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Jewish Comedian Violently Threatened, Called 'Dirty Yid' by Arsenal Soccer Fans in London Bar
Katie Price, left, and her friend Jamie D'Souza wearing Arsenal jerseys on Sunday morning before she was verbally harassed by other Arsenal fans. Photo: Instagram.
A Jewish comedian was repeatedly verbally harassed and threatened on Sunday at a bar in the United Kingdom by fans of Britain's Arsenal soccer team who were chanting an offensive anti-Jewish slur.
Seeing the entire bar join in with the antisemitic chants was "horrendous," Katie Price, 26, told The Algemeiner.
"Having to run a gauntlet of men shouting 'go home, Yiddo' is something I'll never forget," she added. "I burst into tears immediately outside."
The incident is now being investigated by Metropolitan Police Service officers after Price contacted the Community Security Trust, a non-profit that provides counsel and security services to British Jews.
Raunchy Israeli TV Series About Orthodox Woman's Escapades in Israel Premieres at Sundance Film Festival
The first four episodes of a new Israeli comedic television series being screened at the 2023 Sundance Film Festival are...
Price went with friends, including fellow comedian Jamie D'Souza, on Sunday to the Arsenal bar The Cally in Islington to watch the soccer team's game against Tottenham Hotspurs. The comedian and D'Souza were wearing shirts in support of Arsenal and the bar was full of other Arsenal fans.
Then Price, a lifelong Arsenal fan, heard a group of male Arsenal fans at the bar chanting "we hate Tottenham" but ending the chant with the racist slur "yiddo, yiddo, yiddo," with is an insulting reference to Spurs' large Jewish fanbase. She at first ignored it but when the chants continued, she approached the group and told them not to include the antisemitic remark in their chants. She told them, "no need to say that last bit."
At that point, "upon finding out I'm Jewish, a group of much older men started calling me a 'dirty f__king yid' and a 'Tottenham supporting yiddo,'" she recalled in an Instagram post. "They squared up to me, tried to pull my Arsenal shirt off, made repeated threats to beat us both up and repeatedly chanted 'dirty yids' at me."
The racist group of Arsenal fans also told D'Souza to "take his girl out," Price told The Algemeiner. She said the bar's manager then asked her and D'Souza to leave his establishment, and as they left they heard people "from the entire pub" chanting "off you go, yiddo.'" She thinks that the manager did nothing to reprimand the racist group of Arsenal fans because "he was scared of them."
In her Instagram post, Price said she was sharing what happened to her "because I KNOW there will have been hundreds of Arsenal pubs with chants of 'yiddo' which weren't called out." She urges people to "please, please, call it out when you hear it. It's a hate crime."
She also hopes that Arsenal's leadership will take action regarding the incident. She told The Algemeiner, "I think a cultural change is really needed. I think I'd like to see a statement from the club and a zero tolerance policy. One strike and you're out."
Speaking to Britain's Jewish News, The Cally's manager denied that Price was asked to leave the bar and said his staff's main concern during the confrontation was preventing any violence from ensuing. He added that he did not hear any of the threats made by the group of men to Price on Sunday.

redpajama_set_name: RedPajamaCommonCrawl


text:
Q: UWP Motion Controller input without Unity I'm writing a UWP application which I want to be able to use also in the Mixed Reality environment as a slate. It's not a 3D app.
All works well except that I would like to take advantage of the motion controller buttons as shortcuts. Everywhere I'm looking, I find an interface for Unity but I can't seem to find anything that would allow to me access the Motion Controller directly from my C# program.
Is it at all possible? And if yes, any pointers in the right direction would be greatly appreciated.
And please... don't ask me why I'm doing this... I'm starting to wonder myself but the project is well advanced and I want to finish it well.

A: It's possible to access motion controllers from UWP without Unity.
There is class SpatialInteractionManager. You need to get an instance by GetForCurrentView(). Then call every frame GetDetectedSourcesAtTimestamp() for getting sources like motion controllers. The details are in sample SpatialInteractionSource

redpajama_set_name: RedPajamaStackExchange


The Charlottesville Guide has been running strong since 1985, serving as a comprehensive index of all the businesses and establishments in Charlottesville. However, earlier this year, we realized if we wanted to give our readers a true sense of this city, we should focus on more than just a list of hours, pricing, and parking. We want to create an immersive online experience of the sights, sounds, ambiance, and interactions you'll have when visiting the town.
What better way to share personable, slice-of-life experiences from different locations than through YouTube videos? So, our correspondent, Tim Mills, has been interviewing business owners and members of the community so that we can bring you The Charlottesville Guide Vlogs.
We plan to bring you a new vlog every Thursday. Look for updates on our blog.
Our plan is to release series of videos based on different niches of Charlottesville's community. In these long, muggy summer days that have you longing to crack open a cold one, and with the World Cup underway, why not make our flagship video series about Charlottesville Beer?
OK, that's the end of the beer puns- promise.
Vlog's Up! Check It Out!
The first vlog will come out next Thursday, July 5th, and feature Draft Taproom.
If you have any ideas for topics you want to see us cover in upcoming video series, reach out to us on Facebook or Instagram.
If you are affiliated with in a business in Charlottesville and are interested in having the spotlight in one of our videos, contact Tim Mills at tmills@cjp.com.


There are billion of users around the world who love to use his Android Lollipop in daily routine life. There are lot of features off Android Lollipop which help us many time. Today we have to discuss an interesting feature how to increase font size in Android Lollipop.
Android phone fulfil over lot of requirement and there are different features which make it special for us. Most of the time we are unable to read the app name properly due to small font on your Android phone. In that situation we need to know how to increase font size in Android Lollipop.
If you found small font size in your Android Lollipop then you will be able to easily increase font size in Android Lollipop. There are two ways from which you will be able to increase the font size of any Android phone.
Step 1: Tap on the "Settings" option on your Android Lollipop.
Step 2: Tap on the "Display & lights" option which is available in "Device" category.
Step 3: Scroll down and tap on the "Font size" which is available in "Interface" category. By default your font size is Normal.
Step 4: Increase the font size by dragging the slider right side as per your need. Tap on the OK button. Now, the font size of your Android Lollipop will be increased.
This is another way to increase or decrease the font size on your Android Lollipop as per your requirement. You have to take few simple steps to increase font size in Android Lollipop.
Step 2: Tap on the "Accessibility" option which is available on the "System" group.
Step 3: Turn on the "Large text" option which is placed in the "System" group. Now, your font size will be increased.
I hope after reading this article you will be able to easily increase font size in Android Lollipop. It is the best feature for all those guys who get the difficulty to read the name of any app on your Android phone, due to small font size. Give your important suggestions regarding this article in the comment box. Thanks to all.


pretend that i am one of those independent woman.
am saying this because i know i am not.
sad and laughter, everything i went through.
until i lost my diploma years.
i am sorry for not being a better friend.
i chose to settle down with myself.
i chose to please one person rather than pleasing the whole crowd.
then i lost the whole crowd.
they don't care about me as much as i don't care about them.
but i know they have been talking.
hurt the people around me.


Anderson singled to right center.
Guarino singled to left field.
Lombardo to rf for Mueller.
Zane singled to left field.
O. Zengel singled to third base, bunt.
G. Fredette reached on a fielding error by 1b.
Duffy doubled to left field.
Branda pinch ran for Duffy.
Zane singled up the middle, advanced to second on the throw, RBI; Branda scored.
Sharma singled down the lf line, RBI; Zane scored on the throw.
Short singled to third base; Sharma advanced to second.
DeDomenico homered to center field, 2 RBI; Anderson scored.
Duffy to dp for Branda.
Duffy doubled to left center.
Zane reached on a fielding error by ss.
Guarino reached on a fielder's choice; Zane advanced to second; Duffy out at third ss to 3b.
Sharma walked; Guarino advanced to second; Zane advanced to third.


How much does the Tooth Fairy pay where you live?
The Tooth Fairy - how much does she leave in your house?
ALMOST £20 million is being left under children's pillows every year by the Tooth Fairy, according to new research.
Research from SunLife found that the Tooth Fairy leaves on average £1.31, and with an estimated 15 million milk teeth falling out each year, that means a staggering £19.6 million being hidden under pillows across the UK.
SunLife also found that the Tooth Fairy is more generous is some parts of the country than others.
Overall, the Tooth Fairy is more generous in the North of the country and is busier too.
Scottish children receive the most - £1.78 on average – while children in the East Midlands receive the least - £1.07 for each tooth.
The most common coin left in the UK is £1 with 48%, in the North East 44% get a £2 coin.
In the East Midlands, one in five get just 50p when they lose a tooth.
In Yorkshire and Humberside, 78% of under 11s get visits from the tooth fairy, falling to 76% in the North West and 75% in the North East.
Just 66% of youngsters receive visits in East Anglia and just 50% in London.
Ian Atkinson at SunLife said: "It is interesting to see that the tooth fairy is more generous in some parts of the country than others – maybe she visits certain towns and cities before others, so she has less money left towards the end of her journey.
How much do you leave under your child's pillow when they lose a tooth - if anything? Add your comment below, on our Facebook page or tweet us.


