The deadline is Feb. 1, 2019. Applications must include the completed application, journalistic work, two essays, letters of reference, a high school transcript, and a color headshot photo. Incomplete applications will not be accepted.
Are SAT or ACT scores required?
No. Applicants are not required to list SAT or ACT scores, because juniors typically don't take the exams until spring. However, scores should be supplied if they are available.
All candidates will be notified by mail no later than mid-May 2019. Recipients will be required to sign an acknowledgment form to confirm their acceptance. Scholars' names will be posted online in early June 2019.
Can administrators remove controversial books from school library shelves?
School officials cannot pull books off library shelves simply because they dislike the ideas in those books. In Board of Education v. Pico, the Supreme Court ruled that school officials in New York violated the First Amendment by removing several books from junior high school library shelves for being too controversial.
The Court said the First Amendment protects students' rights to receive information and ideas and that the principal place for such information is the library.
However, in Pico, the Supreme Court also said that school officials could remove books from library shelves if they were "pervasively vulgar." The Court noted that its decision did not involve school officials' control over the curriculum or even the acquisition of books for school libraries.
Don't certain kinds of harsh or insensitive speech tend to silence others' free expression, thereby working against the free exchange of ideas?
An offended person's decision not to speak is hardly a reason to suppress the speech of others. Those who find an idea, epithet, literary work or other form of expression offensive can oppose, counteract and perhaps refute it with further speech — not by banning the speech deemed to be offensive.
Are city councils and similar public bodies required to have periods for public comment at meetings?
States take different approaches to allocating time for public comments at public meetings, and courts across the country have provided some guidance on this issue. Most states do not expressly require, via statutes or legal precedent, time for public participation in public meetings, although it has become a customary practice to allow individuals to speak. Often in the case of school board meetings, members of the public are required to provide notice, or to register with the board well before the meeting, to be allowed to make a comment.
The Florida Supreme Court has recognized that public comments in open meetings are important in maintaining an open government. The court has stated that government bodies "should not be allowed to deprive the public of this inalienable right to be present and to be heard at all deliberations wherein decisions affecting the public are being made." Board of Public Instruction of Broward County v. Doan, 224 So. 2d 693,699 (Fla. 1969). Furthermore, the Florida Code expressly provides that members of the public have a right to participate in local government meetings regarding land use, but the comment time can be regulated by the decision-making body. Fla. Stat. § 286.0115(2)(b).
California has a statute that requires public bodies to allow for public comments at meetings. Cal. Gov. Code § 54954.3(a). A California case provides legal precedent for when a public meeting is continued to a later date for some reason. In Chaffee v. San Francisco Library Commission, 115 Cal. Rptr. 3d 336 (Cal. App. 2004), a public meeting was continued to a later date after the meeting body lost its quorum to continue. A California citizen brought suit alleging that the state sunshine laws (or open-meeting laws) required public comments at every meeting of a public body, not just a comment section on each agenda. The California Court of Appeals in the 1st Appellate District held in favor of the public body by holding that public comments are mandated only once per agenda, not once per body meeting. Allowing for public comments at each meeting regarding the same meeting would cause a "surplusage," the court said.
Some states, such as Wyoming, statutorily make it a right of a public body to prevent willful disruption of a meeting by removing anyone causing a disruption or by taking a recess. Wyo. Stat. § 16-4-406.
Why do supporters favor a constitutional amendment prohibiting flag-burning?
Many supporters feel that the flag is a unique symbol deserving of dignity and respect. To burn this object of veneration is akin to an "inarticulate grunt or roar" that is devoid of any meaningful speech, intended only to enrage others, and undeserving of free-speech protection. The supporters say that when so many other avenues exist for free expression, any burden on the First Amendment is too small to outweigh the desecration of the flag and the memories of the millions who have died for the liberty it represents.
Can I send an email to a friend about a political topic or federal election without worrying about a disclaimer?
Yes. Individuals are not subject to the rules and regulations concerning online campaign advertising. An individual may send unlimited personal emails on any political topic. There is no need even to identify yourself, and it is not necessary to state whether or not you have been authorized by a political party in sending the email.
Most state constitutions also contain provisions guaranteeing freedom of expression. Some provide even greater protection than the First Amendment.
Freedom of expression is essential to individual liberty and contributes to what the Supreme Court has called the marketplace of ideas. The First Amendment assumes that the speaker, not the government, should decide the value of speech.
Why is the status of a plaintiff so important in defamation law?
The status of the plaintiff (person bringing a lawsuit) in defamation law is important because there are different legal standards for different types of plaintiffs. The legal standard changes depending upon whether the defamation plaintiff is a private or public figure. Private figures must show that a defendant was negligent, or at fault, in order to prevail. But, so-called public figures or public officials who sue for defamation must meet a higher legal standard. They must show that a defendant acted with actual malice by clear and convincing evidence in order to recover. The courts have defined actual malice as knowing that a statement was false or acting in reckless disregard as to whether a statement was true or false.
This difference in legal standards shows why a significant amount of defamation litigation focuses on whether the plaintiff is a private or public figure. Defamation defendants will often argue that plaintiffs are public figures, while plaintiffs will often contend that they are private figures.
How can I find out the extent to which my state allows cameras in the courtroom?
The Radio-Television News Directors Association closely monitors the federal and state rules governing cameras in the courtroom. The foundation posts a state-by-state guide of current law regarding cameras and microphones in courtrooms on its website.
Does blogging raise First Amendment issues?
Just as with any medium of communication, blogging can implicate a variety of First Amendment interests. Some bloggers write material that others may claim is defamatory. There is also a debate as to whether bloggers qualify as journalists or reporters for purposes of reporter-shield legislation. Additionally, a looming question concerns the extent of free-speech protection held by public employees who post blogs on their free time. There is also a debate as to whether bloggers should be subject to campaign-disclosure legislation.
What is a retraction statute?
Don't courts unfairly discriminate against television stations when they allow print reporters to use the tools of their trade but deny television reporters that same right?
Broadcasters long have maintained that the tools of their trade — cameras and microphones — can be used to cover trials with no more disruption than the pens, notebooks, tape recorders and other materials used by print reporters and sketch artists. Most courts, however, have not been persuaded by this argument. In addition, most courts have taken the view that, as long as television reporters are allowed into the courtroom, they have the same access as print reporters.
Can public employees be disciplined for the content of their blogs?
That is a difficult question. Certainly, public employers have authority to prohibit employees from writing their blogs on employer time. The trickier question is whether a public employee can be disciplined for expression created on his or her own time. One theory is that since the expression was created off-duty, then the employer has no control over such content. A key factor could be whether the expression causes a disruption at the workplace. A few courts, for instance, have disciplined employees for racist comments they have made off-duty. This is a developing area of the law that merits close attention.
Which version of the Bible should be used?
Selecting a Bible for use in literature, history or elective Bible courses is important, since there is no single Bible. There is a Jewish Bible (the Hebrew Scriptures, or Tanakh), and there are various Christian Bibles — such as Catholic, Protestant and Orthodox — some with additional books, arranged in a different order. These differences are significant. For example, Judaism does not include the Christian New Testament in its Bible, and the Catholic Old Testament has 46 books, while the Protestant has 39. There are also various English translations within each of these traditions.
To adopt any particular Bible — or translation — is likely to suggest to students that it is normative, the best Bible. One solution is to use a biblical sourcebook that includes the key texts of each of the major Bibles or an anthology of various translations.
At the outset and at crucial points in the course, teachers should remind students about the differences between the various Bibles and discuss some of the major views concerning authorship and compilation of the books of the Bible. Students should also understand the differences in translations, read from several translations, and reflect on the significance of these differences for the various traditions.
Are state holidays constitutional when they are directly tied to some religious observance?
The Supreme Court has declined to address this issue, though the lower courts strongly favor the constitutionality of such holidays. The 9th Circuit in 1991 upheld legislation making Good Friday a state holiday in Cammack v. Waihee, reasoning that the absence of a major traditional holiday in the spring created a state interest in decreeing one, and that it made sense for the legislature to select a day that would already be used by the majority of citizens as a holiday. This decision set the stage for the 4th and 6th Circuits to issue similar rulings. The 7th Circuit disagreed in Metzl v. Leininger (1994), holding that because Good Friday is an exclusively Christian holiday that has in no way been secularized, as have Christmas and Easter, its elevation to the status of a state holiday was unconstitutional, because it sent a message of endorsement to the public, even if the practical result was neither to advance nor inhibit religion. The holding in Metzl did allow for a finding of constitutionality, however, if the legislature would merely make the effort to advance a secular reasoning for the case.
Are religious organizations allowed to lobby for or against legislation?
They may engage in lobbying activities as long as the lobbying does not form a "substantial part" of their activities. According to the IRS, lobbying is "attempting to influence legislation" and "an organization will be regarded as attempting to influence legislation if it contacts, or urges the public to contact, members or employees of a legislative body for the purpose of proposing, supporting, or opposing legislation, or if the organization advocates the adoption or rejection of legislation." The IRS says it "considers a variety of factors, including the time devoted (by both compensated and volunteer workers) and the expenditures devoted by the organization to the activity, when determining whether the lobbying activity is substantial." According to the courts, devoting 5% of an organization's time and effort to political activity is not considered substantial within the meaning of the IRS Code. See Seasongood v. Commissioner.
What about the study of other religious traditions?
Given the importance and influence of religion, public schools should include study about religion in some depth on the secondary level. As already suggested, such study may include study about the Bible, where appropriate, in history and literature courses as well as in elective courses that deal with the Bible.
However, a course that includes study about the Bible and its influence will not educate students about religion generally. Just as there is more to history than American history, so there is more to religion than the Bible, Judaism and Christianity.
Public schools should also include study about other religious faiths in the core curriculum and offer electives in world religions. Because religion plays a significant role in history and society, study about religion is essential to understanding both the nation and the world. Moreover, knowledge of the roles of religion in the past and present promotes crosscultural understanding in our increasingly diverse society.
Some school districts require that high schools offering a Bible elective also offer an elective in world religions. There is considerable merit in this approach. This gives students an opportunity to learn about a variety of religions and conveys to students from faiths other than the biblical traditions that their religions are also worthy of study. It is important for public schools to convey the message that the curriculum is designed to offer a good education, and not to prefer any religious faith or group.
Can states choose only certain types of businesses to be closed on Sundays?
Yes. Where the state determines that a day of rest would be desirable in some kinds of businesses and not in others, they are permitted to restrict only those that they deem to be necessary. Likewise, the state may decide to forbid or limit the sale of certain items (such as alcohol) on any given day, so long as the decision is justified by some secular purpose instead of a religious one. In a 1999 decision, Harris County, Texas v. CarMax Auto Superstores, Inc., the 5th U.S. Circuit Court of Appeals upheld a Texas law that forbade car dealerships from being open on consecutive Saturdays and Sundays. Effectively this forced the business owners to choose one day or the other as a day of rest for their employees, though it did not dictate any particular preference as to which one should be adopted. The court denied that the law unfairly discriminated against car dealers or established any sort of preference for religion as opposed to no religion.
Are religious exemptions the only way to opt out of mandatory vaccination?
No, all states include a medical exemption in their vaccination policy, and almost half of the states offer philosophical exemptions in addition to their medical and religious accommodations.
Do we have an unfettered right to protest on government property?
No. The government can limit such protests depending on several factors. First, violent protests are outlawed anywhere. The text of the First Amendment provides for "the right of the people peaceably to assemble." The key word is "peaceably" — violent protesting is not allowed.
Second, not all government property is treated the same for First Amendment purposes. The U.S. Supreme Court has established the public-forum doctrine to examine whether certain types of public property are open to First Amendment expressive activity. These categories include traditional public forums, limited or designated public forums and nonpublic forums. Still other government property is not considered a forum at all.
The next category is a limited or designated public forum (though some lower courts distinguish between limited and designated — see discussion in Speaking at public meetings section).
In a limited public forum (such as a meeting room on a public college campus that is frequently used by outside groups), the government designates the certain types of subject matter that can be discussed at the location. After the government has created such a forum, setting boundaries on classes of speakers or topics, the government must meet the standards of a traditional public forum; namely, restrictions on speech must be reasonable and viewpoint-neutral. The theory is that when the government opens a forum up to the public, it shouldn't be able to skew discussions by over-regulating expression.
The government has greater power to regulate expression when it acts as a proprietor controlling its internal operations than it does as a sovereign lawmaker. This means that government officials could limit protests inside a courthouse because the government has important operations to conduct. It must be able to control its operations to carry out its functions. The government must be able to carry on its own speech and expression free from interference. Contrast this with the public sidewalks two blocks from a courthouse. Here, the government cannot argue that it is conducting its own internal operations. Speech restrictions there would implicate a forum analysis and trigger a higher degree of judicial scrutiny.
Is there such a thing as "guilt by association"?
Simply attending peaceful meetings of an organization will not make a person guilty, even if other members of that organization commit lawless acts. Guilt can be shared only if the organization and its members have a common plan to break the law.
Can what a customer wears in a shopping mall be restricted?
