text:
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Zoom's Direct Numbering Access Application with FCC May Accelerate the "Skype Loophole's" Demise
Authored by: Jonathan S. Marashlian
The fast-growing and wildly popular video conferencing company, Zoom, recently filed an application with the FCC to obtain direct telephone numbers from the North American Numbering Plan Administrator ("NANPA"). While the company's application may well be a simple business Economics 101 decision — increase margins through lowered cost of number resource acquisition — or a targeted one, to tackle compliance with the FCC's STIR/SHAKEN mandates on robocall mitigation, perhaps there's more lurking beneath the surface? Maybe it's a sign of acquiescence to the inevitable expansion of FCC regulation of one-way Voice over Internet Protocol ("VoIP") services that have benefited under the so-called "Skype Loophole" for the better part of the past 15 years.
Again, while this may be reading too much into the filing, there is an argument to be made that Zoom's application either sends a signal or will be viewed by the regulator as a sign, that a major market player is open to greater regulatory oversight and obligations. Including, importantly, being open to the Skype Loophole's elimination. In other words, opening the door to greater parity among One-Way and Two-Way VoIP services, particularly with respect to the way revenue is subjected to federal Universal Service Fund contributions and service providers up and down the supply chain are required to treat one another for USF contribution exemption purposes — which is a tricky and thorny wicket of complex rules, fraught with risks.
On the surface, Zoom's application appears innocuous: it would like to be able to get telephone numbers for its users straight from the FCC's numbering administrator, rather than through third-parties, as it expands its popular services across the nation. However, it contains both an overt gesture and a read-between-the-lines message that may add to the acceleration of bringing One-Way VoIP operators under regulations requiring direct contributions to the USF.
Zoom, seemingly, has done a head spinning U-Turn on its earlier objection to One-Way VoIP being required to contribute to the fund, now appearing fully committed to USF contributions in its latest application. Zoom's application effectively ramps-up the conversation about whether One-Way VoIP services should be brought under the regulatory sphere of services that must pay directly into the USF.
Requesting direct access to telephone numbers, in effect, puts Zoom more in-line with regulated telephone companies or, more accurately in this case, a telecommunications company, which would automatically put it in conversation to be brought under further federal regulation.
Of course, Zoom may also be pursuing a "want cake and eat it too" business strategy, one that capitalizes on the best of the regulatory regimes applicable to One-Way and Two-Way services — after all, that's what smart businesses tend to do! But smart businesses also know how to smooth out the pathway to achieving mission critical goals by signaling their openness to accepting something the government wishes to achieve, and with support from a major brand name in the marketplace to add caché. Indeed, Zoom could have very easily formed the entity pursuing numbering access (and, presumably, enhanced STIR/SHAKEN compliance) under a different name, one less obviously intertwined with the Zoom brand. It did not do so, and this –alone– is telling.
This may all play out in a game of public opinion shaping and softening by the FCC. While it's impossible to say with certainty, the FCC's actions regarding the regulation of One-Way VoIP over the last two years certainly indicate a certain "lean." With Zoom now signaling its willingness to contribute directly to the USF, the FCC may feel it has cover to proceed with what will likely be an unpopular expansion of its regulatory authority over One-Way VoIP services.
The USF, which hasn't witnessed material changes since it was created in the late 1990s, is suffering a dwindling money pot, reflected in the fact that the latest contribution percentage of voice revenues is at more than 33 percent, the highest ever recorded.
All of this is to say that Zoom's application has come at the absolute opportune time for the possibility that greater regulation may be coming to One-Way VoIP services –and possibly other previously exempt revenue streams– more quickly than otherwise anticipated. A confluence of events is now converging to make an expansion of the USF contribution revenue base all but inevitable: namely, a progressive White House and FCC; the record-high USF contribution percentage; and the growing debate about whether to expand the USF contribution base to include other service providers, potentially even broadband.
According to a recent Law360 article, the prospect of adding broadband revenue to the existing revenue-based contribution system administered by the Universal Service Administrative Company ("USAC") is "gaining steam."
Reform ideas for these [USF] programs have been bandied about for years, including charging providers based on the number of connections or phone lines they provide. But one old standby option and one newer option are emerging as the clear favorites: make all broadband providers pay into the USF, alongside legacy companies like long-distance phone providers, or support the programs through congressionally appropriated line items.
"There's been no clear consensus about which of those three options would be the best," said John Windhausen, executive director of the Schools, Health & Libraries Broadband Coalition, a group that advocates for USF recipients, of the older go-to ideas.
However, he noted that the idea of skimming off of broadband revenue has been gaining steam.
Read more at: https://www.law360.com/articles/1354562/consumer-relief-focus-points-to-urgent-fcc-subsidy-reform?copied=1
Whatever the ultimate outcome of the decades long drama over the best way to fund lofty universal service goals, one thing seems certain in the short term. The FCC appears poised to take at least a shot at patching the bleeding program through its tried and true "piecemeal" approach, and with One-Way VoIP services being eye-balled as its sacrificial lamb.
Mr. Marashlian is the Managing Partner of Marashlian & Donahue, PLLC, The CommLaw Group. He is also the founder and CEO of The Commpliance Group, d/b/a Compliance Square, a consulting services firm providing outsourced regulatory, tax and other compliance services to the communications industry for more than 15 years.
The views and opinions expressed in this article are those of its author and do not necessarily reflect the official policy or position of Marashlian & Donahue, PLLC, The CommLaw Group, or the firm's clients. Assumptions made in the article are not reflective of the position of any entity other than the author – and, since the author is an admittedly biased author, albeit a critically-thinking human being — these views are always subject to change, revision, and rethinking at any time. Please do not hold the author to them either universally or in perpetuity.
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text:
Die Brewster SBA war das erste komplette Flugzeug, das von der Brewster Aeronautical Corporation 1934 konstruiert und gebaut wurde.
Bei diesem Modell handelte es sich um einen zweisitzigen Aufklärer/Bomber, der von Flugzeugträgern der US Navy aus zum Einsatz kommen sollte.

Entwicklung
Der Prototyp Brewster XSBA-1 (Bezeichnungssystem der US Navy) war ein Mitteldecker in Ganzmetallkonstruktion mit stoffbespannten Steuerflächen. Um die Landung auf Flugzeugträgern zu vereinfachen, wurden die Tragflächen mit Flügelklappen ausgestattet. Neben einem einziehbaren Spornradfahrwerk wies das Muster als Besonderheit einen in den Rumpf integrierten internen Bombenschacht auf.

Der Erstflug der Brewster XSBA-1 fand am 15. April 1936 statt. Als Triebwerk kam beim Prototyp ein 750 PS (559 kW) leistender Wright R-1820-4 Cyclone-Sternmotor zum Einsatz. Die anschließenden Flugtests ergaben, dass ein stärkerer Motor notwendig war, um eine ausreichende Leistung zu erzielen.

1937 wurde deshalb ein 950 PS (708 W) starker Wright XR-1820-22 Cyclone installiert.
Nach erfolgreich abgeschlossenen Tests zögerte die US Navy nicht länger einen Produktionsauftrag zu erteilen. Aufgrund unzureichender Fertigungskapazitäten bei der Brewster Aeronautical Corporation wurde entschieden, die 30 bestellten Flugzeuge in der Naval Aircraft Factory (NAF) in Philadelphia, Pennsylvania, herzustellen.

Das bei der NAF gebaute Serienmodell erhielt die US-Navy Bezeichnung SBN-1. Der Auslieferungszeitraum erstreckte sich bis März 1942.
Zu diesem Zeitpunkt standen der US Navy endlich modernere Konstruktionen zur Verfügung und die Produktion der SBN-1 wurde eingestellt.

Einsatz
Nach ihrer Indienststellung wurden die NAF SBN-1 bei der US Navy Squadron VB-3
eingesetzt. Danach folgte eine Verwendung als Schulflugzeug, wobei die US Navy Torpedobombereinheit VT-8 die SBN-1 zur Schulung an Bord der USS Hornet (CV-8) einsetzte.

Technische Daten

Literatur
 AERO, Verlag Marshall Cavendish International Ltd., 1984 London England Heft 40

Weblinks
 http://www.daveswarbirds.com/usplanes/aircraft/sba.htm (engl.)

