Games allow us to convert our theoretical understanding of sales into practical application. Using creative activities to engage with your team is so important as it is a fun way to boost morale and allows them to further develop their sales skills. It gives individuals opportunities to work on certain areas of sales that may need some improvement, while doing so in an entertaining, low-pressure environment.
Here are a few short, effective sales games and activities that you can try in the office to develop sales skills with your team!
This is one of the oldest tricks in the book, but the reason it has stuck around for so long is because of how simple and effective it is! The aim of this game is to challenge individuals to find unique features in their selected product and put their sales skills to the test.
Place pieces of paper containing names of various generic products into a hat and divide into pairs, where one person is the seller and one is the customer. The seller draws a piece of paper from the hat and their job is to use their creativity and quick thinking to create a need for the product and sell it to their partner.
The objective of this game is to learn how to develop an endless amount of advantages associated with an item. The aim is to use quick thinking to not run out of benefits, and to up-sell your product in a pressured situation.
This can be done as a group activity. Gather together and choose an object or service to describe. Everyone takes turns in calling out an advantage until someone runs out of ideas. They are then knocked out and the game continues around the room until the last person is left standing, which makes them the winner!
The idea behind this game is to discover the importance or recognizing customer needs before diving into a sales pitch. Many customers may view their need for a product to be different from the next, so it is crucial to be aware of how the product or service you are selling is beneficial to a potential customer.
Find a partner and decide who will take the role as a seller and the other a customer. The sellers must sell an item in the room to their partner. The customer must note if the seller is identifying their specific needs or just pushing their sales strategy without determining their audience first. Keep it fast-paced and swap positions so both parties are selling and buying. Make sure to exchange notes on each other's experience as the customer at the end to help each other improve their selling skills!
This is a quick and easy way to ensure your team's research skills are efficient and satisfactory. When dealing with a client or potential customer, it is essential to gather as much relevant information as you can before a call. Identifying your audience is key to making and closing a sale. Without research, you may appear selfish by showing little investment in the client you are dealing with!
Everyone on the sales team gets their own client for the purpose of the game. This can be a celebrity, CEO's of competitor companies, potential clients or successful business owners. Set the clock to a 10-minute timer to allow everyone to research their clients. All players must gather as much relevant information as possible. The person with the best relative information will win– this can be made more interesting by setting a small prize for the winner!
Next Article : Dress to impress, it's the name of the game!


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U.S. and Canada to close border to nonessential travel, Trump says
ROB GILLIES and ZEKE MILLER
TORONTO — The U.S. and Canada have agreed to temporarily close their shared border to nonessential travel, President Donald Trump announced Wednesday as the two nations work to stem the spread of the coronavirus pandemic.
Both countries are eager to choke off the spread of the virus but also maintain their vital economic relationship. Canada relies on the U.S. for 75% of its exports.
Trump made the announcement on Twitter, saying the decision would not affect the flow of trade between the countries.
More:Pa. attorney general cracking down on price gouging during coronavirus crisis
More:Trump's economic rescue package could approach $1 trillion
More:State to open virus testing sites; job losses spike
More:Information on the coronavirus, COVID-19, from the CDC
"We will be, by mutual consent, temporarily closing our Northern Border with Canada to non-essential traffic," Trump tweeted.
Truck drivers and Canadian snowbirds, who live in the U.S. for part of the year and are returning to Canada, are among those expected to get an exemption. Completely closing the border would cause severe economic damage to both the U.S. and Canada as the two economies are integrated. Much of Canada's food supply comes from or via the U.S., and and 98% of its oil exports go to the U.S.
About 18% of American exports go to Canada.
Canadian Prime Minister Justin Trudeau said Monday he would close the country's borders to anyone not a citizen, an American or a permanent resident, and even then they must self-isolate for 14 days on arrival.
Trudeau said the exemption for Americans, despite the rapid rise of cases in the U.S., was due to "the level of integration of our two economies."
For most people, the new coronavirus causes only mild or moderate symptoms, such as fever and cough. For some, especially older adults and people with existing health problems, it can cause more severe illness, including pneumonia. The vast majority of people recover from the new virus.
The United States has seen about 6,500 coronavirus cases and more than 110 deaths while Canada has seen about 600 cases and eight deaths.
Canadian Deputy Prime Minister Chrystia Freeland said the border is vital to the daily life to people on both sides.
"Nearly 200,000 people cross that border every day, and that border and that traffic that goes across that border is literally a lifeline for both the Canadians and the Americans on both sides of that border,'' Freeland said.
"We get our groceries thanks to truckers who drive back and forth across that border," she said. "Very urgently needed medical supplies and medicines go back and forth across that border. And essential workers go back and forth across that border every day. So it is a unique relationship for Canada, and it's important for us in handling our situation on the border to be sure that we act to get things right.''
But many people in Canada criticized the decision to give Americans an exemption. British Columbia Health Minister Adrian Dix said he vehemently disagreed with the American exemption given the surge in cases in neighboring Washington state.
Bruce Heyman, a former U.S. ambassador to Canada, said both countries recognize how many people cross the border daily.
"Border traffic has already slowed and in line with recommendations to stay home and eliminate nonessential movement," Heyman said. "New rules jointly accepted for our shared border makes sense."
Robert Bothwell, a professor of Canadian history and international relations at the University of Toronto, noted the government-to-government accord merely ratifies what is already in place.
"Tourism in the age of the coronavirus is a contradiction in terms," Bothwell said. "And no Canadian in his or her right mind would want to be caught with the virus on the U.S. side of the border, given the predatory U.S. medical pricing system. Actually, the insurance companies have already taken care of the problem. Many of us have received notices that they will not pay for virus treatment south of the border."

redpajama_set_name: RedPajamaCommonCrawl


text:
| Previously on Texas Originals...
Previously on Texas Originals: J. Mason Brewer
Scholar and folklorist John Mason Brewer was born in Goliad in 1896. Over his fifty-year career, Brewer almost single-handedly preserved the African American folklore of his home state. When Brewer graduated from Wiley College in 1917, he worked as a teacher and wrote poetry. But he also collected the folk tales he heard at schools and churches, in general stores and barbershops—the places of everyday life for black Texans. Brewer became the first African American member of the Texas Folklore Society and the Texas Institute of Letters. His books serve as a timeless record of Texas storytelling, and powerful proof of what he called "folklore as a living force." More»
Texas Originals is also available on iTunes! Subscribe to the podcast today to download all episodes that have aired to date and to automatically receive future episodes.
J. Mason Brewer. Photograph by Walter Barnes Studio. Courtesy of The Wittliff Collections, Texas State University.


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Q: Datasource instanciation error with actuator I'm using Spring Boot 2.0.6.RELEASE. My application uses the Oracle jdbc driver and works nice with this kind of configuration:
spring.datasource.url=jdbc:oracle:thin:@my-data-server/database
spring.datasource.username=username
spring.datasource.password=pwd
spring.datasource.hikari.maximum-pool-size=10
spring.datasource.driver-class-name=oracle.jdbc.driver.OracleDriver

But... When adding actuator, the application fails to start. It seems that the /health endpoint causes this problem (maybe because it is the first bean which needs a datasource?).
The problem is that the datasource can't be instanciate... But it works well without actuator.
Any idea ?
I was wondering if DataSourceHealthIndicatorAutoConfiguration could be the source of the problem: this class has the anotation @AutoConfigureAfter(DataSourceAutoConfiguration.class)... But it seems that Hikari doesn't use this autoconfig class, does it? I see org.springframework.boot.autoconfigure.jdbc.DataSourceConfiguration$Hikari in the stack trace but not DataSourceAutoConfiguration...
**UPDATE : ** I'm using FlyWay
**UPDATE 2 **, This may be a hint: https://github.com/spring-projects/spring-boot/issues/14687

Here is the full stacktrace:
2019-02-08 17:33:38.359 ERROR 14652 --- [ost-startStop-1]
o.s.b.web.embedded.tomcat.TomcatStarter  : Error starting Tomcat context. Exception: org.springframework.beans.factory.BeanCreationException. Message: Error creating bean with name 'servletEndpointRegistrar' defined in class path resource [org/springframework/boot/actuate/autoconfigure/endpoint/web/ServletEndpointManagementContextConfiguration$WebMvcServletEndpointManagementContextConfiguration.class]: Bean instantiation via factory method failed;
nested exception is org.springframework.beans.BeanInstantiationException:
    Failed to instantiate [org.springframework.boot.actuate.endpoint.web.ServletEndpointRegistrar]: Factory method 'servletEndpointRegistrar' threw exception;
nested exception is org.springframework.beans.factory.BeanCreationException: Error creating bean with name 'healthEndpoint' defined in class path resource [org/springframework/boot/actuate/autoconfigure/health/HealthEndpointConfiguration.class]: Bean instantiation via factory method failed;
nested exception is org.springframework.beans.BeanInstantiationException:
    Failed to instantiate [org.springframework.boot.actuate.health.HealthEndpoint]: Factory method 'healthEndpoint' threw exception;
nested exception is org.springframework.beans.factory.BeanCreationException: Error creating bean with name 'org.springframework.boot.actuate.autoconfigure.jdbc.DataSourceHealthIndicatorAutoConfiguration': Bean instantiation via constructor failed;
nested exception is org.springframework.beans.BeanInstantiationException:
    Failed to instantiate [org.springframework.boot.actuate.autoconfigure.jdbc.DataSourceHealthIndicatorAutoConfiguration$$EnhancerBySpringCGLIB$$8065d973]: Constructor threw exception;
nested exception is org.springframework.beans.factory.BeanCreationException: Error creating bean with name 'dataSource': Post-processing of FactoryBean's singleton object failed;
nested exception is org.springframework.beans.factory.BeanCreationException: Error creating bean with name 'scopedTarget.dataSource' defined in class path resource [org/springframework/boot/autoconfigure/jdbc/DataSourceConfiguration$Hikari.class]: Bean instantiation via factory method failed;
nested exception is org.springframework.beans.BeanInstantiationException:
    Failed to instantiate [com.zaxxer.hikari.HikariDataSource]: Factory method 'dataSource' threw exception;
nested exception is org.springframework.boot.autoconfigure.jdbc.DataSourceProperties$DataSourceBeanCreationException: Failed to determine a suitable driver class

