Self-regulation is a critical skill for people of all ages. It is the ability that helps us to control our behaviors to make good decisions for the long-term, rather than just doing what we want in the moment. It's also the skill that allows us to manage our emotions when we're feeling angry, disappointed, or worried. These can be difficult for adults, but are significantly more challenging for children and young adults, whose brains are still growing and developing.
There are huge benefits to helping kids and young adults improve their skills for self-regulation. These skills can help kids and young adults to complete their work and chores (even if they don't want to), maintain lasting friendships, make safe choices when out with friends, stop themselves from breaking a rule, work through challenges when they feel like giving up, and so much more. Simply put, kids and young adults are more likely to lead happier and healthier lives when self-regulation skills are strengthened. Of course, working on self-regulation skills doesn't just happen overnight. Especially for those who struggle with them, these abilities must be working on and improved over time. The good news is that kids and young adults can learn strategies and skills to improve their self-regulation.
Practice self-control with games. There are many different games that help students work on their self-control skills! Jenga, Freeze, and Simon Says are just a few of them. One of my favorites is Blurt, but you could really play with any trivia questions or content from your curriculum. You can play with a small group of full class. Just have two students stand together at a desk. Ask them a question (from Blurt or your own), and only those two students can shout out the answer to the question. Everyone else must use self-control and remain silent, even if they know the answer. The person who says the correct answer will move on to the next desk, while the other student will sit down at that desk. As the game continues, the goal is to try and make it all the way around the room. Another one of my favorites is Guard Duty. This one is fun because students actually pretend they are guards at a palace and have be serious, even when someone might try to distract them. Of course, this is a perfect game when walking in the hallway on the way to another class. Try this set of Executive Functioning Games & Play Activities if you want more!
Create a share journal. If your student likes to share a lot of extra information throughout a class lesson, give them a special journal. They can write down all of their questions, thoughts, and connections in the journal. Once or twice a day, make sure to sit down with the student to review the journal and hear what they wanted to tell you.
Explicitly teach self-regulation skills. Some learners who struggle significantly with self-regulation skills can most likely benefit from a small group that targets these skills head on! Put together a group of your own during morning meeting, lunch time, or any other time that works to teach these skills. If you do not have flexibility in your schedule for such a group, consider talking with the school counselor, school psychologist, special education teacher, or social worker to create a group with the student or students you have in mind. More than likely, many other students can benefit from these skills, too! I have created a Self-Control Bootcamp for older students, as well as a Self-Regulation Station (with a train theme!) for younger learners. Use these group times to highlight what self-regulation and self-control are, why they matter, and specific strategies for how students can make improvements.
Use literature. Picture books are a great way to introduce and discuss self-regulation skills at all levels. Even my middle schoolers loved when I got the picture books out for a read-aloud! Some great options to target self-regulation skills include: My Mouth is a Volcano by Julia Cook, I'm in Charge of Me! by David Parker, and What Were You Thinking? by Brian Smith. One of my absolute favorites is Super George and the Invisible Shield by Laurie Mendoza. In this story, George has to learn some strategies to help him stay in control and out of trouble. With whatever books you choose, make sure to highlight the self-regulation skills, discuss how each character uses the skills, and how it relates to your students' lives.
Use visuals as reminders. Visual supports can be extremely helpful reminders to students about routines and activities in the classroom. You can tailor your visuals for individual students. For example, if a student struggles with calling out during class lessons, add a visual on his or her desk that reminders about raising our hand first. If a student is having difficulty waiting in line, keep a visual showing reminders near the door.
Create a social scripts binder. Social scripts are short narratives about any situation. Create an individualized binder for your student with stories specific to their needs. For example, if a student struggles to self-regulate behaviors during transition times, add a story about transitions to their binder. If they continue having issues getting settled in the morning to start morning work, add a story about the morning routine. To start, have the student read through the social script prior to the activity to remind them what they should be doing before the task. Eventually, the goal is that the student will need the stories less and less, as they become more independent.
Give movement breaks. Kids and young adults who struggle with self-regulation often need extra physical activity built into their day. One simple strategy is to incorporate movement and break brains in between your instruction time. One year, I used our morning homeroom periods to play basketball in the gym. In another instance, I was able to schedule a student with an extra gym class throughout the week. It's important to be creative because a little extra physical activity can often make a huge difference for these learners!
Practice mindfulness. So often, in our busy world, kids and young adults do not know how to "just be." Mindfulness can be a perfect solution for that. While it's not an instant fix, learning to be more mindful can help kids and young adult stay present in the moment, feel calmer, improve focus, and better manage emotions in the moment. There are many different strategies for practicing mindfulness. You can start with simple breathing exercising with these free mindfulness breathe boards. Another great activity is to practice mindful coloring, which involves just coloring and not talking to anyone else. I've developed a whole set of Mindfulness Activities to help learners improve these skills over time.
Develop routines for success. While many of these strategies are directed at the student, educators can also play a huge role in creating routines for success. Consider the specific areas where your student is struggling and identify routines and strategies you can implement. If a student seems to never remember to bring back their homework, set them up with a specialized homework binder to go home. If a student continually calls out during lessons, make a plan that you will call on them at least once during a lesson when their hand is up.
Discuss scenarios. Talk about real-life situations that encourage learners to stop and think about managing their behaviors. You might say, "Someone is kicking the back of your chair during a test and it's really annoying you. What do you do?" Have students talk in small groups or partners and share about how they might handle those situations. While you can't plan for every situation, using scenarios can help students train their brains for how to think through problems as they happen.
Use role-play. Using any of the topics you discuss as scenarios, act the situations out in small groups or partners. Not only is role-play a lot of fun for kids, but it makes it memorable. Note that it's always most helpful to act out the socially appropriate way to handle situations. For this reason, it's extremely helpful to partner students up with peer role models who can help kids brainstorm solutions for handling challenges.
Use guided meditation videos. A guided meditation is just a script that guides people through the practice of relaxing. Youtube is a great free resource for many guided meditation videos for kids and young adults. Another way to practice mindfulness and just being still, guided meditation helps kids learn to be in control of their bodies, thoughts, and emotions in the moment. Again, these would be a great activity to do before a test, after a transition, or just first thing in the morning.
Create a calm down space. Design an area in the room for students to go who need a few minutes to themselves. Not all students will need to use this area, but the ones who do, will benefit greatly. It's important to teach that the calm down area is a space to self-regulate and get in control of emotions so we can return back to our normal days. Most of all, it's critical to show all learners that it's normal and healthy to need a break once in a while. Taking five minutes in the calm down area to gather your emotions is a much better choice than pushing someone or saying mean words you will probably later regret.
Develop SMART goals. A huge component to improving self-regulation skills is being able to get past the "right now". Students need to be able to see the future and what's in it for them. Take time with your learner to develop individualized SMART goals on areas that are important for them. Perhaps your student needs to improve the number of class assignments they complete, raising their hand when they have a comment to share, or using appropriate language in the classroom. Any of those could be written out as a smart goal, with specific strategies for the student to work on over time.
Teach how to gauge emotions. I love to use an emotions scale that helps students gauge the level of their emotions. So often, kids who struggle with self-regulation skills are missing this internal meter that lets us know how intense our emotions are at the moment. This helps students learn to be more self-aware about their emotions and body, and once students are more self-aware, they can be more open to finding solutions for their struggles.
Incorporate self-reflection times. All kids and young adults can benefit from becoming more self-reflective. That involves assessing past behaviors and choices, as well as identifying next steps for improvement. This can be a tough skill for kids to learn at first, especially because it can be so personal to admit where you went wrong. I suggest creating a reflection binder that holds information about student SMART goals and areas that the student needs to improve. Each reflection binder really should be individualized because every student needs to work on different things. Some students of mine had data on grades, while others focused more on behavior or attendance. Meet weekly with the student as an intervention. Discuss the goals, progress made, challenges, and next steps for the future. Most of all, try to let the student take the lead! This can slowly help him or her develop the ability to self-reflect and self-regulate in the future.
Encourage positive habits. Having a healthy diet and sleep pattern can contribute to how self-regulated someone is. Talk with the student and family about making sure he or she is well-rested at night to achieve success the next day. If this is an area you are not comfortable addressing yourself, consider consulting with the school social worker or school counselor for extra support.
Executive functioning skills are important for learners at all ages. Sometimes people hear the term and assume it's only for older kids, but I'm here to dispel that myth! Even our youngest of learners should learn and practice stills for paying attention, using self-control, getting organized, using flexible thinking, and more. Simply put, improved executive functioning skills helps our students become better learners across the board. When kids can focus for longer in class, they can absorb more of the lesson. When they improve their ability to use self-control, they can make better choices with friends. When kids can get organized more efficiently, they can make better use of their time. Those are really just a few examples.
Why Use Play Activities? While I am a huge fun of structured lessons to teach these skills, I'm also always looking for new, fun, and more interactive ways to help learners, too. Not too long ago, I wrote another post about games to teach executive functioning skills. Of course, not everyone has access or time to play Blurt or Pictionary at a moment's notice. For that reason, I created a set of Executive Functioning Games & Play Activities. Just print the cards, put them on a ring, and play any time you have a few extra minutes. I've even included a script to read to your learners, in an effort to make it entirely no-prep! Best of all, kids will LOVE playing these games and activities while they learn the critical skills they need.
When Can Play Activities Be Used? Really, anytime that works for you is a great time to practice these skills! Use them as a brain break between academic work or transitions to help kids move and interact with one another. Play them during break time. You can even start your morning or finish your day with a fun play activity. Since they are fun, kids will see them more as a game and less as "work".
Freeze. This is a fun brain break activity you can do anytime to practice self-control. Play music and let students move around, dance, and wiggle their bodies. After a minute or two, yell out, "Freeze!" At this time, all students should freeze in place, even with the music still playing! This can be a challenge at first. The goal is to work on self-control enough so we can keep our bodies still when we need to. After a few seconds, yell out, "Melt!" and allow students to move again. You can play this for as long as you'd like!
