text:
∞ https://oac.cdlib.org/findaid/ark:/13030/tf4779n6wx/
Guide to the T. J. Kent papers, 1910-1993
Processed by Elizabeth Yale
The Bancroft Library.
Berkeley, California, 94720-6000
Email: bancref@library.berkeley.edu
URL: http://bancroft.berkeley.edu
The Regents of the University of California. All rights reserved.
History --History, University of California --History, UC Berkeley Geographical (by Place) --University of California --University of California Berkeley Social Sciences --Urban Planning and Environment Geographical (by Place) --California --Bay Area
Collection number: BANC MSS 99/33 c
The Bancroft Library
Processed by:
Elizabeth Yale
Date Completed:
Encoded by:
Xiuzhi Zhou
© 1998 The Regents of the University of California. All rights reserved.
Collection Summary
Collection Title: T. J. Kent Papers,
Date (inclusive): 1910-1993
Creator: Kent, T. J.
Extent: Number of containers: 5 boxes, 1 oversize folder. Linear feet: 2
Repository: The Bancroft Library.
Berkeley, California 94720-6000
Physical Location: For current information on the location of these materials, please consult the Library's online catalog.
Abstract: The T.J. "Jack" Kent papers selectively cover a career in urban and regional planning that lasted over 50 years. The collection includes correspondence (primarily professional rather than personal), research notes, drafts of essays and talks, published books and articles, UC Berkeley course notes, and early records from Kent's work in the UC Berkeley department of City and Regional Planning (DCRP). The collection also contains newsletters, reports, and memoranda of the various government and civic planning organizations of which Kent was a member, including the Berkeley City Council, People for Open Space, the San Francisco Department of City Planning, and Telesis. Also includes a small amount of material on the University loyalty oath.
Languages Represented: English
Copyright has not been assigned to The Bancroft Library. All requests for permission to publish or quote from manuscripts must be submitted in writing to the Head of Public Services. Permission for publication is given on behalf of The Bancroft Library as the owner of the physical items and is not intended to include or imply permission of the copyright holder, which must also be obtained by the reader.
[Identification of item], T. J. Kent papers, BANC MSS 99/33 c, The Bancroft Library, University of California, Berkeley.
Title: Dorothy Ward Erskine Papers,
Identifier/Call Number: BANC MSS 83/79 c
Title: Telesis Group Archives,
Material Cataloged Separately
One photograph has been transferred to University Archives in The Bancroft Library.
The T. J. Kent Papers were given to The Bancroft Library by Thomas "Jack" Kent on March 8, 1998.
The T.J. "Jack" Kent papers selectively cover a career in urban and regional planning that lasted over 50 years. The collection includes correspondence (primarily professional rather than personal), research notes, drafts of essays and talks, published books and articles, UC Berkeley course notes, and early records from Kent's work in the UC Berkeley department of City and Regional Planning (DCRP). The collection also contains newsletters, reports, and memoranda of the various government and civic planning organizations of which Kent was a member, including the Berkeley City Council, People for Open Space, the San Francisco Department of City Planning, and Telesis. Also includes a small amount of material on the University loyalty oath.
Biographical Chronology
1917-1933: Thomas "Jack" Kent is born in Oakland on January 30, 1917 to Thomas and Belinda Kent. His family moves to San Francisco where father is a practicing architect. Kent attends Commodore Sloat Grammar School and Lowell High School.
1934-1938: Earns a B.A. in Architecture at U.C. Berkeley. While on campus, he wins a school medal for professional leadership, is chair of the Campus Judicial Committee, a member of the Stiles Hall Student Cabinet and captain of the first Cal championship water polo team.
1938-1939: Studies with Lewis Mumford while in Europe on a traveling fellowship sponsored by his fraternity, Beta Theta Pi.
1939: Founding member of Telesis, an organization of young urban planners dedicated to making the Bay Area a more livable and healthier environment.
1939: Begins friendship with Dorothy Ward Erskine, a citizen activist, conservationist and Telesis supporter. Over the next forty years, they work together in several organizations, including People for Open Space.
1939-1940: Junior planning assistant, Marin County Planning Commission.
1940: First Telesis exhibit, "A Space for Living," opens at the San Francisco Museum of Art.
1940-1941: Works as a planning assistant in the office of I. S. Shattuck, a traffic and planning consultant in Oakland, California.
1940-1942: Assistant planning technician, Pacific Southwest Regional Office of the National Resources Planning Board.
1941: Marries Mary Chace Tolman, the daughter of U.C. Berkeley Professor Edward Tolman and Kathleen Tolman.
1942-1943: Earns the Master of City Planning degree at the Massachusetts Institute of Technology.
1942-1949: Three sons are born.
1943: Associate City Planner, San Francisco City Planning Commission.
1943-1945: Is drafted into the United States Army. He serves in Washington, D.C.
1945-1946: In September, 1945, Kent is assigned to the Office of Military Government for Berlin, where he remains until March, 1946.
1946-1948: Director of City Planning for San Francisco under Mayor Roger D. Lapham.
1948-1974: Founding professor of the U.C. Berkeley Department of City and Regional Planning. Chairs the department until 1960 and continues as a professor until 1974.
1948-1957: Member of the Berkeley City Planning Commission.
1949-1955: Active member of faculty group opposing the U.C. Loyalty Oath.
1950: Telesis presents its second exhibit, "A Regional Planning for the Next Million People," at the San Francisco Museum of Art.
1952: Helps organize the Berkeley Grassrooters, an early and subsequently influential Democratic Club.
1955: One of the principal authors of Berkeley's first master plan.
1957-1966: Elected member of the Berkeley City Council.
1958: One of the founders of People for Open Space, a Bay Area citizens' regional planning and conservation group. (At the time, the organization was called Citizens for Regional Recreation and Parks.)
1961: One of the leaders of Berkeley City Council's first liberal Democratic majority.
1961: Helps organize the Association of Bay Area Governments (ABAG).
1962: Leader on the City Council for the Berkeley Fair Housing Ordinance and the Save the Bay campaign.
1963: City and Regional Planning for the Metropolitan San Francisco Bay Area is published.
1964: Kent's influential text, The Urban General Plan, is published.
1965: Chair of the newly created U.C. Berkeley Academic Senate Committee on Senate Policy. Presented "A State of the Campus" message to the Academic Senate in October 1965.
1966-1968: Serves as Development Coordinator of San Francisco under Mayor John Shelley.
1969-1970: President of the American Society of Planning Officials.
1970: Publication of an essay, "Open Space for the San Francisco Bay Area: Organizing to Guide Metropolitan Growth."
1972-1974: Member of the Berkeley Charter Review Committee.
1974: Becomes Professor Emeritus of the U.C. Berkeley Department of City and Regional Planning and receives U.C.'s Berkeley Citation.
1974-1978: President of People for Open Space.
1974-1997: Active in the affairs of the U.C. Berkeley Department of City and Regional Planning and in Berkeley civic and political activities.
1975: Receives the National Gold Medal Award of the American Society of Planning Officials.
1978: Initiates the writing of and contributes an essay to Experiment and Change in Berkeley: Essays on City Politics, 1950-75.
1983: Is honored by People for Open Space for his 25 years of involvement with that group.
1989: Receives the Historic Planning Landmarks Award of the California Chapter of the American Planning Association.
1998: Kent dies on April 26 of heart failure and a protracted struggle with Alzheimer's disease.
The T. J. "Jack" Kent papers selectively cover a career in urban and regional planning that lasted over 50 years. The collection includes correspondence (primarily professional rather than personal in nature), research notes, drafts of essays and talks, published books and articles, U.C. Berkeley course notes and early records from Kent's work in the Berkeley Department of City and Regional Planning (DCRP). The collection also contains newsletters, reports and memoranda of the various government and civic planning organizations of which Kent was a member, including the Berkeley City Council, People for Open Space, the San Francisco Department of City Planning and Telesis.
The greater part of the collection is divided between Kent's research notes, essay outlines and drafts and official institutional records. Wherever possible, these papers have been separated into series and folders by subject. The subject files, which comprise Series 1-4, also contain the bulk of Kent's correspondence and clippings. Biographical writings, including resumes and oral histories, along with awards and miscellaneous writings, are in Series 5. Correspondence and clippings that would not fit into the subject files were separated into Series 6 and 7, respectively.
Woven through the collection are examples of how Kent operated in his roles as city planner, university professor and administrator, city councilman and community activist. In Series 1, two folders titled "The Future of the San Francisco Bay Area" contain outlines and drafts showing the steps Kent took to prepare a public presentation. In the U.C. Berkeley records of Series 2, Kent's strategies for working with the administration and building a department can be seen. Also in Series 2, his attitude toward students is illuminated through clippings and correspondence concerning his work with master's degree candidate Kathleen Van Velsor in the late 1980s. In Series 4, a sequence of folders on urban planning in Copenhagen provides insight into his approach to research and essay writing. And although personal correspondence is lacking, his relationship with friends and coworkers becomes a little clearer in Series 5, which contains drafts of letters written for a 1983 T. J. Kent Testimonial Dinner, hosted by Berkeley Citizens' Action.
Despite these examples, however, entire areas of Kent's work and life are barely represented: his influential 1964 text, The Urban General Plan, his involvement with the Bay Area Rapid Transit District, his Presidency of the American Society of Planning Officials (1969-1970), and his term as president of the regional planning and conservation organization, People for Open Space (1974-78), are barely mentioned. However, Kent's oral history, created through the Center for Environmental Design Research of the College of Environmental Design and found in Series 5, fills in some of these gaps by providing Kent's perspective on his own achievements and on institutions involved in Bay Area city and regional planning.
Boxes 1-2
SERIES 1: URBAN PLANNING AND POLITICS IN CALIFORNIA, 1940-1989
Arranged alphabetically by folder title, then chronologically within folders. Contains research notes, essay and presentation drafts, correspondence, official planning documents, course notes and clippings pertaining to urban and regional planning and politics in Berkeley, Los Angeles, San Francisco and the Bay Area.
Association of Bay Area Governments 1966
Association of Bay Area Governments 1966-1968
Association of Bay Area Governments [ca. 1975]
Berkeley City Council 1957-1986
Berkeley city planning: Berkeley Initiates and Approves a Master Plan 1975
Berkeley city planning: clippings 1983
Berkeley city planning: course notes and student papers 1949-1968
Berkeley city planning: writings and talks 1955-1988
California: planning history 1965-1970
folder 10
Experiment and Change in Berkeley: Essays on City Politics, 1950-1975 1978
Los Angeles: clippings 1940-1982
Marin: countywide plan 1972
Marin: People for Open Space report on farmlands 1982
"Marin: The Place that Lasted" (student paper) 1974-1985
Marin: planning [ca. 1940]
Marin: "Selective Analysis and Commentary" (student paper) 1970
Open Space for the San Francisco Bay Area: Organizing to Guide Metropolitan Growth 1970
San Francisco Bay Area regional planning: course notes 1961-1989
San Francisco Bay Area regional planning: essay outlines 1978-1981
San Francisco Bay Area regional planning: essays, publications, talks 1959-1968
San Francisco Bay Area regional planning: names and contacts 1941
San Francisco Bay Area regional planning: official reports 1954
San Francisco Bay Area regional planning: student papers 1972-1984
San Francisco Bay Area's future: "Planners and Policy Analysts" 1987
San Francisco Bay Area's future: presentation drafts 1987
San Francisco Bay Area's future: presentation outlines 1987
San Francisco city planning: American Institute of Architects forum 1989
San Francisco city planning: clippings 1941-1988
San Francisco city planning: memoranda 1948-1967
San Francisco city planning: Progress in City Planning 1948
San Francisco city planning: student papers 1964
San Francisco city planning: Traffic, Transit and Thoroughfare 1947
San Francisco public transit: clippings 1958-1988
Telesis: clippings and interviews 1974-1987
Telesis: the group and the first exhibit ca. 1940
Telesis: the second exhibit 1949-1950
SERIES 2: U.C. BERKELEY CAMPUS AFFAIRS, 1948-1989
Arranged alphabetically by title, then chronologically within folders. Memoranda, correspondence and records related to the various issues, committees and students Kent worked with during his tenure as Professor and Professor Emeritus of City Planning.
College of Environmental Design: the first 25 years 1984
College of Environmental Design: founding proposals 1957-1959
Committee on Senate Policy 1965
Department of City and Regional Planning: clippings 1950; n.d.
Department of City and Regional Planning: founding 1948
Department of City and Regional Planning: history [ca. 1957]
Department of City and Regional Planning: history 1977-1979
Department of City and Regional Planning: purpose of new department [ca. 1948]
Department of City and Regional Planning: semi-annual reports 1948-1955
Kathleen Van Velsor and Central Coast conservation: correspondence 1986-1989
Kathleen Van Velsor and Central Coast conservation: newsletters and clippings 1986-1989
University Loyalty Oath controversy: clippings [ca. 1950]
University Loyalty Oath controversy: correspondence and memoranda [ca.1950]
University Loyalty Oath controversy: correspondence and memoranda 1956
University Loyalty Oath controversy: informational pamphlets 1949-1960
University Loyalty Oath controversy: reports and meeting minutes [ca. 1950]
SERIES 3: PEOPLE FOR OPEN SPACE, 1970-1991
Arranged alphabetically by title, then chronologically within folders. Contains memoranda, essays, reports and newsletters describing issues faced by People for Open Space, which began its existence in 1958 as Citizens for Regional Recreation and Parks, and was renamed Greenbelt Alliance in the late 1980s.
Greenbelts: clippings 1970-1991
Greenbelts: correspondence 1977
Greenbelts: course notes, essays and outlines 1976-1986
People for Open Space: miscellaneous 1977-1985
People for Open Space: newsletters 1979-1985
People for Open Space: publications 1979-1990
"A Proposed Greenbelt Action Program: A Prospectus for People for Open Space" 1977-1978
SERIES 4: URBAN AND REGIONAL PLANNING IN EUROPE, 1945-1989
Arranged alphabetically by title, then chronologically in the folders. Research notes, clippings, correspondence and course notes pertaining to various European cities about whose planning programs Kent studied and wrote.
Berlin: writings and talks 1945-1946
Copenhagen planning: correspondence 1963-1964
Copenhagen planning: course notes 1963-1968
Copenhagen planning: memoranda 1980-1981
Copenhagen planning: outlines [ca. 1964]
Copenhagen planning: publications 1948-1952
Denmark: national planning 1962
The London greenbelt: course notes and memoranda 1974-1979
London greenbelt: publications 1962-1976
London: planning history 1980
The Netherlands: regional planning ca. 1975-1979
Stockholm: student papers 1969
"Zurich Regional Open Space Program" 1974
SERIES 5: BIOGRAPHICAL INFORMATION, AWARDS AND HONORS AND MISCELLANEOUS WRITINGS, 1953-1989.
Arranged alphabetically by folder title, and chronologically within the folders. Short biographies written by Kent and others at various points in his life, published interviews and oral histories, copies of the awards he accumulated throughout his career, and miscellaneous writings. Folders 4-6 contain various papers and correspondence related to a 1983 Kent testimonial dinner given by Berkeley Citizen's Action.
Awards and honors 1962-1989; n.d.
Biographical information 1937-1979
oversize Oversize, folder 1A
Diploma awarded by U.C. Berkeley Department of Architecture 1938
Oral history 1981-1982
T. J. Kent testimonial dinner: draft statements for the program book 1983
T. J. Kent testimonial dinner: miscellaneous 1983
T. J. Kent testimonial dinner: program book 1983
Urban Action interview 1987
Writings: miscellaneous 1938-1984
SERIES 6: CLIPPINGS, 1963-1993
Newspaper, magazine and book clippings related to various research interests and teaching topics are arranged alphabetically by title and chronologically within folders.
Civic Life 1966-1989
Master plan 1987
Miscellaneous 1964-1988; n.d.
The Urban General Plan (reviews) 1964-1993
Urban Sprawl 1963-1989
SERIES 7: GENERAL CORRESPONDENCE, 1910-1989
Incoming and outgoing correspondence, both personal and professional, is interfiled chronologically. Correspondence neither to nor from Kent is in a separate folder. These folders contain only a little of his correspondence; most of it is filed in the appropriate subject series.
Incoming and outgoing 1939-1989
Neither to nor from Kent 1910-1974


