text:
Gebhard III. von Zähringen (* um 1050; † 12. November 1110) war 1084–1110 Bischof von Konstanz.

Herkunft
Gebhard war ein Sohn Bertholds I. von Zähringen und dessen Ehefrau Richwara († 1092). Er war ein Bruder von Hermann I., dem Begründer der Linie der Markgrafen von Baden und von Berthold II., dem Herzog von Schwaben und später von Zähringen. Ihre Schwester war die Mitbegründerin des Klosters Kastl und Begründerin des Klosters Regen, Liutgard von Zähringen ⚭ Diepold II. von Vohburg.

Kirchliche Laufbahn
Um 1065 war Gebhard Mitglied des Kölner Domkapitels und danach Propst des Chorherrenstifts Xanten. Um 1075 trat Gebhard in das Kloster Hirsau ein. Bereits 1079 wurde er von Papst Gregor VII. als einer der Kandidaten für die Wahl des Bischofs von Magdeburg genannt.

Am 21. Dezember 1084 wurde er von der Diözesan-Synode zum Bischof von Konstanz gewählt – die Synode wurde vom päpstlichen Legaten Odo von Ostia geleitet. Am gleichen Tag erhielt Gebhard die Priesterweihe und am folgenden Tag die Bischofsweihe. An der Synode waren der Abt des Klosters Hirsau, Wilhelm von Hirsau, Gebhards Bruder Berthold und Welf, der geächtete Herzog von Bayern, anwesend. Der kaisertreue Bischof von Konstanz, Otto I. von Lierheim, war 1080 von Papst Gregor VII. exkommuniziert worden, galt aber der kaisertreuen Partei weiterhin als der wahre Bischof von Konstanz. Sein direkter Vorgänger war Bischof Bertolf, der nach der Absetzung von Otto I. durch die päpstliche Partei zum Bischof ernannt wurde. Aus gesundheitlichen Gründen erfolgte die Bischofsweihe jedoch nicht und Bertolf hat wohl sein Amt nie wirklich wahrgenommen.

So erfolgte dann auch bereits im Mai 1085 die Absetzung und Exkommunikation Gebhards auf einem von Heinrich IV. einberufenen Konzil in Mainz und die Bestätigung von Otto I. im Amt.

Der von Heinrich IV. eingesetzte Abt von St. Gallen, Ulrich von Eppenstein, war der regionale Widerpart des Hauses Zähringen. Gebhards Vater Berthold I. war 1077 wegen seiner Unterstützung für Rudolf von Rheinfelden von Heinrich IV. das Herzogtum Kärnten entzogen und Ulrichs Bruder, Liutold von Eppenstein, übergeben worden. Im Zusammenhang mit einer Fehde zwischen dem mit den Zähringern verbündeten Abt der Reichenau, Ekkehard II. von Nellenburg und Ulrich von St. Gallen, musste Gebhard 1085 aus Konstanz fliehen und kehrte erst 1086 wieder zurück.

Ebenfalls 1086 reformierte Gebhard mit Unterstützung aus Hirsau das Kloster Petershausen, wobei er zunächst zwei Äbte absetzte und dann mit Theoderich, dem Sohn des Grafen Kuno von Wülfelingen aus morganatischer Ehe, die richtige Besetzung fand und das Kloster stark vergrößerte.

1089 konnte Gebhard den von seinen Vorgängern begonnenen Neubau des Konstanzer Münsters abschließen und weihen.

Ulrich von Eppenstein setzte bei Heinrich IV. die Besetzung des Konstanzer Bischofsstuhls durch einen Mönch von St. Gallen, Arnold von Heiligenberg, durch. Aus Sicht der kaisertreuen Partei war der Bischofssitz seit dem Tode von Bischof Otto 1086 vakant. Ulrich versuchte nun seinen Schützling mit Waffengewalt in das Amt zu bringen, wurde jedoch durch den Widerstand der Stadt Konstanz daran gehindert. Die Konstanzer und Gebhards Bruder, Berthold II., verwüsteten danach Besitzungen des Klosters St. Gallen.

1095 nahm Gebhard an der Synode von Piacenza teil. 1102 überfiel Heinrich von Heiligenberg, der Bruder von Arnold, das Kloster Petershausen und 1103 übernahm Arnold gewaltsam den Bischofssitz – Gebhard floh in das Kloster St. Blasien. Erst 1105 wurde Arnold vertrieben (obwohl ihn Papst Paschalis II. bereits 1103 exkommuniziert hatte) und Gebhard kehrte mit Hilfe von Heinrich V. wieder nach Konstanz zurück. Im Auftrag von Papst Paschalis II. hatte Gebhard als päpstlicher Legat Heinrich V. vom Kirchbann befreit. Gebhard begleitete Heinrich auf seinem Zug durch Bayern und Sachsen.

Stellung im Investiturstreit
Nach Dopsch war er eng mit den Grafen von Sulzbach und den Grafen von Kastl verwandt und stand wie sie der hirsauischen Reformbewegung nahe.

Gebhard (Gebehardus) war im Investiturstreit ein prominenter Vertreter der päpstlichen Partei gegen Kaiser Heinrich IV. 1088 weilte der von Gebhard unterstützte Gegenkönig Hermann von Salm in Konstanz. Gebhard wurde 1089 von Papst Urban II. zum päpstlichen Legaten in Deutschland ernannt. Gebhard unterstützte die Söhne Heinrichs IV. gegen ihren Vater. Er versuchte, für Konrad 1093 das Herzogtum Schwaben und Bayern zu gewinnen und überbrachte Heinrich V. den päpstlichen Segen. Er wurde von Heinrich IV. von seinem bischöflichen Stuhl vertrieben, setzte aber, auch von Paschalis II. als Legat bestätigt, seinen Widerstand fort und übte großen Einfluss auf den Ingelheimer Reichstag 1105 aus, wo Heinrich IV. zur Thronentsagung genötigt wurde.

Klostergründungen
Er förderte und weihte eine Reihe von Klöstern, unter anderen:
 Kloster St. Georgen im Schwarzwald (1085)
 Kloster Reichenbach (1085)
 Kloster St. Peter auf dem Schwarzwald; Klosterkirche (1093)
 Kloster Ochsenhausen (1093)
 Kloster Alpirsbach (1095)
 Kloster Allerheiligen (Schweiz); (Münstereinweihung 1103)
 Kloster Kastl 1098/1103; (sandte den Gründungskonvent vom Kloster Petershausen aus)

Literatur

Lexikonartikel

Darstellungen
 Helmut Maurer: Das Bistum Konstanz – Die Konstanzer Bischöfe vom Ende des 6. Jahrhunderts bis 1206 (= Germania sacra. Bd. N.F., 42,1). De Gruyter, Berlin u. a. 2003, ISBN 3-11-017664-5, S. 221–261 (online)
 Elmar Wadle: Die Konstanzer Pax und Bischof Gebhard III. In: Freiburger Diözesan-Archiv Bd. 109 (1989), S. 141–153 (online)
 Ian S. Robinson: Bernold von Konstanz und der gregorianische Reformkreis um Bischof Gebhard III. In: Freiburger Diözesan-Archiv Bd. 109 (1989), S. 155–188 (online)
 Karl Schmid Zu den angeblichen Konstanzer Gegenbischöfen während des Investiturstreites. In: Freiburger Diözesan-Archiv Bd. 109 (1989), S. 189–212 (online)
 Claudia Zey: Wirken und Wirkung päpstlicher Legaten im Investiturstreit am Beispiel Bischof Gebhards III. von Konstanz. In: Harald Derschka, Jürgen Klöckler, Thomas Zotz (Hrsg.): Konstanz und der Südwesten des Reiches im hohen und späten Mittelalter. Festschrift für Helmut Maurer zum 80. Geburtstag (= Konstanzer Geschichts- und Rechtsquellen. Bd. 48). Thorbecke, Ostfildern 2017, ISBN 3-7995-6848-4, S. 57–74 (online).

Anmerkungen

Bischof von Konstanz
Familienmitglied der Zähringer
Römisch-katholischer Bischof (11. Jahrhundert)
Klostergründer
Geboren im 11. Jahrhundert
Gestorben 1110
Mann

redpajama_set_name: RedPajamaWikipedia


text:
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import com.igormaznitsa.jute.annotations.*;

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  }

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  }

}

redpajama_set_name: RedPajamaGithub


text:
Augacephalus junodi är en spindelart som först beskrevs av Simon 1904.  Augacephalus junodi ingår i släktet Augacephalus och familjen fågelspindlar. Inga underarter finns listade.

Källor

Fågelspindlar
junodi


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redpajama_set_name: RedPajamaCommonCrawl


In a pre-heated oven, at 375, roast the peppers until done (about 45 minutes). Take black skin off, chop and set aside. Bring 4 cups of water to a boil, add salt, pepper, and bay leaf. Slowly whisk in polenta. Stir until it sticks to the sides of the pan. Pour polenta into a 1/4 inch baking sheet pan and let cool. Meanwhile, saute the chopped mushrooms in olive oil. When polenta has hardened, cut into 2 to 4 inch squares or triangles and toast in a saute pan with olive oil, or roast in the oven until golden. Serve with the roasted peppers, mushrooms and the cheese on the top.


