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Renault Sport Formula One Team set for 'Incredible' British Grand Prix
Renault Sport Formula One Team is proud to partner with Disney.Pixar ahead of the release of 'Incredibles 2' on 13 July over the British Grand Prix weekend and Goodwood Festival of Speed.
In Incredibles 2, Helen (voice of Holly Hunter) is called on to lead a campaign to bring Supers back, while Bob (voice of Craig T. Nelson) navigates the day-to-day heroics of 'normal' life at home with Violet (voice of Sarah Vowell), Dash (voice of Huck Milner) and baby Jack-Jack—whose superpowers are about to be discovered. Their mission is derailed, however, when a new villain emerges with a brilliant and dangerous plot that threatens everything. But the Parrs don't shy away from a challenge, especially with Frozone (voice of Samuel L. Jackson) by their side. That's what makes this family so Incredible.
Incredibles 2 releases in the UK on 13 July.
Renault Sport Formula One Team's 2018 challenger, the Renault R.S.18, will feature Incredibles 2 branding on the front wing, with the distinctive red of the film's central characters a bold flash on the engine cover. Incredibles 2 branding will also be visible within the team's garage throughout the race weekend. Social media and press activities will follow over the weekend, with a specially-branded Renault Sport Formula One Team E20 2012 V8 powered car also on display on the Renault stand in the FanZone throughout the weekend.
Cyril Abiteboul, managing director of Renault Sport Racing, commented: "It's a privilege to partner with Disney Studio UK for the UK launch of one of the biggest animated films of all time. Renault Sport Racing always seeks to perform on and off track in a number of innovative and original ways and Incredibles is a huge worldwide franchise. We hope the superhero powers translate to us this weekend!"
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Renault F1 Team is pleased to confirm its full driver line-up for the 2019 (...)
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redpajama_set_name: RedPajamaCommonCrawl


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My own private Sundance
It was a movie watching weekend in the land of cheese. And I do mean cheese.
I started out with standards. I finally got a copy of the new Pride and Prejudice, and was settling down to some happy sniffling at Lizzie and Darcy, when the living room filled with teenage boys which ruined everything, and I had to cut it short. Still meaning to get back to it. The boys won't be in the living room forever.
Eventually, they'll go to college and I can finish my movie.
Round two: I rented Lord of War off Pay-per-view. Fun for the whole family, right? Dark humor. A message. And guns, which will keep the teenage boys quiet.
A good movie. But it was dark. No. Darker than that. Really, really dark. "Deer Hunter" dark. Made "Three Kings" look like a cartoon. After two hours I was depressed, and both kids had lost a little bit more of their innocence.
But then: a miracle. As we were getting ready to shut the TV off, we discovered "Godzilla: Final Wars."
Craptastic. Craptacular. The best thing that happened to me since I realized that "The Brain That Could Not Die" and "Attack of the Giant Leeches" are available as free (and possibly even legal) downloads from
Veoh.com
But enough leeches. What about Godzilla? you ask.
Actually, you're probably asking "Why?" instead of "What about…"
When number one son was little and having one of the many vomit-filled late nights that little kids have, where you doze with them on the couch while holding the bucket and passing the flat soda, we found a Japanese monster marathon on TV.
That night, Godzilla became a permanent member of the family.
It's hard not to love something so stupid, but with such a good heart. Rubber monsters stomp Tokyo. And stomp again. You may be sick on the couch, and you think your life is crummy, but at least you're not Japan.
And Godzilla introduced us to an incredible cast of characters. Biolante, the mutant rose bush, with the spirit of a scientist's daughter, but the DNA of Godzilla. I stand, in slack-jawed amazement, before that movie. A 60 foot tall, killer rose bush.
Eborah, the giant, killer shrimp. Not accompanied by the cocktail sauce monster. Not even a volcano of garlic butter. Just a menacing shrimp. A jumbo shrimp, but still a shrimp.
And mothra. Rainbow winged, and fuzzy. And a moth. Accompanied by singing pixies. And hedora, from Godzilla vs. the Smog monster, which also had psychedelic go-go dancing scenes.
There are a couple dozen movies, and each of them has some element that makes me go "What the Hell…" Our collection is not complete, but we're working on it. And I have children who turn off the subtitles and watch in Japanese.
Should we ever go to Japan, they are prepared. They can say "hello", "goodbye" and "Kaiju! Dai Kaiju! Gojira! AHHHHHHHHHHHHHHHH!" (Monster! Big Monster! Godzilla! AHHHHHHHHHHHHHHHH!") This will be really handy, if anything tries to step on us.
And thanks to Eborah, when dining, we'll be having the shrimp.
Of course, in the latest movie, turning off the subtitles would spoil the perfection of the film. I intended to walk away from that movie and get some work done. The fact that one of the main characters was a gruff-talking American with a Samarai sword was not particularly interesting. Of course, he would be speaking fluent English.
But how could he be hearing fluent Japanese? Everyone else was talking Japanese. But he was answering them in English. Was he reading the subtitle backwards? What the hell…
And then the strangely androgynous alien arrived, looking kind of like someone crossed "The Matrix", with "An Evening at La Cage."
and there was the hot biologist, whose working uniform was a red leather jacket and mini-skirt. And the reporter, who for some reason was carrying around the world's ugliest dog. And the mutant ninjas wearing the clear plastic body armour.
And the monsters. This was the final Godzilla movie, and 50 years worth of monsters arrived to do a star turn and curtain call, knocking over a couple of world landmarks before being dispatched by Big G.
Even the American Godzilla (known in our house as GINO for Godzilla in name only) had a scene or two. And a battle with the real Godzilla. A very brief battle. I guess they showed us who's boss when it comes to giant monsters.
And in the end, when the world was in smoking ruins, Godzilla walked off into the sunset. Literally.
And yet, it was passed over at Oscar time. Life is so unfair.
2 responses to "My own private Sundance"
Oh yes. How about the Japanese TV shows like Space Giants and Ultraman? Loved 'em.
And the USA Up All Night movies on Friday nights? So bad, yet so good.