Born on June 26, 1808 in the city of Santiago de Cuba, Mariana Grajales Cuello is best known for the role she played in her country's struggle for independence against Spain. Referred to as the "Mother of Cuba," Cuello's promotion of national pride and patriotic sacrifice helped rally her people in a military campaign that would ultimately end Spanish rule in her country.
A mixed-race (Spanish and African) daughter of Dominican parents, Cuello was raised in the eastern region of Cuba known for its racial fluidity and concentration of middle-class Afro-Cubans. As her parents were landowners, Mariana grew up in an environment that allowed her to become astute in business affairs. During her youth, she was exposed to notions of liberalism and became deeply religious; these two facets of her belief system would eventually be incorporated into her own children's lives.
Married to Venezuelan Marcos Maceo in 1851, Mariana and her husband subsequently lived at La Delicia, in Majaguabo, San Luis. Here, Mariana gave birth to nine children, adding to the four that she had from a previous marriage. She and Marcos shared with their children stories and histories of the earlier successful independence movements by other Latin American and Caribbean nations against Spain. She and her husband also trained them in the arts of self-defense. Two of her sons, Jose and Antonio, later became generals in Cuba's Liberation Army.
Two days after the start of war of independence against the Spanish in 1868, Cuban rebels arrived at the Maceo/Cuello home and asked for support in the fight against the Spanish. Both Marcos and Mariana agreed. She established and ran a hospital for wounded soldiers. Occasionally she even attended some of her own children who were fighting with the rebel forces. Often with subordinates, Mariana followed closely behind rebel troops, providing not only material but also emotional support. Stories of her commitment toward the effort against the Spanish despite the loss of her husband and some of her sons in battle made her a renowned figure during the independence campaign. She was seen as a model for other Cuban women, risking everything for the sake of the country.
Having lost all family property and with death warrants issued on her surviving sons, Mariana went into exile in Jamaica in 1878 where she continued her work toward Cuban independence by forming patriotic associations among exiled Cubans. Mariana Grajales Cuello never returned to her homeland. She died in Kingston, Jamaica at the age of 85.
In 1957, Grajales was given the title "Mother of Cuba" by Havana mayor Justo Luis Pozo del Puerto, in acknowledgement and appreciation for her patriotism and work toward liberating her country.
Jose Luciano Franco, "Mariana and Maceo," in Pedro Pérez Sarduy and Jean Stubbs, eds., AfroCuba: An Anthology of Cuban Writing on Race, Politics, and Culture (Melbourne: Center for Cuban Studies/Ocean Press, 1993); Jean Stubbs, " Social and Political Motherhood of Cuba: Mariana Grajales Cuello," in Verene Shepherd, Bridget Brereton, Barbara Bailey, eds., Engendering History: Caribbean Women in Historical Perspective (New York: St. Martin's Press, 1995).
Perspective (New York: St. Martin's Press, 1995).


Poems by Endre Ady, Judit Frigyesi, Attila József, Edwin Morgan, Sándor Weöres.
First Performance: Glasgow (Theatre Royal), 28 March 2017.
The 8th Door was commissioned as a companion piece to be performed before Scottish Opera's production of Bartók's Duke Bluebeard's Castle. The text, sung by a group of solo singers amplified from the pit, is drawn from early twentieth century Hungarian poems by a number of authors who were contemporaries of Bartók's librettist, Béla Balázs. Some are left in the original Hungarian text, while for others existing English translations by Edwin Morgan are utilised.
A man and woman are in love. They might be an earlier incarnation of Judith and Bluebeard (the protagonists of Bartók's opera), or a dream-like reflection of them. Their love blossoms, but soon a fracture appears, growing deeper until they are left alone and isolated.
The woman has a dark past which consumes her happiness in love. She decides to confront herself and attempt to resolve her traumatic past. She enters the eighth door, a portal into her own soul, and the gateway to the subterranean world of Bluebeard's Castle.


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drake-tickets » Rock » Lizzy Borden - Deal With The Devil
Lizzy Borden - Deal With The Devil album flac
Performer: Lizzy Borden
Title: Deal With The Devil
Music style: Hard Rock, Heavy Metal
Formats MOD AHX AU MMF MP3 FLAC MP4
Lizzy_Borden Hard_Rock Heavy_Metal 2000 Germany
Deal with the Devil is the fifth studio album by the American heavy metal band Lizzy Borden released in 2000. A return to form, featuring a cover by Todd McFarlane. Two covers were recorded. (This Ain't) The Summer Of Love" is originally by Blue Öyster Cult and "Generation Landslide" by Alice Cooper. The Japanese version includes a cover of Scorpions' "We'll Burn the Sky" as a bonus track. All tracks by Lizzy Borden except where noted. There Will Be Blood Tonight" – 3:56. Hell Is for Heroes" – 5:11.
For the album by the rock band Lizzy Borden, see Deal with the Devil (album). For other uses, see Deal with the Devil (disambiguation). Copy of a written deal by Christoph Haizmann from 1669. A deal with the devil (also known as a compact or pact with the devil) is a cultural motif, best exemplified by the legend of Faust and the figure of Mephistopheles, as well as being elemental to many Christian traditions. According to traditional Christian belief about witchcraft, the pact is between a person and Satan or a lesser demon. The Malleus Maleficarum discusses several alleged instances of pacts with the Devil, especially concerning women. It was considered that all witches and warlocks had made a pact with some demon, especially with Satan. According to demonology, there is a specific month, day of the week, and hour to call each demon, so the invocation for a pact has to be done at the right time.
Band Name Lizzy Borden. Album Name Deal with the Devil. Released date 10 October 2000. Labels Metal Blade Records. Music StyleHeavy Metal. Members owning this album48. 1. There Will Be Blood Tonight.
Lead Vocals – Lizzy Borden (2). Mastered By – Tom Baker (3). Other – Richard Schulenburg. Deal With The Devil (Cass, Album). Rocris Disc, Metal Blade Records.
Lizzy Borden! need I say more? Well I will. I just think it fulfills the progression of their sound over the years.
Deal with the Devil is the fifth studio album by the American heavy metal band Lizzy Borden released in 2000 (see 2000 in music). All tracks by Lizzy Borden except were noted. Deal with the Devil" – 3:45. Lovin' You Is Murder" – 3:44.
Album by Lizzy Borden. Lovin' You Is Murder. We Only Come Out At Night. Generation Landslide. This Ain't) The Summer Of Love. We'll Burn The Sky (Japanese version bonus track). Lizzy Borden - lead vocals. Alex Nelson - guitars. Marten Andersson - bass. Joey Scott Harges - drums.
The album starts of with straightforward, catchy heavy metal to be expected of Lizzy Borden. Zanzibar" is the first surprise with a sitar-induced middle-eastern feel. The album's second half seems to follow the lead of the two covers originally by Alice Cooper and Blue Öyster Cult. Still, this does not overshadow the fact that "Deal With The Devil" is a very good album and an ideal introduction to the band. Sadly, the album did not sell well and Lizzy Borden subsequently resumed their hiatus.
1 There Will Be Blood Tonight 3:55
2 Hell Is For Heroes 5:11
3 Deal With The Devil 3:45
4 Zanzibar 3:46
5 Lovin' You Is Murder 3:44
6 We Only Come Out At Night 4:34
7 Generation Landslide 4:43
8 The World Is Mine 4:56
9 State Of Pain 2:56
10 (This Ain't) The Summer Of Love 6:25
11 Believe 5:17
Phonographic Copyright (p) – Metal Blade Records Inc.
Copyright (c) – Metal Blade Records Inc.
Acoustic Guitar [12 String] – Dan Fitzgerald
Acoustic Guitar, Guitar [Rhythm], Sitar – Alex Nelson
Bass – Marten Andersson
Bass [4 And 12 String] – Michael Davis* (tracks: 4 to 6, 8)
Drums – Joey Scott Harges
Guitar – Alex Nelson , Louis Cyphre
Lead Vocals – Lizzy Borden
Enhanced CD.Screen saver for windows.
Matrix / Runout (Docdata Germany): MB 3984-14343-2
Mastering SID Code: IFPI LL88
Mould SID Code (Variant 1): IFPI 5225
Other: SPV 085-103092
3984-14343-2 Lizzy Borden Deal With The Devil (CD, Album, Enh) Metal Blade Records 3984-14343-2 Germany 2000
3984-14343-4 Lizzy Borden Deal With The Devil (Cass, Album) Metal Blade Records 3984-14343-4 Thailand 2000
NIGHT 116 Lizzy Borden Deal With The Devil (LP, Album, Ltd, Num) Night Of The Vinyl Dead Records NIGHT 116 Italy 2011
3984-14343-2, GER SPV: 085-103092 Lizzy Borden Deal With The Devil (CD, Album, Promo) Metal Blade Records, Metal Blade Records 3984-14343-2, GER SPV: 085-103092 Germany 2000
VB200 68 Lizzy Borden Deal With The Devil (Cass, Album) Invisible Halahup VB200 68 Russia 2000
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(Jan. 31, 2019) Berlin Mayor Gee Williams on Monday had a few more things to say about a pair of resident complaints made at the Jan. 14 Town Council meeting.
Pam Hay, earlier this month, spoke about town leash laws and potential Airbnb operations in the town.
Berlin leash laws, he said, have "been on the books since 1980." According to Williams, walking a dog without a leash violates town code and could lead to fines.
He said incidents involving unleashed dogs seem to happen in sprees.
"There are periods where we have no problems at all and then … you'll have a period of two or three months when there's two or three instances," Williams said. "We have the ability to enforce those things, but I can't see where we'll ever have enough law enforcement officers that we can have people literally patrolling the dogs.
"We can't be the citizen and the town public servants at the same time – we can't be both," Williams continued. "If either one of those things is bothering you … you need to call somebody.
"If you're seeing something, call the town and we can respond as immediately as possible," he added.