Sturzkampfflugzeug
Flugzeugtyp des Zweiten Weltkrieges (Vereinigte Staaten)
Einmotoriges Flugzeug mit Kolbenmotor
Erstflug 1936

redpajama_set_name: RedPajamaWikipedia


Anita Crist address, phone number, send email, public records & background search.
Posts about Los Molinos San Nicolas. ... Anita Medina added a new photo — in Los Molinos San Nicolas. Sp S on S so S red S ... unas previas en molinos con mi gran amigo querevaca con los repesctivos kokachos mas nada panpaciti yo el facineroso mas nada ojala. Los Molinos San Nicolas.
Puente Santa Anita is a bridge and is nearby to Los Molinos and Encalada. Puente Santa Anita from Mapcarta, the free map.
Los Alamitos Race Course welcomes back the Bank of American Challenge Championships on Saturday, November 17. The Bank of America Challenge Championships is the year-end culmination of the Challenge program.
California 149 is a short yet very important state highway that travels southeast to link California 99 with California 70. California 149 offers the most direct route from Chico south to Oroville and northeast to the Feather River Canyon and Quincy.
California, a western state that shares borders with Oregon, Nevada, and Arizona, has a lot to like: the Pacific Ocean, Hollywood, wine country, the Silicon Valley, theme parks, and much more.
View phone numbers, addresses, public records, background check reports and possible arrest records for Anita Zaragoza. Whitepages people search is the most trusted directory.
MOLINOS DE VIENTO. Es una editorial que busca acompañar a los niños en la hermosa experiencia de la vida, contándoles a través de historias simples la riqueza dentro de las diferencias. ... El libro "Anita y sus dos mamás será parte de la Exposición Permanente del Museo. Será a partir de Diciembre de 2018.
Puente Santa Anita es un puente y está circa de Los Molinos y Encalada. Puente Santa Anita desde Mapcarta, el mapa libre.
We found 21 instances of Anita Early in the United States. Find out more about Anita Early by running a report. Get contact details or run a confidential background check. ... View all Los Molinos CA Sacramento CA Browns Valley CA Portland OR Tucson AZ Big Lake AK View less. Relatives.
Puente Santa Anita is a bridge and is nearby to Los Molinos and Encalada. Puente Santa Anita from Tripcarta, the interactive travel guide.
título: anita y sus dos mamás - autor: darío fernández - editorial: los molinos de viento. Somos Familia - Ormart, Dra Elizaberth . por Librería Hernandez $ 190. ... Libro - Anita Y Sus Dos Mamás - Molinos De Viento - Regala $ 260. Capital Federal . Libro Molinos De Viento $ 219. Envío a todo el país .
State Highway 99E, Los Molinos CA address records On 6128-7791 State Highway 99E, Los Molinos CA we have 38 property listings for the 143 residents and businesses. The average home sale price on State Highway 99E has been $95k.
Developed in 1962, this property has 832 sqft of living area and sits on 0.21 acres. The interior features one bedroom and one bathroom. The environmentally friendly one-story possession is placed at 7490 State Highway 99e, Los Molinos, California.
Zillow has 38 homes for sale in Los Molinos CA. View listing photos, review sales history, and use our detailed real estate filters to find the perfect place.
Dye Creek Orchards Los Molinos, California Listing Price: $1,950,000. Seller financing available upon approved credit and terms. ... Anita Keefers Complex, and Molinos Complex and are found in the NE corner of the property. The Class IV soil is Millrace Gravelly Fine Sandy Loam and is found in the SE corner of the property.
Jan 15, 2011· Los Molinos has a very good reputation. The guard house – and they do a pretty good job at it This quiet, exclusive, and private gated community is a 20-minute drive down the volcano from Boquete towards David.


Topic started by RR (@ cm120.omega184.maxonline.com.sg) on Mon Oct 25 00:32:28 EDT 2004.
I learn that some of you have concerns on our move to the new Hub. I know the current hub pages are easy to access and post compared to the new Hub. But it is easy for all the nasty people as well. They will keep coming (in larger numbers, in future) and disturbing the fun. It's getting increasingy difficult to manage this open response pages. That's the main reason for the recent sad state of Hub. The new Hub is a (more) permanent solution. With registration, the miscreatants can easily be watched and banned. Registering & Posting sounds a bit complicated initially, but I think you'll get used to it. Let me know if I can help anyway.
Anyone can give me actor Sunil Dutt & Actress SriDevi email address or contact No.
Hai..., I want guitar chords of Devi Sri Prasad's songs and "ILAYARAJA"'s songs.if any one sends me .i will be thankful to them.
Here is a site that offer to pay u to see ADs of Indian companies and to participate in surveys.
So Go and Sign up. it's free. start earning today.
I want naked pictures of Malayalam & Tamil Actress.


text:
Kevin Naze column: Search on for the 30-pound chinook
More than 1,000 anglers at Algoma and Kewaunee are hoping to reel in a chinook that big.
Kevin Naze column: Search on for the 30-pound chinook More than 1,000 anglers at Algoma and Kewaunee are hoping to reel in a chinook that big. Check out this story on greenbaypressgazette.com: http://gbpg.net/1rEJxkv
Wisconsin Published 11:00 p.m. CT July 24, 2014 | Updated 6:58 a.m. CT July 25, 2014
Team Fish Finder placed second in the Kewaunee Offshore Challenge July 12. Members included Bruce Cochart of Kewaunee, Kevin Phillips of Green Bay and Wade Cochart of Kewaunee. (Photo: Kevin Naze/For the Kewaunee County Star-News )
More than 1,000 anglers at Algoma and Kewaunee are hoping to reel in a chinook big enough to top 30 pounds, the size many believe it'll take to win the 32nd annual Kewaunee/Door County Salmon Tournament.
Magnum-size chinook salmon are on the minds of thousands of anglers hoping to tie into the fish of a lifetime during the 32nd annual Kewaunee/Door County Salmon Tournament. (Photo: Kevin Naze/For the Kewaunee County Star-News )
The nine-day event ends at 5 p.m. Sunday, and as of midweek, a 29.27-pounder caught off Baileys Harbor had the inside track at the $10,000 cash first-place prize.
Algoma and Kewaunee fish had six of the next 10 spots, including a pair of 26-pound-plus whoppers at each port.
Organizers expected more than 2,500 men, women and kids ages 10 and up to buy tickets for this year's contest.
In addition to the $40,000-plus payout at the end of the event, port prizes of more than $100 in cash and prizes will be awarded for the biggest fish each day at Algoma and Kewaunee.
Tickets are available for the final weekend at Algoma BP, Kewaunee Marina and Lakeshore Lighthouse. Cost is $13 for a daily chance, and $25 for two or more days.
For those looking to plan ahead — or reserve hotels in the case of visiting anglers — dates for the next two "KDs" have been set: July 25-Aug. 2, 2015, and July 23-31, 2016.
Algoma native Mike Bathke of Niagara returned to port to land this 24.09-pounder Monday, a top 10 fish in the 32nd annual Kewaunee/Door County Salmon Tournament. (Photo: Submitted )
Algoma lighthouse
The U.S. Coast Guard says fog, rain and high humidity has delayed their $200,000 makeover of the Algoma lighthouse, but one has to wonder given that nearly seven weeks has gone by since the initial work began.
In early June, a Coast Guard spokesman said that the work should be complete in two to three weeks. Contacted Tuesday, another spokesman said the scheduled completion date is Aug. 20.
If the familiar candy apple/Montmorency cherry red mix returns in time for Shanty Days weekend — one can dream, anyway — memories of having to live with a pink lighthouse for more than two years might fade as fast as the last paint job.
Shanty Days tourney
The annual Shanty Days Fishing Contest runs Aug. 7-10, with weigh-ins adjacent to the Algoma Marina fish cleaning station. Tickets will be at all the usual outlets beginning
Aug. 1.
Cash and tackle will be awarded in men's, women's and youth divisions for salmon and trout caught on boat or pier, and among kids fishing for panfish from boat or shore in local rivers and lakes.
Tickets will cost $10 for adults, $5 for teens ages 16-17 and $3 for youth 15 and under.
Trout Fest results
The largest salmon in a 25-boat tourney at Kewaunee July 12 — the annual Offshore Challenge and its 6 a.m. start — weighed 19.4 pounds. There were a lot of 15- to 18-pounders, and a few steelhead topped 13 pounds.
The winning team included Mike Homan and Wally and Cody Krueger, all of Shawano. Their allowed 10-fish tourney limit weighed 124.80 pounds.
Second place went to Fish Finder with 108.70 pounds. Team members were Bruce and Wade Cochart of Kewaunee and Kevin Phillips of Green Bay.
Kevin Naze is a freelance outdoor writer. Email him at wildtimes@wizunwired.net
Read or Share this story: http://gbpg.net/1rEJxkv