In 1976, the U.S. Supreme Court decided the case Hudgens v. National Labor Relations Board. This case involved a group of labor union members who were picketing inside a privately owned mall. The union members filed suit claiming, in part, that their First Amendment free-speech rights had been violated after they were asked to leave the premises or be arrested for criminal trespass. The court looked at past cases and found that the First Amendment does not prevent a property owner from restricting the exercise of free speech on private property, in this instance, the shopping mall. So, for example, if a mall shopper were asked to cover a shirt that the mall owners found to be offensive, the shopper would have to comply or leave.
New Jersey and California have found their state constitutions to provide more freedoms than the U.S. Constitution — meaning that in these states constitutional rights to free speech can prevail over the private-property interests of mall owners. See Pruneyard Shopping Center v. Robins (1980). However, most states that have addressed this issue have found in favor of property owners.
What is the difference between the freedom of assembly and the freedom of association?
Freedom of assembly is explicitly guaranteed in the First Amendment, securing the right of people to meet for any purpose connected with government. Freedom of association protects the activities and composition of such meetings. This right is not explicitly set out in the Constitution but is instead derived from fundamental privacy interests and the rights of speech, petition and assembly.
What kinds of associations are protected?
Any and every group is allowed to meet to discuss ideas and peaceably promote its point of view, even if that message is distasteful to others. Whether through parades, peaceful protests, picketing or simply sharing ideas, an organization formed for expressive purposes may engage in "group speech" to advance its mission. Freedom of association also protects the gathering of people for personal, private purposes, such as the meeting of family members.
When can the government restrict associations?
Groups that wish to engage in public activism must abide by generally applicable laws, such as criminal trespass or prohibitions on litter, excess noise, crowd congestion and permit requirements. If the government seeks to intervene in the internal affairs of a group in a way that impairs its advocacy, the regulation must be narrowly tailored to serve a compelling state interest that outweighs any burden on the group's speech.
Historically, a petition was a written request stating a grievance and requesting relief from a ruling authority such as a king. In modern America, petitioning embraces a range of expressive activities designed to influence public officials through legal, nonviolent means.
What are the origins of the right to petition?
The right to petition reaches back at least to the Magna Carta in 1215. The English Declaration of Rights in 1689 confirmed that subjects were entitled to petition the king without fear of prosecution.
What does the petition clause in the First Amendment guarantee?
Courts seldom address the petition clause in isolation, instead grouping it with other rights to free association and collective speech. The U.S. Supreme Court has noted that the right to petition at least provides the opportunity to institute nonfrivolous lawsuits and mobilize popular support to change existing laws in a peaceful manner.
Can government entities besides Congress restrict petitioning?
No. The U.S. Supreme Court has incorporated the petition clause of the First Amendment as part of the 14th Amendment's guarantees against the states. The petition clause applies equally to state and local governments and protects petitions directed to the judicial, executive and legislative branches.
What must the government do in response to petitioning?
The First Amendment does not mandate that the government consider the public's petitions or actually provide any "redress." At a minimum, the government must have a mechanism for receiving complaints and grievances from the public, even if only to file them without consideration. Of course, due process — the guarantee that justice will be administered fairly — would apply if a citizen's "petition" took the form of a court case.
No, parties can attempt to file such suits, but the First Amendment's petition clause guarantees the right of all interested parties to attempt to enlist the government on their side of an issue or dispute. The vast majority of the case law and commentary — both popular and scholarly — supports that right, and suggests that the remedy for dissatisfaction with the statements of another party is more speech directed toward government, not more litigation.
Can I get in trouble for participating in a walk-out or some other type of protest at school?
If you attend a public school, you do have First Amendment rights, even at school. However, your rights are more limited than the rights of adults. Your school can punish you for taking part in a protest if it causes substantial disruption of school activities, or if it invades the rights of others.
This standard was established by the Supreme Court in a case called Tinker v. Des Moines Independent Community School District. The students in that case wore black armbands to school to protest the Vietnam War, and were suspended for refusing to take them off. The Supreme Court found that their First Amendment rights had been violated, because the armbands were considered a non-disruptive expression of their political point of view.
My school administrators say that they will punish anyone who participates in a walkout or protest at school. Should I go ahead and do it anyway?
You may decide that you are willing to incur those penalties, but remember to consider alternative methods of advocacy and protest as well. Sometimes civil disobedience–challenging the rules on matters of conscience and policy–is justifiable. But sometimes there are several different ways to achieve the same goal.
My school district has threatened to place my campus on "lockdown" on the day a walkout is planned.
This is may be a fire code violation–contact the proper authorities if you are concerned.
How else can I use my voice to enact change?
You may not be able to vote–but you have the First Amendment rights to speak, assemble, and petition.
Organizing marches and rallies can raise public awareness for your cause. Doing so off-campus and outside of school hours will be protected by the First Amendment. Reach out and collaborate with as many people as possible–parents, teachers, school administrators, and members of your community–in order to have the greatest possible impact.
The right to petition means the right to ask for the laws that you want and speak out against the ones that you don't want. Contact your elected officials and tell them what you think. Letters, phone calls, and personal interactions at town hall meetings have more of an impact than emails and tweets. Contact your Senators and members of Congress, since they're elected to serve you. Don't forget that state and local officials also make laws that impact you. The My Reps website allows you to find and contact your federal, state, county, and local elected officials. This guide by former Congressional staffer Emily Ellsworth contains some very helpful tips on what you should say and do.
My child wants to participate in a walk-out, but our school district has said that it will punish anyone who participates. What should I do?
First, you may want to reach out to the school administrators and/or the school board and make your own voice heard on how you feel about this policy.
This could also be an opportunity to work collectively with other parents and your school leaders to organize a community discussion about the political issues, and also the on the the larger civic lessons surrounding free speech, protest, and representative democracy.
My district has told students that they cannot walk-out to join protests in our town for any reason – and yet my students want to vent their emotions and thoughts following the Parkland shootings. Any thoughts?
If you're caught between students motivated to join in protests, marches or other kinds of activities that are under the general heading of "free expression" [that is actual speech or expressive conduct] and your administration's view of such actions as disruptive and therefore prohibited, perhaps you can strike a compromise between these groups – a task that teachers' lounge chatter daily confirms. How about leading your students in discussion about the history of protest in America, or the explore the various sides of what Supreme Court justices wrote in the "Tinker" court case.
While the 7-2 majority on the court supported student free speech rights – with some caveats – one justice wrote that the decision would usher in an entirely new era of "permissiveness" that it seems would wreck American public schools. To engage your students in a discussion, you can find review the basic information about the case and use this discussion guide from Newseum Education.
How should we handle the possibility of classroom walkouts?
You first face the decision of whether to forbid the walk-out at all or to simply deal with the disruption caused by a walk-out. (This decision might depend on whether you are considering the disruption caused by a 17-minute walkout versus that of an all-day walkout). You then face the decision of whether or not to punish the participants. Note that a punishment must be proportional to the misconduct committed. Furthermore, if you decide to mark truant the students who participate in a walk-out, keep in mind that the punishment for them cannot be any more severe than the punishment for students who are truant for another reason.
Simply locking students into their classrooms in order to keep them from leaving may well be a fire code violation. Such a "lockdown" lacks the urgent "true threat" justification that a court might accept with regard to an active, dangerous incident in your building or near your location.
This could be a teaching moment for your students and your community. In cooperation with students, parents, and teachers, you may wish to organize a town hall meeting in which all sides surrounding the political issue or debate are head. Newseum Ed's Teaching Controversial Topics instruction guide provides tools and tips for educators on leading classroom conversations about sensitive topics.
You can also use this as an opportunity to educate your students about how the First Amendment works and how far their rights extend. You can start by introducing students to what the limits of free speech are, both inside of school and out of it, with discussion materials from Newseum Ed about what counts as a violation of the First Amendment and what you can and can't say in school.
What is the other part of the Tinker test?
The other part of the Tinker test is sometimes called the "invasion of the rights" prong or "invasion of the rights of others" test. The Court in Tinker explained that student speech is not protected by the First Amendment if it impinges on the rights of other students. The Court has not explained the contours of this test.
Can school officials prohibit student speech simply because they don't like?
Can school officials censor speech simply because they think it might potentially cause a problem?
No. The Court in Tinker declared that "undifferitienated fear or apprehension of disturbance is not enough to over the right to freedom of expression." School officials must have some evidence or a reasoned judgment that speech will cause problems before they engage in blanket censorship.
How are students' rights balanced against school officials' job to maintain order?
The Supreme Court in Tinker developed a test for evaluating whether school officials can censor student expression without violating the First Amendment. The test is known as the "substantial disruption" test. Under this test, school officials may prohibit student speech if they can reasonably forecast that the student speech will cause a material interference or substantial disruption of school activities or invade the rights of others.
Do students possess First Amendment rights at school?
What exactly is a "substantial disruption"?
That is an excellent question. The determination of what constitutes a "substantial disruption" is decided on a case-by-case basis. The interruption of classes, threats to teachers, racially harassing conduct and significant race-based tension, fights or violent behavior on school grounds, the flooding of angry calls from parents, the canceling of school events, and emotional distress suffered by teachers have all been considered substantial disruptions within the meaning of the Tinker standard.
How was the Workplace Integrity curriculum developed?
It's the product of both research and experience. I drew on the findings from the Power Shift Summit, EEOC data on harassment and discrimination, research on bias in decision making, contemporary writing on gender and diversity issues, and combined it all with my own experiences working with journalists and leaders who want to improve their cultures.
What's the problem you are trying to address with this innovative training?
Format: The interactive program consists of three modules, designed to be taught in succession, as one complete event. Each session builds on the others.
Critical Thinking: How to analyze common workplace exchanges related to harassment, discrimination and incivility — checking facts, providing context, identifying bias, surfacing assumptions and challenging logic.
Courageous Conversations: How to better understand conflict and responses to it. How to speak proactively (introducing subjects) and reactively (responding to the words and actions of others) to ensure workplace integrity.
Cultures of Respect and Trust: How to assess and improve your workplace culture.
How did you use your experience working on newsroom cultures to create the curriculum?
I've spent a great deal of time helping newsrooms who want their cultures to be more investigative, multi-platform, digital-first, audience-centric, enterprising, collaborative or breaking-news focused. To do that, I developed a very practical analytical framework for assessing a culture, and exercises for staff to use to upgrade it. I built on that foundation to apply it to the Workplace Integrity curriculum. Now, newsroom teams will address "Cultures of Respect and Trust" — with both of those terms carefully defined and translated into daily choices and behaviors. We use a format that allows staff to work together in teams, under the guidance of a skilled facilitator who knows and loves journalism and journalists, and speaks the language of the newsroom.
How does it address the complexity of issues around eradicating harassment and misconduct, but also creating cultures full of diversity, equality and opportunity?
The issues are complex and intertwined. Even if we magically ended sexual misconduct in workplaces tomorrow, we'd still be left with longstanding issues of inequality in pay and power — and even in respect. The curriculum aims to make these connections and discuss the intersections among gender, race and ethnicity, age, and power. It constantly challenges the participants to try to see every item we discuss from multiple perspectives, especially those different from their own. And, while it teaches people how to respond to improper workplace behavior, there's an even bigger emphasis on how each of us, but especially leaders, has the opportunity to be proactive. "Courageous Conversations" will fail as a session if all it does is help victims push back or report wrongdoing. What it must also do is help us all find the words to propose solutions, take a stand, and embed the values of workplace integrity into our everyday communication.
How does this curriculum differ from the anti-harassment compliance training many organizations use now, and why do we know that kind of training isn't effective?
The 2016 report of an EEOC task force reviewed research on traditional anti-harassment training and found scant evidence that it worked. It often made people defensive. The videos used could be corny or dated, and online versions of training could come off as a "box-checking" exercise. I know from my many years of teaching ethics and diversity that talking across differences, and raising issues of power and privilege, is hard work for humans. Framing it as compliance to company rules doesn't set the table for candid, earnest and even painful conversations. But it is in those that we find the human insights that inform our minds and hearts. Whenever I've had success in helping organizations improve their cultures, it's been through setting the table for conversations people wouldn't otherwise have, and helping them see the world through others' eyes in an open-minded atmosphere of trust. That's the goal of the Workplace Integrity curriculum.
The curriculum includes some really thought-provoking case studies. How did you create those?
One of the most popular sessions I teach in leadership workshops is "Difficult Conversations." I traditionally have the workshop participants share scenarios from their own experiences, and then I coach them on how to handle them. I've heard so many great case studies, and coached so many conversations, that I drew from that experience. The cases are nuanced and real. I intentionally crafted them in second-person voice. "You" are facing various proactive and reactive scenarios: proposing a change in intern onboarding, reacting to a powerful, talented and mercurial co-worker, responding to unwelcome physical contact, stepping in when a person is being harassed, and coaching a coworker who brings a concern to you. When "you" consider your options, we also ask "you" to consider how the case might play out differently for a variety of other "you's" — who differ from you in multiple ways.
How do you hope people will behave differently after they immerse themselves in this training? How will that contribute to better, more respectful and equitable workplaces?
Harvard's John Kotter has written that people don't "Analyze, think, and change." Instead, they "See, feel and change." I think this curriculum has the potential to help people see the world through the eyes of others and feel how everyday actions, big and small, can have a profound impact for better or worse. But best of all, they get to create their own roadmap, not be handed one with every route pre-determined for them. After all, journalists love nothing more than ideas and solutions of our own creation. So, they'll have the chance to do that in the Workplace Integrity modules. I'm confident it can work.


