text:
Tara Ratnam
Edward R. Howe
Thompson Rivers University, Canada
Joseph S. Backman
Alpine School District, United States
Pedagogical Framework
Learning Model
CURRICULUM, INSTRUCTION, AND PEDAGOGY article
Front. Educ., 25 February 2020
Sec. Teacher Education
Volume 5 - 2020 | https://doi.org/10.3389/feduc.2020.00014
Design Thinking-Based STEM Learning: Preliminary Results on Achieving Scale and Sustainability Through the IGNITE Model
Mary Elizabeth Dotson1,2*, Valentina Alvarez1, Maria Tackett3, Gabriela Asturias4,5, Isabela Leon2 and Nirmala Ramanujam1,2,5
1Department of Global Health, Duke University, Durham, NC, United States
2Department of Biomedical Engineering, Duke University, Durham, NC, United States
3Department of Statistical Science, Duke University, Durham, NC, United States
4Fundación Desarrolla Guatemala para la Educación y Salud (FUNDEGUA), Guatemala City, Guatemala
5Center for Global Women's Health Technologies, Duke University, Durham, NC, United States
Solutions to the most pressing global issues require creative innovators, critical thinkers, and problem-solvers. Yet rural communities globally often lack the resources to provide adequate STEM design-thinking coursework at the primary and secondary school level. Ignite is a novel approach to STEM curricula, providing a framework that addresses this disparity by using design thinking. Students are empowered to understand the sustainable development goals (SDGs) through the development of technological solutions to community or health problems; problems they may relate to or directly experience. Each Ignite curriculum follows a basic formula: (1) students learn a specific set of engineering skills, (2) students work in teams to use the human-centered design process, and (3) they develop a solution to a (SDG) using the engineering skills they learned. Ignite began with just four undergraduate students who participated in a design-thinking biomedical engineering course taught at Duke University. Through evidence-based peer-led co-learning model, 79 additional students from Guatemala and the U.S. have become trainers and have taught more than 1,500 students across 16 schools in Guatemala since 2017 with preliminary data suggesting the program has a positive impact on student perceptions of STEM in the inaugural school where Ignite was launched, Instituto Indigena Nuestra Senora del Socorro (IINSS). Preliminary data suggests that this program is both scalable and sustainable due to its peer-led, student learning model and due to a local partner, FUNDEGUA, who is managing the implementation of Ignite locally in Guatemala.
Access to quality education in STEM is linked to reduced poverty, economic growth, and more resilient democracies; these disciplines play an essential role in addressing many of the Sustainable Development Goals (SDGs). International organizations, such as USAID and UNESCO have moved STEM education to the forefront of their institutional goals as careers in STEM fields are projected to see exponential growth in the twenty-first century (UNESCO, 2017). Creation of sustainable and scalable programs to address disparities in access to STEM education continues to be a challenge. Programs implemented by international non-profits and think tanks often lack the resources to scale the number of teachers they can provide to any given program (Elayah, 2016). Additionally, the pedagogical methods used can be inappropriate for the specific context and culture for which they are intended. An example of this is the importation of foreign instructor labor which not only results in limited input by the intended beneficiaries (Waisbord, 2008) and little interest from the target population, but also fails to build local educational workforce capacity. To ensure students benefit sustainably and equitably from programs originally designed by foreign institutions, educators should pivot and focus on building workforce capacity and independence within these communities. To accomplish this, it is essential that educators work with the community and not "for" it. The co-learning framework and peer-led learning are two ways that Ignite aims to improve the sustainability and scalability of STEM coursework in communities where this type of education is absent.
Critical Pedagogy, also known as co-learning, experimental, cooperative, and/or collaborative learning, is a methodology where students and teachers create a collaborative learning environment. This cultivates a learning atmosphere of empathy and mutual understanding between teacher and student (Mayo, 1995; Freire, 2000). The teacher assumes that he or she will learn just as much from the students as the students learn from the teacher. Students are empowered as experts on the issues they face daily and those issues are used as a launchpad for rich classroom discussion. Co-learning is a form of active, dynamic learning in contrast to traditional, passive teaching formats, such as the standard lecture. Utilizing team-based learning, such as small group discussions and class-wide debates is integral to an active approach to education. Co-learning has been shown to improve critical thinking, enhance communication skills, and improve sociocultural awareness for both teachers and students (Baines et al., 2007). Research indicates that this method significantly increases student performance (Scager et al., 2016). It has been widely used within ESL (English as a Second Language) classrooms and adopted across subjects in undergraduate education programs with success for at least 20 years (Frye, 1999).
Co-learning is becoming more popular in universities and well-funded secondary schools. At one of the highest performing secondary schools in Hong Kong, co-learning is a mandatory part of the school's curriculum. This program places teachers in training within schools that have been identified as having a great need for well-trained educators. This positions new teachers as both co-educators and co-learners, the latter allowing students to learn about a community that may be foreign to them. Teachers are trained to incorporate their students' experiential expertise into lesson plans, allowing students to share their personal experiences and developed understanding of their world. When surveyed, teachers felt more attentive to student needs and test scores significantly improved (Harfitt, 2018).
While co-learning emphasizes mutual respect between teacher and student, peer-led team learning (PLTL) can build local capacity by increasing the educational workforce informally. The "teacher" in PLTL is a student (or peer) who has successfully trained on how to facilitate small group learning on a specific topic (Quitadamo et al., 2009). One research university implemented PLTL in undergraduate science and math courses. They found that under-performing students improved their ability to identify and critically analyze problems and female students improved their test scores more frequently than their male counterparts (Quitadamo et al., 2009). PLTL programs also improve student retention in STEM fields at the undergraduate level, as well as improve student perceptions of STEM careers (Bowling et al., 2015).
A meta-analysis of various PLTL programs revealed that it had a significant positive impact on the lifelong trajectory of student learning (Ruiza-Primo et al., 2011). Another meta-analysis revealed that students with this kind of learning experience had on average, a 16% increase in test scores (Quitadamo et al., 2009). A program called Near-Peer Education, focused on educating secondary level students, improved student engagement in STEM coursework. Students in the program indicated that they were encouraged by the ability to explore topics with young professionals closer to their age, and this effect was enhanced by the relatability of the learning experience (Tenenbaum et al., 2014).
Co-learning and the PLTL methodology are similar in the way they transform learning into a dynamic, active, and collaborative experience. Both focus on placing the learner and their unique experiences at the center of the curriculum, choosing topics and modules based on those experiences. While such methods have been widely implemented at the collegiate level over the last 30 years—with a century of theoretical inquiry supporting this endeavor—they have rarely been implemented at the primary and secondary level. This is a unique opportunity to make high-quality STEM education more accessible to low and middle-income communities. Furthermore, few studies have described the impact of PLTL and co-learning programs on peer educators themselves.
Can we mobilize the demonstrable power of peer-led co-learning for elementary, middle and high school students? Can we do this in communities where there is a lack of design thinking- based STEM education? Can we make this innovative program both sustainable and scalable? This is the premise for Ignite, a design thinking-based STEM curriculum focused on the Sustainable Development Goals (SDGs). Ignite relies on peer-to-peer collaborative learning, in which trained student-instructors teach STEM concepts to peers in low-resource communities. This paper evaluates preliminary data on the impact of this model on trainers and trainees and includes a preliminary assessment of the impact on students in Guatemala from 2017 to 2019.
Ignite is a design thinking program that focuses on addressing one SDG per module, using STEM concepts. The framework for this model has been published previously (Mueller et al., 2019). The core aspects of the program include: (1) the ability to define a problem based on a community and/or health need that the student can relate to, (2) ability to create solutions to those challenges using technology, and (3) being able to create a virtuous cycle through peer-to-peer instruction and team-based activities. The program structure is based on the concept of human-centered design (HCD) and can be completed in as little as 2 days and as many as 8 weeks depending on frequency of class time and chosen course structure (i.e., afterschool program, monthly workshop, etc.). Ignite was started at Duke University and is now sustained by the FUNDEGUA Foundation in Guatemala (one of Duke's key partner sites). The co-founder of this organization, Gabriela Asturias, participated in a course at Duke University in 2017, which offered an early form of the Ignite curriculum to university students studying global health and/or biomedical engineering. She then worked with three other students to adopt the curriculum for primary and secondary education in her home country, Guatemala. Together they implemented the program for the first time in the summer of 2017. Since then, FUNDEGUA has continuously iterated the curriculum based on feedback from educators and students in participating schools.
Ignite students work through the 5-stages of HCD: (1) empathize, (2) define a problem, (3) ideate and brainstorm solutions, (4) prototype, and (5) field test with feedback (IDEO) (Figure 1). This model is designed to improve critical thinking and creative problem-solving skills, in addition to the engineering skills needed to bring an idea from sketch to prototype. During the "empathize" and "define" phases, students engage directly with their peers to understand local community needs regarding a challenge directly related to the SDGs. Alternatively, the model can leverage student's specific knowledge of their local communities to engage them in STEM activities (co-learning). In the "ideate" and "prototype" phases, students work in teams to brainstorm solutions and to use feedback to iterate on their designs. Students then present a design matrix, describe resource constraints, and receive feedback from peers. After this presentation, there is typically a short Q&A where panel members, including teachers and business owners from the community, ask questions to give additional feedback. In the "deliver" phase, students present their prototype to the school and special guests, like a science fair. In the past, students have continued their projects beyond the formal conclusion of Ignite and have tested their solutions as well as continued to iterate their prototypes and sold them. The current Ignite curriculum does not include a formal mechanism for field testing, rather, it empowers students to begin this cycle of design. The cycle begins again when former instructors train their former students to become new instructors and trainers for a new cohort of Ignite learners. So far, trainers from Emory University, the University of Michigan, the American School of Guatemala, Universidad de Valle de Guatemala and the NGO Asociación Amigos del Lago de Atitlán have participated as both students and trainers.
Figure 1. The circular feedback loop of the Ignite model.
The Evolution of the Ignite Model in Guatemala
In the Spring of 2017, Duke University students participated in the course BME 290—Global Women's Health Technologies, which offered the Ignite curriculum. This course required that students work and empathize with an international community to define a community challenge associated with one of the SDGs. The inaugural challenge was energy poverty (SDG #7). This selection was due to the elevated number of low resource communities in Guatemala impacted by a lack of access to lighting at night. Students were tasked with ideating potential solutions, and rapidly prototyping a design with significant feedback from their peers. Following conclusion of the course, three students applied for funding opportunities to develop and implement an Ignite curriculum in Guatemala. Prior to arriving in the field, the curriculum was developed at Duke University. In the summer of 2017, student trainers traveled to Guatemala and taught the curriculum to 79 female students in grades 10 through 12 for 8 weeks at the Instituto Indígena Nuestra Señora del Socorro (IINSS). Additionally, 20 male and female 11th−12th grade students underwent a 1-day workshop at the Instituto Mixto Intercultural Santiago and three female university students participated in another 1-day workshop at the Universidad Francisco Marroquín. Following the summer 2017 initial implementation, FUNDEGUA adopted the curriculum and continued to iterate locally.
In 2018 a follow-up curriculum on water contamination (SDG #6) was developed by another cohort of Duke students. This topic was chosen because IINSS sits on the second largest lake in the country of Guatemala, Lake Atitlán, which is an important source of income for the region, yet heavily polluted. Duke students from the prior summer served as trainers to two new student-trainers for 12 weeks to develop the curriculum with input from FUNDEGUA and IINSS. This involved participation in the BME 290 course and weekly meetings to co-develop the curriculum with the new trainers. In the summer of 2018, the newly trained Dukes students and one Guatemalan trainee-turned-trainer taught the light and water curricula to 79 middle and high-school students from 7th, 8th, 9th, and 11th grade, 35 who participated the year before were taught the water curriculum and 44 new students learned the light curriculum. The trainer from Guatemala who worked with IINSS was taught by the two Duke students. In 2019, two additional Duke trainers taught 41 students from 7th to 9th grade the water curriculum only at IINSS (4-week course).
To ensure program sustainability FUNDEGUA had one staff member learn the curriculum independently via online resources in 2018. This staff member independently worked to train students from Emory University (4 students), the University of Michigan (12 students), the Universidad de Valle de Guatemala (13 students), the American School of Guatemala (6 students), and the NGO Asociación Amigos del Lago de Atitlán (22 staff). Concurrently, FUNDEGUA worked with partner schools across Guatemala to optimize the curricula and evaluation metrics based on teacher and student input. Partner schools were chosen through a two-step process. First, a representative from FUNDEGUA interviewed he school principal. Second, they conducted focus groups with teachers and students. The goal of each step was to introduce the Ignite model while assessing school-wide interest and community level buy-in to establish if Ignite would be a good fit.
Ignite in Guatemala began in the Instituto Indígena Nuestra Señora del Socorro (IINSS) in Sololá. An early assessment of impact of Ignite on these students is presented later in the results section. Through the train-the-trainer method, FUNDEGUA has now implemented Ignite in 16 different schools across six municipalities in Guatemala: Barberena, Mixco, San Andrés Semetabaj, San Lucas Tolimán, Antigua Guatemala, and Guatemala City. Two of these schools participated in IGNITE for two consecutive years and one for three. Starting with just four Duke trainers and 79 Guatemalan students in the first cohort in 2017, 76 additional trainers have learned the Ignite curriculum since the first cohort in 2017, and they have collectively reached over 1,500 additional students across Guatemala, the majority of which were female (Figure 2). Overall, the majority of trainers (69) majored in STEM and many studied engineering specifically at the university level (30). All trainers were between the ages of 17 and 23 at the time of Ignite implementation.
Figure 2. Evolution of Ignite (Duke-FUNDEGUA Collaboration) in Sololá, Guatemala, 2017–2019.
Scaling the Program in Guatemala Through the Train-the-Trainer Model
The exact methodology by which instructors were trained evolved organically through 10 different cohorts from 2017 to 2019: eight from Duke University, one FUNDEGUA staff member, 25 from the University of Michigan, four from Emory University, 13 from el Universidad del Valle de Guatemala, six from the American High School of Guatemala and 22 from the non-profit Amigos del Lago. Each Duke cohort trained the following Duke cohorts (2017 taught 2018, and 2018 taught 2019). The Duke cohort from 2017 trained the Guatemalan trainee that participated in the 2018 Duke cohort, as well as the first University of Michigan cohort (2018). The other trainees were trained by FUNDEGUA staff either in-person or through online video calls or with comprehensive resources for self-study. All training methods were adapted from the activities and readings available to students in BME 290 at Duke University, where Ignite originated. The training model was adjusted for the specific needs and time constraints of each new cohort. Two unique training approaches were used. In the first approach, instructors were trained through in-person workshops hosted by former Ignite instructors with supplemental readings to reinforce the learning objectives. In the second approach, training was conducted online via Skype, supplemental readings, and videos from open-source education platforms. FUNDEGUA reports that 67.1% of all trainers learned through in-person workshops, 31.6% learned through online methods, and 1.3% taught themselves independently. The Duke cohorts learned in-person by enrolling in the BME 290 course and peer-to-peer instruction from former Ignite trainers at Duke. The Universidad del Valle de Guatemala, American High School of Guatemala, non-profit Amigos del Lago and Emory University cohorts learned in-person and received supplemental materials to reinforce learning. The University of Michigan cohorts learned through online methods.
To begin iterating a sustainable evaluation strategy of the efficacy of each training method, FUNDEGUA started to implement and gather feedback on a pre- and post-knowledge acquisition test for the cohorts in the Summer of 2019 of the non-profit Amigos del Lago (n = 22) and American School of Guatemala (n = 6). It is important to note that these groups completed in-person workshop training and received supplementary material to reinforce learning. FUNDEGUA staff assessed knowledge acquisition in-person during the sessions before moving to the next learning objective. Activities related to the material taught were completed using Google Forms between training sessions. Lastly, a pre- and post-knowledge acquisition test was shared using the Qualtrics platform, to assess acceptability and ease of use. For this test, trainees were asked to solve a series of STEM knowledge, human-centered design and critical thinking problems upon completion of the workshops. The survey also included questions on best practices for important safety measures. The goal of testing an evaluation strategy was to determine the most effective measure to ensure the foundational knowledge and skills were acquired, making sure the trainees were prepared to replicate Ignite. FUNDEGUA staff determined that administering a pre- and post-knowledge acquisition test is important to ensure a baseline is achieved. They also found that including activities after each session is necessary to understand if reinforcement of key foundational topics needs to be delivered before the training is complete.
Impact on Trainers
Anecdotal evidence reported by FUNDEGUA staff suggests that many of the trainers remained involved in some aspect of Ignite after initial implementation. Several indicated that they trained other cohorts of Ignite instructors, with Emory students formalizing their participation through the creation of a university-sponsored Ignite club and University of Michigan students making Ignite in Guatemala their annual engineering service-learning activity. The various ways in which trainers stayed involved is summarized in Figure 3. The 2019 cohorts have not been included as mentoring or training other students because the training for 2020 implementation had not started at the time of publication of this paper. Club leads and FUNDEGUA staff have reported on trainer involvement beyond initial implementation, which are summarized in Figure 3. Several students remained involved in research and development, participating in aspects of the program, such as data analysis. Among those who did not remain directly involved in Ignite, at least one trainer indicated that they remained in contact with their students via social media. Some trainers told FUNDEGUA staff that Ignite positively impacted their courses, extracurricular activities, career and/or graduate school choice. Several trainers indicated that Ignite inspired them to pursue coursework in education and/or extracurricular activities. It is interesting to note that Guatemalan trainers were more involved in iterating the curriculum for new contexts, while US trainers remained more involved in mentoring new trainers.
Figure 3. Continued involvement in Ignite beyond initial participation from 2017 to 2019. Some Ignite trainers were involved in Ignite after their first implementation in more than one way, thus the numbers don't reflect the total trainers of Ignite from 2017 to 2019 which was 79.