Musical Chairs. Kids can practice their skills for task initiation and attention while playing musical chairs. Set up just enough chairs in a row so that there is one or two fewer than the number of students you have. Play music and let students walk around the chairs. As soon as you shut off the music, students will have to work quickly to find an empty chair. Those who don't move quickly enough will be out!
Guard Duty. This is one of my favorite play activities because kids love acting like guards, not realizing they are actually improving their hallway behavior and learning skills for self-control. Let students know they will be acting as guards outside a palace. They have to show they are serious by standing tall and marching in line. You can also let students know that guards never react if someone tries to make them laugh or get their attention when they are on duty. You can practice by having one leader march around the room, with the rest of the students following. This is also a great game you can play while transitioning from class to class.
Simon Says. Most students already know this game, so that makes the directions pretty simple! It's important to highlight that students will be using their attention skills to really listen what the leader says so they can do the right thing. Give different students chances to be the leader. This is a perfect brain break that can last 2 minutes or 20 minutes, depending on how long you have and what you want your students to do.
Role Play. In this game, kids will practice their skills for flexibility by acting out a scenario with a partner. You really can use any scenario you want: working at a bakery, going to a baseball game, being a teacher and a student, and so on. You can choose the role plays or let students pick. The only rules are that students must stay in character and continue to role play for the time. That means students are practicing being flexible and making up a scenario as they go along. Kids love this one because they really get a chance to use their imagination and have fun!
Keep the Story Going. This is such a fun game to practicing flexibility and attention! Start off a story any way you want with just one sentence. You might say, "It was a cold dark night," or "The rocket was ready to blast off." Really, it can be anything. Keep the story going by passing it off to another player. Each time, one person must add just one sentence to the story to keep it going. Kids practice attention by focusing on listening to the story as it goes, and they practice flexibility skills by going with the flow and making sure the story makes sense. Kids love making silly and fun stories with this game!
If you love these activities, check out my Executive Functioning Games & Play Activities to help you target these skills in such a fun way! They include over 30 unique and interactive games and play activities that your students will want to play again and again.
STAYING ORGANIZED. To me, this is one of the biggest challenges I've seen after teaching middle school especially. In school, kids are expected to juggle and organize so many different papers, binders, journals, and books. So often, students don't know the right place to put materials or organize in the first place. Other times, even when students do understand how to organize, there is often just not enough time. The bell rings and it's time to transition to the next class, so what does the student do? Shove all their papers into the closest folder and heads out right away. Finally, for many kids, disorganization has been the only way they've ever known! Some of these kids don't realize how much easier and orderly life would be if they just learned a few extra skills and tricks.
Explicitly teach organization. Always spend time teaching organization. No matter the age, your learners are going to need to learn your system of organization. That takes time and practice! I developed an Organization Boot Camp specifically for kids and young adults who struggle and need a more in-depth set of activities to teach these skills.
Set up a homework binder. Helping kids set up a specific spot for homework only can make a huge difference for organization. This should be the dedicated spot where all current homework goes. It helps kids differentiate what work needs to be done tonight and what work needs to be filed away in another spot. You can use this free homework binder template to start your students off.
Give time to organize. I would say this is one of the easiest things you can do that is often forgotten about! When you ask students to change from one binder to another, give your struggling organizers sufficient time to do it. Moving on too fast only reinforces kids who shove papers away in a messy manner. These kids are going to take more time putting materials away in the right spot, and they deserve that time to do it.
Use visuals. Take a picture of a model desk to show how it should be organized. Tape the photo on the wall or on a certain student's desk to help remind them.
TRANSITIONS. Many kids with EF challenges struggle when it's time to stop something and move on to something else. This task switching really takes a lot of brain power! You have to have self-control to stop what you are already engaged in, use organizational skills to put things away in their correct places, initiate the switch, and be mentally flexible to move on to something new. This can be especially difficult when adults are expecting a learner to transition to a new task or class within just a few minutes. While many students have have routines and strategies to help them during transition times, there is a large portion of kids who just never put those puzzle pieces together. This can often leave them even more disorganized, confused, and behind schedule.
Create routines. Practice your transitions several times with students so they become second nature. Kids who are inflexible and struggle with changing from one activity to another will do considerably better when the transition is practiced and more comfortable.
Give countdowns. Let students know how much time they have left to work on their research papers or during break time. This at least gives a concrete warning. For kids who struggle with time management, setting a backwards timer can be helpful, too.
Use a chime. Using a calming sound like a chime when it's time for transitions can help prime kids and young adults for the change. It will gain their attention and help serve as a memorable indicator that it's time to change what we're doing.
Use visuals. Make a list of steps for transitions that are particularly difficult and keep them posted. This will serve as a visual reminder when it is time to move from one activity to another or switch classes.
Use social scripts. Previewing the steps of a transition can be extremely helpful for kids. A social script is a short narrative a child or young adult can read to themselves prior to the transition to remind them of the expectations and plan. You can create your own or use these social scripts to help kids who need this extra support.
HOMEWORK. The whole idea of homework is that it should be extended practice kids and young adults can do independently. When a learner has a difficulty with executive functioning skills, that is often not the case at first. So often, kids with EF challenges don't ever stop to write the homework down in class in the first place, or stop to make sure they have all their materials before they head home. This is the first thing that sets them back. Further, starting homework independently takes a good amount of task initiation skills mixed with self-control. For kids with already-weak inhibition skills, playing videogames, chatting with friends, or playing outside seems a lot more enticing than opening up a math book. Finally, when learners do finally start the homework, it can be challenging and, let's be honest, boring. Sticking with it, or perseverance, is a skill that many students don't always have on their own. If they come to a task that's perceived as challenging, it's often easier to abort the mission than to seek out solutions and work though.
Be consistent. Keep homework written in the exact same spot in your classroom every day. Teach students that this is the one homework spot and keep it consistent throughout the year. This makes a huge difference for kids who struggle with EF skills, since it can become a lot of mental energy and work to figure out where the homework is before even starting the process of writing it down.
Make an end of the day checklist. Help kids come up with a list detailing what they need when they walk out the door. This can help students review their homework planners, make sure they know what assignments to work on, and bring home the necessary materials. Use this free end of the day checklist to get started.
Talk to families. Help set up more positive supports at home for kids who struggle with getting their work done. Talk to families about a dedicated workspace for homework and strategies for when the child gets stuck on assignments.
FOCUSING IN CLASS. Attention is a fascinating skill. It's not something we just keep on permanently. Instead, it's a skill we learn to focus and re-adjust constantly when we find ourselves starting to zone out. Kids with weak executive functioning often don't know this secret, though. In a class, these are the students who are frequently looking out the window, playing with something in their desk, or just daydreaming to themselves. It's not that they mean to not pay attention. It's often that they don't know how and when to refocus themselves in the right way. This becomes especially challenging in long classes with lots of lecture and talking. Of course, a child or young adult can also become extremely frustrated when they can't focus, as it causes them to feel confused and not know what is going on. Sometimes, this can unfortunately snowball into a child who gives up easily and doesn't try. Again, it's not that they want to be unfocused, but they are severely lacking the skills to get there.
Incorporate movement. Learning doesn't have to be stationary! Kids learn better when they are moving. Have students working while standing up at the board during math time, or moving from center to center when completing writing prompt questions. If you have a specific student who needs even more movement, give them specific jobs to deliver messages to another teacher or the office just to get their legs moving throughout the day.
Practice mindfulness. Mindfulness is a great strategy to help kids improve their focus while also learning skills for managing emotions and feeling calm. You can use mindfulness activities just before a test, after a transition, or any other time to calm kids feel more focused and in control. Note that mindfulness is a long-term practice and not a quick fix, but can really help kids over time!
Give time for brain breaks. Brain breaks are another great option to get kids moving. They are quick activities that help break up the learning and let the brain recharge for a short period of time. You can do anything from having kids do 10 jumping jacks to practicing a few yoga postures. These activities can be done anytime between transitions to help keep kids alert. I love these executive functioning games and play activities, mainly because they provide a fun brain break while still working on the skills kids need!
Teach attention skills. Explicitly teach what it means to focus in class, what behaviors students can engage in to help them stay focused, and how to refocus when attention wanes.
SOCIAL INTERACTIONS. Sometimes when we think of executive functioning, we only think of academics. That's actually not always the case! Kids and young adults who struggle with EF skills also can experience big challenges when it comes to social skills and dealing with others. Lots of social situations require us to understand social rules, use self-control, plan our responses, have flexibility when things don't go our way, and use coping skills to manage our emotions when we are upset. For kids who lack these skills, social interactions can be especially difficult.
Openly express social expectations. If you are having group work, make sure you go over what it means to be a good partners ahead of time. I love using visuals for this because they are something you can keep up to remind students, as needed. Just a simple list for what you do when you are playing games with others or a visual to show group work expectations can go a long way.
Explicitly teach social skills. All kids can benefit from social skill instruction, though some need it more explicitly than others. You can use social skills lessons for younger students or social skills lessons for older kids to teach the skills they need. These lessons and activities can be taught in morning meeting, during a lunch group, or advisory periods.
Use social scripts. Some students really benefit from previewing social expectations right before a situation occurs. You can have social scripts for before recess, lunch, group work, and other social times to help remind students what will happen and what they can do. You can develop your own or use these pre-made social scripts to help support students' needs.
Give opportunities for positive social interactions. Kids need practice in applying social skills! You can always integrate your content into games and group activities to give students this time with their peers. I also love these games and play activities for executive functioning skills as a way to specifically target the EF skills these kids need.


