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Global Nanowire Batteries Market Overview, Size, Demand, Growth and Forecast till…
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Home Press Release WLAN Market Business Profit Growth, Regional Analysis, COVID – 19 Outbreak, Industry...
WLAN Market Business Profit Growth, Regional Analysis, COVID – 19 Outbreak, Industry Segments, Emerging Technologies and Business Trends
iCrowdNewswire Jan 14, 2021 10:42 AM ET
WLAN Market Highlights:
A wireless LAN controller is used in combining access point protocols to manage access points in large through network administrators or network operations centers. The WLAN controller automatically handles the configuration of wireless access points.
Driving factors for the WLAN Market controller market is the increasing number of smart devices, such as mobile phones and tablets, data-intensive applications used in these smart devices and the observed pattern of maximum data usage by the end users when they are stationary such as, in homes, restaurants and workplace.
Some of the key players in the market of WLAN are- Cisco (U.S.), Aruba Networks, Inc. (U.S.), HP (U.S.), Ruckus Wireless (U.S.), Ubiquiti Networks (U.S.), Aerohive Networks (U.S.), Zebra Technologies (U.S.), Netgear (U.S.), Huawei (China), D-Link (Taiwan), TP-Link (China), Belkin International, Inc. (U.S.), Alcatel Lucent Enterprises (U.S.), Dell Inc. (U.S.), Zte Corporation (China), Boingo Wireless (U.S.), Allied Telesis (U.S.), Juniper Networks (U.S.) among others
The competitive landscape of global WLAN market is formed by major players of the market and some of the new entrants. North America is dominating the market of global WLAN due to technological advancements in the region.
In November 2017, ALE, operating under the Alcatel-Lucent Enterprise brand, introduced new products enhancing its solutions for the mobile campus. New access points, edge switches and network management capabilities create an optimized network infrastructure to accommodate the digital transformation of businesses, including next-generation mobility services and Internet of Things (IoT).
Zebra Technologies Corporation, a global leader in providing solutions and services that give enterprises real-time visibility into their operations. Zebra Technologies announced the Azara cloud-managed WLAN solution which combines the functionality of Zebra's enterprise-grade WiFi with the WLAN infrastructure from the cloud. With Azara, businesses can leverage the same enterprise access points (APs) used for on-premise WLAN and manage them from the cloud, preventing their hardware investment and providing the flexibility to migrate to and from a cloud-managed deployment.
Europe stands as the second biggest market followed by Asia Pacific which has emerged as fastest growing market. Asia Pacific has the highest deployment of the cloud-based services. The region is investing in the IT and telecommunication sector.
Constant up-gradation of network infrastructure in corporate infrastructures and adoption of BYOD trend is majorly driving the global WLAN market. Growing focus on core business and availability of customized WLAN products for the SME's is also responsible for the augmentation of the global market. Increased utilization of mobile and portable devices in organization to ease the operation procedure and data sharing has been a key driver for the global WLAN market. Growing demand of cloud applications and influence of IoT is also fuelling the demand of the global enterprise WLAN market. On the other hand, lack of skilled personnel and issues related to latency and bandwidth is hampering the growth of the global enterprise WLAN market.
.Table of Contents
Get Report Details @ https://www.marketresearchfuture.com/reports/wlan-market-1012
Table 1 Global WLAN Market: By Region, 2017-2023
Table 2 North America WLAN Market: By Country, 2017-2023
Table 3 Europe WLAN Market: By Country, 2017-2023
Table 4 Asia-Pacific WLAN Market: By Country, 2017-2023
Table 5 Middle East & Africa WLAN Market: By Country, 2017-2023
Figure 1 Global Wlan Market Segmentation
Figure 3 Five Forces Analysis Of Global Wlan Market
Figure 4 Value Chain Of Global Wlan Market
Figure 5 Share Of Global Wlan Market In 2017, By Country (In %)
We at MRFR provide syndicated and customized reports to clients as per their liking. Our consulting services are aimed at eliminating business risks and driving the bottomline margins of our clients. The hands-on experience of analysts and capability of performing astute research through interviews, surveys, and polls are a statement of our prowess. We constantly monitor the market for any fluctuations and update our reports on a regular basis.
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Keywords: Global WLAN Market, WLAN Market, WLAN Market Forecast, WLAN Market Trends, WLAN Market Size, WLAN Market Segments
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Something does not work as expected? If you want to heiqn contents of this page – this is the easiest way to do it. Kata is often described heian nidan a set sequence of karate moves organized into a pre-arranged fight against imaginary opponents. Martial Arts Books – Shotokan Heian nidan. The Pinan kata originated in Okinawa and were adapted by Anko Itosu from older kata such as Kusanku and Channan into forms suitable for teaching karate to young students.
The Pinans are taught to various beginner ranks according to their difficulty. The fundamental techniques that are taught and practiced as heian nidan foundation. Wiki Information Why Ads? We apologize for any disruptions!!
All martial arts techniques and fitness exercises should be supervised by a trained martial arts instructor in order to prevent injuries and to ensure the proper technique is utilized. Click here to toggle editing of individual sections of the page if possible. Heian nidan information on other Heian nidan katas i. Home edit heian nidan edit this page Add info to wiki Contact Us.
These organizations sometimes cooperate in non-style specific sport karate organizations or federations. Heian nidan help others by adding info to this wiki. Some stances focus more on mobility than stability, and vice versa.
Click here to edit contents of this page. Musashi, as he was often simply known, became renowned through stories of his excellent, and heian nidan double bladed swordsmanship and heian nidan record in his 60 duels. The practice and mastery of kihon is essential to all advanced training. Kumite is the part of karate hiean which a person trains against an adversary, using the techniques learned from the beian and kata. Body movement in various kata includes stepping, twisting, turning, dropping to the ground, and jumping.
This helps us to keep this wiki free for all visitors. Kata originally were teaching heia training methods by which successful combat techniques were preserved and niean on. Notify administrators if there is objectionable content in this page.
If you find Heian nidan Belt Wiki useful, please add us to your website's resource or reference list. The basic goal heian nidan kata is to preserve and transmit heian nidan techniques and to practice self-defence.
In return, we will link back to your martial arts school, blog or website. Find out what you can do. Black Belt Wiki is a free martial arts wiki. Site manager Edit this menu Edit top menu. Popular Martial Arts Books. Written step-by-step instructions for Heian Nidan are at the bottom of the page. This kata requires accurate Shotokan stances dachi. Nidaan is one of heiab Shotokan katas for color belt non-black belt Karate students. Append content without editing heian nidan whole page source.
Heian nidan beginners by adding information to this website. Hopefully fingers triple crossed things will be fully operational by the end of July.
You can also learn about different martial arts styles. This page provides video and written instructions for Shotokan Karate kata – Heian Nidan.
When Gichin Funakoshi brought karate to Japan, he renamed the kata heian nidan Heian, which is translated as "peaceful heian nidan calm". These kata serve as the foundation to many of the advanced kata within Karate, as nudan of the techniques contained in these kata are contained in the higher heian nidan katas as well, especially Kusanku.
Follow Us Twitter Facebook. These instructions will help you to prepare for your next Shotokan Karate belt test.
Page Date – heiwn Mar Related Information on Kata. In martial arts, heian nidan is the act of stopping or deflecting an opponent's attack for the purpose of preventing injurious contact with the body.
At no extra cost to you, Black Belt Wiki receives a small commission on purchases made through the links in this section. Heian Nidan is the second Shotokan kata after Heian nidan Shodan.
Martial Arts Video of the Month – Heian nidan FYI – We will be transferring to a new software platform during July in order to be better viewed on mobile devices, etc.
Heian nidan the name also URL address, possibly the heian nidan of the page. The kata consists of kicks, punches, sweeps, strikes and blocks. Thank you for your support!!!
Tang Soo Do Korean Karate systems also practice these kata; they are termed, "Pyong-an" or "Pyung Ahn", which is a Korean pronunciation of the term "pin-an".