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https://www.mrt.com/news/education/article/Native-American-curriculum-rolls-out-in-Oregon-14980673.php
Native American curriculum rolls out in Oregon classrooms
Updated 11:01 am CST, Thursday, January 16, 2020
EUGENE, Ore. (AP) — This month, Oregon's Department of Education finally rolled out the first pieces of new statewide curriculum on the history and culture of Native Americans in Oregon after lawmakers passed Senate Bill 13 in 2017 with the hope of remedying years of incomplete or inaccurate teachings.
This school year is the first time districts are required to implement the change in classrooms — but the curriculum is not yet available for all grades.
Because the department is "behind," it decided last week to do a soft roll-out this year with a hard implementation starting this summer, said April Campbell, the advisor to deputy state superintendent on Indian education.
But despite the delay in full implementation, local educators are excited for the positive impact the new curriculum will have on Native communities in local schools when it arrives.
"It just warms my heart and makes me happy. It makes me smile," said Brenda Brainard, who is a member of the Confederated Tribe of Coos, Lower Umpqua and Siuslaw Indians. "Having worked in Indian education for 25 years, I never thought this would happen — I never dreamed."
SB 13 is short and clear in its purpose: to ensure that all of Oregon's public schools have curriculum related to "the Native American experience in Oregon, including tribal history," according to the bill language.
Rachel Hsieh teaches fourth grade at Malabon Elementary School in Bethel School District. While waiting for the state's new curriculum, she and other fourth grade teachers at the school researched and dove deep into social media to find books highlighting Native American culture and history while still being suitable for young readers.
Here are some of the books related to tribal history she has in her classroom:
• "At the Mountain's Base" by Traci Sorell
• "Bowwow Powwow" by Brenda J. Child
• "Chester Nez and the Unbreakable Code, A Navajo Code Talker's Story" by Joseph Bruchac
• "Fry Bread, A Native American Family Story" by Kevin Noble Maillard
• "Gaawin Gindaaswin Ndaawsii, I Am Not A Number" by Jenny Kay Dupuis and Kathy Kacer
• "Go Show the World, A Celebration of Indigenous Heroes" by Wab Kinew
• "In the Footsteps of Crazy Horse" by Joseph Marshall III
• "Many Nations, An Alphabet of Native America" by Joseph Bruchac
• "Nibi Emosaawdang, The Water Walker" by Joanne Robertson
• "The People Shall Continue" by Simon J. Ortiz
• "Unstoppable, How Jim Thorpe and the Carlisle Indian School Football Team Defeated Army" by Art Coulson
This encompasses the history of topics such as sovereignty issues, Native culture, treaties and current events. The teachings must be historically accurate, "culturally relevant," and community-based.
This law follows similar mandates to teach tribal history enacted in Washington state in 2015 and Montana in 1999.
The state department's responsibility per the law was to work with the nine Native American tribes in Oregon to develop 45 lesson plans across all disciplines and grades, Campbell said. . The department also is required to provide professional development trainings to school districts about how to teach this curriculum.
The laws says districts are responsible for implementing in their schools a minimum of 15 of the 45 lessons available.
Although the curriculum is not yet available for all grades, the lessons that are available — for fourth, eighth and 10th graders — were put out by the department this month.
"We were hoping to have all 45 lessons up before the beginning of this school year and now we're just putting up some of the lessons this month," Campbell said.
There was supposed to be a hard rollout of the material — which is distributed through the department website — this year.
The primary delay on the curriculum development was due to extra time working with Native leaders to create the "Essential Understandings of Native Americans in Oregon," which are nine foundational topics, such as as sovereignty, treaties, genocide and identity, they decided the curriculum should be built on.
The law only states that the implementation of the curriculum must first start during the 2019-2020 school year, but does not dictate any other deadline within that year.
"We're encouraging districts to look at the lesson plans as they can," she said. "We've been doing professional development since last summer. ... There's still a significant need to continue to do professional development," so more will be provided this summer.
The state developed the curriculum with the input of Native leaders for 18 months, Campbell said.
"It's a 50,000-foot level (look) — critical, essential concepts that they wanted to make sure lesson plans were aligned to," she said. "These concepts are sovereignty, identity, federal laws and policies and genocide. So those essential understandings were developed with the intent as a framework as the lesson plans were created."
They purposely tried to form the curriculum around unraveling stereotypes and misconceptions about Native Americans and provide professional development that would reinforce to educators why this is important and instrumental in teaching a full image of history.
Native American curriculum can be taught in every class, educator Brainard said, beyond just social sciences and history.
As the director of the Natives Program in Eugene School District for 25 years, Brainard has taught on topics such as Native American dance in physical education classes, Native foods in health, basket weaving and totem carving in art, and native storytelling in language arts.
Last year she taught more than 500 lessons across all disciplines and grades, she said.
The history piece is, of course, still a major pillar of lessons, Brainard said. There's still much to be taught on topics such as restoration and termination, Native American housing, tribal comparisons and, of course, the expedition of Lewis and Clark.
"So much of our history here in Oregon, but for the whole United States is always East looking West," she said. "It's this magnificent expansion, and we rarely look at the West viewing what happened to the East.
"I always tell my students, that I want to be very clear that I think Lewis and Clark (are) heroes — but so is Sacagawea," Brainard said. "There are some inaccuracies, but there are also missing points — the wonderful contributions of the Indians, of the Native indigenous people that were here."
Bethel School District also has been working on incorporating tribal history since last year ahead of the state's rollout.
Rachel Hsieh teaches fourth grade at Malabon Elementary School. A teacher for 10 years, she has taught at Malabon for six, and worked this year to integrate conversations about tribal history with the direction of curriculum developed by Oregon's Confederated Tribes of Grand Ronde.
"A lot of times, students still come in with pictures of braids and feathers and not a lot of clothing, so we do a lot of 'What do Native Americans look like?'" Hsieh said, about dispelling stereotypes.
She has introduced new reading materials, territory map projects and information about Oregon's nine tribes.
"Kids just come in and are naturally so open-minded," Hsieh said. "I think it's our grown ups who have a harder time. ... Kids see the injustices faster."
Incorporating accurate Native American history and curriculum has helped students understand and recognize those injustices and struggles, she said.
While some districts, such as 4J and Bethel, already have been bringing a Native American perspective into some classrooms ahead of the law, there is still an anticipation and excitement among teachers and students for the new curriculum.
"We've been talking about it for two years now, and our students are just hungry for it," Brainard said. "The Native students, they're just waiting for it."
Students keep asking "When is it going to happen?" she said.
Since the curriculum hasn't rolled out in entirety yet educators haven't seen what kind of impact it may have, but are already hearing from students that they're excited about it. Native students also say they are ready to see themselves in Oregon's history.
"Our students perpetually say, 'Where's my place? In this history, where are we?'" Brainard said.
Hsieh has heard some of the same comments from students, which is why she has worked to incorporate perspective and materials by not only Native Americans, but also African Americans and Asian Americans.
"My classroom is very diverse so it's important for me to make sure they know they have a spot in the world and belong," she said. "A lot of our curriculum just isn't made with diverse perspectives ... To me, to not do this would feel like a disservice. So to me, it wasn't an option not to (teach the tribal history)."
Hsieh and Brainard are heartened by the fact that this curriculum will eventually be implemented in all grades and be more comprehensive than it has been in the past.
"Indian students say Indian history is taught fast. It's like one day or one minute or one class, and so the balance has been very lopsided," Brainard said. "And in addition to requiring authentic and accurate Native American history, this law put the focus on local tribes. So, it will give a real opportunity for students to understand the contributions and the fact that tribal people are still here right now ... right where they live."
Educators hope Native students will be able to see themselves in the history of Oregon and the U.S., and foster their own sense of identity as a Native student included in school discussions and activities.
"Having grown up in a kind of town where my tribe was — Coos Bay — it always talked about everybody else, and there was never a place for me," Brainard said. "I am so excited for our children to hopefully have the opportunity to find their place. I'm so happy the curriculum is finally out. It's almost not real."
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"You can't do this." "I can't? Then what's the point of being Edith Piaf?"
We conclude our Guess the Connection series with Olivier Dahan's 2007 biopic "La Vie en Rose." Do you know what connection this film has with our previous three — Syriana, Million Dollar Baby and L.A. Confidential? If so, listen to the end of this episode to hear what you need to do to win a Next Reel t-shirt!
Biopics come in a variety of shapes and sizes. Olivier Dahan's film "La Vie en Rose" detailing the life of Edith Piaf, one of France's greatest singers and international stars, is a whirlwind of a film. Unlike biopics that tell the story linearly, this one wraps its audience in and proceeds to take them on a wild ride all through Piaf's sadly short life, not so much focused on chronology as much as an emotional journey. It's a brazen way to tell the story but one that mostly works. Join us — Pete Wright and Andy Nelson — as we conclude our 4-part Guess the Connection series with Dahan's 2007 Oscar-winning film "La Vie en Rose." We talk about Marion Cotillard's performance, which drives this film and is, in our minds, the reason to watch it. We touch on the other performers, notably Gerard Depardieu and Emmanuelle Seigner, but how all of them are truly dwarfed by Cotillard's performance. We discuss the nature of biopics and how this story structure works in the world of this subgenre, then debate which type of biopic we find more successful. We chat about the cinematography by Tetsuo Nagata and how great it looks, along with several specific scenes that unfold in very creative ways. And we talk about Piaf's songs and Christopher Gunning's score, looking at the balance between the two and how the film doesn't feel the need to overwhelm us with every Piaf song out there. It's a strong story because of Piaf's life and Cotillard's performance and we have a great time talking about it. Tune in!


