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/en/articles/stephen-heppell
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Professor Stephen Heppell is Professor of New Media Environments at the Centre for Excellence in Media Practice at Bournemouth University, the Felipe Segovia Chair of Learning Innovation at Universidad Camilo José Cela, Madrid and CEO of heppell.net.
A school teacher for more than a decade and a professor since 1989, Stephen works internationally with learner led projects, governments, international agencies, Fortune 500 companies and schools and communities. He is credited with adding the 'C' to ICT (Information and Communication Technology).
Do you feel that current education methods fully prepare students for the needs of the 21st century?
No, I don't think they do very well. We're in a millennium that's going to be full of surprises, and technology brings a lot of those surprises. Kids need to be able to cope with solely unexpected problems, it's really important. At the moment they probably sit in exam rooms and think 'I hope there are no surprises' while the teacher is outside saying 'I hope I've prepared them for everything.' Nothing could prepare them less well for the world they're going into.
Lots of people spend time talking about 21st century skills. I don't think any of that has changed very much. In the last century we thought about 20th century skills. I think pace is the thing that has changed, the speed of change is so great.
In Finland the new curriculum is now all about project based learning, about topics. Project based work has been booming around the world for the last twenty years, so I think Finland is doing the right thing, but I don't think many people have taken their lead and are doing it as well. There is a big mismatch there. We put everything in boxes - we've got lots of biologists, we've got lots of technologists, but we've got a world shortage of biotechnologists. They've all done their A-levels in biology or A-levels in technology but they've never put them together and it just doesn't work.
I was in one of my schools in Australia where they merged art and mathematics together to create a collage, abstract art piece - you've got to be able to do linear equations because they generate the lines that divide up the artwork. So to be an artist you've got to be a mathematician and if you're a mathematician you can be an artist, which is just lovely. We need to do more of that.
Problem solving and collaboration are really important. We should get to the point where kids are opening their exam certificates on results day and four kids are opening one envelope together and saying 'we got an A!' A big part of schools is teaching kids to work together in a team.
What is the role of the teacher?
You hear a lot at conferences about teachers changing from the 'sage on stage' to the 'guide on the side.' We did a lot of survey work in the 90s asking people for their best learning experience, and for most people it was when they were doing something with others. It was when there was a teacher, or a coach, or a guide of some sort present who was really passionate about what they did. They really cared about poetry, or they were a bit nutty about terminal moraines. They were eccentrically passionate about their subject.
I think the role of the teacher is to be passionate about learning. If you look around the world, teachers have become more and more driven to just deliver the curriculum, mark the books, organise the children, to do governance, and some of that passion has been lost.
Are there any aspects of traditional teaching that we should keep going forward?
I think that passion is important. There are times when the teacher wants to talk to the whole class and capture their excitement, and say: 'look! When I was in the Antarctic we saw this, this is why global climate change matters!' You want those moments. They are important, but but they aren't all of it.
Also, what do you mean by traditional teaching? If you look back to the 1950s, traditional teaching in England certainly was mixed age. Most primary schools had kids of different ages all together. Sometime after the baby boom kids hit all that got lost and we ended up with thirty kids in a class, all exactly the same age doing exactly the same thing. I think there was just a panic of how are we going to deal with all these children? That wasn't traditional teaching, that was industrial teaching.
What is the most effective and exciting learning environment?
There are two things that characterise it. The first thing is that it has zones. These are places where different learning activities can occur. The zones have very clear protocol, so if you're sitting at the family learning table that's where you work in silence. If you're sitting on the comfy seat on the floor that's where you read, for example. The protocols are what make it work for teachers because the kids know that if you're over here this is what you do, if you're over there that is what you do, and the teachers set activities that are appropriate for each zone.
The second characteristic is that somebody has taken the trouble to ask the children how they can do it better, and that should be a constant question. However, you're not asking the children for their opinion, you're asking them for their research. If you say to a teenager: 'what would you like in your class?' They might say black walls and a bar! But if you ask what works for them, what makes learning better, if you ask them to go and look in other classrooms and tell you what the best ingredients are, then you get kids who are reflective practitioners. You get that burst of metacognition - kids who are learning about learning while they're designing better learning.
The traditional classroom, the 'cemetery classroom' where the desks are all laid out like graves, with the kids all facing the front, that's one sort of zone. But you want five or six sorts of zones, not just one.
The traditional classroom excludes so many different teaching approaches. Kids helping each other for example. A trivial thing would be reading - if you look at any child reading voluntarily, they sit on the floor, they sit on their beds, they sit on the sofa, they relax. No child in the world would ever read on an upright chair with a hard back. If you go on holiday you don't see people dragging chairs down to the beach so they can finish off a novel. If you tried to design a chair that was anti-reading, that actually stopped kids from reading, you would come up with a design that is pretty much today's school chair.