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Q: Kronecker product representation of symmetric normal matrix specification I'm looking for a generally-accepted way of specifying a symmetric random matrix with standard normal matrix elements, viz., $A_{ij} \sim N(0,1), \text{cov}(A_{ij},A_{kl})=\delta_{ik}\delta_{jl}+\delta_{il}\delta_{jk}-\delta_{ij}\delta_{kl}$. (That rather absurd looking sum of products of Kronecker $\delta$s is a consequence of symmetry and the standard normal requirements.) Does anyone know a way to do this with some close variant of the multivariate normal $\mathcal{MVN}_{n \times n}(0_{n \times n}, \mathbb{I}_n \otimes \Sigma)$ notation? There doesn't seem to be a way to specify the necessary symmetry in the Kronecker product.
The best I can think of is to define a completely random matrix $M$ and make a symmetric matrix from it: $A = M + M^T$. To accomplish to goal of the standard normal $A_{ij}$s, I would write $M: M_{ij} \sim \mathcal{MVN}_{n \times n}(0_{n \times n}, \Sigma')$, where  $\Sigma' \in \mathbb{R}^{n^2 \times n^2}$ doesn't have a particularly nice, compact Kronecker form, either. It must capture $M_{ii} \sim N(0,\frac{1}{4})$ and $M_{i\ne j} \sim N(0,\frac{1}{2})$ so that $M+M^T_{ij} \sim N(0,1)$ as desired. Then $A$ is distributed however $M + M^T$ is distributed. There seems to be no point of entry for Kronecker notation here. Is there?
Then, $A^TA= M^TM+MM^T+MM+M^TM^T \sim \text{sum of four not-so-independent } \mathcal{W}_n(\Sigma',n).$
It is all feeling rather like folly, now.

redpajama_set_name: RedPajamaStackExchange


Ukraine has entered the last week before the January 17 presidential election with many disappointed voters and attempts to alter the vote at local election commissions.
Ukrainian Prime Minister Yulia Tymoshenko raised the temperature ahead of a January 17 election for president, warning her main rival she would challenge the result through the courts if she suspected the poll had been rigged.
From the Balkans to Russia to Afghanistan, the middle class and the people who might have become a middle class have trouble making ends meet and little voice in how their countries are governed. Why is the middle class in this region so weak, and what is needed to strengthen it?
It has been five years since the Orange Revolution transformed Viktor Yushchenko into a national hero and propelled him into the Ukrainian presidency. Now, as Ukraine prepares for presidential elections on January 17, Yushchenko is trailing badly in the polls. In an interview with RFE/RL's Ukrainian Service, the presidential incumbent defends his record and his pro-Western stance.
Viktor Yanukovych, a candidate in Ukraine's upcoming January 17 presidential election, says he will keep the country out of NATO if elected.
Russians and others are marking the Eastern Rite Christmas today, with the Patriarch of Moscow and All Russia Kirill leading Russian Orthodox Mass at the Cathedral of Christ the Savior.
Ukraine paid in full and on time its last monthly bill of 2009 for Russian gas, state energy firm Naftogaz has said, referring to the steepest payment it had to make for that year worth almost $900 million.
The mayor of the eastern Ukrainian city of Donetsk has turned down a Georgian offer of observers for Ukraine's presidential election later this month, RFE/RL's Ukrainian Service reports.
In a story in the current issue of "The New Republic," Julia Ioffe reveals an interesting little tidbit about Ukrainian Prime Minister and presidential hopeful Yulia Tymoshenko.


