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How the Other Half Learns: Cannon Fodder
Consider the case of Elena Ortiz (a pseudonym):
Things are ragged and rough in Ortiz's classroom, noticeably so compared to the others I've seen. She struggles to keep her students focused and engaged, and unlike in nearly every other classroom, there is no full-time assistant teacher to help her maintain order….(emphasis mine)
She walks out in October.
….Ortiz freaked out [and leaves her job permanently]. Whether it was over Adama, the cumulative stress of leading a classroom with a large number of challenging students, the lack of a second teacher in the room, or some other factor, no one is able or willing to say. Nick Carton [an assistant principal] has been pressed into service teaching second grade; a full-time assistant teacher, Brandon Whitaker, has arrived from the network. (emphasis mine)
A bit later:
When the meeting [to discuss the weak second grade reading results] breaks up, [principal] Vandlik and McDermott [Kaitlin McDermott] ask Belkin [Laura Belkin] as to stay behind. Her data is stronger than the rest of the team's; they enlist her to take the lead in grade-level planning and improve her colleagues' practice. At the same time, they assure her that they want to support her continued growth as a teacher, not just put the onus on her to get her colleagues up to snuff.
Belkin was, at the time, a five year Success Academy veteran. Ortiz was a second year teacher who had never taught second grade before. Belkin had Tyrone, who she was allowed to bribe for occasional good behavior, while Elena Ortiz had Adama, a kid the school was determined to eject. (Tyrone vs Adama).
So Ortiz had the toughest kids, no assistant teacher–but her replacement gets an assistant teacher.
Is it completely irrelevant that Belkin's alma mater is top 50 Boston University, while Elena Ortiz went to Hudson, a regional teacher's college? That when Vandlik chose an AVP to get downgraded to a second grade teacher she chose Nick Carton, from a state New York school, instead of Amy Young, from Columbia, or Kerrie Riley, from a highly ranked liberal arts school?
Long before Ortiz walked out, it was clear from Pondiscio's reporting that she was cannon fodder. Shoving cannon fodder into the line of fire, giving weaker teachers less support–that's a practice by no means unique to Success Academy principals. I have seen teachers in this position. I have been in this position. In my second school, I was given a substantial chunk of the weakest, most challenging students, and no one thought it was an accident. It's how principals often use the least desirable teachers in their school.
Given that Vandlik runs a school for a woman whose entire self-image is based on high test scores, I can see she might prefer to segregate the strongest students with the most valuable and experienced teachers. Use the more disposable teacher with the kids who probably aren't going to make it to third grade.
Up to here, it's all properly Macchiavelian. However, the rest of the story is just bad management. Create a dumping ground, sure. But perhaps it'd be better to be sure the teacher has plenty of support, rather than singling her out for less support. Perhaps come down hard on any assistant principals that snark about her, calling her "delicate" and asking if "she's going to go over the edge" without ever acknowledging that she's given the far more difficult task with less support and less experience.
And if that teacher up and walks out mid-year, then why compound the staffing difficulties by shoving the most dispensable of the assistant principals into the line of fire? "Vandlik thought it would benefit Carton…to gain hands-on experience with curriculum,culture, and classroom". Ha, ha.
Nick Carton is much smarter than that. He quits Success Academy at Christmas break, realizing that he's not one of Vandlik's chosen. So once again, Bronx I is short a second grade teacher and is down to one AVP. This time, though, Vlandik gets lucky and hires an excessed NYC public school teacher–in fact, she puts two fulltime teachers in the class and give them full support.
Perhaps she should have given that support to Elena Ortiz in the first place.
Later, Pondiscio learns that Ortiz might have left because principal Vandlik wanted her to lie. Adama's parents have retained Nelson Mar, a lawyer who has often taken on the charter network for its many abuses. He was there to meet with Ortiz and Vandlik on what turned out to be Ortiz's last day.
"We get there, we're waiting, and 4:45 comes, 4:50 comes, we see Ms. Vandlik walking back and forth. We're like, 'Well, this is strange.' Usually they're fairly prompt about starting a meeting," Mar recalled. Ortiz walked up and told them that she'd just quit her job. "She said, They want me to say that Adama did this and did that and I can't say that,'" Mar said. "The thing that I remember distinctly was that she said, "They want me to lie, and I'm not going to do that.'"
Four different staffers with whom I discussed the matter expressed skepticism, even incredulity, that Vandlik would ask Ortiz to lie…Others noted Ortiz herself had had a rocky tenure at the school and was erratic even before her flameout. One former colleague suggests she was looking for an excuse to quit.
Pondiscio reached out to Ortiz but she refused to interview with him. Given his clear sympathy for Vandlik, who he refers to as "very good at her job", and his readiness to allow a bunch of Success Academy staffers to stab Ortiz in the back, I don't blame her in the slightest.
Pondiscio concedes that "the story Adama's parents tell cannot be dismissed." But it's not the parents, but the parents' lawyer who told him that story, which is a different matter altogether. And unlike all of Vandlik's defenders, the lawyer uses his own name. Would a lawyer make such a charge, leaving himself open to a litigious, aggressive charter network, if he couldn't back it up?
Moreover, even before Nelson Mar's story, Pondiscio reports that Elena Ortiz walked out "during a prep meeting with the leadership team prior to the sit-down with Adama's parents". Teachers, even teachers on the edge, don't storm out before a parent meeting without significant cause.
Pondiscio's own evidence strongly suggests Ortiz was outraged by something that occurred during the meeting, and it was the last straw for her. I find it entirely believable that Vandlik asked her to lie. It's consistent with Success Academy practice of dumping students who'll hurt their test scores.
But leave aside that question and I still wonder why Pondiscio is so admiring of Vandlik, who he consistently presents as competent, assured, and impressive.
My read: Vandlik created the entire second grade staffing fiasco through her own mismanagement and obvious favoritism. She seems to have a ranking system, and treats teachers and staff based on her own priorities, rather than on needed support. She gave the lead teacher, Belkin, the most resources rather than offer more support to a teacher with more difficult students. Then, when the second grade team confesses they aren't working together, she not only doesn't hold the lead teacher responsible, but rather calls Belkin aside to tell her not to feel she'll be held responsible for the two other losers on the team.
Staffing a school is by far the most important job a principal has. Vandlik seems completely unaware that she created the second grade mess, and is content to let her staff badmouth the teacher struggling to handle difficult kids without support.
Disclosure: I'm a teacher who doesn't trust principals. (My own admins are gods, naturally). Vandlik is exactly the sort of person I dislike on general principle. I like creative people, not control freaks. There literally isn't a single moment where I'm not rolling my eyes every time Pondiscio goes ooh-ahh over some impressive Vandlik maneuver, like answering the phone or telling a parent off. But I'd argue the data supports my interpretation.
As always, I want more data. Pondiscio doesn't seem to have checked for any patterns in which second graders were kept back, and whether these students were disproportionately assigned to particular teachers. He doesn't appear to wonder if perhaps Belkin's better results were a product of classroom assignment rather than superior teaching. He doesn't ask why Elena Ortiz didn't have an assistant teacher. He seems to share the negative opinion of the struggling teacher, which might explain why he repeats the trash talk to cast doubt upon possibility that Vandlik told a teacher to lie. It may be he knows more than he's writing, information that would lead to judging Ortiz more harshly, Vandlik less so.
Missed opportunities.
All three of the assistant principals have left Success Academy. Nick Carton is now principal of the school that hired him away. Amy Young is an assistant principal at another charter. Kerrie Riley is in senior management at KIPP. Meanwhile, Kaitlynn McDermott, who Pondiscio says is "not unlike the Wolf the character played by Harvey Keitel in the movie Pulp Fiction who shows up to try to clean up"–well, she left as well. So in the end, favoritism doesn't seem to pay off. I suspect most staffers see Success Academy as a place to come from, not stay.
But to every rule there is an exception: Laura Belkin is still teaching at Success Academy.
In my last article, I argued that principal education profiles suggest the school is grooming some teachers for leadership roles and the rest–well, if they returned after one year, that was kind of a surprise. Anyone who wants to work for Success Academy should read How The Other Half Learns to get an inkling of what might await those teachers who aren't targeted for, er, success.
6 Comments	| tags: classroom management, Nelson Mar, Robert Pondiscio, school administration, Success Academy hiring	| posted in philosophy
How the Other Half Learns: The Path to Principal
In How The Other Half Learns, author Robert Pondiscio points out that it's easy to tell the educational pedigrees of Success Academy teachers, as teachers name their classrooms for their alma maters.
Bronx I classrooms include Marist, Fordham, the University of North Carolina, and Iona.[Two teachers teach] in Hunter College,….one kindergarten classroom is named 'BMCC': Borough of Manhattan Community College. However Success Academy is achieving its results, it has little to do with luring the best and brightest with Ivy League pedigrees to inner-city classrooms.
Literally, the next page, he writes of Eva Moskowitz observing at another school.
…she introduces me to principal Lavinia Mackall, a Vassar grad…
So first, this is a pretty peculiar ranking system he has going there. Maybe it's that New York thing. Pondiscio lumps top 30 school UNC-Chapel Hill, a school that admits just 1 in 5 applicants, with Fordham (74) and University of Massachussetts-Amherst (64). He then he compounds the absurdity by including Marist, Iona, and BMCC, perfectly good schools, I'm sure, but, well, US News stops counting in the 200s and none of them have numbers.
So if his point is that Success Academy isn't bringing in teachers from top-ranked schools, it would be more convincing if he didn't dismiss any school out of the top 10.
And then right after celebrating the merely selective schools the teachers attend, off he goes to visit principal who's a Vassar grad.
Which got me wondering. Where do Success Academy principals come from? Pondiscio makes it clear that teachers aspire to leadership roles and mentions several promotions of that sort. But not all, he says, celebrating Kerri Lynch for being a committed teacher:
She's not a Teach for America corps member with a two-year obligation to honor and an eye on law school public policy, or Wall Street. Somedeay she might think about school administration, she says, but not yet.
Kerri Lynch is now principal at the Bensonhurst school, and has been since 2018. Given that most principals spend a year in "leadership training", odds are decent Lynch was already planning her next move when Pondiscio interviewed her. Of course, it's also possible they just needed a warm body, given Success Academy's attrition rates. In any event, committed teacher is now boss woman.
While almost all public school administrators began life as teachers, the percentage of all public school teachers that become administrators is quite small. Principals might make more money, but we don't consider it a promotion as opposed to a whole new job. I contend that no great teacher would ever become a principal. It's a fine job, but it ain't teaching.