To obtain a more nuanced understanding of the impact of Ignite's training method on instructors, in-depth interviews were conducted with four Ignite trainer representatives, one from each of four different Universities across the U.S. and Guatemala (Duke University, the University of Michigan, Emory University and Universidad del Valle de Guatemala). All interviews were approved through Duke University's International Review Board [IRB#2017-0507], and participants were asked permission to disclose the name of the university which they attend. Participants were asked broad questions related to how they became involved in Ignite, how they were trained, what they most enjoyed, and how it had impacted their life afterwards (see Appendix 1). The audio-recordings were transcribed twice by two different researchers and then coded for themes using a Grounded Theory approach, which facilitates the emergence of patterns in qualitative data analysis (Martin and Turner, 1986). Overlapping themes were discussed between the researchers to decide on the final outcome of the study. It is of importance to note that of the 13 questions asked, only four questions were answered by all participants (Table 1).
Table 1. Emergent themes from in-depth trainer interviews.
These four questions revealed the strengths of the Ignite model as detailed in Table 1. First, all trainers faced unexpected challenges in the field that they were able to overcome seemingly from the open-endedness of the Ignite model. Second, most trainers indicated that the freedom to iterate on the curriculum based on student input and feedback from other trainers was a positive aspect of the program. Approximately 40% of trainers modified the Ignite curriculum during their instruction and 15% continued to be engaged in Ignite or a related program. Third, half of the trainers discussed the importance of human-centered design and how they believed it impacted their teaching style and student interest. Finally, trainers stayed involved with Ignite or participated in a similar research project even after they had completed their initial program. In particular, one trainer from Emory stated that he started an Ignite club at his University where they have continued iterating on the curriculum and working with FUNDEGUA closely to send multiple cohorts of students to Guatemala each year.
Impact on Student Perceptions of STEM
Pre- and post- implementation surveys were distributed at IINNS in the 2018 (n = 64) and 2019 (n = 38) cohorts to understand how participation in Ignite might have shifted student attitudes toward STEM. The surveys were designed using the Knowledge, Attitudes, and Practices (KAP) methodology. Several questions on inclinations to contribute to their communities were included for the benefit of the implementers though they are not included as part of the STEM positivity analysis. The pre- and post- survey distributed was exactly the same and included 35 questions in total. Questions were broken down by subject area (see Appendix 2). For each subject, students answered questions, such as whether they would take math, science, or engineering and technology classes in the future, whether they would be interested to pursue a career in the subject, and how well they felt they performed in each subject as well as community outreach questions. Data was collected by a Duke Trainer with IRB approval [IRB# 2017-0507] and no personal identifiable information was gathered other than grade level. The 2018 cohort taught 7th, 8th, 9th, and 11th grade students. The 2019 cohort only taught 7th, 8th, and 9th grade students. Only 64 of the 79 students from IINNS who participated in 2018 completed both the pre- and post-survey, thus the sample size for that year is reported as such. In 2019, 41 students participated, but only 38 students completed the pre- and post- survey in full, thus the sample size for that year is reported as such. The survey responses from 2018 to 2019 were combined for the purposes of this analysis.
Students answered survey questions on a Likert scale with response options: (1) Not at All (2) No (3) Neutral (4) Yes (5) Absolutely. Their responses were quantified into levels of positivity toward STEM, where Not at All = 1, No = 2, Neutral = 3, Yes = 4, and Absolutely = 5. The higher their score, the more positively they felt toward STEM. Their pre-survey responses were compared to their post-survey responses. Their responses were stratified by grade level. For each question in the survey (Math, Science, Engineering and Technology, and Community Contribution), all the scores (1–5) that the students recorded for the questions in a particular section (for instance, Math) were summed and divided by the total number of observations in the entire section. These results are shown in Table 2.
Table 2. Shifts in positive attitudes and perceptions of STEM.
Statistical hypothesis testing and confidence intervals were used to evaluate if the differences in levels of positivity toward STEM before and after implementation was significant. To discern which grade had the greatest shift in attitudes, the results were stratified by grade level. To determine future steps for the program, the results were then evaluated by subject matter (math, science, engineering, and technology). Simulation-based inference methods were conducted, and the null hypothesis was that there would be no difference in the mean level of the student's positivity toward STEM before and after Ignite. The alternative hypothesis was that there is a difference (Table 2).
Including every grade level, the mean level of positivity toward STEM increased by 0.093 points after the implementation of Ignite, with 95% confidence interval of 0.031–0.155, thus showing there was a statistically significant difference as seen in Table 2. Furthermore, when the results were stratified by grade level, students in 11th grade demonstrated the greatest difference in level of positivity toward STEM, on average, with an increase of 0.237 points (95% confidence interval of 0.133–0.340). The other grades did not demonstrate statistically significant differences in mean overall levels of positivity toward STEM. However, when stratified by subject matter, 7th grade students demonstrated a significant increase in levels of positivity toward Engineering and Technology. Furthermore, including all grade levels, students demonstrated a statistically significant increase in mean level of positivity toward Engineering and Technology of 0.137 points (95% confidence interval of 0.049–0.225 points). Lastly, there were small increases in the mean level of positivity toward math and science (see Appendix 3).
Ignite utilizes evidence-based learning methodologies, co-learning, and peer-led teacher learning, to make design thinking-based STEM coursework more appealing. It does so by anchoring these methods within a community-based problem that students face daily or in which students have a perceived interest. The program started with just four Ignite trainers and 79 students taught within one school. There are now 79 Ignite trainers and more than 1,500 students who have participated in the program across 16 schools in Guatemala. The peer-to-peer learning model is essential to scaling Ignite. In addition, peer-to-peer learning benefits trainers and students alike in ways that might transform education and career trajectories. Just as the Near-Peer education program indicated that the increase in student scores was partly due to their ability to explore topics with young STEM professionals close to their age group (Tenenbaum et al., 2014). Ignite engages younger teachers who might have a more dynamic impact on students' academic trajectories. Moreover, the empowering nature of Ignite could foster an interest in STEM among students who might have access, but who would not participate otherwise. The high prevalence of university age student involvement could indicate that participating in Ignite is most appealing to students between the ages of 18 and 22, perhaps because students at this age are exploring different career paths and interests. The initial resources needed are minimal, further suggesting the program is sustainable through the peer-to-peer model. Although there were initial start-up costs to send trainers from a foreign university, we have demonstrated that the peer-to-peer training model allows local university and high school students to implement Ignite, making the program sustainable. Further, the significant increases in positive attitudes toward STEM amongst the students trained at IINSS indicate that highly motivated students could act as peer teachers and mentors of Ignite within their schools. This framework could allow for significantly more students to be exposed to design thinking-based STEM coursework than through traditional approaches. Although this study only discusses implementation in Guatemala from 2017 to 2019, Ignite has enormous potential beyond the efforts described. The HCD framework can be applied to any community need if the trainer has or can obtain knowledge of the specific topic at the center of that need.
It is important to note that all 79 trainers volunteered to participate in the Ignite program without compensation. Each cohort funded their own travel and materials cost through grants that all individuals applied for independently, without guidance from the program directors at Duke University. FUNDEGUA has received some compensation in the form of training stipends from select partner schools. The foundation reports that they have only received compensation from schools with the resources and willingness to do so, specifically schools who would like to compensate their team to help them to rapidly modify the curriculum for certain unique contexts. No one who participated received tangible monetary or vocational compensation for training or being trained, and no one paid any amount to receive the course and participants did not receive grades. Thus, it can be inferred that the follow-through seen by both trainers and students after the project ends in relation to the program's ability to empower and inspire action among participants. Additionally, the fact that many trainers remained engaged with Ignite suggests that it had a significant impact on them. This is consistent with other studies showing how peer led education can empower and impact the trainers just as much as the students (Badura et al., 2000). The various disciplines the trainers came from is another potentially important factor in the continued success of the Ignite learning model. This is because interdisciplinary peer-led teams at the undergraduate level have been shown to yield better learning outcomes than teams from a singular discipline, such as biomedical engineering (Carlson et al., 2016). As Figure 3 indicates, Guatemalan trainers remained more involved in iterating and creating new curricula for different contexts, while US trainers focused on mentoring new trainers. This could be attributed to the fact that Guatemalan trainers understand the culture and context of the partner schools in more depth, making it easier for them to identify weaknesses in the curriculum that should be addressed. Moreover, Figure 3 shows that over time more trainers became involved in iterating the curriculum, this points to the replicability of the model. Future studies should explore replicability to determine its significance.
There were stark differences in the composition of trainers who learned the curriculum in-person vs. online. All online trainings were conducted via Skype, open-source educational videos through YouTube, and one-on-one calls. Virtual training always occurred with students from universities across the United States. Trainers who engaged in watching videos, supplemental readings, and Skype calls were able to implement the program alongside those who had been formally trained through in-person workshops. The variety of training methods further suggests the replicability of the program. If trainers can learn the materials and basic concepts of design-thinking through a variety of structured mediums, then the program model is robust enough to provide the structure needed for variegated methods of learning. However, the exact method of training might be significant based on the different contexts in which the curriculum is being taught. One trainer stated that it is best to use in-person training when implementing the program across multiple sites (i.e., public-school system, YMCA, etc.) Whereas, online training may be a more effective learning method for smaller cohorts of trainers who will all be implementing in one project site together. The flexibility of the Ignite model when it comes to training new educators suggests that it could address issues of scaling curriculum to communities facing a disparity in the quality of coursework available to them (Bishop et al., 2010). Further, community centered learning models such as Ignite have been shown to improve teacher performance and are seen as an important factor even within formal modes of teacher education (Broadly et al., 2019). This suggests the Ignite model might also be useful to incorporate as a case study within university educational departments.
The statistically significant difference between the mean level of positivity toward STEM before and after the implementation of Ignite provides evidence of the effectiveness of the program. Stratifying the results by topic attempts to explore what aspects of Ignite shifted attitudes most significantly. Students also reported the number of STEM classes which they had taken on the survey. The mean number of math classes that they had taken before Ignite, across all students, was 4.95, the mean number of science classes was 4.68, but the mean number of technology classes the students reported to have taken before Ignite was only 4.15 and a significantly lower mean of 2.59 engineering classes. It is possible that the increase in STEM-positive scores was due to the novelty of the subjects to the students.
It is to be noted that 11th graders built their projects more autonomously in comparison to other students. This could have contributed to the significant increase in levels of STEM positivity. 7th, 8th, and 9th grade students consulted the trainers about the concepts learned in class more often and also received more help handling materials, such as soldering irons. Although the same curriculum was taught to all grade levels involved, the differential STEM positive reporting could indicate that Ignite is better suited and more effective for older students. A point for further exploration might include an investigation and analysis of the factors that distinguish different cohorts of Ignite trainers/schools (their results, their teaching styles, their circumstances, etc.).
The fact that questions from the engineering and technology section of the Pre- and post- survey had the greatest increase in positive attitudes toward STEM coursework and careers is reflective of the hands-on nature of the course. Before Ignite, IINSS only had science and math courses, but no engineering and technology courses. Though students whose attitudes shifted might still be reluctant to pursue a STEM career, the empowered attitude that the program fostered could still help to cultivate an environment that is more encouraging for students interested in STEM. Future iterations of the program will ensure that appropriate metrics are developed to evaluate critical-thinking, creative problem solving, and increased engagement with key social issues. It is important to note that the student data analyzed in this study was from IINSS where all of the trainers were from Duke University (n = 4) and one Guatemalan trainer in the 2018 cohort. The degree to which attitudes improved with Guatemalan university trainers compared with foreign trainers has not been evaluated. Gender may also have an impact, a topic that has not been explored to date. Additionally, different training methods (online vs. in-person) could also affect learning outcomes. In order to ensure quality of instruction, standardized methods need to be developed to allow for flexibility in the training strategy used, while maintaining the rigor needed to maintain high standards of instruction.
Two factors seemed to contribute to the success of Ignite. First, having a community hub—FUNDEGUA—on the ground to continue the program, input resources, and remain close to the communities is essential for the success of Ignite and other novel STEM and design thinking programs. The role of an in-country institutional partner for the sustainability of the program cannot be overstated. Without Ignite being implemented into FUNDEGUA's organizational structure, adapting it for the specific Guatemalan context, it would have not been as successful according to both FUNDEGUA staff and the instructor interviews. Duke trainers simply did not have the capacity, contextual knowledge, and resources to optimize the program in this way. Second, the Ignite model was simple enough to be easily adapted for new settings with new community issues. This seems to be critical for making this program replicable. Imposing a standard formulaic curriculum model would most certainly not have worked in rural schools across Guatemala, some facing extreme drought and others, water pollution. Due to the evolving and iterative nature of the Ignite model from 2017 to 2019 (the scope of this study), developing a robust, accurate, and efficient evaluation and monitoring system is challenging. However, the program has solidified its evaluation strategy for all 19 implementing sites in 2020. The data from this larger impact study will be the subject of a future publication.
The datasets generated for this study are available on request to the corresponding author.
The studies involving human participants were reviewed and approved by Duke University International Review Board. Written informed consent for participation was not provided by the participants' legal guardians/next of kin because: The headmaster (principal) of all participating secondary schools signed a consent waiver for student participation (assent), which was approved through Duke's IRB.
MD, GA, and NR conceived of the presented idea, developed the theory, and verified the analytical methods. VA completed statistical computations with MT's review. IL conducted in-depth interviews. All authors discussed the results and contributed to the final manuscript.
This project has been supported through volunteer efforts and individual research grants (internal to Duke) received by participating Duke undergraduate students.
The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2020.00014/full#supplementary-material
SDG, Sustainable Development Goals; FUNDEGUA, Fundación Desarrolla Guatemala para la Educación y Salud or Development Foundation of Guatemala for Education and Health; STEM, Science, Technology, Engineering, and Math; PLTL, Peer Led Teacher Learning; SLT, Situated Learner Theory; HCD, Human-centered Design; IINSS, Instituto Indígena Nuestra Señora del Socorro.
Badura, A. S., Millard, M., Peluso, E. A., and Ortman, N. (2000). Effects of peer education training on peer educators: leadership, self-esteem, health knolwedge, and health behaviors. J. Coll. Stud. Dev. 41, 471–478.
Baines, E., Blatchford, P., and Chowne, A. (2007). Improving the effectiveness of collaborative group work in primary schools: effects on science attainment. Br. Educ. Res. J. 33, 663–680. doi: 10.1080/01411920701582231
Bishop, R., O'Sullivan, D., and Berryman, M. (2010). Scaling up Education Reform: Addressing the Politics of Disparity. Wellington: New Zealand Council for Educational Research.
Bowling, B., Doyle, M., Taylor, J., and Antes, A. (2015). Professionalizing the role of peer leaders in STEM. J. STEM Educ. 16, 30–39.
Broadly, T., Martin, R., and Curtis, E. (2019). Rethinking professional experience through a learning community model: toward a culture change. Front. Teach. Educ. 4:22. doi: 10.3389/feduc.2019.00022
Carlson, K., Celotta, D. T., Curran, E., Marcus, M., and Loe, M. (2016). Assessing the impact of a multi-disciplinary peer-led-team learning program on undergraduate STEM education. J. Univ. Teach. Learn. Pract. 13, 1–23.
Elayah, M. (2016). Lack of foriegn aid effeciveness in developing countries between a hammer and an anvil. Contemp. Arab Aff. 9, 82–99. doi: 10.1080/17550912.2015.1124519
Freire, P. (2000). Pedagogy of the Oppressed. New York, NY: Continuum International Publishing Group.
Frye, D. (1999). Participatory edcuation as a critical framework for an immigrant women's ESL class. JSTOR 33, 501–513. doi: 10.2307/3587676
Harfitt, G. (2018). The role of the community in teacher preparation: exploring a different pathway to becoming a teacher. Front. Teach. Educ. 3:64. doi: 10.3389/feduc.2018.00064
Martin, P. Y., and Turner, A. B. (1986). Grounded theory and organizational research. J. Appl. Behav. Sci. 22, 141–157. doi: 10.1177/002188638602200207
Mayo, P. (1995). Critical literacy and emancipatoyr politics: the work of Paulo Freire. Int. J. Educ. Dev. 15, 363–379. doi: 10.1016/0738-0593(95)00021-T
Mueller, J., Peters, J., Dotson, L., Dietzel, J., Asturias, G., Cheatham, A., et al. (2019). Using human-centered design to connect engineering concepts to the sustainable development goals. Adv. Eng. Educ.
Quitadamo, I. J., Brahler, C. J., and Crouch, G. J. (2009). Peer-led team learning: a prospewctive method for increasing critical thinkingh in undergraduate science courses. Phys. Ther. Fac. Publ. 45, 29–39. Available online at: https://ecommons.udayton.edu/dpt_fac_pub/45/
Ruiza-Primo, M., Briggs, D., Iverson, H., Talbot, R., and Shepard, L. (2011). Impact of undergraduate course innovations on learning. Science 331, 1269–1270. doi: 10.1126/science.1198976
Scager, K., Boonstra, J., Peeters, T., Vulperhorst, J., and Wiegant, F. (2016). collaborative learning in higher education: evoking positive interdependence. CBE Life Sci. Educ. 15, 1–9. doi: 10.1187/cbe.16-07-0219
Tenenbaum, L. S., Anderson, M. K., Jett, M., and Yourick, D. L. (2014). An innovative near-peer mentoring model for undergraduate and secondary students: STEM focus. Innovative High. Educ. 39, 375–385. doi: 10.1007/s10755-014-9286-3
UNESCO (2017). Cracking the code girls and womens education in science, technology, engineering and mathematics (STEM). Paris: UNESCO.
Waisbord, S. (2008). The institional challenges of participatory communiciation aid. Social Identities: J. Study Race Nation Cult. 14, 505–522. doi: 10.1080/13504630802212009
Keywords: STEM – science technology engineering mathematics, design-thinking methodology, co-learning, LMIC, sustainable development goals – SDG
Citation: Dotson ME, Alvarez V, Tackett M, Asturias G, Leon I and Ramanujam N (2020) Design Thinking-Based STEM Learning: Preliminary Results on Achieving Scale and Sustainability Through the IGNITE Model. Front. Educ. 5:14. doi: 10.3389/feduc.2020.00014
Received: 30 September 2019; Accepted: 28 January 2020;
Tara Ratnam, Independent Researcher, Mysore, India
Edward R. Howe, Thompson Rivers University, Canada
Joseph Samuel Backman, Alpine School District, United States
Copyright © 2020 Dotson, Alvarez, Tackett, Asturias, Leon and Ramanujam. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Mary Elizabeth Dotson, libby.dotson@duke.edu
Social Justice in Teacher Education: Equity, Diversity, Inclusion