So why have we bought them? Because they stack well. That's the only reason. But if you ask the kids they will tell you immediately that you could do it better. They'll survey each other and they'll say: 'when we read, this is how we read, so this is what our reading space should be like.'
There are 2.2 billion children in the world and no one is really asking them how they can make learning better. That's a waste of an opportunity. Given the number of children we've got and the circumstances of the world, it's very hard to not see education being transformed by children rather than for children.
Another problem with the 'cells and bells' classrooms with the doors shut is that teachers don't learn easily from other teachers. It's a very odd thing really.
In what way does education policy need to change as we go forward in the next 100 years of education?
Well that's a big question and there are probably two parts to the answer.
A lot of education policy has been based on opinion. It's politicians saying: 'well when I was at school…' or: 'I met somebody at the bus stop…' and then they try to look for science that seems to confirm what they should do. But it's very hard, you can't really use scientific testing on children. You can't have a control group of kids who do really badly so you can prove that, for example, tablets work, because you try to do the best for all children always.
Secondly, I think we've got to be brave with our policy. I don't think anybody knows how good our kids can be. I think too much of our policy has been about limiting kids.
I'll give you two examples:
The age limit thing of saying 'you can't do this until next year.' There's nowhere else in your life where you're held back on the basis of age. We've got this stupid horizontal system which is very handy administratively, but every year at school is full of kids who are either being held back or wish they could slow down a bit. Nobody is going at the right pace.
I was doing a study in Australia - we asked 227 children what age they thought they could go to university to study the subject they were passionate about. Not one kid said they should wait until they're eighteen. They all thought they were ready from about fourteen or fifteen onwards. And I think that's probably true, they probably are. So instead of Stage not Age, which works very well, we keep on repeating the old mistake of same age groupings, because that is very convenient.
Second example: I work with the British Olympic Team coaching some of the elite coaches. One thing that's very clear with Olympic athletes is that before their final they know what to eat for breakfast. And similarly, the week before, the morning of, the month before, the four years before, their diet is very clear. But if you asked what the best food to eat the morning of an exam is, there's no research at all. I know what you can eat for well being, but if you are a mum and your kids have got a multiple choice test at 11am, what do you give them? Do you give them a Red Bull energy drink, a banana, fish? There is simply no research.
We've pretended to be doing the best for kids but we haven't really. We've just done what is convenient for ourselves, and that has to change. We've got to start by wondering how good kids might be and then go from there, rather than wondering how convenient things could be.
I've been into fifty-five exam rooms in the last year and haven't found one room that wasn't damaging the kids prospects. The light levels are too low, the Co2 levels were too high, temperature was wrong. We know all the details about this, but we haven't applied them.
Personal Memory
Do you have a favourite moment of your own formal education?
Funnily enough, it was my first year of teaching, when I was teaching in East London. I started teaching before I qualified as a teacher. Obviously I had degrees and things, so I did my teaching qualification part time.
My first kids were a large group of boys. They'd only been entered for one subject and nothing else - in those days schools were judged by how many of their kids were entered, not whether they passed or not. I said to the boys: 'look I can get you through the subject, I really know the subject, but I don't know much about teaching so for five minutes at the start of each lesson I want you to watch other teachers in the school and tell me what really works.'
Two things happened. One is I learnt more from those kids than I ever learnt from my teacher training. Secondly it changed them because they started looking and learning as reflective practitioners. All but one of them passed the O-level, as it was then. They weren't supposed to pass, they were just entered as a token.
There's something about that 'have a look at other teachers and see how teaching could be better' that transformed them and indeed transformed me. I think neither of us have looked back since.
The next 100 years
The next 100 years of Finnish education should… be agile.
We don't know what's going to happen to schools and learning, but just at the moment schools have become pretty dangerous places. Kids are getting shot in America, barrel bombs are dropping through the roofs of the schools in Syria. The graph of terrorists attacks in schools has gone up sharply from about 2005 and it's continuing to rise steeply.
I think one possible scenario is that putting our most precious things, our children, together in one place is about the daftest thing we could have thought of when people are trying to hurt us. Education might have to be much smaller and more nimble. Schools might need to be built at the end of people's roads and dissolved into the community because that's safer.
But indeed you don't know what's going to happen, so I think learning has got to be agile enough to cope with the new things we discover. That might include new things we discover about cognitive science and nutrition.
community interview
Dr. Joanne Orlando: Early Childhood Education Has A Personalized Approach And We Should Learn From It
Dr. Joanne Orlando, Senior Lecturer of Early Childhood Education at Western Sydney University shares how we need to learn from the personalized approach in early childhood. A leader in the field, her
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Maarit Rossi On The Future Of Teaching Mathematics
Maarit Rossi was nominated for the Global Teacher Prize 2016 and she was chosen as one of the top ten best teachers in the world
Education Events Education Policy Math Numeracy Professional Development School Leadership
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Assessment Assessment Professional Development
Empathy is the Future Trend in Education
The return to a divided world has made people question why there has been a shift in popular mood towards intolerance, with many pointing to a lack of quality education as to why people have xenophobi