The access situation here is a bit murky. According to "Shelf Road Rock", the crag is likely located on state land that is leased to a local rancher. Climbers should treat this area as though it were private property. Keep a low profile, leave your dogs at home, and keep the noise down.
At the far right end of the Great Black North lies a spectacular, leaning mass of impeccable red & white-speckled limestone known as The Borg Boulder. The awesome northeast face of this block overhangs roughly 15 degrees & currently features three diminutive bolted sport routes and a bouldering traverse.
Locutus bolts directly up the left half of the face. The climbing is extremely powerful, demanding full-length cranks between deep, incut two finger pockets. The sequential line requires flawless routefinding, but fortunately the entire line can be easily scoped from the ground. Although short, Locutus is ultra-sustained, with no easy moves and only one 'rest'-- a strenuous shake at the fourth bolt. There is an optional mono (left hand) on this route, near the first bolt. If this route were three times as long, it would rank among the most sought after test-pieces in Colorado. As it is, it's an unforgettable, must-do route.
Left-most bolted route on the Borg Boulder, which is located on the far right (west) end of the cliff.
4 bolts, 2 bolt anchor. Stick Clip highly recommended! All of the clips are desparate, so whip out your stick clip skills & pre-hang as many draws as you can!


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The Hadith Book: Select the topic123456789101112131415161718192021222324252627282930313233343536373839404142434445464748495051525354555657585960616263646566676869707172737475767778798081828384858687888990919293
from Sahih BukhariSahih MuslimSunan Abu-DawudMalik's Muwatta
165 hadith found in 'Merits of the Helpers in Madinah (Ansaar)' of Sahih Bukhari.
(159) Narrated Abu Burda: When I came to Medina. I met Abdullah bin Salam. He said, "Will you come to me so that I may serve you with Sawiq (i.e. powdered barley) and dates, and let you enter a (blessed) house that in which the Prophet entered?" Then he added, "You are In a country where the practice of Riba (i.e. usury) is prevalent; so if somebody owe you something and he sends you a present of a load of chopped straw or a load of barley or a load of provender then do not take it, as it is Riba."
(160) Narrated Jarir bin 'Abdullah: Allah's Apostle has never refused to admit me since I embraced Islam, and whenever he saw me, he would smile. (In another narration) Jarir bin 'Abdullah narrated: There was a house called Dhul-Khalasa in the Pre-lslamic Period and it was also called Al-Ka'ba Al-Yamaniya or Al-Ka'ba Ash-Shamiya. Allah's Apostle said to me, "Will you relieve me from Dhul-Khalasa?" So I left for it with 150 cavalrymen from the tribe of Ahmas and then we destroyed it and killed whoever we found there. Then we came to the Prophet and informed him about it. He invoked good upon us and upon the tribe of Ahmas.
(161) Narrated 'Aisha: On the day of the battle of Uhud the pagans were defeated completely. Then Satan shouted loudly, "O Allah's slaves! Beware the ones behind you!" So the front files attacked the back ones. Then Hudhaifa looked and saw his father, and said loudly, "O Allah's slaves! My father! My father!" By Allah, they did not stop till they killed him (i.e. Hudaifa's father). Hudhaifa said, "May Allah forgive you!" The sub-narrator said, "By Allah, because of what Hudhaifa said, he remained in a good state till he met Allah (i.e. died)."
(162) Narrated 'Ali: I heard Allah's Apostle saying (as below).
(163) Narrated 'Ali: The Prophet said, "The best of the world's women is Mary (at her lifetime), and the best of the world's women is Khadija (at her lifetime)."
(164) Narrated 'Aisha: I did not feel jealous of any of the wives of the Prophet as much as I did of Khadija (although) she died before he married me, for I often heard him mentioning her, and Allah had told him to give her the good tidings that she would have a palace of Qasab (i.e. pipes of precious stones and pearls in Paradise), and whenever he slaughtered a sheep, he would send her women-friends a good share of it.
(165) Narrated 'Aisha: I did not feel jealous of any woman as much as I did of Khadija because Allah's Apostle used to mention her very often. He married me after three years of her death, and his Lord (or Gabriel) ordered him to give her the good news of having a palace of Qasab in Paradise.
(166) Narrated 'Aisha: I did not feel jealous of any of the wives of the Prophet as much as I did of Khadija though I did not see her, but the Prophet used to mention her very often, and when ever he slaughtered a sheep, he would cut its parts and send them to the women friends of Khadija. When I sometimes said to him, "(You treat Khadija in such a way) as if there is no woman on earth except Khadija," he would say, "Khadija was such-and-such, and from her I had children."
(167) Narrated Ismail: I asked 'Abdullah bin Abi Aufa, "Did the Prophet give glad tidings to Khadija?" He said, "Yes, of a palace of Qasab (in Paradise) where there will be neither any noise nor any fatigue."
(168) Narrated Abu Huraira: Gabriel came to the Prophet and said, "O Allah's Apostle! This is Khadija coming to you with a dish having meat soup (or some food or drink). When she reaches you, greet her on behalf of her Lord (i.e. Allah) and on my behalf, and give her the glad tidings of having a Qasab palace in Paradise wherein there will be neither any noise nor any fatigue (trouble) . " Narrated 'Aisha: Once Hala bint Khuwailid, Khadija's sister, asked the permission of the Prophet to enter. On that, the Prophet remembered the way Khadija used to ask permission, and that upset him. He said, "O Allah! Hala!" So I became jealous and said, "What makes you remember an old woman amongst the old women of Quraish an old woman (with a teethless mouth) of red gums who died long ago, and in whose place Allah has given you somebody better than her?"
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Jendamark has developed its own standardised software platform called Odin, on which a number of production-related modules run.
The WorkStation module is an easy-to-use visual interface that guides operators through the component building process on the shop floor. The application tracks process data, can run diagnostics and includes a traceability interface as part of the quality review process. The maintenance interface allows the operator to call for assistance, thereby reducing downtime.
LineWatch is a visual snapshot of the entire production process, which can be viewed on a big screen or as an app on a computer. It interfaces with SAP, allowing managers to keep an eye on all aspects of production and prevent problems before they happen. Live cycle time data and built-in text message or email notifications alert relevant groups to progress or problems.
The Manager module is a web-based reporting and human-machine interface (HMI) administration system, which can be accessed securely from any web browser. The HMI set-up and LineWatch software share data with a server, allowing Manager to analyse trends and deliver customised reports on quality data and track maintenance job cards. The process engineer can also set up work instructions and change processes on the shop floor without calling in a programmer, thanks to Jendamark's PLC standard, Cube, which integrates tightly with Odin.
The industry standard of 95% uptime means machines are already very efficient, which does not justify the cost of adding an artificial intelligence element to identify abnormalities and take corrective action.
Jendamark mines the rich quality data that it has gathered over two decades to determine the reasons for machine downtime. When a machine goes down, it can generally be traced to a handful of possible causes. Because the outcome is already known, the reverse analysis is much simpler, making downtime easier to predict – without huge cost implications.
Additive manufacturing, or 3D printing as it is known, builds up components from scratch, using only the material needed and minimising waste.
Jendamark's in-house 3D printer is used to print plastic components, which allow designers to get a feel for the real thing during the development phase and carry out the initial testing of production lines.
The ultimate goal of 3D printing is topology optimisation – redesigning components to make them lighter weight. This is a major goal for the automotive industry as cars would require smaller engines to power them and the machines that build them would also require less power, thereby increasing their longevity and reducing costs for customers.
While metal 3D SLS industrial printers are currently prohibitively expensive, Jendamark is exploring using industrial robots with MIG weld guns to build up 3D parts.
Augmented reality (AR) uses technology to add to a user's experience by superimposing computer-generated images, text and sounds over a real-world environment.
Jendamark currently uses AR hardware in the form of Vuzix smart glasses as a bolt-on to its Workstation app to improve operator efficiency. Instead of consulting a screen, the operator sees the step-by-step assembly process as a visual overlay on the real-life work station through the lens of the glasses.
From a quality control perspective, AR can also highlight those parts that need to be visually inspected once assembled. Once everything is in order, the operator can capture the image, which may be logged as an element in the product traceability chain.
Aside from operator guidance, the glasses also help maintenance workers to access remote support more effectively.
For Jendamark, the first application of IoT principles will soon be demonstrated with the addition of a documentation app to its Odin software platform.
Users will be able to scan the 2D matrix or QR code on the main sub-assembly of any Jendamark machine and be taken to a link with all the manuals and documentation related to that machine.
Instead of trying to locate the printed manual, maintenance technicians will have instant access to information via their smartphone. The IoT could also be used to collect data such as the part numbers on a customer's machine as well as the replacement parts available in their store room.
Jendamark's virtual reality (VR) room allows designers and customers to review the design of a new production line in three-dimensional reality via an interactive, computer-generated experience.
At the outset, the design team makes the complete production line in VR and a team member dons the glasses for a walk-through of the line. This simple step often highlights potential flaws that would not be apparent during a normal design review.
This simulation is ideal for ironing out any kinks before the design is handed over to manufacturing and also for clients to get a better understanding of its workings before sign-off.
Virtual reality or simulation also has potential as a training tool. While the line is in production, teams of operators could be trained on the virtual version, so that they are ready to hit the ground running when commissioning is complete.
At this stage, Jendamark has opted to focus on the first six components of its Industry 4.0 definition. While collaborative robots are designed to be safe to work with humans, the relative slowness with which they move (for safety sake) cancels out any efficiency gains and increases cost. Opportunities do exist but for highly specialised projects, with the potential to explore these in the future.
Jendamark's Odin software platform and its expanding module possibilities will come to serve an important complementary function as part of customers' Enterprise Resource Planning (ERP) business management processes.
Information gathered from the production line via the WorkStation, LineWatch and Manager modules, as well as from Industry 4.0 technologies such as machine learning and augmented reality, could feed back into and integrate with customer business management software. This could assist in streamlining all aspects of the business from purchasing and logistics to production and maintenance, and even human resources by collecting worker data.
Also on Jendamark's to-do list is exploring future possibilities for machine-to-machine communication built around decentralised networks or secure, cryptography-based blockchains.
A blockchain is a database that is shared across one of these networks and all records are completely encrypted so that no-one can read that information except the machines in that network.


