We are an experienced wedding band and enjoy performing at numerous wedding receptions – we take great pride in our work and style each wedding to the Bride and Grooms' specification. We will always learn special requests for free so if you do not see your first dance song within our repertoire don't worry – we will always arrange and perform it for you, even if it is not considered to be "jazz".
"Jazz and Cocktails were such a breath of fresh air and were such a special part of our wedding, everyone remarked how great they were and many (who would have left if we had hired the usual thump-thump-thump wedding dj who always seems to play the same track list) stayed to hear all their sets.
They took our requests and even played a Star Wars/Cantina band medley, which in the beginning was an idle request by the groom but ended up being a well thought out composition!


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Sports & Recreational Activities
While Orlando may be best known for its world-class theme parks, the city is full of unique outdoor and sporting adventures perfect for the adventure seekers in the family! Where else can you and you family zip-line down over a lake of gators or skydive in an indoor arena? Prepare to have an amazing family adventure day of thrills and squeals!
iFLY Indoor Skydiving
iFLY is an indoor skydiving experience that creates true free fall conditions, just like skydiving, without having to jump out of an airplane. iFLY Orlando`s 1,000 hp vertical wind tunnel generates a wall-to-wall cushion of air, on which you safely float. There�s no parachute, no jumping, and nothing attaching you to planet Earth. It�s just you and the air, it�s the most incredible adrenaline rush.
Location: 6805 Visitor Circle, Orlando, FL 32819
Forever Florida Ziplines & Adventures in the Wild
Come and see a mixture of untamed wilderness, wetlands, natural streams and cypress forest. Choose between 3 adventurous safaris; on horseback, driving in a coach or taking daring ziplines!
Location: 4755 N. Kenansville Rd, St. Cloud, FL 34773
Florida�s state parks
Florida�s state parks are all open for public enjoyment. Check out this government website to see all that is on offer.
Blast Off Adventures
Bringing the Jetlev Flight Experiences to individuals, parties, corp events in the Tampa, St. Petersburg, Clearwater & Orlando areas....from the beaches to the bay!
Location: 4000 Florida 33, Clermont, Florida 34714
Buena Vista Watersports at Paradise Cove
Buena Vista WaterSports is a privately owned recreational water sports facility located just 5 minutes from the Disney Entrance and less than 10 minutes from ? Universal, Seaworld, and the Orange County Convention Center. We are proud to offer exhilarating Jet Ski Rentals on beautiful Lake Bryan - a 450 acre, natural, spring fed lake surrounded by cypress trees and tropical foliage! We also offer Wakeboard & Waterski lessons by professional instructors behind the top of the line Nautique Boats!
Location: 13245 Lake Bryan Drive, Orlando, FL 32821
Dewey�s Indoor Golf & Sports Grille
Dewey�s Indoor Golf is a 12,000-square-foot, high-end sports grill that features state-of-the-art golf simulators, more than 70 TVs including a giant 25-foot screen, private meeting rooms, a Vegas style bar and lounge, outdoor patio, plus an amazing menu and atmosphere.
Location: 7720 Turkey Lake Road, Orlando, Florida 32819
ESPN Wide World of Sports Complex
ESPN innovation and entertainment join the magic and service of Walt Disney World Resort at this 270-acre sports complex that hosts more than 70 different sports for amateur and professional athletes ages 6-86. It�s the pre-eminent multi-sports facility of its kind in the world.
Location: 700 Victory Way, Kissimmee, Florida 34747
Flyboard Rentals of Orlando
Have you ever dreamed of flying like Iron Man or wanted to be able to swim like a dolphin? Well now you can! You�re entering the realm of extreme sports and you �Adrenaline Junkies� can now get your fix!
Location: Lake Virginia, Orlando, Florida
I-Drive Indoor Kart Racing
I-Drive Indoor Kart Racing will feature an exciting adrenaline and fun experience with futuristic electric race karts that will get anyone�s heart racing. In addition to our fast electric race karts (speeds of up to 45 MPH), a full fledged arcade entertainment section will be offered alongside a bowling alley with four lanes, as well as multiple private rooms, which will include a dance area with state of the art lighting and sound for up to 900 of your guests.
Location: 5228 Vanguard St, Orlando, Florida 32819
Monkey Joe`s Pointe Orlando
Monkey Joe, a furry purple monkey, lived on a secret island named Coco-nutty Island. All of the monkeys on the island were different colors and some even had stripes. Monkey Joe was a very active and healthy monkey who surfed ocean waves, climbed the coconut trees and skateboarded on slate rock. One day, Monkey Joe was climbing the tallest tree on Coco-nutty Island and he slipped and fell, but didn`t get hurt-- he bounced off a patch of vines and moss that had grown over a hole. "What fun this is to bounce!" thought Monkey Joe. He was so excited about his new found fun that Monkey Joe and his friends explored the island to find more bouncy places for everyone to enjoy. They even found a smooth rock covered by water and slippery algae which made a perfect place to slide. Monkey Joe eventually left the island to share his bouncing, sliding fun with kids at Monkey`s Joe`s party and play center. Monkey Joe will even make a guest appearance at your kid`s party and other events.
Location: 9101 International Drive, Orlando, FL 32819
Orlando Sports Center / Home of OVA
The OSC is not only home to the Orlando Volleyball Academy but is also available as a sports and business venue to the community. OSC is capable of hosting multisport events in its 92,000 sq ft. facility as well as corporate events with a 18,000 sq. ft. meeting room and conference space..
Location: 6700 Kingspointe Parkway Orlando, Florida 32819
The Orlando Watersports Complex is a unique watersports park designed for wakeboarding, wakeskating, wakesurfing, kneeboarding and waterskiing. Since 1999, OWC has established itself as the best place to learn how to wakeboard. OWC is set up with two full size cable systems, a two-tower system and a boat lake. The two-tower system is great for teaching new riders the basics while our beginner full size cable provides them the tools to create a solid wakeboarding foundation.
Location: 8615 Florida Rock Road Orlando, FL 32824

redpajama_set_name: RedPajamaCommonCrawl


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State Board honors Milken Educator Award winner
One of Missouri's finest teachers was recognized by state leaders Tuesday — Feb. 21 — in Jefferson City.
Eric Cochran, a recent recipient of the prestigious Milken Educator Award, was honored by the State Board of Education at its monthly meeting. Cochran also was recognized at the State Capitol by legislative leaders in the House and Senate chambers.
Cochran is a social studies teacher at Lindbergh High School, where he teaches Advanced Placement U.S. History and serves as department chair.
Cochran, who was joined by his wife and two young daughters, was commended by the members of the State Board for being one of many excellent teachers working in public schools in Missouri and throughout the nation.
"We express our deep appreciation for the outstanding accomplishments you have made in encouraging your students to achieve at high levels," State Board President Peter F. Herschend stated in a news release.
Last November, Cochran was surprised with the Milken Educator Award by the Milken Family Foundation at a schoolwide assembly. His colleagues praised his efforts to inspire students and build their confidence to succeed at college-level work. He also was recognized for his work in building strong relationships with students, parents, colleagues and community leaders.
The Milken Award may be presented annually to one, sometimes two, unsuspecting educators in each state. The award comes with a $25,000 unrestricted cash prize and provides public recognition to the recipient for furthering excellence in education. The award alternates each year between elementary and secondary educators.
Over the past 25 years, the California-based Milken Foundation has honored more than 2,500 K-12 teachers, principals and specialists nationwide with more than $63 million in total awards. In 2011, about 40 educators received the award.
Missouri has participated in the Milken Educator Awards program since 1996. A total of 43 Missouri educators in public schools have received the award since that time.
Lindbergh Schools seeks nominations for 2021 Lindbergh Leaders, focusing on 2020 heroes
A look back: The Rogers Elementary winter concert
Mehlville opens kindergarten, preschool registration for 2021-2022 school year
House speaker declares education reform a top priority for Missouri legislative session
Mehlville elementary students will attend in-person class five days a week
A look back: Bresler eats lunch with students
A look back: Kiwanis, Beasley Elementary honor 'Terrific Kids'
A look back: Author Alan Gratz visits Oakville schools
Missouri lawmakers return to tackle Medicaid, education, budget amid COVID
Mehlville ties student COVID cases to out-of-school activity


