text:
\section{Introduction}

\subsection{Introductions to Statistics}

At many American universities, a number of introductory statistics courses are taught at the undergraduate level in several departments.  These courses can be divided into three general types.  One type is the introductory statistics course taught to satisfy a quantitative literacy requirement.  This course has a low prerequisite (typically college algebra) and is intended to introduce the student to the science of statistical practice.  This course covers basic tenets of exploring data, sampling distributions, and statistical inference.  A second type of course is the ``methodological" statistics course taught in applied science departments.  This course also has a relatively low prerequisite, but the focus is to introduce the student to the particular statistical methods that may be used in the student's research.  For example, a psychology student might be introduced to statistical inference procedures for means and proportions and regression modeling.

The third type of course, the focus of this paper, is the two-semester probability and statistics course taught to students in a mathematics or mathematics and statistics department.  In our department, the prerequisite is multivariate calculus.  This course provides an introduction to calculus-based probability and statistical inference.  The text  for the author's probability and statistics course (taken over 40 years ago) was Mendenhall and Schaeffer and the current 7th edition of the text (Wackerly, Mendenhall and Schaeffer (2008)) remains popular.  Table 1 displays the titles of the 16 chapters of the Wackerly et al  (2008) text.  The first half of the course is a traditional introduction to probability including discrete, continuous and multivariate distributions.  The chapters on functions of random variables and sampling distributions naturally lead into statistical inference.  The inferential material includes point and hypothesis testing, regression models, design of experiments and ANOVA models, and categorical and nonparametric methods.  Note that the current edition of the text includes a final chapter introducing Bayesian methods.

\begin{table}[htp]
\caption{Outline of a traditional calculus-based probability and statistics course}
\begin{center}
\begin{tabular}{|c|l|c|l|}
\hline
Chapter & Title & Chapter & Title \\ \hline
1&What is Statistics?& 9& Point Estimation\\ \hline
2&Probability &10&Hypothesis Testing\\ \hline
3&Discrete Random Variables&11&Linear Models\\ \hline
4&Continuous Variables&12&Designing Experiments\\ \hline
5&Multivariate  Distributions&13&Analysis of Variance\\ \hline
6&Functions of Random Variables&14&Categorical Data\\ \hline
7&Sampling Distributions&15&Nonparametric Statistics\\ \hline
8&Estimation&16&Bayesian Methods\\ \hline
\end{tabular}
\end{center}
\label{default}
\end{table}%

\subsection{Concerns About the Traditional Calculus-Based Course}

For some students, this traditional calculus-based probability/inference course may be the first introduction to statistical thinking.  Thinking about the potential audience, there are a number of concerns with the syllabus for this traditional course as laid out in Table 1.

\subsubsection*{Introduction to modern statistics?}

Looking at the chapter titles in Table 1, there seems to be a disconnect of the inferential material with modern statistics.  There is little discussion of methods for exploring data and graphical representation, although these exploration activities are important for the modern statistician.  Although there is some benefit in discussing methods of estimation (such as maximum likelihood and method of moments) and optimal inference (such as the concept of a best hypothesis test), there is little discussion of statistical learning and simulation-based inferential methods popular in modern statistics.  The inferential topics in Wackerly et al (2008) are essentially the same as the topics discussed in the first edition of the text.

\subsubsection*{What does a one-semester student learn?}

Some of the issues described above become more relevant for the student who is able to take only one semester of this probability/inference course.  A semester of probability is certainly fine for many purposes but the student will not be introduced to any data analysis or inferential procedures in this single semester.

\subsubsection*{The preparation for high school teachers}

Many of the students in the calculus-based probability/inference course are prospective math teachers at the secondary education level.   They need to be trained in concepts of probability and statistics that are described in a set of standards for each state.  For example, the state of Ohio has a document ``Ohio's Learning Standards for Mathematics" that states explicitly what skills and knowledge that students should attain at each grade level from K through 12th grade.  Looking at the list of skills, one sees an emphasis on techniques of data analysis in the early grades, concepts of probability are introduced in the middle grades (grades 6 through 8), and  topics in statistical inference are introduced in the final two years of schooling.  It is clear that the prospective math teachers need to have a solid introduction to methods of data analysis with less attention to some of the probability and inferential topics shown in Table 1.   It appears that these math education majors are not well served by the traditional probability and statistics course.

\subsubsection*{A suitable second course?}

Many statistics educators have realized that the traditional calculus-based probability/inference course does not sufficiently cover all of the elements of ``modern" statistics.  So there has been some discussion about an appropriate second course that would follow the probability/inference course. Some possible second courses are regression, categorical data analysis, multivariate statistical analysis, machine learning, nonparametric statistics, design of experiments, and statistical computing/computational statistics.

\subsubsection*{Elements of data science?}

The traditional probability/inference course may use software in the computation of probabilities or the implementation of statistical procedures, but there is typically little attention in this course to statistical programming.  In contrast, due to the availability of ``big data"  and the interest in data science, the modern statistician needs to be fluent in statistical programming.  In a typical exercise, one programs using a language such as R or python to import large datasets,  perform various operations such as define new variables, filtering,  arranging so that the data is in suitable form, and then implementing a suitable statistical analysis.

\subsection{Guiding principles in undergraduate statistics instruction}

The development of any new statistics course should be consistent with  current thinking of the  faculty dedicated to teaching statistics at the undergraduate level.
Recently, the American Statistical Association (ASA) commissioned a workgroup to formulate guidelines for undergraduate instruction in statistics.  The report (Chance et al (2014)) presents the following five principles that should be recognized in the development or revision of undergraduate programs in statistics.

\begin{itemize}
\item The scientific method and the statistical problem solving cycle.

Students should be exposed to all steps of the scientific method in solving statistical problems.  That includes formulating the question, collecting appropriate data to address the question, the exploration stage where one performs the statistical analysis, and the communication of the findings.

\item Real applications

Students should learn statistics through exposure to real data, that is, data that has been collected to learn about an authentic and relevant applied problem.

\item Focus on problem solving

In statistics, it is common to focus on teaching statistical procedures, but the instruction should also be on teaching general principles that will allow students to ask questions and learn new statistical methods in the future.

\item Increasing importance of data science

Given the new interest in data science, statistical instruction needs to show an awareness of the easily accessibility of large datasets and some of the opportunities in using this data in teaching principles of statistics.

\item Creative approaches to new curricular needs

The ASA believes that there should be opportunity to offer statistical education to a variety of programs in different disciplines.  So there should be flexibility in terms of content, level, and instructional method depending on the needs of the students.

\end{itemize}

\subsection{Cobb's five imperatives}

George Cobb (2015) recently wrote an influential paper that argues that we need to deeply rethink our undergraduate statistics curriculum from the ground up.  Towards this general goal,
Cobb  proposes the following ``five imperatives" that will hopefully help the process of creating this new curriculum.

\subsubsection*{Imperative 1:  Flatten prerequisites}

Cobb argues that the traditional course in mathematical statistics is the final class of a five-course sequence (Calc 1 to Calc 2 to Calc 3 to Probability to Mathematics Statistics) and this really limits the enrollments in statistics.  In our consulting work, we don't believe it is necessary to take multiple courses in the applied discipline in order to provide statistical help.  Instead, we apply a "just in time`` approach where we learn what we need to know about the applied field to provide the service to the client.  A similar just-in-time approach can be used in teaching a statistics course.  This approach would encourage faculty to think about the necessary skills and concepts and think creatively in the design of new courses.

\subsubsection*{Imperative 2:  Seek depth}

Here Cobb is saying that it is desirable to strip away the technical details so that the student can see the fundamental concepts of the discipline.
At the undergraduate level, it is desirable to communicate central concepts such as the Central Limit Theorem in words in a simple way.

\subsubsection*{Imperative 3: Embrace computation}

Since computation is such an integral part of the statistics discipline, it should be introduced early in introductory classes.  Given the ready availability of numerical methods, Cobb suggests that computation can be used to motivate statistical concepts.  We should not restrict attention to teaching statistical procedures with closed-form recipes.  By using computation freely, the classroom can resemble applied statistical work which routinely uses computation.

\subsubsection*{Imperative 4: Exploit context}

In applied data analysis, the context provides meaning to an abstract statistical procedure. Cobb describes standard uses of context such as interpretation, motivation, and direction.  In addition, he describes the building up of knowledge from first an illustration, then the abstraction.  Cobbs illustrates the usefulness of teaching how to recognize abstract structure in teaching experimental design.

\subsubsection*{Imperative 5: Teach through research}

Cobb states that our job as statistics instructors (using his words)  ``is not to prepare students to use
data to answer a question that matters; our job is to help them use
data to answer a question that matters."  Teach through research means that the students  should be actively involved in the statistics learning cycle.  Cobbs gives different illustrations of research-based learning at different levels from lower-course undergraduate through first-year graduate.

\subsection{Bayesian Texts}

Given the popularity of Bayesian thinking in applied statistics, a large number of Bayesian texts are currently available.  These books have different purposes and target audiences and one can put many of the texts in the broad classes ``introductory Bayes", ``computational Bayes", ``graduate-level Bayes", and ``applied Bayes".

The purpose of the introductory Bayes texts are to introduce statistical inference to a broad audience assuming only knowledge of college algebra.
A second type of Bayesian text focuses on Bayesian computational algorithms together with software to implement these algorithms.  Other texts focus on the use of Bayesian software such as BUGS and WinBUGS MCMC software for a  variety of Bayesian models.
Graduate-level Bayesian texts provide a broad perspective on Bayesian modeling including detailed descriptions of inference for single and multiparameter models.
Other Bayesian texts have a more narrow focus communicating to an audience in a particular applied discipline.  These books don't describe the Bayesian models in mathematical detail, but they are good in making sense of the Bayesian procedures for applied problems.