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Electronic Filing Services and Support.
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a team of passionate coffee professionals with an aim to offer exceptional coffee experiences in friendly and cosy surroundings.
In close collaboration with Copenhagen Coffee Lab, we roast our coffee beans on a Giesen drum roaster in a way that enchance and highlights their natural flavours and avoids the presence of undesired elements like dryness and (too much) bitterness.
We roast several times a week to ensure that the coffees on the shelves are always fresh.
Taste our selection of seasonal coffees in either of our two coffee bars, one located in the heart of Copenhagen and the other one located very close to Amager beach.
To brew our coffees we use some of the best machinery and water available on the market. Along with skilled baristas these are crucial elements in creating a great cup of coffee.
When buying green coffee beans we look for intense and aromatic flavors, usually with a very distinct fruit profile. We cooperate with Nordic Approach, partly because they do an excellent job sourcing high quality green beans and partly because they have a strong purchasing code of ethics, ensuring that the coffee farmers are paid a fair premium, above market rate, for their beans.


text:
The 2022 Winnipeg National Bank Challenger was a professional tennis tournament played on outdoor hard courts. It was the 5th edition of the tournament and part of the 2022 ATP Challenger Tour. It took place in Winnipeg, Manitoba, Canada between July 25 and July 31, 2022.

Singles main-draw entrants

Seeds

1 Rankings are as of July 18, 2022.

Other entrants
The following players received wildcards into the singles main draw:
 Gabriel Diallo
 Liam Draxl
 Jaden Weekes

The following players received entry from the qualifying draw:
  Juan Carlos Aguilar
  Alafia Ayeni
  Kyle Edmund
  Govind Nanda
  Zachary Svajda
  Evan Zhu

The following player received entry as a lucky loser:
  Sho Shimabukuro

Champions

Singles

 Emilio Gómez def.  Alexis Galarneau 6–3, 7–6(7–4).

Doubles

 Billy Harris /  Kelsey Stevenson def.  Max Schnur /  John-Patrick Smith 2–6, 7–6(11–9), [10–8].

References

2022 ATP Challenger Tour
2022
July 2022 sports events in Canada
2022 in Canadian sports

redpajama_set_name: RedPajamaWikipedia


text:
Sexual assault reports from Fort Bragg increased 28 percent
November 20, 2017 / 9:32 AM / CBS/AP
Sen. Gillibrand on sexual misconduct
RALEIGH, N.C. -- A summary released by the Department of Defense shows reports of sexual assault from Fort Bragg increased by 28 percent in 2016 over the year before.
The summary says Fort Bragg received 146 reports of sexual assault in 2016 compared to 114 reports in 2015.
The summary notes that the location of the assault and the location of the report don't necessarily coincide.
Zoo offers revenge on your ex for Valentine's Day
Royal Caribbean says video shows grandfather knew window was open
Woman dies after waiting hours in hospital emergency room
Investigation finds 47 dogs died after PetSmart grooming
"One of the features of the department's reporting program is that service members can report allegations of sexual assault at any time and at any place," Dr. Nate Galbreath, deputy director of the military's Sexual Assault Prevention and Response Office, said in a statement. "As a result, the number of reports listed for an installation doesn't necessarily mean that the alleged incident occurred there. A report could involve allegations for an incident that occurred while on deployment, while away on leave, or even prior to entering the military."
Camp Lejeune had 169 reports of sexual assault in 2016, compared to 164 the year before.
At Marine Corps Air Station Cherry Point, the number of reports dropped, from 49 in 2015 to 27 in 2016. Seymour Johnson Air Force Base had 13 reports in 2016, unchanged from the previous year.
Rep. Jackie Speier on combating sexual harassment
Last week, New York Democratic Sen. Kirsten Gillibrand reintroduced the Military Justice Improvement Act, which seeks to "professionalize how the military prosecutes ... sexual assault."
On "CBS This Morning" Thursday, Gillibrand said 59 percent of service members who reported sexual assault last year also reported experiencing retaliation for doing so.
"What we have to do is change the dynamic," Gillibrand said. "We don't want commanders making the decisions about which cases have to go forward to trial and which cases don't because those commanders are neither lawyers nor prosecutors nor trained, and they will have biases."
Gillibrand said that those decisions should be instead made by trained military prosecutors.
First published on November 20, 2017 / 9:32 AM


text:
Serenissima (din italiană: "prea-senina") se poate referi la:
 Denumirea atribuită Republicii Veneția în perioada renascentistă.
 Porecla echipei națională de fotbal din San Marino.


Duchateau introduced two new collections to their signature wood wall panel line, the Celestio and Celestio Legno Collections.
The flooring manufacturer collaborated with Madcap Cottage and Newport Cottages to supply flooring for the showcase.
One of the most crucial biophilic design considerations is choosing a flooring product that's made from natural materials, yet will last the test of time.
Edurus Tools' BigBlock is designed for the installation of glue-down hardwood flooring.
Shaw Industries Group has sold its solid hardwood flooring manufacturing facilities to Beasley Flooring Products.
Global engineered hardwood supplier Havwoods International recently announced the grand opening of its first Canadian showroom.
Horizon Forest Products has promoted Gaby Martinez to branch manager in Houston.
Pioneer Millworks has introduced UL GREENGUARD Gold engineered flooring and paneling line of products.


text:
Марија Елена Бело (; 18. април 1967) је америчка глумица.

