text:
Ms. Aarthi Bhargav
Ms. Aarthi Bhargav, has a degree in Biomedical Instrumentation engineering and has worked for the National Health Service in London for over 6 years. She has now chosen to teach children Value Education as it gives her immense satisfaction. She believes that Value Education completes and complements the academic learning at school. Through the medium of stories and shlokams, it instils and helps children imbibe our traditional values like truth, love, courage and awareness, which in turn helps each child grow into a strong and supportive individual.
Mr. Abuthakir S
Mr. Abuthakir has done his Master's in Physics and holds a B.Ed. degree from IGNOU. He has fifteen years of experience teaching Physics at the secondary level. His main objective is to make Physics an enjoyable experience, providing a platform for those who have creative, inquiring minds. He draws inspiration from Einstein who said that creativity is more important than knowledge. Abuthakir is a great believer in the beautiful aphorism on the nature and practice of Science – "Science is the Art of the Soluble."
Ms. Alamu Kumaresan
Alamu Kumaresan, was interested in painting from her childhood and this encouraged her to join the College of Fine Arts, Chennai. She was awarded the best student of the batch. After finishing the Diploma in Advanced Multimedia (Image Infotainment) and Masters in Fine Arts from Madras University, she started her career in Animation and has 6 years of experience in that field. Her passion to teach inspired her to consider a shift in her career. About children she says, "Every child is unique and the most important thing is for all children to learn to appreciate the art around them After all art is a form of expression that goes beyond language."
Ms. Anuradha Babu
Ms. Anuradha is a Commerce Graduate from Stella Maris College. She credits her excellent command over the English language and her interest in dramatics at school to her teachers at Sacred Heart Church Park. Anuradha's passion for engaging young minds found her working for institutions like Bambino and Learning Tree before joining Hari Shree Vidyalayam. Her easy demeanor and experiential teaching is enjoyed by her students, making classroom learning a fun experience.
Ms. Aparna Srinivas
Ms. Aruna Kalyansundar
Ms. Aruna Kalyansundar has graduate degrees in Physics, H.R and Education. Her career spans two decades of rich experience in the field of training, development and imparting knowledge for a result oriented approach. Teaching is Aruna's passion. She believes that every student is unique and needs to be guided appropriately on the basis of their inherent talent. She builds strong bonds with her students and believes that individual encouragement and recognition will make them excel not only in academics but also in their extra-curricular activities. Compassionate by nature and an ardent listener to the subtle needs of every student, she has been able to make a difference, in her role as a mentor. She enjoys every moment of her school life and brings cheer, delight and ignites curiosity and inquisitiveness in her students. She says, "I look forward to each day for the trust reposed in me, to make my students realize their dreams, live up to their true potential and achieve their goals. My vision is to make all my students grow up to be role models for others to emulate."
Ms. Aruna Selvan
Ms. Aruna Selvan joined the Computer Science faculty of the school as a part time teacher in April 2016. She has completed her Bachelors in Computer science, Post graduation in Information technology and M.Phil. in Computer science. With her extensive knowledge in the subject, Aruna is well equipped to handle the requirements of students across grade levels. She is currently pursuing her B.Ed. degree in Special Education to better understand the growing and evolving minds of children and to work in harmony with them. She always finds opportunities to learn and draws inspiration from Tagore – "A teacher can never truly teach unless he is still learning himself".
Ms. Bala Srinivasan
She has a B.Sc. and B.Ed. degree. She has been with Chettinad Hari Shree Vidyalayam from its inception and is presently teaching Math for the primary classes. She is greatly inclined to develop the Mathematical skills in our students, and enjoys inculcating the right values and attitudes.
Ms. Beevi M Kassim
Beevi M Kassim holds a Post Graduate degree in Botany, securing a bronze medal in her under graduation and a gold medal in her post graduation. She also has to her credit a Post Graduate Diploma in Environment and Ecology and two Advance Diploma courses from Cambridge University – one in Business and Economics and the other in Marketing Products and Services. She acquired her teacher training from Cambridge University and has also done Certificate courses in Insurance. A self-directed, versatile and accommodating person, she has over 9 years of experience in education and community service in East Africa and India. Though she was engaged in diverse fields for a few years, she resumed teaching as she thoroughly enjoys working with children. Drawing inspiration from the Socrates quote 'I cannot teach anybody anything, I can only make them think', she believes in shaping young minds and helping them evolve into responsible citizens and empathetic leaders.
Ms. Bharathi Nathan
Ms. Bharathi has done her Masters in Agricultural Science and has a Bachelor's in Education. Her seven years of teaching experience have been driven by the belief that 'Teachers who love teaching, teach children to love learning'. Bharathi's basic objective is to hone the skills for educating and empowering children, who represent the future. She strives to evolve and develop herself continuously though education and discipline. Driven by passion and competence, she is confident of contributing to the growth of the school.
Ms. Bhuvaneswari
Ms. Bhuvaneswari has completed her graduate and post graduate degrees in Art from the Government College of Fine Arts. She has explored many artistic mediums and acquires her knowledge from everyday experiences. Each day is different, it brings new experiences and this is all the more so when interacting with children. This is what inspires her to teach. Sharing her knowledge in art with children gives her the opportunity to explore more artistic avenues and she learns and grows with them in the process."I believe Art is something everyone should experience in life. In it is hidden so many teachings of life. The only task of a teacher is to make children curious and look at Art with wonder and interest. Once the children experience it and get interested, no one can stop them from exploring Art."
Ms. Bindhuja Srinivasan
Ms. Bindhuja holds graduate degrees in Nursing and Education, and post graduate degrees in Sociology and Business Administration, specializing in Hospital Management. She has six years of experience in teaching Science and has handled International Curriculum with great success. She has also attended several workshops on handling children of different age groups. Her passion for teaching is reflected in her work and she enjoys being around children. She is an energetic and enthusiastic individual with strong work ethics, who believes in being pro-active and meticulous. She loves inculcating good habits in children through the play way method.
Ms. Charukesi
Charukesi joined Chettinad Hari Shree Vidyalayam in October 2015 and teaches Chemistry to the senior classes. She holds a post graduate degree in Chemistry from IIT Madras. After two years of doctoral research at IIT, she started a career in teaching. Her earlier experiences include a three year stint as a college lecturer, five years teaching High school Chemistry in Hyderabad and one year of voluntary teaching in the US. Interacting with young minds, engaging with students at all levels and learning from them energises her. Charukesi believes that the effort of a true educator should be to unlock the treasure hidden in every human being. She draws inspiration from Albert Einstein's quote "Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid".
Ms. Chitra Mohankumar
Chitra Mohan kumar is a Post -graduate in Economics and is a University rank holder in both her Graduation and Post Graduation. She also holds a diploma in Operations Research and is trained in Java. She is a Montessori trained teacher and also holds a B.ED degree. Her passion is music and she is a trained singer in Hindustani music. "My love for children brought me back to the teaching profession after a brief stint in the corporate sector. I believe that the school is a great family and I view each and every child as my own. I realize that a teacher holds a very responsible position and I would strive to uphold the highest standards and ideals of a teacher, and contribute my best efforts for the well being of the children and the school. I believe in a simple mantra- 'work hard, give your best and the rest will follow."
Ms. Deepali
Deepali is a Computer Science graduate from D.G. Vaishnav College who has also done her MBA (HRM) from Pondicherry University. She handled the Primary department in a Chennai school for 4 years before going on to work as an academic coordinator with a company specialising in educational software. Her job included extensive research on the developments in the Pre School industry and auditing different schools. Though she graduated in computers, Deepali realized that her interest lay in teaching and decided to pursue a career in it. She looks forward to growing and moving forward along with Hari Shree.
Ms. Gayathri Gargeya
Gayathri Gargeya holds a Masters degree in Computer Science from Bharathiar University and a Bachelors Degree in Mathematics. A certified Vedic
Mathematics teacher, she started her career as a software engineer, but
soon realized that her passion was teaching. This motivated her to move onto conducting seminars and workshops on Vedic Math. She wanted to inculcate her passion for Mathematics in young minds and today, she teaches in Hari Shree with the desire to help children enjoy Math rather than fear it. A compassionate, enthusiastic and dedicated teacher, Gayathri makes sure no child is left behind.
Ms. Geetha Kannan
Ms. Geetha is a certified Yoga therapist and teacher, with training and certification from Krishnamacharya Yoga Mandiram (KYM), Viniyoga Healing Foundation (VHF) and Tamil Nadu Sports University. As a Yoga therapist, she teaches Yoga for fitness and general health and also addresses medical conditions. Geetha has taught yoga to school children in reputed schools across Chennai and in her opinion – "Yoga is all the more relevant today owing to the sedentary lifestyle of many kids. Added to that is the constant pressure to perform from a very young age." She joined the Hari Shree team in June 2015.
Ms. Harivanam Sowmya
Ms. Hemamalini Sivakumar
"I am Hema Sivakumar and I am glad to have joined the teaching fraternity at Chettinad Hari Shree Vidyalayam in the academic year 2011. I have completed my B.A. in Corporate Secretary ship from the Madras University, M.A. English from the same university and BS in Accounting from the University of Nebraska at Omaha, USA. I have acquired my Teacher Training Diplomas in B.Ed and CIDTT (Cambridge International Diploma for Teachers and Trainers).Our family moved to India from the United States in 2006 and we are enjoying the bounties of this sea-side, cosmopolitan city. I am a mother of two boys who are also the students of this school. My husband is a professional working in the city. I look forward to learning and contributing some valuable experience at Chettinad Hari Shree Vidyalayam in the years to come.
Ms. Indumathy C
Ms. Indumathy, a post graduate in Physics with a B.Ed degree, has a great passion for teaching and has been in the teaching career for more than a decade. She holds a state rank in IAPT for the National Graduate Physics examination and has completed her Post graduate training programme in Physics, organized by the Materials Science Division, IGCAR on PG-based automation of Physics experiments.
She enjoys being engaged with young, creative minds and feels that learning is experiential and is complete, only when it is integrated in life. Happy to be in the teaching fraternity, she would like her classes to be sharing sessions where learning happens at both ends.
She firmly believes that there is learning in everything. As Einstein once said "Once you stop learning, you start dying."
Ms. Janani Iyer
Ms. Janani completed her post graduation in Economics from Madurai Kamaraj University and her B.Ed in Social Science from Shastra University in Thanjavur. Teaching has always been her passion and imparting knowledge to her younger siblings, cousins and friends, a part of life. Though her husband and the first school she taught in were instrumental in identifying her teaching capability, it was only when she started being with students – teaching, playing and having fun with them, that she realized teaching is a 'calling' and not a career. She started as a primary teacher and went on to teach Social Science for middle school. Janani is passionate about teaching students Social Science so that they can understand their own social environment and actively contribute to its improvement as responsible citizens. She has coordinated many International School Projects and MUNs in the course of her career and believes in the project based approach to teaching/learning, where the teacher is more of a facilitator in the classroom. She enjoys guiding students to become active participants, leading their own process of learning. Janani employs multimedia and innovative teaching methodologies to engage students in activities which complement the syllabus. Other than teaching, her passions include music, reading, vintage collections, visiting historical places, crochet and embroidery.
Ms. Jasmine
Ms. Jasmine, a Physics graduate from Madras University and Mater of Computer Applications from Kamaraj University, has seven years of experience in teaching ICSE and ISC from TVS Lakshmi School, Madurai. "It is indeed a pleasure to do what we love to and my profession is a matter of my choice since it has been my ambition from childhood to become a teacher. My mother happily recalls how as a three year old, I always played teacher with my cousins as my students. Young minds puzzling over the hows, whys and why nots always manages to amaze me. To me, my students are not vases to be filled but torches to be lighted."As every child is unique, she strives to integrate different approaches to cater to the need of each and every child. The atmosphere of Chettinad Hari Shree Vidyalayam, the students in their colourful traditional uniform, the interactive demo class and the warmth with which the staff interacted with me on my first visit – all this in totality, drew me to HSV. I shall give my best to foster the love for learning among the students. As I firmly believe that behaviour is not taught but caught, I shall also be a good role model to my students in terms of punctuality, discipline and values.
Ms. Jayalakshmi
Ms. Jayalakshmi has completed M.A. and M.Phil in the Tamil language. Coupled with this, she has also completed her B.Ed. With nine and a half years of teaching experience, she is currently teaching the Grade VI to X students. Her love for the language makes her strive hard to get her students to understand the nuances of the language. She is also interested in compering and has worked as a part time announcer in AIR (All India Radio).
Ms. Jenefa J
Ms. Jenefa completed her graduation in English from Women's Christian College and did her Masters in Social Work from Madras Christian College. She has always wanted to work with children and is very happy to get an opportunity to work with them. She believes in multi-sensory learning which not only equips children to learn from their experience, but also makes the process of learning more interesting and fun filled.She aims to instil her love for humankind in her students and her happiness and contentment lies in the knowledge that her students have the heart to empathize and love, a strong mind to reflect and learn, the willingness to fight for justice, and the courage to be kind and gentle. "I have been 'lighted to lighten' and I will always strive to do my best"
Mr. Jerlin Jose
Mr. Jerlin Jose holds a Bachelor's degree in Chemistry from St.Josephs College, Trichy and a Master's degree in Chemistry from Loyola College, Chennai. He completed his Bachelor's degree in Education from Pope John Paul College of Education in Puducherry. With over 10 years of experience teaching Chemistry at various grade levels in schools across India, Jerlin now teaches Chemistry in Senior School at Hari Shree. His passion for the subject inspires and enables him to use innovative and creative methodologies in teaching the subject to his students.
Mr. Karunakaran .G
Shri Acharya G.KarunaKaran is a professional in Sanskrit Language with an M.Phil qualification from Vivekananda College of Chennai. He also has a Bachelors' degree in education and has been teaching Sanskrit for over 15 years only one institution till he joined Chettinad Hari Shree Vidyalayam in June 2013. His teaching credentials include being honoured with the 'Best Teacher' award consistently in recognition of his efforts in bringing up excellent results in the high school and higher secondary level board examinations. He has also been a member of the Text Book Review Committee for Sanskrit Textbooks for Standard VI to X (under Samacheer Kalvi of Government of Tamil Nadu during 2012-13). He has attended many seminars and presented several papers at the national and international level on the subject and has been given a programme in All India Radio, Chennai Kendra.