In most states, public school administrators must have credentials. Charter school principals have no such requirement, and at Success Academy at least, teachers who don't leave seem to want to become principals. Well. Not so amazing. The people called "teachers" at Success Academy are just the ones standing up in front of a classroom.
The mere existence of a curriculum changes the job of a teacher from instructional designer to instructional deliverer.
Well, no. Real teachers can ignore a curriculum, follow it faithfully, or anything in between. Pondiscio doesn't like this approach though, and makes it clear that he wants teachers doing other things.
American teachers spend an average of twelve hours per week gathering or generating instructional materials. Those are hours not spent studying student work, developing questioning strategies, anticipating students' misunderstanding and challenges, working with individual children on their strengths and weaknesses, building relationships with parents, or…staring at an empty plan book and wondering "What should I teach this week?"
So first, Pondiscio's cite of 12 hours comes from a 42 second youtube video made by a New Hampshire teacher. I think the teacher is referring to this study, which was written by a consultant, and the paper is for sale, not for open review. Not perhaps the best cite. Even assuming it's a valid study, Pondiscio's list of things teachers ought to be doing instead is a bit loaded. For one thing, it's pretty clear that Success Academy teachers aren't given the autonomy to develop questioning strategies. And a key point of anticipating student misunderstanding is to develop materials that help avoid or give students practice at learning why they have these misunderstandings,which is pretty pointless if you have to deliver curriculum that someone else developed.
(Besides, and forgive me for pointing this out, it's pretty obvious that Success Academy just dumps the students who spend too much time misunderstanding.)
From a real teacher's vantage point, Success Academy teachers are marionettes: delivering a curriculum they don't control, constantly under supervision. The only aspect of their day that isn't nailed down is how many times they have to call a parent to make them come control their kid. Moreover, Success Academy basically doubles the cost of a classroom by giving most (note the most) teachers an "assistant teacher". There's not much intellectual or creative challenge to being a Success Academy teacher.
So it seemed to me likely that Success Academy has very few career teachers and that making it to principal was a primary career path. I decided to see how many principals I could look up. I found 40 some current principals and that many past principals. A few have dropped off the map: Danique Day Loving, well known as the first principal of Harlem 1, Carry Roby, founding principal of Upper West, Christina Danielson of Rosedale. But I could find the alma maters, hiring date, employment history, for every principal except Roby, who went back to Minnesota but has no other footprint. (Danielson might still be at Success Academy; unless they make the papers or have a Linked In page, it's hard to find SA teachers or other staff.)
Given that Success Academy runs mostly to elementary schools, the female skew isn't surprising. Black male principals hit way above their weight.
Now here it gets interesting, if still not surprising. Just 1 in 4 men make it to principal from the teacher role, while 75% of female principals came through teaching. Nearly 70% of all SA principals came through the teacher position, but gender clearly plays a role in path to principal. Moreover, while most principals got the job within five years of coming to Success Academy, it's clear that men got there quicker than women. Still, if you run into a Success Academy principal, it's even odds she's an ex-SA teacher who got there in three to five years.
Now we get to the reason I began this research project. Before you mock me for the granularity of the ranking, understand that I used to tutor kids for college admissions and the competition for top 100 schools has increased over the past decade to an extent I find hard to comprehend. Getting into a top 100 school might not be Harvard, but it's not nothing. Besides, I just went through all the principals in my own very large district and I only found one with a BA from a top 100 school.
(note: grad school rankings were interesting. 9 Teachers College, 2 Harvards, any number of Top 30s, but just as many went to Touro or Relay. Couldn't find any data about Roby.)
So nearly half of all SA principals ever hired went to a top 50 school, 75% went to a ranked school, and over half of all principals began life as teachers. Incidentally, one of the principals attending a top 10 school was then Bronx I chief Elizabeth Vandlik. Pondiscio was so amazed that she was once a Chicago construction worker that he forgot to mention she probably worked before, during, or after her time at University of Chicago (#6).
While I'm certain that Pondiscio is correct about the humble alma maters of many teachers, it's also pretty clear that Success Academy considers teachers a vital source of principals and that SA principals are very likely to have come from selective schools. So clearly, a good chunk of the teachers are also coming from selective schools–which Pondiscio in no way denies. I'm just exploring the data.
What all this suggests: some teachers are hired with an eye to their future in Success Academy. Some aren't.
Next up: what happens to at least one teacher who wasn't.
4 Comments	| tags: administrators, Robert Pondiscio, Success Academies, Success Academy hiring	| posted in philosophy
How the Other Half Learns: The Case of Tyrone and Adama
I observed in my last piece that Robert Pondiscio's theory in the excellent How the Other Half Learns is, well, wrong. Success Academy doesn't cherrypick parents. I came to this conclusion from the book, not from any external source. Pondiscio's an honest reporter of the facts he sees, even if he doesn't always connect what to me seem obvious dots. Multiple times in the book his own observations contradict his claims.
Consider Tyrone and Adama.
In an early chapter, the Bronx SA administrators have a special meeting to discuss Adama, a "troubled and challenging student" in teacher Elena Ortiz's second-grade class.
The meeting turns into an ad hoc seminar on elementary school behavior management. [Principal] Vandlik cautions Ortiz not to bribe the boy to behave himself.
"You're like, 'Class, fold your hands. Adama, you folded your hands. Star!' It's not 'If you fold your hands, I'll give you a star." The idea is to recognize and praise children's positive behavior, not to bargain with them. The overarching goal is to keep the child from being removed from the classroom…"
Exactly 100 pages later, in a different second grade classroom, Laura Belkin, senior teacher at Success Academy, with all of five years experience, is completely ignoring Vandlik's dictum against bribery with a consistently disobedient second-grader, Tyrone–with her boss's complete support.
who is wearing an impassive expression and holding a thick stack of realistic-looking dollar bills, play money that Belkin and assistant teacher Alex Gottlieb distribute to the boy as positive reinforcement. "He's on task, doing well, counting his money, and working," Vandlik notes. "This is where it's key to find out what works for a kid, because he's motivated by nothing except money and sneakers, and we obviously can't be giving him sneakers every day….He's just very motivated by the cash."…Tyrone's behavior plan isn't solving all the boy's issues; it's a struggle to keep him engaged and on task, but Vandlik is optimistic.
In fact, Vlandlik promises to get Belkin more fake money.
Later that day, Pondiscio notices Tyrone in the hallway, refusing to go to science class.
A second grader who is out hanging around, refusing to go to class. This is a big deal for a high schooler, and evidence of extreme defiance for a second grader.
Does Vandlik call his parents, insisting that they drop everything and rush down to the school to demand their son comply? Does she call the parents at all? Does she walk him firmly to science class, and reprimand Belkin's failure to keep him in line?
She does not.
Vlandlik finds him lurking in the hallway and privileges Tyrone by allowing him to accompany her on the classroom visits and be a helper, identifying students who are "ready to learn". A group that manifestly does not include Tyrone.
This disparate treatment foreshadows each child's future at Success Academy. Adama's parents remove him from the school after the administrators continually called emergency services to take him away. They also report his parents to Administrative Children Services, who investigated the parents for child abuse.
Tyrone is promoted to third grade.
While the school clearly considers Adama a real problem, Pondiscio makes it clear that Adama's behavior was "not the only difficult child in a given classroom, nor on any given day even the most obvious behavior problem." In fact, when a new second grade teacher comes in and lists students with behavior challenges, Adama isn't mentioned.
So Tyrone is bribed constantly to behave with no penalty calls to parents, while Adama is tagged as priority one on day one as a troubling student and hauled away with 911 calls.
That this is a brutally obvious double standard doesn't even seem to occur to Pondiscio, who seems instead to admire Vandlik's decision to "incorporate" Tyrone into her review of classrooms.
We get no more information about Tyrone, apart from the news of his promotion. But we catch several more glimpses of Adama–including why he has a teacher's aide, or paraprofessional.
A common sight in schools with large numbers of special education students, "paras' are often assigned to support individual students with serious challenges related to executive functioning, emotional self-regulation, and other behavior issues. (emphasis mine)
At a different point, Pondiscio describes Adama in class:
When Ortiz taps his shoulder….Adama returns momentarily to his book, The Year of Billy Miller by Kevin Henkes. It's a challenging read for early in second grade, and far above Adama's reading level; he appears to be pretending to follow along, and not convincingly. (emphasis mine)
Here again, I wish that Pondiscio had spent more time giving us a sense of the students' intellect. Because honest to god, I instantly wondered if Tyrone is allowed to flout the rules because, well, he's smart. Maybe he's reading at Level Z, or whatever a better than average leveled reading letter is for second grade. Meanwhile, it's not impossible that Adama has the capacity for a "proficient" test score. It's just not incredibly likely.
I have no proof that Tyrone is allowed to flaunt regulations because Success Academy doesn't want to bump a high scoring student. But I can't for the life of me figure out why Pondiscio wouldn't wonder about it. Surely the different treatment warrants more investigation. Certainly, more information would either confirm my nasty suspicion or banish such treasonous thoughts from my brain.
A more skeptical observer might have noticed a continual pattern to Success
Academy's ruthless rules, and wondered if Drunk Mom and Abusive Dad are parents of high-ability kids who, like Truant Tyrone, get a pass from all the stringent requirements imposed on the parents and kids that need more work to get past the "proficient" baseline–or can't make it at all. Again, I have no proof of this and it may in fact not be the case. It's just the first thing I'd wonder about, given how much of Success Academy's survival depends on their great test scores offsetting their abusive treatment of kids and parents.
Had I been allowed in, I'd have instantly recorded every students' reading levels and tracked them through the year. And when I came back the next year to watch opening day, I'd have checked off how many kids returned, and what their scores were.
What I want to know, as I've written before, is:
Are the weakest students leaving the schools?
Are specific students improving their demonstrated abilities during their tenure at the schools?
Are alumni still doing well after they leave school?
Pondiscio had a chance to answer the first two questions, but again, he focuses most of his attention on the adults, both teachers and parents, and only ever interviews parents on motivation or history. That's a shame.