redpajama_set_name: RedPajamaCommonCrawl


text:
Daughter from hell
April 15, 2018 melvi boss 0 Comments Daughter from hell
• Kills father for not allowing her marry fiancé
• Mother denies role in the murder
Emani Kure, a 16-year-old girl, has committed a horrendous act by killing her father in Abuja, the Federal Capital Territory.
The hapless man, 40-year-old Kusha Kure, met his untimely end because he opposed the desire of his daughter to marry a particular young man, and therefore withheld his consent to the proposed marriage.
Emani and her fiancé, Nasiru Musa, had been dating for about two years in Karavan village, Bwari Area Council of the Abuja FCT and had expressed the desire to marry.
PLUSMILA gathered from the police that the ugly incident happened on March 11, 2018 around 3:00am.
Commissioner of Police, Mr. Sadiq Bello, said that matter was later reported at the Bwari Police Division. On March 13, homicide detectives arrested Emanu and her mother, Asabe Kure, who she had claimed played a role in the murder. They were later transferred with the case file to FCT Criminal Investigation Department at the headquarters of the command.
In an interview with Sunday Sun , Emani made the shocking revelation on how the incident happened. She said: "I killed my father because he did not allow me marry my boyfriend, Nasiru Musa. We have been dating for two years. My father has beaten me several times, to stop me from marrying Nasiru. Around 3.00am on March 11, my mother told me while we were sleeping outside, to go into my father's room where he was sleeping. She said that I should take his cutlass and kill him. I ran to where my father always keeps his cutlass and went to his room. I cut him on the neck with the cutlass while my mother held his leg.
"After killing him, I ran away to the house of my friend, Regina. The incident was reported to the police at Bwari Police Division. Nasiru did not know that I wanted to kill my father. He was shocked when he heard that I killed my father."
On her own part, 35-year-old Asabe, wife of the deceased, flatly denied the allegations made by her daughter. Narrating her story, she said. My late husband and I did not support my daughter, Emani to marry Nasiru Musa, her boyfirend. She refused to listen to us. My husband was sleeping in the room. My little baby started crying and I woke up to breastfeed her. Suddenly I heard a noise from my husband's room. I called my father in-law. He and other people rushed to our house and saw my husband in a pool of blood. My daughter was not around; she ran away. I started to suspect her and Nasiru Musa as being responsible for my husband's death.
"We went to the Bwari Police Division to report that my husband was killed in his room. I told the police that I suspected my daughter and her boyfriend. Later the police arrested Nasiru and my daughter. She confessed to the crime but claimed that I gave her instruction to kill my husband. I was not involved in killing my husband."
Twenty-four-year-old Nasiru, who is accused of complicity in the murder case gave his account of what transpired: "I wanted to marry Emani Kure as my second wife. I already have a wife and we have one child. I have known Emani for two years. Her father did not agree to my marrying her. I didn't know that Emani was planning to kill her father. I was not aware. I was shocked when I heard that Emani killed her father. I went on condolence visit to the family and even assisted in searching for her, before she was arrested.
"Emani confessed to the police that she killed her father and even said that it was her mother who instructed her to kill the father. I was shocked that the mother accused me of killing the husband. I didn't have a plan to kill her husband.
The Deputy Commissioner of Police in charge of State Criminal Investigation Department, Mr. Mohammed Ciroma, who spoke with PLISMILA disclosed that detectives had recovered the cutlass allegedly used by Emani to kill her father.
Meanwhile, the trio of Emani, her mother and Nasiru are still in police custody as detectives continue with the investigation.
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text:
set -e
_DEBUG="off"

function DEBUG()
{
 [ "$_DEBUG" == "on" ] && "$@"
}

# Debug activation
# DEBUG set -x

# Load up the release information
. /etc/lsb-release

REPO_DEB_URL="http://apt.puppetlabs.com/puppetlabs-release-${DISTRIB_CODENAME}.deb"

if [ "$(id -u)" != "0" ]; then
  echo "This script must be run as root" >&2
  exit 1
fi

if dpkg-query -W puppet > /dev/null 2>&1 && apt-cache policy | grep --quiet apt.puppetlabs.com; then
  echo "Puppet is already installed"
else
  # Do the initial apt-get update
  echo "Initial apt-get update"
  apt-get update > /dev/null
  # Purge packages
  dpkg --list | grep "^rc" | cut -d " " -f 3 | xargs sudo dpkg --purge

  # Install wget if we have to (some older Ubuntu versions)
  echo "Installing wget"
  DEBIAN_FRONTEND=noninteractive apt-get install -y wget > /dev/null

  # Install the PuppetLabs repo
  echo "Configuring PuppetLabs repo"
  repo_deb_path=$(mktemp)
  wget --output-document="${repo_deb_path}" "${REPO_DEB_URL}" 2> /dev/null
  dpkg -i "${repo_deb_path}" > /dev/null
  apt-get update >/dev/null

  # Install Puppet
  echo "Installing Puppet"
  DEBIAN_FRONTEND=noninteractive apt-get -y -o Dpkg::Options::="--force-confdef" -o Dpkg::Options::="--force-confold" install puppet > /dev/null
  echo "Puppet installed!"
fi

if gem list deep_merge -i; then
  echo "Gems are already installed"
else
  # Install RubyGems for the provider
  echo "Installing RubyGems"
  if [ "$DISTRIB_CODENAME" != "trusty" ]; then
    DEBIAN_FRONTEND=noninteractive apt-get install -y rubygems > /dev/null
  fi
  gem install --no-ri --no-rdoc rubygems-update deep_merge
  update_rubygems > /dev/null
  echo "Gems installed!"
fi

if dpkg -l git | grep --quiet 'no description available'; then
  # Install Git to be able to initialize submodules
  echo "Installing git"
  DEBIAN_FRONTEND=noninteractive apt-get install -y git > /dev/null
  echo "Git installed!"
else
  echo "Git is already installed."
fi

cd /vagrant
if git config --list | grep --quiet submodule; then
  echo "Git submodules are already installed"
else
  echo "Installing git submodules"
  git submodule update --init
  echo "Git submodules installed!"
fi

# Debug desactivation
# DEBUG set +x

redpajama_set_name: RedPajamaGithub


text:
Віллоубі-Гіллс () — місто () в США, в окрузі Лейк штату Огайо. Населення —  осіб (2010).

Географія
Віллоубі-Гіллс розташоване за координатами  (41.584739, -81.432551).  За даними Бюро перепису населення США в 2010 році місто мало площу 28,01 км², з яких 27,79 км² — суходіл та 0,22 км² — водойми.

Демографія

Згідно з переписом 2010 року, у місті мешкало  осіб у  домогосподарствах у складі  родин. Густота населення становила 339 осіб/км².  Було 4929 помешкань (176/км²).

Расовий склад населення:

До двох чи більше рас належало 1,6 %. Частка іспаномовних становила 1,3 % від усіх жителів.

За віковим діапазоном населення розподілялося таким чином: 18,6 % — особи молодші 18 років, 63,3 % — особи у віці 18—64 років, 18,1 % — особи у віці 65 років та старші. Медіана віку мешканця становила 44,4 року. На 100 осіб жіночої статі у місті припадало 92,9 чоловіків;  на 100 жінок у віці від 18 років та старших — 91,0 чоловіків також старших 18 років.

Середній дохід на одне домашнє господарство  становив  доларів США (медіана — ), а середній дохід на одну сім'ю —  доларів (медіана — ). Медіана доходів становила  доларів для чоловіків та  доларів для жінок. За межею бідності перебувало 7,8 % осіб, у тому числі 13,3 % дітей у віці до 18 років та 8,7 % осіб у віці 65 років та старших.

Цивільне працевлаштоване населення становило  осіб. Основні галузі зайнятості: освіта, охорона здоров'я та соціальна допомога — 23,3 %, виробництво — 17,0 %, роздрібна торгівля — 10,8 %, фінанси, страхування та нерухомість — 9,2 %.