Kindle Fire HD tablets apparently can't change line spacing when you're reading an e-book.
Is this part of a consumer-hostile niching initiative by Amazon to high-pressure my fellow Kindle addicts into buying more than one gizmo?
Yes, I suspect—if we consider similar disappointments, such as the omission of sound in the Paperwhite E Ink reader line.
Separately it appears that at least for now Amazon won't offer a text-to-speech upgrade for owners of the original Fire (above photo). Let's speak up and change that! Big thanks to Andrea for nailing this one down, and I hope other LibraryCity community participants will also raise usability issues with Amazon in a civil way and share with us the company's replies. I may forward relevant responses to the National Federation of the Blind.
Back to line spacing. I had trouble grasping the idea of a Kindle HD without adjustable spacing in the e-reading app. Surely Amazon had cleverly tucked away the means to do this; wouldn't the proper tap on the screen bring such a standard feature back into sight? Wrong, apparently. I invited Len Edgerly of the stellar Kindle Chronicles blog and podcast—like me, a super-devoted Kindle fan despite abominations like the lack of ePub—to join the search for this capability. He, too, couldn't find a line spacing adjustment. Please, Jeff Bezos. If line spacing is indeed missing, Amazon should pledge immediately that it will show up pronto in the next HD upgrade.
Just why is a smart Princeton guy like Jeff allowing his company to do this to us? Because his marketers decided, "Let's make the HD a good reading machine—but not too good, so people will buy our Paperwhites, also, while relying on their HDs for text to speech and Audible books"? Just how much would adjustable line spacing cost to add? Might politicians nefariously tax the related bytes?
Whatever the reason, such an omission seems to be part of a charming little trend of a dumbing down or at least niching of Amazon products for book-lovers (on top of Amazon's war against openness, as documented here). I doubt that librarians will be ecstatic, given that Kindles are probably the most common way to read library e-books, at least in the U.S.
The Paperwhites actually come with less memory (2GB) than the older Kindle Keyboards despite (4GB) in spite of decreases in storage prices. Granted, some consumers might not think they'll need 4GB. But what if they eventually want to pick up a boatload of public domain titles for "just in case" reading? Or store zillions of documents for reference at work? How much would the missing 2GB have cost? $1? $2?
Even more importantly, the Paperwhites don't even have speakers or headphone jacks, much less text to speech. Was it a Planet of the Apes movie or another film that contained a line in the vein of, "You've cut out his vocal cords!"? That's about how I feel about The Great Muting of the Paperwhites. No, they never had sound in the first place, but the omission of the speakers and TTS is still a depressing surprise to plenty of people besides me. And remember, the fun comes from an outfit billing itself as "Earth's Most Customer-Centric Company"! With Customer Centricity like this, who needs enemies?
Meanwhile, following LibraryCity's advice to contact Amazon about the missing text to speech in the Paperwhite as well as other lapses, Andrea has learned from Kindle customer support that the company won't upgrade her old Fire to include TTS. I wonder why. Lack of hardware capabilities? Almost surely not. Or niching zealotry?
I'm a Kindle Fire owner who was very disappointed that Text to speech for Kindle books was not included. I was sure that you'd upgrade it to include this option, but months passed without an upgrade of software. I know it is capable of this as QuickOfficePro can read documents to me on the Kindle Fire.
Now I hear many of the new devices are without text to speech – I'd strongly prefer that all Paperwhites and other Kindle products include text to speech in the future. But failing that, can you at least offer it as an option at a reasonable charge? I don't wish to buy the newer, more expensive Fire that will allow text to speech. Will you be upgrading the software on the Fire I already own to allow this? I suggest that Amazon should consult closely with the National Federation of the Blind to come up with the best voiceover systems for blind and visually impaired people.
I understand your concern for the Text to speech feature on Kindle Fire, all Paperwhites and other Kindle products .
Please understand that as of now, there is no software update which can upgrade Kindle fire and other kindle products to have the Text to speech feature. Hence, we are not able to upgrade a Kindle for a different version.
I have passed along your comments to our developers as customer feedback like yours is essential in helping us determine what features our customers want most.
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Yo, Jeff! Listen to Andrea, your customer. Notice how she bought her Fire while reasonably anticipating that an upgrade would bring text to speech to the e-reading app? I don't know if she is blind. But I can think of how much a used Fire with TTS could mean to a blind person on a budget (more than a little redundancy in those last few words!). Millions of Americans are blind or otherwise disabled, and through groups like the NFB, they pack clout on Capitol Hill. You're playing with fire—no pun intended—when reckless niching comes ahead of accessibility. If you want the feds to regulate every facet of the e-book industry someday, niching zealotry is a perfect way to help bring this about.
So how about being "Customer Centric" in a different way and worrying less about nickel and diming us and more about, say, fixing the invisible on-off switch and volume control on the HD? Jeff, I really love your products on the whole; they're a big part of my life. But so often, despite Amazon's many positives, actual practices belie the buzzwords.
Note: I'm going to share this post with an Amazon PR man with a request that he pass it on to Jeff Bezos personally. Chances are that the Amazon people won't reply. But I'd like to give them an opportunity. Ideally Amazon will remember one of rules of public relations: Get bad news out of the way fast! In Jeff's place, I'd value reputation, goodwill and long-term profitability over pride—and promise text to speech in future Paperwhites, as well as other much-needed actions such as a TTS software upgrade for old Fires (and supply tentative ETAs!). If he wants to say, "Oh, we had the TTS upgrade and the rest in mind all along," that's fine by me. I just want a prompt, firm and exceedingly public commitment to the idea of this upgrade and the other improvements.


text:
Фридрих III Баденский, Миролюбивый (, 1327—1353) — маркграф Бадена в период с 1348 по 1353 годы.

Фридрих III был, вероятно, старшим сыном маркграфа Рудольфа IV и перенял правление вместе со своим братом Рудольфом V Баден-Пфорцхаймским в 1348 году после смерти отца.

О его коротком правлении известно немного. В 1348—1349 годах по западной Европе прокатилась эпидемия чумы, следствием которой стал резкий рост антиеврейских настроений и массовые еврейские погромы. 14 февраля 1349 года такой погром был организован ремесленными цехами при поддержке епископа Бертольда II фон Бухэгга и патрициев в Страсбурге; его жертвами по разным оценкам стали до двух тысяч человек, отчасти заживо сожжённые в специально для этого сооружённом срубе. Поскольку этот инцидент — хотя и один из многих — стал вопросом имперской политики, спустя короткое время город Страсбург, епископ Бертольд, аббат Мурбаха, графиня Иоганна фон Катценельнбоген, граф Фридрих Фрайбургский, вюртембергские графы Ульрих и Эберхард, а также баденские маркграфы Фридрих III, Рудольф V и Герман IX, как и многие другие подписали соглашение, обещавшее всяческую поддержку Страсбургу в стремлении избежать правовых последствий произошедшего (официально еврейская община находилась под защитой императора) и подтверждавшее массовое аннулирование долгов перед еврейскими семьями, а также неприкосновенность присвоенного во время погрома имущества. Вместе с тем, городской совет Страсбурга требовал от своих союзников дальнейшего преследования евреев. Участие Фридриха III в этом соглашении не должно удивлять, учитывая его личную задолженность перед рядом еврейских семей Страсбурга.

В 1351 году — по настоянию императора — Фридрих III и его брат Рудольф V передали страсбургскому епископу имперские владения в Ортенау, находившиеся до того в их залоговом управлении, получив взамен право на таможенные сборы на Рейне и в Страсбурге.

Семья
Около 1345 года Фридрих III — вероятно, в целях защиты маркграфского титула от претензий возможных конкурентов — заключил брак со своей троюродной сестрой Маргаретой Баденской (ум. 1367) — дочерью Рудольфа Хессо Баденского. Их детьми были:
 Рудольф VI (ум. 1372), маркграф Бадена с 1353 года
 Маргарете, с 1363 года жена Готфрида II фон Лейнинген-Риксинген; во втором браке — жена Генриха фон Лютцельштайна

Примечания

Литература
 Regesten der Markgrafen von Baden und Hachberg 1050—1515. / Herausgegeben von der Badischen Historischen Commission, bearbeitet von Richard Fester. — 1er Bd. — Innsbruck, 1900. — S. 101—111.
 Sachs, Johann Christian. Einleitung in die Geschichte der Marggravschaft und des marggrävlichen altfürstlichen Hauses Baden. — Carlsruhe, 1767. — Zweyter Theil. — S. 151—156.

Правители Европы XIV века
Маркграфы Бадена


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Combining personal tastes and industry-leading quality is made easy with our wide range of driveway aggregate options. Whether you're looking for a colour that is chic and modern, or something that is warmer and more traditional, we'll be able to offer you something that really brings out your personality.
Due to their modern design, our driveways require very little input from you to ensure they look and perform at their very best. They comprise a design that is both anti-weed and anti-crack, so you can rest assured that once your driveway is in place it will continue to bring lasting quality without the headaches.
We have been able to refine our driveway installation approach over the years. This is important, as we know that undertaking a new home improvement (especially one as big as a driveway) can be intimidating when it comes to how much disruption it could cause to your daily life. We always work to the highest standards of professionalism, reliability, efficiency, and respect for your time.