Детињство и младост
Бело је рођена у Нористауну у Пенсилвинији, од мајке Кети учитељице и школске медицинске сестре и оца Џоа, предузимача. Њен отац је Американац италијанског порекла. Одрасла је у римокатоличкој радничкој породици и завршила је гимназију у Раднару у Пенсилванији. Касније похађа универзитет Виљанова. Желела је да постане адвокат, али из забаве почиње да похађа часове глуме. Брзо добија понуду да глуми у неколико позоришних комада на Бродвеју. После тога почиње да глуми у неколико телевизијских серија међу којима и у серији ЕР (Ургентни центар).

Каријера
До пробоја у њеној каријери долази након што јој Кери Ленхарт и Џон Сакмар додељују улогу у серији "Господин и госпођа Смит", чије емитовање серије је ипак прекинуто после само осам недеља. Након тога гостује у серији "ЕР" као др. Ана Дел Амико, после чега се придружује регуларној екипи серије и ту остаје целу једну сезону. Глумица потом почиње да ради и на филму, остварујући ролу у филму "Ружни којот". Номинована је за награду Златни глобус два пута: за најбољу споредну женску улогу у филму "Хладњак" (2003) и за најбољу главну женску улогу у филму "Историја насиља" (2005). Такође је глумила и у филму "Књижевни клуб Џејн Остин" тумачећи лик Жоселин. Бело глуми у филму "Мумија:Гробница змаја императора" 2008. године као Ејви О Конел уместо Рејчел Вајс.

Приватни живот
Бело има сина Џексон Блуа из дугогодишње везе са Деном Мекдермотом. Верила се музичарем Брином Музером јула 2008. године, али је раскинула веридбу октобра 2010. године. Према часописима њена најбоља другарица је Кери Ен Мос, најпознатија по улози у филму "Матрикс" која је кума њеном детету. Бело је активна и у хуманитарном раду, а посебно се истакла помажући женама на Хаитију након катастрофалног земљотреса који је погодио ту земљу.

Филмографија

|-
| 1998. || || -{Permanent Midnight}- || Кити ||
|-
| 1999. || Наплата дуга || -{Payback}- || Роузи ||
|-
| 2000. || || -{Duets}- || Сузи Лумис ||
|-
| 2000. || || -{Coyote Ugly}- || Лил ||
|-
| 2002. || || -{Auto Focus}- || Патриша Олсон/Патриша Крејн/Сигрид Валдис ||
|-
| 2003. || || -{The Cooler}- || Натали Белисарио ||
|-
| 2004. || || -{Secret Window}- || Еми Рејни ||
|-
| 2004. || || -{Silver City}- || Нора Олардајс ||
|-
| 2005. || || -{The Dark}- || Адел ||
|-
| 2005. || Насилничка прошлост || -{A History of Violence}- || Еди Стал ||
|-
| 2005. || || -{Assault on Precinct 13}- || Алекс Сејбиан ||
|-
| 2006. || || -{World Trade Center}- || Дона Маклогхлин ||
|-
| 2006. || || -{Flicka}- || Нел Маклагхлин ||
|-
| 2006. || || -{The Sisters}- || Марша Прајор Грас ||
|-
| 2006. || || -{Thank You For Smoking}- || Поли Бејли ||
|-
| 2007. || Лептир на точку || -{Butterfly on a Wheel}- || Аби Ворнер ||
|-
| 2007. || || -{Nothing is Private}- || Гејл ||
|-
| 2007. || || -{The Jane Austen Book Club}- || Џоселин ||
|-
| 2008. || Мумија: Гробница Змаја Императора || -{The Mummy: Tomb of the Dragon Emperor}- || Евелин Карнахан О`Конел ||
|-
| 2010. || Маторани || -{Grown Ups}- || Сали Ламонсоф ||
|-
| 2013. || Маторани 2 || -{Grown Ups 2}- || Сали Ламонсоф ||
|-
| 2013. || Затвореници || -{Prisoners}- || Грејс Довер ||
|-
| 2016. || Макс Стил || -{Max Steel}- || Моли Макграт ||
|-
| 2016. || Кад се угасе светла || -{Lights Out}- || Софи ||
|}

Спољашње везе

Рођени 1967.
Америчке глумице
Добитници награде Сателит
Биографије живих особа


For everyone who has ever said "I don't have time to relax," Alissa Okrent's newest program, Your Energetic Blueprint, will provide tips to feel calm, clear and focused while learning to relax and breathe.
On Wednesday, March 4, from 9:30 am - 12 pm at the Parsippany-Troy Hills Public Library, Certified Life Coach Alissa Okrent will present her techniques for focusing on what is most important, making better decisions and enjoying time with family and friends.
Alissa earned a degree in psychology from Clark University and has 25 years of experience as a fitness and wellness professional. She received a BCC credential in Life Coaching, a certified fitness trainer through American Council on Exercise since 1987 and most recently has completed her Master Certification as a Soul Language Practitioner.
As an intuitive coach, Alissa uses Soul Language as one of her tools to help individuals get off the treadmill of self-sabotage and guide them in aligning with purpose, gain clarity and create an action plan that works for their lifestyle with Confidence. Through her own life's journey, she has evolved a passion and commitment to sharing her special gift for overcoming day-to-day struggles, defusing tension, relaxing, laughing and moving with grace and ease by aligning mind, body and spirit.
Through her program, Confidence Compass™, Alissa Okrent helps individuals maximize their life enjoyment, productivity and success. For more information, visit www.confidencecompass.com.


