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Home Forums > XPG Gaming Spot > Other Titles > Dark Souls 2 >
Welcome to the Dark Souls 2 Forum
Bullet Mar 19, 2014
There has been a few requests for a Dark Souls 2 forum, so here it is.
We really hope all you Dark Souls fans make the most of this new section and enjoy it!
Dark Souls II is an action role-playing video game set in an open world environment, developed for Microsoft Windows, PlayStation 3 and Xbox 360 by From Software. From Software also published the game in Japan, while Namco Bandai Games will do it in other regions.
As the sequel to Dark Souls, Dark Souls II was announced at Spike Video Game Awards on December 7, 2012. Hidetaka Miyazaki, who served as director on Demon's Souls and Dark Souls, will not return as director for Dark Souls II. Instead he will act as a supervisor and the game will be directed by Tomohiro Shibuya and Yui Tanimura. Miyazaki stated there will be no direct story connection between Dark Souls and Dark Souls II, though they are set in the same world and as such we would ask you to keep this section to Dark Souls II topics only please!
Rocky Guest
Nice addition
AAW Developer XPG Developer Lifetime Gold
Inside XPG
Good Forum
This should bring a few Dark Soul Fans onto XPG
ch *OLD* GTA V ModMenu (Native...
chekib replied Jan 28, 2023 at 3:52 PM


Booria Special prize, Booria Carpet Designer, Standard Edition this year awarded to two winners from Switzerland and Iran. Mr. Farzin Hairi, general manager of Booria CAD/CAM Systems presented these specials to general managers of these two creative rug companies.
Many well known faces in hand made carpet from all around the globe gathered in hall 15 to find out who will win the prizes in different categories. And finally 10 winners out of 30 nominees in 10 categories introduced in superb ceremony. Zollanavri Carpet, currently utilizing 13 licenses of Booria Carpet Designer, won 3 trophies in 3 categories specifically Best Innovation. Heidarian Carpet, also Booria Carpet Designer user, won totally 2 trophies. 6 out of 10 trophies went to Iran and the other winners were from Germany, Turkey, Switzerland and Canada.
After two successful CDA sponsorships by Booria, Booria as a first sponsor of this completely well known event in hand made carpet industry, always tries to show its commitment toward design and innovations in carpet design. CDA 2009 this year like the previous year took place under the umbrella of Domotex Hannover with cooperation of Hali and Modern Carpet publications and Booria CAD/CAM Systems Sponsorship. This year saw 140 carpets from 18 countries entered for the Carpet Design Awards. A panel of experienced and well known judges selected thirty carpets for a shortlist of finalists, allocating three carpets to each of the competition's ten categories (and the eleventh category was visitors' choice).
The winners were announced at the award presentation by Stephan Ph. Kühne, Member of the Board at Deutsche Messe AG, and Sebastian Ghandchi, Managing Director of Hali Publications.


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Essex police, Fire and Ambulance are merging in the next few years. Can't wait to see that uniform! Kerry Leigh was invited to present the Laughology FLIP model specifically looking at resilience and mental health as the emergency services are adopting a 'catch them before they fall' mentality, rather than wait for mental health crises to occur.
There were two sessions – one aimed at leaders, and another general session for whom ever wanted to attend. Both were well attended, with some great input and discussion and a lot of laughs.
To avoid loneliness and maintain my own wellbeing, Kerry Leigh slept with my Laughology squeezy person at Premier Inn the night before.


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Joint Statement of Asia Indigenous Peoples Pact Foundation and Networks of Indigenous Women in Asia: On Silenced issues of Violence against Indigenous Women at the time of Covid Pandemic
16 Days of Activism against Gender Based Violence, 2020
Joint Statement of Asia Indigenous Peoples Pact Foundation and Networks of Indigenous Women in Asia
Silenced issues of Violence against Indigenous Women at the time of Covid Pandemic
Triple discrimination based on ethnicity, gender and class against Indigenous Women has always intensified in the humanitarian settlings like the recent global pandemic of Covid-19 context. Lack of access to culturally appropriate information, general health services including reproductive and sexual health rights, intensified racial discrimination, criminalization, and human rights violations are some of the common issues faced by Indigenous Women, Indigenous Women with Disability across Asia during Covid-19. Several Reports[1] submitted by Indigenous Women's organizations and networks in Asia has also confirmed spike in gender-based violence during the pandemic.
Today, on the first day of 16 days of Activism Against Gender-based Violence, we wish to bring your attention for meaningful and effective participation and engagement of Indigenous Women and Girls in Gender Based Violence prevention and response especially considering the disproportionate impact of Covid-19 on them.
The extended lockdown, restricted mobility and the loss of employment exacerbated the violence on Indigenous Women and Girls. Besides, many Asian Governments are also introducing detrimental laws andn policies that are violating the rights of Indigenous Peoples, Indigenous Women and Girls. Red tagging, criminalization, threatening and repressions of Indigenous Women Human Right Defenders (IWHRDs) by security forces is rampant in the Philippines. Gloria Tomalon, an Indigenous Woman leader from the Philippines, was arrested and detained over trumped-up charges[2].
Increased cases of gender and sexual violence against Indigenous Women and girls are reported in the conflicted areas of Kachin, Northern Shan, Kayah and Rakhine states of Myanmar. Likewise, there are numerous reports of military linked abuses from the Chittagong Hill Tracts (CHT), Bangladesh, regarding the arbitrary detention and harassments in including death of a pregnant Indigenous Woman while interrogated by the security forces on the way to hospital. Another indigenous woman was killed and her child was injured in an indiscriminate army firing in the name of capturing terrorists in the CHT.
According to "A Rapid Assessment Report on the impact of COVID-19 on Indigenous and Tribal Peoples in Bangladesh" published by Kapaeng Foundation, a total of 13 cases of violence against Indigenous Women, including rape, abduction, murder and physical attacks were reported from January 2020 to June 2020. National Indigenous Women Federation (NIWF) reported a rape case of an eight-year old Indigenous girl who was killed in Nepal but falsified the reason of death as falling from a tree.
Indigenous Women being the knowledge holders, protectors of land, territories and resources; and practitioners of natural resources are already under grave threat due to poverty, marginalization and exclusion resulted from discriminatory practices/provisions including dispossession and development aggression. The current pandemic has worsened their livelihood and socio-economic burden forcing them to migrate and increase their vulnerability to trafficking, sexual harassment and bonded labor.
These disparities and invisibility that exists in all our societies is affecting the Indigenous communities' rights to self-determination and equality. With this statement, Asia Indigenous Peoples Pact (AIPP) and Network of Indigenous Women in Asia (NIWA) would like to urge the states, Non-state actors, UN mechanisms and civil society to
Effective implementation of United Declaration of Rights of Indigenous Peoples (UNDRIP) and Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) to acknowledge and protect Indigenous Women's Rights and self-determination of Indigenous Communities.
Take immediate action to provide culturally appropriate information and strategies on public health crises situation in the Indigenous languages.
Develop and strengthen institutional, national and global disaggregated data collection mechanism to reflect statistics of violence against Indigenous Women and girls
Ensure effective and meaningful participation and decision making of Indigenous Women and Girls in the planning, implementation and monitoring of Gender Based Violence prevention and response programmes
———————————————————-xxx————————————————–
[1] Reports from members/partners of AIPP, AIPP Flash reports
[2] Weaponizing Pandemic Against Indigenous Peoples: Continuing Plunder and Rights Violations; And Initial Report on Indigenous Peoples Situation During The Covid-19 Pandemic, IPMSDL | May 2020
Click here to download full statement.
#16DaysActivism, #16DaysActivism2020, COVID-19, Gender Based Violence, Indigenous Women, NIWA
PrevPreviousFurther Reciprocal Rice for Fish: An act of Indigenous Peoples against Covid-19 recurrence
NextIndependent report on WWF-linked human rights abuses shows conservation sector needs root and branch changeNext

