FEBRUARY 18, 1910. Lord Kitchener on tour in New Zealand. Seen here meeting Kiwi veterans of his African war. Old (60), white, a man, and a super celebrity. In his day it was possible to be all of these simultaneously. His star would fall in 1914, along with Churchill's, for their Gallipoli Invasion which ANZACS got the sharp end of.
A poorly spoken dolt, capable of being a poster boy by virtue of his ramrod posture and stunning facial hair. His presence Downunder was partly sponsored by the American Tobacco Company to sell more fags, and by Champion flour for his celebrity endorsement. Facing a difficult Federal Election in July, the Australian Liberal Government had first dibs and paraded the poor old man around in their hot sun but to no avail! Australia's Labour Party swept to power in a landslide.
Prime Minister Ward [far left] got in on the Kitchener Show too. A major music tour to Australia sometimes finds it worthwhile to do a touch-and-go in New Zealand even today. General Election defeat in 1911 loomed for Ward too and he too was pulling out all the jingoistic stops. Many of them, under the cover of Kitchener's presence and approval which made them hard to oppose in public. These included nationalising our voluntary militia, compulsory military training, deficit-financing a battleship to give away to Britain, persecuting the Chinese, banning barmaids. A desperate, fascist, populist, power-starved nob at the end of his line.
Kitchener supposedly touring in order to report on national defence but that was just cover for the public relations tour. Nobody seems to have noticed or cared that the report for New Zealand was exactly the same as the report for Australia!
A highlight of the circus must have been the military "sham attack" on Auckland City that Kitchener observed.
Anarchist History is our New Zealand History told with maximum scepticism toward the spin and propaganda of The State. This point of view makes radically different interpretations possible that State political, state academic, and state media institutions struggle to conceive of.