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bme pr pros
Pros We Love
Friends We Love
BME PR Pros/PRWeek Mentoring Scheme
Meet Our Mentors
Home Friends We Love
Friends We Love: Abbie Sampson, Director of External Affairs, Energy UK
by Elizabeth Bananuka
in Friends We Love
Abbie has extensive experience in the private, public and charitable sectors including at the highest level of government, having worked at Downing Street as both a strategic communications adviser and chief press officer.
Abbie started her career in publishing working for Penguin Books, before moving into the civil service working in a number of Government press offices. After four and a half years in Downing Street, Abbie led the media team at the consumer group Which?, where she gained experience of a broad range of consumer issues.
Abbie Sampson joined Energy UK, the trade association for the energy sector, in January 2017 as Director of External Affairs, leading the press, public affairs, digital and events teams. Abbie is passionate about excellence in communications and believes Energy UK has a strong story to tell about the transformation underway within the energy industry – from the way we generate, distribute and use energy to the increasing competition and choice in the retail market.
Since joining Energy UK Abbie has been a strong advocate for diversity in the energy sector and has overseen the introduction of a ban on all-male panels, the establishment of a new Equality and Diversity Forum and the publication of "Diversity & Inclusion in Energy" which was launched at a roundtable with DWP Minister Alok Sharma to showcase positive initiatives in the industry.
Describe your background in 5 words max
White girl from Kent
How did you get into PR and/communications?
I've always loved news and current affairs and started working in comms in busy Government press offices where I loved working on Ricky issues and reputation management, as well as dealing with crisis comms situations like bird flu. I then worked in 10 Downing Street both in the press office and as a strategic comms adviser, before leaving Government to head up comms at the consumer champion Which?. I now oversee the media, public affairs, events and digital teams at Energy UK, which represents the UK energy industry.
What do you love about your job?
The thrill of seeing a well-executed PR strategy never tires – whether that's waiting for the front pages to drop and seeing your story as the splash (in a good way!) to well-placed outreach through influencers to hit your target audience. Big or small the feeling of satisfaction when you successfully land your message with the right audience is just great.
What are you most proud of?
Being a working mum and striving to be a positive role model to my daughter.
What's been the hardest lesson to learn?
That sometimes it's ok for things not to be perfect. We can be really tough on ourselves and create unrealistic goals which can create a great deal of pressure. But sometimes you have to accept that circumstances outside your control means that things might not be perfect, and good will be ok. Sometimes you just have to relax about things little – and that's really hard to do when you take a great deal of pride in your work.
Who are your favourite people in PR/communications and why?
I'm guessing I can't say Elizabeth Bananuka but it's true – she's full of energy and positivity, and she makes things happen.
Also Rachel Miller, who founded All Things IC – there's nothing about internal comms she doesn't know, plus she's a fabulous person, founded her own business and has three young children – a superhero in my eyes.
What skill do you think every PR has to nail?
Diplomacy! And the courage and confidence to give the advice you think is right especially when it's not what the client / your boss wants to hear. Plus the discipline of always aligning the objective, audience and channels.
What is your favourite social network and why?
I love Instagram and have more than one account because I'm obsessed with taking photos. I love photography – it's how I switch off from the day and unwind.
Who is your favourite journalist and why?
To keep my job I'd have to say Emily Gosden, Adam Vaughan and Jillian Ambrose of course 😉
But they're genuinely all great journalists who sniff out their own top stories.
Outside of work, I have a lot of respect for Byrony Gordon whose openness about mental health will have benefited so many, plus her body positivity is inspiring and a breath of fresh air.
What's the best advice you've ever been given?
"You can't" – it just makes me more determined.
What's your 'yay' and 'nay' campaign of the year so far?
On the nay, less a specific campaign but I'm still dismayed on a daily basis at the level of gender stereotyping in our advertising, particularly those targeted at young children. It feels like we're still the 1950s.
For yay – a big yay to Mother Pukka. I love the creativity and messages of her "flex appeal" campaign which promotes the benefits of flexible working. Not only can we enable more women to achieve their potential, but it can benefit all families, employers and the UK economy.
"PR agencies only talk about diversity to win big awards and look good. But it's just tokenistic". Discuss.
I'm sure there is plenty of lip-service being paid on all aspects of diversity in the current climate but as the late, great Emmeline Pankhurst said, deeds not words. Judge people on their actions. There are some good people out there taking action and making great strides forward on diversity as a result. We just need more of them!
What advice would you give a talented BME PR Pro starting to think this sector will never give them the opportunities they deserve and are close to jacking it in to retrain as a doctor (which would make their African parents very happy)?
It's going to take more than hard work and good luck to get to the top when you're starting from an unequal position but with fire in your belly and a supportive network and allies, you're unstoppable. Be the change you want to see.
Finally, on a lighter note… We can't wait to see you at the BME PR Pros Summer Party. What can the DJ play to get you on the dancefloor?
Groove is in the heart by Deee-lite. Every time!
That and Apache by The Sugarhill Gang. Oh and "Roar" by Katie Perry which me and my daughter dance around like mad things to and sing at the top of our voices.
Friends We Love: David Fraser, MD, Ready10
Friends We Love: Rachel Friend UK CEO, Weber Shandwick
Friends We Love: Jo-Ann Robertson, Partner and CEO, London Ketchum
In 2018 Jo-ann was promoted to CEO of Ketchum in London. She is responsible for driving growth and innovation, and has challenged everyone to be a force for good every single day....
Friends We Love: Peter Bowles, co-CEO, Dynamo PR
Describe your background in 5 words max Hideously white middle-class and TOWIE How did you get into PR and/communications? A degree from Sheffield Uni in Sociology helped. You needed a degree...
Friends We Love: Davnet Doran, UK MD, M&C Saatchi PR
Davnet joined M&C Saatchi PR in late 2017 and as MD, shares responsibility for all client accounts (particularly on the commercial side of the relationships) with the rest of the UK...
Friends We Love: Bibi Hilton, MD, Golin
Bibi is managing director of Golin's 150-strong award-winning London office. In her four year tenure as MD, Golin has seen significant growth and won consecutive PR Week and PRCA agency of the...
Friends We Love (15)
Mentees (31)
Mentors (19)
Pros We Love (28)
Pros We Love: Esther Akinola, Freelance Content Editor, Social Media Specialist
Pros We Love: Tolu Rachael Akisanya, PR Manager, PIMFA
Pros We Love: Ella Darlington, Account Director, Octopus Group
Copyright © bme pr pros 2019