redpajama_set_name: RedPajamaCommonCrawl


At the IAIA's Museum of Contemporary Native Arts in Santa Fe, NM, is a collection of shows that are positively buzzing with artistic vision at the confluence of western geography and culture. From superb pieces from the museum's permanent collection that showcase Native artists working in the latter half of the twentieth century to contemporary artists, the seven shows currently on view illustrate a wide-ranging, thoughtful, radical western perspective.
Occupying the small gallery adjacent to the gift shop is a mural and a collection of works on paper by Terran J. Last Gun, who evinces a strikingly clear-headed yet vibrant conception of how landscape interacts with cultural, and personal, memory. The works on paper, a mix of serigraph prints, feature brightly colored simple geometric shapes like circles and rectangles and cylindrical mounds sliced through with harsh lines and zig zags. The contrast of polygons and circular shapes resemble abstract western landscapes of mountains and deserts and rising suns while the thick lines traversing the scene suggest something more abstract, like memory, is at play. The wall text discusses Last Gun's Piikani (Blackfeet) heritage and his culture's visual language, which includes representations of structures like their painted lodges, and it makes you wonder how simple geometry can contain cultural memory while pointing to something more personal, for the viewer and the artist. It requires an agile and multi-dimensional use of language where the visual and the narrative meet, a sweet spot that Last Gun is drenching in colorful, striking possibilities.
Terran Last Gun Piikani (Blackfeet), Rolling Hill, 2017, serigraph 30 x 22 in.
On the larger scale mural, the blue triangular painted lodge shape with a black circle/void at the center enacts this conjecture of memory and language in a physical way; it creates a feeling of being able to enter it, to walk right into it and experience what the painting is recalling. Outside in the sculpture garden is a collaboration between Last Gun and Eliza Naranjo Morse (Santa Clara Pueblo) that features Last Gun's signature geometric graphic populated by Morse's human-like creatures, an architectural structure, and mountains. It's a striking example of the kind of landscape Last Gun allows to take form with his evocative hints, and Morse's contribution fills in the imaginative space with a sci-fi mythical creation that viewers will enjoy unpacking.
Last Gun's work with geometry and memory and language left me excited to see what the artist, with such a vast amount of artistic space to explore, does next. Rolande Souliere's (Michipicoten First Nation) murals, down the hall from Last Gun's, occupy a similar space that's more focused on the visuals of language itself versus the language of visuals. The three murals that make up "Form and Content" feature heavily on bold-colored backgrounds and geometric shapes, like Last Gun, but the "landscapes" seem less like natural scenes and more like zooming in on the form of written characters. Together, they seem to ask what the shape and sound and culture of language looks like in a "landscape." The wall text references Ojibway, Cree, and Inuit syllabics, but as someone unfamiliar with these languages I had to take abstract leaps in connecting the visuals with the thematic elements. Again, I was left wanting more, and that's a good thing to feel at a museum even if it's partly the result of big ideas with little explanation on the part of the museum and partly a lack of knowledge concerning Native culture on mine.
In the main gallery space is a collection of work more sharply political and less abstract at times but still cognizant of the power of language. The group show, titled "Without Boundaries: Visual Conversations," again links the visual and cultural properties of language but the space being explored is not a landscape but a political reality. One of the first pieces, a trio of animal hide drums by Da-ka-xeen Mehner (Tlingit/N'ishga) foregrounds the challenge of contemporary Native identity wrestled with throughout the show. Emerging in relief from the drums are human faces: personal identity emerging out of Native ancestry/culture but also, perhaps, masked and constrained by that culture and what it pushes up against. Elsewhere, that opposition, that monolithic Anglo-American culture and its capitalist wrath, brings out different concerns from the artists. The installation by Emily Johnson (Yup'ik), "Nikugni," features a constellation of hanging fish lanterns hand-sewn by volunteers across the country over a period of two years. The way the brown, semi-transparent volumes of air are suspended, almost imperceptibly swaying in the gallery AC and softly glowing under the lights, is a performance of collective labor on the part of natural and human resources alike but also of a cultural tradition threatened by climate change and lobbyist-powered environmental policies.
Behind Johnson's installation (at least, as you enter the gallery), and partly alighting the lanterns, is Edgar Heap of Birds' (Southern Cheyenne) "Dead Indian Stories," a series of phrases written in red ink on rag paper. The phrases, like "BUILT TO STARVE LIONS SHARE MISERY" and "FLESH IN FIRE DUNG THE GROUND" use homophones, enjambment, and broken English to convey broken bodies and the very real impact of not only the English language but Anglo-American culture on Native communities. The arresting color of the paintings points to the violence embedded in language, especially when one language is forced on a culture at the expense of that culture's own language, and the crude, rag-signed words themselves convey a basic desperation common to many cultures who have come into contact with manifest destiny.
There's a cheeky yet earnest homage to Jackson Pollock's drip painting method by James Luna (Payómkawichum/Luiseño) and a basket by Shan Goshorn (Eastern Band Cherokee) that literally and figuratively weaves together historic representations of Natives. It's a powerful show, and all the more powerful once you head to the permanent collections and tie the work made throughout the twentieth century by Natives ("Action/Abstraction Redefined"), work that echoes and in many instances outperforms the more famous iterations found in art history textbooks, to the work emerging today from reservations and art institutes and cities alike. It's starting and continuing conversations that aren't often given the spotlight in the broader art world, and I, for one, though late to the table, will be eagerly listening.
Arches. watercolor. paper printed with archival inks, acrylic.paint, artificial sinew.


On the Home screen, tap the card of the thermostat or heating zone for which you wish to change the schedule.
If a preset temperature schedule is found, the Mysa app will display the scheduled temperature setpoints for each day of the week.
To adjust an existing temperature event, you can tap the box. Click Save to store the scheduled setpoint or Delete to remove the scheduled setpoint.
To create a new temperature event, you can tap the Plus button. The options will appear to allow you to select the days of the week, the time of day, and the desired setpoint temperature. Tap Save to add this new temperature event to your schedule.


This footage shows the moment a gang of masked youths armed with crowbars broke into a children's play area before stealing equipment and causing extensive damage.
The five yobs can be seen repeatedly kicking and hammering down the door of Jolly Jumpers Bouncy Castle Hire in Pinfold Street, Bridlington, just after 9.30pm on Friday.
Once inside they stole DJ decks and equipment worth more than £1,000, a full yellow charity box for a children's charity and £25 from the till.
Extensive damage was also caused to the area.
Masked yobs with crowbars broke into Jolly Jumpers in Bridlington.
Jolly Jumpers owner, Claire Settle, discovered her business had been targeted when she turned up the following morning for a children's party.
She said: "I had brought my six-year-old boy with me as well as needed to set up at 10am for a pre booked party, so you can imagine when we were greeted by the mess it was horrendous.
"It has had an effect on him as he is only little.
"Thankfully we still managed to go ahead with the party, but it was a horrible weekend for us all."
Mrs Settle, 30, was horrified when she discovered the youths had also damaged the premise's CCTV, but her husband was able to piece the equipment back together so they could see the footage of them breaking in.
"It is very freaky when you watch it because you can see they have masks on and crowbars," Mrs Settle said.
"We are just hoping the more people that see the CCTV the better.
"If anyone recognises their clothes, descriptions or even the masks then please let the police know.
"Thankfully my husband managed to get the CCTV cameras working again after they damaged them and we have been able to give the footage to the police.
"I think they thought they got away with it when they cut the wires, but they actually cut the wires to the CD player and not the cameras, so we are just thankful for that.
"We also hope someone will find the charity box as it will have their finger prints on it."
Mrs Settle is still counting the monetary loss following the burglary, which meant she had to close the centre for a couple of days.
Jolly Jumpers has since reopened and it is now business as usual, offering its function room, a stay and play session for toddlers and birthday parties as well as the inflatable hire.
Mrs Settle said: "What has happened is really annoying but we have had so much support from the local community and everyone has pulled together."
Humberside Police confirmed they are investigating the burglary.
A force spokeswoman said: "A commercial burglary was reported to police on February 17, at premises on Pinfold Lane in Bridlington.
"Intruders entered the premises by damaging a rear door. Once inside cash was stolen from the till.
Anyone with information can call police on 101 quoting crime reference number 16/24170/18.


There are very few students that actually like essays. They're the epitome of boredom, a lot of work, and frustration to most people's minds. That's why it's such a popular choice to hire someone else to do it for you. There are many students worldwide that do this, and it's a legitimate way to have your essay done without having to slave over it yourself for days. It takes a lot of the anxiety and stress out of your life and lets you focus on important things like family. There are usually a few different reasons that a student wants to hire someone to do their essay for them. The first is that they're just lazy. They don't want to write their own essay, so someone else might as well write it. The second reason is that the student doesn't have the writing skills to get their ideas into the proper format on paper. There are so many brilliant people who just might not be cut out to be good writers, and they need an expert to help them the rest of the way. And the third reason is not having enough time. These days students are making themselves busier and busier, taking more classes, working a job while they're studying, and there just isn't as much time in the day as they need to get all of their homework done.
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But if you can't find such a person, it's a simple process to choose an essay writer on your own. Do an internet search to see what you can find. Just make sure that you are looking for telltale signs of scammers, such as no satisfaction guarantee, or no positive customer reviews for this service. Most of the time, a professional, ad-free website with writers who list their credentials and great customer service that replies to you right away, are the signs of a good choice.