Cricket is certainly a game of uncertainties. You will find multiple occasions when a main or a frontline bowler is unable to produce a breakthrough or break a partnership and that work is sometimes done by a part-time bowler, someone who rarely turns his arm over. Many times, part-timers are introduced into the attack just to give the frontline bowlers a breather but they end up taking key wickets.
Part-timers are sometimes called as the golden arm for the team. India have had a lot of part-timers in the past and a lot of captains loved using part-timers. Hence, here we look back at some of the part-timers who did well for the 'Men in Blue' in the World Cups. Here is a list of five.
Dinesh Mongia was a utility cricketer for India. He might not have taken the world by storm but he was used to going about his job quietly. He played for almost seven years but he was at his peak under Sourav Ganguly's leadership as he played most of his games in 2002 and 2003.
He played just one World Cup and that was in 2003 when India reached the finals. While he could bat anywhere in the order, his left-arm spin was pretty handy as well. He had the knack of keeping things very quiet and also picking up an odd wicket here and there. The Chandigarh-born player bowled in 6 World Cup games and sent down 32.1 overs. He picked up 5 wickets and had an economy of 4.19.
His best bowling performance in the World Cup came against Namibia (2/24) but in that famous game against Pakistan, he picked up the prized scalp of Shahid Afridi. Hence, he was a more than a useful bowler and 5 out of his 14 ODI wickets came in the 2003 World Cup.


