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Home | Digital Learning | Truancy – Park Lane Primary School case study
Truancy – Park Lane Primary School case study
Val Cameron, head teacher at Park Lane Primary School, talks about her experience with spotting patterns of absenteeism early in school and how tracking and monitoring software has had a positive impact on attendance.
string(23) "The Information Highway"
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string(301) "Can pupil monitoring software improve academic results? Here, Phil Neal, MD of Capita's Children's Services, using case study evidence shows how pupil data can be used not only to improve the performance of students, but signifcantly improve behaviour within the school."
string(372) "... to it so they can follow pupilThe Information HighwayCan pupil monitoring software improve academic results? Here, Phil Neal, MD ofCapita's Children's Services, using case study evidence shows how pupil data canbe used not only to improve the performance of students, but significantly improvebehaviour within the school.progress and ..."
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string(5715) "Technology Feature"Information is knowledge andknowledge changes children'slives."  These are the words ofa head teacher I knew who feltthat her school's managementinformation system (MIS) wasabsolutely crucial in helpingteachers understand who theirpupils were. The MIS, she said,gave them the informationthey needed to ask the rightquestions and get to the bottomof  any issues.The power of  a managementinformation system is only fullyrealised when teachers have dailyaccess to it so they can follow pupilThe Information HighwayCan pupil monitoring software improve academic results? Here, Phil Neal, MD ofCapita's Children's Services, using case study evidence shows how pupil data canbe used not only to improve the performance of students, but significantly improvebehaviour within the school.progress and set appropriate learningtargets for each child.  Teachers cansee who needs to make more progressand what else is going on in a child'sschool life that could be having aneffect. If  a pupil starts to fall back,teachers can see if  this is due to anescalating attendance problem, forinstance, or something classroombased.Data can help identify where bestpractice is taking place in a school.By analysing assessment data, forexample, you may find that teacherA consistently gets more pupils toachieve beyond expectations. You canthen examine what he or she is doingdifferently.  Whatever it is, it is likelyit can be replicated elsewhere in theschool if  it is backed up with goodtraining.Some schools share informationon learning targets with their pupils. http://www.teachingtimes.comTechnology FeatureUsed well, this can have an amazing effecton motivation levels. Pupils can learn in astructured way, with clear goals set by teachersand frequent discussions about their progresstowards these targets. This helps them takeresponsibility for their learning and value theirown development.BehaviourRegularly recording behavioural incidents andoutcomes on your MIS will provide you with arich source of  information to draw from whichcan help you manage behaviour effectivelyin your school.  Information on a lunchtimedispute can be recorded and will be instantlyaccessible to the staff  member responsible forbehaviour, enabling them to address the issuewhilst the incident is still fresh in the pupils'minds.You could spot trends and see if  incidencesof  poor behaviour happen at certain times ofday, or in particular areas, so that you can planaround them by placing more staff  on duty, forexample.Harefield Academy, UxbridgeFor Lynn Gadd, principal of  the HarefieldAcademy in Uxbridge, the MIS is a central toolfor monitoring and improving behaviour. The http://www.teachingtimes.comTechnology Featureacademy uses a points system, and theMIS tops up the totals."The points system allows us to setthe values ourselves, so it's consistentand both teachers and studentsunderstand it," Lynn explained. "It'salso linked in with the achievementand attainment data so the system canautomatically award points for goodgrades."Negative points are awarded foranything from bad behaviour, lateness,rudeness or not handing in homework.Positive points span a huge range ofthings, so students can gain points forgetting a clean slate (no bad points ina week), making a contribution to thecommunity, being in the school playor working well in a team.The system also manages andgenerates automatic actions whenthe points reach a certain number– for negative points this could begenerating a letter home, a promptto set up meetings with parents or aone-on-one interview with the pupilin question. Positive points generaterewards as well as special mentionsin class and recognition of  a child'sgood work."The whole approach reassuresstudents that the system is alwaysbeing enforced. They're in no doubtthat if  they're late it will be notedand dealt with, and if  they do well,it will be rewarded. Students alsofollow their points each week and theyknow what points they're getting, soit creates a whole school approach toimproving behaviour," said Lynn.Absence and attendanceAnother gain from the MIS systemis how it supports attendance. "Oneof  my greatest fears has always beenthat I don't know where a child is at agiven time. We now take registrationelectronically and ten minuteslater our admin staff  can be on thephone checking the whereaboutsof  missing children. It sends such apositive message to families," sayshead teacher Harry Weightman fromEasington Colliery Primary School.His views are backed by other schoolswho state that once pupils knowattendance is important, they value itmore too.The MIS can help alert parents toproblems that they may not be awareof  says Val Cameron, the head at ParkLane Primary: "One of  our familiesare caravan enthusiasts but it wasn'tuntil I showed them their child'sattendance pattern that they realisedhow many Fridays the child wasmissing due to caravanning weekends.The pie-chart display of  their child'sattendance had a real impact on thisfamily, whose child no longer missesFridays."Parents onlineCome September, every secondaryschool in the country is expected tobe engaging with parents online; forprimary schools the deadline is 2012.The initiative is about giving parentsmeaningful information that will helpthem support their child at home."We know that one of  the mostinfluential variables in determining astudent's success in school is parentalinvolvement and support. It's truesome people are disinclined to giveit and some are unable to give it, butwhatever the reason,"
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The Information Highway
string(47) "Growing Tomorrows School Leaders: The Challenge"
string(56) "https://www.teachingtimes.com/growing-tomorrows-leaders/"
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string(298) "The schools sector is facing serious recruitment and retention problems for teaching and leadership posts. More than half of teachers are over 45 years of age and less than 20 per cent under 30. This report from the HayGroup has been written to capture and summarise how other organisations are ..."
string(453) "... like to thank the following headteachers and advisers for theirsupport during this research project:Dianne Barker, Violet Lane Infants School, TamworthHilary Berry, Over Hall Community School, WinsfordBrenda Bigland, Lent Rise Combined Schools, SloughSue Blair, Moor Edge Primary school, KillingworthLinda Burridge, Belfairs High School, SouthendJo Campbell, St. Luke's CE Primary ..."
string(398) "The schools sector is facing serious recruitment and retention problems for teaching and leadership posts. More than half of teachers are over 45 years of age and less than 20 per cent under 30. This report from the HayGroup has been written to capture and summarise how other organisations are tackling this problem and also to highlight good practice within the schools sector. By HayGroup - 2003"
string(5860) "Change Forces with a Vengeance, Routledge FalmerGrensing-Pophal, L, 2001, Who are Your Next Generation Leaders,www.shrm.orgHadfield, M, Chapman, C, Curryer, I and Barrett, P, Building CapacityDeveloping Your School,Nottingham, National College for School LeadershipGrowing Tomorrow's School Leaders © Hay Group 2006 page 69 of 78Harris, A and Muijs, D, 2002, Teacher Leadership: Principles and Practice,Nottingham, National College for School LeadershipHayGroup, 2001, The Retention Dilemma: Why productive workers leave,HayGroupIPPR, 2002, The Future of the Teaching Profession, Management inEducation, 15 (3)Kenning, S, 2002, The Intelligent Gaze (NCSL research associate report),Nottingham, National College for School LeadershipMcCall, M Jnr, 1998, High Flyers – Developing the Next Generation ofLeaders, Harvard Business School PressNCSL, 2001, Leadership Development Framework, Nottingham, NationalCollege for School LeadershipNCSL, 2002, Building Capacity: Developing Your School, Nottingham,National College for School LeadershipOliver, K and Vincent, R, 2000, Management Development – What GetsResults? SDR, 16 (6),Schall, E, 1997, Public Sector Successes: A strategic approach to sustaininginnovation, Public Administration Review, 57(1), 4–10Senge, P, 1999, The Dance of Change, New York, DoubledaySouthworth, G, 2003, Balancing Act, Ldr, February 2003 No 6, NCSLStoll, L, Fink, D and Earl, L, 2003, It's about Learning (and its about time),Routledge FalmerTranter, S, 2003, Talent Spotting (NCSL research associate report),Nottingham, NCSLGrowing Tomorrow's School Leaders © Hay Group 2006 page 70 of 78AcknowledgementsWe would like to thank the following headteachers and advisers for theirsupport during this research project:Dianne Barker, Violet Lane Infants School, TamworthHilary Berry, Over Hall Community School, WinsfordBrenda Bigland, Lent Rise Combined Schools, SloughSue Blair, Moor Edge Primary school, KillingworthLinda Burridge, Belfairs High School, SouthendJo Campbell, St. Luke's CE Primary, GlossopBob Clayton, Bedfordshire LEAKen Cook, South Yorks Leadership CentreJonathan Gosling, Centre for Leadership Studies, University of ExeterRoger Goulden, Trinity and All Saints CollegeTerry Creissen, Colne Community School, BrightlingseaCaroline Gruen, Doncaster LEACatherine Guelbert, NHS Leadership CentreChris Hummerstone, Arnewood School, HantsJan McKenley, NCSLLarry Montague, St. Peters RC High School, GloucesterPhil Moore, Mangotsfield CE (VC) Primary School, South GloucestershireSandra Norgate, Silverstone Infants School, NorthantsNoel O'Neill, St. Austin's RC Primary School, LiverpoolWendy Parmley and Sharon Ferrell, Archbishop Michael RamseyTechnology College, CamberwellColin Pheysey, Stratton Upper SchoolAnne Rivett, MD Family Firm, LondonMaggie Roger, Surrey LEAKate Spiller, Sweyne Park School, RayleighGordon Vincent, Bucks LEADavid Walmsley, Jeff Joseph Sale Moor Technology CollegeNicola Walters, Wood Green High School, SandwellSteve Whitely, Landau Forte College, DerbyTerry Williamson, Bristol EAZAlso we are grateful for Geoff Southworth and Martin Coles at NCSL for theirongoing advice, encouragement and support.Growing Tomorrow's School Leaders © Hay Group 2006 page 71 of 78Appendix A: Outline of the projectThis small-scale project started in January 2003 as part of the NCSL'sresearch into leadership development and capacity building.Aims of the projectThe project had four main aims:gather and assess leadership succession planning practices in organisationsoutside of the education sectoridentify innovative practices in this area in schools and LEAsassess what schools could learn from these practices in other organisationsmake recommendations of actions that all schools could take to developleadership talentThe focus of the project was on the development of staff for headteacherpositions.Design of the projectThe project was carried out in three stages:1. Data gathering and analysis from outside of the education sectorGathering of data from organisations outside of the education sector;primarily through the Hay Group client baseReview of literature in this areaAnalysis of this data into key themes/good practicesPresentation and discussion of this analysis with NCSL2. Data gathering and analysis of practices within schools and LEAsGathering data from schools and LEAs through the NCSL e-newsletterDiscussions with all respondentsInterviews/visits with some respondentsAnalysis of data into key themes3. Preparation and discussion of reportPreparation of draft reportPresentation to NCSLDiscussion with a group from NCSL's research associates networkRevisions to reportProduction of and presentation of final report to NCSLGrowing Tomorrow's School Leaders © Hay Group 2006 page 72 of 78Appendix B: Three case studiesCase Study A: Financial Services Company (UK andEurope)The businessThe core business is financial service – life assurance, pensions andinvestment products. The UK and Europe operation employees about 8,000staff. The business has a stable history with a 'talent-management system' (thecompany's preferred term) that is flexible enough to respond to a changingenvironment. People-planning systems have developed into an integrated,constantly evolving process.Drivers for leadership succession planningThe talent-management system is influenced by many different requirements:Creating an infrastructure that includes functional specialists, eg marketing,finance, personnel, as well as rounded general managersDeveloping the human capital in the"
