FOR A DAY is a biographical doc about a musician who is not only well known for hits such as Tip Toe Through The Tulips but for his trail blazing personae that paved the way for other rock stars such as David Bowie, Prince, Iggy Pop and Boy George.
An Enticing Documentary About the Ultimate Freak Superstar
Tiny Tim documentary lifts curtain on misunderstood singer.
Read full review on SF Chronicle Datebook
"King for a Day" is never less than riveting. Seeing Tiny Tim for a few seconds in a "Laugh-In" or "Tonight Show" retrospective makes him look like an inexplicable oddity. Watching him for 75 minutes should leave audiences wanting more.
Read full review on LA Times
One of the best things about Fantasia is that you can always count on finding an excellent documentary—last year it was "Phantom of Winnipeg," and this year it's "Tiny Tim: King for a Day." The documentary is lovingly and efficiently put together by director John von Sydow, who covers the life story of the high-voiced, ukulele-strumming, "Tiptoe Through the Tulips" entertainer within a 75-minute run-time, while giving careful attention to each of the saga's different shades of black. As the film's recollects Tiny Tim's ascent to pop culture stardom and immediate fall, von Sydow's documentary becomes all the more heartbreaking and unforgettable.
Read full review on rogerebert.com
The memorable archival footage, exclusive access to Tiny Tim's intense diaries, the playful and powerful animations and the interviews with his family and friends makes this film not only a captivating portrait of one of the oddest stars the world has ever seen, but also a psychological drama, examining the borderline between insanity and geniality.
Read full review on Icon vs Icon
Overall, it's a great place to start if you want to learn more about the American legend who was Tiny Tim.
Read full review on Film Threat
Viewing KING FOR A DAY is a hypnotic experience.
Read full review on Unseen Films
Johan von Sydow Discusses His Documentary 'Tiny Tim: King for a Day'
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The Juglans Regia, commonly called Walnut, is a plant of great size, with heights ranging from 10 to 40 meters, The wood generally comes from Eastern Europe and Western Asia. Its timber can vary from a lighter brown to a dark chocolate brown with streaks of darker brown, and often variations of gray, purple or reddish colours. The most common use of this wood is the creation of furniture, interior coverings, and wood veneers.
The WeWOOD line of wooden watches combines style, luxury, and environmental responsibility. Inspired by the beauty of the Tuscan territory, WeWOOD watches reflect the great cultural and artistic heritage of Florence. All watches have been designed with great attention to detail and an eco-conscious mind. We use different types of wood, each of different colour and with peculiar characteristics, which make them perfect accessories for any occasion. Being 100% made of wood, WeWOOD watches are non-toxic, chemical-free and extremely lightweight.
Since 2010 with the help of customers and partners WeWOOD has planted over 600,000 trees worldwide through reforestation projects.
By expanding our collection and improving the quality of our products, we hope to gain your support and thus achieve our goal of planting 1 million trees by 2020.


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Trump says immigration roundup will start next week
June 18, 2019, 06:34:00 PM EDT By Reuters
WASHINGTON, June 18 (Reuters) - U.S. President Donald Trump repeated on Tuesday that immigration authorities would next week target migrants in the country illegally in large-scale arrests, but still gave no details about the planned action.
"They're going to start next week, and with people coming to our country, and they come in illegally - they have to go out," he told reporters at the White House before a trip to Florida where he will formally launch his re-election campaign. Trump also praised Mexico for action he said it has taken to stem the flow of immigrants to the United States.
Former officials and immigration experts said it would be unlikely for immigration authorities to move quickly to deport "millions" of people, but Trump's tweet on Monday saying as much put cities around the country on high alert.
In March, Immigration and Customs Enforcement (ICE) said arrests of immigrants in the interior of the United States dropped in the first quarter of the 2019 fiscal year, which began last October.
New York City's commissioner of immigrant affairs, Bitta Mostofi, said Trump's comments are "part and parcel of an agenda that is seeking to instill fear in immigrant communities that is hurting our ability to advance our city's interests." Mostofi said New York has increased resources for immigrant legal defense programs to respond to increased enforcement actions.
ICE said on Tuesday that it will continue to conduct "routine targeted enforcement operations" and referred questions about Trump's tweets to the White House.
Any increase in ICE arrests would require additional detention space for those arrested and processed before deportation.
As of June 8, ICE had almost 53,141 people in adult detention centers, much higher than the levels for which it is funded by Congress, which would put logistical brakes on the possible scale of any operation.
ICE's dedicated family detention centers are currently operating below capacity, however, with a population of 1,662 as of June 17.
Mexico has pledged to do more on illegal immigration, in order to stave of threatened U.S. tariffs on its goods.
"Mexico has been doing a very good job the last four days. ... I appreciate the job they're doing," Trump said.
"Guatemala, likewise is much different than it was under past administrations, so we'll see how that works out," he said.
Vice President Mike Pence suggested last week that Guatemala could receive asylum seekers from its neighbors as a safe third country agreement, which might force asylum seekers from other Central American countries to seek refuge there before applying in the United States.
Guatemala's interior minister, Enrique Degenhart, on Tuesday said there was no such agreement yet.
"We have not said we accept being a safe third country. ... We're in discussions to find a measure that suits both countries," Degenhart told reporters, saying he welcomed that the United States saw Guatemala as a "safe country."
GRAPHIC: ICE arrests
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More from Reuters
Gas factory blast in China's Henan province kills two
Ex-Russian arms tycoon quietly wields influence in British PM race
Sterling pushed back to $1.25, on shaky ground
See Reuters News


BG1EE gave us the ability to buy a Potion Case from High Hedge Estate. I've barely played BG2EE, but from what I understand, the originaly BG2 only had Ye Olde Potion Case in the Throne of Bhaal section. May we get some Potion Cases in Athlatka (especially for sale), especially considering Scroll Cases and Gem Bags are sold in Athkatla?
You can buy a potion case from Sister Garlena before the entrance to Watcher's Keep. I know it's not Athkatla, but it's accessible in SoA.
The component Add Bags of Holding of BG2 Tweaks adds two Potion Cases and two Ammo Belts in SoA.
The Potion Cases are added to the stores of Roger the Fence and Mrs. Cragmoon. The Ammo Belts are added to the stores of Perter and the Trademeet blacksmith.
N.B. Despite his name this component doesn't add Bags of Holding in BG2(EE).


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Masvingo Council to increase water charges
Water charges for Masvingo urban areas are set to increase according to council's 2022 budget projections.
In its budget statement council said the move would enable it to recover money expended on costs.
"The cost of water treatment and distribution currently stands at US$1.20/m3 and is expected to increase to US$1.26/m3.
"In ZW$, the current cost is $163.62/m3 and is expected to rise to $226.19/m3.
"The tariff proposed for water services for the period January to December 2022 is 226.19 per m3 to enable cost recovery," it said.
Currently council is spending US$55 000 on water treatment chemicals per month.
These figures are projected to increase in 2022 to around US$60 000 per month.
The figure translates to around ZWL$10 million.
For the whole process of water treatment in 2022 council projects a monthly budget of nearly US$850 000 per month.
This will cover water treatment chemicals, electricity, raw water, maintenance and distribution costs among some of the factors.
In its projection council says it expects the supply of critical equipment and goods such as water treatment chemicals to continue to be stable.
Any negative changes on this will resultantly impact water supply and charges again.
OpenCouncilHre
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