text:
Q: Local mathjax with mkdocs I'd like to use MathJax with Mkdocs on a computer which does not have access to the internet, I can't therefore just call the Mathjax CDN.
Config
mkdocs.yml:
site_name: My Docs

extra_javascript:
  - 'javascripts/MathJax-2.7.5/MathJax.js'
  - 'javascripts/MathJax-2.7.5/extensions/MathMenu.js'

markdown_extensions:
  - pymdownx.arithmatex

File structure
project/
    docs/
        javascripts/
            MathJax-2.7.5/
                ...
    mkdocs.yml

Following Mathjax's documentation, the folder /MathJax-2.7.5/ contains the whole uncompressed archive.
Problem
Running mkdocs serve I get the following errors:
[E 181003 11:32:04 web:1591] Uncaught exception GET /javascripts/MathJax-2.7.5/extensions/MathMenu.js (127.0.0.1)
    HTTPServerRequest(protocol='http', host='127.0.0.1:8000', method='GET', uri='/javascripts/MathJax-2.7.5/extensions/MathMenu.js', version='HTTP/1.1', remote_ip='127.0.0.1', headers={'Host': '127.0.0.1:8000', 'Connection': 'keep-alive', 'User-Agent': 'Mozilla/5.0 (Macintosh; Intel Mac OS X 10_13_2) AppleWebKit/537.36 (KHTML, like Gecko) Chrome/69.0.3497.100 Safari/537.36', 'Dnt': '1', 'Accept': '*/*', 'Referer': 'http://127.0.0.1:8000/', 'Accept-Encoding': 'gzip, deflate, br', 'Accept-Language': 'fr-FR,fr;q=0.9,en-US;q=0.8,en;q=0.7'})
    Traceback (most recent call last):
      File "/Users/victor/.pyenv/versions/3.6.4/lib/python3.6/site-packages/tornado/web.py", line 1512, in _execute
        result = yield result
      File "/Users/victor/.pyenv/versions/3.6.4/lib/python3.6/site-packages/tornado/gen.py", line 1055, in run
        value = future.result()
      File "/Users/victor/.pyenv/versions/3.6.4/lib/python3.6/site-packages/tornado/concurrent.py", line 238, in result
        raise_exc_info(self._exc_info)
      File "<string>", line 4, in raise_exc_info
      File "/Users/victor/.pyenv/versions/3.6.4/lib/python3.6/site-packages/tornado/gen.py", line 307, in wrapper
        yielded = next(result)
      File "/Users/victor/.pyenv/versions/3.6.4/lib/python3.6/site-packages/tornado/web.py", line 2422, in get
        yield self.flush()
      File "/Users/victor/.pyenv/versions/3.6.4/lib/python3.6/site-packages/tornado/web.py", line 947, in flush
        start_line, self._headers, chunk, callback=callback)
      File "/Users/victor/.pyenv/versions/3.6.4/lib/python3.6/site-packages/tornado/http1connection.py", line 400, in write_headers
        data += self._format_chunk(chunk)
      File "/Users/victor/.pyenv/versions/3.6.4/lib/python3.6/site-packages/tornado/http1connection.py", line 412, in _format_chunk
        "Tried to write more data than Content-Length")
    tornado.httputil.HTTPOutputError: Tried to write more data than Content-Length
[E 181003 11:32:04 web:1016] Cannot send error response after headers written

These 2 errors occur repeatedly until I stop the server.

Using --no-livereload prevents the issue, the server returns:
INFO    -  Building documentation...
INFO    -  Cleaning site directory
INFO    -  Building documentation to directory: /var/folders/qw/6ccdf6w14k354611cpl0x99h0000gn/T/tmpqlulnc9t
INFO    -  Running at: http://127.0.0.1:8000/
INFO    -  Hold ctrl+c to quit.

But the math don't render:
$$
\frac{n!}{k!(n-k)!} = \binom{n}{k}
$$

A: Solution: Use a single file bundled MathJax instead.
For your case, I've seen the math render with this bundled. Working example

I thought this'd be easy, just either (a) modify mkdocs static server setting or (b) just bundle Mathjax altogether into 1 single .js file, webpack style.
For option (a), mkdocs doesn't provide that much customization for its static server...
Then I spent a long time on (b). Mathjax makes ajax call to load its extensions and file on its own, so it's incredibly difficult to bundle the whole thing together.
Just as I was about to try serving Mathjax statically on another local server, I found this article in Mathjax wiki, checkout the repo, load up one of the dist file and boom, it just works. Be sure to go over to that repo and give it a star!
Here's a working example with your string. The mathjax bundle is pretty large (1.9mb) so it'll take a while to load.

redpajama_set_name: RedPajamaStackExchange


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The China (Shanghai) pilot Free Trade Zone (FTZ) opened in September. This is an amalgamation of four existing FTZs and a logistics park and several sets of regulations and a "negative list" have been issued. The negative list includes prohibited and restricted sectors including, curiously, salt wholesaling and, less surprisingly, making available new websites.Items not on the list do not have to be approved but have to be registered.
Although this has been "much anticipated", the importance is more as an experiment for China than as a real opportunity for foreign business. It is a toe in the water to see how relaxation of restrictions which remain in the rest of China would pan out.
Specific examples: allowing some Chinese banks to conduct offshore business; allowing foreign medical insurance companies to set up; various relaxations relating to shipping and aircraft, including finance leasing; "exploring" ways for Chinese and foreign law firms to work together; various measures for travel agencies, makers of games consoles, HR, construction, design and engineering, and credit checks.