Mr. Krishna Moorthy S M
S.M.Krishnamoorthy has done his Bachelors in Physics from the Madurai Kamaraj University and his Masters in Physics from the Annamalai University. Coupled with this, he has also finished a Bachelor's degree in Education from the Madras University. With twenty five years of experience in teaching Physics, Mr. Krishnamoorthy is now sharing his knowledge with the Grade 11 children. Through his teaching, Mr. Krishnamoorthy wants his students to inculcate a love for the subject and to learn it intrinsically.
Ms. Krithiga Viswanathan
Ms. Krithiga Viswanathan holds a Post graduate degree in Psychology, Diploma in Special Education and Clinical Psychology, and is a certified Advanced Acu Touch Therapist. She has to her credit 12 years of experience in her chosen field, the opportunities to work in a Special School and an International School, and has trained mainstream teachers to handle remedial classes. She has been associated with Hari Shree Vidyalayam since 2010 when she was a visiting educator in the resource room. Following which, she became a full time faculty member as part of the Learning Lab team. She is passionate about working with children of different grades, with varied abilities and to make learning an enjoyable experience.
Ms. Krithika Karthigeyan
Though Krithika holds a degree in Economics, the languages are her passion. She joined Chettinad Hari Shree Vidyalayam as a Sanskrit teacher in 2012. Since then, she has expanded her repertoire currently teaches Sanskrit, Tamil and Geography. She believes that the children should imbibe good values along with academics and is very excited about contributing to the holistic development of the children at Hari Shree.
Ms. Latha Nataraj
Ms. Latha Nataraj has done her graduation from Calicut University in Kerala and she went on to complete her B.Ed from Annamalai University. Right from her child hood days, she recollects that she enjoyed enacting the role of a teacher. In adulthood this passion took the form of pursuing a career in teaching. She has been with Hari Shree since its inception. Mothering the toddlers and slowly growing up with them proved to be a very enriching experience for her. During her long association with the school, she has had the opportunity to handle various subjects at different levels. Her hobbies include interior decoration, gardening and collecting antiques.
Ms. Latha Ramachandra
A Science graduate from Bangalore University, Latha Ramachandra's interest in learning new things inspired her to do a course in interior designing and complete certificate courses in Sanskrit from Samskritha Bharathi. Her passion for teaching brought her to Hari Shree. She hopes to draw on her Montessori experience with institutions in Bangalore and Chennai and bring out the best in herself. Latha also plans to continue learning and pursuing her passion for music.
Ms. Mangalam Ramesh
My name is Mangalam Ramesh. I am a Tamil teacher. Before coming to Chettinad Hari Shree Vidyalayam, I worked in another school and as of June 2013, I have been a teacher for 16 years. I hold an M.Phil. in Tamil, and pursued a B.Ed in Tamil too. As Tamil is my passion, I love to share my knowledge with my students. I have handled boards like CBSE, Matriculation and state board and hail from a family of teachers. In a way, teaching runs in my blood. I strive to give my best in my professional and personal life and am looking forward to working at Chettinad Hari Shree Vidyalayam.
Ms. Manjula Baswa
A consistent high achiever all through her school and college life, Manjula completed her post graduation in Microbiology from OUAT, Bhubaneswar. Her thesis on antibacterial activity of karanj and neem seed oil: a preliminary report. Microbios. 105 183 – 189, got published (© 2001) by the Faculty Press, Cambridge, Great Britain. She has also successfully completed BASIC INTENSIVE TRAINING on Choice Theory, Reality Therapy and Lead Management relating to counselling, management and education from Farida D'Silva Dias, a faculty of the William Glasser Institute, USA. The famous sculptor Michelangelo once said…. "I see a form/shape in every stone…All I do is chisel and remove the dust that covered the stone so that the magnificent form I visualize comes out". Teachers are like sculptors… They are the ones who shape the minds of students and make the latent talent from within them come out…"Inspired by Michelangelo's words, Manjula chose teaching as her profession and completed her B.Ed degree. She has also completed her 'Rashtra Bhasha Praveen" and qualified the Central Teacher Eligibility Test. Committed, sincere and a passionate teacher, she says "Teaching ends where learning ends"
Ms. Manoshakthi
Ms. Manoshakthi completed her Bachelors, Masters and M.Phil degrees from Meenakshi College for Women in Chennai. She also has a Bachelors in Education and a Masters in Business Administration. Her passion for teaching was inspired by her admiration for her teachers and her love for being with students. Manoshakthi is an admirer of History as a subject and she also enjoys gardening, cooking, music and travelling. She feels that "every day is a challenge and we should have the passion to face it"
Ms. Mary Malathy
Mary Malathy's passion for teaching Mathematics started in her childhood and led her to pursue a Master's degree in Mathematics from Stella Maris College and a B.Ed. degree from Annamalai University. She has over 18 years of teaching experience and holds herself to the same high standards as she holds her students. She believes that learning is a lifelong process and strives to become a skilled thinker and learner.
Mr. Mathankumar N P
"Give your best and the best will come back to you" – it is this work ethic that Mr. Mathankumar lives by as he trains young minds to focus and achieve in their learning environments. He inculcates in them a positive attitude and derives great fulfillment in motivating children and being in their company. His varied experience, educational profile and sports credentials have bestowed upon him a great temperament, a mature attitude and the ability to value people as 'persons' and not as a group of mere numbers. The spirit of Tennyson's words – "To strive, to seek, to find and not to yield", has guided him all along.
Ms. Narmada Kesavan
Ms. Narmada Kesavan has a Bachelor's in Life Science and Master's in Psychology from the University of Madras. She also holds a Post Graduate Diploma in Learning Disabilities (PGDLD), from the Tamil Nadu Dr. M.G.R Medical University and is certified as skilled in the Search & Teach program offered by the National Institute for Learning Development (NILD). She qualified in the administration of dyslexia testing, Ravens CPM & CVS, and Cogmed program coaching, by The Pearson Academy, India. She has also completed a certified course on 'Multiple Intelligence in Class Room Teaching'. She has been associated with Hari Shree since 2015. Her main interest is to be a catalyst for enhancing motivation levels in children for learning.
Mr. Nirmal Raj
Mr. Nirmal Raj has done his Diploma course in Physical Education. He is also a B.A. in history. He is currently pursuing his M.A. in History. He enjoyed a brief stint in another school before he joined Chettinad Hari Shree Vidyalayam. "I was impressed by the teaching method and the open and friendly attitude of the students towards all activities." He also draws inspiration from his grandparents and uncle who too were teachers. His interests include music, books and anything related to the police and law enforcement activities. He is also an ardent sports fan. He aspires to take the children into competitive sport at the state level.
Ms. R. Padma
Librarian R.Padma is a first class English Literature graduate from Madras University and holds a Bachelors degree in Library and Information Science. She started her career as a librarian in the banking sector, however, her passion to guide the younger generation to the right information at the right time motivated her to join an academic institution in 2000. Since then, she has been actively involved in quenching the thirst of knowledge seekers and young vibrant readers. Her administrative and organizational skills enabled her to extend her contribution beyond the library space of the institutions she has been associated with. Ms.Padma's contributions have ranged from special teacher coordination, serving in the editorial board of school yearbooks and newsletters to active involvement in ISO and ISA accreditations. She also holds a Postgraduate Diploma in Education and Leadership developed by the Centre for Education and Management Development, New Delhi. Her association with the Hari Shree family began in 2013 and she looks forward to utilizing her varied skills and adding onto her already diverse work profile.
Ms. Padmaja Mani – ICSE Coordinator
She holds a Bachelors' Degree in Corporate Secretary ship and has completed her B.Ed. from IGNOU. She is also trained in Montessori and primary education. "I recognized the teacher in me while teaching my children at home. In addition to being a trained classical dancer, I have also taught dance to my juniors. What was earlier my hobby has now become my profession. It has been a very enriching and enlightening experience for me here at Chettinad Hari Shree Vidyalayam. I can now say that I don't really work but do what I like the most – teach."
Mr. Pandiyan .K
Mr. K. Pandiyan has a B.Sc degree in Physics and an HPED (Higher Grade in Physical Education), B.P.Ed (Bachelor of Physical Education). He started his school career at a school in Villupuram district. After a year, he moved on to a higher secondary school, Chennai, where he worked for six years."I enjoy training students in sport and games and am especially passionate about foot ball. It was a proud moment when one of teams in my earlier school emerged the zonal topper in sport."I am extremely happy to be with Chettinad Hari Shree Vidyalayam as the atmosphere is so conducive to learning. It is also amazing to be associated with students who are not only keen to learn but also very knowledgeable. It motivates me to learn more and perform better. I look forward to a very long career with this institution."
Ms. P. Priya
Ms. Priya has been an enthusiastic sports person throughout her life. Her interest in sports and health motivated her to pursue a degree in this area and complete her B.P.ED. Soon after completing her course at YMCA, her love for children made her take up teaching as a profession. "I have enjoyed my time in my chosen profession for the last 5 years and look forward to a healthy and happy career at Hari Shree."
Ms. Rajashri
Ms. Rajini Bala
Rajini Bala Aacharya has a Bachelors Degree in Commerce from Madras University with two years experience in teaching primary school children. She has a passion for languages and has dedicated her time to learning Hindi and French. She has completed DELF B2 (Level 4) at Alliance Franaise of Chennai. Her interest in French began when her son started learning the language. Rajini Bala is looking forward to helping the young learners at Chettinad Hari Shree Vidyalayam learn and develop a fondness for this melodious language.
Mr. Rajkumar
An innovative and resourceful physical education teacher, Mr.Rajkumar strives to help students discover their inner potential, make wellness a regular and enjoyable part of their lives and to nurture a lifelong passion for health and fitness. He encourages young people to energize their lives by uniting body, mind & spirit, which in turn will have a direct impact on their academic success. Rajkumar has the unique ability to create an atmosphere that combines energy and enthusiasm with discipline and safety. His attitude promotes sportsmanship and team work in his students. A versatile and experienced basket ball coach, Rajkumar has guided many students to compete at national level championships.
Ms. Reena Sinha
Ms. Reena Sinha has completed her Masters and Doctoral degrees in English from Stella Maris College in Chennai. In addition she has a degree in Education and is qualified in the Montessori System of Education with a specialisation in Early Childhood Education from IGNOU. Reena has managed a Primary School in Ghana for 6 years. She has also worked on teacher empowerment and teacher training programs. She possesses a deep rooted interest in education with a passion for improving the quality of school education.
Ms. M. Revathi
Ms. M. Revathi has a post graduate degree in Tamil from Madras University in Chennai, and is currently pursuing her B.Ed degree. Her interest in teaching led her to take this up as a career. Following 5 years of experience in another school, Revathi joined Hari Shree Vidyalayam and she now handles the Primary Tamil department here.
Ms. Roopa S Nair
Ms. Sai Divya
Having completed her Bachelors as well as Masters Degree from the Government College of Fine Arts, Sai Divya is well qualified and trained in a wide array of artistic mediums. Her passion for teaching and her belief that young children appreciate art has led her to teach art for the children in Grade 2 to Grade 5. Sai Divya believes that offering individualised support and positive encouragement will enable the blossoming of creativity in young children.
Ms. Sakina
Ms. Sangameswari Ravindran
Ms. Sangameswari Ravindran has done her graduation in Mathematics and her post-graduation in Computer Application. She started her teaching career in the UAE where she worked as Computer Teacher in a reputed Indian school for six years. She believes that education is not just about learning the syllabus and scoring marks, but also about shaping the personality of an individual. She loves being with children as their enthusiasm, innocence and different ways of thinking never seizes to amaze her.
Ms. Sanyogitayadav
She is a B.A. graduate in Economics, Office Management and Public Administration from Osmania University, Hyderabad. After completing her graduation, she pursued her B.Ed. at M.D University, Rohtak Haryana. She then obtained her Masters Degree from the same university. She started her teaching career at New Delhi and joined Chettinad Hari Shree Vidyalayam in August 2010 as a part time teacher and subsequently took it up as a full time job."Teaching is my passion. I strongly believe that a strong foundation in students not only contributes to their own growth and but also that of the nation."
Ms. Saraswathy
Ms. Saraswathy is a Counselling Psychologist who has completed her Post Graduation in Counselling Psychology from the Madras School of Social Work, affiliated to Madras University. She served as Department Secretary for Psychology during her under graduate program. A certified career guidance counsellor, she believes that as a teacher and a counsellor, connecting with students at their level is her strength. Apart from sharing knowledge about the subject, she also trains them with life skills such as assertiveness, self awareness, conflict resolution etc. "Hari Shree has a beautiful environment which encourages independence in a modern work setting while still retaining its traditional roots."
Dr. Sarayu Ganesan – Vice Principal
Sarayu Ganesan holds a Ph.D in English Literature from Madurai Kamaraj University. She completed her schooling, B.A. and M.A. from Delhi University and her B.Ed from Annamalai University. She has more than a decade of experience teaching CBSE students especially the senior school. She has also had a stint at taking "Spoken English Classes", as an independent trainer. As a teacher of senior classes, she approaches her students more as a friend, while maintaining a respectable distance. She encourages students to express themselves openly in her class, on topics which are relevant and current and keeps the students engaged. In her opinion, a teacher's day is made, when she is remembered by her students for the positive impact she has made on them, during their school days and even afterwards.
Ms. Sasikala .B.R
Sasikala BR, finished her graduation from SIET College Chennai. She pursued her Post Graduate degree in Commerce and her B .Ed. while moving into motherhood. After becoming a mother of two children, she moved on to pursuing her M.Phil. Sasikala is thankful to her better half who has been her constant motivation in all her educational endeavours. Her first teaching assignment was with the very school she studied in. She was part of this institution for 14 years before she turned lecturer in the Commerce Department of a city college and then moved to teaching at an International school in Qatar. She joined Chettinad Hari Shree Vidyalayam in June 2012 which incidentally coincided with her 20th year in the teaching profession. "It is said that teachers shape the lives of their students. However, in my experience every student has touched my life in more ways than he/she can possibly imagine. I believe that to teach is to learn twice over. I learn life skills from every batch of students I handle."I would like to recall Benjamin Franklin who rightly pointed out, 'Tell me and I forget. Teach me and I remember. Involve me and I learn.' I have always stood by the proactive learning method and look forward to many happy teaching years here.
