text:
To Help New Farmers, Some States Look at Forgiving Student Loans
by Stateline | April 12, 2016 AT 12:07 PM
By Jen Fifield
The farm of Bryce Brewer's dreams would produce strawberries during even the worst Wisconsin winters. The climate-controlled setup would use no chemicals, less water and one key element: fish waste.
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Brewer, 23, learned in college about this unconventional, emerging agricultural method called aquaponics. Yet, with $35,000 in student loan debt, he said it will be a while before he can get the $100,000 he needs to start the farm.
While aspiring farmers like Brewer have always had a hard time getting loans and land, they now point to student loan debt as another obstacle to a career in agriculture. Hearing their struggles — and hoping to entice more young people into a graying industry — federal and state lawmakers want to help them pay down their debt.
The U.S. Congress is considering a bill that would add farmers to the list of occupations that qualify for a federal program that forgives student loans for public service workers, such as teachers and police officers. In the meantime, New York started a small student loan forgiveness program for farmers last year, and the Wisconsin Legislature is considering doing the same.
Proponents, such as the National Young Farmers Coalition (NYFC), a national nonprofit, say the programs will encourage more young people to farm at a time the industry needs them. The American farmer is aging — the average age of a principal farm operator in 2012 was 58, compared to 51 in 1982. At the same time, the number of new farmers is decreasing. The number of farmers who had been operating their farm for less than five years fell 23 percent from 2007 to 2012, to 171,550.
Seeing the trends, the state lawmakers who introduced the loan-forgiveness measures, New York Republican state Sen. Patty Ritchie and Wisconsin Democratic state Rep. Mark Spreitzer, say states should be doing everything they can to attract new farmers, given agriculture's importance to the economy. Farming and its related industries provided nearly one of every 10 jobs in the U.S. in 2014. And every dollar in farm exports in 2014 stimulated another $1.27 in business activity.
The proposals to aid beginning farmers come as concerns grow about the increasing cost of college and debt from student loans. Seven in 10 students who graduated from college in 2014 had student loan debt, with an average of $28,950 per borrower.
Yet some agricultural economists and state agricultural officials say what new farmers need more than student loan forgiveness are programs that make it easier to find and buy land and obtain credit, the two barriers beginning farmers most often face.
Farmers are "rugged individualists," said Richard Ball, commissioner of the Department of Agriculture & Markets in New York. Although they do want the government to recognize the importance of the industry, they don't want subsidies, he said. "Most farmers will say, 'get the policy right, get the attitude right, and then let us do our job.' "
Planting the Seed
Farmers have a harder time making monthly student loan payments than other young workers, said Eric Hansen, policy analyst at NYFC. Many get paid once a year, at the end of the harvest season. And they have to spend money before they make it, which makes access to credit vital.
Also, most farmers don't earn enough on the farm to make ends meet; the majority of farm households in 2014 made most of their money away from the farm.
Beginning farmers, on average, have higher non-farming income than established farmers, as they make less on the farm and are more likely to have a second full-time job. The average farm income in 2012 was $2,229 for beginners and $26,217 for established farmers, while off-farm income — which can include a spouse's job, interest and dividends — was $111,130 for beginners and $82,104 for established farmers.
In a survey of new or aspiring farmers, NYFC found that those with student loan debt owed on average $35,000. Of those, 28 percent said that because of their debt, they didn't pursue farming or are waiting to start. Many also said they couldn't get credit because of their loans.
With enormous start-up costs, such as land and machinery, new farmers have greater financial worries than student loan debt, said Paul Mitchell, associate professor of agricultural and applied economics at University of Wisconsin-Madison.
"Some of these government programs are just like throwing rocks into the Mississippi River," Mitchell said.
The cost of agricultural land is on the rise, from $2,300 to $3,020 per acre from 2011 to 2015. The cost of tractors is also increasing sharply. The average cost of a 95-horsepower tractor increased from $62,000 in 2005 to $107,970 in 2015.
And although forgiving student loans may help some starting farmers, it won't reach the bulk of them. Spending for the New York program was capped at $100,000 last year and $150,000 this year, and the Wisconsin bill would cap spending at $60,000 in the first year, gradually increasing to $300,000 by 2020.
To be eligible for the New York program, a farmer must have graduated in the last two years. In Wisconsin, the proposal is five years. Yet half the new farmers who responded to the NYFC survey said it took five years or longer to get started. Nearly half of new farmers are older than 35.
State officials are hopeful the programs will add momentum to the farm-to-table and organic food movements, which are often fueled by young people using new technology and new farming methods. In Wisconsin, preference would be given to farmers who agree to use sustainable-agriculture techniques.
Brewer, who lives in Oshkosh, said fish would do much of the work at his aquaponics farm. The fish waste acts as the organic matter supplying nutrients to help crops grow.
In New York, Leanna Mulvihill used the money she received from the student loan forgiveness program to build her farm. At 26, she is in her second year of operating a community supported agriculture (CSA) meat business with 15 pigs, 40 lambs and two cows on 50 acres she is leasing in Germantown. With CSAs, a group of people pay a local farm or farms at the start of a season for a share of an anticipated harvest and then receive it as it is produced.
Mulvihill, who graduated from the State University of New York College of Environmental Science and Forestry in Syracuse with a degree in environmental engineering, received $10,000 of the total $100,000 awarded by the state last year in loan forgiveness payouts. She received another $8,000 this year.
The program allows recipients to get funding for multiple years, at a cap of $50,000 per person. It requires recipients to have an undergraduate degree from an in-state college, and to agree to operate a farm full-time for five years. But it doesn't require that the money be spent paying down student loans. Mulvihill used part of the check she received from the state on her loans, and part of it on her business.
The program proposed in Wisconsin would provide up to $30,000 in student loan forgiveness per person, and it would require participants to commit to farming for five years.
Is Farming a Public Service?
The federal proposal — which would forgive student loans for farmers after 10 years of monthly payments — has drawn more opposition than the state proposals.
It's based on the concept that farmers provide a public service, Hansen said, by feeding the public, helping to hold rural communities together, and being stewards of the land, on the front line of conservation efforts.
Yet some in agriculture, such as Ball in New York, aren't so sure farmers qualify as working in public service. Farmers provide "a service to the public," he said. "But that's different."
Alexander Holt, a policy analyst at New America, a nonpartisan think tank that examines social, economic and political issues, said that if farming is considered a public service, then perhaps food delivery truck drivers and grocery store cashiers should also get loan forgiveness. "If their job is a public service, then is every job a public service?" he said.
Besides, Holt said, farmers with loans from the U.S. Department of Agriculture Farm Service Agency already have the option of getting income-based repayment plans, which can lower monthly payments.
In those plans, loans are forgiven after a certain amount of time — often 20 to 25 years — although recipients must pay taxes on the forgiven amount. With the federal forgiveness program, loans would be paid off after 10 years, and the money would be awarded tax-free.
Some states have other programs to assist beginning farmers. The most common is a tax-exempt bond program authorized by the federal tax code, known as Aggie Bonds. The program — available in states such as Colorado, Illinois, Kansas, Missouri, Oregon and South Dakota — provides low-interest loans for buying land, machinery, buildings and livestock.
These loans, and the FSA loan program for beginning farmers, have become more important as banks have tightened credit to new businesses since 2008, said Wyatt Fraas, farm and community program assistant director of the Center for Rural Affairs.
Only Iowa has found a way to support new farmers without spending taxpayer money.
The Iowa Agricultural Development Division provides tax credit and loan programs for farmers, and is paid for by participants' loan application fees and closing costs, as well as interest earned from a trust fund. New farmers can get low-interest loans from the agency, and retiring farmers who hire new farmers or lease them land, equipment or livestock can get tax credits. Nebraska started a similar tax credit program for retiring farmers in 2013.
New York also began offering matching grants last year for new farmers who make improvements to their farms. The state awarded $610,000 in grants last year and budgeted for $1 million in grants this year. Massachusetts and Texas have similar programs. In Texas, the grants are only available to young farmers.
Stateline | Nonpartisan, Nonprofit News Service of the Pew Charitable Trusts | editor@stateline.org | @pewstates
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text:
Q: What determines how quickly a ship repairs? After a battle, more often than not a player's ships can become quite damaged and will take a lengthy amount of time to repair.  The regular repair rate for a ship seems to be about 1hp per turn, but I'm not at all sure if this is the norm and what factors affect how quickly a ship is repaired.
What are the rules around ship repair?
Does returning a ship to a starbase, shipyard, planet or friendly territory cause a ship to repair faster?  If so by what degree?

A: According to a response to the post "quickest way to regenerate ship health?" in the Gal Civ 3 steam forum:

Sitting/moving in space repairs 0.75 to 1.25 points per turn (every
  third turn you get zero, one or two points depending on your repair
  rate). Orbiting a planet repairs at 4 x this rate (three to five
  points per turn). Shipyards and star bases are almost as fast as
  planets for repair.
Faster repair times are available via research; however, they become
  available in the mid to late game period.