2019-02-08 17:33:38.381  INFO 14652 --- [  restartedMain] o.apache.catalina.core.StandardService   : Stopping service [Tomcat]
2019-02-08 17:33:38.416  WARN 14652 --- [ost-startStop-1] o.a.c.loader.WebappClassLoaderBase       : The web application [ROOT] appears to have started a thread named [spring.cloud.inetutils] but has failed to stop it. This is very likely to create a memory leak. Stack trace of thread:
 sun.misc.Unsafe.park(Native Method)
 java.util.concurrent.locks.LockSupport.park(LockSupport.java:175)
 java.util.concurrent.locks.AbstractQueuedSynchronizer$ConditionObject.await(AbstractQueuedSynchronizer.java:2039)
 java.util.concurrent.LinkedBlockingQueue.take(LinkedBlockingQueue.java:442)
 java.util.concurrent.ThreadPoolExecutor.getTask(ThreadPoolExecutor.java:1074)
 java.util.concurrent.ThreadPoolExecutor.runWorker(ThreadPoolExecutor.java:1134)
 java.util.concurrent.ThreadPoolExecutor$Worker.run(ThreadPoolExecutor.java:624)
 java.lang.Thread.run(Thread.java:748)
2019-02-08 17:33:38.419  WARN 14652 --- [  restartedMain] ConfigServletWebServerApplicationContext : Exception encountered during context initialization - cancelling refresh attempt: org.springframework.context.ApplicationContextException: Unable to start web server; nested exception is org.springframework.boot.web.server.WebServerException: Unable to start embedded Tomcat
2019-02-08 17:33:38.437  INFO 14652 --- [  restartedMain] ConditionEvaluationReportLoggingListener :

Error starting ApplicationContext. To display the conditions report re-run your application with 'debug' enabled.
2019-02-08 17:33:38.445 ERROR 14652 --- [  restartedMain] o.s.b.d.LoggingFailureAnalysisReporter   :

***************************
APPLICATION FAILED TO START
***************************

Description:

Failed to configure a DataSource: 'url' attribute is not specified and no embedded datasource could be configured.

Reason: Failed to determine a suitable driver class

Action:

Consider the following:
    If you want an embedded database (H2, HSQL or Derby), please put it on the classpath.
    If you have database settings to be loaded from a particular profile you may need to activate it (the profiles dev are currently active).

Process finished with exit code 0

redpajama_set_name: RedPajamaStackExchange


text:
An Evening with Jane Hankins
April 28, 2022Doors open at 6pm. Show starts at 7pm.$35/ticket (includes dinner & the show). Cash bar. Location: The Joint Theater and Coffeehouse301 Main St, North Little Rock, AR 72114
Witty, whimsical, wonderful. These words and more describe the creative world of Little Rock, Arkansas artist Jane F. Hankins. Born in Jonesboro, Jane has been a strong presence in the Arkansas artists community for over two decades. A visual artist, specializing in sculpture in porcelain and stoneware as well as drawing and painting, she is a designer for nationally marketed sculpture reproductions. An Arkansas native, Jane studied at the Memphis Art Academy, Arkansas State University, and the Arkansas Arts Center. She is a technically talented artist, who doesn't take herself too seriously.
With musical guest The Salty Dogs
Started as a lark retro-country act, the quartet immediately found chemistry, along with a lot of joy, as they dug into their craft. Their sound has expanded over a decade and a half, from uber-twang and purist classic country to equal parts 1954 Nashville, 1961 Bakersfield, and 1972 Everywhere.
She has had numerous exhibitions and annual shows and was one of 10 artists chosen to exhibit in the National Museum of Women in the Arts in Washington, D.C. She has shown at the Arkansas Arts Center in the Delta Show, Toys by Artists and Prints, Drawings and Crafts. She has also served on the Fine Arts Club Board.
Her work shows us that art does not have to be serious to be important. Jane says, "I like art that is approachable, and I believe that there is room for all kinds of art. A feminine theme is often present in my work – when I use that term – feminine, I'm referring to the divine aspects of the word, not just bein' pretty and actin' nice! Sometimes, I build entire stories around the characters I make and I get to know them better! I'm having great fun with the Little Old Ladies and Gents, as well as the Mavens of Madge's Mobile Home Park. Remember, I'm laughing near them, not at them."


When David wrote this Psalm, he had been driven from his throne. His son Absalom rose up and, by saying what people wanted to hear, turned Israel against their king. His father left the Holy City downcast. Friends wept as enemies fired mud.
As the Psalm begins many enemies crowd round David. They say that God can't save. The king is finished. He has no hope. Now he prays to God & tells him all is troubles. When the chips are down & everything is against us, we too must cry to God.
David trusts in God for safety and protection. He says 'You are my shield'. He knows he'll be OK. He remembers how Abram had fought off 5 great kings. After battle God spoke: 'I am your shield.' He prays to God's House. You too expect defence.
He's starting to feel sleepy. He's not afraid to lie down sweetly. Though many could attack, God will guard him till he wakes. David leans on God as he prays this lullaby. His God-crutch won't give way. He & we need not be afraid of those around.
These enemies are wolves. David sees their snarling fangs. These are deadly weapons. He wants their teeth disarmed. That's why he prays smash their teeth & jaw. He's not getting mad. He just wants to be safe. If God saves then he will do that.
Jesus prayed Psalm 3 many times. As he turned lights out, His Father gave Him sleep. All Jerusalem rose up & drove Jesus outside city gates. He went to sleep on the Cross. He rose up from the grave. So we can pray Psalm 3 & wake up after death.


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Orbis Cascade Alliance > Programs & Teams > Unique & Local Content (ULC) > Digital Collections > Background on the Digital Collections Service
Background on the Digital Collections Service
Digital Collections for the Northwest
Since 2015, when the Oregon State Library and Washington State Library convened the Northwest Digital Collections Summit, the Alliance has been part of a group of organizations seeking to better support Northwest cultural heritage organizations (libraries, archives, museums, and historical societies) with digital collections. During the summit, participants identified deficits that included the need for shared standards, one or more shared systems, documentation and training, and support for collaboration.
The recommended next steps identified were:
Shared standards for digitization and metadata (descriptions of digital collections, also known as cataloguing).
Support for a shared regional digital content system.
Support existing local and regional collaborative digitization projects, as well as existing statewide newspaper digitization programs in both Washington and Oregon.
Develop various written materials (toolkits, outreach materials, etc.) focused on broad community participation.
Encourage institutions in Washington and Oregon to form one or more initial collaborative project(s) focused on eventual participation in the DPLA.
In 2016-2017, the Alliance partnered with the Oregon State Library and Washington State Library on a Library Services and Technology Act (LSTA) grant-funded project to develop shared metadata standards, documentation for implementing those standards, and training to assist cultural heritage institutions in creating and/or remediating digital collections descriptions to be compliant with shared metadata standards. Although the training was open to Alliance members only for that year, all the documentation from the project is publicly available, and was promoted through the Washington State Library's Rural Heritage Program and in other venues. By the end of that project, Alliance members had brought the metadata of 67,000 digital objects into compliance with its shared standards and harvested those descriptions into a shared system.
In 2017-2018, this partnership continued with the addition of the Oregon Heritage Commission. See the details of that work here.
The Digital Public Library of America (DPLA) connects people to the riches held within America's libraries, archives, museums, and other cultural heritage institutions. All of the materials found through DPLA—photographs, books, maps, news footage, oral histories, personal letters, museum objects, artwork, government documents, and so much more—are immediately available in digital format. The DPLA aggregates digital collections through its network of regional and state hubs. The DPLA hubs model is establishing a national network out of the over forty state/regional digital libraries and myriad large digital libraries in the US, bringing together digitized and born-digital content from across the country into a single access point for end users, and an open platform for developers. The model supports or establishes local collaborations, professional networks, metadata globalization, and long-term sustainability.
A DPLA Hub for the Pacific Northwest
The Pacific Northwest is one of the last remaining regions in the United State without a DPLA hub. The University of Washington contributes content directly to DPLA, but there is no on-ramp for other institutions. Cultural heritage institutions in the region and DPLA staff are motivated to form a hub in the region, and have been working toward that since 2014.
Last summer, the Alliance submitted its application to become a DPLA hub–initially only for its 39 members–and expects a response to that application before the end 2017. With 67,000 standards-compliant digital objects in a shared system designed to deliver those objects to DPLA, we are prepared to move forward with making that content available through DPLA as soon as the application process is complete.
As part of a year-long strategic planning effort, the governing council of the Alliance will consider extending hub services to non-members. While extending services is by no means a foregone conclusion, the existing collaboration with the Oregon State Library, Washington State Library, and (new this year) the Oregon Heritage Commission means a broad commitment throughout the region to ensure the degree of DPLA access that will serve all institutions. Since both the Alliance and DPLA are funded wholly or in part by membership fees, how those fees would be covered is also part of those discussions.
Regardless of the specific outcomes of that process, utilizing the standards, documentation, and training is of great benefit to cultural heritage organizations in the Northwest. Using shared approaches to digital collections description and access can only increase the access to and use of collections that document the region's history, environment, economy, culture, and people in service of education, government, and business.
Last modified May 6, 2021