text:
Prosecutors: Women Trying To Collect Weren't Really At Indiana State Fair
Filed Under:Alisha Brennon, Dave Berner, forgery, Indiana State Fair, injuries, perjury, scam, Stage Collapse
The overhead stage rigging collapses into the crowd in front of the stage at the Hoosier Lottery Grandstand at the Indiana State Fair, Saturday, Aug. 13, 2011, in Indianapolis. Authorities say they have confirmed at least three deaths after the stage collapse, where the country group Sugarland was set to perform. (AP Photo/The Indianapolis Star, Matt Kryger)
INDIANAPOLIS (CBS) — Two women have been charged with trying to collect money from funds intended for the victims of the stage collapse at the Indiana State Fair this past summer.
As WBBM Newsradio's Dave Berner reports, authorities say Stephanie Murry, 25, and Sandra Hurn, 38, both of Indianapolis, have been charged with forgery, attempted theft and perjury. Hurn also faces charges of theft.
LISTEN: WBBM Newsradio's Dave Berner reports
https://chicago.cbslocal.com/wp-content/uploads/sites/15116062/2011/12/mp3_bc__carts_collapse-scam-berner.mp3
Police say the women each submitted claims worth $22,500 to a private relief fund and the State of Indiana tort claim fund, both of which are administered by the Indiana Attorney General's office.
The woman allegedly falsified hospital records that detailed injuries they claimed to have suffered on Aug. 13, when a freak blast of wind ripped down the stage at the Indiana State Fair just as the country group Sugarland was about to play.
Seven people were killed and dozens were hurt in the stage collapse, but prosecutors say Hurn and Murry were not among the injured. In fact, prosecutors say neither was there at all.
The women were told they would receive money from the tort claim fund, but instead, Hurn was arrested when she came for her check, and Murry was arrested a short time afterward.
If convicted, Murry could face up to 14 years in prison, Hurn up to 36.
Concert-goers said on Aug. 13, opening act Sara Bareilles had finished performing, and the crowd was waiting for Sugarland to take the stage when the storm hit just before 9 p.m.
Meteorologists believe the wind storm might have been what's known as a "gustnado" — which forms when a strong wind just before a thunderstorm causes the air to circulate like a tornado.
A Chicago woman was among those killed. Christina Santiago, 29, of the Edgewater neighborhood, managed programming at the Lesbian Community Care Project at Howard Brown Health Center in Chicago.
Santiago's partner, Alisha Brennon, later filed lawsuits in connection with the incident, requesting damages and spousal death benefits from the State of Indiana.
(TM and © Copyright 2011 CBS Radio Inc. and its relevant subsidiaries. CBS Radio and EYE Logo TM and Copyright 2011 CBS Broadcasting Inc. Used under license. All Rights Reserved. This material may not be published, broadcast, rewritten or redistributed. The Associated Press contributed to this report.)