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Home Domestic Affairs CONDEMNATION OF DECISION OF BOSNIAK POLITICAL LEADERSHIP
CONDEMNATION OF DECISION OF BOSNIAK POLITICAL LEADERSHIP
The National Assembly of Republika Srpska has rejected and strongly condemned the decision of the Bosniak leadership to initiate a review of the International Court of Justice's judgment, that was made against the will of the other constituent peoples in BiH, and called on the Srpska representatives in the BiH institutions to use all possible instruments to prevent any decision-making until the issues vital to Srpska are solved.
"We are of the opinion that this decision represents the most direct violation of the Constitution of BiH and General Framework Peace Agreement for Peace in BiH," read the conclusions adopted after the discussion on the information on a motion for review of the International Court of Justice's judgment in the BiH lawsuit against Serbia.
The National Assembly of Republika Srpska believes that such a method of decision-making, supposedly on behalf of Bosnia and Herzegovina, used by representatives of the Bosniak people without respecting the procedures defined by the Dayton Peace Agreement and participation of other constituent peoples in decision-making, requires immediate and clear response of the international community, i.e. countries that are guarantors of the Dayton Peace Agreement.
The action of the Bosniak political leadership once again confirmed that it is necessary to obtain approval from Republika Srpska's authorities and institutions for the decisions of vital interest for both Republika Srpska and constituent Serb people that are made at the level of joint institutions in BiH, in order to adequately represent and protect the Srpska position based on Dayton, as well as the rights and the position of the Serb constituent people in BiH.
The National Assembly calls on Republika Srpska representatives in joint BiH institutions to use all legal and political instruments in order to prevent making of any decision at the level of joint BiH institutions until the issues vital to Srpska are resolved, such as documents related to the Court and Prosecutor's Office of BiH , property issues, etc.
The Srpska Parliament urges all political stakeholders in Republika Srpska to demonstrate unity, seriousness and responsibility towards Republika Srpska in all issues of special importance for Srpska.
The Republika Srpska National Assembly stands firmly on the defending position of the letter of the Dayton Peace Agreement and rights that belong to Republika Srpska according to the Agreement.
It points out the necessity of passing the Act on the Constitutional Court of BiH and initiation of a parliamentary procedure that would enable departure of foreign judges from the Constitutional Court of BiH.
The National Assembly of Republika Srpska tasked the Srpska Government to prepare the Republika Srpska's answers, together with Srpska representatives in joint BiH institutions, in order to strengthen the European path, to all current issues that will be addressed to the relevant international institutions.
The Srpska Assembly rejects the practice of unilateral decision-making and usurpation of joint BiH institutions.
The Srpska National Assembly is of the opinion that BiH Presidency member Bakir Izetbegovic has violated the Constitution of BiH and thus requires the launch of criminal responsibility against all those who participated in the initiation of illegitimate revision of the judgment of the International Court of Justice.
The BiH and FBiH institutions are required to fulfill all the previous measures defined in the Letter of Intent, which are a prerequisite for the implementation of the Reform Agenda on the EU path.
The Srpska National Assembly believes that the presence of the High Representative for Bosnia and Herzegovina on the EU path is unjustifiable, and therefore, as a signatory of Annex 10 of the Dayton Peace Agreement, it requires the abolition of the mentioned institution.
The Srpska Parliament, apart from the conclusions, also adopted the information on a motion for review of the International Court of Justice's judgment in the lawsuit against Serbia.
Forty-six MPs voted for the proposed conclusions, 23 opposition members abstained, but noone voted against.
Speaker of the National Assembly of Republika Srpska, Nedeljko Cubrilovic, closed a special parliamentary session.
Source: Srna
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Dodik: Migrants have nothing to look for in Srpska
Prime Minister Radovan Višković meets with the Head of the Delegation of the European Union and EU Special Representative in BiH Lars-Gunar Wigemark
BITTERNESS OVER INABILITY TO VISIT SITE OF SUFFERING


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Solstice Inflatable Boats Review – Are They Any Good?
Buying an inflatable boat is always super exciting.
But, as I'm sure you know by now, it can also be a real headache.
There are so many brands for every type of inflatable boat.
And some brands, such as Solstice Inflatables, have a boat for every need!
They have cheap boats, expensive boats, and they even have a full kayak line-up.
This begs the question…
"How good are they?"
Today, we're taking an in-depth look at Solstice Inflatables. We'll look at:
Who Solstice is for
The Solstice inflatable line-up
The Solstice store
Who's behind Solstice
We'll also look at your alternatives, so you'll come away knowing whether or not Solstice is the brand for you.
Who is Solstice For?
Solstice Product Line-Up
Affordable Inflatable Boats
"Professional" Inflatable Boats
SUPs and Accessory Shop
Who Makes Solstice Boats?
Here's the amazing thing:
Solstice is built for just about everyone.
Want a simple, cheap inflatable for the whole family? Solstice has got that.
Want a beginner kayak? Solstice has got that.
Or how about a "professional" kayak"? Solstice has got that.
Want a solid dinghy with a hard floor that can handle rough waters? Solstice has got that!
Every type of inflatable boater will find their needs met by Solstice. From beginners to pros, from low budgets to high budgets.
They are an incredibly diverse brand.
But how good is their quality?
As I've said before, Solstice has an inflatable for every use.
Whether you're looking for a boat or a kayak, they've got your back.
Unlike other brands that only make cheap inflatables or only professional ones, Solstice makes both.
They have three crazily affordable boats: the SunSkiff, the Outdoorsman, and the Voyager.
No, these affordable boats don't have the most impressive features.
But when you look at them, you'll find they have all you need to have a great time at the lake.
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They're made from vinyl, have grab lines, have oarlocks (sometimes rotational), and have rod holders and motor mount fittings (except the SunSkiff).
Plus, again, they're all super cheap.
Take the SunSkiff for example.
This is hands down one of the cheapest boats in the market today. It's so low-priced, you might mistake it as a pool toy.
When you get it though, you'll find that it's strong enough to handle calm lakes.
Going fishing?
Get the Outdoorsman.
With its two sets of rotational oarlocks and its rod holders, you'll have a swell time fishing.
If you want to bring everyone along, check out the Voyager 6-person boat.
This boat can carry up to 1,150 lbs!
And while it can't actually fit six people (unless you're all kids), it's big and spacious enough to bring your family along.
Aside from their affordability, Solstice also produces some high-quality inflatables as well.
These aren't exactly "professional" boats – they're not as strong as, say, the professional boats of BRIS. But they're far stronger than your cheap inflatables.
Solstice has two of these, the Quest and Sportster.
The Quest is a tough cookie. Built from 500 denier 3-ply PVC, it can take quite a beating. Plus, it also has an all-around rubber rock guard for collision protection.
With its I-beam flooring and keel, you can ride the waves smoothly and with some speed.
This boat also has heavy-duty D-rings, grab lines, and a motor mount.
Sound good?
Well, the Sportster is one step ahead.
This zodiac-style inflatable has everything the Quest has and more.
First up, it has an aluminum slat-floor. It's not quite as solid as ALEKO's, but it's also far more convenient to install.
It also has a solid transom board. This makes it super easy to install trolling motors or even outboard motors up to 10 HP.
Finally, it has aluminum benches. Unlike the free seats that come with all other Solstice boats, this one is super comfortable. You can sit and enjoy while you fish along.
It's more expensive than the Quest. But if you want a better and more comfortable fishing experience, it's worth the price.
Love inflatable kayaks?
Well, Solstice has got their own line-up of those as well.
And like the inflatable boats, they also have their affordable and "professional" models.
On the cheap side, they have an incredibly inexpensive Rogue kayak.
Don't expect a lot from this kayak. It's made from vinyl and is super simple in design.
For beginners though, it's a treat.
With its price point, this is the perfect way to get into inflatable kayaks.
Then there's the Durango and the Flare.
The Durango isn't quite a pro kayak. But boy is its features noteworthy.
Made from 600-denier material with a nylon cover, this kayak is strong. It's so tough, you can take it down Class III rapids!
It also comes with adjustable bucket seats, a navigational skeg, Boston valves, a foot pump, a carry bag, and heavy-duty D-rings.
The Flare, on the other hand, takes it a step further.
This kayak uses the ultra-modern drop-stitch technology for its floor.
Not only can it take high pressures, but it's also completely flat. This makes it as if you had solid flooring on your kayak.
And that's not all.
The Flare is also thicker than the Durango. With a 1,000-denier 3-ply material, rock hits won't puncture this bad boy.
It comes with everything the Durango has, plus it's also self-bailing. This way, even as you speed down Class III rapids, you won't have to worry about flooding your kayak.
Overall it's a very high-quality kayak, almost professional even.
Aside from their boats and kayaks, Solstice also makes some great SUPs.
If you're into stand-up paddleboarding, you can choose from Solstice's nine SUP models. From the Bali…
…to the Maori.
Their accessory shop is also packed with all your needs. Here you can buy:
Inflatable docks
Aquatic fitness mats
Giant pool toys
Navigational skegs
HR valves
How do you spot a quality brand?
One way to do this is to check their history.
And boy does Solstice have a good history.
Solstice is the watersports branch of Swimline, a family business that goes all the way back to 1971.
Swimline started out making pool liners – but eventually started creating pool toys, pool maintenance equipment, and watersport products.
Today, they're one of the leading brands in the pool industry and one of the most innovative as well. They're one of the brands that are really pushing drop-stitch technology forward.
Talk about quality, this is a brand you can trust. However, don't get your expectations too high with their cheap boats. You get what you pay for with those.
Swimline is based in Edgewood, New York. For customer service, you can reach them through phone or email for your concerns.
Because Solstice's line-up is so complete, they're competing with just about everyone.
But if there's one thing Solstice is missing, it's an absolute high-end boat.
Yes, they have their semi-pro boats and kayaks, but these aren't quite military-grade.
For that, you go for boats by ALEKO
or BRIS.
Another similar brand to Solstice is Sea Eagle.
These two are competing in the world of inflatable kayaks and drop-stitch technology. Sea Eagle also has the SE9 inflatable boat, which is comparable to Solstice's Quest and Sportster models.
Finally, there's Intex. As we all know, Intex is the king of cheap inflatables. So there's also that if you're going for an affordable boat.
Is Solstice any good?
Heck yes.
In the world of inflatables, this is one of the best brands you can go for.
Yes, their cheap boats are still going to be cheaply made.
But there's no doubt in my mind that this is a brand you can rely on.
So if you're considering a Solstice boat, go and get it!
Have a question? Leave a comment below!
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I noticed that on the AHS they are having a photo contest. I am still learning and trying to improve my camera skills. I thought it would be fun to see what you guys like best in your photo files. Hey, I know you have some great ones so please share!!
Tips would also be welcome.
Here are a couple pictures that I Think are nice.
Vivid Butterfly... They look like they're posing for a picture.
Nice images! With the majority of the leaves off the trees now it was really nice to see some color on here tonight. I'll have to go through my images tomorrow, I'm sure I have some to post.
According to the thread above Dave is working on setting it up. The thread lists various categories so if you are thinking about entering remember to check all your plant images for possible entries.
Ok, I was just hoping to see some pretty color on this dreary rainy day!
And so you shall Teresa.
Look deep into my eye. It is freedom's highway. Don't fall in.
Aztec Beauty did well for me this year.
I would not be surprized if GOD SAVE THE QUEEN wins the Stout someday.
Thanks for posting your pics. I sure miss seeing the real blooms in the garden. It is chilly here today, the high is only 62!
What program do you use to crop pics?
The bloom itself was near perfect, showed it's edge, color blends, no bud scars, bloom was facing the best direction for the lighting conditions with a good angle for showing the buds beneath.
Aztec beauty and Ed's seedling are my favorites.
Wow, that is a lovely shot! It is still a seedling, right? Not a registered plant.
Ed your B-27 is gorgeous.
Teresa I love Thomas Tew...a must have in the garden.
Kidfishing Wow Cosmic Kaleidoscope is really unique.
Love the way B-27 seems to reflect the light from the throat. Very nice, Ed!
I am one of those who does take a picture of the name before I take a picture of the bloom. When I go to name the picture, then I delete the picture with the name on it. I would never be able to keep track if I didn't do that. Even so, I still follow the same path as I traverse my garden just out of habit. Then if for some reason, I miss a picture of the name, I at least will know what was around it.
STENCILED INFUSION - the size is amazing..
Love seeing everyone's beautiful photos! I was so busy trying to keep up with hybridizing, labeling, deadheading, weeding, etc. (plus working full time) that I didn't get as many pictures taken as usual this past summer (or at least not as many of the 'registered' daylilies :~)) But, I do have a few favorites to share. I usually like the photos with multiple flowers the best.
Curt Hanson's BLACK FALCON RITUAL was gorgeous!
I really like Dan Trimmer's early blooming CALIFORNIA GIRL with Spigelia marylandica in the background.
Nan Wilkerson's DRAGONFLY DREAMS is always photogenic!
Thanks everyone for posting your pictures. Lyle STENCILED INFUSION has been on my wish list. Love your seedling too.
Ann, I added BLACK FALCON RITUAL this Fall and I am excited to see it bloom. I planted a TF.
Cowbird is a terrible name for such a pretty flower. Lol.