Parking Mode or Buffered Parking Mode – If your vehicle gets hit while parked, the dash cam will automatically turn on to record the event. However, in buffered parking mode, the dash cam does not power off when you are parked. This allows a greater chance of capturing an event as it happens.
Auto Record – This feature allows the dash cam to automatically start recording once the car starts moving.
LCD Screen and Image Correction – Most dash cams are equipped with high resolution (HD) LCD screens [1080p or 1920 x 1080 pixels, which is five times more detailed than standard definition (SD)]. An HD dash cam with a wide angle lens is able to capture a minimum of 30 frames/second (FPS) to a maximum of 60 FPS. The best dashboard camera is able to manipulate the lighting and correct the image while recording. Thus, you can have clear video files even under low light conditions.
Instant Playback – This feature allows quick access to recently-recorded footage.
G-Sensor – This sensor allows a dash cam to automatically save footages based on possible signs of collisions.
Motion Detection – Able to detect motion to warn and help drivers when parking rear end first or when switching lanes.
Single or Dual Channel – Single channel refers to one camera (front windshield only), while dual channel means there are two cameras (front windshield and rear interior or rear window).
Global Positioning System (GPS) – Not all dash cams come with GPS. Usually, the lower-priced and smaller units do not have this feature. That being said, there are dash cams without this feature but still allow you to connect to an external GPS device. While it is doable, having an extra device in addition to your dash cam might take up extra space that may clutter your dashboard.
First, it is illegal to record a conversation when passengers are not aware they are being recorded. This falls under the "surreptitious audio recording law," also known as the Digital Media Law.
Second, the dash cam cannot and should not obscure the view of the driver or front passenger. In most states, the general rule is that the dash cam can only occupy five square inches from the driver's side and seven square inches from the passenger's side. To be on the safe side, do check with your local authorities.
Third, while loop recording automatically deletes footage by writing over it, it is still highly recommended to manually clean and format the memory card every two weeks using the car dash camera's format menu option. Without doing so, dash cams may start displaying error messages, which is something that can happen whenever a memory card is close to being maxed out.
Fourth, most of the time a dash cam with a built-in screen cannot be turned on when you are driving as it can distract the driver. There are exceptions to this law, however, such as providing parking information and status of vehicle.


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Q: How to build executable from a ruby-tk project? I have a ruby-tk project and I would like to get a standalone binary. I am working on OSX and would like a binary for Windows, OSX, Linux. Is there a tool for that ? I tried ruby2exe, ruby2app, ocra, but none seem to do all of it.

A: There is Platypus – which, according to its description, "creates native Mac applications from interpreted scripts such as shell scripts or Perl and Python programs."
But there is no mention of Tk support in its Github repo.

redpajama_set_name: RedPajamaStackExchange


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how did jesus speak to his disciples
Throughout the Scriptures Jesus is challenged with correcting the disciples' thinking. 58 For instance, when an opponent brings you to court in front of a ruler, do your best to settle with him before you get there. I can guarantee that I came to bring nothing but division. By Xiaojie After being nailed to the cross and being resurrected, the Lord Jesus appeared to the disciples for 40 days. Isaiah was right when he prophesied about you: "'These people honor me with their lips, but their hearts are far from me," (Matthew 15:8). 12 At that time the Holy Spirit will teach you what you must say.", 13 Someone in the crowd said to him, "Teacher, tell my brother to give me my share of the inheritance that our father left us.", 14 Jesus said to him, "Who appointed me to be your judge or to divide ⌞your inheritance⌟?", 15 He told the people, "Be careful to guard yourselves from every kind of greed. It is the general consensus of religious scholars and historians that Jesus and his disciples primarily spoke Aramaic, the traditional language of Judea in the first century AD. And they were all amazed at the greatness of God.But while everyone was marveling at all that He was doing, He said to His disciples. They thought that when Jesus became King, His government would rival that of the Roman Empire and He would overtake as they understood by rebellion. (Jhn 20:26-29) And after eight days again his disciples were within, and Thomas with them: then came Jesus, the doors being shut, and stood in the middle, and said, Peace be to you. "But I tell you that everyone will have to give account on the day of judgment for every empty word they have spoken'" (Matthew 12:36). He had lost forever the chance to be together with Him, to follow Him, to know Him. What Is the Meaning of the Resurrection of the Dead in the Bible? All rights reserved. Thank you for your instructive commentaries on Bible.org, Either you will hate the one and love the other, or you will be devoted to the one and despise the other. I will demand your life from you tonight! So what did the Lord Jesus say to, and what did He do for those who are able to honestly believe in and follow Him? The position of Andrew as the last is noticeable, as connected with the general pre-eminence of the first three. Bible Study: Why Did the Lord Jesus Entrust Peter With the Heavy Responsibility of Shepherding the Churches? So, after the Lord Jesus was resurrected, He first did these two very meaningful things. There is a deceptive nature to riches that give it the ability to become an idol in the human heart if not prioritized properly. But while everyone was marveling at all that He was doing, He said to His disciples. Nothing has been covered that will not be exposed. From this knowledge, it is likely that Jesus spoke in whichever of the three languages was most suitable to the people He was communicating with. He used this method of questioning so that people would reflect on themselves and look into themselves: What are the Lord Jesus' requirements for people? About Us / Terms of Use / Privacy Policy / Cookies Policy / Copyright © 2020 Find the Shepherd - All rights reserved. The Lord Jesus' requirements and expectations of that type of person cannot be seen from what He said. He said, "A rich man had land that produced good crops. 31 Rather, be concerned about his kingdom. How should I love God? The disciples were fascinated with prominence, position and power. And when they are in great pain and suffering, they are more able to understand the Lord Jesus Christ's concern and His care; they realize His earnest teaching and strict requirements of pure, honest people. After all, Jesus himself would acknowledge that neither did he act nor did he even speak by his own initiative, but by the Father's alone. and 17:20) will be taken away. 9 "He who has ears, let him hear" (Matthew 13:9). And, behold, there was a great earthquake: for the angel of the Lord descended from heaven, and came and rolled back the stone from the … $3.99 a month puts a library of commentaries, study notes, and Greek & Hebrew language tools right in your pocket. It is mankind's repayment to God, their responsibility, obligation and duty, and it is a way that mankind must follow for their entire lives. I'll tear down my barns and build bigger ones so that I can store all my grain and goods in them. Jesus taught the disciples that humility and a reliant trust in God, similar to the way children depend on adults, was the true Kingdom demeanor for spiritual dominion. 24 Consider the crows. This is what He said, Jesus answered them, "To you it has been granted to know the mysteries of the kingdom of heaven, but to them it has not been granted. 32 Don't be afraid, little flock. Truly I tell you, they have received their reward in full," (Matthew 6:5). What is Jesus' will behind this matter? 7 Even every hair on your head has been counted. 38 They will be blessed if he comes in the middle of the night or toward morning and finds them awake. Please also opt me in for Exclusive Offers from Beliefnet's Partners, From time to time you will also receive Special Offers from our partners. Mark 16:9 Now when Jesus was risen early the first day of the week, he appeared first to Mary Magdalene, out of whom he had cast seven devils. Little Boys Bible Storybook for Mothers and Sons. These understandings and feelings on the part of the people suddenly brought them back to an age of believing in a God that could not be seen or touched. Peter was grieved because he said to him the third time, Love you me? You are welcome to contact us and we are online 24/7 to help you resolve the problems and confusions at any time. It also created more distance between the Lord Jesus and the people, and people felt in their hearts that the Lord Jesus in that moment had become more mysterious. The Language of Jesus. "But He turned and rebuked them, and said, "You do not know what kind of spirit you are of; for the Son of Man did not come to destroy men's lives, but to save them," (Luke 9:55). This was because He had transcended the limitations of the flesh, and when the door was closed He could still come into the midst of the people and allow them to see Him. (Matthew 21:45-22:1). As we know from history, Israel was strongly subject to Roman rule during the time of Christ's earthly ministry. For Permission to Quote Information visit http://www.lockman.org. (Matthew 22:15). And these are ways you can too. He seems to make no exception. The scripture contains the following line describing the Lord Jesus after the resurrection: "then came Jesus, the doors being shut, and stood in the middle, and said, Peace be to you." It's very clear that the Lord Jesus at that time was no longer a flesh, but a spiritual body. Another time, the disciples' message was rejected in a town and they asked to call down fire and destroy the unwilling recipients. 46 His master will return at an unexpected time. What Does "a Great Sound of a Trumpet" in the Bible Prophecy Mean? Spending time with Jesus means having Him constantly call you out on pride, arrogance, and ways that are contrary to Kingdom growth. Q. I have a question about something I read today in my quiet time in the gospel of Mark. A one-click subscription to the latest spiritual devotional resources helps you be closer to the Lord! Jesus teaches us to choose our words wisely because they will either be advancing the Kingdom of God or darkness. A lot will be expected from everyone who has been given a lot.
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how did jesus speak to his disciples 2020