Ms. Sathya Jagan
A post graduate student in Biochemistry from the University of Madras, she has experience as a Public Relations Officer. She is passionate about dancing and has been a disciple of Shri Dananjayan. Her fondness for teaching drew her into Chettinad Hari Shree Vidyalayam in 2010 October. She likes the free atmosphere that Hari Shree gives its students along with the importance given to art, culture and heritage.
Ms. Seema Singh
Seema Singh has obtained her Masters degree in Hindi from Rohilkhand University, Bareilly. She pursued her B.Ed and M.Ed. in Hindi from the same university. Prior to joining the Chettinad Hari Shree Vidyalayam family in 2009, she had taught Hindi in various Kendriya Vidyalayas (KVs) in Chennai. She enjoys teaching as she loves being with children and derives a sense of satisfaction from it. Teaching also allows her to learn on a day to day basis. She believes in using innovative, experimental and activities based approaches in her teaching to make the Hindi language more interesting and useful to students. She likes the atmosphere of Chettinad Hari Shree Vidyalayam which provides an ample space for learning and exploring student centric approaches in teaching. "I like Chettinad Hari Shree Vidyalayam as it gives importance to Indian culture and tradition and at same time stays connected with other schools across the globe through various projects – A perfect blend indeed!"
Ms. Seethalakshmi Ramesh – Middle School Coordinator
Seethalakshmi has a post graduate degree in Economics from Annamalai University, a B.Ed degree from Pondicherry University and has also completed an honours course in systems management from NIIT. Her Cambridge International Diploma for Teachers and Trainers makes her eligible to teach the Cambridge syllabus. Seethalakshmi started her career as a software professional with Transport Corporation of India before she decided to take up teaching, a profession she had always aspired for. Her teaching career, spanning over 15 years, has taken her across schools, locations and education boards (CBSE, CIE and ICSE). Her involvement in school exchange programs gave her the opportunity to learn teaching methods from a school in London. She has also been an editor for school magazines and e-newsletters. "Teaching is a divine profession where I am responsible for enhancing minds of future citizens. Using evolving methods to impart knowledge amongst today's students is a challenge I look forward to. I am glad to be a part of this esteemed institution with a unique value system."
Mr. Senthil
Mr. Senthil is a Physical Education trainer. He pursued his B.Sc Exercise Therapy and H.P.E.D (Higher Physical Education) with Madras University. His passion for sports especially cricket, inspired him to choose Physical Education as his career. He has trained students at various institutions and has several years of experience as a trainer.
Ms. Shanthi Venkat
Ms. Shanthi Venkat completed her graduation in Corporate Secretary ship. Her love for languages, reading and books made her pursue a Masters in Library Sciences and complete CELTA from the British Council. Blessed with opportunities to travel and learn cultures and languages all over India, Shanthi learnt French at Alliance Francais de Delhi, completing all attested levels until C1. She has also completed 2 levels of translation and worked on translation of subtitles for an advertising company. Shanthi worked at a prestigious Delhi school for 12 years as a French teacher and has also organized cultural exchange programs for students in France. She believes teaching is learning in itself and the job satisfaction she receives motivates her to update her knowledge at all times. A trained classical dancer from Kalakshetra, Shanthi strongly believes that communication breaks all barriers.
Ms. Shanti Sekar
Ms. Shanti Sekar has a Bachelor's degree in Commerce and a Diploma in Montessori training. She undertook the diploma program with an open mind and was so impressed and fascinated on learning about the world of children that she wanted to put her learning into practice right away. 'It is a wonderful feeling to be with children. I feel so young. Though it is demanding on your energy at times, the rewards and learning are immense. Each day is a new experience here', says Shanti.
Ms. Shashikala Varadarajan
Shashikala is a post graduate in Physics from Rani Durgavathi Viswavidyalaya, Jabalpur. She has numerous years of experience in teaching at various institutions in Chennai & Jabalpur. A graduate with a triple major, she is equipped to handle Math and Science. Shashikala joined Chettinad Hari Shree Vidyalayam in 2010 and is a part of the Science faculty. "Being a Palaghat Iyer and residing in Jabalpur (M.P.) was not that easy. In those days not much importance was given to the education of girls. In spite of much resistance at home, I went on to do my M.Sc. in Physics and my B.Ed. My father was my pillar of support. After my studies, I found myself teaching in the same school that I had studied in. It was here that I found that I had a passion for it. I have also always believed that this gene comes to me thanks to my grandfather who also was a Physics teacher. I have been teaching 10 to 14 year olds for more than 10 years now."
Ms. Shobana Muraali
She is an M.Sc. in Environmental Toxicology from the University of Madras. She is a University rank holder in her Under Graduation & the recipient of the Chidambaram gold medal for proficiency in Botany. It was a matter of sheer coincidence that she received this award from Smt. Siggapi Ramaswamy, who is closely associated with the Hari Shree family. Shobana was doing her B.Ed. when she joined HSV. In her many years in this school, she has taught almost all the subjects. This has helped in her emergence as a versatile & confident teacher. She wishes to thank Ms. Sumathi who was a guiding support as and when she ventured into the various streams. Her hobbies/personal interests include painting, gardening, listening to music and reading. She is comfortable with handling all the age groups and she is glad that her childhood dream of becoming a teacher has come true. At times, Shobana has grown with a batch of children for over 5 years. She feels a special bond with these children & feels touched when some of them who are no longer in Chennai make it a point to call or visit her. Right now her objective is to make Science an enjoyable experience for the children. They should be able to recall their Science sessions as enjoyable moments even after they grow up. She firmly believes that a teacher must genuinely care for and attend to the individual needs of children as they tend to vary.
Ms. Shree Kumari Kannan
Ms. Shreekumari Kannan is a B.A graduate from Vikram University in Ujjain, Madhya Pradesh. She teaches Hindi for the primary and middle school students at Hari Shree Vidyalayam. Ms. Shreekumari is a person of varied interests – Hindi light music, classical music, hand work such as crochet, tatting, macramé and knitting, to name a few. She is trained in the Sujok and Reiki systems of healing and believes that the unconditional love of animals is a good de-stressing therapy. She loves to be with youngsters and teach them traditional values. She says, "I feel responsible for the children I am teaching, their proper training and upbringing. I like the friendly atmosphere in this school and the freedom to approach senior teachers."
Ms. Shweeta Rathi
"I am Shwetha a creative, flexible, passionate person". I have done my graduation in Physics and post graduation in M.C.A from NIT Trichy. I have been with IT industry for past 12 years and have worked with IBM, Infosys. My decision to become a teacher developed in the early years and finally found me joining the institution. I wished to work in an intellectually challenging learning environment and hence I am here at Chettinad Hari Shree Vidyalayam teaching Hindi to the kids. This is my first teaching experience and the rich experience here will guide me and mould me in becoming a successful teacher."
Ms. Sivakamasundari
She has done her B.Sc. from Ethiraj College, Chennai. She realized her ability to solve math problems all day long as early as Grade XI. She believes that she owes this passion to her Math teacher. It was the same passion that motivated her to pursue an M.Sc degree from Bombay University after 13 years of marriage."As a teacher, I take efforts to make Math learning fun. I strive to inculcate curiosity and a sense of thrill in solving problems. HSV has given me the opportunity to explore my talent to teach various subjects and I enjoy doing it."
Ms. Smitha Santosh
Smitha holds a Diploma in Bharathanatyam from Kalakshetra and a Masters in Fine Arts from Shastra University (under the guidance of Smt. Padma Subramaniam). A senior level scholarship holder from the Central Government of India, Smitha is proficient in Kuchipudi, Mohiniyattam, Kathakali and Indian folk dances. She joined Chettinad Hari Shree Vidyalayam in 2009. "My association with Hari Shree Vidyalayam has been a very enriching and rewarding one. The school to me is a temple of peace and learning and a home away from home. I consider myself fortunate to be a part of this organization. Training children for the Creative Expressions programme and the school Annual Day gives me lot of scope to teach dance. The importance given to classical dance in the school is really an inspiration to me as a teacher and performer. The children also show great interest and enthusiasm in learning classical dance". Smitha is of the opinion that classical dance helps incorporate discipline and good values in children and she strives hard to pass on this beautiful legacy to her students.
Ms. Sowmya Jayaram
Sowmya is a Fine Arts graduate from Stella Maris, Chennai and she has also completed her training in Montessori education from Chennai Montessori Training Centre. Sowmya has over 11 years of experience working in reputed city schools, has excellent command over the English language and displays a very good understanding of the Montessori method of education. In addition to teaching English, Math and EVS at the primary level, she has been involved in counseling activities as well. An enthusiastic, fun loving and creative person, Sowmya has great appreciation for the teaching methodologies of the school. She wishes to emphasize on developing communicative skills in children. Her vibrant approach to all her roles ensures an eager group of students, open to guidance. Sowmya also continues to nurture her passion for dance.
Ms. Sripriya
"Children are the nation's most precious resources. Life affords no greater responsibility, no greater privilege, than the rising of the next generation."-Louis PasteurSri Priya is a postgraduate in Commerce from Madras University. She also holds a Diploma from the Indian Montessori Training Centre (Chennai Chapter) and is currently pursuing her B.Ed degree from Madras University.She has always worked as a facilitator. Her love for teaching began early, as a kindergarten student who came back home eager to teach all that she learnt in school to her family. Coming from a family of teachers, it was natural for her to take up the profession of her father and grandfather. Different philosophers and their insights drove her to realise her dream as a facilitator.Sri Priya believes that the desire to bring out the best in every curious, creative and joyful child, and embracing their individuality is the key to adding value mutually.
Ms. Suma Harini
Sumaharini's association with Hari Shree started during her years as an active parent volunteer. This experience motivated her to join the teaching fraternity in 2017. She holds a Masters degree in Mechanical Engineering from Anna University Chennai. She has also worked as a research fellow in the Aeronautical Development Agency, Bangalore and been a Mechanical Engineering lecturer at a college. Teaching has always been her passion and she developed a special interest in teaching younger children while handling her own kids. Sumaharini believes that learning happens constantly, regardless of time and place. She believes that a teacher can help every child reach their innate potential and have a lasting positive impact on a child's life by making them feel valued.
Ms. Thamizhselvi
She has done her B.Lit in Tamil and M.A in Tamil from Madras University. She joined Chettinad Hari Shree Vidyalayam in 2006 and received the 5 year of service award in 2011. Prior to joining Hari Shree she had about a decade's experience teaching at two other city schools. For the past 20 years, she has also been putting in voluntary service at the TTK Hospitals Drug Rehabilitation Center where she counsels patients and their family members. An ever smiling face at Hari Shree, she enjoys working with people.
Ms. Umamaheswari
She has done her Masters in English Literature from Madras University and has a B.Ed degree from IGNOU. She holds a Diploma in Journalism too. She joined the school after a stint with an MNC as an administrator for more than 10 years, she joined. It was the sheer passion in her to train and nurture budding children that made her take up teaching as a career. Having been a part of this school since inception, she is happy to grow along with it. Hailing from a family of teachers, she believes that Chettinad Hari Shree Vidyalayam's open and warm culture helps teachers perform to the best of their ability. She also likes the school's holistic approach towards education. Being a very enthusiastic and active person, she tries innovative methods like incorporating her interest in music into teaching, thereby ensuring that the learning process is not stressful but fun filled. She feels moulding children at a young age helps them become better citizens. Besides being a member of the teaching faculty, she is also a proud parent as her daughter is a student of the school.
Ms. Usha Rani
Ms. Usha Rani graduated in Engineering from the University of Madras. Her love for teaching has lead her to teach at Hari Shree where she is currently teaching Maths to students from Grade V to VII. Ms. Usha Rani has specialised in Vedic Mathematics and uses this knowledge when teaching maths concepts to children. She aspires to allay all fears regarding the subject and make learning a joyful process.
Ms. Vaishnavi Gopalan – Primary Coordinator
Vaishnavi Gopalan is a graduate in Sociology, with an MBA in Educational Administration. With over 9+ years of experience in teaching and administration, she has attended several certified workshops conducted by the International Baccalaureate (IB) on Teaching and Learning- philosophies and practices. Her passion for learning languages has helped her master six languages; it also led her to complete a certification course on translation from the Hindi Hridaya. She has prepared students to appear for the Rashtrabhasha Visharadh and Rashtrabhasha Praveen examinations conducted by the Dakshin Bharat Hindi Prachar Sabha for three years. She is also an experienced counsellor who derives satisfaction in helping others gain clarity and perspective. It is a beautiful thing when a career and passion come together. In Vaishnavi's case, her love for children inspired her to be a part of this ecstatic journey in touching their lives and shaping their minds. An optimist with a ready smile and an open mind define her, both as an individual and as an educator.
Ms. Vidhya Vijayaragavan
Ms. Vidhya Vijayaragavan holds a post-graduate degree in Commerce (Education Management) in addition to a B.Ed. degree. A motivated, experienced and qualified teacher with a passion for teaching, she believes in employing innovative, creative and holistic methods for student development.During her teaching career spanning around two decades, she has handled kindergarten and primary classes, involved herself in alternate education, coordinated as a team lead, planned modules and curriculum, and organized various school events. She had the opportunity to introduce innovative ideas in teaching concepts in her role as an administrator with vast experience. As an educator she strongly believes "Teaching and Learning should be a pleasure for both the educator and the student. In my endeavor as a teaching professional, I look forward to continuing my passion at Hari Shree Vidyalayam."
Ms. Yoshida Menon
Ms. Yoshida Menon completed her post graduation in Physics, trained in mid range computing systems and worked as a software analyst developing supply chain solutions for ten years. Following a career break, she joined the school system and took roles teaching computer science and also collaborating with schools across the world as part of global school partnership programmes. She is passionate about equipping students of today with the skills to enrich their lives in an increasingly globalized world – the ability to keep an open mind, develop an attitude of respect and engage in dialogue as a means to resolve conflict. Her current role in Hari Shree involves co-ordinating the Global Citizenship Programme and editing content for the school website and newsletter. Yoshida believes in storytelling as an influential medium and in its ability to enhance listening, comprehension, imagination and verbalization in students.