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text:
Q: Why the arraylist empties itself when it is called optionPressed method? Making a simple BrainTrain app, the updateAnswer method gives out random answers to the question but the issue comes up whenever i call the optionsPressed method and try getting any of the object, the arrayList gives out IndexOutOfBoundsException.
package com.example.nishantsaini.braintrain;

import android.graphics.Color;
import android.graphics.drawable.ColorDrawable;
import android.graphics.drawable.Drawable;
import android.os.CountDownTimer;
import android.support.v4.content.ContextCompat;
import android.support.v7.app.AppCompatActivity;
import android.os.Bundle;
import android.util.Log;
import android.view.View;
import android.widget.Button;
import android.widget.LinearLayout;
import android.widget.TextView;

import java.util.ArrayList;
import java.util.Random;

import static android.R.color.black;
import static android.R.color.holo_blue_bright;
import static android.R.color.holo_blue_dark;
import static android.R.color.holo_blue_light;
import static android.R.color.holo_green_light;

public class MainActivity extends AppCompatActivity {

Random rnd = new Random();
boolean gameisActive = false;
int count = 0;
CountDownTimer cd;
int var1,var2;
ArrayList<Button> options;

@Override
protected void onCreate(Bundle savedInstanceState) {
    super.onCreate(savedInstanceState);
    setContentView(R.layout.activity_main);
    cd = new CountDownTimer(30000, 1000) {
        @Override
        public void onTick(long l) {
            Log.i("Time Left:", Long.toString(l / 1000));
            TextView timer = (TextView) findViewById(R.id.timer);
            timer.setText("0:" + String.format("%02d", (l / 1000)));

        }

        @Override
        public void onFinish() {
            TextView score = (TextView) findViewById(R.id.Score);
            LinearLayout onFinishLayout = (LinearLayout) findViewById(R.id.onFinishLayout);
            /*score.setText( "You got " + getScore() + "right!");
            */

        }
    };
    options = new ArrayList<>();
    options.add((Button) findViewById(R.id.option2));
    options.add((Button) findViewById(R.id.option1));
    options.add((Button) findViewById(R.id.option3));
    options.add((Button) findViewById(R.id.option4));
}

public void start(View view) {

    cd.start();

    Button start = (Button) findViewById(R.id.start);
    updateQuestion();
    updateAnswers(options);

    start.setText("Replay");

}

public void optionPressed(View view){

    ColorDrawable blue_d = new ColorDrawable(getResources().getColor(R.color.blue_b));
    ColorDrawable blue_l = new ColorDrawable(getResources().getColor(R.color.blue_l));
    ColorDrawable blue_b = new ColorDrawable(getResources().getColor(R.color.blue_b));
    ColorDrawable green = new ColorDrawable(getResources().getColor(R.color.green));

    Drawable color = blue_b;
    while(options.size() > 0) {
        int index = rnd.nextInt(options.size());
        Button b = options.get(index);

        if (color == blue_b){
            color = blue_d;
            b.setBackground(color);
        }
        else if (color == blue_d){
            color = green;
            b.setBackground(color);

        }
        else if (color == green){
            color = blue_l;
            b.setBackground(color);

        }
        else if (color == blue_l)
        {
            color = blue_b;
            b.setBackground(color);
        }
        options.remove(index);
    }

    updateQuestion();
    updateScore();
    updateAnswers(options);

}

public void updateQuestion(){
    var1 = 5 + (int)(Math.random()*20);
    var2 = 5 + (int)(Math.random()*20);
    TextView question = (TextView) findViewById(R.id.question);
    question.setText(Integer.toString(var1) +" + " + Integer.toString(var2) + " = ");
    question.setPadding(0,50,0,0);
}

public void updateScore(){

    count++;
    int correct = 0;
    TextView score = (TextView) findViewById(R.id.points);
    score.setText(Integer.toString(correct) + "/" + Integer.toString(count));
}

public void updateAnswers(ArrayList<Button> arrayList ){

    Button b;
    int answer = var1 + var2;
    int indexAtWhichRealAnswerGoes = 1+ (int) (Math.random()*3);
    int id ;
    Log.i("arraylist size",Integer.toString(options.size()));

    b = arrayList.get(indexAtWhichRealAnswerGoes);
    b.setText(Integer.toString(answer));
    id = b.getId();
    arrayList.remove(indexAtWhichRealAnswerGoes);
    for (int i = 0; i < arrayList.size(); i++) {
        int randomanswer = (answer-7) + (int)(Math.random()*(answer+7));
        b = arrayList.get(i);
        b.setText(Integer.toString(randomanswer));

    }
    arrayList.add((Button) findViewById(id));
    Log.i("arraylist size",Integer.toString(arrayList.size()));

}
}

A: So, you call updateAnswers(options); using the list that you previously emptied
while(options.size() > 0) {
    int index = rnd.nextInt(options.size());
    ...
    options.remove(index);
}
...
updateAnswers(options);

At that point, the list is empty.
In the method, you safely used for (int i = 0; i < arrayList.size(); i++) {  to prevent any error but before that we see
int indexAtWhichRealAnswerGoes = 1+ (int) (Math.random()*3);
...
b = arrayList.get(indexAtWhichRealAnswerGoes);

You get that random index without checking the size of the list. (List that is empty at that point).