Only a full-sized mockup of the Yakovlev Yak-44 was ever produced, the fall of the Soviet Empire derailing all further development.
Unless otherwise noted the presented statistics below pertain to the Yakovlev Yak-44E model. Common measurements, and their respective conversions, are shown when possible.
ENGINE: 2 x Zaporozhye D-227 propfan engines developing 14,000 horsepower each.
None. Mission-related equipment to be carried.
Detailing the development and operational history of the Yakovlev Yak-44 Carrier-based Airborne Early Warning (AEW) Aircraft. Entry last updated on 5/31/2016. Authored by Staff Writer. Content ©www.MilitaryFactory.com.
During the latter half of the Cold War (1947 - 1991) years, the Soviet Union's naval branch positioned itself to field an all-new nuclear-powered fleet of "supercarriers" (led by the Ulyanovsk) to match the sea-based firepower of American and Western foes. Up to this point, the Soviet Navy was only capable of fielding Yakovlev Yak-38 Vertical Take-Off and Landing (VTOL) strike fighters from its limited Kiev-class fleet. To help stock the incoming supercarrier line, Yakovlev was charged with design and development of a capable, carrier-based Airborne Early Warning (AEW) platform during the late 1970s and this led to the Yak-44 proposal. However, the Soviet supercarrier initiative fell to naught with the fall of the Soviet Empire and the Yak-44 only ever existed in a ful-sized mock-up. The program was cancelled along with the supercarriers and no prototypes existed.
The Ulyanovsk and its kind were set to support some 68 total aircraft, a mix of Sukhoi and Mikoyan fighters, Yak-44 AEW platforms, sub-hunting and Search and Rescue (SAR) Kamov helicopters. The flight deck would have been designed in a rather Western way with four catapult launch positions - two over the bow and two along portside - with an angled receiving deck running from stern to portside. The island superstructure would be offset to the starboard side with three hangar elevators servicing the flight deck.
These qualities fleshed out the requirements to Yakovlev for their new AEW platform. The resulting design held a stark similarity to the competing American Grumman E-2 "Hawkeye" series with little left to the imagination. The design included a length of 66.9 feet, a wingspan of 84 feet and a height of 23 feet. Wings were foldable for improved carrier storage below decks. A large, retractable radome (the NPO "Vega" pulse Doppler) was fitted over the fuselage as in the E-2. The typical operation crew was expected to number five including two pilots and mission specialists. Loaded weight was reported at 88,200lbs. Power was to be served through 2 x Zaporozhye D-227 series "propfans" developing 14,000 horsepower each - combining a gas turbine with an unshielded, twisted-blade propeller assembly. Wings were shoulder mounted to provide the proper clearance for the propeller blades and the undercarriage was of a tricycle arrangement, fully retractable. As in the E-2, the Yak-44 would have sported a twin-tail arrangement. As expected with any naval aircraft, the Yak-44 was to be properly coated and sealed to prevent corrosion on the seas. Additionally, its structure and undercarriage members were reinforced for carrier deck landings.
Performance specifications from the two engines was expected to include a maximum speed of 460 miles per hour, a range of 2,500 miles and a service ceiling of 42,700 feet. All were estimates, however, as no prototype was ever completed.
Work continued throughout the 1980s to which the Soviets were engaged in a costly and bloody war across Afghanistan. This, and other internal matters, eventually led to the fall of the Soviet Empire and many programs fell to extreme budget cuts. Yakovlev managed the aforementioned full-sized mockup but little else before the project was done in. The Yak-44 was given up for good sometime in 1993 as the Russian Navy entered into a period of depression and limited funding.
Graph showcases the Yakovlev Yak-44E's operational range (on internal fuel) when compared to distances between major cities.