redpajama_set_name: RedPajamaCommonCrawl


text:
Q: multipage session storing in database i'm trying to set up a simple multipage form, with the use of sessions to be later stored in a database in multiple tables.
however, i seem to have run into a problem. while the values of the last page get posted to the database, the session variables do not.
please, keep in mind.. me and my project partner are complete newbies to php/sql and might not have payed as much attention in class as we should have. most of the code is pretty much thrown together randomly. and identifying problems does not seem to be our strong suit.
first page / b_tickets.php
(simple html form with the values 'ticket_a', 'ticket_k' and 'ticket_vip')
second page / b_rooms.php
    <?php
session_start();

$_SESSION['ticket_a'] = $_POST['ticket_a'];
$_SESSION['ticket_k'] = $_POST['ticket_k'];
$_SESSION['ticket_vip'] = $_POST['ticket_vip'];
?>

third page / b_ucp.php
<?php
session_start();

$_SESSION['room_s'] = $_POST['room_s'];
$_SESSION['room_s_extra'] = $_POST['room_s_extra'];
$_SESSION['room_d'] = $_POST['room_d'];
$_SESSION['room_d_extra'] = $_POST['room_d_extra'];
$_SESSION['room_3'] = $_POST['room_3'];
$_SESSION['room_3_extra'] = $_POST['room_3_extra'];
$_SESSION['room_10'] = $_POST['room_10'];
$_SESSION['room_10_extra'] = $_POST['room_10_extra'];
$_SESSION['pension'] = $_POST['pension'];
?>

which leads to
insert_ucp.php
(at this point an echo §_SESSION of the previous variables reveals that they are in fact still stored.)
<?php
session_start();

$con = mysql_connect("localhost","XX","XX");
if (!$con)
  {
  die('Could not connect: ' . mysql_error());
  }

mysql_select_db("fatcity", $con);

$sql="INSERT INTO tickets (ticket_a, ticket_k, ticket_vip)
VALUES
('$_SESSION[ticket_a]','$_SESSION[ticket_k]','$_SESSION[ticket_vip]')";

$sql="INSERT INTO rooms (room_s, room_s_extra, room_d, room_d_extra, room_3, room_3_extra, room_10, room_10_extra, pension)
VALUES
('$_SESSION[room_s]','$_SESSION[room_s_extra]','$_SESSION[room_d]','$_SESSION[room_d_extra]','$_SESSION[room_3]','$_SESSION[room_3_extra]','$_SESSION[room_10]','$_SESSION[room_10_extra]','$_SESSION[pension]')";

$sql="INSERT INTO ucp (title, name, n_family, adress, a_housenumber, continent, country, province, region, city, telephone, email, password,  payment, client, comment)
VALUES
('$_POST[title]','$_POST[name]','$_POST[n_family]','$_POST[adress]','$_POST[a_housenumber]','$_POST[continent]','$_POST[country]','$_POST[province]','$_POST[region]','$_POST[city]','$_POST[telephone]','$_POST[email]','$_POST[password]','$_POST[payment]','$_POST[client]','$_POST[comment]')";

if (!mysql_query($sql,$con))
  {
  die('Error: ' . mysql_error());
  }
echo "1 record added";

mysql_close($con);
?>

at this point the question is not in fact about how terrible we are when it comes to php/sql- thank you.. we already figured that out. with only pretty much three days to our deadline..
but why exactly the session variables aren't saved to the database. what exactly are we overlooking?
thank you very much in advance..

A: RUN query every time!!!
You create variable, then overwrite it 2 times than execute it
should be:
$sql = 'smth';
mysql_query($sql);
$sql = 'smth';
mysql_query($sql);
$sql = 'smth';
mysql_query($sql);

you have
$sql = 'smth';
$sql = 'smth';
$sql = 'smth';
mysql_query($sql);

And as I've said do not use mysql_*. And your code allows sql injection

A: First problem I see, is that $sql variable gets overriden 2 times in the last piece of code. So, only the last query gets executed.
Second, you should use this syntax to inject non-tribial vars into strings: "INSERT ... ${someArray[someKey]} ..." - note curly braces. This is not required here, but it will save you from troubles in the future.
Third, sanitize all the input data! You will have SQL injection in the last code example.
Last, no need to session_start() in each file - just place it once in bootstrapping file and require_once it.

A: I agree with E_p in that only one of your queries is ever going to be executed. doing what he suggested will allow all your queries to execute.
You may also want to take a look at your tables, just from looking at your query structure I see nothing wrong with them, but you may end up having a hard time getting the info you want back out. I could be wrong since you didn't post your table structures nor was your question really regarding this, but its just something I noticed and figured I would share. Your tables do not look like they are connected to each other by any foreign keys. This may not be needed for your project, but if you needed to pull all the form data related to all ticket_a entries then you would only get a list of sessionIDs corresponding to the ticket_a column, without any info from your 'rooms' or 'upc' tables. If that is what you are going for then its fine, otherwise you may want to look into it.

redpajama_set_name: RedPajamaStackExchange


text:
Movie Review: Never Back Down 2
Four college age kids from different walks of life enter an underground mixed martial arts tournament known as "The Beatdown." In order to prepare themselves, they train under a mysterious loner known as Case. The wisdom he imparts on his pupils proves useful both inside and outside the octagon. On the eve of the event, an altercation with some crooked cops puts his freedom in jeopardy. His students rush to his aid, and prepare to root out the traitor that hides within their ranks.
Never Back Down 2 is the direct to DVD sequel to 2008's Never Back Down. The original was a glossy, mean spirited Karate Kid rip-off masquerading as a meaningful coming of age story. Michael Jai White not only plays the mentor character this time out, but sits in the director's chair as well. The film essentially follows the same tournament scenario as its predecessor, but with a few notable changes. Similar to Warrior, it offers multiple protagonists instead of just one. Despite the changes, Never Back Down 2 is only a marginally better film than the original.
Visually the film is competent, though not terribly distinct. The visual palette suitably expands during the films more active stretches, only to contract during its more mundane moments. Cinematographer Lukas Ettlin allows the camera to float freely in certain environments and situations. During a frat party, he zeroes in various forms of debauchery in what feels like a modern variation of "bullet-time." The camera circles around the protagonists during the requisite training montages, allowing an all-encompassing view of the techniques being practiced.
The fight choreography by Larnell Stovall is both functional and technically precise. The fighters transition smoothly from stand up-fighting to ground techniques. Elements of capoeira, boxing, and traditional wrestling are integrated into a cohesive whole. The mostly conservative visual approach is something of double edged sword. It renders the fights clear and understandable, but it also robs them of immediacy. None of the set pieces really stand out except for one where a handcuffed Michael Jai White fends off multiple attackers. On the positive side, the training montages treat viewers to some rather unorthodox drills and strength training techniques. This adds a bit of much needed variety to the sometimes mundane setting.
In true B-Movie fashion, the script is a bit too obvious in how fleshes it's characters out. It throws the viewer a left hook by turning one of the protagonists into a villain during the third act. Case's training apparently unleashes his inner bully. It's an interesting concept, but the film delivers it in a half-baked manner. Instead of happening gradually and organically, the transition feels sudden and forced. The reaction of the other characters also feels a bit muted considering the seriousness of the transgressions that take place.
The principle cast of Never Back Down 2 proves to be its weakest element. The performances range from passable to noticeably bad. This undermines the suspension of disbelief considerably. Alex Meraz and Dean Geyer, whose characters spend a good deal of the running time at odds, are nigh indistinguishable at certain points. They seem to be playing two different versions of the exact same character. Todd Deffee's superhero physique is constantly at odds with his oafish demeanor. Michael Jai White proves to be the film's saving grace in this regard. As always, he exudes confidence and amazing physicality as Case. He even exhibits the ability to poke sly fun at his stoic action hero image.
With Never Back Down 2, Michael Jai White proves himself a competent director. He also reaffirms his place as one of America's most underutilized action stars. Perhaps if he had been provided with a better script and a more capable group of actors, Never Back Down 2 might have been in the same pantheon as the superb Blood and Bone. Good fight choreography and solid, capable direction can only go so far in compensating for other noticeable deficiencies. The actors have to be able to convincingly sell the material for the audience to fully buy into it. Without that, the films other virtues run the risk of going unnoticed.
Labels: Action Film, Martial Arts, Movie Review
yanmaneee December 10, 2021 at 12:17 AM
Movie Review: Drive