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account intrusion
cbp
FCPA actions
FCPA Blog
Gibson Dunn
self-deportation
worksite
yale-loehr
Daniel M. Kowalski
Outside News
N.J. A.G. Issues Statewide Directive Curtailing State and Local Police Participation in Federal Civil Immigration Enforcement
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Inside News
Aug. 15, 2017 Memo from ICE Legal on Enforcement Priorities, Prosecutorial Discretion (BuzzFeed)
Hamed Aleaziz, BuzzFeed News, Oct. 8, 2018 - "Attorneys for Immigration and Customs Enforcement were restricted from granting reprieves for certain immigrants facing deportation, ordered to review and potentially reopen previously closed cases, and...
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A Washington County That Went for Trump is Shaken as Immigrant Neighbors Start Disappearing
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Expert: Trump Misleads on MS-13, Immigration
Louis Jacobson, Politifact, Feb. 26, 2018 - "Speaking at the conservative CPAC conference in Washington, President Donald Trump took a hard line on immigration and again used the deadly Central American gang MS-13 as an example. MS-13 members, he...
ICE Policy on Arrests at Courthouses, FAQ on Enforcement at 'Sensitive Locations'
ICE, Jan. 10, 2018 - Civil Immigration Enforcement Actions Inside Courthouses ICE, Jan. 31, 2018 - FAQ on Sensitive Locations and Courthouse Arrests
White House Sets Immigration Reform Markers (Updated; Annotated)
On October 8, 2017 the White House released several documents related to immigration, including: Immigration Principles and Policies Trump Administration Immigration Policy Priorities, Executive Summary Securing the Border by Deterring and Swiftly...
Feds to Step Up Immigration Enforcement at Job Sites in 2018
Daniel Connolly, Commercial Appeal, Dec. 27, 2017 - "The federal government plans to increase job site immigration enforcement actions across Tennessee in 2018, said Robert Hammer, a high-ranking enforcement official. Workplace immigration investigations...
Promoting Access to Justice for Immigrant and LEP Crime Victims in an Age of Increased Immigration Enforcement – Report
NIWAP, American University, Washington College of Law, May 3, 2018 - "This report presents the results of a national survey conducted during October and November 2017 among judges, police, prosecutors, advocates and attorneys documenting whether...
Expert: The 'Tale of the Tape' on Trump's Immigration Enforcement
Prof. Stephen W. Yale-Loehr & Emmie Smith, Feb. 5, 2018 - "Now that President Trump has been in office a year, it's appropriate to assess how much his administration has changed immigration law. Trump's State of the Union address a few...
Shifting Gears, Trump Administration Launches High-Profile Worksite Immigration Enforcement Operations - MPI
MPI, Jan. 24, 2018 - "In January 2018, the Trump administration carried out its largest immigration action yet against a U.S. employer, with hundreds of federal immigration agents descending upon 98 stores in the 7-Eleven chain in 17 states and the...
Karen C. Yotis
Recent Cases, News, Trends & Developments
The Impact of OSHA Developments on Workers' Comp: Ch-ch-changes (Turn and Face the Shame)
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ICE Immigration Enforcement Efforts Reach Less Than 0.02% of U.S. Employers - CRS Report
"Despite the increases in recent years ... the number of Final Orders for civil money penalties remains very low relative to the number of U.S. employers. Employers receiving Final Orders in FY2014, as shown in Table 1, represent less than .02% of...
DHS Immigration Memos Ratchet Up Border, Interior Enforcement (Feb. 20, 2017; Fact Sheets; Q&As)
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Sessions Issues Criminal Immigration Enforcement Memo to Federal Prosecutors
April 11, 2017, MEMORANDUM FOR ALL FEDERAL PROSECUTORS, Renewed Commitment to Criminal Immigration Enforcement