text:
The Falcons New Running Back
FILE – In this Dec. 29, 2019, file photo, Los Angeles Rams running back Todd Gurley sits on the bench during the second half of an NFL football game against the Arizona Cardinals in Los Angeles. Gurley has passed his physical, clearing the final hurdle for his return to Georgia with the Atlanta Falcons. The Falcons said Tuesday, June 9, 2020, Gurley passed his physical a day earlier in Atlanta. (AP Photo/Mark J. Terrill, File)
By Lincoln May
This offseason the Atlanta Falcons signed Todd Gurley. He is a 2017 offensive player of the year. The Falcons signed him to a one year $5.5 million dollar deal. The only thing that he had left to finalize his contract was his physical. He passed the physical on Monday but people still have concerns about his left knee. No one in the Falcons' organization has a concern though. The Falcons are trying to get a running game going. They released Devonte Freeman and needed a new running back. The Falcons' running backs placed 30th last season.
This isn't the first time Gurley has been to Georgia. He played at The University of Georgia. He was on a Super Bowl bound team as well. The 2018-19 Rams went to the Super Bowl. But Gurley only had 11 carries for 34 yards. "I try not to press the issue about nothing, so that's just kind of, just sit back and do my job," Gurley told Chris Long on Chris's podcast. He also said "Like it's not my job to tell who to give me the ball, so if it happens, it happens. I'm not going to b*** about anything. I'm just going to keep quiet and do my part. But when I get the ball, you know I'm going to do good with it for the most part, especially when stuff is going good. But I don't know what happened, man. All I know is I'm with the Falcons now."
The Falcons' Quarterback, Matt Ryan, said he was impressed with Gurley while working out with him in California. "The thing that struck me the most, though, is how smart of a player he is, and his ability to retain information and not have to circle back on things the next day," Ryan said during an interview with ESPN. "If I told him once how we were trying to work something or a route concept or what we were expecting, he doesn't forget it. He was back the next day, on top of it and doing it the right way."
Gurley is coming off a rough season. He had a career low 857 yards. He averaged 3.8 yards a carry. That was his second lowest in his career. You could have said Gurley was one of the best running backs in the NFL before his knee problems in 2018. The Falcons could be a genius in signing Gurley if he goes back to leading the league in yards from scrimmage like he did in 2017, when he got the Offensive Player of the year award. This year could be a break out season for the Falcons with weapons such as Julio Jones, Hayden Hurst, Calvin Ridley, and Todd Gurley. Will they go back to the Super Bowl? That is the question.