Growing Tomorrows School Leaders: The Challenge
string(99) "The Thinking School - Developing A Dynamic Learning Community For All Staff Within A Primary School"
string(17) "Leadership Skills"
string(18) "School Improvement"
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string(16) "Teacher Learning"
string(23) "Teachers as Researchers"
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string(305) "Kulvarn Atwal became head of Highlands Primary school in east London in September 2012. At the time, the school had just received a Requires Improvement rating from Ofsted. By the end of the year, pupil progress at Key Stage 2 was in the top 3% of schools nationally; by the ..."
string(381) "... workplace learning. Research Papers in Education, 20(2), pp. 109-131.        Hodkinson, P. and Hodkinson, H. (2004). The significance of individuals' dispositions in workplacelearning: a case study of two teachers. Journal of Education and Work, 17(2), pp. 167-182.        Lave, J. and Wenger, E. (1991). Situated learning. Cambridge: Cambridge ..."
string(126) "The Thinking School - Developing A Dynamic Learning Community For All Staff Within A Primary School"
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string(13) "Kulvarn Atwal"
string(796) "Kulvarn Atwal became head of Highlands Primary school in east London in September 2012. At the time, the school had just received a Requires Improvement rating from Ofsted. By the end of the year, pupil progress at Key Stage 2 was in the top 3% of schools nationally; by the end of the second year, they were in the top 1%. When Kulvarn took over, he firmly believed that by developing teachers within an expansive and collaborative learning environment, teachers will have the confidence to innovate and develop their practice. The simple premise was that through the empowerment of staff, children would flourish and their learning would accelerate. In this article he describes why he decided to create a dynamic learning community and considers the impact on staff."
string(3658) "teach.A willingness to innovate.Strong school leaders who establish the conditions in their school that enable the former two ingredients to flourish.In Schleicher's (2015) work, the significance of leadership and collaborative learning is clear. My research complements this major research study on education and reflects both the significance of school leaders in directly influencing the quality of opportunities made available for teacher learning, as well as the significant value of collaborative learning opportunities in developing individual dispositions to learning and to the wider culture of the school learning environment. OutcomesSo, what has been the impact of this dynamic learning community within our school? Over the past five years, all teachers at the school have had opportunities to engage in research- based practice, select their own foci for their professional learning, work collaboratively across key stages with different groups of teachers, engage in peer learning and lesson studies and participate in non-judgemental lesson observations. All members of staff are now experienced coaches, and this enables them to develop their problem solving skills and engagement with stakeholders. I hope that they feel that they have been able to drive their own learning and are trusted to innovate and experiment with their practice. The result is that 24 teachers at the school undertook an MA in Education – by September 2017, ten had graduated and two are now studying for professional doctorates. At a time of such challenge for schools in recruitment and retention, we have maintained an extremely stable staff team.Kulvarn Atwal is the Head Teacher at Highlands Primary School in Ilford.  In the context of his leadership of the school,  the latest Ofsted report (2014) states: 'The inspirational work of the headteacher has developed the leadership team to work collaboratively, with a deepened focus on high-quality learning for both staff and pupils. The progress made by the school since its last inspection is as a direct result of school leaders at all levels providing excellent role models for all staff. There are positive attitudes towards developing an ethos where thinking and risk taking is seen as part of exciting learning'.References        Darleen, O. and Pedder, D. (2010). Conceptualising teacher professional learning. Review of Educational Research, 81(3), pp. 376-407.        Elliot, J. (2007). Assessing the quality of action. Research Papers in Education, 22(2), pp. 229-246.        Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), pp. 247-273.        Hodkinson, H. and Hodkinson, P. (2005). Improving schoolteachers' workplace learning. Research Papers in Education, 20(2), pp. 109-131.        Hodkinson, P. and Hodkinson, H. (2004). The significance of individuals' dispositions in workplacelearning: a case study of two teachers. Journal of Education and Work, 17(2), pp. 167-182.        Lave, J. and Wenger, E. (1991). Situated learning. Cambridge: Cambridge University Press.        Marsick, V. J. (2009). Toward a unifying framework to support informal learning theory, research and practice. Journal of Workplace Learning, 21(4), pp. 265-275.        Schleicher, A. (2015). Schools for 21st century leaders: strong leaders, confident teachers, innovative approaches. International Summit on the Teaching Profession. OECD Publishing. http://dx.doi.org/10.1787/9789264231191.en"
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The Thinking School - Developing A Dynamic Learning Community For All Staff Within A Primary School
string(37) "How to … plan your research project"
string(21) "'How to do it' Guides"
string(24) "Professional Development"
string(64) "https://www.teachingtimes.com/how-to-plan-your-research-project/"
string(295) "Often people realise too late that more time spent at the planning stage of their research activity would have been a good idea. Thinking time before you embark on a project can be crucial to its eventual success.  In this helpful guide Mark Rickinson asks what research is, what it ..."
string(355) "... a piece of research is critical. Having well-articulated purposes can help with securing funding or other kinds of external support, encouraging people to take part in the study, keeping the researcher(s) motivated and focused, and identifying who the most important audiences are for the study's findings.  There ..."
string(14) "Mark Rickinson"
string(355) "Often people realise too late that more time spent at the planning stage of their research activity would have been a good idea. Thinking time before you embark on a project can be crucial to its eventual success.  In this helpful guide Mark Rickinson asks what research is, what it involves and how you can plan research so that it is effective."
string(5735) "The power of the question This article is about the process of planning research so that it is effective and manageable. It aims to provide:an overview of the research processguidance on planning a research project effectively case-study examples and ideas for effective planning links to other sources of information.An overview of the research processWhat is research? A commonly cited definition of research is Lawrence Stenhouse's (1975) view of research as 'systematic inquiry made public'. This definition emphasises the systematic and enquiring nature of the activity, and the importance of sharing findings publicly. In schools and colleges, research can take many forms, ranging from individual projects to whole-school or network-wide initiatives (see Box 1.1).What does research involve? While the examples in Box 1.1 vary in many ways, it is possible to think of all of them going through a number of similar phases. As shown in Figure 1.1, the research process can be seen as involving a number of interconnected phases. So this guide focuses on how the initial planning phase can be carried out successfully. Figure 1.1  The research process Box 1.1  Examples of research: Primary school reception staff undertaking classroom research on 'learning to learn' with support from senior staff and an external researcher. Two members of staff in an Early Years' Centre evaluating the use of video conferencing with young children, as part of the local Education Action Zone. A secondary school deputy headteacher doing a small research project to identify the curriculum needs of students at key stage 3 before investing in new materials. Several further education college tutors looking into the learning support needs of part-time learners as part of a regional Learning and Skills Research Network project. An individual teacher undertaking a project on staff development for a university research degree.The planning phaseThere are many things that need to be considered at the planning phase. One way of thinking about this is in terms of:getting the focus rightgetting the set-up rightthinking about communication and impact.Getting the focus right This is about clarifying the research focus and questions (what?) and the research purposes (why?).Research focus and questionsThe first issue is identifying a topic to investigate, and the second is deciding on the questions to explore. Coming up with an interesting issue is often easier than working this into a clear, researchable question.  Ideas for research tend to emerge from people's interests and experiences. Topics can be stimulated by many different influences, such as a new development or initiative, a recurring difficulty, a conversation at a conference, a long-standing personal interest and/or another piece of research. It is important to remember that research requires time, motivation and commitment and so those carrying out the work need to be interested in the issue under investigation.Moving from a research topic to a research question (or series of questions) is an important next step. This requires clear thinking on a number of levels. This is because good research questions need to be:clear – in terms of being as precise as possible in their wording. For example, the question 'What difficulties do year 3 pupils who do not have computers at home experience during literacy lessons involving the use of a computer?', clearly specifies the focus (difficulties experienced), the age/type of pupils (year 3 pupils who do not have a computer at home) and the context (literacy lessons involving the use of a computer).practical – in terms of being questions that are possible to investigate and to answer. For example, an investigation into the effectiveness of a new type of curriculum provision would have more chance of answering a question such as 'What aspects of the provision do students like and dislike and why?', rather than one such as 'What impact does the provision have on students' long-term career progression?'.  useful – in terms of focusing on aspects of an issue that are seen as important and potentially relevant/useful by other practitioners.The formulation of good research questions can also be helped by thinking about the type of questions that need to be asked (see Box 1.2). Explanatory and exploratory questions tend to be more interesting but also more complex to research, compared with descriptive questions. However, descriptive questions should not be overlooked, as they are often an extremely important part of the picture and can help to inform the 'how and why' questions.Box 1.2  Types of research question:Descriptive questions (What? Which? Where?)e.g. Which ICT-based resources are most frequently used in this school? Exploratory questions (How?)e.g. How could we help students to feel safer in this school? Explanatory questions (Why?) e.g. Why have our attainment levels decreased over the last three years? Research purposesBeing clear about the rationale for doing a piece of research is critical. Having well-articulated purposes can help with securing funding or other kinds of external support, encouraging people to take part in the study, keeping the researcher(s) motivated and focused, and identifying who the most important audiences are for the study's findings.  There can be a number of different motivations for carrying out research (see Box 1.3). An interesting way of thinking about the value of research is in"
'How to do it' Guides
How to … plan your research project
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redpajama_set_name: RedPajamaCommonCrawl