text:
The guys from Green Inside
Jill Bouffard
Funk/rock/pop band Green Inside has been bringing its fresh sound to gigs on the local scene, including a few stops at Quinnipiac University.
Members Seth A. Thulin (vocals/acoustic guitar), Lorin Pellegrino (bass), Rich Mirakiam (electric/acoustic guitars) and Steve Tobey (drums/percussion/vocals), formerly known as Seth Adam Band, are the talent behind this energetic band, each from the New Haven area.
Thulin, Green Inside's unofficial spokesperson, explained how things gelled for Green Inside. "Rich and I had been playing in this one band for about seven years, and during the last two years that with that band, I was also part of a cover band with Lorin," he said. "I just got sick of it. I wanted to be a singer/songwriter."
The three decided to take their talent elsewhere and form the Seth Adam Band. However, there was one problem, the missing drummer.
"During our last gig with the cover band, Steve came up to us and did some off the cuff percussion," Thulin said. Tobey impressed the guys with his performance and once they discovered he played the whole drum kit, he was in. Then came the name change. "The deeper we got playing together, we decided that it wasn't fair to be named after one member. So we kicked some ideas around," Thulin said.
"Steve and I liked `Green,' and Lorin liked `Inside,' so we stuck them together. The name has a lot of positive connotations, like living and breathing, and we like to portray that in our music."
Green Inside appeared at Quinnipiac three times this semester. The band opened for rock group Angry Salad during its first on-campus performance.
"When we were asked to play at Quinnipiac, it was the first time in a long time we did something like that," Thulin said. "We play lots and lots of bars which are basically like meat markets. There's usually a lot of people, and it's a place for them to get drunk and hookup."
Green Inside has been both surprised and pleased with its Quinnipiac audience. "The students were there because they wanted to be entertained," he said. "It was something to break up the monotony of college life. They listened, honestly listened. It seemed like they enjoyed it and appreciated it."
During all three performances, Green Inside played songs from both the recently released, "Live in Studio A" and its up and coming album, which is currently being recorded. Green Inside's has a unique way of releasing new music. "Instead of throwing 12 songs on an album, we come out with a disc about every four months with three or four songs on it. This way we always have something new and fresh and our album doesn't have as long of a shelf life," said Thulin with a laugh.
As for Thulin's favorite, "We have a song on our album `Live in Studio A' called `Madison,' and when I wrote it, I was having a stressful summer," he said. "I used to love going to the beach as a kid, to Hammonasset. That summer I hadn't been able to get there, so I wrote the song and reflected on the simple things in life."
Thulin said that both writing and singing "Madison" is an escape for him. "I couldn't go there, so I wrote a song about it, and when I sing it, it reminds me of innocence and no responsibilities, when you're a kid with out a care in the world."
In the meantime, Thulin and the band will keep recording. What is Green Inside's focus this summer? "We want to keep playing and touring and hopefully expand our audience to Massachusetts, New York, Rhode Island and more of the Connecticut area," said Thulin. "We're focusing on making our concentric circles bigger."
For more information about the band and its upcoming schedule, check out www.greeninside.com.
Highlighting professors' work
Students risk contracting COVID-19 from Quinnipiac's testing procedures
Quinnipiac's economic outlook changes from 'positive' to 'stable'
The faces of the homeless
You're white? You can still help
Crappy class
A new era of quarterbacks
King James will deliver an NBA championship to Hollywood this year
Chatting with Chuck Comic
Shuttle Fire Comic


text:
Q: How many years Magento 2 certificate is valid? How many years Magento 2 certificate is valid?
How much time it will take to prepare for Magento 2 exam?
If Magento upgraded to magento 3 4...then the certificate is acceptable or not?

A: Magento2 developer certificate is valid for 24 months and it's valid for only magento2 as the name suggests.
My opinion minimum preparation time is 6 month.

A: How many years Magento 2 certificate is valid?
--> It is valid for Two years only.
How much time it will take to prepare for Magento 2 exam?
--> Depending upon you, it will take upto 3 months if you are preparing in good way.
If Magento upgraded to magento 3 4...then the certificate is acceptable or not?
--> No, Magento 2 certification is valid only for Magento 2


text:
Q: Replication Between MySQL and AWS RDS MySQL : GTID Flag Issue I am trying to set up a replication between MySQL running on an EC2 instance and AWS RDS MYSQL instance.
I am following this guide.
My master MYSQL db (running on EC2) has GTID mode turned on. My intended to be Slave(AWS RDS MYSQL) has GTID mode off, and apparently, there is no way to turn it on.
Due to this, when I start replication, I get following error on slave:
The slave IO thread stops because the master has @@GLOBAL.GTID_MODE ON and this server has @@GLOBAL.GTID_MODE OFF
I can't turn off my master's gtid mode. How can I make this replication work?

A: You can't enable the "gtid_mode=on" db parameter on the AWS rds at this moment. Please find the amazon forum reference below.
Ref:

https://forums.aws.amazon.com/thread.jspa?messageID=474345

I suggest you following the below reference documentation from AWS to achieve this.
Ref:

http://docs.aws.amazon.com/AmazonRDS/latest/UserGuide/MariaDB.Procedural.Replication.GTID.html

You can use the internal functionality of the aws rds named 'mysql.rds_set_external_master_gtid'.
Alternatively, You can use binary log method for the replication. You will find the bin-log parameter in the DB Parameter group.


text:
Pearls & Thrills
by Milan Milosevic, Jesse Read & Cary Chow
© Copyright - Milan Milosevic / Chroma Disc (710051994707)
"It does not get any better than this -- should be compulsory listening for all clarinetists. This level of creative understanding should be treasured, admired and respected". ~ Prof. Anton Weinberg, Indiana University, White House Laureate
Genre: Classical: Chamber Music
1. Romanian Folk Dances, Sz. 56: I. Jocul cu bâtă (Stick Dance)
1:24 album only
2. Romanian Folk Dances, Sz. 56: II. Brâul (Waistband Dance)
3. Romanian Folk Dances, Sz. 56: III. Pe loc (In One Spot)
4. Romanian Folk Dances, Sz. 56: IV. Buciumeana (Hornpipe Dance)
5. Romanian Folk Dances, Sz. 56: V. Poarga românească (Romanian Polka)
6. Romanian Folk Dances, Sz. 56: VI. Mărunțel (Quick Dance)
7. Tárogató, Book 1: Kurucz Piculas Dala
8. Tárogató, Book 1: Bertok Nota (1703 Böl. Alkalmazva)
9. Tárogató, Book 1: Jaj de Magas
10. Girl's Dance
11. Klezmer in Granada: I. Mit gefihl
12. Trio pathétique: I. Allegro moderato
13. Trio pathétique: II. Scherzo. vivacissimo
14. Trio pathétique: III. Largo
15. Trio pathétique: IV. Allegro con spirito
"It does not get any better than this -- should be compulsory listening for all clarinetists. Milan Milosevic explores original musicianship, one that rejects fashionable style and instead explores to the very core musical thinking, both by the composer and the performer. This level of creative understanding is, today, in a minority and should be treasured, admired and respected".
~ Prof. Anton Weinberg, (Indiana University, Guildhall School of Music, National Centre of Orchestral studies, NY; White House Commission Laureate)
Romanian Folk Dances (Roman nepi tancok) – Béla Bartók (1881-1945), arr. Zoltán Székely/Milan Milosevic
In 1908, Béla Bartók traveled with his friend Zoltan Kodaly into the Hungarian countryside, where they discovered that the prevailing Magyar folk music was not, as previously accepted, music of the Romani, or gypsies, but actually had Central Asian origins and influences. Both composers began to use their discoveries in succeeding compositions. Bartók remained throughout his life in the thrall of the folk music he had discovered in Hungary, Bulgaria and especially Romania. These short dance pieces were originally written for piano and later transcribed by Bartók for a small orchestra. Violinist Zoltan Szekely transcribed them for violin and piano. They were adapted by Milan Milosevic for this recording for clarinet and tárogató (with piano), alternatively showing the relationship between the two instruments.
Tárogató – Jäger Vilmos
Vilmos appeared as a virtuoso performer on the tárogató, and published at least two volumes of melodies, which were used as etudes for mastering the instrument. The collection includes original folk melodies and some of Vilmos' own compositions. A few of his performances were captured on 78-RPM recordings ca. 1906 and can be found on the Internet.
Girl's Dance – Bozidar Milošević (1931-) arr. Milan Milosevic
Milan Milosevic – clarinet
Ryszard Tyborowski – classical guitar
Nenad Zdjelar Keza – double bass
Zoran Kiki Caušević – percussion
Klezmer in Granada: I. Mit Gefihl – Sid Robinovitch (1942-) arr. Milan Milosevic
Sid Robinovitch lives in Winnipeg, Canada. He was a professor of social sciences at York University until 1977, when he turned to full-time composition and music teaching. His works are widely performed and published, and though rooted in folk and ethnic sources, he is never far from the idioms of today. He has written for film, radio and television, and his Klezmer Suite was nominated for a Juno award in 2002. Some of the music from this Suite was used in Klezmer in Granada, fusing the dark and sultry atmosphere of the tango with a sometimes tongue-in-cheek reference to the traditional itinerant band of accordion, fiddle and clarinet nearly always present at a Jewish wedding or other celebration. Klezmer music gathers songs and dances from across central Europe as well as the Near and Middle East holding an oral and musical tradition intact as Jewish culture has spread around the world.
Trio Pathétique: Clarinet, Bassoon and Piano – Mikhail Glinka (1804-1857)
Je n'ai connu l'amour que par les peines qu'il cause
"I knew love only by the sorrow which it causes..." reads the touching epigram inscribed on the title page of the manuscript of Mikhail Glinka's Trio for Clarinet, Bassoon and Piano, aptly subtitled "Pathetique."
Glinka visited Italy for some relief against his young life of maladies, weakness and eventual hypochondria, but numerous threads of difficulty followed him. Not only is the Trio rich in sensations fear and longing, but redolent, also, of a love interest never fully divulged even to his sister, though he wrote frequently to her as she compiled his memories toward the end of his life. It is likely that the Trio was written in Glinka's youthful 28th year. It bears little relationship to his later works imbued with reflections on Russian folk idioms, the style which he eventually embraced. Rather, the Trio pours out its heart with Italian operatic sentiment, from the dramatic intensity and forceful velocity forward in the outer movements to the longing and arching bel canto melodies, fraught with romantic, tender affection, bordering on youthful anguish, in the dramatic middle movement.
There is a clue mentioned in his memoires to the background of the music: while in the Lake District of Italy, the young Glinka became enamored of his doctor's married daughter to whom he dedicated his Gran Sestetto. Glinka mentions that there were suspicions and he was obliged to rededicate the work to her sister and suspend his frequent visits due to the ensuing gossip. The "Trio Pathetique" cries out from the tormented heart and rushes at the end to a resolution, an uncomfortable but decisive acceptance, with some sense of relief, and perhaps, abandon. When Glinka played through the recently completed work with two friends from the La Scala orchestra, the clarinetist, Tassistro, exclaimed, "Ah, but that is desperation."
Roy Barnett Recital Hall & Studio – School of Music, The University of British Columbia
Music production – Milan Milosevic
Recording production – David Simpson
Assistant recording engineer – Alexander Korchev
Percussion recording production – Predrag Milanović (Studio Mediterrania)
"Girl's Dance" – Michael Daher/David Simpson (UBC/Studio Goodfellas Productions)
Notes: Jesse Read/Rapti Dietrich
Photo: Jesse Read/Dejan Sinadinović
Design: Dejan Sinadinović/David Simpson
Sponsored by Backun Musical Services and Légère Reeds Ltd.
Program notes available: http://www.milanmilosevic.com/ | © 2017 Milan Milosevic


High Temp Cheese adds great flavor to your sausage and won't melt during the cooking or smoking process since it has a 400 degree F melting point. Great for summer sausage, brats, and snack sticks. Our High Temp Cheese is conveniently packaged into 1 lbs. packages and already diced into 1/4" pieces for a ready to use product. Choose one of our popular high temp cheeses to use in your next batch of homemade sausage.


