Not all National Historic Landmarks are presidential homes, historic districts, and Civil War battlefields. Here are a few of the more unlikely ones that define America.
Of the 90,000-some sites on the National Register of Historic Places, a list determined by the Department of the Interior's National Park Service, only about 2,500 are deemed to have enough historical and cultural significance to be recognized as National Historic Landmarks. Churches, forts, historic homes, banks, bridges, and even boats are a dime a dozen. Lesser known, however, are the mining sites, landfills, and zany statues. Here are a few of the more unlikely sites that have had an impact on our culture and influenced who we are as Americans.
Several thousands of years before North Dakota's oil mines triggered a Gold Rush-style blitz of industry, the Plains Indians in the area were mining flint, a resource so valuable to them that archaeologists insist that you can't talk about the native culture without mentioning it. They mined over 150,000 pounds of the stuff to make arrowheads and other tools. One of the biggest quarries, the Lynch Quarry site, which spans over 690 acres, has, thanks to the efforts of local landowners, staved off development and infiltration by coal companies. It's remained intact to the point that the anvils used to sharpen arrows and such are still there. Arguably the nation's most overlooked natural resource, it became a landmark in 2012.
For the most part, we take garbage pickup for granted these days: You put it out on your curb and it disappears. But regional sanitation systems are part of a tremendous, complex industry, and it's come a long, long way as cities have expanded and developed. The Fresno Municipal Sanitary Landfill is ground zero for innovation in the sanitation industry. The creators of the landfill, which operated from 1935 to 1989, at which point it spanned 145 acres, are known for pioneering trenching, compacting, and daily burial techniques to tamp down on rodent issues and other problems. Urban problem-solving at its finest.
Dumbo notwithstanding, Lucy, located five miles from Atlantic City, is easily the most famous elephant in the United States. The six-story, nine-ton quadruped, originally made of wood and tin sheeting (she was buttressed with steel in 1970), has appeared in movies, television dramas, comic strips, various History Channel and Travel Channel specials, Mr. Roger's Neighborhood, and more. She's been a restaurant, offices, and a tavern. And as a testament to her endurance, she was virtually unscathed during Hurricane Sandy. Tourists visit her to climb the spiral staircase inside her to a hodwah on her back that delivers 360-degree views of the Jersey Shore. The National Park Service, which declared her a landmark in 1976, notes her as being a prime example of novelty architecture, an oversize structure designed in an unorthodox shape.
In 2005, when Howard High School in Wilmington, Delaware, became a National Historic Landmark, then state senator Joe Biden said in a statement, "The selection of Howard High School as a historic landmark is fitting because it encompasses both the struggles of our past and the promise of our future. Our hope is that this recognition will serve as a very visible and powerful reminder of just how far we have come and how much further we must still go." The school played a critical role in the landmark 1954 U.S. Supreme Court decision in Brown v. Board of Education, which declared it unconstitutional to segregate public schools. (The Brown case was actually a combination of five cases, including one that contested black students be bused to Howard, a black school, when a white high school was closer to their home.) Students here learn history not just from the books, but from their everyday surrounds.
Really? A flagpole? Rest assured, it's not just any old flagpole. The flagpole that marks Castle Hill, which was later renamed Baranof Castle State Historic Site, is where, in 1867, the Russians relinquished Alaska to the United States and, soon after, where the 49-star American flag was raised to commemorate Alaska's new statehood for the first time. The pole is perched on a rock ridge that's nearly 60 feet in the air, a prime perch for observing Sitka's gorgeous and historic cityscape.
Idaho is one of the 11 states that Lewis and Clark crossed during their epic expedition from 1804 to 1806, so, accordingly, the landscape is dotted with an assortment of landmarks marking their path. But there is one among them that has nothing to do with that dynamic duo: Declared a landmark in 1965, you might say the Experimental Breeder Reactor No. 1 is where nuclear energy was born. The desert-situated decommissioned reactor was the world's first nuclear power plant to generate electricity when, in 1951, it illuminated four 200-watt bulbs. This relic of the past is commemorated as a harbinger of the atomic-energy-driven future.
Many buildings are declared landmarks because they're where a historical person lived or died, a monumental event happened, or a company set up its manufacturing operation. There are loads of landmark banks, courts, jails, hotels, and churches. But only the grand Greek Revival-style County Records Building in Charleston carried the superlative classification of most fire-protected building when it was built in 1829, making it oldest fire-resistant building in all the land today. The structure is solid masonry and stucco, with iron shutters on triple windows, which allowed for more light, which meant less need for candles. These and other architectural features made it so sound that it survived the 1886 earthquake. In recent decades, it housed the South Carolina Historical Society, which renovated the building and opened it as a museum last summer.
A.W. Tillinghast, who passed away in 1942, is the Frank Gehry of golf courses. He designed more than 265 of them throughout his prolific career, and the 36-hole golf course at Baltusrol Golf Club in Springfield, New Jersey, which was completed in 1918, is often seen as one of his greatest achievements. In 1919, Golf Illustrated wrote, "What they are planning at Baltusrol is on a vaster scale than anything that has ever been attempted in American Golf." It's since played host to numerous professional tournaments, including seven U.S. Opens and two PGA Championships.