\subsection{The Task}

Several general comments can be made based on this introduction.  First, there is a strong desire to redesign the traditional probability and statistics course for students with a calculus background.  Second, there is a need for innovation in statistics instruction as documented by the ASA working group.
Last, Cobb believes that a radical rethinking of statistics instruction is necessary and focuses on five imperatives that should guide this pedagogical innovation.

There are  good reasons to introducing the Bayesian perspective at the undergraduate level.  First, many people believe that the Bayesian approach provides a more intuitive and straightforward introduction than the frequentist approach  to statistical inference.  Second, given the large growth of Bayesian applied work in recent years, it is desirable to introduce the undergraduate student to the some modern Bayesian applications of statistical methodology.
Specifically it is desirable to teach this first  statistics course from a Bayesian perspective.  Documented by the large number of Bayesian texts, there exists plenty of Bayesian instructional material that one can use in the development of this text.   Also there is an increasing amount of Bayesian computational resources as documented by the large number of Bayesian packages in R. (See the Bayesian Task View on CRAN.)

This paper will describe the components of a Bayesian redesign of this calculus-based statistics course in the context of the recommended guidelines in undergraduate statistics instruction.  We revisit Cobb's five imperatives and discuss how each of these imperatives can be addressed in the Bayesian statistics class.  Recently I had the opportunity to develop a Bayesian thinking course for data scientists. This ``Beginning Bayes" course is reviewed  and it is shown how this course addresses some of the recommended guidelines in statistic instruction.  Last, we describe the current status of our ``Probability and Bayesian Modeling" text.

\section{Bayesian Look at Cobbs' Five Imperatives}

\subsection{Introduction}

Here we revisit the five main principles described by Cobb (2015) in the rethinking process of changing our undergraduate statistics curriculum.  In particular, we describe how these principles are implemented in a Bayesian redesign of the first calculus-based statistics class.

\subsection{Flatten prerequisites}

Traditionally,  a student will take a course in Bayesian inference after he or she has taken a probability and inference course taught from a traditional inferential perspective.  So this graduate course in Bayes is implicitly requiring a prerequisite of a traditional inference course where the student gains some familiarity with statistical procedures such as t-test, ANOVA, and multiple regression.  But this knowledge of traditional inference is certainly not necessary before a Bayesian class.  Actually it could be argued that the mix of knowledge of frequentist and Bayesian procedures can be confusing due to the differing interpretation of  inferential procedures using the two paradigms.

\subsubsection*{Using discrete priors}

The student does need a course providing a foundation of probability theory before taking a Bayesian course, but much of the Bayesian paradigm can be communicated with a limited probability background.  For example, much of the Bayesian material in the introductory texts Berry (1996) and Albert and Rossman (2001) is based on discrete probability distributions.  For example, inference about a single proportion is introduced by means of a discrete prior placed on a set of plausible proportion values.  In a similar fashion, inference about a single mean (sampling variance known), is introduced by means of a discrete prior on a set of values of the population mean.

Even inferential comparison methods can be communicated by the use of discrete distributions.  In the comparison of proportions, one places a discrete prior on each proportion, say $p_1$ and $p_2$, and assuming independence, the joint prior is a discrete distribution over a grid of pairs of proportion values $(p_1, p_2)$.  In the case where one has a strong belief that the proportions are equal, one can adjust the prior probabilities along the diagonal values where $p_1 = p_2$.  Inference is achieved by computing the products  (likelihood times prior) for all points and then normalizing the products to obtain the posterior probabilities.  Figure 1 displays a graphical representation of the prior and posterior distributions for two proportions with a uniform prior and 4 out of 12 successes in the first sample and 6 out of 12 successes in the second sample.

\begin{figure}[htbp]
\begin{center}
\includegraphics[scale = 0.5]{"figures/twoproportions.pdf}
\caption{Graphs of prior and posterior of two proportions using a discrete prior. }
\end{center}
\end{figure}

\subsubsection*{Using simulation}

Simulation provides another attractive ``flattened prerequisites" strategy in presenting Bayesian inference.  One aspect of Bayesian inference is  that summaries of a posterior distribution are expressible as integrals which may be difficult to evaluate, especially for multiparameter problems.  One way to avoid the integration issue is to simulate a large number of values from the posterior distribution.  Then posterior summaries are expressed as data summaries of the simulated posterior sample.  Given that students typically have some skills in exploring and summarize data, these same skills can be applied to the posterior ``data".

Simulation can be introduced for problems where a conjugate prior of a familiar functional form is available.  For example, using a beta prior with binomial data leads to a beta posterior and summaries of the posterior can be found by taking a simulated sample from a beta distribution.   Other problems may have not have convenient conjugate priors, but Gibbs sampling can provide a straightforward way of simulating a posterior sample by successively simulating from conditional posterior distributions.    For example, in the familiar situation where one is learning about the mean $\mu$ and variance $\sigma^2$ from normal sampling, then assuming a prior proportional to $1 / \sigma^2$ the posterior density is proportional to
$$
\frac{1}{(\sigma^2)^{n/2 + 1}} \exp\left(- \frac{1}{2 \sigma^2} \sum (y_i - \mu)^2\right).
$$
In this setting, by recognizing that the distributions [$\mu | \sigma^2$] and [$\sigma^2 | \mu$] have common functional forms, one can construct a Gibbs sampler based on normal and inverse-gamma sampling.

The Gibbs sampler can be viewed as an introduction to the class of Markov chain Monte Carlo (MCMC) algorithms routinely used by applied scientists in Bayesian analyses.  Once the student gets some basic understanding of Markov chains, then it is desirable to introduce a general class of algorithms such as the Metropolis-Hastings random walk that can be used for a wide variety of inferential problems.

\subsection{Seek depth}

Some introductory statistics texts introduce Bayesian inference, but much of the discussion is devoted to a definition of the prior, likelihood, and posterior and the mechanics of computing the posterior and  inference for some standard examples.  In the calculus-based introductory class, it is desirable to teach  other components of the Bayesian paradigm.

\subsubsection*{Prior elicitation}

One advantage of the Bayes perspective is the opportunity to input expert opinion by the prior distribution.  So it is desirable for the course to include some strategies for constructing one's prior when one has substantive prior information.  In the case where one has little prior knowledge, some discussion about suitable noninformative or vague priors is needed.

\subsubsection*{Sensitivity of inference with respect to model assumptions}

A Bayesian model consists of a choice of prior and sampling density.  The prior is an approximation to a person's ``true" prior that would be obtained after a long period of elicitation, and likewise a particular sampling density is chosen for convenience.  When there is doubt about the accuracy of these approximations, the Bayesian paradigm provides a convenient mechanism to explore the sensitivity of a particular inference to these choices of prior and sampling density.  This course should demonstrate this type of Bayesian sensitivity analysis for different inferential problems.

\subsubsection*{Model checking and model comparison}

Any Bayesian inference is conditional on the model assumptions including prior and sampling density.
When there are several Bayesian models under consideration, one can use the marginal likelihoods of the models to compare how they fit the data.  Bayes factor, the ratio of the marginal likelihoods, can be used to compare several models.  For a single model, diagnostics can be performed by exploring the posterior predictive density of a testing function.  In an introduction to Bayesian thinking, one should illustrate the use of posterior predictive checking, and also demonstrate the formal selection of models by use of Bayes factors.

\subsubsection*{Hierarchical modeling}

One of the Bayesian success stories is the use of hierarchical or multilevel modeling when one wishes to simultaneously estimates parameters from several groups.  In regression situation, it is common to want to combine regression estimates from several groups, and hierarchical modeling is an effective way to achieve partial pooling of the separate regression estimates.  By use of simple examples such as the simultaneous estimation of several proportions, one can demonstrate the value of these multilevel models.

\subsection{Embrace computation}

In the traditional Bayesian course, much of the material is devoted to the derivation of posterior and predictive distributions for conjugate problems.  Although these derivations are helpful in understanding how the prior information and data are combined in a posterior, they don't introduce the student to the modern MCMC simulation algorithms currently used in Bayesian research.  It is important that the students gain some basic understanding of simulation-based Bayesian computation.

Simulation of posterior and predictive distributions can be introduced in Bayesian computations from the simplest to the most sophisticated models.   There are several advantages to the use of simulation in this context.  Summarizing a sample of simulated draws from the posterior is analogous to the task of summarizing a large sample of data, and so data analysis skills can be applied to the Bayesian inference setting.  It is straightforward to perform inference about a transformation of the parameter vector, say $h(\theta)$.  If one has the sequence of simulated draws  \{$\theta^{(j)}$\}  from the posterior $g(\theta | {\rm data})$, the sample of simulated draws \{$g(\theta^{(j)})$\} will be distributed from the posterior of  $h(\theta)$.  Last, simulation can be used to simulate draws from the posterior predictive distribution.  In a Bayesian model where $y$ is distributed from the sampling model $f(y | \theta)$ and $\theta$ has a prior $g(\theta)$, then a simulated draw from the predictive density is obtained by first simulating $\theta$ from $g$, call the simulated draw $\theta^*$, and then simulating $y$ from the distribution $f(y | \theta^*)$.  One use of simulating replicated samples from the posterior predictive distribution is in model checking.

\subsubsection*{Discrete Bayes}

To illustrate simulation in a basic setting, suppose one is interested in learning about a proportion $p$ and a discrete prior assigns probabilities \{$g(p_j)$\} on the set \{$p_j$\}.  If one observes $y$ successes in $n$ trials, then the posterior probabilities are proportional to the products $ \{g(p_j) \times p_j^y (1 - p_j)^{n - y}\}$.  One simulates from the posterior by sampling with replacement \{$p_j$\} where the sampling probabilities are proportion to $ \{g(p_j) \times p_j^y (1 - p_j)^{n - y}\}$.  On R this can be done with a single application of the \texttt{sample} function.