Cory Burney, 18, of 24 Trout Brook Rd., Bristol, was arrested on Monday, May 14, and charged with first offense possession of less than one-half ounce of cannabis-type substance.
Andrew J. Probulis, 61,of 529 Emmett St., Bristol, was arrested on Monday, May 14, and charged with operation of a motor vehicle while under the influence, and failure to drive right.
Shannon M. Seymour, 47, of 17 Broad Pl., Bristol, was arrested on Monday, May 14, and charged with evading responsibility of injury or property damage, operation of a motor vehicle while under the influence, and failure to signal on restricted turns.
Kenneth C. Charette, 52, of 24 Conlon St., Bristol, was arrested on Tuesday, May 15, and charged with misuse of plate, and two counts of violation of probation.
Joseph Jackson, 47, of 12 Scott Rd., Prospect, was arrested on Tuesday, May 15, and charged with second degree breach of peace.
Delmont McKenney, 45, of 195 Maple St., New Britain, was arrested on Tuesday, May 15, and charged with misuse of plate, illegal operation of a motor vehicle under suspension, and not having insurance.
James Mulhern, 42, of 218 West St., Apt. B2, Bristol, was arrested on Tuesday, May 15, and charged with fourth degree sexual assault on a victim under the age of 16.
Julian J. Negron, 37, of 128 Washington St., Bristol, was arrested on Tuesday, May 15, and charged with operation of a motor vehicle while under the influence, unsafe movements of a stopped car, not having insurance, and second degree failure to appear.
Misael Otero, 39, of 24B Darling St., Bristol, was arrested on Tuesday, May 15, and charged with second degree breach of peace, and second degree threatening.
Germeil Smith, 34, of 507 Pine St., Bristol, was arrested on Tuesday, May 15, and charged with second degree breach of peace, and second degree threatening.
Debra Hanson, 37, of 154 North St., Bristol, was arrested on Wednesday, May 16, and charged with creating a public disturbance.
Michael Hanson, 38, of 154 North St., Bristol, was arrested on Wednesday, May 16, and charged with creating a public disturbance.
Raven Simone Hardy,27, of 35 Clark St., Apt. 101, Hartford, was arrested on Wednesday, May 16, and charged with sixth degree larceny, criminal impersonation, and interfering with an officer.
Eric Trudel, 45, of 101 Beacon St., Bristol, was arrested on Wednesday, May 16, and charged with second degree breach of peace.
Robert E. Martin, 60, of 94 Burton St., Bristol, was arrested on Thursday, May 17, and charged with second degree criminal mischief.
Aaron M. Volovski, 37, of 324 Buckland St., Southington, was arrested on Thursday, May 17, and charged with failure to respond to a payable violation.
Gary Antigiovanni, 67, of 53 Kent St., Plainville, was arrested on Friday, May 18, and charged with use of unauthorized colored or white lights.
Renan Felipe Cerci, 26, of 37 Austin St., Danbury, was arrested on Friday, May 18, and charged with failure to display plate or sticker, and operation of a motor vehicle with valid out of state license beyond 30 days.
William A. Coretto, 60, of 230 Main St., Wallingford, was arrested on Friday, May 18, and charged with creating a public disturbance.
Jasmine Gagne, 21, of 1175 Farmington Ave., Bristol, was arrested on Friday, May 18, and charged with violation of probation.
Kyle Gallagher, 28, of 260 East Litchfield Rd., Litchfield, was arrested on Friday, May 18, and charged with sixth degree larceny.
Kevin Rodriguez, 33, of 220 Surrey Dr., Apt. A93, Bristol, was arrested on Friday, May 18, and charged with first offense possession of less than one-half ounce of cannabis-type substance.
Matthew J. Yard, 32, of 100 Red Oak Hill Rd., Farmington, was arrested on Friday, May 18, and charged with operation of a community vehicle without a community license: first and subsequent offense.
Joseph Telfer Garcia, 36, of 78 Chestnut St., Bristol, was arrested on Saturday, May 19, and charged with first degree larceny, and fourth degree larceny.
Jonathan E. Lind, 37, of 155 Melinda Lane, Bristol, was arrested on Saturday, May 19, and charged with sixth degree larceny.
Jesse Perez, 28, of 170 Curtiss St., Bristol, was arrested on Saturday, May 19, and charged with possession of drug paraphernalia, and possession of a controlled substance or more than one-half ounce of cannabis.
Kenneth Thomas, 55, of 49 Honey Hill Rd., Watertown, was arrested on Saturday, May 19, and charged with second degree breach of peace.
Miguel Colom, 21, of 194 Newell Ave., Bristol, was arrested on Sunday, May 20, and charged with second degree breach of peace and second degree threatening.
Alonso Diaz, 31, of 15 Whitemore St., Hartford, was arrested on Sunday, May 20, and charged with first degree criminal trespassing, second degree breach of peace, assault on a victim at least 60 years of age, and second degree unlawful restraint.
Josue F. Rosa, 40, of 33 Third St., Bristol, was arrested on Sunday, May 20, and charged with second degree breach of peace, first degree stalking, violation of a protective order, and second degree threatening.
James Santaniello, 62, of 34 Central St., Bristol, was arrested on Sunday, May 20, and charged with first degree criminal trespassing, and violation of a protective order.


text:
Norma Jean Bender Chidester
Norma Jean Bender Chidester, age 81, of the Gaines-Canaan Community of southern Upshur County, passed away at her home on Wednesday, January 5, 2022, after a long battle with Myeloproliferative Neoplasm, a rare type of blood cancer. She was born on February 26, 1940, a daughter of the late Clarence Bender and Barbara Alice Humphrey Bender Anderson. She was united in marriage on September 8, 1956, to Ersel Wade Chidester, Sr., who survives. Also surviving are one son Ersel Wade (Mickey) Chidester, Jr. and wife Linda of Buckhannon; five daughters: Sharon Cathaleen Chidester of Canaan, Starrleen G. Wooddell and Forrest Wooddell of Greenbank, WV, Ann Renee Wilson and husband Vernon Craig of the Gaines-Canaan community, Angela Marie Chidester of Texas, and Shannon Richelle and husband Nicholas Bosley of Canaan; one sister Annabelle Hall of Baltimore, MD; seven grandchildren: Misty Dawn and husband Frank Fuller, Kathryn (Kat) Grayson Dixon and husband Fredrick Scott Dixon, Brandy Ann Hedrick and Josh Hedrick, Eric Wade Chidester, Dylan Wade Chidester and wife Eva, Ashley Dawn Wooddell, and Cheyenne Madison Martin; and eight great-grandchildren: Ty Bosley, Abigale Fuller, Kyndal Alderman, Hayden Chidester, Journey Phillips, Cedric Wooddell, Luke Belch, Halayna Belch, and Keiara Vandevender. In addition to her parents, she was also preceded in death by one beloved son Tony Ross Chidester; two brothers: Leonard Bender and Hartzel Bender; and four sisters: Martha Beckman, Lavinia Beckner, Flossy Lee Cutright, and Shirley Heater. Our beloved mother valued her family above all else. She was a strong woman and was always there to listen, counsel, love, and comfort her family through good times and bad. She was our rock and will be missed beyond measure. In accordance with her wishes, she will be cremated and a private family graveside service will be held at the Canaan Cemetery at a later date.
Norma Jean Bender Chidester, age 81, of the Gaines-Canaan Community of southern Upshur County, passed away at her home on Wednesday, January 5, 2022, after a long battle with Myeloproliferative Neoplasm, a rare type of blood cancer. She was... View Obituary & Service Information
The family of Norma Jean Bender Chidester created this Life Tributes page to make it easy to share your memories.
Norma Jean Bender Chidester, age 81, of the Gaines-Canaan Community...
Send flowers to the Chidester family.