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F.G.
Brian Anderson Interview
Posted byFarran Golding October 1, 2013 April 24, 2016 Posted in3D, Interviews, Nike SB, Sidewalk Magazine, Sidewalk Skate BasicsTags:3D, Austyn Gillette, Brian Anderson, Nike SB, Sidewalk Magazine, skateboarding
(Featured: Sidewalk Magazine & Nike Skateboarding 'Skate Basics Guide', Fall 2013.)
Standing over six feet tall and covered in tattoos, Brian Anderson is an example of how skateboarders can be so easily misunderstood – as he is one of the nicest dudes to ever step on a board. He is also one of the most recogniseable names within skateboard culture. He's ridden with Ed Templeton and Jamie Thomas on Toy Machine, Koston and Carrol on Girl and has amazing parts in 'Welcome to Hell', 'Jump Off A Building' and 'Yeah Right'. Recently, Brian started up his own company and is one of the few skateboarders to have a shoe with Nike SB. With such and esteemed career behind him and his future endeavours looking promising, Brian is an inspiration for generations of skateboarders both past and present.
How long have you been skateboarding for and how did you start?
I've been skateboarding for 27 years, I started when I was 10. My neighbour had a Banana Board and she'd let me borrow it, all I had was roller-skates. When we would go sledding in winter I would always stand up instead of sitting down and sliding, it was before snowboards existed. I also used to play football; I liked doing things with my feet. The sensation of cruising down a hill on a skateboard, instantly I liked it so I just kept going.
Aside from skateboarding, you're also well known for your artwork. Where did your interest in art come from?
I guess part of it probably started because I come from a big family. We weren't poor but we had to share so we had a lot of paper, pencils and crayons. We did a lot of things that didn't cost a lot. We didn't go to Disneyworld or anything like that. We just stayed around my neighbourhood and played outside. So in the winter I think I was just always drawing. Then in high school I had a couple of cool art teachers so they kept me interested. I worked with bits of clay and stuff, I just naturally liked it. Also I always tell everybody that my dad was really good. I can sketch around but my dad was really good at watercolour and could do figure drawings. So at a young age I saw him drawing and I was very attracted to that.
Do you feel skateboarding could be considered an art form?
Yeah, I guess if you call certain things the 'arts' like theatre or dancing. There's definitely a movement to it that can be considered an art form. Skaters like to cut our shoes up and customize our jeans and all that (laughs). It's pretty artsy overall. Some skaters just grow up nowadays in a skatepark but I live in New York so I see a lot of kids that definitely have unique styles here.
So do you feel there's a cultural divide in skateboarding because of some kids just sticking to parks and not embracing other aspects?
I think it's always gonna be like that in everything. They're maybe more simple and not as interested in the artistic side of things and that's fine, it takes all sorts to make up the world. There's gonna be some major football player that's into playing guitar or things besides football and there's always gonna be that team-mate that only wants to play football. But definitely because there's so many skateparks, there are more kids growing up that only know that world. Also, because of the internet as they grow they learn more about variety of music and stuff. We would probably learn it on the street or at high school before. Kids are definitely exposed to more these days so I think it's alright. They're all learning a lot in skateparks still, if they find it uninteresting they'll take it to the streets and get a little more creative.
What are your biggest influences inside and outside of skateboarding?
Inside skateboarding my influences were always Mark Gonzales and Jason Jessee. Off the top of my head; Ed Templeton, I was really into his style and crazy weird graphics he drew, I liked Chris Miller, Neil Blender, LanceMountain…. I'm probably not thinking of so many people…Jason Lee, Guy Mariano, the whole Blind video (Video Days). Once we all got VCRs and video tapes the other thing that really influenced me was the Planet Earth video; Juvante Turner, Brian Lottie, all kinds of people.
Outside of skateboarding I would say I was probably influenced by people like David Bowie and Keith Haring. When I was a kid I was really into Motley Cru, I liked people with wild clothes and weird hair. Definitely the period I grew up in was glam rock (laughs) so I was a little kid listening to Madonna and heavy metal. I have eleven sisters and two brothers. My sisters always had incredible records around the house; my dad listened to Jazz, so I grew up with a huge variety of genres of music too besides just skateboarding. I feel really lucky I had all these sisters to give me R.E.M. records before you had the internet y'know?
You said Lance Mountain was an influence, how does it feel now you both ride for Nike SB?
It's great. I slowly got into being a pro skater from Donnie Barley, he introduced me to Templeton, so I was around more and more contests. At the beginning I would see someone like Lance and he's standing 10 feet away and it was crazy. I would sit on my floor and watch this guy and now I'm at the same contests with him, wearing the same badge around my neck. Over the years you get used to those things and that comes with any industry. I love it because Lance and I get along really good; it's always a pleasure to see him. When we go on tour he'll tell so many cool inside stories about videos we've seen and grew up on. It's a real treat. He's a really nice guy, just a skateboarder at heart too, super fun to be around and I just feel lucky to be involved.
Does drawing help you unwind from skateboarding?
Definitely, I've almost always carried a sketchbook or camera. You can only drink so much beer in the van and all that. It's nice to have my sketchbook and it does get me out of it. Also I save a lot of things so the next year when I open it back up I have all these memories from all trips around the world. It helps me escape and relax and also it provides a good memory for the rest of my life. It's nice.
3D Skateboards – what's it like being in charge of a company instead of just riding for one?
I love it, it's challenging. I'm on the phone constantly with Brad Staba. It's been alright in regards to the team so far because it's just me and Austyn. In the beginning with Alex (Olson) wanting to do something different, that was stressful and hard but I expected that. Alex is very particular. But it's been great, it's really rewarding to have all these ideas and then see them finally come out after doing all the hard work that it takes to get things approved and getting everything paid for. It's a lot, but that's what I wanted, I wanted to challenge myself so I'm happy, I'm working really hard.
Did you do all the artwork for 3D's first run of decks?
I will do more hand drawn graphics in the future. I had a bunch of ideas I wanted to see on the wall right away like that colourful plain board with the banana. Brad and I had an artist friend that lives close by, so I would find the perfect colour, email it to him and would sketch out how I want the banana laid out. Then take a photo of it and send it to the artist, Brad's really good at piecing things together. I would have all my ideas ready and sketch them out, Brad would help me and we would sit down and look at them. Then call the artist and say "hey change this shadow…move this colour…this yellow needs to be darker" and so on. We had to make boards super fast. That whole catalogue began distributing in two months so it's pretty gnarly if you realize what it takes. I'm really proud of how fast Brad and I got everything ready for that Agenda Tradeshow, it was rewarding.
Did you have a favourite out of the first run of boards?
Yeah it's got to be the Bear. We all know that was Rocco's influence and where that came from. I never had that board growing up and always wanted it. Even before the trend of wood grain recently came back, I was always a huge fan of the colourful simple graphic in the middle and wood grain left alone. I like the plain one with the crowd and I like Austyn's tickets. I mean, I like them all. I had all these other ideas but narrowed it down to that group. But the Bear's probably my favourite, I'm gonna be riding that one a lot (laughs).
To what degree will being a pro skateboarder for so many years help you better understand your riders' needs?
It helps immensely because I've been on so many tours that have been too long. I'm trying to make 3D really small. I wanna go on smaller trips; I mean I had tons of fun on all the big Girl trips. I don't think it's because I'm getting older or whatever but after a while people start to get on each others nerves and things like that. I just want Austyn to be happy, we'll just do some small trips at first or maybe we'll go on a couple with Shane O'Neill and Dan Plunkett. I think it really helps to have all that experience because I know the importance of waking those guys up on time. I know how to team manage too from all the years. Make sure we got plenty of skate tools or wax in whatever van we're gonna go on tour with and be prepared basically. I like taking care of people so that's gonna be a fun part of running it.
Individuality could be considered paramount to skateboard culture, both you and team-mate Austyn Gillette have very distinct styles. Are you hoping to take on more skateboarders with a different and unique approach to skateboarding?
Yeah I would hope so, people that are like he and I, that have other interests. Like any team you wanna find people you are comfortable with on tour. Of course, I would love to find somebody with a unique style that has variety. Somebody who'll wanna be at a ditch, at a skatepark or be at a ledge. If not, if they're a cool person and just some kid who'll want to jump down stairs and handrails all day that's fine too. We want people to come to us, I'm not trying to steal anybody. We'll figure it out, I'm gonna see Austyn in September and we'll start talking about the next step. I just wanted to make sure that we got the tradeshow done. Also I had to release that Nike shoe, so it's been a pretty crazy three or four months for me.
Any plans for a 3D video or promo?
Yeah, I think that's what we're gonna start working on. I'm also working on the Nike video for the third Chronicles. Again, Austyn and I are gonna hang out in September, he just did the whole Euro Tour for Huf so I think he's home, playing his guitar just relaxing (laughs). In September he's probably gonna come up to the Bay area and hang out at the warehouse. We'll take it from there. I wanna make something cool, different and small like a promo for sure. We're gonna start working on that and figuring out a date for our first little trip soon, we haven't even gone on a trip yet so I'm pretty excited about that.
What was the design process like for the 'Project B.A.'?
Well I like to sketch, so I had a lot of little silhouette sketches of what I thought I wanted the shoe to look like. It was really great because I worked with Fabrizio at Nike SB, he's a skateboarder who went to school for footwear design. He's really aware of the variety of materials and stuff. I drew the silhouette, he turned it into a crazy tech drawing and then we started looking at materials together. It was very hands on, I had everything to do with the design and we did 14 hour at Nike, we went in at 8 and left at 10pm. It was crazy, just drawing and drawing all day, going down and looking at samples. It was a really fun process.
So you had full creative control over the design of the shoe?
Yeah 100%, absolutely 100%. I'm so happy with it, it's awesome.
What was it about the running shoe silhouette that appealed to you?
We started working on it two and a half years ago and at the time, you'd walk around a skate shop and everything is like a Stefan or a Vans. I just felt if Nike was gonna let me create a new shoe, I wanted to make it really different, I thought there was gonna be a time in our culture when something different on the wall would look cool after everybody was rocking vulc shoes. Don't get me wrong I love vulc shoes, I love Stefan's shoe, but I'm glad because it seems like people are really digging it. I know your gonna ask about the influence and a long time ago when I was on Axion, Guy Mariano had one shoe with the upturned running shoe toe. I loved that, I said "lets do something like that, let's put some Lunar in it." They instantly loved the idea and we started running with it, sorry pardon the pun (laughs). We took off on the design side, had a few meetings, Nike were really happy with our direction.
You've designed boards for Girl Skateboards and a clothing range for Fourstar. How was designing a shoe compared to past projects?
I really enjoyed it because I'm comfortable in that environment. I'm not trying to toot my own horn or whatever but, because I have so many interests outside of skateboarding I can be at Nike all day and do creative stuff that I think not a lot of other skaters aren't interested in. That's probably another reason why Nike let me be so involved. They knew I was really passionate about the design. It was incredible, I didn't go to college for this and here I am sitting in these meeting at Nike with important, high up, people doing presentations and talking about my life. I was thrilled to be able to do that, it made me think that I want to keep trying to do more in the future. I love working for Nike, it's awesome.
Out of all of Nike SB's collaborations with artists which have been your favourites?
I'll go ahead and give my buddy Brad Staba props; he did a shoe that looked like a rollerblade, (laughs) that was pretty funny. But, man I got to tell you, I'm not much of a sneaker nerd or whatever people call it. Let me think…Brad's the first one that comes to mind, the rollerblade was pretty good (laughs).
One last question, how important do you feel it is for skateboarders to have other creative outlets?
I think it's pretty important unless your just interested in what people call 'training' everyday. That's fine but that could make you end up and hating the industry. So, I think it's important to have other interests. Just get out, leave your board at home one day, or just go for a bike ride. As I'm getting older I'm getting into stretching and doing things to take care of myself, I'm always walking my dog. Drawing is really helpful; I wouldn't recommend graffiti because you can go to jail. But stuff like that is always cool. Then when you go back to your skateboard your feeling refreshed. Yeah it's very important I think. It's just how my brain works, I need to do other things, I need to have other outlets…otherwise I would explode (laughs).
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Shane O'Neil Interview
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redpajama_set_name: RedPajamaCommonCrawl