\subsubsection*{Conjugate priors}

As mentioned earlier, in introducing Bayesian thinking, it is helpful to describe several conjugate problems where the prior and posterior have familiar distributions such as the beta, gamma, or normal. For example, if a beta$(a, b)$ prior is assigned to a proportion $p$ and if $y$ successes and $n - y$ failures are observed, the posterior for $p$ is beta with updated shape parameters $a^* = a + y$ and $b^* = b + n - y$.  A 90\% probability interval can be found by extracting quantiles from a beta($a^*, b^*)$ density.  Alternatively, one can obtain this interval by simulating, say a 1000, draws from a beta($a^*, b^*)$ distribution and finding sample quantiles of the simulated draws \{$p^{(j)}$\}.

One criticism of this simulation approach is that one is introducing error by simulation, and this simulation-based probability interval is only an approximation to the exact probability interval found using  beta quantiles.  However, this simulation approach has several advantages in this conjugate setting.  Simulation is seen as a general strategy for computing posterior distributions, and one can assess the accuracy of simulation-based posterior summaries by comparing the simulation summaries with the exact summaries.  Moreover, one can illustrate the ease of computation of the posterior of a function of the parameter, say the odds  $h(p) = p / (1 - p)$ by simply transforming the simulated values of $p$ from the posterior.

\subsubsection*{Normal approximations}

Once the student has some familiarity with the normal distribution, then by use of the Laplace approximation (Kass and Raftery, 1995), the normal distribution can be seen as a quick and convenient approximation to a posterior distribution of several parameters.  Once this approximation is developed, then one can perform posterior calculations by drawing a large sample from the approximate normal distribution.

\subsubsection*{Markov chain Monte Carlo methods}

Once the student has been exposed to simulation as a general Bayesian computational tool, then MCMC can be introduced as a general method for simulating a Markov chain in situations where the posterior distribution is in a less-tractable form.
A Markov chain can be introduced in the simple  setting where one has a finite collection of states.  In continuous-parameter settings, the
random walk Metropolis algorithm is an attractive method for setting up a Markov chain.

\subsubsection*{Software}

A number of general-purpose software programs are available for Bayesian MCMC computation such as openBUGS, JAGS, Nimble, and Stan and the student should be introduced to the use of one of these programs.  The main task in the use of these programs is the specification of a script defining the Bayesian model and then the Bayesian fitting is implemented by a single function that inputs the model description, the data, and any tuning parameters of the algorithm.

There are several benefits to the use of this general-purpose software.  First, by writing the script defining the full Bayesian model, the student gets a deeper understanding of the sampling and prior components of the model.  Second, by use of this software for sophisticated models such as hierarchical models, this software lowers the bar for students to implement these methods.  The focus of the students' work is not the computation but rather the summarization and interpretation of the MCMC output.

\subsection{Exploit context}

All of the aspects of a Bayesian analysis are communicated best through interesting case studies or extended examples.  In a good case study, one describes the background of the study and the inferential or predictive problems of interest.  A Bayesian class should include several engaging applied examples where one describes the construction of the prior to represent expert opinion, the development of the likelihood (which preferably does not fit a standard form), and the use of the posterior distribution to address the questions of interest.  Indeed one aspect of memorable Bayesian texts are the inclusion of particular examples that help in motivating the description of the methodology.

When I think about notable Bayesian texts, I think about some of the motivating examples.  In particular, Link and Barker (2009) use a number of interesting ecological case studies and applications.  When I reflect on Gelman and Hill (2007), I think about the interesting use of political examples to illustrate multilevel modeling.  McElreath (2015) also has engaging examples -- I use the coffee shop waiting time in my own workshops to illustrate multilevel modeling.  Efron and Morris' example of predicting the end of the season batting averages for 18 players in Efron and Morris (1975) is still used in modern texts to illustrate hierarchical modeling.  Although the data  is over 40 years old, the popularity of this example illustrates the power of a good example in communicating statistical concepts.

\subsection{Teach through research}

Bayesian thinking is best learned in the concept of one's own statistical study.  In a student's own project, he or she will think carefully about the choice of prior that approximately represents his or her beliefs and a likelihood function will be chosen for the particular type of data that is collected.  The student collects data.  By exploration of the posterior, he or she will address the question of interest and compare the conclusion with the prior opinion.

A Bayesian project can be implemented in a statistics class at any level.  Albert (2000) illustrates the use of a sample survey project in an introductory statistics class.  In this project, the student performs a survey to learn about a particular population proportion.  The student uses a discrete prior on the proportion to represent his or her opinion and after collecting data, computes the posterior on the discrete set of proportion values.  This exercise demonstrates the process of adjusting one's opinion after observing data.

Chapter 17 of Gelman and Nolan (2017) describes several activities where the students are engaged in Bayesian thinking.  In Section 17.1, students are asked to construct a 50 percent subjective probability interval for the number of quarters in a jar.  In Section 17.2, students are asked to estimate the kidney cancer death rates for a number of counties in a particular state.  The challenge is to learn about the underlying true cancer rates when one has observed rates from counties based on different sample sizes.  Although these activities are described in a classroom setting, they could be modified to create mini-projects for the students.

\section{{\it Beginning Bayes} Course}

\subsection*{Goals of Course}

DataCamp is a company that offers short courses in topics in data science and modeling using the R and python script languages.  In a typical course requiring approximately four hours of effort, the student will view a series of instructional videos and get practice in applying the concepts using an online system using either R or python.  The students who enroll in DataCamp courses come from a wide range of backgrounds.  Many are employed in positions that require some data science experience and they are taking specific courses to learn particular skills in data science or modeling. The general goal of the ``Beginning Bayes" course was to introduce Bayesian thinking to data scientists assuming only a minimal background in probability.  There was some discussion about DataCamp offering a more sophisticated Bayesian regression course using Stan software and so this course was viewed as a possible introductory Bayesian course that would be a prerequisite to the Bayesian regression course. Using Cobb's terminology, this course is the ultimate ``flattened prerequisites" course requiring little mathematics preparation from the student.

As in all courses offered by DataCamp, the instructional module consists of a series of chapters, where each chapter contains a series of instructional videos and online exercises using the R statistical system.  A R package {\texttt TeachBayes} was written to accompany this course.  The package includes functions for visualizing probability calculations for beta and normal distributions, and functions to facilitate Bayes' rule calculations (such as {\texttt bayesian\_crank} and {\texttt two\_p\_update}).

\subsection*{Course Topics}

\subsubsection*{Topic 1: Introduction to Bayesian thinking}

In this first chapter, discrete probability distributions are introduced using a random spinner defined by a set of spinner areas.  When there are several plausible spinners that are spun, Bayes' rule is used to learn about the spinner identity from the observed spinner values.  In this chapter, the student gets introduced to the notions of prior, likelihood, and posterior.  This chapter concludes with an illustration of sequential learning where the posterior distribution on the spinners after one spin become the prior distribution before another spin.

\subsubsection*{Topic 2:  Learning about a binomial probability}

The second chapter presents the familiar problem of learning about a binomial probability.  It starts with the use of a discrete prior using Bayes' rule.  Then a beta prior is used to represent prior knowledge about a continuous-value proportion and a special R function is used to find the shape parameters of the beta prior that match the knowledge of two percentiles.  The TeachBayes package is used to find probabilities and percentiles for the beta distribution, and Bayesian interval estimates and  tests are found by these summaries.
Simulation is also introduced as an alternative way of performing posterior calculations.

\subsubsection*{Topic 3: Learning about a normal mean}

The third chapter describes Bayesian inference for a normal mean when the sampling variance is assumed known.  This chapter follows the same basic structure as Chapter 2.  One starts with the use of a discrete prior where one specifies a list of plausible values of the mean, and one computes posterior probabilities by Bayes' rule.  Then the normal prior is introduced, and a R function {\texttt normal\_update} is used to find the posterior mean and standard deviation of the normal posterior.  Simulation is introduced to facilitate posterior computations about the mean, and it is also used to simulate future observations from the predictive distribution.

\subsubsection*{Topic 4: Bayesian comparisons}

The final chapter introduces comparison of proportions, inference about a normal mean when the sampling standard deviation is unknown, and Bayesian regression. For comparing two proportions, a discrete prior over a grid is used to represent prior opinion and inference is another application of Bayes' rule.  Next, independent beta distributions are used to represent opinion when the proportions are continuous-valued.  Simulation is used to learn about the difference in proportions.  The \texttt{arm} package is used to illustrate Bayesian regression calculations.  The normal mean inference problem is a special case of a regression model with only a constant term, and the two-group model is a regression model with an indicator value for the group covariate.  In each case one simulates from a Bayesian regression model with a noninformative prior.  By use of transformations on the matrix of simulated draws, one can perform inference for a normal percentile and a standardized group effect.