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It runs through my heart, sings in my ears and loves me with its gentle touch.
But hope is what's fuelling the heart. The hope that maybe we don't have to be so far apart.
It's funny how women are automatically called headstrong and adamant when they choose to talk about the elephant in the room and take a stand.


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New Jersey Department of Education
About the DOE
County Offices of Education
Divisions & Offices
DOE: A to Z
Elementary and Secondary School Emergency Relief (ESSER)
ESSER Home
Coronavirus Aid, Relief, and Economic Security (CARES) Act
Coronavirus Response and Relief Supplemental Appropriations
ARP Homeless
American Rescue Plan Elementary and Secondary Schools Emergency Relief (ARP ESSER)
On August 12, 2021, the U.S. Department of Education announced its approval of New Jersey's ARP ESSER State Plan. The approved plan reflects New Jersey's commitment to supporting students, educators, and schools as they safely return to in-person learning while addressing the academic, social, emotional, and mental health impacts of COVID-19. As part of the development of the State plan, the New Jersey Department of Education (NJDOE) engaged with stakeholders throughout the State and we are grateful for this valuable input which helped to ensure that the State plan meets the needs of all of New Jersey's students. For additional information, please see highlights of the approved plan.
About The American Rescue Plan (ARP) Act
On March 11, 2021, President Biden signed the Federal American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) Fund, Public Law 117-2, into law. As with the previous ESSER funds available under the Coronavirus Aid, Relief and Economic Security (CARES) Act, and the Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA), the purpose of the additional funding is to support local educational agencies (LEAs) in preparing for and responding to the impact of COVID-19 on educators, students, and families.
In addition to the ESSER I and ESSER II uses of funds which includes hiring new staff and avoiding layoffs, the ARP ESSER requires LEAs to reserve not less than 20 percent of its total ARP ESSER allocation to address learning loss through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year programs, and ensure that such interventions respond to students' academic, social, and emotional needs and address the disproportionate impact of COVID-19 on underrepresented student groups.
In addition, section 2001(e) of ARP specifically authorizes an LEA to use ARP ESSER funds to develop strategies and implement public health protocols including, to the greatest extent practicable, policies in line with guidance from the CDC for the reopening and operation of school facilities to effectively maintain the health and safety of students, educators, and other staff.
ARP ESSER Fund awards to LEAs (including charter schools that are LEAs) are allocated in the same proportion as those funds received under Part A of Title I of the Elementary and Secondary Education Act of 1965, as amended, in school year 2020-21. In accordance with the Act, LEAs are not required to provide equitable services. ARP includes a separate program, the Emergency Assistance to Non-public Schools (ARP EANS). Additional information regarding ARP EANS will be forthcoming. Information regarding the first EANS program that was authorized under the Coronavirus Response, Relief, and Supplemental Appropriations Act can be found on the NJDOE Nonpublic site. It is important to note that ARP ESSER funds are not subject to Title I, Part A requirements.
It should also be noted that ARP ESSER funding is a one-time appropriation from the U.S. Department of Education (USDE). In developing local plans, LEAs should consider how ARP ESSER funding might interact with other federal funding to promote sustainable use.
SEA and LEA Allocations
The New Jersey Department of Education (NJDOE) has released LEAs' ARP ESSER Fund allocations. All school districts have access to the allocations on the ARP ESSER Allocation Table PDF.
In addition to ARP ESSER funds allocated to LEAs through the New Jersey Department of Education, the U.S. Department of the Treasury distributed State and Local Fiscal Recovery Funds (SLFRF) to address the impact of the pandemic. Federal guidance was released in July 2022 to provide additional information about SLRFR, including examples of uses for these funds and frequently asked questions.
Allowable Uses of Funds for LEAs
The ARP ESSER funding has the same allowable activities as the ESSER I and ESSER II funds; however an LEA must reserve not less than 20 percent of its total ARP ESSER allocation to address learning loss through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or a extended school year programs, and ensure that such interventions respond to students' academic, social, and emotional needs and address the disproportionate impact of COVID-19 on underrepresented student subgroups. LEAs may use their ARP ESSER funding on the following allowable activities:
Activities authorized under the federal Every Student Succeeds Act (ESSA), the Individuals with Disabilities Education Act (IDEA), the Carl D. Perkins Career and Technical Education Act of 2006, the McKinney-Vento Homeless Assistance Act, or the Adult Education and Family Literacy Act.
Coordination of preparedness and response efforts of local educational agencies with State, local, Tribal, and territorial public health departments, and other relevant agencies, to improve coordinated responses among such entities to prevent, prepare for, and respond to coronavirus.
Providing principals and others school leaders with the resources necessary to address the needs of their individual schools.
Activities to address the unique needs of low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth, including how outreach and service delivery will meet the needs of each population.
Developing and implementing procedures and systems to improve the preparedness and response efforts of local educational agencies.
Training and professional development for staff of the local educational agency on sanitation and minimizing the spread of infectious diseases.
Purchasing supplies to sanitize and clean the facilities of a local educational agency, including buildings operated by such agency.
Planning for and coordinating during long-term closures, including for how to provide meals to eligible students, how to provide technology for online learning to all students, how to provide guidance for carrying out requirements under the Individuals with Disabilities Education Act (20 U.S.C. 1401 et seq.) and how to ensure other educational services can continue to be provided consistent with all Federal, State, and local requirements.
Purchasing educational technology (including hardware, software, and connectivity) for students who are served by the local educational agency that aids in regular and substantive educational interaction between students and their classroom instructors, including low-income students and students with disabilities, which may include assistive technology or adaptive equipment.
Providing mental health services and supports.
Planning and implementing activities related to summer learning and supplemental afterschool programs, including providing classroom instruction or online learning during the summer months and addressing the needs of low-income students, students with disabilities, English learners, migrant students, students experiencing homelessness, and children in foster care.
Addressing learning loss among students, including low-income students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care, of the local educational agency, including by—
Administering and using high-quality assessments that are valid and reliable, to accurately assess students' academic progress and assist educators in meeting students' academic needs, including through differentiating instruction.
Implementing evidence-based activities to meet the comprehensive needs of students.
Providing information and assistance to parents and families on how they can effectively support students, including in a distance learning environment.
Tracking student attendance and improving student engagement in distance education.
School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs.
Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities, including mechanical and non-mechanical heating, ventilation, and air conditioning systems, filtering, purification and other air cleaning, fans, control systems, and window and door repair and replacement.
Other activities that are necessary to maintain the operation of and continuity of services in local educational agencies and continuing to employ existing staff of the local educational agency.
Develop strategies and implement public health protocols including, to the greatest extent practicable, policies in line with guidance from the CDC for the reopening and operation of school facilities to effectively maintain the health and safety of students, educators, and other staff.
Bonuses, merit pay, or similar expenditures, must be related to disruptions or closures associated with COVID-19. The United States Department of Education recently updated its guidance on using APR ESSER and other Federal resources to address teacher shortages. Please click the link to access the guidance. https://www2.ed.gov/documents/coronavirus/arp-teacher-shortages.pdf
The USED generally does not consider the following to be an allowable use of funds:
Subsidizing or offsetting executive salaries and benefits of individuals who are not employees of the school district.
Expenditures related to state or local teacher or faculty unions or associations
Equitable Services Under ARP ESSER
LEAs are not required to provide equitable services under ARP ESSER. The ARP Act includes a separate program, the Emergency Assistance to Non-public Schools (ARP EANS). Additional information regarding ARP EANS will be forthcoming. Information regarding the first EANS program that was authorized under the Coronavirus Response, Relief, and Supplemental Appropriations Act can be found on the NJDOE Nonpublic site.
Period of Grant Funding
Start Period: Funds may be used for allowable costs incurred on or after March 13, 2020;
Obligated through: September 30, 2024, which includes the Tydings period (General Education Provisions Act §421(b)(1)); and
Liquidated by: October 13, 2024.
Supplement not Supplant
ARP ESSER funds are not subject to a supplement not supplant provision.
Maintenance of Effort
The ARP (section 2004(b) and (c)) contains both State and LEA maintenance of equity requirements for each of FYs 2022 and 2023. The United States Department of Education intends to provide additional guidance on these requirements.
Maintenance of Equity
The ARP (section 2004(b) and (c)) contains both State and LEA Maintenance of Equity requirements for FYs 2022 and 2023. The United States Department of Education has released guidance on the Maintenance of Equity requirement, along with a letter to chief state school officers and school district superintendents.
Frequently Asked Questions ARP ESSER MOEquity Requirements updated 10.1.21
Letter dated 8.6.21
List of Schools Identified as "High Poverty" for LEA ARP ESSER Maintenance of Equity Requirements (FY 2023)
List of Local Educational Agencies (LEAs) Excepted from ARP ESSER LEA Maintenance of Equity Requirements (FY 2023)
Procedures for Ensuring LEA Maintenance of Equity
FY22 LEA Level Maintenance of Equity Data
The 2020-2021 edition of the Uniform Minimum Chart of Accounts for New Jersey Public Schools and Approved Private Schools for Students with Disabilities will be updated to provide information on the appropriate accounting codes.
LEAs will be required to provide reports to the NJDOE documenting the amount of ARP ESSER funds spent in each allowable use category. Due dates for these reports will be outlined in the EWEG system. In addition, LEAs will be subject to applicable monitoring processes on the uses of ARP ESSER funds.
ARP ESSER funds are subject to all applicable provisions of the Education Department General Administrative Regulations (EDGAR) and Uniform Grant Guidance (UGG). LEAs should be aware of cash management (2 CFR § 200.305) and other post federal award requirements in 2 CFR part 200, subpart D. Note: Due to the amount of funding provided, additional LEAs may fall within the single audit threshold (i.e., expending $750,000 or more of federal funds during the fiscal year).
Accelerated Learning Coaching and Educator Support Grant
The Accelerated Learning Coaching and Educator Support Grant is a formula grant for Local Education Agencies (LEAs) to provide evidence-based professional learning and coaching opportunities to a variety of school staff, including educators and key support staff (e.g., school counselors, special education personnel, nurses, social workers, and psychologists) on the principles in New Jersey's Learning Acceleration guide and on topics tailored to the unique academic as well as social, emotional, and mental health needs of their students. The research-based principles that undergird learning acceleration in New Jersey are:
Provide conditions for teaching and learning that will foster the social and emotional well-being of students, families, and educators;
Improve equitable access to grade-level content and high-quality resources for each student;
Prioritize content and learning by focusing on the depth of instruction rather than the pace; and
Implement a K-12 accelerated learning cycle to identify gaps and scaffold as needed.
In practice, these principles facilitate high-quality accelerated instruction and engaged personalized learning. Relevant and permitted topics of professional learning on the learning acceleration concepts might include but are not limited to:
Developing positive school climates that promote the social, emotional, and well-being of students using universal tier I supports, strategies, and interventions;
Integrating social and emotional learning in classroom, schools, and communities;
Implementing culturally responsive teaching practices that acknowledge and affirm students' cultural identities and expand educators' understanding of the relationship between students' cultural backgrounds and their academic, social, and emotional needs;
Increasing digital literacy and equitable access to high-quality curriculum and instructional technology with a focus on understanding how access differs for students of poverty, of color, with special needs, and English learners;
Using local and state assessment data to improve instruction;
Engaging educators and parents in the community to prioritize standards, providing scaffolding and personalized supports through extended learning, and ensuring equitable access to grade-level standards;
Identifying the disproportionate impact of COVID-19 on different student subgroups and based on differing levels of access to in-person learning since March 2020;