Football fans from EFL clubs across the country have had their say on who they think the best players in the league are.
Supporters from every club in the Championship, League One and League Two picked their favourites in an annual vote carried out by FourFourTwo, who put together a list of the top 50 EFL players.
Norwich City striker Teemu Pukki, who leads the way in the Championship's scoring chart and was crowned Player of the Year at this week's EFL awards, was voted in number one spot ahead of Leeds United's Pablo Hernandez - who, rather remarkably, did not make the EFL's Team of the Season.
Sheffield United forward Billy Sharp completed the top three and the Blades saw Oliver Norwood placed fifth.
The duo were separated by Derby County midfielder Harry Wilson, who has caught the eye during his season-long loan from Liverpool.
Sixth and seventh place had a very West Midlands feel, with Aston Villa striker Tammy Abraham, on loan from Chelsea, ranking ahead of Birmingham City superstar Che Adams - who has courted the attention of a number of Premier League clubs.
Blackburn Rovers' Bradley Dack was placed eighth after settling into the Championship excellently following a promotion winning campaign from League One last term, while Leeds and Villa both saw a second player finish in the top 10 with Kemar Roofe and Jack Grealish completing the list.


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Tony arrived in Denver along with his parents and younger brother, Troy, as part of the epic exodus of hundreds of thousands of people, including tens of thousands of public-school students, driven from their homes in New Orleans by Hurricane Katrina and scattered to every corner of the country. At first, Tony felt out of place — he and Troy were among the only black students in the school — and academically, he started off well behind most of his classmates. But he got a lot of special attention from his teacher, and when he and his family returned to New Orleans a year later and he started fifth grade in Jefferson Parish, just west of the city, he was an above-average student.
Over the next two years, though, things slipped. His grades fell from A's and B's to C's, D's and F's, and last semester, he was suspended five times, mostly for fighting. When the school year ended, Tony had failed sixth grade, and his mother, Trineil Petite, went looking for a different option.
Petite had been searching for a school for Tony all summer, and a week earlier she heard about Miller-McCoy from the principal of a nearby charter school whose admission rolls were already full. Meanwhile, Hardrick and Sanders had been searching for Tony, or at least for boys like him; they had been in New Orleans recruiting students for almost a year at that point, running radio ads, knocking on doors, posting signs on the grassy strips that run down the middle of the city's boulevards. Miller-McCoy would be a combination middle and high school, and Hardrick and Sanders needed 108 sixth-grade students and 108 ninth-grade students, all willing to take a chance on a school with no track record. When Petite called, they had almost reached their goal; Tony got one of the last spots in sixth grade.
Before they moved last year to New Orleans, Hardrick, who is 32, and Sanders, who is 36, were public-school principals in Memphis, graduates of a prestigious program run by New Leaders for New Schools, a nonprofit that trains aspiring principals to work in urban school districts with low test scores and high concentrations of poor and minority students. It was hard to leave Memphis, they told me — their schools were thriving, and test scores were rising — but they couldn't resist the pull of New Orleans.
But it wasn't only sympathy for the survivors of Katrina that drew them to New Orleans. The city's disastrously low-performing school system was almost entirely washed away in the flood — many of the buildings were destroyed, the school board was taken over and all the teachers were fired. What is being built in its place is an educational landscape unlike any other, a radical experiment in reform. More than half of the city's public-school students are now being educated in charter schools, publicly financed but privately run, and most of the rest are enrolled in schools run by an unusually decentralized and rapidly changing school district. From across the country, and in increasing numbers, hundreds of ambitious, idealistic young educators like Hardrick and Sanders have descended on New Orleans, determined to take advantage of the opportunity not just to innovate and reinvent but also to prove to the rest of the country that an entire city of children in the demographic generally considered the hardest to educate — poor African-American kids — can achieve high levels of academic success.
Katrina struck at a critical moment in the evolution of the contemporary education-reform movement. President Bush's education initiative, No Child Left Behind, had shined a light on the underperformance of poor minority students across the country by requiring, for the first time, that a school successfully educate not just its best students but its poor and minority students too in order to be counted as successful. Scattered across the country were a growing number of schools, often intensive charter schools, that seemed to be succeeding with disadvantaged students in a consistent and measurable way. But these schools were isolated examples. No one had figured out how to "scale up" those successes to transform an entire urban school district. There were ambitious new superintendents in Philadelphia, New York City, Denver and Chicago, all determined to reform their school systems to better serve poor children, but even those who seemed to be succeeding were doing so in incremental ways, lifting the percentage of students passing statewide or citywide tests to, say, 40 from 30 or to 50 from 40.
In New Orleans, before the storm, the schools weren't succeeding even in an incremental way. In 2005, Louisiana's public schools ranked anywhere from 43rd to 46th in the federal government's various state-by-state rankings of student achievement, and the schools in Orleans Parish, which encompasses the city of New Orleans, ranked 67th out of the 68 parishes in the state. The school system was monochromatically black — white students made up just 3 percent of the public-school population, most of them attending one of a handful of selective-enrollment magnet schools — and overwhelmingly poor as well; more than 75 percent of students had family incomes low enough to make them eligible for a subsidized lunch from the federal government. The dysfunction in the city's school system extended well beyond the classroom: a revolving door for superintendents, whose average tenure lasted no more than a year; school officials indicted for bribery and theft; unexplained budget deficits; decaying buildings; almost three-quarters of the city's schools slapped with an "academically unacceptable" rating from the state.
Tony's mother, Trineil, who is 31, was a product of that system. Before the storm blew her family to Denver, she had never been outside of Louisiana, even for a day, and everyone she knew had been educated in New Orleans public schools. She was familiar with schools that didn't work and educators who didn't seem to care much. So it felt more than a little strange to her to be standing in her home with Hardrick and Sanders, two highly educated, impeccably dressed black professionals, listening to them describe what Miller-McCoy had to offer her son.
School wouldn't be easy, she told him. He'd have to arrive each morning at 7:30 a.m., he'd have to wear a blazer and a necktie every day, he'd have to do his homework every night or stay until 6 p.m. the next afternoon to complete it. Hardrick handed Tony a copy of the Miller-McCoy Family and School Covenant, which she wanted him and his mother to sign, along with his homeroom teacher and Hardrick herself. All four people, she explained, had to make a commitment to get Tony to college.
Tony looked a little nervous, especially about the 7:30 part, but he nodded his head and said yes. Hardrick handed Tony a pen, and while he signed his name, she asked his mother if she had any questions.
When we left, the sun was going down. It was sweltering, like every midsummer day in New Orleans, the kind of day when the only thing you want to do is sit next to an air-conditioner and drink iced tea. But all around the city, things were buzzing. Six other charter-school leaders were preparing to open their doors for the first time, training staff and arranging bus schedules. In an office park down by the Mississippi River, another crop of future principals were meeting to begin planning their own new schools, which they hoped to open in the fall of 2009. Two hundred and fifty Teach for America teachers, nearly all recent college graduates, had just arrived to complete preparations for their new positions in schools in the region. And in a converted office building across town, next to a highway interchange, 80 returning principals and other school administrators were spending the week being trained in new techniques of "instructional coaching" and behavioral interventions.
For many years now, the central debate in American education has been over just how much schools can do to improve the low rate of achievement among poor children. While it is true that for decades the children of New Orleans toiled in a substandard school system, they have also continually faced countless other obstacles to success — inadequate health care, poorly educated parents, exposure to high rates of violent crime and a popular culture that often denigrates mainstream achievement. And though the hurricane washed away the school system, it didn't wash away their other problems. In fact, for most children it compounded them with a whole new set of troubles: wrecked homes, frequent relocations, divided families, post-traumatic stress. Were public schools really the right vehicle to attack all of those problems? Were a blazer and a necktie and a lot of hard work enough to get Tony Petite to college?
For Hardrick and Sanders and the dozens of other education reformers I spoke to in New Orleans since my first trip there in March, the answer was a firm yes. They didn't deny the daunting spectrum of problems facing the children they were trying to educate. But they said they believed they could overcome them in the classroom — and that the new educational terrain in New Orleans had significantly increased their chances of success.
Of course, there's also the possibility that the model they are building won't work — and it is that thought that keeps Hardrick and many of the other new arrivals up at night. What if they don't achieve the level of success they are hoping for? What kind of lessons will people draw from the city's grand educational experiment then?
For the first couple of years after the storm, the schools of New Orleans, like most things in the city, were a mess. Students returned to the city more quickly than state officials expected (in some cases, parents living in Houston or Baton Rouge sent their children back alone, to stay with relatives or simply to fend for themselves), and by September 2006, there were about 22,000 public-school students in New Orleans, one-third of the pre-Katrina population. Though it was more than a year after the storm, the school system wasn't ready for them: there were not enough buses, not enough textbooks; no hot lunches, no doors on the bathroom stalls. There also weren't enough teachers — 106 positions were still unfilled on the first day of classes; at some schools, there were as many private security guards, often young and poorly trained, as there were teachers.