Heat oven to 375°F; place cookie sheet in oven to preheat.
In medium bowl, mix brown sugar, butter, corn syrup, salt and eggs with electric mixer on medium speed until well blended; stir in pecans. Pour into frozen crust.
Bake on preheated cookie sheet 35 to 45 minutes or until center is set. After 15 to 20 minutes of baking, cover crust edge with strips of foil to prevent excessive browning. Cool 30 minutes; refrigerate at least 2 hours until chilled before serving. Cover and refrigerate any remaining pie.


text:
The Law Offices of Vincent Wong
Deutsche Bank Aktiengesellschaft (DB) Loss Submission Form
Deutsche Bank Aktiengesellschaft. The Law Offices of Vincent Wong notifies investors of an investigation concerning whether Deutsche Bank Aktiengesellschaft ("Deutsche Bank" or the "Company") (NYSE: DB) violated federal securities laws.
On May 31, 2018, The Wall Street Journal reported that the U.S. Federal Reserve had designated Deutsche Bank's U.S. business as being in a "trouble condition," citing concerns about "its controls around measuring financial exposure to clients and valuing collateral that backed loans." It was also reported that the Federal Deposit Insurance Corporation ("FDIC") added Deutsche Bank's FDIC-insured subsidiary, Deutsche Bank Trust Company Americas, to a list of "problem banks" which are at-risk. On this news, Deutsche Bank's share price fell $0.49 or over 4% to close at $11.08 on May 31, 2018.
To receive more information, please fill out the form.
The Law Offices of Vincent Wong do not share your information with others. There is no cost or obligation.
This submission does not create an attorney-client relationship. If we believe that you might be an appropriate lead plaintiff, we will contact you to discuss whether to establish an attorney-client relationship.
Yes I'd Like to Join Action
This letter confirms that you have retained The Law Offices of Vincent Wong to represent you as a named plaintiff in a shareholder action involving Deutsche Bank Aktiengesellschaft.
We agree to advance all expenses in the litigation, which means that you are not liable to pay any of the expenses of the lawsuit, whether attorneys' fees or costs. Regardless of the result, we will never ask you to directly pay for any attorneys' fees or costs. Should we obtain a favorable result, we may ask the court to award us compensation to be paid by the defendants or as a portion of any class benefit, but, again, we will never ask you to directly pay any of the costs of this litigation.
As the client you are entitled to direct the litigation in any way you deem proper, and may at any time order us to dismiss the case or opt-out. Should you choose to do so, we will never ask you to reimburse us directly for any legal fees or expenses. During the course of this litigation, we may employ and/or work with other law firms to prosecute your case.
We look forward to representing you and other Deutsche Bank Aktiengesellschaft shareholders.
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Discussion in 'VB - VK Holden Commodore (1978 - 1985)' started by abcent, Jul 24, 2006.
I've scoured the globe in search of a throw-out bearing carrier, cant find one anywhere.
Its for a VH commodore, 253, aussie 4spd. The bearing carrier is a metal one that requires the bearing to be pressed onto it. I really need that part as putting the old one back in is NOT an option, its too far gone.
any help in finding one of these would be greatly appretiated, i've been ringing around everywhere for around a month now with no luck.
check ebay mate, or your local wreckers, even wreckers beyound your location.
yeah that'd be awsome! I have access to a press so thats no troubles, just let me know if you have it an what you want for it. Sending it via regestered post should only be around $10 i think? but let me know.
Could be the spigot bush worn out.
More info on your problem will help us to assist.
If it is noisy when the clutch is to the floor it will be clutch throw out bearing or possibly a spigot bush.
If noisy when the the car is moving or parked in neutral with clutch out, it may be the front bearing in the gearbox or similar.
Sounds like the thrust bearing is stuffed. The bearing is not that expensive to buy but you have to take the gearbox out to replace it.
It could be that the clutch wasnt releasing properly, so that the thrust bearing was contacting the pressure plate all the time which will overheat the bearing and destroy it.


Astronomers have discovered a cosmic one-two punch unlike any ever seen before. Two of the most powerful phenomena in the Universe, a supermassive black hole, and the collision of giant galaxy clusters, have combined to create a stupendous cosmic particle accelerator. By combining data from NASA's Chandra X-ray Observatory, the Giant Metrewave Radio Telescope (GMRT) in India, the NSF's Karl G. Jansky Very Large Array, and other telescopes, researchers have found out what happens when matter ejected by a giant black hole is swept up in the merger of two enormous galaxy clusters.


text:
Città regia – città con status particolare (dipendenti direttamente dal re) negli stati dell'Italia medievale e dell'età moderna
 Città regia – città con status particolare (dipendenti direttamente dal re) nel Regno d'Ungheria
 Città regia – città con status particolare (dipendenti direttamente dal re) nel Regno di Polonia


text:
" Probing welfare, health and social issues in Cuba. "
Fallujah: Scant Signs of Recovery
Six years after United-States forces laid siege to the city, it remains scarred by the conflict. Many bomb-damaged buildings are uninhabitable and public utilities are in need of renovation.
By Jamal Penjweny
At the gates of Fallujah, a man rides past blast walls in his horse and cart - the preferred mode of transport for those who cannot afford cars or pick-up trucks. The city's economy has not recovered since 2004, when its streets were the scene of battles between United States-led forces and Sunni Arab insurgents.
Though security has improved in Fallujah, the scars of the conflict remain. Buildings such as this, in the main marketplace, were pummeled by bombs and remain uninhabitable.
Entry into Fallujah is tightly controlled. Those who cannot prove they are residents of the city usually require some form of official permission to enter. Fallujah lies in the Sunni Arab heartland of Anbar province, west of Baghdad, and had a long tradition of supplying soldiers to Saddam Hussein's military.
The city and the region around it were eventually stabilised after the United States military equipped a tribal militia, known as the Awakening Council, to take on the hardline factions of the insurgency. Some of the militiamen were promised jobs in the official security forces.
A young boy and his father ride in a car damaged during the fighting. Inhabitants of Fallujah complain that they have yet to be compensated by the authorities for property damaged during the conflict.
Some families left homeless by the conflict have made dwellings for themselves in buildings wrecked by the fighting. Fallujah desperately needs new homes, as well as major renovation of its sewage and electricity networks.
A street with new vehicles and brightly lit shops suggests some commerce is returning to the city. Many Fallujans believe the success of secular and nationalists politicians in recent elections will improve their lot.
Iraqi Kurdistan, Iraq
ICR Issue 330
https://tinyurl.com/y6h3frxd
Prominent Politicians Lose Out in Election
Iraqis Welcome Move Away From Sectarianism
Fallujans Put Faith in Former Tormentor
Cuba: New Dollar Shops Fuel Division
Economic measures supposed to ease the effects of the pandemic are increasing inequality.
Cuba Is Running Out of Food
Cuba's Internet: Blocked Pages and Chinese Tech
IWPR-Trained Journalist Killed in Helmand
Reporter had defied death threats to continue covering Taliban operations.
IWPR Condemns Arrest of Prominent Vietnamese Journalist
Philippines: Sweeping Violence Under the Carpet


A slimmed down Jonah Hill and his new girlfriend managed to sneak in a little PDA while paddle boarding this week in Mexico.
The two were spotted on vacation in Cabo San Lucas where they enjoyed a relaxing day in the water. In between paddleboard sessions, the two were seen getting close on the beach and in the water.
Hill and his new girl have been spotted together a few times since their first sighting last September, but her ID remains a mystery.


The children of 2 GPs namely Khusuda and Nachinda on 15th August, 2009, on the eve of Indian Independence, proved the fact behind the voice of Gandhi, when they raised certain issues in their respective Gramsabhas.
Gramasabha is a process, as per Govt. manual, organized six times a year as part of mandatory practice. In addition Collector and Sarapanch can call meetings in case of emergency.15th August meeting is one such day.
PECUC, in 18 villages of Bhograi block in Balasore, established Sisu Sabha in the intervention areas. The volunteers discussed with children various issues related to child rights, current topics, issues pertaining to their own village and school, etc.
The children gradually started questioning how the problems of their locality can be solved and what they can do in this regard. They got the idea of Gramsabha where they have the right to participate. So the children of two GPs gathered and discussed to find out common points to be raised and chalked out plans to raise the issues in the Gramsabha.
The opportunity came on 15th August. Children of Khusuda and Nachinda GPs along with the field coordinator and volunteers present over there. Prior to this the Field Coordinator of PECUC informed the PRI members regarding children's participation in Gramasabha.
In both the cases the Sarapanchs were astonished seeing the courage of children. All the members present over there praised the steps taken by children. The Sarapanchs promised to consider the issues.
The effort of children brought colour when the road connecting to school in Ramdeichak in Khusuda was constructed. Similarly, in case of Nachinda the sarapancha along with the children plant trees in the open areas to create social forestry.


text:
Karl Eugen Motsch (* 13. August 1932 in St. Ingbert; † 12. März 2003 ebenda) war ein Heimatdichter, der überwiegend in Saarländisch, zum Teil aber auch auf Hochdeutsch geschrieben hat.

Leben

Motsch war Sohn eines Bauarbeiters und wuchs in St. Ingbert auf. Die Volksschule beendete er kriegsbedingt frühzeitig und besuchte nach dem Krieg aufgrund früh entwickelter Freude am Schreiben einen weiterbildenden Fernkurs der Studiengemeinschaft Darmstadt, zunächst auf Hochdeutsch, später in Mundart. Unmittelbar nach dem Krieg arbeitete er zunächst in der St. Ingberter Grube (Rischbachstollen) und in verschiedenen Brauereien.