redpajama_set_name: RedPajamaCommonCrawl


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Why Would Ecuador Want Edward Snowden? : Parallels The country's president likes jabbing the U.S. The U.S. could put pressure on Ecuador if it grants asylum to Edward Snowden, though the country's oil reserves give it something of a buffer.
Why Would Ecuador Want Edward Snowden?
June 24, 20132:14 PM ET
Krishnadev Calamur
WikiLeaks founder Julian Assange (left) and Ecuadorian Foreign Minister Ricardo Patino appear on a window of the Ecuadorian Embassy in London on June 16. Assange has been living at the embassy for the past year. Patino announced Sunday that Ecuador would consider giving asylum to former NSA contractor Edward Snowden. Frank Augstein/AP hide caption
Frank Augstein/AP
WikiLeaks founder Julian Assange (left) and Ecuadorian Foreign Minister Ricardo Patino appear on a window of the Ecuadorian Embassy in London on June 16. Assange has been living at the embassy for the past year. Patino announced Sunday that Ecuador would consider giving asylum to former NSA contractor Edward Snowden.
Ecuador says it is considering Edward Snowden's request for asylum.
This is the second high-profile case involving leaks of classified information, asylum and the South American country. WikiLeaks founder Julian Assange is holed up in the Ecuadorian Embassy in London, to prevent being extradited to Sweden where he is wanted for questioning over allegations of sexual assault. It's worth mentioning here that WikiLeaks in a statement Sunday said it is giving Snowden legal help.
So why would the Andean nation consider giving refuge to Snowden, the former National Security Agency contractor accused of leaking classified surveillance information?
"It becomes the center of attention. [Ecuador's] President Rafael Correa enjoys that," says Michael Shifter, president of the Inter-American Dialogue think tank in Washington, D.C. "He likes needling the U.S. This satisfies that impulse. It also gives them a sense of consistency and commitment to principles by linking it to the Assange case."
Carl Meacham, director of the Americas Program at the Center for Strategic and International Studies, adds: "Correa is interested in inheriting the mantle of Hugo Chavez and Fidel Castro. To be able to do this with Julian Assange and Mr. Snowden puts him, in his view, as a protector of freedom of information."
But, Shifter notes, Correa probably hopes that by granting refuge to Assange and considering asylum for Snowden he can shift the focus away from Ecuador's own record of press freedom.
Human Rights Watch has criticized the country's new Communication Law, saying the measure "seriously undermines free speech."
"To some extent, Correa can try and use this [incident] to point to the hypocrisy and double standards of everyone else who's coming down hard on him," Shifter says.
As a small country, Ecuador could be vulnerable to U.S. pressure, though its oil gives it a buffer.
Ecuador is the smallest member of the Organization of Petroleum Exporting Countries and one of the top sources of crude oil imports to the U.S. West Coast. It's also a beneficiary of the massive Chinese investment in South America.
"There are going to be implications and consequences" to granting Snowden asylum, says Laura Powell, a research associate at the Council on Hemispheric Affairs in Washington.
She adds: "Diplomacy is not going to get very far. The U.S. has to rely on trade sanctions" and similar measures to achieve its goals.
Shifter of IAD says that at most the U.S. won't renew the Andean Trade Preference and Drug Eradication Act that covers Ecuador, Bolivia, Colombia and Peru; Ecuador would like that deal to continue.
"But it's not going to be a fatal blow," he says.
CSIS's Meacham doesn't see it that way.
"It's pretty bad for them," he says. "Their trade benefits from the Andean Trade Preference and Drug Eradication Act are important. Forty-two percent of their goods are sold to the U.S. So on paper, it's not in their interest."
Ecuador and the U.S. do have an extradition treaty, but as Meacham of CSIS notes: "Snowden is charged with espionage/treason, neither of which is covered by the extradition treaty."