The beach at La Toc is a 5 minute walk away, and so is the Sandals Dive Shop. If you are inexperienced you can try a shore dive and with the 1-day resort course you'll be diving in no time. For experienced divers a 2-tank dive package starts at USD $80. If you are interested call the dive master Windell John on 285 0862 and he will look after you.
View of the deck on the Lesleem M, a 165-foot freighter, which was sunk by the Department of Fisheries in 1986 to provide an artificial reef. It lies upright in 60 ft of water near Anse Cochon on the west coast, just south of Marigot Bay. Divers can tour the ship in its entirety.


text:
The following activities are coordinated by the Commercial Law and Practice, Competition, Corporate Responsibility and Anticorruption Committees.
Our commitments for 2018 are set out below.
Continue to provide expert technical input into drafting Incoterms 2019.
Launch an ICC Incoterms 'train the trainer' programme, helpline and expert advisory group to support and work with a partner(s) to train SMEs and local law firms.
Strengthen cooperation with UNCITRAL (the United Nations Commission on International Trade Law) and UNIDROIT (the International Institute for the Unification of Private Law.
Strengthen links with the Queen Mary University-UNIDROIT Institute of Transnational Commercial Law to promote best practice.
Foster dialogue with the anti-corruption programme to promote ethical behaviour and 'nudge' economics.
Strengthen dialogue with the Competition and Markets Authority (CMA).
Work with the ABC Committee to promote ethical business and wider use of behavioural economics as a means to improve compliance.
Continue to grow and develop the ICC Young Competition Network (YCN).
Support ICC's global advocacy guide to promote recommendations on best practice.
Promote the ICC Proposal to the ICN for a One- Stop-Shop for Leniency Markers and contribute to the 2nd edition of the ICC Leniency Manual.
Support efforts to strengthen ICC participation in ICN initiatives.
Promote the UN United Against Corruption campaign to British businesses worldwide.
Work with the National Contact Point service to promote best practice case studies.
Work with partners to champion the implementation of the Global Declaration Against Corruption.
Promote the UN Forum on Business and Human Rights and promote the UN Charter on Human Rights in supply chains.
Work with G20 partners to support efforts to combat government and official corruption.
Input into the review of the Consolidated ICC Code to ensure it remains relevant and future proof and fit for purpose.
Promote the ICC Code to British businesses worldwide - especially for those trading in emerging markets.
Convene a group of marketing and advertising experts to develop a comprehensive programme capitalising on the UK position as a global market leader.
Support global efforts to promote cooperative compliance.
Promote ICC Charter of Fiscal Rights for International investors, OECD Tax Certainty Report.
Support BEPS Implementation.
Promote dispute resolution as a tool to solve tax disputes.
Strengthen UK input into key international organisations including the United Nations Committee of Tax Experts and the Organization for Economic Cooperation and Development (OECD).


text:
Steve Ludzik Believes Hockey Led To Parkinson's Disease
Steve Ludzik and Steve Larmer's careers will always be intertwined. The good buddies still share a laugh about it all.
In the late 1970s Larmer and Ludzik were partners in scoring prowess with the Niagara Falls Flyers of the OHA. The two formed a lethal and explosive scoring combination, and though Larmer would continue to score in the NHL whereas Ludzik became an stellar defensive player, it was Ludzik who was the more prolific of the two in junior hockey.
The Chicago Blackhawks drafted the dynamic duo in 1980, Ludzik was drafted 28th overall and Larmer, surprisingly, slipped to 120th. The two spent a year apprenticing together in the minor leagues with AHL New Brunswick, leading the Hawks to the Calder Cup championship, before making the jump to the NHL in 1982-83.
During that rookie season, one of the most famous hockey card mistakes of all time occurred. O-Pee-Chee issued each player's rookie card, but mixed up the photos. Ludzik's rookie hockey card depicted Larmer, while Larmer's depicted Ludzik.
The constant mixing up of the two Steve's ended fairly quickly. Larmer would star on the top line with Denis Savard, constantly scoring 40 goals a year. Ludzik would come to embrace a checking role during his nine years in the NHL. Playing with the likes of Tim Higgins, he transformed himself into a grinder with good speed and good anticipation. His scoring game never did materialize. His best year was 1984-85 when he scored a paltry 11 tallies.
Following a trade to the Buffalo Sabres in September 1989, Ludzik played in just eleven more NHL games before he was relegated to the minors with the AHL Rochester Americans.
Upon retirement he became quite interested in coaching, and quickly went from Colonial League coach of the year to IHL Turner Cup champion to Tampa Bay Lightning head coach. He also established himself as a television personality.
Then his life changed forever. His doctors informed him he had Parkinson's Disease. He wondered if his life in hockey and all those bodychecks and hits to the head contributed to his fate. His doctors can't prove the connection, but they don't disagree.
"They say they can't prove it, and they can't not prove it," Ludzik said. "But it's likely this is from damage to the head."
As a result Ludzik has become an advocate to remove hitting from the game at the youth levels under the age of 14 years old.
"Despite battling Parkinson's, severe liver problems and Crohn's disease, I realize that I am truly blessed," he says.
Labels: Steve Ludzik


text:
Lane Carico: Career Partners Locations 2006-16 2017-20
Lane Carico
Photo: Ed Chan
Birth Date April 25, 1990 (32 years old)
Home Town Manhattan Beach, CA
Resides Manhattan Beach, CA
Height 5'10"
College Miami/Georgia State
United States 1st $112,363
AVP 1st $112,363
NVL 9th $0
Pro Beach 25th $0
USAV IDQ 3rd $0
International 4th $68,613
FIVB 4th $68,613
NORCECA 1st (3 times) $7,775
Other 9th $500
Overall 1st (4 times) $189,250
Bio Bits
2015: Carico formed a partnership with Summer Ross and in their first AVP tournament together they placed second. The duo was third in their other two domestic events together. Carico led the Tour in digs (6.68 per set). Internationally, Carico and DiCello had a best of ninth in their six FIVB tournaments. Carico and Ross also played six FIVB events together, with a best of fifth twice.
2014: Carico began the year playing two AVP events with Brittany Hochevar, finishing third both times. She then teamed with Kim DiCello, and after a 13th, they placed third in the last four AVP events. Carico ended the season ranked second in aces (.92 per set), fourth in digs (5.95 per set) and seventh in hitting percentage (.425). On the FIVB Tour, Carico and Hochevar played four times, with a best of 17th, and Carico also played four times with DiCello, with a best of fourth.
2013: In her first full season playing pro beach volleyball, Carico teamed with Heather Hughes. In the AVP season opener the duo advanced from the qualifier and placed fifth. In six tournaments they had three fifth-place finishes. Carico ended the year second in digs (5.91 per game) and fifth in aces (.73 per game). The duo competed in three FIVB tournaments, improving each time from 33rd to ninth. On the NORCECA Tour, Carico and Hughes won twice in five tournaments, advancing to the semifinals each time. She also played once with Sara Hughes, and earning a win. Carico and Emily Stockman played one NVL event together, finishing ninth.
2012: Carico and Lee played in one domestic event, advancing from the qualifier and placing 25th.
2007: Carico played in one AVP qualifier with Lynnsy Jones. She also finished ninth in the FIVB U-19 World Championships with Falyn Fonoimoana.
2006: Carico made her pro beach volleyball debut at age 16 in a qualifier at Manhattan Beach with Ashley Lee.
College: Carico played indoors four years at the University of Miami where she was a two-time AVCA All-American. As a senior in 2011 she was named both the Atlantic Coast Conference Player of the Year and Scholar-Athlete of the Year. In 2012 she competed in sand volleyball for Georgia State University, where she reached the AVCA National Championship semifinals with Katie Madewell. Carico was named an AVCA All-American in sand volleyball.
Personal: Carico has a brother, Weston, and an older sister, Taylor. Taylor played three seasons at USC and one at Minnesota. Carico was team captain at Mira Costa High School, which went 37-0 her senior season and 37-1 her junior year. Mira Costa won the state championship all three of her years there. On December 31, 2015, she married Canadian beach volleyball player Chaim Schalk.
AVP Newcomer of the Year 2013
Season Assoc Played 1st 2nd 3rd 4th 5th 7th 9th Money Points Rank 13th 15th 17th 25th 33rd 41st 57th CQ
2006 AVP 1 0 0 0 0 0 0 0 $0.00 6.0 277th 0 0 0 0 0 0 1 0
2007 AVP 1 0 0 0 0 0 0 0 $0.00 6.0 292nd 0 0 0 0 0 0 1 0
2012 Pro Beach 1 0 0 0 0 0 0 0 $0.00 25.0 0 0 0 1 0 0 0 0
2012 USAV IDQ 1 0 0 1 0 0 0 0 $0.00 0 0 0 0 0 0 0 0
2013 AVP 6 0 0 0 0 3 1 2 $12,375.00 1,010.0 16th 0 0 0 0 0 0 0 0
2013 NVL 1 0 0 0 0 0 0 1 $0.00 72.0 0 0 0 0 0 0 0 0
2014 AVP 7 0 0 6 0 0 0 0 $22,750.00 1,740.0 7th 1 0 0 0 0 0 0 0
2015 AVP 3 0 1 2 0 0 0 0 $12,750.00 860.0 22nd 0 0 0 0 0 0 0 0
2016 AVP 6 1 2 3 0 0 0 0 $31,250.00 1,825.0 1st 0 0 0 0 0 0 0 0
2018 AVP 5 0 0 1 0 0 1 2 $8,900.00 986.0 34th 0 0 1 0 0 0 0 0
2020 AVP 3 0 0 0 0 0 0 0 $4,500.00 0.0 0 3 0 0 0 0 0 0
(Rank) 42
(208th) 1
(99th) 4 15 0 4 3 6 $112,362.50
(61st) 8,295.0 2 3 1 1 0 0 2 0
2007 FIVB AGWC 1 0 0 0 0 0 0 1 $0.00 0 0 0 0 0 0 0 0
2013 FIVB 3 0 0 0 0 0 0 1 $3,150.00 305.0 133rd 0 0 1 0 1 0 0 0
2014 FIVB 8 0 0 0 1 0 0 3 $14,850.00 885.0 63rd 0 0 1 2 1 0 0 0
2015 FIVB 12 0 0 0 0 2 0 2 $14,875.00 990.0 68th 0 0 1 3 1 2 0 1
2016 FIVB 13 0 0 0 0 1 0 6 $24,487.50 1,400.0 46th 0 0 2 2 1 1 0 0
2017 FIVB 5 0 0 0 0 0 0 1 $7,500.00 362.0 94th 0 0 1 1 0 1 0 1
2018 FIVB 3 0 0 0 0 0 0 0 $3,750.00 430.0 201st 1 0 2 0 0 0 0 0
(289th) 0 0 0 1 3 0 14 $68,612.50
(246th) 4,372.0 1 0 8 8 4 4 0 2
NORCECA
2013 NORCECA 6 3 2 1 0 0 0 0 $6,775.00 560.0 0 0 0 0 0 0 0 0
2014 NORCECA 2 0 0 1 1 0 0 0 $1,000.00 70.0 0 0 0 0 0 0 0 0
(Rank) 8
(21st) 2 2 1 0 0 0 $7,775.00
(26th) 630.0 0 0 0 0 0 0 0 0
(141st) 6 17 2 7 3 21 $189,250.00
(152nd) 13,297.0 3 3 9 9 4 4 2 2
Victory List
Victory Date Assoc Location Partner Seed Winnings
1 9/22/2013 NORCECA Boqueron Sara Hughes $1,500
2 10/6/2013 NORCECA San Diego Heather McGuire 2 $1,500
3 10/13/2013 NORCECA Pigeon Point Heather McGuire 1 $1,500
4 6/5/2016 AVP Seattle Summer Ross 2 $7,500
Copyright � 1999-2023 Beach Volleyball Database.