This is the closest I've found yet about the official repair rules.

redpajama_set_name: RedPajamaStackExchange


The Los Angeles Lakers were dealt another blow on Thursday as it was announced that Wayne Ellington would miss the remainder of the season due to a separated right shoulder.
The injury occurred in the final minutes of Wednesday's 113-92 loss to the New Orleans Pelicans when he collided with Pelicans' guard Toney Douglas. Following the game, Ellington was examined by Lakers' head trainer Gary Vitti, who diagnosed him with a separated shoulder.
An MRI conducted on Thursday confirmed that the 27-year-old had suffered a grade 1 right separated shoulder. Ellington was in the midst of his best season averaging career-high 10.0 points along with 3.2 rebounds, and 1.6 assists in 25.8 minutes in 65 games played. He also started a career-best 36 games this season.
The injury bug hasn't been too kind to the Lakers this season as Ellington's injury makes it five players out due to extensive injuries. This list includes Kobe Bryant (rotator cuff), Steve Nash (back), Julius Randle (broken leg), Ronnie Price (elbow), and Xavier Henry (Achilles).
Nick Young's season is also in jeopardy as he is still recovering from a fractured knee cap that has forced him to miss the last 19 games.
The loss of Ellington could likely lead to the Lakers adding another player if they are granted a hardship exception to get a 16th player on the roster. Various reports have suggested that the team may be interested in signing NBA D-league guard Dwight Buycks to a 10-day contract.
Ellington is set to become an unrestricted free agent this upcoming offseason, and Los Angeles is said to have interest in bringing him back next season.


As seen on screen and in dreams, shopping in Montauk and the Hamptons is in a class of its own. Home to classic lifestyle brands synonymous with Long Island luxury, you can find some of the most famous names in fashion along our resort's stretch of Montauk Highway. Stock up on bohemian luxe looks at Cynthia Rowley and Calypso St. Barth, or find the board of your dreams at Air & Speed Surf Shop. Strolling the Plaza gives you access to all the stores beloved by locals, and there's always the high-end option of driving down to the Hamptons as well.


text:
In dieser Liste finden sich Schweizer Museen nach Orten sortiert. Gemäss der Museumsstatistik des Bundesamts für Kultur (BAK) verzeichneten die 1129 Schweizer Museen 2020 über 12 Millionen Eintritte.

A

 Aarau
 Aargauer Kunsthaus
 Forum Schlossplatz im Haus zum Schlossgarten
 Stadtmuseum im Schlössli
 Naturama
 Aarburg
 Heimatmuseum Aarburg
 Aathal-Seegräben
 Sauriermuseum Aathal
 Acquarossa
 Museo della Valle di Blenio
 Adligenswil
 Feuerwehrmuseum
 Aeugstertal
 Spielzeugmuseum Pegasus Small World
 Agno TI
 Museo della ferrovia Lugano-Ponte Tresa
 Museo Plebano (mit Artefakten der Anerubda-Kultur)
 Aigle VD
 Château d'Aigle
 Musée de la Vigne et du Vin
 Airolo
 Forte Airolo
 Museo Nazionale del San Gottardo
 Alberswil
 Schweizerische Museum für Landwirtschaft und Agrartechnik
 Altdorf UR
 Haus für Kunst Uri
 Historisches Museum Uri
 Altenrhein SG
 Fliegermuseum Altenrhein
 Altstätten
 Historisches Museum Prestegg
 Amriswil
 Bohlenständerhaus
 Kutschensammlung
 Ortsmuseum
 Schulmuseum Mühlebach
 Andermatt
 Talmuseum Urseren
 Appenzell
 Kunsthalle Ziegelhütte
 Kunstmuseum Appenzell
 Museum im Blauen Haus
 Arbon
 Historisches Museum Arbon
 Kunsthalle Arbon
 Saurer Museum
 Arlesheim
 Forum Würth Arlesheim
 Ortsmuseum Trotte
 Arosa
 Schanfigger Heimatmuseum
 Ascona
 Museo Castello San Materno – Fondazione per la cultura Kurt e Barbara Alten
 Museo communale d'arte moderna Ascona
 Fondazione Ignaz e Mischa Epper (auch Museo Epper, mit Werken von Ignaz Epper (1892–1969))
 Percorso museale des Monte Verità (Museo Casa Anatta)
 Au ZH
 Weinbaumuseum am Zürichsee

 Aubonne VD
 Arboretum national du vallon de l'Aubonne mit dem Musée du bois
 Augst
 Augusta Raurica (Landschaftspark mit archäologischen Überresten)
 Römermuseum Augst
 Avenches
 Musée Romain und Überreste der antiken Stadt Aventicum

B
 Baden AG
 Historisches Museum Baden
 Museum Langmatt
 Schweizer Kindermuseum
 Bäretswil
 Museum Neuthal Textil- und Industriekultur
 Basel
 siehe Hauptartikel: Museen in Basel
 Bergün
 Bahnmuseum Albula
 Ortsmuseum, mit Modellanlage der Albulabahn
 Lehrpfad an der Bahnstrecke

 Bern
 Alpines Museum der Schweiz
 Einsteinhaus Bern
 Heilsarmee-Museum
 Historisches Museum Bern
 Museum für Kommunikation Bern (ehemals Postmuseum)
 Klingendes Museum Bern
 Kunsthalle Bern
 Kunstmuseum Bern
 Schweizerisches Literaturarchiv in der Schweizerischen Nationalbibliothek
 Naturhistorisches Museum Bern
 Zentrum Paul Klee
 Psychiatrie-Museum Bern
 Schweizerisches Schützenmuseum
 Schweizerische Theatersammlung
 Schulmuseum Bern, seit 2007 in Köniz
 Beromünster
 Haus zum Dolder
 Schloss-Museum Beromünster
 Bex
 Alpengarten La Thomasia (Abteilung von Musée et jardins botaniques cantonaux de Lausanne)
 Salzbergwerk Bex (Besucherbergwerk)
 Biel/Bienne
 Centre Muller
 Kunsthaus Pasquart/Centre PasquArt
 NMB Neues Museum Biel
 Omega Museum

 Blonay
 Museumsbahn Blonay–Chamby
 Bosco/Gurin
 Museum Walserhaus
 Boudry
 Musée de l'Areuse
 Musée de la vigne et du vin
 Bourg-Saint-Pierre
 Museum im Hospiz auf dem Grossen St. Bernhard

 Brig
 Stockalperschloss
 Brugg
 Vindonissa-Museum
 Heimatmuseum Brugg (mit Stäbli-Stübli)
 Bubikon
 Ritterhaus Bubikon
 Burgdorf
 Museum Franz Gertsch
 Museum Schloss Burgdorf

C
 Champex-Lac
 Jardin botanique alpin Flore-Alpe
 Chiasso
 m.a.x.-Museo
 Chur
 Bündner Kunstmuseum
 Bündner Naturmuseum
 Rätisches Museum
 Kulturforum Würth Chur
 Weinbaumuseum Chur
 Nähmaschinen-Museum
 Cologny
 Bibliotheca Bodmeriana (Fondation Martin Bodmer)
 Corbeyrier
 Musée suisse de l'explosif
 Corsier-sur-Vevey
 Chaplin's World

D
 Davos
 Kirchner Museum Davos
 Heimatmuseum
 Medizinmuseum Davos
 Wintersport Museum Davos
 Degersheim
 Dreamfactory (Zauberwelten)
 Dübendorf
 Flieger-Flab-Museum

E
 Echallens
 Maison du blé et du pain
 Engelberg
 Talmuseum Engelberg
 Ernen
 Kirchenmuseum und Pfarrarchiv
 Erstfeld
 Stiftung Historisches Erbe der SBB (Bahnmuseum)
 Estavayer-le-Lac
 Fröschemuseum

F
 Flims
 Gelbes Haus (Flims)
 Frauenfeld
 Historisches Museum Thurgau (im Schloss Frauenfeld und im Alten Zeughaus)
 Museum für Archäologie Thurgau
 Freiburg
 Naturhistorisches Museum Freiburg
 Espace Jean Tinguely et Niki de Saint Phalle
 Museum für Kunst und Geschichte Freiburg
 Fri Art – Centre d'art contemporain, Kunsthalle Freiburg
 Musée Suisse de la marionette
 Musée Suisse de la machine à coudre (Nähmaschinenmuseum)
 Gutenberg Museum
 Musée Bible et Orient der Universität Freiburg

G
 Gelfingen
 Schloss Heidegg
 Genf
 Collection des moulages de l'Université de Genève
 Internationales Rotkreuz- und Rothalbmondmuseum
 Internationales Museum der Reformation
 Conservatoire et Jardin botaniques de la ville de Genève
 Maison Tavel
 Musée Ariana (Keramikmuseum)
 Musée d'art et d'histoire
 Musée d'art moderne et contemporain
 Musée d'art moderne, Petit Palais
 Musée Barbier-Mueller
 Musée cartographique

 Musée d'ethnographie de Genève
 Muséum d'histoire naturelle de Genève
 Musée d'histoire des sciences de la Ville de Genève
 Musée Patek Philippe
 Musée Rath
 Musée des sapeurs-pompiers et sapeuses-pompières
 Gingins
 Musée romand de la machine agricole
 Giornico
 Museo della Valle Leventina
 Glarus
 Kunsthaus Glarus
 Gränichen
 Hexenmuseum Schweiz
 Grandson
 Schloss Grandson
 Grenchen
 Kunsthaus
 Greyerz
 Schloss Greyerz
 HR Giger Museum
 Grindelwald
 Heimatmuseum
 Grüsch
 Prättigauer Heimatmuseum

H
 Halten
 Museum Wasseramt
 Hofstetten bei Brienz
 Freilichtmuseum Ballenberg

 Horgen
 Agentenhaus Wohn- und Porzellanmuseum
 Bergwerk Käpfnach Museum und Besucherbergwerk
 Ortsmuseum Sust
 Besucherzentrum und Museum Sihlwald
 Johanna-Spyri-Museum im Ortsteil Hirzel