text:
by Alessia Leibert
alessia.leibert@state.mn.us
Download PDF of article
American Indians have the lowest educational attainment rates of any population group in the United States, and Minnesota is no exception. Moreover, American Indians with a college degree have lower post-college earnings relative to other groups.
This study compares American Indian post-secondary students to their white peers with the aim of identifying (1) what educational and socio-economic characteristics set them apart from the majority race group, (2) how these background characteristics contribute to the observed employment and wage disparities relative to whites, (3) how geographic location, especially living and working in rural counties, negatively affects earnings, and (4) potential implications of the findings.
This research relies on post-secondary student records and Minnesota wage records from the Statewide Longitudinal Education Data System (SLEDS). Student records cover all for-credit public and private programs in Minnesota.
The dataset has 653,367 individuals ages 17 to 50 at the time of school exit who were either U.S. citizens or naturalized U.S. citizens and had an employment record in the state after leaving college. These selection criteria mitigate the risk of treating as dropouts students who left the state and continued their education elsewhere. Graduates who earned more than one degree were classified according to the highest degree obtained.
Employment and earnings outcomes are only for graduates who work in Minnesota as identified in administrative records of the state's Unemployment Insurance program. Although 97 percent of Minnesota businesses report wages, people who are self-employed or employed out of state are not covered by Minnesota's UI laws and are therefore not captured in our wage results.
Demographics and high school characteristics
This study is based on a very large dataset – 653,367 records – of students who enrolled in a post-secondary school in Minnesota from July 2006 to June 2016 and reported being either American Indian or white. Before delving into the data, it is important to clarify that the race definitions used in this study are based on self-reporting, and American Indians have a tendency to report their race inconsistently. Nearly 20 percent of American Indian students in our dataset reported being American Indian or white depending on the timing and context of data collection,1 indicating a mixed heritage and a fluid identification with both cultures. At one end of the spectrum are individuals who qualify as members of federally recognized tribes.2 At the other end of the spectrum are multi-race individuals with American Indian ancestors who predominantly identify as white. These inconsistencies were resolved by determining race based on frequency of responses.
American Indians have experienced significant progress in educational outcomes over the last decade. College attendance rates are on the rise, and the number of credentials awarded to American Indians nearly doubled from school years 2007-08 to 2014-15. But despite these gains, differences persist between American Indians and students of other racial/ethnic groups on key indicators of educational performance. As shown in Table 1, of 12,050 American Indian post-secondary students, 23.3 percent, nearly one in four, were high school dropouts, some of whom completed a General Educational Development (GED) credential. Such a high incidence, six times higher than whites at 4.2 percent, partly explains why American Indian students' median age of enrollment was higher than whites, 24 versus 21. That is, white students tend to enter college straight after high school while American Indians are much more likely to delay entry, either because they don't graduate from high school on time or for other reasons, such as inability to afford college without first finding a job.
Table 1. High School and Post-Secondary School Characteristics 2000-2016
Race*
Number of Students Enrolled from
With Permanent Residence Outside Minnesota**
Median Age at Enrollment
Percent Who Dropped Out of High School (including GED Completers)
Enrolled in a Post-Secondary School Outside the Twin Cities***
American Indian Alone or with other races except Hispanic/Latino
White non-Hispanic
* Mixed-race individuals who reported being American Indian in combination with Black, Asian, or Pacific Islander were excluded from the definition of American Indian in this analysis. Individuals who predominantly self-identified as American Indian and occasionally also reported being white or Latino, with Latino being a race category, not an ethnicity category, in our datasets, were for the most part included.
** International students who were not yet naturalized U.S. citizens at the time of enrollment were excluded.
*** Includes three tribally run colleges and universities
Source: Statewide Longitudinal Education Data System
Racial differences in post-secondary educational outcomes are just as stark. Only 37.2 percent of American Indian college-goers earned a credential versus 64.9 percent of whites, meaning that two out of three white students made it to graduation while an almost identical share of American Indian students did not. Finally, 8.8 percent of American Indian students came from out of state, primarily Wisconsin and the Dakotas, and the majority (60.9 percent) enrolled in a post-secondary school located outside the Twin Cities Metro versus 49.8 percent of whites.
Although our dataset does not include measures of socio-economic status, we can infer this information from the characteristics of the high school that students attended. This information is available for entering undergraduate students from Minnesota, representing about 40 percent of our dataset. Of particular relevance is the percentage of students receiving free or reduced-price lunches, a commonly used indicator of school poverty. The results, displayed in Figure 1, reveal dramatic differences in socio-economic status.
A staggering 41.5 percent of American Indian undergraduate students came from a high poverty secondary school – with all tribal schools falling into this category – compared to 9.2 percent among white students who were overwhelmingly more likely (55 percent) to have attended a low poverty high school.3
These socio-economic differences are not surprising given that, between 2012 and 2016, an estimated 31.4 percent of American Indians lived in poverty compared to 10.8 percent of the general population in Minnesota. 4
Despite the lack of information on the socio-economic characteristics of students attending private and out-of-state high schools, the large size of the dataset used for this analysis allows us to reach the conclusion that high school experiences, as well as the circumstances of entry into higher education, are considerably more challenging for American Indians than for whites. These disparities probably stem from the history of residential and socio-economic segregation experienced by American Indian communities in Minnesota.
Post-secondary school experience
Figure 2 provides further details of the striking gaps in post-secondary educational attainment between American Indian and white post-secondary students. As shown, 62.8 percent of American Indians did not earn a credential, compared to whites at 35 percent.
The high share of whites with a bachelor's degree, 30 percent, represents a large pipeline of people who can access master's and doctoral degrees. In comparison, the American Indian educational pipeline is much thinner. However, the presence of 5.9 percent advanced degree completers suggests that American Indians are a heterogeneous group that defies stereotypes. Low educational attainment is not necessarily representative of the American Indian experience.
What are the reasons for high college drop-out rates among American Indian students? A well-known risk indicator for dropping out is placement in remedial classes. Students are placed in supplemental instruction in core subjects like math and reading when they are unprepared to take college-level courses. American Indians are more likely than whites to be placed in educational remediation, 33 percent versus 18 percent. Addressing the problem of weak college readiness appears critical to improving American Indian students' chances of success in higher education.
Majors matter
Choice of major strongly determines the payoffs from higher education. Figure 3 displays the top 17 most popular majors for American Indian graduates and shows the share of white students in these same majors. The chart also distinguishes between sub-baccalaureate credentials (light bars) and bachelor's and above (dark bars). Despite similar shares of graduates at the top of the lists (health care, business, and education) the types of programs pursued by American Indians are of shorter duration than those pursued by whites. For example, 13.4 percent of whites earned a bachelor's or master's degree in business versus 8.7 percent of American Indians. These differences have significant implications for career outcomes, giving whites better chances of qualifying for higher paid business-related careers. Health care and education are other fields where degree level matters greatly to occupational outcomes. A bachelor's or higher credential is required to become licensed as a teacher, and over the last decade only 5.7 percent of American Indians earned these credentials versus 9.1 percent of whites. Also, a higher share of whites pursued health care programs that qualify for highly paid licensed occupations such as registered nurses, physical therapist, and radiation therapists.
Differences by race in choice of major are evident on three important dimensions. First, American Indians were twice as likely to pursue a two-year degree in liberal arts as their highest degree compared to whites (12.2 versus 5.8 percent). This does not mean less interest in liberal arts among whites, but a greater probability for whites to continue on to a four-year degree in a non-liberal arts field, while most American Indians with a two-year liberal arts degree stop at that point. Second, American Indians are under-represented in STEM fields including biological and medical sciences, IT, engineering, math, architecture, and physical sciences. Altogether, 8 percent of American Indian graduates completed a STEM credential versus 14 percent of whites.5 As a consequence, American Indians are under-represented in the medical field and in high-tech industries such as Professional and Technical Services and Advanced Manufacturing.6 Third, American Indians are over-represented in short-term programs such as culinary arts and cosmetology, which generally lead to low-paying occupations.
As a result of these differences, both in terms of major and degree level completed, American Indians have lower chances of entering licensed and high-paid careers than whites. Furthermore, American Indians were more than twice as likely as whites (21 versus 9 percent) to enroll at two-year for-profit institutions that cater predominantly to low-income students but generally did not produce good outcomes, both in terms of completion rates and in terms of earnings.
These results also highlight a few bright spots. First is the strong presence of American Indians in construction programs, which are less than four years in length and offer well paid, stable jobs.7 The second is the cultural relevance of many majors pursued by American Indians. Ethnic studies, social work, public administration, law enforcement, and legal studies are evidently appealing to American Indian students, leading to careers in cultural preservation, tribal government, and legal/social services where they can make a difference in the American Indian community.
However, there is also some evidence of American Indians aspiring toward other educational paths and facing barriers to completion. For example, rates of completion of registered nursing programs were 57 percent versus 81 percent among whites. Similarly, in the field of education the rates of completion were 58 percent among American Indians and 77 percent among whites. American Indians' completion rates in registered nursing and education have improved over the last five years, signaling some progress in academic preparation and outcomes, but still lag behind those of whites.
Disparities in employment outcomes
The most consequential gap between American Indian students and their white peers as they transition from school into the labor market is in the ability to find a job. As shown in Table 2, 28.6 percent of American Indians did not have an employment record in the second year after school exit compared to 20.8 percent among whites. This is the largest employment gap observed in any racial group among Minnesota's post-secondary students. This measure is not equivalent to joblessness. Some people might hold jobs not captured by Minnesota wage records, especially self-employment. It is likely that some individuals on reservations were self-employed in activities like construction, repair, or family farming, and therefore were not found in wage records. However, the high concentration of American Indians in this category casts light on the challenges facing American Indians in the labor market. To determine how much of this result is influenced by the economic cycle, Table 2 breaks down the figures into three smaller time snapshots: pre-recession, recession, and full economic recovery.
Table 2. Employment Status of Individuals Who Exited School Between the Ages of 17 and 45 by Race/Ethnicity
Year of School Exit Number of Students Aged <=45 at the Time of School Exit % Employed in Minnesota During 2nd Year Not Found in Minnesota Employment Records*
American Indian Total 2006-2016 10,453 71.4% 28.6%
Exited Before the Recession (2007) 1,229 75.9% 24.1%
Exited During Recession (2008-09) 2,107 66.6% 33.4%
Exited During Full Recovery (2013-15) 3,448 75.0% 25.0%
White Total 2006-2016 614,078 79.2% 20.8%
Exited Before the Recession (2007) 90,942 80.1% 19.9%
Exited During Recession (2008-09) 118,007 76.6% 23.4%
Exited During Full Recovery (2013-15) 202,443 80.9% 19.9%
* People employed by federal agencies, self-employed, or employed in other states are not represented in Minnesota wage records. Therefore, not having an employment record in Minnesota does not necessarily mean being without a job. Despite these caveats, the trends in this table are consistent with American Community Survey statistics showing that the unemployment rate among American Indians was highest in 2010 at 19.4 and continues to be the highest of any racial group in 2016 at 12.8 percent (see 2016 and 2010 American Community Survey 1-Year Estimates, Minnesota).
During the Great Recession significantly fewer American Indians found jobs after college than their white peers (66.6 versus 76.6 percent). American Indians were hit particularly hard by the collapse of the timber industry which affected Logging, Construction, and Furniture Manufacturing. They are in general more vulnerable to job losses during economic downturns because of low educational attainment. Since the 2013-2015 economic recovery American Indians' employment rate returned to pre-recession levels but still lags behind that of whites (80.9 percent).
Besides being influenced by the economic cycle, these employment disparities are also driven by socio-economic status. Figure 4 examines the relationship between school poverty, post-secondary completion rates, and the lack of employment records. School poverty is measured in three categories just as in Figure 1: low, medium, and high poverty based on the percentage of students eligible for free or reduced-price lunch. The chart also displays results for GED completers as a separate category to give an idea of the devastating effect that not finishing high school on time can have on educational attainment and job prospects.
Among American Indians, school poverty has a negative effect on both completion rates and employability prospects. Credential completion rates were almost twice as high among American Indians attending low-poverty schools as among those attending high-poverty schools (47.8 percent versus 27.7 percent), and the risk of not finding work was lower for those attending low-poverty schools, 19.8 percent, and higher for those attending high-poverty schools at 23.1 percent.
Interestingly, school poverty does not appear to have an impact on employability prospects among whites. The incidence of unknown employment status was 16 percent for whites who attended a low-poverty school, 16.7 percent for those who attended a middle-poverty school, and 15 percent for those who attended a high-poverty school. The non-linearity of the relationship suggests that among whites, differences in school poverty are not strong enough to impact employability. It is also important to recall that the group of white students in high-poverty schools makes up only 9 percent of the white population for whom these data are available.
The effects of dropping out of high school and earning a GED were also more pronounced for American Indians than for whites: 36.8 percent of American Indian GED holders had no employment records in Minnesota the second year after graduation and only 21.2 percent of them completed a credential. In contrast, white GED holders were more likely to earn a credential (36.2 percent) and had less difficulties finding work.
There are multiple possible reasons for stronger effects among American Indian. For example, high poverty schools in American Indians communities may experience deeper poverty than those in predominantly white communities. Second, in high-poverty schools, it may be that American Indian students are more likely to be the ones eligible for free/reduced price lunch, while whites might attend a high-poverty school without their family being in poverty. Third, the types of public high schools attended by American Indians are likely to differ from those attended by whites in other educationally relevant dimensions besides poverty, such as size, remoteness, governance, funding streams, or attractiveness to talented teachers.
Regardless of the reasons for these differences, a key takeaway from this analysis is that American Indians who attended low-poverty high schools fared significantly better, especially in terms of college graduation rates. The worrisome fact is that high-poverty schools are often the norm for American Indian children in Minnesota (see Figure 1). This childhood disadvantage hurts their chances of earning a post-secondary credential and of finding employment, which in turn results in more poverty in their communities and schools. This is, in over-simplified terms, the vicious cycle that can entrench generations of American Indians in poverty.
Disparities in geographic location and types of jobs held
As shown in Figure 5, a minority of American Indians (44.9 percent) worked in the Twin Cities versus 61.3 percent of whites. Only 12.6 percent of whites were employed in rural areas of the state, broken down into 2.3 percent in rural counties containing reservation boundaries and 10.3 percent in counties not containing reservation boundaries. In contrast, one out of five or 19.4 percent of American Indians were employed in rural counties containing reservation boundaries: Beltrami, Cass, Clearwater, Cook, Hubbard, Itasca, Koochiching, Mahnomen, and Yellow Medicine.8 The types of jobs held by these individuals are very different from those held by American Indians in the Metro. As shown in Figure 6, only 42.2 percent of American Indians in rural counties were employed in private sector jobs. The majority held public sector jobs, primarily in the Local Government of their tribe (22 percent), followed by casino-related activities, Education, Social Assistance, Health Care, and Public Administration. In contrast, only 19 percent of whites employed in rural areas held public sector jobs.
It is important to point out that American Indians employed in the Metro were just as likely as whites to hold private-sector jobs (88 percent). American Indian's above-average reliance on public sector jobs is predominantly a rural phenomenon. A large percentage of American Indians in Minnesota identify with tribes controlling remote reservations in sparsely populated northern areas where high-paying private-sector jobs are scarce.
The high concentration of public sector employment in these reservation communities represents both a weakness and a strength. On the one hand, it reflects a key challenge facing rural reservations: a relative scarcity of private sector employers and small-business ownership that hampers the development of diversified economies.9 On the other hand, participation in the tribe's economy enables American Indians to maintain sizeable reservation communities that affirm their traditions and cultural values, which are also important measures of success. Furthermore, even if we were to measure success through earnings, the wages earned in the public sector in rural counties by both American Indians and whites are higher than those earned in the private-sector. American Indians who wish to live close to their community may not have much to gain from taking jobs outside the reservation at wages that cannot even cover the cost of transportation and/or child care. Good quality private sector jobs are sorely needed in rural Minnesota, and this economic development challenge disproportionally affects American Indian communities.
Disparities in earnings
In the second year after leaving school, American Indian student median hourly wages earned were already lower than their white peers. Table 3 presents these findings by age group and education level, distinguishing between non-completers, completers of credentials through bachelor's, and completers of advanced degrees. Without accounting for educational differences, the median hourly wage for the youngest cohorts of American Indians, $13.29, represented 78 percent of the median hourly wage of whites of the same age group ($16.97). That is, the racial wage gap is 22 percent. Accounting for education level shows a substantial reduction in the gap. The reduction is slightly more pronounced for undergraduate credential completers (earnings ratio of 90 percent) than for advanced degree completers (earnings ratio 87 percent) meaning that white advanced degree holders tend to have access to higher paid jobs than equally qualified American Indians.
Table 3. Wages by Education Level, Age, and Race/Ethnicity
Total Non-Completers Completers through Bachelor's Completers of Advanced Degrees
Race Number of Students Hourly Median Wage Earnings Ratio Hourly Median Wage Earnings Ratio Hourly Median Wage Earnings Ratio Hourly Median Wage Earnings Ratio
Age at School Exit 18-30, Statewide
White 369,775 $16.97 100% $13.94 100% $17.60 100% $30.44 100%
American Indian 5,466 $13.29 78% $11.88 85% $15.82 90% $26.61 87%
All wages are inflation-adjusted and standardized to 2017 U.S. dollars.
Wage gaps by race are substantially more pronounced among older students. Overall, the earnings ratio is 67 percent corresponding to a gap of 33 percent. Completing a credential, whether at the undergraduate or graduate level, increases the earnings ratio from 67 to 80 percent, meaning that educational attainment can bridge some of the gap also at an older age but wage disadvantages accumulated in the labor market are already too large to achieve the kind of improvement we see among young cohorts. This evidence demonstrates that completion of a college credential reduces racial wage disparities, but not enough to eliminate them altogether, and investments in higher education are most effective before age 30.
To examine whether differences in geographic location play a role in explaining wage gaps we created three geographic categories: (1) Twin Cities Metro, (2) rural counties, (3) all other non-rural counties in Greater Minnesota.10 Earnings results are displayed in Figure 7. Controlling for geography reduces gaps but does not eliminate them. Wages were highest in the Metro area and lowest in rural areas, but whites earned more in every geography. Among non-completers, whites in the Metro earned $15.05 and American Indians earned $12.79, a gap of 15 percent; whites in rural areas earned $12.42 while American Indians earned $11.43. Among completers we see substantially more equitable outcomes except in rural areas. In the Metro, whites earned $18.55 and American Indians earned $17.01, a gap of 8.4 percent, which is one of the smallest observed in this study. In non-rural areas of Greater Minnesota American Indians earned a wage of $16.38, closely trailing the $16.68 earned by whites. The only place where credential completion did not help reduce gaps was rural Minnesota, where American Indians earned only $13.85 relative to $15.88 among whites, a gap of 12.7 percent.
Let's now zoom into the rural area category to explore whether proximity to a reservation11 makes a difference in earnings outcomes (see Figure 8). Among non-completers, American Indians in rural areas actually earned more near a reservation than further away, $11.66 compared to $11.15. This raises the possibility that reservation jobs are the best available option in rural areas for American Indians without a college credential. American Indians even slightly out-earned whites in reservation areas, although very few whites were found in that geography.
Among completers, American Indians near reservations earned slightly lower wages than those further away ($13.83 compared to $14.00) but not to the point of offering incentives to move or commute elsewhere for work. White graduates had higher earnings both in proximity to reservations and further away. The reasons for the persisting gaps are partially educational: whites are more likely to hold bachelor's degrees. However, differences in education do not entirely explain these disparities.
The fact that white non-completers found high quality jobs despite the lack of a credential while American Indian non-completers did not points to the possibility of racial discrimination in the labor market. Are white students better connected to the job market so that they were able to land good jobs even without formal credentials? Are American Indians less likely to enter industries that offer opportunities for on-the-job training and career advancement? Do employers discriminate in recruiting and hiring based on race? All of these potential factors could cause inequality in opportunities to develop valuable skills and work experience regardless of education level.
These results have two important policy implications. First, the characteristics of local economies surrounding reservations play a large role in driving statewide wage disparities between American Indians and other race groups. Policies aimed at mitigating the rural/urban divide, for example through infrastructure investments, would help American Indians access a wider range of job opportunities. Second, American Indians experience lower returns on their post-secondary education investments and might take longer to repay student loans especially in rural areas. Targeted initiatives such as grants, scholarships, and loan relief programs might be needed to increase American Indians' incentive to invest in education.
For deeply rooted historical reasons, American Indians are the poorest population group in the nation. They have also been damaged by abysmally flawed federal educational policies that have emphasized either excessive segregation or excessive assimilation. American Indian communities must strike a delicate balance between reclaiming their cultural identity and integrating into the sectors of the Minnesota economy that offer the most labor market success. Because these are difficult goals to reconcile, it is important to support young adults as they transition from high school into higher education and into the workforce.
This study has documented various challenges faced by American Indians in these transitions. Here is a summary of findings:
Almost one out of four American Indian post-secondary students is a high school dropout or GED holder, and of those who complete high school in Minnesota, 41.5 percent attended a high-poverty school. These characteristics stack the deck against them in their childhood, hurting their chances of entering and completing higher education and of getting high-quality jobs.
Two out of three American Indians who enter higher education fail to complete a credential, including short-term certificates. This educational gap prevents them from finding stable employment resulting in negative consequences for the economic security of families and tribes.
The factor that does the most to decrease wage gaps relative to whites is higher education. Completing a post-secondary credential, especially before age 30, has a strong equalizing effect, while the largest wage disparities are among those who do not complete a credential.
American Indians are earning degrees in a variety of fields but are under-represented in STEM and in programs that qualify for licensing in the medical and teaching fields.
Despite the obvious role of education in driving wage gaps, disparities cannot be resolved just by increasing post-secondary graduation rates among American Indians. The types of jobs they have access to limit their ability to accumulate marketable work experience and advance in a career.
The story of American Indians in Minnesota is intertwined with the growing social and economic disparities between rural and urban America. While earnings of American Indian graduates in proximity to reservations tend to be lower than earnings in rural areas further away from reservations, rural employment status is more important than reservation employment status in explaining wages. Over-reliance on public-sector jobs, lack of transportation options, and lack of connections to local employers might be the reasons for low wage levels and large wage gaps relative to whites in rural areas.
American Indians are a heterogeneous group, not reducible to stereotypes of poverty and low educational attainment. We found evidence of high educational achievement and high earnings especially for American Indians employed in the Twin Cities.
Higher education is not necessarily the answer to improving the economic conditions of low-income American Indians, but as the group with the least access to higher education financially, geographically, and academically, they are vulnerable to hiring bias and career advancement bias in the labor market. Missing the chance to complete some kind of post-secondary education, even a vocational certificate, decreases their economic leverage in an era when qualification inflation gives employers the ability to use credentials as a screening mechanism.
Any progress we as a society can make toward filling educational achievement gaps among all population groups but particularly for American Indians can reduce the role of racial bias by giving employers skills benchmarks based on objective qualifications. Last but not least, policies aimed at mitigating the rural/urban economic divide in Minnesota would go a long way toward promoting economic mobility and could change the lives of low-income American Indians.
1 Since data collection forms do not allow students to check more than one race category, a person of mixed white/American Indian race might report one race at the time of enrollment and a different race at the time of graduation.
2 As sovereign nations, tribal governments define the criteria for membership or citizenship as well as the membership enrollment process.
3 Low-poverty in this study is defined as having less than 30 percent of students eligible for free or reduced-price lunch. Although the socio-economic characteristics of a school as a whole do not necessarily represent individual student characteristics nor school quality, schools in low-income communities tend to have fewer resources than those serving predominantly wealthy communities, Differences in the education and/or income level of parents also influence learning experiences.
4 Source: American Community Survey 5-year Estimates 2012-2016, Poverty Status in the Past 12 Months, Minnesota
5 Furthermore, the STEM degrees awarded to American Indians were more skewed towards forestry/natural resource conservation and production technicians programs and less towards engineering, biomedical, and hard sciences.
6 For detailed information on industries of employment in Minnesota by race see the Graduate Outcomes Dashboard mn.gov/deed/data/data-tools/graduate-employment-outcomes/race-geo.jsp
7 Differences in choice of major relative to whites do not appear attributable to differences in the gender composition, because females make up about 60 percent of graduates both among whites and among American Indians.
8 The other four Minnesota counties containing reservations - Becker, Carlton, Goodhue, and St. Louis - are not classified as small town/rural.
9 These characteristics of employer establishments in reservations have also been observed in Akee, Mykerezi, Todd (2018) Reservation Nonemployer and Employer Establishments: Data from U.S. Census Longitudinal Business Databases www.minneapolisfed.org/indiancountry/research-and-articles/cicd-working-paper-series/201801-reservation-nonemployer-and-employer-establishments-data
10 This category includes Metropolitan Statistical Areas and counties classified as urban/town/rural mix. We did not break down non-rural areas into reservation/non reservation employment because non-rural reservations are very small and small datasets yield volatile results.
11 Proximity to a reservation in this study does not mean residing in a county with a reservation. It means being employed in a sub-county area including tribal lands. In rural areas these tribal lands are White Earth, Leech Lake, Bois Forte, Red Lake, and Grand Portage (all Anishinaabe/Ojibwe) as well as the Upper and Lower Sioux reservations. We also included the township of Bemidji.