\section{Text:  {\it Probability and Bayesian Modeling}}

Monika Hu and I recently completed  (Albert and Hu (2019)) an undergraduate text that is a Bayesian redesign of the calculus-based probability and statistics sequence.  Table 2 gives the table of contents of our text.  I had previously written (Albert (2015)) a data analysis and probability text for prospective middle-school and high school teachers of mathematics and some of the  material  from that text is used for the probability content of our book.

\begin{table}[htp]
\caption{Table of Contents of Proposed Bayesian Course}
\begin{center}
\begin{tabular}{|c|l|l|} \hline
Chapter & Title & Contents \\ \hline
1 & Probability:  A Measurement  & interpretations of probability, \\
& of Uncertainty & probability axioms, assigning  \\
& & probabilities \\ \hline
2 & Counting Methods &  \\ \hline
3 & Conditional Probability & includes Bayes' rule \\  \hline
 4 & Probability Distributions & focus on coin-tossing \\
  &  & models \\ \hline
  5 & Continuous Distributions & includes normal distribution \\
  & & and Central Limit Theorem \\ \hline
 6 & Joint Probability & discrete and continuous \\
 & Distributions & distributions \\ \hline
 7 & Learning About a & Bayes' with discrete models \\
 & Proportion & beta prior, posterior inference \\ \hline
 8& Learning About a Mean & Bayes' with discrete models \\
  & & normal prior, inference and prediction \\ \hline
9 &  Simulation by MCMC & Gibbs sampler, Metropolis-Hastings \\
& & JAGS software \\ \hline
 10 &  Bayesian Hierarchical Modeling &  exchangeable models for \\
 &  & means and proportions \\ \hline
 11 &Simple Linear Regression& \\ \hline
12 & Multiple Regression& \\
& and Logistic Models& \\ \hline
13&Case Studies& text analysis, hierarchical \\
&  & regression, latent class models  \\ \hline
\end{tabular}
\end{center}
\label{default}
\end{table}%

As can be seen from Table 1, the probability material in Chapters 1 through 6 resembles the material for a traditional probability course including foundations, conditional probability, discrete and continuous distributions. There are some notable omissions of content from the Wackerly et al (2008) probability content.  There is relatively little discussion of distributions of functions of random variables and there is little discussion of the common families of distributions with the exception of the coin-tossing distributions (binomial and negative binomial) and the normal.  For obvious reasons, there is limited discussion of sampling distributions although the Central Limit Theorem is introduced as one application of the normal distribution.

Although there are applications of Bayes' rule in the probability chapters, the main Bayesian inferential material begins in Chapters 7 and 8 with a discussion of inferential and prediction methods for a single binomial proportion and a single normal mean.  The foundational elements of Bayesian are described in these two chapters including the construction of a subjective prior, the computation of the likelihood and posterior distributions, and the summarization of the posterior for different types of inference.  Predictive distributions are described both for predicting future data but also for implementing model checking

Since the remaining material in the text is heavily dependent on simulation algorithms, Chapter 9 provides an overview of Markov Chain Monte Carlo (MCMC) algorithms with a focus on Gibbs sampling and Metropolis-Hastings algorithms.  This chapter begins with an informal discussion of the Metropolis-Hastings random walk to provide some intuition into the logic underlying the algorithm.  Once the random walk algorithm is described, one can discuss all of the implementation issues such as the choices of starting value and number of iterations and MCMC diagnostic methods.  Once there is reasonable confidence that the MCMC sample is an approximation representation of the posterior distribution, then the text describes the use of the MCMC sample for different types of inference.

The remaining chapters (Chapters 10 through 13) use JAGS as the computational software for illustrating Bayesian thinking for some popular models.  Hierarchical modeling is introduced in Chapter 10 with a focus on simultaneously estimating a set of normal means and a set of binomial proportions.  Bayesian regression models are described in Chapters 11 and 12.  Chapter 11 focus on priors and posterior and predictive computations for the simple linear regression model with a single input.  Chapter 12 extends this model to describe Bayesian multiple regression and logistic regression when the response variable is binary. Chapter 13 describes several case studies including text mining, simultaneously estimating a series of career trajectories using a hierarchical model, and a latent class analysis.

redpajama_set_name: RedPajamaArXiv


text:
Beyond statistics
Depositphotos®
Beyond the statistics | OP-ED
Two recently released data points show how gun violence and lack of jobs affects U.S. youth.
Expectations for Change
Let Us not Forget Alzheimer'
Celebrating Year-Round
Convincing Ourselves That th
Women's Fight Cannot Be Stop
Changes in the political
A 2020 Census uncompleted La
Fernando Millán
The University of Michigan recently released some disturbing statistics. It shows that the first cause of death among children and teenagers in the United States is related to firearms. In 2020, 4,300 young people under 19 were killed by firearm-related injuries. It is the first time that guns occupied that place, surpassing car crashes.
In its conclusions, the University reviewed information published two weeks ago by the Centers for Disease Control and Prevention (CDC). Among 45,222 Americans who died under these conditions, 4,300 were young people, between homicides and suicides. Homicides increased 33.4% compared to 2019. For suicides, the rise was 1.1%.
This macabre ranking is followed by traffic accidents, with 3,900 deaths, and drug overdoses, with 1,700.
Gun-related deaths are not out of the ordinary, but they are a concern in a country where the Constitution guarantees the carrying of firearms, and around 400 million guns are in circulation. Although there are many cases of massacres or individual actors, the possibility of restrictions remains unchanged, with the firm and powerful opposition of the National Rifle Association (NRA).
The other recent worrying fact is related to youth employment. A survey conducted by Intellugent.com and referred by bloomberglinea.com warns that 25% of young university graduates over 25 are not working in fields related to what they studied. The same proportion earns less than $30,000 per year.
Allan Domb joins mothers of gun violence victims as he slams Mayor Kenney and the city hits 500 homicides for 2022
New report reveals Philly gun violence prevention program is in peril
Philly to make Summer curfew permanent for youth
According to the survey, conducted among 1,000 young people, in terms of salaries, there is a deep inequality depending on what they study in college. For example, careers related to engineering, business, and information technology earn up to $90,000 per year. That was gathered from 40% of the people surveyed, who studied in these fields.
In contrast, more than 40% of those who chose professions related to social sciences, education, and communications reported an annual income of around $45,000.
With these figures in mind, inflation and elevated higher education costs must be considered, which in the private sector can be $38,000 per year in just tuition=. In February, a study by the National Student Clearinghouse Research Center revealed that since mid-2019, undergraduate enrollment in universities fell by 6.6%. This means that more than a million young people did not enroll in college, exacerbated by the pandemic.
The causes of death among young people and their conditions to study and work form the puzzle of what is happening in the United States, which must be attended to prevent major crises.

redpajama_set_name: RedPajamaCommonCrawl


text:
Exam 500323RR Insurance
1. Which of the following is true of survival statutes?
A. It preserves the right to bring a lawsuit for personal injuries, no matter what caused the death(s).
B. It can only be brought by family members who have lost the support of the deceased.
C. It allows suits to be brought for libel after the death of a defamed person.
D. It preserves the right to bring a lawsuit only if the death is caused by negligence of the defendant.
2. Stanley falls into the low-income group. Which of the following healthcare plans can Stanley opt for?
A. Medicaid
B. Medicare
C. Mediclaim
D. Long-term care insurance
3. Joseph owes $15,000 to Carmel Enterprises, $8,500 to Vulcan Co., $11,000 to David, and $11,500 to Sigma Enterprises. He has not been making payments on these debts for the past 20 months. Which of these creditors can force Joseph into involuntary bankruptcy?
A. Carmel Enterprises and David only
B. Sigma Enterprises, David and Vulcan Co. only
C. Carmel Enterprises, Sigma Enterprises, David, and Vulcan Co.
D. Carmel Enterprises only
4. The Daubert case involved juriscience, the intersection of law and science, to help the court determine a question of real or
A. causation in fact.
B. vicarious liability.
C. duty.
D. proximate cause.
5. Sally and Ethel have a falling out. Sally, to cause distress to Ethel and her husband Elmer, posts on the Internet that Elmer is having an affair with a college student, even though Sally knows that what she is saying isn't true. Which of the following statements is true?
A. Ethel has a claim for defamation against Sally.
B. Sally has a claim for intentional infliction of emotional distress.
C. Sally has a claim for defamation against Ethel.
D. Elmer has a claim for defamation against Sally.
6. Robert goes to the liquor store, pulls out what appears to be a gun, and says, "Give me all your money, or I'll kill you." The clerk gives Robert all the money in the register. As Robert leaves the liquor store, he spots a policeman across the street and begins to run. At that moment, the clerk comes out of the store and shouts to the policeman that he's just been robbed. The policeman tackles Robert and discovers that Robert's gun was actually just a water pistol. Which of the following statements is true?
A. Robert isn't guilty of robbery because he didn't use force to accomplish the theft.
B. Robert is guilty of robbery because he committed theft.
C. Robert isn't guilty of robbery because the gun wasn't capable of causing harm.
D. Robert is guilty of robbery because he used the threat of force to commit a theft.
7. A/an _______ will provide temporary insurance coverage until the policy is formally accepted.
A. warranty
B. premium
C. binder
D. adhesion contract
8. Of the groups listed below, only _______ can take advantage of Chapter 13 provisions.
A. partnerships
B. self-employed people
C. corporations
D. educational institutions
9. John visits Photo-Heaven to have his picture taken. While he is waiting for the photographer in the reception area, he notices one of the chairs has yellow caution tape around it with a sign that says "Broken Chair." John has been looking for a chair just like this one, so he removes the caution tape to sit in the chair and see how it feels. The chair collapses, and John falls to the floor. John goes to the hospital, where the doctor treats him for injuries. If John files suit against Photo-Heaven for negligence, he will most likely lose because
A. he assumed the risk because he knew the chair was broken.
B. Photo-Heaven didn't owe John a duty.
C. he didn't suffer a legally recognizable injury.
D. Photo-Heaven's negligence didn't cause John's injury.
10. Sally goes through Edith's purse when Edith leaves the room. Edith returns and catches her in the act. Edith can sue for which type of invasion of privacy?
A. Creating a false light
B. Exploitation
C. Revelation of confidential records
D. Intrusion
11. Tom is a consumer with regular income who's able to pay more than 25% of his debt over the next three years but probably can't pay it all. If he qualifies, the best chapter in bankruptcy for Tom is Chapter
A. 7.
B. 12.
C. 13.
D. 11.
12. Peter lost control of his car and drove it though his neighbor, Clyde's, fence. If Clyde were to bring a claim against Peter for the damage to the fence, what type of insurance would Peter need to cover the damage?
A. No-fault insurance
B. Collision insurance
C. Property damage liability insurance
D. Homeowner's insurance
13. Joe made an agreement with Auto Insurance Co. not to use his van for commercial business purposes when he purchased auto insurance. Joe had an accident while delivering pizzas for Bigger Pizza, Inc. For which type of violation will Joe not be covered under his insurance?
A. Breach of warranty
B. Fraudulent concealment
C. Misrepresentation
D. Concealment
14. Terry parks his car outside the restaurant and goes inside to eat. When he returns, his car has been damaged by vandalism. Terry's insurance company will pay for the repairs if Terry has _______ insurance.
A. collision
B. comprehensive
C. no-fault
D. liability
15. Zeke takes his gun to the mall looking for Fred. Zeke spots Fred, points the gun at Fred, and says, "I'm going to kill you." He does. Zeke is charged with homicide. His defense is that he had no motive to kill Fred. The prosecution admits that it can't prove that Zeke had any motive and that in fact Zeke loves Fred. Which of the following statements is true?
A. Zeke will be convicted of a lesser degree of homicide due to the prosecution's failure to demonstrate motive.
B. Zeke's state of mind was that of recklessness.
C. Zeke will be convicted of homicide.
D. Zeke's motive is a necessary element of any crime.
16. Victor applies for life insurance. On the application, when asked if he had ever been diagnosed with cancer, he falsely said no. Later Victor died, and the insurance company found out about the previous diagnosis of cancer and refused to pay. What were the most likely grounds?
A. Estoppel
B. Failure to pay premiums
17. Sear Enterprises wants to continue in business, but needs some relief from creditors' claims. Sear Enterprises should consider filing under Chapter _______ of the Bankruptcy Code.
18. Which of the following is true of coinsurance?
A. It allows the insured to pay an extra premium initially in exchange for a guaranteed option to buy more insurance at certain specified times later.
B. It's a provision under which the insurer and the insured share costs, after the deductible is met, according to a specific formula.
C. It's rarely found in property insurance policies.
D. It excuses the insured from paying premiums if he or she becomes disabled.
19. Evan gives Zeke $200 to buy tickets for Evan and his girlfriend to attend a rock concert. Instead, Zeke spends the money to purchase video games. Evan finds out and wants to know if Zeke can be charged with a crime. Zeke has committed
A. no crime, but can be sued in civil court.
B. embezzlement.
C. robbery.
D. larceny.
20. Vernon owns a family-run farming business. He earned $100,000 in the current financial year. He owes $70,000 that he cannot pay. This debt forms a part of his farm expenses to creditors, but he wants to keep the business running. Which type bankruptcy should Vernon file for?
A. Chapter 7 and Chapter 12
B. Chapter 11 and Chapter 7
C. Chapter 7 only
D. Chapter 12


