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You are here: Home > Featured > Israel is safe and secure, says Israel Police spokesperson during Ottawa visit
Israel is safe and secure, says Israel Police spokesperson during Ottawa visit
By Norah Mor: October 2, 2017
Chief Inspector Micky Rosenfeld of the Israel Police speaks at a community briefing, September 10, at Congregation Beit Tikvah.
Chief Inspector Micky Rosenfeld, the Israel Police spokesperson for foreign press, was in Ottawa, September 10, for a security briefing to the community organized by the Jewish National Fund of Ottawa at Congregation Beit Tikvah.
Rosenfeld spoke about the various threats and challenges Israel Police face on a daily basis and discussed how they meet those threats and challenges.
"Intelligence operations take place 24/7," he said, "and the flow of information is constant."
In recent years, he said, the police have gained a "huge advantage in intelligence technology. Using tracking devices, we can now identify and arrest terrorists even before they enter Israel."
Rosenfeld said there is ongoing cooperation and coordination between different units, departments and institutions in Israel, including the police, Israel Defense Forces, municipalities, and Magen David Adom, as well as international forces.
He said events in Israel will sometimes have an impact throughout the Middle East and pointed to the unrest this summer at the Temple Mount in Jerusalem following implementation of security measures following a terrorist attack there.
What started with unorganized terrorists from a small Arab-Israeli village in Northern Israel almost blew-up the entire Arab and Muslim world, he said.
For this reason, Rosenfeld explained, police work closely with community and religious leaders in Israeli-Arab villages as "this is the only way to see exactly what's going on the ground; by shaking people's hands and looking in their eyes."
"Since October 2015," Rosenfeld said, "there have been 320 knife, shooting and vehicle attacks by lone wolf terrorists who are not part of formal or organized groups." Israel Police, he said, need to profile who the next potential terrorist is before an attack.
Among the causes for lone wolf attacks, he said, is incitement posted on social media, and misinformation spread by Palestinian public figures.
"We must put out a press release about an operation within five minutes," he said, to counteract such misinformation.
Despite ongoing threats of lone wolf terrorism, "Israel is very safe," Rosenfeld said.
Responding to a question from the audience, Rosenfeld said terrorist attacks like the Sbarro restaurant attack in Jerusalem in 2001 don't happen anymore because the planning needed to execute such terrorist operations cannot withstand the layers of security that now exist.


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Greece + 9 more
ACLED Regional Overview – Europe, Caucasus, and Central Asia (25 September - 1 October 2021)
ACLED
© ACLED
Last week in Europe, Central Asia, and the Caucasus, far right groups rioted and attacked students and antifascist demonstrators in northern Greece. Opposition parties demonstrated against the outcomes of the Russian election, while the federal election in Germany also incited demonstrations. A border crisis between Serbia and Kosovo ended after almost two weeks of military build up and demonstrations by Serbs against the mandatory replacement of license plates. In Spain, pro-Catalan independence demonstrators gathered to commemorate the anniversary of the 2017 Catalan independence referendum. Meanwhile, in Northern Ireland and Ireland, demonstrations were held against a new British proposal to end prosecutions against those involved in the Troubles.
In Greece, following a long period of inactivity, Golden Dawn-linked activity re-emerged in Northern Greece last week. The Golden Dawn Youth Front, a neo-Nazi organization, rioted for four consecutive days at schools in western Thessaloniki, assaulting leftist students and antifascist demonstrators. The latest violence comes ahead of the one year anniversary of the conviction of the leadership of Golden Dawn on 7 October 2020 for running a criminal organization (AP, 7 October 2020).
In Russia, opposition parties, including the Communist Party of the Russian Federation, led demonstrations condemning the results of the 17-19 September elections last week, citing concerns over voting irregularities. Some of these demonstrations were met with state intervention, resulting in the arrest of communist demonstrators and party leaders. Several beatings of opposition politicians and opposition-friendly journalists by unknown actors also took place.
In Germany, hundreds of people demonstrated and rioted in Munich, and clashed with police officers, ahead of the federal election on 26 September (Abendzeitung, 26 September 2021), though the reason for their demonstration is unknown. Following the election, a few protest events were held by Antifa groups in Hamburg, Karlsruhe, and Chemnitz against the shift towards the right in the election results. Despite the center-left parties, Social Democratic Party of Germany (SPD) and the Greens, gaining over 100 seats combined, this is likely in reaction to the left-to-far-left Die Linke party losing almost half of its seats (LSE, 30 September 2021). This was the first time an incumbent Chancellor of the Federal Republic of Germany did not run for re-election.
Border crossings between Kosovo and Serbia reopened last week after almost two weeks of demonstrations and military build up along the border. The crisis began after Kosovar authorities ordered all cars coming from Serbia to replace their license plates with temporary ones, in line with Serbia's long-standing policy for cars coming from Kosovo (DW, 21 September 2021). In response to the decision, members of the Serb minority in Kosovo demonstrated and blocked two main border crossings in the north of the country, prompting the government to send armed special police units to monitor the demonstrators (Balkan Insight, 20 September 2021). Serbia then sent several armored vehicles and two MiG fighter jets close to the border to support ethnic Serbs in Kosovo (DW, 27 September 2021). President of Serbia Alexander Vucic warned that Serbia would not "allow the humiliation of Serbia or its citizens" (DW, 27 September 2021; PrishtinaInsight, 28 September 2021). The authorities opened the border crossings on 2 October without reaching a permanent agreement about the licence plate issue (RFE/RL, 2 October 2021). These developments mark a high point in gradually increasing tensions between Serbia and Kosovo in recent years.
In Spain, the pro-Catalan independence Committees for the Defence of the Republic (CDR) staged demonstrations in five locations in Catalonia on 1 October to coincide with the anniversary of the politically contentious 2017 Catalan independence referendum. In Barcelona, demonstrations turned destructive with rioters establishing barricades, setting fire to containers, and throwing garbage bags and eggs at police forces. Despite the 2017 referendum being declared unconstitutional (BBC, 8 September 2017), the Catalan government unsuccessfully attempted to unilaterally secede from Spain on the basis of an overwhelming "yes" vote from a voter turnout of 43% (BBC, 27 October 2017). ACLED records 96 demonstration events related to this in 2020 (ACLED, 25 January 2021), and 23 in 2021, including last week. While this represents a marked decline in such unrest in the country from last year to this year, the events last week represent a spike in such activity in recent months.
In Northern Ireland and Ireland, protests were held in numerous locations on 25 September as part of the 'Time For Truth' campaign against a new United Kingdom government proposal to institute a statute of limitations on Troubles-related crimes committed up to April 1998. Governing political parties in Northern Ireland and Ireland, as well as victims and survivors' groups, have publically objected to the proposal, as it would end all legacy inquests and civil actions related to the conflict (The Journal, 25 September 2021). The 'Time For Truth' campaign has accused the United Kingdom government of proposing the change in order to "bury its war crimes in Ireland and protect war criminals" (The Journal, 25 September 2021).
On the Armenia-Artsakh-Azerbaijan Line of Contact, an Armenian serviceman was wounded near Kut village as a result of a ceasefire violation by Azerbaijani forces. The level of fighting in the region has remained very low along the Line of Contact in recent weeks.
In the Donbas region of Ukraine, fighting between Ukrainian government forces and Russian-led forces continued at similar levels compared to the previous week. There were 50 armed clashes, 94 shelling incidents, and four fatalities reported.
Armed Conflict Location & Event Data Project
Ukraine Legislative Update: November 2021 [EN/UK]
Spain + 1 more
UNHCR SPAIN Weekly snapshot - Week 3 (17 - 23 Jan 2022)
Azerbaijan + 1 more
Nagorno-Karabakh conflict aftermath: Winter deepens agony of families of missing people