text:
Q: Detectar una palabra en textarea y enviar alerta JS tengo la siguiente duda:
Tengo un textarea donde escribo informacion detallada de problemas o fallas, pero quiero lograr que cuando la persona escriba alguna de estas dos palabras "Componente" o "Volado" me haga un alert simplemente mostrando un mensaje.
Realmente no se por donde empezar, no se si alguien tiene algo similar o me pueda ayudar,
Este es mi textarea:
<textarea class="form-control areap" style="font-size: 12px" rows="2" id="problema" name="problema" placeholder="Escriba el problema" required></textarea>

Gracias.

A: Los textareas soportan la propiedad .value, teniendo en cuenta que tu textarea tiene el ID "problema", puedes hacerlo de la siguiente manera

enviar.addEventListener("click", () => {
    if (problema.value.toLowerCase() == "componente") {
        // Componente
        alert("componente")
    } else if (problema.value.toLowerCase() == "volado") {
        // volado
        alert("volado")
    }
});
<textarea class="form-control areap" style="font-size: 12px" rows="2" id="problema" name="problema" placeholder="Escriba el problema" required></textarea>
<button id="enviar">Enviar</button>

Con addEventListener capturaremos el evento de cuando se haga click en el botón enviar, y comprobaremos el valor del textarea, el toLowerCase() es para convertir lo que sea que haya ingresado el usuario en minúsculas

Si lo que buscas es detectar si el valor contiene las palabras que comentas, puedes usar includes

enviar.addEventListener("click", () => {
    if (problema.value.toLowerCase().includes("componente")) {
        // Componente
        alert("componente")
    } else if (problema.value.toLowerCase().includes("volado")) {
        // volado
        alert("volado")
    }
});
<textarea class="form-control areap" style="font-size: 12px" rows="2" id="problema" name="problema" placeholder="Escriba el problema" required></textarea>

La diferencia entre los dos es que el primero es para detectar un solo valor concreto, es decir que no funcionará si el valor es "componente hola mundo", mientras que en el otro bloque estás detectando si el valor incluye una palabra, el string anteriormente mencionado si funcionará en el segundo bloque de código

Basado en tus comentarios:

problema.addEventListener("input", () => {
    if (problema.value.toLowerCase().includes("componente")) {
        // Componente
        alert("componente")
    } else if (problema.value.toLowerCase().includes("volado")) {
        // volado
        alert("volado")
    }
});
<textarea class="form-control areap" style="font-size: 12px" rows="2" id="problema" name="problema" placeholder="Escriba el problema" required></textarea>

En base a tu comentario:

problema.addEventListener("input", () => {
    if (problema.value.toLowerCase() == "componente") {
        // Componente
        alert("componente")
    } else if (problema.value.toLowerCase() == "volado") {
        // volado
        alert("volado")
    }
});
<textarea class="form-control areap" style="font-size: 12px" rows="2" id="problema" name="problema" placeholder="Escriba el problema" required></textarea>


text:
Q: Android listview refresh In my app when user clicks on the ADD menu button, a listview appears populated with items that are loaded from a text file.
So now user can add one more item to the listview. After adding it to an array, the new item is written out to the text file, but does not get into the listview, as i want to do it by reading the file to an array then populate the ListView with it. Problem is that this is not working. The arrayadapter populating is in the onCreate(Bundle savedInstanceState) {} method, but the adding is outside it as it is called by pressing a menu.
public class Connection extends Activity {
ListView lv1;
ArrayList<String> assignArr0 = new ArrayList<String>();
ArrayList<String> assignArr00 = new ArrayList<String>();
ArrayAdapter<String> adapter1;
ArrayAdapter<String> adapter2;

public void onCreate(Bundle savedInstanceState) {
...
//filereading to assingArr0. Lines of the file are added to the listview.
lv1 = (ListView) findViewById(R.id.ListView01);
adapter1 = new ArrayAdapter<String>(Connection.this,R.layout.list_black_text,R.id.list_content, assignArr0);
lv1.setAdapter(adapter1);
adapter1.notifyDataSetChanged();

//now, if there were any lines in the text file, the ListView is populated with them.
}

public boolean onOptionsItemSelected(MenuItem item) {
    switch (item.getItemId()) {
    case R.id.Menu1:
//this is where user adds an item to an array and item gets written out to the text file
//and this is also the part where the listview should be cleared, the lines of the text file should be read into an array, and the listview should be populated with the items of that array.

//The filereading is ok. Lines are read into assignArr00. Now what?

 break;
    }
    return true;
}
}

This is the way i tried to do it after lines are read into assignArr00:
 if (fileisempty == false) //i set this boolean var at the beginning
          {
              adapter1.clear();
            //  adapter1 = new ArrayAdapter<String>(Connection.this,R.layout.list_black_text,R.id.list_content, assignArr00);
              //lv1.setAdapter(adapter1);
              //adapter1.notifyDataSetChanged();
          }
          else
          {
              adapter1 = new ArrayAdapter<String>(Connection.this,R.layout.list_black_text,R.id.list_content, assignArr00);
              lv1.setAdapter(adapter1);
              adapter1.notifyDataSetChanged();
              }
          }

The else part of this last code results in a force close (Don't forget that this is the first run, so the text file is empty, this is why the else part is activated.
I am not very sure about this whole thing.
Maybe the declarations are in a wrong place.
Any help is appreciated.
Edit: I have managed to solve it. Solution can be found below.

A: Found the solution: I had to redeclare  lv1 = (ListView) findViewById(R.id.ListView01); I don't the reason behind this, but it cost me 4 hours to find this out.
if (fileisempty == false)
              {
                  adapter1.clear();
                  adapter1.notifyDataSetChanged();
                  lv1 = (ListView) findViewById(R.id.ListView01);
                  ArrayAdapter<String> adapter11;
                  adapter11 = new ArrayAdapter<String>(Connection.this,R.layout.list_black_text,R.id.list_content, assignArr00);
                  lv1.setAdapter(adapter11);
                  adapter11.notifyDataSetChanged();

              }
              else
              {
                  lv1 = (ListView) findViewById(R.id.ListView01);
                  ArrayAdapter<String> adapter11;
                  adapter11 = new ArrayAdapter<String>(Connection.this,R.layout.list_black_text,R.id.list_content, assignArr00);
                  lv1.setAdapter(adapter11);
                  adapter11.notifyDataSetChanged();
              }


text:
Q: Remove then Re-Add option elements from SELECT menu? Given the following menu http://jsfiddle.net/pYJPc/ using Javascript, how would I iterate through all options and remove them one by one? then re-add them all. I don't want the select menu itself to be removed at all

A: Here is one way to do it using Vanilla JavaScript JSFiddle Demo:
Here is the markup HTML:
<select id="myselect">
    <option value='none'>--Select a page--</option>
    <option value="1">W3Schools</option>
    <option value="2">Microsoft</option>
    <option value="3">AltaVista</option>
</select>

<button value='add' id='addbtn' name='addbtn'>add</button>
<button value='delete' id='deletebtn' name='deletebtn'>delete</button>

Using cloneNode to backup your default select options.  The addOption will add the backup back to your select if there is no options and the deleteOption will delete all options in your select tag:
//clone our options to a backup
var myselect = document.getElementById('myselect');
var backup = myselect.cloneNode(true).getElementsByTagName('option');
//add backup back into select
function addOption() {
    if (myselect.options.length == 0) {
        for (var i = 0; i < backup.length; i++) {
            myselect.options.add(backup[i].cloneNode(true));
        }
    }
}
//delete all option in select
function deleteOption() {
    while (myselect.options.length != 0) {
        myselect.options.remove(myselect.options.length - 1);
    }
}
//attach click event to btns
document.getElementById('addbtn').onclick = addOption;
document.getElementById('deletebtn').onclick = deleteOption;

Turns out in IE cloneNode does not really clone it.  So, we'll have to create our own cloneNode, and change the backup to:
var backup = IEcloneNode(myselect).getElementsByTagName('option');

//FOR IE
//Reference http://brooknovak.wordpress.com/2009/08/23/ies-clonenode-doesnt-actually-clone/
function IEcloneNode(node) {
    // If the node is a text node, then re-create it rather than clone it
    var clone = node.nodeType == 3 ? document.createTextNode(node.nodeValue) : node.cloneNode(false);
    // Recurse
    var child = node.firstChild;
    while(child) {
        clone.appendChild(IEcloneNode(child));
        child = child.nextSibling;
    }

    return clone;
}

A: Your HTML :
<select id="menu" onchange="go()">
    <option>--Select a page--</option>
    <option value="1">W3Schools</option>
    <option value="2">Microsoft</option>
    <option value="3">AltaVista</option>
</select>
<input id="remove" type="button" value="remove one" >
<input id="repop" type="button" value="repop">

And your JS with jQuery
var buffer=new Array();
$("#remove").click(function() {
    buffer.push($("option:first").get(0));
    $("option:first").remove();
});
$("#repop").click(function() {
    $("select").append(buffer);
});

A: With jQuery loaded:
var options = $('#menu').children();
children.remove();
$('#menu').insert(children);

Similarly in different libraries as well.
Without a library, you need a little bit more work :)


text:
This is the list of notable stars in the constellation Crux, sorted by decreasing brightness.