From speaking 14 languages in the 17th century to exploring the Sahara; from taking the Olympics by storm to defying the German occupiers – here is a list of inspirational Dutch women who've made it into the history books for reasons other than their appearance. In no particular order.
Born in Cologne in 1607, this well educated 17th century woman spent most of her life in the Netherlands where she was permitted an education. She spoke 14 languages including Hebrew, Arabic, Ethiopian, Syriac and Aramaic – and excelled in literature, art and music. Later she was the personal assistant of Jean de Labadie remaining heavily involved in his cult religion, Labadism, until her death.
This bold lady was one of the 16 wives of Jan van Leiden, dictator and leading figure of the Anabaptist commune in Munster during the early 1500s. Elisabeth criticised her husband for letting the poor of the city starve while Van Leiden and his entourage lived in luxury. She returned her jewellery to him in protest and requested to leave the household. In response, Van Leiden had his young wife publicly beheaded in 1535.
Recognised as being the first European woman to attempt to cross the Sahara Desert, Alexandrine was born into a family of adventurers in The Hague in 1835. Her mother accompanied her on some of her earlier forays into the Middle East. Alexandrine died at the age of 33, murdered by her local guides during an expedition.
The first Dutch woman to complete a university degree (medicine). After graduating in 1878, Jacobs ran a free medical clinic to treat destitute women and children and was instrumental in the manufacture of the pessaries she gave to women to control their fertility. Throughout her life she fought for equal rights for women in the Netherlands and around the world.
Born to a wealthy Leeuwarden family in 1876, Margaretha Zelle abandoned her studies when she responded to a newspaper advertisement posted by an Indonesian-based Dutch Army Captain seeking a wife. A few years later, she abandoned the practical and abusive marriage, returned to Europe, and established herself as an exotic dancer and courtesan to men of influence and great wealth. When her dancing career faded, she became a spy for the German army during WWI. She was captured and executed by a firing squad in France in 1917.
A wood merchant from Haarlem, Kenau become a legendary folk hero for her fearless defense of the city against the Spanish invaders during the siege of 1573. By the 19th century, it was even said she had led an army of 300 women against the Spanish. There are now a lot of doubts about her real role and she was not included on the official list of war criminals. After the war, she resumed wood trading again and is thought to have died at the hands of pirates in 1588.
Referred to by her critics as 'Our Lady of Perpetual Succour', Marga Klompé was born in Arnhem in 1912. With her university studies (medicine) interrupted by WWII, Marga became active in the Dutch underground movement. In 1948 she joined the House of Representatives and in 1956 became the first female secretary of the Netherlands focusing on Social Affairs. Her main contribution to Dutch history is the passing of the Social Security Bill in 1963.
Fanny was a 30-year-old mother of two when she took the world by storm at the 1948 Olympics in London, winning gold medals in the 100 metres, 200 metres, 80 metres hurdle and 4×100 metres relay. Fanny, who was also known as 'the flying housewife', inspired many women and sport stars over the decades and was voted female athlete of the century by the IAAF in 1999.
Born Jannetje Johanna Schaft in Haarlem in 1920, Hannie was a member of the Dutch Communist resistance during WWII. As a law student at Amsterdam University she was expelled after refusing to sign a declaration of allegiance to the German Occupation. She is known to have carried out attacks on German soldiers, collaborators and traitors. Hannie Schaft, also known as 'the girl with the red hair', was shot dead three weeks before the end of the war in the dunes at Bloemendaal.
Sonja, a feminist and television personality, was born in Amsterdam in 1940. For about 30 years, Barend presented her own television programme, Sonja, voicing her own ideological and political ideas, and creating public discussion on taboo topics like feminism, homo- and other sexualities. After her retirement in 2006, she was awarded the Order of Orange-Nassau.
And if you are missing Neelie Kroes, she'll feature in a separate list on Dutch business women.