Things began to change that spring. In February, Cecil Picard, the state education superintendent, died after a long battle with A.L.S., or Lou Gehrig's disease, and Gov. Kathleen Blanco offered his job to Paul Pastorek, a former president of the state school board who had been running an educational advisory committee since the storm. Although Pastorek was not an educator, he was well acquainted with many of the leading figures in the education-reform world, and before he accepted Blanco's offer, he spent a few days calling around the country, rounding up support, asking one person after another the same question: If I take the job, will you come help?
One call was to Paul Vallas, the head of the Philadelphia school system, who was locked in an increasingly bitter feud with the city's school reform commission over a $73 million deficit in the budget that appeared unexpectedly the previous October. After six years running the Chicago schools and five years doing the same in Philadelphia, Vallas was known nationally as a reformer. Pastorek asked Vallas if he'd be interested in leaving Philadelphia and running the Recovery School District, the state-mandated entity that controlled many of the public schools in New Orleans.
Ever since, Pastorek and Vallas have been the odd couple at the top of the New Orleans school system. Pastorek, compact and neatly dressed, speaks softly and slowly, carefully weighing his words. Vallas, tall and rangy, is a manic talker; sentences take off in one direction and then veer wildly toward another. Pastorek sits still, his hands folded in front of him. Vallas is a compulsive fidgeter, sometimes hoisting his entire body up onto his office chair so that he is perched on the seat in a full crouch.
In 2000, in a book titled "It Takes a City," Hill and two other researchers laid out a new architecture for urban school reform that they called the Diverse Providers Strategy. Under this model, local school boards wouldn't run a school system hierarchically, the way they usually did; instead, they would oversee a "portfolio" of schools, some run directly by the board and many run on contract by nonprofits, universities or private companies. Schools would receive money on a per-student basis, and principals could then use that money to staff their schools as they liked and pay for whatever instructional methods they chose. Each school would negotiate salaries and work rules directly with its teachers. The system's small central office would be responsible only for oversight, though it would have considerable power to hold principals accountable: schools that didn't produce results would be closed, and successful schools would be imitated and replicated.
For now, though, the system on the ground in New Orleans is a bewildering tangle of interlocking organizational structures administering 86 public schools, only a minority of them directly controlled by Vallas. The law that expanded the Recovery School District, or R.S.D., allowed it to take over any "failing" school in the city, which meant virtually every school in the city except for the selective-admission magnets. Those magnets stayed as part of the rump version of the Orleans Parish School Board, an elected group that before the flood controlled the whole system and now controls just five schools and oversees 12 independently run charters. Two charter schools that existed before Katrina are overseen by the state school board. There are 33 charters under the supervision of the Recovery School District. And finally there are the 34 schools run directly by the R.S.D.
Looked at one way, this jumble is a classic let-a-hundred-flowers-bloom portfolio system. But in practice, the system is inherently unequal, with each network administered by different rules. Most of the Orleans Parish schools and charters admit students on the basis of test scores and writing samples with, in some cases, preference given to residents of the well-off neighborhood surrounding the school. As a result, they include the only public schools in the city with any significant population of middle-class white students. (Those are also the best-performing schools, by a considerable margin.) Recovery School District charters are "open enrollment," meaning they are required to accept students from anywhere in the city, regardless of academic performance. But the charters can apply some degree of selectivity too, by making the kind of demands that Miller-McCoy's principals plan to make on Tony Petite; weaker students and students with less academically focused parents sometimes can't stand the pressure and drop out. The schools run directly by the Recovery district, as a result, are the schools of last resort, the schools required to admit every student: the kids who can't get into selective schools, the ones who get kicked out of charter schools, the ones who arrive in New Orleans in the middle of the school year, the ones whose parents couldn't get it together to find them anything better.
Many parents and other observers have charged that the city's current structure has recreated and, in fact, codified the unfairness of the prestorm system, which was generally perceived to operate on two separate tiers of achievement and opportunity. According to a 2007 report commissioned by a coalition of civic groups, "Community members believe that in the current system, a select group of students has the opportunity to attend high-quality public schools, while the vast majority of students — for the most part poor and minority students — are stuck in low-performing schools in which they have little opportunity for growth and development." In the Orleans Parish charters, 19 percent of students are deemed "talented and gifted," compared with 1 percent of students in Recovery School District-run schools and charters.
It is one of the oddities of the organizational structure that governs public-school education in New Orleans today that Pastorek and Vallas, the high-paid hotshots at the top, are responsible for the schools with the biggest problems and the worst test scores, while the schools that are doing best are the ones furthest from their control, the ones they can claim the least credit for. What the two men will tell you, though, is that this is exactly the way things should be. Under a portfolio model, successful schools can be left alone to do their own thing, while failing schools are subject to increasingly active levels of, first, support and then control.
Pastorek and Vallas are employing two parallel strategies for the Recovery School District. First, they're instituting a series of ambitious reforms in the district-run schools. They have expanded the school day by an hour and a half and are trying to extend the school year from 173 days to 193 days. This year teachers (who are working without a collective bargaining agreement) were each given a $3,000 raise. And in every school, principals and teachers are being trained in the "best practices" of the country's leading charter schools. One of Vallas's first acts as superintendent was to offer a prominent position to Gary Robichaux, a Louisiana native who, two weeks before Katrina, opened the first charter in New Orleans associated with the Knowledge Is Power Program (KIPP) schools, the best-known and arguably the most successful network of charter schools in the country.
Last summer, Vallas persuaded Robichaux to leave his new KIPP school in the French Quarter to oversee the Recovery School District's elementary and middle schools, and Robichaux is frank now about his intentions for his new job: he wants to apply as much of the KIPP model to the Recovery schools as he can. He has brought dozens of principals to visit the school he used to run, to observe the KIPP model up close, and this summer he conducted mandatory leadership training for the top administrators in each school.
Although Vallas is a believer, in theory, in decentralization, he and Robichaux are providing a great deal of centralized support for the schools in the Recovery School District. They have created a "managed curriculum" for every school in the district to follow: detailed binders that each teacher can consult to see which skills and what knowledge they should be imparting each week and month in order to keep up with the state's standards. The R.S.D. requires its schools to administer regular "benchmarking" assessments to each child in the district in each core subject, to monitor how much is being learned — and taught — in each classroom.
But at the same time that Pastorek and Vallas and Robichaux are trying to improve the R.S.D.'s direct-run schools, they are also helping to create a competitive framework citywide that will most likely drive many of those schools out of existence. Part of the competition comes from a new voucher program, pushed through by Gov. Bobby Jindal, that will pay for nearly 900 New Orleans elementary-school students to attend private and parochial schools this year. But the more significant lever of change is charters — schools that get public money and are overseen by a government entity but are managed by an independent board. Pastorek, Vallas and Robichaux all say they expect charters to expand their presence in the district, to a point where 75 percent or even 90 percent of the city's schools are charters.
Their evolving plan would involve both the highest- and the lowest-performing schools in the Recovery School District becoming charters, though in different ways. Principals at high-performing Recovery district schools will be encouraged to apply for a charter that would let them run their schools independently — essentially, to "graduate" out of the control of the district. On the other end of the performance scale, schools that consistently fall short of state standards, even after all of the training and support that Vallas can muster, will be seized by the R.S.D., which will either hand the school over to a new or existing charter-school provider or shut it down and replace it with a new charter school. Failing charter schools will also be taken over or closed down, by having their charters revoked or transferred to another charter provider.
One obvious potential problem with this vision of an almost entirely charterized district is that charter schools are not magic; on average, nationwide, charters don't do significantly better than traditional public schools. In New Orleans, however, there are some sound practical reasons for Pastorek and his team to feel confident about the prospects of a large-scale chartering program. A powerful alliance of nonprofits has emerged in the city, supported by money from the Bill and Melinda Gates Foundation and other philanthropies, to recruit and train new charter operators and to help provide them the support and the personnel they need to set up and run consistently high-quality charter schools.
At the center of this alliance is a well-financed organization called New Schools for New Orleans, run by a former KIPP executive and a former Teach for America administrator. This is the group that "incubated" Miller-McCoy Academy for a year, recruiting Hardrick and Sanders from Memphis and providing them with office space, money and expertise during their year of preparation, as well as continuing support as the academy grows. This month, five schools incubated at New Schools for New Orleans will open their doors, including Miller-McCoy; next year there will most likely be four more. The New Orleans office of New Leaders for New Schools, meanwhile, will be training a new group of principals each year; five of the six members of this year's "class" are going into positions leading charters. Teach for America's regional operation in Greater New Orleans is growing quickly; its incoming class is the second-largest one in the country after New York City's. Each year, the group plans to send 50 or more teachers into charters in the Recovery district, where they will serve as a well-educated and highly motivated, if inexperienced, labor force for the start-ups. (At the same time, Teach for America is sending 75 teachers this year into direct-run Recovery schools, where it perceives a greater need.) Finally, a group called teachNOLA recruited about 100 new teachers this year, mostly career-changing professionals, and three-quarters of them will work in charters.