Happy Friday everyone. I am working on a wedding veil, which is my gift to the bride. I finally blocked it few days ago and I love the design, but the border looks sloppy. This pattern was to be made in wool, but I wanted silk. This is for a wedding in the Caribbean, so silk and lace work perfect. I am crocheting the border and while doing this centering the beads with the crochet. I am also adding a bead to the center of the point. I also forgot that the border was grafted a little, so you will see the grafting unless I devise an applique that I will crochet and make four or eight, very lightly crochet flowers to be sewn into the veil. Anyway I am still working on the crochet border it is not hard, but it takes time. Thanks for stopping by!


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I am in my late teens/early 20's with combination, light tone skin and blue eyes. My hair is light brown, normal with normal texture.
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I am in my late teens with combination, light tone skin and blue eyes. My hair is blonde, normal with fine texture.


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Home » Resources » For K-12 Educators, Colleges and Universities » Lesson Plans & Online Curriculum » Online Resources about Islamophobia » Countering Islamophobia in Education
Countering Islamophobia in Education
This digital presentation and its accompanying notes provide an overview on the topic of Countering Islamophobia in Education, including the meaning, history, and current manifestations of Islamophobia, the impact of Islamophobia on Muslim students and their families, and ways to counter Islamophobia. This presentation is the intellectual property of Islamic Networks Group (ING) and is copyright protected. This information is available for non-commercial public reference. If you plan to use any of this content, you can only use it for educational purposes and you must provide proper citations using standard citation guidelines. This presentation and its content may not be displayed in exchange for payment in cash or in kind. Please note: If you are a U.S.-based classroom teacher in middle or high school or a post-secondary institution, then we have other educator tools available to you. Please visit this page to access them.
This digital presentation and its accompanying notes provide an overview on the topic of Countering Islamophobia in Education, including the meaning, history, and current manifestations of Islamophobia, the impact of Islamophobia on Muslim students and their families, and ways to counter Islamophobia.
The following is a broad overview of Islamophobia and its impact, as well as tools for countering Islamophobia and additional resources for educators. This information is to be used in conjunction with the online digital presentation. Each slide is associated with the following descriptions, which can serve as a script for those using the digital overview to present about the topic.
The use of this resource to present about Islamophobia should be supplemented by ING's Answers to Frequently Asked Questions. If you are interested in becoming one of our local volunteer certified speakers, join us here. We've also created special online presentations on Getting to Know Muslim Americans and Their Faith and An Overview of Ramadan & Fasting.
Slide 2: Islamophobia & Its Roots
We begin by defining Islamophobia and examining its history.
Slide 3: What is Islamophobia?
According to the Runnymede Trust in Great Britain, one of the earliest organizations to document Islamophobia, Islamophobia is defined as anti-Muslim racism, which commonly portrays Muslims and their cultures as monolithic, static, and unresponsive to change; separate, "other," and not sharing common values with other cultures; inferior to the West; irrational, primitive, and sexist; violent, aggressive, and supportive of terrorism; engaged in a clash of civilizations; and adhering to a political ideology, not a religion. Anti-Muslim racism or bigotry is therefore seen as natural and is used to justify discriminatory practices towards Muslims and the exclusion of Muslims from mainstream society.[i]
Slide 4: Roots of Islamophobia
Most people assume that Islamophobia began after 9/11. However, we find images and stereotypes of Muslims as infidels and a warring people promoted as early as the Crusades, which were a series of religious wars from the 11th to the 13th centuries that had the objective of recovering the Holy Land from Muslim rule. This view of Muslims was reinforced again in the 15th century with the beginning of European colonialism when a handful of European countries—primarily Britain, France, Spain and Portugal—colonized most non-European countries or regions, which continued until the 20th century. European colonizers asserted their power over colonized people by defining Europeans as smarter, more capable, and more human, and describing occupied peoples as backwards, primitive, exotic, and in need of civilizing. They also cast occupied people as enemies of Christianity and Western civilization.
In the 20th and 21st centuries, we once again see the reinforcement of these negative images of Muslims as well as the racialization of Muslims, similar to how other non-whites were depicted as barbaric, primitive, sexist, and violent. It is therefore not surprising that many people have these views after centuries of conditioning, long before 9/11, just as they have similar views of other non-white groups.
Slide 5: Islamophobia as Systemic Racism
Today Islamophobia has become systemic racism, which impacts Muslims in various institutions and in society at large. In education, textbooks and other resources often cast Muslims as antiquated and incompatible with modernity, sexist and oppressive towards women, or as violent terrorists. In literature, fiction and non-fiction books generally portray Muslims as backwards and sexist and there is a plethora of books about the problems with both Islam and Muslims. In the media, coverage of Islam and Muslims is generally negative. A 2018 Washington Post study of tens of thousands of articles mentioning Muslims or Islam found that 78% are negative, even when not covering terrorism; other studies have shown that "news coverage of Muslims is more negative than of other minority groups."[ii] Studies also show that terror attacks by Muslims in the US receive 3.5 times as much media coverage as attacks by non-Muslims.[iii] In Hollywood, representations of Muslims and Arabs have consistently been stereotypical as in the original Disney's Aladdin. Video games are often based in the Middle East and popular games like Call of Duty reinforce stereotypes that Muslims are bad guys or terrorists. Islamophobic campaigns across the country in recent years have targeted new mosques and other cultural issues such as so-called halal turkeys taking over the Thanksgiving holiday. Biased government policies such as the 2017 travel ban have singled out Muslims based on a racialized view of them as all being a security threat.
Slide 6: Internalization (Implicit Bias)
Many people internalize these attitudes because these societal influences lead to the adoption of stereotypes, both good and bad. These in turn can influence one's subconscious and even override one's professed values, as demonstrated by various studies. That means that even if a person doesn't believe that they are biased or racist, their subconscious can make them behave in biased or racist ways. This is especially true in times of fear or stress.
Slide 7: Impact of Islamophobia on Muslim Students and Their Families
This section examines the impact of Islamophobia on Muslim students and their families.
Slide 8: Growing Anti-Muslim Sentiment
While anti-Muslim sentiment increased after 9/11, it has risen even more dramatically in the last few years. According to a 2019 YouGov poll, only 15% of Americans have a favorable view of Islam, while 37% have an unfavorable view. 56% are "very concerned" or "fairly concerned" about a possible rise of extremism in Islam.[iv] A 2017 Pew summary of reports found that 41% of Americans believe that Islam encourages violence more than other faiths and that 50% of Americans believe Islam is not part of mainstream American society.[v]
Slide 9: Impact of Islamophobia
According to a 2021 UC Berkeley report, 95% of Muslim Americans believe that Islamophobia is a problem in the United States. Over two-thirds (68%) of those surveyed reported that they have personally experienced Islamophobia in their lifetimes. Among them, 76% responded that they experienced Islamophobia recently in the last twelve months. The report showed higher rates of personal experience with Islamophobia for American-born Muslims (82% compared to 58% of foreign-born participants), young adults (81% of respondents ages 18–29), and women (77% compared to 57% of men). 94% of participants reported that Islamophobia affects their emotional and mental well-being. Additionally, most survey participants (88.2%) censor their speech or actions out of fear of how people might respond or react to them.[vi]
Slide 10: Discrimination Against Muslims
A 2020 ISPU poll found that Muslims and Jews are the most likely groups to experience any religious discrimination (60% of Muslims and 58% of Jews, compared with 26% of Catholics, 29% of Protestants, 43% of White Evangelicals, 27% of the non-affiliated, and 33% of the general public). The poll also found that Muslims experience religious discrimination in institutional settings more than any other group. This includes at the airport (44% of Muslims vs. 5% of the general public), when applying for a job (33% of Muslims vs. 8% of the general public), when interacting with law enforcement (31% of Muslims vs. 8% of the general public), and when receiving healthcare (25% vs. 5% of the general public).[vii]
Slide 11: Bullying of Muslim Students
A 2020 IPSU survey found that 51% of Muslim families say that their child was bullied for their faith, nearly double the level of families in the general public (27%).[viii] According to a 2021 CAIR report about Muslim students in California, 47% of respondents reported being bullied for being Muslim. Verbal bullying often associates Muslims with terrorism using common insults such as "bomber," "killer," and "Allahu Akbar," or comments such as, "Hey, gonna bomb the school?" According to the CAIR report, nearly a third (30%) of respondents who wear hijab reported having their scarf tugged or offensively touched. 35% of students reported seeing posts containing offensive comments about Islam or Muslims on social media and 30% of respondents reported that a student at school made offensive comments or posts about Islam or Muslims directly to them on social media.[ix]
Slide 12: Bias and Bigotry in Schools
Both the ISPU and CAIR surveys also reported bigotry and bullying by a teacher or another school official. According to the CAIR report, nearly one in four respondents (23%) reported that a teacher, administrator, or other adult at their school made offensive comments about Islam or Muslims. Additionally, 20% of students felt that their teacher did not teach about Islam in a neutral, fair, or factual manner. It is not surprising that 56% of all respondents reported feeling unsafe, unwelcome, or uncomfortable at school because of their Muslim identity.[x]
Slide 13: Impact on Muslim Students
The impact of persistent bullying and harassment can be significant for a student and includes depression, anxiety, difficulty sleeping, and poor academic performance. It can also lead to students missing school. According to the CAIR report, nearly 20% of respondents reported missing school because they felt unsafe, unwelcome, or uncomfortable.[xi] Muslim students describe their experiences in their own words:
"Someone asked me if I was going to blow up the school and if I was reading a book on bombs."
"People. . . made fun of my religion and name. I would go home and tell my mom and cry in my room."
"People have verbally abused me for being Muslim, mocked me and Islam, and I have had my hijab pulled off by a classmate for no reason."
"[My] teacher . . . called on me to be an expert to explain horrific acts carried out by people in . . . Muslim countries I had never been to."
"My teacher attacked me in front of my class saying things like 'terrorist' and 'you don't belong here.'"[xii]
Slide 14: Countering Islamophobia
The following section looks at ways to counter Islamophobia for teachers and students.
Slide 15: Calls to Action
Below are three major strategies for countering Islamophobia. The first step is to begin with yourself by challenging your own assumptions. The second is to adopt some of the tips and resources recommended in the presentation, especially when teaching and learning about Muslims in the classroom. The presentation concludes with ways to apply cultural sensitivity to Muslim students and their families.
Slide 16: Start with Yourself
Below we examine ways to counter your own biases.
Slide 17: Challenge Your Own Biases
The best way to counter any biases you might have is to learn more about Muslims from authentic and reliable sources. At ING we have online curricula created specifically for educators which address the following topics in great detail. They include:
Getting to Know Muslim Americans & their Faith: www.ing.org/gtkam
A History of Muslim in America: www.ing.org/history
Muslim Contributions to Civilization: www.ing.org/contributions
Muslim Women Beyond the Stereotypes: www.ing.org/women
Answers to over 150 frequently asked questions: www.ing.org/all-faqs
A list of books about Muslims: www.ing.org/book-list
You can also sign up to our listserv: www.ing.org/sign-up
It is also important to keep abreast of current events and policies relating to Muslims so that you are aware of issues that might impact Muslim students or lead to a spike in harassment or bullying.
Slide 18: Diversity of Muslims
It is essential to gain some basic knowledge about Muslims and to challenge common misconceptions, beginning with the perception that Muslims are a monolithic group of people. In fact, there are nearly 2 billion (1.9 billion) Muslims worldwide living in over 50 Muslim-majority countries and as minorities across the globe.[xiii] Because they live in so many different places, Muslims are diverse in their nationalities, races, languages, and cultures. In fact, religion is only one factor in a Muslim's life. Additionally, Muslims, like all people of faith, vary in the practice of their faith. Some are nominally religious, while others are moderately or very observant.
Slide 19: Muslim Women
