Literacy? That's someone else's job, isn't it?
This is a book for all teachers on how to make explicit to students those things we can do implicitly. In the Teachers' Standards it states that all teachers must demonstrate an understanding of, and take responsibility for, promoting high standards of literacy, articulacy, and the correct use of standard English, whatever the teacher's specialist subject. In The Secret of Literacy, David Didau inspires teachers to embrace the challenge of improving students' life chances through improving their literacy.
How written feedback and marking can support literacy.
As an English teacher, I always felt that there was no great secret to literacy. David Didau has shed light into the most obvious places provoking me to address my teaching in a much different way. Didau suggest many ways of improving literacy that can support any teacher, not just those in the English department. His reading skills ladder highlights the importance of asking students to explore their work, not just explain and how they can deepen analysis and understanding as a result.
Ofsted inspector Mary Myatt stated in response to The Secret of Literacy "This book needed writing, the quoin of education has frequently been assumed, glossed over or ignored". I most certainly agree with this statement further stressing the need for his book to be part of every teachers toolkit. Expectations in my classroom are high and I make no apologies to my students for this, it breeds an engagement in learning that is fresh, creative and stimulating. Literacy is at the heart of these expectations in the way I ask students to present their writing and boy oh boy do they respond in the way Didau outlines. The feedback section of this book brings to attention the importance of using feedback to move learning forward. He points out each stage "specific, clear, limited, kind, balanced and timely" as a feedback fiend, I related so well to this and have already shared this section with colleagues. Didau asks for an end to 'purposeless' writing in a bid to get students engaged in writing. The idea that just because students are writing means they are busy means they are producing good work. This is false and we should be considering how we help students transcribe their thoughts. Didau suggests that writing alongside pupils is vital to model expectations has many advantages. Read chapter 6 to see how even the most 'outstanding' practitioners have something to learn. Teachers should be thinking about the importance of literacy. Didau manages to make this minefield accessible to teachers and school leaders. He hits the nail on the head when he demands that teaching should be clear, engaging and practitioners be at the top of their game. He holds us to account in terms of our own practice which is already creeping in to my lessons improving outcomes from my students.
This book is a vital addition to the community and one that is particularly useful for non-teachers of English. I only wish I had this book when I was an NQT 20 years ago! My goodness, it would have transformed my classroom practice instantly with a range of pragmatic techniques.
It's not that every teacher is now expected to be a teacher of English, points out Learning Spy David Didau in this lively and enlightening look at literacy across the curriculum, so much as that every teacher already is a teacher of English. Just not necessarily a good one — and that's the problem. We have to 'make the implicit explicit', he insists -looking at the things we already do when reading, writing, listening and speaking effectively, and ensuring that our students are both aware of them and using them as a matter of course. Sounds like a tall order? Well, don't panic, because this book is your friendly, authoritative guide to delivering the kind of literacy teaching that all your learners deserve. Practical suggestions and advice are backed up with a reassuring blend of research and solid experience - and the whole package is, of course, delivered with the wit, style and charm you'd expect from a regular TS columnist.
This is an essential resource for all teachers, tutors mentors and managers in schools and colleges. Responsibility for improving literacy skills across all curriculum areas is a key area of focus within all sectors and this book is written with "every teacher in mind". As the author notes, there are still teachers who take the attitude "I teach physics…... you won't catch me mucking around with no literacy in me lessons. That's what the English department's for innit". This book addresses the apprehensions, even anxieties, of the non-specialist "English Teacher" and encourages them to find the literacy within their subject. David Didau is an excellent exponent of promoting literacy skills in an easily read and enjoyable format. I would highly recommend this book.
Before I go any further, you might think I may have some pecuniary interest in writing this review. It's true I know David. I know his family. In fact the piano in my house was even given to me by him and his wife for my children to use. He's spoken at Teachmeets I've organised. We've shared the occasional drink together. We've worked together at Clevedon School and the list continues. But. We don't always agree. I'll always remember his reaction to calling one of his opinions 'poppycock' and we certainly don't always see eye to eye, even if I don't write about it or always say it to his face. All that said though — I've written this review for me. He doesn't know I'm doing it. He might even not like it. But having read it — I think it's a book that should be on everyone's shelves. Well read, thumbed, annotated, learned from, acted upon and used.
Like my book, his is squarely pitched at teachers — not English subject teachers, but all teachers. His view, like mine, is that we are all teachers of English. We all correct spellings when marking work; check grammar; worry about the quality of written communication in our student responses to mock exams and in coursework…. we ARE all teachers of literacy. We are all teachers too and so throughout the book, the hallmarks of great teaching and learning are there.
You would probably think from looking at this list that the book is, as the title suggests, about literacy. Having read it through, whilst there is a lot there about working with students and helping to develop their writing, reading, oracy (and now I'm re-reading this post worrying about my grammar), this is a book which oozes reference and pedagogical context. It could well be a game changer. It is 100% focused on improving teaching and learning alongside ensuring that literacy is at the heart of what we do. Taking on board the ideas of solid classroom practice such as critique, assessment, connectives, hexagons, lesson structure, starters, questioning, reflection, TIM, DIRT, slow writing, mnemonics, differentiation, so forth and so on — this is a book about what great teaching and learning should be.
We should all really know these things already but if I've learnt one thing in my 17 years of teaching — not all educators are born equal. These things which from our training and classroom practice which should be explicit, aren't. And so whilst David's strap-line says 'making the implicit explicit' — for me, he's making the explicit explicit. Reinforcing the very best of our pedagogical practice, supporting it with sound research and reference, Didau makes a compelling case for going back to basics, embedding great pedagogy and exploring the wonders of learning with all of your students.
Share this book with all of your staff. I'm going to be seeing if I can get a copy for all of my colleagues, or at the very least their departments.
Please be seated. What we are about to share will shock many, and we don't want to be responsible for any accidents. Are you sat comfortably? Here goes — There's no such thing as literacy! There, it has been told. Mind blown? Anyway, this is the claim of David Didau, in his book, "The Secret of Literacy — Making the Implicit Explicit" further advocating that literacy is, in fact, a meaningless chimera which should be consigned to the hell of previous whimsical educational jargon initiatives. Indeed, creating resources in a bid to make pupils communicate better is a pointless exercise, yet the practices that have fallen under the 'literacy' umbrella should be embedded into every subject, being the responsibility of every teacher, in every school setting.
Literacy skills are crucial and the importance of these is given great credence throughout this book, as Didau points to statistics which highlight the high levels of the population who struggle with literacy, with one in six falling below levels expected for 11 year olds. With many young children entering formal education with poor literacy skills, based on their experiences, the onus falls on the education system to pick up the pieces — usually starting with a very low base-line.
Didau takes us on a journey exploring the teaching sequence for developing independence, however we are reminded that getting the balance right between engagement and learning is a delicate process; just because pupils enjoy your lessons doesn't mean they're learning. In relation to this four major elements should be embedded into the learning process: explaining; modelling; scaffolding; and practice, which are all explored in great depth. In fact an exploration of the growth/fixed mind-set principles developed by Dr Carol Dweck (Click to view book via Amazon UK) is given attention, with Didau developing a grit/flow cycle (image below) which is a never ending cyclic process of development. At the heart of all these principles are key literacy skills.
How you plan literacy principles into all lessons can be a challenge, but it is essential that it is not seen as a bolt-on extra; with Didau advocating that it should be at the very core of all lessons. In-depth attention is given to oracy, reading and writing (in that order, possibly deliberately), offering tips on how to teach these elements, and how to incorporate literacy learning opportunities in all subjects. These are bedrocks of literacy, with the book sharing examples of how each element can be incorporated into lessons in a cross-curricular way, yet crucially the analysis offered in the book prompts the reader to reflect and develop their own pedagogical practice in each of the key skills mentioned.
The book concludes with a discussion on the importance of feedback and marking, including a mention for DIRT and the potential pitfalls of peer assessment, plus a plea to avoid bolt-on literacy activities that have nothing to do with the subject you are teaching.
Although references are made to the system of education in England (citing Department of Education requirements, and the inspection regime of OfSTED), this book should not be ignored by educators outside of this system. Many of the ideas, values, and philosophies are those which should be embodied and celebrated in education systems globally, rightfully placing Literacy principles at the heart of all learning.
David Didau's book is everything a book about the work of teaching should be: clear-eyed, lively, wise, and funny. Written by a front-line practitioner of the craft. And best of all, reading it will make you better.
As an avid reader of David's brilliant blog I was really excited to read his new book. I wasn't to be disappointed! In his inimitable style, David manages to enliven and illuminate literacy, making what is a potentially tricky topic accessible and downright intriguing. He distils a shed-full of research and combines this with practical pedagogy.
David puts the compelling argument that literacy is not a bolt-on job for English teachers, but it is rather a fundamental aspect of great teaching in every lesson for all teachers. He dispels some enduring myths and establishes a clear, usable methodology that all teachers can instantly understand and apply in the classroom. There is a fantastic array of practical ideas and sharp insights which will mean this book is a great addition to the library of all teachers.
Every teacher should pick up this book - just watch out if you are a PE teacher!
'The Secret of Literacy' is an essential book for all teachers and school leaders. It is not just another literacy book. David Didau provides a crystal clear rationale for all teachers taking responsibility for developing literacy in their specialist areas, with lots of very practical ideas, drawing on a range of sources from blogs and the latest literature on the issue. Anyone familiar with David's own superb Learning Spy blog will immediately recognise some of his most powerful ideas and his inimitable style: it is witty and accessible, grounded in the reality of everyday classrooms, but also conveys a sense of urgency. This is a serious business and, as David highlights, too much of what we do in the name of literacy, isn't literacy at all. The book is challenging us to do better and shows us how. 'Making the implicit explicit' captures the key message, but 'The Secret of Literacy' is more than a set of tools; it is a call to arms!
This book needed writing. Literacy, the quoin of education has frequently been assumed, glossed over or ignored. Threaded through our personal and professional lives, it takes a brave soul to unpick it, unpack it and sort it. And that's what David Didau has done.
I was talking to my daughter about why I was so impressed with this book. I was telling her about how, when he has asked his students to write, Didau writes too. 'WoW, that's amazing. Really powerful!' was her reply. And indeed it is. And that's what characterises this book. Beyond the sensible critiques of theory, the detailed examples for making literacy work at every level is a man walking the talk.
One example: he makes the case that finished work often doesn't show the blood, sweat and tears that have gone into it. And he describes some of the blood, sweat and tears that have made him the master practitioner he is. Less than helpful feedback from an observation, his response to it and his nuanced practice in relation to for example teacher talk. Another example in this vein: a group of NQTs observing one of his lessons where students are responding and challenging one another. And he is on the sidelines, with just the odd bat thrown in. Otherwise, they are just getting on with it. High quality conversations about their learning. But, as he says this was not particularly helpful for the NQTs because they had not seen the struggles and the practice to get the students to this place. The point about this is that there are no easy, off the shelf answers. What there is, is practice, on the right things, continually refined.
Another example: modeling. Students critique his work alongside theirs. And in a mixed ability group how does he make sure that lower attaining students are getting the most out of it? Beautifully. He has them working alongside him as teacher's assistant. He also manages to get the reluctant to get involved too. Not by forcing them. But cracking on with it anyway.
There is so much here. He makes the case for difficult, compelling texts, brimming with knowledge. And these are opened up through scaffolding and skillful questioning. There's an incisive critique of low level scaffolding tasks. And this sets the scene for learning which is characterised by high impact and low threat and gets to grips with stuff that really makes a difference to the acquisition and love of language. It is sophisticated stuff, but it is also elegantly simple. Anyone reading this book and using any one of the things Didau discusses, would become a better practitioner.
One of the most powerful things for me was the realisation that some of our students who have pupil premium funding actually need some of the additional intervention and rich support which is now provided to EAL students on the best programmes.
And all of this is referenced against some serious thinkers and bloggers: Vygotstky, Dweck, Berger, Willingham, Hirsch, Robinson, Curtis, Kirby.
And he makes the case for the lower profile aspects of literacy — there's a very good summary of Robin Alexander's distinction between social and cognitive talk. And that means high quality talk from the teacher. There is a beautiful example of the pose, pause, pounce and bounce. If every teacher, in every school, across the country read page 78 and did this once a week, then progress, achievement, motivation, love of learning, all the cliches would increase. Guaranteed. How could they not? Really important that he paused on the pause and reminded us of the importance of thinking first before getting those ideas out.
And he holds us to account too in terms of the contribution our own language has on expectations. Shifting from clauses that include 'but' and replacing them with 'and'. I'm not going to say more, because it's important people read the book for the impact this shift has. At its heart, our role as professionals must be to open the door to academic games (in the Wittgensteinian sense), not dodging the difficult. And he shows how to embrace etymology. If this sounds daunting, in Diadu's hands it isn't. There's the potential for masses of play here. In my experience all students of all abilities and backgrounds love this aspect of language development. Light years away from peeling posters of technical vocab on the wall.
It was good to see that he had also included the importance of high quality school libraries. There's only one aspect which I think could be developed further and that is the auracy dimension of literacy. The poorest of poor relations. He does, but I think there is the potential for more. But given the man's genius at unpacking the rest of this essential entitlement for all students, it would have been a corker. In fact he's probably got another book in him about this.
The bottom line is that this book not only makes literacy explicit, it brings it to life in all its spirited messiness. My father, dour Scot, head of English in Peckham, word-mongerer of the first order, would have loved it. Can't think of higher praise.