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German Footballer 'Comes Out as Gay' in Online Q&A Session on Reddit
Chris Deeley 08 Sep 2016
A German footballer has taken to Reddit to announce that he is gay - although he remained anonymous throughout, posting under the pseudonym 'Eckfahne', which roughly translates to 'corner flag'.
The anonymous player, who plies his trade in the German Third Division, revealed a handful of details about himself, including his age (20 years old) and wage (€9,000 per month, or around £7,600) - and used the Q&A-style 'AMA' thread to answer some questions from users about his life.
German footballer uses Reddit to announce he's gay, admits he's got a fake girlfriend https://t.co/bSKtHtqLkX pic.twitter.com/T7cHu8kqdu
— 101 Great Goals (@101greatgoals) September 8, 2016
He admitted that he wasn't planning on coming out publicly at any point soon, saying that not even his parents are aware of his sexual orientation; just a handful of close friends, including one girl who pretends to be his girlfriend to help him fit in with his teammates.
He answered a few more questions about his life in and out of football, saying that he only dates men outside of sphere of football - although he admitted an attraction to German national team players Manuel Neuer, Joshua Kimmich and Mats Hummels.
Speaking earlier in the year, Arsenal chief Ivan Gazidis claimed that he was "absolutely convinced that in five years time we will have openly gay players."
He added: "In the dressing room, it's a non-issue. [The players are] openly supportive of these issues, so you have to wonder why someone hasn't come out."
As it stands, though, none of the major men's leagues in Europe contain an openly gay player, with reactions of both fans and teammates believed to be a concern - although the women's game has a number of prominent openly gay stars.
For more from Chris when he's not writing on 90min, follow him on Twitter at @ThatChris1209


The Microsoft SQL Server 2012 Best Practices Analyzer (BPA) is a powerful tool that reviews the configuration and settings of your SQL Server 2012 instances. In addition, the tool highlights settings that differ from best practice recommendations. When the tool finds settings that don't meet best practice recommendations, the BPA also provides advice on how to apply settings to help minimize potential problems.
The tool can use PowerShell remoting to scan local and remote computers. This task requires you to modify your PowerShell settings to increase the maximum number of concurrent shells per user and requires explicit acceptance during installation. For more information on PowerShell remoting, see the Microsoft article "Installation and Configuration for Windows Remote Management."
Once you've installed the BPA, invoke the tool and choose a target server to scan in the Home settings. Next, select parts of the SQL Server stack that you want the BPA to examine. For example, Figure 1 shows how to exclude replication settings by selecting the appropriate choices on the Enter Parameters settings.
After you make your selections, the BPA will scan the parameters that you specified. When the BPA finishes its scan, you'll be able to review the analysis results via an overview or a detailed report, as Figure 2 shows.
You can select the Results radio button to see the BPA analysis findings. Alternatively, clicking the Collected Data radio button shows the configuration data that the BPA scan collected. For either report type, click the Filter option to locate the computer name for the scanned server to view detailed information. Then you can look for the SubModel value that correlates to the various parameters of the scan, such as SubModel = Engine for a scan of the database engine best practices.
You can also save the results by using the Export Report option. If the BPA returned a lot of results, you might want to filter out various aspects of the report using the Filter option. You can also read the report through the Microsoft Baseline Configuration Analyzer (MBCA) GUI if you're familiar with that tool.
The BPA runs on the following OSs: Windows 8, Windows Server 2012, Windows 7, Windows Server 2008 R2, and Windows Server 2008. The tool also runs on any edition of SQL Server 2012, but it's not backward compatible. The BPA requires PowerShell 2.0 and MBCA 2.0. In addition, the user must be an administrator on the target machines because MBCA requires administrator privileges. Also, the user must have systems administrator privileges on the target instance of SQL Server.
You can download the BPA from the Microsoft Download Center, where you can also download the MBCA tool. As always, SQL Server Pro wants to hear your feedback at the Tool Time discussion forum.
Benefits: The Microsoft SQL Server 2012 Best Practices Analyzer (BPA) is a powerful tool that reviews the configuration and settings for your SQL Server 2012 instances.


Education is the cornerstone of individual and community success. We all have a stake in making sure children grow up to be productive citizens who give back to the community. Together we can help children and youth achieve their full potential.
United Way of Brazoria County is committed to supporting education in our community.
In 2017-2018, we funded 307,284 education services.