text:
Farming patriarch defends trading insolvent claim
by Darren Cartwright
A FARMING empire patriarch has responded to claims he and the company he was a director of traded while insolvent for 11 months.
Giatano (Guy) Barbera has vigorously disputed the allegations in papers lodged in the District Court this month in which he has asked for a judge only trial.
Mr Barbera and his company Barbera Holdings are being sued for more than half a million dollars by the liquidator of Barbera Transport for trading insolvent over an 11 month period.
Mr Barbera was the director of Barbera Transport, one of more than a dozen companies under his directorship, when it went into liquidation in February 2017 with debts of more than $800,000.
For almost 50 years the Barbera family have been farming in the Bundaberg region, but patriarch Giatano (Guy) has seen several of his companies face liquidation Photo: Robyne Cuerel.
It was one of four companies of Mr Barbera's that has been placed in liquidation with alleged debts totalling more than $9 million.
Barbera Transport's liquidator John Goggin from Worrells lodged a claim against Mr Barbera and Barbera Holdings in the District Court on May 3.
The Barbera's have been farming zucchinis, capsicum and tomatoes in the Bundaberg region for almost 50 years.
The claim alleged Barbera Transport traded insolvent from March 2016 until it was wound up on February 2017 and also paid moneys from the sale of equipment and machinery to companies that were "not related to specific invoices".
The liquidator claimed Barbera Transport disposed of the majority of its plant and equipment in May 2016 and the proceeds were insufficient to enable the company meet all of its obligations.
Mr Barbera was also the director of Barbera Fresh (with debts of more than $5.7 million), IPG Global ($1 million) and Barbera Properties ($1.45 million) as well as Barbera Transport.
In Mr Barbera's response, part of his the defence included denying that Barbera Holdings was at all times the holding company.
It also stated that the company was not "insolvent at all times' and did not admit to incurring debts totalling $586,295.72.
Guy Barbera's racing car driving son Mason has been a success in and out of the paddock. The 21-year-old runs M & R Farms while also holding down a career as promising Supercar driver. Picture: Supplied
Mr Barbera claimed that the company "was reliant on a farming enterprise with seasonal revenue" and "had a history of paying its creditors on extended terms that reflected seasonal income".
The liquidator claimed the company paid certain creditors round sum payments that were not related to specific invoices.
The payments included $40,000 to Barbera Fresh in May 2016 and two separate amounts of $80,000 and $29,000 to IPG Global in June 2016.
The debts totalling $586,295, that were allegedly incurred while trading insolvent, include $138,257 to the ATO, $19,066 to the Office of State Revenue and $421,615 to IPG Global.
It was also claimed that the company defaulted on repayment arrangements with the Australian Taxation Office on four occasions.
It also claimed the company defaulted on its obligations with the Queensland Office of State Revenue.
In Mr Goggin's reply on June 10 he claimed Mr Barbera became the sole shareholder in Barbera Transport in May 2012.
A trial date has not been set.
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text:
Sex, Math and Scientific Achievement
Why do men dominate the fields of science, engineering and mathematics?
By Diane F. Halpern, Camilla P. Benbow, David C. Geary, Ruben C. Gur, Janet Shibley Hyde, Morton Ann Gernsbacher on October 1, 2012
For years blue-ribbon panels of experts have sounded the alarm about a looming shortage of scientists, mathematicians and engineers in the U.S.—making dire predictions of damage to the national economy, threats to security and loss of status in the world. There also seemed to be an attractive solution: coax more women to these traditionally male fields. But there was not much public discussion about the reasons more women are not pursuing careers in these fields until 2005, when then Harvard University president Lawrence Summers offered his personal observations.
He suggested to an audience at a small economics conference near Boston that one of the major reasons women are less likely than men to achieve at the highest levels of scientific work is because fewer females have "innate ability" in these fields. In the wake of reactions to Summers's provocative statement, a national debate erupted over whether intrinsic differences between the sexes were responsible for the underrepresentation of women in mathematical and scientific disciplines.
As a group of experts with diverse backgrounds in the area of sex differences, we welcome these ongoing discussions because they are drawing the public's attention to this important issue. In this article, we present an analysis of the large body of research literature pertaining to the question of female participation in these fields, information that is central to understanding sex differences and any proposal designed to attract more women to the science and mathematics workforces. Contrary to the implications drawn from Summers's remarks, there is no single or simple answer for why there are substantially fewer women than men in some areas of science and math. Instead a wide variety of factors that influence career choices can be identified, including cognitive sex differences, education, biological influences, stereotyping, discrimination and societal sex roles.
It does not take a Ph.D. to see how making fuller use of female talent would go a long way toward increasing the number of scientific workers. In the U.S., for example, women made up 46 percent of the workforce in 2007 but represented only 27 percent of those employed in science and engineering. One reason Summers's comment upset many people was its implication that any attempt to close this gap was futile. If most women are naturally deficient in scientific ability, then what could be done? But this seemingly simple interpretation contains two misconceptions.
First, there is no single intellectual capacity that can be called "scientific ability." (For simplicity, we will often use the term "scientific" to refer to skills important to work in the fields of science, technology, engineering and mathematics.) The tools needed for scientific achievement include verbal abilities such as those required to write complex journal articles and communicate well with colleagues; memory skills such as the ability to understand and recall events and complex information; and quantitative abilities in mathematical modeling, statistics, and visualization of objects, data and concepts.
Second, if women and men did demonstrate differences in these talents, this fact would not mean these differences were immutable. Indeed, if training and experience did not make a difference in the development of our academic skills, universities such as Harvard would be accepting tuition from students under false pretenses.
One of the confusing things about the field of sex differences is that you can arrive at very different conclusions depending on how you decide to assess abilities. Women clearly have the right stuff to cut it academically. They have constituted the majority of college enrollments in the U.S. since 1982, with the attendance gap widening every year since then. Similar trends are occurring in many other countries. Furthermore, women receive higher average grades in school in every subject—including mathematics and science.
Despite their success in the classroom, however, women score significantly lower on many standardized tests used for admissions to college and graduate school. The disparity in male-female enrollment in science and related fields grows larger at advanced levels of the education system. For example, in the late 1990s women represented 40 percent of undergraduates in science at the Massachusetts Institute of Technology but only 8 percent of the faculty.
Defining Sex Differences
Because grades and overall test scores depend on many factors, psychologists have turned to assessing better-defined cognitive skills to understand these sex differences. Preschool children seem to start out more or less even because girls and boys, on average, perform equally well in early cognitive skills that relate to quantitative thinking and to knowledge of objects in their surrounding environment.
Around the time school begins, however, the sexes start to diverge. By the end of grade school and beyond, females perform better on most assessments of verbal abilities. In a 1995 review of the vast literature on writing skills, University of Chicago researchers Larry Hedges (now at Northwestern University) and Amy Nowell put it this way: "The large sex differences in writing … are alarming. The data imply that males are, on average, at a rather profound disadvantage in the performance of this basic skill." There is also a female advantage in memory of faces and in episodic memory—memory for events that are personally experienced and are recalled along with information about each event's time and place.
There is another type of ability, however, in which boys have the upper hand, a skill set referred to as visuospatial: an ability to mentally navigate and model movement of objects in three dimensions. Between the ages of four and five, boys are measurably better at solving mazes on standardized tests. Another manifestation of visuospatial skill in which boys excel involves "mental rotation," holding a three-dimensional object in memory while simultaneously transforming it [see illustration above]. As might be expected, these capabilities also give boys an edge in solving math problems that rely on creating a mental image.
Indeed, of all the sex differences in cognitive abilities, variation in quantitative aptitude has received the most media attention. This popular fascination is, in part, because mastery of these skills is a prerequisite for mathematically intensive disciplines such as physics and engineering. And, as Summers suggested, if women were disadvantaged in these skills, it would go a long way to explaining why women are typically underrepresented in these fields. But the data are much less clear-cut.
As we said before, females get higher grades in math classes at all grade levels and also do slightly better on international assessments in algebra, perhaps because of its languagelike structure. But boys shine on the math part of the SAT—resulting in a difference of about 40 points that has been maintained for over 35 years. When all the data on quantitative ability are assessed together, however, the difference in average quantitative ability between girls and boys is actually quite small. What sets boys apart is that many more of them are mathematically gifted.
At first, this statement seems almost paradoxical. If boys and girls are, on average, equally skilled at math, how could there be greater numbers of gifted boys? For reasons that are not yet fully understood, it turns out that males are much more variable in their mathematical ability, meaning that females of any age are more clustered toward the center of the distribution of skills and males are spread out toward the ends. As a result, men outnumber women at the very high—and very low—ends of the distribution. Data from the Study of Mathematically Precocious Youth exemplify this phenomenon. In the 1980s one of us (Benbow), along with the late psychologist Julian C. Stanley, who founded this study at the Johns Hopkins University Center for Talented Youth, observed sex differences in mathematical reasoning ability among tens of thousands of intellectually talented 12- to 14-year-olds who had taken the SAT several years before the typical age.