redpajama_set_name: RedPajamaCommonCrawl


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Novedades historiográficas de historia cultural publicadas en francés
La l'Association pour le développement de l'histoire culturelle (ADHC), publica mensualmente Les archives de la Lettre de l'ADHC (ver aquí). El encargado de la publicación es el historiador Philippe Poirrier, de la universidad de Bourgogne. Las secretaria de la Asociación es Evelyne Cohen, del Enssib (Ecole Nationale Supérieure des Sciences de l'Information et des Bibliothèques).
Cada boletín tiene varias secciones. En el nº 126, correspondiente a diciembre de 2014, presenta reseñas de siete libros importantes sobre historia cultural publicados entre 2013 y 2014. Las reseñas están accesibles on line, como se puede comprobar a continuación, en publicaciones electrónicas como Lectures, La vie des idées, Histoire@politique, Non Fiction, Parutions.
Régis Bertrand, Maryline Crivello et Jean-Marie Guillon (dir.), Les historiens et l'avenir. Comment les hommes du passé imaginaient leur futur, PU de Provence, 2014. Recension réalisée par Mathias Thura pour Lectures, novembre 2014.http://lectures.revues.org/16264
François Brunet éd., L'Amérique des images. Histoire et culture visuelles des États-Unis. Paris, Editions Hazan, 2013. Recension réalisée par Marie Plassart pour La Vie des Idées, novembre 2014. http://www.laviedesidees.fr/Voir-l-…
Olivier Dard, Charles Maurras,Paris, Armand Colin, 2013. Recension réalisée par Pascal Cauchy pour Histoire@politique, novembre 2014. http://www.histoire-politique.fr/in…=506 Recension réalisée par Claire Maligot pour Non Fiction, novembre 2014. (ver aquí)
Robert Darnton, De la censure. Essai d'histoire comparée, Paris, Éditions Gallimard, coll. « Nrf essais », 2014. Recension réalisée par Björn-Olav Dozo pour Lectures, octobre 2014.http://lectures.revues.org/15985
Sylvio Hermann De Franceschi, Les intermittences du temps. Lire Alphonse Dupront, Paris, Éditions de l'EHESS, coll. « En temps et lieux », 2014. Recension réalisée par Nicolas Guyard pour Lectures, novembre 2014. http://lectures.revues.org/16055
Marie-Anne Lescourret, Aby Warburg ou la tentation du regard, Hazan, 2014. Recension réalisée par pour Hicham-Stéphane Afeisan pour Non Fiction, novembre 2014. (ver aquí).
Charles Personnaz et Emmanuel Pénicaut, L'Histoire de France ne passera pas ! Bourin Editeur, 2014. Recension réalisée par Thierry Sarmant pour Parutions.com, novembre 2014. http://www.parutions.com/index.php?…
Filed under Europa, Francia, Historia cultural, Libros Tagged with Aby Warburg, ADHC, Historia cultural, historiografia, reseñas, Robert Darnton
La educación científica en Estados Unidos entre 1890 y 1930: reseña de un libro de Sally Gregory Kohlstedt por Maria Elice Brzezinski Prestes
27 abril, 2014 Deja un comentario
Sally Gregory Kohlstedt, -ver su curriculum aquí- es actualmente profesora de la Universidad de Minnesota.
Imágenes de mariposas por María Sybilla Merian (1647-1717), icono elegido por Sally Gregory Kolhstedt para ilustrar su website
En 2010 publicó un importante libro sobre cómo se incorporó la preocupación por la enseñanza de la ciencia, y particularmente de las ciencias de la naturaleza, movimiento que se denominó «nature study», en el curriculum de los escolares norteamericanos en el gozne de los siglos XIX al XX a través de una alianza entre líderes científicos, reformadores educativos y maestros y maestras con interés en introducir innovaciones en las aulas.
Se trata de la obra Teaching Children Science. Hands-on Nature Study in North America, 1890-1930. Un índice de sus contenidos y una selección de las observaciones de algunos de sus lectores se encuentran en la información ofrecida por su editor: la prestigiosa editoral de la Universidad de Chicago. Ver aquí esa información.
Ahora en el Newsletter de abril-mayo de 2014 -ver aquí– del International History, Philosophy and Science Teaching Group, (IHPST), impulsora de la revista Science and Education, se publica una amplia reseña de esta obra a cargo de Maria Elice Brzezinski Prestes, del Departamento de Genética y Biología Evolutiva del Instituto de Ciencias de la vida y del grupo de investigación Historia, Teoría e Ensino de Ciencias de la Universidad de Sao Paulo. Ver su curriculum aquí.
Reproduzco acá esta interesante reseña
The development of science teaching programs in schools is an important and yet relatively unexplored subject in history of education in general. The intricate ways by which scientific ideas about nature were first organized for presentation to children also arouse interest in the history of science. They reflect the natural sciences community's growing authority and the recognition that knowing more about nature is fundamentally important for future generations. The approaches used by the anonymous teachers who initiated the implementation of a specific science curriculum for children, in turn, are inspiring to those involved with science education, whether in research or in the classroom practice.
Teaching Children Science: Hands-on Nature Study in North America, 1890-1930 is a vivid and strongly documented narrative that has much to reveal for all these three specific audiences. Each one will find its own focus within the narrative of how American children in that period learned about the natural world, how they were taught, and who taught them. Additionally, the book provides an impressive "institutional account of the circumstances that brought the idea of nature study into prominence" (p. 1-2) in American school systems at the beginning of the twentieth century. Although the nature study movement was well investigated before, with the production of iconic works such as Kevin Connor Armitage's The Nature Study Movement: The Forgotten Popularizer of American's Conservation Ethics (2009), Kohlstedt's exhaustive research sheds new light on this subject.
Sally Gregory Kohlstedt is a professor in The Program of History of Science and Technology at the University of Minnesota. With a long and active role in the History of Science Society, Kohlstedt has a steady production of books and papers in this field of study. Her previous monographs demonstrate an outstanding expertise in the history of scientific institutions, such as The Formation of the American Scientific Community: The American Association for the Advancement of Science (1976) and The Establishment of Science in America (1999), co-authored with Michael Sokal and Bruce Lewenstein. Her approach links the dynamics of science with culture to expose how social, political, and intellectual matters can influence scientists and contrariwise. To do this, the historian of science looks for the intersections "where scientific practitioners cross paths" with another audiences, as she states in her curriculum vitae. This research program is precisely what she delivers in Teaching Children Science. The book brings out the frame of institutions that engendered the connections between leading scientists, educational reformers, and science instructors—particularly women, who were mostly responsible for implementing the new curriculum in schools.
The book has eight chapters that cover different perspectives on a movement that introduced science—"nature study," as it was named at the time—into public schools in U.S. From the 1880s onwards, as several examples in the book illustrate, the reader learns how the nature study curriculum spread throughout the country after flourishing in the North-East, the upper Midwest, and the Far West. From major urban cities in these regions, such as New York, Chicago, and Los Angeles, the program spread into suburbs, small towns, and rural one- and two-room schools in the public, private, and parochial school systems. Kohlstedt briefly mentions the introduction of the nature study in other countries, but only for English-speaking ones such as Canada (Ontario, Guelph, and Montreal), Britain, Scotland, Ireland, and a very quick mention to Australia and New Zealand. So a pertinent criticism can be made to the "North America" of the title of the book, which creates the expectation of a thorough approach to Canada and Mexico, and this last country is not even mentioned.
This panorama is constructed from an immense mass of documents selected from two decades of research. The archive list draws from 39 different institutions, including the United States National Archives, museum and academic society archives, many university libraries, and some public libraries in the key regions she inspects. Some special collections of children's textbooks and popular books, government reports and bulletins, biographical dictionaries, as well as 26 pages of secondary sources indicate the extent of Kohlstedt's careful research. However, what is so important as the hard work of fishing relevant information from all that material is the subtle narrative that emerges from the lives of the teachers, scientists, and others engaged in nature study education in the USA during the four decades covered by the book.
And what was the nature study movement, and what was the tendency of that curriculum? Finding herself obliged to avoid a simple and comprehensive definition of the nature study movement, the author concludes that it was precisely its rich and varied expressions that helped explain its success. Basically, nature study assembled a curriculum devoted to teaching hands-on and age-specific activities that related to the students' personal experience. Students should be acquainted to current scientific thinking, they believed, through close observation and face-to-face contact with the natural world, which would furnish them with an appreciation for the processes of living things in their environment. Nature study also had a strong association with themes of civic and moral uplift.
The nature study movement is presented as deeply rooted in the American enthusiasm for natural science and commitment to education for all children. To account for this history the author was guided by some general concerns that cross the whole text, such as connecting "some of the key advocates who framed" the fundamental principles of the nature study program, the "threads of preparation by teachers and supervisors who implemented it," and the "multiple ways that the concept continued to resound long after the term had receded from school usage" (p. 2).
In the Introduction we learn about the two main theoretical aspects that informed nature study in the USA. One of them was the thought developed in the 1870s by reforming educational philosophers who were trained in German pedagogy and psychology. They had a strong commitment to a child-centered curriculum that took the developmental stage of the child into consideration. And this aspect connects with the second one, which was documented by nature study practices in a great number of urban and rural schools, namely the development of theories and methods concentrated in learning about nature outside with materials close at hand. Not coincidentally, the conception of "Educating with Nature's Own Book" provides the title for the book's first chapter. Leading scientists such as Louis Agassiz and educators like Horace Mann are mentioned side by side with the teachers who criticized traditional methods of teaching botanical or zoological terms.
The overview of the meaning and values pursued by the nature study movement at the time gradually appears in Teaching Children Science through the titles of a vast collection of materials mentioned throughout the book. Diverse textbooks, handbooks, pamphlets, leaflets, and journals on the subject were written by naturalists and practicing educators of the time. Outstanding are the thirteen guides for science teaching published under the auspices of the Boston Society of Natural History between 1876 and 1896. One of these guides, A First Lesson in Natural History (1879), written by Elizabeth Cary Agassiz in the form of a familiar conversation with young women, presents the seashore life in eastern Massachusetts. Botany for Young People and Common Schools: How Plants Grow (1858), written by Asa Gray, reached numerous editions. Child's Book of Nature (1885) by Worthington Hooker was addressed to "the mother and the teacher." Reading these books and the others mentioned below should not be of interest to historians of science only; taking into account the context in which they were written, they can still provide inspiration for science and biology teachers today.
In the second chapter, "Devising a Curriculum for Nature Study," readers are acquainted with some of the intricate relationships between researchers at leading universities, from Massachusetts to Chicago, and the US school system. Above all, in this chapter more so than in the others, we can see the extent of the contribution of Kohlstedt's book, even compared to revisionist historiography that largely concentrated on "governing education and issues of consolidation, standardization, and requirements" (p. 9) by focusing on those who had social or political power or on how parents and teachers discussed and defined programs. Instead, Kohlstedt focuses on how curriculum was negotiated among administrators, teachers, parents, political leaders, community activists, and educational theorists. Illuminating all these different characters, the historian of science reveals "how gender, class, and ethnicity were inevitably woven" (p. 9) in the nature study practices, as she promised in the Introduction.
Chapters three and four illustrate the diversity of the initiatives that introduced nature study in urban and rural areas, both in public and parochial school systems. The spirit of teaching with the world in which the child lives and its natural environment, reinforced by direct observation and cultivation of sympathetic acquaintance with nature, narrowed the relationships or "cross paths" between scientific educators, urban schools, and a variety of institutions, predominantly but not exclusively scientific, such as natural history museums, botanical gardens, zoological parks, and aquariums.