I
 Ilanz
 Museum Regiunal Surselva
 Interlaken
 Kunsthaus Interlaken
 Tourismuseum (vormals Touristikmuseum für die Jungfrauregion)

J
 Jegenstorf
 Schloss Jegenstorf
 Jenins
 Greisinger Museum

K
 Kreuzlingen
 Museum Rosenegg (Stadtgeschichte)
 Seemuseum (in der alten Kornschütte)
 Kriens
 Schweizer Schachmuseum
 Museum im Bellpark
 Militärmuseum
 Küsnacht (ZH)
 Ortsmuseum Küsnacht
 Küssnacht (SZ)
 Heimatmuseum Küssnacht am Rigi

L
 Langenbruck
 Stiftung Sculpture at Schoenthal, im ehemaligen Kloster Schönthal
 Langenthal
 Museum Langenthal
 Langnau im Emmental
 Chüechlihus, Heimatmuseum für das Oberemmental
 La Tour-de-Peilz
 Schweizer Spielmuseum

 Lausanne
 Olympisches Museum
 Aquatis (Vivarium Lausanne)
 Collection de l'Art Brut
 Fondation de l'Hermitage
 Musée Bolo (Museum für Computerspiele)
 Musée cantonal des beaux-arts de Lausanne
 Kantonales Geologiemuseum
 Musée et jardins botaniques cantonaux de Lausanne
 Kantonales Numismatisches Museum
 Kantonales Zoologiemuseum
 Kantonsmuseum für Archäologie und Geschichte
 Musée historique Lausanne
 Musée de design et d'arts appliqués contemporains MUDAC
 Musée de l'Elysée
 Musée de l'immigration
 Musée de la main (im Centre hospitalier universitaire vaudois)
 Römisches Museum Lausanne-Vidy

 Lenzburg
 Stapferhaus
 Schloss Lenzburg
 Museum Burghalde Lenzburg
 Liestal
 Museum.BL
 Dichter- und Stadtmuseum Liestal
 Harmonium-Museum
 Zum bunten S
 Locarno
 Museo civico e archeologico
 Lottigna (Acquarossa)
 Museo della Valle di Blenio
 Lugano
 Museo d'arte moderna
 Museo delle Culture
 Schweizerisches Zollmuseum
 Lucens
 Sherlock-Holmes-Museum
 Lüscherz
 Pfahlbaumuseum Lüscherz

 Luzern
 Kunstmuseum Luzern
 Natur-Museum Luzern
 Sammlung Rosengart
 Verkehrshaus der Schweiz
 Richard-Wagner-Museum Tribschen
 Gletschergarten Luzern (beim Löwendenkmal)
 Historisches Museum Luzern

M
 Martigny
 Fondation Gianadda (Kunstmuseum, Antikensammlung, Automobilmuseum)
 Barryland – Musée et Chiens du Saint-Bernard
 Freilichtmuseum der römischen Überreste von Forum Claudii Vallensium
 Walliser Filmzentrum
 Melide
 Swissminiatur
 Mendrisio
 Galleria Baumgartner (Modelleisenbahnen)
 Museo d'arte (Kunstmuseum)

 Meride
 Fossilienmuseum des Monte San Giorgio
 Montreux
 Musée historique de Montreux et de sa région

 Morges
 Waadtländisches Militärmuseum Morges (Musée militaire vaudois)
 Möriken-Wildegg
 Schloss Wildegg

 Münchenstein
 Elektrizitätsmuseum
 Froschmuseum (Münchenstein)
 Mühlemuseum
 Kutschenmuseum
 Schaulager
 Muri (Aargau)
 Klostermuseum (im ehemaligen Benediktinerkloster Muri)
 Museum für Medizinhistorische Bücher
 Caspar Wolf Museum (zum Schweizer Maler Caspar Wolf (1735–1783))
 Murten
 Museum Murten
 Eisenbahn- und Sammlermuseum in Courlevon
 Muttenz
 Dorfmuseum
 Kunsthaus Baselland

N
 Naters
 Simplonfestung Naters
 Nyon
 Musée du Léman (Museum zu Natur und Kulturgeschichte des Genfersees)
 Musée historique et des porcelaines de Nyon
 Musée romain de Nyon

O
 Oberhofen am Thunersee
 Schloss Oberhofen
 Olten
 Historisches Museum Olten
 Kunstmuseum Olten
 Naturmuseum Olten
 Wertpapierwelt
 Archäologisches Museum Kanton Solothurn

P
 Payerne
 Museum in der Abteikirche
 Musée de l'aviation militaire de Payerne
 Pfäffikon SZ
 Seedamm Kulturzentrum
 Pontresina
 Museum Alpin
 Poschiavo
 Casa Console
 Museo Poschiavino

R
 Rapperswil-Jona
 Kunst(Zeug)Haus
 Ortsmuseum Jona
 Polenmuseum in Rapperswil
 Schloss Rapperswil
 Stadtmuseum Rapperswil
 Riggisberg
 Abegg-Stiftung
 Roche
 Musée suisse de l'Orgue

 Riehen
 Fondation Beyeler
 Spielzeugmuseum

 Romont
 Vitromusée Romont (Museum für Glasmalerei)

S
 Sachseln
 Museum Bruder Klaus Sachseln
 Saillon
 Musée de la fausse monnaie – Maison Farinet
 Sainte-Croix
 Musée Baud (Museum für Automaten in L'Auberson)
 Musée d'Automates et de Boîtes à musique CIMA
 Musée des Arts et des Sciences
 Saint-Gingolph
 Musée des Traditions et des Barques du Léman (Museum zur Ortsgeschichte und zur Schifffahrt auf dem Genfersee)
 Saint-Maurice
 Klosterschatz der Abtei Saint-Maurice
 Fort du Scex
 Schloss Saint-Maurice
 Samedan
 Chesa Planta (Samedan) (mit dem Kulturarchiv Oberengadin)
 Sarnen
 Historisches Museum Obwalden
 Schaffhausen
 Museum zu Allerheiligen
 Stemmler Museum
 Museum im Zeughaus
 IWC-Uhrenmuseum
 Schleitheim
 Gipsmuseum Schleitheim
 Thermenmuseum Juliomagus
 Schwyz
 Bundesbriefmuseum
 Forum Schweizer Geschichte Schwyz
 Scuol
 Museum Schmelzra (Bergwerkmuseum, in S-charl)
 Unterengadiner Museum
 Seengen
 Schloss Hallwyl
 Seewen (SO)
 Museum für Musikautomaten
 Sempach
 Rathausmuseum Sempach
 Siders
 Fondation Rainer Maria Rilke
 Musée valaisan de la vigne et du vin
 Sils im Engadin
 Nietzsche-Haus Sils Mari (zu Friedrich Nietzsche (1844–1900))
 Sissach
 Henkermuseum

 Sitten
 Kunstmuseum Wallis
 Geschichtsmuseum Wallis (auf der Kapitels- und Kirchenburg Basilique de Valère)
 Naturmuseum Wallis
 Petit-Chasseur (archäologischer Park)
 Solothurn
 Enter (Museum)
 Historisches Museum Blumenstein
 Kunstmuseum Solothurn
 Museum Altes Zeughaus
 Naturmuseum Solothurn
 Spiez
 Rebbau- und Heimatmuseum (Spiez)
 Schloss Spiez
 Stäfa
 Museum zur Farb
  Stein am Rhein
 Kloster St. Georgen
 Museum Lindwurm

 St. Gallen
 Historisches und Völkerkundemuseum St. Gallen
 Kunsthalle St. Gallen
 Kunstmuseum St. Gallen
 Museum im Lagerhaus
 Naturmuseum St. Gallen
 Stiftsbibliothek St. Gallen
 Textilmuseum St. Gallen
 Point Jaune Museum
 St. Moritz
 Engadiner Museum
 Mili Weber Museum
 Segantini Museum
 Berry Museum
 St. Niklaus
 Bergführermuseum
 Stans
 Winkelriedhaus
 Salzmagazin
 Stansstad
 Artilleriewerk Fürigen
 Studen (BE)
 Fondation Saner
 Steffisburg
 Villa Schüpbach
 Sursee
 Museum der Schweizer Kapuzinerprovinz
 Stadtmuseum Sankturbanhof

T
 Teufen AR
 Grubenmann-Sammlung (zur Ingenieurfamilie Grubenmann)
 Thun
 Panzermuseum Thun
 Kunstmuseum Thun
 Schloss Thun
 Wocher-Panorama
 Trun
 Cuort Ligia Grischa («Hof des Grauen Bundes», mit dem «Museum Sursilvan»)
 Turbenthal
 Ortsmuseum Turbenthal

U
 Utzenstorf
 Schloss Landshut (Schweizerische Museum für Wild und Jagd)

V
 Val Müstair
 Museum Chasa Jaura (in Valchava)
 Vevey
 Alimentarium (Museum der Ernährung)
 Musée Jenisch Vevey
 Musée suisse de l'appareil photographique
 Musée historique de Vevey et musée de la Confrérie des vignerons
 Vaz/Obervaz
 Ortsmuseum Obervaz (in Zorten)
 Veytaux
 Artilleriewerk Chillon
 Schloss Chillon