14 Comments	| tags: Elizabeth Vandlik, Eva Moskowitz, How the other Half Learns, Laura Belkin, Robert Pondiscio, Success Academies	| posted in philosophy
How The Other Half Learns: The Secret Sauce
Once again, all these articles are just discussions of various aspects of Robert Pondiscio's book, which I highly recommend, even if I disagree with every conclusion he reaches.
As I mentioned in my last piece, Pondiscio focuses far more on the parents than the students. This is consistent with his longstanding conviction that parents are a key determinant in educational success.
His theory, which many reviewers have discussed, is that Success Academy achieves its results by letting parents select themselves their school, and by doing so the children are primed for success:
The common criticism leveled at Moskowitz and her schools is that they cherry-pick students, attracting bright children and shedding the poorly behaved and hardest to teach. This misses the mark entirely. Success Academy is cherry-picking parents. Success Academy is cherry-picking parents. (267)
[Success Academy] starts with the raw material of a self-selected group of mostly low-income parents who win a seat in the lottery, and then ensures and re-ensures multiple times prior to enrollment that they are sufficiently motivated, attentive, and organized to come to meetings, confirm their interest, get their children fitted for school uniforms, solve transportation logistics, and take other small but non-trivial steps, which test their commitment, motivation, and organizational skills, guaranteeing that the families who choose Success are walking in with their eyes wide open..(page 323-4)
But the data, and Pondiscio's own observations, don't support this proposition.
Take a look for starters, at Bronx I's attrition:
(2011 and 2012 are anomalous; given that Success Academy doesn't accept new students after 4th grade, it seems they rebuild their numbers by absorbing students from other schools.)
There's plenty of writing about Success Academy's attrition, whether it's better or worse than other charters or other public schools, but I don't care about any of that.
It's the attrition itself that's the problem. The school is hemorrhaging students. Surely the whole point of selecting parents is to achieve a stable school population? Why select for parents if you're planning on dumping up to half the kids?
So if Success Academy is cherrypicking parents, they're doing a terrible job.
Besides, Pondiscio's observations suggest frequently that despite all those multiple re-ensurances he describes, parents are still wholly capable of ignoring procedures.
On both first days of school that Pondiscio witnesses, Bronx I's principal dedicates a full administrator position to ensuring that any kid out of uniform is turned away.
All those parents walking in with their eyes wide open and still one parent didn't notice that her kid's socks were the wrong color. Another brought her kid to school in the wrong shoes. The next year, one kid gets kicked to the curb because his mom didn't buy him a tie on time, and another has been eliminated from the school permanently for missing dress rehearsal.
All these parents had to go through the same idiotic, insulting, rigid routines to make it to first day, yet they still missed any number of rules that had been restated endlessly. So no school for their kids that day–and in one case, permanently.
Another parent somehow missed the fact, mentioned in every orientation meeting and printed in practically every form she filled out, that she was responsible for picking up her child early on Wednesdays. When she learned of this weekly requirement, she told the school her child just wouldn't be coming to school on Wednesdays.
One mom made it through all that compliance twice–had two kids at school. She showed up drunk at school at 8 am, asking why her son got a uniform infraction for not knowing how to use a belt–and said she didn't know how one worked, either. Hilariously, another one was furious because her son's teacher is gay–the "woke" teachers' huffy responses make it clear they only want their efforts to benefit parents with progressive values. Less hilariously, another father managed to follow all those rules and get several kids into Success Academy but had no problem beating his older daughter. Pondiscio cites director Eva Moskowitz's memoir, in which she calls in a student's grandmother to berate his mother for not complying with the six books a week read aloud. Leaving aside the revolting behavior of both grandma and Control Freak in Charge, this recalcitrant mom also made it through the gauntlet without somehow realizing that she'd committed to read to her kid.
Parents aren't the secret sauce of Success Academy.
As Pondiscio documents, many parents follow all those moronic rules, convinced that the school that's got it all together is the school for their child, determined to be compliers, anything it takes–and it's not enough.
There are hundreds of complaints and news stories on Success Academy nastiness to all the parents that did everything right. Even some of the compliments don't sound all that great. The abuse stories are horrible, particularly Success Academy's Uber routine–it just ignores the law, confident that the NYDOE will just ignore the problems until an impartial observer comes in and finds both the school and the DOE at fault, forcing the DOE to pay for compensatory tutoring.
The three frequent strategies for dumping the kids on the "got to go" list–or "special friends" as Bronx I refers to the problem students are 1) endlessly calling emergency services to remove the child, 2) reporting the parents to state protection agencies for failing to put their children in special ed classes, 3) when all else fails, forcing the child to repeat the grade more than once, even if the child passed.
Read all the horror stories and notice that none of them involve parents who refuse to follow procedures.
Pondiscio interviewed a targeted boy's mother. Success Academy wanted her son, Adama, out. The school suspended Adama frequently , called 911 to cart him away, and reported the parents for abuse and neglect. While the schools frequently call parents and demand they show up and monitor their child, Bronx I administrators refused to let Adama's parents come to monitor, because he didn't misbehave when they were around. This was all before Pondiscio began observing. By December of his second grade year, the school had called 911 three times in one week and reported the parents again to ACS. The parents gave up and pulled Adama out of school.
[Adama's story] fits a troubling pattern of parents who have claimed that they were told that Success Academy does not offer special education services or the classroom settings that their children need; or that suspensions were meted out so frequently that work schedules and routines were disrupted, wearing families down and eventually forcing them to give up and pull their children out. (page 300)
Pondiscio then recounts the almost identical charges that made their way into a complaint filed against the Success Academy schools with the US Department of Education's Office for Civil Rights:
There is a sameness to the allegations in the lengthy OCR complaint: A Harlem 4 student required to repeat the second grade three times and on multiple occasions. A Harlem 3 student recommended for 12:1:1 special education placement, which the school did not provide. A Bronx 1 student held over in the same grade three times. Staff urging parents to remove their children and enroll them in DOE schools. In nearly every case, the OCR complaint alleges that staffers pressured parents to remove children altogether rather than working with them to develop strategies to help them be successful.
What Pondiscio doesn't mention is the outcome of the case. Nearly four years later, the case seems to have disappeared entirely–at least, I can find no media reports of its disposition.
You might think the case is simply over, but it took the USDoE nearly four years to respond to a notorious Success Academy FERPA case, in which Eva Moskowitz brutally revealed a students' entire discipline history in a rather shocking (at least to those of us in the field) privacy violation. State education monies will be spent funding professional development to be sure that the rest of her very nearly temporary staff knows the laws that Eva couldn't be bothered to follow.
So perhaps eventually the January 2016 DOE complaint will get an answer. Long after the feds have funneled millions to Success Academy, of course.
I don't recite all this history to revisit the many claims against Success Academy's nastiness which, full disclosure, I believe every word of.
I mention it because Drunk Mom's kids got to stay. The elementary and middle school principals collaborated to help her in order to avoid calling the state protective agency on a woman who is inebriated at 8 am and announces that she doesn't know how to put on her second kid's belt. Abusive Dad's kids weren't targeted for removal. But Adama, whose parents drank every drop of Success Academy Koolaid, followed every rule, were shining examples of immigrants who want their children to benefit from our educational sytem, parents who offered to visit often to help the school help their kid learn to behave–he got kicked out.
If you demand that engaged and committed parents send their children to school with the children of disengaged and uncommitted parents, then you are obligated to explain why this standard applies to low-income black and brown parents–and to only them.
Leaving aside the idea that engaged and committed parents deserve more than disengaged and uncommitted parents (like I said, Pondiscio is oddly uninterested in the students themselves), it's completely untrue that Success Academy is rewarding engaged and committed parents with a good education for their children. In many cases, the schools are kicking out these parents' kids, and in others, those parents are running away from a school that "has its act together", odd behavior, given the "guarantee" that they went into the school with "their eyes open".
Turn it around and posit that Pondiscio is completely wrong on this point and the data all hangs together nicely. Success Academy isn't cherrypicking parents. They're cherrypicking kids, just like the critics say. Kids who have a good chance of scoring proficient get to stay, even if their mom shows up drunk or their dad beats up the kids. Kids who won't make the cut will get kicked to the curb, no matter how worthy their parents, how eagerly they comply with uniform, homework, and communication directives.
That's what's consistent with the data.
But why, the discerning reader asks, would Success Academy come up with all those idiotic rules if they aren't cherrypicking parents?
A couple reasons.
First, genetics. Success Academy doesn't seem to be sorting for geniuses, or even inordinately intelligent kids. As I griped, Pondiscio doesn't give us much of an intellectual sense of the students, but I can't help but think he'd mention it if any of them were exceptionally bright.
Success Academy's sweet spot is probably the bubble kids. Slightly brighter than average kid–the Tiffany, in Pondiscio parlance–with ferociously determined, aspirational parents who are willing to do anything to get their kids away from the knuckleheads. Select for those, and odds are better than average the kids will have enough ability to be pushed up to proficient. And if they aren't, hey, then dump them.
But those same aspirational parents also make it easier for Success Academy to play what many see as its shell game.
The obedience and compliance demands aren't the reason the schools get great test scores. But the obedient and compliant parents who aren't experiencing rejection are thinking not "god, there but for the grace of god go I" but "Heh. One more kid who can't cut it. More teacher time for my kid."
I have no proof of any of this, other than the data, which is manifestly inconsistent with a parental selection strategy, and Pondiscio's own anecdotes, which clearly show that many parents aren't meeting the very objectives he says Success is selecting for.
A few years back, I wondered how Success Academy achieved its numbers without cheating. Pondiscio has straightened that out for me, but probably not the way he wanted to.
8 Comments	| tags: charters, Eva Moskowitz, NYC charters, Robert Pondiscio, Success Academies	| posted in philosophy