Seine erste Veröffentlichung war 1966 ein Dialektgedicht in der monatlich erscheinenden Bergwerkszeitschrift "Schacht und Heim", die von der Saarbergwerke AG herausgegeben wurde. Insgesamt drehten sich seine Themen überwiegend um den Beruf des Bergmanns, Alltagsbegebenheiten und heimatliche Geschichte. Er ist dabei durchaus gesellschaftskritisch und legt sein Augenmerk auf soziale Unzulänglichkeiten, fehlende Zivilcourage, mangelnde Hilfsbereitschaft oder Diskriminierung von Außenseitern. Tenor ist jedoch eine positive Lebenseinstellung.

Neben mehreren eigenen Gedichtbänden war Motsch Mitverfasser des Standardwerkes "St. Ingberter Wörterbuch" (1997) (zusammen mit der Mundartexpertin Edith Braun und dem Phonetiker und Sprachwissenschaftler Max Mangold). Dieses Wörterbuch umfasst 12.000 Stichworte, mit dem der größte Teil des Dialektes der Stadt St. Ingbert dokumentiert sein dürfte. Darüber hinaus sind darin wichtige grammatische Formen, Teile der Satzlehre, Redensarten und Alltagssprüche zu finden.

Werke
 Engebroggeldes. Mundartgedichte, Rohrbach, 1988
 Dehämm em Oord. Mundartgedichte, Rohrbach, 1990
 Gedischde, Ballaade on dausend Uuznoome aus Dengmerd, Haasel on Rohrbach, Rohrbach 1994
 Edith Braun, Max Mangold, Eugen Motsch: St. Ingberter Wörterbuch, St. Ingbert 1997
 Zwische Geiskärsch onn Schmöls. Gedichte in Mundart aus St. Ingbert on Dromeromm, Rohrbach 2001

Literatur
 Reiner Marx (Hrsg.): "Die Zeit bringt Frucht". Saarpfälzisches Autorenlexikon. Schriftsteller der saarpfälzischen Region vom Humanismus bis zur Gegenwart. Saar-Pfalz-Kreis, Homburg 2008, (Saarpfalz Sonderheft, ).

Weblinks

Einzelnachweise

Autor
Lyrik
Heimatdichtung
Literatur (Deutsch)
Person (St. Ingbert)
Deutscher
Geboren 1932
Gestorben 2003
Mann


Home » astronomical centre rijeka » archive » 2012.
Sognate viaggi lontaaaaaani? Lo Spazio e sufficientemente lontano?
Oltre al consueto programma in lingua croata, il Centro astronomico di Fiume ha preparato nel 2012 uno speciale programma estivo per i turisti, che verrà organizzato tutti i mercoledì alle ore 22 in varie lingue straniere.
Read more about Sognate viaggi lontaaaaaani? Lo Spazio e sufficientemente lontano?
The Astronomical Centre Rijeka is organising this year's Dark Sky Week, an event taking place from 17th until 20th April 2012. A presentation called Rhythm of Life – Modern Technologies for Development and Environmental Protection will be held in the Great Hall. Visitors will also have the possibility of seeing Best Astrophotography, an exhibition held in the premises of the Centre, under the auspices of the British Council in Croatia. We would like to remind you that April 2012 has been declared Global Astronomy Month.


The district hospital complex consists of two-district hospital that is almost 120 km apart as a challenge for effective management.
Thebe District Hospital is the main institution in the complex. It is a commissioned 100 bedded hospital and actual beds in use are 71 due to renovations that are in process. The hospital lies between the juncture of the two main national roads namely N3 and N5 in the Harrismith town. The institution is currently undergoing final phase of upgrading at the cost of 42 million rand. The hospital provides all the services according to the district hospital packages. The secondary referral hospital is Mufumahadi Manapo Mopeli that is about 60 km from Harrismith. The catchments population of the hospital is mainly the community of Harrismith, Tshiame, Warden and the farming communities around the towns.
Phumelela district hospital is located in the small rural town of Vrede. The hospital is commissioned with the 30 beds. The hospital provides limited services according to the district hospital package as the result of its size and human resource constraints. The secondary referral hospital is almost 180 km and nearest complex is 120 km. The staff component of the institution is very small and provides the services to the radius of 100 km around the farming community.


text:
Apple and Amazon face anti-trust investigation in Germany over 'brandgating' policy
by Rida Imran Nov 1, 2020 Nov 1, 2020
Apple and Amazon are under another anti-trust investigation. According to a report by Bloomberg, Silicon Valley tech giants are being probed by German Federal Cartel for the 'brandgating' policy of Amazon. The regulatory body accuses that the companies are barring third-party vendors from selling Apple products on Amazon's platform.
Brandgating is Amazon's policy which requires third-party sellers to register and full fill the set criteria before selling branded products. This policy is used as a barrier against unauthorized vendors selling counterfeit products on its digital stores.
Apple and Amazon accused of 'brandgating' by German regulators to kill competition
In an email statement, Germany's Federal Cartel Office said that it is probing Amazon's brandgating policy which favors Apple by removing independent iPhone sellers from the platform. The German office wrote,
"Brandgating agreements can help to protect against product piracy. But such measures must be proportionate to be in line with anti-trust rules and may not result in eliminating competition."
As per the report, this brandgating deal is under probe because Amazon became an authorized vendor of Apple products after Apple only permitted authorized deals to sell its products on Amazon digital marketplace in 2019.
Both companies have rejected the accusation and maintain that it supports a brandgating policy to protect its customers from counterfeit products.
"We work with Amazon to protect our customers from counterfeit products and provide confidence they are receiving a genuine Apple product out of the box," said Amazon.
"The safety of our customers is our first priority, and our teams are constantly working with law enforcement, resellers and e-commerce sites around the world to remove counterfeit products from the market," said Apple.
This is not the first report of backdoor dealing between the two companies. Previously, some email correspondence between Apple and Amazon management leadership revealed that Apple gave Amazon an arbitrary relaxation from the company's 30% commission rate on the App Store by half to get Prime Video on iOS. A concession that other developers are denied, strictly by the Cupertino tech company. An example of that is the very public fallout between Apple and Epic Games was over the same 30 percent share in in-app purchases on the App Store which resulted in the removal of Fortnite from the iOS digital ecosystem and a legal battle.
On-going Anti-trust Investigations against Apple
Regulators in various countries are actively reviewing the anti-trust laws in their respective countries to provide all equal opportunities for small developers and companies by checking anti-competitive behavior and policies of Silicon Valley's tech giants. Apple is being scrutinized in the EU, Japan, Italy, and Russian for its App Store 30 percent commission rate and apps' approval process.
Recently, a Fitbit acquisition deal pushed Japan to join the EU and US to form a global regulators coalition to monitor and persecute the anti-competitive behavior of the aforementioned tech companies. In October, Apple, Amazon, Facebook, and Google were scrutinized by U.S. House Judiciary Anti-trust Subcommittee. The anti-trust investigation ruled that the four big tech companies were "kinds of monopolies like the era of oil barons and railroad tycoons."
Previous Story Apple announces 1-on-1 labs for developers working on apps for Apple silicon Macs
Next Story Apple's iPhone Upgrade Program is a success – Survey report


text:
Q: Dynamic variables from dataframe value in R with value names? Given a dataframe of types and values like so:

topic
keyword

cheese
cheddar

meat
beef

meat
chicken

cheese
swiss

bread
focaccia

bread
sourdough

cheese
gouda

My aim is to make a set of dynamic regexs based on the type, but I don't know how to make the variable names from the types. I can do this individually like so:
fn_get_topic_regex <- function(targettopic,df)
{
  filter_df <- df |>
    filter(topic == targettopic)
  regex <- paste(filter_df$keyword, collapse =  "|")
}

and do things like:
cheese_regex <- fn_get_topic_regex("cheese",df)
But what I'd like to be able to do is build all these regexes automatically without having to define each one.
The intended output would be something like:
cheese_regex: "cheddar|swiss|gouda"
bread_regex: "focaccia|sourdough"
meat_regex: "beef|chicken"

Where the start of the variable name is the distinct topic.
What's the best way to do that without defining each regex individually by hand?