W
 Wädenswil
 Weinbaumuseum Au
 Wallisellen
 Ortsmuseum Wallisellen
 Wartau
 Artilleriewerk Festung Magletsch
 Warth, Kanton Thurgau
 Kunstmuseum Thurgau
 Kartause Ittingen
 Windisch
 Museum Schürhof
 Vindonissa-Museum
 Kloster Königsfelden (Abteilung von Museum Aargau)

 Winterthur
 Fotomuseum Winterthur
 Fotostiftung Schweiz
 Zentrum für Fotografie
 Gewerbemuseum Winterthur
 Kunstmuseum Winterthur
 Naturmuseum Winterthur
 Museum Oskar Reinhart
 Sammlung Oskar Reinhart «Am Römerholz»
 Technorama (Science Center)
 Villa Flora (Winterthur) (Kunstmuseum)
 Münzkabinett und Antikensammlung der Stadt Winterthur
 Museum Briner und Kern
 Uhrensammlung Kellenberger
 Kunsthalle Winterthur
 Museum Lindengut
 Schloss Hegi
 Schloss Mörsburg, Winterthur-Stadel
 Historisches Archiv der Schweizerischen Lokomotiv- und Maschinenfabrik (SLM)
 Wohlen
 Strohmuseum im Park

Y
 Yverdon-les-Bains
 Maison d'Ailleurs
 Musée d'Yverdon et région
 Musée suisse de la mode
 Centre d'art contemporain d'Yverdon-les-Bains
 Fondation Vaudoise du Patrimoine Scolaire

Z
 Zermatt
 Matterhorn Museum «Zermatlantis»
 Zernez
 Nationalparkhaus
 Zofingen
 Museum Zofingen
 Zug
 Kantonales Museum für Urgeschichte
 Museum Burg Zug (Kulturgeschichtliches Museum in der Burg Zug)
 Kunsthaus Zug

 Zürich
 siehe Hauptartikel: Liste der Museen in Zürich

Siehe auch
 Liste von Automuseen in der Schweiz
 Musée imaginaire des migrations, virtuelles Museum

Weblinks
 www.museums.ch: Die Plattform der Museen in der Schweiz

Einzelnachweise

 1Liste Schweizer Museen nach Orten
Schweiz

redpajama_set_name: RedPajamaWikipedia


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Douglas County school board slate announced
Candidates running for November election
Posted 6/28/21
An organization called "Kids First DCSD" has announced several school board candidates running as a slate for the November election, according to a news release from the group. The slate consists …
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Clockwise from upper left, Becky Myers, Mike Peterson, Kaylee Winegar and Christy Williams
Courtesy Photos
Posted Monday, June 28, 2021 12:47 pm
An organization called "Kids First DCSD" has announced several school board candidates running as a slate for the November election, according to a news release from the group.
The slate consists of Becky Myers, Mike Peterson, Christy Williams and Kaylee Winegar. All four either have children in the school district or have in the past, according to the news release.
The purpose of the committee listed on the registration form says "parents, teachers and community members dedicated to supporting candidates for Douglas County School Board elections who prioritize kids first in all decision making," according to the form. "Kids First DCSD" is listed on the Secretary of State's TRACER website as a political committee based in Castle Rock.
Myers is a retired DCSD teacher with more than 25 years of experience. In 1993, she and her husband moved to Castle Rock, where her two children attended kindergarten through 12th grade. She is running for school board from District D.
Peterson is a former Navy Topgun instructor. He moved to Colorado in 2004 while serving in the military and retired from the Navy in 2011. He and his wife have three daughters. He is running for school board in District B.
Williams is a small business owner, wife and mother to three children who attend Douglas County Schools. She is entering her second year on the DAC (District Accountability Committee). She served on the PTO at American Academy in Castle Pines and the School Accountability Committee. She is running in District E.
Winegar is an associate director of corporate accounting for a financial services company. She moved to Parker as a child and grew up attending school in Douglas County. She and her husband have a soon-to-be kindergartner who will be attending school. Winegar is running in District G.
The candidates "common goals" listed in the news release were: "Restore Douglas County as the premier destination district for students, educators and the community; Reestablish focus on excellence — academic achievement, growth and post-secondary pathways; Optimize use of resources to benefit students; Address competitive pay and plan for future growth; Cultivate a positive, supportive, safe, culture built on trust — starting with the board of education; and promote psychological and physical well-being of students and staff that allows each student to reach individual potential."
The candidates were planned to be announced at Butterfield Park in Castle Rock on June 27.
Douglas County School Board,	candidates,	Christy Williams,	Kaylee Winegar,	Mike Peterson,	Becky Myers,	Kids First DCSD
Arapahoe Community College to be mostly remote until Feb. 1 amid COVID surge
Littleton schools study could help in fight against youth suicide
Adams 14 ends contract with management company
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The city of Brighton's aquatics department responded to the increasing number of COVID cases and resulting staffing issues with a new aquatics hotline .. 303-655-2251. The city said it …
Arapahoe Community College President Stephanie Fujii announced that most ACC classes would begin virtually on Jan. 18 and continue on a remote status until Feb 1. The decision came amid a continued …
A two-year study focusing on the relationship between social environments and youth suicide could provide a "partial roadmap" for schools and communities looking to improve the promotion of …
Front Range blood supplies running low
The American Red Cross has been sending up the red flag, stressing that there is a nationwide blood shortage and Colorado is no different. In fact, along the Front Range, hospitals are managing but …
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It's a case of same song, new verses, new year when it comes to the 27J schools system and COVID-19 concerns. Because of the rising number of COVID cases this winter -- largely because of the …
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The city of Brighton teamed up with Tri county Health to offer free vaccination clinics at the Brighton Recreation Center, 555 N. 11th Ave. They are available from 6:30 a.m. to 3:30 p.m. …
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A graduate of Arizona State University, Kris had the opportunity to study with renowned composer Daniel Lentz and performing artist Richard Lehrman. He developed his skills accompanying ballet & modern classes on piano, guitar, & percussion and composing for modern dance performances at ASU for 10 years. Some of his compositions for dance have been performed at the Joyce, Soho, NYU, Wave Dance Fest. NYC, Arizona Museum for Youth, and Virginia Piper Theater. Performance credits also include PHX Symphony Hall; Museo del Barrio, NYC; the Olympia Dome, WA; and Woodstock as well as many international venues. Kris is a member of some other local groups where he plays keyboards, guitar, & percussion. Calo Flamenco: A 20 piece flamenco troupe, The Drunken Immortals: a seven-piece hip hop band who tours internationally and has many recordings to their credit, The Pangean Orchestra: An orchestra of musicians and instruments from around the globe, and CBJ Flamenco Ensemble: A 6 Piece music and dance ensemble. His music can be heard in the upcoming Sony Pictures film Universal Soldier III, set for release February 2010. Kris has spent many years working with at risk children in music and dance workshops in group homes throughout the valley, as a guest artist with Free Arts AZ. Currently, he is program Director of Earcandy.org, teaching guitar at Notre Dame Preparatory and Director of Music at Metro Arts Institute.