redpajama_set_name: RedPajamaCommonCrawl


text:
Thesis Statement: Because of extensive evidence, I believe that Lee Harvey Oswald did not act alone on the day of November 22, 1963 in the assassination of President John Fitzgerald Kennedy. The additional gunman was strategically placed in the grassy knoll area, in order to shoot at Kennedy from a frontal view (Rubinstein 4).
A. Opening Paragraph
Since November 23, 1963, the day after President John Fitzgerald Kennedy was assassinated, there have been speculations as to the happenings of November 22, 1963. Along with the Warren Commission, there are hundreds of conspiracies and theories attempting to explain the assassination of Kennedy. Many people agree with the Warren Commission in that Lee Harvey Oswald acted as the lone gunman, while others maintain that another gunman was involved. Because of extensive evidence, I believe that Oswald did not act alone on November 22, 1963 in the assassination of Kennedy. The additional gunman was strategically placed in the grassy knoll area, in order to shoot at Kennedy from a frontal view (Rubinstein 4).
B. Warren Commission (Refutation)
1. The Warren Commission was a team of people chosen to examine the assassination of John F. Kennedy (Rubinstein 2).
a. Give a brief summary of the Warren Commission's account.
2. Many people agree with the Warren Commission in that Lee Harvey Oswald is the lone gunman.
a. Give evidence as to why they agree.
b. Tell why this evidence is wrong.
C. The Grassy Knoll (Reason)
1. The grassy knoll was an area on the left side of Elm Street, where President Kennedy was shot (Hurt insert page).
a. Give more general information on the grassy knoll area.
2. The grassy knoll, when the shooting began, was positioned in front of Kennedy's limousine (Rubinstein 4).
a. Describe the "head snap" of John F. Kennedy.
D. More Than One Gunman (Reason)
1. Often, it is concluded that a lone gunman couldn't have made the shots in the short seconds of the shooting (Rubinstein 4).
a. It appears that President Kennedy and Governor Connally were injured by two different shots (Hurt 63).
b. Describe the abilities of Oswald's gun (Hurt 63).
E. Witnesses on the Grassy Knoll (Reason)
1. Several eyewitnesses to President Kennedy's assassination, which were present in the grassy knoll area, testify to the fact that a shot was made from the grassy knoll area.
a. Gordon Arnold was standing in the grassy knoll area when he was asked to move over a little. Just as he stepped away he felt a bullet nearly hit his left ear (Hurt 111).
The Jfk Assassination: Conspiracy Or Single-gunman?
For over thirty years the people of the United States were led to believe that a single gunman shot and killed Kennedy in Dallas on November 22, 1963, at 12:30 p.m... However, in this paper, I will dispute the ancient analization of the facts that show a single gunman was involved, and try to show that a conspiracy must have been present. According to the old facts regarding the case of the JFK assassination, Kennedy was killed by a single gunman. On November 22, 1963, at 12:30 p.m. CST (Central Standard Time), Kennedy was riding in an open limousine through Dallas, Texas. At this time, Kennedy was shot in the head and neck by a sniper.
Assassination of J.F.K
Either Oswald did it, or he was set up." "John F. Kennedy was assassinated in November 1963. Lee Harvey Oswald was arrested and put on trial for his murder. However, before he could reach trial, Lee Harvey Oswald was himself murdered by Jack Ruby. Lee Harvey Oswald always pleaded innocence and many believe the assassination was a conspiracy." (Pettinger, Biography of John F Kennedy )
The Kennedy Assassination
October 6, 1998 The Kennedy Assassination "It's the most controversial case in modern American history. Did Lee Harvey Oswald kill JFK by himself, or did a conspiracy do it? And if a conspiracy did it, did the conspiracy include Oswald" (McAdams 1)? It is my opinion that JFK was killed by a conspiracy that included another gunmen besides Oswald. The House Select Committee on Assassination (HSCA) formally concluded that at least one shot was fired at President Kennedy from the grassy knoll.
Now, thirty-five years after the assassination, many Americans still believe the commission's claim that Lee Harvey Oswald was the sole assassin of President Kennedy. However, all evidence points toward the more frightening reality that the United States government might have been involved in a conspiracy to kill the president and an ensuing cover-up. Thus, the question still remains: Who really killed J.F.K.? The day of President Kennedy's assassination, Vice President Lyndon B. Johnson was sworn into the office of president while flying back to Washington on Air Force One. Seven days later, Johnson appointed a commission of seven members, headed by Earl Warren, to investigate the assassination.
Reasons For The Assassination Of Kennedy Assassination
In order for the bullet to have such a path, it requires the bullet to have taken a turn mid-air. In order to change angle from Kennedy's throat to Connally's right shoulder. Furthermore, The President's Commission on the Assassination of President Kennedy, (unofficially known as the Warren Commission), was established by American President Lyndon B. Johnson on November 29, 1963. Its purpose was the investigation of Kennedy's assassination. This Warren Commission concluded that John F. Kennedy and Connally were hit by the same bullet, simply because they were seated in front of each other.
Conspiracy Theories Related to the Assassination of John F. Kennedy
Most believe that the assassination was the result of a conspiracy, though these same polls also show that there is no agreement on who else might have been involved. Most put forward the idea of involved parties such as Castro supporters, the Mafia, and the U.S Government. The President's Commission on the Assassination of President Kennedy, known unofficially as the Warren Commission, was established on November 27, 1963, by Lyndon B. Johnson to investigate the assassination of U.S President John F. Kennedy on November 22, 1963. Its final report was presented to President Johnson on September 24, 1964, and was made public three days later. The Commission was conducted to evaluate matters relating to the assassination and the subsequent killing of the alleged assassin, and to report its findings and conclusions to him.
The Assassination Of John Kennedy
While researching the Kennedy assassination there were many articles, saying that the mob was involved in the shooting. The writers were convinced that there was more than one person involved when it came too killing John Kennedy, on that warm sunny day in downtown Dallas. However, while these authors were convinced that there was another party involved, so was the rest of America with eighty percent saying the report was false. The goal of this paper is to bring this topic into the spotlight once more, by connecting the shooting of the president with the mob, and Lee Harvey Oswald. To achieve this goal, the paper is organized into three main sections, they all have a sub-sections.
Kennedy Assassination
The public was outraged that President Kennedy was murdered and wanted an explanation. President Lyndon B. Johnson set up the Warren Commission lead by Earl Warren to head investigation. The Warren Commission concluded that Lee Harvey Oswald was the lone assassin in the murder of John F. Kennedy. Lee Harvey Oswald had a major role in the assassination of Pres... ... middle of paper ... ...ce to support a conspiracy. A conspiracy of that level takes months to plan.
The Assassination Of John F. Kennedy
I will try to explain or figure out what went on during the 22 of November in 1963. There are many theories on the assassination of JFK. The first theory is that Robert Kennedy, the brother of John and also the attorney general at this time dated a known mobsters' girlfriend, and Robert also tried to get one of the biggest court cases in the history of the U.S. put upon the mob. In order to get back at him, they killed his brother. Later, they killed him when he was going to run for President.
The Many Theories of the JFK Assassination
The Many Theories of the JFK Assassination Introduction There are many theories that have been introduced to people surrounding the assassination of President John F. Kennedy. The assassination of the 35th President of the United States, John Fitzgerald Kennedy, occurred on November 22, 1963. Kennedy was fatally shot while riding in the presidential limousine through the streets of Dallas, Texas. The projectile that struck his head shattered the right side of his skull. During an interview with the Detroit Free Press (2013), a former secret service agent named Clint Hill recalled his actions moments after the shooting.
More about Lee Harvey Oswald