Toyo-san's search is a metaphor for all the searches each of us does, to find answers to suffering, loneliness, pain, loss, emptiness and so on. His recognition that "I could collect no more" is precise. In the end, his answer did not require more knowledge about sound; it required more understanding of his own "self". Spiritual teachers throughout history have guided their students from their initial, external, answerable questions, to the one place where true answers abide. In this article we will model the work of teachers from the Hindu and Buddhist traditions, and of twentieth century teacher Jiddu Krishnamurti. This article is about finding that place where the "you" can collect no more: the place where you ask an unanswerable question. As NLP continues to demonstrate, attaining such states is not a mystic privilege of the few. It is freely available to us all. We will conclude with a specific NLP based process for experiencing Toyo-san's soundless sound.
Who Is The "You" That Wants To Change?
Krishnamurti describes the way that asking the unanswerable question actively alters the person's experience as they ask it. He says ""Actually, what are you? Have you ever asked it, and have you found an answer? Is there an answer? If there is an answer, it is not in terms of what you already know. But what you know is the past, and the past is time; and the time is not "you". The "you" is changing(?)�&. When I put that question to find out what I am, that "what I am" is always in the past. The "me" is always the past. I can only put the question and enquire into something static. And through the thing that is dead, that is static, the past, I have to find out what I am; and so fear never goes away. But fear goes away the moment I put that question and watch myself all the time, not direct my attention to the past but actually to what is taking place, which is "the me" that is alive." (Krishnamurti, 1962, p 36).
As you'll find out in following the Unanswerable Question process below, this simple question leads to a profound experience, once attention shifts from an "image" of the self remembered from the past, to a search for the self in the present "now". At first, one discovers that the internal representations of "self" that one has are only representations. The obvious "answers", like Toyo-san's first ideas for the sound of one hand clapping, are just covers for the fact that you do not know the answer. In fact, there can be no answer, if one asks the question in the present moment. At the moment this is understood, no representation arises in response to the question at all. There is total blankness, total silence, total stillness. As Toyo-san says, "I could collect no more." No struggle was needed to reach this moment. Maharshi explains "Instead of setting about saying there is a mind and I want to kill it, you begin to seek its source, and then you find it does not exist at all." (Osborne, ed, 1996, p 132). In that state, extraordinary change occurs. This is not a state of despair, of "giving up", all of which would imply the response of the same mechanism which has been collecting. It is a state of complete stillness.
At this stage, an observer may wonder what the person is supposed to "do" next to reach these "extraordinary experiences". But as Maharshi cautions about the ending of the self, "All that you need do is to find out its origin and stay there. Your effort can extend only so far. Then the beyond will take care of itself. You are helpless there. No effort can reach it." (Osborne, ed, 1996, p 139). Explaining why the "self" cannot think up some smart plan to solve things and find this "other" experience, Krishnamurti says simply (Jayakar, 1986) "Where you are, the other is not!"
Unanswerable Questions Break Free From Set "Attractors"
The most amusing thing about our normal "answerable" questions is that we so easily think they are evidence of our "freedom of thought". Krishnamurti contrasts the state of "choice" and the state of freedom. A person who is choosing is choosing between two things which they already know about, which they already have internal representations of. Freedom, on the other hand, occurs when something totally new occurs, something that is not within the field that the person operated in before. When a lion is kept in a cage, it paces back and forth from one end of the cage to the other. After a few years, the cage can be removed, and for some time the lion will still pace back and forth in its prescribed area. It has no doubt become very proud of its ability to choose which place it wants to be in. If you tried to reason with it, you might say "Don't choose between here and there! That's not freedom. You could be anywhere, but you limit yourself to such a small range. This "choice" is irrelevant. Simply move where you will." The lion would quite likely become very suspicious at such attempts to take away its "freedom of choice".
In the new science of non-linear systems (Chaos theory), choice would be described as the result of an "attractor". Chaos theory points out that most natural systems are exceedingly complex, and cannot be explained or even measured in any detail. But they none the less have certain basic predictabilities about them. For example, all snowflakes are different, but all of them have a "six-sided-ness". Six-sided-ness is an attractor for snowflakes. The shapes vary, but they never vary beyond the basic attractor. However, in certain extreme circumstances, a snowflake slips out of this attractor. It then becomes a raindrop, following a totally different set of rules. To take another example of an attractor, every oak tree is unique, but if you learn what the attractor is like (the "essence" or genetic mark of an oak tree) you can recognise that they are all oaks. Another example is that, in terms of the earth's climate, there are two known attractors. One is what we have now; a balance that supports life, even when we pour greenhouse gasses into the atmosphere for a century. Though the weather varies unpredictably from year to year, it none-the-less stays within certain limits. The other known possible attractor for the Earth's system would be where the seas freeze, and the land is covered in ice. That too would be a stable attractor. Scientists do not know why the current climatic attractor is holding out; the other state, called the White Earth Equilibrium, is mathematically just as likely (Gleick, 1987, p 170).
Spiritual teachers have sought to bring their students to a change which is so fundamental that it breaks out of the attractor of the self. Answerable questions cannot do that. They ask only within the presupposed limits of selfhood. When the questioner above asked Krishnamurti "Can "I" ever empty this storehouse of impressions?" he asked a question which presupposed the continued existence of the self. In fact, the more the questioner tried to empty the storehouse, the more the storehouse (through it's agent; his own "self") would remain full. The more "he" acts, the more life stays the same. Krishnamurti recommended he ask first "Who is the "I" that wants this emptied?", and then "Can this storehouse of impressions empty itself?". These, as he notes, are questions which the "self" cannot answer. That is why they are worth asking. When the questioner is still, then the other comes into being.
From the perspective of that stillness, that silence which comes when the unanswerable question is finally heard, our old problems seem rather insignificant. They look like an illusory cage that we once paced around in. Once you understand this, you will want to return to that silent place more frequently to experience that freedom. This practice is known in the East as meditation. This is simply another way to describe the same place which we reach by the Ascending States process (Bolstad, 1998, p 17).
And with this love, with this vast energy and creativity, we turn to look once more at the things in our life that were once "problems" for which we sought solutions. And find that these "problems" are no more. "If you seek, then the search becomes a problem... If you are alive, really alive every minute, then it does not become a problem; but there is a constant regard, a constant look, which is the response, not of memory but of something much more, much wider, deeper." (Krishnamurti, 1962, p 161) This is comparable to the process in Core Transformation‒2 which Connirae Andreas calls "Reversing the Outcome Chain" (Andreas and Andreas, 1994, p 37).
Modelled as an NLP process, then, the Unanswerable Question solves problems not simply by altering our perception of the problem, but by removing our "self" from the perceptual process. A script for the process follows. Here is an example of its use, with George, who sought help because of longstanding conflict with one of his children.
So George, think of yourself in that situation you want to change. What feelings do you have there?
I feel tense and worried when I'm with him. Kind of guilty and even confused. I can't work out what to do.
Now, you say you want to change that situation. Who is the you that wants to change that?
What do you mean? It's just me.
How do you see, hear or feel that "just you" you say you are there?
I see me tense and frowning like I do in when I'm with him.
As you think of that you, tense and frowning like you do when you're with him, who are you that is aware of that thought now?
Well, I'm sort of an observer; I'm a kind of compassionate observer.
How do you see, hear or feel that kind of compassionate observer you say you are there.
I see me smiling gently.
As you think of that you smiling gently in that way now, who are you, that's aware of that thought.
How do you see, hear or feel that stillness?
Space, like outer space, very still.
As you think of that outer space very still in that way now, who are you, that is aware of that thought?
How do you see hear or feel that life, that everything?
As you think of that universe, the stars in that way now, who are you, that is aware of that thought?
And just be aware as that question becomes unanswerable. Having found this state, just be aware; listening, seeing, feeling, tasting, smelling, with all the senses awake. [George nods] Staying in this state, be aware of the universe, the stars. Is it there? [nod] How does this original state change the universe, the stars?
Staying in this state, be aware of that outer space very still. Is it there? [nod] How does this state change that outer space, very still?
Staying in this state, be aware of that you smiling gently. Is it there?
So, staying in this state, be aware of that you tense and frowning. Is it there?
So how does being in this state change the process occurring in the situation which that first "you" wanted to change?
Well it feels like I have access to everything. I am everything.
And how does it change the way you feel there?
I feel immense calmness and love.
We have used this process with quite a large number of people, and most describe it as a dramatic experience. Some people say that when the question becomes unanswerable, they feel as if something exploded in their mind, or that they know what the Japanese meant by saying this process causes Satori (sudden enlightenment). The state that the person enters is quite variable, because (unlike, say, Core Transformation) the technique is not specifically designed to create a state change per se. It is designed to create a radical shift in perceptual position. Some people describe the state they then enter as calm and detached. Some describe it as euphoric and blissful. These are "individual" responses to the central perceptual shift. So far everyone who gets this perceptual shift has then reported that their "problem" was solved. Most find themselves unable to access their previous problem state at all.
We have found it useful to explain to the person that the question will, at some point, become unanswerable. This gives less surprise to that moment, but the shift is the same. Without explanation, some people become a little unnerved at the point where they discover that there is no "them" observing.
It was Mokurai-sensei who set Toyo-san his unanswerable question. In the west, it is common for us to have a sense of awe of such people. Mokurai-sensei, however, enjoyed the company of carpenters, merchants, newspapermen and poor workers as much as the company of the monks at Kennin temple. There was one particular maker of tubs who used to come frequently to talk with Mokurai-sensei. Almost illiterate, he would ask Mokurai-sensei the most simple questions, have a cup of tea, and go. One day, he was there when Mokurai-sensei had an appointment with one of his student monks. The master asked the tub-maker to please wait outside while he talked with his student.


text:
Q: Resizing of text size when text changes to fit in the control I am trying to write a method that would resize the text font size so that the text is properly and completely visible in control.
The method which i tried for this is a follows,
public static void FitControlFont(Control control)
        {
            if (control.Text.Length == 0)
            {
                return;
            }

            Font currentFont = control.Font;
            Graphics graphics = control.CreateGraphics();
            SizeF newSize = graphics.MeasureString(control.Text, control.Font);
            graphics.Dispose();

            float factorX = control.Width / newSize.Width;
            float factorY = control.Height / newSize.Height;
            float factor = factorX > factorY ? factorY : factorX;
            if (control.InvokeRequired)
            {
                control.Invoke(new MethodInvoker(delegate { control.Font = new Font(currentFont.Name, currentFont.SizeInPoints * factor); }));
            }
            else
            {
                control.Font = new Font(currentFont.Name, currentFont.SizeInPoints * factor);
            }
        }

The above method works very well but,
My question though here is that how can i use text as multiline?
I get the text in single line(because of which the text appears very small).
I am using label and button as my controls used in the forms whose text font need to be re sized when text changes.