text:
DIDIER DROGBA FANS
Didier Drogba Fans Blog
July 22, 2014 Liam
Drogba Linked With Return To Chelsea
The future of Didier Drogba is being linked with a move to a number of Qatari clubs as well as the possibility of him making his return to Stamford Bridge is wide open.
The contract of the Ivorian striker with Galatasaray has already expired and now he has a decision to make as to where he wants to continue extending his playing career and joining what club. The Russian clubs in Qatar are willing to give Drogba a salary in the region of €3 million while Chelsea's offerings still remain undisclosed as it hasn't been announced.
Jose Mourinho is eyeing Drogba mostly as a back-up option and his major role would be to join the coaching staff of Chelsea where he can develop a long-term role in the club without having to play such an important role in the actual squad.
Drogba came out of the 2014 World Cup in the early rounds of the worldwide event as he couldn't help his nation get beyond the group stages but he is eager to continue playing even at his 36 years of age.
Jose Mourinho admires Drogba and he knows what the veteran player can add into the squad as the former Galatasaray can still influence the team even if it's outside of the squad in a more managerial role.
Drogba is an icon for supporters of Chelsea as his last match wearing the shirt of the Premier League club saw him scoring a penalty-kick set-piece against Bayern Munich. The time Drogba spent playing at Stanford Bridge as a player of Chelsea was the best of his career as he won a number of major trophies and when he left the English club, he has not been playing as his former self as his career took a significant dip when he went on joining Shanghai Shenhua and Galatasaray.
Didier Drogba Shanghai Shenhua 2012 All 8 Goals
Didier Drogba all goals 2013 – Galatasaray [HD]
Copyright © 2018 DIDIER DROGBA FANS
Copyright © 2020 DIDIER DROGBA FANS • Chicago by Catch Themes


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text:
Q: How can I validate user input to take only numbers I have two questions:

*

*How to display the largest and smallest number which accept 5 numbers from user input

*How can I validate user input to take only numbers.
Here is my code :
input_set = list()
num = input("Enter how many elements you want:")
print("Enter numbers in array:")
for i in range(int(num)):
    n = int(input("input number :"))
    input_set.append(int(n))
print ("ARRAY: ", input_set)
largest = input_set[0]
for i in range(len(input_set)):

    if input_set[i] > largest:
        greatest = input_set[i]

print("Largest number is :", greatest)

smallest = input_set[0]
for i in range(len(input_set)):

    if input_set[i] < largest:
        smallest = input_set[i]

print("Smallest number is :", smallest)

A: Here's how I might modify your code above. This accomplishes two things, make sure that the input is in digit form, and cleans up finding the largest/smallest numbers in the array. Granted, it will infinitely loop if the user doesn't enter a digit but you can always add a max tries to each loop (I leave that as an exercise for the reader).
Edit:
Corrected a bug...
input_set = list()
num = None
while num is None:
    ret = input("Enter how many elements you want:")
    try:
        num = int(ret)
    except ValueError:
        print ("Invalid input, please enter a digit.")

print("Enter numbers in array:")
for i in range(num):
    n = None
    while n is None:
        ret = input("input number :")
        try:
            n = int(ret)
            input_set.append(n)
        except ValueError:
            print ("Invalid input, please enter a digit.")

print ("ARRAY: ", input_set)
print ("Largest number is :", max(input_set))
print ("Smallest number is :", min(input_set))

A: This one takes input till the user enters valid input
input_set = list()
num = input("Enter how many elements you want:")
print("Enter numbers in array:")
for i in range(int(num)):
    while True:
        try:
            n = int(input())
        except ValueError:
            print("Enter a number")
            continue
        else:
            break
    input_set.append(int(n))
print ("ARRAY: ", input_set)
largest = input_set[0]
for i in range(len(input_set)):

    if input_set[i] > largest:
        print('greatest '+str(largest))
        print('current '+str(input_set[i]))
        largest = input_set[i]

print("Largest number is :", largest)

smallest = input_set[0]
for i in range(len(input_set)):

    if input_set[i] < largest:
        smallest = input_set[i]

print("Smallest number is :", smallest)