redpajama_set_name: RedPajamaCommonCrawl


TOKYO, Feb 5 2019 : Recent U.S. data and the Federal Reserve's dovish turn kept lifting Asian stocks early today, while the dollar held the upper hand against its rivals.
Australian shares jumped 1.95 percent, with long-battered financials surging on short-covering after a special government-appointed inquiry excoriated Australia's financial sector for misconduct but left the structure of the country's powerful banks in place.
After the bell, Google operator Alphabet fell about 3 percent as its higher spending in the fourth-quarter worried investors even as its revenue and profits beat Wall Street's expectations.
MSCI's gauge of stocks across the globe reached a two-month high, having risen more than 13 percent from its near two-year low late in December, helped by the Fed's change of tack.
Chairman Jerome Powell has signalled its three-year tightening drive may be coming to an end amid a suddenly cloudy outlook for the U.S. economy due to global growth concerns and the U.S.-China trade dispute.
Data announced on Friday showed U.S. job growth surged in January while a key gauge of U.S. manufacturing sector showed surprising resilience after December's shocking fall, allaying fears of immediate slowdown in the U.S. economy.
The dollar's index against six major currencies rose to 95.843, having gained 0.27 percent yesterday.
The British pound slipped to $1.3035, having quickly erased brief gains on Monday following a newspaper report that goods shipped to Britain from the European Union could be waved through without checks in the event of a "no-deal" Brexit.
At a meeting today, the Reserve Bank of Australia is expected to keep interest rates on hold, though some market players now expect a cut later this year due to mounting signs of economic weakness.
Oil prices were supported by OPEC-led supply cuts and U.S. sanctions against Venezuela.
U.S. West Texas Intermediate (WTI) crude futures rose 0.4 to $54.76 a barrel. They hit 2 1/2-month high of $55.75 yesterday.