Administering and using high-quality assessments that are valid and reliable, to accurately assess students' academic progress and assist educators in meeting students' academic needs, including through differentiating instruction;
Support of Intervention and Referral Services (I&RS), Multi-Tiered Systems of Supports (MTSS), and Response to Intervention (RTI);
Extending and expanding high-quality professional learning activities supported by the Learning Acceleration Grant that NJDOE made available in March 2021; and
Facilitating other professional learning that will empower educators to meet the needs of their students better.
To ensure this grant addresses the disproportionate impact of COVID-19 on different student populations, the grant uses a weighted enrollment allocation formula that assigns additional weight to lower grade bands, limited English proficient students, and students eligible for free or reduced-price lunch. An LEA's weighted enrollment for this purpose will be calculated in a manner nearly identical to that used to determine an LEA's state aid amount under New Jersey's School Funding Reform Act (SFRA), with the exception that the SFRA assigns more weight to higher grade bands rather than lower grade bands (swapped values) here. Weighted enrollments for this grant are: 1.16 to elementary school students (grades K-5); 1.04 to middle school students (grades 6-8); and 1.0 to high school students (grades 9-12).
Furthermore, plans must include measures to address the disproportionate impact of COVID-19 on certain student groups by identifying disparities and focusing on the underserved learners. Disproportionally impacted student groups include students from low-income families, each racial or ethnic group, gender, English learners, children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act ("IDEA")), students experiencing homelessness, children and youth in foster care, migratory students, and others identified by the NJDOE's State Plan (e.g., youth exhibiting mental health issues as a result of the pandemic).
The NJDOE establishes a minimum allocation of $50,000 to provide each LEA capacity to carry out meaningful, and equitable evidence-based allowable grant activities.
Additional Information & Resources:
New Jersey Tiered System of Supports
New Jersey's Learning Acceleration Guide
N.J.A.C. 6A:9C, Professional Development
Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments
Planning Resources for the Accelerated Learning Coaching and Educator Support Grant
Evidence-based Summer Learning and Enrichment Activities Grant
The Evidence-based Summer Learning and Enrichment Activities Grant is a formula grant to LEAs for supporting evidence-based academic summer activities such as learning academies and 1:1 tutoring, as well as other summer activities that support the broader learning ecosystem of students, staff, and families. These activities include but are not limited to:
Time for re-socialization and developing social-emotional skills and growth mindsets in students;
Academic enrichment and extended learning opportunities, including providing tutorial services to help students, particularly those most impacted by the pandemic, meet the challenging State academic standards;
An array of activities responding to students' academic, social, emotional, and mental health needs, such as service-learning and youth development activities, health, and wellness education, counseling programs, experiential and project-based learning in STEM (Science Technology Engineering and Mathematics) and the Arts (visual and performing), and other programs tied to an in-demand industry sector or occupation for high school students that are designed to reinforce and complement the regular academic program of participating students;
Professional learning for educators in the use of universal screening assessments and other topics relevant to the summer program; and
Education and training programs for the parents and caregivers of students to meaningfully engage in their children's education, including literacy and other related educational development opportunities.
LEAs will be required to target funds to content areas or grade levels most impacted by the disruptions of COVID-19 at that LEA (e.g., STEM, early elementary grades, transition grades, or visual and performing arts).
While funds can be used for intervention and remediation, credit recovery, and traditional Extended School Year (ESY) services, applications may include innovative programs that go beyond these traditional activities. For example, funds may be used to provide high dosage tutoring or instruction that previews standards for students' upcoming year, rather than repeats instruction from the prior year. Additionally, funds can be used to create and design interdisciplinary, project-based instruction. See New Jersey's Summer Learning Resource Guide 2021 that guides LEAs in transforming traditional summer school and advancing priorities, including the expansion of equitable opportunities for all students.
To ensure this grant addresses the disproportionate impact of COVID-19 on different student populations, the grant uses a weighted enrollment allocation formula that assigns additional weight to lower grade bands, limited English proficient students, and students eligible for free or reduced-price lunch. An LEA's weighted enrollment for this purpose will be calculated in a manner nearly identical to that used to determine an LEA's state aid amount under New Jersey's School Funding Reform Act (SFRA), with the exception that the SFRA assigns more weight to higher grade bands rather than lower grade bands (swapped values) here. Weighted enrollments for this grant are: 1.16 to elementary school students (grades K-5); 1.04 to middle school students (grades 6-8); and 1.0 to high school students (grades 9-12).
Furthermore, plans must include measures to address the disproportionate impact of COVID-19 on certain student groups by identifying disparities and focusing on the underserved learners. Disproportionally impacted student groups include students from low-income families, each racial or ethnic group, gender, English learners, children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act ("IDEA")), students experiencing homelessness, children and youth in foster care, migratory students, and others identified by the NJDOE's State Plan (e.g., youth exhibiting mental health issues as a result of the pandemic).
The NJDOE establishes a minimum allocation of $40,000 to provide each LEA capacity to carry out meaningful and equitable evidence-based grant activities over the summer.
New Jersey's Summer Learning Resource Guide 2021
Planning Resources for the Evidence-based Summer Learning and Enrichment Activities Grant
Evidence-based Comprehensive Beyond the School Day Activities Grant
The Evidence-based Comprehensive Beyond the School Day Activities Grant is a formula grant to LEAs for supporting evidence-based academic enrichment activities during out-of-school time, such as 1:1 tutoring, as well as activities that support the broader learning ecosystem of students, staff, and families. Out-of-school time includes the periods before school, after-school, weekends, and holiday breaks. The purpose of this grant is to support LEAs in enhancing the quality and equitable access of their comprehensive out-of-school time programs and services that improve the academic, social, and emotional wellness of their students during the school year. Allowable uses include but are not limited to:
Academic enrichment and extended learning opportunities, including providing tutorial services to help students, particularly those most impacted by the pandemic, meet the challenging State academic standards and excel in concurrent course work;
An array of activities responding to students' academic, social, emotional, and mental health needs, such as service-learning and youth development activities, health, and wellness education, counseling programs, experiential and project-based learning in STEM and the Arts (visual and performing), and other programs tied to an in-demand industry sector or occupation for high school students that are designed to reinforce and complement the regular academic program of participating students;
Professional learning for educators in the use of universal screening assessments and coordinating with beyond the school day activities; and
The NJDOE will establish a minimum allocation of $40,000 to provide each LEA capacity to carry out meaningful and transformative evidence-based grant activities.
New Jersey's Afterschool Programs
Planning Resources for the Evidence-based Comprehensive Beyond the School Day Activities Grant
Definition of Evidence-based
The ESEA (Section 8101(21)) defines an evidence-based activity, strategy, or intervention that demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes. Under ESEA generally, evidenced based practices can fall under any of the below four tiers of evidence. (See this US Department of Education department webpage for additional guidance)
Tier 1: Strong evidence from at least one well-designed and well-implemented experimental study.
Tier 2: Moderate evidence from at least one well-designed and well-implemented quasi-experimental study.
Tier 3: Promising evidence from at least one well-designed and well-implemented correlational study with statistical controls for selection bias.
Tier 4: Demonstrates a rationale based on high-quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes and includes ongoing efforts to examine the effects of such activity, strategy, or intervention.
For additional guidance, see this Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments and NJDOE's Guidance in Choosing Evidence-based Practices.
NJTSS Mental Health Support Staffing Grant
Under the Multi-Tiered System of Supports (NJTSS) Mental Health Support Staffing Grant, LEAs will be required to allocate funds to develop and implement Tier II (targeted, small group interventions) and Tier III (intensive interventions) services in accordance with a multi-tiered system of supports framework that addresses students' and educators' mental health and social emotional needs through the hiring of staff, contracting with service providers, and/or providing professional development in effective implementation of Tier II and Tier III services.
Allocations for this grant will be made via a formula that assesses an LEA's need to enhance its mental health support services based on four indicators:
Each LEA's average rate of chronic absenteeism over the last two years;
Each LEA's average suspension rate over the last two years;
Each LEA's average rate of violent incidents reported to the DOE over the last two years; and
Each LEA's average rate of substance abuse incidents reported to the DOE over the last two years.
The NJDOE will provide grants to all LEAs such that the highest-ranked 5% or "Tier III" LEAs (i.e. those most in need based on the above indicators) will receive the highest award amount; the next 15% or "Tier II" ranked LEAs will receive the second highest award amount; and the bottom 80% or "Tier I" ranked LEAs will receive the minimum allocation of $45,000. The allocations are also available on the ARP ESSER Allocation Table PDF.
The entirety of the allocation should be designed to increase access to school-based mental health supports and services for students by building or enhancing a tiered intervention model of comprehensive school-based mental health supports and services that are sustainable after the life of the grant. Planning Considerations have been developed to assist LEAs with determining the best use of their allocation.
NJTSS Mental Health Support Staffing Grant - Planning Considerations
Mental Health Supports and Services (Tier 2):
Designate certificated staff and/or contracted provider to assess students who show signs of mental health concerns, including trauma
Purchase valid and reliable assessment tools to assist in identifying students' mental health needs
Invest in a system, district-wide and within school buildings, to track students in need of referral to community-based mental health supports
Develop a system, district-wide and within school buildings, to assist school-based personnel with follow-up activities and services
Provide stipends to staff to implement mentoring programs, group interventions, check-in/check-out systems and/or in-school skill building groups (ie: social skills, problem solving skills, goal setting) for students with identified needs
Provide stipends to certificated staff for home visits to follow-up on students who are identified through early-warning systems
Contract with a mental health provider to provide brief individual and group therapeutic services to identified students
Create partnerships with appropriate mental health providers to perform risk assessments for students in crisis to reduce or eliminate the use of emergency room visits for students with mental health needs and to directly link the student(s) to appropriate community-based services
Contract with a mental health provider to provide individual and group therapeutic services to identified students
Contract with community agencies to provide family therapy and support to identified students
Fund district mental health staff to provide after-school or before school gap services (ie: individual, group, and/or family therapy)
Create a position, or contract with a provider, to individually assess students who are identified as having significant behavioral needs, develop behavior plans, and consult with teachers and support staff responsible for implementing the plans
Provide staffing (ie: consultants, additional counseling staff, aides) to assist with the transition of students who may have been placed in out-of-school settings for Tier 3 interventions as they return to in-person learning
Mental Health Supports and Services Professional Development:
Identify relevant professional development opportunities for I & RS team members to increase the team's ability to develop plans for Tier 2 and Tier 3 behavior interventions
Support CST implementation of individualized interventions with additional training or certifications.
Provide more intensive training to counselors and/or CST in methods to identify students exhibiting signs of depression or suicidality
Provide training to establish or enhance the skills of a crisis intervention team
Provide training and technical assistance to educators in order to support students transitioning back from out-of-school settings for Tier 3 interventions as they return to in-person learning
Pay for coverage in order to provide for release time so educators could receive training on mental health topics
Additional Resources to Support Development of MTSS Mental Health Support Staffing Application:
NJDOE American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER)
NJ Tiered System of Supports
Center for Excellence for Infant & Early Childhood Mental Health Consultation
National Center for School Mental Health
Mental Health Technology Transfer Center Network
School Health Assessment & Performance Evaluation System
NJDOE Federal Funding Dashboard
ARP ESSER Round Table Presentations
Email questions to
ESSER@doe.nj.gov
Trenton, NJ 08625-0500,