Hi! I love walking, traveling, and creating art. When any of those are combined, it surely puts me in 'the flow'. I'm left-handed when writing, but ambidextrous with most other things.
I am a lifelong artist, always drawing and sketching. After an overseas trip, I decided to try watercolors. I tried teaching myself with books and videos, and took classes with a local artist. The quality of my art wasn't too bad, but it wasn't until I landed on Flickr and found Urban sketchers, journalers and other similar artists that I was able to find my 'style'.
Letting go of perfectionism and fussing led to a wonderful sense of 'water' colors. My art seemed to express the feelings I wanted to share.
Oh, and I also had more fun! More fun led to me getting my scooter, but that's another story!
I stumbled across your site through the Lost Dog's FB page. Somehow I knew it was you even before I ventured over here. Love your work.
How nice to hear from you. I hope you are doing well. Thanks for visiting my site!
What a nice surprise to hear from you! It's funny, but sometimes the harder I try to get a sketch 'right', I'm not so happy with the results. Then some just flow out.
You'd be surprised at the quantity I have never posted!
I can just see you working very intensly to get it the way you want it to be, I know the feeling.
personaly. really enjoy your stuff. Jim.


text:
Renee Manfredi (geboren in den 1980ern) ist eine US-amerikanische Athletin. Bei den Special Olympics USA Games in Seattle 2018 gewann sie mit ihrem Fußballteam die Goldmedaille.