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Game Preview: #5 Seminoles vs. Wake Forest – ACC Battle
September 14, 2012 franchisesport	Leave a comment
After practice Thursday afternoon, Florida State head coach Jimbo Fisher, said "I'm anxious to watch them play Saturday."
By Marcus Joseph
Photo By: Marcus Joseph
TALLAHASSEE, FLA. (franchisesportsonline.net) – With week three Thursday practice over, the No. 5 Florida State has completed preparation for Saturday's Atlantic Coast Conference opener. The Seminoles (2-0, 0-0 ACC) will take on much anticipated Wake Forest (2-0, 1-0 ACC).
"It was a good, spirited Thursday," FSU coach Jimbo Fisher said. "One of the best one's we've had. We had a few things to get cleaned up. We got them cleaned up. I like the way we ran the ball, threw the ball, played defense. I liked our mental frame of mind.
Seminoles are coming into Saturday's game with a two game winning streak, after defeating Murray State and Savannah State. Last season, Florida State was defeated 30-35 to Wake Forest on the road. That lost to Wake Forest, last season, was also the third consecutive lost of the season.
FSU Clint Trickett got the start at quarterback over an unhealthy EJ Manuel, and was 6-11 on his throws for a total of 29 yards.
"We've got a big one on Saturday," Fisher said. "This will be a big game and it's going to be a very good game. Wake Forest is a very good football team. We need to play really well."
This week, a lot emphasis was directed toward the Seminoles ground attack, as they look to develop a consistently productive running game.
"We need to be able to run that football," said coach Fisher. "At practice and everything I've seen, we're much farther along than we've been in a long time and doing some things a lot better."
"We're a lot more physical, a lot more forceful; picking up blitzes. … There are some smart guys up there," he also said. "Not just smart, but they've got football instincts.
The Seminoles will look to continue their win streak Saturday on national television at 12 noon.
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"Psychology, Clinical" is a descriptor in the National Library of Medicine's controlled vocabulary thesaurus, MeSH (Medical Subject Headings). Descriptors are arranged in a hierarchical structure, which enables searching at various levels of specificity.
MeSH information
Definition | Details | More General Concepts | Related Concepts | More Specific Concepts
The branch of psychology concerned with psychological methods of recognizing and treating behavior disorders.
Descriptor ID D011586
MeSH Number(s)
F04.096.628.579
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Below are MeSH descriptors whose meaning is more general than "Psychology, Clinical".
Psychiatry and Psychology [F]
Behavioral Disciplines and Activities [F04]
Behavioral Sciences [F04.096]
Psychology [F04.096.628]
Psychology, Clinical [F04.096.628.579]
Below are MeSH descriptors whose meaning is related to "Psychology, Clinical".
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Have young children lost "the right to roam"?
We often hear that the rise of helicopter parents prevents young children from roaming independently; sure, but while the standard assumption is they're worse off, there's more to it
The "roaming range" of successive generations of children in one family (source: via Daily Mail)
The exhibit is an oldie but it's a perennial social media favourite. It's from a report in the Daily Mail showing how the roaming range of 8-year old children in one UK family narrowed over four generations, from 1919 to 2007 (How children lost the right to roam in four generations).
It's only one family and I can't find the report the story's based on, but I accept the general idea that on average young children are much less independent now than their grandparents and great grandparents were. They don't walk or cycle by themselves nearly as much or as far.
Why is the 'roaming range' of today's generation of young children so much more constrained than that of generations past? Could it be that children today:
Are innately less adventurous?
Live in suburbs where there are fewer interesting places to go?
Have fewer playmates in the immediate neighbourhood?
Have parents who are far more coddling than previous generations?
Have more ways of spending their time at home?
I don't think there's much to the first two hypotheses. The third could have some effect e.g. more children in the same street who go to different schools and hence are less likely to play together. I doubt it's a key explanation though, as in almost all neighbourhoods most children still attend the same primary school.
Number 4 – the idea that parents excessively cocoon their offspring – provides a much more convincing account. Increasing traffic levels and heightened awareness of "stranger danger" are the key reasons cited in the Daily Mail's report. A related factor is that parent's tolerance of risk – in line with the broader community's – has fallen precipitously with rising incomes and education.
I suspect though that the fifth hypothesis is just as important, perhaps more so. With each generation, children have gotten more home-based options for recreation. Great grandad got radio, grandad got TV, dad got game consoles, and now children have smartphone-based games and social networks.
Computer games and simulations are highly immersive; they're the sort of thing that older generations could only have dreamed about. For many, social media is richer and more involving than playing with one or two friends or wandering alone by the creek. In other words, children of today have extraordinarily rich options that weren't available to their forebears.
I was consumed by Ultima Underworld 2 and Microprose Grand Prix when I discovered them as an adult! If I'd gotten entry to these "worlds" when I was of primary school age it would've been like going to heaven. My local playmates would've either joined me at the home computer or been forgotten.
The Daily Mail frames the change as children losing "the right to roam"; I think it's at least as much a case of today's children finding other things to do – at home – that they prefer to roaming. In fact, I suspect contemporary parents tolerate their children hanging around the house because they've got things to keep them occupied and out from under the grown up's feet. Both sides like the deal.
But whatever the reason, aren't children today worse off? Aren't they less fit, less socially developed, less independent, and less connected to nature because they roam less?
I don't think it's obvious that pre adolescent children today are worse than previous generations on any of those criteria, much less that there's a causal relationship with roaming distance. An alternative way of looking at it is that children now have different experiences from their immediate ancestors, not necessarily worse ones.
Each succeeding generation has roamed less, but they've also gotten more of other things e.g. more after-school activities, more school excursions, more school camps, more family travel (including overseas holidays), more shows, more concerts.
Moreover, the activities that keep them at home aren't valueless compared to "great grandfather George walking six miles in 1919 to go fishing". I suspect my son learned at least as much, albeit different things, from long hours playing Morrowind when he was at primary school as he would've if he'd instead played with a mate down by the river.
There's an important caveat: gender. Back in the day when I was at primary school, I roamed far and wide, but my twin sister didn't. She walked to and from school, but her roaming range – and as I recollect she wasn't atypical compared to other girls – was more circumscribed than mine, whether by choice or by parental decree. In the Daily Mail's map, three of the four generations are represented by boys, including the two when children roamed farthest.
I'd want to see a careful accounting of how each generation spent their days before I'd uncritically accept that today's children are on balance worse off because they roam less. I'd want to see how they now spend the time their grandparents spent wandering freely. My gut feeling that children have lost interest in roaming is at least as important an explanation as they've "lost the right". And despite suffering helicopter parents, they're better off than their forebears.


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A Estação Liljeholmen é uma das estações do Metropolitano de Estocolmo, situada no condado sueco de Estocolmo, entre a Estação Aspudden, a Estação Hornstull, a Estação Midsommarkransen e a Estação Hornstull. Faz parte da Linha Vermelha.

Foi inaugurada em 5 de abril de 1964. Atende a localidade de Liljeholmen, situada na comuna de Estocolmo.

Constitui a décima maior estação do metropolitano local, com cerca de  passageiros por dia. Situa-se a cerca de 3,4 km da estação de Slussen, tendo sido inaugurada 1964 em simultâneo com a inauguração da linha então chamada t-bana 2, que mais tarde viria a ser designada por linha vermelha.

Sofreu obras de remodelação no início da década de 2000, tendo sido convertida de estação ao ar livre para estação coberta. Nas suas imediações, foram nessa altura construídas uma nova praça e novas lojas.

Ver também
 Metropolitano de Estocolmo
 Linha Vermelha do Metropolitano de Estocolmo
 Liljeholmen

Ligações externas

Liljeholmen
Estocolmo (comuna)
Fundações na Suécia em 1964
Liljeholmen


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Jesper Back - Thanks to the Basket
By George White
He should be easy to spot ' he will be the man on the practice range with an empty ball basket placed strategically behind him. But Jesper Parnevik always was easy to spot, with pants and shirt that look like they were painted on him. And dont make me tell the story of the crazy upturned cap bill again ' please.
Jesper has been MIA for the better part of two years now, up until last week when he magically re-appeared at the Sony Open with a tie for 15th. Back in 2000, he finished eighth on the tour money list. But that was followed by three years when he steadily cratered, punctuated by last season when was down at 118th.
You know, said Parnevik, I have a clue where the golf ball is going for a change. I haven't really had a clue the last two years. It's nice to be able to hit shots and trust it I feel like I'm just back to where I was a few years ago.
He had hip surgery back in 2001, and bad swing habits gradually crept into what was always a quick whip-whip action. He never could figure out what exactly was the problem. But recently he noticed Vijay Singh at his second home - on the range. And he noticed a pole that Vijay had placed behind his right shoulder, forcing him to swing around it to hit the ball.
I did my own version of it, said Parnevik. I just put a big basket behind there and kept hitting, because it felt like when I got my hip problem that I started collapsing the left side. So my club starting getting way stuck inside.
And just having the basket there makes me keep the club in front of me all the time. So I've just been hitting thousands and thousands of balls that way. I'm hitting a nice cut now again.
At first, he repeatedly whacked the basket on his backswing. That action often happens when the club gets too far inside. But the basket eventually paid dividends in his first round of the year. Parnevik shot a 65 at Sony, followed it up with a pair of 68s and a 70, and won $76,800.
He remembered the 2002 Ryder Cup, the point when his psyche was at an all-time low. European captain Sam Torrance was wondering what to do with Jesper, who had played magnificently in a couple of previous appearances. Now Torrance was in a quandary about where he should play Parnevik. Parnevik sensed the reluctance to set him down ' and addressed it.
I was playing so bad. And Sam kind of held me off for a while. I actually told him, I'm playing really (badly), so you don't have to pick me, put me in the lineup, said Jesper.
There was no way he could slink out of there and go home - he had to at least play in the singles. And as luck would have in, he drew the No. 1 player in the world.
There I am, I have no idea where the ball was going, he said. I was putting terrible. To be thrown in with Tiger in the last group in the last day, I just said, Wow, this could be over after ten holes.
It wasnt, of course. Parnevik shocked the golf world by repeatedly squiring off the hook, eventually gaining a tie with Tiger. I just fought for my life out there, he said. I have no idea how I did that.
Neither did anyone else, least of all Woods. And that might have been an upswing to what would happen in 2003. But - it wasnt.
It (his game) was never consistent enough to give me any confidence, because I would hit three great shots, and then one would go off flying and I would have no clue why I did it, he said.
That obviously is not the way to play the PGA Tour. He struggled fitfully all last year, occasionally seeing a brief bit of the old magic come back, but usually just feeling somewhat adrift. Then he happened on Singh and the unusual backswing apparatus, and he feels he finally is on the right track.
But then, you have a little bit of the confidence issue, as well, he cautioned. I'm feeling pretty confident now, but it's not really 100 percent yet because you still have some doubts from when you played bad for a couple of years. It's pretty hard to be 100 percent confident straightaway. It's getting there, definitely.
Parnevik will try for the second time this year at a comfortable old spot this week, the Bob Hope Chrysler Classic. He won there in 2000. He returns in 2004 with the same pants, the same shirt, the same upturned bill on his cap. One thing that will be different, though ' the empty ball basket behind him of the driving range.
Email your thoughts to George White