Pastorek acknowledges that for superintendents across the country, shutting down failing schools has proved to be an exceptionally difficult undertaking. Aside from politically damaging visuals — it's never good to have adorable children marching on your office, carrying signs saying, "Please Save Our School" — it's hard to shut down even the worst school if you don't have something effective to replace it with. But Pastorek says he is determined not to flinch when it comes time to "take people out of business." And the combined force of those four nonprofit human-capital pipelines will make it much easier, in coming years, for him to pull the trigger. Each year, he'll have a handful of new schools ready to open, each one led by a Gates-financed, fully incubated, KIPP-marinated principal like Sanders or Hardrick — the kind of academic superheroes who before the storm just didn't come to work in New Orleans in big numbers. Inevitably, he'll make space for them. And before long, that annual handful will add up. In a city like New York, with its 1,400 public schools, new-school innovations can seem like pebbles tossed into the ocean. But in a city with fewer than 100 schools, 5 or 6 new schools a year will have a big impact. Right now there are probably 100 great charter schools scattered across the country; in a few years, Pastorek and his allies are asking, why can't there be 100 great charter schools in New Orleans?
Last spring, I paid several visits to a ninth-grade English class on the second floor of Rabouin High, a Recovery School District-run school in downtown New Orleans, just a few blocks from the Superdome. The class was taught by Chelsea Schmitz, a 23-year-old Teach for America corps member who was in her first year as a teacher. Demographically, Schmitz was quite a bit different than her students — white, blond and Midwestern — but she seemed to have built a rapport with them, in part by encouraging them to write about their lives. The students all arrived in her classroom performing well below the mean; at the beginning of the school year, Schmitz gave her ninth-grade students a set of reading-comprehension tests, and only one was able to read above a sixth-grade level, with many scoring significantly below that. But their autobiographical poems were eloquent and powerful.
What was most striking to me, though, reading the poems and listening to the students read them aloud, was the depth of the social dysfunction they described. I expected grisly stories about Katrina and its aftermath, but most of the students wrote about the problems that existed in New Orleans both before and after the storm: friends killed, cousins shot dead, cocaine deals, abusive mothers, fathers in prison. I was impressed with Schmitz's ability to connect with and motivate her students, some of whom were only a few years younger than she was. But the task in front of her, to turn around the lives of these wounded and poorly educated adolescents, seemed daunting — to me, if not to her.
The long-running national debate over the potential impact of a teacher like Schmitz on the lives of children like the ones she faced at Rabouin resurfaced in June, when on consecutive days, two new advocacy organizations announced their formation, each calling for a very different solution to the problem of underachievement in school by poor minorities. One group called itself the Broader, Bolder Approach to Education; Ravitch was a signatory to that one, and the group's declaration echoed her belief that schools alone were no match for the problems of inner-city youth. The second group, led by Joel I. Klein, the New York City schools chancellor, and the Rev. Al Sharpton, was called the Education Equality Project; its declaration blamed not social woes but a broken education system for the failure of so many of the nation's schoolchildren. In the weeks after the announcements, Pastorek and Vallas both added their names to that declaration, and when I met with Pastorek, I asked him about it. What about the other group's argument? Was it really possible to solve the problems of New Orleans's children in the classroom without involving other social services and supports?
"It would be convenient to say that it's a whole lot of other people who need to be part of the equation," he replied. "But we have the job. And we have to do something." Pastorek said he didn't want to fall back on the excuse that he had heard from many other school officials, in Louisiana and elsewhere — that it was impossible to fix their schools until other social problems had first been corrected.
For now, it falls to teachers like Schmitz to do what they can with what they have. At Rabouin, there were metal detectors at the front door and frequent fights in the hallways. The high-tech whiteboard projector, which Vallas had installed in every Recovery district middle- and high-school classroom, was out of order in Schmitz's room when I visited, and its wires hung down from the ceiling. But Schmitz had set high goals for her classes — she wanted each of her students to move up at least two grade levels in reading scores during the school year — and she worked hard to figure out how to make those goals a reality. She started a 7:30 a.m. "breakfast club" for the students who had shown the most improvement in their schoolwork or their attitude. She invented a reward system in which she handed out raffle tickets, known as Schmitz stubs, for a variety of positive behaviors, from answering a question correctly to helping another student; each Friday, she raffled off prizes like gift certificates to Subway or McDonald's. At the end of the poetry unit, she took her students out to the Sound Café, a coffeehouse in the Bywater District, where they listened to slam poets and performed their own poems for an audience. She wasn't able to hold on to all of her students; some moved away from New Orleans, some dropped out. But some flourished.
One Sunday afternoon in May, one of Schmitz's students, Ronnie Stewart, took me out to see the ruins of the B. W. Cooper public-housing complex, known more commonly as the Calliope projects, where he grew up. He and his family spent seven days trapped in their third-floor apartment by the flood that followed Katrina, until finally they were rescued by a Coast Guard boat. At one point, Stewart told me, when it looked as if help would never come, he and a couple of his cousins had to swim through the oily water that covered Martin Luther King Boulevard to get food and water and diapers for their family from a flooded convenience store. Now the projects are abandoned, surrounded by a tall barbed-wire fence and marked for demolition.
The poetry unit had a big impact on Stewart. He wrote a poem called "The Life of a Kid in New Orleans," describing the violence he had seen growing up: "For me just stepping outside the door of my house means/I am taking the risk of seeing death." He memorized it and recited it, first for his classmates, then for a group of Schmitz's fellow Teach for America teachers and finally at the Sound Café.
Earlier this month, the state released test results for every public school in New Orleans. There were signs of improvement: 43 percent of fourth-grade students in Recovery School District charters and district-run schools scored at or above grade level on the state English test, compared with 34 percent in the previous year. But the numbers revealed the great distance New Orleans still has to go; in the percentage of students scoring at or above grade level in 8th-grade math, 12th-grade math and 12th-grade English, not a single R.S.D. charter or district-run school beat the average for Louisiana as a whole — and Louisiana is still among the lowest-performing states in the country. The gap between the system's different structures remained, too; 89 percent of the Orleans Parish schools matched or surpassed the state average in fourth-grade English, while just 13 percent of Recovery schools did the same.
New Orleans's newly arrived reformers have set their sights high. New Leaders for New Schools says it hopes that in five years, half of the public schools in the city will be led by principals trained in their system, and they want their principals to attain 90 percent proficiency rates and 90 percent graduation rates within five years of taking the job. Given that proficiency rates in most schools in the Recovery district are currently below 40 percent, those results would represent an educational earthquake. Pastorek's goals are similarly ambitious; he sees a day in the not-too-distant future when the city's white children will return to integrate the public-school system, along with the children of the black middle class, all drawn by safer and higher-achieving schools and the introduction of programs like specialized academies and the International Baccalaureate program.
When I spoke to Frederick Hess, an education-policy analyst at the American Enterprise Institute, he cautioned against putting too much emphasis on a complete transformation of the city's school system. In the early 1990s, Hess worked as a teacher in Baton Rouge, and even then, he said, New Orleans was notorious for running an "abysmal" school district. "So if we're now in a position where 20 or 40 or 50 percent of kids in New Orleans are attending good or even competent schools," he said, "that to my mind is a significant win.
To Pastorek, the greater risk is the opposite problem — that people in Louisiana will be comfortable with the modest successes that he expects over the next couple of years. "Right now, a lot of people believe that you just can't succeed with some kids," he said. He told me about a recent conversation with a "senior-ranking" state senator who served on the Legislature's education committee. "He had this idea in mind where we have to have a dual-track system, a track for the kids who are going to make it, and a track for the kids who aren't going to make it," he said. "There's an assumption that there is a group of kids who won't make it." A big part of Pastorek's job, as he sees it, is to convince Louisianans that that isn't true.
Kira Orange Jones is one of Hess's world-changers. Born in Co-op City in the Bronx, she joined Teach for America after college and was sent to Baton Rouge, where she spent the next two years teaching fourth grade. She earned a master's in education from Harvard, and then in 2006 she returned to New York and started work as the head of new-site development for Teach for America. In the spring of 2007, when she was 27, she flew to New Orleans for a two-day conference, and by the end of the second day, she had made the decision to pack up her apartment and move down to run Teach for America's operation in Greater New Orleans.
To Orange Jones, though, questions about the shape of the city's education bureaucracy — charter versus noncharter, union versus nonunion, centralized or decentralized — were all somewhat beside the point. What really mattered, she said, was the work that was going on in individual classrooms, between teachers and the students who needed their help.
We were sitting in Orange Jones's office on the sixth floor of K&B Plaza, which looks out on the hotels and office buildings of downtown New Orleans. The rapidly expanding Teach for America staff had moved in just a few days earlier, after outgrowing their previous space, and many of the offices and cubicles were still stacked with boxes. It had been almost exactly a year since Orange Jones arrived in New Orleans, and when she looked around her, all she could see was everything that still had to be done.
Paul Tough is an editor at the magazine and the author of "Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America," to be published next month.