Hansman, R.J., "Measurement of Individual Hydrometeor Absorption Cross Sections Utilizing Microwave Cavity Perturbation Techniques," Journal of Atmospheric and Oceanic Technology, 1, No. 4, 345-350, December 1984.
Hansman, R.J., "Droplet Size Distribution Effects on Aircraft Ice Accretion," Journal of Aircraft, 22, No. 6, 503-508, June 1985.
Hansman, R.J., and Kirby, M.S., "Measurement of Ice Accretion Using Ultrasonic Pulse-Echo Techniques," Journal of Aircraft, 22, No. 6, 530-535, June 1985.
Hansman, R.J., "Performance Degradation of Natural Laminar Flow Airfoils Due to Contamination by Rain or Insects," Technical Soaring, 9, No. 3, 73-75, September 1985.
Hansman, R.J., and Barsotti, M., "Surface Wetting Effects on a Laminar Airfoil in Simulated Heavy Rain," Journal of Aircraft, 22, No. 12, 1049-1053, December 1985.
Hansman, R.J., and Kirby, M.S., "Measurement of Ice Growth During Simulated and Natural Icing Conditions Using Ultrasonic Pulse-Echo Techniques," Journal of Aircraft, 23, No. 6, 492-498, June 1986.
Hansman, R. J., "Microwave Absorption Measurements of Melting Spherical and Non-Spherical Hydrometeors," Journal of the Atmospheric Sciences, 43, 1643-1649, August 1986.
Hansman, R.J., and Kirby, M.S., "Comparison of Wet and Dry Growth in Artificial and Flight Icing Conditions," Journal of Thermophysics and Heat Transfer, 1, No. 3, 215-221, July 1987.
Hansman, R.J., and Craig, A., "Low Reynolds Number Tests of NACA 64-210, NACA 0012, and Wortmann FX67-K170 Airfoils in Rain," Journal of Aircraft, 24, No. 8, 559-566, August 1987.
Hansman, R.J., Kirby, M.S., McKnight, R., and Humes, R., "In-Flight Measurement of Airfoil Icing Using an Array of Ultrasonic Transducers," Journal of Aircraft, 25, No. 6, 531-537, June 1988.
Hansman, R.J., and Turnock, S., "Investigation of Surface Water Behavior During Glaze Ice Accretion," Journal of Aircraft, 26, No. 2, 140-147, February 1989.
Hansman, R.J., and Sturdy, J., "Dynamic Response of Aircraft-Autopilot Systems to Atmospheric Disturbances," Journal of Aircraft, 26, No. 2, 124-130, February 1989.
Kampf, K.P., Crawley, E.F., and Hansman R.J., "Investigation of the Crashworthiness of Composite Fuselages," Journal of Aircraft, 26, No. 7, July 1989.
Peterson, L.D., Crawley, E.F., and Hansman R.J., "Nonlinear Fluid Slosh Coupled to the Dynamics of a Spacecraft," AIAA Journal, 27, No. 9, September 1989.
Hansman, R.J., Yamaguchi, K., Berkowitz, B., and Potapczuk, M., "Modeling Surface Roughness Effects on Glaze Ice Accretion," Journal of Thermophysics and Heat Transfer, 5, No. 1, January 1991.
Lupi, V., and Hansman, R.J., "Development and Testing of the MIT Acoustic Levitation Test Facilities," Journal of Atmospheric and Oceanic Technology, 8, No. 4, 541-552, August 1991.
Avila de Melo, D., and Hansman, R.J., "Analysis of Aircraft Performance During Lateral Maneuvering for Microburst Avoidance," Journal of Aircraft, 28, No. 12, 837-843, December 1991.
Yamaguchi, K., and Hansman, R.J., "Heat Transfer on Accreting Ice Surfaces," Journal of Aircraft, 29, No. 1, 108-113, January 1992.
Wanke, C., and Hansman, R.J., "Hazard Evaluation and Operational Cockpit Display of Ground-Measured Windshear Data," Journal of Aircraft, 29, No. 3, 319-325, May 1992.
Kuchar, J., and Hansman, R.J., "An Exploratory Study of Plan View Terrain Displays for Air Carrier Operations," The International Journal of Aviation Psychology, 3, No. 1, 34-54, March 1993.
Midkiff, A., and Hansman, R.J., "Identification of Important 'Party Line' Information Elements and Implications for Situational Awareness in the Datalink Environment," Air Traffic Control Quarterly, 1, No. 1, 5-30, 1993.
Hahn, E.C., and Hansman, R.J., "Experimental Studies on the Effect of Automation on Pilot Situational Awareness in the Datalink ATC Environment," 1992 SAE Transactions Journal of Aerospace, 101, Sec. 1, 922292, 1957-1968, 1993.
Mykityshyn, M., Kuchar, J., and Hansman, R.J., "Experimental Study of Advanced Electronic Cockpit Displays for Instrument Approach Information," The International Journal of Aviation Psychology, 4, No. 2, 141-166, 1994.
Crawley, E.F., Greitzer, E.M., Widnall, S.E., Hall, S.R., McManus, H.L., Shea, J.F., Hansman, R.J., and Landahl, M., "Reform of the Aeronautics and Astronautics Curriculum at MIT," Journal of Engineering Education, 83, No. 1, 47-56, 1994.
Henry, R.C., Hansman, R.J., and Breuer, K.S., "Heat Transfer Variation on Protuberances and Surface Roughness Elements," Journal of Thermophysics and Heat Transfer, 9, No. 1, 175-180, 1995.
Henry, R. and Hansman, R.J., "Mesure des Variations du Coefficient de Transfert sur Rugosités de Surface par Thermographie Infrarouge," Revue Scientifique et Technique de La Défense, No. 4, 71-78, October 1995.
Pritchett, A.R., and Hansman, R.J., "Variations Among Pilots from Different Flight Operations in Party Line Information Requirements for Situation Awareness," Air Traffic Control Quarterly, 4 No. 1, 29-50, January 1997.
Kornfeld, R., Hansman, R.J., and Deyst, J., "Single Antenna GPS-Based Aircraft Attitude Determination," Navigation : Journal of the Institute of Navigation, Vol. 45 (1), 51-60, Spring 1998.
Idris, H., Anagnostakis, I., Delcaire, B., Clarke, J.-P., Hansman, R.J., Feron, E., and Odoni, A., "Observations of Departure Processes at Logan Airport to Support the Development of Departure Planning Tools," Air Traffic Control Quarterly, 7, No. 4, 229-257, July 1999.
Barhydt, R., and Hansman, R.J., "Experimental Studies of Intent Information on Cockpit Traffic Displays," AIAA Journal of Guidance, Control, and Dynamics, 22, No. 4, 520-527, July-August 1999.
Endsley, M., Hansman, R.J., and Farley, T., "Shared Situation Awareness in the Flight Deck-ATC System," IEEE AES Systems Magazine, 14, No. 8, 25-30, August 1999.
Farley, T., Hansman, R.J., Amonlirdviman, K., and Endsley, M., "Shared Information Between Pilots and Controllers in Tactical Air Traffic Control," AIAA Journal of Guidance, Control, and Dynamics, 23, No. 5, 826-836, September-October 2000.
Vigeant-Langlois, L. and Hansman, R.J., "Influence of Icing Information on Pilot Strategies for Operating in Icing Conditions," Journal of Aircraft, 37, No. 6, 108-113, November-December 2000.
Kornfeld, R., Hansman, R.J., Deyst, J., Amonlirdviman, K., and Walker, E., "Applications of GPS Velocity Based Attitude Information," AIAA Journal of Guidance, Control, and Dynamics, 24, No. 5, 998-1008, September-October 2001.
Vakil, S., and Hansman, R.J., "Approaches to Mitigating Complexity-Driven Issues in Commercial Autoflight Systems," Reliability Engineering and System Safety, Elsevier Science, 75 (2002), 133-145, January 2002.
Histon, J., Hansman, R.J., Aigon, G., Delahaye, D., and Puechmorel, S., "Introducing Structural Considerations into Complexity Metrics," Air Traffic Control Quarterly, 10(2), 2002, Pg 115-130.
Downen, T., and Hansman, R.J., "Identification and Analysis of Key Barriers to the Utility of General Aviation," Journal of Aircraft, 232-238, March-April 2003.
Delahaye, D., Puechmorel S., Histon J., Hansman, R. J., "Air Traffic Complexity Map based on Non Linear Dynamical Systems," Air Traffic Control Quarterly, 12, No. 4, 367-388 , 2004.
Mozdzanowska , A., Hansman, R. J., "Growth and Operating Patterns of Regional Jets in the United States," AIAA Journal of Aircraft. Vol 42, no 4, pp. 858-864. July-Aug. 2005.
Reynolds, T. G. & Hansman, R. J., "Investigating Conformance Monitoring Issues in Air Traffic Control Using Fault Detection Techniques", Journal of Aircraft, Vol. 42, No. 5, pp.1307-1317, 2005.
Major-Forest, L., Hansman, R. J., "The Future Oceanic ATC Environment: Analysis of Mixed Communication, Navigation, and Surveillance Equipage" Air Traffic Control Quarterly, 12, No.4 (2006).
Hansman, R. J., Magee, C., de Neufville, R., Robins R., Roos, D., "Research agenda for an integrated approach to infrastructure planning, design and management", Int. J. Critical Infrastructures , Volume 2, pp. 146 – 159, Number 2-3, 2006.
Davison Reynolds, H., Reynolds, T. G., & Hansman, R. J. "Human Factors Implications of Continuous Descent Approach Procedures for Noise Abatement in Air Traffic Control", Air Traffic Control Quarterly, Vol. 14(1) 25-45, 2006.
Philippe Bonnefoy and Hansman, R.J. "Investigation of the Potential Impact of the Entry of Very Lights in the National Airspace System", Journal of Aircraft, 44. No 4. pp. 1318-1326, July-August 2007.
Aleksandra L. Mozdzanowska, Roland E. Weibel and Hansman, R.J. "Feedback Model of Air Transportation System Change: Implementation Challenges for Aviation Information Systems", IEEE Journal, 96, Issue 12, pp. 1976-1991, 2009.
Bonnefoy, P., de Neufville, R., and Hansman, R. J., "Effective Development of Multi-Airport Systems; A Worldwide Perspective", Journal of Transportation Engineering,136, No. 11, pp. 1020-1030, 2010.
Sgourdis, S., Bonnefoy, P, and Hansman, R.J., "Air Transportation in a Carbon Constrained World: Long-term Dynamics of Policies and Strategies for Mitigating the Carbon Footprint of Commercial Aviation", Transportation Research – Part, A45, Issue 10, 2011.
Morrison, J., Sgourdis, S., and Hansman, R.J., "Game Theory Analysis of the Impact of Single Isle Aircraft Competition on Fleet Emissions", Journal of Aircraft, 49, No.2 pp. 483-494, March-April 2012.
Churchill, A, Ball, M., Donaldson, A and Hansman, R.J., "Integrating Best-Equipped Best-Served Principles in Ground Delay Programs," Air Traffic Control Quarterly, 20, No 1, 2012.
Simaiakis, I, Khadilkar, H., Balakrishnan, H., Reynolds, T. G., Hansman, R. J., Reilly, and Urlass, S.. "Demonstration of Reduced Airport Congestion through Pushback Rate Control", Transportation Research Part A: Policy and Practice (in review).
Marias, K., Reynolds, T., Uday, P, Muller, D, Lovegren, J, Dumont, J., and Hansman, R.J., Evaluation of Potential Near Term Operational Changes to Mitigate Environmental Impacts of Aviation" Proceedings of the Institution of Mechanical Engineers, Part G: Journal of Aerospace Engineering, DOI: 10.177/0954419112454095, 1-23, July 2012.
Morrison,J., Yutko,B., and Hansman,R. J., "Transitioning the U.S Air Transportation System to Higher Fuel Costs" Transportation Research Record: Journal of the Transportation Research Board, 2266, July 2012.
Sandberg, M., Simaiakis, I., Balakrishnan, H., Reynolds, T. G. and Hansman, R. J. "A Decision Support Tool for Pushback Rate Control of Airport Departures" submitted to IEEE Transactions on Systems, Man and Cybernetics Part C.
Palacios, R. and Hansman, R..J. "Short-Term Consequences of Radio Communications Blackout on the U.S. National Airspace System" Aerospace Sciences and Technology, August 2013, 29 Issue 1 pp. 426-433.