How Does Disruptive Innovation Help Sacred Communities?
There was an unlikely group of guests at last month's Tribeca Disruptive Innovation Awards: ten rabbis. This cohort (of which I was fortunate to be a part) was present through the Rabbis Without Borders program of Clal. As one of the few clergy among the attendees, there was an unspoken, but invaluable, question for me: Can religious communities survive disruptive innovation?
Perhaps ironically, our very presence as standard-bearers of a religion that predates the Bronze Age was itself disruptive to the 800 participants, largely from across high tech, financial, governmental, and entrepreneurial sectors. In my mind, being a disruptive presence led to some of the most energizing dialogues and discussions that I've had as a rabbi – and hopefully for our interlocutors, as well.
Disruptions in our world are forcing us to clarify our missions and the values that draw us together.
What seemed evident to many of my fellow rabbis was just how much technological (and related) social change means for our communities – and how much it's already forcing a re-articulation of religion and the institutions that undergird it. We need new terms, new ideas and, as The Wisdom Daily's Irwin Kula aptly put it, better religious research and development (R&D) to guide calculated risk-taking. Otherwise, we risk stagnation, which is an existential threat in an era of rapid social change.
A key challenge facing many religions is the notion of community itself. When individuals can personalize, customize, and adapt just about everything in their lives, how are we to uphold communal standards, or live out communal values?
Providing the corporate corollary to this question, a dynamic session called "Brand Experience: Big Wisdom or Big Data?" featured top-flight marketing professionals from international brands. It highlighted the extent to which a shift towards individualism and free thinking is forcing changes in the marketplace. As Manoj Fenelon (PepsiCo's director of foresight) expressed, there's been a profound shift from "marketing" to "advocacy." The former involves relaying messages to a willing cohort. The latter means interacting with and convincing individuals to do something and to join a larger cohort of consumers. The former presumes a shared identity, while the latter presumes a high degree of personal latitude and the need to be persuaded as an individual.
Many religious leaders crow that renewed individualism is tantamount to renewed narcissism. This concern might not be entirely misplaced. But the private-sector marketing experts who graced us with their insights weren't suggesting the inability to connect with anyone but the individual, nor the obsolescence of communal identity. Instead, they underscored the need to emphasize individualism and view groups as composites of individuals who come together (or emerge) for a shared purpose. Certainly, our religious traditions see significant benefits to enduring communities living out ideals and reinforcing shared values as a collective. But so, too, have we long embraced individualism within a communal setting.
These marketing experts were not indicating an end to group connection, but underscoring an end to the kind of 'broadband' approach that acts under the assumption that people will join or remain parts of communities simply because they are told to, or because their fellow community members receive the same messaging. Shared messaging does not translate into shared identity. Compelling ideas and precepts are the central draw for individuals to join and remain part of communities. The barriers to communal entry (and exit) have been reduced through new technology and the society being significantly reshaped by it.
To be sure, the parallels between the private sector and the life of religious communities are imperfect. Still, the individuals who drive change within both are undergoing comparable changes in mindset, in response to comparable changes in the way we live. If anything, the disruptions in our life and our world are forcing us to clarify our missions and the values that draw us together.
People are drawn together more than ever before by ideas. But what is religion itself, other than a vehicle through which to lead a good life, reinforced by community, and based on central ideas about humanity, our world, and eternal questions that guide our search? Religion, too, is driven by ideas.
What stood out to me most, as an unlikely participant in the Tribeca Disruptive Innovation Awards, was not merely the vulnerability of religion in this time of social change, but the strength of religion – if it remains attuned to the change and disruption taking place all around it. So long as religious ideas are compelling, so too will be our religious community. So long as religious ideas are out of touch, or unresponsive to social change, so too will be our religious communities.
We are entering a time of R&D-driven community. We are entering a time of R&D-driven religion.
Joshua Stanton is Rabbi of East End Temple in Manhattan and a Senior Fellow at CLAL - The National Jewish Center for Learning and Leadership. He serves on the Board of Governors of the International Jewish Committee for Interreligious Consultations, which liaises on behalf of Jewish communities worldwide with the Vatican and other international religious bodies.


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The Fluchos brand was created in 1962 in Arnedo, the city of Rioja, famous for its traditional footwear craftsmanship. Fluchos, which went from a small family run business making thirty pairs a day, soon became a success and developed to become a market leader. Fluchos are popular the world over for their bright leather, their rubber soles, their longevity and their meticulous finishes. Fluchos shoes use an environmentally friendly manufacturing process and uses natural elements to ensure a greener production. For men and women looking for comfort, ethos and style, Fluchos offers finely crafted shoes that be worn for any occasion.


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Posted by: Abby Porth, Associate Executive Director
Today is the last day of Black History Month 2016. Throughout the month, we have featured on our social media the intersection of the African American and Jewish communities. As we wrap up the month, I want to share my speech from the San Francisco Interfaith Council (SFIC)-University of San Francisco (USF) Civil Rights Workshop on Friday, February 12, 2016. In addition, you'll find information here about our new year-long learning campaign on racial justice, and a collection of resources about Jewish diversity published throughout the month.
SFIC-USF Closing Remarks by Abby Porth
Historically, the civil rights movement has been led by the African American community. And it had to be. And we – non-African Americans – had an important role of blessing that movement with our witness to it, our prayer, and our championing of it. This was for the good of our country and its promise of equality for all.
Today, in this new civil rights movement, African Americans are again at the forefront. And where are we? We white people, we Jews, Asians, Latinos, LGBT folk? Where are our religious leaders? Our work today is to challenge racism wherever we see it, hear it, or ourselves perpetuate it. Most of our communities are blessed to be racially mixed today. In the Jewish community, there are an estimated 20 percent of us who are Jews of color. My community is, for the first time (and admittedly many years late), starting to examine issues of racism internal to our community, and working to become more inclusive. All of us religious leaders have a moral tradition to draw from, as well as the ethical obligation to, interrupt racism. Sadly, we have more than enough opportunity to do so.
In the Jewish tradition, there is a teaching that controversy is "for heaven's sake when it has lasting and productive value." We call this machloket. Machloket is why so many of you have witnessed robust political and religious debates at Jewish supper tables that you've sat around. My community believes that there will be lasting and productive value to these passionate discussions. That's what we call chutzpah (or audacity) in Yiddish.
In all seriousness, it is this rabbinic teaching of "machloket" – important and valuable controversy – that provides the imperative to question, challenge, think, and strive to grow and create progress. It is the recognition that change cannot occur in the absence of deliberation, thoughtful and passionate questioning, and the search for understanding.
It was through the San Francisco Interfaith Council, whose mission is to "celebrate our diverse faiths and spiritual traditions, bringing people together to build understanding and serve our community" that I first learned how communities can be in meaningful relationship with one another across religious difference. We all know why that is important; but it is the how that doesn't come quite as naturally. In the absence of knowing how to do this, many simply do not try.
SFIC events begin with religious leaders invoking their own traditions' supreme being or divine source – in their own language. This is done NOT to proselytize, and not to offend. It is done precisely so we can get to KNOW one another, using the language that is relevant for each of us and our traditions.
By hearing the authentic perspectives and lexicon of the other, we better understand one another, we are better able to hear the experiences that undergird one another's perspectives, and from there we can create progress – together.
And if this all sounds a bit too kumbaya, let me be clear. This is about maximal efficiency and strategy. Progress happens collectively, when disparate parties are invested in it and working to achieve it. It simply doesn't happen without that.
Today, we told a story. Sometimes the most important story is told simply. So, here is what I heard today – in simple words – from all of you:
-Government – get it right.
-Declaration of Independence.
-Faith
-Religious leaders
-Mind freedom
-Outspoken leaders
-Richest country in the world
-Intrusive policing
-Institutional racism
-Police brutality
-Not begging. Not asking. Demanding justice.
-Racism exists
-Living, breathing
-Create space
-Breast plate of protection
-Stand in solidarity
-Being Black, and being me.
-Wake up!
-Justifiably angry
-Racism is in our DNA
-God is love
-Let's do something
So today we engaged in controversy for heaven's sake, we believe our conversation will have lasting and productive value. We exhibited a bit of chutzpah. We listened to one another speak in an authentic way, and we moved the needle a little closer to creating change.
We owe a debt of gratitude to the University of San Francisco and the San Francisco Interfaith Council for its wisdom in bringing us together.
Thank you – each of you – for bringing your full, thoughtful, passionate selves to the discussion.
This month we officially launched our year-long "Racial Justice: Learning for Change" campaign. Throughout the year will be hosting events, town halls and other opportunities for our community to expand its knowledge of racial justice. At the end of the year the JCRC Assembly will convene and transform this education into action by enacting a new JCRC Consensus Policy Statement.
Black Jews You Should Know, Part 1 (Tablet Magazine)
Soul Food Shabbat: How to Celebrate Black History Month with a Jewish Twist (My Jewish Learning)
Celebrating African American Jews (New York Public Library)
Celebrate Black History Month in San Francisco (San Francisco Travel)
5 Ways To Celebrate Black History Month In The Bay Area (CBS SF Bay Area)
PHOTO: President Barack Obama greets a young guest during a reception celebrating African American History Month in the East Room of the White House, Feb. 18, 2016. (Official White House Photo by Pete Souza)
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JCRC is a beneficiary agency of the San Francisco-based Jewish Community Federation and the Jewish Federation of the East Bay.