Leben
Der Vater von Renee Manfredi ging zur Marine, als sie ein Jahr alt war und blieb bis 2016 dreißig Jahre lang im Dienst. Deshalb zog sie siebenmal um, von Newport, Rhode Island, nach Kalifornien, Hawaii, Florida, Virginia, Bahrain und zurück nach Hawaii. In Bahrain verbrachte sie fünf Jahre. Seit 2022 lebt sie in Texas.

Mit neun Jahren wurde bei Manfredi Autismus festgestellt. Als sie auf Hawaii lebte, kam sie mit Special Olympics in Kontakt und ist dort seit 2008 in den Bereichen Fußball, Basketball, Schwimmen, Softball und Leichtathletik aktiv. In den 2020er Jahren kam das Stand-Up-Paddling hinzu.

Manfredi ist eine versierte Sängerin. Sie trat bei der Eröffnungszeremonie der Spiele von Special Olympics Hawaii auf, gewann 2007 in Hawaii bei der Fernsehtalentshow Außergewöhnliche Fähigkeiten (Extraordinary Abilities Hawaii Stars) und sang 2019 auf Einladung der Boston Red Sox sowie 2022 für die WNBA Dallas Wings die Nationalhymne.

Sportliche Erfolge
Bei den Special Olympics USA Games in Seattle 2018 gewann sie mit ihrem Fußballteam, den Terminators, die Goldmedaille. 2018 wurde sie auch als Athletin des Jahres ausgewählt.

Aufgaben in der Öffentlichkeitsarbeit
Sie wurde für den Zeitraum 2019 mit 2023 für Hawaii als Health Messenger und Sargent Shriver International Global Messenger ausgewählt und war Vertreterin der Athletinnen und Athleten im Direktorium von Special Olympics Hawaii.

Auch außerhalb von Special Olympics übernahm Manfredi in Hawaii Aufgaben in der Öffentlichkeit. Seit 2022 hat sie einen Sitz im Haiwaii Developmental Diabilities Council und arbeitet für das Hawaii Developmental Disabilities Council sowie das Support Parent Information Network Advisory Committee of Hawaii. Sie hat den Vorsitz im Participants' Council inne und ist im Advisory Committee for the Valuable 500. Bis zu ihrem Umzug nach Texas war Manfredi für Special Olympics Hawaii Athlete Leadership and Healthy Communities Assistant.

In Texas übernahm sie bei Special Olympics International eine Beratungstätigkeit für Leadership and Organizational Development and Health Teams.

Einzelnachweise

Behindertensportler (Vereinigte Staaten)
Special Olympics (Vereinigte Staaten)
US-Amerikaner
Geboren im 20. Jahrhundert
Frau

redpajama_set_name: RedPajamaWikipedia


text:
package com.google.android.apps.common.testing.ui.espresso.action;

import static com.jameswald.skinnylatte.common.base.Preconditions.checkNotNull;

import com.google.android.apps.common.testing.testrunner.UsageTrackerRegistry;
import com.google.android.apps.common.testing.ui.espresso.InjectEventSecurityException;
import com.google.android.apps.common.testing.ui.espresso.PerformException;
import com.google.android.apps.common.testing.ui.espresso.UiController;

import android.os.SystemClock;
import android.util.Log;
import android.view.MotionEvent;
import android.view.ViewConfiguration;

/**
 * Facilitates sending of motion events to a {@link UiController}.
 */
final class MotionEvents {

  private static final String TAG = MotionEvents.class.getSimpleName();

  static final int MAX_CLICK_ATTEMPTS = 3;

  private MotionEvents() {
    // Shouldn't be instantiated
  }

  static DownResultHolder sendDown(
      UiController uiController, float[] coordinates, float[] precision) {
    checkNotNull(uiController);
    checkNotNull(coordinates);
    checkNotNull(precision);

    for (int retry = 0; retry < MAX_CLICK_ATTEMPTS; retry++) {
      MotionEvent motionEvent = null;
      try {
        // Algorithm of sending click event adopted from android.test.TouchUtils.
        // When the click event was first initiated. Needs to be same for both down and up press
        // events.
        long downTime = SystemClock.uptimeMillis();

        // Down press.
        motionEvent = MotionEvent.obtain(downTime,
            SystemClock.uptimeMillis(),
            MotionEvent.ACTION_DOWN,
            coordinates[0],
            coordinates[1],
            0, // pressure
            1, // size
            0, // metaState
            precision[0], // xPrecision
            precision[1], // yPrecision
            0,  // deviceId
            0); // edgeFlags
        // The down event should be considered a tap if it is long enough to be detected
        // but short enough not to be a long-press. Assume that TapTimeout is set at least
        // twice the detection time for a tap (no need to sleep for the whole TapTimeout since
        // we aren't concerned about scrolling here).
        long isTapAt = downTime + (ViewConfiguration.getTapTimeout() / 2);

        boolean injectEventSucceeded = uiController.injectMotionEvent(motionEvent);

        while (true) {
          long delayToBeTap = isTapAt - SystemClock.uptimeMillis();
          if (delayToBeTap <= 10) {
            break;
          }
          // Sleep only a fraction of the time, since there may be other events in the UI queue
          // that could cause us to start sleeping late, and then oversleep.
          uiController.loopMainThreadForAtLeast(delayToBeTap / 4);
        }

        boolean longPress = false;
        if (SystemClock.uptimeMillis() > (downTime + ViewConfiguration.getLongPressTimeout())) {
          longPress = true;
          Log.e(TAG, "Overslept and turned a tap into a long press");
          UsageTrackerRegistry.getInstance().trackUsage("Espresso.Tap.Error.tapToLongPress");
        }

        if (!injectEventSucceeded) {
          motionEvent.recycle();
          motionEvent = null;
          continue;
        }

        return new DownResultHolder(motionEvent, longPress);
      } catch (InjectEventSecurityException e) {
        throw new PerformException.Builder()
          .withActionDescription("Send down montion event")
          .withViewDescription("unknown") // likely to be replaced by FailureHandler
          .withCause(e)
          .build();
      }
    }
    throw new PerformException.Builder()
      .withActionDescription(String.format("click (after %s attempts)", MAX_CLICK_ATTEMPTS))
      .withViewDescription("unknown") // likely to be replaced by FailureHandler
      .build();
  }

  static boolean sendUp(UiController uiController, MotionEvent downEvent) {
    return sendUp(uiController, downEvent, new float[] { downEvent.getX(), downEvent.getY() });
  }

  static boolean sendUp(UiController uiController, MotionEvent downEvent, float[] coordinates) {
    checkNotNull(uiController);
    checkNotNull(downEvent);
    checkNotNull(coordinates);