text:
KASAMA Vol. 23 No. 1 / January-February-March 2009 / Solidarity Philippines Australia Network
One Humanity, Many Faiths - An Interfaith Summit for Peace & Harmony in Australia and the Asia-Pacific Region, 18-21 February 2009, Brisbane City Hall, Queensland, Australia. Organised by the Multi-Faith Centre, Griffith University and the Pure Land Learning College.
Interfaith Dialogue, Reconciliation & Relationship Building
MARITES GUINGONA-AFRICA is founder of The Peacemakers' Circle Foundation, a non-profit interfaith organization based in Manila, Philippines. The Peacemakers' Circle is a Cooperation Circle of a global community called United Religions Initiative (URI) composed of people of diverse religions, spiritual expressions and indigenous traditions who work together to promote enduring daily interfaith cooperation, end religiously motivated violence, and create cultures of peace, justice and healing for the Earth and all living beings. She currently serves as Chairperson of the URI in Southeast Asia and the Pacific, and is also a member of the Standing Committee of the URI Global Council. The following are extracts from her presentation to the Summit on February 19th.
Good Morning and greetings of peace and love to all of you. It is an honour and a privilege to be invited to stand here before all of you and speak of my experiences in the field of interfaith dialogue, reconciliation and relationship building.
I first became aware of this field of endeavour in 1998 when I met two representatives from an international peace organization who were visiting Manila. Listening to them share their experiences in the field, I was struck not only by what I heard but also what I saw. One of them was wearing a white T-shirt and on it was printed an image of the globe surrounded by the symbols of the different religions of the world. And that image struck me so much that it made me reflect on the uniqueness of my own Catholic Christian faith in the midst of the diversity of the faiths in the world.
…Three years later, I found myself being engaged in building relationships of mutual respect, understanding and cooperation among people of diverse faith and cultures in metro Manila. My interfaith friends and I were so inspired by the compelling words of Mahatma Ghandi who said, "We must be the change that we wish to see in the world". So we organised ourselves and established the Peacemakers Circle Foundation committed to promoting peace in the world and healing of the earth through individual and social transformation. We wanted to create safe spaces, a common ground for dialogue where people of different faiths could come together and engage in various forms of dialogue and collaborative action.
Two years later we had gained a measure of success and we realised that to remain relevant to the times we had to get out of our comfort zones and to reach out to people in the grassroots communities … and engage in dialogue with Muslims and Christians.
The Philippines is a predominantly Catholic Christian country and although Islam is the second largest faith tradition, the majority of the Muslim population reside in Mindanao, the southern region of the country. Because of poverty and the difficulty of life, and also the conflict that has been raging for decades, many Muslims have fled their southern homelands to seek better lives for themselves and their families elsewhere in the country. Many Muslims have settled in metro Manila. But life in the metropolis has not been easy for them either because they've not only had to contend with poverty but also with the attitudes of discrimination and prejudice from their Christian neighbours.
Most of the Christians in metro Manila have not really met Muslims, they have taken it for granted that every person they would meet is Christian and so the only exposure they have of Islam and Muslims are from what they read in the newspapers and television, and they were very negative. So we realised that this was a big problem.
In 2004 I was involved in a process of mediating a conflict between the Muslim Traders Association of a shopping centre in the heart of metro Manila, the Greenhills Shopping Center, and the predominantly Christian neighbourhood association. News of the construction of a mosque inside the shopping centre was announced in a daily newspaper and this gave rise to loud protest from some of the leaders of the Neighbourhood Association. They sent out letters to the owners of the Greenhills Shopping Centre expressing their fears of having the mosque in their neighbourhood. They said that wherever there are mosques, Muslims of various persuasions would come and their area would deteriorate and become an enclave of criminals. The situation was very dire.
Our Peacemakers Circle invited our Muslim friends to our office and appealed to them for sobriety. We were told that their relatives and friends in Mindanao were sending them text messages urging them to jihad should the Christians rally the streets in protest.
This experience reinforced my belief that there is a great need to educate Christians as well as Muslims on each other's practices and beliefs and to build relationships among them.
Our first community was Barangay 188 in Talaocan City. It had a population of 5000 families, 20% of which are Muslim. … It was a very high crime rate area, considered to be the drug trafficking capital of the city.
There were gun shots heard every day, dead bodies lying by the roadside and the riverside, and the public utility vehicles would not enter because the drivers feared for their lives. [But] we decided that we must continue and persevere. So we gave workshops on community building and team building and values orientation to those who would attend our meetings, Muslims and Christians alike.
We also engaged in various projects like tree planting - that was in 2003 - in 2005 the trees grew and so did our relationships deepen and grow stronger. Because peace building is not just about talking to each other but helping and being engaged in real life concerns, with the Hindu community we helped the Muslim community raise funds to install a water pump by the mosque. We also engaged in medical and dental mission.
One day one of the members of our regular meetings was shot and killed in broad daylight and our members were too afraid to come together again. So we went to visit in their homes … and gave a fear management workshop and helped them to respond to conflict with a training on conflict transformation.
… [W]e went to the community every Friday [to do] 'inner work' [with] our Muslim leader… The Muslims say that 'the greatest battle is within ourselves,' and 'the enemy is within us,' and so we would talk about our fear because fear is really our greatest enemy.
… [I]n 2005 they established the Muslim-Christian Peacemakers Association … and from then on they became actively involved in raising funds together for livelihood projects. The Muslim leaders in the community created a Federation of Muslim Leaders to patrol the area to ensure the safety of the community. And then students from the various colleges and universities would feel safe now to come and give tutorial classes to the children and also engage in interaction with their peers in the community.
Soon we needed to tell the story, we needed some funds to keep going in our work. The Asia Foundation gave us seed money to produce a 30 minute video documentary and we launched it publicly, inviting some leaders of government and various sectors of society and the media… The Department of Social Welfare and Development funded our livelihood program, micro financing of the members of the association and they were able to pay off the loan in 5 months instead of the 12 months they were given. So they became a model community and now they are the proud beneficiary of the next level of loan - instead of only 5,000 they are each individually now receiving 20,000 pesos.
We now decided that we could replicate our work in the barrios of three other communities in metro Manila and with the help of the Australian Embassy program, we were able to design an interfaith workshop preparing Muslims and Christians to engage in dialogue. And we prepared a workshop for Imams and Priests who underwent a series of intra-Imam and intra-Priest workshops before they got together to dialogue with one another and they established a national Imams-Priests Dialogue Forum. Also with the help of US Embassy funding we had a summer program for Muslim Christian Dialogue for Nation Building. It was an intensive program participated in by Muslims and Christians from various sectors of society from Mindanao and metro Manila.
When renewed violence occurred in the wake of the failed signing of the memorandum of agreement on ancestral land between the Moro Islamic Liberation Front and the Government of the Philippines, we in the Peacemakers movement realised that we need to network with other peace organizations in order to promote awareness [of the necessity] to sow peace in Mindanao. With Dr Loreta Castro from the Center for Peace Education and more than 11 other NGOs we are working to promote various forms of dialogue.
Today the Peacemakers Circle is very actively involved in the United Religions Initiative. It is a global community of people of diverse religions, spiritual expression and indigenous traditions who promote enduring daily interfaith cooperation to combat religiously motivated violence and create cultures of peace, justice and healing for the earth and all living beings.
Finally I would like to say that in the Peacemakers Circle we believe in conversion - that is conversion of the heart that enables us to go beyond tolerance and actually see the goodness that is in the heart of people and to appreciate our differences and also to collaborate with one another to create cultures of peace and healing for the earth and all living beings. Thank you very much
The Peacemakers' Circle
Unit 105 PhilDHRRA Partnership Center
59 Salvador Street, Varsity Hills, Loyola Heights
1108 Quezon City, Metro Manila, Philippines
Phone: (+632) 920-7622 ; Fax: (+632) 920-4618
e-mail: peacemakerscircle_uri@yahoo.com
You are also welcome to join our e-group: http://groups.yahoo.com/ group/peacemakerscircle/
Interfaith Summit for Peace and Harmony web site authored by the Pure Land Learning College Association, Inc. at http://www.interfaith-harmony.org/index.html.
The Spirit of Things, presented by Rachel Kohn, ABC Radio National, 'Can Interfaith Save the World?' broadcast 22nd March, and 'Can Interfaith Dialogue Break New Ground?' broadcast on 29th March. Recordings and transcripts of both programs can be downloaded at The Spirit of Things web site at http://www.abc.net.au/rn/spiritofthings/.
One Humanity, Many Faiths
Multi-Faith & Multicultural Concert
Education for a Culture of Peace
Email: span@span.org.au


text:
Q: How about a favorites mechanism for Stack Exchange sites? When you go into your entry page on Stack Overflow, you get a list of your favorite tags on the right side, near the top. You can control which tags interest you and which ones don't.
I'd like an analogous mechanism in Stack Exchange. So if, for example, the "Database Administration" site is of interest to me, but the "Wine Making" site is not. I could see a list that shows me only the sites I've declared to be of interest to me. Maybe there could be a button marked "List all sites" to temporarily override this feature.
The location of this list could be the same as where the current list is.
Is such a feature of general interest?

A: I would find this useful for sites I'm not active on but I have interest in.
Once you've earned 200 reputation on a site it's automaticaly bumped to the top of the All Sites list for the dropdown menu in the top-left of each site. Any other sites I'm interested in I keep bookmarked in my browser.

redpajama_set_name: RedPajamaStackExchange


Million Dollar Challenge SILVER WOMEN CYCLING BIB SHORT - CUORE of Switzerland Inc.
The womens cycling bib short as used by the professionals: The bib short for the performance-oriented female rider is the best choice for the transitional period.
The womens cycling bib short for the ambitious female rider is the best choice. The bibs offer additional comfort. The high tech stretch fabric adapts perfectly to the movements.
A cycling short as used by the professionals: The warm cycling short for the ambitious female rider is the best choice for the transitional period. Worn with leg warmers it turns easily into a tight and the bibs offer additional comfort. The hightech stretch fabric adapts perfectly to the movements.


text:
Paragetor concolor är en fjärilsart som beskrevs av George Thomas Bethune-Baker 1911. Paragetor concolor ingår i släktet Paragetor och familjen snigelspinnare. Inga underarter finns listade i Catalogue of Life.

Källor

Snigelspinnare
concolor

redpajama_set_name: RedPajamaWikipedia


text:
Hundreds Of Local Students Protest Gun Violence As Part Of Nationwide Walkout
Students from the Academy of American Studies and Newcomers High School. Photo: Nathaly Pesantez.
March 14, 2018 By Tara Law and Nathaly Pesantez
Students in Astoria and Long Island City joined a nationwide school walkout this morning to protest gun violence.
High schoolers from the Baccalaureate School for Global Education in Astoria as well as the Academy of American Studies, the Academy for Careers in Television and Film and Bard High School Early College Queens in Long Island City, participated in the walkout alongside many other schools in the city and country.
Starting at 10 a.m., the 17-minute protest was held in honor of the 17 lives lost in the mass shooting at Majority Stoneman Douglas High School in Parkland, Florida one month ago.
Hundreds of students from the Academy of American Studies gathered in the school parking lot in a walkout planned by the student government. Many of the students wore orange, the school color of Majority Stoneman Douglas.
Students read the names of the dead in Florida and released 17 orange balloons.
Among the students who addressed the crowd was 17-year old Nuzhat Wahid, a senior.
Nuzhat T. Wahid, a 17-year-old senior at the Academy of American Studies. Photo: Nathaly Pesantez.
"The students and faculty—2,972 students and faculty—of Stonemason Douglas lost what we take for granted: security, comfort, safety," said Wahid. "We are here to commemorate 17 lives that were lost that day. We are here to advocate for a change that will make certain that this will never happen again. We are here as part of larger movement to make certain that there will never be another Parkland."
Wahid said later that she had felt inspired to act after watching videos from the attack.
"It made me realize there's a lot more at stake than just simple politics," she said.
Councilmember Jimmy Van Bramer (D-Long Island City) at the walkout. Photo: Nathaly Pesantez)
Councilmember Jimmy Van Bramer (D- Astoria, East Elmhurst, Long Island City, Jackson Heights, Maspeth, Sunnyside and Woodside) also spoke in front of the students at the Academy of American Studies. He praised students for taking action.
"This is happening because of you, the young people," said Van Bramer. "Some of you may not be registered to vote, but what you're doing today is so powerful. I hope you understand the power in each of you and the power in this collective of 16, 17 years olds to change this country for the better."
Today's protest was an amazing, poweful, emotional, and unapologetic display of our power as students and as upcoming leaders of American democracy. BSGE led its first (extremely successful) walkout and it was more fantastic than anyone could have imagined. Thank you to everyone who participated and facilitated, and remember: it doesn't end here. Please share your photos, organized in folders by name, to the Google folder shared with the school and linked above so they can be viewed/shared by all who participated. #bsgesaysenough
A post shared by BSGE School Walkout (@bsgesaysenough) on Mar 14, 2018 at 8:56am PDT
PS 11 protest
Vera March 15th, 2018
Useful idiots.
Never Left Astoria March 15th, 2018
Lame remark
M March 29th, 2018
100% Vera. 100%.