Among this elite group, no significant differences were found on the verbal part of the SAT, but the math part revealed sex differences favoring boys. There were twice as many boys as girls who achieved math scores of 500 or higher (out of a possible score of 800), four times as many boys who received scores of at least 600, and 13 times as many boys who had scores of at least 700 (putting these test takers in the top 0.01 percent of 12- to 14-year-olds nationwide).
Although it has drawn little media coverage, dramatic changes have been occurring among these junior math wizards: the relative number of girls among them has been soaring. The ratio of boys to girls, first observed at 13 to 1 in the 1980s, has been dropping steadily and is now only about 3 to 1. During the same period the number of women in a few other scientific fields has surged. In the U.S., women now make up half of new medical school graduates and 75 percent of recent veterinary school graduates. We cannot identify any single cause for the increase in the number of women entering these formerly male-dominated fields, because multiple changes have occurred in society over the past several decades.
This period coincides with a trend of special programs and mentoring to encourage girls to take higher-level math and science courses. And direct evidence exists that specifically targeted training could boost female performance even further. A special course created by engineering professor Sheryl A. Sorby and mathematics education specialist Beverly J. Baartmans at Michigan Technological University, for example, targeted improvement in visuospatial skills. All first-year engineering students with low scores on a test of this ability were encouraged to enroll in the course. This enrollment resulted in improved performance in subsequent graphics courses by these students and better retention in engineering programs, which suggests that the effects persisted over time and were of at least some practical significance for both women and men.
The Role of Biology
Decades of data from studies of different animal species show that hormones can play a role in determining the cognitive abilities that males and females develop. For example, during typical prenatal male development, high levels of hormones such as testosterone masculinize the developing brain and result in male-typical behaviors and probably male patterns of cognitive performance.
More recent studies have shown that hormones continue to play a role in cognitive development throughout life. Such changes have been observed in individuals receiving large quantities of male or female hormones in preparation for sex-change surgery. Researchers found, for example, that people undergoing female-to-male hormone treatment show "masculine" changes in their cognitive patterns: improvements in visuospatial processing and decrements in verbal skills.
The human brain is shaped by these hormones, as well as by our genetic inheritance and a lifetime of experiences, so it should not be surprising that numerous differences appear in female and male brains. In general, females have a higher percentage of gray matter brain tissue, areas with closely packed neurons and fast blood flow, whereas males have a higher volume of connecting white matter tissue, nerve fibers that are insulated by a white fatty protein called myelin. Furthermore, men tend to have a higher percentage of gray matter in the left hemisphere, whereas no such asymmetries are significant in females.
Imaging studies assessing brain function support the notion that females perform better on tasks such as language processing that call on more symmetric activation of brain hemispheres, whereas males excel in tasks requiring activation of the visual cortex. Even when men and women perform the same task equally well, studies suggest that they sometimes use different parts of their brain to accomplish it.
It is important to emphasize, though, that finding sex differences in brain structures and functions does not suggest these are the sole cause of observed cognitive differences between males and females. Because the brain reflects learning and other experiences, it is possible that sex differences in the brain are influenced by the differences in life experiences that are typical for women and men.
Ladies' Choice
Of course, even if you're smart, you might not want to be a scientist. Studies of mathematically gifted youth are of special interest to understanding the psychology of career choice because, within this sample, there is little doubt that each boy and girl has the capacity to excel in science. What leads one little Einstein to choose electrical engineering and the other law? A 10-year study of 320 profoundly gifted individuals (top one in 10,000) found that those whose mathematical skills were stronger than their verbal ones (even though they had very high verbal ability) said math and science courses were their favorites and were very likely to pursue degrees in those areas. On the other hand, those kids whose verbal skills were even higher than their math skills said humanities courses were their favorites and most often pursued educational credentials in the humanities and law.
It appears then that highly gifted kids ask themselves, "What am I better at?" rather than "Am I smart enough to succeed in a particular career?" This finding provides some insight into sex differences. Among precocious children, boys more frequently exhibit a "tilt" favoring mathematical and related abilities compared with verbal aptitude. Encouraging more balanced gifted students to keep science and technology fields open as options may help top off the pipeline with more high-achieving female and male students.
It is true that multiple psychological and social factors play a part in determining career direction. People's individual expectations for success are shaped by their perception of their own skills. One factor in forming our self-perception is how authority figures such as teachers and parents perceive and respond to us. A 1992 study by psychology professors Lee Jussim of Rutgers University and Jacquelynne Eccles of the University of Michigan found that the level at which teachers rated a student's mathematical talent early in the school year predicted later test scores—even when objective measures of ability were at odds with the teacher's perception. This study and others suggest that stereotypes of science as masculine may prejudice educators against girls from the start.
The Enduring Glass Ceiling
Perhaps most troubling is the thought that a skilled, confident scientist could climb to the top and still face discrimination when she gets there. Nevertheless, plenty of research suggests that people's perception of a job as stereotypically masculine or feminine results in a bias in hiring and compensating candidates or employees who are male and female, respectively. Even though social psychologists agree that the overt sexism that existed decades ago in the U.S. and in many other countries is now rare, they say it has been replaced by unconscious sexism in some situations.
The real-world impact of covert biases on female achievement in science is not well studied because of the shroud of secrecy surrounding peer review, the process by which many aspects of a scientist's career—awarding of grants, acceptance of academic papers for publication and decisions about hiring—are judged by a panel of other, often anonymous, scientists.
There has been one thorough study of the real-world peer-review process. Biologists Christine Wennerås and Agnes Wold of the University of Gothenburg gained access to the Swedish Medical Research Council's data on postdoctoral fellowship awards only after a battle in court. Shortly before the investigators published their study in 1997, the United Nations had named Sweden the leading country in the world with respect to equal opportunities for men and women. Even so, men dominated Swedish science. At the time, women received 44 percent of Swedish biomedical doctoral degrees but held only 25 percent of postdoctoral positions and 7 percent of professional positions.
What Wennerås and Wold discovered was shocking. Female applicants received lower mean scores in all areas in which they were evaluated: scientific competence, quality of proposed methodology and relevance of the research proposal. It was possible that the women applicants were less qualified. To test this possibility, the investigators computed scientific productivity based on the applicant's total number of publications, number of first-author publications, quality of each publication and number of times other scientific papers cited their work. By these measures, the most productive group of female researchers was rated as comparable in ability to the least productive male researchers. All other women were rated below all the men.
The authors of this study concluded that the peer-review process in what is arguably the most gender-equal nation in the world is rife with sexism. These results provide a strong rationale for making the peer-review process more transparent. Despite these findings, which were published in the top-ranked international scientific journal Nature, there has been no progress toward making the peer-review process more open.
Finally, we cannot consider success at work without considering the effort needed for families to function and maintain a home. Even when husbands and wives both work full-time, women continue to assume most of the child care duties and to shoulder most of the responsibility for tending to sick and elderly family members. Women work, on average, fewer hours per week and spend more time on family and household tasks than comparably educated men do. For women, having children is associated with lower income and a reduced probability of attaining tenure. In contrast, men show a slight tendency to benefit professionally when they become fathers. Therefore, the different roles that women and men play in family care can also explain their differential participation in demanding careers.
If Larry Summers's comments had one appealing feature, it was the benefit of simplicity. If the lack of women in science were a reflection, in part, of lack of ability, then the take-home lesson would seem to be that we can do nothing but accept the natural order of things.
As this article shows, however, the truth is not so simple. Both sexes, on average, have their strengths and weaknesses. Nevertheless, the research argues that much could be done to try to help more women—and men for that matter—excel in science and coax them to choose it as a profession. The challenges are many, requiring innovations in education, targeted mentoring and career guidance, and a commitment to uncover and root out bias, discrimination and inequality. In the end, tackling these issues will benefit women, men and science itself.
This article was originally published with the title "Sex, Math and Scientific Achievement" in SA Special Editions 21, 2s, 26-33 (May 2012)
doi:10.1038/scientificamericanbrain0512-26
(Further Reading)
The Science of Sex Differences in Science and Mathematics. Diane F. Halpern, Camilla P. Benbow, David C. Geary, Ruben C. Gur, Janet Shibley Hyde and Morton Ann Gernsbacher in Psychological Science in the Public Interest, Vol. 8, No. 1, pages 1–51; August 2007.
(The Authors)
DIANE F. HALPERN is a psychologist at Claremont McKenna College. CAMILLA P. BENBOW is dean of education and human development at Vanderbilt University. DAVID C. GEARY is a psychologist at the University of Missouri. RUBEN C. GUR is a psychologist at the University of Pennsylvania. JANET SHIBLEY HYDE and MORTON ANN GERNSBACHER are psychologists at the University of Wisconsin–Madison.
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text:
import {Component} from "@angular/core";
import {RouteConfig, ROUTER_DIRECTIVES} from '@angular/router-deprecated';