    MotionEvent motionEvent = null;
    try {
      // Up press.
      motionEvent = MotionEvent.obtain(downEvent.getDownTime(),
          SystemClock.uptimeMillis(),
          MotionEvent.ACTION_UP,
          coordinates[0],
          coordinates[1],
          0);
      boolean injectEventSucceeded = uiController.injectMotionEvent(motionEvent);

      if (!injectEventSucceeded) {
        Log.e(TAG, String.format(
            "Injection of up event failed (corresponding down event: %s)", downEvent.toString()));
        return false;
      }
    } catch (InjectEventSecurityException e) {
      throw new PerformException.Builder()
        .withActionDescription(
            String.format("inject up event (corresponding down event: %s)", downEvent.toString()))
        .withViewDescription("unknown") // likely to be replaced by FailureHandler
        .withCause(e)
        .build();
    } finally {
      if (null != motionEvent) {
        motionEvent.recycle();
        motionEvent = null;
      }
    }
    return true;
  }

  static void sendCancel(UiController uiController, MotionEvent downEvent) {
    checkNotNull(uiController);
    checkNotNull(downEvent);

    MotionEvent motionEvent = null;
    try {
      // Up press.
      motionEvent = MotionEvent.obtain(downEvent.getDownTime(),
          SystemClock.uptimeMillis(),
          MotionEvent.ACTION_CANCEL,
          downEvent.getX(),
          downEvent.getY(),
          0);
      boolean injectEventSucceeded = uiController.injectMotionEvent(motionEvent);

      if (!injectEventSucceeded) {
        throw new PerformException.Builder()
          .withActionDescription(String.format(
            "inject cancel event (corresponding down event: %s)", downEvent.toString()))
          .withViewDescription("unknown") // likely to be replaced by FailureHandler
          .build();
      }
    } catch (InjectEventSecurityException e) {
      throw new PerformException.Builder()
        .withActionDescription(String.format(
          "inject cancel event (corresponding down event: %s)", downEvent.toString()))
        .withViewDescription("unknown") // likely to be replaced by FailureHandler
        .withCause(e)
        .build();
    } finally {
      if (null != motionEvent) {
        motionEvent.recycle();
        motionEvent = null;
      }
    }
  }

  static boolean sendMovement(UiController uiController, MotionEvent downEvent,
      float[] coordinates) {
    checkNotNull(uiController);
    checkNotNull(downEvent);
    checkNotNull(coordinates);

    MotionEvent motionEvent = null;
    try {
      motionEvent = MotionEvent.obtain(downEvent.getDownTime(),
          SystemClock.uptimeMillis(),
          MotionEvent.ACTION_MOVE,
          coordinates[0],
          coordinates[1],
          0);
      boolean injectEventSucceeded = uiController.injectMotionEvent(motionEvent);

      if (!injectEventSucceeded) {
        Log.e(TAG, String.format(
            "Injection of motion event failed (corresponding down event: %s)",
            downEvent.toString()));
        return false;
      }
    } catch (InjectEventSecurityException e) {
      throw new PerformException.Builder()
        .withActionDescription(String.format(
          "inject motion event (corresponding down event: %s)", downEvent.toString()))
        .withViewDescription("unknown") // likely to be replaced by FailureHandler
        .withCause(e)
        .build();
    } finally {
      if (null != motionEvent) {
        motionEvent.recycle();
        motionEvent = null;
      }
    }

    return true;
  }

  /**
   * Holds the result of a down motion.
   */
  static class DownResultHolder {
    public final MotionEvent down;
    public final boolean longPress;

    DownResultHolder(MotionEvent down, boolean longPress) {
      this.down = down;
      this.longPress = longPress;
    }
  }

}

redpajama_set_name: RedPajamaGithub


Between May and August of 2013 I remotely oversaw Caleb's Hope's Organic Agriculture Initiative in Northern Uganda while based in the Netherlands. I researched independently, as well as summarized and edited our Program Co-ordinator's reports from Atiak. Moreover, I conducted an extensive feasibility study, interviewing former owners of a successful, medium sized organic farm in South Africa. Synthesizing my findings, I wrote and formatted a detailed field report outline to organize and streamline the Program Co-ordinator's work on the ground. Upon receiving the competed feedback, I analyzed and summarized the findings to facilitate Caleb's Hope's grant-writing process. Below is the Organic Agriculture Initiative's Project Summary and Overview, which I wrote and published on the Caleb's Hope website upon completion of the project's scope.
Today, the most vulnerable members of the Northern Ugandan population are our top priority. Assisting them to meet their needs for food security and stability is the most sustainable way to help them improve their situations without creating an endless, co-dependent cycle of aid.
The physical and emotional hardships facing this marginalized community are numerous. Their traumas and the general disarray of post-war Northern Uganda can make returning to manual labour extremely difficult. Some are women living with HIV/AIDS, many of whom were forced into combat and sexual slavery by the LRA (Lord's Resistance Army) during the war. Some returned as child mothers, orphans or widows. Others have injuries and disabilities or are elderly and lack the social support needed to rebuild a household. Many were born captive and either never attended or dropped out of school. Life during war is all they knew. Adjusting to the challenges of day to day life during peace-time introduces an entirely new hurdle to overcome.
This community is plagued by chronic poverty which ensures that basic needs like food, shelter, education, and clothing aren't being met. High illiteracy rates keep them reliant on manual labour as their sole source of income. The issues affecting Uganda at large under the 30-year-rule of Yoweri Museveni, such as extreme censorship of the media, gender inequality, social injustice and poor health care service and availability, only push the vulnerable rural communities further to the periphery.
Agriculture forms the backbone of the Ugandan economy. Most farmers still engage in traditional methods of subsistence agriculture. The Ugandan government has acknowledged an urgent need to modernize and accelerate the means of production with programs such as PAF (Poverty Action Fund) and PEAP (Poverty Eradication Action Plan). In spite of their goals to reach and improve the situations of marginalized communities by 2017, little has been accomplished by these programs in Northern Uganda. The level of food security in the region continues to be abysmal, especially in the districts of Gulu, Kitgum, Pader, and Amuru.
Before the war, farming and rearing livestock were Atiak's primary economic activities. Healthy trade took place with the neighbouring Adjumani district and across the border with South Sudan. The 23-year-conflict that followed destroyed the livestock, separated farmers from their land and confined them to IDPs (Internally Displaced Persons Camps), impeding the swift implementation of renewed agricultural development after the war and all but killing vital, income generating trade.
Rather than waiting for government aid to reach them, the citizens of Northern Uganda are keen to take matters into their own hands. We are committed to help them.
Battling poverty with limited resources, rural farmers in Northern Uganda don't have the luxury of planning and foresight required for successful, sustainable farming practices. Unforeseen circumstances such as prolonged drought, pestilence, disease or sudden family emergencies, while common and problematic, aren't factored into long-term planning strategies.
Ideally, excess produce would feed the family, be sold at a profit, or bolster stored provisions. Unfortunately, in order to cover pressing medical costs, school fees, rent and other basic needs, the crops are all too often sold off at prices so low they yield zero net profit or less. Farmers also fall victim to middlemen, who exploit their known need for quick cash by buying low and selling high in markets, reaping the rewards of the farmers' hard labour and desperation.
The long term effect is a cycle of subsistence yield, hand-to-mouth living and the destruction of natural resources. Many who have taken to farming have done so out of necessity and have little or no experience. Without profits, they are unable to invest in gaining the skills and knowledge to develop successful farming practices or to purchase the tools to make it efficient. Without proper farming education and guidance, the community suffers from reduced household incomes, poor nutrition and preventable illnesses caused by improper hygiene practices.
Deforestation is an additional problem. With few resources or electricity, precious shea and fruit trees are indiscriminately felled to provide firewood for cooking and warmth. This not only deprives the community of nutrition and additional sale crops, but over time will lead to soil erosion and depletion, making farming even more difficult in the near future.
The primary goal of our Organic Agriculture Program is to end this self-defeating cycle of poverty by providing support and education for rural farmers. By promoting the modernization of the Northern Ugandan agricultural sector, we hope to see a sharp rise in crop yields, leading to increased household incomes and self-sufficiency, as well as improved food security and nutrition.
In order to address the need for cost effective crop growth and environmentally responsible livestock rearing, we promote the use of integrated organic farming methods. Integrated organic farming adopts cheap and innovative approaches to produce diversified yields of both plants and animals, while minimizing or entirely eliminating the need for harmful pesticides and expensive feed.
Contrasted with the expensive, highly industrialized and problematic monoculture made infamous by companies like Monsanto, integrated organic farming requires few inputs and yields exponential, beneficial outputs. This approach is experiencing a resurgence in popularity around the world, not only in rural communities, but in cities as well. Its power to address the growing demand for diverse and healthy organic produce and environmentally responsible farming practices puts it at the fore of agricultural research and innovation.
In heavily industrialized monoculture, farming by-products become a dangerous hazard and need to be disposed of. With integrated farming systems, the opposite is true: by-products are an integral part of the process. Animal manure, monoculture's foremost toxic hazard, becomes worth its weight in gold in an integrated farming system. Along with kitchen waste and weeds, it can be turned into organic fertilizer with the power to increase crop yields. With the help of a low-cost anaerobic digester, manure can also be converted into biogas, replacing the burning of wood and fossil fuels, immediately addressing the problem of deforestation and the lack of electricity. The side effect of these benefits is the complete elimination of the costly and time-consuming need for waste disposal and removal. For subsistence farmers, this is money in the bank and food on the table.
Instead of requiring diversion and treatment, run-off water is used to safely irrigate crops. Even the urine from livestock in this system is beneficial. With antiseptic and mild anti-fungal properties it can be used in lieu of harsh and expensive chemical pest control, preventing plant diseases caused by virus, fungus, and bacterium.
In order to increase crop yields and overall productivity, it is necessary to move from subsistence farming to cost-effective, medium-scale farming. Simply put, this means trading hand-operated equipment and intensive manual labour for ethical and innovative animal traction.
Using domesticated animals to assist in tasks such as irrigation, transport, weeding, and tillage is both cost-effective and low-maintenance. Unlike heavy, engine-operated farming equipment, animals don't require repair specialists or the ever-rising expense of fuel. By promoting the ethical treatment of these animals, such as permitting frequent rest, assuring they are well-housed and well-fed, their productivity and vitality increases, directly benefiting the farmers.
The integrated organic farming method relies on the animal's waste and feeding habits to create a productive ecosystem. What looks like cutting-edge innovation is actually the application of common sense to harness the animal's natural behaviour. For example, a pig's natural tendency to dig for roots can be used to 'plow' a field prior to planting. After harvest, free roaming poultry will weed and fertilize soil, as well as eat any rotten fruit or vegetables unfit for human consumption. Teaching farmers to capitalize on this natural behaviour saves them time, labour and animal feed costs. It also promotes the health and happiness of the animals.