A: You can use dplyr's group_by() and summarise()
df %>%
  group_by(topic) %>%
  summarise(regex = paste(keyword, collapse = "|"))

# A tibble: 3 × 2
  topic  regex
  <chr>  <chr>
1 bread  focaccia|sourdough
2 cheese cheddar|swiss|gouda
3 meat   beef|chicken

Or you can apply your function to every unique value in df$topic:
map_chr(unique(df$topic) %>% setNames(paste0(., "_regex")),
        fn_get_topic_regex, df = df)

         cheese_regex            meat_regex           bread_regex
"cheddar|swiss|gouda"        "beef|chicken"  "focaccia|sourdough"

Just remember to add return(regex) to the end of your function, or not to assign the last line to a variable at all. I would even put everything in a single pipe chain:
fn_get_topic_regex <- function(targettopic,df)
{
  df |>
    filter(topic == targettopic) |>
    pull(keyword) |>
    paste(collapse =  "|")
}

A: Here is a base R solution with your intended output in a named list.
df <- structure(list(topic = c("cheese", "meat", "meat", "cheese", "bread", "bread", "cheese"),
                     keyword = c("cheddar", "beef", "chicken", "swiss", "focaccia", "sourdough", "gouda")),
                class = "data.frame", row.names = c(NA, -7L))

#split into a list per topic
topics <- split(df, df$topic)

#collapse the keyword column
topics <- lapply(topics, function(t) {
   paste(t$keyword, collapse =  "|")
})

#rename
names(topics)<- paste0(names(topics), "_regex")

topics

$bread_regex
[1] "focaccia|sourdough"

$cheese_regex
[1] "cheddar|swiss|gouda"

$meat_regex
[1] "beef|chicken"

A: We could do something like this:

*

*after grouping we could use summarise together with paste and collapse to get our regex s

*Then, when the regex is needed we could refer to it by indexing like the example below:

library(dplyr)
library(stringr) #str_detect
my_regex <- df %>%
  group_by(topic) %>%
  summarise(regex = paste(keyword, collapse = "|"))

df %>%
  mutate(new_col = ifelse(str_detect(keyword, my_regex$regex[1]), "it is bread", "it is not bread"))

 A tibble: 3 × 2
  topic  regex
  <chr>  <chr>
1 bread  focaccia|sourdough
2 cheese cheddar|swiss|gouda
3 meat   beef|chicken
> df %>%
+   mutate(new_col = ifelse(str_detect(keyword, my_regex$regex[1]), "it is bread", "it is not bread"))
   topic   keyword         new_col
1 cheese   cheddar it is not bread
2   meat      beef it is not bread
3   meat   chicken it is not bread
4 cheese     swiss it is not bread
5  bread  focaccia     it is bread
6  bread sourdough     it is bread
7 cheese     gouda it is not bread