Wow. We've been busy. If you've kept up with our Facebook page, you'll note that we are doing all kinds of things!
But the coolest thing...is our name IN PRINT! That's right. We are in the news!
The last week of December we were featured in Fort Wayne Business Weekly with the most perfect headline ever: Business bubbles up from personal need.
And Doug LeDuc was an excellent interviewer. I am SO thrilled I was able to talk to him.
However, it will probably tell you you need a subscription. So you can do that...or you can visit a local store and look for an old copy there!
Our second "in the news" moment was with Start Fort Wayne, a project through Living Fort Wayne where they feature new businesses in the area. Hooray for new businesses!
Brittany King interviewed Traci (and I chimed in via email). And...get this...she said (direct quote), "these ladies are hilarious." Best. Compliment. Ever.
I can't express how awesome it is that the Narwhal and the Manatee is getting noticed and creating an awesome customer base. It's the drive of our supporters that we look for to make this happen! And it's exciting!
We love creating new products, responding to your requests, planning for parties and researching everything so you don't have to!


Last week I admitted a whole bunch of things about myself to you guys. And thankfully, no one seems to hate me after. But after reading through what I had posted, one of my readers (hi April!) suggested that I challenge myself by doing a similar post, but this time posting what makes me "beautiful inside and out". She also suggested getting input from B. So I asked him. And then he came up with this entire post of really nice things, and well, I just can't top that. So instead, I'll just let him talk - and then write out the check to pay him for saying these nice things.
Hi Internet. Sorry I never really know how to start a conversation so I figured a cordial greeting would break the ice. I was asked to write about the qualities that make me think, nay very sure, that my wife is beautiful in all senses of the word. In theory this is really quite easy to answer.
Yes, that is a cop out but allow me to explain.
In my life I have been lucky to be surrounded by strong, opinionated, and intelligent women (Hi Mom!). So it should come as no surprise that I would seek that out in a life mate. But I got more than I asked for in Sarah.
In this weirdly effortless way she allows me to be both independent and yet very dependent upon her. And therein lies one of the most amazing and beautiful things about her. She loves ME. She does not actively work to change me but instead allows me to blindly bump into things and learn from my mistakes as a husband and father. She challenges me but does not criticize me. All the while laughing along with me. And god I love that laugh.
Sarah is without a doubt the most loving person I have ever met. It's not just that she is loving but she genuinely cares about the people she loves and feels both with and for them without showing pity.
Sarah lights up the room when she walks into it, which sadly as new parents seems to be the house and the grocery store since all of our time is spent raising a child lately.
She continues to amaze me each day as she gains these new Mom superpowers and constantly proves me right because I knew she would be an amazing Mother.
She's my best friend, my true believer, my favorite person to talk to, my beautiful arm candy.


text:
Q: How to get text in separate TD using jquery I have HTML structure in which one td contains two text. I want wrap second text in another td  and append it after first td like. I have made a function but is not working exactly. here is example code
//Current html

first second

//expected result

first
second

A: You can just append each td's a inside a new td and add after the original td:
$('a').click(function(){

        $('td a').each(function(){
            $(this).parent().after('	');

            $(this).appendTo( $(this).parent().next() );

            });
        });

working jsfiddle
or in one line (more confusing, maybe :) ):
$('td a').each(function(){
            $(this).appendTo( $(this).parent().after('	').next() );
});

A: $('a').click(function(){
    $('td a').each(function(index){
        $(this).insertAfter($(this).parent()).wrap('');
    });
});

jsFiddle

redpajama_set_name: RedPajamaStackExchange


August 20, 2014 - No Comments!
It's nearing the end of August and along with it—summer break. Though the beginning of those pesky college courses are around the corner, that doesn't mean you have to completely ditch summer. You can now buy a T-shirt I designed to remember the joyous wonders of summer on Cotton Bureau! The sale is for a limited time, but the spirit of summer shouldn't be.


Transform your skin with the Skin Republic Seaweed Hydrogel Face Sheet Mask, an anti-ageing sheet mask infused with a cocktail of powerful ingredients to promote a smoother-looking, youthfully radiant complexion.
Delivering instant hydration, the sheet mask adheres comfortably to skin, enabling optimum absorption of ingredients for maximum efficacy. Mineral-rich, it harnesses the anti-ageing benefits of Seaweed, a component that works to restore lost elasticity and suppleness for a healthy, younger-looking visage.
Supporting natural collagen, the supercharging sheet mask targets visible signs of ageing to inspire a luminous, smoother appearance. Also contains Chamomile Flower and Peony to soothe and minimise redness.
Cleanse skin, remove mask from packaging. Remove thin tissue backing from mask and discard. Place hydrogel mask on face with firm backing paper still in place. Position correctly and carefully remove firm backing paper. Press and smooth into contours. Relax for 30 minutes. Remove mask and pat excess serum into skin.
Aqua/Water/Eau, Dipropylene Glycol, Glycerin, Cetyl Ethylhexanoate, Ceratonia Siliqua Gum, Chondrus Crispus Powder, Glyceryl Stearate, Butylene Glycol, Cellulose Gum, Paeonia Suffruticosa Root Extract, Centella Asiatica Extract, 1,2-Hexanediol, Sodium Polyacrylate, Hydrogenated Polydecene, Chamomilla Recutita (Matricaria) Flower Extract, Glyceryl Caprylate, Allantoin, Polysorbate 20, Gardenia Florida Fruit Extract, Adenosine, Ethylhexylglycerin, Dextrin, Trideceth-6, Theobroma Cacao (Cocoa) Extract, Acetyl Glucosamine, Undaria Pinnatifida Extract, Sodium Hyaluronate, Laminaria Japonica Extract, Disodium EDTA, Parfum/Fragrance.


With the littlest ounce of strength over Chaos, Galaxia knew that she had to find a warrior in the universe that could control and defeat Chaos. With her little strength she had left, she sent the light of hope, which was her star seed to find the warrior. And after that, Galaxia had lost control, and the universe was once again vulnerable to Chaos� will and possible conquering.
The light of hope, happened to be in the form of ChibiChibi. In the anime, she first appears in the anime, she falls out of the sky with her umbrella. She then started to follow Usagi and Luna, and then they noticed her, in which Usagi tried to figure her name out. ChibiChibi blurted out her name, as is the only word she could speak at the time. She was a todler. Later that day, she went to the Tsukino household and hypnotized her family into thinking that she was Usagi�s sister that she left behind that day. After that, naturally, the Sailor Senshi grew curious as to who ChibiChibi was, and her origin, as she completely was unkown to the Sailor Senshi. Even though, she continue to parade within the Senshi and their affairs.
Little is known about her from there until the end. She does play an interesting and mysterious role in the anime. Episode 187 reveals more about this kawaii-pie. She was revealed to be Sailor ChibiChibimoon, and saved the Senshi. She sent a blast into the air that all of the Senshi felt including Galaxia, while in battle against Sailor Aluminumsiren. She is a very sweet person, especially to the Senshi including Princess Kakyuu, and has proven herself countless times, including saving Eternal Sailormoon. In episode 193, Usagi�s star seed was being taken by Sailor Tinnyanko, until ChibiChibi came in between them, in which they were sucked in a black hole. ChibiChibi broke both of them out of the hole with a powerful beam of light.
During the final episodes of Sailorstars, the true nature of ChibiChibi was revealed to the remaining Senshi. She revealed to Eternal Sailormoon, in the final two episodes that she was the light of hope, and that she was actually Galaxia�s star seed. Usagi was the chosen warrior, powerful to stop Chaos� terror among the citizens of the universe. She showed her true identity and turned into Eternal Sailormoon�s sword, and forced Usagi to fight Chaos� opposition. However, Chaos, broke the sword, and ChibiChibi died bleeding and floating unconscious in mid-air. Sailormoon hugs her and then she disappears. She was later revived by Usagi along with the other Senshi. Later in the end, ChibiChibi thanked Usagi, and they left.


text:
Q: Angularfire generate new unique ID for non-email object I'm making a web app using angularfire. I have a url for users at 'url.firebaseio.com/users'. I want to make another url to store chat-room type things at 'url.firebaseio.com/rooms'. When I create a new user using the $createUser() method, it stores the user's information under a unique ID created by $createUser() in the '/users' url. I want to do this with the new '/rooms' url, but I can't find a way to generate unique IDs in the same way without $createUser(). I can't use $createUser() because it requires an email address argument, and I just want to take in a name for the room and a password, all in an object under the unique ID for the room.
I can't think of any code to provide, so here's what a user looks like:
users: {
   uniqueUserId: {
      email: email@email.com,
      name: name
   }
}

And here's what I'd like a 'room' to look like:
rooms: {
    uniqueRoomId: {
        roomName: something
    }
}

Is there a built-in way to do this? If not would it be best to generate IDs on my own?