We are off! Yes, I know it makes us possibly certifiable. Going to Arizona in June and July. And that's okay with me. I love to travel! Especially when there are people I love to see. So Arizona in the middle of summer it will be!
When I pack for travel, I start by thinking about our destination, itinerary, availability of laundry facilities, and the weather.What a blessing to be able to access weather reports for any destination in the world at the click of a button! I remember traveling when all you could do was go for a best guess on what the weather would hold. For this trip the destination is Arizona, so hot, hot, hot. The itinerary is visiting family, and no special outfits are required. If this was a trip for a wedding, or a business trip, my 6-Pack would be far dressier.
On my body: white tee, stretchy skinny jeans, cardigan and jean jacket (I freeze on planes!), turquoise suede wedges, and a polka dotted scarf.
On arrival: Off with the wedges, on with the sandals from the carry-on tote. Lose the cardigan and jean jacket.


A superlative sticky relish with a deep, sweet aroma. Perfect for mild soft cheeses, rich pates and coarse terrines or use as a glaze for roasted meats.
Ingredients: Cider Vinegar, Brown Sugar, Partially Rehydrated Figs 19% [Partially Rehydrated Dried Figs, Preservative (Potassium Sorbate)], Fresh Figs 11%, Honey 11%, Red Onion, Raisins, Balsamic Vinegar (Sulphites), Bramley Apples, Black Garlic 2%, Black Garlic Sea Salt 1% [Black Garlic, Sea Salt], Lemon Juice, Ground Ginger, Ground Allspice, Ground Nutmeg, Ground Cinnamon.


The purpose of this study is to advance understanding of the natural history of Rett syndrome (RTT), MECP2-duplication disorder (MECP2 Dup), RTT-related disorders including CDKL5, FOXG1, and individuals with MECP2 mutations who do not have RTT including the range of clinical involvement and to correlate genotype-phenotype over a broad spectrum of phenotypes. While much has been learned about RTT, improvements are required in understanding the role of factors such as X chromosome inactivation, genetic background, and others including the environment, on the great variability observed even between individuals with the same MECP2 mutation. These data will be essential to the development and conduct of clinical trials that are anticipated from ongoing studies in animal models for RTT. This study will not include clinical trials, but should set the stage for such trials and other translational research projects (e.g., development of biomarkers).
At the present time, effective treatments for RTT, MECP2 Dup, or Rett-related disorders are lacking. Substantial progress has been made in RTT over the past eleven years such that this study represents a narrowing of focus to mutations or duplications of the MECP2 gene and related disorders, including those with phenotypic overlap. Understanding of RTT has advanced remarkably well through the Rett Syndrome Natural History Clinical Protocol (NHS) and correspondingly advancement in the basic science realm has moved forward with equivalent success. Thus, progress in clinical and basic science has led to the establishment of clinical trials and other translational studies that hold promise for additional clinical trials in future. In the process, however, additional MECP2- and RTT-related disorders that were unknown at the time the original proposal have been identified. In addition, substantial clinical variability in individuals with RTT that cannot be explained by differences in mutations alone must be explored further. In fact, variability among individuals with identical mutations has led to the search for additional explanations. At the time of the initial application (2002), just three years after the identification of the gene, MECP2, as the molecular link to RTT, the variation in clinical disorders related to MECP2 mutations or to the related but quite different MECP2 Dup were unknown. Each disorder is characterized by significant neurodevelopmental features related either to alterations in the MECP2 gene or related to phenotypes closely resembling those seen in individuals with RTT. Further, the phenotypic overlap with RTT due to mutations in CDKL5 and FOXG1 was also unexplored. This new study will build on the substantial progress made in understanding both classic and variant RTT and to add these related disorders, MECP2 Dup and the Rett-related disorders including CDKL5, FOXG1, and individuals with MECP2 mutations who do not have RTT. A comprehensive clinical research program will be performed including clinical, neurophysiologic, and molecular and biochemical markers across these different, but related disorders. This protocol will address the natural history components only and will serve as the basis for other study protocols including the neurophysiologic and biomarker studies. Thereby, these studies will represent a continuing pathway to focus and inform not only the ongoing but also the emerging clinical trials.
Individuals of both genders and of all ages, with RTT, MECP2 Dup, and, RTT-related disorders including those with mutations or deletions in CDKL5 and FOXG1 genes, or those with RTT (atypical or typical) who are mutation negative.
Individuals who do not meet the above criteria will be excluded.


text:
Chapter Six Hundred and Twenty-four: Getting ready (part one)
CHAPTER SIX HUNDRED and TWENTY-FOUR
Thursday mid-day — 12:37 p.m.
"Hey," Jacob said in a soft voice to Jill's back.
Jill turned to look at him. She was standing in the loft nursery and holding Bidzil, Margaret Peaches' young son. He was sleepily drinking a bottle of what looked like milk.
"How is he?" Jacob asked.
"A lot better," Jill said. "Few more days and he'll be ready to join the others playing."
"Good," Jacob said. "What does he have?"
"Parasite," Jill said. "Particularly nasty one. Dr. Bumpy thought we might have been too late to help him, but he's responded really well to the treatment."
"And to your cuddles," Jacob said.
"It's nice to have an easy-going child," Jill said with a grin.
"You mean one that can't move things with their minds?" Jacob asked with a laugh.
"That, too," Jill said. She glanced up and grinned at him. "Let me set him down. He's ready to nap a bit."
Jill set the child down in a crib and they left the room. Jacob migrated after Jill as she walked toward their small kitchen.
"I saw our boys on the way up," Jacob said. "Is Katy in her room?"
Jill nodded.
"She doesn't want to leave Paddie alone," Jill said. "Have you eaten?"
Jacob shook his head.
"How's Paddie?" Jacob asked.
"Much better," Jill said. "I have an appointment to take him and Jabari to see Dr. Bumpy this afternoon."
"For a test?" Jacob asked.
"I guess so," Jill said with a shrug. "I don't really know how that works. Dr. Bumpy was following Jabari, Paddie, and Connor. John was Julie's doctor. I think John took care of Paddie and Connor because they're his nephews."
"He's a nice guy," Jacob said.
"Great doctor," Jill said. "That's what Dr. Bumpy says too."
"Any idea what's going on in the backyard?" Jacob asked.
"Delphie had a meltdown this morning," Jill said. "Sandwich? Warmed up soup? Fast food on the way back? Delphie casserole?"
"No," Jacob said. He closed his eyes and put his hand up like he was protecting his head. "No Delphie casserole. No."
Jill laughed.
"I was checking to see if you were listening," Jill said.
Jacob grinned and leaned over to kiss her. They kissed. He stroked her face.
"I wish…" Jill whispered.
"Me too," Jacob said, with a sigh.
"Too much work," Jill said.
"Too many people, everywhere," Jacob said. "Have the teenagers started to clone? When I left the house this morning, there were half of the kids who are here now."
"Fey Team kids," Jill said. "Once we had Joey and Máire, they started arriving. They always knew that Teddy lived here. So they knew where to go. Charlie's done a great job keeping the teens moving in the same direction. He's…amazing. The teens are reading books and talking, mostly. In the afternoon, they play competitive video games."
"That's bound to get them fighting," Jacob said.
"Charlie won't tolerate it," Jill said. "If you fight, you can't play. If you can't get along, you go home. His rules. So far, it's worked out great because no one wants to go home.
Next: Chapter Six Hundred and Twenty-four: Getting ready (part two)
Previous: Chapter Six Hundred and Twenty-three : Delphie meltsdown (part six)