It is striking that the most remote cities across the country were working to find "the one best system" (p. 40) of education in "standardized programs intended to produce moral citizens able to work in their communities" (p. 68). The distinctive ways in which nature study was implemented emerged as opportunities to promote, for instance, community projects for eliminating mosquitoes and thus stem the incidence of malaria or to encouraging gardens with edible and flowering plants in local schools in Worcester, Massachusetts. Here, as throughout the book, the author deeply explores some inspiring examples while simultaneously mentioning many other cases that illustrate the national scope of nature study.
In rural areas, courses that were intended for future farmers, which focused on topics like entomology and agriculture, kept the face-to-face approach to nature, the use of natural specimens, and field excursions. The Handbook of Nature Study (1911) by Anna Comstock went through more than twenty editions and translation into eight languages (and remains in print today). It is an outstanding example of that direct approach to nature colored by a clear ecological sensibility and a commitment to the growing conservation movement. Another influential and widely distributed book was The Nature-Study Idea (1909), by Liberty Hyde Bailey, which influenced the implementation of a child-centered curriculum and guided teachers in exploring the intricacies of plant and animal life.
Throughout the book criticism and resistance to the nature study curriculum are also examined. This criticism related to various aspects of the curriculum, such as the extra time and attention required from the teacher in preparation for the new task and the organization of materials for practical classes. In addition to nature study, other educational "fads" that were criticized included music and drawing, because they "distracted students from basic studies and led to failure on standard tests" (p. 64). The press sarcastically criticized schools for "forcing pupils to take to the woods" to become naturalists "of the Robinson Crusoe type" (p. 43). Even inside universities that were engaged with educational research and preparing graduates to become instructors in normal schools, authorities advised to not let it become known that the chief interest was in the primary school because it represented something "beneath the dignity of any university to identify itself with the training for the instruction of young children" (p. 39), such as documented by an educator in University of Illinois in Urbana. The "feminine" face, soft and sentimental, lacking "rigor," was pointed out by some of the critics as responsible for the nonscientific character of the nature study and as a reason to drag it out of school curricula.
The fifth chapter is in some ways the most exciting one; its departure from the format of the previous chapters means that it could be read separately as a summary of the theoretical trends that the previous chapters explore in more detail. The chapter lists the four aforementioned educational approaches in nature study and explores how each one influenced the implementation of the curriculum, not without some overlapping between the different approaches. The first was that of initial foundations for nature study, established under the instructor Wilbur Jackman and his Chicago colleagues; they combined their own scientific interests with child-centered pedagogy and ideas from some European educational philosophers. The second approach, compatible with the former, was developed by Charles and Frank McMurry based on the educational philosophy of Johann Friedrich Herbart, who, among other things, recommended integrating different subjects, such as pairing discussion of natural objects with painting, clay modeling, and written self- expression. The third approach was that of the Worchester' schools, where Clifton Hodge's projects focused on empirical and pragmatic aspects of the everyday life of children and citizens in an industrial context. The fourth outlook, expressed in Bailey and Comstock's works, assumed that despite the familiarity of rural children with nature, it was necessary to attune them to more aesthetic and scientific ways of understanding both the domesticated and the wild landscapes in which they lived. The syntheses made in this chapter shows that these theoretical engagements gave rise to the multiple facets that characterized the nature study movement.
The rest of the chapter, in a series of smaller sections, resumes and expands new perspectives on nature study applications. Despite the emphasis on "nature, not books" that was advocated everywhere, one section shows how initiatives that enabled elementary teachers to teach the new curriculum resulted in an exponential growth of educational market in the latter decades of the century. Nature study curricula spread as a result of that broadening market for different pedagogical materials, from books and manuals to leaflets, pamphlets, illustrations, hanging wall charts, and even games. Another section resumes the debate over traditional classrooms and shows that nature study incorporated the reforming educators' emphasis on the importance of the child as the center of the teaching process. They focused on activating children's inner potential for observation and reason and on linking all the sciences to and through life experiences. Following Herbart's ideas, the active correlation of subjects like art, literature, and geography, was proposed within an integrated curriculum. A new section discusses how, after the turn of the century, psychological approaches took place that were derived from the psychology of Wilhelm Wundt. These approaches inspired the research of G. Stanley Hall at Clark University as well as Clifton Hodge's projects on "out-of-door life." Other sections also resume the aforementioned theoretical debate by focusing on different aspects of it, such as the particular development of illustrations, animal stories, and connection between nature study and civic reform. As the author concludes, the multiple strands of nature study meant that it was never standardized in a single, prescriptive curriculum. And it could not have been different, since the only common point was the use of local materials by a creative and autonomous teacher.
The sixth chapter, "Establishing Professional Identities," turns its attention to the system of teacher preparation. Describing the specificities of normal schools and college departments, the author shows that these two institutions were progressively defining agenda in public schools, producing materials, and educating the best-trained teachers and future administrators. But only progressively, because up to the first quarter of the twentieth century, normal school students were a privileged minority. Here the book again takes up initiatives mentioned earlier, such as the highly experimental program developed by John Cook and Charles McMurry in the Northern State Normal School in DeKalb, Illinois. The core idea was that of supervised teaching, meaning that normal school should be the place for "observation and experience of actual teaching in a standard classroom" (p. 150). Nature study moved quickly across the country, and the chapter describes the conditions and particularities of teacher preparation in normal schools in the 1880s and 1890s in the West Coast (Los Angeles), in the South (Nashville, expanding out to other cities in the first two decades of the twentieth century), in the upper Midwest, and in the Northwest.
A clear sign of the new curriculum's prominence was the establishment of a distinct "supervisor" position for nature study in a significant number of schools by the turn of the twentieth century. The supervisor's function was to visit schools to advise on curricula, train teachers, and provide local materials. Here, as in other parts of the book, the methodological choice for a kind of narrative related to "history of life" positions the reader as an eyewitness of particular and thought- provoking experiences. Additionally, the author supplies an appendix with a partial but undoubtedly meaningful list of individuals "noted in a wide range of ephemeral sources" (p. 239) that contains 42 nature study supervisors in schools, 16 in museums, and 38 in normal schools, training, or practice schools in different regions of the country between the 1890s and 1930s.
Nature study reflects the gendered division of labor in teaching. Despite being dominated by women, statistical analysis reveals that men, on average, taught older rather than younger students (more on college or normal schools faculties), taught more boys than girls, taught "harder" subjects, were more encouraged to teach about ideas, and to organize the profession. Men also published more articles on the definition of nature study, while women wrote more reports on classroom practices. That bias was not only a social construction; it was also rooted in the work of leading psychologists such as Edward Thorndike, who thought women were not suited for the rigors of science but were appropriate for teaching young children. Nature study critics even blamed women for the failure of nature study. As Kohlstedt summarizes, such gendered and hostile rhetoric was "widely used in educational journals and contributed to the attack on the so-called feminization of education in the early twentieth century" (p. 172). Despite the prejudices, among all members of the Nature Study Society, women represented about a quarter of the teachers who taught at normal schools and colleges of education. Despite the resistance of editors, women continued publishing textbooks, readers, manuals, and leaflets. In fact, commitment and creativity were present in nature study teachers in general, both female and male.
Chapters seven and eight deal with the historical accounts of Nature-Study Review, launched in 1905, and the still-existing American Nature Study Society, created in 1907. The first editor of Nature-Study Review was Maurice A. Bigelow, a faculty member at Teachers College in New York. Aiming to present education as an emerging academic discipline, with sound research practices and theory, he invited well-known contributors to nature study with academic credentials to join its advisory board. The first three volumes were clearly more theoretical and intended to clarify what had become "controversial among academics and remained a challenge to teachers" (p. 177). The articles were mainly devoted to discussing the theory and pedagogy of nature study, as well as discussions about its relation to natural science itself. The editor was looking for common principles of nature study, even given the diverse views and definitions of it. At the same time, while the Review was initially conceived to address the concerns of teachers, administrators, educational psychologists, and educational philosophers and to provide a forum for discussion that balanced theory and practice, it gradually expanded to include space for teachers to present their own experiences. The journal passed through the hands of several editors, including Anna Comstock, but the efforts to maintain it were not sufficient. After merging with a new journal in 1923, it tried to restart under the name Nature and Science Education Review; however, both sunk and the nature study movement eventually lost its official communication channel. Around the same time, supporters of nature study connected to the Society had turned their "attention toward the broadening inclusion of nature study in other venues" (p. 214). In its place, gradually and definitively, concern shifted to elementary science, the new science project for schools.
All of this rich material makes reading Teaching Children Science inspiring and profitable. Not only because the author redeems nature study from its former naïve appearance and displaces the marginal position assigned to it in the curriculum by previous analyses, which directly concerns historians of education and historians of science. The book is also valuable because science education (still) has to face strong students' unawareness about the natural beings in the place where they live. Today disinterest of the young in science studies in school and in scientific careers is frightening to the community of educators. Maybe some of the ideas espoused by educators and teachers of the nature study movement, recontextualized by current educational knowledge and redirected to the current goals of science teaching in primary school, may provide some fruitful clues. At least, Sally Gregory Kohlstedt fulfilled her part of that bigger challenge.
We are delighted to announce that over 100 000 high-resolution images, including images of manuscripts, paintings, etchings, early photography and advertisements, are now freely available through Wellcome Images.Drawn from our vast historical holdings, the images are being released under the Creative Commons Attribution (CC BY) licence.This means that they can be used for commercial or personal purposes so long as the original source is acknowledged (Wellcome Library, London). All of the images from our historical collections can be used free of charge.The holdings offer a rich body of historical images, ranging from ancient medical manuscripts to etchings by artists such as Vincent van Gogh and Francisco Goya.
Filed under Educacion, Estados Unidos, Historia de la ciencia, Libros, publicaciones Tagged with IHPST, Maria Elice Brzezinski Prestes, Nature Study, reseñas, Sally Gregory Kolhstedt