A Comparison of Mathematics Assessment in Australian and Chinese Primary Schools:Different or Similar?
Abstract: According to international comparative studies, it appears that there are recognised differences in mathematics achievement between Australian and Chinese students. This achievement gap is generally explained in terms of differences in teaching practice and cultural attitudes to education. This paper reports a comparative study of mathematics assessment between Australian and Chinese primary schools to investigate assessment factors accounting for this gap. Using qualitative case study approach, classroom assessment practices were observed. How teachers and parents viewed assessment were obtained through semi-structured interviews. Documents related to government policies, samples of the students' work sheets as well as past examination papers were analyzed. The findings of the investigation showed clearly that despite considerable differences in assessment including the standards of assessment and the place mathematics assessment results have in the education structure of the country, however many similarities were found. A gap existed between the intended and implemented assessment both in Australian and Chinese primary schools. In order to bridge the gap between intended and implemented assessment, it is argued that explicit professional training in mathematics assessment is essential for both pre-service and in-service teachers in both countries.
International comparison of mathematics achievement has become one of the 'hot topics' for mathematics educators around the world (Leung, Graf & Lopez-Real, 2006; Mullis, Martin & Foy, 2008; OECD, 2000; 2013). This paper reports the results of a comparative study of mathematics assessment in Australian and Chinese primary schools and discuss what we can learn from this comparative study. The paper formulates a plan to bridge the gaps in every school, where it was discovered that there were gaps between intended and implemented assessment in schools. Background to the study, including the relationship between achievement and assessment is introduced in Part one. This is followed by the brief description of research framework underpinning the whole project, and research methods utilized. Main findings of the study are then presented and discussed.
In order to keep up with developments in 'the knowledge economy', students all over the world have to deepen their understanding of mathematics and uplift their level of competency. Linking students' achievement in mathematics to a nation's economic competitiveness and projecting this to the future, is widely acknowledged (OECD, 2001; United Nations Children's Fund, 2000). Mathematics educators around the world are interested in knowing about the status of their mathematics education and how that education compares with those in other countries. The focus of international education has therefore been placed on international comparisons of mathematics achievement and exploring any factors which may account for differences in those achievements (Mullis, Martin & Foy, 2008; OECD, 2000; Zhao & Singh, 2011).
A considerable number of studies comparing mathematics achievement among students from many countries, and on a large scale, conducted over more than more than four decades have persistently observed that students from China including from Mainland China, from Hong Kong, and from Taiwan, consistently outperformed those from their Western counterparts including those hailing from Australia (Lapointe, Mead & Askew, 1992; Lokan Ford & Greenwood, 1997; Mullis et al., 2008). For example, in 1990-91, the Centre for the Assessment of Educational Progress surveyed mathematics and science performance of 13-year-old students (Second International Assessment of Educational Progress) from twenty education systems. Mainland China outperformed all other education systems in the study in terms of mathematics achievement (Lapointe et al., 1992). TIMSS 2007 (Mullis et al., 2008) provides a most recent and compelling achievement data. At the fourth grade, Hong Kong students had the highest average mathematics achievement comparing all other 36 countries. At the eighth grade, the students from Chinese Taipei had the highest average mathematics achievement among students from 49 countries.
To explain the mathematics achievement gap, researchers have described considerable differences that might contribute to the gap between China and their Western counterparts. These include differences in cultural attitudes to education (Leung, et al., 2006), mathematics teaching practices (Stevenson & Stigler, 1992), teachers' mathematics pedagogy knowledge (Ma, 1999), content and standards of mathematics curricula (Lindquist, 2001) and out-of-school curricula (Lin, 2001).
Recognizing the limitation in mathematics assessment, some researchers believed that the superior performance of Chinese students might be limited to specific form and content of tests used by large-scale comparative studies. For example, by using both process-constrained and process-opened problems to test Chinese and American students, Cai (2000) indicated that in comparison with American students, Chinese students' superiority was limited to certain aspects of mathematics achievement, including basic skills of computation and solving routine problems. American students performed better than their Chinese counterparts in aspects such as using visual and graphical representations and solving open-ended problems.
However, considerable differences existed in Cai's study and other comparative studies. For example, according to Stevenson and Stigler (1992) in their Michigan Studies, they used both typical mathematics problems (routine questions) and novel problems (open-ended questions) to assess students. They found that for nearly every item the mean score of the American students was lower than that of Chinese students. They claimed that Chinese students' superiority was not restricted to a narrow range of well-rehearsed, automatic computational skills, but was manifest across all the tasks including open-ended tasks (Stevenson & Stigler, 1992, pp. 39-41).
These contradictory findings related to assessment raise an interesting question about the assessment used in assessing students' achievement in comparative studies. As Eckstein and Noah (1992) noted, the study of assessment practices seems to have been a largely neglected aspect of comparative education. Clearly, there is a lack of in-depth research that investigates assessment factors contributing to apparent differences in student achievement. Especially there is lack of comparative studies incorporating descriptive knowledge of assessment practices and examining similarities and differences in 'authentic' settings (Zhao, Mulligan & Mitchelmore, 2006).
In order to raise education standards, assessment practices have played an increasingly important role in education both in China and Australia (Zhao, 2000; 1999; Zhao et al, 2006). It is widely acknowledged that student's mathematics achievement is affected not only by officially prescribed mathematics standards, but also by the mathematics teaching and assessment (Black & Wiliam, 1998; Clarke, 2000).
Clarke (1996) claims that contemporary mathematics assessment reflects an international consensus regarding to the nature of mathematics learning. He argues that assessment should be recognized, not as a neutral element in the mathematics curriculum, but as a powerful mechanism for the social construction of mathematics competence.
In contrast, Leung et al., (2006) suggests that 'there have been different views and approaches to assessment of students' achievement in Mathematics' (p. 17). They argue that the East Asian education systems including Mainland China, Hong Kong and Taiwan are characterized by highly competitive examinations. Teachers and parents attach great importance to education, and there is high expectation for their students and children to succeed. Academic achievement has been considered a means of bringing honor to one's family. This high expectation on students to succeed as provides another important source of motivation for students to learn. In addition, the differences in social and economic status between the academically high qualified and low qualified is much greater in East Asia than that in the West. This sends a message to students about the importance of academic achievement, and constitutes another source of extrinsic motivation for students' learning. Similarly, it is argued that influence by the traditional 'examination culture', assessment has been regarded as the 'baton' directing teaching and learning in China (Zhao, 1999).
Assessment has been assumed an increasingly important role in mathematics education across nations, which educators need to realize and exploit the significant role of assessment plays on mathematics teaching and learning (Clarke & Stephens, 1996; Zhao, 2000). Leder and Forgasz (1992) indicate that the link between student learning of mathematics, the teaching methods adopted in the mathematics classroom, and the assessment procedures used to determine and measure student knowledge are addressed by the research community and closely related to the nature of assessment. They argue that by limiting the domain of mathematics sampled, assessment has often been a restrictive influence. Broadening the areas and skills evaluated, and reinterpreting assessment as a way of communicating students' current understandings to teachers, can lead to positive rather than destructive reinterpretations of mathematics learning.
A number of researchers (e.g. Black & Wiliam, 1998; Bright & Joyner, 1998) report that developing pedagogical knowledge through assessment of students' mathematical learning has a substantial impact on teachers' instruction and hence on students' learning. Black and Wiliam (1998) argue that the standards of learning can be elevated by improving the formative assessment process in the classroom. They argue that formative assessment can be an essential component of classroom work and that its development can raise standards of achievement. Little and Wolf (1996) address the relationship between assessment and teaching and learning. They argue that the emphasis on assessment is now evident worldwide, both in developing and developed countries. It has been commonly accepted that reform in assessment is a necessary condition for any reform of the mathematics curriculum.
In summary, the current literature reviewed indicates that mathematics assessment has a strong influence on mathematics teaching, learning and students' mathematics achievement. A focus of this investigation was to explore Therefore, to understand the mathematics achievement gap between China and Australia, the influence of assessment on achievement should be a focus of investigation (Zhao, et al., 2006).
The major purpose of this comparative study is to investigate similarities and differences in mathematics assessment practices both in China and Australia at primary school level, and identify factors that may account for these similarities and differences.
By using the above framework, the IEA studies (Husen, 1967a, b; Mullis et al., 1997, 2000; Robitaille & Garden, 1989) have explored some intended and implemented curriculum factors that contribute to students' achievement in mathematics. Unlike IEA studies, this study intended to investigate factors of intended and implemented assessment that contributed to mathematics achievement. The major research questions guiding this comparative study are: what are the key differences and similarities in mathematics assessment policies and practices between Australian and Chinese primary schools, and what factors can account for these?
To answer the research questions, case study is regarded as the most appropriate research approach (Merriam, 1998; Yin, 1994). As Stevenson and Nerison-Low (2002) indicated, interpretation of data in a large-scale quantitative study is difficult, because it is difficult to measure precisely by using questionnaires, especially since much of the information is retrospective. They recommend the use of case study as a supplement to large-scale studies in international comparison of mathematics achievement, so as to interact with the respondents, to probe details, and to elaborate answers.
In this comparative study, three primary schools (two from Australia and one from China) were selected for this case study. Two Australian schools were chosen from the Sydney metropolitan region and the Chinese school was chosen from the Guangzhou metropolitan region. The selection of these schools involved purposive sampling (Bogden & Biklen, 1998), and the three schools were chosen to illuminate particular differences and similarities between educational settings relevant for investigation of mathematics assessment policies and practices in Australian and Chinese schools (Maxwell, 1998; Merriam, 1998).
In order to collect authentic, valid data of the mathematics assessment policies and practices in the three schools, observation of classroom practices, analysis of policy documents, student work samples and examination papers, and interviews with teachers and parents were employed. In accordance with Ball (1993), classroom observation can offer a firsthand account of teaching and assessment practices in the mathematics classroom and, when combined with interviews and document analyses, allows for a holistic interpretation of the phenomenon being investigated.
The purpose of classroom observation in this study was to investigate the pattern of mathematics assessment at the three schools, and to describe the general approach to assessment adopted in the schools. The majority of observation indicators on the Classroom Observation Record were adopted from mathematics classroom observation protocols used by Stigler and Hiebert (1999) for their TIMSS video studies, but the items relevant to assessment practice were designed by the researcher. The mathematics classroom observation focused on teacher and student behavior and their interactions through the process of teaching and learning in sequence from the beginning to the end of the lesson. The key information sought from observation was focused on activities related to assessment, such as teacher's analysis of students' responses and adjustment of the lesson according to students' responses. In each school, five mathematics lessons of each teacher were observed.
After the observation of classes, a post-observation interview was progressed, teachers were asked to explain the rationale underlying their classroom assessment practices. Six mathematics teachers (one teacher per grade) were recommended from each school by the principal to be interviewees. The teacher interviews consisted of twelve open-ended questions including interviewees' teaching experience, knowledge related to mathematics assessment, and perspectives on mathematics assessment. The key information sought from teachers was related to 'what', 'how' and 'why' mathematics was assessed.