text:
Canada: Petroleum Industry Begs Government Not to Legalize Marijuana
Home » Marijuana News » World
While Canada works toward the total demise of marijuana prohibition across the nation, the petroleum industry is trying to persuade the government to reconsider this high idea due to concerns that it will turn negatively affect the workplace.
Earlier this week, the oil and gas industry safety association Enform fired off a letter to the Task Force on Marijuana Legalization, Regulation and Restriction begging the Canadian government not to go any further with the concept of legalizing marijuana because the group feels it would be a detriment to workplace safety. The group is concerned that with alcohol and drug use already so rampant on work sites, legal marijuana would do nothing but worsen the situation.
"The legalization of marijuana will have an adverse impact on workplace safety and on an employer's ability to ensure a safe work environment," Enform CEO Cameron MacGillivray wrote in a letter obtained by the Calgary Herald. "Enform respectfully submits that any legislation that is considered must address the obligations of employers to maintain a safe work environment and the workplace safety risks associated with marijuana use and abuse."
Although Enform does not appear to be so naïve as to think that it has the power to put a wrench in the wheels of Prime Minister Justin Trudeau's master plan to legalize the leaf in the northern nation, the group is lobbying for a set of rules, specific to its industry, which include prohibiting the sale, possession and consumption of cannabis products throughout safety sensitive work areas.
"If (employees) can start carrying it around in their shirt pocket like a pack of cigarettes and fire it up on their way to work and it's perfectly legal? That's definitely a concern," said Mark Salkeld, president and CEO of the Petroleum Services Association of Canada. "Our members have a duty to ensure a safe workplace."
The petroleum industry is hoping to get the government's support in establishing strict regulations when it comes to the workplace safety aspect of allowing marijuana to be bought and sold in a manner similar to beer. Enform has requested a meeting with the nation's marijuana task force in hopes of presenting its argument for why work-related prohibitions are necessary.
Activism2 hours ago


Tarasp-Florins: 3 1 / 2 bedroom apartment, 2 persons, 70 m2. 1 bedroom with 2 single beds, 1 double bedroom, kitchen oven, a refrigerator. Bathroom. TV, radio and telephone, Internet. Near golf course and Tarasp Castle. Bus stop in 7 minutes walking distance. Peaceful, idyllic location. Parking. No through traffic. Pets not allowed. 4th person only on request. All inclusive.


Who will represent Ireland at Eurovision 2018? Well we could know the answer to that in a few hours.
"Ding Dong" – Irish singer Ryan O'Shaughnessy just posted on Twitter that he has a 'Big Announcement' tomorrow.
Ryan maybe familiar to some people as he shot to fame when he made the final of Britain's Got Talent along with his trusty guitar. He went on to chart success in Ireland and the UK where his self titled EP went to number 1 & 9 respectively. He scored 2 top 3 singles in Ireland, the last being in 2013 but he's been feverishly writing and producing new material so we believe plus he's grown a massive mop of hair – please see exhibit 1 below. That curl alone is worth a few points!
So is Ryan riding the crest of media speculation and going to release a new song or is he packing his swimming trunks for a two week holiday in Lisbon. We'll know tomorrow.
Would Ryan be a good choice to represent Ireland at Eurovision 2018? Let us know.


Are you planning for a WordPress site? Picking best WordPress web hosting is one of the crucial decisions that you are going to make when you create a new website. You can choose from a shared hosting normal traffic to dedicated hosting that can accommodate ever very high traffic.
You should first pay attention to the processing power that is there. When you are with shared hosting, various computing resources are shared with all the websites that are hosted in the server, and you should know it beforehand how much of it is available for use. When CPU power is ample, your site is better prepared to handle any traffic.
To manage the WordPress site, you will need the ability to upload and change the files on the WordPress hosting account or the web server. It is crucial that you use a secure connection which you can accomplish with by making use of the SSH or the sFTP when you connect to it. Your hosting provider should support the secure access that you need. The main difference between SSH/sFTP to the plain old FTP is that you are opened to the significant security risk. SSH or sFTP make use of encryption while others not!
It is suggested that you should use HTTPS site only. TLS (earlier SSL) is the encryption technology which is used to provide encrypted communication between your website visitors and the WordPress server. You might have something extra for this, but it is worth paying the money. Once you have purchased the certificate and have installed the same, you can identify those pages with the "S" sign at the end of the HTTP.
If you go for a shared web hosting for WordPress, it involves the sharing of IP as well. It has no bearing on the speed of the sire or the SEO rankings as well. But there is a chance that if one of the IP address neighbors engages in spammy behavior, it may end up getting you blacklisted by numerous organizations. Furthermore, if you have a dedicated IP address, installing SSL certificate becomes a lot easier. To this end, you should know whether dedicated IP addresses are available and that you understand the cost before you buy a hosting plan.
What if your site is hacked? It is crucial that you can react quickly. The faster you can respond; the minimal is the effect on your users. In numerous cases, you will be able to help with your recovery efforts. That's why it is crucial to understand how quickly the host's support team responds, how can you get in touch with them and how effective their people are in providing a timely resolution. You should pick a host that provides immediate phone support as and when needed round the clock over the email, chat, and phone as well.
In case of a security incident, back-ups are crucial. You should have the ability to restore your site to 'working' condition. You should select a host that backs your site daily and retains the back-up for 30-days.
You should use these tips to choose the best WordPress web hosting. In this way, you can make sure that you are getting the best results!
PrevHow to Choose the Best E-Bike Conversion Kit for Great Ride?
NextE-Bike: Why Do You Need One?


text:
World-Class Professional Eater Randy Santel vs. The 29″ Beast Pizza!
GLENPOOL, OK – J&H Foods, parent company of Simple Simon's Pizza® and CheeZies Pizza®, is pleased to announce The Beast Pizza eating contest featuring World-Class Professional Eater Randy Santel and Robert McKinney on September 22, at 2:00 p.m. hosted at the Simple Simon's Pizza® location in Glenpool, OK.
PDF: Beast vs. Randy Santel event flyer
Randy Santel travels and documents himself conquering food challenges around the world. His YouTube channel has 539,824 subscribers and his Facebook page includes 436,954 followers.
Randy is the founder and owner of FoodChallenges.com. Randy has now won over 676 food challenges in 48 different states and 31 countries around the world, and those numbers are continually growing. Randy is the only person that specifically specializes in teaching people how to train, strategize, and dominate all restaurant food eating challenges. He also teaches restaurant owners and marketers how to design and promote very successful food challenges based on their geographical area and clientele. While specializing in teaching people how to eat BIG, he also focuses very hard on the nutrition side of health, fitness, and personal wellness. Randy is a huge supporter and advocate for the importance of nutrition, which is why he is able to stay lean while still averaging over 100 food challenge wins per year. He was the winner of the 2010 Men's Health / Spartacus Body Transformation Challenge, and has also been featured on the television series Truck Stop USA.
Simple Simon's Pizza of Glenpool is located at 12138 S. Vancouver Ave. in Glenpool (OK).
About Simple Simon's Pizza®: Since 1983, Simple Simon's Pizza® has maintained a plain and simple philosophy: "To serve the best pizza, calizone and sandwiches at the most affordable price in a fun-filled, family atmosphere."
About J&H Foods: J&H Foods is the parent company of Simple Simon's Pizza® and CheeZies Pizza®, and marked its 35th-year in business in 2018. Headquartered in Tulsa, Oklahoma, J&H Foods has close to 200 franchise, co-brand and license units operating in nine states: Oklahoma, Texas, Kansas, Missouri, Arkansas, Montana, Alabama, Georgia, and Tennessee.
Tweet This Share on Google+ Share on Facebook Share on LinkedIn
Join the Simple Simon's Pizza Franchise Family!
https://youtu.be/HpcXMm05sbk
Franchisee Testimonial – Nashville (AR)
https://youtu.be/Gf4c4mrKpqc
Franchisee Testimonials – Fort Gibson (OK)
https://youtu.be/Xmp7xAFN_rY
Simple Simon's Pizza – "Get Together"
https://www.youtube.com/watch?v=27QFfrLOj5M
https://www.youtube.com/watch?v=qT9Ag_FOAuE
Simple Simon's Pizza
6650 S Lewis Tulsa, Ok 74136
rbrooks@simplesimonspizza.com


The voice adaptation function allows you to individually adapt the voice control system to your voice, thereby improving the voice recognition. This does not impair the recognition of other users.
Adaptation can only be performed when the vehicle is stationary. Please note the first five points in the section "Speech intelligibility" on page 176 in connection with this.
Adaptation starts and commences interaction with the user.
Follow the instructions of the PCM and repeat each command and numerical sequence after the tone.
Adaptation ends automatically after the last command and the data is automatically stored.
Select "Cancel" to cancel adaptation. In this case no data is stored.
The adaptation is deleted or not deleted depending on your selection.
The voice control system features an integrated help function with available commands that are always available. You will find an overview of the commands in the section "Global commands", subsection "Global commands for the help function:" on page 178.
Below you will find a brief description of the most important help commands.
When you say this command, the PCM reads out the commands available for the menu items currently shown.
It also tells you the commands to use to obtain further help.
This command interactively guides you to the help you want using the available help topics and help areas.
After this command, the PCM prompts you for the main function on which you need help, for example tuner or disc.