I help people break old patterns to emerge into healthier, freer lives and relationships.
Creative solutions through radical acceptance. Every part of you is welcome here.
As your Therapist, I provide counseling that is holistic and tailored to your needs.


This webcam is currently assigned to Roberto87. It was originally added on 04 febbraio 2008 and has been viewed 30.891 times since then. The current picture above was taken 1 ora fa, thereby the webcam seems to be currently active. So far, it was added to their personal favorites on webcams.travel by 1 people.


2.1 All good things end. Or is it business as usual?
All good things come to an end. The result of this whole financial-casino-zombie-world is that only 5% of our global volume of money is used for its original purpose: facilitation of bartering goods & services. The financial system, thus, is holding us hostage. No real growth, but a financial fiction, expressed in terms like "Gross National Product" and other theoretical financial parameters.
In June 2007, the U.S. bank, Bear Stearns, reported that two of its hedge funds are in trouble. This meant the start of a complete lost of trust by everybody in the financial system. Nobody trusted anybody anymore – banks did not trust other banks, and the entire financial world ground to a halt. Companies no longer had access to credit, so they shrunk and started to lay off employees. Consumers' trust was down, so they stopped spending money. That is the endgame in a nutshell. The financial crisis leads to a global economical crisis.
In the meantime, our money is gone, and so are most of our natural resources. People are angry and blame politicians, bankers, and others who have organized this "consumption system." So, on one hand, people ask for more control and legislation, which is happily provided by vote-addicted politicians; on the other hand, we see bankers and other administrators saying "trust us, we can self-regulate and make it up with you," without showing any real remorse. Amazingly, no U.S. or European bankers have been prosecuted for the roles in the economic collapse.
No real change, but there are still lessons to be learned here!
Just take a look at some financial data, randomly chosen: during the last rescue round of European banks, The Netherlands funded €26 billion. How often can we do that? Our financial limits are in sight. Our "national guarantees" to the IMF, the European Central Bank, and the European Emergency Fund have risen to over €200 billion. That is almost 50% of our GDP. The total European bonding is over €700 billion, mostly lent to Italy and Spain. In 2013, the European Central Bank is still buying European government bonds to keep the system afloat. By doing this, the bank gives away its political independence, as it is supporting governments who are rumbling with their national debts and inter-European financial agreements. It is clear that countries like Italy and Spain cannot pay back the short terms loans they've received from the European Central Bank in the past years. Portugal and Greece will not be able to execute all the economical reforms they promised, and, in the next couple of years, they will need more European funding. This way, the liability for national governments, and thus the European taxpayer, remains unclear. It does not show itself on the national budgets.
The 40 largest European banks still need €70 billion in funding to comply with the new Basel 3 standard. The remaining 125 midsize banks, however, still need €225 billion.
In 2013, the Fed still takes (by buying mortgage-backed loans and state bonds) $85 billion out of the market monthly in the US. The Fed's total balance has gone up 3.5 times since the beginning of the financial crisis, and is now, in the fall of 2013, $3.5 trillion. The total national debt of the United States in the fall of 2013 is already more than $16.7 trillion! However, downsizing this federal buying program creates an immediate increase in the US interest rate, causing, in turn, a dollar flow from emerging markets to the US. That drives local currencies to go down in value, making exporting to the US cheaper, thus destroying U.S. jobs. A "Catch-22" is what they call that in American slang: no matter what you do, it is always wrong. The 2013 government shutdown and the recurring struggle concerning the debt ceiling may have tremendous consequences for the global economy in the years to come. There is no guarantee whatsoever that we will not see the meltdown of the U.S. dollar (or the Euro) in the near future.
Another example: Japan, with a national debt of over 200% of the GNP, sees its financial institutions lending over $150 billion to countries like Brazil instead of keeping the money in the domestic economy. Solitarily, from a company's point of view, this is understandable, but somewhere, this chain of money streams and expanding debts has to be broken.
The global monetary system is holding us hostage, even 5 years after the outbreak of the financial global crisis, and will be doing so for the next decade… there seems to be no way out. It is amazing that our social, financial, and political leaders still can sleep at night! The money used to pay the interest on the national debts, squeezed out of the taxpayer in order to release pressure on the banks, is destroying our economies.
I think we have to regain our civil power. First in our own countries, then on a European level. By doing so, we will have to fight the established political and economic regimes. We have to be aware that these regents are still around. Somehow, the establishment still has enough money. Write off the debts and let the shareholders of the banks bleed. Make the system less important by allowing local alternative currencies. Support local credit unions. Take away the monopolies of all the quangos, as well as the power of monopoly to create money by the national banks. I will elaborate on these topics later in this book.
On top of that, we see countries like Brazil, India, China, Turkey, and Russia claiming a larger role on the global political and economical stage, so we also have to deal with, via acceptance, a global power shift.
So, obviously, we also live in an era of opportunity. Or, as I would like to say, we are at the end of the lifecycle of the industrial era, and on the brink of something new: Society30.
The road we have to take will not be an easy one. Our lives will change for a couple of decades, so we have time to adjust ourselves, but also, we do not have time to sit back and relax.
Let's have a closer look at this development.
» James H. & B. J. Pine II. (2009). Economic Sense. [Electronic version]. Aurora: Strategic Horizons LLP.


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text:
Q: How to replace some part of this string with vb.net? I am looking for help creating a regular expression so that I can replace text with an anchor tag. The text is coming from a SQL field (VarChar(max)) and is formatted so:
Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua (1954, c. 12; 1968, c. 300; 1994, c. 98)
Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua (1998, cc. 553, 568; 2001, c. 300)
In the above text, I need to replace all chapters after 1994 with anchor tags. So for example, 98, 553, 568 and 300 would all be replaced. The following code finds the entire text of 1994, c.98 for example, but I'm not sure how I would replace just the "98" in that text.
Public Shared Function ReplaceChapterTag1(lang As String) As String
    Dim l As String = lang
    Dim r As Regex = New Regex("199[4-9][/,][/ ][/c]*[/.][/ ][0-9]+(?:\.[0-9]*)?")