The analysis of government educational policy documents enabled the researcher to gain more insights into the intended assessment at system level (Merriam, 1998). Other documents including the school websites and newsletters, policy statements, mathematics programs and resources, students' mathematics work samples, examination papers, homework and students' portfolios or school reports were also analysed. The analysis of work samples or examination papers was based on the intended assessment standards drawn from government policy documents. During the study, the processes of data collection and analysis were simultaneous. Content analysis (Denzin & Lincoln, 2003) started from the first transcript of the interview, first classroom observation sheet and the review of the first document. Emerging insights, categories and themes were formed over the data collection period for each case. When all the tapes were transcribed and the classroom observation sheets and documents were collected together, a more holistic approach to data analysis based on the three levels of curriculum and the assessment was used to undercover emerging themes. In the last stage, cross-case analysis was used to analyse the key differences and similarities of assessment policies and practices between the two countries.
Based on the data analysis, the findings are summarized in terms of differences and similarities in mathematics assessment. The differences are presented in the first part of this section in terms of classroom assessment practices, formal assessment and purpose of assessment. This is followed by the presentation of similarities in terms of the intended assessment and implemented assessment.
First, from classroom observations, it was found that Australian teachers preferred using individual assessment. Teachers usually checked students' classroom assignments individually during classroom time. Since portfolios were used as the major approach to assessment and reporting mathematics achievement at two Australian schools, teachers paid close attention to collecting students' work samples regularly. In contrast, teachers at the Chinese school preferred group assessment. They checked students' classroom assignments collectively at the end of the class. They used written examinations distributed by the local pedagogical office more often than their Australian counterparts. It appeared that due to the large size of the classes (around 50 students) at the Chinese School, students had few opportunities to answer questions, to demonstrate their work, and receive immediate teacher feedback during their mathematics classes compared to the students at the two Australian schools, where the average class size was less than 30 students. However, it seemed that Chinese students were better prepared for their classes (most of them were able to follow teacher's instructions and did their seat-work very well) than the Australian students.
Second, from the analysis of formal assessment documents, it was found that there were considerable differences in the representation of the problems and content standards of assessment between Australian and Chinese schools. Most test items from Australian schools were presented as pictures or drawings, while most test items included in the examination papers of the Chinese school were presented in words or mathematical symbols, even in Years 1 and 2. Test items included in the Chinese school's examination papers contained more items testing students' memory of basic mathematics facts and computing skills. Its content was more advanced and contained more abstract items testing students' understanding of advance mathematics concepts and relationships between different mathematics concepts.
Third, the interviews with the teachers indicated that considerable differences existed in teachers' views on the purpose of assessment. Most teachers at the two Australian schools indicated that the major purpose of their assessment was to gather information about students' learning and use it for improving their teaching. Although most teachers interviewed at the Chinese school recognised the importance of assessment for their teaching, they believed that major purpose of assessment was to inspect students' mathematics learning to stimulate students' motivation to improve achievement levels. Two teachers explained that according to Chinese tradition, teachers attributed students' achievement (or lack thereof), to their motivation, and parents deeply respected and supported the teachers. Therefore, the focus of assessment was on improving teaching practices in two Australian schools, but it was more focused on 'pushing students' to achieve at the Chinese schools.
Last but not the least, the interviews with parents showed the large differences between Chinese parents (whether living in China or in Australia) and Australian parents (native English speakers) in terms of parents' beliefs on mathematics assessment and attitudes towards mathematics achievement. Chinese parents attached high value to their children's mathematics achievement, since it is one of the key subjects tested by the National College Entrance Examination. All the Chinese parents had high expectations of their children's mathematics achievement and they all encouraged their children to work hard in mathematics learning to enable entry to key schools (selective schools). They also paid great attention to their children's mathematics learning and had contacted with mathematics teacher regularly to check their children's mathematics test results. They adopted a similar approach to their children's after-school time, either sending children to coaching schools or coaching their children by themselves through checking their children's mathematics homework daily. They reported the average after-school time their children spent on mathematics learning was about four hours per week. In contrast, the Australian parents interviewed attached higher value to English than mathematics and indicated that they did not push their children to study hard to get better mathematics achievement. They had similar views on after-schools' tutoring and thought children's after-school time should be play time. Australian parents reported that they did not send their children to coaching schools and their children only spent half an hour per week on after-school mathematics learning, which is strikingly different from the Chinese parents' views.
Despite considerable differences in mathematics assessment between Australian and Chinese schools, many similarities were found from policy documents, classroom practices, students' examination papers and teachers' interviews.
First, from curriculum policy documents indicated that the intended mathematics curriculum and assessment in both systems shared the similar views on the nature and purpose of assessment. Both systems recommended that the major purpose of assessment should be the improvement of students' learning by integrating assessment with teaching and learning, and supporting curriculum rather than driving curriculum (Chinese Ministry of Education, 2000; DETYA, 2000). Mathematics curricula in both systems also suggested similar strategies for assessing students' mathematics. Both systems recommended a variety of strategies for mathematics assessment. For example, Australian Education Council (1990) recommended strategies for mathematics assessment including teacher-observation and questioning; structured interviews with students; paper-and-pencil tests; oral tests; practical skills tests; work- or project-based assessment; collected samples of students' independent work; individual homework assignment; group reports; anecdotal records; self-assessment and peer assessment (p. 22). Similarly Chinese Ministry of Education (2000) addressed that the methods of assessment need to have varied approaches such as paper-and-pencil examination, thematic activities, writing essays, group activities, self assessment and daily observations by the teachers which can be synthesized to form a scientific and reasoned method of assessment (pp. 5-6).
Second, from classroom observation, similarities were found in that few teachers in the three schools assessed their students' mathematics learning by using authentic assessment, in which mathematics was presented to students through real-life problems, including open-ended investigation or projects or integrated activities to explore within or after school. Teachers in three schools emphasised routine test tasks, which were drawn from textbooks. It was suggested that the intended assessment policy (e.g. using alternative assessment) recommended by Chinese and Australian policy-makers were not broadly implemented into the classrooms at the three schools, which indicated there was a mismatch between intended and implemented assessment both in Australian and Chinese primary schools.
Third, from the analysis of examination papers or students' work-samples, it was found that formal approach to assessment and reporting at the three schools were still dominated by paper-and-pen tests. Although portfolios were used at two Australian schools, they were really used as a collection of examination papers.
Last but not the least, teachers in the three schools shared some similar views on the mismatch between intended and implemented assessment. All teachers interviewed at two Australian schools indicated that to make portfolios representative of all aspects of students' learning, there was a need to use a variety of assessment strategies. However, they indicated that lack of time and resources, inadequate professional training and lack of parental supports were the major factors hindering them from effective teaching and assessing in mathematics. Similarly, all the teachers interviewed at the Chinese school suggested that the mathematics achievement could not only be assessed by written examinations, they thought paper-and-pen examination was highly valued by parents and Chinese culture. They indicated that most information related to students' mathematics learning was gleaned from their classroom observation, checking students' seat work and homework. They also reported that large class sizes, constraints of the current examination system, traditional cultural views, and lack of resources and professional training were the major factors leading to the mismatch between intended and implemented assessment.
In summary, from the study reported here it is found that there existed a gap between the intended and implemented mathematics assessment both in Australian and Chinese primary schools. The interview data suggested that teachers in both countries did not have sufficient professional training in mathematics assessment, despite attending in-service training courses. It was also apparent that pedagogical knowledge alone did not ensure the teachers implemented intended assessment practices into their classroom routine.
This study has extended our understanding of mathematics assessment practices in Australian and Chinese primary schools, and provided valuable insights into assessment factors contributing to Chinese students' higher achievement in mathematics. It has provided an explanation for the gap between intended and implemented mathematics assessment in both countries. Several implications can be derived from the study that are relevant for future research, assessment practices in schools, professional development for teachers and educational policy-makers, which are discussed as follows.
In terms of implications for mathematics assessment and teaching, this study has made an attempt at linking assessment with teaching and learning, which is drawn from the literature on the integrating of assessment with teaching and learning. Classroom observation found that generally there was a mismatch between intended and implemented assessment both in Australian and Chinese primary schools. Case studies found that paper-and-pencil tests still dominated assessment practices across Australian and Chinese primary schools, although alternative assessment were advocated by the intended curriculum and assessment in both systems. Therefore, it is recommended that teachers should use assessment as a tool to diagnose students' learning and include authentic items in their assessment, which mathematics is presented to students through real-life problems and assessment is focusing on the process of students' thinking and the strategies students used and to guide their teaching activities.
In terms of implications for professional development of teachers, this study found that lack of professional training in assessment practices was one of the key reasons hindering teachers from using intended assessment strategies recommended at system level. The classroom observation and interview data suggested that both pre-service and in-service professional developments are needed. For pre-service training, it is recommended that a course related to assessment should be included in teacher education programs. This assessment course should contain specific content related to mathematics assessment for primary schools. For in-service training, it is recommended that teachers need more time and resources to improve their assessment practices and skills. They need time to communicate with their colleagues and reflect on their own mathematics teaching.
In terms of implications for future research, the findings of this study suggested that the assessment factors may contribute to a mathematics achievement gap between Chinese and Australian students. However, the findings from this study are based on a small sample of participants linked to just three particular schools and may not be generalizable to other assessment items or other settings. To test the findings of this study, there is more research needed to ascertain how cultural factors such as parents' values and beliefs influence students' mathematics achievement across East Asian and Western countries. Such studies might need to combine a large-scale quantitative study in conjunction with small-scale case studies, which may provide rich and thick background information for understanding achievement differences.
In conclusion, this paper has focused on comparing mathematics assessment in Australian and Chinese primary schools. Findings drawn from this comparative research provide insight into bridging the gap between intended and implemented assessment, and also contribute to the assessment factors accounting for the mathematics achievement gap between Chinese and Australian students.
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Black, P. & Wiliam, D. (1998). Inside the black box: raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
Bogden, R. & Biklen, S. (1998). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon.
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Cai, J.F. (2000). Mathematical thinking involved in US and Chinese students' solving process-constrained and process-open problems. Mathematical Thinking and Learning, 2(4), 309-340.
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Clarke, D. (2000). Assessment for teaching and learning. Learning Matters, 5(3), 2-5.
Clarke, D. & Stephens, W. (1996). The ripple effect: the instructional impact of system introduction of performance assessment in mathematics. In M. Birenbaum & F. Dochy (Eds), Alternatives in assessment of achievements, learning processes and prior knowledge, pp. 63-69. Dordrecht: Kluwer Academic Publishers.
Denzin, N. & Lincoln, Y. (2003). Collecting and interpreting qualitative materials. Thousand Oaks, Cliff: Sage Publishers.
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Q: Rails: how to save form data after posting When I use form_for :model the data is saved when I submit the form.
However when I use form_tag, the data is lost after the form is processed.
I need to use form_tag because I have two models in one form.
Is there a way to save form data with form_tag?