The space between your legs, which for some reason has become an obsession. It is a stupid thing that was invented by society to hurt girls' self-image. It can cause pain, depression, and even an It is a stupid thing that was invented by society to hurt girls' self-image.... Some Space Jumping with Rugby Player Thighs and Derrick Rose Workout Plan Derrick Rose Workout Plan that What Is The Best Shoes For Basketball between Build Explosive Power between Derrick Rose Workout Plan Crossfit Jumping Box and Muscular Power Training Program between Vertical World Everett Condition.
7/01/2019 · The Space Between A Girls Legs - An Anime QandA Review for 'How Clumsy You Are, Miss Ueno' Episode 1... Yes the ole space between the inner thighs.. we all want that especially because it is Summer time! Ballet barre exercises and pilates are great for these areas and won't bulk up your thighs.
the best way to go about it would be to go up into space. in space, you are weightless and the effect of weightlessness can cause muscle distrophy (loss of muscle mass) which would then cause that "gap" in between your legs near your thigh area.
Dark skin on the inner thighs is an embarrassing issue for both men and women. This problem even affects people who have fair skin. Obese people are more prone to having dark inner thighs than others because their thighs tend to rub against each other as they walk or exercise.


text:
package model.battle

import model.pokedex.Move

/**
  * Created by salim on 19/09/2016.
  */
case class BattleStrategy(tactic: BattleTactic.Value, move: Option[Move]) {

}

redpajama_set_name: RedPajamaGithub


Behind the Scene – Freshly-steamed dim sum to satiate the breakfast crowd on a Sunday morning.
Saturday. Blissful start to the weekend; with a chilly wind blowing across the city, a gentle thunder roaring in the distant background and melodic pitter-pattering of raindrops on the pathways.
I should have just slept the day off.
The span between blog posts may get severely lengthened from now on, for work commitments will be taking me to another level altogether. There goes the mandatory year end holidays for Motormouth.
Though the ladies here do not push trolleys or carts filled with piping fresh dim sum from the wok or the steamers, they compromise by loading their trays with a little bit of everything, then make their rounds.
Short of collapsing in bed and revere in the sheer joy of napping on a rainy afternoon, let me get this post out of my system; before Chooi Yue Dim Sum gets old and stashed amongst the backlog of 'to-blog-or-not-to-blog' archives. And why the urge to recommend this place?
Let's put it this way, if you're sick of wasting precious minutes stuck on the "dim sum street" of Ipoh, or seeking for a worthy alternative to the famous dim sum restaurants in Ipoh, try this place in Ipoh Garden South. Not convinced? Read on ….
The sifu (dim sum chef) at Chooi Yue had prior experience in the kitchen of Yoke Fook Moon. For a good 11 years … no kidding. So that sets the pace for the rest of the review, doesn't it?
This shop used to be a branch of Nam Chau; the famous dry curry noodles specialist in old town. But surprise, surprise. The concept of franchises/branches may not work in Ipoh. People will still compare to the original source; and Ipoh being Ipoh …. we don't mind the distance travelled within town for good grubs; no matter how ridiculous the journey may seem to be.
After all, no point-to-point travelling exceeds 20km in Ipoh, less you got lost and went rounds.
I seem to have lost the zest today, so pardon the shorter than elaborate review. But dim sum restaurants being dim sum restaurants, if the chef is good, more often than not MOST of his creations would be excellent, or above average.
Unless like those meaningless (endless) branches of dim sum outlets in KL, where they mass-manufactured the morsels and then reheated them prior to serving to the customers, with imported waiters to boot.
Try asking them what are the specials of the day and have a blast making out the names.
Go for the yam puffs, fried lor bak gou and the signature scallop dumplings (tai ji kau). The rest were good, but nothing that stood out against the many other stellar names in Ipoh.
Chooi Yue has quite an impressive array of dim sum, including desserts not displayed or carted around for choosing. But there's a huge signboard with prices above the counter. So you can pick from the comfort of your seat, if you don't feel like playing the guessing game.
And this iron lady was the coordinator; perpetually shouting orders, packing up take-aways and serving the dine-in customers with such gusto. She was another experienced staff from Yoke Fook Moon, it seems.
We packed a few 'char siew bao' and 'lor mai gai' for consumption much later in the day. Plus, Lulu is a fan of fluffy, soft buns filled with anything at all.
Come early, as they are packed during breakfast hours on weekends. Just like any other coffee shops/dim sum outlets in Ipoh.
The bill for 3 came to RM42/USD14 including a pot of Chinese tea (Kuk Pou, or chrysanthemum with tea leaves). Very reasonable, as we had a few other items not pictured above as well.
Will I be back? Most definitely. Since that scallop dumplings alone was well worth the effort. Crunchy, fresh prawns with scallops drizzled with a fragrant oil with fried garlic bits, celery and coriander. Oh, and I have yet to try their egg tarts, and many other creations.
Question is; do I have the luxury of time to do that?
I a 'lor mai gai' lover, is it good in Chooi Yue?
Yes, justfoody. The lor mai gai from Chooi Yue was good, although not the best.
Well said, Sean. Though from the looks of it, you have no problem slotting in good finds on a daily basis! Salutations….
Haha…. sure, let's do dim sum the next time.
Tai Woo you mean? Yeah … that was not too impressive, though they are tenacious for withstanding such competition for some time now.
ya, agreed Tai Woo not as good as the one opposite.
Wonder how they can survive so long ?
Oh, okay. Another fan of dim sum away from the highly congested dim sum street of Leong Sin Nam Road.
What I like about this shop is the 'lao sa pao' ( hope i wrote it correctly). This dessert can be seen a lot in KL but not in Ipoh and this is the only place I can get it. I love the egg yolk filling inside the pau where it will flow out of the pao like golden liquid. XD This dim sum shop is a must try.
Hi Annie, I missed Lau Sar Pau when I was there, and heard good comments about it too. In KL, Jin Xuan serves a really good one, though you can also find this at Qi Yuan in Greentown, and Tai Woo in Ipoh Grdn South.
my daughter's all time favourite there is the Lau Sar Pau.


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Crises there will continue to be. In meeting them, whether foreign or domestic, great or small, there is a recurring temptation to feel that some spectacular and costly action could become the miraculous solution to all current difficulties. A huge increase in newer elements of our defense; development of unrealistic programs to cure every ill in agriculture; a dramatic expansion in basic and applied research – these and many other possibilities, each possibly promising in itself, may be suggested as the only way to the road we wish to travel.
But each proposal must be weighed in the light of a broader consideration: the need to maintain balance in and among national programs – balance between the private and the public economy, balance between cost and hoped for advantage – balance between the clearly necessary and the comfortably desirable; balance between our essential requirements as a nation and the duties imposed by the nation upon the individual; balance between actions of the moment and the national welfare of the future. Good judgment seeks balance and progress; lack of it eventually finds imbalance and frustration.
Unfortunately, the political-economic power problem has mutated away from the military, although it has left important vestiges there, toward a broader problem: the undue influence of corporate America on the government, and hence the laws, taxes, and social policies of the country. This has occurred to such a degree that there seems little real independence in Congress, with most Congressmen answering first to the desire to be reelected and the consequent need to obtain funding from, shall we say, sponsors, and the need to avoid making powerful enemies.
The financial resources of the carbon-based energy companies are particularly terrifying, and their effective management of propaganda goes back decades. They established and funded "independent" think tanks and even non-profit organizations that have mysteriously always come out in favor of policies favorable to maintaining or increasing the profits of their financial supporters. The campaign was well-organized and has been terrifyingly effective.
The financial industry, with its incestuous relationships with government agencies, runs a close second to the energy industry. In the last 10 years or so, their machine, led by the famously failed economic consultant Alan Greenspan – one of the few businessmen ever to be laughed out of business – seemed perhaps the most effective. It lacks, though, the multi-decadal attitude-changing propaganda of the oil industry. Still, in finance they had the "regulators," deregulating up a storm, to the enormous profit of their industry.
Grantham concluded his report with a suggestion for the greatest tribute we could give Eisenhower after America ignored Ike's warnings about the vulnerability of our government to unrestricted influences. Grantham's proposed tribute to Ike would be our refusal to "take this 50-year slide lying down".
To steal a slogan from the Tea Party, I suggest the voters need to "take America back" from the corporations which bought off the government. Our government has every intention of maintaining the status quo.
Let's be honest. With the appointment of Bill Daley, the big banks have won completely this round of boom-bust-bailout. The risk inherent to our financial system is now higher than it was in the early/mid-2000s. We are set up for another illusory financial expansion and another debilitating crisis.
Bill Daley will get it done.
America needs new leaders who refuse to capitulate to the army of lobbyists on Capitol Hill. Where are they?


text:
Q: Atomicity of compound assignment on _Atomic types: contradictory note in C standard I noticed the C17 standard seems to contain a contradictory note about the atomicity of compound assignment (+=, etc) on atomic types.
Working from the N2176 draft, which is allegedly the final working draft, 6.5.16.2p3 has:

If E1 has an atomic type, compound assignment is a read-modify-write operation with
memory_order_seq_cst memory order semantics.

And 7.17.3p12 guarantees the usual "atomic" semantics for read-modify-write operations:

Atomic read-modify-write operations shall always read the last value (in the modification order)
stored before the write associated with the read-modify-write operation.

(I also checked, and the defined term in 5.1.2.4p5 is "read-modify-write", based on the use of italics, not "atomic read-modify-write".)
However, in 7.17.7.5, in the discussion of the atomic_fetch_* functions, we have the following note in p5:

NOTE The operation of the atomic_fetch and modify generic functions are nearly equivalent to the operation of the
corresponding op = compound assignment operators. The only differences are that the compound assignment operators are
not guaranteed to operate atomically, and the value yielded by a compound assignment operator is the updated value of the
object, whereas the value returned by the atomic_fetch and modify generic functions is the previous value of the atomic
object.  [Emphasis mine]

This appears to contradict 6.5.16.2p3 which says, in effect, that compound assignment operators do operate atomically.  I know that notes are not normative, so if there is a conflict 6.5.16.2p3 would prevail.  But I wonder if it is just a simple mistake or defect in 7.17.7.5p5, or if there is some subtlety I am missing.
The C++23 draft N2731 has the same wording.
[Rereading, maybe they just mean to point out that compound assignment operators on non-atomic types do not operate atomically?  But it's still confusing, as per 7.17.7.5p1 the atomic_fetch_* instructions are only applicable to atomic integer types in the first place.]