    Dim applyEvaluator As MatchEvaluator = New MatchEvaluator(AddressOf applyCodeLink)
    l = r.Replace(l, applyEvaluator)

    Return l

End Function

Private Shared Function applyCodeLink(ByVal m As Match) As String
    Dim r As Regex = New Regex("^[0-9]*[\-][0-9]*")
    Dim str As String = m.ToString
    Dim strReturn As String = ""

    Dim match As Match = r.Match(str)
    If match.Success Then
        strReturn = str
    Else
        strReturn = "" & m.Value & ""
    End If

    Return strReturn
End Function

A: Solution

I'm not sure how I would replace just the "98" in that text.

You can use Regex.Replace. However, the regex you have built need to be tuned like this:
(?<=199[4-9][^;]+)(?<=[/c]*[/.][/\x20]|,\x20)(\d+(?:\.\d*)?)(?=[,;)])

Description

Sample code
' Input
Dim InputText As String = "..." ' Lorem ipsum...

' Regex
Dim r As Regex = New Regex( _
      "(?<=199[4-9][^;]+)" + _
      "(?<=[/c]*[/.][/\x20]|,\x20)" + _
      "(\d+(?:\.\d*)?)" + _
      "(?=[,;)])", _
    RegexOptions.IgnoreCase _
    Or RegexOptions.CultureInvariant _
    Or RegexOptions.Compiled _
    )

' This is the replacement string
Dim Replacement As String = "$1"

'' Replace the matched text in the InputText using the replacement pattern
Dim Result As String = r.Replace(InputText,Replacement)

Input

Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua (1954, c. 12; 1968, c. 300; 1994, c. 98)
Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua (1998, cc. 553, 568; 2001, cc. 17, 300)

Output
Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua (1954, c. 12; 1968, c. 300; 1994, c. 98)

Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua (1998, cc. 553, 568; 2001, cc. 17, 300)

Discussion
Basically, the idea behind the tuned regex in my answer is to look for one or more digit(s) (\d+) that are preceded AND followed by some characters.
I took the liberty to simplify and make clearer the initial regexp. Mainly, I replaced:

*

*[0-9] with \d

*(space char) with \x20

redpajama_set_name: RedPajamaStackExchange


text:
Q: Problem with Icon binding in WPF Fluent I am using Fluent from fluent.codeplex.com.
This works in my XAML file:
<Image Name="image1" Stretch="Fill" Height="40"
       HorizontalAlignment="Left"
       VerticalAlignment="Top" Width="40"
       Source="{StaticResource error_button}" />

and displays the image.
When I try to use it as an icon for fluent button
<Fluent:Button Header="adsfasf">
  <Fluent:Button.Icon>
  <Image Height="40" HorizontalAlignment="Left" VerticalAlignment="Top" Width="40"
         Source="{StaticResource error_button}" />
  </Fluent:Button.Icon>
</Fluent:Button>

the button has no icon. Am I missing something?

A: I'm not familiar with the Fluent Ribbon component, but looking through the source code, it uses this to display the button icon:
http://fluent.codeplex.com/SourceControl/changeset/view/57318#527240
<ContentPresenter
  ...
  Content="{Binding LargeIcon, RelativeSource={RelativeSource TemplatedParent}, Converter={StaticResource StringToImageConvert}}" />

The StringToImageConvert is defined as:
<Fluent:ObjectToImageConverter x:Key="StringToImageConvert"/>

The implementation of the Convert method in that converter looks like this (via reflector - the Fluent developers need to seperate classes into their own files better).
public object Convert(object value, Type targetType, object parameter, CultureInfo culture)
{
    if (value is string)
    {
        Image image = new Image();
        image.Stretch = Stretch.None;
        image.Source = new BitmapImage(new Uri(value as string, UriKind.RelativeOrAbsolute), new RequestCachePolicy(RequestCacheLevel.NoCacheNoStore));
        return image;
    }
    if (value is ImageSource)
    {
        Image image2 = new Image();
        image2.Stretch = Stretch.None;
        image2.Source = (ImageSource) value;
        return image2;
    }
    return value;
}

So judging from the code, your best bet is to try this:
<Fluent:Button
    Header="adsfasf"
    Icon="{StaticResource error_button}"
    LargeIcon="{StaticResource error_button}"
    />


text:
18 December 2022 - "New Possibilities for Christmases Yet to Come"
Click here to See The MUMC Full Service- Note: The Service will be live at 10:30 am. You can still hear the sermon from the link above.
Old Testament Reading:
Isaiah 7:10-16 (NRSV)
Psalm 80:1-19 (NRSV)
Gospel Reading:
Matthew 1:18-25 (NRSV)
11 December 2022 - "Checking Into the Christmases that Are Present"
Isaiah 35:1-10 (NRSV)
New Testament Reading:
Luke 1:46-55 (NRSV)
Matthew 11:2-11 (NRSV)
4 December 2022 - "Un-squandering Squandered Pasts"
Psalm 72:1-8, 15-17 (NRSV)
Matthew 3:1-12 (NRSV)
27 November 2022 - "Ghastly and Ghostly Realities (and Where they Point)"
Isaiah 2:1-5 (NRSV)
Psalm 122: (NRSV)
Matthew 24:36-44 (NRSV)
20 November 2022 - "Thankfulness"
John 6:25-35 (NRSV)
13 November 2022 - "Singing in the Rain"
Psalm 98: (NRSV)
Luke 21:5-9 (NRSV)
6 November 2022 - "Saints with Faces"
Luke 20:27-38 (NRSV)
30 October 2022 - "Living Into Tomorrow's Renewal"
Jeremiah 31:1-9, 31-34 (NRSV)
23 October 2022 - "Suffering in Hope"
Jeremiah 37:1-21 (NRSV)
16 October 2022 - "Still Buying Fields"
Jeremiah 32: 1-15 (NRSV)
9 October 2022 - "Reading Jeremiah's Mail"
2 October 2022 - "The View From Shiloh"
25 September 2022 - "Fountains or Cracked Cisterns?"
Jeremiah 2:1-13 (NRSV)
18 September 2022 - "A Tough Call"
11 September 2022 - "Vessels at the Potter's Wheel"
4 September 2022 - "Running Together"
Hebrews 11:1, 29-12-2 (NRSV)
28 August 2022 - "Moses' Choices"
Hebrews 11:1, 23-28 (NRSV)
21 August 2022 - "Confidence in the hoped-For"
Hebrews 11:1, 8-22 (NRSV)
14 August 2022 - "Lives the Point Beyond"
Hebrews 11:1, 4-7 (NRSV)
7 August 2022 - "The Hoped-For and the Unseen"
Hebrews 11:1-3 (NRSV)
31 July 2022 - "Taking Stock"
Gospel Testament Reading:
24 July 2022 - "Teach Me to Pray"
Luke 11:1-13 (NRSV)
17 July 2022 - "Living for More Than Work"
10 July 2022 - "Meeting the New Neighbors"
3 July 2022 - "The Surprises That Are Waiting"
Luke 10:1-11, 16-20 (NRSV)
26 June 2022 - "Up and Running"<-- -->
Psalm 8: (NRSV)
John 16:12-15 (NRSV)
19 June 2022 - "Getting Wheels Moving"
1 Kings 19:1-5 (NRSV)
12 June 2022 - "Much Still to Say"
05 June 2022 - "The Spirit of God All Around"
Acts 2:1-21 (NRSV)
29 May 2022 - "Somewhere and Everywhere"
22 May 2022 - "Simple Sightings"
Acts 16:9-15 (NRSV)
15 May 2022 - "bigger, Bigger, BIGGER"
8 May 2022 - "Discerning Eyes"
Acts 9:36-43 (NRSV)
1 May 2022 - "Brand New Eyes"
John 21:1-19 (NRSV)
24 April 2022 - "The Guardrails of Life"
Click here to See The MUMC Full Service- Note: The Service will be live at 10:30 am Please Note: The Live Stream was not successful this morning- you can still hear the sermon from the link above.
Proverbs 3:5-6 (NIV)
Matthew 7:13-14 (NLT)
17 April 2022 - "Signs of Life or Signs of Death?"
Click here to See The MUMC Full Service- Note: The Service will be live at 10:30 am
10 April 2022 - "Obedient to the Point of Death"
Isaiah 53:12 (NRSV)
Philippians 2:5-11 (NRSV)
3 April 2022 - "The Victory of the Lamb"
Revelation 5:6-14 (NRSV)
27 March 2022 - "Peace from Broken Pieces"
Isaiah 53:10-11 (NRSV)
Ephesians 2:11-22 (NRSV)
20 March 2022 - "The Cross at the Crossroad of Sin and Forgiveness"
Isaiah 53:4-6 (NRSV)
Lule 23:32-34 (NRSV)
Colossians 2:12-15 (NRSV)
13 March 2022 - "Wounds That Heal"
Isaiah 53:1-3, 9 (NRSV)
1 Peter 2:21-25 (NRSV)
6 March 2022 - "Wiser Than Our Wisdom, Stronger than Our Strength"
Mark 15:1-32 (NRSV)
1 Corinthians 1:10-25 (NRSV)
27 February 2022 - "Stories of Amazing Grace at Wanakeee" Combined Service 10:30 am
Exodus 18:17-20 (NRSV)
Psalm 145:8-13 (NRSV)
Romans 12:3-10 (NRSV)
20 February 2022 - "Called to Forgive and Love"
Genesis 45:3-11 (NRSV)
13 February 2022 - "Conspicuous Christ, Conspicuous People"
Psalm 1 (NRSV)
6 February 2022 - "Working with God "
Psalm 138 (NRSV)
Luke 5:1-11 (NRSV)
30 January 2022 - "Living Well in the Tension Between the 'In' and the 'Not of "
Psalm 71:1-6 (NRSV)
23 January 2022 - "The Challenge of Being 'Not of' "
Nehemiah 8:1-3, 5-6, 8-10 (NRSV)
16 January 2022 - "A Call to Be 'In'"
John 2:1-11 (NRSV)
09 January 2022 - "Through Fire and Water"
Click here to See The MUMC Full Service- Note: The Service will start at 10:30 am
John 3:15-17, 21-22 (NRSV)
02 January 2022 - "The Light of Home"
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What if you were one of those people that fell for the ARM and then now your mortgage rate is ridiculously high? Then would it be okay do to so?
Absolutely not. Because if your "real interest rate" is at 10%, you can't conservatively hope to beat that out. What you would do is refinance at the current interest rate. It would definitely be worth it.