Bail of Nawaz Sharif and Shahbaaz Shareef today. Court decision of abroad travelling. Major changes to be made on political process.
Because in 2007 December after martyring Benazir Bhutto International agenda did such things that the whole foundation was nutated. Establishment need to have guts to look on the other side of door too.


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Home/Free Expert Sports Picks/MLB Pick: AL Wild Card Baltimore at Toronto
MLB Pick: AL Wild Card Baltimore at Toronto
pmroczkaLast Updated: October 4, 2016
2016 AL Wild Card
Our 2016 AL Wild Card free pick has the Baltimore Orioles (89-73) and Toronto Blue Jays (89-73) playing tonight at 8 p.m. in Toronto at Rodgers Centre. The two teams have played one another 19 times this season and the Blue Jays have won 10 of those games.
These two teams are about as equal as can be. In the home stretch, Baltimore won 7 of 10, including two of three against the Blue Jays in a series that was played last week. In the final series for both teams, the Orioles took two of three from the Yankees while Toronto won two of three against the Red Sox. Over their past 10 games, the Jays were 6 of 10.
Baltimore and Toronto Pitching
Tillman starts for Orioles and Stroman for Jays
The starters tonight are both righties. Chris Tillman (16-6, 3.77 ERA) is the pitcher of choice for Baltimore while Marcus Stroman (9-10, 4.37 ERA) will be on the mound for Toronto.
Tillman last pitched on September 28. That game, which the team won, was against the Blue Jays and resulted in no decision for the righty. In August and September, Tillman had his ups and downs, going 2-3. His August EAR was 6.60, while his September ERA settle down to 3.79. His July was solid, as he went 4-1 and earned a 2.79 ERA.
Through to the end of July, Marcus Stroman was 8-4. But in August he was 1-1 with three no decisions and in September his record was 0-5. In three of those starts, the Blue Jays scored no runs and in his one no decision, which the team won 3-0, he allowed one hot and no runs. Thus, his August stats are a bit deceiving.
You've got to expect that both managers will go to their bullpens early if either of their starters gets into trouble. This game is a won or done deal. If Toronto actually hits the ball, Stroman has the edge. Overall, the Orioles have the edge when it comes to relief while the Jays are tops in the AL as far as opponent batting average is concerned.
In creating our 2016 AL Wild Card free pick, we have noted that Blue Jay pitching leads when it comes to BAA. Hitters are batting just .242 versus Blue Jay pitching. Baltimore's BAA is a respectable .258. Also, Toronto is tops in ERA at 3.78, while the Orioles are 4.22.
Orioles and Blue Jays Offense
Encarnacion has done well against Tillman.
If this game comes down to hitting, Baltimore has an advantage in the homerun area. No AL team has more round trippers than the Orioles, 253. Stroman has allowed 21 homers this season. The Jays are third in homeruns with 221. Tillman has given up 19 round trip balls.
In the realm of batting average, the Orioles are at .256 and the Blue Jays come in at .248. Toronto has 18 more RBI than Baltimore. Top hitters for the O's include Manny Machado (.294 BA, 96 RBI, 37 HR) and Mark Trumbo (.256 BA, 108 RBI, 47 HR) . Trumbo is hitting .450 against Stroman, while Machado is at .250. Adam Jones, who has 29 homers and 89 RBI, is hitting .400 against the starter.
For the Blue Jays, top hitters include Josh Donaldson (284 BA, 37 HR, 99 RBI), Edwin Encarnacion (.263 BA, 42 HR, 127 RBI) and Troy Tulowitzki (.254 BA, 24 HR, 79 RBI). Encarnacion is hitting .293 and Tulowitzki .417 against Tillman, and each has tagged him for three homers.
Our 2016 AL Wild Card Free Pick
Encarnacion has done well against Tillman.play
the Blue Jays as having a home field edge, as well as an upper hand when it comes to overall pitching. However, Baltimore is stronger when is comes to closing out the game and over slugging ability. The Orioles are 4-6 when visiting Toronto this season. We're going with the Blue Jays.
Our 2016 AL Wild Card Free Pick: Take the Blue Jays at -138
2016 MLB Wild Card Baltimore Orioles MLB Pick Toronto Blue Jays
pmroczka
Paul has been writing about sports betting and sports for more than a decade, offering picks on the NFL, MLB, NHL, and NBA, as well as on college sports and European football. He's written thousands of season and post-season previews, innumerable articles on sports betting strategies, and various books on sports and sports betting.
NFL Props- Two More Quick 1 p.m. Week 5 Bets
College Basketball Pick – #6 Gonzaga Bulldogs vs #15 Arizona Wildcats
MLB Saturday May 8th Padres at Giants Betting Preview
Las Vegas Bowl presented by Geico: Houston Cougars vs. San Diego State Aztecs
MLB Monday August 15th Cubs at Nationals Betting Preview


This study was designed to examine the intrarater and interrater reliability in estimating percent body fat (%fat) among bioelectrical impedance analysis (BIA), near-infrared interactance (IF) and skinfold caliper (SF). Twenty young normal adults (mean age=23±2 y. o.; mean weight=60±9kg) received repeated BIA, IF and SF measurements by two therapists Subjects was tested in supine position for BIA measurements (Biodynamics, Model 310). IF was measured in sitting position by Futrex-5000, and the values were obtained from the anterior midline of the biceps. SF measurements were taken by Lange calipers (l0g/mm^2 constant pressure) at biceps, triceps, subscapulr and suprailiac sites. There was 20min interval between each measurement for reliability tests which were assessed by Intraclass correlation coefficient (ICC). The difference among three methods was assessed by one-way ANOVA. The results indicated: (1) the intrarater reliability (ICC1,) of the three methods was high (ICC1, of BIA=0.999; ICC1, of IF=0.995; ICC1, of SF=0.994); (2) the interrater reliability (ICC2) was also high in BIA (ICC2=0.999), SF (ICC2=0.998)and IF (ICC2=0.996) (3)there was no significant difference among the %fat values estimated by BIA (mean=20.6%) and the other two methods (mean percent fat value of IF and SF was 23.3% and 22.6%, respectively).


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Synopsis: Energetic Neutrinos on Ice
The IceCube detector at the South Pole has observed two of the highest energy neutrinos ever recorded.
M. G. Aartsen et al., Phys. Rev. Lett. (2013)
Neutrinos can travel huge distances through obstacles (like interstellar gases) that would stop other particles in their tracks. They are hard to catch, but also potentially good signals of what is going on in galaxies and other things far, far away. In Physical Review Letters, the international IceCube collaboration reports observation of the highest energy neutrinos ever recorded. If confirmed by additional observations, the events could be the iceberg's tip of a cosmic flux of unusually high-energy neutrinos, unknown until now. These messengers could be carrying information about gamma-ray bursts and active galactic nuclei that may have produced them.
IceCube consists of strings of photomultiplier tubes lowered into boreholes at the South Pole and comprises about one cubic kilometer of ice. Its 5160 detectors are triggered by Cherenkov photons from energetic particles moving through the 2,800-meter-thick polar ice cap. The team recorded two particle showers initiated by neutrinos in which all the collision debris was contained within the detector volume. Adding up the energies of these secondary particles and working backwards, the authors calculated that the energies of the initial neutrinos were above 1 peta-electron-volt (1015 electron volts), about ten orders of magnitude higher than typical neutrinos from the Sun.
The researchers are cautious about claiming too much for only two neutrino observations, discovered in nearly two years of stored IceCube data, but the probability of such events arising from background effects is only 0.29%. Really nailing down whether such events arise from astrophysical sources will require more data. – David Voss
First Observation of PeV-Energy Neutrinos with IceCube
M. G. Aartsen et al. (IceCube Collaboration)
Data Mining for a Graphene Cousin
Circuit Ready
Viewpoint: Plot Thickens in Solar Opacity Debate
Experiments that replicate conditions in the Sun's interior have found that the light absorption by certain elements doesn't match expectations, raising questions about the accuracy of solar models. Read More »
Synopsis: On-Demand Solutions for Black Hole Mergers
An analytical model may provide a faster and more accurate way to analyze the gravitational-wave signals from black hole mergers. Read More »
Viewpoint: Dark Energy Faces Multiple Probes
The Dark Energy Survey has combined its analysis of four cosmological observables to constrain the properties of dark energy—paving the way for cosmological surveys that will run in the next decade. Read More »