redpajama_set_name: RedPajamaStackExchange


text:
Sex Education season 4 release date speculation, plot, cast more
The future of Moordale was plunged into crisis at the end of season 3 — here's what it means for the Sex Education season 4 release date
Charlotte Colombo
What is the Sex Education season 4 release date? It's been nearly a year since we last caught up with our favourite sex-crazed teens and their just-as-chaotic teachers and parents, and with season 3 of Sex Education ending with more than one big twist, we can hardly wait to see where the original Netflix series will go next.
Although the premise of Sex Education has evolved since its first season, the TV series essentially centres around Otis Milburn (Asa Butterfield), who, having inherited his mother's talent for sex therapy, teams up with school misfit Maeve Wiley (Emma Mackey) to open an underground sex education clinic at their school, Moordale.
Over the last three seasons, as Otis' and Maeve's peers continued to explore their sexuality, Moordale became known as the notorious "sex school," leading to both the unofficial clinic and, ultimately, Moordale itself shutting their doors by the end of season 3. With no Moordale, we're all anxious to know what's next for Otis, Maeve, and their peers, so here's everything we know about the Sex Education season 4 release date, plot, and more.
Sex Education season 4 release date speculation
Although a release date for Sex Education season 4 hasn't been confirmed, all signs are pointing towards an early winter 2023 premiere.
The official Sex Education Twitter account confirmed that a fourth season was coming shortly after its third season was released in September of that year. Prior to season 3, which faced filming and production delays due to the pandemic, Sex Education took the January release date slot.
Given that filming on season 4 only started in July 2022, it seems highly unlikely that Sex Education season 4 will have a September release date like the former season. But at the same time, as a series with no VFX, we doubt post-production would be particularly long-winded, setting the stage for Sex Education to return to its original slot of a January 2023 release.
Sex Education season 4 cast speculation
Although we can expect a lot of our favourites to be back, including Asa Butterfield (Otis), Gillian Anderson (Jean), Aimee Lou Wood (Aimee), Connor Swindells (Adam), Kedar Williams-Stirling (Jackson), and more, the new series of Sex Education will also be introducing a few new faces, while other actors in the series go on to pastures new.
Simone Ashley, for instance, will not be returning as Ruby's sidekick Olivia because she'll be reprising her role as Kate in Bridgerton season 3, while Rakhee Thakrar (Emily Sands), Tanya Reynolds (Lily), and Patricia Allison (Ola) also confirmed that they would not be returning. Fortunately, despite Ncuti Gatwa being cast as The Doctor in Doctor Who, he confirmed that he will be returning for season 4.
A sucker for teen drama? Best teen movies
Schitt's Creek Dan Levy is also confirmed to have joined the cast as US professor and author Thomas Molloy, along with a slew of other new characters whose roles haven't yet been revealed. New cast members include Thaddea Graham, Marie Reuther, Felix Mufti, Anthony Lexa, Alexandra James, Reda Elazouar, Bella Maclean, and Imani Yahshua.
Based on a recent casting call, we can also expect two new characters in season 4 — transgender woman Abbi, who gives "Winona Ryder" vibes and her transmasculine boyfriend, Kent. With filming already in progress, we imagine that those playing Abbi and Kent will have already been decided. We will keep you informed.
Who's in the Sex Education season 4 cast?
Asa Butterfield as Otis Milburn
Gillian Anderson as Jean Milburn
Emma Mackey as Maeve Wiley
Ncuti Gatwa as Eric Effiong
Connor Swindells as Adam Groff
Kedar Williams-Stirling as Jackson Marchetti
Aimee Lou Wood as Aimee Gibbs
Mikael Persbrandt as Jakob Nyman
Mimi Keene as Ruby Matthews
Chinenye Ezeudu as Viv Odusanya
Sami Outalbali as Rahim
Dua Saleh as Cal Bowman
Chaneil Kular as Anwar
Dan Levy as Thomas Molloy
Thaddea Graham in an unknown role
Marie Reutherin an unknown role
Felix Muftiin an unknown role
Anthony Lexain an unknown role
Alexandra James in an unknown role
Reda Elazouarin an unknown role
Bella Maclean in an unknown role
Imani Yahshua in an unknown role
Sex Education season 4 plot speculation
Even though the end of season 3 saw the end of Moordale — with all the students likely to be separated at different schools to finish their A-Levels — there is a lot of scope as to where the story could go next.
Here's the official synopsis for Sex Education season 4:
"Following the closure of Moordale Secondary, Otis and Eric now face a new frontier – their first day at Cavendish Sixth Form College. Otis is nervous about setting up his new clinic, whilst Eric is praying they won't be losers again.But Cavendish is a culture shock for all the Moordale students – they thought they were progressive but this new college is another level. There's daily yoga in the communal garden, a strong sustainability vibe and a group of kids who are popular for being… kind?!
Viv is totally thrown by the college's student-led, non-competitive approach, while Jackson is still struggling to get over Cal. Aimee tries something new by taking an Art A Level and Adam grapples with whether mainstream education is for him. Over in the US, Maeve is living her dream at prestigious Wallace University, being taught by cult author Thomas Molloy. Otis is pining after her, whilst adjusting to not being an only child at home, or the only therapist on campus…"
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Although Maeve and Otis finally decided to give things a go at the end of season 3, she jetted off to America soon after. We have no doubt Maeve will return eventually, but with Maeve actor Emma Mackey currently working on the Barbie movie, it seems likely she'll be off-screen for at least some of the season. So, expect to see how Otis deals with her absence and whether they will end up in another "will they/won't they" drama by the time she gets back.
Another person who will undoubtedly be affected by Maeve's absence is best friend, Aimee. After turning her back on toxic friend group 'The Untouchables', she also ended up breaking things off with boyfriend Steve at the end of season 3 as she continues to come to terms with her sexual assault. If we had to guess, we imagine season 4 would continue to show her processing her trauma and learning to be alone for the first time without a boyfriend to fall back on.
We also saw Adam Groff have his heart broken by Eric at the end of season 3, with Adam still having a long way to go in terms of figuring out his sexuality while Eric says he is "ready to fly." Fortunately, it looks like he has a shoulder to cry on with Rahim, another one of Eric's exes with whom he started a tentative friendship with by the end of season 3. Will it turn into something more?
Enemies to lovers: Best romance movies
And finally, there's Jean, Otis' mother and famed sex therapist. After a rocky pregnancy, she finally gave birth to her child at the end of season 3 — only to discover, by the looks of it, that the father of her second child isn't partner, Jakob, but someone else. We don't know for sure what the DNA test said, or even if it proved her partner wasn't the father, but saying "oh shit" at the DNA test results of your child is never a good sign.
Seasons 1, 2, and 3 of Sex Education are available to stream on Netflix.
Sex Education season 4 has begun filming
Sex Education season 4 makes sense, but it shouldn't happen
Chronically online. Official Staff Writer and unofficial TikTok, The Boys, MCU, and streaming service expert. Past bylines include Business Insider, VICE, Rolling Stone, NBC, The Independent and more.

redpajama_set_name: RedPajamaCommonCrawl


Brings broadcasters and the mobile industry together to explore future developments.
This group has been closed.
Smartphones and tablets now play an important role in accessing media content and services. Mobile broadband is becoming a significant delivery platform for broadcasters. However, the potential of mobile broadband for the delivery of broadcasting content and services to large audiences is unknown. There is limited understanding between the mobile and broadcasting communities. It is important for broadcasters to do more to study different mobile delivery options and improve the relationship so both parties can benefit in the future.
The topic of CTN-Mobile is part of the EBU's Strategic Programme on Future Distribution Strategies.
Helps to establish a constructive forum where broadcasters and the mobile industry can explore future developments, including possible links between mobile broadband and terrestrial broadcasting.
Studyies technical, operational and regulatory issues associated with the delivery of broadcast services over mobile broadband networks and providing guidance to you.
Develops common terminology for conveying the needs of broadcasters.
Conducts research to determine what types of use cases and usage patterns would be feasible and beneficial for public service broadcasters, taking into account current and future requirements and constraints.
If you are interested in CTN-Mobile, join our group on this topic and participate in the discussions. Some restrictions may apply.
BPN 109 on PSM opportunities for distributing content and services over 5G networks now explicitly includes radio services.
BroadThinking 2018 (27-28 March in Geneva) is packed with relevant topics for those who build and run online broadcast services.
New hope for DTT in Turkey?
EBU Forecast 2016: How can broadcasters make the most of DTT and new broadband services?
This is an EBU Technical Committee Position Statement.
This study evaluates the costs associated with two types of 5G network: one where orchestration is allowed and one where it is not, in a normalized country modelled against the principal European markets.
This Technical Report seeks to facilitate a discussion about future distribution of Public Service Media (PSM) content and services, both internally to PSM organisations and externally.
The emerging 5G broadband technology may allow broadcasters to produce their content in a more efficient way and may become a new distribution platform for their services.
This Technical Report describes European PSB initiatives regarding the use of 4G & 5G technologies for Broadcast.
This document describes the Conditional Access mode of the BISS2 protocol called Mode CA (BISS CA).
This reports the tests, methodologies, results and the conclusions drawn from subjective assessments of UHD TV, including HDR contents as displayed by both HDR and SDR panels.
This document identifies a set of service requirements for representative use cases concerning 3GPP-based television distribution.
This document briefly gives the main features of the American ATSC 3.0 IP delivery suite of standards that should be finalised in early 2017.
This document lists relevant technical parameters to be used for theoretical LTE eMBMS radio access network studies in order to yield comparable results in different investigations from various sources.
In cooperation with the mobile equipment manufacturers, an EBU study on the delivery of broadcast content and services over LTE networks was carried out. This report contains the outcome of that study.
The way we consume media is changing. It is important for broadcasters to understand these changes and respond with adequate future leverage strategies.
Mobile networks are becoming increasingly important for the distribution of audiovisual media services. Mobile networks will need to be able to accommodate the current and future needs of public service media.