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True to size this style is fitted around the bust with little to no shaping through the waist or hip.


After months of dreaming about what Meghan Markle's wedding dress could look like and who her designer would be, we finally have an answer! On May 19, the former Suits actress officially became Mrs. Prince Henry of Wales, and for the occasion, she wore a stunning gown by Clare Waight Keller for Givenchy with a pair of satin pumps.
With an open bateau neckline and slim three-quarter sleeves, Meghan's dress looked exactly like what we imagined – if not better. Accessorized with a diamond-encrusted bandeau tiara, sparkling jewels, and a cathedral-length veil, which represents the distinctive flora of each Commonwealth country, it was one of the most breathtaking royal wedding dresses we have ever seen. Read on to see Meghan's extraordinary dress in more detail.
← Hello, Amal Clooney's Shoes, as Bruno Mars Would Say, "I Think I Wanna Marry You"


I can't believe we are staring the New Year in the face. What a perfect opportunity to carve out a little time to reflect on the past year – favorite moments, hurdles overcome, and lessons learned. What do you want to carry with you or let go as you enter 2016?
So what better opportunity than now to specifically reflect on this last year of gardening? Plus, a great way to start planning your 2016 garden.
Started the Seed and Sprout blog one year ago – I am thrilled that I took the time to reflect each month and share my learnings with all of you. You don't have to have a blog to document your gardening progress and learnings, consider a garden journal for 2016.
Used a garden cover (cloche) – Last March I received a fabulous birthday gift – my Dad built me the structure to use a cover on my garden bed. It was easy to construct and well worth the small time and effort investment. My veggies in this bed were much more protected from pests and larvae, they lasted longer (my greens lasted into November), and the neighbor's cat stayed away. This would be a great birthday present for my second bed (hint, hint).
Soil is the key – I am continually reminded that healthy, nutrient rich soil is the key to a bountiful and nutritious harvest. I could have started preparing my soil for planting earlier last year, so this year I will plan to add compost, fertilizer, and lime near end of February/early March vs late March/early April.
Make fertilizer – it is easy and smart to make your own fertilizer. I made some last year but it was not enough to last me through the seasons so I had to keep buying bags of fertilizer. This year I plan to make my a lot of my own fertilizer to last through the year – see post here for making your own fertilizer.
Grow what you love to eat – only grow fruits and vegetables you or someone in your home truly enjoys eating. The reality is that you will not harvest it if you don't like to eat it, and then it is a waste. As you plan, make this a key priority.
Plant for Fall no later than early August – I seeded my Fall crop way too late this year (late August). Plan to seed Fall crop late July/early August so there is plenty of time to grow and establish a foundation before the cold and rain return. If you plant early enough, the veggies can last well into November.
Make an herb pot – in June I wrote a post about the importance of visiting a Farmers Market for inspiration and education, in which I mentioned planting your favorite herbs in a pot. I never did this and wished that I had. You always need herbs and it is such a pain to buy an entire packet of herbs at the grocery store when you just need a sprig or two. This year I plan to grab a pot and fill it with the herbs I use the most.
Grow tomatoes in a pot – this year we grew our tomatoes in pots. This saved a lot of space in the garden for other veggies and made it easier to grow and maintain the tomatoes.
Peppers are a lot of work – now I know why they are so expensive! I tried to grow these from seed and did not have success. I eventually purchased starters and at this point, planted them too late. I definitely encourage experimenting with more challenging vegetables but be sure to plan when and how you will grow them and spend a little time learning about how to grow them so you can actually enjoy.
Grow flowers – I said this in June and in September and I want to state it again now…there is nothing better than having fresh flowers in the yard and the house year round. Take the time to plant now and throughout the year for a steady influx of flowers.
Experiment – Tracey (who taught us all about the importance of winter cover crops) has inspired me to not be afraid to try new techniques in the garden and to test and play with the soil, compost, and building organic matter. The garden should be a place to learn, be inspired by growth and life, and full of fun.
Cheers to a wonderful 2015 and a fresh new year of continual growth, learning, and yummy food!


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text:
I used to post about banned books every year, and felt I might have run out of words on it. But in light of unprecedented pushes to censor, challenge, and remove books from various public places over the last year, from libraries, to schools, to bookstores, here I am again.
I am all for thinking critically about the books we choose to consume. I even think books that a factually wrong probably don't need to be readily available. But that's not what's happening. As the books available and read by kids provide access to stories about a wider array of people, a small but vocal group of people are trying to make access to these stories hard.
Rudine Sims Bishop talked about books being windows, mirrors, and doors, and these folks are trying to limit the number of doors, make the mirrors only mirrors for some people.
And it sucks. It sucks for teacher, librarians, and booksellers who are already underpaid, underfunded, and busy.
It sucks for authors who wrote those books (see also underpaid, busy, etc).
And it sucks for kids. Limiting kid's access to books won't prevent them from becoming who they are, but it may teach them that reading is boring, and/or books are only about one kind of person.
I was lucky enough at my big age to go to a school where the required reading included authors of color, and non-Christian protagonists. Nothing makes me sadder than talking to kids about the books they are reading and discovering some of them are still getting the exact same or even a more limited required reading list. Some books are classics for sure, but there are so many books, and the idea that they aren't encouraged to read anything from this millennium is not only sad, it's a disservice to them.
Also, all the arguments are crap. Yeah, I said it. I had to read Shakespeare plays. (Not a complaint!) Which means I read about sex, murder, war, and non-consensual drugging, to name a few things. No one seems to think that's harmful. So how is reading about a kid wanting to star in the school play harmful? (It is not harmful. Also, I am referencing the delightful Melissa here.) And yes Melissa is also about a character finding ways to express to folks their gender identity. But that comes up in Shakespeare too. And again, I notice Shakespeare is not on the top of the challenges list and Melissa is.
Am I suggesting Shakespeare is bad? Nope. Just that the arguments are flimsy. And look, I did a buddy read with my brother one summer when he had summer reading and told him I super hated the book he had to read. Hated. But we read it and talked about it.
Any parent who wants to instill values like, don't murder the king when he comes to visit, in their kid, absolutely should. (That's a Shakespeare reference by the way.) But banning books because they reflect people you want to pretend don't exist, is crap.
Paper Books and an Epilogue!
The Levels Do Not Exist
"Heathers: The Musical"
Breaks, Snacks, and Other Things
Imagined Futures


Imaiya Honten Shinjuku serves authentic yakitori and uses only Hinai chickens, one of the top brand, delivered daily from Akita prefecture. It owns over ten restaurants in Tokyo. All seats have a chic air, but retain the novelty of being able to watch the yakitori chefs. If you're a new comer to the yakitori scene, try one of the course sets for a good sampling of many different kinds of yakitori. Imaiya Honten also features a wide selection of sake and shochu.


text:
Home Blockchain Russia-based Sberbank (SBRCY) Uses Blockchain Technology to Settle Three-Way Repo Deal
Russia-based Sberbank (SBRCY) Uses Blockchain Technology to Settle Three-Way Repo Deal
Sberbank (SBRCY), a state-owned Russian bank has reportedly completed a repurchase agreement or repo by making use of blockchain technology. The agreement was sealed by the bank on 6th December Thursday 2018. It is assumed that the combination of smart contracts and DLT will tighten the security for both customers and financial institution.
Sberbank made an announcement through a press release about the agreement stating that the bank settled the "world's first" three-way over-the-counter (OTC) repo using blockchain technology with the participation from the country's National Settlement Depository (NSD and Region Brokerage Company. In a repo, entity acts as a purchaser as securities are sold to him and seller here acts as a re-purchaser as he repurchases the securities again at a pre-set future price and date. These are actually short-term loans.
In the testing phase, the Region Brokerage Company acts as the buyer, Sberbank as the seller and National Settlement Depository as a settlement agent. The deal was made for a Russian rouble-denominated OTC repo that was secured by government loan bonds. During the deal, the real value of the instrument was not revealed by any of the party.
By utilizing the power of blockchain technology, the three parties managed to automate different parts of the process such as settlement, execution of margins and repository reporting. Sberbank added that the deal was a binding financial contract signed electronically using smart contract and was governed systematically by existing local laws.
Andrey Shemetov, vice president and head of the global markets department at Sberbank mentioned that "The combination of smart contracts and distributed register technology makes financial contracts more transparent and increases security for both clients and the bank."
Andrey further added that "We are confident that the market will adopt our technology as a new standard for carrying out OTC repo deals and market players will appreciate all the advantages it offers."
Earlier in January this year, to develop and test blockchain-based business solutions, Sberbank launched a blockchain laboratory. Later in May, to conduct commercial bond transactions worth $12 million the bank joined hands with telecoms firm MTS. The transaction for the same was made using smart contracts or what we called a blockchain technology.
Nowadays it is quite common to hear news about financial institutions relying more on blockchain technology to settle financial transactions for different assets. Last week, similar news popped out when four European banks namely – ING, Natixis, Commerzbank, and Rabobank settled a short-term debt instrument in a live transaction made on the Corda platform developed by blockchain consortium startup R3.
Last month, the Swiss stock exchange along with the central bank of Singapore by making use of smart contracts formed a settlement system to shorten the settlement cycle and made post-trade exercises flexible.
Financial Transaction
Repo Deal
SBRCY
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text:
Alynna, i understand you're trying to participate, but you don't seem to have a clue what you're talking about. You're right in that "-phobia" literally means a fear, but you're ignoring the fact that a lot of oppression is called a "phobia" culturally. Homophobia is a real thing, and that's what it's called. It doesn't mean a "fear" of gay people, it means the oppression of them. Is that something you're willfully ignoring, or something you're genuinely too dense to know?
I love how this has already devolved to name calling and denigration of ones intelligence. But you are wrong about this and allow me to explain. There was homophobia BEFORE there was systematic oppression of gay people. Homophobia *led* to the systematic oppression. Homophobia does not *equal* said oppression, as that is saying that the cause is the same as the effect. There must be some other word, truly, that actually means the systematic oppression of LGBT people that resulted from the fear of them.
As it is, if we just start saying that the phobia, the fear, of a certain culture or way of life, is not valid until it becomes actual oppression, then we are saying it is not a problem we need to address with until a culture is oppressed. The fear of a different culture comes way before the oppression of said culture. This is in no way saying that LGBT people have not been oppressed, nor it is it saying that otherkin have been, and I don't want anything I have written to be twisted and construed to say otherwise.
But the fact is, that before LGBT people were oppressed, they were picked on, discriminated against, insulted, and so forth. And this was before we started applying -phobia in a cultural context, and it only meant fear of things. Because people did not recognize this as an actual fear of said condition and/or culture, we did nothing to overcome it or stop it and that became implicit validation that homophobia was OK which then validated even greater expressions of it, until we made it to actual oppression.
But to be sure, this isn't unique to LGBT people, many people of different condition, class, cultural background and different gender and orientation have been subject to the phobia of a majority class, and those people are "phobic" of said cultures and classes. Just because it has not made it to the "oppression" of said class does not make it less of a phobia of said class.
Otherkin aren't oppressed. Its not mine to predict if they will ever be. But they are discriminated against by those who fear their expression of themselves, and historically, discrimination eventually leads to oppression, particularly when people implicitly validate such discrimination, insulting, trolling and general hate of such classes by saying that the people perpetuating such acts are not being "phobic" of said class. That they "deserve it" for "being different" and "not conforming to societial norms". Is this what you want?
<edit/add>
None of this should be twisted and construed as to make it seem like I am saying "homophobia is invalid" and (again) that LGBT aren't oppressed. However the point is, kinphobia IS valid, because kinphobia is the trolling, the hate, the discrimination, the insults, et. al, of all the different types of kin. All things that shouldn't be treated as OK, and shouldn't be treated as anything less than fear of what we feel and believe we are.
Tags: Anonymous


text:
Q: polymorphism, visitor, how to call overloaded function? I want to make subclassed object which will react differently with other subclassing objects (class can welcome another class but not all)
The principle of the code is derivative from the visitor design pattern:
class A
{
public :
    virtual bool isWelcoming(const A* other) const =0;
    virtual bool isWelcomable(const A* other) const =0;