RANGOON — Two members of the Tai-Leng Nationalities Development Party (TNDP) were shot and killed in separate incidents in Kachin State's Hpakant Township last week, the party's chairperson Sai Htay Aung told reporters Tuesday at a press conference in Rangoon.
Sai Htay Aung said that although his party could not definitively prove who was behind the killings, they had some evidence to suggest members of the Kachin Independence Army (KIA) may be involved.
On Oct. 5, TNDP party member Sai Htun Lwin was shot five times after two men came to his home in Nant Maw village in jade-rich Hpakant Township.
The shooting occurred in the presence of the murdered man's younger brother, Thant Zin Oo, who attended Tuesday's press conference. He told reporters one of the assailants had also pointed a gun at him.
"I begged them to let me go," Thant Zin Oo said.
"The government arrests ethnic Tai-Leng [also known as Shan Ni, or Red Shan] people when they give extortion money to rebel groups. But if they refuse to give protection money to the rebel groups, they may be brutally murdered," Sai Htay Aung said.
On Oct. 6, the party's executive committee member in Hpakant, Kan Set, was shot dead in his car, according to Khin Maung Lwin, a TNDP candidate who is contesting an Upper House in Hpakant in the upcoming general election.
Following the two incidents, the party has postponed political rallies in several villages.
Khin Maung Lwin expressed concern that locals were frightened to be seen in association with the party and may not attend future rallies.
The party will contest 54 seats across Union and regional parliaments in the election—11 in the Lower House, 12 in the Upper House and 31 across Kachin State and Sagaing Division legislatures.
Hpakant Township police station confirmed the twin homicides on Tuesday but declined to comment in detail.
Top Photo - ( Moe Myint / The Irrawaddy ) Tai-Leng Nationalities Development Party chairperson Sai Htay Aung at a press conference at the Myanmar Journalist Network office in Rangoon on Tuesday.