redpajama_set_name: RedPajamaCommonCrawl


Most St. Bonaventure University offices will be closed Wednesday, Nov. 25, through Sunday, Nov. 29, in observance of the Thanksgiving holiday.
The office closures include The Regina A. Quick Center for the Arts, which will be closed from Nov. 25 through Nov. 29, reopening at 10 a.m. on Monday, Nov. 30.
The Reilly Center Arena Ticket Office will be closed all day Wednesday and Thursday, Nov. 25 and 26. The ticket office will be open from noon to 4 p.m. on Friday, Nov. 27, and will open at 2 p.m. Saturday, Nov. 28, two hours before the men's basketball game versus Hofstra University.
Staff in the university's Office of Admissions will be regularly checking email and phone messages throughout the break. Please email admissions@sbu.edu or call (716) 375-2400 should you have any questions and someone will get back to you as soon as possible.
The public should also be aware that due to system maintenance, the university's website and phone service will be disrupted on Wednesday, Nov. 25, from 6 a.m. until approximately 2 p.m.


text:
Q: Merge rows of same column value I have a table which have data in table stored something like this
ITEM        GROUP                           CHAR1           CHAR2      CHAR3

240-000199  2x_P3_CATALOG_VALUES_ATTGRP     PWA (SMT+TH)    M-R0027
240-000199  2x_P3_CATALOG_VALUES_ATTGRP                                IBIZA REFRESH
240-000199  Inventory Org                   LH1
240-000199  Inventory Org                   LS1
240-000199  Inventory Org                                              CD1 ; LH1

I want to fetch the result like this
ITEM        GROUP                           CHAR1           CHAR2      CHAR3

240-000199  2x_P3_CATALOG_VALUES_ATTGRP     PWA (SMT+TH)    M-R0027    IBIZA REFRESH
240-000199  Inventory Org                   LH1
240-000199  Inventory Org                   LS1                        CD1 ; LH1

or doesn't matter if it shows up like this
ITEM        GROUP                           CHAR1           CHAR2      CHAR3

240-000199  2x_P3_CATALOG_VALUES_ATTGRP     PWA (SMT+TH)    M-R0027    IBIZA REFRESH
240-000199  Inventory Org                   LH1                        CD1 ; LH1
240-000199  Inventory Org                   LS1                        CD1 ; LH1

What I want is to group on the basis of Group and item and merge the rows where values are null

A: Here's one option; split each CHARn column into its own subquery, and then outer join them all.
Sample data:
SQL> select * from test;

ITEM       CGROUP                      CHAR1        CHAR2   CHAR3
---------- --------------------------- ------------ ------- -------------
240-000199 2x_P3_CATALOG_VALUES_ATTGRP PWA (SMT+TH) M-R0027
240-000199 2x_P3_CATALOG_VALUES_ATTGRP                      IBIZA REFRESH
240-000199 Inventory Org               LH1
240-000199 Inventory Org               LS1
240-000199 Inventory Org                                    CD1 ; LH1

Query:
SQL> with
  2  c1 as
  3    (select distinct item, cgroup, char1
  4     from test
  5     where char1 is not null
  6    ),
  7  c2 as
  8    (select distinct item, cgroup, char2
  9     from test
 10     where char2 is not null
 11    ),
 12  c3 as
 13    (select distinct item, cgroup, char3
 14     from test
 15     where char3 is not null
 16    )
 17  select c1.item, c1.cgroup, c1.char1, c2.char2, c3.char3
 18  from c1 left join c2 on c1.item = c2.item and c1.cgroup = c2.cgroup
 19          left join c3 on c1.item = c3.item and c1.cgroup = c3.cgroup;

ITEM       CGROUP                      CHAR1        CHAR2   CHAR3
---------- --------------------------- ------------ ------- -------------
240-000199 2x_P3_CATALOG_VALUES_ATTGRP PWA (SMT+TH) M-R0027 IBIZA REFRESH
240-000199 Inventory Org               LS1                  CD1 ; LH1
240-000199 Inventory Org               LH1                  CD1 ; LH1

SQL>

A: I am not sure whether this will work the same in Oracle but it is working for SQL Server
 Select Distinct T1.[Item], T1.[Group], T2.Char1, T3.char2, T4.Char3
 from ItemsG T1
 Left Outer Join ItemsG T2
     on T1.Item = T2.Item and T1.[Group] = T2.[Group] and T2.char1 is Not null
 Left Outer Join ItemsG T3
    on T1.Item = T3.Item and T1.[Group] = T3.[Group] and T3.char2 is not null
 Left Outer Join ItemsG T4
    on T1.Item = T4.Item and T1.[Group]= T4.[Group] and T4.char3 is not null

A: I would use row_number() and aggregation.  Here is one method using union all:
select item, group, max(char1), max(char2), max(char3)
from ((select item, group, char1, null as char2, null as char3
              row_number() over (partition by item, group order by char1) as seqnum
       from t
       where char1 is not null
      ) union all
      (select item, group, char1, char2, null as char3
              row_number() over (partition by item, group order by char2) as seqnum
       from t
       where char2 is not null
      ) union all
      (select item, group, null as char1, null as char2, char3
              row_number() over (partition by item, group order by char3) as seqnum
       from t
       where char3 is not null
      )
     ) t
group by item, group, seqnum

redpajama_set_name: RedPajamaStackExchange


Acronis Plug-in for WinPE is a modification of Acronis Disk Director 12 that can run in the preinstallation environment. The plug-in can be added to a WinPE image using Bootable Media Builder.
With the WinPE-based media you can boot a crashed machine, or a machine without any operating system, and perform the Acronis Disk Director 12 disk management operations.
If you have Windows Automated Installation Kit (AIK) installed, Acronis Disk Director 12 will detect it, and you will be able to have the WinPE created from Acronis Bootable Media builder.


text:
<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
<TITLE
>Component Man Pages</TITLE
><META
NAME="GENERATOR"
CONTENT="Modular DocBook HTML Stylesheet Version 1.7"><LINK
REL="HOME"
TITLE="Inca 2.1 User's Guide"
HREF="index.html"><LINK
REL="PREVIOUS"
TITLE="Advanced Configuration"
HREF="userguide-advanced-config.html"><LINK
REL="NEXT"
TITLE="Troubleshooting"
HREF="userguide-troubleshooting.html"><LINK
REL="STYLESHEET"
TYPE="text/css"
HREF="inca.css">

Inca 2.1 User's Guide: [Single page, Multiple pages]

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12. Component Man Pages

Each of the inca components has options that can be set in either the inca.properties file or on the command line as described in Section 11.1.  To see a list components use the bin/inca help command:

% cd $INCA_DIST
% bin/inca help
Usage:  inca <subcommand> [options] [args]

Type 'inca help <component>' for help on a specific component

Available subcommands:
  createauth
  default
  init
  help
  start
  stop
  version
  agent
  depot
  incat
  reporter-manager
  consumer

For example, here are the options for the depot, agent, reporter-manager, consumer and incat components:

12.1. Depot

% bin/inca help depot
java edu.sdsc.inca.Depot
  P|password   str     Specify how to obtain encryption password
  V|version    null    Display program version
  a|auth       boolean Authenticated (secure) connection?
  c|cert       path    Path to the authentication certificate
  d|dbinit     null    init depot DB tables
  h|help       null    Print help/usage
  h|hostname   str     Hostname the server should provide to clients
  i|init       path    Path to properties file
  k|key        path    Path to the authentication key
  l|logfile    str     Route log messages to a file
  n|numthreads int     # threads in worker pool
  p|port       int     Server listening port
  r|remove     null    remove depot DB tables
  t|trusted    path    Path to authentication trusted certificate dir
  v|var        path    Absolute path to server temp dir

12.2. Agent

% bin/inca help agent
java edu.sdsc.inca.Agent
  C|check        str     check the reporter manager stage on resources
  D|depot        str     Depot specification; host:port
  P|password     str     Specify how to obtain encryption password
  R|refreshPkgs  int     refresh period for checking for package updates
  S|server       str     Server specification; host:port
  S|startAttempt int     period between re-start attempts of the manager
  V|version      null    Display program version
  a|auth         boolean Authenticated (secure) connection?
  b|buildscript  str     path to reporter manager build script
  c|cert         path    Path to the authentication certificate
  e|email        str     email to send notifications of manager restarts
  h|help         null    Print help/usage
  h|hostname     str     Hostname the server should provide to clients
  i|init         path    Path to properties file
  k|key          path    Path to the authentication key
  l|logfile      str     Route log messages to a file
  n|numthreads   int     # threads in worker pool
  p|port         int     Server listening port
  r|rmdist       str     path to reporter manager tarball distribution
  s|stayAlive    int     period between stay alive pings of the manager
  t|trusted      path    Path to authentication trusted certificate dir
  u|upgrade      str     upgrade the reporter manager install on resources
  v|var          path    Absolute path to server temp dir

12.3. Reporter Manager

% sbin/inca help reporter-manager
Usage:
    reporter-manager [-a|-s] [options]

Options:
    a|--agent
         A string containing the URI to the Reporter Agent process that will
         be responsible for the reporter manager. Either this option or -s
         must be specified. Currently accepted URIs include:

         incas://host:port inca://host:port

    -c|--cert
         A path to a valid certificate file [default: none]

    -d|--depot
         A string containing the URI of a depot to send its reporter data
         to. Currently accepted URIs include:

         incas://host:port inca://host:port file://path

         This option can be specified more than once. The report will be
         sent to the first specified depot. If the first depot is
         unreacheable, the next depots in the list will be tried.

    -e|--error-reporter
         A string containing a path to the error reporter. E.g.,
         inca-null-reporter

    -h|--help
         Print help/usage information

    -i|-id
         The resource identifier supplied by the reporter agent that the
         reporter manager will use to identify itself back to the reporter
         agent.

    -k|--key
         A path to a valid key file [default: none]

    -l|--logfile
         A string containing a path to the file where the log messages can
         be stored. If not specified, log messages will be printed to the
         console.

    -L|--level
         A string containing the log message level (i.e., print statements
         of this level and higher). [default: INFO]

    -P|--passphrase
         Read a passphrase for key from stdin

    -r|--reporter-cache
         A string containing the path to the local cache of reporters.

    -R|--rim
         A string containing a path to the reporter-instance-manager script.
         If not specified, this script will look into the directory where
         itself is located.

    -s|--suite
         A string containing a path to the Inca suite file containing the
         reporters to be executed.

    -t|--trusted
         A path to either a directory or file of trusted certificates
         [default: none]

    -v|--var
         A string containing a path to a temporary file space that Inca can
         use while executing reporters

    -w|--wait
         A positive integer indicating the period in seconds of which to
         check the reporter for a timeout [default: 2]

12.4. Consumer

% bin/inca help consumer
java edu.sdsc.inca.Consumer
  P|password str     Specify how to obtain encryption password
  V|version  null    Display program version
  a|agent    str     URI to the Inca agent
  a|auth     boolean Authenticated (secure) connection?
  c|cert     path    Path to the authentication certificate
  d|depot    str     URI to the Inca depot
  h|help     null    Print help/usage
  i|init     path    Path to properties file
  k|key      path    Path to the authentication key
  l|logfile  str     Route log messages to a file
  m|maxWait  int     Max wait time a JSP tag should wait on a cached item
  r|reload   int     Reload period for cached objects (e.g., suites)
  t|trusted  path    Path to authentication trusted certificate dir
  v|var      path    Path to temporary directory

12.5. Incat

% bin/inca help incat
java incat
  A|agent    str     Agent specification; host:port
  P|password str     Specify how to obtain encryption password
  V|version  null    Display program version
  a|auth     boolean Authenticated (secure) connection?
  c|cert     path    Path to the authentication certificate
  f|file     path    Inca installation configuration file path
  h|help     null    Print help/usage
  i|init     path    Path to properties file
  k|key      path    Path to the authentication key
  l|logfile  str     Route log messages to a file
  t|trusted  path    Path to authentication trusted certificate dir

12.6. Inca Web Services

% ./bin/inca help incaws
incaws [opts] depot agent
  --auth=yes/no
  --cert=path
  --help=yes/no
  --init=path
  --key=path
  --logfile=path
  --password=str
  --port=int
  --trusted=path
  --version=yes/no

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Advanced Configuration	 	Troubleshooting

redpajama_set_name: RedPajamaGithub


Eye testing web application project is initiated and created in the year 2017 by eye centre team at Bangkok Hospital Phuket. Lead by Dr. Khemawan, this project aims to increase the awareness and knowledge about eye diseases to the public. The website is application based, in which it is designed to be responsive to the user, this helps the user to able to access any information easily. This website is open to the public, and designed to be user friendly.
We are confident that this web site can be a free reliable source of information for the public to access. We hope that this web application may increase awareness and knowledge about eye diseases.