Dierks Bentley has announced his touring plans for this year. The 'Bourbon in Kentucky' singer will embark on his 2014 Riser Tour in May.
The tour in support of the album will kick off May 9 in Charlotte, N.C. Bentley is bring along special guests Chris Young, Chase Rice and Jon Pardi.
"This tour is the culmination of everything I've been working on for the past two years, both out on the road and in the studio recording 'Riser,'" Bentley says in a press release.
Specific tour dates have yet to be announced. Tickets for select shows will go on sale beginning Jan. 24 as part of tour promoter Live Nation's Country Megaticket at Megaticket.com. Additional ticket information will be available in the coming weeks at Dierks.com.
Bentley will likely give a sneak peak at the tour's set list when he headlines at the Tropical Nights Boots in the Sand getaway, which runs from Feb. 23-27 at the Riviera Maya in Mexico. Billy Currington, Brantley Gilbert and Jana Kramer will also headline separate nights of the luxury country music getaway.


Spring is here and gardens everywhere are starting to bloom. As the weather continues to warm up, you'll be able to find more and more in-season produce at the grocery store. This is good news for those who want to eat healthier. And it's GREAT news for those with a sweet tooth. Why? Because many different kinds of delicious fruits are about to come into season.
Fresh fruit is a great option for those who crave sweet stuff, but don't want to damage their teeth by eating candy and treats packed with sugar or corn syrup. And because fruit that's in season tends to be cheaper, it will likely cost less pound-for-pound than candy, cookies, or ice cream. It's true that fruit has some natural sugars in it, but the amount of sugar is far less than what you'd find in a candy bar or a piece of milk chocolate. Fruit also has lots of water, fiber, and tons of vitamins and minerals. This makes fruit a much healthier choice than store-bought treats with added sugar.
Any piece of fruit is better than a piece of candy. But some are especially good for the health of your chompers. Crisp, crunchy apples can help clean the teeth and massage the gums after a meal. Strawberries contain a compound that has been shown to whiten teeth. They're also loaded with Vitamin C, which you need for healthy teeth and gums. Other fruits high in Vitamin C include pineapple, kiwi, mango, papaya, and citrus fruits. Just be careful with citrus fruits like oranges, tangerines, grapefruit, and lemon. They're high in Vitamin C and calcium, which is great. But they also contain acid that can wear away at the enamel on your teeth. So just make sure to not overdo it on the citrus, and enjoy a variety of other fruits!
So next time you find yourself craving something sweet, reach for a piece of ripe, juicy fruit. It's a guilt-free treat you can feel good about. Here's to blue skies, sunshine, and a healthy smile. Happy Spring everyone!


Professor Donohue is an award-winning public radio producer and editor. She was the special projects editor at Monitor for five years, and has also been a contributor to NPR, the BBC, WGBH, WBUR and other public radio programs, winning the prestigious duPont-Columbia Award for The DNA Files on NPR. She has a special interest in international news, politics and health and has reported from China, Egypt, Japan, Indonesia and throughout the United States. She has won numerous journalism awards for productions on women and AIDS, population and women's reproductive health, and treatment of women and girls in the developing world. Prior to her work in public radio, Donohue was a writer and producer in commercial television news at ABC News in Washington and the CBS affiliate in Boston.
In 2008, Donohue was a Fulbright Scholar in Beijing, teaching journalism at Renmin (People's) University. Donohue remained in Beijing and filed radio reports for several public radio outlets during the run up to the Olympics as well as NBC News during the Olympics. She is the author of a chapter in From Home to Homeland , published in 2010.


text:
Question: A person used to make mistakes in the way he performed his wudhu (minor ablution) or ghusl (major ablution). After many years, he comes to realize his mistakes. When he inquires as how to solve his problem, he is told: "Repeat all your prayers and perform the pilgrimage again." Since saying all the prayers and doing the pilgrimage again is difficult, is there a solution which would salvage his prayers and pilgrimage performed with wudhu and ghusl that he thought was correct? Is there such a solution as a concession to this person so that he does not become disheartened and rebellions against religious obligations in a society which encourages such kind of rebellion?
Answer: If he was ignorant out of innocence, and therefore made mistakes without causing harm (e.g., did not follow the proper sequence in washing the head and the other parts of the body in ghusl; or did the wiping of the head or feet [mash] with a new water), then his wudhu and ghusl will be considered correct; and, consequently, his past prayers and pilgrimage will also be considered correct.
But if he was ignorant out of negligence in learning the Islamic laws or did mistakes which do invalidate the act in general (e.g., leaving out some parts of the body which must be washed in wudhu or ghusl), there is no way to validate his past prayers and pilgrimage.
However, if there is the fear that he would totally rebel when asked to make up all the past prayers and pilgrimage, then it is not appropriate to ask him to do so. Maybe Allah will improve his situation in future.
Question:Some people pray for years and even perform pilgrimage, yet they do not pay khums. (1) Is it obligatory on them to repeat their prayers and pilgrimage?
Answer: Based on precaution, it is obligatory on them to repeat prayers and pilgrimage, if the particular dress that they used in prayers, in tawaf and in salat of tawaf was from items on which khums had become due.
However, if only the dress they used in salat of tawaf was from items on which khums had become due, and they were ignorant (even out of negligence) of the law or the status of the dress, their pilgrimage is valid, but they have to repeat salat of tawaf if they had no excuse for their ignorance. [In this case,] they have, as a matter of precaution to return to Mecca [to perform the salat of tawaf again], if it does not entail great difficulty; otherwise they can perform that salat wherever they are.
Similarly, they will have to do the pilgrimage again if the animal offered as a sacrifice was bought with money on which khums had become due. However, if they had bought it with money whose unspecific portion was liable for khums -as is the case normally - there is no problem in their pilgrimage, even if they used it from the money on which khums had become liable; of course, they will be responsible for that amount [for payment of khums].
All this is applicable, if they knew about the obligation of khums and the law forbidding them to utilize items on which khums has become wajib or if they were ignorant out of negligence. But, if they were ignorant out of innocence, their prayers and pilgrimage are valid.
Question: If a traveller leaves his home town immediately after the adhan of noon prayer, i.e. without saying that prayer, and reaches his destination after sunset, has he committed a sin? And is it obligatory on him to make up for noon prayer?
Answer: Yes, he has committed a sin by neglecting the obligatory prayer in its appropriate time, and he has to make it up.
Question: Is the ink that had dried [on our hands, for example] a barrier to perform wudhu or ghusl?
Answer: If it does not form a mass that would prevent water from reaching the skin, the wudhu and ghusl is valid. However, if one has doubt whether it forms a mass or not, it must be removed.
Question: Is it permissible for a Muslim to involve in pleasure by continuing to watch an entertaining movie even, though salat time is due, and then he goes to say his prayers just before it becomes overdue (qadha)?
Answer: It is not appropriate for a Muslim to delay the saying of salat from its preferred time (i.e., at the beginning of its time span) except for an excuse; what has been mentioned in the question is not an acceptable excuse.
Question: Is cream a barrier to water reaching the skin, and if so should it be removed prior to wudhu and ghusl?
Answer: Apparently the effect left on the skin after it is applied is nothing but just moisture, and so it does not constitute a barrier to water reaching the skin.