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An Israeli Neighborhood Moment – Home
January 19, 2019 / IlanaB / 1 Comment
I went across the street to the local makolet (the equivalent of a mini-mart) to pick up a few things. I chatted a bit with the cashier and an older neighborhood guy joined in the conversation. At a certain point, it was just him and me.
"Have you lived in the neighborhood long?"
"A few months."
"Oh, where do you live?" (Anywhere else you might think twice about answering this question, but this is Israel.)
"Over there at number ___."
"Oh, yeah? I was born in that building! Now I live across the street at number ___."
I found out the guy was in his mid-60s. That means his parents moved into this neighborhood a few years after the state was born, raised their kids, and some of those kids stayed right here. He told me that he lived in his parents' apartment in my building until he was 28 and got married.
Israel is only 70 years old. I used to meet gray-haired people who built the state. Now here I was meeting a gray-haired person for whom the state was built. In his lifetime, he didn't remember a time when there wasn't an Israel. His parents did, but he was born and raised right here on this street with a birthright to the Jewish homeland.
This must be a special neighborhood though. A colleague of mine lives nearby in the apartment he was born in. It used to belong to his grandparents, his parents lived there, and now he lives there with his family. His parents moved down the street.
I find it fascinating from the point of view of someone who was born in Russia, moved to Israel, grew up in the US, and moved back to Israel. Where is "home"? For me, it's wherever I am right now. For these two, it's this neighborhood right here and will never be anywhere else.
September 22, 2018 / IlanaB / Leave a comment
"Mom, can I go visit with Mr. Rogers?"
Taking her 5-year-old's request very seriously, she asked, "Well, how long will you be gone?"
"Oh, about a half an hour."
"Ok. Have a good time."
And I plunked myself down in front of the television and had an undisturbed visit with Mr. Rogers.
This Google Doodle is only in the United States and I know Mister Rogers is more or less an American phenomenon. I wish it was global.
"There is only one person in the whole world like you, and people can like you just because you're you."
A great message to give to children.
"You are special and so is everyone else in this world."
A reminder that we should not only value ourselves, but that each person has value.
"Childhood lies at the very heart of who we are and who we become."
Our childhoods don't have to be perfect, but if we are allowed to use the tools to learn and grow from our experiences, then we can make ourselves and the world around us better.
All of Mr. Rogers' messages fit in with the Jewish value of choosing life.
And where there is life, there is hope.
Perhaps this Google Doodle will remind people, especially people in power, of a few simple truths:
"I feel that those of us in television are chosen to be servants. It doesn't matter what our particular job, we are chosen to help meet the deeper needs of those who watch and listen – day and night!"
"I'd like to be remembered for being a compassionate human being who happened to be fortunate enough to be born at a time when there was a fabulous thing called television that could allow me to use all the talents that I had been given."
So now, in the New Year, and a day before my birthday (my own new year), I wish you all a life of purpose and meaning, doing the things that you love that make you, your families, and the world around you better.
And if you need a little inspiration, go have a visit with Mr. Rogers. It is surely time well spent.
Israelis – 70 Years Young
April 21, 2018 / IlanaB / 3 Comments
This week was Israel's 70th Independence Day! Hooray!
I saw this video on Facebook and I think it's a pretty good description of what it means to be Israeli. It's a melting pot, it's a salad, it's a quilt.
In my new neighborhood, I think I've finally moved to Israel.
This is the opening to an program broadcast in Israel in the late 1970s to help people learn English. You might notice that it was British English back in those days!
"Nu, Itzik! Where are you?!"
This was the first thing I heard at 7am on my first morning in my new apartment. It sounded like the guy was standing outside my door. Was it locked?
"Yalla! Itzik, let's go!"
I'm not Itzik. I'll pretend that I didn't hear anything and hide under the blanket. The cats are already freaked out and hiding under the bed.
Representative picture – this is neither me nor any of my cats
"Hey! Benny's mom!"
A little old lady was sitting next to me at the bus stop and a car stopped in the middle of the street. The driver was calling out to this lady.
"Where are you headed?"
At first it was obvious that she didn't quite know who this was and her only clue was that this was her son's friend. "I'm on the way to the doctor."
"Get in! I'll take you!"
"Oh, no. That's fine." A car had come up behind the guy and waited while the exchange continued.
"No, no, no. I'd love to take you. Get in." Another car came from the other direction.
It took her a moment to get to the other side of the street and get in the car, but everyone waited. And off they went.
In my old neighborhoods, there were a lot of foreigners, especially Americans. So going to the grocery store was always a culture shock experience of long lines, bagging your own groceries, cashiers shouting for change, and barely contained chaos. The people in line and in the store are just barely hanging on to their sanity to get through the experience.
"I only wanted to buy some bread and cheese! Why?! Why is it like this?"
In my new grocery store, it's exactly the same: long lines, bagging my own groceries, cashiers shouting (for change, for greetings, for someone to switch her/him out), and Wild West chaos. But the people are different.
"Hey. I'm behind you. Ok?" I'm now in charge of holding this guy's place.
"I'm back in one second." Now the lady in front of me is off because she forgot something.
"Oh, where did you find that? I should get some too. I'm back in one second."
We're all in it together and no one is upset about anything.
Walking around my neighborhood, I see that it is a place where people actually live. They try to beautify their porches. They grow flowers and herbs. They vigorously clean every Friday. They make the best of what they have. Children play in the many parks. It's a place where people know their neighbors – if not by name, then by sight.
Here's a newly rejuvenated park that I found in my wanderings. It was early-ish, so no people around yet.
Every street has a story
April 13, 2018 April 14, 2018 / IlanaB / 1 Comment
Like neighborhoods around the world, Jerusalem neighborhoods have thematic street names. Some are nice; some lead you to question the sanity of whoever made the choices – I'm looking at you Gallows Martyrs Street and Valley of Ghosts.
My first Jerusalem neighborhood had street names like Shimoni and Tchernichovsky, two poets. My most recent neighborhood included names like Washington, Lincoln, Hess, and Zamenhof (two US presidents, a founder of labor Zionism, and the inventor of Esperanto). Now I have gone deep into Jewish history with Rabban Yochanan ben Zakai, Yossi ben Yoezer, Ben Baba (or Bava), and Eliezer haGadol.
The main thoroughfare is Rabban Yochanan ben Zakai, the person most responsible for Judaism as it is practiced today. In the year 68 CE, the Romans had laid siege to Jerusalem and it is said that Yochanan ben Zakai was smuggled out of the city in a coffin by his students. He was taken to General Vespasian and he struck a deal. Saying that he had a vision of Vespasian becoming emperor, he asked for Yavneh to be set aside as a place for Jewish learning if his vision should come to pass. Vespasian became emperor and kept his promise. Thus, the center of Judaism moved away from the Temple in Jerusalem and made possible a diasporic existence of Jewish tradition and learning.
The other streets in the neighborhood are named after sages who wrote foundational texts of Judaism. Yossi ben Yoezer is from the Maccabean period (167–37 BCE). A famous saying of his: "Let thy house be a meeting-place for the wise; powder thyself in the dust of their feet, and drink their words with eagerness." Ben Baba was a second century (CE) scholar who, surprisingly, made it easier for widows to remarry by lowering the bar for proof of a husband's death. Eliezer haGadol (the Great) was a student of Yochanan ben Zakai, and one of the best known second century scholars. He was what today might be called a "strict constructionist" in terms of his interpretations of the Jewish law. He was excommunicated from the Sanhedrin, he was charged with heresy by Rome, and yet he is still one of the most mentioned sages in the Mishna.
Katamon and its surroundings, 1947. By The National Library of Israel, edited by Bolter21. – The Eran Laor Cartographic Collection, National Library of Israel, Public Domain, https://commons.wikimedia.org/w/index.php?curid=56402776
Moving forward in history, the neighborhood of Mekor Haim (Source of Life) was named after Haim Cohen who donated a lot of money to buy land in Jerusalem. The neighborhood started in 1926 as a tiny isolated village and by 1931, 202 people lived there in 41 houses. The area suffered from Arab sniping during the 1948 War, and there were some fierce battles there as well. After the 1967 War, the Talpiot industrial area was built and Mekor Haim was no longer so isolated.
Southern neighborhoods of Jerusalem
As Jerusalem grew, Mekor Haim became limited to just the main street of Mekor Haim and its side streets. To accommodate the Jews from the Old City who were expelled in 1948 and eventually Jews from Arab countries who were expelled from their homelands in the 1950s, Israel built up the neighborhood in what are called by the municipality Gonen 1-9 (in Hebrew letters). Everyone else knows the neighborhood as Katamonim (the plural of Katamon).
Katamon was built around the Greek Orthodox Church of St. Simeon of Katamonas (1881, with evidence of a structure from 1524, today the San Simon Monastery). It had been a Christian Arab neighborhood until 1948. Gonen means defender and the 1949 Armistice line winds along the southern borders of Katamonim.
The vibe of this neighborhood is quite different from my previous neighborhoods, but those stories will have to wait until next week.
(This week was Yom HaShoah – Holocaust Remembrance Day. You can read what I wrote last year about Yom HaShoah here.)