redpajama_set_name: RedPajamaStackExchange


Today we spent quite a lot of time talking about, and making our own Class on Air sites.
Manaiakalanai Google Class on Air is an initiative that showcases how teachers teach using digital technology and its affordances.
You can see one example here. The teacher films themselves and a group of students doing a particular lesson, and shares the video, the planning, a reflection and the student outcomes of said lesson.
The idea behind this is to share pedagogy - it is not about 'watch me I'm the best', but more about check out what I am doing, take any ideas you want and give me your feedback in response.
All the MDTA's were challenged to create a Class on Air episode.
Before we could do this, we had to build the Class on Air site on which to put it.
When I record my session, I will share the work of these 5 students. I chose them because 3 of them are quite talkative, so will make a good video, and the other 2 need encouragement to talk more. Perfect match!
The content I put in this page was about the treasure map, but when I do it properly I will do a guided reading or writing lesson with them.
After the talk with my class last week about how they were bored doing the same kinds of tasks all the time, I wanted to change it up for them a bit..
I planned to teach them about orientation and direction (as per our maths overview for term 4), but through a project-based learning model.
The project..? Making treasure maps!
I intended to do a small bit of this project everyday, finishing on Thursday (as I am not at school on Fridays). However because of testing and practising for the testing, it didn't happen. Instead, we started and finished within a day. We had to move quite quickly through the content, but as it was a range of different 'stuff' for the kids to do, they were far from bored. At times they struggled to keep up with me..
Firstly, I introduced the challenge.
(To be honest - the kids seemed quite confused at having been given a challenge, it was kinda funny. They are clearly not used to this kind of learning).
We talked through the first few slides from here. We watched the clip on slide 6, then went outside to practice our understanding.
As our practice, I included this game as a physical kinaesthetic activity, and the kids did request more games and they wanted to go outside more. Perfect solution!
If you have ever played Captain's coming, it is the same game, just with changed labels.
After morning tea, we worked through slides 8-12. Slide 12 asks students to record a video of themselves explaining what the directions were to a buddy. This was crazy! All the kids of course needed a quiet space so their voice could be heard, so they spread out through the class, corridor, staff room and stairwell foyer. I gave them only 5 minutes to do this, as we had to work quickly in order to finish within a day. Most managed to complete this, however didn't have time to actually put it onto the slides (it takes a lot of work to do this..).
Next, we worked through slides 13-25. These kids have learnt about measurement/length before, so we did a quick recap so they could remember.
Next - the students formed their own groups and we went outside. I gave them 20 minutes to plan their treasure hunt for the other group.
Although again, this was crazy, with kids everywhere outside, it was preeeeeettty awesome. I did not facilitate any of the groups - they did it themselves. I wondered around, taking snippets of footage and checking in with them.
I gave the Ipad to one of the groups, who after a bit of help went off without me and continued working.
I LOVE their footage - just them talking within their own group, counting the number of steps together, recording, discussing etc.
Once they had completed their maps, they gave them to me for safe keeping and went off for lunch.
After lunch, I had set up the 'treasure' (bags of chocolate) and sent off one kid from each group to hide it according to their map. We went outside again, and I swapped the maps between the groups. And off they went!
All the groups except one found their missing treasure by following the steps on the map. The group that didn't, couldn't, because the person who had hid the treasure, didn't hide it where the map said it would be (ugh!).
Although it was crazy, and rushed, it was a great day of learning - and something I hope the kids remember. Without realising it, as they were so caught up in the 'map' business, they had learnt about orientation, direction and position, they had revised measuring in cm's and what to measure in what unit. What surprised me, and made me most happy, was the teamwork the kids showed. I didn't help any groups beyond correcting their unit of measurement or offering a suggested starting point to one group (e.g. the cone), they did it completely themselves. I love in the videos how you can see and hear them working together. They were patient, they took turns, they discussed, they disagreed and agreed, negotiated, proved, etc.
Because of all the inter-personal learning that was happening, it made this activity much richer than I had even intended it to be.
Today is the term 4 Digital Immersion PLG. This is when all the first year teachers to Manaiakalani come together for digital immersion, and the MDTA join them.
Today we are starting with talking about how our students learn..
We first talked about it..
Then we wrote about it..
Then Dorothy and Fiona created word clouds with our ideas.
All of this feeds into the idea that all students learn best, in different ways. This doesn't mean that every single student needs individualised content which best meets their preference. That's just not feasible. However it does mean, that teachers should include aspects of different learning styles into their planning to consider these students.
These are Google Sites designed to have different types of content on them - videos, pictures, things to read, things to do, etc, all based around one general topic, idea or theme.
Not everyone learns the same, in the same way. We are limiting students by forcing them to learn in one particular way, and show their learning in one particular way.
Keep in mind that 'texts' does not mean a book!
Texts can be comic strips, video clips, a written text online or in a book, etc.
MULTI-MODAL IS NOT THE SAME AS MULTI-TEXTUAL.
I played around with sites and tried to remember everything I have learnt (back in April/May).
It was very helpful for me to help two teachers from my school who have no experience with Google Sites as I had to explain/show/etc which cemented my own learning.
This afternoon we had a staff meeting with Sue Pine, our maths PD lady.
After having a great observation and getting lots of testing done throughout the day, I was ready and eager to learn from her.
This is exactly what I thought of - ala year 12 Calculus..
So, how the heck does this happen for my 8 year olds?
-how much does a T-shirt cost?
-how much is a drink?
Sue told us NOT to use algebraic equations to solve, so I used trial and error which made the most sense to me.
I first started with a t-shirt being worth $20, hence a drink being worth $2, based on the first equation. The second equation then didn't add up to $30.. so it couldn't be that..
So, I made the cost of the drink higher. I tried $17 for a shirt and $5 for a drink.. again, it didn't add up for the second equation. This time it was too much..
So I made the cost of the drink less.. this time $3 and the t shirt was $19.
Again, not enough for the second equation. So I made it in between - $4. and hence t-shirts cost $18.
Another way we could have solved it was by using what was the same in each equation - each one had one t shirt and one drink. Half of $44 is $22, so one shirt and one drink cost $22 together. In the second equation, you are left with $8 so each drink here costs $4.
Then we talked about the maths progressions and put them in order..
I see stuff like this all the time, especially on my Facebook feed where people fight over the answer. I now realise, this is algebra! This isn't just some silly game.
This morning I had my final observation from Paula Were (our literacy PD lady) on writing. To be honest, I was not feeling overly great about it - I was just feeling very tired, have pressure from uni assignments etc etc. Just not excited about it, ya know?
But I decided that whatever will be will be, and tried to just move on with my day.
I wanted to show Paula how I have been using videos in writing as I have found it so effective with our target students. Archana was with Paula (as she is the head of literacy) and the syndicate leader Aireen came to watch as well.
Here is my planning for this lesson.
Firstly, we talked about the WALT and co-constructed the SC. This included me giving them an example sentence 'the girl went down the stairs' and the students recorded their suggestions about how to add detail to make the sentence better to get their head around what 'detail' meant.
Next, I introduced our video prompt.
I played it once through, and asked the students to record whatever thought they had about the clip.
We went through the clip again, and I paused at particular parts I wanted to emphasise.
At these points I would scaffold the students to realise something the hadn't, use particular words (e.g. reflection), make them think deeper about a particular point (e.g the characters feelings).
After we had brainstormed lots of detail about the character, we then formed sentences which would make a paragraph. I wrote the first sentence for this to show students how we can combine ideas from different people and write it TOGETHER (i.e. teacher modelling).
Here is what we wrote together.
After this, I asked the students to go back to our WALT and SC and tick the things they thought we had done - they did this. One student pointed out that although we wrote we should include a simile, we didn't actually include one. I agreed, and said that can be our next steps for next time - making sure we do include one.
After this, the kids watched the rest of the clip (they were interested and hooked into this character and wanted to find out more..) and I went with Paula, Archana and Aireen. We interviewed a couple of the kids to check their understanding of the lesson (did they understand what the aim was? did they know how to achieve it? did they know who/what helped them?).
After that, Paula, Archana, Aireen and I discussed my lesson and checked it off against a teacher criteria for effective writing practice (I will link this doc here once I receive it).
I would love to hear your feedback on this lesson!
Today, and lately, I have been thinking about how digital technology will affect and change teaching more and more. At Ulearn, I experienced two major breakouts in this field - the OMGTech session and the session where a teacher explains how she did game coding with her class.
From someone somewhere, I was linked to this. This is an idea about what education in NZ will look like in 2025.. Have a read..
Even now, we are starting to see this type of education already - kids using VR and augmented reality (I myself have done this with the Anatomy 4D app), teaching kids to code and programme, and preparing them for jobs that don't yet exist.
Education has become an active social process, compared to the passive content-retention classrooms of the past. What will be the next big thing? How will this change the role and need for teachers?
On that note, today we did Hour of Code.
This is a digital coding programme is designed for children and adults alike, to slowly, step-by-step, introduce the key ideas behind game coding and get you doing each of these steps, before setting you off to make your own game/play around.
There are two main ways of coding..
Using blocks (i.e. like Scratch) and using Java script (i.e. like I did when I programmed the robot at Ulearn).
Here are two videos made up of screenshots, of me working through the two types of game formatting.
I found the Hour of Code really helpful and easy to use - it builds your skills one by one and exposes you to more complex ideas as you progress. This approach would be much better suited to kids, rather than jumping straight into using Scratch or Gamefroot with no preparation beforehand.
I think when I do coding with my kids (either end of this term, or next year..) I will follow this semi-structure.
1. Introduction to games (boardgames, knucklebones, card games etc) - aim: to build understanding of the purpose of games, the reason/need for instructions and get kids evaluating/reviewing games to see strengths and weaknesses.
3. Use scratch to build onto basic game understandings - multiple characters, how to build in levels/points. Any game with no specified purpose - just practice!
5. Students form groups and design, then build, their own game using scratch.
I think I would also like to have a 'code club' as a lunchtime activity where students from any year level can come and code together to revise/build upon their skills.
Today I took four of my top students (for maths) and did a half hour session on decimals.
Although they don't necessarily NEED to know about decimals at this level, these students have the mental capability to understand this concept and actually have been asking to learn about it for a while..
Sue modelled to myself and another teacher Kaveeta last term how to use Decimats. I had never heard of these before, so was quite intrigued by that session. So for today's decimal session, I printed my own decimats and used them with the kids.
Firstly, we established what was one whole. These kids have a very solid understanding of fractions, so all I asked them to do was cover their 'whole' with the light orange squares. One of the boys instantly said 'these are tenths because ten pieces altogether make up one whole'. Amazing! The decimats afforded a visual way for the kids to see that the ten orange pieces did indeed cover/make up the 'whole' (the white piece of paper). We kept the 'whole' piece under our work all the time to remind us that with fractions and decimals, we are talking about something that is smaller than one whole.
Once we had established that the light orange squares covered one tenth of the whole each, I wrote down the number 0.1. We talked for a little bit here, to ensure that we understood the 1 in this number showed one tenth, not one whole. If it was one whole, it would be 1. Having the numbers written down, and having the decimats at the same time really helped clarify this.
Next, I tested them by asking them to work with their buddy..
After some initial 'huh?' about how they could show one whole number AND part of a number, they remembered that one whole is the same as ten tenths, so both pairs covered one 'whole' with tenths then used another 'whole' to show the 5 tenths/0.5... I was quite impressed!
Next, I introduced hundredths. I put ten small dark orange pieces on top of one light orange tenth. We talked about how that piece is EVEN smaller than one tenth, so the number must be bigger (i.e. one tenth is smaller than one fifth in reality, but the number/word is bigger - ten/five).
After some discussion, and various illustrations, they clicked that ten pieces inside ten pieces must mean that there are 100 pieces - hence one hundredths.
We did some 'show me...' using hundredths as well. Then we talked about thousandths. In all honesty, they got a bit lost here, but thats perfectly okay. Their minds had already been stretched so much in the past 20 minutes I wasn't going to go on and on about thousandths (and they don't need to know about them for Stage 5 maths anyway!).
Then we did some 'show me...' using all the different types of paper/decimal place value.
I would write down the number e.g. 2.43 and not explain it or give any hints. They worked out and discussed between themselves what the numbers meant - 2 whole, 4 tenths and 3 hundredths. Then they would use the paper to illustrate it.
I was so proud of these four for pushing themselves to understand how decimals are connected to fractions. We hadn't talked about fractions in class for a few weeks (ala the school holidays) so it was hard and fast revision for them to get tenths so quickly. They definitely need more practice to truly understand the concept, and I would have liked to do some addition/subtraction of decimals using the decimats as well, but the curse of the lunchtime bell... Oh well, next week!
The decimats, just like when Sue used them, were a fantastic way for the kids to visualise how the pieces got smaller and smaller, even when their 'name' (e.g. hundredths) got larger. I will definitely be using this resource again, it was great!
We have spent three days being inspired, building knowledge and making connections.
But now we have to go back to school. So, now what?
"To be an educator today is to yearn to be better today than we were yesterday"
"Getting better at what we do is part of our DNA"