Question:Some women let their nails grow longer than necessary for beauty. Sometimes a nail breaks up, requiring a cover that must be placed over the broken nail. Knowing that such a cover prevents water from reaching the nail in wudhu and ghusl, is it permissible to use it? How should wudhu and ghusl be performed with that cover?
Answer: Wudhu and ghusl with such a cover over the nail is not valid; therefore, it is necessary to remove it for ablutions. And the purpose mentioned above for the cover is not justifiable.
Question: When should one say his salat full (tamam) and when should one say it qasr (two rakat instead of four)? Is the general perception about a person being resident of a city sufficient for him to say his salat fully [in that city]?
Answer: The conditions for qasr in travelling have been mentioned in the Manual of Islamic Laws. When a person considers residing in a city for a long time, and in the general perception it is considered as such, he is not considered as a traveller (e.g., if he intends to reside in that city for year and a half, it will be considered as his home-town after one month). But if he intends to stay in that city for a short while only and is considered, in the general sense, as a visitor, he should pray qasr.
Question:How can we know the time of mid-night? Do 00.00 hours the point of mid-night as it is commonly held by some people?
Answer: Midnight is halfway between sunset and true dawn. So if the sun sets at 7 p.m. and the true dawn begins at 4 a.m., then midnight will be at 11:30 p.m. The criteria for determining midnight are the timings of sunset and true dawn, which differ according to place and season.
Question:A person who believes that he will not be able to wake up for dawn prayer if he goes to sleep, is it obligatory on him to stay awake till the time of prayer? Is he committing a sin if he sleeps and does not wake up for dawn prayer?
Answer: It is possible for him to ask someone to wake him up for dawn prayer or use an alarm clock, etc, for this purpose. If these means of waking up are not possible, then he is not committing a sin by going to sleep unless it is considered, as is widely believed, an insult to, and neglect of, the salat.
Question:How can we say our obligatory prayers in an aircraft, especially if we do not know the direction of the qiblah taking into consideration the instability of the floor [because the plane is in motion]?
Answer: As for the qiblah, it is possible to identify its direction by asking the captain or the airhostesses because their answers usually carry validity and are a source of assurance. One should therefore act accordingly.
As for the stability of the floor where salat is to be performed, that condition will be waived when it is not possible to achieve it. However, other conditions of prayers should, wherever possible, be observed. Under no circumstance should the prayer be delayed beyond its appropriate time span.
Question: How should we say our salat in trains and cars? Is it necessary to do prostration (sajda) on something or is it not necessary, in that would bending of the neck be sufficient?
Answer: It is obligatory to say salat in the usual way where possible. So, one should face the qiblah in all stages of the salat; if not, at least while saying the opening takbir. Otherwise the condition of facing the qiblah will be dropped. Similarly, if it is possible to do the bowing (ruku') and prostration (sajdah) normally (e.g., in the aisle of the bus or the train), those parts of salat should be done normally. But if it is not possible, then one should try to bow normally for ruku' and sajdah [for example, from a sitting position on the seat or the berth of the train].
For sajdah, one has to put the forehead on an item on which sajdah is valid, even if by lifting that item to the forehead. If bowing normally is not possible, one should just indicate by bending the neck [halfway for ruku and fully for sajdah].
Question: If the time for salat has come while the student is still on his way to the university. When he reaches the university, he realizes that the time of salat has ended. In this case, is it permissible for him to say salat in the car although there are places in which he could pray, yet by going to those places he may risk becoming late [for his university]?
Answer: The delay in getting to the work place [or university] is not a good enough reason for praying in the car. This is because it involves non fulfillment of some of its conditions while it is possible to get down and pray normally on the earth with all the conditions fulfilled. However, if the delay is going to cause him considerable harm or put him in an untenable situation, it is permissible for him to pray in the car, (without being able to fulfill some of prayer's conditions).
Question: It happens that the time of salat sets in while the Muslim worker is at his work-place, - noting that finding work is not easy - thus, he finds it difficult to leave the work for salat. Sometimes he ends up losing his job because of his insistence on saying salat. Is he allowed to say his prayers as qadha? Or must he say them [on time], even if it leads to him losing his job?
Answer: If the need to work at that place reaches the level of necessity, then he should pray in time in whatever way possible: even just by indicating [by lowering the neck halfway for ruku' and fully for sajda]. However, such a situation would arise only exceptionally. So he should fear Almighty Allah and not accept a job which leads to neglecting the pillar of faith; thus, he should remember the words of the Almighty: "And whosoever fears Allah, He will make a way out for him [from difficulties] and provide for him from where he does not expect." (65:2)
Question: Many big companies and business in the West employ large numbers of employees who work in offices about whose ownership they have no idea. So what is the ruling on:
Praying in those offices and using the water for wudhu?
If praying there is problematic, what would become of past prayers said in those places?
Answer: There is no problem in praying in those places nor in using the water for wudhu as long as it is not known to have been usurped.
If it becomes clear after saying the salat that the property was usurped, the past prayers are valid.
Question: If I pray with a leather belt or a wallet made from leather of a mayta and realize it during the salat or after finishing it but before the end of its time span or after the ending of its time span-what would become of that prayer?
Answer: The prayer with a wallet made from leather of a mayta is valid just as it is acceptable to pray with a belt made from such a leather, provided that the probability of it being from zabiha is not a very low probability that would be ignored by sensible people.
In the second case [of very low probability], if he was ignorant [of this rule] and realized during salat, he should take it off immediately and his salat would be valid. The same rule would apply if he forgot [that he had the wallet or the belt on him] and remembered during salat, provided that his forgetfulness was not a result of carelessness and indifference. In other cases, he will have to repeat salat in time or qadha as a matter of obligatory precaution.
Question: One of the famous trousers these days is the one known as jeans. It is made in non-Muslim countries. It has a piece of leather used as a label. It is not known whether the leather is that of an animal slaughtered Islamically or non-Islamically-is it permissible to say salat with these trousers?
Answer: Yes, it is permissible.
Question: Is salat valid if the person uses cologne? Is cologne ritually pure?
Answer: Yes, it is pure.
Question: Is it alright to do sajdah on concrete or on mosaic?
Answer: Yes, it is alright.
Question: Some prayer-mats are made of synthetic material; is it permissible to do sajdah on them?
Answer: Sajdah on such items is not good enough.
Question: Is it permissible to do sajdah on writing paper and on paper tissues, especially, if is not known whether or not the raw material they are made of was from items on which sajdah is valid?
Answer: It is not permissible to do sajdah on paper tissues, only after ascertaining that they have been made from items on which sajdah is allowed; it is permissible to do sajdah on paper if it is made from material on which sajdah is allowed or from cotton or flax.
Question:A reciter of the Holy Qur'an recites a verse of wajib sajdah, on hearing it from a cassette player, is it obligatory on us to do sajdah in this case?
Answer: It is not obligatory.
1. Translator's Note: Khums is an annual Islamic tax applied, among other things, on the savings. See the Manual of Islamic Laws or the present translator's, Khums: An Islamic Tax for details.