};

class C;

class B: public A
{
public:

    virtual bool isWelcoming(const A* other) const
    {
        return other->isWelcomable(this);
    }

    bool isWelcomable(const A* other) const
    {
        return false;
    }

    bool isWelcomable(const B* other) const
    {
        return true;
    }

    bool isWelcomable(const C* other) const
    {
        return false;
    }

};

class C: public A
{
public:

    virtual bool isWelcoming(const A* other) const
    {
        return other->isWelcomable(this);
    }

    bool isWelcomable(const A* other) const
    {
        return false;
    }

    bool isWelcomable(const B* other) const
    {
        return true;
    }

    bool isWelcomable(const C* other) const
    {
        return true;
    }
};

But when I do this
A *b1=new B;
A *b2=new B;
A *c=new C;

std::cout<<b1->isWelcoming(b2); //--> return false but I want true;
std::cout<<c->isWelcoming(b1); //--> return false OK;
std::cout<<b1->isWelcoming(c); //--> return false but I want true;

It is always the function isWelcomable(const A* other) that is called and not the overload function isWelcomable(const B* other) or isWelcomable(const C* other).
It is normal because A::isWelcomable(const B* other) and A::isWelcomable(const C* other) don't exist ... and I don't want they exist.
Is there a way to call the isWelcomable(const B* other) or the isWelcomable(const C* other) function?
With dynamic_cast but it is not very clean ? like this :
class C;
class B: public A
    {
public:

    virtual bool isWelcoming(const A* other) const
    {
        return other->isWelcomable(this);
    }

    bool isWelcomable(const A* other) const
    {
        const B* b=dynamic_cast<B*>(A);
        if (b)
            return isWelcomable(b);

        const C* c=dynamic_cast<C*>(A);
        if (c)
            return isWelcomable(c);

        return false;
    }

    bool isWelcomable(const B* other) const
    {
        return true;
    }

    bool isWelcomable(const C* other) const
    {
        return false;
    }

};

class C: public A
{
public:

    virtual bool isWelcoming(const A* other) const
    {
        return other->isWelcomable(this);
    }

    bool isWelcomable(const A* other) const
    {
        const B* b=dynamic_cast<B*>(A);
        if (b)
            return isWelcomable(b);

        const C* c=dynamic_cast<C*>(A);
        if (c)
            return isWelcomable(c);

        return false;
    }

    bool isWelcomable(const B* other) const
    {
        return true;
    }

    bool isWelcomable(const C* other) const
    {
        return true;
    }
};

Thanks for your help.
UPDATE :
The solution with dynamic_cast, that looks a bit like the Acyclic visitor (thanks to TavianBarnes) can do what I want but uses the not recommended dynamic_cast. Furthermore, this solution violate the Liskov Substitution Principle.
I have thought to use getType() like Kai Guther suggest, with string instead an enum, but this solution violate too the Liskov Substitution Principle, and, in my opinion, more than the "dynamic_cast" solution.
So, I don't think there are solution that don't violate this principle, and I will choose the first solution because I find it more elegant, the function doesn't have to be fast (only one operation responding to a user action) and the application is not destined for an embedded system.

A: The problem is that you mix up overloading and overriding.
in the B class you have three overloads of the isWelcomable function, but only one of them overrides the A::isWelcomable function:
bool isWelcomable(const A* other) const;

And that is the function that will be called by other->isWelcomable(this).
I suggest you make it a habit to use the override special keyword when working with polymorphism, to make sure that the function you define really overrides the parent class functions:
bool isWelcomable(const A* other) const override;  // Correct

bool isWelcomable(const B* other) const override;  // Incorrect, compiler error

And as mentioned, the B::isWelcoming function doesn't return anything even though it is declared to do so. That will of course lead to undefined behavior which really makes all speculation about behavior moot.

A: There are some typos: Missing ';' at end of classes.
Then you missed that the overloads of virtual bool isWelcomable(const A* other) const =0; for types B* and C* are missing.
Then you missed to return the values from the function you call: return other->isWelcomable(this);
And why you have defined virtual bool isWelcoming(const A* other) const as virtual? There is no need for that!
General hints: Use override if you want to override a virtual function. In your case the compiler emits an error if you use it!
Always enable all warnings. The missing return statement is then catched before wondering of runtime results.
complete fixed code:
class A;
class B;
class C;

class A
{
    public :
        virtual bool isWelcoming(const A* other) const =0;
        virtual bool isWelcomable(const A* other) const =0;
        virtual bool isWelcomable(const B* other) const =0;
        virtual bool isWelcomable(const C* other) const =0;
};

class B: public A
{
    public:

        bool isWelcoming(const A* other) const { return other->isWelcomable(this); }

        bool isWelcomable(const A* other) const override { return false; }
        bool isWelcomable(const B* other) const override { return true; }
        bool isWelcomable(const C* other) const override { return false; }
};

class C: public A
{
    public:

        bool isWelcoming(const A* other) const { return other->isWelcomable(this); }

        bool isWelcomable(const A* other) const override { return false; }
        bool isWelcomable(const B* other) const override { return true; }
        bool isWelcomable(const C* other) const override { return true; }
};

int main()
{
    A *b1=new B;
    A *b2=new B;
    A *c=new C;

    std::cout<< b1->isWelcoming(b2); //--> return false but I want true;
    std::cout<< c ->isWelcoming(b1); //--> return false OK;
    std::cout<< b1->isWelcoming(c); //--> return false but I want true;
}

A: The base class pointer you pass to isWelcoming cannot be used to call the functions
 bool isWelcomable(const B* other) const;
 bool isWelcomable(const C* other) const;

As A does not have members with that signature. While you can replace the return type of a virtual function with the derived type, this does not work for the arguments.
To get the desired behavior, A needs a member function isWelcomable for each derived type
class A{
public :
  virtual bool isWelcoming(const A* other) const =0;
  virtual bool isWelcomable(const A* other) const =0;
  virtual bool isWelcomable(const B* other) const =0;
  virtual bool isWelcomable(const C* other) const =0;
}

UPDATE
If you do not want A to refer to the derived classes, you could also trade the isWelcomable function for a getType function
// enum for convenience
enum AType{a,b,c};

class A{
public :
  virtual bool isWelcoming(const A* other) const =0;
  // tell which derived type you are
  virtual AType getType() const {return a;};
};

class B: public A{
public:

  virtual bool isWelcoming(const A* other) const
  {
    // decide based on what type other points to
    switch(other->getType()){
    case(a):
      return false;
    case(b):
      return true;
    case(c):
      return true;
    }
  }

  AType getType() const {return b;}
};

class C: public A{
public:

  virtual bool isWelcoming(const A* other) const
  {
    switch(other->getType()){
    case(a):
      return false;
    case(b):
      return false;
    case(c):
      return true;
    }
  }

  AType getType() const {return c;}
};

Note that this moves the information about whether B welcomes C and so on from the guest to the host, so B now has to know what it welcomes instead of who welcomes it.
Its also not a very elegant solution, essentially the list of derived classes was now moved from A to AType. As each derived class needs to be able to react to each other derived class depending on the type, there is no solution to this without having such a list somewhere.

redpajama_set_name: RedPajamaStackExchange


text:
from collections import namedtuple

from urllib.parse import urlparse

from .challenge_auth_policy import ChallengeAuthPolicy
from .client_base import KeyVaultClientBase
from .http_challenge import HttpChallenge
from . import http_challenge_cache

HttpChallengeCache = http_challenge_cache  # to avoid aliasing pylint error (C4745)

__all__ = [
    "ChallengeAuthPolicy",
    "HttpChallenge",
    "HttpChallengeCache",
    "KeyVaultClientBase",
]

_VaultId = namedtuple("_VaultId", ["vault_url", "collection", "name", "version"])

def parse_vault_id(url):
    try:
        parsed_uri = urlparse(url)
    except Exception:  # pylint: disable=broad-except
        raise ValueError("'{}' is not a valid url".format(url))
    if not (parsed_uri.scheme and parsed_uri.hostname):
        raise ValueError("'{}' is not a valid url".format(url))

    path = list(filter(None, parsed_uri.path.split("/")))

    if len(path) < 2 or len(path) > 3:
        raise ValueError("'{}' is not a valid vault url".format(url))

    return _VaultId(
        vault_url="{}://{}".format(parsed_uri.scheme, parsed_uri.hostname),
        collection=path[0],
        name=path[1],
        version=path[2] if len(path) == 3 else None,
    )

BackupLocation = namedtuple("BackupLocation", ["container_url", "folder_name"])

def parse_folder_url(folder_url):
    # type: (str) -> BackupLocation
    """Parse the blob container URL and folder name from a backup's blob storage URL.