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On Revitalizing Ossining's Downtown
Maybe this time's the charm? Such was the hope of Ossining's energized and upbeat Downtown Redevelopment Working Committee (DRWC) as the 15 members readily took front-row seats at Ossining Public Library's Budarz Theater on Tuesday, July 25 to present the Committee's revitalization plan. The report contains the culmination of 90 days of intense work, talk and thought all aimed to (as co-chair Justine Lackey said) "imagine without limits what could be possible for our community" and develop an actionable plan to deliver to the Ossining Village Board of Trustees.
Mayor Victoria Gearity, heartened to see the many who came "to reignite a community conversation about the future of Downtown Ossining," welcomed roughly 100 residents, including trustees, business owners, and representatives of the Chamber of Commerce plus special interest groups in theatre, art and other areas.
The first step, explained DRWC co-chair Jeff Gasbarro, was to create the requisite mission statement: the committee would act as a think tank that will work collaboratively with the Board of Trustees, business owners and Ossining Village residents.
Next step: Define the parameters of Downtown Ossining. Roughly, the area is bordered by the Sing Sing Kill, Broad Avenue and Route 9, all of which surround the long, curving block of Main Street known as the "Crescent."
The 2009 Comprehensive Plan served the DRWC as the guiding document in policy decision-making or, simply, the foundation for the future. While many of its 270 recommendations have been implemented, unfinished business remains.
Village Historian Dana White placed the Village in a historical context, pointing out that in 1813, when Ossining (then known as Sing Sing) was incorporated, the entire population of the Village could have fit into the new Harbor Square apartments. The urban renewal of the 1970s did more harm than good, demolishing Main Street and slicing the Village in half with Route 9. Today, the picture is greatly improved as new shops and businesses, incorporating diverse cultures and tastes, populate the area.
Upcoming developments augur well. These include: 80 Main Street where 25 units for the 55+ community will be built in the old Elks Lodge; 34 State Street – where, on the site of the old Printex Factory, residential units are planned as is office space in the Historic Smith Robinson House (the project is on hold for the moment); 32 State Street – where a benefactor purchased the Leach & Thomas funeral home and the property will be gifted to the Ossining Children's Center for its new facility; and 200 Main Street – where the 1908 Bank for Savings building will be repurposed as a food hall and culinary center. Sing Sing Prison Museum is perhaps the greatest hope for attracting tourists; it could become the economic engine fueling the Village.
The Committee's thorough SWOT analysis identified strengths in new small businesses, a rich history that needs to be preserved and promoted, and a diverse community, and opportunities for open parcels, marketability, grants and walkability. The greatest weaknesses and threats were found in transportation issues, gentrification, overcrowded schools and increased traffic.
Member Kaja Gam discussed placemaking, which provides "wonderful design opportunities for playful and useful public spaces." The definition of "downtown" needs to extend beyond Market Square and the Kiosk to increase connectivity to the Hudson, Route 133, Highland Avenue, and between Spring and Main Streets.
A key problem is the existence of large stretches of "no man's land," breaking a sense of cohesiveness.
Innovative design ideas include the following: establish design charrettes – "intense periods of design or planning activity" to explore everything from new structures to Village greens; hire and fund a downtown manager/business activator; explore the alternative to traditional Euclidean (grid) zoning in form-based zoning which strives to preserve the assets and character of a community and encourages mixed use structures; configure the downtown area as pedestrian friendly; create pocket parks; encourage hotel, B & B, other lodging facilities; create pop-up markets downtown.
Since a vibrant village depends on convenient access and parking, transportation improvements were reviewed in depth. Suggestions were to: restripe and realign Route 9; enhance walkability and bike-ability; explore a shuttle and/or jitney service and a ride-sharing program; rework downtown parking where too many spaces are not available to shoppers; consider building multi-tiered garages outside of the central downtown area.
A welcome announcement was that the roundabout plan would not be pursued until a broader, more comprehensive plan for Route 9 is finalized.
Overall ideas to make Ossining "a creative, original, and forward-thinking community" include: strengthen downtown and waterfront programming; hold more special events such as the Jazz Festival, a holiday windows competition, and musical performances; have more public art; offer free WiFi access downtown; establish a local "currency"; create an Ossining App aggregating all to one place.
Gasbarro suggested a trio of outside organizations that could support development projects and economic revitalization programs: CNU, the Congress for New Urbanism, a leader in form-based zoning; Main Street America, a subsidiary of the National Trust for Historic Places which focuses on developing under-utilized spaces to achieve a more beneficial business mix; and the Land Use Law Center, an outgrowth of Pace Law School, which focuses on environmental and social aims and fosters sustainable communities and innovative land use strategies and dispute resolution.
What's the next step? While some skepticism emerged at this juncture, especially during the Q & A – plans have been presented and derailed before (partly following 9/11 and during the recession) – high spirits prevailed. The Village is better positioned now with a fully developed ground level and waterfront. The hope is to create a legacy that will still be standing 30 to 40 years from now, perhaps longer.
A realtor pointed out the need to find economic viability, to restore a balance between seniors, who can no longer afford to buy or keep their homes due to soaring taxes, and young families. The Committee stressed the importance of ensuring that the community currently here is maintained.
One resident said, "I do have a stake – I don't want to leave. We need affordable housing." He said too, "I need you to make sure that this part of Ossining thrives."
Gayle Marchica, president of the Ossining Chamber of Commerce applauded the group, noting that "you guys knocked it out of the park." She added, too, that she'd like to see "boots on the ground to make this happen."
Mayor Gearity urged all to take a survey on the website – "Now it's on to Day 91 – and it's not just 15 people on a committee, it's tens of thousands."
Conclusion? Ossining is turning a corner – the possibilities abound, or, as Lackey said, "It takes a village to raise a village."
"All the odds are in Ossining's favor/
Something's bound to begin/
It's got to happen, happen sometime/
~ Maybe This Time,
from Cabaret, sung by Liza Minelli
Apologies to John Kander (music)
and especially to Fred Ebb (lyrics)
Ossining Middle School Students Perform Disney's Aladdin Jr.
Ossining Fifth-Grader's Homemade Arcade Is a Way to Have Fun, Help Others
Nutrition Class Prompts Ossining Parents to Make Healthy Changes
Teatown to Celebrate Sixteenth Annual EagleFest