The Wheeler Centre welcomes The Moat, a stylish new subterranean city retreat where books are king.
Tucked beneath the centre's Little Lonsdale entrance (hence the name), The Moat opened quietly last week after months of preparations. The cafe and bar looks to establish the city's literary precinct as a new food and wine destination.
Stepping off from the street, the sunken outdoor terrace is immediately welcoming – with faux-wicker chairs, potted herbs and bright green astroturf all lending a kitschy, French picnic feel to this very inner city location.
Inside the intimate bunker-like space, a long, glossy, brass-topped bar and bright open kitchen – which features a huge lithograph image of a 'tea moth' by local artist Peter Robertson – skirt one side of the space. The fit-out by local designer Christo Gillard is respectful of the building's strict heritage overlay and features rich tones of gold and deep reds, with book-lined walls and dark wood furnishings evoking images of a classic private library. In a nice touch, lovely old sepia-toned pianola scrolls have been up-cycled to create gorgeously warm light shades, which speak words of love, romance and sadness.
The team behind The Moat comprises general manager Paul Bonet (Cafe Breadwell, Pause), front of house manager Rosie Avitable (Mint Cafe, Pause) and head chef Emma Jeffrey (Reserve, Fenix, Matteo's). With their flexible Euro/Middle Eastern menu, the team hopes to attract plenty of State Library and Wheeler Centre regulars, while the 1am licensing and share-friendly late night suppers also add to the appeal.
Bonet says they purposely designed the space to encourage conversation, and what better way to start the conversation than with a good book. He says customers are encouraged to "bring a book, take a book", exchanging a good book of their own with one from The Moat's communal book case.
With or without your library haul in tow, the good news is that you needn't be too literary or highbrow to enjoy the charms of this welcoming new innercity space.