    For example, https://<account>.blob.core.windows.net/backup/mhsm-account-2020090117323313 parses to
    (container_url="https://<account>.blob.core.windows.net/backup", folder_name="mhsm-account-2020090117323313").
    """

    try:
        parsed = urlparse(folder_url)

        # the first segment of the path is the container name
        stripped_path = parsed.path.strip("/")
        container = stripped_path.split("/")[0]

        # the rest of the path is the folder name
        folder_name = stripped_path[len(container) + 1 :]

        # this intentionally discards any SAS token in the URL--methods require the SAS token as a separate parameter
        container_url = "{}://{}/{}".format(parsed.scheme, parsed.netloc, container)

        return BackupLocation(container_url, folder_name)
    except:  # pylint:disable=broad-except
        raise ValueError(
            '"folder_url" should be the URL of a blob holding a Key Vault backup, for example '
            '"https://<account>.blob.core.windows.net/backup/mhsm-account-2020090117323313"'
        )

try:
    # pylint:disable=unused-import
    from .async_challenge_auth_policy import AsyncChallengeAuthPolicy
    from .async_client_base import AsyncKeyVaultClientBase

    __all__.extend(["AsyncChallengeAuthPolicy", "AsyncKeyVaultClientBase"])
except (SyntaxError, ImportError):
    pass

redpajama_set_name: RedPajamaGithub


text:
The Personal Versus The Professional
I'd basically given up blogging here, focusing instead on building my author website (margaretlocke.com) and my writerly presence in the online world.
That's wonderful, and it's something I need to do. But I'm also realizing that there are many things about which I'd like to write (mostly for my own benefit) that wouldn't and shouldn't belong on a public, professional(esque) website.
So I might come back here. Re-reading some of my previous entries, it's startling to notice that much of what I angst about, struggle with, want to change hasn't, um, changed. Perhaps that's not unusual - most of us probably have certain issues that remain lifelong struggles. It is a bummer, though.
Anyway, I just felt like popping in to say that while Margaret is quite busy (I've finished A Man of Character, edited it several times, had beta readers look at it, and am now submitting it to agents), Anne is still in here, too. And Anne has her own voice that still longs to be heard.


text:
Home » Olympic Stadium Berlin P!nk
Olympic Stadium Berlin P!nk
Platz 3,
Underground train:
The underground train (U-Bahn) U2 takes you directly to the station Olympiastadion. It's only a short walk from there to the stadium (East Gate entrance: 500m, South Gate entrance: 870m).
Average travel time:
14 minutes from Zoologischer Garten, 24 minutes from Potsdamer Platz, 34 minutes from Alexanderplatz.
Overground train:
The (S-Bahn) S9 and S75 take you directly to the station Olympiastadion. It's only a short walk from there to the stadium (South Gate entrance via exit Flatowallee: 200 m, East Gate entrance via exit Trakehner Allee: 250m).
7 minutes from Spandau station, 14 minutes from Zoologischer Garten, 22 minutes from Friedrichstrasse, 26 minutes from Alexanderplatz.
With the bus lines 149, X34 und X49 you can reach the stop Flatowallee/Heerstraße. It's only a short walk from there to the stadium.
With the bus line 104 you can reach the underground station Neu-Westend. From there you can either walk directly to the stadium or take the underground train and exit at the station Olympiastadion.
The Olympiastadion (Olympic Stadium) is a sports stadium in Berlin. There have been two stadia on the site: the present facility, and one that was built for the aborted 1916 Summer Olympics. Both were designed by members of the same family, the first by Otto March and the second by his son Werner March.
The current Olympiastadion was originally built for the 1936 Summer Olympics in the southern part of the Reichssportfeld (today Olympiapark Berlin). During World War II, the area suffered little damage. After the war, the United Kingdom military occupation used the northern part of the Reichssportfeld as its headquarters until 1994.
Aside from its use as an Olympic stadium, the Olympiastadion has a strong footballing tradition. Historically, it is the ground of club Hertha BSC Berlin. It was also used for 3 matches in the 1974 FIFA World Cup. It hosted six matches, including the final, in the 2006 FIFA World Cup and was renovated for that reason. The German Cup final match is held each year at the Olympiastadion in Berlin.
Bar Yes
Bus stop 149, X34 und X49 you can reach the stop Flatowallee/Heerstra�e
Restaurant Yes
Capacity 74,200
On-Site Food Outlets Yes
Train/Tube/Metro Olympiastadion - (U-Bahn) U2


text:
require 'rails_helper'
include SimpleForm::ActionViewExtensions::FormHelper

RSpec.describe 'records/edit_fields/_barcode.html.erb' do
  before do
    allow(view).to receive(:f).and_return(simple_form_for(form))
    allow(view).to receive(:key).and_return(:barcode)
    render
  end

  context 'with an ephemera box' do
    let(:form) { Hyrax::EphemeraBoxForm.new(EphemeraBox.new, nil, nil) }
    it 'auto-focuses the barcode field' do
      expect(rendered).to have_selector 'input#ephemera_box_barcode[@autofocus="autofocus"]'
    end
  end

  context 'with an ephemera folder' do
    let(:form) { Hyrax::EphemeraFolderForm.new(EphemeraFolder.new, nil, nil) }
    it 'auto-focuses the barcode field' do
      expect(rendered).to have_selector 'input#ephemera_folder_barcode[@autofocus="autofocus"]'
    end
  end
end


Terinea will be exhibiting at this years Lets Do Business at the Hastings Centre on Thursday the 16th November.
Let's do Business brings you face-to-face with owners, directors and key decision-makers of small and medium-sized businesses from across East Sussex and the wider South East region.
Attracting close to 1000 visitors in 2005, Let's do Business provides an excellent platform to network, generate sales leads and build new relationships in one place at one time.
Together with impartial one-to-one business advice, this year's event will be complemented by a series of invaluable seminars and keynote addresses that will both inspire and motivate.


The closest airport to Sapporo is Okadama Airport (OKD). Distance from Okadama Airport to Sapporo is 3.7 miles / 6.0 kilometers.
Okadama Airport is located approximately 3.7 miles / 6.0 kilometers northeast of Sapporo and about 8.6 miles / 13.9 kilometers west of Ebetsu. IATA airport code is OKD.
Distance from New Chitose Airport to Sapporo is 26.6 miles / 42.8 kilometers. New Chitose Airport is located approximately 3.7 miles / 5.9 kilometers southeast of Chitose and about 10.6 miles / 17.0 kilometers northeast of Tomakomai. IATA airport code is CTS.
Distance from Asahikawa Airport to Sapporo is 69.2 miles / 111.4 kilometers. Asahikawa Airport is located approximately 8.0 miles / 12.9 kilometers southeast of Asahikawa and about 17.2 miles / 27.7 kilometers northeast of Ashibetsu. IATA airport code is AKJ.
Distance from Hakodate Airport to Sapporo is 93.7 miles / 150.7 kilometers. Hakodate Airport is located approximately 4.4 miles / 7.1 kilometers east of Hakodate and about 9.8 miles / 15.7 kilometers east of Kamiiso. IATA airport code is HKD.


text:
fashion: the big 4 and milan is showing the rest of the world how its done.
If the barometer for next spring feels warm, then after the Prada show it just got positively tropical, because it feels like Miuccia got on a plane and went to Havana, though of course this being a Prada show it would have to be swinging 50's Havana . . .
Only Miuccia Prada could attach a label like "minimal baroque" to a collection whose references ranged from hospital scrubs to seventeenth-century cherubs to Jazz Age superwoman Josephine Baker. Fishing around for an alternative to "fresh," she herself came up with "brave, bold, and obvious"
Yup. We live Prada.
Tags: fashion, milan, news, prada
life: disney unveils latest addition to their world.
AP. is on full scale countdown to our holiday at Walt Disney World in May next year, which takes us over to the disney park blog for news of the release of the first lok at the latest additon to Disney World, the 'art of animation' resort. Based around 4 classic Disney animated films: The Lion King, The Little Mermaid and Disney·Pixar's Finding Nemo and Cars, is scheduled to open in 2012 – check the home page here.
Disney's Art of Animation Resort will be a Disney Value Resort located near Disney's Animal Kingdom Park and ESPN Wide World of Sports. The resort is being built on the site of the once-proposed second phase of Disney's Pop Century, another Disney Value Resort, called the Legendary Years. There will be four courtyards, one for each movie, with icons and sculptures to complement the themes. Three pools – a main pool with bar and two quiet pools, a food court, game arcade and merchandise locations. The resort will also offer interior airline check-in stations, Sounds good to us . . .
Tags: disney, news, travel
Categories travel
fashion: the big 4 – london fashion fashion week is off the starter blocks.
Back to Selfridges. AP. was given a special preview this week of the new shoe galleries at top London department store Selfridges which opened just ahead of the launch of London Fashion week, on Thursday night.
The 35,000sqft gallerries play host to more than 55,000, yes FIFTY FIVE THOUSAND pairs of shoes, and for the Carrie Bradshaw's out there thats a whole lotta shoe envy! The galleries will retail 150 brands, with 30 brands creating exclusive ranges for Selfridges alone, and there are 11 designer boutiques from the likes of Christian Laboutin, Gucci, and Jimmy Choo dedicated to their footwear ranges, the Chanel area is modelled on Coco Chanel's apartment in Paris. "Imagine you are in a gallery", Selfridges' Director of Accessories Sebastian Manes, said to AP. "From the entrance you see a succession of doorways, and at the end a huge window flooding the space with daylight. Your journey begins at the front, with shoes from the best of the high street. Slowly you begin to travel through different galleries until you reach the end – the couture designer gallery, flanked by Chanel and Louboutin, and a vision of Eden – the new suspended garden at Selfridges. Shoe heaven!"
Check the full area by clicking here.
Tags: fashion, london, news, selfridges, stores


How to filter out t=0 fail DUTs from the entire population?
I have a set of specifications that I want to apply to identify all DUTs that fail at Hour of Test =0. Once those DUTs are identified I want to remove all instances of those same DUTs. However, I do not want the same set of specifications to be applied to all other Hour of test data.
I went so far as to generate another table in the same format, with all the t=0 failures identified. Now I want to key on the Log#, DUT ID and remove all instances (all subsequent hour of test) of the failed DUTs from the original table. How do I do it?
Re: How to filter out t=0 fail DUTs from the entire population?
The key is to have a column like "inspec" that you add to your original table using "Update". Then you can filter by that column.
(Here's a slight variation on Martin's approach above).
Generally, if you have different limits for values in a single column, its perhaps best to split the data so that you can have the required limits stored as column properties. But if you have reasons not to do this, the approach below is one way to do what I think you want. Cut and paste the code into an editor window, then select 'Edit > Run Script'. (The 'Wait()' commands are so you can see what's happening).


text:
Неогублений голосний середнього ряду високого підняття, або неогублений голосний середнього ряду високого піднесення (; ; ) — один з голосних звуків, сімнадцятий з основних голосних звуків.