How many digits does the number 125^100 have?
Posted by me in comments!
Given an array A[1..n] and a number t as input, we want to find out if there exists a sub-array whose sum is t. For example, if the following array and t=8 is the input, the answer is YES since it contains the sub-array A[2..4] whose sum is t.
Given an array A[1..n], find out if all the elements in the array are distinct. Return YES if all the numbers are distinct NO otherwise.
Suppose we are given an algorithm that solves the t-sum problem in O(n) time. Design an algorithm that solves the distinct-elements problem in O(n) time.
If a car passes at the crosswalk on average every 10 seconds and you need 20 seconds to pass the road, how long does it take you on average to cross the road?
Solution posted by Santosh Ananthakrishnan (EE Final Year DD Student IIT Bombay) and Animesh Saxena (Manager at Karvy Private Wealth) in comments!
An entry aij in a matrix is called a saddle point if it is strictly greater than all the entries in the ith row and strictly lesser than all entries in the jth column or vice-versa. For example, the matrix shown below has two saddle points.
What is the maximum number of saddle points an nxn matrix can have?
Solution posted by Panna, Gold and Iron (Nikhil Pandey, CSE IITB 2009 Alumnus), Prasham Rambhia (Aero IITB Fifth Year Undergraduate Student, To be Morgan Stanley Quant) and Insomniac in comments!


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text:
export interface PickerOptions {
  buttons?: any[];
  columns?: PickerColumn[];
  cssClass?: string;
  enableBackdropDismiss?: boolean;
}

export interface PickerColumn {
  name?: string;
  align?: string;
  selectedIndex?: number;
  prefix?: string;
  suffix?: string;
  options?: PickerColumnOption[];
  cssClass?: string;
  columnWidth?: string;
  prefixWidth?: string;
  suffixWidth?: string;
  optionsWidth?: string;
}

export interface PickerColumnOption {
  text?: string;
  value?: any;
  disabled?: boolean;
}


Get your Warframe ready for Fortuna with the latest Warframe Booster Pack! This pack comes with the devastating laser cannon, the Opticor, as well as everything you need to unlock its full potential! Fortuna Booster Pack includes: - Opticor laser cannon - 7 Day Credit Booster - 7 Day Affinity Booster Note: Fortuna Booster Pack may only be purchased once per account and is available for a limited time.


Car crash at the Royal Oak Pub, 1917. Clearly a major event for everyone including a policeman to turn out for a village photograph.The pub is still open with the same name. The milliner's shop is now a restaurant.
A somewhat serious accident occurred about mid-day on Monday at the cross roads in the centre of the village. A motor van belonging to the Loughborough branch of Messrs Olivers, Ltd., was being driven along the Station Road by a young man named Harold Widdowson, of Station Street, Loughborough, towards Meeting Street, in the direction of Woodhouse. A five-seater Overland car, driven by Mr Hugh Jones, of Barkby Road, Syston, traveller for Messrs A and W Evans, of Soar Mills, Leicester, was proceeding towards Loughborough, and the vehicles collided in the centre of the road, the force of the impact being such that both vehicles were turned completely round, and forced into the wall of the Royal Oak, public house.
The car was badly damaged, the footboard and mud guards were torn off, and the rear off wheel collapsed. Mr Jones being badly injured. He was assisted out of the wreckage and taken to the house of Mr Waddington, and Dr Unitt sent for, who attended to his injuries, and another car was then forthcoming from his employers, in which he was conveyed to his home.
The driver of the van escaped uninjured, but his assistant, Frank Hutt, of Hartington Street, Loughborough, was badly cut by being thrown against the wind screen. His injuries were also attended to, and he was conveyed home. The van was damaged about the fore-carriage.


The Optomap ultra-widefield retinal image is a unique technology that captures more than 80% of your retina in one panoramic image, without the need for dilation. Not only does the Optomap give our doctors the ability to screen for retinal detachments and tumors, but it also allows for the detection of cells that are dying as a result of systemic diseases such as diabetes. The Optomap now gives us the ability to look deeper into the eye than traditional retinal evaluation techniques because serious eye conditions can occur at any age.
Toggle through a comparison of retinal imaging techniques.
Is the Optomap better than dilation?
The Optomap is not necessarily better than dilation. The Optomap® Retinal Exam is a great tool to use in addition to dilation or when a patient cannot be dilated.In some cases the view provided by the Optomap is superior to that of pupil dilation. For example, a patient that is very light sensitive will often refuse to have their pupils dilated because of the pain they experience. The dilated view of a very photosensitive patient is often poor because it is difficult for the patient to keep their eyes open or to look in the appropriate direction. The Optomap captures an image with a brief flash that even light sensitive patients do not object to, allowing the to doctor view the results without discomfort to the patient. The Optomap allows for a more comfortable retinal exam.
This retinal picture, taken by the Optomap Daytona, shows some of the diagnosis that an Optomap photo can reveal.
What is the benefit of Optomap?
Some of the first signs of diseases such as stroke, diabetes and even some cancers can be seen in your retina, often before you have other symptoms. An optomap makes it easier to see and treat them.
How will an Optomap benefit me?


The St. George's church at Edathua stands on the bank of the river Pampa, sixteen miles southeast of Alappuzha. This church is famous for the feast of St. George celebrated every year in the month of Medam (April-May). It takes place from 27th April till 7th of May. Though the festival lasts for 11 days, only the last couple of days carry all the aspects of a major festival. Hence calendars reckon the 6th of May as the feast day.


text:
POC infection diagnosis combats antibiotic resistance
A newly developed infection test, made up of sheets of paper patterned by lasers, will enable diagnosis at the point of care (POC) — helping doctors give patients the right treatment, and quickly.
Laboratory tests to identify the cause of common infections like urinary tract infections (UTIs) can take up to four days, with doctors having to use broad-action antibiotics as a first line of treatment. Not only may this be less effective than using drugs specific to the infection, it also contributes to an increase in antibiotic-resistant bacteria.
Now new research, led by Dr Collin Sones from the University of Southampton and published in the journal Biosensors and Bioelectronics, shows a paper-based device made using lasers could allow doctors to find out which antibiotic, if any, they should prescribe. Using similar methods to existing pregnancy tests and urine dipsticks, the easy-to-use technology has the potential to be cheap to produce and could be done by a doctor or nurse on the ward, slashing diagnosis times.
Made using lasers, the test paper has three layers — a top layer containing four common antibiotics in confined rectangular areas, an absorbent paper in the middle and an agar gel-containing base layer, all sealed in a plastic casing. The liquid sample (eg, urine) is added to a small paper tab, which is then covered with tape to prevent drying out or contamination.
The sample spreads across the middle paper layer, coming into contact with the four rectangles containing the test antibiotics (amoxicillin, ciprofloxacin, gentamicin and nitrofurantoin). If bacteria are present the paper will turn blue, and if the infection can be treated with one of the antibiotics there will be a clear patch around the corresponding rectangle.
The test thus gives doctors an early identification of bacterial infection, and also indicates which one of the four common antibiotics will work best — or if it is a strain untreatable with any of them. When compared against standard lab tests done in petri dishes with agar gel, the team got comparable results using artificial urine spiked with the bacteria E.coli.
"By enabling doctors to quickly determine if an infection is caused by bacteria, and if the bacteria are resistant to four common antibiotics, this device could cut down on unnecessary antibiotic prescriptions and help fight the growing threat of antibiotic resistance," Dr Sones said.
Image shows the results of a device test with E. coli bacteria.
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(peacefully) at home, beloved wife of the late Michéal and much loved mother of Geraldine, Kathy and Michael. Sadly missed by her daughters and son, brothers and sisters, sons-in-law, daughter-in-law, her adored grandchildren Darragh, Ronan, Paul, David, Michael, Seán and Grace, great- grandchildren Anthony and Alanah, extended family, neighbours and friends. Reposing at the Church of the Holy Family funeral parlour, Mervue on Wednesday, .17th April from 5.00 p.m. with Removal to the adjoining Church for Requiem Mass at 6.30 p.m. Prayer Service at 11.00 a.m. on Thursday, 18th April followed by burial in the New cemetery, Bohermore. Family flowers only. Donations (if desired) to the Galway Hospice.


Are y'all ready for day one of the TV/Movie Inspired Fashion Event? (I need to come up with a shorter name. Ideas?) I hope you are ready, for today's theme is 1900s - 1920s which gives you/us a wide range of period dramas to choose from. Today I picked the '90s TV Show Christy for my inspiration today, which is a show set in the early 1900s. I've adored Christy Huddleston's wardrobe for years -- ever since I first saw the show, but I don't remember when that was. For a majority part of of the show Christy is wearing a skirt, blouse, and sometimes accessorizes with either a belt or tie/scarf -- very pretty and feminine.
Lipstick -- Revlon "Pink in the Afternoon"
Nail Polish -- Essence in "Modern Romance"
You can link up your 1900s - 1920s inspired outfit below. Remember to link to your outfit post, and not your main blog address. Thanks!
Lovely outfit Ashley! Simply adorable!
Adorable outfit, Ashley! Very 'Christy', from what I can see, as I've never whatched the movie.
Darling! I'm feeling heavily inspired by Miss Potter right now, especially as the weather today is what I always call 'Beatrix Potter weather' :smile: Misty, and mossy, with raw blowing clouds.
This is going to be so much fun! I probably won't be able to do every day, but looking forward to reading along! Thanks for hosting!
I was wondering... I was sick yesterday, so I was not able to take my photos or post them for Day 1. Would you except it if I did it know and linked it up?
@Eva -- Aww..thanks so much!
@Charlotte -- Yay! I can't wait to see your outfits today!!
@Kellie -- 'Inspired by Film' sounds perfectly lovely, darling! Methinks I'll switch the name of the event to that. Thanks, dearie!
Aaah! Great pic for Day 1! I LOVE the Christy films and her clothes are always so feminine and inspiring!
I hope my link showed up. Having issues here. I will double check later and see if it's sorted itself out.
Wow! This outfit is so modest, and so femine! I love Christy!
Anyway...for some reason the linky isn't working for me. I keep getting a weird 404 error message every time I click on it. :/ so here's the link to my post! I'll try and link it up again tomorrow!
again!!!! I love this and now I have to rewatch that show. I rarely got a chance to ever see it while growing up because my dad hogged the TV so I stayed away from trying after 1992. . .so these shows pretty much were hard for me to see. I love this outfit you are wearing.