This Study section covers the theoretical side of electronics, explaining how circuits work. You can view the pages in order by using the Next Page link at the bottom of every page.
For identification of components and finding their values please see the Components section.
Look at Books on Electronics.


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text:
Thank You, Mister Rogers: Music and Memories
Order the Album
FRED'S BIRTHDAY & MORE
Memories of Mister Rogers:
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"He was a man who gave my children, my grandchildren, and me an example of 'good.'" - Guy
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Share Your Mister Rogers Story!
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For this project, we turned up the colour saturation levels to the maximum to completely transform a drab looking space into the most bold, colourful, and fun family room. Mixing affordable pieces from JYSK, H&M Home and IKEA with quality pieces from The One and The Bowery Company adding bold accessories from Amara Living. We included two fabulous custom made items - the marble and grey bar and the bright neon front facing library - to create a riot of colours within this room to make it playful… Another statement piece - the 'Let's Stay Home' neon sign, adds the final touch to our boldest scheme to date. Click here to read the full blog post detailing this transformation.


text:
Solar Powered Reverse Trike
By The Mak3rs in WorkshopScience
Introduction: Solar Powered Reverse Trike
By The Mak3rsThe Mak3rs (Pvt.) Limited
About: "The Mak3rs (Pvt.) Limited". A leading company Solar Energy systems and in 3D designing, scanning, prototyping and printing services in Pakistan. A company established in 1999 by three brothers and three frien… More About The Mak3rs »
Designed and built in just 18 days at the University of Engineering and Technology Lahore in Pakistan, 7 x 3.5 x 4.5 ft (2.13 x 1.06 x 1.37 meter), 132 pound (60 kg) low-rider features a custom built, t-shaped aluminum framework at the front of the vehicle, and the back part of an old bicycle frame at the rear, joined just behind the seating area to shock absorbers. The reverse three-wheeler - with two wheels at the front and one at the rear - also has a 40 watt photovoltaic canopy above the rider that charges the onboard 12v/80Ah dry cell solar battery.
An eco-friendly vehicle that uses solar energy as its source of input. A solar panel is used to charge the battery and the battery drives the dc motor.
Its a vehicle that uses reverse trike configuration, i-e two front wheels and a single wheel on the rear side. Steering is done with the help of front wheels. It also consists of a solar panel, Battery and a dc motor.
Steering Mechanism
Chain and sprocket mechanism
Charging circuit
Length: 7ft
Width: 3.5ft
Weight: aprox~ 60kg
Motor: 24Volts DC, 17Amp
Battery: 12Volts, 80AH
Materials: Aluminum, Steel and Cast Iron
Material Quantity Cost (Rupees)
Aluminum Sections
(2'' x 1'') 12ft length
2 ...................................................2500
Aluminum Plates 2 .......................500
Steering Parts (hinges) 2 ...........150
Solar Panel 1 .............................12000
DC Motor 1 .................................7500
Battery 1 .....................................8000
Tire set 3 ....................................2400
Brake set 1 ................................100
Iron Plates 7'' x 4'' 2 .................300
Iron Plate 3'' x 3'' 2 ......................150
U shaped Iron Sections 4 ..........500
Aluminum Sections for Solar Panel length 6.5ft 2 .............600
Sprockets 2 .....................500
Handle 1 ..................100
Seat 1 .......................550
Cycle Chain 1 ..........................400
Chassis Rear Section 1 .....................1000
Nuts bolts washers and miscellaneous - ............2120
Labor Cost - ....................................7300
TOTAL COST - 46670/- Rupees (APPROX ~550 USD)
<br />
Please vote for my Instructable (you can see the image for "VOTE NOW!" on the top left of this page)
Step 1: 3D Design of the Vehicle
First of all i made the 3D design of the vehicle in Solid Edge v20. Below are the picture of the vehicle.
This was a vital step in fabrication of the vehicle. So without considering any other thing i made the 3D Model of the Vehicle to give a proper look!....
Step 2: Chassis Fabrication
After the 3D design of the vehicle was completed i stated the fabrication of the Chassis. I used Aluminum rectangular Sections 2"x1", thickness 2mm for chassis main body. For welding the aluminum rods together i used the Argon welding!..... It took around 4hours to get welded with exact dimensions.
Step 3: Bicycle Rear Section
I used a rear section of the bicyle to hold the rear wheels.... which was later used to drive the vehicle!
Step 4: Front and Rear Chassis Assembly
Next step was to assemble the fabricated front part of the chassis with the rear section taken from a used bicycle! U-shaped bar was used to hold the parts together!.... then comes the shock absorber which was attached to two angle iron bars....
Step 5: Wheels Mounting
Next step was to mount the wheels on the vehicle....
Step 6: Steering Mechanism
Since this a reverse trike so front two tires were to be used for steering ...... so i used T-joint mechanism to steer the wheels!....
Step 7: Motor and Battery Placing
A small frame was made to support both the motor and the battery, using angle irons....
Step 8: Solar Panel Mounting
To mount the solar panel on the top of the vehicle a frame was to be designed as in 3D model.... so finally it was welded on the base of the chassis
Step 9: Charge Controller Circuit Diagram
Purpose of the charge controller circuit is to cutoff the supply from the solar panel when the battery is fully charged to avoid over charging... and to start charging when battery voltage drops off a certain value... in my case the max. allowed voltage is 13.7volts and min is 13volts.
Step 10: Solaron! Ready in ~550USD "RESULTS"
And finally an other addition to Green Technology! and after series of experiments i conclude the following results
1. It can go upto 30kmph max. speed.
2. Covers a max distance of 70km in one full charge (without panel)
3. No air and sound pollution.
4. Renewable energy source, no external power required.
5. Automatically charges the battery.
Please vote for my Instructable (you can see the image for "VOTE NOW!" on the top left of this page) and also share with others.....hope you enjoyed reading it as much as i enjoyed making it...
Farrukh Khan
B.Sc Mechanical Engineer
University of Engineering and Technology Lahore Pakistan
If you are planning to built your own and you need any kind of information, contact me at: +92-322-4710671
Grand Prize in the
Green Living & Technology Challenge
Make It Move Challenge
104 Discussions
shubham mahajan
can anyone plz share me the full circuit diagram of it to smshubham70@gmail.com
paulfranklin
Wow wonderful design. Please send me the full circuit to naijaboy4live@gmail.com
Jamal Bukhari
Do you have full circuit diagram of it?
I need the speed controller circuit diagram can you send me please
amurillo3
paintphone
I want to make one !!!
Rowster09
so! cool!
defrancis1956
How much weight can this move?
luiz.brasil.2013
I´m very interested on aqcquiring the instruction plans of this vehicle and would thank very much who inform me about it.
amanga jeki
hie great stuff,am doing almost similar project........can you send me charge controller circuit design at knkonjela@yahoo.com
rashaism
thank you for this wonderfull project
djmelvinv
hi nice project. I was wondering about the acceleration. isnit just on of or and accelkeration control?
RAVIRAJ243
6 years ago on Step 9
will you send mi 5 watt 6volt solar charger controlar on my mail id?
my mail id is-future.energy2014@gmail.com/futureacc2014@gmail.com
Joel Ulrich
Hi! Nice job. Can you please also send me the charge controller circuit diagram. I want to do something similar with a li-ion battery for an electric car project.
there is my e-mail: ulrichmabou@gmail.com
lhillyard
9 years ago on Step 10
Wow very impressive. i work at a machine shop and i want to build something like this. I didnt see any details on your controller though. care to enlighten me?
The Mak3rs
Reply 9 years ago on Step 10
thanks you so much .... well i just bought it from the local electronic store... its called "Charge Regulator or controller" also called "Cut-off circuit" well it consists of a relay and resistors and IC (dont know the specs) but its purpose is to cutt-off the supply from the Solar panel when batteries are fully charged in my case utt-off voltage was 13.9 Volts
hotshot_87
What is amperage of the relay in the Charge Regulator.
upevnz
IC may be 8 PIN DIP 555 Timer IC.
naveen raj
hi., i want to full details of motor for this projectt., our mail id is arunaveen14@gmail.com,