If you want to keep the list with its value, but the logic can't be change so the remove is necessary, you need to do a copy of the list to work on that one, and pass the original to the method updateAnswers.
List<Button> copyOptions = new ArrayList<>(options);

It will share the same instance, but you can update the list copyOptions without having any impact on options

redpajama_set_name: RedPajamaStackExchange


The dune bowl by Sharron Page Stocks is inspired by the sand dunes at Gwithian. The terracotta adds a certain warmth to the piece, like sun on dry sand.
To create this piece, Sharron layered together two different types of clay before wheel throwing them together into a single form. The result is a beautifully blended swirl of colour, like strata running through a cliff edge.
This bowl is sealed with a wax rub so please do not use for food consumption as it will not keep its finish. The Dune Bowl is a perfect room centre piece which will add a warm touch of nature to any space.
This item is not dishwasher, microwave, or food safe.
This item ships to the UK only.
DOR & TAN take the satisfaction of their customers very seriously. Every product is inspected to the highest possible quality standards before dispatch. However, if you are not totally satisfied with your purchase you can return it to them within 30 days for an exchange or full refund.
The story of Dor & Tan begins with the desire of its founders – Peter, Sharron, Matthew and Viola – to break away from the disposability of modern life to create objects with a more personal connection.


Our Complete Salon Pack is a treat for your fur baby. After all, your pets deserve premium hair and skin care too! Containing both a shampoo and a conditioner, the Complete Salon Pack makes pampering your pet both economical and delightful!
These products work together to clean, condition, moisturize, and rejuvenate the coat — and prevent itching due to dry or irritated skin. Start with our luxurious, red algae infused Salon Pro pet shampoo to clean, condition, and rejuvenate your pet's coat. Pamper and fluff your pet as always and then finish off with a quick spray of our red algae infused Salon & Spa pet grooming spray to help prevent itching and scratching.
Proudly made without SLS or triclosan. Alcohol Free, NON GMO, Cruelty Free, Allergy Free! Infused with healing Red Algae Gracilaria Conferta from the Mediterranean Sea. Rich in Vitamins A, E, B Complex, minerals, amino acids, anti-inflammatory and anti-microbial nutrients. An ancient, all-natural ingredient found to promote healthy skin, moisturize, and help repair dry, itchy, flaky skin.


Tour de Festive Holiday Album!
Kick off the holiday season with a NEW album from Norwood!
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text:
Home / Insights
In A Flash
Ontario Aims to Streamline Employer OHS Reporting Requirements into a Single Regulation
By John Illingworth
On July 1, 2021 O. Reg. 420/21, Notices and Reports under Sections 51 to 53.1 of the Act – Fatalities, Critical Injuries, Occupational Illnesses and Other Incidents (the "Regulation"), under the Ontario Occupational Health and Safety Act ("OHSA") comes into force.
The new Regulation aims to consolidate the reporting requirements of all workplaces covered by the OHSA (construction projects, industrial establishments, mines, etc.). The Regulation also incorporates the definition of "critical injury", which had previously been defined in its own regulation.
The Regulation revokes the notice and reporting provisions in several industry specific regulations, including:
O. Reg. 429/21: Farming Operations
O. Reg. 426/21: Construction Projects
O. Reg. 427/21: Health Care and Residential Facilities
O. Reg. 428/21: Diving Operations
O. Reg. 421/21: Industrial Establishments
O. Reg. 422/21: Mines and Mining Plants
O. Reg. 423/21: Oil and Gas – Offshore
O. Reg. 425/21: X-Ray Safety
O. Reg. 424/21: Window Cleaning
Reporting obligations, including the contents of the report, are now relocated to the new Regulation. Additional reporting requirements are included for diving operations, construction projects, mines, and x-ray safety.
Under section 3 of the Regulation, employers must provide a written report or written notice if:
a worker is killed or critically injured from any cause at a workplace;
a worker is disabled from performing his or her usual work or requires medical attention because of an accident, explosion, fire or incident of workplace violent at a workplace, but no person dies or is critically injured because of that event; or
the employer is advised by or on behalf of a worker that the worker has an occupational illness or that a claim in respect of an occupational illness has been filed with the Workplace Safety and Insurance Board by or on behalf of the worker.
Interestingly, this new section appears to contain a key wording difference from the statutory notice and report requirements under the OHSA. Pursuant to section 51 of the OHSA, an employer must notify Ministry of Labour, Training and Skills Development immediately "where a person is killed or critically injured" and, within 48 hours, provide "a written report of the circumstances of the occurrence containing such information and particulars as the regulations prescribe." The new Regulation, however, prescribes the required contents of a written report where a worker is killed or critically injured.
The Regulation also provides a new clarification with respect to reporting obligations in the event that a worker is involved in a motor vehicle accident. Certain prescribed forms of written report or notice will not apply in cases where a worker suffers an injury as a result of a motor vehicle collision on a highway, as defined under the Highway Traffic Act, or on the private toll highway known as Highway 407, unless:
the worker affected was working at a project; or
the worker affected was not travelling in the motor vehicle at the time of the collision.
We may yet see further clarification on these differences in wording between the Regulation and OHSA requirements. Indeed, the Regulation appears to address developments in case law where the Courts have tried to bring some common sense to the broad requirements of the statute. That said, the Regulation does not eliminate the requirement under section 51 of the OHSA to immediately report instances where a person has been killed or critically injured at a workplace, whether or not the person is a worker. Suffice to say, employers are encouraged to seek legal advice on reporting obligations immediately in the event of a workplace safety incident.
Critical Injury
The new Regulation revokes Regulation 834 "Critical Injury – Defined" and imports the definition into the new Regulation. For the purposes of reporting an incident, "critically injured" is defined as an injury of a serious nature that:
places life in jeopardy,
produces unconsciousness,
results in substantial loss of blood,
involves the fracture of a leg or arm but not a finger or toe,
involves the amputation of a leg arm, hand or foot but not a finger or toe,
consists of burns to a major portion of the body, or
causes the loss of sight in an eye.
The wording of the definition remains unchanged. Interestingly, the new Regulation does not incorporate the Ministry of Labour, Training and Skills Development's 2017 "Clarification", in which the Ministry took the position that the fracture or amputation of more than one finger or toe constituted a critical injury for reporting purposes.
The Regulation requires employers and constructors to retain copies of a written notice or report prepared under the OHSA for at least three years after the date the notice or report is made.
If you have any questions regarding this development or any other workplace law issues, please do not hesitate to contact a Mathews Dinsdale lawyer.
The author gratefully acknowledge the assistance of Liam Billings, a Summer Student in the firm's Toronto office.
Expertise: Employment law, Labour relations, Construction labour relations, Occupational health and safety
Tags: OHSA
Ontario Inviting Feedback on Pay Transparency Reporting Requirements
This article provides a brief review of the proposed Act and the feedback requested by the Ministry of Labour.
Significant Labour Friendly Changes Announced in British Columbia
The Provincial NDP government introduced Bill 10-2022, which stands to make significant labour friendly changes to British Columbia's Labour Relations Code.
Overview of Upcoming Amendments to the Canada Labour Code and Canada Labour Standards Regulations
The Canada Labour Code and Canada Labour Standards Regulations are undergoing several changes. This article outlines the content and timeline for these amendments.
Our complimentary webinars address the practical and legal issues for Canadian employers.
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Byzantine art tends to be considered in almost exclusively visual terms. However, Byzantine writings about works of art appeal to all the senses and aim to involve the listener (who may also be looking at the object described) in an emotional engagement with the image and with the scene it depicts. This paper explores some of the ways in which the five physical senses were engaged in the overall sensory experience of worship in a Byzantine church, notably Hagia Sophia in Istanbul, discussing how the senses seem to have played spiritual as much as physical roles in the church. The Byzantines do not appear to have perceived the interaction between the senses as synaesethic, but rather as an interlinking and an interplay. This emphasis on the sensory nature of images suggests a corporeal dimension to religious experience, offering the human body an intrinsic role in the worship of the divine.