There is great variation in Muslim women's rights today, since religious interpretation and practice are impacted by other factors such as culture, education, and economic and social class, which are diverse across different Muslim-majority countries and communities. The Qur'an emphasizes the spiritual equality of men and women and affords women rights that were progressive for their time, including the right to earn and keep their wealth and inheritance and to marry and divorce by their own choice. A growing number of Muslim women worldwide are physicians, engineers, lawyers, and businesswomen, and a significant number of women have even served as heads of state in countries such as Bangladesh, Pakistan, Turkey, and Indonesia.
Slide 20: Violent Extremism in the United States
Violent extremism in the United States is mainly committed by far-right extremists. According to an ADL report, in 2018, 98% of extremist killings in the US were by far-right extremists and only 2% were by domestic Islamist extremists. In the period from 2009 to 2018, right-wing extremists perpetrated 73.3% of domestic extremist-related killings in the US, Islamist extremists were responsible for 23.4%, and left-wing extremists for 3.2%[xiv].
Slide 21: Educator Resources
We will now look at some educator resources for teaching and learning about Islam, Muslims, and related subjects.
Slide 22: K-12 Educator Training
ING provides K-12 educator training for teachers and staff which addresses challenges faced by Muslim students in the current environment and provides solutions to those challenges, including adopting school policies to prevent bullying. The training also covers guidelines for teaching about religion in general, and specifically provides educational resources for teaching about Muslim history and culture in the context of world history and social studies classes.
Slide 23: ING's Presentations and Panels
ING provides presentations through our Islamic Speakers Bureau, which supplement content standards for grades 6-12 about Muslims in the context of world history and related subjects free of charge on the following topics:
Getting to Know Muslims Americans and Their Faith
Muslim Contributions to Civilization
A History of Muslims in America
Muslim Women Beyond the Stereotypes
To schedule an Islamic Speakers Bureau presentation, visit: www.ing.org/presentation.
ING also provides panels through our Interfaith Speakers Bureau featuring representatives from the five major world faiths (Judaism, Christianity, Islam, Hinduism, and Buddhism), which supplement content standards for grades 6-12 free of charge on the following topics:
Living the Faith
Shared Values Among Faiths
Religion and Pluralism
Religion and Extremism
Women and Religion
Peacemaking in Religion
Three Abrahamic Faiths
Muslim-Jewish Panel
To schedule an Interfaith Speakers Bureau panel, visit: www.ing.org/panel.
ING's newest program is the Intercultural Speakers Bureau, which provides panels free of charge which examine the origins and impact of bigotry in the US today. The panel consists of Americans of African, Latino, Indigenous, Asian, Muslim, and Jewish backgrounds discussing their histories and experiences of bigotry and racism, as well as strategies for countering them. The second panel supplements 14 lesson plans that we provide to educators free of charge and consists of the same group of panelists discussing what they want people to know about them.
At ING, we recognize that all forms of racism and bigotry are related, and that we cannot counter Islamophobia without simultaneously countering racism and bigotry against African Americans, Indigenous Peoples, and other communities. To schedule an Intercultural Speakers Bureau panel, visit: www.ing.org/intercultural.
ING offers online interactive curricula to educators free of charge which supplement content standards for grades 6-12 on the following topics:
Countering Racism (which consists of 14 lesson plans)
Getting to Know Muslim Americans and Their Faith
Emir Abd El-Kader: A Muslim Hero for Our Time
Multi-faith: Living the Faith and Shared Values
Each curriculum includes presentation notes, discussion questions, activities, and dozens of films and film clips. To access our online curricula, visit: www.ing.org/academic.
Slide 27: Online Presentations about Muslim Americans
We provide other online presentations and scripts to educators and the general public free of charge which supplement content standards for grades 6-12 on the following topics:
Getting to Know Muslim Americans & Their Faith
An Overview of Ramadan and Fasting
To access our online presentations, visit: www.ing.org/slideshows.
Slide 28: Online Answers to 150+ Frequently Asked Questions
Also online are answers to over 150 frequently asked questions about Islam, Muslims, and Sharia in the United States. To access our answers to frequently asked questions, visit: www.ing.org/all-faqs.
Slide 29: Educator Toolkit
ING also has an online Educator Toolkit that features our various speakers' bureaus and their offerings, lesson plans that supplement required curriculum, and other resources. To access our Educator Toolkit, visit: www.ing.org/educator-toolkit.
Slide 30: Apply Cultural Sensitivity Towards Students and Parents
The next section examines how to apply cultural sensitivity towards Muslim students and parents.
Slide 31: Parent Engagement
The involvement of parents is important for both the academic and social success of their children. Some Muslim parents, especially recent immigrants who have limited English fluency, may need extra encouragement and outreach to engage with their children's school. Make an extra effort to encourage parents to attend back-to-school night or open house, parent-teacher conferences, volunteer opportunities in the classroom or school, and social events such as international night and science fair. Consider providing translation services if there are large numbers of non-English speakers.
Slide 32: Student Rights
Students' religious rights are protected by the First Amendment. These include, for example, the rights to wear religiously mandated clothing and observe dietary rules. They also include the right to engage in personal worship as long as it is not disruptive or during class time. Additionally, the Equal Access Act of 1984 affirms the right of students to participate in student-initiated religious activities. These include religious clubs and even the right to inform others about their religion in an appropriate manner.
Slide 33: Other Student Rights
Other student rights include protection from harm, which means ensuring both their physical safety on school premises, as well as their emotional safety from stress or harm. That means that the school must respond appropriately and in a timely fashion to any harassment or bullying, even if the perpetrator claims it is in jest.
Slide 34: Things to Avoid
Other things to avoid include making fun of or punishing students for wearing hijab or other religious clothing or forbidding them to do so; making fun of a student's name, country of origin, or religion; praising or criticizing one religion over another or suggesting that a student should convert to another religion for any reason; and using biased or inaccurate teaching materials. One should also avoid teaching about 9/11 in elementary schools without additional context or background about Muslims. In addition, the subject matter may not be suitable for that age group. One should also avoid using stereotypical films like Not Without My Daughter, or fictional books like Shabanu to teach about Islam, which not only stereotype Muslims, but create an environment where Muslim students are ashamed of their faith or humiliated because of how their faith is represented.
Slide 35: Language Considerations
Muslim Americans are generally happy to answer queries about their faith if stated in a way that avoids assumptions or judgment and seeks understanding. For example:
Instead of asking "Why do they hate us?", ask "Help me understand why some…?"
Instead of asking "Tell me what your people think about (x)?", ask "What do you think about (x)?"
Instead of asking "Why are women treated so poorly in your religion?", ask "What does your faith say about women?" or "What is your experience as a Muslim woman?"
Instead of asking "Is someone forcing you to wear that scarf on your head?", ask "Why do you wear a head scarf?"
Instead of asking "Why is there so much violence in your country?", ask "My understanding is that your family is from (x country) and I read that there is conflict there. If so, are they impacted by the conflict?"
It is important to avoid generalizations about Islam and Muslims, who are diverse and have varying perspectives. Similarly, Muslims Americans should not be expected to represent or be an expert on Muslims around the world.
Slide 36: Apply Cultural Sensitivity
Apply cultural sensitivity and learn about common issues that impact Muslim students at school. Observant Muslims do not eat pork or pork by-products, including gelatin. Some girls wear hijab, which they will not take off in public. Girls who wear hijab may be more likely to be targets of harassment and bullying. Some students may avoid partnering with the opposite gender during a lab or other activity. During physical education, some students may request to be excused from swimming or dancing or ask to wear sweats under their shorts. Some students may ask to pray noon prayer at school in an empty classroom or the library. Fasting students during the month of Ramadan may request to go to the library during lunch; they may also ask to be excused from rigorous activities in PE. Since Muslim holidays follow a lunar calendar, they rotate around the year, so it is important to update the calendar every year. Ramadan in 2022 begins the first week of April and the first main holiday which follows Ramadan is the first week of May. Students may be absent on the two main holidays, so it is advisable not to schedule tests on those days and to excuse absences.
Slide 37: Work to Prevent Bullying
Bullying prevention means creating an inclusive environment for all students. It is important to promote schoolwide activities that encourage tolerance and diversity, such as the Know Your Classmates program. Address prejudice and its roots in the classroom or schoolwide through discussions or assemblies. Have students share their own experiences with harassment and brainstorm solutions. Invite guest speakers to address stereotypes. Exhibit sensitivity in classroom discussions about conflicts during times of crisis, such as after an act of violence or during a war. Extra diligence is warranted during a crisis situation or if students exhibit signs of harassment.
Slide 38: Address Bullying When it Happens
It is critical to address bullying when it happens in a timely manner. The first step is awareness and recognition of the problem. The second step is a zero-tolerance policy with strictly enforced and clearly enunciated consequences. The third step is to mediate bullying with all parties. If the problem persists it is important to include the parents. It is also important to acknowledge and address the personal views of teachers and staff on current events or issues. Hold staff sensitivity or cultural diversity workshops that help address stereotypes or misconceptions.
Slide 39: Schedule a Presentation
Write to us to request a university level academic presentations on Islamophobia, its roots, and manifestations in the United States and around the world. We also have trainings on countering Islamophobia in law enforcement, corporations, and healthcare delivery: [email protected].
Slide 40:
This presentation was produced by Islamic Networks Group (ING)
www.ing.org
[i] Gordon Conway, "Islamophobia: A Challenge For Us All," Runnymede, 1997, https://www.runnymedetrust.org/companies/17/74/Islamophobia-A-Challenge-for-Us-All.html.
[ii] Erik Bleich and A. Maurits van der Veen, "Newspaper coverage of Muslims is negative. And it's not because of terrorism," The Washington Post, December 20, 2018, https://www.washingtonpost.com/news/monkey-cage/wp/2018/12/20/newspaper-coverage-of-muslims-is-negative-and-its-not-because-of-terrorism/.
[iii] Erin Kearns, Allison Betus, and Anthony Lemieux, "Why Do Some Terrorist Attacks Receive More Media Attention Than Others?," Justice Quarterly, February 4, 2020, https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2928138.
[iv] Joel Rogers de Waal, "Western/MENA attitudes to religion portray a lack of faith in common values," YouGov, February 3, 2019, https://yougov.co.uk/topics/international/articles-reports/2019/02/03/westernmena-attitudes-religion-portray-lack-faith-.
[v] Michael Lipka, "Muslims and Islam: Key findings in the U.S. and around the world," Pew Research Center, August 9, 2017, https://www.pewresearch.org/fact-tank/2017/08/09/muslims-and-islam-key-findings-in-the-u-s-and-around-the-world/.
[vi] Elsadig Elsheikh and Basima Sisemore, "Islamophobia through the Eyes of Muslims: Assessing Perceptions, Experiences, and Impacts," UC Berkeley Othering & Belonging Institute, September 2021, https://belonging.berkeley.edu/sites/default/files/2021-09/Islamophobia%20Through%20the%20Eyes%20of%20Muslims.pdf.
[vii] Dalia Mogahed and Erum Ikramullah, "American Muslim Poll 2020," The Institute for Social Policy and Understanding, October 1, 2020, https://www.ispu.org/american-muslim-poll-2020-full-report/.
[viii] Dalia Mogahed and Erum Ikramullah, "American Muslim Poll 2020," The Institute for Social Policy and Understanding, October 1, 2020, https://www.ispu.org/american-muslim-poll-2020-full-report/.
[ix] "Examining Islamophobia in California Schools," CAIR California, October 2021, https://static.ca.cair.com/reports/islamophobia/downloads/cair-ca-bullying-report-2021.pdf.
[x] "Examining Islamophobia in California Schools," CAIR California, October 2021, https://static.ca.cair.com/reports/islamophobia/downloads/cair-ca-bullying-report-2021.pdf.
[xi] "Examining Islamophobia in California Schools," CAIR California, October 2021, https://static.ca.cair.com/reports/islamophobia/downloads/cair-ca-bullying-report-2021.pdf.
[xii] "Singled Out: Islamophobia in the Classroom and the Impact of Discrimination on Muslim Students," CAIR California, October 16, 2019, https://ca.cair.com/sacval/wp-content/uploads/sites/9/2019/10/Anti-Bully-Report_2019.pdf?x62983.
[xiii] "Muslim Population by Country 2021," World Population Review, accessed December 20, 2021, https://worldpopulationreview.com/country-rankings/muslim-population-by-country.
[xiv] "Murder and Extremism in the United States in 2018," ADL Center on Extremism, accessed February 28, 2019, https://www.adl.org/media/12480/download.