redpajama_set_name: RedPajamaCommonCrawl


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text:
Pack softball team exits regionals with whimper
Tracy Renck
This definitely wasn't in the script.
The University of Southern Colorado softball team's record-breaking season came to an abrupt end Friday.
The top-seeded Thunderwolves lost consecutive games to No. 4-seeded St. Mary's (Texas) University (8-0) and No. 3-seeded Mesa State College (1-0) to bow out of the NCAA Division II South Central Region tournament at the Rawlings Sports Complex.
"We just weren't on our mark (Friday)," said USC coach Marty Blowers, whose team finished with a 52-14-1 record. "St. Mary's is a very good team and they came to play against us. As for Mesa State, we have played them a bunch of times this season and they just got us this time."
With that victory, the Mavericks (42-11) advanced to play St. Mary's (39-17) today at 11 a.m. ENMU defeated St. Mary's 8-1 late Friday night.
The winner of the Mesa State-St. Mary's tilt earns a berth into today's 2 p.m. championship game against unbeaten Eastern New Mexico (36-12-1).
The South Central Region champ moves on to the Division II championships May 17-21 in Salem, Va.
"We were tired of losing to Southern," said Mesa State coach Kris Mort, whose team was 1-6 against the Thunderwolves before Friday. "They beat us on our home field last week at the conference tournament and that was tough to swallow. And, (Friday) the girls were determined not to lose to them again."
Pitcher Melanie Meuchel (26-9), who lost to USC twice last weekend at the RMAC tournament, was thrilled to upend the Pack Friday. "I can't put into words how good this feels," said Meuchel, who held the Thunderwolves to just four singles. "They beat us almost every time this year, so it was nice to get revenge, especially in this game."
The Mavericks' lone run came on RBI double to center field by Stacy Dutkiewicz in the bottom of the first inning.
"Coach Mort told me to look for an inside screwball from Kerri Chase," said Dutkiewicz. "That is what I got and I drove it to center."
Chase (34-8) took the complete-game loss, despite only surrendering four hits.
The Thunderwolves' best rally came in their last at-bat.
Julie Strand drew a lead-off walk and moved to second on a sacrifice bunt by Alison Bradford.
However, pinch-hitter Erin Dobrowolski grounded out to Meuchel, and Lexie Moore popped out to second baseman Melinda Young - ending the game and USC's season.
In the opener Friday, one Card spelled doomed for the Thunderwolves.
The Card's first name was Elizabeth and she knocked in six runs, leading St. Mary's to the shocking five-inning victory.
"I was just in a zone out there," said Card, who was 2-for-3 at the plate for the San Antonio, Texas school, including smashing a grand slam in the bottom of the fourth inning. "I was seeing the ball well and it feels great to have a game like this is regionals."
USC, which came into the tournament on an 11-game victory binge, never could get things going against the Rattlers.
However, Card's bat began spewing venom in the third at the expense of Chase.
The senior catcher roped a line drive triple to center field, which short-hopped in front of the Thunderwolves' Jill Munro, allowing Nadia Muraira and Tanya Medina to score, putting St. Mary's up 2-0.
Unfortunately for USC, Card's heroics were just beginning.
In the fourth frame, with the bases full, Card capped St. Mary's offensive barrage by crushing her slam which exited the park in a nanosecond over the left-field fence. "This isn't the best game I have ever had, but it certainly ranks up there," said Card, who transferred to St. Mary's from Division I University of Tennessee of Chattanooga two years ago.
Card's sparkling performance wasn't lost on Rattlers' coach Donna Fields.
"She is a great player," Fields said. "Not only did she hit outstanding, she also picked a runner off (at first base) in the fourth inning which really took the life out of USC. And, this was just a huge win for us."


Our small, luxury hotel in Thalpe sits at the water's edge with 17 suites. We dreamed of a simple, fun and unpretentious place... with a sense of romance, food, and dancing in the moonlight. The place is tranquil, but social too. Every detail is lovingly restored and crafted by hand. The Owl & The Pussycat Hotel is an independently owned boutique hotel in Sri Lanka, inspired by an exuberant zest for life. We are a member of the Small Luxury Hotels collection and Pure Life Experiences.Our restaurant, The Runcible Spoon, is set on an elegant dining terrace with superb wines and light, fresh food, including Sri Lankan specialities. Our flamboyant pastry chef will ensure you have sweet dreams. At our vibrant beach shack enjoy delicately-spiced cocktails at the bar next to the waves, tropical birdsong in the trees and live jazz at weekends. In our garden, a 17-meter pool looks out onto the ocean. We have a small gym and a yoga platform for early sun salutes. In our sumptuously-appointed Edward Lear Drawing room, we invite hotel guests to enjoy a pre-dinner cocktail or an after-dinner drink. This space can also be booked for a private dinner or a special event. Our friendly staff will arrange cars, airport transfers, and local sight-seeing or activities. We will take care of your every need to make your stay very special.


text:
Cornelius Eberhardt (* 3. Januar 1932 in Oberaudorf; † 12. April 2011) war Professor, Generalmusikdirektor (GMD) sowie ehemaliger Präsident der Hochschule für Musik und Theater München und Dirigent mehrerer nationaler und internationaler Orchester.