The SDA is dedicated to ensuring that retail, fast food and warehousing workers have a safe and healthy working environment.
Each year during Safety Demands Action Week, we speak to thousands of workers across the country about the health and safety issues that are important to you, and how to help make workplaces safer.
Talking to workers about the health and safety issues on their sites helps the SDA and members to take action for safer workplaces.
The focus of this year's Safety Demands Action Week was 'customer abuse and violence is a workplace health and safety issue'.
Our aim was to create awareness about reporting customer abuse and violence, and to find out more about why many workers don't report incidents.
The SDA encourages workers to report all incidents of abuse and violence that occur at work — whether it happens to them or their workmates. We ask workers to take a pledge and commit to reporting all incidents.
If incidents are not reported, the process of addressing abuse and violence in the workplace and getting better protections for workers is much more difficult.
When someone gets injured at work, you report it.
If you were to slip from a spill on the floor at work, you would report it.
If you were burned by hot oil, you would make a report.
Being on the receiving end of abusive or violent behaviour is a safety hazard too.
It can have a serious impact on your mental and physical health.
Employers have a legal responsibility to ensure health and safety issues are appropriately addressed.
That's why you should report it.
It's difficult to hold employers to account if there is no report of abuse and violence — reporting creates an accurate record of the abuse.
The safety chats we had with workers across the country will be used to form a national report and to let companies know what safety issues are important to our members.
How do I report an abusive or violent customer?
The process for reporting health and safety issues such as abusive and violent customer behaviour is different depending on your employer and your store.
Find out the correct procedure in your store and when an incident occurs always report it to your supervisor.
You should also report it to your SDA Health & Safety Rep or Delegate and your Health & Safety Committee if your store has one.
If you're reporting incidents but don't feel like you're being appropriately supported, get in touch with the SDA for help.


Wolanski EJ, Brinkman RM, Spagnol SB, McAllister FA, Marshall K, McCook LJ, Done TJ, Lough JM and Deleersnijder E (2002) An ecohydrological model of the Great Barrier Reef. pp. 145-150. Proceedings 4th Queensland Environmental Conference, 30-31 May 2002, Brisbane.


T - The type of formulas that this operator works on.
This is the interface for a classic belief base revision operator, ie. an operator that takes some set of formulas and a single formula and revises the former by the latter.


text:
William & Mary opens Confucius Institute
Celebrating the opening of the WMCI The unveiling of the WMCI plaque by members of the College of William & Mary, the WMCI, Hanban, Beijing Normal University, and the Embassy of the People's Republic of China. Seated is Senator Tommy Norment. Photos by Stephen Salpukas
Dancing dragon Following the celebratory lunch, a traditional dragon dance was performed in the Sunken Garden. Professional lion dancers and martial artists from Washington, D.C., were on hand to lead the parade while W&M students participated with a drum performance, a Yangge dance performance, a Tibetan dance performance and a Uygur dance performance.
Musical entertainment Four folk musicians from BNU provided traditional Chinese music. Here, one of the performers plays the guzheng, one of the most ancient Chinese traditional music instruments.
Photo - of -
by Beth Stefanik and Megan Shearin | April 16, 2012
The College of William & Mary officially opened its Confucius Institute on Monday, April 16, with a day-long celebration of events involving William & Mary faculty and administrators, as well as delegates from Beijing Normal University (BNU), the Office of Chinese Language Council International (Hanban) and the Embassy of the People's Republic of China.
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The William & Mary Confucius Institute (WMCI) is a collaborative partnership with BNU and Hanban, and will offer Mandarin language and Chinese culture classes, provide teacher training, and augment other programs on Chinese culture for the College and local communities.
"The William & Mary Confucius Institute will contribute significantly to the study of Chinese language and culture at our university and throughout the region," said President Taylor Reveley. "It's a special delight for us to celebrate the opening of our Confucius Institute together with President Liu of Beijing Normal University, Deputy Director Wang of Hanban, and Minister Counsellor Fang of the Chinese Embassy, as well as many other distinguished representatives of their organizations."
The WMCI will become part of a network of more than 300 Confucius Institutes worldwide, and is only the second Confucius Institute established at a university in the Commonwealth of Virginia.
"It's especially significant that there are only two Confucius Institutes in the Commonwealth of Virginia," said Provost Michael R. Halleran. "The William & Mary Confucius Institute will meet a growing interest in and demand for information about China and Chinese language education here in southeastern Virginia."
Yanfang Tang, director of the WMCI, echoed these sentiments.
"The opening of William & Mary's Confucius Institute is a significant event for the College and for our surrounding Tidewater community, providing further international educational programs and activities," she said. "I expect a bright future where these varied initiatives will lead to a greater understanding of Chinese language and culture."
The grand opening schedule included a private tour of Rowe House, the home of the Confucius Institute at William & Mary, as well as a trip to the College Child Care Center to observe Mandarin language classes in action. A guided tour of Chinese scrolls and exhibits at Swem Library was led by Dean Carrie Cooper and Bea Hardy, director of the Special Collection Research Center, after which delegates witnessed a College Mandarin class in the Wren Building's historic grammar school classroom.
A formal lunch was served in the Great Hall of the Wren Building, with musical entertainment provided by four folk musicians from BNU. The quartet included four traditional Chinese folk musical instruments: guzheng, erhu, pipa, and yangqin. Ms. Wang Jie, a visiting instructor of dance from Beijing Normal University, performed a dance entitled, "A Uygur Girl," which expressed a girl's happiness after falling in love. An official WMCI plaque was also unveiled at the end of the lunch program.
"This is just the very beginning stage of the William & Mary Confucius Institute," said Deputy Director General of Hanban Wang Yongli. "We are very dedicated to continuing this relationship between the U.S. and Hanban, and to help the development and understanding of Chinese language and culture through Confucius Institutes such as this one at William & Mary."
Following the celebratory lunch, a traditional dragon dance was performed in the Sunken Garden. Professional lion dancers and martial artists from Washington, D.C., were on hand to lead the parade while William & Mary students participated with a drum performance, a Yangge dance performance, a Tibetan dance performance and a Uygur dance performance. Three students also engaged in a martial arts display, and Emily Wilcox, a visiting assistant professor of Chinese Studies, performed sword choreography. The events were a culmination of a Chinese Cultural Semester organized by the WMCI.
"We are living in a fast changing world and it's important to understand each others cultures together, and language is key to the understanding of cultures," said Liu Chuansheng, Chairperson of University Council for Beijing Normal University. "I believe the WMCI is creating a bridge between our two universities, which will lead to mutual understanding between our two cultures."
On Tuesday, April 17, the WMCI will host its first official event, the Faculty Forum on Confucian Classics. Participating in the forum will be W&M faculty members T.J. Cheng, Eric Han, Yanfang Tang, Emily Wilcox, Tomoko Connolly and Xin Wu, as well as eminent scholars from BNU, including Professors Wangeng Zheng, Zhen Kang and Zhen Han. Participants will present their research and perspectives on Chinese classics such as the Book of Changes and works by authors such as Confucius and Sun Zi, also known as Sun Tzu.
"The William & Mary Confucius Institute builds directly on our remarkable strengths in the study of Chinese language, culture, history and society here on campus," said Stephen E. Hanson, vice provost for international affairs and director of the Reves Center. "The generous support of our Chinese partners will propel us to an even higher level of visibility and prominence in Chinese and East Asian Studies in the years ahead."
Fang Maotian, Minister Counsellor for Education Affairs, Embassy of the People's Republic of China, summed up the day in his remarks during lunch.
"Education is one of the core elements in the China and U.S. people to people communication framework," said Fang. "Young students are our future. Through the Confucius Institute we hope that the students at the College will learn Chinese language, be exposed to our rich culture and develop a cross-cultural communication capacity."
W&M-BNU Faculty Forum to focus on Confucian Classics
New Confucius Institute Expands W&M's Global Reach
Braiding the strands of cultures: W&M launches new program
W&M News Video
Diversity news videos. More...


text:
Rapid City – miasto w Stanach Zjednoczonych, w południowo-zachodniej części stanu Dakota Południowa, siedziba administracyjna hrabstwa Pennington. Według spisu w 2020 roku liczy 74,7 tys. mieszkańców. Miasto jest znane jako brama do Gór Czarnych oraz gwiazda zachodu. Miasto podzielone jest od północy na południe niewielkim grzbietem górskim, rozdzialającym miasto na dwie części, wschodnią i zachodnią.