Write Time Blog | K.B. Gibson | You can't buy happiness, but you can buy books and that's kind of the same thing.
As someone who has studied writing for a very long time, I am familiar with the Hero's Journey. It was first described by mythologist Joseph Campbell as a common story pattern. From ancient myths to today's blockbusters, people are drawn to the hero.
The hero is "every man" or "every woman." There is nothing about their birth or upbringing that promises great things from heroes. And in fact, the hero is often found to be missing or lacking in some way. It may be something internal—fear or a lack of confidence—or external, such as lack of opportunities.
Psychologist and writer Scott T. Allison, Ph.D, who often writes about heroes, explains that heroes elevate us while healing our emotional wounds. They bring us comfort and the belief that everything is going to be all right. Heroes even bond us to a larger community of shared values. People who count Mahatma Gandhi as a hero are different than people who name comics sensation Stan Lee as a hero.
I often write about female heroes. Mary Anning, Bessie Coleman, Sally Ride, Rachel Carson, Jovita Idar—are all examples. Some are well known; others are not. I think it's important for girls to read about women who have succeeded against the odds. They're not who you picture when you hear the word hero. But these women fought against prejudice and societal norms to do what was meaningful to them, what was right. This alone makes them heroic.
Hero stories heal and inspire us. They are symbols of what we wish to be. They make us want to be better people. Heroes teach us that we have it within us to transform our lives. We can discover our true purpose in life, and if we are willing to risk change, we can experience our own personal transformation. Then it's just a small step to improving the lives of others. And this is what heroes are all about.
This is why it's so important to have heroes in a variety of shapes, sizes, genders, and skin tones. Because if you read about or see a hero who looks something like you, that means you can be a hero too.
Today, I look at older female heroes, like Susan B. Anthony or Maya Angelou. Or even a present day hero like Ruth Bader Ginsberg. Because it still means I can be anything I want to be. Even a hero.
Veteran's Day is approaching. And it's a special one. World War I ended 100 years ago on the 11th hour of the 11th day of the 11th month. First celebrated as Armistice Day to recognize the "war to end all wars," the holiday became known as Veteran's Day after World War II.
Did you know that Choctaw soldiers played an important part in the end of WWI and therefore Veteran's Day? Since November is also Native American Heritage Month, it's a good time to tell this story.
In Forest Ferme, France in October, 1918, Private Mitchell Bobb delivered a message via field telephone to Ben Carterby at battalion headquarters. The Germans were listening. Furthermore, the Americans knew they were listening because the Germans had broken every code the Americans had used so far. This time was different. The Germans were baffled to hear a language they had never heard before. They couldn't break this code because American soldiers of the Choctaw Nation were transmitting important information in the Choctaw language.
Within 24 hours, the Americans began launching successful surprise attacks. The Germans retreated within 72 hours. Americans won several key battles in the Mousse-Argonne campaign, resulting in the end of war within the month.
The Choctaw people, originally from the southeastern United States, had been forced to relocate to Indian Territory in the 1830s. Indian Territory later became the state of Oklahoma. In World War I, Choctaw soldiers from southeastern Oklahoma were among 12,000 Native American soldiers who wouldn't even be recognized as U.S. citizens until 1924.
The use of Choctaw marked the first time an American Indian language was used by U.S. armed forces as a code. World War I Choctaw soldiers were the first code talkers. Ironically, at home the government was trying to destroy the very language that made all this possible.
Large numbers of Native American children were forcibly removed from their families to attend these schools, where among other things, they were forbidden to speak their native language. Some children returned home not knowing how to communicate with their families. Imagine what might have happened had Ben Carterby, Mitchell Bobb, and the other Choctaw code talkers not been able to speak Choctaw?
The success of the code talkers in World War I led the U.S. military to expand the program in World War II–Choctaw, Comanche, Cherokee, Hopi, and other indigenous languages. The Marines had great success with Diné or Navajo code talkers.
It would take over 50 years after the end of World War II for Native American code talkers to receive recognition and medals of honor from the U.S. government (the first 23 years was because the program was still classified by the military).
This Veteran's Day, let's thank ALL veterans for their service, but let's particularly remember the Choctaw code talkers who a century ago were instrumental in the end of World War I. Yakoke. Thank you.


text:
Simple locking system for consumer units protects electricians
Hager has developed a simple solution for locking its consumer unit so that no-one can access devices while an electrician is working on a circuit. It was originally developed for Taylor Wimpey and Barratts for electricians to use while working on a circuit while keeping the rest of the installation live.
The door of the consumer unit has a steel bracket with a hole through which a locking bracket will fit. When work is finished, the electrician plugs the hole with a bung that is supplied with the board. Spare bungs can be bought in packs of 10.
Chris Howells, product manager for Hager, says, 'The HSE have been pushing the market for a safe way of locking off a consumer unit so that no-one can access the devices. While we have seen compete bars or housings used to prevent access to consumer units, until now there has not been a simple and fast solution.'
For more information on this story, click here: Feb 2012, 165
www.hager.co.uk
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