The first step in exploring adoption with Ampersand Families is a one-on-one orientation, usually over a cup of coffee, with one of our staff. If you decide to move forward to adoption, you will have our unconditional commitment to walk beside you and help you find whatever supports you need to be successful.
The adoption process can seem slow to families anxious to bring a youth into their home. Ampersand Families works as efficiently as possible, and often families set the pace themselves as they work through the home study process including training, lots of paperwork and deep self-reflection.
The term "home study" is both a verb and a noun. It's a process and a document. Once you complete the background check and pre-adoption training, you'll be asked to complete a bunch of self-reflection questions as the beginning of your home study process. The questions give you a chance to think about how you were raised and the things you hope to repeat as a parent (or have already repeated if you currently have children) and those things you have let go. The questions ask you to think deeply about your motivations for adopting, and help you clarify your hopes and fears about the experience.
We will discuss your responses with you and in so doing will get to know you, your strengths and the areas that might be challenges for you as you look at adoption. Together we will think about the "type" of youth you are best equipped to parent and we will explore your support network. After all the discussion your Ampersand worker will write the Home Study Summary (generally simply referred to as the "home study"), which is a quite thorough description of you and your family, household routine, values, interests and personality. The home study is given to the social workers representing waiting youth. It is the workers first opportunity to learn about you and to envision whether you might be a good match for their youth.
Once your home study is completed, you and Ampersand Families begin a proactive search for the youth that your family is best equipped to parent. Always conscious of the urgent need of older youth for families, we strive to complete the match within 12 months. But Ampersand Families cannot guarantee prospective parents that they will be matched with a youth within that time frame, or even that they will be matched at all.
All types of families pursue adoption from the child welfare system and all types of youth await families. Many factors inform the matching process, but above all, the capacity of a prospective family to meet the needs of the youth always steers the process. We are looking for families for youth, as opposed to youth for families (which means you might be matched quickly or it might take awhile) – you are the perfect family for some youth…we just need to figure out who that youth is.
When Do I Meet The Youth?
Most people are surprised to hear about this part of the process. Because youth are often terribly anxious as they await a family, and because many older youth have waited a very long time, workers generally do not tell youth about specific potential families until the family has gone all the way through the matching process. Prospective adoptive parents learn an incredible amount about a youth before they meet the youth and before the youth even hears about the family. You will have read many documents and will have met many people, such as foster parents, therapists, teachers and other important people who know the youth well. These sessions are referred to as "collateral meetings" and you will have the chance to learn about the youth and his personality, strengths, interests and needs from the people who currently spend the most time with him. Through the collateral process you will receive "full disclosure", which means that you will know everything any of the workers or others know about the youth and his needs. Together with your Ampersand Families worker, you will decide whether you want to invite the youth to be part of your family.
If you decide to move forward, you will create a photo book and letter, or other means of introducing your family to the youth. Our families have done all sorts of creative things to introduce themselves to the youth, from Shutterfly books to computer apps to PowerPoint to video to beautifully scrap-booked albums.
The first meeting usually happens pretty quickly after the youth receives your information – remember, they are anxious and have been waiting a long time. The team will develop a transition calendar that includes day visits and weekend visits en route to the actual move-in day. During the transition period the adults will all be working together to make sure school, doctors, therapists and other resources are all set up before your teen moves home.
We prepare and support families by encouraging them to be as clear as possible about their hopes, fears and expectations for adoption. Self-knowledge is crucial when it comes to figuring out which youth your family is best equipped to parent.
Ampersand Families is proud to work with all types of people and places youth in families of all types. Married, single, straight, gay or lesbian, cis or transgendered persons and people of all races and cultures are invited to share the table at our trainings and events. Ampersand Families is not a faith-based organization; believers and non-believers are welcome.


Gleaned Pillow Shams using Rin and Alturas patterns.
I love making pillow shams. They are less of a commitment than a full quilt, and yet they can make just as much of an impact. Here's a look at some Gleaned pillow shams using my Rin and Alturas patterns.
Towards the tail end of losing power after Hurricane Irma in September, I had a hankering for some Rin appliqué. You'd think that I would have been hand appliquéing it up without power, but the truth is that so many other things were on my mind (mainly my lack of a roof) that I really didn't have the mindspace or time for it. Sadly. This is why it was nice when I started thinking about appliqué again towards the end of that first week.
I made a pair of these guys, because I really like how a pair can show off how the variety of shapes can play together. And, a pair is also good for expanding on your fabric combos.
There's something about exploring a fabric theme across two shams that's really fun. You have more room and opportunity than just doing one sham, but not too many opportunities like when picking out an entire quilt where it's easy to get overwhelmed in the picking process.
With this set, I had this lime-y, pale purple-y, olive group in mind with a fun mix of textures between the prints and the fabrics themselves. All of the printed fabrics are my new stuff coming out, and then there's a bit of Essex linen in there too. The main print from gleaned that I wanted to use has a special edge design, which is always fun to play with in appliqué. There's some of that happening here.
There's also more happening on the back with the backing panels.
Finding fun finding places to use these special edges is always enticing to me, but of course, you can definitely use the fabric normally as well.
Cording on a pillow sham is a great place to kick it up a notch. In this case, I like how it also ties the two shams together by using the same fabric.
My Alturas pattern was another motif that had been on my mind.
Again, I liked the idea of making a pillow sham, because it would be a great size to play with and the end results could be used to spruce up anything.
I used the same print as with the Rin shams for the appliqué but in another colorway.
With the Alturas design especially, I like using fabrics that change and offer new ways for seeing the appliqué motif itself. Even though all of the shapes are the same, the way the fabric can be used makes them look a little bit different.
Oh, and BTW, with the size and shape of Alturas, I've long searched for the right size scissor. It's a small-ish shape that is cut multiple layers at once, so sometimes a big scissor can feel a bit too big. As soon as Kai released smaller sizes in their 7000 series, I knew one of them would be perfect for cutting this shape. This is the reason that I decided to offer this size and this one in my shop. Either are great, and I'm constantly on the fence about which size I like better.
For the backing panels, I went with a gray theme using two prints from Gleaned.
There we go. So many new pillow shams!
+ I'm recently a big fan of the Ikea FJADRAR cushion insert.
Named after a nearby town where my great-aunt (a.k.a. Granny) lived, this project is another newbie to the slow sewing studio. I thought of Granny often while making this project not only because she was a talented maker, but also because the blocks reminded me of retro tiles from her era as well as crocheted "granny" squares.
It's a fun and small block that is pretty additive as you can tell by the ample supply of them all over my booth at Quilt Market. I also have stacks and stacks of them basted and ready-to-go in socials all over the house. They are so fun and easy to pick up and work on.
On the cover quilt, I wanted to play around with the idea of creating a continuous design by using only one piece of fabric with a large-scale motif. I wanted to see if the print could still be read after being cut up and appliquéd across the quilt. So in this sample, I used one piece of fabric and made sure that the blocks were laid out exactly as I cut them. (In the instructions, I fill you in on my marking system.) But that's where the curve at the bottom of the quilt comes from, and you can see it in many other ways if you look closely.
This then gave me the courage and curiosity to cut up some Alexander Henry fabric that I'd been holding on to and see if it worked in this scenario as well.
Can you see the girls?