import {HomeComponent} from "./home/index";
import {TravelComponent} from "./travel/index";

@RouteConfig([
    { path: '/', name: 'Home', component: HomeComponent},
    { path: '/login', name: 'Login', component: HomeComponent, data: {signInOnly: true}},
    { path: '/travel', name: 'Travel', component: TravelComponent}
])
@Component({
    selector: 'body',
    template: `<router-outlet></router-outlet>`,
    directives: [ROUTER_DIRECTIVES]
})
export class AppComponent {
}

redpajama_set_name: RedPajamaGithub


text:
'Boo at the Beach' seeks volunteers, candy
Kirsten Swann
The Beach Lake Chalet on Sept. 26, 2017. (Star photo by Kirsten Swann)
A gate blocks trails at Beach Lake Park on Sept. 26, 2017. (Star photo by Kirsten Swann)
Fall is in the air, which means the Eagle River-Chugiak Parks and Recreation Department is preparing for its most popular Halloween tradition – Beach Lake Park's third annual Boo at the Beach.
The community event features a haunted trail, games and plenty of candy. Parks manager Karen Richards said she expects this year's festivities to attract some 700 kids. All those trick-or-treaters require about 21,000 pieces of candy, Richards said, and the parks department is currently seeking donations.
"Last year we ran out, and I had some reserves in my truck for the 'Oh, God' moment," Richards said. "We used every bit of it."
The parks department is also looking for volunteers to help hand out candy, scare passersby on the haunted trail, direct traffic and crowds and help set up and take down the event, Richards said.
This year's Boo at the Beach is scheduled to take place Oct. 14 from 5-10 p.m. at the Beach Lake Chalet, with the trick-or-treat trail opening at 5:30 p.m. and the haunted trail beginning at 7 p.m. Admission is $5 to the trick-or-treat trail and $10 to the haunted trail: Advance tickets can be purchased with cash or credit card at the Eagle-River Chugiak Parks and Recreation office through Oct. 13, while day-of tickets are cash only. When all is said and done, park officials expect hundreds of Chugiak-Eagle River families to attend the Saturday evening event.
"It's a huge endeavor, and it's very well received by the community so I want to keep it going," Richards said.


Large-scale mining in the buffer zone of Similipal Biosphere in Mayurbhanj district is threatening the wildlife and flora and fauna of the second largest tiger reserve in the country.
Despite crores being spent in the name of conservation and the Project Tiger, wildlife activists said illegal mining was causing irreparable damage to tiger habitat and the sanctuary's ecosystem.
With Justice M B Shah Commission looking into the mining lease irregularities in Odisha, citing at least 38 mines of the total 41 mines in Mayurbhanj district fell in the buffer zone of the biosphere, environmentalists expressed concern over depleting ecology.
It is alleged that illegal mining is on in the protected area flouting the directive of the Ministry of Environment and Forests (MoEF), which in 2002 had directed not to carry out any mining activities in the buffer zone. Similipal has critical tiger habitat, known as core area extending over 1,194.75 sq km and a buffer area of 1,555.25 sq km. As per the MoEF directive, no mining is allowed within 10 km radius of the Similipal biosphere.
Environmentalist Prasanta Kumar Padhi claimed four iron ore and manganese mines are operating in Sulei Hills close to the biosphere. "But surprisingly neither the mining officials nor the Odisha State Pollution Control Board (OSPCB) has taken any action against it. There are at least 38 mines including iron ore, manganese, quartz and quartzite inside the buffer zone," he said.
Similipal has been included in the UNESCO's Worldwide Network of Biosphere Reserves.
Padhi said the mining area inside it comes under the purview of the Forest Conservation Act, 1980, and hence mining cannot be allowed in such a patch with good forest growth, irrespective of its ownership and classification.
Earlier protesting mining inside the biosphere, the Mayurbhanj Jungle Suraksha Mahasangha had petitioned the Central Empowered Committee of the Supreme Court in 2008 and the committee too had directed the MoEF to probe the matter and submit a report.