text: Dec 1, 2022 · I was 8. She didn't take it so well at first but a few years later she came back to me and said it was one of the things that set her free. I have been the scum of the earth in my life, and it was all a cry for love. I often times have more love and compassion for those society has banished and deemed evil. Art f of Książki - porównanie cen w sklepach internetowych. Polecamy Mastering the Art of French Cooking, Final Fantasy Xiv: Stormblood -- The Art Of The Revolution - Eastern Memories-, Mistress of regulator wall clock plans Dec 5, 2022 · Listen. Sections. U.S. News; World News; Politics; Sports; Entertainment; Business whats my elevation Reporter Ellen Huet explains how Nicole was able to capture attention as the founder of OneTaste.In strode a coquettish and tan Nicole Daedone, the 46-year-old self-styled guru behind OneTaste. Straight honey-blonde hair fell in a sleek frame around her face; a smartly tailored gray dress... scaramouche x wife reader April 3, 2014 Wearing a red mini dress and stilettos, Nicole Daedone slips into an apron. "I wear an apron because I've ruined all my dresses with lube at this point," she jokes. A small blonde...Daedone countered that the only other time oxytocin is released is during childbirth: it's a chemical that appears to somehow activate our capacity for human connection. Not the "find me on...In strode a coquettish and tan Nicole Daedone, the 46-year-old self-styled guru behind OneTaste. Straight honey-blonde hair fell in a sleek frame around her face; a smartly tailored gray dress...Read "Summary of Nicole Daedone's Slow Sex" by Everest Media available from Rakuten Kobo. Please note: This is a companion version & not the original book. Sample ... des vu clothingNicole Daedone hails from California and described Silicone Valley as her 'home' in a 2013 lecture. ... Margot Robbie's childhood friend crashes her red carpet interview at premiere of Babylon ...Daedone studied linguistics at university and was an artist. At age 27 she was shocked by her father's death from cancer in prison, where he was serving a sentence for sexual harassment of two minor girls.No charges were filed in connection with the FBI investigation, and a spokesperson for the group previously denied any wrongdoing. Angela Lansbury Fled California to Get Daughter Away from Charles... cracking the periodic table code pogil answers Nicole Daedone + Follow Follow to get new release updates and improved recommendations Manage your follows Back to top Get to Know Us Careers Amazon Newsletter About Amazon Sustainability Press Center Investor Relations Amazon Devices Amazon Science Make Money with Us Sell products on Amazon Sell apps on Amazon Supply to Amazon 20 Jun 2018 ... The founder of the One Taste Urban Retreat Center, Nicole Daedone, ... Island where her childhood playmates were the Vanderbilt sisters.Nicole Daedone & "One Taste" and NON-Creep Dr. Ruth Westheimer ... spent years dealing with her childhood trauma and being the daughter of a movie queen.Perhaps as a way to brag about her own enlightenment, Daedone even shared with classes that she didn't think that her father, who was charged with 52 counts of child …Kindle Store Buy A Kindle Free Kindle Reading Apps Kindle Books French eBooks Kindle Unlimited Prime Reading Amazon Charts Best Sellers & More Kindle Singles Accessories Content and devices Kindle SupportNicole Daedone, 50, who founded the company in 2004, stepped away from teaching classes for OneTaste recently. ... Margot Robbie's childhood friend crashes her red carpet interview at premiere of ...Nicole Daedone on IMDb: Movies, Tv, Celebrities, and more... Oscars Best Picture Winners Best Picture Winners Emmys STARmeter Awards San Diego Comic-Con New York Comic-Con Sundance Film Festival Toronto Int'l Film Festival Awards Central Festival Central All Events13 Mar 2009 ... The founder of the One Taste Urban Retreat Center, Nicole Daedone, sees herself as leading "the slow-sex movement," one that places a ... toilet flange removal tool home depot Nicole Daedone on spirituality from the lens of intimacy. According to Nicole, spirituality can be found in those moments where we disprove the illusion that we live alone and separate. These moments can be found everywhere - and are not limited to the hauls of a particular religion.5 Des 2022 ... Nicole Daedone in the Age of Eros. The Age of Eros: A Manifesto of Connectivity and Consciousness. NEW YORK, NY, UNITED STATES, December 5, ...Nicole Daedone (born in Los Gatos, California) is the founder and CEO of OneTaste. == Biography == Nicole Daedone studied semantics and holds a bachelor's de… cranbrook bc real estate Reporter Ellen Huet explains how Nicole was able to capture attention as the founder of OneTaste.OneTaste is a sexuality-focused wellness education company based in the Bay Area. It's best known for classes on "orgasmic meditation," a trademarked procedure that typically involves a man ...What a Creep Season 18, Episode 8Lizzie Borden (1860-1927) "Creepy Murder Mystery" "Lizzie Borden took an axe. Gave her mother 40 whacks. When she saw what she had done, she gave her father 41"--Children's rhyme late 19th century/early 20th century. beautiful pregnant naked CRISTIANO RONALDO's pal Piers Morgan has blasted Manchester United boss Erik ten Hag for claiming the 819 forward is not in good shape. Man Utd have torn up Ronaldo's contract after his bombshell interview with SunSport columnist and TalkTV captain Morgan.Nicole Daedone hails from California and described Silicone Valley as her 'home' in a 2013 lecture. Before focusing her attentions on orgasmic meditation, the author and entrepreneur, The San... merge dragons levels with floating dragon tree leaves Quote. Nicole Daedone, the founder of OneTaste, is definitely revered in an almost idol-istic way. She's worshipped as a guru who can do or say no wrong. Her wisdom is elevated to an almost mystical level. During one of her programs, she actually told my friend, "You are going to fall in love with a man here.".After building a successful consulting firm in San Francisco, he then took his business acumen and co-founded OneTaste in 2004 with Nicole Daedone. Taking on the challenging task of bringing conscious sexuality to the mainstream market, Robert built the company from scratch to a high seven-figure international corporation. msi gs66 undervolt reddit 12 Agu 2020 ... Nicole Daedone, author of 'Slow Sex' and the practice of OM, ... we relate to 'play,' started in childhood and has its foundation in desire.Nicole graduated from San Francisco State University with a degree in semantics and gender communication. She went on to found the popular avant garde art gallery 111 Minna Gallery in San Francisco's SoMa district before moving on to OneTaste.About Nicole Daedone. Nicole Daedone released her first book, Slow Sex: The Art and Craft of the Female Orgasm, in 2011. The book expounds upon the practice of Orgasmic Meditation, also known as OM. Although focused on the female sexual experience, OM transcends the act of achieving orgasm by creating a pathway for couples to improve ... Daedoneskilfully preyed on childhoodfears at one point; at another, she declares that it is a woman's role to soothe men's fundamentally predatory inclinations. OneTaste is a clear wacky blue-state celebration of sex and spirituality from the start, but in this instance, reaching this conclusion almost feels useless.Dec 5, 2022 · Born in California, Nicole graduated from San Francisco State University with a degree in feminist studies. The sudden and unexpected death of her father, who died in prison after having been... 238 Likes, 58 Comments - Nicole Daedone ... I remember the day I told my mother she needed to love and forgive her childhood molester, I told her his souls needs the most love. You don't have to love him in person but love him in your heart, wish him no … ninebot max g30 speed hack iphone She targeted people by preying on our basic needs, or as she put it in a clip featured in the documentary "we want to love, be loved, see, be seen, know our purpose and feel connection." Daedone was undeniably a visionary, … crochet continuous granny square blanket pattern 20 Des 2022 ... Attachment is our style and psychological patterns of relating, often based on our childhood experiences. ... Slow Sex by Nicole Daedone.Nicole Daedone is an author, consultant, teacher and entrepreneur in service of bringing a more fulfilling sense of orgasm to the world. Voted one of Vanity Fair's Twelve Women Who Changed the ...Over the 14 years, from 2004 to 2017, Nicole Daedone was paid on average $48,000/year for her compensation as CEO of OneTaste and Caravan Retreats. If you add in the one-time distribution Nicole ... mysterion x reader wattpad Reporter Ellen Huet explains how Nicole was able to capture attention as the founder of OneTaste.A woman who describes herself as "a healer, an actress and a travel agent" says that this is not usually the case in the Mark Groups. We go around the room for introductions, which sometimes digress into short autobiographies, the ages run from about 25 to over 60. eve pokemon card 9 Nov 2022 ... Nicole Daedone, another dazzling blonde female creator, is the documentary's ... Daedone skilfully preyed on childhood fears at one point; ...Dec 5, 2022 · Born in California, Nicole graduated from San Francisco State University with a degree in feminist studies. The sudden and unexpected death of her father, who died in prison after having been convicted on 52 counts of child molestation, was a turning point for Nicole who at the time ran an art Gallery in San Francisco. Daughter of a father who abandoned her as a child and died in prison accused of abusing two minors, Daedone worked for a few years in an art gallery until 1998 when she …Good $21.19. New $17.99. See All Editions. Book Overview. The truth is: Most women do not have satisfying sex lives. Slow Sex can change that. Better sex is about one thing: better orgasm. This life-altering guide teaches men and women how to use the practice of Orgasmic Meditation-or OM-to slow down, connect emotionally, and achieve authentic ... ikea shelving unit Nicole Daedone was the 'messianic' female leader who in 2004 co-founded OneTaste, a San Francisco-based sexual wellness company specializing in the practice of OM, …238 Likes, 58 Comments - Nicole Daedone ... I remember the day I told my mother she needed to love and forgive her childhood molester, I told her his souls needs the most love. You don't have to love him in person but love him in your heart, wish him no …Listen. Sections. U.S. News; World News; Politics; Sports; Entertainment; Business bmw oil pressure sensor fault Nicole Daedone's 'orgasm cult' OneTaste is being investigated amid prostitution claims (Image: Smart People Podcast) Don't miss a thing! ... Daedone also insisted that the practice would one day be widely used like yoga or meditation. Employees have claimed they were told to engage in sexual relations with potential clients to close sales ... simply wigs uk Nicole Daedone, 50, who founded the company in 2004, stepped away from teaching classes for OneTaste recently. ... Margot Robbie's childhood friend crashes her red carpet interview at premiere of ...Listen. Sections. U.S. News; World News; Politics; Sports; Entertainment; BusinessNicole Daedone is the founder of the OneTaste retreat centers located in San Francisco and New York. She helped develop the OneTaste curriculum and train faculty based on her innovative...Unconditional Freedom is proud to have been founded in 2002 by early participants of OneTaste including Nicole Daedone. Since its inception, as a result of its profound success coupled with a strong ethical framework, Unconditional Freedom has attracted top talent and volunteers beyond OneTaste staff and Orgasmic Meditation practitioners.This podcast is now the subject of a legal complaint by Nicole Daedone, Rachel Cherwitz, OneTaste Incorporated, the Institute of OM LLC and OM IP Co. Show more Available now 9. Things get dark... drunk cheating porn Roland-Story school board plans to hold special election … 11 hours agoFor more than a decade, Nicole Daedone has been leading the 'slow sex movement,' which is devoted to the art and craft of the female orgasm. OM is the act of slowing down, tuning in, and experiencing a deeper spiritual and physical connection during sex.She targeted people by preying on our basic needs, or as she put it in a clip featured in the documentary "we want to love, be loved, see, be seen, know our purpose and feel connection." Daedone was undeniably a visionary, housing members in dorm rooms where fantasies came to life with like-minded people.The founder of the One Taste Urban Retreat Center, Nicole Daedone, sees herself as leading "the slow-sex movement," one that places a near-exclusive emphasis on women's pleasure — in which ... ecodan best settings Nicole Daedone is 55 years old and was born on 08/24/1967. Nicole Daedone lives in San Diego, CA; previous cities include Santa Monica CA, Mill Valley CA and Philo CA. Nicole A Daedone and Nicole Anne Daedone are some of the alias or nicknames that Nicole has used. Nicole has many family members and associates who include Dale Demaline, Rebecca ...The sexual wellness company 'OneTaste' rose to worldwide fame thanks to its "orgasmic meditation", a practice promoted by the founder of this wellness empire. Nicole Daedone promised her followers to be able to reach 15-minute orgasms, during which spirituality would be as important as pleasure. Ella daedone claimed to have borrowed the term from BuddhismI was 8. She didn't take it so well at first but a few years later she came back to me and said it was one of the things that set her free. I have been the scum of the earth in my life, and it was all a cry for love. I often times have more love and compassion for those society has banished and deemed evil. swingers party des moines Nicole Daedone hails from California and described Silicone Valley as her 'home' in a 2013 lecture. ... Margot Robbie's childhood friend crashes her red carpet interview at premiere of Babylon ...Please enter a search term. Primary Menu. News. Your Local Election Headquarters; Eliza Fletcher; Local top pigeon auction Dec 1, 2022 · I was 8. She didn't take it so well at first but a few years later she came back to me and said it was one of the things that set her free. I have been the scum of the earth in my life, and it was all a cry for love. I often times have more love and compassion for those society has banished and deemed evil. 🙏🙏 The New Free Courses by The Chopra Well Guests 🙏🙏 FREE Feminine Power Breakthrough Ebook 👉https://bit.ly/FreeFemininePowerEbook FREE Feminine Power S... ecodan problems12 Agu 2020 ... Nicole Daedone, author of 'Slow Sex' and the practice of OM, ... we relate to 'play,' started in childhood and has its foundation in desire.Nicole Daedone became the founder and CEO of OneTaste in the San Francisco Bay Area. OneTaste trademarked the "orgasmic meditation" (OM) procedure delivered ... houses for sale lanarkshire What is my favorite childhood memory? Teasing friends . Next How many tattoos do you have. More than Two. Next Where would I like to be in 5 years? Europe. Next ... Nicole Daedone Melisa Glassford Bridget Chapman Shea Lemay Pauline Hibbs. Muahmmad Yousuf Caroline Warigia Kihara Steve Kahara Joel Fassler Ana Lucia Azevedo Pinto Tim JayroeNicole Daedone hails from California and described Silicone Valley as her 'home' in a 2013 lecture. Before focusing her attentions on orgasmic meditation, the author and entrepreneur, The San... best non league goalkeepers fm22 Set My Store . Help; Gift Cards; Events; Educators; Millionaire's Club; menuI was 8. She didn't take it so well at first but a few years later she came back to me and said it was one of the things that set her free. I have been the scum of the earth in my life, and it was all a cry for love. I often times have more love and compassion for those society has banished and deemed evil.Nina's father was in jail for abusing minors, but the businesswoman assured that he was not a bad guy: simply, according to her words, he was a man, and men, according to her, have these instincts. For this reason, Daedone preached controversial rhetoric that called for not condemning sexual violence and not judging men.Toggle navigation. HOME. CRICKETNicole Daedone hails from California and described Silicone Valley as her 'home' in a 2013 lecture. Before focusing her attentions on orgasmic meditation, the author and entrepreneur, The San... waterloo liverpool incident today For more than a decade, Nicole Daedone has been leading the "slow sex movement," which is devoted to the art and craft of the female orgasm. OM is the act of slowing down, tuning in, and experiencing a deeper spiritual and physical connection during sex. Slow Sex reveals the philosophy and techniques of OM and includes a step-by-step, ten-day ...Mormon Expressions creator John Larsen, joins me to talk about theism, atheism and what comes after. How religions can co-opt social structures, yet force us to create community which is essentially w... - Écoutez John Larsen: What Comes After Atheism? par Cults to Consciousness instantanément sur votre tablette, téléphone ou navigateur, sans téléchargement.Nicole Daedone thought she wanted a bicycle. What she really wanted was love. I grew up an only child in suburban Los Gatos, California. One of my closest friends, Maria, came from a large, warm, rambunctious Chilean family. I envied …Nicole Daedone pulls her long dirty-blond locks into a bun, rolls up the sleeves of her crisp white dress shirt and readies her lube. On the table in front of her there is a woman, naked only... my boyfriend doesn t tell his female friends about me Daedoneskilfully preyed on childhoodfears at one point; at another, she declares that it is a woman's role to soothe men's fundamentally predatory inclinations. OneTaste is a clear wacky blue-state celebration of sex and spirituality from the start, but in this instance, reaching this conclusion almost feels useless.At 17, Nicole Kluemper recovered memories of being abused by her mother – and sparked one of the fiercest debates in modern psychology. ... Franklin-Lipsker's childhood friend, Susan Nason ...Spanish edition | by Nicole Daedone | 1 May 2021. 4.2 out of 5 stars (4.2) 18. Paperback. S$28.00 S$ 28. 00. Get it Mon, 6 Feb - Tue, 14 Feb. FREE Delivery. More Buying Choices S$15.48 (5 new offers) Slow Sex: The Art and Craft of the Female Orgasm. by Nicole Daedone | 25 May 2011. 4.3 out of 5 stars (4.3) 174. apartments for rent calgary under dollar1000 Listen. Sections. U.S. News; World News; Politics; Sports; Entertainment; Business exchange hybrid certificate renewal Nicole Daedone, 50, who founded the company in 2004, stepped away from teaching classes for OneTaste recently. ... Margot Robbie's childhood friend crashes her red carpet interview at premiere of ...Hi! I'm Shelise Ann Sola— former devout Mormon. On C2C we dive deep into never before told stories of healing and empowerment after leaving high demandGet FREE shipping on Slow Sex by Nicole Daedone, from wordery.com. Explains how to use the growing practice of Orgasmic Meditation to slow down, connect emotionally, and achieve authentic female sexual satisfaction.It's the story about Nicole Daedoneand her company OneTaste. Identified as a sexual wellness company, Nicole and One Taste promised her following a 15-minute female orgasm. Yes, 15 minutes. And...Nicole Daedone and OneTaste Nicole Daedone is the founder OneTaste, which positioned itself as a wellness company that preached the practice of what she called "orgasmic meditation," or OM. OneTaste made $12 million a year at one point, and Gwyneth Paltrow and Khloe Kardashian sang Daedone's praises. But eventually, it was revealed that ... murders in edinburgh 25 Sep 2022 ... OneTaste was founded by Nicole Daedone, a woman who lived with the ... I could unravel and understand how my childhood set me up to be ... bavaria germany china stamp Real talk: penis problems are more common than you think. But don't let shame stop you from healing - both inside and out. Today, we're normalizing the experience of penis challenges, and providing tools to help mend your member. She wants to end a relationship because he can't keep it up - are there other issues at play beyond sexual incompatibility? Can erection issues from a sex ...Nicole Daedone. Nicole Daedone + Follow. Follow to get new release updates and improved recommendations. Manage your follows. Back to top Get to Know Us. Careers; In strode a coquettish and tan Nicole Daedone, the 46-year-old self-styled guru behind OneTaste. Straight honey-blonde hair fell in a sleek frame around her face; a smartly tailored gray dress...Listen. Sections. U.S. News; World News; Politics; Sports; Entertainment; BusinessDaedone was mentored by Dr. Dean Barnlund, an early collaborator of Alan Watts, graduated at the top of her class and awarded The Golden Key, presented to ten percent of the country's graduate students. She has spent the last seven years devoting her energy to the work of Dr. Victor Baronco, founder of More University. taxi knowledge test booking online wolverhampton The founder of the One Taste Urban Retreat Center, Nicole Daedone, sees herself as leading "the slow-sex movement," one that places a near-exclusive emphasis on women's pleasure — in which ...What a CreepSeason 18, Episode 7 Nicole Daedone and OneTaste Nicole Daedone is the founder OneTaste, which positioned itself as a wellness company that preached the practice of what she called "orgasmic meditation," or OM. OneTaste made $12 million a year at one point, and Gwyneth Paltrow and Khlo… Nicole Daedone + Follow Follow to get new release updates and improved recommendations Manage your follows Back to top Get to Know Us Careers Amazon Newsletter About Amazon Sustainability Press Center Investor Relations Amazon Devices Amazon Science Make Money with Us Sell products on Amazon Sell apps on Amazon Supply to Amazon Dec 1, 2022 · This is one of my favorite teachings, it's something my human just understands. Ever since I was a little girl I understood what we call "evil" "wrong" "cruel" etc needed the most love. I remember the day I told my mother she needed to love and forgive her childhood molester, I told her his souls needs the most love. keswick mountain rescue incident 91 Daedone countered that the only other time oxytocin is released is during childbirth: it's a chemical that appears to somehow activate our capacity for human connection. Not the "find me on...Nicole Daedone is the founder of OneTaste, and is considered the organization's spiritual leader. A TED talk she gave in 2011 put her in the national spotlight, earning Daedone the attention of celebrities and investors who funded much of OneTaste's growth. However, under her leadership, many of OneTaste's members reported experiencing ...In this first part of a two-part conversation, Claire recounts for Rachel the damaging neglect of her childhood in Scientology, and together they survey the multiple practices the organization used on"cadets" that can leave children scarred for life. Claire speaks about her traumatic time in the Sea Org starting from the age of 16, she tells ... candy tumble dryer symbol meanings Dec 1, 2022 · I was 8. She didn't take it so well at first but a few years later she came back to me and said it was one of the things that set her free. I have been the scum of the earth in my life, and it was all a cry for love. I often times have more love and compassion for those society has banished and deemed evil. belt clip for knife sheath Leader of the so-called orgasm cult, Nicole Daedone, a "God-like figure". Article content Behind closed doors a so-called "orgasm cult" was even wilder and more bizarre than its reputation.Oct 28, 2022 · The new documentary pulls back the curtain on what really happened to the OneTaste organization, its members and its controversial leader, Nicole Daedone. Using never-before-seen footage and interviews, Orgasm Inc. is an investigative journey covering 15 years of the company under Daedone's leadership, including an FBI investigation for claims of sex trafficking, prostitution and violations of labor law. renault camper vans Nicole Daedone became the founder and CEO of OneTaste in the San Francisco Bay Area. OneTaste trademarked the "orgasmic meditation" (OM) procedure delivered through the company's classes. Born in Los Gatos, California, [1] she holds a bachelor's degree in gender communications from San Francisco State University.OneTaste founders Nicole Daedone and Robert Kendall are today under investigation for sex trafficking and violating labour laws – among other things.Dec 15, 2020 · Co-founder Nicole Daedone had stepped down as CEO the previous year – and after the FBI started making enquiries, she vanished. Former One Taste members tell us about their disappointment that the company has not responded better to the allegations against it. After being sent to a youth treatment center by Dr. Phil, this woman faced traumatic abuse. Is this TV host even a real doctor? See his expired license. how to recover metamask without seed phrase