Werdegang
Eberhardt studierte an den Universitäten München und Hamburg, der Münchener Musikhochschule und der Accademia Musicale Chigiana in Siena. In München wurde er im Wintersemester 1951/52 Mitglied der Burschenschaft Rhenania. Von 1956 bis 1960 war er Kapellmeister und Chordirektor an den Städtischen Bühnen Ulm, bevor er von 1960 bis 1969 erster Kapellmeister am Staatstheater am Gärtnerplatz in München wurde. Während dieser Zeit lehrte er als Dozent an der Münchener Musikhochschule (1960–1969), war Leiter der Symphonie-Konzerte der Münchner Philharmoniker für das Jugendkulturwerk (1960–1969) und Dirigent des Orchestervereins "Wilde Gung'l" (1965–1969). Als Generalmusikdirektor in Regensburg von 1969 bis 1977, Gründer der Regensburger Musikschule und seiner Tätigkeit als Honorarprofessor im Jahr 1972 initiierte er 1973 das erste "Bayerische Tonkünstlerfest" nach dem Zweiten Weltkrieg.

Für 25 Jahre (1975–2000) war er als Music Director des "Corpus Christi Symphony Orchestra" (Texas, USA) tätig. International war er neben der Anstellung als Music Director des "American Institute of Musical Studies" in Dallas (USA) und Leiter des "AIMS (American Institute of Musical Studies) Festival Orchester" in Graz (Österreich) (1978–2006) auch Professor an der University of Texas at Austin (1979–1980 und 1984–1987) sowie Gastdirigent des Tonkünstlerorchesters Wien (Österreich), der "Rumänischen Staatsphilharmonie" in Cluj-Napoca, des "New Jersey Symphony Orchestra" (USA), des Staatsorchester São Paulo (Brasilien), des Staatsorchesters Lissabon (Portugal) sowie der Festspiele "Rumänisches Brahms Festival" in Cluj, dem "AIMS Festival" in Graz, der "Gustav Mahler-Woche" in Toblach (Südtirol) und des Festivals in Évian-les-Bains (Frankreich).

In der Zeit seiner Tätigkeit als Professor an der Münchener Musikhochschule (1977–1996) und Leiter ihrer Opernschule (1977–1996) war Eberhardt auch Präsident dieser Hochschule sowie Erster Vorsitzender und ständiger Gastdirigent der Münchner Symphoniker (1996–2002).

Nationale Engagements als Gastdirigent hatte er außerdem beim Berliner Symphonischen Orchester, dem Gürzenich-Orchester in Köln, der Nordwestdeutschen Philharmonie, dem Niedersächsischen Staatsorchester Oldenburg sowie der "Münchener Biennale für Neues Musiktheater".

Auszeichnungen
 1969: Bayerischer Staatspreis für junge Künstler
 1969: Titel des Generalmusikdirektors der Stadt Regensburg
 1995: Bundesverdienstkreuz (16. November 1995)
 2006: Goldenes Ehrenzeichen des Landes Steiermark
 2006: Goldenes Ehrenzeichen der Stadt Graz

Veröffentlichungen
 Der Dirigent, Handbuch der Musikberufe, Kunst und Volksmusik in Südosteuropa, in: Schriftenreihe der Hochschule München
Volks- und Kunstmusik in Südosteuropa, in: Schriftenreihe der Hochschule für Musik in München, Band 9, Verlag Bosse, Regensburg 1989, ISBN 3-7649-2381-4
 Diverse Artikel zu musikalischen Fragen

Literatur
 Wer ist wer?, Bd. 42, S. 287, Verlag Schmidt-Römhild, 2003, ISBN 3795020360.
International Who's Who in Classical Music, Europa Publications 2003, Seite 214 (Digitalisat)
 Helge Dvorak: Biographisches Lexikon der Deutschen Burschenschaft. Band II: Künstler. Winter, Heidelberg 2018, ISBN 978-3-8253-6813-5, S. 156–157.

Weblinks

Einzelnachweise

Musiker (Deutschland)
Dirigent
Musikwissenschaftler
Hochschullehrer (Hochschule für Musik und Theater München)
Burschenschafter (20. Jahrhundert)
Musiker (Regensburg)
Träger des Bundesverdienstkreuzes am Bande
Träger des Goldenen Ehrenzeichens des Landes Steiermark
Generalmusikdirektor
Kapellmeister
Chorleiter
Deutscher
Geboren 1932
Gestorben 2011
Mann

redpajama_set_name: RedPajamaWikipedia


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Still coming in with quite a bit of steam from the release of Node.js 8 two weeks ago, we saw a great amount of continued activity from the Working Groups and teams.
The Build WG is looking for ways to improve benefits for sponsors, and have opened an issue requesting a sponsors page to be added to the official Node.js site.
In an effort with the Build WG, MacStadium has commissioned a "private cloud" to the Node.js project to help with builds for macOS.
A PR adding basic error handling to the still-in-development Node.js Installer application was created.
The Community Committee is getting closer to moving NodeTogether into the Node.js organization as a project under the Community Committee.


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On Sunday, July 12th, Senator Suzi Oppenheimer (D-Mamaroneck) delivered the keynote address at the New York State Rural Schools Association ("RSA") annual conference in Cooperstown, New York. Speaking on the theme of "Leadership in Difficult Times," the Ssenator reflected on the difficulties presented by the continuing economic downturn and expressed pride that despite these extraordinary fiscal challenges, the legislature was able to restore deep cuts in education funding. She also conveyed her disappointment that the Senate's recent leadership struggles may have prevented passage this session of several needed education reforms.
"If we are to continue to provide New York children with the quality education they deserve," said Senator Oppenheimer, "we must empower our school districts with the means to increase efficiencies and reduce operational costs." Senator Oppenheimer called on RSA members to join with her in working for legislation to ease the financial burdens on local school districts and homeowners through mandate relief, greater consolidation and sharing of services between school districts, expanding Wicks law exemptions for school construction projects, and targeted property tax relief.
It would have been interesting to hear about Sr Oppenheimer's leadership during the past month when the NY Senate ridiculed itself and democracy. It would have been interesting to hear about why Sr Espada is the right majority LEADER for HER party. Instead, we hear that leadership is about getting more money out of the public purse to give to teachers' unions, all in the name of "the children". Way to go, Suzi!
"Some Democratic senators questioned Paterson's estimates that the state faces a $2.1 billion budget gap in the current fiscal year. They said legislators should wait until later this year before making any spending cuts to get better estimates on the fiscal problems.
Did I hear the word "appeasement" or the words "kicking the can down the road." Leadership indeed.
May we please get some more leadership guidance from our State Senator ? looks like waiting a little longer and fudging the numbers are not the directions coming out of the NYS Governor's and Comptroller's offices. What is your advice regarding spending cuts ? Should we wait ? Should we tax the rich ? Should we put children first ? Pray lead us now out of or into these dark shadows.
Why is Sen. Oppenheimer giving a speech on rural Schools for the NY Rural Schools Association? Is Larchmont/Mam'k considered a rural school district?
I thought it was Suburban, as in SUB – URBAN.
Call me crazy but maybe I'm missing something here?
Our fearless leader leads the Senate education committee. She is an expert in all things education, especially if they have to do with the plum salaries, benefits and perks of our education warriors. She is also an expert in leadership, as in : wait and see.
I recently saw your comment on the Larchmont Gazette about Senator Oppenheimer's speech before the Rural Schools Association (RSA). Senator Oppenheimer is the chair of the Senate Standing Committee on Education and in that capacity had been invited to be the keynote speaker for the RSA's annual conference. While her speech focused on the unique challenges faced by rural school districts, many of her legislative goals concerning mandate and property tax relief, school nutrition and the shared provision of school district services through BOCES, would apply equally to suburban and city districts.
I appreciate your reply to Stanley Steamer regarding her speech to the RSA. Please answer me this since you seem to read this site. Why did Senator Oppenheimer as a senior Democratic senator in the State stay out of this summer's fiasco with the 3 amigos from the senate trying to get their own agendas passed by threatening to switch parties? She was more than complacent in their actions by not taking a strong stance against their shenanigans. I have voted for her in every election she has had, but her lack of actions has lost her 1 vote the next time she is up for re-election.
By the way, I emailed her directly this summer regarding this and I received no reply. I find that in itself a slap in the face to a constituent who through taxes has paid her salary for over 16 years.
Errrrr……perhaps this is only a slight technicality, but Stanley, is a male's name. Don't think I ever heard of a woman named Stanley.
Dannie, Billie, Frankie, Freddie, Joey, Bobbie – yes.
But no Stanley's are called 'her' now, are they?