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Paul Abels
Professor by special appointment Governance of Intelligence and Security Services
Prof.dr. P.H.A.M. Abels
p.h.a.m.abels@fgga.leidenuniv.nl
Prof.dr. Paul H.A.M. Abels (1956) is Professor by special appointment of Governance of Intelligence and Security Services at the Institute of Security and Global Affairs (ISGA) at Leiden University (Campus The Hague).
Extension number: 5869
More information about Paul Abels
16 February 2018 Professor warns about risk of politicising security services
Prof.dr. Paul H.A.M. Abels (1956) is Professor by special appointment of Governance of Intelligence and Security Services at the Institute of Security and Global Affairs (ISGA) at Leiden University (Campus The Hague). His research interests include the management and operation of intelligence and security services, the supervision of the intelligence and security services and their role and position in the wider security system, and intelligence leadership. He conducts research on the gathering of information as a profession and the ethics of intelligence gathering. Abels holds a PhD in church history and has over thirty years' experience as an intelligence producer (with the BVD and AIVD)and as an intelligence consumer (with the NCTb and NCTV).
Paul Abel teaches on the Minor Intelligence Studies and is developing an introductory course on the intelligence and security services. The endowed professorship is established by the Stichting Leerstoelen Intelligence Studies (Foundation Academic Chairs Intelligence Studies) and is partly made possible by the Dutch National Coordinator for Security and Counterterrorism.
Besides his position as professor by special appointment Abels is also a senior advisor to the NCTV and involved in The Netherlands Intelligence Studies Association (NISA).
Faculty Governance and Global Affairs
Institute of Security and Global Affairs
Wijnhaven
Turfmarkt 99
2511 DP The Hague
Room number 4.21
Nationaal Coördinator Terrorismebestrijding en Veiligheid raadadviseur
Intelligence and Security


Here are however a few tips and suggestions on dating a divorced dad and making a success of it. Accept that he is going to be busy Much like single moms, a divorced man with primary custody of his children will also be striving to balance work, home and kids.
This effectively means that sometimes you might need to wait alone at a restaurant table while your partner excuses himself to make a call home.
If he has a friendly relationship with his ex, how friendly is it? The ex dropped by, came into the home and maybe even had a key!
Privacy in the home becomes difficult because angry mothers tend to interrogate their children when they return home from Dad's house.
Categories Getting complete picture of the beach and boardwalk in atlantic city looking for a short time or 7.


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Bangladesh's economy is projected to grow 6.9 per cent in fiscal year 2022- 23 thanks to strong export growth and a rebound in domestic demand, the World Bank (WB) said in its Global Economic Prospects released. Dhaka and Chittagong are the principal financial centers of the country, being home to the Dhaka Stock Exchange and the Chittagong Stock Exchange. The financial sector of Bangladesh is the second largest in the subcontinent. Bangladesh is one of the world's fastest growing economy. The country has pursued export-oriented industrialisation, with its key export sectors include textiles, shipbuilding, fish and seafood, jute and leather goods. It has also developed self-sufficient industries in pharmaceuticals, steel and food processing. Over the last 50 years since independence Bangladesh has made lot of strides in the Health Sector. Visibly there is proliferation in health infrastructures - medical colleges, medical university, private medical colleges, private clinics, private hospitals, district hospital, rural health centers and community clinics.
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text:
Diary of a Scribbler
A Good Deal of Confusion
On July 21, 2018 By Jeff WillsIn Arts & Letters, History, War
Mark Twain at the time of the Civil War
I knew Mark Twain had served briefly in the confederate army when the Civil War broke out in 1861. He served 2 weeks, had enough of "retreating," so he abandoned the confederate army and headed West (Nevada) with his brother to sit out the war. I had read about Twain's Civil War service only in secondary material, but recently I finally got around to reading Twain's own essay on his Civil War experience in a piece he called The Private History of a Campaign that Failed.
I should note, Twain grew up in Missouri, a slave state and largely southern in culture, and was piloting steamboats on the Mississippi River when the war broke out.
After reading Twain's story, I couldn't help but post the second paragraph, a model specimen of Twain's humor and charm as a writer:
Out west there was a good deal of confusion in men's minds during the first months of the great trouble, a good deal of unsettledness, of leaning first this way then that, and then the other way. It was hard for us to get our bearings. I call to mind an example of this. I was piloting on the Mississippi when the news came that South Carolina had gone out of the Union on the 20th of December, 1860. My pilot mate was a New Yorker. He was strong for the Union; so was I. But he would not listen to me with any patience, my loyalty was smirched, to his eye, because my father had owned slaves. I said in palliation of this dark fact that I had heard my father say, some years before he died, that slavery was a great wrong and he would free the solitary Negro he then owned if he could think it right to give away the property of the family when he was so straitened in means. My mate retorted that a mere impulse was nothing, anyone could pretend to a good impulse, and went on decrying my Unionism and libeling my ancestry. A month later the secession atmosphere had considerably thickened on the Lower Mississippi and I became a rebel; so did he. We were together in New Orleans the 26th of January, when Louisiana went out of the Union. He did his fair share of the rebel shouting but was opposed to letting me do mine. He said I came of bad stock, of a father who had been willing to set slaves free. In the following summer he was piloting a Union gunboat and shouting for the Union again and I was in the Confederate army. I held his note for some borrowed money. He was one of the most upright men I ever knew but he repudiated that note without hesitation because I was a rebel and the son of a man who owned slaves.
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An 18-year-old from Iceland teen was killed on Monday afternoon while riding on a rollercoaster at Benidorm's Terra Mitica theme park with his father and brother, officials said.
The teen was killed when his harness came undone while he was riding an attraction known as "Hell" — a ride which includes 360 degree turns, and travels at speeds of up to 60kph (37mph).
"We received a call at 4:45 pm because an 18-year-old man, who was Icelandic, apparently because of a fault in the seat's harness, was thrown out," said a source at Alicante provincial police station.
"He hit the ground and died shortly afterwards in the ambulance," the source told news agency AFP.
It is not yet known whether the teen's harness had not been properly secured, or whether a mechanical fault was to blame, local daily Levante reported.
This is the first fatal accident at Terra Mitica since its opening in 2000. The "Hell" rollercoaster was opened in 2007.
Park authorities said on Monday the ride was properly certified and daily inspections were carried out on the ride. Terra Mitica did not know the causes of the accident, management added.
The park also said it had contacted the German manufacturer of the ride asking for its engineers to investigate the causes of Monday's tragedy.


text:
Enriquebeltrania es un género de plantas con flores con dos especies perteneciente a la familia Euphorbiaceae, dentro de la subfamilia Acalyphoideae. Son nativas del sur de México.

Taxonomía
El género fue descrito por Jerzy Rzedowski y publicado en Boletín de la Sociedad Botánica de México 38: 75. 1979[1980]. La especie tipo es: Enriquebeltrania crenatifolia (Miranda) Rzed.

Especies aceptadas
A continuación se brinda un listado de las especies del género Enriquebeltrania aceptadas hasta octubre de 2012, ordenadas alfabéticamente. Para cada una se indica el nombre binomial seguido del autor, abreviado según las convenciones y usos.

 Enriquebeltrania crenatifolia (Miranda) Rzed.
 Enriquebeltrania disjuncta De-Nova & Sosa

Referencias

Adelieae