A: You are making two incorrect assumptions in your question. First, form_tag is not necessary or even recommended for multiple-model forms; Second, form_tag doesn't do anything fundamentally different from form_for, you are most likely not formatting the field names correctly for your controller.
In order to create a form with nested models, you need to use the fields_for helper in conjunction with form_for. The relationship needs to be defined first in the model with accepts_nested_attributes_for. Since you have not given us any information about your models, I will give you a made-up example:
class Person < ActiveRecord::Base
  has_one :address
  accepts_nested_attributes_for :address
end

class Address < ActiveRecord::Base
  belongs_to :person
end

This tells ActiveRecord that the Person model can accept attributes for Address, and will pass along the attributes to the correct model to be created.
<% form_for :person do |p| %>
  <% p.fields_for :address do |a| %>
    use the a form builder to create
    fields for the address model here
  <% end %>
<% end %>

chaining the fields_for helper from the p form builder lets the helpers generate attributes in the correct format.
More information: Nested Model Forms

A: Pretty much the same way as before except you'll need to build the params. You can look at your log to see how params are being sent.
eg.
def create
  @silly_hat = SillyHat.new( :name => params[:name], :size => params[:size], :colour => params[:colour] )
  if @silly_hat.save
    ...


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Greece & EIB Authorize Institution for Growth in Greece MOU
Today, Greece and the European Investment Bank Group ratified a Memorandum of Understanding, concerning the EIB's commitment to the future creation of the Institution for Growth in Greece.
The Institution for Growth in Greece's goals are to encourage innovation, growth and job creation via short and long-term debt and equity, to small and medium sized Greek businesses. The memorandum was signed by EIB President Werner Hoyer and Hellenic Development Minister Costis Hatzidakis, with Greek Finance Minister Yannis Stournaras in attendance.
Of the signing, Hoyer described, "This agreement underpins our strong commitment to Greece...As the EU bank, we are natural partners in the country's recovery efforts, for which we provide continuous and effective support. We are determined to enhance our cooperation with the Hellenic Republic, other European development finance institutions and private investors in further assisting recovery in Greece. Our cooperation, based on our comparative advantages, will help to avoid duplication of resources and maximise the impact for the benefit of the Greek citizens".
Additionally, the Onassis Foundation has confirmed a 30 million euro pledge to the planned fund, while German state-owned KfW bank has promised a 100 million euro contribution.
institution for growth in greece
onassis foundation
kfw bank
State Department: We support the energy interconnection between Eastern Mediterranean-Europe via Greece
Emblematic Greek artist Fasianos, 87, passes away
Cloudy future for the cruise industry
Sani Resort - World's Leading Family & Beach Resort in the world
THI's support for together for children protects kids in Greece


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Superstition and the NFL Playoffs
Seahawks vs. Cardinals Pregame (Photo credit: bran.dan)
Even though I am no fan of superstition, I am of the opinion that there is a meaningful difference between the sort of superstitious rituals in which an athlete might engage before a big game and those in which fans watching the game on television miles away might participate. Perhaps the athlete who believes that wearing his "lucky" item of clothing makes him play better really does play better because of it. Of course, this reflects the power of belief and not anything magical. If the item helps, it does so because the athlete's belief in it affects him psychologically. Perhaps he plays with more confidence because he was convinced of the item's power, and improves his performance. On the football field, for example, the belief that one is invulnerable due to wearing one's "lucky" item just might lead one to hit harder, run faster, and the like. One's performance could be affected by one's superstitious beliefs, but this certainly isn't magic.
What is far stranger and far more difficult to justify is the behavior of the fans miles away who engage in their own superstitious rituals because they think they can affect the performance of individual athletes or even the outcome of the competition. As Cathy Lynn Grossman recently reminded us in an article at Religion News Service, some Americans will pray and perform other superstitious rituals on Sunday before the NFL playoff games.
Her summary of the results of a recent survey by the Public Religion Institute includes the following tidbits:
21% will wear "special clothes" or conduct "special rituals"
25% report that they have sometimes felt their team was cursed
26% say they pray to some sort of god in an effort to help their team, and this appears to be more common among White evangelical Christians than any other group surveyed
In looking at the survey, I see they also found that approximately half of sports fans think that supernatural forces of some sort or another are involved in the games they watch and that this is particularly common among football fans. Half! That seems awfully high.
Most of the rabid sports fans I know who break out their "lucky" jerseys and the like on game day do not really do so because they think it is going to make any real difference in the outcome of the game or in who plays well. They do it because they've always done it (i.e., tradition) and because it makes them feel more connected to the game. But I do not doubt that there are some fans out there who really do think that their prayers and other superstitious rituals would affect outcomes. According to this survey, there are quite a few of them.
Labels: Christianity , Skepticism
Christianity | Skepticism |


Calls are not all created equal. Read how Basic ITIL Request Fulfillment can help you stop 'taking tickets' and start actively managing excellence in customer service.
Every Service Desk analyst can tell you; answering the phone is a bit like the box-of-chocolate effect – you can get a call about anything. You literally have no idea what will come in next.
It's a lot to keep track of. And while everyone is tracking calls as tickets, many handle them all together in one big bucket, and work really hard to make sure everything gets done.
In a recent BrightTalk™ webinar, Getting Started: How to Implement Basic ITIL Request Fulfillment, I talked about moving away from just 'taking tickets' into actively managing the wide variety of issues the Service Desk takes in.
The Big Bucket helps ensure nothing gets lost, and it's worked pretty well when we were all in the same building and knew our customers personally.
Better to have consistently bad service than inconsistent service.
Inconsistent translates to bad service from the customer perspective.
It comes down to this: not all calls are created equal. Some have higher business impact and urgency.
Without active management, some issues will be resolved immediately, while others sit for days, weeks, or months. It's a model that doesn't scale well, and at the pace of business today, it's a customer service nightmare.
Business is under tremendous pressure to deliver. IT must be laser-focused on their top priorities.
Handling every call the same just won't cut it. Some are just more critical than others, and we need to make sure we're responding accordingly.
Separating Service Requests from Incidents helps give us this focus. By having clarity in business expectations, and the ability to measure performance, we can know we're delivering what the business needs.
Let's start at the beginning. For each call, we must determine if it's an Incident or a Request.
Keeping it simple, it boils down to this – an Incident is when something is broken. Something used to work and isn't now. Take a look at What is Basic ITIL Incident Management for a more complete explanation.
A Service Request is when a user needs something they don't currently have. (Which includes changes to existing services.) I cover this more in What is Basic ITIL Request Fulfillment.
Once identified, the two follow separate process paths. Each optimized to deliver the agreed-upon level of service.
It doesn't need to be any more complicated than that. And it will dramatically improve customer service.
By separating Requests from Incidents, you can better focus your support staff on meeting the needs of the business. You can make sure you respond rapidly to high business priorities, and less on lower priorities.
Active management of Request and Incidents is essential to excellent customer service.
The webinar goes into much more detail, and includes examples and Practitioners Notes from my experience making it work in real life. I encourage you to Watch the BrightTALK™ Webinar Now.
After you've watched it, be sure to let me know what you think. Comment below or drop me an email.


Sometimes, we host special events that take place at—where else?—Thinkery! Check out our web calendar to stay up-to-date with Thinkery events, or connect with us on Facebook, Twitter or Instagram.
Healing Through Hands-On Science is a special partnership between Thinkery and Dell Children's Medical Center of Central Texas.
Join us for a night dedicated to all the things that keep our hearts healthy, both physically and emotionally. Thinkery is teaming up with Dell Children's Medical Center professionals and local community partners for hands-on activities that highlight physical heart health through a medical and wellness lens, and, just as important, keeping your heart emotionally healthy through empathy and compassion building exercises.
FREE Kind Bars generously donated and available to guests taking part in our Community Night programming.
Join us in celebrating the National Math Festival by experiencing math in a hands-on, playful way--BUBBLES! Design and dip three-dimensional geometrically designed bubble structures into a soap solution and see what happens. This activity is free with general admission.