See also
 List of star names in Crux
 List of stars by constellation
 Bandeira do Brasil: Sobre as estrelas (Portuguese)

Notes

References

List
Crux

redpajama_set_name: RedPajamaWikipedia


text:
Managing The Defiant Or Uncooperative Child During Therapy
This course teaches clinicians effective and practical strategies to manage challenging and defiant behavior in their young clients. Children with difficult temperaments and those with developmental delays may have learned to express their dissatisfaction with challenging and defiant behavior like whining, anger, temper tantrums or bad language. They sometimes engage in negative behavior or "misbehave" because they do not have the necessary skills – communicative or otherwise – to make their needs known. This course will also focus on how clinicians can educate parents on how to manage difficult behavior and avoid power struggles at home. The dynamics and techniques described in this course are intended for use with typically functioning children and those with developmental or language delays. They are not generally adequate or even appropriate for children with serious behavior conditions like oppositional defiant disorder or conduct disorders. Offered for 0.35 ASHA CEUs – 3.5 Contact Hours.
Course Run Time 3:30:22
Identification and forms of defiance
Reasons for defiant behavior
Triggers of defiant behavior
Therapeutic interventions to prevent defiant behavior
Counseling parents of defiant children
Setting up a home to avoid power struggles
Responding appropriately to defiance in verbal children to avoid power struggles
1. Identify various forms of defiant or challenging behavior.
2. List reasons why children might engage in defiant behavior.
3. Explain how executive function skill deficits can lead to challenging behavior.
4. Describe five situations that can serve as triggers for defiant behavior.
5. Identify strategies clinicians and parents can use to manage difficult behavior.
6. Identify interventions that can be used to help manage executive function deficits.
7. List ways clinicians and parents can avoid and defuse power struggles.
8. Identify strategies for freeing children from their defiant roles.
Domain of OT: Performance Skills: Emotional Regulation Skills, Cognitive Skills, Communication and Social Skills
OT Process: Intervention; Implementation of Intervention
Adina Soclof, MS, CCC-SLP
Adina Soclof, MS, CCC-SLP, is a Parent Educator, Professional Development Instructor and Speech-Language Pathologist working with children in a school setting. She received her B.A. in history from Queens College and her M.S. in communication sciences from Hunter College. Adina is the founder of ParentingSimply.com. She delivers parenting classes as well as professional development workshops for Speech-Language Pathologists, teachers and other health professionals. Adina is available for speaking engagements. You can reach her at asoclof@parentingsimply.com or check out her website at www.parentingsimply.com.
Financial — Adina Soclof is the presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Nonfinancial — Adina Soclof has no relevant nonfinancial relationships to disclose.
Educ/Teach
"I loved the strategies discussed for interacting with a child who is being defiant." – S.F. (Nov. 2020)
"The anecdotal information and reminders that it's natural to feel disrespected and how to us 'I' statements to break the cycle of defiance, and the realistic strategies to use immediately." – S.M. (Oct. 2020)
"I found the explanation of the underlying emotions that lead to misbehavior and the emphasis on the positive strategies to be insightful." T.R. (Sep. 2020)
"I liked the idea of letting the students with behavior problems control what to do next by giving them two choices." – S.C. (Aug. 2020)
"I will apply what I learned with the children that I work with at school. Some of my students display defiant behaviors. I liked the different strategies one can utilize to address defiant behavior. I also loved the video that showed all the child friendly breathing techniques." – P.H. (July 2020)
"Excellent presentation; all people who work with children should view this information every year! I liked the in depth information and techniques." – K.A. (June 2020)
"I like how she elaborated on showing empathy and helping children problem solve. I like that she spoke to specific examples of difficult behaviors commonly seen in therapy sessions." – B.T. (May 2020)
"There were several examples of situations of children who could verbally reason back in forth with the clinician. Although, I believe some of the strategies can be implemented, I was hopeful for more behavioral strategies for my defiant non-verbal children." – R.L. (Apr. 2020)
"I appreciated the discussion on thinking about what the child is really telling you when they say things like, I hate you, and then empathizing with their true feeling. I liked the examples." – T.F. (Mar. 2020)
"The strategies for dealing with defiant/uncooperative children were very useful. The references to Ross Greene principles in working with defiant/uncooperative were appreciated. Great course." – J.T. (Feb. 2020)
"I've seen children like this but didn't have the tools to address their cognitive-language needs. I used time-out which was not as effective. I especially appreciated going over the cognitive-language problems of defiant/uncooperative children and how it impacts their behavior." – E.C. (Feb. 2020)
"Giving ways to circumvent defiant behavior such as modeling expected behavior was most beneficial. I liked the detailed examples to implement." – M.T. (Jan. 2020)
"Very informative. It gives excellent examples of phrases we can use with our clients." – M.G. (Jan. 2020)
"The discussion on empathy and how that reduces the defiant behavior was most helpful. I liked the videos and specific phrases on what to say during certain situations." – L.L. (Dec. 2019)
"I learned how to deal with defiant behaviors. This course has opened my eyes. I like that it presented real-life examples and real-life solutions. The hand-outs were a great help." – C.D. (Dec. 2019)
"It was incredibly helpful to learn the steps an SLP or parent should take in the moment when a child demonstrates a defiant behavior. I appreciated the real-world clinical examples, which made the material in the course relevant to daily practice. The course was comprehensive." – B.H. (Dec. 2019)
"It was very detailed and provided great examples. Learning about the different techniques I can use to prevent and manage defiant behavior was most beneficial." – A.R. (Nov. 2019)
"I appreciated the many positive strategies for handling difficult behaviors. I liked the mix of lecture and videos." – D.G. (Nov. 2019)
"The entire course will be very beneficial as I manage behaviors in my speech sessions. The entire course was great! :) " – J.F. (Oct. 2019)
"Going over how language delays affect behavior was especially helpful. Great examples, good ideas for practice, convenient. The course was great." – E.M. (Sept. 2019)
"I enjoyed the section on teaching problem-solving skills with students. I found the examples to be helpful. I liked that the speaker included information and examples on the slides, which were easy to follow." – C.E. (Sept. 2019)
"I enjoyed the discussion on ways to keep defiant behavior from spinning out of control and the course videos." – M.M. (Aug. 2019)
"I loved understanding the reasons underlying behavior and learning new strategies to manage these. I feel like I can use this at home and with my students." – S.R. (Aug. 2019)
"I feel all of the information was very beneficial!" – T.A. (Aug. 2019)
"It was all very helpful. I liked the range of research citations, books, videos, handouts, and lots of scenarios and sample comments/responses." – K.C. (Aug. 2019)
"I found that learning how to praise appropriately and using redirection and empathy was most beneficial. The instructor was very matter of fact and provided the information in a way that could be taken in quickly." – M.R. (July 2019)
"I appreciated going over the verbiage to use when speaking with kids in the heat of the defiant moment to diffuse their anger and frustration." – M.R. (July 2019)
"I thought it was great - especially the discussion on building rapport and the importance of having a good relationship with the child and not just focusing on the goals." – E.W. (July 2019)
"I love "tootles!" I can't wait to try that with my own children. There were so many examples of what to say in response to defiant behavior instead of acting on my initial reaction. The video presentation about the use of praise in classrooms was excellent." – S.B. (June 2019)
"I enjoyed the scenarios discussed showing different behavior struggles we can have in therapy. I gained information that I will use in therapy immediately!" – J.C. (May 2019)
"I appreciated going over how you should respond (or not respond) to defiant behavior. This is something I struggle with and I thought how she laid out alternative responses was really helpful! I liked the useful videos that I can link to the parents so that we can all work together on addressing the behaviors." – A.B. (Apr. 2019)
"I liked all of the functional strategies that may be implemented to better support a defiant or uncooperative child within the therapy setting and within the academic setting overall. I really benefitted from the speaker breaking down the underlying causes of why a child may be defiant or uncooperative." – M.D.C. (Apr. 2019)
"I thought the examples she gave on how to stop the defiant behavior from getting out of control by recognizing the child's emotions and reacting with empathy was beneficial. I thought most of the information was very useful and easy to implement - just changing the way I think about deviant behavior will help me react in a more positive manner." – A.M. (Mar. 2019)
"I like that I will be able to use this information immediately at my clinic." – L.W. (Feb. 2019)
"It was a comprehensive review and validation of strategies I use in my practice. I thought the workshop was well presented and the handouts valuable." – D.B. (Jan. 2019)
"I felt like every bit of this was applicable. We have 4-5 students with significant behavior problems on a daily basis. This course will help me be better able to manage those behavior problems." – S.P. (Dec. 2018)
"I really liked the theory of mind...to see things from the other person's point of view." – M.S. (Dec. 2018)
"I'm not currently working, but can use these strategies at home with my own defiant child. Will get good practice before using in the workplace. The course was very descriptive and provided specific examples." – C.E. (Dec. 2018)
"The course provided a lot of strategies with examples for how to use them. I particularly enjoyed the info on executive function." – L.G. (Dec. 2018)
"I liked the specific examples of what children say or how they act in different scenarios and how Teachers/SLPs can respond. The course was very thorough but very applicable. I really enjoyed it and wouldn't change a thing." – A.A. (Nov. 2018)