A: This method will do the job. It may look a bit more complex as it has to work in two ways: either increase the text size if the initial text is too small or decrease it if it's too big initially.
If the text is too small, it will be increased until it cannot fit vertically (as horizontally it will break into lines itself).
If the text is too big, it will be decreased until it can fit into the control's rectangle.
The control has to be multiline.
You can control the size change by changing the value of step variable.
public static void FitControlFont(Control control)
{
    if (control.Text.Length == 0)
    {
        return;
    }

    Graphics graphics = control.CreateGraphics();
    Font newFont = (Font)control.Font.Clone();
    bool sizeFound = false; // to test if we already found the right size
    bool initiallyToSmall = false; // is the initial text to small (we will increase the font size) or too big (decrease the font size)
    float step = 1F; // increase/decrease step
    SizeF newSize = graphics.MeasureString(control.Text, newFont, new SizeF(control.Width, control.Height));
    if (newSize.Width <= control.Width && newSize.Height <= control.Height)
        initiallyToSmall = true;

    do
    {
        newSize = graphics.MeasureString(control.Text, newFont, new SizeF(control.Width, control.Height * 2));
        if (initiallyToSmall)
        {
            if (newSize.Height > control.Height)
            {
                newFont = new Font(control.Font.Name, newFont.SizeInPoints - step); // get previous size
                sizeFound = true;
            }
            else
                newFont = new Font(control.Font.Name, newFont.SizeInPoints + step);
        }
        else
        {
            if (newSize.Width <= control.Width && newSize.Height <= control.Height)
                sizeFound = true;
            else
                newFont = new Font(control.Font.Name, newFont.SizeInPoints - step);
        }

    } while (!sizeFound && newFont.SizeInPoints > 1 && newFont.SizeInPoints < 100);

    graphics.Dispose();

    if (control.InvokeRequired)
    {
        control.Invoke(new MethodInvoker(delegate { control.Font = newFont; }));
    }
    else
    {
        control.Font = newFont;
    }
}