I will start off with the two things I didn't like about this subscription box. 1) I emailed customer service with a question and I never heard back from them. 2) they didn't let me know when it would be coming in or leave a tracking number. I had to wait a while for it to come in and I didn't know when it would be coming in. Other than that, I absolutely loved the box I received. I got a free discount in a voxbox, and I wish I could afford this on a regular basis. I received quite a few items. I got a bunch of recipes, a set of nice tongs, a wooden spreader knife, a container that is also a strainer for berries, a bread cap, and a lot to make homemade popovers. I was so happy with all of the products. You do not have to commit to a month to month subscription. You can buy just one months. Or you can buy individual items from the website. For the most part, I was happy about this company and products.
I loved using this clay mask. It didn't have a gross smell to it like some clay masks I have used in the past. A little bit goes a long way and it has great coverage. I received it in a voxbox, so I got a little packet instead of a bottle. I could get 2 more uses out of it, so I wish it were in a bottle so it wouldn't dry out. I wasn't a fan of the feeling when it dried. My face felt very tight and it almost started to hurt. If you use a good amount, it is a little difficult to wash off and it takes a while to get it all of too. However, my face did feel refreshed, smooth, and looked great afterwards.
I would prefer to use this brand and use this product compared to other ones. I can easy grab one and go since it's a gummy and I can chew it. I don't need to have water to make sure I can swallow it like many other products that are like this. My hair and nails feel stronger and healthier after I started using this product. They aren't overly sweat and they aren't loaded up with a lot of sugar compared to most types of gummies.
I enjoy using the Influenster app. I'm glad I was recommended to use this. I enjoy posting reviews about products, helping others if they have a question, or being able to go somewhere, ask a question, and get helpful reviews. It's great to discover many things with honest answers. I only with they have more products to review. I have many items or makeup brands I would like to review, but they are not on here to review.
I love this moisturizing cream. It is lightweight and doesn't feel as heavy or greasy as most moisturizing creams. It's easy to spread around and get a good amount of coverage. My skin feels fantastic and soft afterwards. It is a lifesaver during winter when my skin is all dry and cracked. I love using this as the moisturizer for my face under my makeup too.
This work pretty good. Sometimes they don't necessarily hold on to everything. They are great for keeping in your purse or something because of compact size. I do feel weird after using these; especially after I started using organic tampons. They are pricey compared to many other brands. I prefer these over Tampa's, so I would spend the extra money if I could afford them.
I love using the cream cheese. It has a strong bold flavor but is balanced so the it isn't overwhelming. A little bit of the cream cheese goes a long way and can be used for multiple dishes. It works great on a plain bagel, or you can add it to something for increased flavor. I have added some of it to mashed potatoes; which gives it a creamy smooth consistency and adds so much flavor without having to use multiple ingredients.
This is a pretty good sauce to cook with and eat. It tastes good, however I like to add more flavors like garlic or ginger to really enhance and add a bolder flavor to my food. It's easy to cook with and it great for a quick make dinner. A lot of sauce goes a long way, so I normally can get quite a few meals out of one bottle.
I loved using this sheet mask. It had a pleasant smell to it. I was able to keep it on for a while. Also, I was able to get it to fit my face better than many other sheet masks that are usually too large for me. My face felt so refreshed and brighter after I used it.


Get dressed up games are simple ones. However they are able to genuinely provide a whole lot of amusing to its gamers. These video games may also entail nothing however a drag and drop movement. However despite the fact that it does not need common sense or unique skills, many girls are still taking part in an amazing round of dressing up video games over the internet. Why is that? It's miles due to the fact those kind of leisure can without problems fulfill a lady's want for self-expression.
With regards to women, clothes remember a large deal. Garments are what lead them to appearance excellent from the outdoor and feel top from the interior. If a female knows she is calling super, then she will be able to have this air of self assurance about her. No one could ever bring her down.
This is why dress up video games are fun and popular. Indeed, they are fashion games that any woman could play. Besides, you don't ought to find out about any rules or find out special techniques before you may play this recreation. The drag and drop movement of the mouse is all which you need to grasp in order if you want to play the sport for your coronary heart's content material.
Maximum of the get dressed up games available on line are themed. This means that the clothes to be had for the doll or your person commonly matches the state of affairs that she is in. Like if the goal is to make your individual a warm party female, the clothes to be had are miniskirts, leather-based jackets, high-heeled shoes, shirts, and blouses. Then again, if you are speculated to be a bride on a royal wedding ceremony, then there would be beautiful robes on parade.
Many youngsters love playing get dressed up video games for the cause that they revel in appearing like adults. They dress up, put on makeup, choose the fine pair of shoes, and wear the bk8 essential accents and jewellery that fit the outfit. Kids virtually cannot wait to develop up and appearance as excellent as their moms.
As for older people, the want to play get dressed up video games arises from their hidden preference to specific themselves. What higher manner to tell the arena who you are and what you accept as true with in apart from through the garments which you wear? If you are afraid to start a whole new style trend accessible at the streets, then try to do so over the internet through these video games. There's no damage in mixing and matching contrasting pieces of clothes in the event that they appearance excellent collectively. Remember that there aren't any rights and wrongs in fashion. Splendor is always on the eye of the beholder.
It is just excellent to know that the internet is full of dressing up video games that girls and women can effortlessly avail of. They're so fun that it's far viable for a mom and her daughter to revel in the game together because in the end, women do percentage the same ardour for clothes, add-ons, and looking remarkable. Gambling on line games, whether or not get dressed up games or others, is continually a nice bonding time for dad and mom and kids.


Forest Research institute Deemed University organized a special lecture on a theme "Access and Benefits Sharing of Genetic Resources and Forestry education prospects & challenges" to aware students about ABS mechanism and its implementation. Dr. Peerzada Ishtiyak, Technical Expert Access and Benefits Sharing (ABS) Partnership, Indo-German Biodiversity Programme was the guest faculty. He interacted with students and scholars and explained ABS Partnership Project for strengthening the National Biodiversity Authority, State Biodiversity Boards, and Biodiversity Management Committees in line of Nagoya Protocol on ABS. He also talked about the job opportunities for forestry experts in this sector.


text:
Album Review of Nomad by Bombino.
Home » Pop/Rock » Nomad
Release Date: Apr 2, 2013
Record label: Nonesuch
Genre(s): Pop/Rock, Rock & Roll, International, African Traditions, African Folk, Afro-Pop, Worldbeat, Desert Blues, Nigerian, North African
Buy Nomad from Amazon
Nomad - Very Good, Based on 7 Critics
Rolling Stone - 100
Produced by the Black Keys' Dan Auerbach, this set showcases Omara "Bombino" Moctar, a firebrand guitarist from Niger rooted in the electric-blues tradition of the nomadic Tuareg tribes (see also Tinariwen, fellow denizens of the Sahara and the sound's foremost ambassadors). Bombino's style is raw, spacious, tuneful, deeply hypnotic and remarkably fluid – even when he's shooting rapid-fire notes, the effect is like ripples gently unfurling in a pond. As on last year's Locked Down, Auerbach's meaty collaboration with Dr.
AllMusic - 80
Based on rating 8/10
Born in northern Niger, Bombino is an ethnic Tuareg, a nomadic tribe spread out across the Sahara Desert, and if he inherited a steady urge for going, it shows in his guitar playing, which is informed by the fluid, melodic, and graceful style of so many great African guitarists. But he's also listened and studied the playing of Jimi Hendrix and Mark Knopfler closely, and maybe a little of J.J. Cale, too, another man whose guitar style embraces a sharp, dusty-tinged desert tone, and somehow out of all this, Bombino emerges as a sort of Dick Dale of the Sahara, with a guitar style that is uniquely all his own.
musicOMH.com - 80
Based on rating 4
Tuareg guitarist and songwriter Omara "Bombino" Moctar is undeniably a man of many talents, but he seems to have his work cut out with the Saharan desert blues genre having been so convincingly sewn up by the titanic presence of Tinariwen. Finding an international audience in the shadow of one of the most acclaimed acts on the world music scene is a Herculean task. It's lucky then that musical King Midas and one half of The Black Keys, Dan Auerbach, is on hand to produce and provide studio space at his own Easy Eye Sound studio in Nashville – a far cry from Bombino's native Niger.
Omara Moctar, better known simply as Bombino, is a Tuareg guitarist, singer and songwriter, specialising, of course, in desert blues. Unlike Tinariwen, the best-known Tuareg exponents of the music of the southern Sahara, he's not from northern Mali, but from Niger, to the east; and he is being promoted as a soloist rather than as part of a band, with his latest album produced in Nashville by Dan Auerbach of the Black Keys. This ought to be desert blues set with a difference, but what's surprising is that it should be so unremarkable.
The Observer (UK) - 60
The meeting of western rock stars and non-western musicians is so fraught with potential pitfalls, it's a wonder any decent records ever come of it at all. Cross-pollination is hampered by gaps in language, by preconceptions (on both sides), by label demands for a marketable product, by the suspicion that someone might be using someone, or that the wider audience being sought might be put off by music too far off their wavelengths. The opposite fear is true too: that the cognoscenti will be alienated by watered-down fusions.
Their review was outstandingly favourable
The buoyant, Middle Eastern groove of Nomad's lead track "Amidinine" breaks open with a sandstorm solo of triplets and hammer-ons, daring you to imagine a recording of Mark Knopfler plugged into Jack White's amplifier – being played in reverse. The Tuareg guitarist took to a Psych Fest stage in 2012 wearing a teal dashiki, his long, skinny fingers dancing on his Stratocaster knock-off in a fierce drone of desert blues. On his second international release, the Saharan – real name Omara Moctar – teamed with Dan Auerbach, who eschewed cultural documentation in his production of Nomad.
Their review was positive
THE BAND PERRY "Pioneer". (Republic Nashville).
'Nomad'
More Pop/Rock Reviews:
Click here for more Music Critic reviews of Pop/Rock Albums.
If you like Pop/Rock you might also be interested in Album Reviews in the Music Critic's Pop, Rock, Indie Rock and Britpop categories.