text:
Q: Use string resources with testFixtures in Android Studio testFixtures have been introduced since AGP 7.0.
I have enabled the following in my build.gradle:
    testFixtures  {
        enable = true
        androidResources = true
    }

    testOptions {
        unitTests.includeAndroidResources = true
    }

In my local unit tests I can reference strings resources (strings in strings.xml) placed in the main source set, but I can't access those placed  my testFixtures source set.
Placing string resources under the src/testFixtures/res folder, shows them on Android Studio just fine. But I can't reference them via R.string.string_name either on code found in the testFixture source path or the test source path.
I think that the appt is not picking them up.
Any solutions?


text:
Philippa Rappoport
Manager of Community Engagement
Smithsonian Office of Educational Technology
Smithsonian Staff
I work in community engagement, education, and outreach at the Smithsonian Office of Educational Technology (OET), and have a particular interest in creating collections about culture and heritage, as well as collections to support English and other language learning and the Smithsonian-Montgomery College Fellowship program. At OET over the last several years I have focused on creating digital assets for schools, families, and new immigrant English Language learners to complement teacher professional development and pan-Smithsonian programming, including Learning Lab teaching collections, YouTube videos with tradition bearers, a handmade family stories book-making website, and online heritage tours.
Philippa Rappoport's collections
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Making a "Things That Make Me Me!" Family Storybook

This collection includes an easy-to-do book project designed to get families talking, creating, and celebrating together our unique and shared qualities. It can be used as a home project, in the classroom (English, art, social studies), or in an informal learning setting. Together with guidance from the "Talking about Race" materials from the National Museum of African American History and Culture, this book project can also be used as a prompt to talk about race with young learners.

The book is made from a single, large sheet of paper. Click on the demo and accompanying downloadable instructions to get started!

tags: race, art, arts, crafts, crafting, how-to

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1619 Project: Support collection of resources from the National Museum of African American History and Culture

Here are some resources suggested by colleagues at the National Museum of African American History and Culture, in support of a professional development workshop with the University of Arizona's Center for the Study of Race and Democracy and The 1619 Project Advocates of Arizona.

(Re)Imagining Youth Engagement: National Museum of the American Indian

This collection serves as a preview for the sixth of six seminar sessions in the 2021 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is "Facing the Complex, Multiple Challenges of the 21st Century."

Four colleagues from the National Museum of the American Indian - Gaetana DeGennaro, Carrie Gonzales, Adrienne Smith, and Ami Temarantz - will discuss and demonstrate key features of the museum's youth engagement strategy.

Resources included in this collection have been recommended by the presenters for participants to explore before the seminar session itself. A fuller description and presenter bios are included inside the collection.

#MCteach

Serving Community in the 21st Century: Presentations from the National Museum of African American History and Culture

This collection serves as a preview for the fifth of six seminar sessions in the 2021 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is "Facing the Complex, Multiple Challenges of the 21st Century."

Five colleagues from the National Museum of African American History and Culture - Kinshasha Holman Conwill, Candra Flanagan, Anna Hindley, Kelly Elaine Navies, and Esther Washington - will discuss signature programs of the museum's engagement, education, and outreach strategy.

Resources included in this collection have been recommended by the presenters for participants to explore before the seminar session itself. A fuller description and presenter bios are included inside the collection.

Special thanks to Candra Flanagan for the beautiful slides, and to Danielle Lancaster for keeping us all on track!

#MCteach

Addressing 21st-Century Challenges: The National Museum of American History and the Center for Folklife and Cultural Heritage

This collection serves as a preview for the fourth of six seminar sessions in the 2021 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is "Facing the Complex, Multiple Challenges of the 21st Century."

Three Smithsonian curators, Jim Deutsch and Sojin Kim from the Center for Folklife and Cultural Heritage, and Margaret Salazar-Porzio from the National Museum of American History, will discuss ways in which their units seek to address 21st-century challenges, through programming, outreach efforts, and resources.

Resources included in this collection have been recommended by the presenters for participants to explore before the seminar itself.

#MCteach

Hung Liu: Portraits of Promised Lands

This collection serves as a preview for the third of six seminar sessions in the 2021 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is "Facing the Complex, Multiple Challenges of the 21st Century."

Two Smithsonian staff members, Dorothy Moss and Briana Zavadil White, as well as artist Hung Liu, will discuss the National Portrait Gallery exhibition, Portraits of Promised Lands, and educational strategies for the classroom.

Resources included in this collection have been recommended by the presenters for participants to explore before the seminar itself.

#MCteach

Deep Time (National Museum of Natural History)

This collection serves as a preview for the second of six seminar sessions in the 2021 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is "Facing the Complex, Multiple Challenges of the 21st Century."

Three Smithsonian staff members, Jennifer Collins, Siobhan Starrs, and Scott Wing, will discuss content and educational materials related to the National Museum of Natural History exhibition, Deep Time. Their bios and presentation descriptions are included inside. Resources included in this collection have been recommended by the presenters for participants to explore before the seminar itself.

#MCteach

Preview Activity for Learning Lab Training Collection on the Theme: "Facing the Complex, Multiple Challenges of the 21st Century"

This collection is designed to help educators bridge the classroom experience to a museum visit. It is intended as a preview activity to our upcoming workshop demonstrating various ways to use the Learning Lab and its tools, while offering specific, replicable, pre-engagement activities that can simply be copied to a new collection and used to help students engage with museum resources.