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Is there a golden opportunity with Shopify?
Tesla's stock down despite Musk's latest comments
Ukraine's President Volodomyr Zelenskyy thanked India's premier Narendra Modi for sending humanitarian aid to Ukraine amid its war with Russia. WTI crude oil futures traded higher this morning.
China's industrial profits fell by 3.6% on an annual basis to 7.7 trillion yuan in the January-November period. Despite this, the CNY/USD forex pair traded slightly higher with the reopening of the Chinese economy.
Japan's retail sales grew 2.6% year-over-year in November, missing market expectations of 3.7% growth, which sent the JPY/USD pair lower in forex trading this morning.
South Korea's Composite Consumer Sentiment Index rose to 89.9 in December, from 86.5 in the previous month, exerting pressure on the KRW/USD forex pair.
Brazil's FGV Consumer Confidence Index climbed by 2.7 points to 88 in December. However, the BRL/USD pair fell in forex trading this morning.
What's happening: Shares of Tesla tumbled to a new two-year low on Friday, despite comments from the company's CEO.
What happened: The EV maker's chief Elon Musk has sold a large volume of his shares in the company through the year.
Tesla's stock fell again on Friday, even after the CEO assured investors that he would not be selling any more shares for at least two years..
Why it matters: During a live-audio Twitter Spaces conversation, Elon Musk said he'll stop selling Tesla's shares, after disposing of shares worth $40 billion.
"I won't sell stock until I don't know probably two years from now, definitely not next year under any circumstances, and probably not the year thereafter," Musk said.
Musk had made similar announcements in April and August as well, but kept selling shares to fund his acquisition of Twitter Inc.
The CEO also warned of 2023 being a challenging year, with consumers spending less on big-ticket items. Tesla has lowered prices and reduced its vehicles production in China.
Musk also signalled a share buyback next year, pending better visibility on the state of the US economy. Musk also reassured investors who were worried that he was spending more time on Twitter than Tesla. He said he had not missed a single important meeting at Tesla.
Tesla's stock moved lower on Friday continued a five-session losing streak, which sent the market value below the $400 billion level for the first time since November 2020.
How shares responded: Tesla's shares fell to their weakest level since September 2020 on Friday, before recovering some losses. The stock declined by 1.8% to settle at $123.15 on Friday and has lost around 69% year to date.
What to watch: Investors will continue monitoring comments from Elon Musk and any updates on the situation in China as well as the US economy.
US stocks will be in focus today ahead of a basket of economic reports
Context: Wall Street closed higher on Friday, with investors looking to buy undervalued stocks after the previous session's losses.
Details: The US core personal consumption expenditures price index, which is the Fed's preferred gauge of inflation, rose 0.2% in November, after a 0.3% increase in the previous month. The annual rate also eased to a four-month low of 4.7%, from 5% in the prior month.
Personal spending rose by a meagre 0.1% in November, while durable goods orders fell 2.1% in the month. The University of Michigan consumer sentiment index improved to 59.7 in December, compared to a preliminary reading of 59.1.
Markets have been concerned about a slowdown in the US economy with the Fed continuing to increase interest rates to curb inflation.
The Dow Jones index gained around 176 points, or 0.53%, to settle at 33,203.93 on Friday, while the S&P 500 rose 0.59% to 3,844.82. The Nasdaq 100 added 0.27% to close at 10,985.45.
The S&P 500 lost around 0.2% last week, recording losses for the third week in a row, while the Dow Jones index added 0.9%.
What are expectations: Investors await the release of economic data on US wholesale inventories, goods trade balance and home price index today. Wholesale inventories in the US, which rose by 0.5% to $923.8 billion in October, are expected to grow by 0.3% in November. The trade gap on goods is expected to narrow to $97 billion in November, from $98.8 billion in the previous month. The Case Shiller Home Price Index is projected to decline 1.2% in October, while the FHFA House Price Index is expected to decline by 0.3%.
Other Markets: European trading indices closed mostly higher on Friday, with the FTSE 100, DAX 40 and STOXX Europe 600 up by 0.05%, 0.19% and 0.04%, respectively, and the CAC 40 down by 0.20%.
USD/CAD – 1.3565 and 1.3570 Negative
Nasdaq 100 – 10956.23 and 10998.27 Negative
Gold – 1811.49 and 1812.19 Negative
EUR/USD (1.0646, 0.08%) Dow ($33,526, 0.45%) Brent ($84.77, 0.3%)
GBP/USD (1.2084, 0.12%) S&P500 ($3,893, 0.59%) WTI ($79.86, 0.4%)
USD/JPY (132.92, 0.03%) Nasdaq ($11,157, 0.74%) Gold ($1,812, 0.5%)
France's initial jobless claims and unemployed persons, Brazil's loan growth, US Dallas Fed manufacturing index, as well as Argentina's retail sales.
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download of any video games of their choice. It is said that a mobile device phone can be sometimes be very boring when a game is not present in the mobile phone to while away time and also have fun.
keep myself busy at a given time.
Users should also note that a login and sign up details it's not required from any users. This is because all users are logged in already as long as you click on www.waptrick.com.
It's sites is that at which is very very easy to access. Files and apps that are found on waptrick can be downloaded for free by all users. It does not require a valid mail or gmail address for sign up details. As we said before that all users stays logged in waptrick.com.
of the website next to the logo.
particular game you wish to download option when the list appears.
The best quality, standard quality, and low quality of what you need.
Click the one you prefer and commence download.
particular game at a given time.
Users should be wise and clever enough to know a particular game they wish to download from the waptrick site before searching for its URL. Otherwise faces a problem to pick a particular game to install or download in his/her mobile or PC devices and also exhausting a data bundle for a particular game that happens not to be his/her choice.


A punter on his stag do was thrown out of an Otaki racetrack for running down the home straight wearing a blonde hairpiece during a horse race.
Kenepuru's accident and medical service was not an accident and emergency service, he said.
So the i30 is like our Olympic stars: on the podium with a medal, while our national anthem plays. On that, aren't there some weird anthems?
The sergeant was understood to be either heading to rugby practice or dropping off his children at the time but was concerned enough to stop and check on the store's occupants.
Scientists overseas are researching stronger pesticides and trying to breed bees resistant bees.
I struck a girl once from Otago who lived on a farm. They were measuring gold at that time in the hair, and her one came right off the top of the sheet, for gold. I didn't know whether to tell her or to buy the farm.


Dubai, UAE, 19 June 2018: A band of talented UAE drivers led by Dubai Kartdrome Manager, David Bright, challenged the top leisure kart drivers from around the globe at the Sodi World Series (SWS) 2018 World Finals at Lignano, Italy over the weekend (14-16 June).
The contest brought together around 280 drivers from 84 circuits and 35 different countries competing in three categories: Junior Cup, Sprint Cup and Endurance Cup. The three-day race event took place at Circuito Internazionale Venezia Giulia in Lignano, a kart circuit located near Venice, Italy.
Dubai Kartdrome was represented in the Senior Cup by Ekaterina Kazakova, Karim Al Azhari, Markus Thomas, Abigail Birch, Allan Khoury, Maz Nawaz, Hussain Umid Ali and Anjum Shaikh.
Kyle Kumaran, Patrick Debattista, Alexander Renner and Enzo Al Azhari competed in the Junior Cup classes and Pedja Jakovljevic, Durate Lopes, Andre Caido and Miguel Neto of Bin Drai Karting drove the 12-hour team endurance race in a bid for the Endurance Cup.
Karim and Enzo Al Azhari were the first Father-Son duo to compete in the Sodi World Finals.
All the Dubai racers put in impressive drives during the weekend, with some collecting trophies in the preliminary rounds. Out of the twelve sprint drivers competing, five qualified for the final championship races.
Abigail Birch started at the back of the grid for the World Masters Super Final but she managed to pick up seven places in the race and finished 12th place in the Senior Cup. She also specials honours as the top Woman Driver of the contest.
Enzo Al Azhari nabbed 16th and Kyle Kumaran 11th for the Junior World Masters Final, while Patrick Debattista and Alexander Renner just missed the podium in the Junior Kid World Masters Final by placing 5th and 6th respectively.
2018 Endurance Championship leader, Bin Drai Karting, qualified in 4th for the 12-hour team endurance race but ended up dropping down to 10th place after the chequered flag.