Інколи називається неогубленим середнім високим голосним.

 У Міжнародному фонетичному алфавіті позначається як [ɨ].
 У Розширеному фонетичному алфавіті SAM позначається як [1].

У деяких мовах існує неогублений голосний середнього ряду високо-середнього підняття, який відрізняється злегка нижчим підняттям. У МФА він часто транскрибується як [ɨ̞] чи [ɪ̈], також можлива транскрипція [ɪ̠] чи [ɘ̝]. У багатьох британських словниках цю голосну транскрибують як [ɪ] (відзначаючи її підняття); в американській традиції її часто транскрибують як [ɨ] (відзначаючи її ряд) або [ᵻ] (відзначаючи її підняття і ряд). У третьому виданні Oxford English Dictionary [ᵻ] передає вільне варіювання між фонемами /ɪ/ та /ə/.

Властивості
 За підняттям — високий, це значить, що язик при його вимовлянні розташований максимально близько до піднебіння, але без притискування (що дало б приголосний).
 За рядом — середній, тобто язик розташований у середній позиції порівняно з вимовлянням передніх і задніх голосних
 Неогублений — губи при вимовлянні залишаються неокругленими.

В українській мові
У сучасній літературній українській звук [ɨ] відсутній. Існував у давньоруській мові, успадкований нею з праслов'янської, де розвинувся внаслідок процесу кількісного вирівнювання голосних з праіндоєвропейського монофтонга [ū] або дифтонга [eu]). Це підтверджує порівняння праслов'янських лексем з іншими індоєвропейськими:  («син») — ,  («свекруха») — ,  («ридати») —  («ревти», «ревіти»),  («я був», пор. , ) — ,  («ти») —  і . Звук [ŭ], короткий варіант праіндоєвропейського *u, дав у праслов'янській редукований звук *ъ.

У запису фонетичної реконструкції праслов'янської мови для позначення цього звука використовується латинська y, цією ж літерою прийнято передавати схожі звуки у практичній латинській транслітерації. У більшості староукраїнських говірок зник приблизно у XI ст., злившись з [і] в один звук [ɪ]. Нині зберігається у деяких західноукраїнських говорах (лемківському, бойківському, надсянському і деяких говірках закарпатського), протиставляючись там [і] і [e].

Позначення
 У кирилиці передається літерою «ы» («єри»). Зі слов'янських кириличних абеток ця літера наразі існує лише в російській і білоруській, але вона наявна у багатьох абетках на основі кирилиці для неслов'янських мов (монгольській, казахській та ін.). В українському письмі скасована у XIX ст.
 При транслітерації латинкою для передавання [ɨ] прийнято вживати букву «y».
 У румунській абетці для позначення звука існують дві літери з «дашками»: «â», «î». Першу («а-циркумфлекс») використовують у середині, другу («і-циркумфлекс») — на початку та наприкінці слів. У румунській кирилиці існувала літера «ы», але практично не використовувалася, замість неї для позначення звука [ɨ] вживалася буква Ѫ («великий юс»). У молдавській кирилиці на місці румунських «â» і «î» вживають «ы».

Приклади
Цей звук, у цілому, не властивий індоєвропейським мовам, але зустрічається (як алофон) у багатьох слов'янських мовах. Він є вельми звичайною окремою фонемою у мовах індіанців Північної і Південної Америки, де часто протиставляється таким близьким до нього звукам, як [i] і [u] — як у живих мовах, так і в реконструйованих прамовах (наприклад, у праутоацтекській).

 Польську літеру «y» часто транскрибують як [ɨ], хоча насправді вона передає закритий варіант неогубленого голосного середнього ряду високо-середнього підняття, іноді для точності транскрибований як [ɘ̟].
 Літеру «e» європейського варіанта португальської мови часто представляють як [ɨ], але цей звук являє собою неогублений ненапружений голосний високого підняття заднього ряду, для точнішої транскрипції якого вживають символи [ɯ̽] (централізований), [ɯ̟] (палаталізований), [ʊ̜].

Примітки

Джерела

 Wells, John C. (1982). Accents of English. Volume 3: Beyond the British Isles (pp. i–xx, 467—674). Cambridge University Press. ISBN 0-52128541-0

Неогублені голосні
Голосні
Голосні високого піднесення
Голосні середнього ряду

redpajama_set_name: RedPajamaWikipedia


We are an annual fashion show fundraising event which strives to bring awareness to domestic violence all while raising much needed funds for our local Safe House for Women. VintageNOW is an evening of fun, fashion and most importantly EMPOWERMENT to all who attend.
We cast women in our very own community as our models. We choose women of all ages, shapes and sizes, all walks of life to #walkSTRONG for those who can't. Those whose lives are affected by abuse. Our show will continue to shine a light on the darkness that is domestic violence.
Oct. 19th, 2019 marks our 10th year to present the VintageNOW Production.
Each year we select a different theme for our event. This year, VNX is proud to present HEROES & LEGENDS! More details coming soon on how to nominate local heroes to participate in a tribute during the show.
We feel it's time to honor all heroes, legends and trailblazers.
If you would like to help our mission and make a difference in our community, we want to hear from you.
Are you interested in being a MODEL in our show? We will cast 40 local women (16 yrs. & up) in the Spring of 2019. Date to be announced soon.
Would you like to hear about other VOLUNTEER opportunities?
Would your Business like to help SPONSOR our Event? Packets explaining the benefits of sponsorship are available upon request.
Please contact us for further information concerning our show. With your help we can offer the support needed by so many.
Copyright © 2018 VintageNOW - All Rights Reserved.


Charles Russell Speechlys' corporate advisory team acted as the legal adviser to Mithras Investment Trust plc (the "Company") on its fifth tender offer, which was announced to shareholders on 5 April 2016.
The fifth tender offer follows on from the Company's announcement in December 2012 that it intended to enter into a series of tender offers to achieve its core realisation strategy of returning capital to shareholders.
Should the shareholders all tender their basic entitlement, the Company would distribute approximately £9.0 million to shareholders through the fifth tender offer.
To date, the Company has returned approximately £25.8 million of capital to shareholders through its first four tender offers. The fourth tender offer took place in 2015, the third took place in 2014, with the second and initial tender offers both taking place in 2013.
The Charles Russell Speechlys team advising on these transactions was led by partner, Andrew Collins and included corporate senior associate Paul Arathoon and associate Lucy Scott. Winterflood Securities (Joe Winkley and Neil Langford) also acted for the Company.


text:
Auditing Algorithms
Adding Accountability to Automated Authority
Workshop Locations
Just Google Me*
Algorithms Dérive
A6 Stickers
Home > About
Auditing Algorithms: Adding Accountability to Automated Authority is a group of events designed to produce a white paper that will help to define and develop the emerging research community for "algorithm auditing." Algorithmic Auditing is a research design that has shown promise in diagnosing the unwanted consequences of algorithmic systems.
Automated software-based systems in finance, media, information, transportation, learning, or any application of computing can easily create outcomes that are unforeseeable by their designers, so algorithm auditing has the potential to improve the design of these systems by making their consequences visible. Auditing in this sense takes its name from the social scientific "audit study" where one feature is manipulated in a field experiment, although it is also reminiscent of a financial audit.
These events and the resulting white paper proposes to coalesce this new area of inquiry and to produce a report characterizing the state of the art and potential future directions. Participants and white paper co-authors will have opportunities to clarify the potential dangers of algorithmic systems, to specify these dangers as new research problems, to articulate challenges that they face as researchers interested in this area, to present existing methods for auditing or needs for new methods, and to propose research agendas that can provide new insights that advance science and benefit society.
This initiative is sponsored by the National Science Foundation and co-organized by the University of Michigan, the University of Illinois, and Harvard University. Events are hosted at the University of Michigan.
As researchers we are committed to research autonomy and transparency in our relationships. These traits are essential to our credibility. We do not accept grants that limit our ability to carry out research in the way we see fit. We follow best practices in reporting conflicts of interest.
We kindly acknowledge the support of:
Center for People & Infrastructures, University of Illinois
Center for Political Studies, Institute for Social Research, University of Michigan
Department of Communication Studies, University of Michigan
School of Information, University of Michigan
Berkman-Klein Center for Internet & Society at Harvard University
This material is based upon work supported by the National Science Foundation under Grant No. ITR-1665151. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
algorithm (n.):
Word used by programmers when they do not want to explain what they did.
–Traditional programmer humor. (example)
Stills from Computers Watching Movies, Ben Grosser, 2013
Depicted: A still frame of the artist's visualization of a computer vision algorithm watching Inception (2010).
Our Kind Sponsors
Unless otherwise noted this site and its contents are licensed under a Creative Commons Attribution 4.0 International License.
Background images © 2013 Benjamin Grosser.