redpajama_set_name: RedPajamaCommonCrawl


text:
Teens resist.
Index By Issue
The Must-Have List
Highly Independent
Our biweekly lists lay out notable issues in the news and tell you what you can do about them.
SUBSCRIBE TO EMAIL UPDATES:
Green and Global: March 12-27 2019
Hello Teen Resisters!
We hope you've had a good week. There's lots to cover this week. A couple things that you should be aware of:
- The results of the Mueller probe into Trump/Russia relations came in this week and the report was summarized in a 4-page letter by Trump's Attorney General, William Barr. Barr's summary reported that Mueller charged Trump with no crimes but also did not "exonerate" him from possible obstruction of justice. Trump has been shouting victory since, while Congress has demanded that the entire report be released to at least Congress, and ultimately the American public, by April 2nd.
- News also came in today that the Trump admin is cutting funds to numerous programs, including that DeVos wants to defund Special Olympics programs and Trump is once again cutting aid to Puerto Rico. The news came in too late for us to cover it in this week's list, but we'll cover it next time. Also coming up: a full-length feature about understanding the White Nationalist movement and what it means.
Sending you lots of light in these first wonderful weeks of Spring!
What Went Down
Islamophobic Attack in New Zealand:
This past week has been incredibly difficult for New Zealanders, and the rest of the world. Just over a week ago, a white nationalist gunman opened fire on two mosques, resulting in the death and injury of over 50 people. The shooter, a 28-year-old Australian, attacked two mosques on Friday, March 15th. This day is now dubbed "one of the darkest days in New Zealand's history" by Jacinda Ardern, New Zealand's Prime Minister. The Al Noor Mosque and Linwood Mosques, where the acts of terror took place, were just miles apart.
This shooting took place on a Friday, which is considered a Muslim holy day, during morning prayer. The perpetrator was found to have posted a manifesto online of ramblings that spouted racist, white-nationalistic views; specifically against Muslims and immigrants. The manifesto refers to the likes of Dylann Roof (who targeted Black people attending worship in a predominantly Black church), and Anders Breivik, who attacked and killed a multitude of people at a summer camp just years ago. He cited President Trump and the American white nationalist movement as his inspiration. Besides just publishing his ramblings online, the shooter also live-streamed the attack on social media.
The attacks, a result of Islamophobia and the rise of the white nationalist movement, claimed the lives of over 50 people and injured about just as many, including children. Many people worldwide are standing in solidarity with their Muslim neighbors, including teams of people who are volunteering to watch and stand guard while they worship and pray. And, just 3 days following the attack, Jacinda Ardern, New Zealand's Prime Minister, announced that the government has agreed to reform the country's gun laws. Ardern was quoted, saying the following: "Within 10 days of this horrific act of terrorism we will have announced reforms which will, I believe, make our community safer," New Zealand's gun laws, although considered more relaxed than other western countries (besides the US), will reportedly face rigorous reform. Currently, gun owners require a license but are not required to register their guns. It is also estimated that about 1.2 million people in New Zealand are in possession of a firearm, which is roughly one gun for every three people.
It took three days, just 72 hours, for New Zealand officials to ban assault rifles and high-capacity magazines. Ardern also vowed not to use the shooter's name, committed to fighting white nationalism and Nazism, and New Zealand gun owners have been turning in their guns. The US, in stark comparison, has not yet acted in the need for universal background checks, despite being called for, for over half a decade. And our president has refused to strongly condemn or fight against the rising violence of the white nationalist movement that began in the 1960s. This travesty has rocked the world and it is important to take action in its wake.
Fight Islamophobia wherever you are. Dispel negative stereotypes about your Muslim siblings and fight back when people target Muslims simply for being Muslim.
Advocate for gun control legislation! We all know too well that although this happened across the world, the potential is ripe in the US. We must pass gun reform- we've already seen how white nationalist ideology is weaponized by guns in this country, in Pittsburgh, Charleston, etc. We highlight the Background Check Expansion Act in this list- go check it out!
Fight against white nationalism. One very important thing we can do is understand the white nationalist movement and how it differs from other forms of white supremacy. We must understand its roots and ideology in order to defeat it. And we must demand that our representatives in government fight against it, as it is a movement dangerously infiltrating our government and mainstream culture. For some good reading, start here and here and in general, read the work of Eric Ward.
New Zealand students perform a haka in memoriam of the lives lost. Photo via The Atlantic.
A mourner prays at a memorial site. Photo via The Atlantic.
A vigil with candles in New Zealand. Photo via The Atlantic.
Mourners across the street from one of the mosques that was attacked. Photo via The Atlantic.
Climate Walkout: Youth Climate Strike
On Friday, March 15, students around the world walked out of school to protest the government's lack of action on the imminent issue of climate change. Millions of people, including adults, took to the streets in order with a set of demands that included a reduction in Greenhouse gas emissions and that U.S. leaders implement the Green New Deal. Read the full platform here. Climate change is an increasingly dire issue, with a deadline fast approaching: in 2030, the effects of climate change will become irreversible. Effects include but are not limited to: a climate refugee crisis with a population of refugees equivalent to the population of North and South America combined, the depletion of natural resources, extinction of species including our own, and vastly different lifestyles. There may even be a new kind of war: some climate experts think that foreign governments will wage eventually wage war on countries that are not making energy adjustments and putting other countries in jeopardy. We need fighting climate change to be a priority for our government. We'll keep updating you with legislation to support.
Green New Deal- What is it?
The Green New Deal (sometimes referred to as the New New Deal) is a proposed plan that aims to combat growing issues of Financial as well as Environmental Crisis/Climate change. It's named after the Roosevelt-era New Deal that was implemented in the face of the Great Depression and radically changed US social and economic policies. The Green New Deal aims to do the same thing in the face of the climate crisis. The Green New Deal has been a point of controversy, throughout the country and within the Democratic Party. The initiative is headed by Rep. Alexandria Ocasio-Cortez, the powerhouse freshman representative from New York. In general, the proposal aims to wean the US off of fossil fuels and convert to 100% renewable energy by 2030. It's a big task, but we can do it, and thus, we should. As teens, we know all too well that we will bear the brunt of this crisis. We're taking the time here to officially endorse the Green New Deal and its principles. We believe that this is a necessary action that comes in a time of emergency.
The Green New Deal generally is supported by most people; the disagreement is just about what the action plan should look like.
Need to know more? Watch AOC break it down in the House this week.
More Understanding:
https://www.nytimes.com/2019/03/20/opinion/green-new-deal-carbon-taxes.html
Climate strike in Munich, Germany. Photo via New York Times.
Climate strike in Hyderabad, India. Photo via New York Times.
Background Check Expansion Act: In late February, the House of Representatives passed a bill that would require background checks for almost all private gun sales. Representatives voted 240-190 to extend the background checks requirement to sales made at gun shows or over the internet. If passed in the Senate, the law will become one of the most significant gun safety measures to go through Congress in decades - and a long-past-overdue national legislative response to the rampant gun violence in the U.S.' schools and streets.
While eight Republicans in the House voted to pass the bill - and popular opinion on universal background checks is positive across the board, at 97% - Republican Senators refuse to bring the bill to the floor for a vote. While passage of the bill, even if brought to the floor, is unlikely, floor votes are important - they set precedent for future debate and action, and they force our representatives to go on record for supporting or opposing an issue, allowing us to hold them accountable at the ballot box. We need to fight for a vote on this bill.
One of the ways we can pressure Mitch McConnell -- ultimately the one in charge of deciding whether the bill comes to the floor for a vote -- is by ensuring more cosponsors on the bill, both Democrat and Republican. Especially if you have Republican Senators - although not exclusively - call them, if not, reach out to friends and family members with Republican Senators to ask them to make the call. Check to see if your Senator cosponsors the bill here.
Script: Hello, my name is ____ and I'm a constituent of Senator ______'s. I'm calling to ask Senator _______ to cosponsor S. 42, the Universal Background Check bill. Gun violence claims the lives of 40,000 people every year, and it's only getting worse; it's long past time for Congress to pass substantive gun safety legislation. 97% of Americans support background checks. There is no excuse for opposing this measure. I urge Senator ______ to do their part in ensuring the bill comes to the floor for a vote by cosponsoring S. 42. Thank you.
Sign this petition urging Senators to cosponsor the bill.
If you can, support organizations advocating for gun safety measures like Everytown.
NYC School Segregation: Last week, as thousands of New York City 8th graders received letters regarding which high schools they were accepted into, the New York Times reported that only 7 Black students were accepted into Stuyvesant High School, an elite public school in Manhattan. This means that although Black and Hispanic students make up 67 percent of the NYC public school population, they only make up 10 percent of the specialized school population. NYC's public schools are the most segregated in the nation.
Stuyvesant High School along with seven other specialized high schools require the SHSAT, an annual standardized test to be taken in the fall of students' eighth-grade year, as the sole means of admission. This is not the first time the test and its biased results have come into question. In 2013, Mayor Bill De Blasio's campaign platform included scrapping the SHSAT, but it wasn't until June of 2018 that he proposed an alternative to the test. His proposal consisted of two main parts: to expand the Discovery program, as well as to eventually replace the test with a program that offers seats in specialized high schools to the top seven percent of every middle school. The expansion of the Discovery program would aim to reserve 20% of seats in specialized schools to low-income students whose scores were just below the cutoff for admission. This proposal would need to pass in Albany and has already received pushback from many specialized high school alumni. This issue of systemic racial segregation in schools is far bigger than this test and the eight associated schools. So despite what many politicians would hope, it's not an issue that can be solved with one bill or in a year. As representative Ocasio-Cortez pointed out during an education town hall a few weeks ago, "why isn't every public school in New York City a Brooklyn Tech-caliber school?"
If this issue interests you, here are a few ways to get involved.
Support and get involved with organizations such as Integrate NYC; "a youth-led organization that stands for integration and equity in New York City schools"
If you're a student, you can sign their constitution to end school segregation.
To learn more about the history of this unjust system, listen to this virtual teach in.
Pressure your state representative to support SHSAT reform and if you're interested in this issue, stay educated on what kind of legislation might be happening!
Peace and Power,
Teens Resist
These lists include featured organizations, scripts, numbers, news updates and inspirational activists.
Must-Have List
© COPYRIGHT TEENS RESIST 2019


text:
Q: Proving extended ideal to be non-unit ideal. This question was part of my algebraic geometry course exercises and I am not able to prove it. I am doing a 1st course on Algebraic Geometry.

Question: Let E|K  be an arbitrary field extension and $A\subset K[X_1,...,X_n]$ be a non-unit ideal. Then prove that the extended ideal  $AE[X_1,...,X_n] \subset E[X_1,...,X_n]$ is also a non-unit ideal.

Thoughts: Let $\overline{E}$ be algebraic closure of E. I thought of using Hilbert Nullstellansatz. In my notes it is given as: Let $\sigma =<f_1,...,f_n>$.  If L is algebraically closed and $\sigma \neq Ring R$, then $V_L(\sigma)= \phi$ . Using it on $\overline{E}| K$,  as $AE[X_1,...,X_n] \neq E[X_1,...,X_n]$, i get $V_{\overline{E}| K} (A E[X_1,...,X_n] )= \phi$. But I think this  will not prove that $AE[X_1,...,X_n] $ is non unit ideal.
Also,Solution set $V_{\overline{E}| K} $ of unit ideal is empty.( Let there be another ideal whose solution set $V_{\overline{E}| K} $ is empty. But, I have no argument to prove that it has to be unit ideal.)So, in my opinion there exists other ideal whose solution set is empty.

Can you please help me complete this proof?

redpajama_set_name: RedPajamaStackExchange