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Category Archives: Learning
Webinar series for Autumn 2017
Posted on September 29, 2017 by ecls
We are pleased to announce a new webinar series for Digimap over the coming months. These short sessions are free to attend and are available to any Digimap user, whether staff, student or researcher. You will need to register to attend each webinar. Bookings will open a couple of weeks before each webinar is scheduled. The […]
Posted in Aerial, Digimap, Digimap News, Learning, Of Interest, Training & Events, webinar
Principal's Teaching Award Scheme Forum 2016 – Liveblog
Posted on June 15, 2016 by Nicola Osborne
Today I'm at the University of Edinburgh Principal's Teaching Award Scheme Forum 2016: Rethinking Learning and Teaching Together, an event that brings together teaching staff, learning technologists and education researchers to share experience and be inspired to try new things and to embed best practice in their teaching activities.
I'm here partly as my colleague Louise Connelly (Vet School, formerly of IAD) will be presenting our PTAS-funded Managing Your Digital Footprint project this afternoon. We'll be reporting back on the research, on the campaign, and on upcoming Digital Foorprints work including our forthcoming Digital Footprint MOOC (more information to follow) and our recently funded (again by PTAS) project: "A Live Pulse: YikYak for Understanding Teaching, Learning and Assessment at Edinburgh.
As usual, this is a liveblog so corrections, comments, etc. welcome.Â
Velda McCune, Deputy Director of the IAD who heads up the learning and teaching team, is introducing today:
Welcome, it's great to see you all here today. Many of you will already know about the Principal's Teaching Award Scheme. We have funding of around £100k from the Development fund every year, since 2007, in order to look at teaching and learning – changing behaviours, understanding how students learn, investigating new education tools and technologies. We are very lucky to have this funding available. We have had over 300 members of staff involved and, increasingly, we have students as partners in PTAS projects. If you haven't already put a bid in we have rounds coming up in September and March. And we try to encourage people, and will give you feedback and support and you can resubmit after that too. We also have small PTAS grants as well for those who haven't applied before and want to try it out.
I am very excited to welcome our opening keynote, Paul Ashwin of Lancaster University, to kick off what I think will be a really interesting day!
Why would going to university change anyone? The challenges of capturing the transformative power of undergraduate degrees in comparisons of quality  – Professor Paul Ashwin
What I'm going to talk about is this idea of undergraduate degrees being transformative, and how as we move towards greater analytics, how we might measure that. And whilst metrics are flawed, we can't just ignore these. This presentation is heavily informed by Lee Schumers work on Pedagogical Content Knowledge, which always sees teaching in context, and in the context of particular students and settings.
People often talk about the transformative nature of what their students experience. David Watson was, for a long time, the President for the Society of Higher Education (?) and in his presidential lectures he would talk about the need to be as hard on ourselves as we would be on others, on policy makers, on decision makers… He said that if we are talking about education as educational, we have to ask ourselves how and why this transformation takes place; whether it is a planned transformation; whether higher education is a nesseccary and/or sufficient condition for such transformations; whether all forms of higher education result in this transformation. We all think of transformation as important… But I haven't really evidenced that view…
The Yerevan Communique: May 2015 talks about wanting to achieve, by 2020, a European Higher Education area where there are common goals, where there is automatic recognition of qualifictions and students and graduates can move easily through – what I would characterise is where Bologna begins. The Communique talks about higher education contributing effectively to build inclusive societies, found on democratic values and human rights where educational opportunities are part of European Citizenship. And ending in a statement that should be a "wow!" moment, valuing teaching and learning. But for me there is a tension: the comparability of undergraduate degrees is in conflict with the idea of transformational potential of undergraduate degrees…
Now, critique is too easy, we have to suggest alternative ways to approach these things. We need to suggest alternatives, to explain the importance of transformation – if that's what we value – and I'll be talking a bit about what I think is important.
Working with colleagues at Bath and Nottingham I have been working on a project, the Pedagogic Quality and Inequality Project, looking at Sociology students and the idea of transformation at 2 top ranked (for sociology) and 2 bottom ranked (for sociology) universities and gathered data and information on the students experience and change. We found that league tables told you nothing about the actual quality of experience. We found that the transformational nature of undergraduate degrees lies in changes in students sense of self through their engagement with discplinary knowledge. Students relating their personal projects to their disciplines and the world and seeing themselves implicated in knowledge. But it doesn't always happen – it requires students to be intellectually engaged with their courses to be transformed by it.
To quote a student: "There is no destination with this discipline… There is always something further and there is no point where you can stop and say "I understaood, I am a sociologist"… The thing is sociology makes you aware of every decision you make: how that would impact on my life and everything else…" And we found the students all reflecting that this idea of transformation was complex – there were gains but also losses. Now you could say that this is just the nature of sociology…
We looked at a range of disciplines, studies of them, and also how we would define that in several ways: the least inclusive account; the "watershed" account – the institutional type of view; and the most inclusive account. Mathematics has the most rich studies in this area (Wood et al 2012) where the least inclusive account is "Numbers", watershed is "Models", most inclusive is "approach to life". Similarly Accountancy moves from routine work to moral work; Law from content to extension of self; Music from instrument to communicating; Geograpy is from general world to interactions; Geoscience is from composition of earth – the earth, to relations earth and society. Clearly these are not all the same direction, but they are accents and flavours of the same time. We are going to do a comparison next year on chemistry and chemical engineering, in the UK and South Africa, and actually this work points at what is particular to Higher Education being about engaging with a system of knowledge. Now, my colleague Monica McLean would ask why that's limited to Higher Education, couldn't it apply to all education? And that's valid but I'm going to ignore it just for now!
Another students comments on transformation of all types, for example from wearing a tracksuit to lectures, to not beginning to present themselves this way. Now that has nothing to do with the curriculum, this is about other areas of life. This student almost dropped out but the Afro Carribean society supported and enabled her to continue and progress through her degree. I have worked in HE and FE and the way students talk about that transformation is pretty similar.
So, why would going to university change anyone? It's about exposure to a system of knowledge changing your view of self, and of the world. Many years ago an academic asked what the point of going to university was, given that much information they learn will be out of date. And the counter argument there is that engagement with seeing different perspectives, to see the world as a sociologist, to see the world as a geographer, etc.
So, to come back to this tension around the comparability of undergraduate degrees, and the transformational potential of undergraduate degrees. If we are about transformation, how do we measure it? What are the metrics for this? I'm not suggesting those will particularly be helpful… But we can't leave metrics to what is easy to gather, we have to also look at what is important.
So if we think of the first area of compatibility we tend to use rankings. National and international higher education rankings are a dominant way of comparing institutions' contributions to student success. All universities have a set of figures that do them well. They have huge power as they travel across a number of contexts and audiences – vice chancellors, students, departmental staff. It moves context, it's portable and durable. It's nonsense but the strength of these metrics is hard to combat. They tend to involved unrelated and incomparable measures. Their stability reinforces privilege – higher status institutions tend to enrol a much greated proportion of privileged students. You can have some unexpected outcomes but you have to have Oxford, Cambridge, Edinburgh, UCL, Imperial all near the top then your league table is rubbish… Because we already know they are the good universities… Or at least those rankings reinforce the privilege that already exists, the expectations that are set. They tell us nothing about transformation of students. But are skillful performances shaped by generic skills or students understanding of a particular task and their interactions with other people and things?
Now the OECD has put together a ranking concept on graduate outcomes, the AHELO, which uses tests for e.g. physics and engineering – not surprising choices as they have quite international consistency, they are measurable. And they then look at generic tests – e.g a deformed fish is found in a lake, using various press releases and science reports write a memo for policy makers. Is that generic? In what way? Students doing these tests are volunteers, which may not be at all representative. Are the skills generic? Education is about applying a way of thinking in an unstructured space, in a space without context. Now, the students are given context in these texts so it's not a generic test. But we must be careful about what we measure as what we measure can become an index of quality or success, whether or not that is actually what we'd want to mark up as success. We have strategic students who want to know what counts… And that's ok as long as the assessment is appropriately designed and set up… The same is true of measures of success and metrics of quality and teaching and learning. That is why I am concerned by AHELO but it keeps coming back again…
Now, I have no issue with the legitimate need for comparison, but I also have a need to understand what comparisons represent, how they distort. Are there ways to take account of students' transformation in higher education?
I've been working, with Rachel Sweetman at University of Oslo, on some key characteristics of valid metrics of teaching quality. For us reliability is much much more important than availability. So, we need ways to assess teaching quality that:
are measures of the quality of teaching offered by institutions rather than measures of institutional prestige (e.g. entry grades)
require improvements in teaching practices in order to improve performance on the measures
as a whole form a coherent set of metrics rather than a set of disparate measures
are based on established research evidence about high quality teaching and learning in higher education
reflect the purposes of higher education.
We have to be very aware of Goodhearts' rule that we must be wary of any measure that becomes a performance indicator.
I am not someone with a big issue with the National Student Survey – it is grounded in the right things but the issue is that it is run each year, and the data is used in unhelpful distorted ways – rather than acknowledging and working on feedback it is distorting. Universities feel the need to label engagement as "feedback moments" as they assume a less good score means students just don't understand when they have that feedback moment.
Now, in England we have the prospect of the Teaching Excellence Framework English White Paper and Technical Consultation. I don't think it's that bad as a prospect. It will include students views of teaching, assessment and academic support from the National Student Survey, non completion rates, measures over three years etc. It's not bad. Some of these measures are about quality, and there is some coherence. But this work is not based on established research evidence… There was great work here at Edinburgh on students learning experiences in UK HE, none of that work is reflected in TEF. If you were being cynical you could think they have looked at available evidence and just selected the more robust metrics.