By 1917 the war had been raging for three years, and the toll on all belligerents was severe. Indeed many nations were close to collapse; resources were being expanded at a never before seen rate—including manpower. Soldiers at the front had quickly outgrown any initial optimism through the conditions at the front and the negligible movement of the front line. However, all countries had lost too much to accept anything but victory. So the fighting would continue until countries would bleed out.
3rd - General Sir Douglas Haig is promoted to the rank of Field Marshal. Douglas Haig is in command of the British army.
Opinions on Haig will range from a butcher all the way up to the man who won the war. These opinions are still debated to this day. An important thing to remember is that all generals had to struggle with adapting to modern tactics based on the new technologies.
19th - Germany sends a secret message to its ambassador in Mexico proposing a military alliance with Mexico and possibly Japan if the USA seemed certain to enter the war.
The message, known as the Zimmerman telegram, was intercepted by British intelligence and would successfully be decoded.
31st - Germany announces it will begin unrestricted submarine warfare.
3rd - USA severs diplomatic ties with Germany in response to the revival of unrestricted submarine warfare.
23rd - Kut taken back by British forces but the Turkish army manages to retreat, avoiding another siege.
German forces on the western front begin withdrawing to a series of heavily fortified defensive positions, known as the Hindenburg line.
25th - British passenger ship RMS Laconia is sunk by a German U-boat, 12 people are killed including two American passengers.
28th - The Zimmerman telegram is released to the American press. This along with the submarine warfare is stoking anti-German sentiment within the USA.
11th - Baghdad occupied by British forces.
A series of strikes lead to a revolution in Petrograd, the capital of Russia. Troops are brought in to control the situation. However, most are reluctant to use force due to the large amount of women protesting, and they begin to mutiny.
15th - The Tsar of Russia, Nicholas II, abdicates. He is then placed under house arrest alongside his family.
A provisional government takes control of Russia. The Petrograd Soviet is established to represent workers and soldiers.
26th March - The first battle of Gaza begins. British forces try to capture Gaza, but Turkish forces successfully defend the town.
5th - German withdrawal to the Hindenburg line is completed.
6th - The USA declares war on Germany. This marks the first major intervention of the United States on to the world stage.
7th - Cuba and Panama declare war on Germany.
9th - The battle of Arras begins. British forces attack German defenses across a broad front around the French city of Arras.
16th - Vladimir Lenin returns to Russia by train. Lenin is a socialist revolutionary in exile and his return is facilitated by Germany to destabilise Russia.
16th - The second battle of the Aisne begins. French forces attack the Germans along the Aisne front.
17th - Second battle of Gaza begins. British troops will try again to capture Gaza.
19th - Second battle of Gaza ends with Turkish forces retaining the city.
9th - Second battle of the Aisne is abandoned. The line was advanced but at a large cost to the French army. The offensive failed to deliver a decisive breakthrough. Significant numbers of French troops began to mutiny. The troops would remain in the line but refused to carry out attacks that they thought were futile.
10th - Major General John J. Pershing is appointed to command the US expeditionary force.
15th - General Nivelle is sacked due to the French mutiny and replaced by General Pétain. He restored French morale by: changing strategy from attack to defense, resting exhausted units and disciplining a small number of mutineers.
17th - The battle of Arras ends. The early days of the offensive achieved impressive gains, notably Vimy ridge. However, no breakthrough was achieved and it ended in a stalemate with yet another high casualty count.
7th - The battle of Messines begins. This is the first of a series of battles fought by the British to try and breakthrough at Ypres and relieve pressure on the French.
9th - The Russian provisional government refuse a German proposal for an armistice.
14th - Battle of Messines ends. The battle was only a prelude to further battles but it was a British success and inflicted heavy casualties on the German forces.
25th - First US troops arrive in France.
26th - Greece joins the war on the side of the allies.
1st - The July offensive begins on the eastern front. Russian forces attacked the Austro-Hungarian and German forces in Galicia.
19th - German and Austro-Hungarian forces counter attack on the eastern front. The Russians had initially been successful against Austro Hungarian troops but the attack stalled due to Russian losses and soldiers refusing to follow orders.
22nd - Siam, now known as Thailand, declares war on Germany and Austria-Hungary.
28th - The battle in Galicia ends. The counterattack was met with little resistance and hence pushed deep into Russian territory, through Galicia and into Ukraine.
However, Romanian forces had been successful with their offensive and managed to deal a blow to the central powers on the eastern front.
28th - Tank corps formed in British army.
31st - Third battle of Ypres begins. British and French forces attack German defenses with the aim of capturing ridges to the south and east of Ypres.
4th - Liberia declares war on Germany.
14th - China declares war on Germany and Austria-Hungary. Chinese labourers will perform support roles and manual labour instead of combat roles on the western front.
20th - French forces attack the Germans at Verdun.
26th - The French forces capture their objectives at Verdun.
3rd - German forces capture Riga on the eastern front.
12th - Battle of Passchendaele begins, this is the final phase of the third battle of Ypres.
26th - Brazil declares war on Germany.
6th - Passchendaele is captured by Canadian forces.
7th - Lenin leads a Bolshevik coup to take over the Russian government. This leads to the first ever communist run country with Lenin as Premier.
Forces opposing this ideology, known as the white army, almost immediately begin a civil war with Lenin's red army. This would last until 1922 with the soviets eventually emerging victorious.
10th - Third battle of Ypres ends. The battle was marred by unusually wet weather and treacherous mud. The battle had achieved gains for the British but with large casualty counts on both sides.
20th - Battle of Cambrai begins, this is the first mass use of tanks (over 450) by Britain to attack the German Cambrai salient. The attack was a surprise and made impressive gains on the first day.
30th - German forces begin a counter attack at Cambrai.
3rd - Battle of Cambrai ends, the German counter attack has taken back almost all of the initial British gains.
7th - The United States declares war on Austria-Hungary.
9th - British troops capture Jerusalem.
9th - Romania signs an armistice with the central powers. After the Russian revolution Romania was left isolated and surround by the central powers.
10th - Panama declares war on Austria-Hungary.
15th - The Russian Bolshevik government signs an armistice with the central powers, ending the conflict on the Eastern front. Peace negotiations will now follow.
Germany can now move some of its troops from the eastern front to reinforce the western front.
16th - Cuba declares war on Austria-Hungary.
With the exit of Russia from the war, the major focus of 1918 was on the western front. By now harsh lessons had been learnt, the new tactics were fully developed, and mobile warfare returned to the western front for the first time since the start of the war. Both sides would launch major offensives in an effort to try and finally gain a victory. Eventually, Germany would collapse under the large allied pressure and peace would return to Europe and the world.
8th - President Wilson gives a speech to the US Congress outlining his fourteen points. These points will be used as the basis for negotiating a peace.
10th - Russia announces that the state of war with the central powers is ended but they won't sign a peace treaty.
18th - Frustrated by the Russian stalling in negotiations, Germany resumes attacking Russia.
19th - Russia notifies Germany of a willingness to sign a peace treaty.
28th - Hostilities cease and negotiations between Russia and the central powers resumes.
3rd - Russia sign the peace treaty of Brest-Litovsk with central powers.
5th - Preliminary peace treaty signed between Romania and the central powers.
Germany begins a series of large, surprise offensives to try and breakthrough the allied lines and end the war before the US troops are ready to have a significant impact.
21st - The German spring offensive begins with the kaiserschlacht also known as operation Michael. The German troops attack the British lines near St Quentin to try and separate the British and French armies. The offensive consist of a series of battles: the battle of St. Quentin, the first battle of Bapaume, the first battle of Noyon, the battle of Rosières, the first battle of Arras, the battle of Avre and the battle of the Ancre.
26th - Ferdinand Foch is appointed supreme commander of allied forces. This marks the increased coordination between the British and French armies as the war had progressed.
1st - The British government creates the RAF (royal air force), a new branch of the armed forces. It is formed by combining the RFC (royal flying corps) and the RNAS (royal naval air service) which were previously under control of the army and navy respectively.
5th - Operation Michael ends. The German army made an impressive breakthrough but it quickly ground to a halt. The Germans were using their best soldiers as stormtroopers and taking heavy casualties. These troops couldn't been replaced but the allied casualties could be replaced by the incoming US troops. The ground captured was also in such bad condition that defense and the construction of reinforcing supply lines was extremely difficult.
The failure of the kaiserschlacht to break the allies marked the end of any realistic chance of Germany winning the war.
9th - German Lys offensive begins, also known as operation Georgette. This consists of multiple battles: the battle of Éstaires, the battle of Messines, the battle of Hazebrouck, the battle of Bailleul, the first battle of Kemmel ridge, the battle of Béthune, the second battle of Kemmel ridge and the battle of the Scherpenberg.
12th - Field-Marshal Haig issues his famous "Backs to the Wall" order. In it he urged the British troops to fight it out to the end.
Many amongst us now are tired. To those I would say that victory will belong to the side which holds out the longest. The French Army is moving rapidly and in great force to our support.
There is no other course open to us but to fight it out. Every position must be held to the last man: there must be no retirement. With our backs to the wall and believing in the justice of our cause each one of us must fight on to the end.
16th - Passchendaele reoccupied by German forces.
21st - The Red baron is shot down and killed in France.
23rd - Guatemala declares war on Germany.
29th - Operation Georgette ends. The Germans had gained ground but not reached their objectives, the channel ports.
30th - The first US troops arrive in France.
1st - Part of Russian black sea fleet is seized by Germany.
7th - Final peace treaty signed between Romania and the central powers.
8th - Nicaragua declares war on Germany and Austria-Hungary.
12th - Military treaty signed between Germany and Austria-Hungary. As the war progressed, Austria-Hungary became more reliant on Germany and more subordinate to Germany.
23rd - Costa Rica declares war on Germany.
27th - Third battle of the Aisne begins, also known as operation Blücher-Yorck. German forces attack the Aisne sector held by French troops.
6th - Third battle of the Aisne ends. Similar to the previous battles the Germans made a large initial gain but the attacks then ground to a halt.
American troops would then counterattack at Belleau wood in their first major battle.
9th - Battle of the Matz starts, also known as operation Gneisenau. German troops attack to push allied troops westward and widen the German salient.
14th - Battle of the Matz ends. The Germans had initially progressed but were quickly halted by a French and American counterattack supported by tanks.
30th - First US troops arrive in Italy.
4th - The battle of Le Hamel, Australian troops supported by American troops, British tanks and air support attack German defenses around the town of Le Hamel on the Somme. The salient was captured in 90 minutes.
This battle demonstrated the effectiveness of the improved combined arms tactics now employed by the allies.
12th - Haiti declares war on Germany.
15th - Second battle of the Marne begins, the last part of the spring offensives. This was actually intended as a diversionary attack to draw in allied reserves from elsewhere for a final offensive to break through. This diversion was an attack either side of Reims to cross the river Marne.
17th - Tsar Nicholas II and his family are executed by a Bolshevik firing squad.
18th - Allied counterattack begins against Germans on the west of Reims, who had managed to cross the Marne.
19th - Honduras declares war on Germany.
2nd - Allies recapture Soissons.
5th - Second battle of the Marne ends. The Germans have been pushed onto the backfoot and their proposed final offensive is called off.
8th - Amiens offensive begins. This is the first of a series of offensives now known collectively as the 100 days offensive, that would eventually see the allies push the Germans in retreat beyond the Hindenburg line. The allied armies used combined arms tactics to attack the weakened German defences, successfully producing a war of movement.
13th - Czecho-slovaks are recognised as allied belligerents against Germany but Czechoslovakia will only declare itself as an independent nation.
3rd - Amiens offensive ends, the German army had been pushed all the way back to the Hindenburg line.
12th - Battle of St. Mihiel begins, this is the first major American attack (supported by French tanks and artillery).
12th - Battles of the Hindenburg line begin. A series of allied offensives aimed at breaking through the Hindenburg line of defenses. This consists of a series of battles: the battle of Havrincourt, the battle of Epéhy, the battle of Canal du Nord, the battle of St. Quentin Canal, the battle of Beaurevoir Line, the second battle of Cambrai, the battle of Courtrai, the battle of the Selle, the battle of Valenciennes and the battle of Sambre.
16th - Battle of St. Mihiel ends. The Americans had caught the Germans while retreating and hence the attack was unexpectedly successful, taking 15,000 prisoners.
26th - Meuse-Argonne offensive begins, a major offensive by American and French troops to push German troops further east and cut them off from their rail network.
30th - Bulgaria signs an armistice with the allies.
3rd - Germany and Austria-Hungary send notes to the USA proposing an armistice.
8th - President Wilson replies to Germany note, demanding evacuation of occupied territories as first condition of an armistice.
9th - Cambrai city captured by British forces.
12th - German government replies to President Wilson and accept the conditions.
14th - President Wilson replies with additional military conditions and insists on dealing with a democratic government.
20th - Belgian coast completely reoccupied by allied forces.
20th - Germany again replies accepting all the conditions.
21st - Germany halts unrestricted submarine warfare.
23rd - British advance on Mosul begins.
27th - German general Von Ludendorff resigns.
30th - Armistice signed between Turkey and the allies.
3rd - Austria-Hungary signs an armistice with the allies.
Mutinies and strikes begin breaking out within Germany.
4th - Battles of the Hindenburg line are finished. The Hindenburg line was broken, German troops were surrendering in large numbers and in continuous retreat.
4th - British forces occupy Mosul.
8th - German armistice delegates reach allied general headquarters.
9th - The Kaiser abdicates and goes into exile in the Netherlands. The German monarchy is over and Germany is now a republic.
10th - Romania reenters the war on the allied side.
11th (5 am) - Germany signs an armistice with the allies.
11th (10:59 am) - US soldier Henry Gunther is killed, the last soldier killed in combat.
11th (11 am) - The guns finally fall silent on the western front.
The immediate aftermath of the war was the enormous amount of casualties. Not only were there the dead but also soldiers who had survived the war and returned home with permanent scars such as amputations, facial disfigurements or shellshock (a kind of PTSD) caused by the intensity of fighting. The biggest cause of these casualties was artillery. The war had introduced the concept of a 'total war', all countries had mobilised their full manpower and industry towards the goal of winning the war. This lead to civilian targets being deemed as legitimate targets as evidenced by the naval blockade of Germany, German submarines sinking merchant shipping and the shelling or aerial bombing of cities.
Note that these figures are not to be taken as completely accurate but as best estimates. Obtaining accurate figures was impossible due to the nature of the warfare and also the revolutions in government of multiple countries at the end of the war.
Even after the war, deaths continued from aftershocks of the war. The allied naval blockade of Germany was maintained after the end of hostilities up until the peace treaty was signed, continuing the struggle of German civilians to survive. Throughout 1918-1919, a deadly airborne influenza virus (also known as Spanish flu) afflicted the globe. The spread was aided by the close quarters of the war and movement of troops. Particularly at the end of the war, when celebrating troops travelled home in large numbers. The virus is estimated to have killed between 50-100 million people, more than the war managed in four years of brutal fighting. The Russian civil war would continue until 1922, with the Red army eventually emerging victorious and forming the Soviet Union.
A peace treaty, the treaty of Versailles, was finally signed between the allies and Germany on 28th June 1919. The terms of the treaty are a point of huge debate, either being seen as too lenient and not removing Germany's future capability of starting wars or too harsh and encouraging resentment within Germany. Points of debate include the reparations to be paid by Germany to the allies and whether the treaty placed too much responsibility for the war on Germany. A significant part of the treaty involved forming an intergovernmental organisation to maintain world peace, known as the league of nations. However, the United States senate refused to ratify the treaty of Versailles and hence the significant presence of the USA was absent from the league.
This is not peace. It is an armistice for 20 years.
Another huge impact from the war was the decline of empires and creation of new nations based around existing ethnic groups declaring independence. The Austro-Hungarian empire had collapsed and was broken up into Austria, Hungary, the new nation of Czechoslovakia and Yugoslavia was formed by merging Serbia with some of former Austria-Hungary. The Soviet Union lost parts of the former Russian empire with the new nations of Finland, Latvia, Estonia and Lithuania forming.
The colonies of the German empire were divided up between the allies and Poland was formed from both Russian and German land. The Ottoman empire was broken up, becoming Turkey and having its territory in the middle east partitioned by the British and French. This meant the creation of new arab countries: Syria, Lebanon, Iraq, Transjordan and Palestine. These arbitrary divisions are a major factor in the chaos and conflict in the Middle East that carries on to this day.
Troops from around the British empire had fought in the war, as well as French colonial troops. This helped forge national identities, sowing the seeds of independence movements and accelerating the break up of even the victorious empires. The war devastated the major european economies hence the demand for German reparations. Britain had to take out large loans from the USA to finance the war. This was another sign of the declining power of the British empire and rise of the USA as the dominant world power.
Belgian and French farmers still discover unexploded shells to this day. Therefore shells are still injuring and killing people on the western front, with poison gas shells a particular issue.