The Institute for Environmental Analytics – based at the University of Reading – is organising a free online course aimed at professionals seeking a better understanding of environmental big data and the potential these offer to address key questions and underpin novel solutions for business.
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I live in South Australia nd have been playing the uilleann pipes for the last twenty four years. I have pretty well taught myself to play and make reeds for the pipes. I have had some help with pipers travelling through like Martin Nolan, and Finbar Furey. I owe my reed making skills to Craig Fischer, who lives in the Adelaide Hills. I believe I have my own style and have taken the best from the travelling style and Ennis style of piping.
I have just recorded my own CD which will be available later this month.


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The Gelston's Story
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Gelston's Old Irish whiskey was founded in 1830 by Samuel Gelston, a very successful wine and whiskey merchant from Belfast. In 1869, upon Samuel's death, the business was bought by Harry J Neill. Harry, himself passionate about whiskey, had left Belfast a few years earlier to make his fortune in the Australian Gold rush of 1851 and went on to expand the business significantly. Five generations on, it still remains with HJ Neill Limited who now celebrate the revival of this much revered brand. Some of the earliest advertising for the brand still exists today, including this one which depicts the 'Gap of Dunloe', a famous Irish beauty spot.
HJ Neill Limited was founded by Johnny Neill – a direct descendant of Harry Neill. Now a purveyor himself of a fine portfolio of Spirits, Johnny is the creator of both Whitley Neill and Marylebone gins.
Passionate about quality and excellence, Johnny can often be found giving masterclasses across the UK.
A stunning liquid developed and carefully nurtured to the highest standards on the Northern Irish coast.
Frank McHardy, a legendary figure in distilling and whose craft and expertise produced some of the finest Irish Whiskey expressions, was Head distiller and responsible for laying down our 25 year-old.
Frank returned to Scotland in 1996 to the Springbank Distillery until his retirement in 2013 – having clocked up an impressive 50 years' service to the industry. He was enrolled into Whisky Magazine's 'Hall of Fame' in 2014 – an award bestowed to those who have made an lasting contribution to the whisky industry.
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Robert Montgomery (/mɒntˈɡʌməri/; born Henry Montgomery Jr.; May 21, 1904 – September 27, 1981) was an American film and television actor, director, and producer. He was also the father of actress Elizabeth Montgomery. He began his acting career on the stage, but was soon hired by MGM. Initially assigned roles in comedies, he soon proved he was able to handle dramatic ones as well. When WWII broke out, he drove ambulances in France until the Dunkirk evacuation. When the United States entered the war on December 8, 1941, he enlisted in the Navy, and was present at the invasion at Normandy. After the war, he returned to Hollywood, where he worked in both films and, later on, in television.
Henry Montgomery Jr. was born in Fishkill Landing, New York (now Beacon, New York), to Henry Montgomery Sr. and his wife, Mary Weed Montgomery (née Barney). His early childhood was one of privilege, as his father was president of the New York Rubber Company. His father died by suicide in 1922 by jumping off the Brooklyn Bridge, and the family's fortune was gone.
Montgomery settled in New York City to try his hand at writing and acting. He established a stage career, and became popular enough to turn down an offer to appear opposite Vilma Bánky in the film This Is Heaven (1929). Sharing a stage with George Cukor gave him an entry to Hollywood and a contract with Metro-Goldwyn-Mayer, where he debuted in So This Is College (also 1929). One writer claimed that Montgomery was able to establish himself because he "proceeded with confidence, agreeable with everyone, eager and willing to take suggestions".
During the production of So This Is College, Montgomery learned from and questioned crew members from several departments, including sound crew, electricians, set designers, camera crew, and film editors. In a later interview, he confessed, "it showed [him] that making a motion picture is a great co-operative project." So This Is College gained him attention as Hollywood's latest newcomer, and he was put in one production after another, his popularity growing steadily.
Montgomery initially played exclusively in comedy roles; his first dramatic role was in The Big House (1930). MGM was initially reluctant to assign him the role, until "his earnestness, and his convincing arguments, with demonstrations of how he would play the character" won him the assignment. From The Big House on, he was in constant demand. Appearing as Greta Garbo's romantic interest in Inspiration (1930) started him toward stardom with a rush.
Norma Shearer chose him to star opposite her in The Divorcee (1930), Strangers May Kiss (1931), and Private Lives (1931), which led him to stardom. In 1932, Montgomery starred opposite Tallulah Bankhead in Faithless, though the film was not a success. During this time, Montgomery appeared in the original pre-Code film version of When Ladies Meet (1933), which starred Ann Harding and Myrna Loy. In 1935, Montgomery became president of the Screen Actors Guild, and was elected again in 1946. In another challenging role, Montgomery played a psychopath in the chiller Night Must Fall (1937), for which he received an Academy Award for Best Actor nomination.
After World War II broke out in Europe in September, 1939, and while the United States was still officially neutral, Montgomery enlisted in London for the American Field Service and drove ambulances in France until the Dunkirk evacuation. He then returned to Hollywood and addressed a massive rally on the MGM lot for the American Red Cross in July 1940.
Montgomery returned to playing light comedy roles, such as Alfred Hitchcock's Mr. & Mrs. Smith (1941) with Carole Lombard. He continued his search for dramatic roles. For his role as Joe Pendleton, a boxer and pilot in Here Comes Mr. Jordan (1941), Montgomery was nominated for an Oscar a second time. After the U.S. entered World War II in December 1941, he joined the United States Navy, rising to the rank of lieutenant commander, and served on the USS Barton (DD-722) which was part of the D-Day invasion on June 6, 1944.
In 1945, Montgomery returned to Hollywood, making his uncredited directing debut with They Were Expendable, where he directed some of the PT boat scenes when director John Ford was unable to work for health reasons. Montgomery's first credited film as director and his final film for MGM was the film noir Lady in the Lake (1947), in which he also starred, which received mixed reviews. Adapted from Raymond Chandler's detective novel and sanitized for the censorship of the day, the film is unusual because it was filmed entirely from Marlowe's vantage point. Montgomery only appeared on camera a few times, three times in a mirror reflection. He also directed and starred in Ride the Pink Horse (1947), also a film noir.
Active in Republican politics and concerned about communist influence in the entertainment industry, Montgomery was a friendly witness before the House Un-American Activities Committee in 1947. The next year, 1948, Montgomery hosted the Academy Awards. He hosted an Emmy Award-winning television series, Robert Montgomery Presents, which ran from 1950 to 1957. The Gallant Hours (1960), a film Montgomery directed and co-produced with its star, his friend James Cagney, was the last film or television production with which he was connected in any capacity, as actor, director, or producer. In 1955 Montgomery was awarded a Tony Award for his direction of The Desperate Hours..
In 1954, Montgomery took an unpaid position as consultant and coach to President Eisenhower, advising him on how to look his best in his television appearances before the nation. A pioneering media consultant, Montgomery had an office in the White House beginning in 1954.
Montgomery has two stars on the Hollywood Walk of Fame, one for movies at 6440 Hollywood Boulevard, and another for television at 1631 Vine Street.
On April 14, 1928, Montgomery married actress Elizabeth Bryan Allen (December 26, 1904 – June 28, 1992), sister of Martha-Bryan Allen. The couple had three children: Martha Bryan, who died at 14 months of age in 1931; Elizabeth (April 15, 1933 – May 18, 1995); and Robert Jr. (January 6, 1936 – February 7, 2000). They divorced on December 5, 1950.
His second wife was Elizabeth "Buffy" Grant Harkness (1909 – 2003), whom he married on December 9, 1950, four days after his divorce from Allen was finalized.
Montgomery died of cancer on September 27, 1981, at Columbia-Presbyterian Hospital in Manhattan. His body was cremated and the ashes were given to the family. His two surviving children, Elizabeth and Robert Montgomery Jr., both died of cancer, as well.
^ Variety obituary, September 30, 1981.
^ a b c R.E. Lee. "Robert Montgomery Biography". The Earl of Hollywood. Retrieved 4 June 2014.
^ "Elizabeth Montgomery's Family Tree" Archived 2016-03-03 at the Wayback Machine, Bewitched.net; retrieved August 4, 2010.
^ "3 Drown in Hudson ..." The New York Times, July 3, 1922.
^ a b c d "Garbo's Lover in 'Inspiration' Was Lucky Role for Montgomery". The Milwaukee Journal, March 22, 1945, p. 1.
^ Mayer, Geoff; McDonnell, Brian (2007). Encyclopedia of Film Noir. ABC-CLIO. p. 355. ISBN 0313333068.
^ "Robert Montgomery Tony Awards Info". Wisdom Digital Media. Retrieved April 3, 2019.
^ "Behind the Scenes: Robert Montgomery." The New York Times, March 1, 1956.
^ Brownell, Kathryn Cramer (2014). Showbiz Politics: Hollywood in American Political Life. UNC Press. p. 141. ISBN 1469617927.
^ "Elizabeth Allen a Bride". The New York Times, April 15, 1928, p. 27.
^ "R. Montgomery Marries". The New York Times, December 12, 1950, p. 47.
^ "Robert Montgomery, actor-producer, dies". The Galveston Daily News. Galveston, TX. United Press International. 28 September 1981. p. 6. Archived from the original on December 4, 2018. Retrieved 17 January 2017 – via Newspapers.com.
^ Pilato 2012, p. XV.
^ "Radio Highlights". Harrisburg Telegraph. Harrisburg, Pennsylvania. July 31, 1942. p. 11. Retrieved August 18, 2015 – via Newspapers.com.
Pilato, Herbie J. Twitch Upon a Star: The Bewitched Life and Career of Elizabeth Montgomery. Lanham, Maryland: Rowman & Littlefield, 2012. ISBN 978-1-58979-749-9.
Wikimedia Commons has media related to Robert Montgomery.