Our experienced executive staff in cooperation with our specialized associates can be counted on to offer dependable support and information by providing advice to the client on the best course of action to be taken in the implementation process of the windfarm.
Wind Capacity Measurements are necessary for the design and proper functioning of each wind farm.
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In our reports, detailed graphs and tables with figures and diagrams of wind are included, while our report comes with full documentation of the methodology, process, results and measurements'conclusion.
Having experienced associates throughout Greece who possess the skills and knowledge necessary in designing a Wind Farm, AIRENERGY is in a position to provide a comprehensive study in the licensing process.
Having licensed over 1500 MW Wind Farm throughout Greece and systematically monitoring all the amendments in the laws, rules and regulations while keeping abreast of all the developments in wind energy, AIRENERGY undertakes the necessary procedures, actions and research required to license a windfarm.


text:
Q: How to set start value for a column which is autoincrement in android sqlite I am developing an android application in which i have to get the autoincrement value from a table and display that value in an activity for that i have choosen sqlite database in that i have created a table named bill in which i have set the columns but i want to set an start value for the autoincrement column suppose if i set the start value as 1000 then the first record should be 1000 and then it should incremented by 1.
String CREATE_BILL_TABLE = "CREATE TABLE " + BILL_LABELS + "("
            + BILL_ID + " INTEGER PRIMARY KEY AUTOINCREMENT,"
            + BILL_DATE + " TEXT,"
            + BILL_FARMERNAME + " TEXT,"
            + BILL_MOBILENO + " NUMERIC,"
            + BILL_PRODUCTTYPE + " TEXT,"
            + BILL_PRODUCTNO + " NUMERIC,"
            + BILL_PRODUCTCOST + " NUMERIC,"
            + BILL_TOTALAMOUNT + "NUMERIC" + ");";
    db.execSQL(CREATE_BILL_TABLE);

can anyone tell me how i can achieve it in sqlite i have very little knowledge in sqlite database.

A: Try this:
UPDATE SQLITE_SEQUENCE SET seq = 1000 WHERE name = 'BILL_LABELS'

which will start the autoincrement field from 1001.