Choosing to improve your home is a very wise thing to do. It can be somewhat overwhelming to start any home improvement projects. Whether you intend to raise the value of a house you wish to sell, or you just want your home to look nicer, the following tips will help you.
Repainting the porch may be necessary. Use paint that is good quality.
Small rooms tend to be gloomy, but this can be changed. Get some light into the room! A room can look larger when there is ample natural light. Your tiny room suddenly won't seem cramped anymore.
Do not allow your home before signing a contract. You may also want to have the contract to your lawyer so he can look over it.
Give the bubble in your old vinyl floor covering a shot to get rid of any bubbles. This gets the bubble flat temporarily. Purchase glue in syringe to complete your project.
Sand and wipe off any wood before you will be staining or painting.Using fine sandpaper to sand the item will provide it with a smooth finish. The damp rag removes the dust and will help eliminate dust.
Talk to your neighbor about drainage for a major landscaping project. A major part of your landscape plan is draining water drainage.
Stain basement floors for a more attractive basement. Staining is a less expensive way to greatly improve the look of your concrete floor is very cheap and stylish. Staining the floor will also increase its durability and gives you an easier way to clean up. Find a stain that makes the floor shine and lustre. Your floors will look more pricy than they do.
Consider installing a shower in your home if you don't already have one. A shower is better when you have children and is much more accessible than a bathtub. A five-minute shower that takes five minutes uses less than a quarter of the water necessary to fill a tub.
Use analogous color schemes in a restful area of the home. Rooms with these color schemes are relaxing and restful and make good bedrooms or family rooms.
If rainy or windy days are common, then a patio or deck may be an inefficient investment. You could add a roof and wind-breaking elements to help with the issue, but you might not want to spend a lot of money on these enhancements.
You can refresh your bathroom by putting up some new wallpaper. Wallpaper trim is an inexpensive way to complement any decor design can easily be complemented. Add to it a few pieces of art, inexpensive artwork and you can completely transform your bathroom.
You need not resign yourself to a frustrating hassle when you decide to undertake home improvements. Whether you decide to undertake your next project on your own or with the help of a contractor, these guidelines will help to decrease the amount of stress that often accompanies renovations and remodels.


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Homechevron_rightOpinionchevron_rightEditorialchevron_rightJat reservation...
date_range 22 Feb 2016 11:16 AM GMT
Jat reservation imbroglio in Haryana
The Jats have been protesting in Haryana demanding reservation in government jobs and educational institutions unleashing violence across the state and disrupting the road and rail traffic.
Jats who make up 29 per cent of Haryana's population are demanding to be declared OBC in order to secure reservation. Traditionally farmers, they are not considered a backward class and are economically and politically well off. About 12 persons were killed in the clashes and subsequent firing. The agitators broke into the residence of Minister Captain Abhimanyu setting it on fire and vandalizing the properties. They also damaged the railway tracks, malls, police and civilian vehicles and dug up highways despite a heavy deployment of army and paramilitary personnel. Thousands of train services through Haryana and destined to the neighbouring states remained interrupted indefinitely causing a loss of hundred crore reportedly. The central police forces were deployed with orders of shoot at sight at the hostile protestors. Haryana Chief Minister Manohar Lal Khattar has now agreed to the demands of presenting the reservation Bill for the Jats in the assembly anticipating an end to the violence and agitation in the state. The Jats began their agitation demanding a reservation like other backward classes in 1991 after V P Singh, the then prime minister approved the Mandal Commission recommendations. The National Commission for Backward Classes that held a survey in 1997 had rejected the recommendations of including the Jats of Haryana, Uttar Pradesh and Madhya Pradesh, in the central OBC list annoying the community.
The governments in power had tried to appease the Jats, who went into strike, for political gains all of which has led to the current volatile scenario. A survey was conducted in 2012 by the Commission in six states including Haryana and Uttar Pradesh to review the economic and social status of the Jats. The community which was traditionally considered as 'backward' was found to be economically and socially well off. In February 26, 2014 the Commission submitted a report to the government that the criteria for the inclusion in the OBC list weren't applicable to the Jats. But in the next March, the Jats in the states of Bihar, Gujarat, Haryana, Himachal Pradesh, Delhi, Uttar Pradesh and Uttarakhand as well as in two districts in Rajastan were included in the OBC category by the UPA government before stepping down from power. But the Supreme Court rejected the Centre's decision backing the findings of the Commission. The apex court made it clear that that caste alone could not be the reason to approve reservation for a certain community but social backwardness should also be the prime concern. But the Jats insist not just on caste reservation but economic reservation as well.
The former Congress government under Bhupinder Singh Hooda had granted a 10 per cent reservation under the Specially Backward Class category for the Jats, Jat Sikhs, Rod, Tyagi and Bishnoi castes. Additionally, a 10 per cent reservation in the general category was also granted to those in financial crisis with a total of 67 per cent reservation surpassing the Supreme Court criteria of up to 50 per cent. The Rajputs, Punjabis, Agarwals and Brahmins also became included under the quota inviting opposition from the backward classes. The Jats who constitute about 27 per cent of Haryana's population determines the future of 30 seats in the 90-member assembly. The BJP came to power in 2014 utilising this aspect which led to fissures within the party. The Jats refused to give in to the Congress that promised increasing the 10 per cent reservation. BJP leaders like Raj Kumar Saini, the Kurukshetra MP strongly opposes the inclusion of Jats maintaining that the community had adequate representation in government services and educational institutions under the OBC category. Warnings about deploying volunteers from 38 backward classes to counter the agitators were also issued. The political parties including the BJP are presently reaping the 'results' of their actions of caste appeasement in Haryana. The reservation imbroglio in the state is an instance of the huge price paid due to the caste appeasement aimed at temporary political gains. Not just the agitators but also the influential politicians who raise them should be reined down to put an end to the present crisis in the state.


On 30 July, Zimbabweans will take to the ballots to vote for new members of Council, Parliament and, of course, the big one, the President of Zimbabwe. Our country has become increasingly polarised with toxic politics taking the forefront. Its either you're with us or against us. There is no middle ground. That mindset is what enables citizens to be manipulated by politicians and political parties.
In November 2017, Zimbabwe ushered in a 'new dispensation'. Part of the new dispensation should not just be about politicians and political parties, but also most importantly the citizens themselves in changing how we pick people who should lead us. A change in straight ticket voting or voting up and down the ballot would be key. Straight ticket voting leads to laziness in political parties and especially candidates because it guarantees seats and wins which they may not be deserving of. Harare City Council is a perfect example, one party has dominated the Council Chambers for decades now with really nothing worthwhile on the ground to justify such control. Same goes for rural constituencies also dominated by a party that has made endless promises of development which are still to materialise. The people behind these unfulfilled pledges continue being rewarded by the electorate and the culprit, in my view, is straight ticket voting.
How most people vote is usually influenced by their choice for President, and that then encourages the corresponding votes for Council, and Member of Parliament. As citizens we need to realise that presidential candidates will hold onto certain people due to party or even personal loyalties that have nothing to do with the national agenda. It is our responsibility as the electorate to be able to recognise this and vet for ourselves to make the choice of not voting for those 'loyalty picks' some of whom are completely unqualified and unsuitable whilst others need only be considered for which prison to place them in. We should not be held hostage by political parties, we do not owe them anything, and it is they in fact who owe citizens everything.
This election has seen a large number of independent candidates, both for seats in council and in parliament. Some of these candidates have really good ideas on how to turn around their chosen constituency's fortunes.
Having independent members of parliament and council would be a great advantage. In my view, independent candidates' aren't beholden to any political party and therefore are most likely to act in citizen's interest without party ideological interference.
I do not think it is disloyal to your party of choice if you choose to put your constituency first, you may have a preference of who you want to be President, but that does mean you have to choose your Councillor and MP from that same party.
The two main political parties (in terms of numbers) have of late taken to blackmailing citizens against voting for independents, with claims of them weakening 'the cause' and handing the other side a win through their potential support and vote. Parliament needs to have diverse voices and not be dominated by one or even two parties so as to be better able to hold the presidium and government to account. It is however debatable as to whether independents can successfully lobby for or against bills introduced in parliament without critical mass. What cannot be denied however is the passion and conviction to a cause that an independent may exhibit. Themba Mliswa for instance, a firebrand independent MP for Norton is very vocal as the Chairperson of the Mines Parliamentary Portfolio Committee. His efforts have roused national debate on matters of corruption and tender irregularities.
In the past, I have also been guilty of blindly voting up and down the ballot.
We need to nurture a culture of analysing the value contributed by candidates at every level let us vote for policy over personality politics.
Whoever is running for a ward or constituency must have their own well thought-out proposal on what positive changes or improvements they plan to institute outside of their party's manifesto, and have much more to offer other than being the party endorsed candidate.
Next Next post: Back to the future: running for power, but what about the people?


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Malsch est le nom de deux communes allemandes du Land de Bade-Wurtemberg :

Toponyme
 Malsch, commune de l'arrondissement de Karlsruhe
 Malsch, commune de l'arrondissement de Rhin-Neckar

Patronyme
 Alexandre Malsch, entrepreneur français

Homonymie de toponyme


Today's decision on the Arizona redistricting case is cause for celebration.
This is a tremendous victory for democracy. The gerrymandering that is done every ten years makes a joke of representative government and effectively muffles the voices of millions of voters.
There is a movement afoot across the country to curb this gerrymandering. Arizona took the lead, as did California, in having independent commissions. Other states, such as Hawaii, Idaho, and New Jersey, have versions of these, and several other states have mechanisms in place for deciding redistricting that don't depend on the legislatures themselves.
All of these efforts, as well as other electoral reforms, were in jeopardy if the Court ruled against the people of Arizona.
As far as Wisconsin goes, which was egregiously redistricted by the Republican legislature in 2011, the decision is less clear since it relied, in part, on Arizona's own state constitution, which powerfully provides for direct democracy through initiatives, which Wisconsin's does not.
Working within this context, a bipartisan group of legislators have co-sponsored Senate Bill 58, which would direct the nonpartisan Legislative Reference Bureau to draw the new district boundaries based upon certain objective criteria. For instance, the districts must be contiguous and compact.
The Wisconsin Democracy Campaign has endorsed Senate Bill 58 and encourages citizens to contact their legislators and urge them to support it.