Jean Taggart passed away in October 2002 after a long and valiant battle with breast cancer. Everyone who knew her even slightly admired her strength and bravery throughout her final ordeal; equally valued was the untiring support of Tim, her husband of twenty years.
Jean burst upon the needlework scene just as soon as she finished her Valentine Certification in 1985. Upon completion of Level II Jean's lovely Asian design, Narcissus Fan, was chosen for inclusion in Valentine's permanent collection.
Shortly after graduation Jean was picked up for her first national seminar by ANG; Her highly regarded View from Anastasia's Window was enthusiastically greeted by eager students across the country. Successive years produced a number of wonderful designs which took Jean to seminar after seminar and chapter after chapter for years on end.
Her designs were always elegant and refined, based on solid research and inspired by cultures worldwide. A study of Southwestern art brought forth Pueblo Patterns, delving into Indian design she produced Mogul Medallion. She researched Irish illuminated manuscripts and gave the stitching world Gaelic Gold. Among her most popular and memorable designs were the series of four Japanese geishas, representing the four seasons and introducing embroiderers to beaded pulled thread work.
In addition to her fabulous designs Jean's stitching was impeccable. She favored the finest of threads, mostly silks and the shiniest metal threads. Her shaded flowers were rendered with the most superior technique, transcendent long and short stitch the rest of us can only hope to imitate.
Not content in just teaching, which she really loved the most, Jean also authored two needlework books, Laid Fillings for Evenweave Fabrics and Darning Patterns for Evenweave Fabrics. For years she also did the charts for all the designs in Needle Pointers.
In addition to her illustrious career in the needlearts, Jean's personality truly shone. She was so intelligent, prodigiously well read, well informed, and blessed with an iron clad memory. Indeed I believe Jean knew something about everything, and if a question arose she could extrapolate from her voluminous knowledge and usually come up with the correct answer. She loved word games, devised the most outrageous puns, and relayed positively wicked but subtle jokes. To know her was to laugh — a lot.
And yet the outward demeanor was one of a very disciplined person, quiet and refined, careful in her appearance, never a hair out of place, maybe even a little prim. She had such high standards for herself that she carried her students and candidates along with her.
Her service to NAN was long and noble. Immediately upon finishing certification she served as a counselor; later she was asked to be Assistant Director of Certification. Of course, that is followed by a term as Director of Teacher Certification and another as Director of Education, the top NAN office. Like other directors before her Jean then resumed counselor duties, until she was asked again to fill out another term as Director of Teacher Certification. She accepted with alacrity, even though she was battling her cancer, and went on to also serve as Director of Education, the office she held at her death.
The needlework world is much the poorer for the loss of Jean Taggart. She has enriched our lives with enchanting designs, the most beautiful stitching, avid mentoring of aspiring teachers, and gracious and generous teaching in the classroom.


Asterix vs. Tintin. Them blokes with coolest dressing sense!
Man things to pack & do on your next trip to Bangkok.
For a moment, consider classic combinations like soup and sandwich, Laurel and Hardy, office furniture and Kama Sutra ( * wolf howls * ) positions….


text:
Lutheran Day 2017 Workshops
Lutheran Advocacy PA > Lutheran Day 2017 Workshops
10:30 a.m. — 11:30 a.m.
What's at Stake in the 2017-2018 State Budget? (Fellowship Hall) — An overview of the dynamics affecting negotiations surrounding the 2017-18 budget negotiations in Pennsylvania. The important role that faith communities can play in public education and nonpartisan advocacy will be highlighted. Presenter: Jeff Garis, Outreach and Engagement Director, Pa. Budget and Policy Center.
Water Justice in Pennsylvania (Room 237) — This workshop will examine recent water issues around the Commonwealth — from lead in drinking water to scarcity, pollution and water justice. We will explore the interconnectedness of these issues and the lack of clean water investment in Pa., recent federal rollback of clean water protections and more. Presenter: Ezra Thrush, Campaign Manager for Watershed Advocacy, PennFuture.
Blueprint for a Hunger-Free Pennsylvania (228-230) — An update on the progress of the governor's plan to address food insecurity in the Commonwealth, and an exploration of areas where faith communities can be part of that movement, especially in creating regional food security councils and advocating locally for ways to improve delivery of school breakfast and summer feeding programs in underserved areas. Presenter: Heather Hallman, Advisor to the Governor on Food and Nutrition Programs, Special Advisor to the Secretary Department of Human Services
Human Trafficking in PA 101 (Room 122) — This presentation will explain the basics of the crime of human trafficking, including legal definitions of sex trafficking, how perpetrators (traffickers and sex buyers) are identified and held accountable, the elements of victimization, and ways you can help, especially through advocacy for safe harbor legislation for child sex trafficking victims. The presentation will include and interactive workshop that introduces participants to the experiences a child sex trafficking victim may endure and the services available. Presenters; Shea M. Rhodes, Esq., Director and Co-Founder, Villanova Law Institute to Address Commercial Sexual Exploitation, and Sarah K. Robinson, Esq., Justice for Victims Fellow at the Institute.
Advocating for Fair Funding for PA's Public Schools (Room 237) — Pennsylvania has the most inequitable school funding system in the nation, with the poorest students attending schools with the fewest resources. The results are particularly striking along lines of race and rural poverty. Participants will be equipped to speak and act confidently on these issues and lift their voices with others across the Commonwealth in support of every child's opportunity to learn. Presenters: Susan Spicka, Executive Director, Education Voters of PA; Dan Urevick-Ackelsberg, staff attorney, and Barbara Grimaldi, director of development and communications, both of the Public Interest Law Center.
Preaching Across the Divide (Library) — This workshop will offer a space for preachers to discuss the challenges of proclaiming the Gospel in the midst of a fractured culture. Participants will have the opportunity to contribute input regarding a course to be taught at United Lutheran Seminary in the fall semester and will be invited to explore several of the texts to be used in the course. Presenter: The Rev. Angela Wallington Zimmann, Ph.D.
Immigration in PA/Stopping the Campaign of Fear and Hate (Room 125) — An update on proposed legislation that targets immigrant communities and the rhetoric surrounding these proposals. Participants will gain an understanding of the constitutional issues within the struggle between local, state and federal authorities and be able to help their congregations and neighbors understand the law and what is at stake for our communities. Presenter: Andrew Hoover, communications director, ACLU of Pennsylvania.
Telling Our Story/Advocacy Through News Media and Social Media (Room 121) — As followers of Christ, we are sometimes called to publicly witness to how public policy aligns with Jesus' teachings and ministry. This workshop is a practical primer on how to use the mainstream media and social media to effectively share that message. Learn from a Lutheran pastor and award-winning journalist the best way to share your story and how to be prepared when the story comes to your doorstep. Presenter: The Rev. Brenda Martin, pastor at St. James Lutheran Church in Fairview, NWPA Synod.
Get Amp'ed for AMMPARO (Room 228-230) — In this climate of fear, how can the church be a place of refuge for migrant children and families, especially from Central America? Learn about and become part of the ELCA strategy to Accompany Migrant Minors with Protection, Advocacy, Representation and Opportunities. Presenter: Mary Campbell, ELCA Program Director of AMMPARO.
Smart Justice: The Opportunities and Challenges in Criminal Justice Reform in PA (Room 125) — An update on the state of criminal justice reform efforts in the state legislature with some insight on local level efforts. Participants will discuss ways that the faith community can add its voice for reform. Presenter: Andrew Hoover, communications director, ACLU of Pennsylvania.
Climate Change and Pennsylvania Policy (Room 237) — This workshop will explore current issues and opportunities for advocacy and action on our Commonwealth's contribution to climate change. From proposed cuts to regulatory agencies to attempts to rollback existing protections, participants will be informed so that they can speak out and stand up for climate justice. Presenter: Robert Altenburg, Director, PennFuture Energy Center.
Advocacy 101 (Room 121) — Participants will learn from a panel of professional advocates and legislative staff about the basics of citizen advocacy — from how to set up a meeting to building a relationship of trust with lawmakers and staff. You will learn what to listen for, as well as how to be sure you are heard. Presenters: The Rev. Amy Reumann, Director of ELCA Advocacy; Susan Spicka, Executive Director, Education Voters of PA; Karen Woodings, Advocacy Manager, Central PA Food Bank; Dr. Ron Costen, Vicar, Messiah Lutheran Church and LAMPa; Sharon Schwartz, retired staff of Pa. General Assembly.


text:
/**
 * @file
 *
 * @brief Header file for the LatencyBenchmark class.
 */

#ifndef LATENCY_BENCHMARK_H
#define LATENCY_BENCHMARK_H

//Headers
#include <Benchmark.h>
#include <common.h>

//Libraries
#include <cstdint>
#include <string>

namespace xmem {

    /**
     * @brief A type of benchmark that measures memory latency via random pointer chasing. Loading may be provided with separate threads which access memory as quickly as possible using given access patterns.
     */
    class LatencyBenchmark : public Benchmark {
    public:

        /**
         * @brief Constructor. Parameters are passed directly to the Benchmark constructor. See Benchmark class documentation for parameter semantics.
         */
        LatencyBenchmark(
            void* mem_array,
            size_t len,
            uint32_t iterations,
            uint32_t num_worker_threads,
            uint32_t mem_node,
            uint32_t cpu_node,
            pattern_mode_t pattern_mode,
            rw_mode_t rw_mode,
            chunk_size_t chunk_size,
            int32_t stride_size,
            std::vector<PowerReader*> dram_power_readers,
            std::string name
        );

        /**
         * @brief Destructor.
         */
        virtual ~LatencyBenchmark() {}

        /**
         * @brief Get the average load throughput in MB/sec that was imposed on the latency measurement during the given iteration.
         * @brief iter The iteration of interest.
         * @returns The average throughput in MB/sec.
         */
        double getLoadMetricOnIter(uint32_t iter) const;

        /**
         * @brief Get the overall arithmetic mean load throughput in MB/sec that was imposed on the latency measurement.
         * @returns The mean throughput in MB/sec.
         */
        double getMeanLoadMetric() const;

        /**
         * @brief Reports benchmark configuration details to the console.
         */
        virtual void reportBenchmarkInfo() const;

        /**
         * @brief Reports results to the console.
         */
        virtual void reportResults() const;

    protected:
        virtual bool runCore();

        std::vector<double> load_metric_on_iter_; /**< Load metrics for each iteration of the benchmark. This is in MB/s. */
        double mean_load_metric_; /**< The average load throughput in MB/sec that was imposed on the latency measurement. */
    };
};

#endif


text:
Biografia
Ha rappresentato l' ai Giochi olimpici estivi di , classificandosi al 23º posto nei 50 metri stile libero.

Palmarès
Giochi panafricani
Casablanca 2019: oro nei 50m sl, argento nei 100m sl, nei 50m farfalla, nella 4x100m sl, nella 4x100m misti, nella 4x100m sl mista e nella 4x100 m misti mista.

Campionati africani
Algeri 2018: oro nei 50m sl, nella 4x100m sl, nella 4x100m misti e nella 4x100m sl mista, argento nei 100m sl e nei 50m farfalla, bronzo nei 100m dorso.
Accra 2021: oro nei 50m sl e argento nei 100m farfalla.

Giochi del Mediterraneo
Tarragona 2018: bronzo nei 50m sl.

Note

Collegamenti esterni

Nuotatori dell'Indiana Hoosiers

redpajama_set_name: RedPajamaWikipedia


text:
#include <string.h>

#include "py/runtime.h"
#include "py/mperrno.h"
#include "mphalport.h"
#include "modesp32.h"
#include "nvs_flash.h"
#include "nvs.h"

// This file implements the NVS (Non-Volatile Storage) class in the esp32 module.
// It provides simple access to the NVS feature provided by ESP-IDF.

// NVS python object that represents an NVS namespace.
typedef struct _esp32_nvs_obj_t {
    mp_obj_base_t base;
    nvs_handle_t namespace;
} esp32_nvs_obj_t;

// *esp32_nvs_new allocates a python NVS object given a handle to an esp-idf namespace C obj.
STATIC esp32_nvs_obj_t *esp32_nvs_new(nvs_handle_t namespace) {
    esp32_nvs_obj_t *self = m_new_obj(esp32_nvs_obj_t);
    self->base.type = &esp32_nvs_type;
    self->namespace = namespace;
    return self;
}

// esp32_nvs_print prints an NVS object, unfortunately it doesn't seem possible to extract the
// namespace string or anything else from the opaque handle provided by esp-idf.
STATIC void esp32_nvs_print(const mp_print_t *print, mp_obj_t self_in, mp_print_kind_t kind) {
    // esp32_nvs_obj_t *self = MP_OBJ_TO_PTR(self_in);
    mp_printf(print, "<NVS namespace>");
}

// esp32_nvs_make_new constructs a handle to an NVS namespace.
STATIC mp_obj_t esp32_nvs_make_new(const mp_obj_type_t *type, size_t n_args, size_t n_kw, const mp_obj_t *all_args) {
    // Check args
    mp_arg_check_num(n_args, n_kw, 1, 1, false);

    // Get requested nvs namespace
    const char *ns_name = mp_obj_str_get_str(all_args[0]);
    nvs_handle_t namespace;
    check_esp_err(nvs_open(ns_name, NVS_READWRITE, &namespace));
    return MP_OBJ_FROM_PTR(esp32_nvs_new(namespace));
}

// esp32_nvs_set_i32 sets a 32-bit integer value
STATIC mp_obj_t esp32_nvs_set_i32(mp_obj_t self_in, mp_obj_t key_in, mp_obj_t value_in) {
    esp32_nvs_obj_t *self = MP_OBJ_TO_PTR(self_in);
    const char *key = mp_obj_str_get_str(key_in);
    int32_t value = mp_obj_get_int(value_in);
    check_esp_err(nvs_set_i32(self->namespace, key, value));
    return mp_const_none;
}
STATIC MP_DEFINE_CONST_FUN_OBJ_3(esp32_nvs_set_i32_obj, esp32_nvs_set_i32);

// esp32_nvs_get_i32 reads a 32-bit integer value
STATIC mp_obj_t esp32_nvs_get_i32(mp_obj_t self_in, mp_obj_t key_in) {
    esp32_nvs_obj_t *self = MP_OBJ_TO_PTR(self_in);
    const char *key = mp_obj_str_get_str(key_in);
    int32_t value;
    check_esp_err(nvs_get_i32(self->namespace, key, &value));
    return mp_obj_new_int(value);
}
STATIC MP_DEFINE_CONST_FUN_OBJ_2(esp32_nvs_get_i32_obj, esp32_nvs_get_i32);

// esp32_nvs_set_blob writes a buffer object into a binary blob value.
STATIC mp_obj_t esp32_nvs_set_blob(mp_obj_t self_in, mp_obj_t key_in, mp_obj_t value_in) {
    esp32_nvs_obj_t *self = MP_OBJ_TO_PTR(self_in);
    const char *key = mp_obj_str_get_str(key_in);
    mp_buffer_info_t value;
    mp_get_buffer_raise(value_in, &value, MP_BUFFER_READ);
    check_esp_err(nvs_set_blob(self->namespace, key, value.buf, value.len));
    return mp_const_none;
}
STATIC MP_DEFINE_CONST_FUN_OBJ_3(esp32_nvs_set_blob_obj, esp32_nvs_set_blob);

// esp32_nvs_get_blob reads a binary blob value into a bytearray. Returns actual length.
STATIC mp_obj_t esp32_nvs_get_blob(mp_obj_t self_in, mp_obj_t key_in, mp_obj_t value_in) {
    esp32_nvs_obj_t *self = MP_OBJ_TO_PTR(self_in);
    const char *key = mp_obj_str_get_str(key_in);
    // get buffer to be filled
    mp_buffer_info_t value;
    mp_get_buffer_raise(value_in, &value, MP_BUFFER_WRITE);
    size_t length = value.len;
    // fill the buffer with the value, will raise an esp-idf error if the length of
    // the provided buffer (bytearray) is too small
    check_esp_err(nvs_get_blob(self->namespace, key, value.buf, &length));
    return MP_OBJ_NEW_SMALL_INT(length);
}
STATIC MP_DEFINE_CONST_FUN_OBJ_3(esp32_nvs_get_blob_obj, esp32_nvs_get_blob);

// esp32_nvs_erase_key erases one key.
STATIC mp_obj_t esp32_nvs_erase_key(mp_obj_t self_in, mp_obj_t key_in) {
    esp32_nvs_obj_t *self = MP_OBJ_TO_PTR(self_in);
    const char *key = mp_obj_str_get_str(key_in);
    check_esp_err(nvs_erase_key(self->namespace, key));
    return mp_const_none;
}
STATIC MP_DEFINE_CONST_FUN_OBJ_2(esp32_nvs_erase_key_obj, esp32_nvs_erase_key);

// esp32_nvs_commit commits any changes to flash.
STATIC mp_obj_t esp32_nvs_commit(mp_obj_t self_in) {
    esp32_nvs_obj_t *self = MP_OBJ_TO_PTR(self_in);
    check_esp_err(nvs_commit(self->namespace));
    return mp_const_none;
}
STATIC MP_DEFINE_CONST_FUN_OBJ_1(esp32_nvs_commit_obj, esp32_nvs_commit);

STATIC const mp_rom_map_elem_t esp32_nvs_locals_dict_table[] = {
    { MP_ROM_QSTR(MP_QSTR_get_i32), MP_ROM_PTR(&esp32_nvs_get_i32_obj) },
    { MP_ROM_QSTR(MP_QSTR_set_i32), MP_ROM_PTR(&esp32_nvs_set_i32_obj) },
    { MP_ROM_QSTR(MP_QSTR_get_blob), MP_ROM_PTR(&esp32_nvs_get_blob_obj) },
    { MP_ROM_QSTR(MP_QSTR_set_blob), MP_ROM_PTR(&esp32_nvs_set_blob_obj) },
    { MP_ROM_QSTR(MP_QSTR_erase_key), MP_ROM_PTR(&esp32_nvs_erase_key_obj) },
    { MP_ROM_QSTR(MP_QSTR_commit), MP_ROM_PTR(&esp32_nvs_commit_obj) },
};
STATIC MP_DEFINE_CONST_DICT(esp32_nvs_locals_dict, esp32_nvs_locals_dict_table);

const mp_obj_type_t esp32_nvs_type = {
    { &mp_type_type },
    .name = MP_QSTR_NVS,
    .print = esp32_nvs_print,
    .make_new = esp32_nvs_make_new,
    .locals_dict = (mp_obj_dict_t *)&esp32_nvs_locals_dict,
};