text:
Don't give the EDL a toehold in Aylesbury says Union Leader (UK)
The leader of a Buckinghamshire union has put out a call for help from activists.
Steve Bell, branch secretary for the Bucks Health Branch of Unison, will hold a meeting a week before a planned protest by the English Defence League in Aylesbury.
Mr Bell said: "The EDL, whileclaiming not to be racist or fascist, has on previous demonstrations been giving Nazi salutes and shouting slogans that could be considered racist.
"BNP (British National Party) and other fascist activists have also been witnessed at these events.
"It is also clear that if their ideas are not challenged then the local community in which they are active, will see a rise in racist incidents.
"That is why the Bucks Health branch of Unison believes that we need to challenge their ideas and organise to defeat them, so that the ideas they represent do not get a toehold in the Aylesbury area.
"These ideas are not welcome and are divisive and will set back our struggle to defend the public sector and the terms and conditions of our members."
Mr Bell has invited members of the Labour movement and the local community to work out how to challenge EDL's ideas.
The meeting will take place on April 26 at 7.30pm at the Multicultural Centre
bucksherald
Labels: english defence league edl wdl sdl Aylesbury buckinghamshire racist islamic islamophobia
BNP candidate calls gay Tory MP 'immoral'
A BNP candidate in Sussex has attacked a local Tory MP as over his "morals and honesty" because he is gay.
East Sussex BNP leader Nick Prince criticised Greg Barker for coming out after he had won a seat in the 2005 general election.
Mr Prince added that he believe the BNP could topple Mr Barker, who has a majority of 13,449 votes. The Rother area has only 36 BNP members.
The candidate who will challenge the sitting Tory MP is Neil Jackson, 51. He was named as the BNP candidate for the seat last week.
Mr Prince, who is contesting the nearby Hastings seat, told the Bexhill Observer that his party would not allow men to kiss in public or gay couples to adopt children.
He then criticised Mr Barker, who was married with children when he came out in 2006
Mr Prince said: "In the case of Greg Barker, it is a question of morals and honesty. He went to the electorate a married man with a nice young family – now he goes to his electorate five years later a homosexual man.
"I don't believe it to be homophobic to raise this issue when we are talking about a guy in his early forties – it is a little late in life to be confused."
Mr Barker told the newspaper he did not intend to enter a slanging match with the BNP. He said: "The BNP is completely beyond the pale and I have no intention in entering into a debate with that sort of people."
Last week, BNP leader Nick Griffin suggested that he had made his party more gay-friendly.
Speaking to Total Politics magazine in extracts published by PinkNews.co.uk, he said that he knew the party had gay members but that it was a "don't ask, don't tell situation".
Mr Griffin said the party had moved away from wanting to re-criminalise homosexuality but would scrap civil partnerships if it got into power.
Labels: bnp british national party homo[hobic racist sexist neo-nazi
More must be done to protect young net users (UK)
MORE work must be done to keep abreast of changes in modern technology, according to an internet safety expert.
Dr Tanya Byron said the United Kingdom was the world leader in online safety, but that more can still be done.
Professor Byron, the Government's internet safety advisor, has carried out a progress review into her report, Safer Children in A Digital World, which was published in 2008.
She has highlighted a number of key successes which have been implemented since the report was published.
One of these was the announcement in December last year of a Government internet safety strategy which will see all over-fives taught e-safety in schools.
The legislation was brought in following The Northern Echo's Safety Net campaign, launched in the wake of the murder of Darlington teenager Ashleigh Hall.
Seventeen-year-old Ashleigh was killed after befriending a man she met on Facebook.
However, he turned out not to be a 19-year-old youth, but instead 32-year-old convicted rapist Peter Chapman.
When the internet safety strategy was launched, Schools Minister Ed Balls wrote in The Northern Echo that the Safety Net campaign was important as there are "dangers lurking behind computer screens".
In her review announced yesterday, Prof Byron also praised the creation of the Zip it, Block it, Flag it public awareness campaign and the creation of the UK Council for Child Internet Safety, a coalition of government, charities and industry.
She said: "Raising awareness of, and improving education in, the way in which children and young people deal with risks online is an important first step. The UK has taken this first step but there is more to be done."
She has made a number of recommendations including more work done to prevent underage children accessing social networking sites and pornography, an industry wide self-regulated code of practice and work with mobile phone and games console companies to improve standards for parental controls.
A response to the review is to be completed by July.
Mr Balls said: "I'm glad Professor Byron has made it clear that industry and Government need to redouble their efforts to provide support to parents to help them keep their children safe online."
The Northern Echo
Labels: internet safety children facebook twitter you tube my space social networking abuse murder
Three Jews brutally attacked in Berlin
A man and two women were brutally attacked in Berlin allegedly after the assailants demanded to know whether they were Jewish.
According to a statement from the Jewish community of Berlin, a man of "Mediterranean" appearance on Friday night demanded to know if the three were Jewish. After they said they were, the man "obviously went to get some friends," who then beat the three, all in their mid-20s, in an underground train and on the platform in the Wilmersdorf section of Berlin.
Police are investigating the incident as an anti-Semitic and racist attack, as it allegedly began with the attackers cursing the victims. The youths then beat and kicked the two women and one attacker smashed a bottle over the man's head.
Police said they had no information about the identity of the attackers, according to news reports. But Levi Solomon, head of the Jewish community's department for combating anti-Semitism, said in a statement that "violent attacks on Jews or presumed Jews were increasingly committed by youths from immigrant circles."
"We urgently need to grasp the causes and affects of anti-Semitism, especially among young Turks and Arabs, and to fight vigorously against this problem."
In another incident over the weekend, police arrested four of the 18 youths who attacked three pedestrians in the Wedding district of Berlin, beating and kicking them. One attacker used a knife to tear a victim's clothing. The victims were treated on the scene for injuries.
Police are searching for the remaining suspects.
There also has been a spate of violent attacks allegedly by right-wing extremist youths in the Neukoln section of Berlin.
Labels: berlin anti-jewish anti-semitic germany racist attack violent
FAR-RIGHT GAINS COULD PUT HUNGARY REFORMS AT RISK (Hungary)
The scenario is classic. Hungary's economy is in crisis, its large Roma minority is an easy scapegoat, and a far-right party blaming "Gypsy crooks" and "welfare spongers" is set to be the big winner.
If opinion polls are right, the nationalist Jobbik party has a chance of becoming the second biggest party in parliament after an election on April 11 and 25, denying the center-right favorites Fidesz a possible two-thirds majority. "With its extreme populist rhetoric, Jobbik could put the next government's policy moves under pressure," said political analyst Andras Giro-Szasz. "Jobbik can limit the popular mandate of the next government." The Roma make up between 5 and 7 percent of Hungary's population and vilifying them has proved Jobbik's most successful tactic as an economic slump of more than 6 percent last year has left more than one in 10 Hungarians unemployed. Its biggest gains will be in places such as Ozd in Hungary's poor northeast, a steel town fallen on hard times, where it looks set to defeat the Socialists who have held the seat for 16 years.
Unemployment has grown
Unemployment has been above 20 percent in Ozd for years, and one-third of the population is Roma. Jobbik (Movement For a Better Hungary) nearly beat Fidesz there in the 2009 European Parliament election, and its popularity has only grown since. "Many of us are sick of the way Gypsies think of welfare as a way of life," said Andras Kemacs, a 27-year-old mechanic in Ozd. "Jobbik impresses me with its openness about that." Jobbik has also capitalized on popular resentment toward the political elite, including Fidesz, which it calls corrupt. It has demonized the European Union and the International Monetary Fund, which insisted on painful spending cuts as a condition of bailing out Hungary's public finances. And it is media savvy, using the Internet so effectively that its appeal among young people, including college students, surpasses that of any other party except Fidesz. Polls show national support for Jobbik nearing 20 percent among all decided voters. That puts it neck-and-neck with the ruling Socialists, while Fidesz has about 60 percent of the projected vote. Those gains, splitting the right-wing vote as well as stealing votes from the left, have eroded Fidesz's chances of winning the two-thirds majority that would be a platform for the broad reforms that economists say Hungary needs. Hungary has struggled for years to streamline its bloated government sector and trim public expenditure. The spending cuts have brought the budget deficit under control, but most public sector structural reform has lagged behind. The key reform requiring a two-thirds majority is a rationalization of Hungary's 3,200 local governments, which run hospitals and schools and are major drag on the state budget. Fidesz could also attempt a reform of notoriously corrupt party financing.
Decay and despair
In Ozd, the problems besetting Hungary, and especially its Roma, are painfully evident. The collapse of communism after 1989 led to the closure of Ozd's steel plant, the town's number one employer, throwing 14,000 people out of work. Unskilled Roma were laid off first; most have not worked in the 20 years since. Decay and despair in nearby villages drove thousands more to Ozd. Today, one-third of the 39,000 residents are Roma, says Lajos Berki, leader of the Gypsy Community Council. "About 1,000 of us have more or less regular work," Berki said. "The rest live on welfare. There are problems, there is no denying that. A few thousand Gypsies have caused real problems." The Roma shantytown on the outskirts of Ozd, known as Hetes, bustles with activity, but not paid work. Boys play soccer in the dirt outside the dilapidated homes, while adults chop illegally collected firewood or mill about idly. "I'm not fixated on welfare," said Gyula Budai, standing near the only working tap that 500 Roma share. "Take it away, give us work, then you'll see who wants to work and who doesn't."
Prolonged tension
Ozd's Fidesz candidate, Gabor Riz, acknowledged problems in an interview, but refrained from calling them Roma issues. "There are no grounds to fear a Roma-Hungarian ethnic conflict," he said. "But there could be prolonged tension between wage earners and welfare beneficiaries." However, Ozd's Socialist member of parliament, Istvan Toth, says the politicians have been avoiding the issues. "We have sensed the problems, but pretended that they might go away if we don't talk about them," he told Reuters. "We just tried to divide (Roma) along party lines, and now we suddenly realize that ... Jobbik played the Gypsy card." Ozd's Jobbik candidate, Andras Kisgergely, had no problem filling the region's largest theater to capacity with a rally. "For 500 years, Gypsies have not been able to adopt the cultural norms to live in peace with the majority," he told his audience. "Nine out of 10 criminals are Gypsies ... We need to end that. We need to improve public safety, and create jobs. Make them work. We need to tie welfare to community work." The 800 supporters in the room cheered each point wildly. Peter Borbas, a 40 year-old office clerk, was one of them. "We need to talk about Gypsy crime at long last," he said. "People have had enough. No method is too radical to end Gypsy crime."
Labels: hungary jobbick far right racist xenophobic islamophobia neo-nazi gypsy roma far right
Help The Daily Telegraph trace these models pictured 'endorsing' the BNP's anti-immigration policies
Originally published in the Daily Telegraph. Please support this.
In the next few weeks it's more than likely that a leaflet carrying this image will appear on your doormat. The BNP have printed tens of thousands ahead of the general election and its activists are now busy stuffing them through letter boxes.
The leaflet, Putting British People First, is less immigrant-obsessed than might be expected from the far-right party. Pledges to reduce crime, EU interference and high taxes sit alongside the "No to Immigration" cry on the front cover, and the party's promise to bring British troops back from Afghanistan is given prominence.
But the most striking thing about the leaflet is the photo on the reverse: three generations of a smiling, prosperous, attractive family beneath the headline "Why People Like You Voted BNP
The endorsements offered in the accompanying text (Islamification of Britain, declining NHS, British jobs for British workers) appear in quotation marks just millimetres from the heads of the people in the picture. While the quotes are not directly attributed, a casual reader could be forgiven for assuming that the Attractive Family vote BNP.
But, let's be honest, they don't look very British. The flawless smiles, schmaltzy pose and sunny perfection of the scene owe more to US corporate photography than British electioneering.
If you have any information, please email matthew.moore@telegraph.co.uk
For the full story Daily Telegraph
Credit: The BNP leaflet image was taken from The Straight Choice website, which allows voters across Britain to upload election pamphlets to aid monitoring of parties' claims and promises.
Labels: bnp british national party nick griffin racist ne-nazi hate xenophobia leaflet image campaign
Don't give the EDL a toehold in Aylesbury says Uni...
More must be done to protect young net users (UK)...
FAR-RIGHT GAINS COULD PUT HUNGARY REFORMS AT RISK ...
Help The Daily Telegraph trace these models pictur...