text:
'''
Created on Oct 1, 2015

@author: kashefy
'''
import os
import sys
from nose.tools import assert_equal, assert_greater, assert_true, \
    assert_list_equal, assert_false, assert_raises, \
    assert_is_instance, assert_is_not_none, assert_is_none
import numpy as np
from eval_utils import Phase
from learning_curve import LearningCurve
from learning_curve import LearningCurveFromPath

CURRENT_MODULE_PATH = os.path.abspath(sys.modules[__name__].__file__)
ROOT_PKG_PATH = os.path.dirname(CURRENT_MODULE_PATH)
TEST_DATA_DIRNAME = 'test_data'
TEST_LOG_FILENAME = 'caffe.hostname.username.log.INFO.20150917-163712.31405'

class TestLearningCurve:

    @classmethod
    def setup_class(self):

        self.fpath = os.path.join(os.path.dirname(ROOT_PKG_PATH),
                                  TEST_DATA_DIRNAME,
                                  TEST_LOG_FILENAME)
        assert_true(os.path.isfile(self.fpath),
                    "Cannot test without log file.")

    def test_keys_parsed(self):

        lc = LearningCurve(self.fpath)
        train_keys, test_keys = lc.parse()
        assert_list_equal(train_keys, ['NumIters', 'Seconds', 'LearningRate', 'loss'])
        assert_list_equal(test_keys, ['NumIters', 'Seconds', 'LearningRate', 'accuracy', 'loss'])

    def test_list(self):

        lc = LearningCurve(self.fpath)
        lc.parse()
        x = lc.list('NumIters')
        assert_greater(x.size, 0)
        loss = lc.list('loss')
        assert_equal(x.shape, loss.shape)
        acc = lc.list('accuracy')
        assert_equal(x.shape, acc.shape)

    def test_list_num_iters(self):

        lc = LearningCurve(self.fpath)
        lc.parse()
        x = lc.list('NumIters')
        dx = np.diff(x)
        assert_true(np.all(dx > 0))

    def test_list_loss_acc(self):

        lc = LearningCurve(self.fpath)
        lc.parse()
        loss = lc.list('loss')
        acc = lc.list('accuracy')
        assert_equal(loss.shape, acc.shape)
        assert_false(np.all(loss == acc))

    def test_list_invalid_key(self):

        lc = LearningCurve(self.fpath)
        lc.parse()
        assert_raises(KeyError, lc.list, 'wrong-key', phase=Phase.TRAIN)
        assert_raises(KeyError, lc.list, 'wrong-key', phase=Phase.TEST)
        assert_raises(KeyError, lc.list, 'accuracy', phase=Phase.TRAIN)

    def test_name(self):

        lc = LearningCurve(self.fpath)
        assert_is_instance(lc.name(), str)
        assert_greater(len(lc.name()), 0, 'name is empty')

    def test_learning_curve_from_fpath(self):

        lc = LearningCurveFromPath(self.fpath)
        assert_is_not_none(lc)
        train_keys, test_keys = lc.parse()
        assert_list_equal(train_keys, ['NumIters', 'Seconds', 'LearningRate', 'loss'])
        assert_list_equal(test_keys, ['NumIters', 'Seconds', 'LearningRate', 'accuracy', 'loss'])

    def test_learning_curve_from_dir(self):

        lc = LearningCurveFromPath(os.path.split(self.fpath)[0])
        assert_is_not_none(lc)
        train_keys, test_keys = lc.parse()
        assert_list_equal(train_keys, ['NumIters', 'Seconds', 'LearningRate', 'loss'])
        assert_list_equal(test_keys, ['NumIters', 'Seconds', 'LearningRate', 'accuracy', 'loss'])

    def test_learning_curve_from_no_exist(self):

        assert_raises(IOError, LearningCurveFromPath, os.path.join('foo', 'bar'))

    def test_learning_curve_from_dir_empty(self):

        assert_is_none(LearningCurveFromPath(ROOT_PKG_PATH))

redpajama_set_name: RedPajamaGithub


Of course we all grew up with the words of our mother "eat your vegetables!" ringing in our ears.
For some of us that advice stuck and for some of us it didn't, but everyone agrees that vegetables are good for you. So how do you know what vegetables are best. Remember the cardinal rule for produce shopping: more colour equals more nutrients, generally. Examples include carrots and sweet potatoes, both bright orange and both great sources of vitamin A and potassium, or red, orange and yellow peppers, and strawberries, bright in colour and full of vitamin C.
So a good rule of thumb: if you fill your shopping trolley with a variety of differently coloured fresh produce, you'll be getting a nice variety of important nutrients as well.