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55,857 Vaccinated in Modasa During Largest ever drive against Hep B
Expressindia
A total of 55,857 people were vaccinated on Monday, the first day of the largest vaccination drive in and around Modasa against the Hepatitis B virus (HBV), initiated by the Gujarat government.
The official death toll in Modasa reached 44 on Monday, while the total number of affected has shot up to 137.
H S Patel, the Chief District Health Officer of Sabarkantha, said: "We will continue the programme on Tuesday as we have been unable to complete the vaccination of the entire population of Modasa, which is 60,000. Besides, people from the nearby towns and villages are also coming in for the vaccination drive."
The Health Department had set up a total of 62 booths across Modasa for the vaccination drive. Over a lakh disposable syringes and needles were purchased from Ahmedabad and 60,000 adult vaccines and 30,000 paediatric doses were air-lifted from Hyderabad for the purpose. The training of 400 medical workers was also wrapped up in a day as part of the drive.
The core team with 400 staff members along with over a dozen expert teams from various institutes in the state are camping in Modasa since Sunday.
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aarogya.com aims to be India's leading comprehensive health information portal. The site has sections, which cover almost all the medical specialties and give useful information on various diseases. To enhance its reach, the content is available in Indian languages too. We were the first health website to introduce online support groups. Addiction support and Epilepsy support are examples of some very active and vibrant communities.
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Q: socketio no logro iniciar sesión en nodejs tengo un chat en react y en nodejs de backend...
y necesito pasarlo a html y javascript para adaptarlo dentro de un CRM...
Hice este código en Laravel y me conecta y autentica a la perfección... pero estoy teniendo problemas en hacerlo con JavaScript...
$username = "admin@admin.com";
        $password = "admin";
        $client = new \GuzzleHttp\Client();

            $url2 = "http://localhost:8080/auth/login";

            $result2 = $client->request('POST', $url2, [
                'headers' => [
                    'Accept'     => 'application/json',
                    'Content-Type' => 'application/json',
                    'Authorization' => 'Bearer eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJ1c2FybmFtZSI6IkFkbWluaXN0cmFkb3IiLCJwcm9maWxlIjoiYWRtaW4iLCJpZCI6MSwiaWF0IjoxNjUwOTAzNjc0LCJleHAiOjE2NTA5MDQ1NzR9.jwigscbirO6hUPiGdu5KoiVctLfw53WUbqyrnaqlQjg'
                ],
                'json' => [
                    'token' => 'jrt=eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJ1c2FybmFtZSI6IkFkbWluaXN0cmFkb3IiLCJwcm9maWxlIjoiYWRtaW4iLCJpZCI6MSwiaWF0IjoxNjUwOTAzNjc0LCJleHAiOjE2NTA5MDQ1NzR9.jwigscbirO6hUPiGdu5KoiVctLfw53WUbqyrnaqlQjg',
                    'email' => $username,
                    'password' => $password,
                ],
            ]);

            return $result2;

estuve intentando algo asi:
<script>
      // client code here
      var socket = io.connect('http://localhost:8080', {
    query: 'token=eydhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJ1c2FybmFtZSI6IkFkbWluaXN0cmFkb3IiLCJwcm9maWxlIjoiYWRtaW4iLCJpZCI6MSwiaWF0IjoxNjUwOTE0MDg2LCJleHAiOjE2NTA5MTQ5ODZ9.t48kxGSxADLXbYa7bgBicCLcWK-vSUjK8wSIYbdSPRI'
  });
      socket.on('connect', function () {
    console.log('authenticated');
  }).on('disconnect', function () {
    console.log('disconnected');
  });
      $('#login').submit(function (e) {
  e.preventDefault();
  $.post('http://localhost:8080/auth/login', {

    email: "admin@admin.com",
    password: "admin",
  }).done(function (result) {
    connect_socket(result.token);
  });
});
    </script>

y siempre obtengo:
 ERROR: WHERE parameter "email" has invalid "undefined" value
    Error: WHERE parameter "email" has invalid "undefined" value

El token lo estoy enviando manualmente sacado desde el laravel ya que tampoco logro con JavaScript generar el token.
me podrian decir en que estoy fallando?

A: Lo que me parece que es que te falta es 1 header para especificar que tu body es del tipo JSON.
Debería ser algo cómo esto:
$("#login").submit(function (e) {
  e.preventDefault();
  $.post({
    url: "http://localhost:8080/auth/login",
    data: {
      email: "admin@admin.com",
      password: "admin",
    },
    contentType: "application/json; charset=utf-8",
  });
});


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text:
Makila Nsika on her Congo-inspired collection "Sand and Fire"
Posted by Rae Gellel on October 17, 2021
The idea that art is capable of traversing time, distance and space first occurred to Makila Nsika when she was studying literature at Sorbonne University in France. This concept caused her to ponder the deep connections sometimes forged between writers and their readers. After settling in the UK, Makila began to consider how similar connections could be created using more physical art forms.
Frequently travelling from the UK to her country of birth the Republic of Congo, Makila would speak to Congolese artists and craftspeople. These creatives told her about the fading African tradition of jewellery making, urging Makila to help revive the tradition. Entering a phase of introspection, Makila emerged ready to explore jewellery making, starting her journey with a part-time jewellery course at City Lit.
Under the brand name M.Kala, Makila's first fine jewellery collection, Sand and Fire, has debuted at Shine 2021, the Goldsmiths' Centre's annual showcase of new talent. Whilst the collection was conceived and crafted in Makila's workshop in Hackney, London, it is a portal to a continent over 5000 miles away. Sand and Fire is an homage to the expansive, complicated and sometimes maligned history of Africa, as well as its rich cultures and Makila's own relationship with her homeland.
"Jewellery connects us to a place of time, it carries a lot of emotions and can incorporate a lot of different materials," she explained in a recent interview with the Goldsmiths' Centre.
"In the past 10 years, I've been revisiting my country, showing it to my children and visiting my dad. I spent a lot of time with artists and artisans there, and through discussions with them, and looking around, I was really sad to see that our craft was disappearing. That inspired me to engage with jewellery making and learn more about it.
The materials used in Sand and Fire are a direct reference to the history of both pre- and post-colonial Africa. In particular, the use of Ghanian recycled-glass beads, are evocative of a time when such beads were considered rare and precious in the region, even used for trade or as a currency. "I wanted to feature some different materials, non-precious materials, that had a special meaning in the history of not only my country, but the history of the continent."
Makila uses these beads sparingly throughout her pieces, as if they were precious stones and still as valuable today as when her ancestors used them. "By combining the beads with precious metal, I hope to enhance their intrinsic value, which has disappeared in the modern day. In spite of this, beads are still very loved, and are used as adornment in the Western part of Africa and other areas as well. They are beautiful."
Symbols, shapes and patterns associated with African culture also feature frequently in Sand and Fire; the result of Makila pouring over images of traditional art and textiles for inspiration, before refining her designs through hands-on experimentation.
"It's very instinctive. I look at images of African patterns, and then I go straight to the metal and play around, working with my hands. When I feel I have played enough, I move onto paper, drawing and designing, defining the images and ideas in my head. Then I move onto making the piece. Playing around as well with the metal directly is very important, because it shows what kind of technical difficulties I may face. When transforming a vision into a real thing, there are a lot of hidden little difficulties that you discover on the way."
This creative process has culminated in striking pieces such as the Kala Choker, a statement necklace in sterling silver that is reminiscent of African textile designs in its use of repetitive, geometric shapes. "I am very proud of the choker, because of the difficulty involved in making it, but also because it is very tactile and sits very nicely on the root of the neck", she said of the piece. Makila identifies it as among her favourite in the collection.
"I use very simple shapes like diamonds and triangles. I repeat those shapes, because I am influenced by and really like the patterns that we see in textiles and sculptures not only in the Congo area but around other parts of Africa, as well. Those shapes are heavy with symbols traditionally, but I also like just the simplicity of it and repetitiveness of the patterns."
The texture of the individual, geometric segments that make up pieces like the Kala Choker area are also grainy, rough to the touch, shining gently under light. This texturing is intentional, aiming to resemble the feel and appearance of sand, corresponding to the collection's second major theme, and of course, its title.
"The collection is called Sand and Fire. Sand, because I'm featuring glass beads made in Ghana by artisans there, and glass is made of sand and heat, so that's where the second word, fire, comes from, and fire is a very big part of jewellery making, in terms of soldering for example."
Working with fire is often precarious and challenging, requiring a delicate hand. Makila approached the process stubbornly, determined to realise her visions even if it required considerable trial and error.
"Because I was using glass beads, I had to be sure I could use the glass under the heat. I had to do a lot of testing to start with - because if you put a glass bead under a direct flame, it will simply explode and not do what you want! I had to learn to gently apply and then cease the heat slowly. Each time I needed to melt the tips of the wire to join a piece, there was always the possibility that I could melt the whole piece. It was quite terrifying at times."
Richly layered and deeply personal, Sand and Fire is a collection about attachment and connection - an attempt to close gaps between cultures and join the past and present through the medium of jewellery. It is an impressive debut and just a glimpse of what is to come from this unique, multi-cultural maker.
"Being a maker is very exciting. I love having ideas, and giving birth to those ideas - the process of creating pieces, taking an image you have in your mind and creating it. It's very satisfying."
Tags: Makers' Stories, Shine 2021
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A contemporary exploration of ancient design and jewellery with Cameron and Breen
The beauty of Guernsey's coastlines: silversmith Caius Bearder rippling Reflections in Silver collection
The beauty of simplicity: jeweller Poppy Norton plays with Bauhaus design
Mythical creatures from the side-lines of our past: jeweller Ruby Taglight