Smoothly making it happen, getting it done. Keeping priorities and accomplishing the important. That's the sweet spot when we are doing what we know we want to and should be doing.
Then, something comes up to bump us out of our groove.
Holidays. Visitors. Sickness. Appointments. The list is endless of reasons we get out of our groove. There are always interruptions and distractions and necessary schedule adjustments.
is to intentionally have a groove to begin with.
Eating with discipline, keeping health and nutrition in mind. There are a lot of foods I just don't enjoy anymore. "Too sweet" is a common comment of mine. Fatty, fried foods make me queasy pretty quickly. But, when I am traveling or at certain holidays or family meals, I can eat too much of good things and can pretend that extra calories won't catch up to me. It doesn't take long, though, for me to remind myself of how I want to feel, so getting back to what works best happens.
Regular exercise. For me, weekday mornings, early, is the time that I will be consistent. A class three times a week and elliptical machine the other two is my groove. When I am in my groove, I am energetic, I sleep well, and I like the way my body moves and feels. When travel or the occasional cold interrupts my routine, I feel it. The worst part? I know that now, in my third third, getting back into the weights, especially, will mean a few days of soreness and a longer time to get back to where I was with strength. Frankly, getting up early is not my natural preferred rhythm. I have learned, though, that if I don't get it done early a.m., I won't do it regularly.
Showing up for work. I am self-employed. No one has given me a work schedule. If I don't show up, I don't get paid because I don't get anything done. Having an office and blocking time on my calendar to be there makes my groove. When I am traveling or have a meeting that cuts into my "office time," I see it on my calendar and know that tomorrow, or when I return, I need to get back to my schedule. Back in my groove.
Time with my husband. It is hard to make a groove for yourself that involves someone else. My husband travels a lot, so it is easy to get out of the groove of thinking of his needs or of planning for time with him. This is definitely a mental groove. I determined long ago that he is my number two priority. (God first, husband second.) When he is in town, I have to remind myself often that spending time with him is important….and then plan for it. Cooking a special meal. Walking downtown for dinner. Ordering a netflix movie we have talked about. That's a groove that isn't necessary when it is just my own schedule I am concerned with.
My point is that it's easier to get back into the habit than to form the habit in the first place. Deciding how to live life is so key to having a sense of worth and purpose. And there is no reason to feel guilty if you are clear that you are just temporarily, with good reason, out of your regular groove.
What does your groove include?
Tagged distractions, exercise, groove, habits, intentional, interruptions, nutrition, resolutions, routine, slump.
My groove is my prayer every morning asking God to assist me in creating my day such that I can be a miracle for someone – and telling Him that I am willing to allow The Holy Spirit to guide me in my thoughts, words and actions. And also, asking that as the day unfolds, I recognize that whoever I encounter, or whatever situation unfolds, it has come from God.
My main groove is "work until 10:30, then rest, then work again at 11:30." I get up, get the kitties fed, the kids squared away (they go part time in the mornings to local public schools) the house picked up, the laundry started, emails read, calendar updated, and the homeschool lessons ready.
Then I rest with a nice breakfast, a book or some knitting or a short video – some pleasurable activity that I do just because I enjoy it. It is a little taste of peaceful joy for me each day. It often involves a walk outdoors if I want to be out in whatever the day is offering that morning.
Then, of course, the main workday begins, and I am teaching, folding, cooking, listening, comforting, holding back unwanted advice, more cooking, directing, organizing, and driving.
By the end of the day, I'm empty, and usually kiss everyone and crawl into bed. If I skip the morning routine, or let other things push it aside too often, the entire week starts to feel misaligned, and I mis out on that little portion of joy that balances me out and makes the work itself more satisfying.


text:
Q: Subsets With Duplicates, issues with only returning empty list I am working on a question as following:

Given a set of numbers that might contain duplicates, find all of its distinct subsets.

You can use the following as an example :

Example 1:
Input: [1, 3, 3]
Output: [], [1], [3], [1,3], [3,3], [1,3,3]

Example 2:
Input: [1, 5, 3, 3]
Output: [], [1], [5], [3], [1,5], [1,3], [5,3], [1,5,3], [3,3],
[1,3,3], [3,3,5], [1,5,3,3]

My approach is
class Solution:
    def distinct_subset(self, nums):
        n = len(nums)
        previousEnd = 0
        output = []
        for i in range(n):
            # judge if the current element is equal to the previous element
            # if so, only update the elements generated in the previous iteration
            if i > 0 and nums[i] == nums[i-1]:
                previousStart = previousEnd + 1
            else:
                previousStart = 0
            perviousEnd = len(output)
            # create a temp array to store the output from the previous iteration
            temp = list(output[previousStart:previousEnd])
            # add current element to all the array generated by the previous iteration
            output += [j + [nums[i]] for j in temp]
        return output

def main():

  print("Here is the list of subsets: " + str(Solution().distinct_subset([1, 3, 3])))
  print("Here is the list of subsets: " + str(Solution().distinct_subset([1, 5, 3, 3])))

main()

However, my approach will only return []:
Here is the list of subsets: []
Here is the list of subsets: []

Process finished with exit code 0

I am not sure why did I go wrong. The algorithm supposes to update the output in each iteration. But now it failed.
Please feel free to share your ideas. Thanks for your help in advanced.

A: Yes, I ran your code and it appears no matter what you do the function will always return an output of an empty list, because nothing is actually changing in the list, it is always blank.
Forgive me, but I had to look up what 'all distinct subsets' meant, and I stumbled across this code, but it seems to do exactly what you are asking.
# Python3 program to find all subsets of
# given set. Any repeated subset is
# considered only once in the output
def printPowerSet(arr, n):

    # Function to find all subsets of given set.
    # Any repeated subset is considered only
    # once in the output
    _list = []

    # Run counter i from 000..0 to 111..1
    for i in range(2**n):
        subset = ""

        # consider each element in the set
        for j in range(n):

            # Check if jth bit in the i is set.
            # If the bit is set, we consider
            # jth element from set
            if (i & (1 << j)) != 0:
                subset += str(arr[j]) + "|"

        # if subset is encountered for the first time
        # If we use set<string>, we can directly insert
        if subset not in _list and len(subset) > 0:
            _list.append(subset)

    # consider every subset
    for subset in _list:

        # split the subset and print its elements
        arr = subset.split('|')
        for string in arr:
            print(string, end = " ")
        print()

# Driver Code
if __name__ == '__main__':
    arr = [10, 12, 12, 17]
    n = len(arr)
    printPowerSet(arr, n)

However, as you can see the above code does not use classes just a single function. If that works great, if you are required to use a class, let me know you will need to change the above code obviously.