redpajama_set_name: RedPajamaStackExchange


text:
Making the Grade 2021
This report was updated on January 3, 2022 to correct a computing error on the funding level measure.
Tools for Advocates
Making the Grade 2021 paints a bleak picture of the condition of public education finance systems across the nation. There are vast gaps in overall levels of school funding among states. Far too many states, primarily across the South and West, have funding levels that are thousands of dollars per pupil below the national average. And most states do not provide higher levels of funding to deliver the extra resources necessary to educate students from low-income families and students in high-poverty schools and districts. Importantly, many states simply refuse to make the fiscal effort required to adequately fund PK-12 education relative to their economic capacity. A handful of states – Florida, Louisiana, Nevada, and Tennessee – perform poorly across the board.
Millions of the nation's students are consigned to schools lacking in the resources essential to afford them a meaningful opportunity for success in school. The need for school finance reform remains urgent and long overdue. The obligation to undertake these reforms rests squarely on state governors and legislators. By law, they control virtually all of the funding available to educate students at the local district level.
The last year has seen not only inaction, but also downright hostility, to school funding reform from elected officials in states across the country. In Arizona, Governor Doug Ducey continues to oppose a voter-approved ballot initiative that would generate $800 million for public education by raising taxes on top earners.[1] Legislators in Nevada have been dragging their feet in enacting a new school funding formula, despite more than a decade of research and advocacy pushing for a complete overhaul of their antiquated system.[2] Illinois lawmakers continue to provide only the bare minimum in annual formula increases. At this pace, vulnerable Illinois students will have to wait four decades for their schools to reach full and adequate funding.[3] The greatest obstacle to achieving equitable and adequate school funding continues to be the lack of political will in statehouses around the country to increase the level of investment in public education, made more compelling by the ever-mounting evidence that money matters.[4]
The stubborn resistance of many state governors and legislators to invest in the education of public school students begs the question: is it time for Congress to play a more active role in ensuring education equity and justice, especially for students in the nation's high poverty, racially isolated districts and schools? Historically, the federal government has played a limited, but important, role in the effort to improve opportunities and outcomes for students, especially those from low-income households and students with disabilities. Federal funding through Title I, enacted as part of President Lyndon Johnson's War on Poverty, distributes funding to schools and districts serving large percentages of students from low-income families. However, Title I represents less than 2% of the $764 billion spent on public education in the United States. Current dollars from Title I and other recurring federal sources are simply too small to improve the overall funding of public education in the states.
Furthermore, Congress provides federal education funding to all states without regard to whether their finance system is equitable and adequate, or whether the state is making the fiscal effort to invest in public education relative to its economic capacity. The allocation of federal aid to the states has the unintended consequence of facilitating and perpetuating patterns of under-funding and disinvestment in the education of our nation's children. These federal dollars can, and must, be used as leverage to prod and push the states to enact transformative reforms in their finance systems.
Citing the deplorable conditions of public school finance documented in Making the Grade, President Joe Biden's proposed fiscal year 2022 federal budget includes elements that could serve as a first step in long overdue reforms of the federal role in state school finance. The President is proposing a dramatic increase in Title I that would more than double the funds targeted to low-income students.[5] To do this, the administration is proposing $20 billion in new Title I Equity Grants to "address long-standing funding disparities between under-resourced school districts and their wealthier counterparts."[6] These grants are premised on the undeniable fact that, in far too many states, federal funding "compensates for, rather than supplements an inequitable and inadequate base of State and local funds."[7] These grants would require states to collect detailed data on the allocation of state and local funds to districts and schools, set goals and targets for closing funding gaps, and demonstrate progress towards improving equity and adequacy to be eligible for additional funding.
The state-by-state analysis in Making the Grade 2021 provides compelling justification for Congress to increase federal Title I funds to incentivize reform of state finance systems. The alarming inequities in many of those systems make clear that an increase in federal funds must go hand-in-hand with a commitment by state policymakers to undertake meaningful school funding reforms and boost investment in public education.
As documented in ELC's report, From Courthouse to Statehouse – and Back Again, Kansas, New Jersey, Massachusetts, and Washington harnessed the power of litigation, legislation and advocacy to implement successful school funding reforms. These experiences provide important lessons for advocates seeking meaningful changes in how their schools are funded. The report notes that successful campaigns are multi-faceted and directed squarely at the elected members of state government; use strong and consistent messaging; and require long-term, sustained investment to maintain pressure and see reforms through.
More recently, California overhauled its school funding system by investing $18 billion in new state funds targeted to students who had been historically deprived of adequate resources. After decades of disinvestment, California had become one of the worst funded states in the country. Despite successful litigation challenging disparities in school funding, reactionary policies that limited property tax increases pushed the burden for funding to the state, but the state was not investing nearly enough. In addition, the way the money was distributed was overly complicated, overly restricted, and not well targeted to student needs. Districts had to deal with dozens of categorical grants that left them little power to decide how to spend funds.
In 2013, after years of research and negotiations, the Local Control Funding Formula (LCFF), a weighted student formula, was put in place. The new formula required about $18 billion in additional state funds, phased in over eight years. But the formula was fully funded ahead of schedule as a result of California's strong economy. Between 2013 and 2019, California's funding level rank rose from 41st in the nation to 32nd, and its funding distribution rank went from a flat 21st to 8th most progressive.
The LCFF ties district funding to student characteristics, with more funding for low-income students, English learners, and homeless and foster students. While districts have flexibility in how money is spent, they are required to spend certain funds on services for high-need students. Districts must implement local accountability plans that include community input and show how they will use formula funding to achieve local goals.
Researchers studied the early impact of state funding increases in California and found that, even in the first years of implementation, there were significant effects on student achievement. For every $1,000 increase in per pupil funding from the state, graduation rates increased by about 5 percentage points overall, and about 6 points for poor students. Improvements in graduation rates for Black students were slightly higher than for white students. The researchers also found significant improvements in math and reading, with students from low-income families seeing improvements in language arts scores that were more than double those of their more well-off peers.[8]
California's road to school funding reform provides many lessons, including the need for diverse stakeholder engagement and a strong advocacy network.
In March 2020, when the COVID-19 pandemic hit the United States, a national spotlight was placed on the challenges facing America's public education systems in the 50 states and the District of Columbia. School funding inequities became even more pronounced when the pandemic led to school closures, remote learning and an abundance of additional resource requirements to open and operate schools that could meet health and safety guidelines. Some of these challenges were novel: How could schools meet technology demands and provide virtual instruction for all students? Could schools obtain adequate cleaning supplies and personal protective equipment to keep students and staff safe? Other challenges were longstanding, though exacerbated by the pandemic: Were classrooms overcrowded? Were school facilities and ventilation systems safe? Did schools have enough nurses, social workers, and counselors to attend to students' physical and social and emotional wellbeing?
To assist school districts across the country with the financial challenges of operating and reopening schools in the middle of a pandemic, Congress authorized an unprecedented $207 billion in Elementary and Secondary School Emergency Relief (ESSER) Funds.[9]
ESSER funds were allocated using the Title I formula so that the money is targeted towards districts with higher poverty rates. And while these funds are one-time and non-recurring, some school districts are using the revenue to implement research-based interventions to address achievement gaps and improve learning with the hope that either state or federal support will continue beyond the current commitment. Such support is required to avoid a repeat of the fiscal cliff states faced after the federal funds used to prop up state education budgets during the 2008 Great Recession were depleted.[10][11]
The federal ESSER funds can be viewed as a "test-run" for increased federal support for schools. Policy experts have outlined the many ways that states and districts can use these federal dollars strategically to support critical investments, such as expanded learning time, early childhood education, community schools, and supporting the educator pipeline.[12] It is imperative that states and districts use this opportunity to document the successful expansion and implementation of new programs to accelerate learning and close achievement gaps that may have widened during the pandemic.
How Fair is School Funding in Your State?
Making the Grade analyzes the condition of public school funding in all 50 states and the District of Columbia. Using the most recently available data from the 2018-19 school year, the report ranks and grades each state on three measures to answer the key question: How fair is school funding in your state?
The three fairness measure are:
Funding Level – cost-adjusted, per-pupil revenue from state and local sources (Fig. 1);
Funding Distribution – the extent to which additional funds are distributed to school districts with high levels of student poverty (Fig. 2);[13]
Funding Effort – funding allocated to support PK-12 public education as a percentage of the state's
economic activity (GDP) (Fig. 3).
The state rankings and grades on these measures provide crucial data to inform advocates, policymakers, business and community leaders, teachers, parents and students about the equity and adequacy of public school funding in their state. Making the Grade is designed to assist state residents working to improve the level and distribution of funding for public school students.
What is Fair School Funding?
We define fair school funding as the funding needed in each state to provide qualified teachers, support staff, programs, services, and other resources essential for all students to have a meaningful opportunity to achieve a state's academic standards and graduate from high school prepared for citizenship, postsecondary education and the workforce. A fair funding system is the basic foundational building block for high-performing, effective, PK-12 public school systems. Fair funding has two basic components: a sufficient level of funding for all students and increased funding for high-poverty districts to address the additional cost of educating students in those districts. These two components are dependent on a third: the effort made by state legislatures to provide sufficient revenue to support the public school system.
Why the States?