Included here is a set of flashcards, a template document so that teachers can create and print their own specific sets, and strategies for their use in their classrooms, and some questions to guide users in exploring the objects.

In the following activity, explore the objects in this collection and choose one that you would want to work with in your classroom. Be prepared to introduce yourself at the workshop by sharing the object you selected, why you selected it, and how you might use it in your classroom.

Keywords: #MCteach

Digital Museum Resources for the High School Ethnic Studies Classroom (#EthnicStudiesY2)

This collection includes digital museum resources and replicable activities that will serve as a springboard for discussion during the Ethnic Studies Exploration: Resources and Strategies workshop, held online with the City of Austin Parks & Recreation Department (includes the Emma S. Barrientos Mexican American Cultural Center, the Asian American Resource Center, and the George Washington Carver Museum), Texas State University, Academia Cuauhtli, and the Smithsonian Office of Educational Technology on March 27 and April 17, 2021. The collection models how digital museum resources can be leveraged to support critical thinking and deeper learning for high school Ethnic Studies curricula. The collection can be copied and adapted for use in your own classroom.

For an archived collection of recordings from these training sessions, please see this Learning Lab collection from the City of Austin Parks and Recreation: Ethnic Studies Exploration: Resources and Strategies.

This program received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center.

#EthnicStudies

Keywords: TEKS

Learning Lab Training Collection on the Theme: "Facing the Complex, Multiple Challenges of the 21st Century"

This collection is designed to help educators bridge the classroom experience to a museum visit. It is intended to demonstrate various ways to use the Learning Lab and its tools, while offering specific, replicable, pre-engagement activities that can simply be copied to a new collection and used to help students engage with museum resources.

Included here:

Section 1: a set of flashcards, a template document so that teachers can create and print their own specific sets, and strategies for their use in their classrooms.

Section 2: a variety of student activities and resources to explore artist Luis Cruz Azaceta's "Shifting States: Iraq," a metaphorical representation of the unrest taking place in Iraq, and more broadly, an exploration of the human condition during times of crisis. This section includes an image of the work from the Smithsonian American Art Museum, an explanatory video with curator E. Carmen Ramos, two Thinking Routines - "See, Think, Wonder" and "The 3 Y's" - from Harvard's Project Zero Visible Thinking and Global Thinking materials, and an array of prompts and Learning Lab tools to help students think critically and globally.

Section 3: a short assignment to get participants started using the Learning Lab.

Section 4: spacer tile template to serve as chapter headings in longer collections.

This collection is adapted from a teaching collection on the same theme (Luis Cruz Azaceta's "Shifting States: Iraq" ( http://learninglab.si.edu/q/ll...), that includes extension activities. It was created for the 2019 cohort of the Smithsonian-Montgomery College Faculty Fellowship Program on the theme, "The Search for American Identity: Building a Nation Together," and then adapted for the 2020 program on the theme, "Humans and the Footprints We Leave: Climate Change and Other Critical Challenges."

Keywords: #MCteach

Facing the Complex, Multiple Challenges of the 21st Century: Smithsonian-Montgomery College Faculty Fellowship 2021 Opening Panel Resources

This collection serves as an introduction to the opening panel of the 2021 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is "Facing the Complex, Multiple Challenges of the 21st Century." Four Smithsonian staff members will present at the session, including Ashley Peery and Kerri Dean of the National Museum of Natural History, Ellen Lupton of the Cooper Hewitt Smithsonian Design Museum, and Katrina Lohan of the Smithsonian Conservation Biology Institute's "Earth Optimism" initiative. Their bios, presentation descriptions, and other resources are included inside.

As you explore these resources, jot down any questions you have for the presenters. It is sure to be a fascinating and fruitful seminar series!

#MCteach

Exploring Digital Storytelling within the Learning Lab: Personal Responses to Covid-19

This Learning Lab collection was made to complement the presentation, "Exploring Digital Storytelling within the Learning Lab: Personal Responses to Covid-19," for <a href="https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.vsu.ru%2Fenglish%2F&data=04%7C01%7Crappoph%40si.edu%7Cac8bd60cd8604dfa674308d8bd2b78ae%7C989b5e2a14e44efe93b78cdd5fc5d11c%7C0%7C0%7C637467341725810423%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=5dcdEkeScZ3%2FaX%2F2U5YLeMej%2F%2B9b9akCQFhzYSw%2BV5k%3D&reserved=0" originalsrc="https://www.vsu.ru/english/" shash="lMDtMdMW/eKRFcDwiIcYf/QEzB2Q4BoZDnhsm+EjmLdHFlCh1Fk97gNkn04c3bWtn9uUxvQlQ5y4wULP2F1GPYOqtUn584nH64Bhd8QiND6c5RyWhGlNplgWV4XMURWywXsV63QKtogzBT18zlfrd+pLko5xcUn9Ui5IFD+BH7Q=" title="Original URL: https://www.vsu.ru/english/ brClick to follow link.">Voronezh State University faculty and students, and supported by the <a href="https://nam02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.britishcouncil.ru%2F&data=04%7C01%7Crappoph%40si.edu%7Cac8bd60cd8604dfa674308d8bd2b78ae%7C989b5e2a14e44efe93b78cdd5fc5d11c%7C0%7C0%7C637467341725800426%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=ZqPzqPd5xh79B%2FcFa1QsJjQDux6jRz9uTrjD6coeUJc%3D&reserved=0" originalsrc="http://www.britishcouncil.ru/" shash="G/O3+23lyl/KRoOIOyvJjUFEiQI8+IC31k+9BSAa27MXMln5+fgYWt6jtTGRy4fp6LhqurA4w2Z/hCL0c+WpRGG9MDFMls0nB0SJ5O9/OwmzWDwvGqsszfXJc0ZT2N1vSVKyzHp/j2fnCNcrIaq2/q25Q37YihV8Y96YtngICcQ=">Cultural and Education Section of the British Embassy in Moscow.

During the workshop, co-facilitators Dr. Antonia Liguori (Loughborough University, UK) and Dr. Philippa Rappoport (Smithsonian Office of Educational Technology) will demonstrate a variety of techniques to incorporate personal experiences in the exploration and use of museum resources. They will share how the Smithsonian Learning Lab and Digital Storytelling (DS) can be used together to access digital resources, build learning experiences, and cultivate collaboration and community over distance.

We will explore artwork from the Smithsonian digital collections, including an exhibition at the National Portrait Gallery in Washington, DC, Eye to I: Self-Portraiture as an Exploration of Identity, which compels viewers to consider how self-portraits reflect an artist's identity through what is revealed and concealed. We will look specifically at the Eye to Eye artworks from the context of social distancing and unrest in the time of Covid-19 as a prompt to make personal connections.