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text:
Chloroclystis rotundaria är en fjärilsart som beskrevs av Swinhoe 1902. Chloroclystis rotundaria ingår i släktet Chloroclystis och familjen mätare. Inga underarter finns listade i Catalogue of Life.

Källor

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rotundaria

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Sterling Parker is a passionate Corporate Security Specialist open to relocation worldwide for the right opportunity. Sterling has twenty years successful corporate and field experience in both the private and public sectors.
HOUSE HEARING, 111TH CONGRESS - GPS: CAN WE AVOID A GAP IN SERVICE?
ALTRIA GROUP, INC. (parent company of Philip Morris USA), Richmond, VA 2008 2012 Security Specialist Site Security Manager for multi-regional corporate facilities encompassing corporate flight operations, numerous manufacturing complexes, and administrative buildings. Managed security infrastructure equipment maintenance and new installations, video and fire systems, employee safety / security, and access control. Developed and managed security policies and procedures including emergency action plans, comprehensive facility security risk assessments and physical security protocols. Served as Corporate Securitys main point of contact for background screening with respect to non-employees. Conducted corporate security briefings to staff and senior management for crime trend analysis and risk assessments for prevention, crisis management, and threat mitigation. Led high-level, cross-functional corporate investigations. Managed day-to-day operations of the enterprise security command center. Authored and directed security policies and procedures such as comprehensive facility security risk assessments, physical security protocols and contract guard force post procedures. Organized and conducted situational training exercises for Security Command Center and contract guard force staffing the center. Supervised contract security guard force across multiple sites. Evaluated guard staff levels for efficiencies and reduced staffing at 3 facilities, saving $75,000 annually while maintaining the same level of service. Implemented a layered security model utilizing technology and contract security guard force to protect $23 million in tobacco finished goods inventory from theft, sabotage, and adulteration. Appointed as Project Manager and subject matter expert to design and install video surveillance, access control and intrusion detection security technology for a 400,000 SF manufacturing facility. Saved $100,000 by employing costsaving methodologies that focused on utilizing recovered security equipment from decommissioned sites. Ensured project compliance with NFPA and OSHA requirements. Served as Project Manager and subject matter expert for an innovative parking structure security upgrade at a research facility, eliminating the potential of external threats and improving employee safety and security during after-hours. Created an enterprise tracking document to provide immediate identification and resolution of security equipment malfunction and downtime. Delivered security briefings to employees and contractors ensuring compliance with access control and proprietary information security policies. Supported tobacco manufacturing stakeholders as Corporate Securitys liaison for C-TPAT Tier III recertification. Managed intelligence reports to ensure safety of company employees while traveling abroad to countries such as India, China, Russia, Turkey, South America, and Dominican Republic. Created and executed site advance plans for the Chief Executive Officer, Board of Directors, and Senior Leadership Team which included coordinating logistical travel plans, providing on-site security, CPR, AED and first responder medical aid during local and out-of-town events as executive protection lead. Meet qualifications to receive classification as an Armed Security Officer (ASOTSA). Prepared comprehensive residential security risk assessments for corporate executives with professionalism, discretion, and confidentiality that enhanced safety and security.
Established and maintained key public/private partnerships with federal, state and municipal public safety communities through collaborative communication and information sharing in support of various security events and initiatives.
Supervisor, Special Action Force Criminal Investigations Section (2007 2008) Supervised team of 9 Detectives of a covert unit that investigated and arrested violent crime offenders through engagement in clandestine surveillance operations. Worked in collaboration with federal, state, and metropolitan police agencies in support of assignments. Achieved the highest arrest rate of violent crime offenders over a 6-month period in history of unit. Recipient of the Silver Star for Bravery Award and the Meritorious Service Award. West Station Patrol Supervisor Uniform Operations (2004 2007) Supervised team of 13 police officers through their daily law enforcement responsibilities. Trained and mentored officers in preparation of their transition to the Criminal Investigations Section. Division Recruiter Personnel & Training Section (2001 2004) Attracted and selected qualified candidates for police staffing vacancies. Reduced staffing vacancies from a high of 75 to all-time low of 10 within 3 years.
Produced first recruitment DVD with links to online application process resulting in exponentially more candidates than previously used traditional attraction strategies. Pioneered the departments support of civic organizations by building relationships with the Henrico Chapter of the NAACP, the Asian American Society of Central Virginia, and the Hispanic Chamber of Commerce as part of a focused Diversity Recruiting Campaign. Appointed by Henrico County Manager as member of the countys Equal Employment Opportunities Committee.
Operator, Site Survey & Intelligence Officer, SWAT Element Incident Management Team (1995 2007) SWAT Supervisor and manager of high-risk situations requiring special weapons, advanced tactical techniques, and advanced training.
Received specialized training and performed duties as a SWAT Counter Sniper, Aerial Platform Sniper, and Helicopter Rope Suspension Training (HRST) Master. Honored with the Meritorious Unit Award and Meritorious Service Award.
UNITED STATES AIR FORCE, Andrews Air Force Base, MD Aeromedical Evacuation Technician 60th Aeromedical Evacuation Squadron Provided in-flight medical procedures and treatment of civilian and military casualties transported on military aircraft. Conducted numerous missions to deliver food and medical aid to survivors of natural disasters worldwide. Served as in-flight instructor for medical procedures and aircraft emergency response.
Held Secret Security Clearance. Selected by senior leadership to serve as Non-Commissioned Officer In-Charge of Mission Management. Second-in-command of 5-person medical team during Operation Desert Shield / Desert Storm deployment. Presented with the Air Force Unit Commanders Award for Superior Performance.


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(Matthew 5:16, 45; 6:1, 4, 8, 9; James 1: 17; John 1: 1; 14:9; Genesis 1:2; John 4:24; 14:16-20; 2 Peter 1:21). We believe in God the Father Almighty, Creator of all things visible and invisible (Genesis 1: 1; Acts 17:24-28; Hebrews 11:3).
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A website and Facebook app that uses the Facebook social graph to present interesting facts about your social network behaviour.
Develop an outstanding social media application as part of the quarterly integrated campaign.
Wide usage with good viral effects.


text:
Love, Zac: Small-Town Football and the Life and Death of an American Boy
Reid Forgrave
"I just can't live with this pain anymore," were among the final words in the diary of Zac Easter, a young man from small-town Iowa. In December 2015, Zac decided to take his own life rather than continue his losing battle against the traumatic brain injuries he had sustained as a no-holds-barred high school football player. In this deeply reported and powerfully moving true story, award-winning sportswriter Reid Forgrave speaks to Zac's family, friends, and coaches; he explores Zac's tightly knit, football-obsessed Midwestern community; he interviews cutting-edge brain scientists, psychologists, and sports historians; and he takes a deep dive into the triumphs and sins of the sports entertainment industry.
Forgrave shows us how football mirrors America, from the fighting spirit it has helped inscribe in our national character to the problematic side effects of traditional notions of manhood that it affirms. But, above all, this is a story of how one young man's obsession with football led him and many of those entrusted with his care to ignore the warning signs of CTE until it was too late. What do Zac's life and death mean for a society addicted to a sport that can be thrilling and character forming but also dangerous and sometimes tragic for those who play it?
Eye-opening, important, and ultimately inspiring, Love, Zac challenges us to think carefully about the ideals and values we as a nation want to instill in future generations.
Jason Culp
hr min


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