You are visiting the placeholder page for Laura Carter. This page is here because someone used our placeholder utility to look for Laura Carter. We created this page automatically in hopes Laura Carter would find it. If you are not Laura Carter, but are an alumni of Sebring High School, register on this site for free now.


text:
Mfilou is one of the arrondissements of Brazzaville, capital of Republic of Congo.

References

Geography of Brazzaville

redpajama_set_name: RedPajamaWikipedia


Los Angeles faces a future with less imported water. Infrastructure and institutions will have to adapt. Understanding emerging policy and investment needs requires analysis across systems, a typically elusive goal within the diverse and disparately managed water systems of L.A. A more comprehensive analysis of water resources in Los Angeles requires an understanding of people, pipes, and plants. It could also be flexible to incorporate the fast-changing landscape of models, data, and analysis that the active agencies of the region continue to develop.
* Use modeling to highlight to key gaps in scientific understanding, while creatively addressing the shortfalls in a precautionary manner. For instance, we compare modeled and historic groundwater pumping and managed aquifer recharge to assess the potential for groundwater overdraft.
This manual describes important information for understanding model operations, assumptions, inputs, and outputs. The manual version (3.7) was written after development of 3 versions code for different research studies, which are in press or under review.
The goals of this study were 1) to adapt three readily available bioassessment tools for assessing depressional wetland condition in southern California. This included a statewide rapid assessment method that had been calibrated and validated for depressional wetlands (CRAM) but had no prior use in a regional assessment program, a macroinvertebrate index developed for depressional wetlands from a different geography (northern California), and a benthic diatom index which had been developed for a different habitat type (wadeable streams). 2) To evaluate the regional condition of depressional wetlands in southern California using the adapted tools. 3) To evaluate the relationship between condition and stress by sampling both local stressors (intensity of direct wetland use, water chemistry and sediment toxicity) and landscape stressors (adjacent land use, flow diversions, road density). Once achieved, these goals should establish the foundation for developing a robust and ongoing depressional wetland ambient monitoring program.
Testing of the three available assessment tools revealed that with minor modification of field protocols and recalibration of reference thresholds, the tools can be reliably applied for ambient monitoring and assessment. Such assessments should use multiple indicators and assessment tools to provide a comprehensive evaluation of depressional wetland condition that accounts for the effect of multiple types of stressors across different spatial scales.
Fifty three wetlands were sampled in southern California during the spring or early summer of 2011, 2012 or 2013, including both perennial and seasonal wetlands. The proportion of wetlands in the region considered "likely intact" varied by indicator.
The South Coast Hydrologic Region is the most urbanized and populous region in the state and very dependent on supplemental water supplies. The supplies not only come from the Colorado River, the State Water Project (SWP), and the Eastern Sierra but also from vast groundwater basins within the region, and some recycled water and desalinated water. The region's mild climate, employment opportunities, and recreational venues have resulted in the rapid growth that has occurred within the region. Wholesale and retail water agencies, groundwater agencies, and watershed managers are working together to meet current and future demands of municipal, industrial, and agricultural users and the environment and to sustain the region's economy. To achieve this goal, they have developed and implemented large and diverse water supply, water quality, and water use efficiency projects.
Through the emphasis on water conservation and efficiency practices, the total use within the region has not increased nearly as rapidly as would otherwise be expected from the population growth that has occurred. Cooperation between agencies and organizations, including tribal communities and disadvantaged communities and use of integrated resources planning has improved the flexibility and diversity of the region's water supplies.
California's Fourth Climate Change Assessment (Fourth Assessment) advances actionable science that serves the growing needs of state and local-level decision-makers from a variety of sectors. This cutting-edge research initiative is comprised of a wide-ranging body of technical reports, including rigorous, comprehensive climate change scenarios at a scale suitable for illuminating regional vulnerabilities and localized adaptation strategies in California; datasets and tools that improve integration of observed and projected knowledge about climate change into decision- making; and recommendations and information to directly inform vulnerability assessments and adaptation strategies for California's energy sector, water resources and management, oceans and coasts, forests, wildfires, agriculture, biodiversity and habitat, and public health. In addition, these technical reports have been distilled into summary reports and a brochure, allowing the public and decision-makers to easily access relevant findings from the Fourth Assessment.


In secret, behind locked gates, our Nation's Oldest City dumped a landfill in a lake (Old City Reservoir), while emitting sewage in our rivers and salt marsh. Organized citizens exposed and defeated pollution, racism and cronyism. We elected a new Mayor. We're transforming our City -- advanced citizenship. Ask questions. Make disclosures. Demand answers. Be involved. Expect democracy. Report and expose corruption. Smile! Help enact a St. Augustine National Park and Seashore. We shall overcome!
One of the countless drawbacks of UPCHURCH, BAILEY & UPCHURCH attorney DON WALLIS' tatterdemalion Sunshine-violating FIRST AMERICA FOUNDATION was that it was supposed to raise corporate funds in secret for our City's 450th birthday (and the 500th anniversary of Spanish Florida, 50th anniversary of the 1964 Civil Rights Act and 200th anniversary of the Florida Constitution).
WALLIS' sere FAF was a sellout without a single success.
Secret corporate control of the Economics Department at FLORIDA STATE UNIVERSITY by KOCH INDUSTRIES is sinister. See below.
Imagine if FAF had been successful, and in a position to sell out our history to the highest bidder, like the chain gang putative academics at FSU. That would have been awful.
Be glad that FAF is gone. Be joyful! We won, and without even filing a lawsuit (or costing us another $100,000 in City-paid plaintiff attorney fees).