Unlike other countries, the U.S. has no national education system. Instead, states, under their respective constitutions, have the legal obligation to support and maintain systems of free public schools for all resident children. This means that the state, and not local districts, is the unit of government in the U.S. legally responsible for operating the nation's public school systems and providing the funding necessary to support and maintain those systems.
All states fund their schools through a statewide method or formula enacted by the state legislature. These school funding formulas, or school finance systems, determine the amount of revenue school districts are permitted to raise from local property and other taxes and the amount of funding or aid the state is expected to contribute from state taxes. In annual or biannual state budgets, legislatures also determine the actual amount of funding districts will receive to operate their schools. Several states, including New Jersey, New York, and Illinois, fail to provide in their budgets the amount of state aid required by the state's own funding formula, a condition called formula underfunding.
State and local revenues account for, on average, approximately 92% of total funding for public education. The federal government, primarily through programs targeted for low-income students and students with disabilities, contributes the remaining 8%.[14]
Why Does Fair School Funding Matter?
A fair, equitable and adequate school funding formula is the basic building block of a well-resourced and academically successful school system for all students. A strong funding foundation is even more critical for low-income students, English learners, students with disabilities, and students facing homelessness, trauma and other challenges. These students, and the schools that serve them, need additional staff, programs and supports to put them on the same footing as their peers. Research on the need of vulnerable student populations for extra academic and academically related programs and services is compelling, as is growing evidence that increased investments in these students improves their achievement and other outcomes.[15]
This report utilizes national data sets to analyze the condition of school funding in the states.
Data Sources The U.S. Census Bureau's Annual Survey of School System Finances (2019), the U.S. Census Bureau's Small Area Income and Poverty Estimates (2019), and the U.S. Bureau of Economic Analysis' State Gross Domestic Product reports (2019).
Funding Level is determined by dividing state and local revenue by student enrollment. Federal revenue is not included, except for Impact Aid and American Indian education revenue, as they are intended to replace state and local funds. We also exclude revenue for capital outlay and debt service programs. These revenues tend to be uneven from year to year, and one-time or short-term investments may obscure more prevalent funding patterns. Finally, district-level payments to charter schools reported as expenditures are subtracted from the revenue total as these revenues are attributable to students not included in the enrollment count.[16] The resulting per-pupil funding levels are adjusted for regional differences using the National Center for Education Statistics' Comparable Wage Index for teachers.
Funding Distribution utilizes a modified version of the regression-based method developed by Bruce Baker and published in Is School Funding Fair? A National Report Card (eds 1-7) to model the pattern of funding relative to district poverty within each state.[17] The analysis essentially asks, once differences in costs related to district size and geography are accounted for, do states provide more or less funding to districts as the poverty rate increases? Using district-level revenue data (as defined above for funding level), the model predicts funding in a high-poverty (30% Census poverty) relative to a low-poverty (5% Census poverty) district. States that provide higher per-pupil funding levels to high-poverty districts are progressive; states that provide less to high-poverty districts are regressive; and states where there is no meaningful difference are flat.
Funding Effort is measured as total state and local revenue (including capital outlay and debt service, excluding all federal funds) divided by the state's gross domestic product (GDP). GDP is the value of all goods and services produced by each state's economy and is used here to represent the state's economic capacity to raise funds for schools.
Grades are assigned using the typical curve. A standardized score is calculated as the state's difference from the mean or average, expressed in standard deviations. Grades are as follows: A = 2/3 standard deviation above the mean; B = between 1/3 and 2/3 standard deviations above the mean; C = between 1/3 standard deviation below and 1/3 standard deviation above the mean; D = between 1/3 and 2/3 standard deviations below the mean; F = 2/3 standard deviation below the mean.
For more details on report methodology, see the Technical Appendix.
Funding Level
A state's funding level is measured by analyzing the combined state and local revenues provided through the state school finance formula, adjusted to account for regional variations in labor market costs.
A state's funding level grade is determined by ranking its position relative to other states the grade does not measure whether a state meets any particular threshold of funding level based on the actual cost of education resources necessary to achieve state or national academic standards.
Figure 1 shows the extreme divergence in school funding levels across states, even after adjusting for regional cost differences, with the top states providing upwards of 50% more and the bottom states providing 30% less than the national average funding level of $15,487 per-pupil. Figure 1a shows a clear geographic pattern, with states in the Northeast and Midwest generally having higher funding levels than those in the South and West.
Funding Distribution
The hallmark of a fair school funding system is that it delivers more funding to educate students in high-poverty districts. This means states providing equal or less funding to high-poverty districts are shortchanging the students most in need of additional resources for academic success. A central feature of fair school funding is providing higher levels of funding to districts serving large concentrations of students from households with incomes below the federal poverty line.
Figure 2 depicts funding distribution in each state as measured by the funding allocated to high-poverty districts relative to low-poverty districts.[18] States allocating more per-pupil funds to high-poverty districts have a "progressive" distribution system, resulting in a higher grade on the funding distribution measure. States that do the opposite have a "regressive" distribution system and earn a lower grade. States with similar funding levels in high- and low-poverty districts have "flat" distribution systems, clustered in the "C" grade range.
As with funding level, states are highly divergent in terms of the progressivity of their funding distribution. Utah and Alaska provide 57% more, and Nevada provides 32% less, funding to high-poverty districts than to low-poverty districts. (Fig. 2)
Only 18 states have even modestly progressive school funding systems with at least 5% more funding, on average, in high-poverty districts. School funding is flat (+/-5%) in 14 states, meaning there is no appreciable increase in funding to address the need for additional resources in high-poverty districts. The remaining 15 states have regressive funding systems. (Fig. 2a)
Funding Distribution v. Funding Level
Funding progressivity must be placed within the context of overall funding levels. The potential for progressive funding to adequately resource a state's high-poverty schools is difficult if the overall level of funding is extremely low.
For example, both Utah and South Dakota have progressive funding systems, but low funding levels. (Fig. 2b) As a result, even the highest poverty districts in those states are funded at the overall national average, which is unlikely to provide the opportunities and resources those students need. Likewise, well-funded states with regressive distribution will struggle to close persistent achievement gaps. States such as Connecticut and New Hampshire may initially appear to be well-resourced, but the disparity in funding between their highest and lowest poverty districts means the highest poverty districts will always struggle to provide comparable opportunities to their students.
Digging Deeper
The funding distribution measure uses district-level data to determine a state's overall pattern of school funding. It is important to recognize that this measure may not capture the variations in a complex system. There will inevitably be outlier districts in some states that do not match the statewide pattern we presented here (e.g., the presence of poorly funded, high-poverty districts in an otherwise progressive state). Figure 2c illustrates both the wage-adjusted district level data (blue circles) and the estimated relationship between funding and poverty in the state (red line). This graph provides important context as to how well individual districts fit the overall state pattern.
Funding Effort
Figure 3 ranks states on effort as measured by the percentage of the state's economic activity, or gross domestic product (GDP), allocated to support the PK-12 school system.[19] Depending on a state's overall wealth, every tenth of a percent (0.1%) of state GDP invested in PK-12 public education can have a big impact. For example, that figure is $34 million in Vermont, the nation's smallest economy, and up to $3 billion in California, the nation's largest. Figure 3 juxtaposes a state's relative effort (compared to the national average) with its per capita GDP to contextualize how the effort index interacts with the state's relative wealth to produce high or low funding levels.
Figure 3a depicts the interplay between funding effort, a state's fiscal capacity (as measured by GDP per capita), and funding levels. With a few exceptions, most of the states with high funding levels (colored blue) are high-effort states. But by no means are all high-effort states well-funded. The red states in the top left quadrant are high-effort, low-capacity states where additional federal interventions might be necessary to increase funding levels. Mississippi and Arkansas, for example, are states with slightly above average effort but are also the two poorest states in the country.
The below-average-effort states in the bottom half of the chart also have mostly below-average funding levels, but they are in a better position to increase funding with state policy changes that prioritize education funding. The higher-capacity states on the right, such as Colorado and California, may be able to significantly raise funding by increasing their effort, perhaps with some federal incentive to spur action. The low-capacity states on the left, such as Idaho and Nevada, would need even greater federal support.
To put this in context, Figure 3b estimates the per-pupil funding levels achieved by bringing below-effort states up to the national average effort index, a modest benchmark. Many of the low-effort, low-capacity states could significantly increase funding by increasing effort. North Carolina, Arizona, Nevada, Florida, and Tennessee could all increase funding by more than $3,000 per-pupil, though most would still fall far short of national average funding levels. Other states, such as Idaho, Oklahoma, and Alabama would still fall far below average funding levels.
Using Federal Spending Power to Secure State Funding Reform
Making the Grade 2021 once again documents the prevalence and persistence of unfair school funding practices across the country. It is clear that real, systemic change is needed in many states, and that change must come from state policies that are the overwhelming drivers of how public school funds are allocated. As mentioned above, President Biden's proposal to increase Title I funding by offering states "equity grants" tied to improving their school finance systems is, if enacted by Congress, an important first step in using federal spending power to leverage changes in the underlying condition of school finance in the states. School finance experts have also recently offered their own proposals for how the federal government could effectively expand its role. For example, researchers at the Brookings Institute found that Black-white and economically disadvantaged-advantaged funding gaps were about $400 per-pupil, while Hispanic students receive nearly $1,200 less than white peers.
They show that most of the funding gaps are attributable to differences in between-state funding and the likelihood that historically marginalized groups are overrepresented in the lowest funded and/or least progressive states.[20] One proposed policy solution, focusing on supplementing state and local funds, is to target additional Title I funding to create parity with white or economically advantaged spending or, more ambitiously, to increase subgroup spending to the 75th or 90th spending percentiles nationally, which would provide the additional funding needed to compensate for historical inequities.[21] The estimated price tag to eliminate the gaps between poor and nonpoor students would be around $40 billion annually, while it would cost over $85 billion to reach spending at the 75th percentile.