A: I assume the below is what you are looking for:
[1, 3, 3] to [1,3]
[1, 5, 3, 3] to [1,5,3]

The set(list) function will do that for you real easy, however it doesn't handle compound data structure well.
Below code will work for compound data from, one level deep:
[[1, 1], [0, 1], [0, 1], [0, 0], [1, 0], [1, 1], [1, 1]]

to:
[[1, 1], [0, 1], [0, 0], [1, 0]]

code:
def get_unique(list):
    temp = []
    for i in list:
        if i not in temp:
            temp.append(i)
            yield i
print(*get_unique(list))

A: I've trimmed the above code to give you your desired outputs, still not in a class though, is this okay?...
def distinct_subset(user_input):
    n = len(user_input)
    output = []
    for i in range(2 ** n):
        subset = ""
        for j in range(n):
            if (i & (1 << j)) != 0:
                subset += str(user_input[j]) + ", "
        if subset[:-2] not in output and len(subset) > 0:
            output.append(subset[:-2])
    return output

def main():

    print("Here is the list of subsets: " + str(distinct_subset([1, 3, 3])))
    print("Here is the list of subsets: " + str(distinct_subset([1, 5, 3, 3])))

main()

A: You're looking for distinct combinations of the powerset of your list.
Using itertools to generate the combinations and a set to eliminate duplicates, you could write the function like this:
from itertools import combinations
def uniqueSubsets(A):
    A = sorted(A)
    return [*map(list,{subset for size in range(len(A)+1)
                              for subset in combinations(A,size)})]

print(uniqueSubsets([1,3,3]))
# [[1, 3], [3, 3], [1], [3], [], [1, 3, 3]]

print(uniqueSubsets([1,5,3,3]))
# [1, 3] [3, 3] [1] [3] [3, 3, 5] [1, 3, 5] [1, 5] [5] [] [1, 3, 3, 5] [1, 3, 3] [3, 5]

If you have a lot of duplicates, it may be more efficient to filter them out as you go.  Here is a recursive generator function that short-circuits the expansion when a combination has already been seen.  It generates combinations by removing one element at a time (starting from the full size) and recursing to get shorter combinations.
def uniqueSubsets(A,seen=None):
    if seen is None: seen,A = set(),sorted(A)
    for i in range(len(A)):         # for each position in the list
        subset = (*A[:i],*A[i+1:])  # combination without that position
        if subset in seen: continue # that has not been seen before
        seen.add(subset)
        yield from uniqueSubsets(subset,seen) # get shorter combinations
    yield list(A)

print(*uniqueSubsets([1,3,3]))
# [] [3] [3, 3] [1] [1, 3] [1, 3, 3]

print(*uniqueSubsets([1,5,3,3]))
# [] [3] [3, 3] [5] [5, 3] [5, 3, 3] [1] [1, 3] [1, 3, 3] [1, 5] [1, 5, 3] [1, 5, 3, 3]

In both cases we are sorting the list in order to ensure that the combinations will always present the values in the same order for the set() to recognize them. (otherwise lists such as [3,3,1,3] could still produce duplicates)


Contact RBDC Membership at the following email address: membership@rbdc.ca for any questions.
Sign up with your email address to receive the Ballroom Biz. Announcements available on our Blog Page.
We will have volunteers taking registration forms and money and distributing name-tags for the first two weeks of classes.
Club Registration involves filling out the Membership Application form for the RBDC. This form will also include your Class Selection, if you wish to attend a dance class. By completing the form you are applying for a membership in the club.
NOTE: RBDC does not accept Debit Cards or Credit Cards for Registration payments in person (we do accept them online), please make payments either by Cash or Cheque. Sorry for any inconvenience this may cause.
Note: You need to join the Club to take RBDC dance classes.


Please select the type of Permit you are interested in obtaining from the list below. Completed applications must be returned to West Burlington City Hall, 122 Broadway Street, West Burlington, Iowa. If you have questions please call 319-752-5451 and we will be happy to assist you.


text:
Malthinus euboeicus es una especie de coleóptero de la familia Cantharidae, género Malthinus.

Distribución geográfica
Es una especie europea.

Referencias

euboeicus
Coleópteros de Europa

redpajama_set_name: RedPajamaWikipedia


We are dedicated to providing punctual service in clean, well maintained vehicles while utilizing safety-conscious and dependable chauffeurs at affordable prices.
Why choose Dream Makers Limousine?
Our top priority is to provide you with excellent professional customer service that is reliable and affordable.
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Tailored to fit what you and your someone special enjoys!


Believe it or not, a person's lips can give you a deeper insight into their personality. If you are a bit skeptical, find your lip shape and see what it has to say about you!
If your lips are naturally large and puffy, you were made to look after someone. You may have spent a lot of time volunteering around the neighborhood or playing with animals when you were younger. You have an innate maternal instinct and a desire to protect others.
If your lips fit this description, you are probably somewhat of a drama queen. You are charismatic, emotional and you simply love life. You are confident and you love being the center of attention. Others can always count on you for funny jokes.
If your lips fit this description, you were born to be adventurous. Office work simply isn't for you. You know what it means to have fun. You crave an energetic lifestyle, new friends, new places to visit and new experiences. Curious, sociable and open to new adventures describes you to a T.
If your top lip and bottom lip are the same, usual size, it's a sign that you are a balanced person with common sense. Your strength lies in your ability to listen to others. You treat other people with respect and you know how to take criticism lightly. The glass is always half full for you – you don't waste time being angry.
Thin lips are a sign that you are generally a loner. You are self-reliant, opting to cope with your problems on your own. You simply like being by yourself and being able to hear your thoughts. Despite your love of solitude, you still feel perfectly at home when you're with people you love.
If you have an upper lip with a sharp philtrum, you are probably a creative person. Individuals with these lips often end up being artists or musicians. You most like have an excellent memory when recalling faces and names. You are a social creature and you always achieve good results in your work.
If your lips fit this description, you are compassionate, kind and sensitive. You have a habit of becoming deeply upset when something negative happens, but you always find time to help those around you. Your calling in life may be to help the less fortunate and care for others.
If your lips fit this description, you are among the most responsible and reliable people on the planet. You refuse to accept that anything is impossible or out of your reach. Your loved ones know that they can rely on you in any situation. You are timely, efficient and a natural problem-solver.
If you have the perfect pout, you may be somewhat mischievous. You focus on your own feelings of comfort. You may come off as selfish at first, but you are compassionate and devoted to those you loves. Things often work out well for you because you are constantly examining your own life and happiness, but you will be there for a friend at a moment's notice.
If you have a thin upper lip, you most likely possess strong leadership qualities. You're good at convincing others of your opinion, but you know how to stand your ground. Strong, positive energy flows out of you. You are successful in most things, but you often find it difficult to maintain romantic relationships, as your goal in life is to be someone, not to be with someone.


text:
test_name "C99989: verbose config field prints verbose information to stderr" do
  tag 'risk:high'

  require 'facter/acceptance/user_fact_utils'
  extend Facter::Acceptance::UserFactUtils

  config = <<EOM
cli : {
    verbose : true
}
EOM

  agents.each do |agent|
    step "Agent #{agent}: create config file" do
      config_dir = get_default_fact_dir(agent['platform'], on(agent, facter('kernelmajversion')).stdout.chomp.to_f)
      config_file = File.join(config_dir, "facter.conf")
      agent.mkdir_p(config_dir)
      create_remote_file(agent, config_file, config)

      teardown do
        agent.rm_rf(config_dir)
      end

      step "debug output should print when config file is loaded" do
        on(agent, facter("")) do |facter_output|
          assert_match(/INFO/, facter_output.stderr, "Expected stderr to contain verbose (INFO) statements")
        end
      end
    end
  end
end

redpajama_set_name: RedPajamaGithub


The Carolyn Barron Montessori School was founded in 1992 to foster a love of learning and to educate children to be caring, socially responsible citizens of their community and world. The educational programs at CBMS involve children from 1.5 years of age through 14 years of age in five different programs: Toddler, Primary, Lower Elementary, Upper Elementary and Middle School. CBMS seeks to educate the whole child, applying the Montessori philosophy, in a family-oriented environment. The philosophy is based on the principles of Dr. Maria Montessori whose holistic vision of education focuses on the cognitive, social, emotional and physical needs of the child. For Dr. Montessori, and for CBMS, education is preparation for life.
We strive to create a peaceful, supportive, compassionate and welcoming community, where understanding and respect for differences lead to appreciation, self-reflection, confidence and personal growth.
Through our work with and support of the Coweta Samaritan Clinic our students put their newfound love of service in to real-world context with members of their own community.
Coweta Samaritan Clinic (CSC) arose from Dr. Kay Crosby's calling to create a medical home for uninsured and medically underserved adults in Coweta County. After twenty years practicing internal medicine, Kay left her private practice in 2008 to bring a free clinic to her hometown of Newnan, Georgia. Generous support from the Coweta County Hospital Authority (building lease), Newnan Hospital Foundation (annual operating funds), and Piedmont Newnan Hospital (free lab and basic radiology services) provided a solid foundation on which to build.
Coweta Samaritan Clinic would not exist without volunteers. The majority of medical and dental care at the clinic is provided by volunteers, including physicians, dentists, NPs, PAs, nurses and other medical professionals. They are assisted by additional volunteers how work in the clinical office and serve as eligibility screeners. During 2014, volunteers provided 6,150 hours of service at the clinic. That total does not include the services provided by many kind and skilled specialists in the community who treat clinic patients without charge in their offices.