Everyone knows heavy haulage: large parts are transported on big trucks with yellow warning lights on streets. However, all that is "peanuts" compared to our MEGA TRANSPORTS: heavier, larger, more complicated and more unusual. These transports require pinpoint planning, which can only take place in certain time slots or with special safety precautions, and for which large teams plan months in advance before things are ready.
Each episode accompanies such an exceptional transport and shows the detailed planning, the preparation of the cargo by disassembling, stabilizing, protecting - and then the special moment when the goods are loaded and taken to their destinations via complicated paths (bottlenecks on roads, overhead lines, extreme conditions, rough seas). The finale of each episode is when the cargo is unloaded and put to use at the new location.
Episode 1 accompanies a bunch of highly valuable luxury yachts on their way across the Atlantic on a special yacht carrier: The "Yacht Express" is a semi-submersible transport ship. That means: It can flood its cargo deck, so that the yachts can float into it carefully. Then, special divers take over: Their job is to secure the cargo, worth millions, safely underwater so that they can travel safely to the Mediterranean.
Episode 3 features the conveyance of the fourth-largest cruise ship in the world – as it is build in a hangar on dry land, 50 kilometres away from the open sea. The "Norwegian Joy" has to negotiate its channel through the shallow and narrow River Ems – with only a few centimetres of water under her keel. The gigantic cruise liner first has to leave its dry dock unscathed before faceing her first true test. A route full of obstacles lie ahead of her: the dock lock gate, two bridges and, last but not least, the Ems Barrier. Conveyance can only succeed, when the water level is high enough there.
In Episode 6, we travel with the record-braking containership "OOCL HONG KONG" on her maiden voyage. Everything happens for the first time: the captain, the pilots and the harbour crew have never before manoeuvred a giant ship like this. Berthing, loading, steering: Risky manoeuvres, which have never been tested before. On her route from Asia to Europe, the "OOCL HONG KONG" stops in Singapore to load more containers on board, before she passes the Suez Canal. Will the risky maneouvre succeed?