I know a lot of people consider it obsolete and will tell you that wishlists never gets fulfilled. But considering the fact that I completed 7 out of 11 wishes in 2014 makes me think otherwise.
So a new year and a complete new set of wishes, things are going materialistic now, I need new stuff about which I was content all this while. Most importantly, considering couple of amazing things I have done last year I think I need to develop better money management skills.
Guitar – This was in my wishlist last year and before that year and before that year as well.
Meditation – I feel myself getting affected by negativity around me which is wrong. A lot of friends are doing this and I have found a lot of amazing places where I can go for this course.
Cooking – I know how to make pan cakes, tea, chawal daal etc, basically everything on which I can survive by myself but I want to learn more. A secret desire of mine is to work at a restaurant or a shack and learn some fancy but easy stuff.
Bike and car – I learned driving last year and I forgot. Sighs.
A new language – Again frommy last year's wishlist, but I have been trying.
This year I wish to travel even more, visit some of the most exotic locations. Less cross country backpack sprees and more short but extensive trips that includes festivals and some tougher trekking expeditions. Anyways my travel wishlists already exist beyond 2016 so I am hoping beyond hope.
Travel with a friend – I have enough of solo travels, I want to have some memorable journeys with a friend. So anyone who wants to join in is absolutely welcome unless you are a resort kind of person in that case you will be disappointed.
Visit atleast 2 wildlife sanctuaries.
Cruise down a river – I am really scared of water even though I have been on rafting and boating trips countless times but I have never been into the middle of the river, the feeling is scary. I am looking forward to a Ganga Cruise along with new more unexplored river territories. These massive rivers remind me of how small I am, and that travelling can be a matter of floating along.
I have been fascinated by black and white shorts off late, there are couple of movies coming this year that are a must watch but like last year I brought down number of movies to watch in theatres and I will bring it even down this year. Also must avoid that 100 cr movies and go for the serious bollywood dramas instead.
This year I intend to improve my encyclopaedia, Indian Indie bands are absolute love.
More Books, what else, I read some 120 books this year. I need to read more.
Finish my novels – I have 3 incomplete novels still pending to be edited and rewritten. Its time that I take less freelance writing assignments and write for myself rather than for someone else that wont even give me credits for my own work. I NEED TO DO THIS AS SOON AS POSSIBLE.
Get Published – Enough of random travel articles, something serious needs to be done soon.
Adventure sports are costly but there is always a way to pull them off, I am fascinated by bungee jumping videos off late along with lengthier rafting trails in Rishikesh and Paragliding. I have the passion, only thing I need now is money.
DSLR – I need a better cam than the one I already have.
Backpack – I need to buy a better backpack for further trekking trails. A Quechua 40lit bag would do just fine.
Trekking Shoes – I love my Reebok shoes but they are too pretty to spoil in snow.
Attend more music concerts – Ziro Music Festival 2014 was just great, I am now looking to attend more desi music fests this year.
2015 has just started, I hope it is better than last year that was not all disappointing.


text:
MoboReader> Romance > Happy Together
Chapter 561 Be My Man
Happy Together By Vegetable Characters: 8925
Rachel's agonies were heightened by what she was hearing. It was quite a while before the sound and the voices stopped. What they were doing has come to an end. And then there it was, the hoarse and raspy voice, coming from the inside of the room. The voice was so familiar. She knew who it was.
Rachel was standing uncomfortably outside the room, her back pressed against the corner of the four walls. At that moment, her heart was sternly beating. "Him? Was that him? Is it really him?" Rachel questioned herself. She was shaken by the thought.
'What the hell is Marcia planning to do?' Rachel thought with hatred brewing in her heart.
"Why don't you come in? I know you're out there. You have been standing outside for so long. Don't you want to see me?" the voice from inside the room was teasing her. "If you don't want to come in, then you better leave now!" The voice now seemed edgy.
Rachel closed her eyes, pressing herself hard against the wall; she was holding her chest stopping it from shuddering. A blanket of fear and nervousness seemed to envelop her. Since their last meeting, she thought that was the last time. She swore not to see him again.
Why did God let it happen? Was this God's punishment?
They swore not to see each other anymore, why in the twist of fate, Marcia caught her to meet him again?
She must have definitely known! This was her plans all along.
She did this on purpose. She plotted this as the best revenge for her.
She wanted her to meet Patrick - that evil devil monster. She planned to use this encounter as a devastating blow to Patrick.
Rachel knew they were not good friends, they were not even friends. Marcia and Patrick, there was a thick wall of resentment between them. But why she got involved?
If she had known this would happen, she would not come to LH Island.
Indeed, when you have fallen on traps weaved by destiny, it would be inescapable.
"What the fuck! Will you come inside or not?" Patrick shouted stressing on the dirty word. He grew impatient waiting and calling out. He stood up and kicked the door wide open. He was half naked.
With the door ajar, he grasped his breath in astonishment.
The moment he saw the woman pressed against the wall, he was dumbfounded.
Rachel turned her back to him at seeing his bareness.
"Patrick, oh my god, I'm sorry I didn't mean to barge in your affairs. I was just enjoying my vacation and all of a sudden, I have no idea why Marcia abducted me..."
Even before Rachel could finish her words, Patrick shut the door forcibly.
After he got back in the room, he stared at the clothes scattered over the floor and the couch. He tr
Drugged one night by her ex-boyfriend, a mysterious man took advantage of her in an ecstatic night filled with sex. To take her revenge, she married the man, and used him. "As long as I'm alive, I'm still his legal wife, while all of you are just his mistresses."She remained adamant even when he was involved in scandals with other women...
Tell me, what do you want?" Patrick clenched his own fists and asked. His gaze fixed on Rachel and Marcia's hands. As long as he had Rachel within reach, he would never allow anyone to hurt her.
Hearing that, Marcia released Rachel and put the knife back into the scabbard. She then walked towards Patrick.
"Are you so worried of her? I can't believe that such a man, fearless of death and nothing, would care so much for a woman who is also the wife of someone else."
Just an inch away from him, Marcia caressed her hand on the scars of his burned cheek. Both love and hate emanated from her eyes.
"Bull shit! If she were not someone else's wife, I would have kidnapped her a long time ago so that I could have her to wife. Stop saying nonsense. What do you want from me? Spit it out! For this to be over" Patrick said impatiently, pushing her away to stop her from making fun of his feebleness.
Marcia pulled his clothes reluctantly and said in a low and desperate voice, "Patrick, I will let her go. I'll let her go in one condition... I want you!
I want you to be my man!"
Hearing that, Patrick was stunned. His eyebrows shuddered. Pushing her away, he said, "What? Are you crazy? Don't be so irrational! I have killed your father. How could you still want me to..."
"Yes, I know that. You did that. And so? What's the matter? I don't care. I demand the payment. I want you to pay me for my father's life with you and the rest of your life,"
Marcia suddenly yelled to stop him from talking.
"I will give you time to think it over. As to Rachel, I would hold her captive until you give me your answer,"
Marcia said and motioned her men to take Rachel outside.
"Wait!"
Patrick suddenly shouted and walked towards Rachel with long strides.
Similar Romance Ebooks to Happy Together
The Enchanted Night
Waiting For a Girl Like You
The Best Friend's Contract
He Only Married Me To Show Her That He Already Moved On
Contractually Married


text:
#ifndef _MUTT_GROUP_H_
#define _MUTT_GROUP_H_ 1

#define M_GROUP		0
#define M_UNGROUP	1

void mutt_group_add_adrlist (group_t *g, ADDRESS *a);

void mutt_group_context_add (group_context_t **ctx, group_t *group);
void mutt_group_context_destroy (group_context_t **ctx);
void mutt_group_context_add_adrlist (group_context_t *ctx, ADDRESS *a);
int mutt_group_context_add_rx (group_context_t *ctx, const char *s, int flags, BUFFER *err);

int mutt_group_match (group_t *g, const char *s);

int mutt_group_context_clear (group_context_t **ctx);
int mutt_group_context_remove_rx (group_context_t *ctx, const char *s);
int mutt_group_context_remove_adrlist (group_context_t *ctx, ADDRESS *);

#endif /* _MUTT_GROUP_H_ */


Weather Conditions: Temperature range -38°C to +3°C, wind 5-21 knots. The weather this week overall was a little milder than last. On Friday night we saw the last sunset until fall.
The DISC building electrical didn't get up and running this week. When Brent and Ed went to install breakers in the new main power distribution panel they found it didn't fit both style of breakers that we have. A new panel will be coming in on the first flight next week. Other than this snag all cable trenching is complete, the 208v panel and transformer are wired, and the building electrical system is installed. We are now looking at having power mid next week.
The building ventilation system is in the process of being installed. Hand rails are complete around the slot and the removable floor sections over the tower base have been built. Slot excavation was completed early in the week.
Jayred, Krissy, and I have got the casing extended and all but one section of the drip pans installed. All of the crane rails are in and both crane cable chains are installed. The blue gantry crane is wired and ready to run. We dug a tunnel under the building for the slot ventilation hose and other utilities to service the winch pit area. The slot ventilation fan is ready to be placed. Both fiberglass pads for the tower base are placed and leveled. The control room is in the building, but can't be put into final position until the yellow gantry is assembled. The week was finished out with a safety drill at the DISC structure. The Summit medical staff responded and we practiced removing an unconscious person from the slot using our retractable life-lines.


text:
/*
Default Value for annotation
*/

import java.lang.annotation.Retention;
import java.lang.annotation.RetentionPolicy;
import java.lang.reflect.Method;

@Retention(RetentionPolicy.RUNTIME)
@interface MyAnno
{
	String str() default "Testing";
	int val() default 9000;
}

@MyAnno()
class defaultValueAnno
{
	@MyAnno()
	public static void myDefault(String name, int age)
	{
		defaultValueAnno obj = new defaultValueAnno();

		try
		{
			Class objDefaultValueAnno = obj.getClass();

			Method methodDefault = objDefaultValueAnno.getMethod("myDefault", String.class, int.class);

			MyAnno anno = methodDefault.getAnnotation(MyAnno.class);

			MyAnno anno2 = (MyAnno)objDefaultValueAnno.getAnnotation(MyAnno.class);

			System.out.println("function annotation" + anno.str() + " " + anno.val());

			System.out.println("class annotation" + anno2.str() + " " + anno2.val());

		}
		catch(NoSuchMethodException exc)
		{
			System.out.println("Method not Found.");
		}

	}

	public static void main(String args[])
		{
			myDefault("test", 5);
		}
}