text:
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Cadwaladr ap Gruffydd, brother to the King
Posted on February 2, 2012 January 3, 2020 2 Comments
If ever your family gets on your nerves, you can be glad that you don't have a family like Owain Gwynedd.
Cadwaladr ap Gruffydd was Owain Gwynedd's brother. A royal family in Wales wasn't the same as in England, where the eldest son inherited most everything. In Wales, upon the death of a king, an entire kingdom was to be split among the brothers, even the illegitimate ones. (yes, the Catholic Church objected to this, but the Welsh didn't much care). This caused problems for Wales time and again–as the brothers fought over lands among themselves and what had been a united kingdom under the father became divided under the sons.
Cadwaladr and Owain were often at odds. Owain became the eldest son when his brother, Cadwallon, died, leaving Owain and Cadwaladr to rule without him.
Owain and Cadwaladr seemed to have split their territory amicably at first, but in 1143 AD, "Cadwaladr's men killed Anarawd ap Gruffydd of Deheubarth by treachery, apparently on Cadwaladr's orders." Anarawd was the King of Deheubarth, in fact, and this was on the eve of his wedding to Owain's daughter. This marriage would have united the two kingdoms of Gwynedd and Deheubarth. And Cadwaladr has Anarawd murdered!
Owain Gwynedd "responded by sending his son Hywel ab Owain Gwynedd to deprive Cadwaladr of his lands in Ceredigion." Ceredigion just happens to be the lands adjacent to Deheubarth. Did Cadwaladr think that with Anarawd dead, he could pull a land grab? Did he plot with Anarawd's younger brother? We'll never know.
"Cadwaladr fled to Ireland where he hired a fleet from the Danish settlement in Dublin and landed at Abermenai in 1144 in an attempt to force Owain to return his lands. Cadwaladr apparently abandoned or escaped from his allies and made peace with his brother, who obliged the Danes to leave." http://en.wikipedia.org/wiki/Cadwaladr_ap_Gruffydd
Things remained uneasy between the brothers for the rest of their lives. In 1147, the brothers fought again, resulting in Cadwaladr's loss of Meirionydd. Their animosity was further exacerbated by the fact that Cadwaladr sided with King Henry II in 1157 AD when he invaded Wales. Cadwaladr, through his marriage to Alice Fitz Gilbert, had become a land owner in Lancashire and Shropshire. http://www.red-dragon-wales.com/WelshPrinces/OwainGwynedd_1.htm
That war resulted in a stalemate, with Owain giving homage to Henry and Cadwaladr receiving some of his lands back, but with no real gains by Henry into Owain's territory. In the end, Cadwaladr outlived Owain but didn't again attempt to share power with him again.
As a side note, and if you were thinking that this was an isolated incident. The relationship between Cadwaladr and Owain bears a striking resemblance to that of Llywelyn ap Gruffydd and his brothers, Owain and Dafydd. Llywelyn kept Owain in prison for most of his natural life so he couldn't incite against him, and Dafydd not only defected to the English twice in order to support the English king against Llywelyn, but tried to have him murdered. Read more here: https://www.sarahwoodbury.com/the-brothers-gwynedd/ https://www.sarahwoodbury.com/llywelyn-ap-gruffydd/
Tagsancient Britain, Cadwaladr ap Gruffydd, England, Gwynedd, Henry II, history, Llywelyn ap Gruffydd, medieval, middle ages, Owain Gwynedd, Wales, war
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text:
LINE1 (also L1 and LINE-1) is a family of related class I transposable elements in the DNA of some organisms, classified with the long interspersed nuclear elements (LINEs). L1 transposons comprise approximately 17% of the human genome. The majority of these are inactive, though about 80–100 have retained the ability to retrotranspose, with considerable variation between individuals. These active L1s can interrupt the genome through insertions, deletions, rearrangements, and copy number variations. L1 activity has contributed to the instability and evolution of genomes and is tightly regulated in the germline by DNA methylation, histone modifications, and piRNA. L1s can further impact genome variation through mispairing and unequal crossing over during meiosis due to its repetitive DNA sequences.

L1 gene products are also required by many non-autonomous Alu and SVA SINE retrotransposons. Mutations induced by L1 and its non-autonomous counterparts have been found to cause a variety of heritable and somatic diseases.

In 2011, human L1 was reportedly discovered in the genome of the gonorrhea bacteria, evidently having arrived there by horizontal gene transfer.

Structure
A typical L1 element is approximately 6,000 base pairs (bp) long and consists of two non-overlapping open reading frames (ORFs) which are flanked by untranslated regions (UTRs) and target site duplications. In humans, ORF2 is thought to be translated by an unconventional termination/reinitiation mechanism, while mouse L1s contain an internal ribosome entry site (IRES) upstream of each ORF.

5' UTR
The 5' UTR of the L1 element contains a strong internal RNA polymerase II transcription promoter in sense.

The 5' UTRs of mouse L1s contain a variable number of GC-rich tandemly repeated monomers of around 200 bp, followed by a short non-monomeric region. Human 5' UTRs are ~900 bp in length and do not contain repeated motifs. All families of human L1s harbor in their most 5' extremity a binding motif for the transcription factor YY1. Younger families also have two binding sites for SOX-family transcription factors, and both YY1 and SOX sites were shown to be required for human L1 transcription initiation and activation. Both mouse and human 5' UTRs also contain a weak antisense promoter of unknown function.

ORF1

The first ORF of L1 encodes a 500-amino acid, 40-kDa protein that lacks homology with any protein of known function. In vertebrates, it contains a conserved C-terminus domain and a highly variable coiled-coil N-terminus that mediates the formation of ORF1 trimeric complexes. ORF1 trimers have RNA-binding and nucleic acid chaperone activity that are necessary for retrotransposition.

ORF2

The second ORF of L1 encodes a protein that has endonuclease and reverse transcriptase activity. The encoded protein has a molecular weight of 150 kDa. The massive antisense expression of the RT domain of ORF2 has been reported in the primitive eukaryote Entamoeba histolytica, which gives the plausible reason of not detecting the ORF2p in this organism.

Roles in disease

Cancer
L1 activity has been observed in numerous types of cancers, with particularly extensive insertions found in colorectal and lung cancers. It is currently unclear if these insertions are causes or secondary effects of cancer progression. However, at least two cases have found somatic L1 insertions causative of cancer by disrupting the coding sequences of genes APC and PTEN in colon and endometrial cancer, respectively.

Quantification of L1 copy number by qPCR or L1 methylation levels with bisulfite sequencing are used as diagnostic biomarkers in some types of cancers. L1 hypomethylation of colon tumor samples is correlated with cancer stage progression. Furthermore, less invasive blood assays for L1 copy number or methylation levels are indicative of breast or bladder cancer progression and may serve as methods for early detection.

Neuropsychiatric disorders
Higher L1 copy numbers have been observed in the human brain compared to other organs. Studies of animal models and human cell lines have shown that L1s become active in neural progenitor cells (NPCs), and that experimental deregulation of or overexpression of L1 increases somatic mosaicism. This phenomenon is negatively regulated by Sox2, which is downregulated in NPCs, and by MeCP2 and methylation of the L1 5' UTR. Human cell lines modeling the neurological disorder Rett syndrome, which carry MeCP2 mutations, exhibit increased L1 transposition, suggesting a link between L1 activity and neurological disorders. Current studies are aimed at investigating the potential roles of L1 activity in various neuropsychiatric disorders including schizophrenia, autism spectrum disorders, epilepsy, bipolar disorder, Tourette syndrome, and drug addiction. L1s are also highly expressed in octopus brain, suggesting a convergent mechanism in complex cognition.

Retinal disease
Increased RNA levels of Alu, which requires L1 proteins, are associated with a form of age-related macular degeneration, a neurological disorder of the eyes.

The naturally occurring mouse retinal degeneration model rd7 is caused by an L1 insertion in the Nr2e3 gene.

Assistance to telomere reprogramming
It has been suggested that LINE-1 may directly contribute to telomere reprogramming at the 2-cell stage of embryo development.

COVID-19
In 2021, a study proposed that LINE1 elements may be responsible for potential endogenisation of the SARS-CoV-2 genome in Huh7 mutant cancer cells, which would possibly explain why some patients test PCR positive for SARS-CoV-2 even after clearance of the virus. These results however have been criticized as not reproducible, misleading and infrequent or artefactual.

See also
 L1Base, a database of functional annotations and predictions of active LINE1 elements

References

Further reading

Mobile genetic elements
Molecular biology


If you are entertaining friends or relatives during the Easter break or are just looking for a lovely afternoon out in the Borders, we have everything that you could wish for. As one of the finest stately homes in the country, the beauty of a visit to Mellerstain (even if the weather isn't quite as spring like as it could be!) is that there is plenty to keep you entertained inside and out. You can step inside and marvel at the Robert Adam interiors and the exquisite collections of art, furniture and china and as you will see, the view from the house over the lake to the Cheviot Hills is quite enchanting.
As you step outside onto the Italianate terraces, you can enjoy a walk in the stunning formal gardens or explore acre upon acre of mature parkland and lakeside walks, and if we are lucky with the weather, you could even enjoy a picnic under an ancient tree. With our spring plants, bulbs and shrubs starting to bounce back into life after the winter, this is a lovely time of year to enjoy the gardens at Mellerstain. Enjoy a walk through the wooded glen around the lakeside beside the rushing weirs, and keep your eyes and ears peeled for an abundance of birds and wildlife that are also enjoying the new season too.
This is a locally-run family business and all food and drink is either made from scratch or sourced from the best suppliers in Scotland including Hardiesmill, Tombuie Smokehouse, Shaws Fine Meats, Teviot Smokery, Cuddybridge Apple Juice, Leftfield Kombucha, Shibui Tea and Luckie Coffee. All bread, cakes, and baked goods are baked fresh in-house. The Café is an exciting development and our visitors can now combine their visit with a lovely lunch, refreshment and home-made cake in stylish surroundings.
This Easter weekend, you can enjoy delicious homemade soups, delicious sandwiches and freshly baked cakes!
We hope that you have a wonderful Easter weekend and if you are out and about, we'd love to see you here at Mellerstain House and Gardens.
Happy Easter from the whole team at Mellerstain.