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Home Sports Football/Soccer 201512
Mikel Obi: Atmosphere at Chelsea has improved since Mourinho's exit
/ Football/Soccer, Sports
John Obi Mikel feels the departure of Jose Mourinho has significantly improved the atmosphere at Chelsea even though they have yet to find their best form.
The Portuguese manager was sacked earlier in December following the club's disappointing start to the 2015-16 campaign, with several players reportedly unhappy with the former Real Madridcoach.
Chelsea beat Sunderland in their first game without Mourinho, before recording draws with Watford andManchester United, and Mikel is pleased with the way things have been going since the 52-year-old's exit.
"We've moved on from that and the atmosphere has improved since the change of manager," the midfielder told reporters.
"It's fine now, we've just not been getting results.
"Jose is a fantastic manager and will always be a fantastic guy. But sometimes football is a cruel game and you have to move on.
"Is it the right decision? Who knows? We'll only see in the future."
Chelsea have climbed to 14th spot in the table following their three-game unbeaten run, but are still 15 points off the Champions League places.
Nevertheless, Mikel refuses to give up on a top-four finish.
"Top four? I don't think it's gone," he added.
"We've got lots of games to catch up and if we keep going in this direction and keeping clean sheets, we will definitely score goals.
"We've had three games now without losing so are making the right steps."
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Daniel Morgan (July 6, 1736 – July 6, 1802) was an American pioneer, soldier, and politician from Virginia. One of the most gifted battlefield tacticians of the American Revolutionary War (1775–1783), he later commanded troops during the suppression of the Whiskey Rebellion (1791–1794).
Born in New Jersey to Welsh immigrants, Morgan settled in Winchester, Virginia. He became an officer of the Virginia militia and recruited a company of soldiers at the start of the Revolutionary War. Early in the war, Morgan served in Benedict Arnold's expedition to Quebec and in the Saratoga campaign. He also served in the Philadelphia campaign but resigned from the army in 1779.
Morgan returned to the army after the Battle of Camden, and led the Continental Army to victory in the Battle of Cowpens. After the war, Morgan retired from the army again and developed a large estate. He was recalled to duty in 1794 to help suppress the Whiskey Rebellion, and commanded a portion of the army that remained in Western Pennsylvania after the rebellion. A member of the Federalist Party, Morgan twice ran for the United States House of Representatives, winning election to the House in 1796. He retired from Congress in 1799 and died in 1802.
Quotes by Daniel Morgan
Where you have no religion, you are sure to have no government, for as religion disappears, anarchy takes place and fixes a compleat Hell on earth till religion returns.
I believe in one God, the first and great cause of goodness. I also believe in Jesus Christ, the rebirth of the world. I also believe in the Holy Ghost, the comforter.
As to war, I am and always was a great enemy, at the same time a warrior the greater part of my life and were I young again, should still be a warrior while ever this country should be invaded and I lived.