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We are so grateful when the people and/or families we support want to share their story with us and with the community. We love to hear how we've helped support someone with developmental disabilities or delays, their family, or even other organizations, but that's not our motivation in asking folks to share. Even though we think it's incredibly cool how these stories motivate our teams here at Developmental Pathways (especially for those of us in roles where there are limited opportunities to connect with our supported-families), we wholeheartedly believe storytelling is a powerful tool in connecting people. Might that sound a bit cheesy or cliche? We're okay with that. Follow our Getting to Know DP series to learn more about our teams, and you'll know that it's true.
Thank you to the Hammer family, particularly Becky (mom) and Abi, for sharing their story. We hope you enjoy learning about their family, and we hope it encourages you to share your story too.
Developmental Pathways has been life-changing for our family.
When we adopted her, we knew the moment we saw her photograph that God chose her for us, and us for her. There is something quite amazing to think that she was chosen. Not because of us, but because we believe God had a beautiful plan for our lives.
Prior to her arrival, we can remember a time when our [adoption] agency had called out of the blue to let us know they had the most beautiful little girl; however, we were too far down on the list. We just scratched our heads wondering why they would tell us this, then close the door. Yet, six months or so later, I was sitting at my office, the same day as the Oklahoma City bombing, when the phone rang. It was our adoption agency and the person said, "we have a beautiful little girl." It turns out, this was the same little girl they had told us about earlier.
Early on we knew Abi was a bright star. While we didn't know the extent of her specialness, we were open to doing whatever it took.
Developmental Pathways came into our lives while Abi was in high school. Getting her enrolled in the SLS (Supported Living Services) Waiver opened up doors never thought imaginable. DP was instrumental in introducing us to various programs available to our special star.
Their kindness, their knowledge and their willingness to go beyond to help made a huge difference in navigating the very arduous process.
The wonderful team at DP has invested in our family. Abi is changed because of those who have given to her. We are changed because we know people care and are willing to go beyond to help.
One program Abi was introduced to is called Wellspring Community. Her participation with Developmental Pathways made this program available, and it has been life-changing in and of itself. She is able to do hands-on training within their Best Buddies Café, their bakery, and take a variety of classes.
She has friends! This is huge for our daughter. She is able to manage things that may rattle her, she is able to communicate her needs, and she is making an everyday difference to those around her. Her life is so much more enriched because of the doors that were opened through Developmental Pathways.
Most people would feel sorry, or apologize to a special needs family; yet, here there is no apology necessary as it is Abi who has made the difference in our lives and the lives of many. Every day people comment on her smile, her countenance, and her ability to light up a room when she enters.
While there are times of difficulty, we have learned over the years to embrace them – to not allow hardship to take joy away from us.
A favorite quote written by Corrie Ten Boom says this, "Every experience God gives us, every person he puts in our lives is the perfect preparation for the future that only He can see." Developmental Pathways is a gift beyond measure. We could have never imagined all those years ago, the path that we chose, the many who have given timeless hours to our special star Abi, the testing, the countless hours of wondering what to do, that Developmental Pathways would be such a wonderful support to Abi and our family.


Yearly heat loss per meter pipe line is estimated for steam pipes with pressure 6.5 bar (7.5 bar abs, 168oC) and surrounding air temperature 20 oC.
Increasing the steam pressure increases the temperature and influences energy consumption and heat loss.
For full table with Insulated Oil Pipes - rotate the screen!
Engineering ToolBox, (2003). Steam Pipes - Heat Loss over a Year. [online] Available at: https://www.engineeringtoolbox.com/heat-loss-steam-pipes-d_257.html [Accessed Day Mo. Year].


text:
Pilates is an exercise program developed in the early 20th century by Joseph Pilates who originally called his work "Contrology" meaning the study of control. "In his book Return to Life through Contrology, Joseph Pilates presents his method as the art of controlled movements, which should look and feel like a workout (not a therapy) when properly manifested. If practiced with consistency, Pilates improves flexibility, builds strength and develops control and endurance in the entire body. It puts emphasis on alignment, breathing, developing a strong core, and improving coordination and balance….Pilates' system allows for different exercises to be modified in range of difficulty from beginner to advanced or to any other level, and also in terms of the instructor and practitioner's specific goals and/or limitations…. "*
"Pilates' thinking was shaped by his work with injured soldiers during the war, his father's involvement in fitness and sport, and the post-war intellectual era in Germany in which science, literature, philosophy and the arts flourished. European holistic therapies such as hydrotherapy, trigger point therapy and breath work influenced Pilates' development, as did meditation and modern dance. He invented an apparatus, improving upon the standard equipment of the time, which could both address physical dysfunction or injury and condition the body. Pilates' prototype apparatus eventually became the Universal Reformer."*
FOUNDER & DIRECTOR
Gretchen LaWall
BFA, NCPT, Fletcher Pilates® Professional Teacher
Gretchen LaWall is a Nationally Certified Pilates Teacher and a Professional Fletcher Pilates® Teacher located in Reno, Nevada. Though Gretchen started practicing Pilates as a young dancer in North Carolina her passion for the Pilates Method wasn't realized until she was introduced to Fletcher Pilates® in 2009 while training for her Bachelor of Fine Arts in Dance at the University of Arizona. In the fall of 2011, she began the Fletcher Pilates Program of Study under the direction of Kyria Sabin and Debrah Mendoza.
After thousands of hours of practice, Gretchen proudly became a Fletcher Pilates Professional teacher. In 2020, after teaching for years in Chicago and San Francisco, she was invited to return to Arizona to refine her skills and work closely with the Fletcher Pilates Headquarters as a student mentor and future Fletcher Pilates educator. Life has come full circle now that Gretchen is the founder and director of Your Body Pilates, a Fletcher Pilates Studio of her very own.
Your Body Pilates
Gretchen's deep inspiration for movement was always present, but her appreciation grew larger than life after a decade of experience as a professional dancer, Pilates teacher and art model. While living and working in Chicago and San Francisco, she felt a greater respect and admiration for the human body was needed. Consumers, including herself, were being taunted to achieve superficial results instead of what really matters… being deeply connected and healthy from the inside out. Because the Pilates method was such an important part of Gretchen's personal journey to find body positivity, she felt it was extremely important to develop a studio of her own, Your Body Pilates. She believes the human body should be viewed as a form of art instead of something we need to "change." Many have experienced that working on your body and focusing on yourself for an hour of time, or any amount of time for that matter, can feel vulnerable. Gretchen has worked hard to make sure Your Body Pilates provides an inclusive and inspirational environment so clients get the most out of their Pilates practice. Gretchen believes a dedicated practice with Your Body Pilates will change the individual's perspective of the human body and more specifically their relationship with their own.
THE TECHNIQUE
Fletcher Pilates®
"Home of the Ron Fletcher lineage of Pilates and endorsed by Ron Fletcher himself, Fletcher Pilates® provides one of the most comprehensive and definitive international Pilates educational programs of its kind.*
The international Pilates revolution owes much of its momentum to Ron Fletcher. A 20-year student and protégé of Joseph and Clara Pilates, Fletcher's organic, movement-based approach to the Pilates method has inspired generations of Pilates teachers and practitioners. As Fletcher Pilates continues to grow in popularity, so too grows the demand around the globe for Fletcher Pilates Teachers. Our Licensed and PMA Approved School satisfies this demand and ensures the consistency and continuity of the Fletcher Pilates lineage."*
Ron Fletcher
"Ron Fletcher (May 29, 1921 – December 6, 2011) was an American Pilates Master Teacher, an author and a Martha Graham dancer. He was also a Broadway stage, network television, cabaret and International Ice Capades choreographer. Fletcher is identified as a "Pilates Elder" – a "first-generation teacher" who studied directly under Joseph and Clara Pilates.
Originally referred to Joseph Pilates by fellow dancer, Allegra Kent, for treatment of a chronic knee injury, Fletcher was schooled in the principles of Body Contrology (the name Pilates gave to his fitness and conditioning method) by Joseph and Clara Pilates with whom he studied – in their New York City studio at 939 8th Avenue – on and off from 1948 until one year after Joseph Pilates' death in 1967." *
We are thrilled you took the time to visit our website and cannot wait to meet you! Have you signed up for a Consultation or our New Client Special? Or maybe you'd prefer to check out our virtual studio through Vimeo ON DEMAND! Remember, we developed Your Body Pilates for YOU so let us know your goals so we can help YOUR BODY thrive!
Follow Your Body Pilates on Instagram
*Sources: 1. pilatesmethodalliance.org 2. en.wikipedia.org/wiki/Pilates 3. fletcherpilates.com 4. en.wikipedia.org/wiki/Ron_Fletcher
History of Pilates
Fletcher Pilates
538 W Plumb Ln, Suite D
gretchen@yourbodypilates.com
© Your Body Pilates 2021 | Website design by Lunar Creative


Welcome to Title I Reading at River Oaks Elementary School! My name is Ms. Tantum. I am so excited to welcome you to the Title I Reading Department website.
I moved to Virginia from outside of Philadelphia and I attended Penn State University, GO LIONS! I enjoy being outside and hanging out with my family and friends. I am looking forward to working with each of you and I hope this webpage can be a helpful resource for you and your family.
Please feel free to email me with any questions or concerns at tantumer@pwcs.edu.


text:
Nella mitologia e letteratura gaelica, Gwydion è un mago, fratello di Gilfaethwy e Arianrhod, figlio di Dôn (matriarca di una delle due famiglie di divinità gaeliche), e nipote di Math fab Mathonwy, sovrano e divinità del Gwynedd.