The concern with using Title I to reduce or eliminate state funding gaps is that it lets states off the hook for improving funding equity and adequacy in their finance formulas. It could also lead to a reduction of effort in states that receive the greatest federal support.
A recent proposal from the Center for American Progress for "Public Education Opportunity Grants" would leverage federal funds for improvements in the equity and adequacy of funding at the federal, state, and local levels.[22] The plan would roughly double per-pupil funding for students living in poverty, on top of existing Title I dollars. The novelty of this plan lies in the criteria under which districts are eligible for funds. In states that are regressive – where poor districts receive less funding than wealthy districts – only the highest poverty districts would be eligible for grants. In progressive states, funding is contingent on state wealth and effort. For example, all districts would be eligible in states with low wealth and high effort, while only the highest poverty districts would be eligible in moderate or high wealth states with low effort.
But would states refuse to engage in meaningful school funding reform, even if they risked losing federal funds? Here, we end up where we started: the urgent need to build political support in state capitols so that lawmakers and governors commit to school funding reform and greater investments in public education. The obligation to provide, maintain and support public education rests primarily with the states, by virtue of the affirmative duties spelled out in their constitutions. Public education has historically been, and remains today, the ultimate "state's right," debated every year in state legislative sessions across the country. Only sustained political campaigns focused on strengthening public education can change the trajectory in states that, for decades, shortchanged students of an adequate education. Public education advocacy can also provide the crucial support needed to compel Congress to enact reforms designed to employ the full weight of federal spending power in the service of preparing the nation's children for their role as citizens, voters and contributors to our economic well-being.
As part of the Affordable Care Act (ACA), President Obama's overhaul of the U.S. healthcare system, states had the opportunity to opt in to an expansion of Medicaid, the federal and state program that covers healthcare costs for people with low incomes. Under expansion, states must raise the income eligibility threshold to 138% of the federal poverty line. Medicaid Expansion uses an incentive model, where states receive a 90% federal match for adults covered through expansion, a rate higher than the rate for other Medicaid recipients, which ranges from 50-78%.[23]
As of August 2021, 12 states – mostly located in the South and Great Plains – have yet to adopt Medicaid Expansion. While some offer fiscal excuses for their reluctance to participate, research suggests that expansion pays for itself through cost savings and economic growth.[24] Of course, there are wide-ranging benefits of improved coverage, such as greater access to regular and preventative health care, the narrowing of racial and ethnic health disparities, and being better positioned to weather a public health crisis, such as the COVID-19 pandemic.[25]
Some argue that the lack of participation is largely ideological, with red-state resistance to "Obamacare" and federal intervention in "states' rights" dominating the discourse.[26] These political decisions contradict prevailing public opinion in which support for Medicaid is growing. In fact, a survey of residents in the 14 states that had not expanded by 2020 showed that 61% favored expansion, and in several of the late-adopter states popular ballot initiatives drove expansion.[27]
Any attempt at an incentive-based expansion of Title I funding will face many of the same obstacles. Title I equity grants would use additional federal funding to spur states to increase state education funding and improve equity. The problem is states that are most in need of federal intervention are the most likely to object to such strings, and may, as with Medicaid, forgo additional dollars. Similar to health care, this decision would prevent these states from sharing in the long-term benefits that would come from greater investment, such as improved educational outcomes, reduced racial disparities, and economic growth.[28] Resistance is also likely to come from the very states most in need of federal help: the low-capacity, poorly funded states in the South.
But, like healthcare, public education has a high level of support in public opinion polling. A National School Boards survey of likely 2022 voters found a majority had positive perceptions of their own schools, and 59% support increasing school funding.[29] For 19 years in a row, the PDK poll of public attitudes finds that lack of financial support is the number one problem facing public schools.[30]
If Title I Equity Grants are funded, and if they require states to opt in, Medicaid Expansion can offer a roadmap for education advocates, who may need to push their states to participate. Healthcare advocates led successful ballot initiatives for expansion in six red states (Maine, Idaho, Nebraska, Utah, Oklahoma, and Missouri), and three more are expected in 2022 (Florida, Mississippi, and South Dakota).[31] These success stories give hope that effective advocacy and the democratic process can prevail over misguided politics.
[1] Welch, Dennis. "Ducey outlines approach to sink voter-passed Prop.208 which funds education." Arizona's Family, March 23, 2021, https://www.azfamily.com/news/politics/arizona_politics/ducey-outlines-approach-to-sinkvoter-passed-prop-208-which-funds-education/ article_501aa808-8c3e-11eb-828a-67f95f370731.html
[2] McKillip, Mary and Danielle Farrie. Nevada's New Formula is an Opportunity Not to Be Lost. Education Law Center, June 2020, https://edlawcenter.org/research/nevada/nevada-funding-formula.html
[3] Flanagan, Allison and Ralph Martire. Fully Funding the Evidence-Based Formula: FY 2022 Proposed General Fund Budget Update. Center for Tax and Budget Accountability, March 16, 2021, https://www.ctbaonline.org/reports/fully-funding-ebf-volume-iii
[4] McKillip, Mary and Theresa Luhm. Investing Additional Resources in Schools Serving Low-Income Students. Education Law Center, April 2020, https://edlawcenter.org/assets/files/pdfs/publications/Investing_in_Students_Policy_Bri.pdf
[5] U.S. Department of Education. Fiscal Year 2022 Budget Summary, pg. 6, https://www2.ed.gov/about/overview/budget/budget22/index.html
[6] U.S. Department of Education. Education for the Disadvantaged, Fiscal Year 2022 Budget Request, pg. 22, https://www2.ed.gov/about/overview/budget/budget22/justifications/a-ed.pdf
[7] Ibid., pg. 24
[8] Rucker C. Johnson and Sean Tanner. Money and Freedom: The Impact of California's School Finance Reform, Learning Policy Institute, February 2018, https://learningpolicyinstitute.org/sites/default/files/product-files/Money_Freedom_CA_School_Finance_Reform_BRIEF.pdf
[9] U.S. Department of Education, Office of Elementary & Secondary Education. Elementary and Secondary School Emergency Relief Fund, https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/
[10] Sciarra, David, Danielle Farrie and Bruce Baker. Filling Budget Holes: Evaluating the Impact of ARRA fiscal Stabilization Funds on State Funding Formulas. The Campaign for Educational Equity, Teachers College, January 26, 2010, https://edlawcenter.org/assets/files/pdfs/publications/133_FILLINGBUDGETHOLES.pdf publications/133_FILLINGBUDGETHOLES.pdf
[11] Leachman, Michael, Kathleen Masterson and Eric Figueroa. A Punishing Decade for School Funding. Center on Budget and Policy Priorities, November 29, 2017, https://www.cbpp.org/research/state-budget-and-tax/a-punishing-decade-for-school-funding
[12] Learning Policy Institute. How Can States and Districts Use Federal Recovery Funds Strategically?, July 7, 2021, https://learningpolicyinstitute.org/federal-funds-factsheets
[13] This measure does not include figures for Hawaii and the District of Columbia which operate as single district systems. Vermont and Massachusetts are also excluded because of reporting inconsistencies. See the Technical Appendix for more information, available at https://edlawcenter.org/assets/MTG%202020/TechnicalAppendix21.pdf
[14] Chen, Erika. "K-12 School Spending up 4.7% in 2019 From Previous Year." U.S. Census Bureau, America Counts, May 18, 2021, https://www.census.gov/library/stories/2021/05/united-states-spending-on-public-schools-in-2019-highest-since-2008.html
[15] McKillip, Mary and Theresa Luhm. Investing Additional Resources in Schools Serving Low-Income Students. Education Law Center, April 2020, https://edlawcenter.org/assets/files/pdfs/publications/Investing_in_Students_Policy_Bri.pdf
[16] The variables used to construct the per-pupil state and local revenue totals for districts has been modified in this report to reflect reporting inconsistencies related to charter schools. In some states, districts receive state and local revenue to support charter students, but those students are not included in enrollment totals, resulting in an inflation of per-pupil revenue. To correct this, district-level payments to charter schools reported as expenditures are subtracted from the revenue total. For more detail, see the Technical Appendix.
[17] Baker et al., Is School Funding Fair? A National Report Card (eds 1 -7) available at www.schoolfundingfairness.org.
[18] Poverty is measured using the Census definition due to reporting inconsistencies for the National School Lunch Program, the more commonly used metric of school poverty. Census poverty is a more severe measure than either free lunch (130% of Census poverty) or reduced lunch (185%) eligibility. We define high-poverty districts as having a 30% Census poverty rate among school-aged children and low-poverty districts having a 5% poverty rate. For more detail, see the Technical Appendix.
[19] Gross domestic product (GDP) is the value of all goods and services produced by each state's economy. In this report is serves as a measure of each state's capacity to raise revenue to fund schools.
[20] Shores, Kenneth, Hojung Lee and Nell Williams. Increasing Title I funds should target largest sources of school spending inequalities – across states. Brown Center Chalkboard, Brookings Institute, August 6, 2021, https://www.brookings.edu/blog/brown-center-chalkboard/2021/08/06/increasing-title-i-funds-should-target-largest-sources-of-school-spending-inequalities-across-states/
[21] Shores, Kenneth, Hojung Lee and Nell Williams. Expanding Title I could eliminate K-12 spending gaps – if the funds are well targeted. Brown Center Chalkboard, Brookings Institute, August 19, 2021, https://www.brookings.edu/blog/brown-center-chalkboard/2021/08/19/expanding-title-i-could-eliminate-k-12-spending-gaps-if-the-funds-are-well-targeted/
[22] Sargrad, Scott et al. Public Education Opportunity Grants. Center for American Progress, October 8, 2020, https://www.americanprogress.org/issues/education-k-12/reports/2020/10/08/491255/public-education-opportunity-grants/
[23] Cross-Call, Jesse and Matt Broaddus. States That Have Expanded Medicaid Are Better Positioned to Address COVID-19 and Recession. Center for American Progress, July 14, 2020, https://www.cbpp.org/research/health/states-that-have-expanded-medicaid-are-better-positioned-to- address-covid-19-and
[24] Simpson, Michael. The Implications of Medicaid Expansion in the Remaining States: 2020 Update. Urban Institute, June 2020, https://www. urban.org/sites/default/files/publication/102359/the-implications-of-medicaid-expansion-in-the-remaining-states-2020-update_0.pdf
[25] Bachrach, Deborah et al. Finishing the Job of Medicaid Expansion. State Health & Value Strategies, Princeton University, January 26, 2021, https://www.shvs.org/finishing-the-job-of-medicaid-expansion/
[26] Editorial Board. "States Have No Good Reason for Refusing to Expand Medicaid." Bloomberg, April 2, 2021, https://www.bloomberg.com/opinion/articles/2021-04-02/there-s-no-good-reason-for-states-to-refuse-to-expand-medicaid
[28] Institute for Policy Research, The Benefits of Increased School Spending. Northwestern, March 2017, https://www.ipr.northwestern.edu/documents/policy-briefs/school-spending-policy-research-brief-Jackson.pdf
[29] "National Poll Shows Voters Strongly Support Public Schools." National School Boards Action Center, https://nsbac.org/2021-poll/
[30] PDK Poll. Public School Priorities in a Political Year, September 2020, https://pdkpoll.org/wp-content/uploads/2020/08/Poll52-2020_PollSupplement.pdf
[31] Brown, Christopher. "Medicaid Expansion Ballot Measures Brewing in Three More States." Bloomberg Law, January 26, 2021, https://news.bloomberglaw.com/health-law-and-business/medicaid-expansion-ballot-measures-brewing-in-three-more-states