text:
The UK's rare red squirrel population could be set for a boost after one of two kittens born at Kelling Heath Holiday Park earlier this year, was found to be female.
There is currently a shortage of females in the national red squirrel breeding programme, so staff at the park are delighted that the news has finally been confirmed. Born in May, the north Norfolk park's dedicated countryside team had to wait until now to establish the furry pair's gender because squirrel kittens are notoriously difficult to sex in the first few months of their lives.
The kittens, named Sunny and Summer by popular vote on the holiday park's Facebook and Twitter pages, have frisky futures ahead of them. The male has been moved to Pensthorpe to find a suitable female, while his sister will move to an adjacent enclosure at Kelling to meet a new male companion.
David Martin, Countryside Manager at Kelling Heath, said: "It will soon be time for us to match-make for a second time, with the arrival of a new male squirrel from Banham Zoo. We hope the pair will hit it off and create a new successful breeding pair."
The original pair, Red and Ginger – the kittens' parents - will be staying on site in the hope that they will breed again in April, along with the new couple. David added: "This will be the first time in nearly fifteen years that we'll have had two breeding pairs of squirrels at Kelling Heath, which is fantastic. We could well end up with squirrels all over the place in spring!"
"We're pleased that our work to support the squirrel population through this conservation scheme is going from strength to strength. The squirrels we have at the park are happy, healthy and very inquisitive. Visitors love watching them run around and jump from branch to branch. They are enchanting creatures that we are proud to protect."
The East Anglian Red Squirrel Conservation Society are members of the national breeding programme and work to reinstate squirrels into specially protected and managed habitats across the UK, including Anglesey and Thetford Forest. Thirty years ago the Kelling Heath estate was one of the last places in Norfolk that red squirrels called home, before they disappeared completely due to competition for food with the grey squirrel, loss of habitat and disease. The park decided to keep red squirrels in 1999 and since then it has successfully bred 21 kittens.
Fantastic place set in beautiful surroundings with so much to do on park


Not too long ago Phillip Hayes was in his shell.
He grew up shy and, in his own words, "socially awkward." It intensified when his mother died of cancer during his eighth-grade year. Her death also left Hayes and his father struggling financially. They ate Ramen noodles most nights and when Hayes became a student at Frank H. Peterson Academies of Technology, he wore the same pair of khaki pants to school every day.
Hayes would see his new classmates having a good time, cutting up, seemingly with no worries.
"I would just go back home and see how bad things were," he said. "It was like a slap in the face every single day."
One day Maryann Foster, student advocate for communities in school at Peterson, noticed Hayes' wardrobe. She quietly asked if he had any other pants.
"Yes, ma'am," he told her. "But those are for next year."
Foster helped him get more clothes. She also became his friend. Through that friendship and his Christian faith, Hayes made a decision to come out of his shell.
He began staying after school during his junior year just to introduce himself to people - no easy task for a teenager who could barely look anyone in the eyes.
"He really was determined to meet people, to become more social," Foster said. "He knew that was not his strength. He wanted to become a person that was able to communicate."
He began going to local elementary schools and mentoring students. He became an officer in the Bible Club. He also got involved in the Explorer leadership program. Asked not too long ago why he did those things, he explained that everyone, despite their circumstances, has a purpose.
"If I don't say anything, if I don't reach out," he said, "I am losing my purpose."
Hayes is 18 years old today. He is a member of the National Honor Society and when he graduates in June, he will be in the top five of his class. More important, there are few classmates whom he doesn't speak to when he sees them.
Foster, who has watched Hayes' transformation, described him as a role model.
"He has chosen to be joyful and joy-filled, regardless of his circumstances," she said.
Times are still tough. Last year, Hayes opened some mail at the Jacksonville home he shares with his father. It was a notice of looming foreclosure. Hayes, in response, began cutting neighbors' yards. In January he got a job at a local dollar store so he could help make payments, help buy himself clothes, help buy food. He doesn't feel sorry for himself and is open to sharing his story. He embraces it.
"The way I live my life now is based on the Bible," he said. "It says to be content with what I have."
He has been accepted at the University of Florida. He starts classes this summer. He plans to join the Air Force ROTC and major in civil engineering. He wants to own a company that helps Third World countries.
"I see where kids in Africa are so appreciative of water that has dirt in it," he said. "They're willing to drink that dirty water. I would like to give them clean water, build a structure, build houses, get a sewer system for them. Those are the things I sometimes take for granted."
Compared to them, Hayes said, he has lived a life worthy of a king.


1. What sort of names do you think is popular in China in 1960s, in 1970s, in 1980s?
2. Among some of the Chinese celebrities, whose names do you like? Why?
3. Are you satisfied with your name?
4. If you had a choice to make a name for your children, what name would you like to make? Why?


text:
<?php

namespace BlackRook\TaskBundle\Form\DataTransformer;

use Symfony\Component\Form\DataTransformerInterface;
use Symfony\Component\Form\Exception\UnexpectedTypeException;
use Symfony\Component\Yaml\Yaml;

class YamlToArrayTransformer implements DataTransformerInterface
{
    /**
     * Transforms an array into yaml
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     */
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            return "";
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        return $yaml;
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     *
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        if ($array === null) {
            throw new UnexpectedTypeException($value, 'valid YAML string');
        }

        return $array;
    }
}

redpajama_set_name: RedPajamaGithub


Leadmann building and decoration Co.,Ltd. is a leading manufacturer specialized in modern and stylish furniture such as wardrobe, wardrobe sliding door,bookcase,etc. We are committed to excellence, either quality and service. contact us freely and find why so many distributors, wholesalers and building contractors would choose us as their most important partner in this industry.
BrightWood Co. Ltd has been engaged in high quality Solid Flooring & Plywood products for years in terms of consistent quality, high reputation and considerate service. Located among the abundant resource of poplar forestland, Brightwood is able to offer quality products at competitive prices all the year round.
LiangShun Furniture Co.,Ltd. is a specialized manufacturer of bar stools. It's located in AnJi County.The company incorporates developing, producing, selling into an organic whole, with the basis of quality and customer, the clients can be turly satisfied, and It can also bulid up a good company image in the market. Our company will provide the first products and the best service with abiding by the tenet of "integrity-based, client first", and adhering to "quality first, reputation first".
Xilinmen Group is one of the largest integrated bedding and wooden furniture manufacturers and B2C retailers in China. The Company has grown from a two person garage workshop in 1984 a diversified international corporation with 2000 employees worldwide by the end of 2006. More than 800 exclusive franchised or company owned bedding retail sres can be found in every part of China.
Our factory is a manufactory specializes in producting metal display rack,acrylic display rack and wood display rack. All the products have good quality and the price is reasonable.
Nantong Meitoku Plastic Co. Ltd, a Soft-Bank invested company, we specialized in Jigsaw-Puzzle Mat, GYM Mat, Children Educational and Play Mat, Yoga Mat, and etc. now we also updated App featured 3-D kids Training Mat for all the Global Market.
TDANG is the leading wicker furniture and outdoor concrete furniture manufacturer offering outdoor furniture manufactured with outdoor materials including Synthetic Rattan, Raw Concrete and Resin composite concrete made for the outdoors. TDANG offers an impressive mix of high-end furniture and accessories from factory in Dong Nai and Binh Duong, Vietnam. TDANG has grown into a leading manufacturer of outdoor furniture, planters and pottery in Vietnam.
We manufacture chairs for cinemas, theatres, auditoriums, stadiums and schools.
Our company specializes in rattan furniture, covering sofas, chairs, tables, solar umbrellas, tents, and other related products. Linhai Xinghe Arts & Crafts Co., Ltd. not only can manufacture, process and export, but also stand at the leading edge of trend by the work of professional stylist teams.
The company could provides many kinds of handles for the world-wide.
Mainda Home Products Co., Ltd. is an industrial company which specializes in manufacturing and exporting wooden furniture and home products. Main Products: Pine wood furniture, Paulownia wood furniture, Bed room furniture, Living room furniture, Kitchen furniture, Children furniture, Cabinet furniture… Our company has 15 years' experience in production and exportation. Our company has 15 years' experience in production and exportation.
Our product are made from wooden as teak,mahogany and mindy.With 2 main style,colonial and modern/contemporary.We were established since 1993. With best in quality, competitive price and on time delivery,we open to build business cooperation well.