A: Try this:
UPDATE SQLITE_SEQUENCE SET BILL_ID = 1000 WHERE name = 'BILL_LABELS'

It will start the auto-increment field from 1001.

redpajama_set_name: RedPajamaStackExchange


In the course of my research last month, I kept coming across the names of notable professors who have one thing in common: George Mason University (GMU). There is Frank Buckley, a law professor and speechwriter; political columnist and economist Walter Williams; Nobel Prize-winning economists James Buchanan and Vernon Smith; and economics professors Tyler Cowen and Alex Tabarrok, founders of Marginal Revolution University (an online library of free economics education videos). Obviously if you want to excel in economics, GMU is the school for you!
If you are Muslim or Jewish or Christian, you belong at Mason.
If you grew up in Mexico City, Islamabad, or Roanoke, you belong at Mason.
If you are part of the LGBT community, you belong at Mason.
If you are Black or Brown or White, you belong at Mason.
If you voted for Clinton or for Trump or anyone else, you belong at Mason.
According to the Office of Admissions, "[Homeschool] students will be reviewed no differently than those who apply from traditional high schools, and there are no special additional requirements that must be met for consideration." But they will still need to have completed the minimum preparatory coursework required for admission, provide a transcript of some kind, and submit a recommendation letter from someone outside the immediate family who can attest to their academic achievements and abilities.
George Mason University was named after George Mason, a great patriot and one of the founding fathers of the United States. He served as Justice of the Virginia County Court, delegate to the U.S. Constitutional Convention, and was home educated himself (mainly by tutors). A bronze statue of Mr. Mason stands in front of the Johnson Center on the main campus. The 7½ foot statue shows Mason presenting his first draft of the Virginia Declaration of Rights, which became the model for the U.S. Constitution's Bill of Rights. Posing for a photo with George is considered a "must-do" for GMU students.
George Mason University was founded as a branch of the University of Virginia in 1957 and became an independent college in 1972. The institution is now the largest public research university in the Commonwealth of Virginia, with four U.S. campuses: Fairfax, Arlington, Prince William, and Loudoun County. The university also has a campus in Songdo, Korea, where U.S. students are permitted to spend one or two semesters.
GMU's colleges and schools include: Antonin Scalia Law School, College of Education and Human Development, College of Health and Human Services, College of Humanities and Social Sciences, College of Science, College of Visual and Performing Arts, Schar School of Policy and Government, School for Conflict Analysis and Resolution, School of Business, and Volgenau School of Engineering.
GMU offers over 150 majors, minors, concentrations, and certificates. These include all of the usual subjects plus some very specialized ones. You can see them all here: https://www2.gmu.edu/academics. In addition to its internationally-renowned economics faculty, GMU is recognized for its programs in law, creative writing, computer science, business, and biomedical research. GMU is also a Virginia Sea Grant institution.
Mason Online offers 30 programs that allow students to take GMU courses while at home, stationed abroad, or traveling. The digital learning curriculum maintains equal academic rigor and integrity to the classroom materials. So the degree is the same as if you took classes on campus, while offering the flexibility to fit your needs. GMU's online Bachelor of Science in Nursing program is ranked as one of the best in the nation.
George Mason University has a 3+3 Accelerated Program that gives highly motivated undergraduate students a fast track to earn both a bachelor's degree and a law degree in six, rather than seven, years of study. Other accelerated programs of study allow students to obtain their bachelor's and master's degree simultaneously in just five years.
GMU also offers a variety of study abroad options through its Center for Global Education. Mason Study Abroad manages a variety of international programs in nearly 50 countries: short-term programs during the winter and summer breaks, semester and year-long programs (including faculty-led programs in Florence, Madrid, and at Oxford University), intensive language courses, and international internship opportunities.
Admission to the George Mason University Honors College is open to both freshmen and transfer students based on a holistic review of each student's academic performance, rigor of coursework, standardized test scores, class rank, essay response, teacher recommendations, outstanding leadership, and commitment to community service. Approximately 20 students each year are named University Scholars, Mason's highest academic distinction, which includes a full tuition scholarship.
As "an institution dedicated to research of consequence," George Mason University is home to numerous research centers and institutes. The research is focused on health, sustainability and security. In health, researchers study wellness, disease prevention, advanced diagnostics, and biomedical analytics. Sustainability research examines climate change, natural disaster forecasting, and risk assessment. GMU's security experts study domestic and international security as well as cyber security.
George Mason University's main campus is situated on 677 acres of beautiful woodland with a large pond in a suburban part of the City of Fairfax, Virginia. The Fairfax campus is the location of the EagleBank Arena, a 10,000-seat multi-purpose arena and home to the NCAA Division I men's and women's basketball teams.
GMU was named one of the most diverse public universities in the country by U.S. News & World Report. There are more than 34,000 students of all ages, nationalities, and backgrounds on campus. The student body represents more than 130 countries and all 50 states. At least 6,200 students live on campus, including 75% of the freshmen class. There are 40 different residence hall options (all with free laundry!).
GMU hosts over 500 student organizations and thousands of events every year. Many off-campus amenities are within walking distance. The Fairfax County area is filled with great shopping, dining, sightseeing, entertainment, and historical sites. In just a short drive, you can be hiking in the Shenandoah Mountains or walking the boardwalk in either Ocean City, Maryland, or Virginia Beach.
GMU is approximately 15 miles outside of Washington, D.C., one of the most important political, economic, and intellectual hubs in the world. Students can enjoy numerous internship, learning, and recreational opportunities that only a world-class setting like D.C. can offer. The nation's capital is easily accessible by car or public transportation.


Dupont Circle is a popular destination for visitors who are interested in looking at old samples of architecture. This neighborhood is home to a variety of historic buildings, including homes and shops that now serve as tourist attractions. Many of the area's historic buildings have been converted into beautiful apartments. You can head to the Circle to see the famous fountain and enjoy the wonders of nature.
This DC neighborhood offers museums featuring exhibits on a wide variety of topics. The Mansion on O is an exciting attraction with 100 different rooms as well as 32 secret doors that guests can search for during their stays. Art fans can visit the Phillips Collection for a look at modern and impressionist pieces from American and European artists. These are just a couple of the educational and entertaining attractions!
You are sure to get hungry during your charter bus tour—which is why it is a good idea to know about the dining options you will find in Dupont Circle. Find gourmet selections at Firefly or sample Mediterranean fusion dishes at Agora Restaurant. Other popular eateries include KOMI, Hank's Oyster Bar, and Sushi Taro.
If you plan to visit Dupont Circle at night, check out some of the neighborhood's popular bars and nightclubs! Dupont Circle's nighttime hotspots include The Big Hunt, The Fab Lounge, and Café Citron. Visit multiple bars and nightclubs by relying on your charter bus to get you safely from one spot to the next.
Haymarket Transportation offers amazing motor coach rentals and bus tours throughout DC. Contact us at (301) 778-2007 to start planning your trip to Dupont Circle's amazing attractions!


It is very wrong to pretend that Christians will have no real difficulties in this world. Sometimes people do give that impression when they urge someone to become a Christian. But it is very wrong.
When a person becomes a Christian, they join in a battle. It is a battle between God, and the evil forces that control this world. Although we do not see that war, it is real. It is the most important war that exists anywhere. And we do see its effects.
For clear evidence of that fight, we only have to think about Jesus' life. Jesus was completely good, so there was no proper reason for anyone to oppose him. But evil people were constantly opposing him. And on many occasions, they tried to kill him (for example, Mark 3:6; Luke 4:29; John 7:19 and Matthew 26:4).
Christians are in that same battle. So of course evil forces oppose them. Of course they will have problems and difficulties. They have the problems and difficulties that everyone suffers. And in addition, they may have extra problems and difficulties because of their relationship with God.
But Christians do not need to be afraid of their difficulties. God is stronger then the devil; and he makes Christians strong during their troubles, too (1 John 4:4). As they think about Jesus, God will give them the courage to stand firm. As they trust him, he will give them the power to go on (Isaiah 40:31).
The battle is not their battle, but God's battle. They are on God's side, so God supports them. Nobody can overcome God. And nobody will separate them from the love of God, their father (Romans 8:31-39).