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Ciara and Russell Wilson Just Tied the Knot at a Castle in England
byBibi Deitz 3 years ago
Credit: Instagram | @dangerusswilson
Many congratulations to Ciara and Russell Wilson, who just got married at Peckforton Castle in Liverpool, England, in a private ceremony in front of about 100 of their nearest and dearest. A very private ceremony, that is—no phones were allowed inside, TMZ reported. Ciara wore a custom Roberto Cavalli dress, designed by the label's creative director, Peter Dundas, according to E! News. They also reported that Ciara's wedding makeup was golden and "not that dramatic," and her hair would have a romantic vibe, according to a source.
At least one famous guest couldn't help posting a bunch of photos of herself in her dress before she arrived at the castle and had to hand in her phone: Jennifer Hudson posted no less than 10 shots of herself in a pink dress of herself designed by Christian Siriano prior to the ceremony. "Here we go guys!" she posted from the car on the way there.
Credit: Instagram | @iamjhud
Ciara and her Seattle Seahawks quarterback have famously been waiting for marriage to consummate their relationship. "It's until the deal is sealed. Absolutely," she told Access Hollywood last year. "I think both of us look at each other and we're like—whew! But we take it one day at a time and keep it going with each other, and I'm really enjoying every day that we're sharing."
Wilson announced his proposal on March 11 of this year with a very cute video. "She said Yes!!!" he posted. "Since Day 1 I knew you were the one. No Greater feeling… #TrueLove @Ciara"
She said Yes!!! Since Day 1 I knew you were the one. No Greater feeling... #TrueLove @Ciara
A post shared by Russell Wilson (@dangerusswilson) on Mar 11, 2016 at 12:33pm PST
Yesterday, shots of the gorgeous couple at their reception dinner surfaced on Twitter, and they looked amazing. Just wait till the wedding photos appear! In the meantime, enjoy these pics.
celebrity marriages


Index of Roses | Heritage Roses In Australia Inc.
The 2000-2016 Index to the roses mentioned in the Heritage Roses in Australia Inc. journals has been compiled by our valued member Patricia Routley.
Patricia's work will assist the rose researcher and heritage rose enthusiast to search for particular heritage roses that have been mentioned and written about in the HRIAI journals over the past 15 years.
Our thanks to Patricia for her efforts in promoting the HRIAI journal and the identification, history and cultivation of heritage roses.


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Q: Wpf datagrid column header as Grid I have DataGrid with customized column like that
<DataGridTemplateColumn Width="2*">
    <DataGridTemplateColumn.CellTemplate>
         <DataTemplate>
             <Grid>
                 <Grid.ColumnDefinitions>
                     <ColumnDefinition Width="*"></ColumnDefinition>
                     <ColumnDefinition Width="*"></ColumnDefinition>
             </Grid.ColumnDefinitions>
             <TextBlock Grid.Column="0" Text="{Binding SomeProperty}"/>
             <TextBlock Grid.Column="0" Text="{Binding OtherProperty}"/>
             </Grid>
         </DataTemplate>
      </DataGridTemplateColumn.CellTemplate>
 </DataGridTemplateColumn>
 <DataGridTextColumn Width="*" Header="Const" Binding="{Binding ConstantValue}" />

As you can see, first column has double width of second column and contains two texblocks. So I need make header consists from two words. Every word above corresponding TexBlock. And I try to use Grid with two columns (because I have textblocks in two columns) as HeaderTemplate. I try to set HeaderStyle  like that
<DataGridTemplateColumn.HeaderStyle>
     <Style TargetType="{x:Type DataGridColumnHeader}">
            <Style.Setters>
                  <Setter Property="ContentTemplate">
                         <Setter.Value>
                              <DataTemplate>
                                    <Grid>
                                         <Grid.ColumnDefinitions>
                                              <ColumnDefinition Width="*"></ColumnDefinition>
                                              <ColumnDefinition Width="*"></ColumnDefinition>
                                         </Grid.ColumnDefinitions>
                                    <TextBlock Grid.Column="0" HorizontalAlignment="Center">Header1</TextBlock>
                                    <TextBlock Grid.Column="1" HorizontalAlignment="Center">Header2</TextBlock>
                                    </Grid>
                              </DataTemplate>
                         </Setter.Value>
                   </Setter>
           </Style.Setters>
     </Style>

and I try to use HeaderTemplate like that
<DataGridTemplateColumn.HeaderTemplate>
     <DataTemplate>
          <Grid>
                <Grid.ColumnDefinitions>
                     <ColumnDefinition Width="*"></ColumnDefinition>
                     <ColumnDefinition Width="*"></ColumnDefinition>
                </Grid.ColumnDefinitions>
                <TextBlock Grid.Column="0" HorizontalAlignment="Center">Header1</TextBlock>
                <TextBlock Grid.Column="1" HorizontalAlignment="Center">Header2</TextBlock>
          </Grid>
     </DataTemplate>
 </DataGridTemplateColumn.HeaderTemplate>

But in both cases I have the same wrong result. Namely. Header1 and Header2 placed togeter without any spaces like Header1Header2. And looks like Header1Header2 has HorizontalAligment="Left" relatively whole header.
I.e.
column border-->|Header1Header2___________|<--column border
So Header1 and Header2 do not placed above corresponding TextBlocks in DataGrid.
How can I solve my problem? How should I set HeaderTemplate to take what I want?

A: Would customizing the ControlTemplate work for you?
<DataGridTemplateColumn.HeaderStyle>
    <Style TargetType="{x:Type DataGridColumnHeader}">
        <Style.Setters>
            <Setter Property="Template">
                <Setter.Value>
                    <ControlTemplate TargetType="{x:Type DataGridColumnHeader}">
                        <Grid>
                            <Grid.ColumnDefinitions>
                                <ColumnDefinition Width="*"></ColumnDefinition>
                                <ColumnDefinition Width="*"></ColumnDefinition>
                            </Grid.ColumnDefinitions>
                            <TextBlock Grid.Column="0" HorizontalAlignment="Center">Header1</TextBlock>
                            <TextBlock Grid.Column="1" HorizontalAlignment="Center">Header2</TextBlock>
                        </Grid>
                    </ControlTemplate>
                </Setter.Value>
            </Setter>
        </Style.Setters>
    </Style>
</DataGridTemplateColumn.HeaderStyle>

Your other option is to create your own DataGridColumnHeadersPresenter which will hint the available size to the headers. By default, headers' ContentPresenters won't be told the available size and will calculate the width from their content (DataTemplate).
In your case, the width is not set explicitly (e.g. <Grid Width="200">) so it'll simply be the combined size of the TextBoxes.


I've been using my (vintage) No Flash since the mid-2000s and haven't had any problems with it. Due to my limited hunting opportunities here in South Texas, I can't say that I've used the camera every hunting season since purchasing it. However, I can say that the camera functioned flawlessly during every season I have used it--that is from August preseason through the first week of January of the new year. The only minor camera issue I recall related to distortion in some morning and evening photos images. I contacted Customer Service about my concern and Tech-support determined that the issue wasn't a camera defect. The issue actually related to my less-than-ideal set up for taking morning and evening photos. Orienting the camera face just a tad North totally eliminated the issue. To be perfectly honest, I like my No Flash more now than when I purchased it. I say this because a lot of the current manufacturers' camera reviews I read suggest that many of the same 'concerns' obviously still exist today; complaints and rants about poor reliability and sub-par image quality. This tells me two things: 1) All manufacturer's products (with all the new technology) still presents flaws and problems for hunters, and 2) Some people still don't know how to set up scouting cameras. Well, my No Flash has certainly passed the reliability test with flying colors. I can say with complete confidence and satisfaction that the camera has fulfilled its designated purpose—that is to function as a viable hunting tool. I believe that No Flash cameras never met many people's expectations of serving as a piece of studio grade photography equipment. Many of the negative reviews I read back in the day about Cuddeback No Flash cameras convinced me that some people simply expected too much and/or ignored the fact that nothing made by man is perfect. I have cataloged evidence to prove that my No Flash has performed and met the standard of capturing wildlife activity with a high degree of acceptable image quality--and has done so reliably. Lastly, I bought another manufacturer's scouting camera in 2010 that supposedly had much better technology. Well, I trashed the camera after less than a full season of use because the electronics malfunctioned. This is why I like my No Flash so much.
Can you post some examples of pictures you are getting from your no flash camera here?