text:
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DESTINATION MAPS
GUIDED HOLIDAYS
SELF GUIDED HOLIDAYS
Single Centre
Holiday, travel and booking information
Single supplements
Booking and payment
Single Centre Guided Holidays
Nearest or recommended International Airports
London airports; Cornwall, South Devon Coast, Cotswolds, Dartmoor, Exmoor, Pembrokeshire Coast
Bristol airport; Cornwall, South Devon Coast, Cotswolds, Dartmoor, Exmoor, Pembrokeshire Coast
Exeter Airport; Cornwall, South Devon Coast, Dartmoor, Exmoor
Manchester Airport; Lake District, Yorkshire Dales, Pembrokeshire Coast
Edinburgh Airport; Scottish Borders
Although we have detailed the most convenient airports against each destination one of the London airports could be used as the port of entry for any of the holidays, so the journey time from central London to the closest railway station for all tours have been included in the list of typical journey times below.
Travel between various international airports and their nearest mainline railway station
Guests travelling to destinations other than those detailed below will have to go into central London before embarking on the next leg of their journey. The Heathrow Express is a direct rail link Heathrow Central station and London Paddington railway station. Trains run every 15 minutes and the journey time ranges from 15 minutes for Terminals 1, 2 and 3, to 30 minutes for Terminal 4 and 5.
Guests travelling directly from Heathrow Airport to Cornwall, Exmoor, South Devon, Dartmoor and the Cotswolds need not go into the centre of London. Instead they can take the Rail-Air Link bus from Heathrow Airport to Reading to intersect with the train travelling westwards out of London. The service departs every 30 minutes (every 20 minutes at peak times of day) and the journey time (from the furthest terminal) is 55 minutes.
There is a railway station right in the heart of the airport complex and the Gatwick Express to London Victoria departs every 15 minutes. The journey takes 30 minutes (35 minutes on a Sunday).
Manchester Airport has its own mainline railway station. From Bristol Airport there is a bus link to Bristol, Temple Meads Railway Station, journey time 30 minutes. Rhoose Cardiff Airport has its own mainline railway station.
Typical rail journey times
The journey times quoted below are for a typical train journey between the mainline railway station nearest to the recommended airport (central London stations in the case of Heathrow or Gatwick Airports) and the mainline railway station closest to the hotel at which the holiday is based. Where there is a change of train en route waiting times may vary so allowance should be made for this when planning your journey.
TOUR NEAREST
STATION APPROXIMATE RAIL
JOURNEY TIME ONWARD TRAVEL
North Cornwall Bodmin Parkway
4 hours 15 mins from London
1 hours 45 mins from Exeter
South Devon Coast Totnes
45 mins from Exeter
Bus or taxi
Dartmoor Newton Abbot
1 hour 40 mins from London
Exmoor Taunton
2 hours from London
45 mins from Bristol
30 minutes from Exeter
1 hour 15 mins from Southampton
2 hours 30 mins from Cardiff
Yorkshire Dales Garsdale Head
3 hours 15 mins from Manchester Airport
Lake District Windermere
2 hours from Manchester Airport
Scottish Borders Berwick-upon-Tweed or Tweedbank
5 hours from London to Berwick-upon-Tweed
Alternatively, fly into Edinburgh and take traindirectly from Edinburgh to Tweedbank (1 mile from Melrose), OR fly into Glasgow and take train to Edinburgh and then train to Tweedbank
If you would like further advice on travel within the UK we are always willing to help, so please do contact us.
Specific train times are always sent with final joining details but can be made available earlier on request. The rail timetable for trains in Great Britain are rolled out online eight weeks prior to date of travel, although the rail companies do reserve the right to make further changes after than point, particularly if engineering works become necessary.
National Rail Enquiries have an excellent website with interactive timetable information.
Travel Information Quick Links
National Rail Enquiries for British train times and other rail-related information http://www.nationalrail.co.uk
BritRail Information on the British rail system, exclusively for the use of travellers from abroad seeking information prior to their arrival in Britain http://www.britrail.com
London Heathrow Airport http://www.heathrowairport.com
London Gatwick Airport http://www.gatwickairport.com
Manchester Airport http://www.manchesterairport.co.uk
Rail-Air Link timetables and information on coach transfer from Heathrow Airport to Reading railway station, for travel to the south West of England. http://www.railair.com
Heathrow Express for travel from the airport into central London https://www.heathrowexpress.com
Gatwick Express for travel from the airport into central London http://www.gatwickexpress.com
National Express for cross-country coach travel http://www.nationalexpress.com
The Automobile Association (The AA) for lots of information on British roads and travel/route planning, including mileage calculator http://www.theaa.com
GoEuro for door-to-door travelling planning within Europe http://www.goeuro.co.uk
Google Map http://maps.google.co.uk
Footpath Holidays,
16 Norton Bavant,
Nr Warminster,
Wiltshire,
BA12 7BB.
© Footpath Holidays 2014
Website design by Bennett Design


text:
Q: iOS movie stream from http server works fine on simulator, but not on device I try to stream mp4-files from a http server to my iPhone with this code:
 - (IBAction)streamMovie:(id)sender
{

    NSURL *url = [NSURL URLWithString:trailerPath];

    if ([self.movieController respondsToSelector:@selector(setAllowsAirPlay:)])
        [self.movieController.moviePlayer setAllowsAirPlay:YES];

    [self.movieController.moviePlayer setContentURL:url];
    [self presentMoviePlayerViewControllerAnimated:self.movieController];
    [self.movieController.moviePlayer play];
}

This works fine on the simulator, but it doesn't work at all on my iPhone device (3GS with iOS 5.1). The movie player only pops up and then disappears immediately. If I try again this log entry appears:
An instance 0x1c5a20 of class AVPlayerItem was deallocated while key value observers
were still registered with it. Observation info was leaked, and may even become
mistakenly attached to some other object. Set a breakpoint on NSKVODeallocateBreak to
stop here in the debugger. Here's the current observation info:

What am I doing wrong and why does this work on the simulator?

A: I finally found out that there was no problem with the device, but with the http server. It sent the wrong MIME type (text/html instead of video/mp4) and so the device could not interprete it correctly. So I just had to add the MIME type to the server and now it works like a charm

redpajama_set_name: RedPajamaStackExchange


Find the game-changing inbound marketing executive you need to bring your company's success forward!
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Mess With Texas (MWTX) has recently revealed their full lineup for March 19, showcasing over 20 awesome performances. Check the lineup and more details after the jump.
Presented by FYF Fest and Fun Fun Fun Fest, the MWTX party takes place March 19 at the East Side Drive In on the corner of 6th street and San Marcos in Austin, TX with doors opening at 11:30 AM. The event is free and for all ages. To RSVP, click here.
Stay posted to hear about more performances being added to the lineup as well as set times and other fine details.