text:
#ifndef IMAGE_LAYER_H
#define IMAGE_LAYER_H

#include "image_func_layer.h"
#include "layer_type_macro.h"

namespace BigBang {

template<typename dtype>
class ImageLayer : public ImageFuncLayer<dtype> {
public:
	ImageLayer(const LayerParameter& params)
		: ImageFuncLayer(params)/*, params_(params.image_layer_params_),
		batch_size_(params_.batch_size_)*/{}
	virtual ~ImageLayer() {}

	virtual inline const char* Type() const override {
		return IMAGE_TYPE;
	}

protected:
	virtual void Forward_CPU(const Tensor<dtype>* bottom, Tensor<dtype>* top) override;
	virtual void Forward_GPU(const Tensor<dtype>* bottom, Tensor<dtype>* top) override;
private:
//	ImageLayerParams params_;
//	int batch_size_;
};

}

#endif

redpajama_set_name: RedPajamaGithub


Oh yeah, I'm going there. Hello August, hello PUMPKIN!
Okay, so even if you're not all "Yay, It's August, I can make all things pumpkin!" you still need this recipe in your life. Bookmark it, pin it, print it, whatever. You MUST make these bars at some point over the next few months. They're life changing, gooey amazing, OMG bars.
I could not stop eating these. I kept going back for just one more bite…every 5 minutes. Remember all that Nutella I bought? Some of that went into these.
The rest went onto a spoon.
Last week, if you follow me on Instagram, you might know that I was in Vancouver, Canada. I fell in love with that city. I seriously could see myself living there. It's so clean and beautiful and fun.
The reason for my trip was that my husband has a client there. He's been going to Vancouver once a month since January and he knew I'd love to visit. We extended his work trip by a couple of days so we could sightsee together and celebrate our 14th wedding anniversary, and then I was on my own for a few days while he worked.
The two days he was working I shopped. And by "shopped" I mean I ate my way across downtown Vancouver. Doughnuts, pastries, coffee, chocolate, hard cider…you name it I ate it. One day I went to the drug store and bought $40 in chocolate bars that you can't buy in the US.
What does this have to do with these Pumpkin Nutella Cookie Bars? Well, if there is one theme that ran through my trip to Canada, it's that international people love their Nutella. It's everywhere.
Nutella coffee, Nutella crepes, Nutella pastries…you guys, every single bakery and coffee house had some sort of Nutella on the menu. The USA needs to get with the program. Am I right or AM I RIGHT?
All week long I was reminded of those huge jars of Nutella and these bars that were already gone from my freezer.
And all week long I dreamed about making them again (and again and again).
I'm kind of posting this recipe out of order, because I developed the base pumpkin cookie recipe for some not-yet-posted cookies. Over the past 2 years I've tried several pumpkin cookie recipes and made so many adjustments and done so many trials to find my favorite one. The base of these bars is that cookie recipe.
I promise to go into pumpkin cookie anatomy at a later date. Just take my word for it: these pumpkin cookie bars are perfectly pumpkin-y, perfectly spiced, and totally fall. Or summer. Or whenever!
As most of my recipes are, these gooey cookie bars are really easy to make. You press half your dough into the bottom of a 9×9″ square pan. You partially bake the bottom layer, then you drizzle pure Nutella over the base and layer the rest of the cookie dough on top. Once they finish baking and cool they become a gooey, chocolatey pumpkin cookie bar.
Pumpkin and Chocolate is one of those combos you don't know you love until you try. I pinky swear you'll love it!
And, if you don't love Nutella (????) you can use any chocolate spread in these bars. Hershey's and Reese's both have versions of chocolate spread. All of them would be perfect in these!
Don't hate on me for starting pumpkin already. I just couldn't help it. And once you try these, you'll understand why!
These Pumpkin Nutella Cookie Bars will knock your socks off! They're full of rich pumpkin flavor and filled with gooey Nutella!
Just made these for thanksgiving – so good! Recommend adding about 1/4 cup more pumpkin, another splash of vanilla and a little more all space and cinnamon (also you can't go wrong with extra Nutella). I made 2 batches and adjusted the second as listed above and it came out even better!
I first made your recipe two years ago for my boyfriend and friends and since then it's ALWAYS requested for birthdays and any party really lol, I'm making them again tonight and everyone is so excited. Love this recipe so much!
These turned out just as sinfully good as they look!!! Obsessed!!!!
i need help with the nutlla cupcakes because they taste too choclaty and sweet and i want to reduce dome of the nutella whilst baking,is that possible?


Seamus began to feel a bit nervous. Brendan noticed, and his breathing rate increased. Seamus loosened his tongue-hold on him as he moved closer.
"Something's not right," Seamus muttered, but he was answered with nothing but a whimper and a pitiful glance. "Get off me, mutt," he said weakly, attempting to remove his oversized dog with the mind of a child.
He headed to the stairs, climbing as quickly as possible. "Damn," he said under his breath, "should've just taken the elevator." He reached the second story, and turned an immediate left. He had come to this place often, and knew exactly where he needed to go.
He turned to see Brendan still following him, though a few paces away, sniffing the air constantly. 'So I'm not the only suspicious one, huh?' he thought. Seamus knew this shop would run out of suitable clothing soon, and he'd have to choose something else, but for now, he could get what he wanted.
Brendan perked up a bit at his call and crawled over to him.
"Stand up," he demanded, extending the two bags of clothing towards him. "Take these and come with me. We're going to get you some things in a certain store." He walked from the department store, and began the trek to the elevator; Brendan followed closely behind, still carrying the bags. Pressing the button, Seamus heard the clunking echo through the empty building.
Suddenly, Brendan dropped the bags, springing off into the darkness. Seamus opened his mouth to call him back, but a voice chimed in from behind him.
Something snapped in his brain. Though he preferred to have a single target to play with, if he needed, he could dispose of multiple targets in record time. Especially if provoked. In one swift move, he shot out his tongue, constricting the larger of the pair, and then slid behind the other, digging two clawed fingers into his throat.
"Damn," was all either could say before Seamus tore out the man's trachea and clogged the other's with the end of his tongue. As he dropped the older of the two to bleed out on the floor, he swept in front of the other. He withdrew his slimy appendage as fast as he could, and then reached forwards and ripped open his chest cavity.
"I'll teach you not to mess with me," he said, sneering, before shredding the man's innards, causing a rain of crimson in the surrounding area. Satisfied with his handiwork, he turned to look for his dog-like companion.


With more and more customers making their plans for the evening or the weekend online, it's essential for restaurants to have a website.
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Visit BCRestaurants.ca for more information about website design and hosting.