Ralph Taylor, Founder of RTN, with his sons.
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text:
Detour routes during Warsaw Swing Bridge closure
HomeFindParkhill Rd. E. Detours
Peterborough, ON - The Warsaw Swing Bridge over the Trent-Severn Waterway on Parkhill Road East, between Armour Road and Television Road, is closed for Parks Canada's replacement of the bridge from October 5, 2020 until spring 2021. Access for local residents and businesses on Parkhill Road will remain open.
Signs are posted for detour routes to assist motorists with navigating to alternative crossing points over the Trent-Severn Waterway canal during the closure.
There are two signed detour routes. The main detour route for eastbound traffic and all trucks follows University Road, Nassau Mills Road, and Armour Road. A secondary detour route for Westbound traffic follows Television Road, Lansdowne Street, and Ashburnham Drive.
Residents and visitors are encouraged to follow signed detour routes.
The City appreciates that major infrastructure work, such as the replacement of a bridge, can cause disruptions and inconveniences for residents and businesses. While these investments are needed to maintain infrastructure, the City considers various scenarios to minimize that disruption, when possible.
Parks Canada's replacement of the Parkhill Road East bridge over the Trent-Severn Waterway is an important investment in a major transportation route. The bridge handles traffic volumes of about 10,000 vehicles a day. The temporary closure of the route during the bridge replacement means that traffic needs to be re-routed.
As part of the detours, only local traffic is permitted on MacFarlane Avenue, Old Norwood Road and Maniece Avenue between Television Road and Ashburnham Drive.
The reasoning for limiting traffic on the three streets noted above is:
The streets are not designed to handle the volume of traffic that is experienced on Parkhill Road East. Putting that volume of traffic along those stretches of streets would create safety concerns, including at intersections where turning movements with that volume of traffic could create an unsafe situation.
Turning movements on Television Road at the intersection for these streets, if they were used as detour routes, would lead to backed up traffic on Television Road and create dangerous situations for motorists based on the volume of traffic experienced on Television Road.
Detour traffic using those three streets would likely funnel to the one-lane crossings at McFarlane Street and the Lift Lock tunnel, backing up traffic and creating an unsafe situation at those one-lane crossings.
There is a school zone on McFarlane Street, where some of the traffic would be funneled to if the detours included the one-lane McFarlane Street bridge.
There are three alternative two-lane crossings that can accommodate the increased traffic that are within about five kilometres of the temporarily closed bridge – Nassau Mills Road, Maria Street, and Lansdowne Street.
The City appreciates that the detours create an inconvenience for some residents as they need to go to an alternative crossing point; however, detour routes were decided after reviewing the affected traffic flows, the integrity of the infrastructure, and safety considerations.
The City will continue to monitor operations on the area road network and on Lansdowne Street during the detour to facilitate traffic flows.
Average travel times to follow the posted detour routes starting from Parkhill Road at Television Road to Parkhill Road at Armour Road is 10 minutes to 15 minutes during peak times.
Signage has been posted to direct traffic to detour routes and to make motorists aware that Maniece Avenue, Old Norwood Road and MacFarlane Avenue between Television Road and Ashburnham Drive are only open to local traffic. After initial education efforts by police to inform motorists that the streets aren't open to through traffic, enforcement has happened under the failure to obey a posted regulatory sign.
The City has explored various alternatives to mitigate concerns related to safety and infrastructure, including ideas offered by residents.
Options considered
Having police officers direct traffic at the intersections to the side roads during peak periods each day
On-duty police officers would not be available for this work. Any police assistance would be through paid, off-duty officers. For this type of off-duty, overtime work, Peterborough Police Service wouldn't be able to guarantee availability for each day for the eight-month duration of the disruption.
The cost for traffic control at the three intersections on Television Road in the morning and afternoon over the duration of the disruption, Monday to Friday, is estimated to be about $250,000 to $300,000.
Additionally, there is the potential for increased collision/safety issues if officers are asked to stop traffic on Television Road at an intersection that is not signalized to allow cars to turn onto Maniece Avenue.
Enforcing reckless driving and vehicle operation (e.g. parking on sidewalks, parking in crosswalks, parking in no stopping) in school zone
It can help while enforcement is present, but behaviour typically returns as soon as enforcement gone.
Enforcing speeding instead of shutting down the roads
Speed is only one of several concerns related to the opening up of these roads to through traffic. With over 10,000 vehicles a day that typically use Parkhill Road opening Old Norwood Road, Maniece Avenue and/or MacFarlane Avenue to through traffic would encourage a large number of these vehicles to use these roads (instead of the posted detour route) resulting in a number of operational and safety concerns.
Installing temporary traffic signals at affected intersections
Temporary traffic signals cost about $150,000 to procure and install at each intersection. It would take about three months to design, order and install the temporary equipment.
Lowering speed limit in school zone permanently
Speed limit is already lowered during school time when risk is most apparent.
Lowering speed limit in school zone during school-in/out times with flashing lights
This is already in place - 40km/h with flashing lights.
Opening some or all the streets that are closed to through traffic
Beyond the concern about the capacity of the individual streets to handle that volume of traffic, the opening or partial opening of the streets would increase traffic flows on the McFarlane Street single-lane bridge and the single-lane Lift Lock tunnel on Hunter Street. The ability of these single-lane crossings to accommodate increased traffic may become an issue moving forward.
Installing all-way stops on Television Road at the affected intersections
With the volume of traffic on Television Road, all-way stops would lead to extensive traffic backup/lines on this heavily used corridor.
Traffic Calming measures on McFarlane Street in the school zone, such as artificially narrowing the street to reduce speed
Parked vehicles during pick up and drop off already narrow available space to some extent Implementing further physical measures would restrict access to shoulders for drop off / pick up – forcing this activity into the neighbourhoods – this was a concern during Armour Road closures.
Installing a temporary bridge
This idea has been reviewed with Parks Canada. The time needed to install a temporary bridge would be as long as installation of the new permanent bridge being installed by Parks Canada.
Any bridge, temporary or permanent, is an engineered structure that would require design in relation to the site and rating for traffic volumes with approval from all the regulatory authorities to ensure the safety of the structure.
Calling the military to install a temporary bridge used during emergency situations has not been pursued as there are three alternative crossings (Nassau Mills Road, Maria Street, Lansdowne Street) within about 5 kilometres of the temporarily closed bridge.
Additional efforts to deal with increase in heavy vehicle traffic on alternative routes
Additional signs have been installed to advise trucks of restrictions on McFarlane Street bridge. The road closures provide an additional level of protection of the infrastructure and local community. Out of town drivers typically do not know the road network and rely on GPS – which guides them into this area. Advisory signage about the closure and posted detour routes are in place on Highway 115 and Highway 7, County Road 4, Television Road, Parkhill Road, and Water Street north of Nassau Mills Road to intercept vehicles that would typically use Parkhill Road. Trucks are advised to use D-1 detour route, which takes them north to Nassau Mills Road to cross the canal.
Parks Canada has asked anyone with questions about any Trent-Severn Waterway construction project to send an email to Ont.TrentSevern@pc.gc.ca and include the project name in the subject heading. Parks Canada can provide information on the bridge replacement and the Parkhill Road closure. For questions about the closure of MacFarlane Avenue, Old Norwood Road and Maniece Avenue to through traffic, please contact the City of Peterborough.
Information on the Warsaw Swing Bridge replacement can be found at www.pc.gc.ca/TSWinfrastructure.
Why is Parkhill Road closed at the Trent-Severn Waterway?
Parks Canada is installing a new bridge over the Trent-Severn Waterway canal. City staff have been working with Parks Canada on this project but cannot influence the timing of the closures nor the scope of work for the project. Staff have worked with Parks Canada to develop a Traffic Management Plan considering a number of, sometimes competing, factors.
How is traffic being handled through the closure period?
There are over 10,000 vehicles per day that typically use Parkhill Road, many of them heavy trucks. Two formal detour routes have been installed to accommodate the detoured traffic, one to the north via Nassau Mills Road/Armour Road and one to the south via Television Road / Lansdowne Street.
Why are MacFarlane Avenue, Old Norwood Road and Maniece Avenue (between Television Road and Ashburnham Drive) closed to through traffic?
Local traffic and emergency vehicles can continue to access properties along these roads, but through traffic isn't permitted.
As part of the traffic management plan, MacFarlane Avenue, Old Norwood Road and Maniece Avenue (between Television Road and Ashburnham Drive) have been closed to through traffic, at the recommendation of City staff.
Staff reviewed a number of factors related to Parks Canada's traffic control and detour route proposal in recommending the closures:
Local concerns over the potential for increased volumes and cut-through traffic on Old Norwood Road and Maniece Avenue (safety and congestion)
The traffic cutting through on Old Norwood Road and MacFarlane Avenue are using the single lane McFarlane Street bridge or the Lift Lock tunnel to get to and from Armour Road. If too much traffic is allowed on either of these roads it will cause the single lane yield operations to fail - increasing congestion and the potential for accidents.
These roads were not designed to accommodate high-volume traffic, and in particular truck traffic.
There is a school on McFarlane Street and a school crossing. Higher volumes and the potential for higher speeds was a concern.
There is added construction traffic on Hunter Street associated with the new East City school.
The City will continue to monitor operations on the area road network.
For additional details, members of the media are invited to contact the undersigned:
Brendan Wedley, Manager of Communication Services
City of Peterborough
705-742-77777 ext. 1636