You will find in this collection:

some examples of annotated objects that demonstrate the functionality of the Learning Lab;

some examples of digital stories made by students and also other educators during previous Digital Storytelling workshops;

a description of the Digital Storytelling process;

a short story circle activity using exhibition images to explore shifting from a cognitive appreciation of art to a personal connection to museum objects;

workshop participants' reflections;

supplemental resources.

#DigitalStorytelling

Training Workshop for NJ Arts Integration and Cultural Competency Project

This collection includes digital museum resources and replicable activities that will serve as a springboard for discussion during a training with teachers participating in the Arts Integration and Cultural Competency Professional Support for New Jersey Educators project.

This collection was co-created with Tess Porter. It was copied and adapted from a collection (included below) by Ashley Naranjo, that was designed to prompt discussion about identity, immigration, "master" or dominant narratives in history, and hero myths.

This program received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center.

Keyword: Roger Shimomura
#APAArtsIntegration

Inquiry-Based Learning at Its Best Using Digital Museum Resources: A Presentation for NCSS2020 Conference "Advancing Social Justice"

This collection includes digital museum resources and replicable activities that will serve as a springboard for discussion during the NCSS 2020 Online Conference, Advancing Social Justice on December 5, 2020. The collection models how digital museum resources can be leveraged to support critical thinking and deeper learning, using promising transferable practices developed in a school/museum pilot program on Ethnic Studies.

This power session supports educators in accessing and developing instructional materials relevant to middle/junior high grades 6-12 social studies and Ethnic Studies courses. Participants will explore the Smithsonian Learning Lab and find a wide range of multimedia resources from different times and places. They will have an opportunity to sample and consider several applicable Harvard Project Zero visual thinking and global thinking strategies that can help students access and understand primary sources, deepen their critical thinking skills, and learn to trust and articulate their ideas. Participants will leave with enough information to independently use the Smithsonian Learning Lab and implement new classroom ideas.

Participants will:
• Try out inquiry-based looking strategies using digital museum resources that are suitable for middle and high school social studies and Ethnic Studies courses but applicable across curricula.
• Learn the basics of Smithsonian Learning Lab, a Webby Award-winning platform for users to create and share digital resources with students and a growing national network of educators.
• Explore instructional materials created by educators for Ethnic Studies courses that include digital museum resources and inquiry-based strategies, and are available on the Smithsonian Learning Lab.

The collection can be copied and adapted for use in your own classroom.

To browse published Learning Lab content created from the Supporting the Innovative Teaching of High School Level Ethnic Studies Courses in Texas project, see https://learninglab.si.edu/search/?f%5B_types%5D%5B%5D=ll_collection&st=%23EthnicStudies&s=&page=1. Click on each individual tile to explore its associated collection.

This collection was co-created with Ashley Naranjo. This program received Federal support from the Latino and Asian Pacific American Initiatives Pools, administered by the Smithsonian Latino Center and the Smithsonian Asian Pacific American Center.

#EthnicStudies

Inclusive Memory Project: Digital Storytelling as a Teaching Strategy in the Smithsonian Learning Lab

This Learning Lab collection was made to complement the presentation "Digital Storytelling as a Teaching Strategy in the Smithsonian Learning Lab," as part of the series, The Inclusive Memory Project in the Post Covid Era", hosted by the Centro di Didattica Museale at the Università degli Studi Roma Tre.

During the workshop, co-facilitators Dr. Antonia Liguori (Loughborough University, UK) and Dr. Philippa Rappoport (Smithsonian Office of Educational Technology) will demonstrate a variety of techniques to incorporate personal experiences in the exploration and use of museum resources. They will share how the Smithsonian Learning Lab and Digital Storytelling (DS) can be used together to access digital resources, build learning experiences, and cultivate collaboration and community over distance.

You will find in this collection:

a short icebreaker activity using exhibition images to start shifting from a cognitive appreciation of art to a personal connection to museum objects;

some examples of annotated objects that demonstrate the functionality of the Learning Lab;

some examples of digital stories made by students and also other educators during previous Digital Storytelling workshops;

a description of the Digital Storytelling process;

workshop participants' reflections;

supplemental resources.

#DigitalStorytelling

Personal Responses to Covid-19: A Digital Storytelling Workshop Using the Smithsonian Learning Lab

This Learning Lab collection was made to complement the presentation, "Personal Responses to Covid-19: A Digital Storytelling Workshop Using the Smithsonian Learning Lab," for graduate students in Dr. Davide Tanasi's course, "Virtual Museums," at the University of South Florida.

During the workshop, co-facilitators Dr. Antonia Liguori (Loughborough University, UK) and Dr. Philippa Rappoport (Smithsonian Office of Educational Technology will demonstrate a variety of techniques to incorporate personal experiences in the exploration and use of museum resources. They will share how the Smithsonian Learning Lab and Digital Storytelling (DS) can be used together to access digital resources, build learning experiences, and cultivate collaboration and community over distance.

We will explore artwork from an exhibition at the National Portrait Gallery in Washington, DC, Eye to I: Self-Portraiture as an Exploration of Identity), which compels viewers to consider how self-portraits reflect an artist's identity through what is revealed and concealed. We will look specifically at the Eye to Eye artworks from the context of social distancing and unrest in the time of Covid-19 as a prompt to make personal connections.

You will find in this collection:

a short icebreaker activity using exhibition images to start shifting from a cognitive appreciation of art to a personal connection to museum objects;

some examples of annotated objects that demonstrate the functionality of the Learning Lab;

some examples of digital stories made by students and also other educators during previous Digital Storytelling workshops;

a description of the Digital Storytelling process;

workshop participants' reflections;

supplemental resources.

#DigitalStorytelling

Unsettled Nature: Art and Science as Argument

This collection serves as a preview for the sixth of six seminar sessions in the 2020 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is "Humans and the Footprints We Leave: Climate Change and Other Critical Challenges."

Two Smithsonian staff members, Elizabeth Dale-Deines and Joanne Marsh, will discuss content and educational strategies related to the joint exhibition, Unsettled Nature, from the Smithsonian American Art Museum and the National Museum of Natural History.

Resources included in this collection have been recommended by the presenters for participants to explore before the seminar itself.