Instruction in the absence of application is incomplete because it occurs in a kind of artificial learning environment. Often, there is no direct connection between the material and the learner's experience and as a result, learning can be extremely difficult. Dewey (1) and many others over the past 100 years have stated emphatically that learning is greatly facilitated when students are shown how new information applies to their lives. This application not only increases motivation (2), but also increases critical thinking (3), and later recall of the material (4).
In fact, the entire constructivist view of learning is predicated on the concept of building upon experiences across one's lifetime. That is, we "use" the information we obtain to construct meaning in our lives, and we use previously learned material and experiences to build a framework for effectively incorporating new information.
Method 15. Inspired students to set challenging goals.
They primarily suggest the importance of stimulating interest in the topic, demonstrating the importance of the topic, inspiring students to set high goals, and helping students to answer their own questions. In "learning to apply course material," it is important to actively involve students in the learning process and to help them see both the relevance and importance of the information involved. These six items all pertain to helping students to build a foundation of specific course knowledge and to take responsibility for their own learning.
Objective 12 (item 32). Interest in learning more.
Interestingly, "learning to apply course material" is not strongly related to items pertaining to amount of work and difficultly of the course, nor participating in teams and discussion groups. While these are very important aspects of the learning process, the mere presence of difficult material and working in groups themselves does not necessarily relate to Objective 3. Application must involve an individual effort.
It appears that learning relevant foundational information and skills and seeing how these are used in class is more critical to applying course material for improved thinking and decision making than is simply the amount of course material assigned. Understanding a concept, even at an expert level, does not by itself ensure the material can be applied in an appropriate manner. It is important to help students to learn by helping them to practice recalling and using the information and skills as often as possible.
Helping students to learn to apply course material is closely related to Chickering and Gamson's (5) principle of using active learning in the classroom. Active involvement through applying new information is crucial to real-life problem solving, and connecting learning to something directly relevant to the student as a person is a basic concept in creating an active environment.
As teachers, we need to consider approaches to instruction that allow students to involve themselves in their own learning processes. They must be given opportunities to construct, question, transfer, critique and apply their new learning. Students' understanding improves when they actively construct meaning and try to make sense of the material. There are many ways to assist students to learn application of course material. This Note will focus on four methods – teaching for transfer, improving critical thinking, problem-based learning, and service-learning.
Improving critical thinking. A first step in critical thinking is to apply relevant information and experiences to the solution of the issue or problem at hand. Thus, using questions to prompt the application of existing or new information is one strategy you can use to improve critical thinking. Probing questions encourage students to think more productively and to evaluate the evidence more efficiently. Model critical thinking and application thinking in your classes by asking questions that encourage students to evaluate alternatives and make educated choices (3).
The questions asked should stimulate critical and creative responses. Don't ask for lists of items or what happened, but rather "Why" and "How" they happened. As instructors and facilitators of learning, we must not rely too heavily on textbooks or work books, or simply seek simple, "correct answers" to validate student learning. This only reinforces student belief that there is a "correct response" and that our job as teachers is to uncover that answer and then move to new material. Instead, we need to ask questions and speculate beyond what is known to create new ideas and information. As we facilitate conversations, we show our students that we value their questions, consider them as thinkers, and invite them to share their points of view.
To promote critical thinking with our classes, provide opportunities for students to relate the material to their life experiences and to evaluate and question what is said, rather than immediately accepting it as truth. When we promote critical thinking skills, we teach our students to argue both sides of an issue, compare answers and judge the "best" answer based on evidence and encourage students to create arguments in a reasoned way rather than through emotions. Critical thinking strategies also encourage students to use new information and apply it to that which was previously learned.
Teaching for transfer. Applying recently learned course material to new situations is a complex and critical cognitive goal. Transfer is the cognitive process of applying previous experiences and knowledge to learning or problem solving in a new situation (6). It is one of the most important skills we can teach our students.
Cognitive transfers can be described using three sets of concepts: near or far (7); high-road or low-road; and forward or backward (8). Near and far transfer refers to the relative ease with which new material is applied. Near transfer occurs when the learning context is very similar to the context where the information is used. An example of near transfer is a student who learns to type on a typewriter applies that knowledge to a computer keyboard. Far transfer of learning applies when the learning context and the application context are very different. For example, if a student works in an office setting and applies what she has learned about leadership styles to her situation, a far transfer has occurred.
High-road and low-road transfer refers to the "cognitive energy" required to make the connection. A low-road transfer is unconscious or intuitive and takes little effort (for example driving a new car similar to one's old vehicle), whereas high-road transfer takes a conscious, explicit effort to apply learning from one situation to another (for example, selecting and using a statistical test with a new and different kind of data). Backward-reaching and forward-reaching transfers are concerned with the timing of the application. Backward-reaching transfer occurs when a student examines a past experiences and applies the new learning to it. A forward-reaching transfer occurs when a student thinks to a time in the future when the new information can be applied.
When teaching for transfer, it is important to ground the concept you are teaching in some applied context. Introduce your topic, briefly discuss, and then ask students to generate examples of the concept. As you do this, notice the type of transfers they are using. Challenge them to apply the concept to their personal and professional lives as well as to other contexts. As you teach concepts for application, you will also want to remember that teaching for depth of meaning and understanding increases a student's ability to transfer information. Students will need time to construct meaning and consider the implications of the new knowledge. They will also need assistance to first see how information can be transferred to a variety of settings. By encouraging students to make a variety of transfers, you will be increasing the likelihood of deeper learning.
Problem-based learning. Too much of "traditional" teaching involves giving students isolated bits of information to be memorized and then demanding that it be retrieved for examinations. Problem-based learning is an alternative approach whereby students are given a real-world scenario that is often structured to be complex and ill-defined. Students are required to use specific course material and concepts to solve the problem at hand, thereby setting up a situation in which students are directly applying course material to a real-world problem. Working in groups, students strive to solve the problems while the instructor serves as a facilitator and guide. Instructors who use problem-based learning report that this approach helps students to develop critical thinking sills, improves retention of material, demonstrates the values of working with others, and provides a framework for solving problems that persists after the course has ended (9). This approach also facilitates transfer of learning as described above. The University of Delaware maintains one of the most informative websites for information on problem-based learning (http://www.udel.edu/pbl/).
Service-Learning. Service-learning is an experiential teaching/learning method that connects meaningful community service with academic learning. It gives students opportunities to directly apply course material to meet a community need, and is based heavily on the suggestions for good instruction and learning by Dewey, Piaget, and Kolb. One example may be a marketing class assisting a local school district in getting the word out about school millage for an upcoming election. Students in the course might do audience research, develop a marketing strategy, create a theme or message, and collect data to determine the effectiveness of the campaign. Service-learning has many of the same benefits of an apprenticeship, with students learning directly applicable skills from course content, and the community receiving assistance at very little cost. With respect to academic development in the area of the course content, reflection on the project is vital to learning. Evidence of student learning and future civic engagement by those participating in well-organized service-learning activities is overwhelming (10). Extensive information regarding service-learning can be found at the national service-learning clearinghouse (http://www.servicelearning.org/).
In order to apply course material, it is important that students have a strong foundation of basic information. As the course instructor, you should first assess for critical aspects of foundational knowledge in the course. This can be done through examinations, quizzes, and class discussions. The important issue here is that students have appropriate and accurate material as the basis for reasoned applications to new problems.
It is important that students understand the importance of application in your course. Explain to the students that they will be expected to apply course material to "real world" problems and that they will be tested on their ability to solve problems in the course. It is important that students realize there are critical steps to logical problem solving and application of course material. Students must understand responses will not be given full credit just because they have opinions and attempted to answer. To assess the extent to which students have learned to apply course material to improve thinking, problem solving, and decision making, ask students periodically to express their perception of the value of applying course material to new problems. Students who are in class with the expectation that there is one correct answer and simply desire for you as the instructor to give them the answer will be frustrated by a course in which they are asked to do "extra" work, such as applying information to seemingly extraneous situations. It helps to be aware of this possible resistance. Do not be discouraged if at first, students object to your assignments.
With respect to transfer, start with applications that are very close to the learned material and then increase the distance from the learned material to that which they are applying their new knowledge. This shift from near to far transfer will assist the students in understanding not only how to apply the current information, but the process of learning to apply information in an increasingly wide range of situations. For example, students in an environmental biology course may first be asked how a certain chemical will impact the frog population of a stagnant pond. Later, they may be asked how introduction of a given chemical will impact the ecosystem of an entire stream and surrounding area.
Problem-based learning focuses on applying learning. Having students solve problems (alone or together) either in class or through at-home assignments, better prepares them for examinations. For critical thinking assessment, the instructor should be certain to ask questions at a higher cognitive level – analysis, synthesis, and evaluation (11). These questions are good for testing students on both forward and backward transfer. Present well-known problems in societal issues and ask student how the information in the course could have been used to solve those problems. At times, students will note that technology and knowledge present today were not even available at the time, so it is not an issue that the people at that time made a mistake and "should have done things differently," but rather a demonstration that as a society we are able to solve increasingly complex problems. For example, an automotive design class may be asked to look at the design of the Ford Pinto of the 1970s and asked how the design might have been changed to avoid the exploding gas tank problem, or to look ahead to increasing traffic and pollution problems and suggest how new designs might avoid these problems.
There are several methods to test understanding of application of course material with respect to service-learning. On examinations, students can be asked to recount what took place and how the material from the class was used to solve specific problems. For example, in a marketing class in which a service-learning project helped bring needed donations to a food kitchen, students might be asked what principles of marketing made the advertising campaign successful. For service-learning, reflection is also an important part of the class and a way to gage understanding of application of course material to meet community need. Students in that same marketing class may be asked what they felt was their most important individual contribution and how their knowledge of course material benefited the soup kitchen.
There are also a number of classroom assessment techniques that can be used to document the extent to which students are learning to apply course material (12). As an example, "Application Cards" may be used whereby students write down one unique real-world application of the material covered. This is a quick and easy method to determine whether the student understands the material and how it can be applied. This technique may be broadened to include aspects of problem solving and critical thinking.
If the goal in a course is to teach students to apply course material for improved thinking, problem solving, and decision making, it is imperative to give the students multiple opportunities to practice that behavior. Additionally, if these forms of thinking and problem solving are important aspects of the course, they should be demanded of the students as part of the course. Students quickly determine that issues of importance to the instructors are related to the grading process, and that attention to these issues is important for better learning and better grades.
Paul, R., & Elder, L. (2001). Critical thinking: Tools for taking charge of your learning and your life. New Jersey: Prentice-Hall.
Chickering, A. W., & Gamson, Z. F. (1991). Applying the seven principles for good practice in undergraduate education. New Directions for Teaching and Learning #47. San Francisco: Jossey-Bass.
Gentile, J. M. (2000). Then and now: A brief view of Hope College today. In M.P. Doyle (Eds.) Academic Excellence. Chapter 6. Tuscon, AZ: Research Corporation.
Shunk, D. H. (2000). Learning theories: An educational perspective (3rd ed). Upper Saddle River, NJ: Prentice-Hall.
Salomon, G., & Perkins, D. (1989). Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24(2), 113-142.
Major,C. (2002). Problem-based learning in general education at Samford University: A case study of changing faculty culture through targeted improvement efforts.The Journal of General Education 51(4), 235-256.
Eyler, J., & Giles, D. E. Jr. (1999). Where's the learning in service-learning San Francisco: Jossey-Bass.
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey Bass.