My big issue with Year 2 TEF metrics are how and why these metrics have been selected. You need a proper consultation on measures, rather than using the White Paper and Technical Consultation to do that. The Office for National Statistics looked at measures and found them robust but noted that the differences between institutions scores on the selected metrics tend to be small and not significant. Not robust enough to inform future work according to the ONS. It seems likely that peer review will end up being how we differentiate between institution.
And there are real issues with TEF Future Metrics… This comes from a place of technical optimism that if you just had the right measures you'd know… This measure ties learner information to tax records for "Longitudinal Education Outcomes data set" and "teaching intensity". Teaching intensity is essentially contact hours… that's game-able… And how on earth is that about transformation, it's not a useful measure of that. Unused office hours aren't useful, optional seminars aren't useful… Â Keith Chigwell told me about a lecturer he knew who lectured a subject, each week fewer and fewer students came along. The last three lectures had no students there… He still gave them… That's contact hours that count on paper but isn't useful. That sort of measure seems to come more from ministerial dinner parties than from evidence.
But there are things that do matter… There is no mechanism outlines for a sector-wide discussion of the development of future metrics. What about expert teaching? What about students relations to knowledge? What about the first year experience – we know that that is crucial for student outcomes? Now the measures may not be easy, but they matter. And what we also see is the Learning Gains project, but they decided to work generically, but that also means you don't understand students particular engagement with knowledge and engagement. In generic tests the description of what you can do ends up more important than what you actually do. You are asking for claims for what they can do, rather than performing those things. You can see why it is attractive, but it's meaningless, it's not a good measure of what Higher Education can do.
So, to finish, I've tried to put teaching at the centre of what we do. Teaching is a local achievement – it always shifts according to who the students are , what the setting is, and what the knowledge is. But that also always makes it hard to capture and measure. So what you probably need is a lot of different imperfect measures that can be compared and understood as a whole. However, if we don't try we allow distorting measures, which reinforce inequalities, to dominate. Sometimes the only thing worse than not being listened to by policy makers, is being listened to them. That's when we see a Frankenstein's Monster emerge, and that's why we need to recognise the issues, to ensure we are part of the debate. If we don't try to develop alternative measures we leave it open to others to define.
Q1) I thought that was really interesting. In your discussion of transformation of undergraduate students I was wondering how that relates to less traditional students, particularly mature students, even those who've taken a year out, where those transitions into adulthood are going to be in a different place and perhaps where critical thinking etc. skills may be more developed/different.
A1) One of the studies I talked about was London Metropolitan University has a large percentage of mature students… And actually there the interactions with knowledge really did prove transformative… Often students lived at home with family whether young or mature students. That transformation was very high. And it was unrelated to achievements. So some came in who had quite profound challenges and they had transformation there. But you have to be really careful about not suggesting different measures for different students… That's dangerous… But that transformation was there. There is lots of research that's out there… But how do we transform that into something that has purchase… recognising there will be flaws and compromises, but ensuring that voice in the debate. That it isn't politicians owning that debate, that transformations of students and the real meaning of education is part of that.
Q2) I found the idea of transformation that you started with really interesting. I work in African studies and we work a lot on colonial issues, and of the need to transform academia to be more representative. And I was concerned about the idea of transformation as a colonial type issue, of being like us, of dressing like that… As much as we want to challenge students we also need to take on and be aware of the biases inherent in our own ways of doing things as British or Global academics.
A2) I think that's a really important question. My position is that students come into Higher Education for something. Students in South Africa – and I have several projects there – who have nowhere to live, have very little, who come into Higher Education to gain powerful knowledge. If we don't have access to a body of knowledge, that we can help students gain access to and to gain further knowledge, then why are we there? Why would students waste time talking to me if I don't have knowledge. The world exceeds our ability to know it, we have to simplify the world. What we offer undergraduates is powerful simplifications, to enable them to do things. That's why they come to us and why they see value. They bring their own biographies, contexts, settings. The project I talked about is based in the work of Basil Bernstein who argues that the knowledge we produce in primary research… But when we design curriculum it isn't that – we engage with colleagues, with peers, with industry… It is transformed, changed… And students also transform that knowledge, they relate it to their situation, to their own work. But we are only a valid part of that process if we have something to offer. And for us I would argue it's the access to body of knowledge. I think if we only offer process, we are empty.
Q3) You talked about learning analytics, and the issues of AHELO, and the idea of if you see the analytics, you understand it all… And that concept not being true. But I would argue that when we look at teaching quality, and a focus on content and content giving, that positions us as gatekeepers and that is problematic.
A3) I don't see knowledge as content. It is about ways of thinking… But it always has an object. One of the issues with the debate on teaching and learning in higher education is the loss of the idea of content and context. You don't foreground the content, but you have to remember it is there, it is the vehicle through which students gain access to powerful ways of thinking.
Q4) I really enjoyed that and I think you may have answered my question.. But coming back to metrics you've very much stayed in the discipline-based silos and I just wondered how we can support students to move beyond those silos, how we measure that, and how to make that work.
A4) I'm more course than discipline focused. With the first year of TEF the idea of assessing quality across a whole institution is very problematic, it's programme level we need to look at. inter-professional, interdisciplinary work is key… But one of the issues here is that it can be implied that that gives you more… I would argue that that gives you differently… It's another new way of seeing things. But I am nervous of institutions, funders etc. who want to see interdisciplinary work as key. Sometimes it is the right approach, but it depends on the problem at hand. All approaches are limited and flawed, we need to find the one that works for a given context. So, I sort of agree but worry about the evangelical position that can be taken on interdisciplinary work which is often actually multidisciplinary in nature – working with others not genuinely working in an interdisciplinary way.
Q5) I think to date we focus on objective academic ideas of what is needed, without asking students what they need. You have also focused on the undergraduate sector, but how applicable to the post graduate sector?
A5) I would entirely agree with your comment. That's why pedagogic content matters so much. You have to understand your students first, as well as then also understanding this body of knowledge. It isn't about being student-centered but understanding students and context and that body of knowledge. In terms of your question I think there is a lot of applicability for PGT. For PhD students things are very different – you don't have a body of knowledge to share in the same way, that is much more about process. Our department is all PhD only and there process is central. That process is quite different at that level… It's about contributing in an original way to that body of knowledge as its core purpose. That doesn't mean students at other levels can't contribute, it just isn't the core purpose in the same way.
And with that we are moving to coffee… The rest of the programme for the day is shown below, updates to follow all day.Â
11.50-12.35 Parallel Sessions from PTAS projects
12.35 – 13.35 Lunch and informal discussion
13:35 -14.20 Parallel Sessions from PTAS projects
14.20-15.00 Refreshments and networking
15.00-16.00 Closing Keynote : Helen Walker, GreyBox Consulting and Bright Tribe Trust
16:00-16.30 Feedback and depart
Posted in Digital Education, education, education research, Events Attended, Learning, LiveBlogs, pedagogy, PTAS, teaching, teaching and learning
Digimap for Schools adds historic map layer
Digimap for Schools has added a new historic map layer to the popular online map service, extending its potential for use in schools across a wider spectrum of the national curriculum.
The new historic map layer features mapping from the 1890s and covers the whole of Great Britain. Teachers and pupils will be able to overlay the historic maps over current mapping and compare changes in the landscape in their areas and beyond.
Digimap for Schools is an online application developed by EDINA at the University of Edinburgh. It gives schools easy access to a wide range of Ordnance Survey mapping using a simple login and password. The service is available to all pupils regardless of age. It allows schools to access a variety of mapping scales including Ordnance Survey's most detailed OS MasterMap and the famous OS Explorer mapping at 1:25,000 scale which is ideal for outdoor activity.
The historic Ordnance Survey maps have been scanned and geo-referenced by the National Library of Scotland (NLS)and made available in Digimap for Schools. The maps were originally published between 1895 and 1899 as the Revised New Series in England and Wales and the 2nd Edition in Scotland. The historic maps are high quality scans at 400dpi for Scotland and 600dpi for England and Wales. This means that they can be enlarged far beyond their original scale of 1 inch to 1 mile.
Elaine Owen, Education Manager at Ordnance Survey, added: "This new layer in Digimap for Schools is a fantastic resource for teachers and pupils of all ages, especially if they're working on a local history project. The historic layer is viewable against a range of modern map scales up to 1:10,000 scale. You can access the maps via a slider bar that allows the contemporary map to be gradually faded away to reveal the historic map. We' are adding some new history and geography resources to accompany the layer, including looking at how coastlines have changed over the last 120 years.�
Pupils and teachers using Digimap for Schools can save and print maps at A4 and A3 size. The maps can be printed as a historical map, or combined with the modern map at different transparency settings as a merged image. The full set of annotation tools are available for use on the historic map, providing many opportunities to highlight changes.
Since Digimap for Schools launched in 2010, the service has been adopted by over 20% of secondary schools.Â
Chris Fleet, Senior Map Curator at NLS said "Old maps present our history in one of its most enthralling forms. We are delighted to be collaborating with Ordnance Survey and EDINA in delivering our historic maps to schools through the Digimap for Schools application.�
Peter Burnhill, Director of EDINA at the University of Edinburgh said "Students, pupils and their teachers now have unrivalled access to the very best maps to gain rich understanding of how Britain's landscape has changed in over a century. The result is endlessly fascinating, the skill and generosity of staff at the National Library of Scotland have enabled a real sense of place when combined with the Ordnance Survey maps of today's Britain.�
Digimap for Schools is open to all schools in Great Britain via an annual subscription. The subscription costs £69 for a primary school and up to £144 for a secondary school.
Posted in Data, Digimap, EDINA, GIS, Historic, Learning, Ordnance Survey, OS, schools, UK