redpajama_set_name: RedPajamaCommonCrawl


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Now ReadingHow to Have the Best Day Ever in Brickell
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How to Have the Best Day Ever in Brickell
Clarissa Buch
Spoiler alert: Brickell isn't just traffic and skyscrapers. Sure, it's where you and all of your friends work, but there's actually way more to do here than you'd think. Here's where to start.
RELATED: How to Have the Best Day Ever in Surfside
Courtesy of Equinox
10:30 a.m. We're starting our day (semi) early with a workout. And lucky for us, Brickell is home to just about every popular fitness studio. There's cycling at RedBike and SoulCycle, Pilates at JetSet, boxing at CKO and all of the above at Equinox. Take your pick and opt for a class at least an hour after rush hour, which generally ends by 9:30 a.m. Good thing all these studios offer sessions 'round the clock. (Our pick: A free day pass at Equinox so we can take advantage of the workouts and the amenities.)
Courtesy of La Centrale
12 p.m. There is no better place to get lunch in Brickell than La Centrale. Located inside Brickell City Centre, Miami's largest Italian-only food hall has nine unique restaurants, a full-service European market and an upstairs wine bar. Because this is lunch (and there's a lot more food to be had later on), stick with the first floor's grab-and-go stations offering sandwiches, salads, pizzas, charcuterie, cheeses and hot meals like pastas and meats. We'll take a bowl of house-made tagliatelle with a cheese board and a Nutella croissant for dessert.
Courtesy of Tacology
1 p.m. After you've fueled up, spend a few hours roaming Brickell City Centre. The upscale mall has all of our go-to stores (Saks Fifth Avenue! Lululemon! Zara!) and some of our favorite restaurants, including chef Santiago Gomez's Tacology. That's where you'll want to stop for a mid-afternoon margarita and a bowl of chips and guac.
3 p.m. It's time to see a movie at CMX in the Brickell City Centre. Take note: This isn't just any ol' theater. It's equipped with a full-service bar and kitchen, luxury seating and a state-of-the-art sound system. A boozy milkshake while watching What Men Want is just what the doctor ordered.
Courtesy of Sugar
5:30 p.m. Now we're off to happy hour at Sugar (which, by the way, is also conveniently located inside Brickell City Centre). Perched on the 40th floor of the East Miami hotel you'll find a lush rooftop garden bar stocked with Asian-inspired cocktails like the Lychee Blossom (vodka, sake and lychee) and the Dahlia (tequila, elderflower, Thai chili, cucumber and lemon). Plus, it's a prime viewing spot for sunset.
Courtesy of Boulud Sud
7:30 p.m. We're going all out on dinner. Hello, Boulud Sud. At the Daniel Boulud–owned restaurant, go for something light, spiced and delicious, like his famous chicken tagine served with couscous and cherry tomato confit. Don't miss out on the spicy Moroccan hummus or the warm basket of madeleines, either.
Courtesy of Mandarin Oriental
10 p.m. If you're game, we suggest a nightcap at Yaku by La Mar. Take in the stunning Brickell skyline while sipping a tangy Peruvian cocktail. Most nights include a live DJ too. Basically, this swanky Brickell retreat is everything we could ever wish for—just look at that view.
RELATED: How to Have the Best Day Ever in Miami's SoFi Neighborhood
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Chancellor Philip Hammond delivered his first budget to parliament promising an extra £2 billion for social care. The first spring budget under Theresa May's premiership also outlined an increase in National Insurance contributions by the self-employed and revised up its growth forecasts. The opposition described it as a "budget of utter complacency."
Reduction in tax-free dividend allowance for shareholders and directors of small private firms from £5,000 to £2,000, from April 2018.


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redpajama_set_name: RedPajamaGithub


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Bagre steht für:
 Arroyo del Bagre, Nebenfluss des Río de la Plata, Uruguay
 El Bagre, Gemeinde im Departamento de Antioquia, Kolumbien

Bagré steht für:
 Bagré, Gemeinde und Departement in der Provinz Boulgou, Burkina Faso

redpajama_set_name: RedPajamaWikipedia


APOLLO Complex is a gated community or guard-gated community, is staffed by private security guards with homes to high-value properties, and is set up as village, it is secure enough to resemble fortresses and is intended as such. ♥ AWARDS: The Best Bulgarian Architect for 2006 has created the plan for the resort. Wins First prize for the "Best Architectural Complex" in 2014!
LOCATION : Waterfront, first line on the large beach. The newly built Resort is located on the Private beach area of 8000 m2. Burgas International Airport is 29 km away. Only 2 km from the city of Sozpol. Under the UNESCO protection, Sozopol is the ancient city in Bulgaria, founded 4000 years B.C. Among the numerous archaeological diggings the relics of Joan the Baptist were found and are already located in city centre church. Every year in the summer "Apolonia Art Festival" takes place in Sozopol, offering a great variety of music and spectacles.
FOR SALE: Fully furnished studios, apartments and penthouses from 41 m2 to 171 m2 with Jacuzzi.
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All apartments are for sale completely furnished and with Jacuzzi.
This is the comfort that makes you feel in paradise , apart from the crystal clean sea and golden sands , being situated in ecologically clean environment.
The resort is completly ready and the prices are direct from the constructor . No commission from buyer!
There is a choice from studios and apartments, half of them with Jacuzzi . Luxury resort with all amenities, ready to live on the shores of the yellow beach.
The PRICE LIST and Plans attached!