text:
There Is No Silver Bullet For Education Reform
Patrick J. Kearney, Contributor
Veteran teacher and an advocate for public education. Opinions expressed are my own.
The "silver bullet" belief assumes that all schools face the same challenges.
04/17/2017 04:55 pm ET Updated Apr 18, 2017
Caiaimage/Sam Edwards via Getty Images
Public educators find themselves in something of a Catch-22 these days. When we celebrate the great things that are going on in our schools we are told that we are simply slaves to the status quo who don't recognize the struggles that our system is facing. When we articulate the challenges that our schools face there are those who are quick to jump on us for making excuses or use it as a reason to fault us for not abandoning our current system entirely. Everyone has an opinion on how to make our schools better and everyone thinks change should happen faster than it does. Legislators and those who claim to be education reformers would have you believe that there is a magic silver bullet that will transform our schools and instantly improve student achievement. The truth is that there is no silver bullet. The honest and complex truth is that there are incredible things happening in every school in the country and there are massive challenges being faced by every school as well.
When I began in this profession there were many things I was sure of, and I saw the world of education in terms of right and wrong, black and white. Experience has taught me that the answers to most of our issues in education are found in shades of grey. Yet, upon reflection there are three things that I know for sure.
1) Schools are not a business. There is no doubt that education has become big business, but our schools are not businesses meant to turn out a "one size fits all" product. Businessman Jamie Vollmer wrote a great article in which he shares his realization that schools do not operate under the same principles of a for-profit business, nor should they.
There are some notable billionaires who seem to feel that by simply creating competition for public schools that learning will improve. It just doesn't work that way. If students came to our schools as standard issue cookie-cutter models for us to fill with knowledge, it might work, but that's not how it is.
Students come to our schools in all types of conditions. The greatness of our public schools is that we embrace all of them. Our challenge is to serve all of them equitably and to be ready to offer unique opportunities to each of them. I challenge those who believe our schools are over-funded to go into their local school and pick out which programs to eliminate.
Are we doing too much for our special education students? Are we providing too much technology to our students? Are there too many opportunities for students to make music or create art? Are there too many advanced courses for our brightest young people? Again, if what our communities desire is for schools to produce students who are straight off the manufacturing line, that would be pretty easy to do, and it could be done pretty cheaply. The problem is that our communities want schools to graduate students who are creative, critical thinkers, able to communicate effectively, and know how to collaborate.
Forcing schools to compete to get better test scores might work, but that isn't what schools should be about. Our public schools should be engaging students to prepare them for a rapidly changing 21st century.
2) Schools shouldn't have to look the same. The problem with the belief that there is a silver bullet to improve our schools is that it assumes that all schools face the same challenges and that our communities all agree on what our schools should look like.
Educators are as guilty of this as legislators are. Educators look at the schools we consider great and assume that if we take on their structure, our schools will immediately show the same results; it doesn't work like that. Our most successful schools are products of communities where the needs of the learners are the driving force for school improvement.
The needs of learners in every school are unique and for that reason it is important that every school is unique. We are trapped by the notion that there is a "best" way to do this thing we call school; there is no "best." Great schools are about responding to the unique needs of every learner. No one knows these needs better than our communities and our teachers, which leads me to my third truth.
3) We must trust teachers. It baffles me that there are those whose narrative is that teachers are only out to protect our own self-interest. If there are a pool of educators somewhere who are becoming wealthy by putting in 60 hour weeks doing the hard work of teaching young people, I'm eager to join them.
The reality is that teachers do this work because we are called to it, and while we are called to it, that doesn't mean that it doesn't require incredible skill to do it right. Teachers are learners and we care passionately about the schools we teach in. We want to work with our communities to make our schools great.
Schools face many challenges and it will take the work of many to help them continue to grow, but ultimately the work of making our schools great lies in the hands of the teachers in each and every classroom. We can argue about how to convince our best young people consider becoming teachers, but we can't argue that there has to be a great teacher in every classroom in order for our schools to be the best they can be.
There is no silver bullet, but there are truths that we must face. Dr. Martin Luther King said, "We are confronted with the fierce urgency of now…Procrastination is still the thief of time. We must move past indecision to action." We must empower those on the front lines to take action now in order to do right by our young people.
U.S. News Education News Charter Schools Education Reform School


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Burnley fan, 13, allegedly racially abused Son Heung-min
By Aban Quaynor @AbanQuaynorLT Chief Reporter
Tottenham Hotspur's Son Heung-min was allegedly racially abused by a 13-year-old Burnley fan
A 13-year-old Clarets fan is being investigated by police for allegedly racially abusing South Korean international Son Heung-min, Burnley Football Club have confirmed.
The youth, who was accompanied by an adult, was ejected from the Tottenham Hotspur Stadium during Saturday's 5-0 defeat.
It is claimed the teenager made a racist gesture towards Mr Heung-min, who scored during the fixture.
While the teenager is now being investigated by the Metropolitan Police, with help from Lancashire Police and the two clubs, Burnley have said they will be contacting him "with a view to an enforced educational programme.
The Clarets were found to have been the subject of more reports for discriminatory behaviour than any other team in England or Wales during the 2017-18 and 2018-19 campaigns.
However the club said its self-policing approach had contributed to the 17 occasions the club were reported for hate crimes at matches during the last two completed seasons.
Last month the club hosted the first ever hate crime in football conference.
A Clarets spokesman said: "Burnley Football Club is aware of an incident during the Tottenham Hotspur v Burnley game on Saturday, December 7.
"During the Premier League game, a 13-year-old Burnley supporter was ejected from the Tottenham Hotspur Stadium following an alleged racist gesture towards Spurs player Son Heung-min.
"The minor, who was accompanied by a guardian, is now under investigation by the Metropolitan Police, with help from Lancashire Police and the two clubs.
"In the meantime, Burnley Football Club will be contacting the teenager and his family, with a view to an enforced educational programme, run in conjunction with Kick It Out and Burnley FC in the Community.
"Burnley Football Club would like to reiterate its zero-tolerance policy towards discrimination of any kind.
"We will continue to work with the authorities to help eradicate the growing problem of discrimination within football, and we urge all our supporters to report any such issues, in the strictest confidence, via our dedicated matchday 'Respect' text service, on 66777, or the Kick It Out App."
The latest allegations came on the same day a man was accused of engaging in racist abuse against Manchester United players during Saturday's derby match. A 41-year-old Manchester City fan was held on suspicion of a racially aggravated public order on Sunday but has since been released on bail.