text:
package fr.vergne.taskmanager.task;

import java.util.Collection;
import java.util.Comparator;
import java.util.Date;
import java.util.HashMap;
import java.util.LinkedList;
import java.util.List;
import java.util.Map;

import javax.xml.transform.sax.TransformerHandler;

import org.w3c.dom.Node;
import org.w3c.dom.NodeList;
import org.xml.sax.SAXException;
import org.xml.sax.helpers.AttributesImpl;

import fr.vergne.taskmanager.export.Exportable;
import fr.vergne.taskmanager.gui.gantt.UpdateListener;

public class TaskList implements Exportable {

	private final LinkedList<Task> tasks = new LinkedList<Task>();
	private final Map<Task, Date> deletedTasks = new HashMap<Task, Date>();

	public Collection<Task> getAllTasks(boolean getDeleted) {
		LinkedList<Task> list = new LinkedList<Task>(tasks);
		if (!getDeleted) {
			list.removeAll(getDeletedTasks());
		}
		return list;
	}

	public Collection<Task> getDeletedTasks() {
		return new LinkedList<Task>(deletedTasks.keySet());
	}

	public List<Task> getDoneTasks(boolean getDeleted) {
		List<Task> list = new LinkedList<Task>();
		for (Task task : getAllTasks(getDeleted)) {
			if (task.isDone()) {
				list.add(task);
			}
		}
		return list;
	}

	public List<Task> getNotDoneTasks(boolean getDeleted) {
		List<Task> list = new LinkedList<Task>(getAllTasks(getDeleted));
		list.removeAll(getDoneTasks(getDeleted));
		return list;
	}

	public List<Task> getStartedTasks(boolean getDeleted) {
		List<Task> list = new LinkedList<Task>();
		for (Task task : getAllTasks(getDeleted)) {
			if (task.isStarted()) {
				list.add(task);
			}
		}
		return list;
	}

	public List<Task> getNotStartedTasks(boolean getDeleted) {
		List<Task> list = new LinkedList<Task>(getAllTasks(getDeleted));
		list.removeAll(getStartedTasks(getDeleted));
		return list;
	}

	public List<Task> getRunningTasks(boolean getDeleted) {
		List<Task> list = new LinkedList<Task>();
		for (Task task : getAllTasks(getDeleted)) {
			if (task.isRunning()) {
				list.add(task);
			}
		}
		return list;
	}

	public List<Task> getNotRunningTasks(boolean getDeleted) {
		List<Task> list = new LinkedList<Task>(getAllTasks(getDeleted));
		list.removeAll(getRunningTasks(getDeleted));
		return list;
	}

	public static Comparator<Task> getStartDateComparator() {
		return new Comparator<Task>() {

			@Override
			public int compare(Task t1, Task t2) {
				return t1.getStart().compareTo(t2.getStart());
			}
		};
	}

	public static Comparator<Task> getDeadlineComparator() {
		return new Comparator<Task>() {

			@Override
			public int compare(Task t1, Task t2) {
				return t1.getDeadline().compareTo(t2.getDeadline());
			}
		};
	}

	public static Comparator<Task> getTitleComparator() {
		return new Comparator<Task>() {

			@Override
			public int compare(Task t1, Task t2) {
				return t1.getTitle().compareTo(t2.getTitle());
			}
		};
	}

	public boolean isDeleted(Task task) {
		return deletedTasks.containsKey(task);
	}

	public Date getDeletiontDate(Task task) {
		return deletedTasks.get(task);
	}

	@Override
	public void write(TransformerHandler handler) throws SAXException {
		handler.startElement("", "", "tasks", null);
		for (Task task : tasks) {
			if (isDeleted(task)) {
				AttributesImpl attributes = new AttributesImpl();
				attributes.addAttribute("", "", "date", "CDATA", ""
						+ getDeletiontDate(task).getTime());
				handler.startElement("", "", "deleted", attributes);
				task.write(handler);
				handler.endElement("", "", "deleted");
			} else {
				task.write(handler);
			}
		}
		handler.endElement("", "", "tasks");
	}

	private void clear() {
		tasks.clear();
		deletedTasks.clear();
	}

	@Override
	public void read(Node node) throws SAXException {
		clear();
		NodeList children = node.getChildNodes();
		for (int i = 0; i < children.getLength(); i++) {
			Node child = children.item(i);
			if (child.getNodeName().equals("deleted")) {
				Task task = new Task();
				task.read(child.getFirstChild());
				add(task);

				String time = child.getAttributes().getNamedItem("date")
						.getNodeValue();
				Date date = new Date(Long.parseLong(time));
				deletedTasks.put(task, date);
			} else {
				Task task = new Task();
				task.read(child);
				add(task);
			}
		}
		fireUpdateEvent();
	}

	private final UpdateListener taskListener = new UpdateListener() {

		@Override
		public void update() {
			fireUpdateEvent();
		}
	};

	public void add(Task task) {
		tasks.add(task);
		task.addUpdateListener(taskListener);
		fireUpdateEvent();
	}

	public void delete(Task task) {
		if (tasks.contains(task)) {
			deletedTasks.put(task, new Date());
			fireUpdateEvent();
		} else {
			throw new IllegalArgumentException(task + " is not a known task.");
		}
	}

	public Task get(int index) {
		return tasks.get(index);
	}

	public int size() {
		return tasks.size();
	}

	private final Collection<UpdateListener> updateListeners = new LinkedList<UpdateListener>();

	public void addUpdateListener(UpdateListener listener) {
		updateListeners.add(listener);
	}

	public void removeUpdateListener(UpdateListener listener) {
		updateListeners.remove(listener);
	}

	protected void fireUpdateEvent() {
		for (UpdateListener listener : updateListeners) {
			listener.update();
		}
	}
}

redpajama_set_name: RedPajamaGithub


Article from Reason by Damon Root.
Regarding the justices of the 6th circuit who spoke. I wonder as to the following. Do, assuming that they are male and not bearded, look themselves in the eye when shaving?
If I read this correctly it says " protects public officials behaving badly " from lawsuits! I now know why they go into public office!!!!


Reasons Why You Still Need a Real Estate Agent when selling your home.
by Tara Struyk, Forbes.com Magazine, May 25, 2010.
The proliferation of services that help home buyers and sellers complete their own real estate transactions is relatively recent, and it may have you wondering whether using a real estate agent is becoming a relic of a bygone era. While doing the work yourself can save you the significant commission rates many real estate agents command, for many, flying solo may not be the way to go--and could end up being more costly than a realtor's commission in the long run. Buying or selling a home is a major financial (and emotional) undertaking. Find out why you shouldn't discard the notion of hiring an agent just yet.
Well, OK, actually they can. But because they are licensed professionals there are more repercussions if they do than for a private buyer or seller. If you are working with a licensed real estate agent under an agency agreement, (i.e., a conventional, full-service commission agreement in which the agent agrees to represent you), your agent will be bound by common law to a fiduciary relationship. In other words, the agent is bound by license law to act in their clients' best interest (not his or her own).
Finally, if you do find that your agent has gotten away with lying to you, you will have more avenues for recourse, such as through your agent's broker, professional association (such as the National Association Of Realtors in the US or the Canadian Real Estate Association in Canada) or possibly even in court if you can prove that your agent has failed to uphold his fiduciary duties.


text:
Rubio to Hear From Immigration Critics
By David Drucker
At least one conservative organization attending a Tuesday afternoon meeting to discuss immigration reform with Sen. Marco Rubio is opposed to the "gang of eight" bill.
TheTeaParty.Net is a grass-roots organization on the guest list of about two dozen grass-roots conservative leaders invited to discuss the Senate immigration overhaul with the Florida Republican. The group released a statement ahead of the meeting making clear that it opposes the legislation in its current form.
In the statement, TheTeaParty.Net Chief Strategist Niger Innis makes clear that the group is open to hearing from Rubio out of respect for his conservative bona fides. But at this point, the group views the proposal as "more Schumer than Rubio" — a reference to Sen. Charles E. Schumer, D-N.Y., a member of the gang — because of the path to citizenship component, which the organization refers to as amnesty.
See TheTeaParty.Net's statement after the jump.
TheTeaParty.Net Pushes Back Against Claims It Is Supporting Gang of Eight Immigration Plan
WASHINGTON D.C. — Commenting on reports that TheTeaParty.net is among the conservative groups supporting the Gang of Eight immigration bill, Niger Innis, Chief Strategist of the nation's largest tea party organization TheTeaParty.net, said:
"We were invited by Sen. Rubio's office to discuss the current legislation on immigration, and importantly, to offer our views on how we think it can be fixed. We are going to hear him out, rather than rely on the mainstream media interpretation of his legislation. Reports that we have agreed to support the Gang of Eight bill are utter make-believe."
"We have heard from the hundreds of thousands of activists and supporters affiliated with TheTeaParty.net. Overwhelmingly and resoundingly, they oppose this bill. We are there to tell Sen. Rubio what the conservative base is saying. And that is no to amnesty and yes to securing the border now. Unless this bill can be proven not to be another ill-fated attempt at amnesty and not a way of adding hundreds of thousands of illegal immigrants to the already considerable burdens of the welfare state, we cannot and will not support the Gang of Eight bill. We believe that Sen. Rubio is an honorable man and is trying to do the right thing, but this bill is currently more Schumer than Rubio."


Lazy Affogato is the perfect summer treat. Chocolate, coffee, and ice cream come together for an unforgettable after dinner treat that will cool you off while adding a little pep to your step.
I love to prepare delicious things that take very little effort. I imagine that is the dream of many home chefs, to produce the gourmet taste without too much effort. Lucky for a lazy chef like me, that is possible! When you combine ingredients of a good quality with a little creativity, anything is possible. In this case, a few shortcuts come into play and the results are not too shabby!
My Lazy Affogato Recipe is incredible. It combines 3 of my favorite things for a ready in a flash dessert that brings a taste of Italy to your kitchen.
Combine instant coffee and cold water, blend and allow to sit for a few moments.
This is such an easy way to make a super fancy treat that will impress your friends and family! I make affogato in several ways, from the lazy way to cold brewing coffee earlier in the day and shaving fine chocolate. As the summer rolls on I will likely share a few other Affogato recipes with you!


National Library of NZ - to view online resources, collections and services.
Press Reader Now, you can get your favourite newspaper anywhere in the world on the date of publication. 1500 internationally-recognized newspapers from 90 countries in 45 different languages available onscreen in their original layout.
Epic Resources - Matamata Piako Libraries have joined forces with over 180 New Zealand Libraries to be a part of EPIC (Electronic Purchasing in Collaboration). EPIC gives you access to thousands of high quality electronic publications, including NZ and international full-text journals, newspapers, magazines, photographs and graphics.
GivUS is a great resource to help groups seek funding for local projects. Just create an account, confirm your email address and then access GivUS. Please visit any Matamata-Piako District Library for help with this.