Whatt are the actual foods to consume for a fibro diet?
Do you mean for Fibromalysia? If so, you should try for a well-rounded diet. Eating a balanced diet is a good idea for anyone, regardless of whether you have fibromyalgia. That diet should include fresh fruits and vegetables, whole grains, healthy fats, low-fat dairy, and lean protein, such as chicken or fish.


text:
High-profile engineer
by Kendall Anderson
Rani dreams of the day when female engineering leaders are commonplace.
Susan Rani is modest about her trailblazing, leadership
Susan Rani is at the top of her game. Rani Engineering is the state's largest female- and minority-owned professional engineering firm. She recently attended trade missions in China and Korea with Gov. Dayton. Her 32-employee firm has handled projects from the I-35W Bridge Reconstruction, the Central Corridor and Hiawatha Light Rail to the Weisman Art Museum expansion.
But Rani, a Korean-American, doesn't want to be a novelty. The 52-year-old says there should be more female and minority engineering leaders. Their scarcity in engineering concerns her-as does America's lack of engineering prowess.
"China and India each produce half a million engineers a year-we produce 50,000 a year," she said. "And we think of China as backwards but what was remarkable to me during my trip was their [gender] parity in leadership: They had equal numbers of women business leaders compared to men. We only had four women-run Minnesota businesses out of 43 visiting."
America is graduating far fewer engineers than others and women earn 20 percent of the bachelor's degrees in engineering, physics and computer science, according to a 2010 report by the American Association of University Women (AAUW). Numbers dwindle further at the graduate level and in the workplace, the report found. Numbers are similarly low for minorities; Minneapolis just saw its first African-American-run engineering firm [in recent history] open within the last two years, Rani says.
These realities "should make us stand up and pay attention," she said.
Hard work and self-sufficiency
The statistics were worse for women in 1993, when Rani and a business partner launched a start-up with $1,000 and some creativity. She had worked for others since earning her bachelor's degree in civil engineering at the University of Minnesota. Within a year, she and her business partner amicably separated. "There was just one female engineering firm. It was a very foreign [environment] because … it was very much a closed network of male businesses."
Rani felt invisible-and that she was judged incompetent. She battled the misperception that she existed because of a government program that helps minority- and women-owned businesses. "You realize fast that if you're dependent on the small percentage of set asides through that program, you can't make it."
One time Rani was in negotiations for a government contract with two men. The primary contractor suggested her $14,000 proposal should be $4,000.
"I looked at him and said 'how is it fair that we should do it for so much less than you would? … Where is fair and reasonableness in this?' I asked," Rani recalled. "There was a presumption that we were going to be a lot cheaper because we were [minority- and female-owned]."
When Rani emigrated from South Korea at 11, she said, "it was very important that I knew how to support myself. Korean girls were encouraged to be infantile, beautiful and dependent on men. For me, that wasn't acceptable.
"My stepmother instilled values of independence and financial self sufficiency … in the first two days of arriving, she taught me how to get to the library on the city bus."
Rani had role models: Her stepmother was an educational psychologist, her father a mechanical and structural engineer. Her mother was an algebra teacher with a chemistry degree.
Learning English challenged her. "I was average and had to work very hard. … If you have the will, you'll find a way." Rani went on to earn her master's in business administration.
"What makes me excited about getting up in the morning is our team," she said. Half of her leadership is female; one employee has worked with her for 12 years.
Ultimately, Rani says, government programs don't guarantee success-and being female and a minority don't keep one from it.
"We are all held to the same standard. Money is still green, contracts are still contracts," she said. "The market is a strict and swift disciplinarian when it comes to not delivering on your contract."
"People say 'I remember you-you were the woman in that meeting."
She recommends nurturing girls in engineering. She's talked to girls at math camp as well as young women in college about engineering careers, is a member of the Society of American Military Engineers and is the only female member on the present board of the American Council of Engineering Companies MN.
"Girls need to be encouraged," she said. "It's not intuitive. [Engineering] takes concentration, effort and work-something we are very short of in society.
"There aren't as many women role models that have shown us this can be done," Rani said. "But you also have to make sacrifices … you have to give up your family time. I hate to burst the bubble but that's true."
She's had her share of family sacrifice. Daughter Sonia grew up "recognizing Kinko's before she recognized the zoo" because that's where she played with Legos while mom worked. Sonia now attends the University of Minnesota.
Rani is proud of her daughters and it appears they are of her, too. Her daughter Sylvia, 13, inquires about her mom's projects. The result? She can tell you all about architect Frank Gehry. (She sent him a letter when she was 9 complimenting him on his "imagination" and got an autographed book in return).
"I do what I do, humbly with a lot of hard work and passion," Rani said. "If that makes me a trailblazer as a result, so be it."
Am I Afraid of Dying?
These experiences have taught me that death need not be dreaded or feared.


text:
The Girl on the Train (2021)
UA 119 min - Drama, Thriller - 26 February 2021
Not rated yet!
When a voyeuristic divorcee fixates on the lives of a perfect couple from afar, she soon gets embroiled in a murder mystery that unfolds revealing truths about her own life.
Director: Ribhu Dasgupta
Stars: Parineeti Chopra, Aditi Rao Hydari, Kirti Kulhari, Avinash Tiwary, Tota Roy Chowdhury, Shamaun Ahmed, Vatsal Sheth, Ishita Dutta, Nisha Aaliya, Sammy Jonas Heaney, Richie Lawrie, Natasha Benton
No images were imported for this movie.
Collections: Ribhu Dasgupta, Recent Movies
Genres: Drama, Thriller
Official Website: —
Language: Hindi
Production Companies: Reliance Entertainment, DreamWorks Pictures
Runtime: 1 h 59 min
Drama, Thriller
[Reviews: 0 Ratings: 0/5]
Director Name
Ribhu Dasgupta
Isn't Streaming on rent.
Cant be Brought as of now.
Trailer Watch
Parineeti Chopra, Aditi Rao Hydari, Kirti Kulhari, Avinash Tiwary, Tota Roy Chowdhury, Shamaun Ahmed, Vatsal Sheth, Ishita Dutta, Nisha Aaliya, Sammy Jonas Heaney, Richie Lawrie, Natasha Benton
The Girl on the Train Is Available To Watch on Netflix.
The Girl on the Train Is Not Available On Rent At The Moment.
The Girl on the Train Cant Be Purchased At The Moment.


text:
Apex Legends NEW Season 4 Trailer – A Shocking Twist And Free Loot When You Land In World's Edge
Jan 27, 2020 Harry Alston 0 comments 466
Credit: Respawn via YouTube
Apex Legend's highly-anticipated Season 4 is arriving on the 4th of February, now just a week away. To celebrate the 1-year anniversary of the game's release, Respawn opened up with a new trailer today, an interview of Forge – the Five-Time Fighting Champion and supposed next Legend to enter the Apex arena.
However, as you can see from the trailer below, a certain someone has other plans for the future of Forge in the games.
Revenant, the character that many fans of Apex Legends thought was on his way, takes out Forge with a well-timed knife-hand in the back. Up close and personal? Very much so. There are some big hints in the trailer, such as Forge saying that many think "he's not ready" to be a part of the Apex Games, and telling his opponents not to get up close and personal foretells of his melee-centric abilities.
While this trailer is an exciting teaser for what's to come next week, it's still not completely clear what's going to happen with the in-game content. Is Forge dead? Is that it? A short look at a potential legend then wiped off the map by a sneaky Revenant? Or will both characters make an appearance for Season 4?
Apex Legend's Tales from the Outlands are a selection of animated shorts made by the team at Respawn that give fans an insight into the lore and story behind the hit Battle Royale game. This interview of Forge follows up the teaser trailer for Crypto that hit the shelves just before the release of Season 3.
The interview trailer was predated by the introduction of an interview set-up in Sorting Factory on World's Edge. People who landed in the main factory could see chairs, cameras and a few potted plants. If you land there now, after the release of the trailer, you might find something special in Forge's death box.
Yep, land at Sorting Factory and you'll get your hands on a Limited-Edition Hammond Robotics golden weapon charm, and the in-game content tells you that it's a commemorative charm for Forge's introduction into the Apex games.
Apex Legends Season 4 starts on Tuesday, 4th February, almost exactly one year since the game was first released. A new character – either Forge, or Revenant, or both, will arrive, as well as the new Sniper rifle 'Sentinel' and huge map changes thanks to Hammond Robotics (and the signs around the map tell you where these changes will be being made.)
APEX LEGENDSAPEX LEGENDS SEASON 4
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