text:
Historical Quranic Manuscripts
This article is a stub. We're still working to expand it, if you'd like to help with it you can request expansion. This tag should be removed, once the article satisfies the content depth criteria.
This page attempts to enlist the known historical manuscripts of Quran. Although in its strictest definition the term "manuscript" referes to a handwritten work, this list may tentatively include early printed works as well.
Notable Manuscripts
Codex Parisino-petropolitanus
Sana'a Manuscript
Tübingen Fragment
Topkapi Manuscript
Blue Quran
Samarkan Kufic Quran
Birmingham Quran
First Printed Quran
Ibn Bawwab Quran
Historical Quranic Manuscripts (n.d.). Retrieved on January 18, 2022, from https://madainproject.com/historical_quranic_manuscripts
MLA8
Historical Quranic Manuscripts. Madain Project, madainproject.com/historical_quranic_manuscripts.
"Historical Quranic Manuscripts." Madain Project, n.d. https://madainproject.com/historical_quranic_manuscripts.
How to copy: Click the citation text to copy it to the clipboard.
Note: Always review your references and make any necessary corrections before using. Pay attention to names, capitalization, and dates.
Home > Quran > Historical Manuscripts
In Muslim tradition the Quran is a final revelation from God, Islam's divine text, delivered to the Islamic prophet Muhammad through the angel Jibril (Gabriel). Prophet Muhammad's revelations were said to have been recorded orally and in writing, through Muhammad and his followers up until his death in 632 CE. These revelations were then compiled by first caliph Abu Bakr and codified during the reign of the third caliph Uthman (reigned 644–656 CE) so that the standard codex edition of the Quran or Muṣḥaf was completed around 650 CE, according to Muslim scholars.
circa 650 CE
The Codex Parisino-petropolitanus (left: recto of the first folio), possibly the oldest extant Quranic manuscript, dated to the 7th or 8th century. The largest part of the fragmentary manuscript are held at the Bibliothèque nationale de France, Paris, as BnF Arabe 328(ab), with 70 folia. Another 46 folia are kept in the National Library of Russia in Saint-Petersburg. Two additional folia have been preserved, one kept in the Vatican Library (Vat. Ar. 1605/1) and the other in the Khalili Collection in London (KFQ 60). Taken together, the extant manuscripts cover about 45% of the text of the Quran.
Rippin 2009, p. 706.
Sana'a Script
The Sana'a Manuscript is one of the oldest Quranic manuscripts in existence. It was found, along with many other Quranic and non-Quranic fragments, in Yemen in 1972 during restoration of the Great Mosque of Sana'a. The manuscript is written on parchment, and comprises two layers of text (see palimpsest). The upper text conforms to the standard 'Uthmanic Quran, whereas the lower text contains many variants to the standard text. An edition of the lower text was published in 2012. A radiocarbon analysis has dated the parchment containing the lower text to before 671 CE with a 99% accuracy.
Sadeghi, Behnam; Bergmann, Uwe (2010).
The Tübingen fragment In November 2014, the University of Tübingen in Germany announced that a partial Kufic[disputed – discuss] manuscript in their possession (Ms M a VI 165), had been carbon dated (with a confidence of 95%), to between 649 and 675 CE. The manuscript consists of the Quranic verses 17:36, to 36:57 (and part of verse 17:35).
"Kufisches Koranfragment". Universität Tübingen.
TheTopkapi Manuscript is an early manuscript of the Quran dated to the late 1st century / early 2nd century Hj. (i.e. early to mid 8th century CE). The Topkapi manuscript is an early manuscript of the Quran dated to the early 8th century. This manuscript is kept in the Topkapi Palace Museum, Istanbul, Turkey. It was wrongly attributed to Uthman Ibn Affan (d. 656), but judging from its illumination, the Topkapi manuscript does not date from the period (mid 7th century) when the copies of the Caliph Uthman were written.
Topkapi Museum Official.
The Blue Qur'an (المصحف الأزرق) al-Muṣḥaf al-′Azraq) is a late 9th to early 10th-century Fatimid Tunisian Qur'an manuscript in Kufic calligraphy, probably created in North Africa for the Great Mosque of Kairouan. It is among the most famous works of Islamic calligraphy, and has been called "one of the most extraordinary luxury manuscripts ever created". Although scholars generally agree on its provenance and dating, recent scholarship by Alain George dates the manuscript rather earlier, to the early Abbasid caliphate.
Samarkand Kufic Quran
The Samarkand Kufic Quran, preserved at Tashkent, is a Kufic manuscript, in Uzbek tradition identified as one of Uthman's manuscripts, but dated to the 8th or 9th century by both paleographic studies and carbon-dating of the parchment. Radio-carbon dating showed a 95.4% probability of a date between 795 and 855 CE.
Manuscripta Orientalia, 2000
circa CE
The Birmingham Quran manuscript is a parchment on which two leaves of an early Quranic manuscript are written. In 2015 the manuscript, which is held by the University of Birmingham, was radiocarbon dated to between 568 and 645 CE (in the Islamic calendar, between 56 BH and 25 AH).
Between 1537 and 1538 Paganini and his son published what was probably the first printed edition of the Quran in Arabic. This work was likely intended for export to the Ottoman Empire, with which Venice had extensive trade ties. In the end, the venture was unsuccessful; the entire print run is reported by various contemporaries to have been lost, though the explanations for the disappearance vary widely. However, one copy of this printed Quran was found in 1987 in a monastery in Isola di San Michele (Venice).
circa 1000 CE
The Ibn al-Bawwab Quran Manuscript is a fully-surviving Quran in cursive style (Nakshi script). It is currently placed in the Chester Beatty Library, Dublin. This Manuscript was written by an Arab Calligrapher, Abu al-Hasan Ali ibn-Hilal, commonly known as Ibn al-Bawwab in Baghdad. This manuscript dates back to 391 Hj.
Arabic Papyri
Holy Quran Exhibition
Nuovo, Angela (2013). The Book Trade in the Italian Renaissance. p. 79. ISBN 978-90-04-24547-1.
Sadeghi, Behnam; Goudarzi, Mohsen (2012). "Ṣan'ā' 1 and the Origins of the Qur'ān". Der Islam. 87 (1–2): 1–129. doi:10.1515/islam-2011-0025.
Sadeghi, Behnam; Bergmann, Uwe (2010). "The Codex of a Companion of the Prophet and the Qurʾān of the Prophet". Arabica. 57 (4): 343–436. doi:10.1163/157005810X504518.
Rippin, Andrew (2009). "Review: La transmission écrite du Coran dans les débuts de l'islam: le codex Parisino-petropolitanus, by François Déroche". Journal of the American Oriental Society. 129 (4): 706–708. JSTOR 25766923.
Small, Keith E. (2011). Textual Criticism and Qur'an Manuscripts. Lexington Books. ISBN 9780739142912.
Déroche, François (2009). "English Summary" (PDF). La transmission écrite du Coran dans les débuts de l'islam: le codex Parisino-petropolitanus. Brill Publishers. ISBN 9004172726.
Dutton, Yasin (2001). "An early muṣḥaf according to the reading of Ibn ʻĀmir". Journal of Qur'anic Studies. 3 (1): 71–89. doi:10.3366/jqs.2001.3.1.71.
Powers, David S. (2011). Muhammad Is Not the Father of Any of Your Men: The Making of the Last Prophet. University of Pennsylvania Press. ISBN 9780812205572.
"Virtual Manuscript Room". University of Birmingham. Retrieved 25 July 2015.
"Birmingham Qur'an manuscript dated among the oldest in the world". University of Birmingham. 22 July 2015. Retrieved 22 July 2015.
"'Oldest' Koran fragments found in Birmingham University". BBC. 22 July 2015. Retrieved 22 July 2015.
Martin, John Jeffries (1993). Venice's Hidden Enemies: Italian Heretics in a Renaissance City. University of California Press. p. 33. ISBN 0-520-07743-1.
Norman, Jeremy (26 May 2014). "First Printed Edition of the Qur'an in Arabic, of Which One Copy Survived". HistoryofInformation. Retrieved 27 January 2015.
"Folio from the Blue Qur'an (Probably North Africa (Tunisia)) (2004.88)". Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art. September 2012. Retrieved 28 April 2013.
George, Alain (1 January 2009). "Calligraphy, Colour and Light in the Blue Qur'an". Journal of Qur'anic Studies.
Robinson, G., The Cambridge Illustrated History of the Islamic World, Cambridge University Press, 1996.
"Ibn al-Bawwab" [Biography], Encyclopedia Britannica, Online


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The Sleeping Giant
Nobody is quite sure how Siberia got its name. Some historians attribute it to one of the first nomadic tribes to inhabit the inhospitable land, the Sibirs. Others claim that it comes from the Turkic word for "sleeping land", a moniker that would seem more appropriate, given its geography and the fact that unlike the rest of the world, its vast territory has never been fully utilized or developed. It remains sleeping beneath snow and ice for half the year, with temperatures dropping as low as -90F.
The territory covers ten million square kilometers, which is just over half the country of Russia. If it ever seceded, it would become the largest independent country in the world. Something that is not very likely, given the difficulty of establishing thriving centers of culture, commerce, and agriculture that it would need to sustain itself.
It is one of the least densely populated territories in the world, at three people per kilometer. The ethnic mix is quite broad, considering that at some time, almost all the nations on its borders contributed settlers or nomads, including the Slavs, Mongols, Turks, Koryaks, Yukaghirs and more.
The area only opened up after the completion of the 14-year project to build the Trans Siberian Railroad in 1905. Today, approximately 70% of the population lives in cities, with the largest being Novosibirk, at 1.5 million people, and Oymyakon having the dubious distinction of the coldest city on earth, with a snapping temperature of -71.2C.
Better chances


I let go of feeling trapped a long time ago. And I also let go of all the fears and doubts with it. I'm in the boat with you. There is no "is it going to work or not?" It's just going to work because we will make it work.
My rock. My lover. My best friend. My partner. My beloved.
Your commitment. Your unconditional love. Your devotion. And most importantly, your stand for our partnership.
You bring the clarity to my haziness. You ground me when I'm scared. You hold me when I need you most.