Gospodarka Rapid City opiera się głównie na bankowości, budownictwie, rolnictwie i turystyce. Miasto posiada własny dziennik o nazwie Rapid City Journal.

W mieście działa klub hokeja na lodzie Rapid City Rush.

Ludzie urodzeni w Rapid City
 Lawrence Lessig (ur. 1961) – profesor nauk prawnych
 Becky Hammon (ur. 1977) – koszykarka, medalistka olimpijska
 Tomi Lahren (ur. 1992) – konserwatywna komentatorka polityczna

Przypisy

Linki zewnętrzne
 Oficjalna strona internetowa miasta Rapid City w Dakocie Pd.

Miasta w stanie Dakota Południowa
Siedziby hrabstw w stanie Dakota Południowa
Rapid City (Dakota Południowa)

redpajama_set_name: RedPajamaWikipedia


"Donwload Song / Music / Video Jisko Dua Me Manga Mp3 file type:mp3. Download gratis lagu Jisko Dua Me Manga Mp3 hanya di WOMUSIC. This Video / Music / Song is only for review, you can buy this song on iTunes. "
320 kbps ~ ~ Fs creations.
"This song Jisko Dua Me Manga Mp3 mp3 is for review only with Low Quality, if you like you can buy original official tape or official CD (Jisko Dua Me Manga Mp3 you can buy on store or download legally in Official ITunes for HD Quality."


Welcome to the story of Little Red Riding-Hood.
The wolf ate Little Red Riding-Hood's Grandmother. It is time to revenge!
#To bring down the escaping wolf by freely using knife, shotgun, and machine gun.
- Collect the dropped blood from the wolf when the strike is successful.
Like some other famous game like Temple Run or Into the Dead, it is an easy game in which the main character is controlled and avoids the obstacle. Control Little Red Riding-Hood like a racing game, and hit the wolf constantly to relieve stress.


This week passed quickly-I had no students to teach, so no reason to go into work, and therefore spent my week doing freelance things-finishing up a big project, looking for more work, pitching some ideas to different places and also, continuing the job search for steady work come the fall (or earlier if someone's offering, know what i mean?). We saw The Avengers on Wednesday and it was as awesome and mindless as expected. It rained some. It didn't rain some. Oh, and we saw a giant bunny on a leash last weekend. Reminded me of my little bun bun and how she never EVER was down with tolerating the leash I bought for her. Alas. This bunny looked super chill and completely content with his/her lot in life though. Lucky bunny.
That bunny was a goddamn champ.


Visibility of your resources is about knowing at all times who is doing what. As we mentioned in our last blog entry, tracking time in R&D is really tracking people's time and tracking project time. In an R&D-intensive environment, that means seeing what's going on both across departments and among active projects in your portfolio. But measurement goes one step further than who and what: you have to gauge how much. Effort to projects is where you begin to create records and, from those records, patterns that you can leverage to recognize your strengths, weaknesses, opportunities and threats.
This is tried and true, but let's look at it within the context of an R&D environment: So you have measures, and the patterns (or variances) begin to emerge. These patterns—who is working on each portfolio project, whether the priority projects are well staffed or not—allow managers to mobilize resources—talent and money—in ways that maximize utilization and (if the science delivers) the return on the R&D investment. But managing talent can be like herding cats—scientists are fiercely autonomous, and don't like to feel watched, so you want to make sure the user interface is as second-nature to them as possible, ensuring you get as much accurate effort measurement as you can.
Alignment is the biggest challenge—and leverage—of a business manager. If nobody is feeling watched, but the measurements are coming through in real time, team alignment will follow as a matter of course. The numbers tracked in time provide the substance, the patterns tell the story: is your brainpower where your strategic priorities are? Share the story across the organization, and your R&D talent will collaborate to meet your portfolio's strategic objectives. And collaboration will deliver value out of proportion with the measures you took to begin with when tracking time.
Finally, either a business executive, an investor, the stock market or a third-party funder—such as a partner seeking a new product pipeline, a foundation seeking answers for its dearest causes, a government grant, or whichever other sources figure in the business model—need accountability of performance to sustain financial inflows. The buck stops here, where growth brings further opportunities for growth.
In our third and final blog entry on tracking time we will look at the practical aspects of tracking time in an R&D-intensive environment.


Clinton, Montana > Business Industries: Yellow Pages Directory Inc.
Below is a list of the types of businesses in the City of Clinton for which we have listings. If you do not see your industry within the list below, adding your business will automatically create it.
Don't see your category here? Adding your business in Clinton will create it!
The town of Clinton is located in the County of Missoula and it is also a part of the MMSA. Clinton has a total area of about 5 sq. kms. It is located at a height of about 3470 ft. from the ground level. Agriculture and education are some of the pincipal economic activities of the region. Most of the local residents are white in their racial origin.
For continually updated facts on Clinton use: the Clinton Wikipedia page.
To get a feel for Clinton's cost of living view: single family homes on Zillow.


text:
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polymer_app_layout_template

polymer_app_layout.behaviors

MidiAccess

disconnectEvent

disconnectEvent

polymer_app_layout_template

polymer_app_layout.behaviors

MidiAccess

disconnectEvent

constant
 disconnectEvent

polymer_app_layout_template

polymer_app_layout.behaviors

MidiAccess

Constants

connectEvent

disconnectEvent

Properties

inputs

on

onConnect

onDisconnect

outputs

sysexEnabled

Methods

addEventListener

dispatchEvent

removeEventListener

              EventStreamProvider<MidiConnectionEvent>
              disconnectEvent              =
              const EventStreamProvider<MidiConnectionEvent><MidiConnectionEvent>('disconnect')

Static factory designed to expose disconnect events to event
handlers that are not necessarily instances of MidiAccess.

See EventStreamProvider for usage information.

                  polymer_app_layout_template 0.1.0 api docs

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                  cc license

redpajama_set_name: RedPajamaGithub


text:
Why are spinetail Devil Rays endangered?
Are Devil Rays endangered?
Why are rays endangered?
Can Devil Rays hurt you?
Is there a devil ray?
Why are devil fish called devil fish?
Can devil rays fly?
Are manta rays still alive?
Why are pandas in danger of becoming extinct?
Why is the panda habitat dwindling so much?
How did poaching of pandas lead to its decline?
How does the giant panda help the community?
Threats and Impacts: The greatest threat to sicklefin and spinetail devil rays is unmonitored and unregulated directed and bycatch fisheries that are increasingly driven by the rising international trade demand for their gill plates, which are used in an Asian health tonic purported to treat a wide variety of …
Endangered (Population decreasing)
Devil fish/Conservation status
As with sharks, rays are increasingly becoming vulnerable because of commercial and recreational fishing pressures, the impact of non-ray fisheries on the seabed and ray prey species, and other habitat alterations such as damage and loss from coastal development and marine pollution.
They are even harmless and can't hurt any diver or swimmer. They are usually very curious and swim around the divers. They can sometimes even jump out of the water to get rid off their parasites!
The giant devil ray (Mobula mobular) is a large marine vertebrate and can reach up to 5.2 m in disc width (DW), although specimens of about 3 m DW are most common. This large epipelagic batoid fish inhabits the entire Mediterranean Sea and possibly the adjacent Atlantic waters.
The devil fish species get their name because of the fins called cephalic fins on their mouths which look like the devil's horns. These large rays live in ocean water habitats.
These marine animals, which are often referred to as devil rays because their heads have two horn-like points, can soar through the air for up to a few seconds at a time before belly-flopping back to their watery home.
Mantas are found in warm temperate, subtropical and tropical waters. Both species are pelagic; M. birostris migrates across open oceans, singly or in groups, while M….Manta ray.
Manta ray Temporal range: 23–0 Ma PreꞒ Ꞓ O S D C P T J K Pg N Early Miocene to present
Vulnerable (IUCN 3.1)
Conservation efforts are one of the goals of Environmentbuddy. Unfortunately, these endangered pandas are also facing the very real possibility of becoming extinct. The pandas are considered vulnerable to extinction by the IUCN. Here we will highlight the reasons why Pandas are endangered in today's world.
However, the natural panda habitat is dwindling more and more every year, due to logging, human encroachment, road construction, and agriculture. With all of these factors, the panda habitat is being divided into tiny sections, which is a process known as fragmentation.
In addition to slow reproduction and loss of habitat, panda poaching has also lead to the species decline. Poachers are always after exotic and rare animals. Elephant tusks, lions, and many other including the panda. They target the panda for its fur, as is the case with many other animals.
Visitors who come to the reserves are educated about the conservation efforts, and locals in the area also learn about how the giant panda's tourism draw can benefit the community. The relationship has proven to be symbiotic all around.
Why are spinetail Devil Rays endangered? Threats and Impacts: The greatest threat to sicklefin and spinetail devil rays is unmonitored and unregulated directed and bycatch fisheries that are increasingly driven by the rising international trade demand for their gill plates, which are used in an Asian health tonic purported to treat a wide variety of…
What county is Conwy Under?
Can you quilt on a Brother sewing machine?