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Gunwharf Quays Portsmouth
Uniquely Falklands, Published 2016
Uniquely Portsmouth
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Gunwharf Book
Book launch for Gunwharf Quays Portsmouth, April 2015.
Gunwharf Quays is the UK's premier world class shopping, leisure and residential waterfront development, attracting millions of visitors every year. Few realise that its history began more than 300 years ago when land was reclaimed from Portsmouth Harbour to provide a nationally important wharf for naval and army guns. Portsmouth's gunwharf was the largest in Britain. Early in the last century it became the HMS Vernon school for torpedoes and mines. In 1996 the site was sold and within five years had been transformed into Gunwharf Quays.
Author Michael Underwood's experience, as the architect responsible for repairing and conserving historic buildings at Gunwharf Quays during its development, makes him uniquely qualified to tell the story. He has been afforded unparalleled access to documents, maps, plans, drawings and photographs which he brings together for the first time in this fascinating book.
Gunwharf Marina
An integral part of the Gunwharf Quays development, the contemporary Marina fits perfectly with Portsmouth's seafaring heritage.
Old Customs House
Originally built as storekeeper's offices in the early 19th century, it was constructed on the southern edge of Old Gunwharf, facing the bridge connecting both wharves. Officers and clerks at the time had an excellent view of their valuable guns and stores, and the loading and off-loading operations from hoys and wherries.
For its modest size this is a grand building in a classical style with an elegant central pediment; it was also well-planned for its purpose. The Flemish brickwork has alternating red stretchers and dark kiln-burnt headers, typical of the new buildings at Gunwharf of the time.
With the redevelopment of gunwharf, the Old Customs House is now a fine pub.
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