PD is not another thing on the plate, it IS the plate.
HOW CAN I POSITION THESE IDEAS IN A WAY THAT BEST WORK FOR MY STUDENTS?
Find the area your students need most, and start there. Be specific.
See the story behind the data.
Deliberately seek to find our more.
Embracing discomfort needs to be the new norm - get used to it.
The vision of your school should be dripping off the walls - you should see it, hear it, touch it, taste it.
3. walk around your information together? what do you see?
4. resist solutionitis - what is likely to make the most difference?
"It is not education that changes the world. Education changes people. And people change the world."
Don't run back to school and just implement all the new stuff you have learnt. That is not good practice.
Stop. Think. Act slowly. Choose carefully. Think about what is best for your students.
I have been excited about this session ALL WEEK. It is called "A teacher tells how she made her classroom bigger than the TARDIS". Say whaaaaaaaattttt? I know, right? Hence my excitement.
Here is what the description on the booking sheet says..
"Meet a teacher whose uses LEARNZ in her 21st Century teaching and learning programme to extend the walls of her classroom, inspire learners, and make her time and effort go further. During this session, use your device(s) to step your way through a LEARNZ field trip experience with us. Take part in a short web conference as you "walk-the-walk" with us. Then take up the opportunity to register yourself with LEARNZ, set up a class, enrol and take part in a virtual field trip. Get familiar with how you will be supported on your LEARNZ journey. Find out about using LEARNZ to "Connect" people, places, communities, big ideas, the NZ Curriculum, and technology. Find out about the opportunities with LEARNZ to "Collaborate" in your class, syndicate, department, school, or Community of Learners (COL). Find out how you can "Innovate" using LEARNZ and what makes LEARNZ an innovative teaching and learning programme."
I am excited to learn about how to make my classroom bigger than the tardis because trips are so much effort to organise, you have to do it months in advance, get parent permisison and helpers, most of the time you have to pay for it (a major hinderance in low decile schools). It also doesn't allow you to do in-the-moment teaching type field trips. Doing digital field trips also affords you to go overseas, beyond your city, etc etc which wouldn't be possible in an everyday classroom anyways.
This is done through the LEARNZ website.
Any registered NZ teacher can access this resource for free.
There are two types of virtual field trips available - past and current. The current trips are pre-arranged and the topic decided by LEARNZ and there is a live components to it as well. Once a trip has happened, it is then stored on the website to be accessed in past tense (however you can't view what would have been the 'live' part).
Student reading resource - with audio file opportunity.
Student online independent activities. - with a self-marking function that the kids can see.
There are prizes available for teachers who complete the evaluation.
Even the curriculum links and AO's/KC's are provided!
You don't have to use the full programme - you can pick and choose what you want to do and how much you want to be involved. You can also choose to be a silent listening school or you can choose to be a speaking school, asking questions to other schools and the experts who are running the field trip.
The LEARNZ team also offer 30 minute introductions to each virtual field trip to help teachers understand the content, ask questions etc. The timetable for that can be found here.
Another awesome feature is that when you register, and type in your school name (hence location), LEARNZ suggests other teachers in your school or your area who are also registered, so you can get help if you are struggling and/or even work together on the trip. How cool!
There were so many different aspects that I almost felt quite overwhelmed, so to help organise my thinking I made a google drawing to simplify it for myself.
This resource was WAAAAAAYYYYY more than I thought it would be - I expected a walk through of the zoo that somebody had recorded sort of thing, maybe some 360 camera footage, but this is just incredible. So much more than I thought it would be.
Can't wait to try it out - maybe next year!
Leading in a collaborative space.
Matt Kennedy and Jaime Power.
it depends if you consider single-cell classrooms to be the status-quo, that causes you to think MLE is the different thing.
Be explicit with staff about the importance of understanding themselves and each other.
Create expectations and opportunities for staff to discuss different personalities and the impact on collaboration.
Creating an Awareness of little traits about the people you work with, and using that information to build up your team. For example, if you find out someone is quite introverted, in a meeting you should offer them time to say something because they might not feel comfortable saying things and interupting for themselves. They might have something very valuable to say.
Not just for fun - building relationships.
It is important to value the aspirations of people NOT in leadership, so when it is time for them to beome leaders they are ready for it. Schools need strong leaders in management, but they still need strong leaders in the classroom as well.
Non-leaders having a say in what effective leadership looks like at school - great idea!
Having a school-built leadership rubric so all leaders have next steps.
Don't just say stuff like "go and get to know your team" - leaders need to model to other leaders. Provide tools to accomplish those tasks.
-Provocative question - can all your staff, including teachers aids, the office lady etc, explain/show in under 5 minutes your school vision?
-Your school vision should not be a statement - not a question - it should be a story of how you are going to move forward TOGETHER.
-Agree with your staff what is appropriate - best practice that is decided by ALL the team, not just the leader. It makes everyone accountable. If something happens, it is then not a 'growling' but a discussion about the agreed values of the team.
This afternoon my final session was called Accelerate the reading progress of your ākonga using culturally responsive practices and digital technologies".
Here is the description from the booking sheet..
- discover tools that can support you to implement a targeted and personalised learning environment"
I enjoyed this session, was it reaffirmed a lot of work my school has done to build positive culturally responsive culture, and also touched on many things I have been looking at for my literature reviews and will be doing for my dissertation next year. In this, most of the content was not 'new information' to me, but was interesting and thought-provoking none-the-less.
When we are teaching in a culturally responsive way, aiming to accelerate reading or maths or whatever it is, these things need to be taken into consideration. The 'root' of a culture is far more important than the leaves of a culture.
This afternoon I am going to a session run by OMGTech.
Originally, I was supposed to go to another session, but I have been getting very into Coding and seeing how I can use science and STEM subjects in schools more and more, so I was naughty and skipped my session and joined in on this one.. no regrets!
"Coding is hard and you should fail"
The session was then split into 20 minutes chunks, where the partipants were split into four groups, and spent 20 mintues at each 'station' before rotating around to spend the next 20 minutes at the next 'station'. The four 'stations' were Robotics, 3D printing, coding, and unmaking. For each of these you 'made' or 'did' something - it was very active learning.
The numbers e.g. (200) are used to indicate the amount of time spent doing that action, not the distance to be covered. That made it a little harder.
I did pretty well, I must admit.. Watch the video to see how my robot went!
The next station was 3D printing - we logged onto computer which had this open..
Then we just played around with all the functions that allowed you to create a 3D shape. There were generic shapes, letters and numbers from which to choose. You could change the size, location, height away from the ground, colour, distance away from other objects etc. It was hard!
I found an ear type shape and decided to make a bunny. It didn't turn out that bad... I found it quite hard to get the eyes/nose/ears/whiskers actually attached to the head. As I was looking at in in a 2D mindset, from my point of view the pieces were almost 'layered' on top of each other and hence looked like a bunny. However, when I changed my view, it was a different story. Both eyes were different distances away from the face, one ear wasn't attached and I don't know what I did but somehow the nose fell off onto the ground? Well, that made me have to really think about the way my object would have been printed. If I had printed it using the 3D printer that they had there, it would have been all seperate pieces, instead of one bunny head with pieces attached.
Un-making is exactly what is sounds like. What is the opposite to making? Taking apart.
This was not done for fun - it is for trying to understanding how something works and see for yourself the parts involved and how those are connected to each other.
The guy taking this 'station' talked about all technology has evolved. His example, was the record player. An old technology, seen by modern peoples as ridiculous and pre-historic. Yet, when you compare the record player to the floppy disc, and the floppy disc to the CD/DVD player, they are essentially, at a nuts and bolts level, the same thing. Admittedly, they do get a lot smaller, a lot more powerful and able to handle much more data - but the way the data is held and pulled off is the same way. People just don't realise it.
These were the four things we were asked to 'find' in our CD players once we had un-made them. On the left, the unicorn, which holds and moves the CD; in the middle, the laser and its mirrors, which are used to get the data off the cd and transit the data to the data reader; and the squishy things (yes, really). These are used to hold the laser steady.. I think? Not really sure what they do really, but they were fun to play with..
Each of us then designed a game using these three steps. I made my own game way to hard, and kept dying when I tried to play it and film it.
From this photo of making my game, you can see the actual game screen on the left hand size (the maze looking thing) and the gamers code on the right. What you do in scratch is you drag and drop different commands for the various characters or the game map itself, into a particular order so that the game follows a particular sequence.
This session is called Raise achievements of Pasifika students by empowering parents through Ako Fakataha. (Learning Together).
Here is the session description according to the booking sheet..
"Students' values are reflection of their whanau and families' values. When parents feel that their children are succeeding, they are empowered to do more and are willing to engage, participate and collaborate in their children's learning. This is how the relationship between parents, teachers and children will work and Pasifika Success will happen. The nut will crack."
This session was actually run by two teachers from Manaiakalanai school St Pius, Ana Tui and Sharon Middleton.
As part of their curriculum review in 2015, Ana, alongside her colleagues and with some guidance from Cognition, began Ako Fakataha. The idea behind this programme was to involve parents of Pasifika students in a way that embraced and celebrated their culture, and was accessible to parents so they felt comfortable and confident to act as themselves.
To start the programme, Ana approached some of her Tongan students parents about forming a group in which they could help each other, alongside the teacher as equals, to help their children learn. After some initial reluctance, Ana succeeded and 7 parents agreed to be a part of the programme. Their first meeting was in her classroom, where they talked it out and agreed on shared values and ideas that would guide their group, including the name Ako Fakataha, which means learning together. They agreed to meet in one of the parents' garages every Monday night.
In these meetings, they would start and end with a prayer. This really reflected the parents values and the teachers awareness of the importance of this for the families. Next, the teacher would take one of the kids and model for the parents how to talk to the child about their learning. Ana discussed how typically, Pasifika parents tell children what to do and children listen, but when it comes to learning, parents need to listen and children need to talk. Its literally the opposite. So, it will take a lot of work to change. After this, the parents would listen as their children talked to them about their learning - with Ana helping out, offering advice and sentence starters, reigning in distractions and more. After their closing prayer, in typical Pasifika fashion, they would have a feed!
After 25 weeks, with a meeting in the one parents' garage every Monday night, Ana reflects on her programmes' journey thus far. The parents in her group had actually formed a social group without her knowing. They had been going for walks with their kids altogether every Tuesday, walking to school together and for enjoyment. The mums in the group had also began meeting up for coffee groups, each week each mum bought with her $50 which they would then pool together, and give to one of the mums. Over the long period of time, they had each been the recipient of the good will of their group members. Ana did not know about either of those things before the end of term 3; in fact, she felt quite cheated that they didn't tell her about it!
Interesting questions were raised at the end of their presentation, such as how can Pakeha teachers get the same success when they don't have the same 'hook' in with parents, as they are not Tongan as the parents are Tongan (in Ana's case); how can parents who typically do not engage with school, be targeted?; what are ways to use the children to get the parents invested?; how can the digital technology in our schools also be used to hook parents in? I loved how these questions were discussed, as people from the audience as well as Ana and Sharon built onto what each other had said, supported, celebrated and encouraged each other.
Ana and Sharon tell the narrative of one, i'm sure of many, stories which aim to promote success for Pasifika as Pasifika (just like Te Kotahitanga encourage Maori to succeed as Maori). It is talked about a lot that we need to build relationships and engage with our parents to help their children succeed; nobody that I know of has taken it as far as Ana has with her Ako Fakataha programme. To get successful outcomes for these students, we need to meet them where they are..
And yes, sometimes that does mean meeting them literally in the neighbours garage.
This mornings keynote speaker is Michael Fullan.
Michael Fullan is well known for his ideas about Deep Learning.
He has three key points..
Humans are innately wired to connect, wired to create and wired to help humanity.
From the moment we are born, we connect with our parents and those around us, wether we realise it or not. So how does our school system encourage us in these? Well, mostly, it doesn't.. So how can we change our education system?
Michael believes that to change our system, we need to focus on these three things..
Six key things, called 'the 6 C's', that define what kinds of students we should be producing in the new education system.
Key Competencies in NZC align with these 6 C's.
-breakthrough leadership - respect and reject the status quo, be an expert and an apprentice at the same time, experiment and commit.
Another thing to consider when you think about changing education, is social media. In todays world social media is everywhere and almost everyone is on it. It is hugely powerful.
-distribution and concentrated connection is the new power.
-the job of education is to produce better citizens for tomorrow, today - it is an agent of change.
In the future, we don't need lots of good leaders. We need good citizens, and the leadership will be embedded in them.
10 ways to die in deep learning.
9. if you aren't willing to set the world a little askew.
10. if you don't realise that creating deep learning is a countercultural experiences.
Don't change your ways to fit the framework. Make the framework fit what you want to do.
I found these sketchnote online, which were made for a different conference, but still reflect the key ideas Michael presented today.