text:
Pet Supplies Plus
increased Facebook impressions
crowdsourced neighbor photos
increase in Twitter community
About Pet Supplies Plus
Pet Supplies Plus has earned the reputation of America's Favorite Neighborhood Pet Store by offering a wide array of pet food, pet products, grooming services and animal expertise in a welcoming environment, with more than 360 stores in 27 states.
What we did:
In July 2013, re:group developed a corporate social media strategy for Facebook and Twitter to:
Increase brand awareness and affinity
Retain existing neighbors (customers)
Celebrate brand advocates
Encourage in-store visits via social incentives, including coupons and contests
In May 2014, re:group expanded efforts:
Launched the Pet Supplies Plus Pinterest and Instagram channels to amplify partnerships with local pet rescues and commitment to pet adoption
Created a test market program to give life and structure to local social media on Facebook
Performed proactive keyword monitoring on Twitter, where industry-specific, branded and competitive keywords were mined in order to prospect and conquest one-to-one leads in geographically relevant territories
Provided complete, real-time community management on all four corporate social media channels
Led reputation management for all 360+ stores on Yelp, Glassdoor and Indeed
Engagement:
Increased Facebook engagement by 160% between Q1 2014 and Q1 2016
Increased Twitter engagement by 300% between Q1 2014 and Q1 2016
Overall, increased Facebook and Twitter engagement by 168% between Q1 2014 to Q1 2016
Impressions:
Increased Facebook impressions by 450% between Q1 2014 and Q1 2016
Increased Twitter impressions by 31% between Q1 2014 and Q1 2016
Grew the Facebook community by 107% from 7/1/13 to 4/1/16
Increased the Twitter community by 764% from 7/1/13 to 4/1/16
Other Notables
Crowdsourced over 17,500 neighbor photos to support ongoing content development
Acquired over 19,000 opt-in email addresses to insert into the lead development cycle
Generated thousands of in-store redemptions of social media coupons
Claimed 100% of stores on Yelp and Google+ Local
Time Period Analyzed: July 1, 2013 through April 1, 2016
social media competitive audit, social media strategy, social media policy, social media workflow, social media response strategy, social media community development, social media community management, social media content development, social media monitoring, social media performance analytics, social media training, social media advertising
Client: Pet Supplies Plus
Industry: Pet supplies retail
services utilized…
Digital Marketing & Analytics
want to know more about this case study?
Download the entire case study for Pet Supplies Plus (.pdf)


text:
of books by Ray Kurzweil
RAY KURZWEIL is an inventor music synthesizers and machines with various recognition technologies. A promoter of machine learning and artificial intelligence, Kurzweil's writings are widely influential.
The Age of Spiritual Machines
by Ray Kurzweil
Penguins Books, 1999
The subtitle of the book - when computers exceed human intelligence - summarizes Kurzweil's central belief in the future of machine that are like and in many respects better than men. Read through the glossary and you get an abridged version of his writings, excellent definitions of terms for readers unfamiliar with computer technology and intelligent machine ideas. But can machines ever be like humans? The whole premise of spiritual and intelligent machines is the congruity of brains and computers and that intelligence is just a matter of complexity. Other questions raised and not answered are; are computers thinking or just calculating? Sometimes a shaky arguments carries the text; "The human brain presumably follows the laws of physics, so it must be a machine, albeit a very complex one" (p.5). But stones follow the laws of physics, a bacterium, a tree. Are they machines, too? The biggest difference between man and machine, however, is that the latter are optimal solutions and operate fast, while life depends on suboptimal solutions. Life is adaptable, machines are not. Just because software can be written that simulates adaptation does not make the machine evolvable.
April 12, 2005 / © 2005 Lukas K. Buehler / go back to Book Review Home


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text:
Q: Cannot read .7z file in Google Colab I am using Google Colab to create a deep learning model, and I face an issue when I run this code at the first time.
!p7zip -d filename.7z

I get the following message:
/usr/bin/p7zip: cannot read filename.7z

But when I re-run the same cell again, the code works.
Do you know what is the reason of this issue?

A: First, you have to specify path before the file name
in my case
!mkdir ~/data
!cd ~/data
!mkdir planet
!cd planet

# -c: competition name
# -f: which file you want to download
# -p: path to where the file should be saved
!kaggle competitions download -c planet-understanding-the-amazon-from-space -f train-jpg.tar.7z -p ~/data/planet/

# Unzip the 7zip files
# -d: which file to un7zip
!p7zip -d ~/data/planet/test-jpg.tar.7z


I joined the Darkside because they have better cookies.
I've got a 20" iMac, a 24" iMac (since yesterday), a 17" MacBook Pro, a 17" G4 iMac ('the lamp'), and Airport Extreme (superfast 802.11n wireless router).
I started in 1985 with a Macintosh Plus with 20MB external harddisk. Probably had something like 15 Macs since.
According to PC Magazine the fastest Windows Vista laptop on the market today.... is a MacBook Pro!
On my desk is my OLD Syquest 33mb 5.5" hard disk just for laughs. We all had several of those we used to carry around in college. I keep it to remind myself that technology changes exponentially.
with Windows to make it work anytime a new piece of hardware/software was installed.
Recently picked up a 20" iMac, 2.4Ghz System w/3GB RAM.
Love OS X and now I'm kicking myself in the backside for not switching sooner!
Equipment: A bag full of Nikon "Black Magic".
I went to the local Apple store on Super Bowl Sunday and brought home my first MAC. It's a 24" iMAC- 2.4g. beauty. I'm really impressed so far.
I'm 70 and figured it's time for a change. Besides, Vista software did not sound to appealing and I was getting a little tired of staying current with all the protection efforts required to keep my PC running smoothly.
Nice choice David (or should that be Rich David? ). I've the 24" too - the Intel one prior to the latest release. It's a fantastic workstation and perfect for photo editing.
Don't even get me started on my Vista travails... .
LOL . That's a perfect summary (I say this typing on my Vista laptop - it's only for work purposes, honestly!).
I have used Macs since 1984 and now have an Imac with 2,8 GH intel Core 2 Duo and 4 meg of ram. My files are fairly large from a Canon 5D and things move very rapidly in Photoshop. I highly recommend.
By the way, Aperture 2 also flys.


Iomega today announced the worldwide launch of the exciting new Iomega® ScreenPlay® DX HD Media Player line, a family of easy-to-use multimedia devices that changes the way you experience digital entertainment in your home. With the Iomega ScreenPlay DX HD Media Player, you can access and enjoy videos, movies, photos and music on the Internet as well as content you own – all on your own TV in full 1080p high definition.
The new lineup of Iomega ScreenPlay DX HD Media Player products is compatible with the most popular formats, including H.264, WMV and RMVB, as well as being DLNA certified for easy streaming with compatible devices on your home network. Other notable features include DivX® Plus™ HD certification for stunning playback of MKV movies, WiFi capability right out of the box thanks to the included 802.11n adaptor, and a user-friendly remote control featuring a full QWERTY keyboard for fast and easy text entry of online links, websites and more.
The ScreenPlay DX product family includes 1TB and 2TB models for consolidating your digital entertainment collection in one place, and the Iomega® ScreenPlay® TV Link DX HD Media Player, which has no onboard storage but the same large screen TV experience with Internet content as well as your own digital entertainment collection stored on your network, or USB-based storage devices connected to the ScreenPlay TV Link DX model.
"With previous generations of our ScreenPlay products, Iomega has become a world leader in sales of high definition media players," said Jonathan Huberman, president of Iomega. "The new DX products represent our best ScreenPlay line yet, making it even easier to enjoy your favorite web-based content as well as everything on your home network right from your HD TV. Forget about hunching over the laptop or desktop to enjoy the Web or your own videos, photos and music. The ScreenPlay DX HD Media Player allows you to effortlessly immerse yourself in the Web from the comfort of your couch and your TV. Once you try one of Iomega's new ScreenPlay DX products, you'll never go back to the computer for your digital entertainment."
The new ScreenPlay DX product family provides non-stop entertainment, including your favorite videos in your personal collection as well as all sorts of content on the Internet, including Netflix, Pandora and more. Users can relax in front of their TV, interacting with the Web as well as everything on their home network thanks to an easy-to-use QWERTY remote control. Practically everything you own on your home network and popular content from the Internet is now accessible on your TV with the new Iomega ScreenPlay DX HD product family.
The new Iomega ScreenPlay DX HD Media Player line incorporates a web browser giving users the freedom to view content from pre-selected sites and to visit other sites of their choice.
Iomega ScreenPlay DX HD Media Player models easily connect to a television by HDMI or composite video and optical audio outputs. Users can also connect all of the computers on their home network, making it easy to store, access and share videos, photos and music across the home network or store all the files in one convenient location.
Iomega is launching the new Iomega ScreenPlay DX family in three different versions: the ScreenPlay TV Link DX, which has no onboard hard drive, and the Iomega ScreenPlay DX HD Media Player with either a 1TB or 2TB onboard hard drive for conveniently storing your digital entertainment collection in one place.
All three versions of the Iomega ScreenPlay DX HD Media Player are compatible with DLNA devices on your home network, as well as Wi-Fi ready (802.11n) for flexibility in placing the unit next to your TV. Each model features two USB ports for additional storage, making the Iomega ScreenPlay DX HD Media Player a networked media center as well as a centralized storage solution for the home.
With full 1080p high definition playback, the Iomega ScreenPlay DX HD Media Player supports virtually all of today's popular CODECs and file types, including H.264, WMV, MKV, DivX® and plenty of others.
Iomega ScreenPlay DX products include a 3-year limited warranty (with registration).