Chess Grand Master Gary Kasporov is quite the dude. Super brainy and super ballsy. A free thinker. A radical mind in a conservative body. A rock 'n' roll chess player. Chess IS rock 'n' roll when it's done the I&G way.
Portable, rugged, stylish, magnetic, fun, inspiring. Get your game on.


Esta semana los gastos de envío son gratuitos!!!!!!!
With havin so much content and articles do you ever run into any issues of plagorism or copyright violation? My website has a lot of completely unique content I've either written myself or outsourced but it looks like a lot of it is popping it up all over the internet without my agreement. Do you know any solutions to help stop content from being stolen? I'd truly appreciate it.
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Oh my goodness! Impressive article dude! Thanks, However I am encountering issues with your RSS. I don't understand why I am unable to join it. Is there anybody else having identical RSS problems? Anybody who knows the answer can you kindly respond? Thanks!!


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Q: Can an iframe behave as mobile browser? I'm working on a school project where I need an iframe to behave as an mobile browser.
So far I have an iPhone as background-image and an iframe positioned according to the iPhones screen, but when I load the page it loads the desktop version of the page.
How do I do to load the mobile version of the page. Also is there a possibility to use meta viewport?

A: If you're mobile site has a dedicated url (m.mysite.com) just point your iframe to that. Granted, I assume you would have thought of that.
The other case, of some sort of detection and a responsive design, it depends one what your detection method is. If you're sniffing user agents, I haven't been able to find anyway to change the user agent of just an iframe.
If you're using some other check to render the mobile version, you just need that to be present in the iframe, assuming that's possible.
Also, the viewport meta tag will tell a page how to render, but can't force it to switch between versions of your site.


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Welcoming Students and Families In School to Prevent Absenteeism
September 14, 2021 Julia OttesenedWeb Blog
Blog post by Stacey Pusey based on this edLeader Panel
Students can't learn if they're not in school, but too often, administrators only pay attention when a student is chronically absent. And as schools reopen after a year away, it's even more important that learners and their families feel wanted at school. During an edLeader Panel sponsored by EveryDay Labs, the presenters shared why family communication is an important part of school attendance and how they make students and families feel welcome in the classroom.
Know what's happening with your families.
Throughout the school year—and even during the summer—administrators and educators should make sure they are reaching out to every family in the school. These conversations should be focused on the family and not on anything punitive about attendance. The goal is to find out more about the family situation, including challenges, and how the school can help.
Reach out in multiple ways.
Some families appreciate a quick text or email from the principal or superintendent. Others want to have more in-depth conversations. The key is that there is not one single way to reach families—school personnel must be willing to offer their message in a variety of formats. This can even include making home visits. Schools should also have staff members fluent in each of the languages the families use so the families don't miss anything in translation.
Understand that families' lives have irrevocably changed.
There is no going back to the schools of 2019, and the families can't go back to the way they were either. Some students who previously had good attendance may now face significant challenges from losing family members to losing income to losing a home. And almost all students' mental health is being impacted by the pandemic. If teachers want students to attend and engage in their classes, they need to be ready to listen to and have patience with their students.
Meet students and families where they are.
This goes beyond a one-time meet-up at their house. Educators need to continue the conversations during the year and administrators should provide opportunities that allow the children to continue their education. For instance, many high school students started working during the virtual school year and their families now rely on that income. Schools need to have a plan that doesn't force students to choose between their family and their education.
Start counting absent students from day one.
Don't wait until three weeks into the school year—administrators need to be proactive, not reactive, about attendance. Otherwise, students may feel like they've missed too much school, and it becomes easier to stay away.
Have tiered strategies for absenteeism.
Some students may have been chronically absent pre-pandemic, and others might just be starting down that path. Have strategies for every level and the resources available to implement them.
Be restorative, not punitive.
If the goal is to get the students back in the classroom, then they need to feel wanted. Create an environment that allows students to struggle, to not be okay, without punishing them.
This edWeb broadcast was sponsored by EveryDay Labs.
Watch the Recording Listen to the Podcast
Dr. Carletha Shaw-Rolle is the Cadre Director CS 1 in the Broward County Public Schools (FL). She is a 28-year educator who works with principals and school staff to help enrich organizational culture to improve school performance. She is a Barbara L. Jackson Scholar and has presented her work on the relationship among leader influence actions, organizational culture, and performance outcomes at the University Council of Educational Administration (UCEA) and the American Educational Research Administration (AERA). She served as President of the Broward County Chapter of the National Alliance of Black School Educators for more than a decade, fighting for equitable treatment, resources, and opportunities for students of African descent. In 2015, Legacy Magazine named her one of 40 Most Influential Women in Florida. Most recently, Dr. Shaw-Rolle served on the crisis response team for Marjory Stoneman Douglas High School in Parkland, Florida where several people lost their lives to a school shooter. Dr. Shaw-Rolle holds a bachelor's degree in mathematics and a master's degree in education from the University of Florida. She recently earned a Ph.D. in educational leadership from Florida Atlantic University.
Chelsea Montgomery is the current executive director of the Office of Student Supports in Fulton County Schools. She leads the work in the areas of MTSS, dropout prevention, social and emotional learning, homeless and foster student supports, disproportionality, crisis and care team, employee incidents, and supports related to school psychologists, school social workers, and school counselors. Chelsea holds a Bachelor of Science in elementary education from East Carolina University, a graduate certificate in Applied Behavior Analysis from Penn State University, and an Educational Specialist degree in school psychology from the University of Tennessee-Chattanooga. Prior to this position, Chelsea has worked in multiple states and in various roles such as a classroom teacher, interventionist, school psychologist, and district office administrator. Chelsea has also been an adjunct professor for five years at the University of South Carolina-Aiken and is a current doctoral student in educational leadership at Georgia State University. Her research interests include Multi-Tiered Systems of Support, evidence-based education, and implementation science.
Dr. Erin M. Simon leads major reform efforts in school districts. In her current role as the assistant superintendent of school support services for the Long Beach Unified School District (LBUSD), Dr. Simon oversees more than 300 staff members and manages a $65,000,000 budget. Dr. Simon leads the direction of the special education and student support divisions, and the Family Resource Centers, which provide social, emotional and behavioral health-related support to students within a cluster of schools in LBUSD. She also provides guidance to the district's 85 schools, with over 69,000 students, on specialized services that cover compliance and policy, to name a few. Dr. Simon has been recognized and praised for increasing student achievement and school attendance, closing the opportunity gaps between identifiable and pronounced groups of students, and advocating for equitable, robust educational programs, social-emotional interventions and resources to ensure students can reach their potential. She has received numerous awards for her contributions to policy and practice.
About the Moderator
Diane H. Pappas is a nationally recognized executive leader known for implementing cohesive and high-performing strategies for large-scale, complex organizations. She has led several high-profile investigations and successfully managed complex litigations. She recently led a team of more than 300 people in turning around one of the most significant student data projects in the country, My Integrated Student Information System (MiSiS), at the nation's second-largest school district, Los Angeles Unified School District (LAUSD). Following the success of that initiative, she was appointed Senior Advisor to the Superintendent of LAUSD where she was instrumental in leading the districtwide attendance initiative. A long-time champion for children's rights, she is passionate about the education and safety of all children. She is also a prolific writer and has published 18 children's books.
Leadership and Innovation is a free professional learning community on edWeb.net that serves as an online forum for collaboration on leadership and innovation in schools to meet the needs of the next generation.
We unite behavioral science, data science, and evidence-based family outreach to deliver personalized messages that are proven to prevent absences district-wide.
Stacey Pusey is an education communications consultant and writer. She assists education organizations with content strategy and teaches writing at the college level. Stacey has worked in the preK-12 education world for 20 years, spending time on school management and working for education associations including the AAP PreK-12 Learning Group. Stacey is working with edWeb.net as a marketing communications advisor and writer.
absenteeismattendancefamily engagement
Insights from Leaders on Closing the Attendance Gap (February 22, 2021)
Let Evidence Guide the Solutions to Student Absenteeism (March 23, 2020)


Zugzug: Bah.:) Anyway, I know I helped derail us a little but I could not help myself. Now let's get back to the topic. Screenshots.
Screenshots is the other thread - but ... yes! I would love to see some.
I have had the opportunity to read the first draft of the article that will be submitted tomorrow to PC Gamer for (hopeful) inclusion in some future edition of their printed UK magazine. The author tells me that he does not know whether it might also be published in the US Edition, but it sounds possible.
Reading the article put me in the best mood I've experienced in many years. In fact, I was wiping away a few tears as I drove home from work thinking about it.
I'm going to hold off on complete emotional meltdown until I hold the article in my trembling fingers (we still exist on hope alone that this will actually get published.) But I will say this ... if this article gets published it will be a happening that exceeds the scope of even my own wildest dreams.
It is good beyond hope, people. As good as it probably ever could be in terms of this type of exposure.
I have no idea what this will mean, or whether we have any guarantee of publication. I've asked. I'll let you know what I hear.
In the meantime, if you're like me, try not to lose your mind.
Might I also express my support for the idea of allowing people herbing to respond on the nline.
Do you have any ETA on a preview of the article ? Do you get to see a preview of the article before it is publiced ?
What Cherek and I read was exactly that.
Correct, but a standing order persists for limericks about Zugzug.


Miami City Tours and Local Experiences from Local Guddy The Miami/Brickell area is literally a city that has risen within a city. This is a morning run/jog tour along the water in the Miami/Brickell area. I will meet you in front of your hotel or we can meet at a landmark in the downtown area. I have mapped out runs of 3 miles, 5 miles, or longer. You decide the pace. I will take you along Biscayne Bay, Brickell Key, the Miami River, all within the Brickell downtown area. Along the way I will show you restaurant options, shopping areas, give you some history and show you some of the landmarks. If you want to know the trendy places to eat or go where the locals go I can show you both.
Planning a travel to Miami? Login to create your trip plan so the guddies can offer you their tours!