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Look no further than Jones the Florist for gift ideas for any occasion! Liven up any birthday party with a festive bouquet of sweets! Candy is a great gift for any occasion. We offer local delivery on these "Sweets in Bloom" to Cincinnati, OH and the surrounding areas.


Dorie Chevlen is a freelance writer and former Science copyeditor. In addition to Science, her writing has appeared in Washingtonian, The Wall Street Journal, Baltimore City Paper, and The Hill, among others.
Dorie Chevlen is a freelance writer and former Science copyeditor.
Do you live in one of the chattiest places in the United States?


Vecchio Varzi® "Guanciale Pepato", made from heavy Italian pigs, is carefully selected and is characterized by a streaking of lean meat. After being placed in salt for a few days is then covered with aromatic pepper and seasoned for over a month. Before being sold the "guanciale" is carefully brushed to remove the pepper in excess so that it becomes sweet and enjoyable.


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In the spirit of Anne Lamott, I asked my students to do a version of her "school lunch" writing exercise.* Instead of school lunch, we wrote about kindergarten. In the exercise, she asks her students to write down everything they can remember about school lunch and then see what stands out that could be turned into its own story. In her example it was the 'boy against the fence' who popped out of nowhere. In mine, it was Dennis.
I don't even remember his last name, but with his dark brown hair and deep blues eyes, he was the man – at least in kindergarten. In games of kissing tag, he was always my intended conquest.
You can imagine my thrill when we were made milk-buddies for the week. Everyday I walked to the lunch room with Dennis, entered the giant, dark, metal refrigerator, filled the milk crate with enough cartons for our class and carried it back to our classroom hand in hand….except for the milk crate between us. Our week together was bliss until the incident. The incident that scarred my kindergarten memories.
My teacher was only trying to keep us safe. Earlier in the week, a student, who had been running, collided with someone else and was badly hurt. She made a new rule: absolutely no running in the classroom.
In my exuberance to meet my milk buddy for our daily walk together, I scooted across the floor. I'm not sure you could really call it running….maybe more like race-walking. Either way, the teacher called it running and paddled me in front of everyone. Then sent me off in shame with my milk buddy, Dennis.
"Did it hurt?" Not, "are you ok?" or "I'm sorry that happened to you. You most certainly weren't running!" But, "did it hurt." Like he was doing research to weigh the pros and cons of acting up in the future.
I told him that it embarrassed me more than hurt me, and we went on with our task.
I don't remember pursuing Dennis much after our week as milk buddies.
I do remember the puffy alphabet letters….maybe a topic for another post.
Are we failing students in the way we teach writing?
We have the new Common Core with a stronger emphasis on writing. We have more options than I can count on how to teach the Five Paragraph Essay. We assign creative essays, literary responses, and research papers, but are the students really learning how to write and what the writing process requires?
2 days before due date….read/skim whatever material is required in order to write paper.
night before due date…commence writing paper, pull all-nighter if necessary.
This worked fairly well for me and got me through high school and college with respectable GPA's but it didn't teach me how to write. It taught me how to compile sources and arrange thoughts in paragraphs in order to earn a grade.
The more I study eloquent writers and their writing processes and the more time I spend writing, I realize there are many things I never learned about writing. My procrastination driven college writing process only ever produced a first draft that was turned in and graded.
Here is the sad truth: I don't know how to go about the tedious work of revision. The act of taking a machete to what I have written and chopping it up until only the best bits remain. Of then taking those best bits and reaching into the depths of my creativity to add to the manuscript using those as my foundation. This is possibly the most important part of the writing process that I entirely skipped over under the false pretense that my first finished draft was good enough.
Unfortunately (or fortunately depending on your perspective) it was good enough to earn a respectable grade and move on, but it didn't teach me how to write. Now granted, there are certain types of academic writing that once you learn the formula, you plug in the information and voila! Instant essay! But as far as publishable creative essays or fiction writing? Not even close.
How do I not fail my students in this area? I have them write frequently because we all know that to be a better writer you need to write all the time. But, as is common with curriculum, we complete a writing assignment for a unit of study and move on. Should I assign fewer writing assignments and spend more time on them going through the whole writing and revising process with my students?
I would love to hear from other writers and teachers regarding how you approach this in your classrooms.


*NOTE: This program is currently being restructured.
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text:
from pprint import pprint

# array of student records, emulates possible json/yaml data structure
students = [
        { 'name':'amy', 'gpa': 3.9, 'classes': ['biology','science'] },
        { 'name':'bob', 'gpa': 3.7, 'classes': ['biology','english'] },
        { 'name':'dan', 'gpa': 2.5, 'classes': ['biology','english'] }
]
pprint(students)
print("")

# list comprehension - pull out single field (name)
print("all students: {}\n".format([ student['name'] for student in students ]))

# list comprehension - apply sum of field to all records (gpa)
average_gpa = sum(student['gpa'] for student in students) / len(students)
print("Average student GPA={0:.2f}, with student population of {1}\n".format(average_gpa,len(students)))

# list comprehension - pull single field with filter (name given gpa filter)
honors_students = [ student['name'] for student in students if student['gpa']>3.5 ]
print("Honors student list: {}\n".format(honors_students))

# list comprehension - pull two fields with filter (name+gpa given gpa filter)
honors_gpas = [ [student['name'],student['gpa']] for student in students if student['gpa']>3.5 ]
print("Honors student gpa: {}\n".format(honors_gpas))

# list comprehension - pull single field with filter on nested structure (name given classes)
science_students = [ student['name'] for student in students if 'science' in student['classes'] ]
print("Science students: {}\n".format(science_students))

# dict comprehension - create map using fields from list
name_gpa_map = { student['name']:student['gpa'] for student in students }
print("student_gpa map sorted by name: {}".format(sorted(name_gpa_map,key=str.lower)))
print("student_gpa map sorted by gpa: {}".format(sorted(name_gpa_map.values())))

#print("Best grades list")
#for student in sorted(students, reverse=True, key=lambda x: x['gpa']):
#  print("{} gpa={}".format(student['name'],student['gpa']))

#print("Worst grades list")
#for student in sorted(students, key=lambda x: x['gpa']):
#  print("{} gpa={}".format(student['name'],student['gpa']))

redpajama_set_name: RedPajamaGithub