There are lots of breathtaking trails and climbing spots in the Baltic region. This makes the area very popular particularly among nature lovers and professional hikers. Diverting from the typical well organized climb, trekking the mountains will take several hours. Strenuous walks are expected although there are various trails that will suit all abilities and hiking levels.
So in order to make sure that you will get the same fun activity even without living the outskirts of Riga, we have arranged something special for you. Book the rock climbing activity now and experience a one of a kind, world class indoor climbing. This may look all fun for beginners but once you start doing the climb, you will understand why this is not a sport for everyone.
Challenge your climbing abilities and set a small competition with your friends. Indoor rock climbing is a wonderful way to prepare yourself for an action filled night tour later on.
Please bring or wear comfortable shoes and be sober to participate.


text:
Stephen Williams has established himself as one of Australia's most versatile conductors, distinguishing himself with an impressive record of achievement in a variety of musical settings. In addition to conducting many of the orchestras for Symphony Services International he has conducted, recorded and toured with many of Australia's finest symphonic bands and jazz ensembles. He has directed and performed with Australian groups at the North Sea, Montreux, Edinburgh and Monterey Jazz Festivals, has conducted concerts in Carnegie Hall and taken Australian orchestras, symphonic bands and jazz ensembles to conferences and festivals in the U.S.A, Japan, Europe, the U.K, Singapore and China. On three separate occasions Stephen has been invited to conduct symphonic bands at the prestigious Midwest Clinic in Chicago, the world's largest music educator's conference. He is the recipient of the Australian Band and Orchestra Directors Association's highest honour, the Citation of Excellence, an award he received in 2014.
In 1989 Stephen was awarded a conducting scholarship by Symphony Australia and for three years studied orchestral conducting under Werner Andreas Albert, during which time he conducted concerts and made recordings with many of the Symphony Australia Orchestras. In 1994 he was awarded the Harry Begian Conducting Scholarship, which enabled him to study advanced Symphonic Band conducting at the University of Illinois under Professor James Keene. In 1995 he was awarded a Master's Degree in Orchestral Conducting and Research from the University of Queensland.
Stephen is currently Student Music Programs Officer 5-12, Conducting Coordinator for The Arts Unit, a specialist unit in the N.S.W Department of Education, taking up this position at the beginning of 1999. He is the Music Director for the NSW Schools Spectacular, the world's biggest variety show and has been since 1991. He is also the founding Music Director of the Northern Beaches Symphony Orchestra.
Prior to this Stephen had a full-time position as conducting coordinator for the School of Instrumental Music in Perth. He was also a member of staff at the W.A Conservatorium of Music, Edith Cowan University, lecturing and conducting in the Classical, Jazz and Education departments. Between 1992 and 1995, Stephen was a full-time member of staff at the Sydney Conservatorium of Music, occupying the position of Director of the Wind Symphony as well as lecturing in Conducting, Instrumental Pedagogy and Jazz studies.
For more than a decade, he has been a conductor in concerts and on many tours with Orchestra Victoria (one of two professional orchestras in Melbourne). He has been the chief conductor for their innovative education program 'On the mOVe', a program which allows students in country regions to be tutored and mentored by Orchestra Victoria players in two-day workshops and concerts. For several years he was also engaged by Symphony Services International to present and conduct concerts for schools with the Sydney Sinfonia. Between 2011 and 2013 Stephen was the music director of the Sydney Conservatorium of Music Wind Symphony. Stephen also works as a freelance conductor and instrumental consultant and is frequently called upon to conduct, lecture, and adjudicate both in Australia and overseas.


There is no justification for murdering journalists or satirists. No degree of offence legitimises the use of violence. The deaths of the journalists should be mourned for that particular reason, but no more so than the two officers or the maintenance man who were also killed in the tragic shootings. Therefore, when we refer to this sensitive subject we must clearly distinguish between Charlie Hebdo, the magazine and Charlie Hebdo, the victims.
It is interesting that Charlie Hebdo claims to be 'anti-establishment.' If this is so, then it clearly has failed to challenge the state's indisputably increasing restrictions on the basic liberties of French minorities. The magazine's use of racial stereotypes in its imagery cultivates the sorts of racist attitudes they claim to be challenging.
For instance, depicting the French justice minister, Christiane Taubira, who is black, as a monkey or drawings of 'hooked-nose' Semites.
What is even more troubling is the fact that these depictions have been portrayed in racially stereotypical ways. Therefore why should we endorse Charlie Hebdo?
To put things into perspective and to highlight the hypocrisy surrounding the issue, it was only in 2009 when a cartoonist was fired and charged with 'anti-semitism' for suggesting that Jean Sarkozy, son of the French president, was converting to Judaism for financial reasons. The writer, Maurice Sinet faced criminal charges for "inciting racial hatred" for the column he wrote and subsequently dismissed. This incident highlighted the hypocrisy at work at Charlie Hebdo.
On the other hand, when Jyllands-Posten published caricatures of the Prophet in 2005, they made it clear that they were not going to publish cartoons mocking Christ or the Holocaust because it might cause public discontent.
Therefore, why are French Muslims subject to different treatment? Indeed, there is a demonstrable line of hypocrisy of free speech. This double standard indicates that the concept of free speech is controlled by the those who are in power, for the enjoyment of those who are privileged, against the powerless.
It isn't just the powerless minorities who believe that the aims and objectives of Charlie Hebdo has indeed changed over the years.
There is also the contextual issue to be had: Charlie Hebdo fails to distinguish between mocking the French establishment and stigmatising the descendants of immigrants at large in France. Then, where do we draw the line between free speech and free spite?
Recently, on BBC Question Time, Mehdi Hasan, a British political journalist, remarkably explained this by using the 'crowded lift' analogy.
To add to this growing sense of hypocrisy, after the tragic events, #JeSuisCharlie trended globally. Meanwhile in northern Nigeria, Boko Haram flattened the village of Baga, killing as many as 2,000 people — mostly women and children who were unable to flee the attacks.
Later that week, the same group of extremist militants introduced a horrific new weapon of war. They strapped explosives to the body of a ten year old girl and at least 19 were killed. There has been no worldwide hashtag campaign nor was there a solidarity march for the victims of these most recent massacres.
So, do we inherently believe that every life has the same intrinsic value?
If we are against discrimination we should be against all types of discrimination. As much as we are condemning this atrocity in France, people around the world should give the same value to any human life. Today, thousands are being killed in Syria, Iraq, Nigeria for the same reason, by the same violent extremists. However, when 17 people are killed in France there is an international emotional reaction and the event becomes an international controversy.
The 'us-them' dichotomy has coloured our perception and we must defeat this. We should be dignified in the way we stand for justice around the world.
This is when the real global discussion starts.
Crossposted from Huffington Post United Kingdom.
Yasmin Ahmed is a law student at the University of Hull, campaigner for human rights and the founder of the Nelson Mandela Society.


text:
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Total Body Board
Total Body Board App
There is no other single piece of fitness equipment on the market that has all the functionality of the Total Body Board (TBB). The Total Body Board allows the user to do an unlimited number of exercises and exercise combinations consisting of cardio, muscle building, core strength, flexibility and balance training. Athletes can also build strength performing sport-specific movements used in the their respected sport. In addition, the Total Body Board is great for reducing and rehabilitating injuries.
"After competing as a professional athelete for 15 years and acheiving a high level of success, I created the Total Body Board to help other athletes and individuals take their performance and fitness to a higher level."
Charles Austin – Olympic Gold Medalist
The 2016 NBA Champions, Cleveland Cavaliers were the only NBA team in history to come back from a 3-1 deficit and win NBA Finals. They were the only NBA team to use the Total Body Board during the 2015-16 NBA season. It wasn't only used at their training facility, it traveled with the team and was used on the court during all road games as part of their pregame warmup. During the 2016 NBA Finals, the Total Body Board was featured on the ESPN Pregame Show.
The Most Versatile Single Piece Of Fitness Equipment
BUY TBB NOW
The Total Body Board
Allows for More Creativity
and Efficiency with Resistance Band Training
BUILD STRENGTH & WORK SEVERAL MUSCLE GROUPS AT ONCE
Cut Workout Time in Half
PORTABLE & EASY TO STORE
Fold and Take to Train Anywhere
UNLIMITED TRAINING OPTIONS
Allows For Group Training
COMPLETE GYM
Functional Resistance Band Training
INCREASES POWER & EXPLOSIVENESS
Great for Plyometric Training
Total Body Board at the 2016 NBA Finals
The Total Body Board was used on the court during the 2016 NBA Finals by the history making NBA Champions, Cleveland Cavaliers.
120 South Reimer San Marcos, Texas 78666 USA
support@totalbodyboard.com
https://totalbodyboard.com
I am 56 years old and have been working out on the Total Body Board for several years. I have seen great overall results. I've lost inches and two sizes, i'm more toned and much stronger. The Total Body Board is a lot of fun to work out on.
Judy Thornton
The Total Body Board gave me amazing results. Every session after using it, I would feel increases in my bodies' explosion as well as stability and durability. The Total Body Board made me feel like I was being challenged in my workout.
Isaiah Battle
This is one of the most interesting and unusual methods of exercising that I have ever seen much less used. Depending on the placement of the elastic bands, you can work every part of the body (well not the skull. I suppose that's next.). Maybe not the toes, but everything else. It's kind of fun as well as remarkably effective.
Genie Brix
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