Nella letteratura medioevale
Le fonti primarie del corpus mitologico dei britanni pre-cristiani sono costituite da quattro manoscritti gallesi, tutti redatti nel XIV secolo: il Libro rosso di Hergest e il Libro bianco di Rhydderch dai quali sono stati tradotti i racconti del Mabinogion, il Libro di Aneirin, e il Libro di Taliesin che contiene testi risalenti probabilmente al X secolo.

Cad Goddeu
Questo personaggio è protagonista del poema Cad Goddeu (La battaglia degli alberi) contenuto nel Libro di Taliesin e incentrato sulla battaglia tra lo stregone-dio e Arawn, divinità dell'Annwn, l'oltretomba celtico. Nel poema Gwydion anima gli alberi di una foresta affinché combattano al suo fianco.

Mabinogi di Math
Gwydion è protagonista anche di uno dei quattro racconti mitologici del Mabinogion, il Mabinogi di Math, figlio di Mathonwy.

La prima parte del racconto è incentrata sulle trame di Gwydion per favorire le brame del fratello sulla vergine Goewin che fungeva da poggiapiede per Math. Il sovrano-dio, infatti, aveva assolutamente bisogno di riposare i suoi piedi sul ventre di una vergine, a meno che non fosse impegnato in guerra, altrimenti sarebbe morto.

Per allontanare Math da Goewin e permettere al fratello di rapirla, Gwydion elabora un piano: racconta allo zio di una nuova specie di animali esistente nel Galles, i maiali, e si offre di condurre un'ambasceria alla corte di Pryderi, re del Dyfed che li possiede, per ottenerne alcuni. Il mago ottiene i maiali, ma con l'inganno sfruttando le sue arti per proporre a Pryderi uno scambio svantaggioso. Quando il trucco viene scoperto i due regni scendono in guerra. Mentre Math è impegnato in battaglia, Gilfaethwy rapisce la vergine.

Finita la guerra, Math poggia i suoi piedi sul ventre di Goewin, ma ella non è più vergine e non può concedergli alcun riposo. Scoperto l'inganno dei nipoti, il re prende Goewin in moglie, per salvarne l'onore, ed esilia Gwydion e Gilfaethwy dopo averli trasformati per tre anni in tre animali diversi ogni anno (una coppia di cervi, una di lupi, e infine una di maiali).

Il mabinogi prosegue ulteriormente narrando altre vicende di Gwydion che, al termine della sua punizione, viene consultato da Math per trovargli una vergine. Il mago propone sua sorella Arianrhod, ma ella, all'insaputa del fratello, ha appena partorito due figli, uno dei quali verrà cresciuto da Gwydion. Un terzo della narrazione è incentrato sul confronto tra Gwydion e la sorella furiosa verso di lui per aver nutrito il bambino che è cresciuto precocemente. La donna pone sul fanciullo tre tynged una sul nome, una sulle abilità guerriere, e infine sulla possibilità di sposare un essere umano, che il fratello riesce però ad aggirare.

L'ultima parte del Mabinogi è incentrata sul tradimento di Blodeuwedd, la moglie umana che Gwydion e Math avevano creato a partire da un fiore per il figlio di Arianrhod (Lleu Llaw Gyffes).

Nella letteratura contemporanea
Alcune opere letterarie contemporanee si ispirano o rinarrano - in modo più o meno fedele agli originali medioevali - le vicende di questo personaggio.
Per esempio, le Cronache di Prydain, una serie di cinque romanzi scritti da Lloyd Alexander, ripropongono in chiave fantasy molti personaggi della mitologia gallese modificandone alcuni aspetti soprattutto caratteriali. In questa serie, Gwydion è il fedele compagno di Taran, il protagonista, che aiuterà in diverse occasioni.

Riferimenti meno diretti compaiono nel romanzo Le nebbie di Avalon di Marion Zimmer Bradley dove Gwydion è il nome di nascita sia di re Artù che del rivale Mordred, o in American Gods di Neil Gaiman.

Note

Bibliografia
Agrati, G.; Magini, M. L. (1982). I racconti gallesi del Mabinogion. Milano: Mondadori.

Collegamenti esterni

Letteratura medievale
Mitologia gallese
Letteratura gallese
Divinità celtiche
Personaggi de Le cronache di Prydain


text:
namespace extensions {
class Extension;
class ManifestPermission;
}

namespace extensions {

// Parses the "sockets" manifest key.
class SocketsManifestHandler : public ManifestHandler {
 public:
  SocketsManifestHandler();
  virtual ~SocketsManifestHandler();

  // ManifestHandler overrides.
  virtual bool Parse(Extension* extension, base::string16* error) OVERRIDE;
  virtual ManifestPermission* CreatePermission() OVERRIDE;
  virtual ManifestPermission* CreateInitialRequiredPermission(
    const Extension* extension) OVERRIDE;

 private:
  // ManifestHandler overrides.
  virtual const std::vector<std::string> Keys() const OVERRIDE;

  DISALLOW_COPY_AND_ASSIGN(SocketsManifestHandler);
};

}  // namespace extensions

#endif  // CHROME_COMMON_EXTENSIONS_API_SOCKETS_SOCKETS_MANIFEST_HANDLER_H_

redpajama_set_name: RedPajamaGithub


A Bar Mitzvah is a very important milestone in the life of any Onawa boy. The passage from childhood to adolescence is marked by this important day where friends, family and loved ones come together to celebrate his development and growth. To ensure that this celebration is as meaningful and memorable as possible, it is important to make sure that the catering for this special occasion is of the highest standard. No shortcuts should be taken on this special day and by hiring John Potash Catering to take care of your catering needs, you can rest assured that this will be the case.
With years of experience catering for Bar Mitzvahs, Bat Mitzvahs and other traditional celebrations in Onawa, it is safe to say that we know a thing or two about throwing the perfect celebration. Our knowledge and expertise in the traditions and customs of this important day mean that we will leave no stone unturned in the pursuit of the perfect Bar Mitzvah celebration. On top of that, our contemporary and innovative dishes and menu options are revered by many but replicated by few. What's more, if you want to ensure that all guests at this celebration are fully catered to, then do not fear. Our chefs can design a menu that contains vegetarian, vegan and celiac friendly options as standard.
A Bar Mitzvah or Bat Mitzvah celebration should be cherished. After all, your son or daughter have probably spent over a year learning more about the Jewish faith through their reading of the Torah. It makes sense then that this day is marked accordingly. At John Potash Catering we take immense pride in the range of kosher style food that we offer. Our wide selection of food marries the traditional with the new and exciting to deliver a catering experience that will live long in the memory.
There are very few things in the world that are truly once in a lifetime events but a Bar Mitzvah certainly is one of them. The memories created on your son or loved one's Bar Mitzvah are ones that will stay with him forever. That is why it is important to make sure that everything goes to plan. With John Potash Catering in charge of things, this is a guarantee. Our skill and dedication to creating an unforgettable day will not be beat. Don't take chances with lesser catering companies. Call the team you can trust today.


With the Change Log - Delete batch job, you can delete change log entries from the Change Log Entries table.
You can define what is included in the batch job by setting filters. To do this, in the Field field, press F3, click the AssistButton and then select the relevant fields. You can set filters on any of the fields. If you do not set any filters, the batch job will include all your records.
To run the batch job, click OK.
Date and Time: Enter the date or period for the change log entries you want to delete. You can also enter time.
Table No.: Enter the number of the table containing the change log entries you want to delete.
Click the up-arrow in the lower left-hand corner of the window to see the table with the results of the filters you have set for the report.


North American Arms Guardian .380 Auto. 6+1 capacity, 2.5″ barrel, fixed sights, stainless steel frame and slide, rubber grips, double action only, 20.4 oz. With lockable steel storage case.
The Guardian 380 is built on the design of NAA's popular 32 ACP. The Guardian 380 ILS is similarly a 6+1 shot double action only pocket pistol built of 17-4 pH stainless steel. The ILS (Integral Locking System) safety system allows the hammer to be locked into place so the gun can't be fired until it has been unlocked by the key, releasing the hammer and enabling the firing pin. When unlocked, the button is flush with the black plastic grip with the hole in it (required for the key and ILS button). The 380 Guardian ILS offers the ultimate is portability and safety.