text:
nLab
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Exceptional structures
exceptional structures, exceptional isomorphisms
exceptional finite groups
monster group
Mathieu group,
Conway group
exceptional finite rotation groups:
tetrahedral group
octahedral group
icosahedral group
exceptional Lie groups
E6, E7, E8
and Kac-Moody groups:
E9, E10, E11, …
exceptional Lie algebras
exceptional Jordan algebra
Albert algebra
Leech lattice
Cayley plane
Interrelations
supersymmetry and division algebras
Freudenthal magic square
Mathieu moonshine
umbral moonshine
O'Nan moonshine
exceptional geometry, exceptional generalized geometry,
exceptional field theory
universal exceptionalism
Automorphism groups of vertex operator algebras
Historical References
Further developments
Realization in superstring theory
Moonshine usually refers to the mysterious connections between the Monster simple group and the modular function jj, the j-invariant. There were a bunch of conjectures about this connection that were proved by Richard Borcherds, en passant mentioning the existence of the Moonshine vertex algebra (constructed then later in FLM 89). Nowadays there is also Moonshine for other simple groups, by the work of J. Duncan. Eventually there should be an entry for the general moonshine phenomenon.
The whole idea of moonshine began with John McKay's observation that the Monster group's first nontrivial irreducible representation has dimension 196883, and the j-invariant j(τ)j(\tau) has the Fourier series expansion
j(τ)=q −1+744+196884q+21493760q 2+… j(\tau) = q^{-1} + 744 + 196884q + 21493760q^{2} + \dots
where q=exp(i2πτ)q=\exp(i2\pi\tau), and famously 196883+1=196884. Thompson observed in (1979) that the other coefficients are obtained from the dimensions of Monster's irreducible representations.
But the monster was merely conjectured to exist until Griess (1982) explicitly constructed it. The construction is horribly complicated (take the sum of three irreducible representations for the centralizer of an involution of…).
Frenkel-Lepowski-Meurman 89 constructed an infinite-dimensional module for the Monster vertex algebra. This is by a generalized Kac-Moody algebra via bosonic string theory and the Goddard-Thorn "No Ghost" theorem. The Monster group acts naturally on this "Moonshine Module" (denoted by V♮V\natural).
To cut the story short, we end up getting from the Monster group to a module it acts on which is related to "modular stuff" (namely, the modular j-invariant). The idea Terry Gannon pitches is that Moonshine is a generalization of this association, it's a sort of "mapping" from "Algebraic gadgets" to "Modular stuff".
Realizations of sporadic finite simple groups as automorphism groups of vertex operator algebras? in heterotic string theory and type II string theory (mostly on K3-surfaces, see HET - II duality):
The Conway group C O 0C_{O_0} is the group of automorphisms of a super VOA of the unique chiral N=1 super vertex operator algebra of central charge c=12c = 12 without fields of conformal weight 1/21/2
(Duncan 05, see also Paquette-Persson-Volpato 17, p. 9)
similarly, there is a super VOA, the Monster vertex operator algebra, whose group of of automorphisms of a VOA is the monster group
(Frenkel-Lepowski-Meurman 89, Griess-Lam 11)
automorphism of a vertex operator algebra
Richard Borcherds, What is Moonshine?,
Proceedings of the International Congress of Mathematicians, Vol. I (Berlin, 1998). Doc. Math. 1998, Extra Vol. I, 607–615 (electronic). MR1660657 arXiv:math/9809110v1 [math.QA]
John F. R. Duncan, Michael J. Griffin, Ken Ono, Moonshine (arXiv:1411.6571)
Robert Griess Jr., Ching Hung Lam, A new existence proof of the Monster by VOA theory (arXiv:1103.1414)
Igor Frenkel, James Lepowsky, Arne Meurman, Vertex operator algebras and the monster, Pure and Applied Mathematics 134, Academic Press, New York 1989. liv+508 pp. MR0996026
Terry Gannon, "Monstrous moonshine: the first twenty-five years."
Bull. London Math. Soc. 38 (2006), no. 1, 1–33. MR2201600 arXiv:math/0402345v2 [math.QA]
Terry Gannon, Moonshine beyond the Monster: The Bridge Connecting Algebra, Modular Forms and Physics, Cambridge Monographs on Mathematical Physics, Cambridge University Press, Cambridge, Massachusetts 2006. MR2257727
Koichiro Harada, "Moonshine" of finite groups. EMS Series of Lectures in Mathematics. European Mathematical Society (EMS), Zürich, 2010. viii+76 pp. MR2722318
Griess, Robert L., Jr.; Lam, Ching Hung "A moonshine path from E8 to the Monster." J. Pure Appl. Algebra 215 (2011), no. 5, 927–948 MR2747229 arXiv:0910.2057v2 [math.GR]
Jae-Hyun Yang "Kac-Moody algebras, the Monstrous Moonshine, Jacobi forms and infinite products." Number theory, geometry and related topics (Iksan City, 1995), 13–82, Pyungsan Inst. Math. Sci., Seoul, 1996. MR1404967 arXiv:math/0612474v2 [math.NT]
Vassilis Anagiannis, Miranda C. N. Cheng, TASI Lectures on Moonshine (arXiv:1807.00723)
John Conway and Simon Norton, "Monstrous moonshine." Bull. London Math. Soc. 11 (1979), no. 3, 308–339; MR0554399 (81j:20028)
Igor Frenkel, James Lepowsky, Arne Meurman, "A natural representation of the Fischer-Griess Monster with the modular function JJ as character." Proc. Nat. Acad. Sci. U.S.A. 81 (1984), no. 10, Phys. Sci., 3256–3260. MR0747596 (85e:20018)
Robert Griess, "The friendly giant." Invent. Math. 69 (1982), no. 1, 1–102. MR671653 (84m:20024)
John G. Thompson, "Some numerology between the Fischer-Griess Monster and the elliptic modular function." Bull. London Math. Soc. 11 (1979), no. 3, 352–353. MR0554402 (81j:20030)
Miranda C. N. Cheng, John F. R. Duncan, Jeffrey A. Harvey, Umbral Moonshine (arXiv:1204.2779)
John F. R. Duncan, Michael J. Griffin and Ken Ono, Proof of the Umbral Moonshine Conjecture (arXiv:1503.01472)
Scott Carnahan, Monstrous Moonshine over Z? (arXiv:1804.04161)
Discussion of possible realizations in superstring theory (specifically heterotic string theory and type II string theory in K3-surfaces, see HET - II) via automorphisms of super vertex operator algebras:
S. Chaudhuri, D.A. Lowe, Monstrous String-String Duality, Nucl.Phys.B469:21-36, 1996 (arXiv:hep-th/9512226)
John F. Duncan, Super-moonshine for Conway's largest sporadic group (arXiv:math/0502267)
Natalie Paquette, Daniel Persson, Roberto Volpato, Monstrous BPS-Algebras and the Superstring Origin of Moonshine (arXiv:1601.05412)
Shamit Kachru, Natalie Paquette, Roberto Volpato, 3D String Theory and Umbral Moonshine (arXiv:1603.07330)
Natalie Paquette, Daniel Persson, Roberto Volpato, BPS Algebras, Genus Zero, and the Heterotic Monster (arXiv:1701.05169)
Shamit Kachru, Arnav Tripathy, The hidden symmetry of the heterotic string (arXiv:1702.02572)
Specifically in relation to KK-compactifications of string theory on K3-surfaces (duality between heterotic and type II string theory)
Miranda Cheng, Sarah M. Harrison, Roberto Volpato, Max Zimet, K3 String Theory, Lattices and Moonshine (arXiv:1612.04404, doi:10.1007/s40687-018-0150-4)
Last revised on May 21, 2019 at 04:58:56. See the history of this page for a list of all contributions to it.
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text:
Ask Admissions
MA AstroMundus
University of Gottingen
Goettingen, Germany
www.astromundus.eu
Local: $ 3.38k / Year
Foreign: $ 7.89k / Year
Languages of instruction:
StudyQA ranking:
499pts.
Photos of university
AstroMundus is a 2-years Erasmus Mundus Masters Course (120 ECTS) in Astronomy and Astrophysics offered by a consortium of 5 partner universities in 4 different countries: Austria, Italy, Germany, and Serbia.
Its main objective is to provide top-ranked students with an excellent background in Astrophysics, to introduce them to the world of modern astrophysical research, and foster their future career in this field. At the same time, in the spirit of the Erasmus Mundus programmes, we promote cultural exchanges between Third Country and European students and academics.
AstroMundus students carry out their master studies in at least 2 and up to four of these countries, in a stimulating and scientifically excellent international environment.
The official language of the course is English, but students are given the possibility to learn the languages of the host countries by attending language courses at the partner universities.
Successful students will be awarded a Joint Master Degree by all partner universities they have visited during the Master studies.
In addition they will obtain a Diploma Supplement to facilitate the recognition of their degree in other universities/countries.
At the end of each 2-years cycle of the Master Programme the best master thesis of the cycle will be awarded a prize.
AstroMundus offers an excellent educational level in all branches of Astrophysics, as insured by the wide variety of expertise in the field covered by this international partnership. The main topics covered by the Master programme are:
* Galactic Astrophysics (the Sun and the Solar system, the Milky Way, stellar evolution, the interstellar medium)
* Extrasolar planets
* Extragalactic Astrophysics (galaxies, galaxy evolution, galaxy clusters, intra-cluster medium, star formation)
* Active Galactic Nuclei (including accretion theory, relativistic jets, modelling)
* Cosmology (including observational cosmology, galaxy surveys, gravitational lensing, very early universe)
* Particle Cosmology
* Astroparticle Physics
* Gravitational waves
* Observational astrophysics from the ground and from space
* Computational astrophysics (N-body simulations, magneto-hydrodynamic simulations)
AstroMundus is a two-year Erasmus Mundus Master Course in Astronomy and Astrophysics. This Course is based on the expertise of the Universities of Innsbruck, Padova, Roma, and Göttingen, and the University of Belgrade as a Third Country partner. The Master is closely related with institutions such as: Asiago Observatory, Istituto Nazionale di Astrofisica-Osservatorio Roma, Belgrade Astronomical Observatory.
The main objectives of the Master are initiation in scientific research and applied training in Astronomy and Astrophysics. Emphasis is put on the application of modern techniques both in the observational and theoretical/computational domain. The various specialities of the partner institutions result in an increased offer of pathways for the students: Theoretical Astrophysics, Models, Simulations and Computation, as well as Observational Astrophysics based on data from the ground and from space and on the exploitation of modern data archives.
Organization of the Masters Course
The programme lasts for two years. The AstroMundus consortium adopts the European Credit Transfer System (ECTS). Students will earn a minimum of 120 ECTS during their master studies.
During the first semester the students attend courses at the entrance university (University of Innsbruck). The second semester is spent at a second University of choice among the 2 Italian partner Universities (Padova and Rome). The third semester is spent in one of the three partner institutions at Rome, Göttingen, or Belgrade depending on the astrophysical branches which the students will select to specialise on (but see important note below!). Finally the fourth semester is mainly devoted to the Masters thesis (30 ECTS) that can be accomplished in any of the partner institutions, with the possibility of joint supervision by a member of another of the partner universities.
Students are given the possibility to attend additional advanced courses/seminars during the 4th semester, especially on topics related to their thesis work. The first semester is focused on basic learning in Astronomy and Astrophysics, while the subsequent ones offer to the students the possibility to specialise in different branches. The organization in semesters is summarised in the table below. The detailed lists of courses offered at the various universities in the relevant semesters are available in the section Curricula.
Important note: Although the students can choose their mobility path through the consortium universities from the second semester onward, in order to ensure an excellent quality of the course a maximum fraction of students per site is allowed. Therefore, at mid-course of each semester students will be asked to give their preference(s) for the subsequent semester. The Selection Committee may re-direct some students to sites different from their chosen ones when the maximum capacity of one or more sites is reached. Maximum capacities are indicated in the table below in terms of maximum fraction of students per site.
Language and admission policies
Courses will be taught in English. Intensive tutoring of Master students will be assured during the whole course of their Master studies. Also, English will be the language of choice for tutoring and examinations. However, students will have access to language courses within each of the partner Universities. About forty students will be involved in the programme for each cycle of Master. Admission criteria include a Bachelors degree in physical or mathematical sciences or an equivalent degree (180 ECTS) and depends mainly on academic qualifications. Admitted students will be required to sign a Student Agreement.
Students who successfully complete the requirements of the programme will be awarded a Joint Master Degree by the Consortium universities where they accomplished the various parts of their Master studies. In addition they will receive a Diploma Supplement.
program_requirements
The "Astrophysics" Erasmus Mundus Masters Course is open to students of all nationalities that fulfill these minimum requirements:Hold a Bachelor degree in Physics, Astronomy, Astrophysics, or Mathematics (or a recognized Degree that certifies an equivalent amount of learning in the same field, quantified as 3 years of previous studies corresponding to at least 180 credits in the European Credit Transfer System) or expect to obtain it latest by August of the starting year of the Masters Course (i.e. by August 2014 for the course starting in September 2014);Have a good and certified knowledge of the English language (the certification is not necessary for native speakers). Check the list of accepted tests and scores (see: How to apply). All students that come from a country of the European Union or an EEA-EFTA State (Iceland, Norway, and Liechtenstein) or students that either are residents or have carried out their main activity (study, work, etc.) for more than a total of 12 months over the last 5 years (as of Feb 28th, 2014) in one of these countries can apply for a scholarship in the category "European students" (Category B).All other students, including students coming from Switzerland, Turkey, and Western Balkan Countries (Albania, Bosnia-Herzegovina, Kosovo under UNSC Resolution 1244-99, and the Former Yugoslav Republic of Macedonia, Montenegro and Serbia) can apply for a scholarship in the category "Third Country students" (Category A).Students who fulfill the requirements of both categories (e.g. students with a double nationality) must select one of the two categories!Eligibility: AcademicsThe "Astrophysics" Erasmus Mundus Masters Course invites Third Country academics of all nationalities to apply for an Erasmus Mundus scholarship to carry out activities of teaching and/or research at one of our four European consortium universities in the framework of the Masters Course for short periods that range from a minimum of 2 weeks to a maximum of 3 months.European academics are eligible for Erasmus Mundus scholarships only if they are members of one of the four European consortium universities and wish to spend a period at the University of Belgrade (our Third Country partner). Applicants should bear in mind that English is the official language of the Masters Course. The minimum requirements for eligibility are: * Holding a PhD or equivalent * Having a long-standing experience of teaching at graduate levelThe same definitions of "European" and "Third Country" given above for students apply for academics as well. English Language Requirements IELTS band: 6 TOEFL paper-based test score : 550 TOEFL iBT® test: 83
A limited number of scholarships will be funded by the Erasmus Mundus 2009 - 2013 cooperation and mobility programme, under Action 1.
Applicants that wish to apply also for an Erasmus Mundus scholarship will have to state so in the application form. No additional application is required. Students that already received in the past an "Erasmus Mundus" scholarship are not eligible for a new one. Also, a student can apply for a maximum of 3 different Erasmus Mundus Masters Courses starting in the same academic year. Students that apply for more than 3 EM Courses will be excluded from the selection for an Erasmus Mundus scholarship.
There are two categories of scholarships:
* Category A: They are intended as full scholarships and are reserved to Third Country students. Category A scholarships cover the registration fees (including the insurance), include a contribution to travel, installation and any other type of costs of 8000 , and a monthly allowance of 1000 /month for the whole duration of the Masters Course (24 months).
* Category B: They are intended as a financial contribution for European students or for students that have carried out their main activity in one of the European or associated countries for more than 12 months during the last 5 years. Category B scholarships cover the registration fees (including the insurance), include a contribution to travel, installation and any other type of costs of 3000 (this contribution is provided only to students that will have a mobility period at the university of Belgrade), and a monthly allowance of 500 /month for the whole duration of the Masters Course (24 months).
Not more than 2 students with the same nationality can be selected for an Erasmus Mundus scholarship.
Holders of Erasmus Mundus scholarships are subject to special regulations.
In particular, holders of category A scholarships can spend a maximum of 3 months (or the equivalent of 15 ECTS) at the University of Belgrade (provided Serbia is not their country of origin), since this is a Third Country partner of the Astromundus consortium. Periods in excess of this duration are not covered by the Erasmus Mundus scholarship.
Holders of category B scholarships can spend a minimum of 3 months and a maximum of 2 semesters at the Third Country partner university (i.e. the University of Belgrade). Periods in excess of this duration are not covered by the scholarship.
All Erasmus Mundus scholarship holders must spend a period of studies in at least 2 European partner countries different from the country where they have obtained their last degree. This implies that scholarship holders who obtained their last degree either in Austria or in Italy must spend a period of study (at least 1 semester) in Germany. Because of the limited number of Erasmus Mundus scholarships, we strongly recommend that prospective students seek and apply for other scholarships that might be funded, e.g., by their own Country and/or Institution of origin or by other organizations.
Additional scholarships
European students can apply for the EU Erasmus mobility grant oriented to promote studies abroad. The student's home university will give information and support on how to apply for these scholarships.
Scholar scholarships
A scholarship consists of a living allowance (including travel costs) of 1200 euros per week for a minimum duration of 2 weeks and a maximum duration of 3 months per scholar.
Each scholar selected to receive a scholarship should come from a different higher education institution.
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