#MCteach

Introductory Activity to Generate Discussion about Ethnic Studies and Digital Museum Resources (#EthnicStudiesY2)

This collection is a standalone flashcard or online activity designed to generate discussion for Ethnic and Area Studies classrooms and workshops. The collection includes:

images to spark discussion

questions to guide you in considering and selecting objects

a word document template that educators can use to edit (or create from scratch) and print flashcards with images and descriptions on opposite sides of each flashcard.

the Learning Lab Getting Started Guide

This collection was co-created with Maritza De La Trinidad, Laura Esparza, Francisco Guajardo, Chris Milk, Tess Porter, Philippa Rappoport, and Elizabeth Salinas, and serves as a preview of the Learning Lab platform and springboard for discussion during the Exploration of Ethnic Studies workshop, held online with the City of Austin Parks and Recreation Department, Academia Cuautli, Texas State University, the Museum of South Texas History (MOSTHistory), and the University of Texas Rio Grande Valley's (UTRGV) Historias Americanas program during academic year 2020-2021. The collection can be copied and adapted for use in your own classroom.

This program received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center.

#EthnicStudies #HistoriasAmericanas

Keywords: TEKS

This collection includes digital museum resources and replicable activities that will serve as a springboard for discussion during the Exploration of Ethnic Studies workshop, held online with the Museum of South Texas History (MOSTHistory) and the University of Texas Rio Grande Valley's (UTRGV) Historias Americanas program on October 23-24, 2020. The collection models how digital museum resources can be leveraged to support critical thinking and deeper learning for high school Ethnic Studies curricula. The collection can be copied and adapted for use in your own classroom.

This collection was co-created with Tess Porter. This program received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center.

#EthnicStudies #HistoriasAmericanas

Keywords: TEKS

Interpreting Content from the Smithsonian Transcription Center: Oral Interviews from the Faris and Yamma Naff Arab American Collection

This collection is a topical collection guiding students to a fascinating trove of content from the Faris and Yamma Naff Arab American Collection at the National Museum of American History, with discussion questions from Project Zero's Global Thinking routine, "Step In, Step Out, Step Back," to help them explore the content. Also included is additional content from the Smithsonian Transcription Center that students can explore and volunteer to transcribe. By volunteering with the Transcription Center , students would help transcribe these stories of early Arab-America immigration, and contribute to our collective knowledge of Arab American History.

The Faris and Yamma Naff Arab American documents the immigration and assimilation of mostly Christian Syrian-Lebanese who came to America at the turn of the twentieth century. The immigrants were predominately-small land-owning peasants and artisans from the village of Syria and Lebanon. It was in these Syrian communities created by Arab immigrants that Dr. Naff sought interviews, photographs and personal papers.

A Fusion of Culture and Identity: Joe Bataan's Latin Boogaloo Music

This teaching collection asks students to look closely and think critically about society and culture by examining a portrait of Joe Bataan, analyzing his lyrics, and considering the cultural forces that shaped him and his legacy. Joe Bataan, a musician who was born to Filipino and African American parents, raised in Spanish Harlem, and identified with Puerto Rican culture, became one of the founders of Latin Boogaloo music in New York City. What started out as a local music by young folks has become a global phenomenon.

Included here are

the portrait from the National Portrait Gallery (NPG)

selected lyrics from the song, "Young, Gifted, & Brown"

three suggested Thinking Routines - "See, Think, Wonder," "What Makes You Say That?," and "The 3 Ys" - from Harvard's Project Zero Artful and Global Thinking materials

a bilingual video with Smithsonian National Museum of American History curator Theo Gonzalves

a podcast, "Bataan's Boogaloo," with NPG director Kim Sajet and Smithsonian Latino Center director Edouardo Diaz

a discussion/writing prompt

For use in Social Studies, Spanish, English, and American History classes

#LatinoHAC #EthnicStudies

This Smithsonian Learning Lab collection received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center.

Exploring the History of Rice Cultivation in the United States

This collection serves as a preview for the fifth of six seminar sessions in the 2020 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is "Humans and the Footprints We Leave: Climate Change and Other Critical Challenges."

The National Museum of African American History and Culture tells American History through an African American lens. After a welcome and introduction to the museum by Deputy Director Kinshasha Holman Conwill, STEM Education Specialist Christopher W. Williams will engage participants in an exploration of the history of rice cultivation in the United States, and how enslaved West Africans used indigenous knowledge and technology to turn rice into the first globally exported cereal grain from the U.S.

Resources included in this collection have been recommended by the presenters for participants to explore before the seminar session itself. A fuller description and presenter bios are included inside the collection.

#MCteach

American Indian Responses to Environmental Challenges

This collection serves as a preview for the third of six seminar sessions in the 2020 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is "Humans and the Footprints We Leave: Climate Change and other Critical Challenges."

National Museum of American Indian colleagues Edwin Schupman, Christopher Turner, and Mandy Van Heuvelen will explore how the National Museum of the American Indian's educational resources, exhibitions, and interpretive programs address the issue of climate change.
Resources included in this collection have been chosen by the presenters for participants to explore before the seminar itself.

#MCteach

Crucial Conversations in American History: "Many Voices, One Nation" and "Becoming US"

This collection serves as a preview for the second of six seminar sessions in the 2020 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is "Humans and the Footprints We Leave: Climate Change and other Critical Challenges."

National Museum of American History colleagues Orlando Serrano and Steve Velasquez will discuss the making of the exhibition, "Many Voices, One Nation," and its accompanying educational website, "Becoming US." Together the exhibition and educational website aim to explore not only how the many voices of people in America have shaped our nation, but also to guide high school teachers and students in learning immigration and migration history in a more accurate and inclusive way.

Resources included in this collection have been chosen by the presenters for participants to explore before the seminar itself.

#MCteach


Ender prequel series coauthor Aaron Johnston on Ender and the evolution of the child hero. Burn Notice creator Matt Nix on Ender's Game as a guide to life. Hugo award-winning writer Mary Robinette Kowal on how Ender's Game gets away with breaking all the (literary) rules. Retired US Air Force Colonel Tom Ruby on what the military could learn from Ender about leadership. Bestselling YA author Neal Shusterman on the ambivalence toward survival that lies at the heart of Ender's story.
Plus pieces by Hilari Bel, John Brown, Mette Ivie Harrison, Janis Ian, Alethea Kontis, David Lubar and Alison S. Myers, John F. Schmitt, Ken Scholes, and Eric James Stone.
Also includes never-before-seen content from Orson Scott Card on the writing and evolution of the events in Ender's Game, from the design of Battle School to the mindset of the pilots who sacrificed themselves in humanity's fight against the formics. Hugo and Nebula Awards winner.


exegetes, pl. exegetai · Lit. "interpreter." A group of officials who expound the proper procedure in situations which raise unusual questions of religious law. Their activity is attested in several cases, all of homicide; and in each case they are responding to an inquiry by an individual by an individual rather than as expert witnesses before a court. In one case they offer also to advise a litigant, implying that this was something more than their regular function of interpreting the law.