text:
watch hells kitchen season 18 episode 12
The blue team needs a strong service following recent events. Hells Kitchen Wiki is a FANDOM TV Community. We go behind the scenes at some of Britain's most iconic food factories.
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text:
Q: How do I extract numbers from a string into multiple variables? I'm trying to extract this string into numbers based on there location. Heres my code.
string="The time is 12:30"
time = re.findall(
        "[0-9]?[0-9]?:[0-9][0-9]", string)
if time != []:
        T=time[0]
        Min=int(T[0:2])
        Sec=int(T[3:5])

The problem with my current code is that it needs to be flexible. For example a user may enter ":30". Then my code doesn't work at all.
I really need a way to extract the numbers before the ":" if there are any and then the numbers after.
Edit: I already have the number I need to separate with the time function. I need to turn that string into two ints.
Example: 2:40 is the number. I want Min=2 and Sec=40. But Min can be anything from 1-60, use the string like a list doesn't work

A: Split the result string on the colon (:) character rather than using hard coded indicies
>>> m, s = time[0].split(':')
>>> Min = int(m) if m != '' else 0
>>> Sec = int(s)

Note you can't convert an empty string '' to an integer, so the minutes conversion checks for that case and sets Min to 0.
EDIT
You can also match groups within a regular expression using parenthesis (note \d is a shortcut for "digit"):
>>> match = re.search("(\d?\d?):(\d\d)", "12:30")
>>> match.groups()
('12', '30')
>>> match = re.search("(\d?\d?):(\d\d)", ":30")
>>> match.groups()
('', '30')
>>> match = re.search("(\d?\d?):(\d\d)", "no time here... 1234")
>>> print(match)
None

A: Sounds like what you want to do is:
string="The time is 12:30"
time = re.findall("[0-9]?[0-9]?:[0-9][0-9]", string)
minutes, secs = time[0].strip().split(':')
print minutes, secs

redpajama_set_name: RedPajamaStackExchange