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A Little More on New Cub Adrian Cardenas
February 7, 2012, by Brett Taylor Chicago Cubs
Photo by Michael O'Day/MLB.com
Yesterday, the Chicago Cubs picked up one utility infielder and dropped another. Adrian Cardenas came in from the A's and Blake DeWitt went out by way of a DFA (which could see him traded, released, claimed, or sent to AAA Iowa within the next seven to ten days).
The broad consensus is that the Cubs dropped DeWitt in favor of a cheaper, younger, better-hitting (though less power), more versatile, slightly worse defender. On the balance, it's easy to see why the Cubs made the move, even if Cardenas isn't anyone who's going to knock your socks off. Like DeWitt, Cardenas is no lock to make the Cubs' 25-man roster out of Spring, but, because he's theoretically able to back up shortstop (where DeWitt wasn't), he's got a leg up.
In the wake of the move, there were a number of reactions, pontifications, etc. about Cardenas, and there are also a number of useful background bits on him:
Cardenas was, before the Gio Gonzalez trade, the A's 12th ranked prospect according to Baseball America – that's a pretty nice prospect to pick up for free. He's frequently described as having an excellent approach at the plate, good contact skills, uses all field, etc. But he's also frequently described as lacking any semblance of power, and having only mediocre base running skills. His defense is called "fringy," and he apparently doesn't look particularly fluid at shortstop or second base. He played a fair bit of left field last year, and can also play third base, so he's passable in a number of positions – he just doesn't play any of them particularly well.
Before 2010, Cardenas was consistently considered one of the best prospects in baseball. He was the high school player of the year in 2006, and was a supplemental first round pick that year by the Phillies (he came to the A's in the Joe Blanton trade). He was roundly considered a top 100 prospect in baseball back in 2008 and 2009. But the defense didn't come along, and the bat didn't explode to such a level as to overcome the defensive issues. He's got a great bat for a middle infielder, but he doesn't have the glove to be a regular in the middle infield, according to most.
BP's Kevin Goldstein wasn't all too impressed with the pickup, questioning why, if Cardenas was someone worth giving a job, he was even available in the first place. He went on to say that Cardenas "can hit," but is "a really bad infielder."
On a battle between Cardenas and Darwin Barney, such as one would ever exist, Goldstein was clear: "Darwin Barney shouldn't play every day, but he's a wonderful defender and 80 makeup guy. He'll still be in MLB when Cardenas is forgotten."
That all said, I asked Goldstein whether he thought DeWitt would be claimed off waivers (if the Cubs can't find a trade partner), and, if so, whether the Cubs are better off with Cardenas and $600k (the difference between DeWitt's and Cardenas' salaries). He indicated that DeWitt would probably be claimed, and that the Cubs are probably better off with Cardenas and the cash. In other words, even someone who's unimpressed by Cardenas thinks the move was probably a net gain for the Cubs.
When Cardenas was DFA'd by the A's a week and a half ago, Yankees' blog River Avenue Blues gave him a pretty thorough review. RAB went through Cardenas' pros and cons, and lands about where you'd expect – good hitter, nice upside, bad defense.
One thing to keep in mind on Cardenas – he's still got two option years left, so it's not as though the Cubs have to either open the season with him or lose him completely. He could make some time at AAA Iowa to start the year, if it were required.
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Thursday 7th June 2018 – 7.30pm at The Lamb, High Street, Eastbourne.
Kevin has travelled around the county gathering information and taking photos of some of the odder aspects of Sussex. Kevin will tell the story of some strange places and some equally odd people from a man who set of to walk around the world wearing a mask to some distinctly dodgy ducks!
All monies raised from Kevin's talk will go to the Wish Tower Restoration Fund.


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Q: Android : How to determing home key is pressed How do I determine if the Home key is pressed? If it's pressed I want to do some handling and finish the activity since I don't want it to resume next time it's started. I can't handle it in onStop, since from the activity I start another activity(so onStop will get called even in this case).

A:
How do I determine if the Home key is pressed?

You don't.

If it's pressed I want to do some handling and finish the activity since I don't want it to resume next time it's started. I can't handle it in onStop, since from the activity I start another activity(so onStop will get called even in this case).

There are many ways in which a user can leave one of your activities, including:

*

*By you starting another activity

*By the user pressing HOME

*By the user pressing BACK

*By the user receiving a phone call, or some other activity popping up out of nowhere (e.g., alarm clock)

*By the user responding to a notification

*By the user rotating the device, putting it in a dock, or otherwise triggering a configuration change

Generally speaking, you have no idea which of those has occurred. isFinishing() will cover #3, and there are a couple of ways to identify #6, but the others are indistinguishable from a system standpoint.
If you wish to treat scenario #1 as special -- doing something different because the user is moving to one of your activities rather than something else -- then that's up to you to implement.


I would like to start this day out talking about what gratitude and gratefulness mean to me. I give gratitude, which means thanks, each day that I am given the opportunity to help another living soul through their hardest times. I am grateful, which means appreciative, for the chance to come back here and be able to help others.
Every message I receive from each person whom has gained power and understanding from the words in my book, a speaking engagement, a chance meeting, or a private conversation, leaves me feeling blessed. I am almost unable to accept and acknowledge it as something I did, to help get each of you to where you are today. You did the hard work. You opened your own hearts. You wanted a change in your life. I may have shared the tools that I gathered through my own experiences, but in the end you chose to make the change in your own lives. For that I am grateful, for having been a part of your path to happiness, wellness, and balance.
It is a long road when someone is living in their own capsule of confinement and has no ideas or directions as to how to get out of it. My life and death experience has given me the bravery needed to put my ideas out there for all to criticize and what I am receiving is anything but that. It is message after message of sincere gratitude and gratefulness from each person who has been at the very breaking point of their life. It is indeed a humbling place for me to be standing, for I am only sharing the lessons I have learned as I overcame the obstacles that were standing in front of me. I am no better than any other person who is walking their path toward a fulfilling life. I only strive to become stronger and more enlightened than the person I was the day before. I embrace the challenges that life gives me and I share the outcome of my struggles. I have found acceptance and understanding for the things that affect my physical and emotional life. I have not been cured from the things that have pained me. I have found a way to give thanks for the lessons that have been brought to my life. I have learned to be appreciative for them, for without them, I would not be able to help in the way I am helping.
I thank each and everyone of you whom have shared your stories with me. My life has been touched in so many ways by your honest truths and painful struggles. I am completely grateful that our paths were able to cross through stories of survival and words of encouragement, in a book that most likely would have sat in a closet until after my next passing. I embrace this life journey to its fullest capacity of challenges and lessons learned. Hopefully our paths will cross in person, if they haven't already, as we all walk this road in search of our own peace and passion.


Suzue have a variation of the date code system introduced by Suntour. Rather than use two letters, they opted for a number first (year) followed by a letter (month). This clearly isn't the best system for long term use as every 10 years as you will use the same number again, so it may not be immediately obvious whether a hub was produced in 1974 or 1984, for example. However, the physical differences between hubs a decade apart should enable you to tell them apart with a litte more research.
You will see our date code chart on the left side of this page. We are assuming that Suzue used date codes when they started manufacturing their light alloy hubs in 1972.
Even when buying a matching pair of Suzue hubs from new there was no guarantees that front and rear would share the same year code. For example, we have matching pairs of new hubs stamped 1983 and 1984, but it is clear the pair were intended for release in 1984.


Hopefully you'll all be enjoying the summer sun and applying plenty of sun cream; especially those of you who are on a special course of Obagi skin treatments. It has been a while since we wrote our last blog and it's about time we let you know what's been happening in the world of Skin Renaissance.
House warming over, or so to speak. We've now moved and settled into our lovely premises on Victoria Road in Darlington and we couldn't be more pleased! With a separate consultation and treatment room, we can offer you plenty of privacy yet still maintaining our tranquil yet clinical aura. So yes, we did want to host our 'customer appreciation event' at the new place (by the way it was a fantastic evening, thank you to everyone that attended) although we wouldn't have been able to fit you all in there. Instead it was hosted at Vesuvio wine bar, which I'm sure you all preferred as there was plenty of wine and G & T's flowing.
We've decided to scope back where we work from, over the last few months. I'm sure a lot of you will have noticed. Working from fewer places works better for us and I'm sure it works better for our customers, it means we can offer you better times and dates for your treatments! Whether you're after a free consultation, skin treatments, Botox, fillers or even our new thread lifting, you'll more than likely find us as our main base in Darlington, Shine Hair & Beauty in Northallerton, Extreme Hair & Beauty in Peterlee or at Glitz & Glam in Catterick.
What a success our latest training has been. The latest advanced techniques with thread lifting, 'FTC PDO' has proven to be extremely popular at Skin Renaissance already. Understandably for those of us that aren't medically qualified, it took some clarification as to what exactly this treatment does; long or short of it (I needed simple terms to understand), the threads are used to lift and tighten the skin. For instance, if you have those lovely bingo wings; add a few threads and voila. Threading can be used almost anywhere on the body, admittedly we have higher demand for the face but that's not to say we're not open to enquiries from you! It also lasts rather a long time – seems amazing really.
We all need a rest every now and then and we certainly do. Unfortunately the clinic will be shut from 27th August to 8th September. For those of you wanting to book in (especially if you have any vouchers with a close expiry date) – I'd contact us sooner rather than later.


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