Jobs in Manchester. Find Amazing Technical & Engineering Engineering Jobs in Manchester.
Great Opportunity for an experienced Commissioning Manager to join a growing team in the Manchester area.
Excellent opportunity for a keen Graduate or Engineer who wants a career in Building Services to join a growing consultancy in the Manchester area.


text:
Cross Cultural Centers | Spotlight
February is
Black History Month...
Black Talk Series
Tue., Feb. 1, 3:15 p.m., Los Angeles Room C, University-Student Union (U-SU)
Join the Pan African Student Resource Center (PASRC) and affiliated Black student groups to ponder the hot topics in the young, Black community today.
The Lyrical Getaway – PASRC Comedy and Spoken Word Night
Wed., Feb. 2, 6:15 p.m., U-SU Theater
Join the Pan African Student Resource Center to kick off Black History Month with an evening of socially and politically conscious (and fun and superficial, too!) comedy, poetry, and spoken word by students and local performers.
Imagining Black Boyhoods: A Talk by Dr. Michael Dumas
Mon., Feb. 7, 4:30 p.m, L.A. Room, U-SU
Michael Dumas, assistant professor of social and cultural analysis of education at CSU Long Beach, argues that the absence of Black boys in the public imagination of childhood and in popular and academic discussions of Black males and masculinity have rendered Black boyhood both unimagined and unimaginable.
PASRC Film Series: Rise and Fall of Jim Crow, part 1
Wed., Feb. 9, 3:15 p.m., PASRC, U-SU room 206
The Rise and Fall of Jim Crow offers the first comprehensive look at race relations in the U.S. between the Civil War and the Civil Rights Movement. Part One focuses on the years 1865–1896, and the origins of Jim Crow, the empty promises of Emancipation, and African Americans' efforts to assert their new constitutional rights despite the violence and resistance they faced from southern whites. Directed by Bill Jersey, 2002, 56 minutes.
Wed., Feb. 16, 3:15 p.m., PASRC, U-SU room 206
Part Two of The Rise and Fall of Jim Crow focuses on the years 1896-1917, and the continuation of Jim Crow segregation despite the emergence of a successful Black middle class and Black intellectual and political power. Directed by Richard Wormser, 2002, 56 minutes.
Part Three of The Rise and Fall of Jim Crow focuses on the years 1917-1940, and the massive Black migration out of the South, increasing strength of Black resistance movements, and the emerging coalitions building for social change. Directed by Bill Jersey, 2002, 56 minutes.
Juke Joint and Blues at Hattie Mae's Café Thu., Feb. 24, 6 p.m., L.A. Room, U-SU
Admission includes a delicious soul food buffet, dancing, and live entertainment by CSULA alumna Melissa James and her band (MsJames and the Playhouse Players), and the world-renowned Arthur Adams Blues Band! Tickets are $3 for students and $5 for faculty, staff, and general admission. Tickets will be available at the U-SU Administration Office, through Wed., Feb. 23.
Students and staff take The Next Step for social justice during weekend retreat
"An individual has not started living until he can rise above the narrow confines of his individualistic concerns to the broader concerns of all humanity," said Martin Luther King, Jr.
During the holiday weekend, in commemoration of the legacy of African American civil rights leader Dr. King, 35 Cal State L.A. students discussed social justice, explored their identities, and discovered ways to use their lives to make a difference in society.
The Next Step Social Justice Retreat, sponsored by the Cross Cultural Centers and held in the University-Student Union, is an annual weekend retreat where students embark on a journey of self-discovery and self-reflection around a number of topics related to racism, sexism, heterosexism, classism, and more.
"The program is framed in the spirit of Paolo Freire's 'Pedagogy of the Oppressed,' where learning and voice are generated by group members' experiences," said Frederick Smith, director of the Cross Cultural Centers at Cal State L.A. "It is beautiful, especially when students begin to put voice to their own pain around ways they experience or perpetuate oppression as the colonized or colonizer. This process empowers them to feel like their realities matter, and empowers them to organize to make change on campus and in their communities."
Coordinated by Smith, this year's retreat was led by 11 staff facilitators: Frangelo Ayran, Center for Student Involvement; Sean Boileau, Student Health Center; Tawana Briggs, television and film major; Denise Carlos, Cross Cultural Centers; Alexis Gardner, communications studies major; Christopher Johnson, Center for Student Involvement; Donyet King, Housing Services; Rhonda Mitchell, Cross Cultural Centers; Tasneem Noor, Associated Students, Inc.; and Isis Stansberry, Office for Students with Disabilities.
Even with the late-night and overnight structured activities during the holiday weekend, students shared that participating in The Next Step was worthwhile and a life-changing experience.
"At Next Step, you think about things you might not be expecting to think about," one CSULA student shared in a program evaluation. "Whether or not you're ready, the journey will change the way you think of yourself and others."
Briggs, a past student participant who returned this year as a staff facilitator, said, "Last year's retreat was a wonderful experience. I learned a lot about myself through the different activities they had planned for us and I learned a lot about the other participants and their stories… It made me want to change things about myself for the better and try to make changes in my communities. My experience as a participant made me want to come back as a facilitator, in order that I could get a different experience at Next Step than I did last year and give back to other students so they could have a great experience like I did."
Gardner, another former participant, said, "The retreat last year was a phenomenally-enlightening experience, which forced me to explore the many identities innate to me and also molded me into being a more effective social-justice advocate. I joined the facilitation team this year in hopes of helping other students along this crucial journey."
The program recruits staff facilitators in mid-to-late summer each year. Students can apply in the fall for the retreat, which takes place every winter on or near the Martin Luther King, Jr. holiday. For details, call the Cross Cultural Centers at (323) 343-5001.
Find out more at the following links:
The Next Step Social Justice Retreat:
http://www.csulausu.net/calendar/2010/01/the-next-step-social-justice-retreat
Cross Cultural Centers:
http://calstatelausu.org/ccc
University-Student Union:
http://calstatelausu.org/
Pan African Studies at Cal State L.A.:
/academic/pas/
CSULA campus calendar:
/univ/calendar/


text:
Q: unauthorized: authentication required error while creating docker nodejs image I am new to docker and trying to build docker image for my nodejs project.
This is my docker file
FROM node:10
WORKDIR /app
COPY package*.json ./
RUN npm install
COPY . .
EXPOSE 8443
CMD ["node", "index.js"]

Command used to build the image
docker build -r test-project .

It is giving unauthorized: authentication required after few minutes
Step 1/7 : FROM node:10
10: Pulling from library/node
76b8ef87096f: Extracting [====================>                              ]  18.81MB/45.38MB
2e2bafe8a0f4: Download complete
b53ce1fd2746: Download complete
84a8c1bd5887: Downloading [==============================>                    ]  30.38MB/49.79MB
7a803dc0b40f: Downloading [========>                                          ]  34.34MB/214.3MB
b800e94e7303: Downloading
0da9fbf60d48: Waiting
04dccde934cf: Waiting
73269890f6fd: Waiting
**unauthorized: authentication required**

I have done authentication before starting build using
docker login -u <username>

Please help with authentication error while building docker image.

A: Couple of resolutions -

*

*Try a docker logout. It's possible your authentication with Docker Hub has expired, and your token is being sent along with the pull request, even though these images are public and the token is not needed.

*Check for updates and update docker

*Logout and login again. (If you are working on windows verify with "docker login")

*Check the host clock. It should be properly set to the current time

*If docker is behind proxy, try commenting proxy and do sudo systemctl daemon-reload and sudo systemctl restart docker

*After you do all the above steps, please try docker pull hello-world. Check if that works

*On windows you need to make sure that -

You've shared your drive  You've added COMPOSE_CONVERT_WINDOWS_PATHS
with value of 1 on you system variables. Try logging out then in from
your terminal (When doing it on Docker for Windows - sometimes the
issue persists).

*Check your network connection. Can be a VPN issue.


Nancy Northcott's first novel of the Protector Series is fabulous. Renegade, very aptly named, is filled to the brim with action, suspense, and of course, sizzling chemistry between the hero and heroine. Griffin Dare has lived the last 6 years in exile from the mages' Council. The former shire reeve, or sheriff, stumbled upon a dark secret that led to the death of his closest friends, and important members of the council. Valeria Banning finds herself in circumstances that lead her to follow in Griffin's footsteps, and not only as the mage shire reeve.
I've never read a story that focused on ghouls and never read about any ghouls sucking the energy out of a mage while injecting venom. I've always seen them in the shadows of vampires, with very minor and gruesome roles, so I enjoyed seeing a different version. Northcott does an excellent job of introducing me to this paranormal world and I'd love to see more! Her writing is clear and to the point so everything I need to know about Val and Griff's world right now, I'll know before the novel gets into the thick of action. It also seems as though mages and ghouls aren't the only creatures haunting the human world. With the following installments I hope that Northcott will not only continue on with the strenuous ghoul-mage relationship, but touch a bit more on the dark evils that appeared in Renegade.
Renegade kept me on my toes as Griffin worked to bring Valeria over to his side. He believes there's a trader in the Council, but it's hard to convince someone who always plays by the rules. Even if he can't convince Val that he's innocent he still has others to watch out for. Griffin was an admirable character from his honor to his generosity. He cared for the homeless and kept the secrets of those who helped him during his exile. There's nothing better than reading about a character who thinks about more than 'number one' and inspires so many others to fight for justice. Valeria was just as awesome as Griff with her ability to fight for someone who may or may not be trustworthy all for the sake of justice. She had the genuine faith that I love to see in any heroine because it shows that they can see beyond their expectations and known reality.
There was more suspicion and mystery than I expected; I was ready to read a novel that was literally page after page of fights and strategy and of course the perfectly timed steamy, romantic action! The balance of paranormal investigation, violence, and romance was spot on and I thoroughly enjoyed reading Griff and Val's story. I am quite impressed with Renegade and hope that in the sequel, Guardian, Northcott will dazzle again with an electric duo and action-packed plot!
Check out this cool introduction to the Protectors on Nancy's website!