Teaching Theology in the African context presents unique challenges. In general, living conditions in South Africa did not improve much since the first democratic elections were held in 1994. Students have to cope with extreme living conditions whilst also focusing on their distance learning activities. Reflexive research that started in 2010 showed that opportunities could be created to make a greater impact on the students' lives through innovative and interactive study material and teaching methods. The second year course 'World Christianity and ecumenism' provided ample opportunity to be used in an experiment to interact with students during the course of the semester in such a way that they could be challenged to act as change agents in their congregations and communities. By helping students to practise the values and skills learned and to transfer the knowledge gained from the course, they could be motivated to see themselves not only as learners, but also as teachers and educators. This motivated students to take greater responsibility for their own learning and also help to create a more favourable learning environment for others by acting as educators and leaders in their respective communities. By advocating, planning and implementing actions to promote positive change, students could become actively involved in ecumenical activities, upliftment projects and environmental awareness programmes. The positive impact of this study could be expanded into the wider B.Th. programme at University of South Africa through the current process of re-curriculating.
Change is a metaphor for life and it seems to become more and more so in the global, digital, post-modern world we are living in.
Nearly 20 years after the first democratic government came into power in South Africa, the country is still unstable due to ongoing changes, adjustments and transformation processes on political, economical and social levels, aiming to bring better living conditions and fair opportunities to all South Africans. However, South Africans in general are upset about the (unnecessary) suffering caused by crime, corruption, unstable growth, inadequate infrastructure, unemployment, substandard education, marginalisation, and the ever deteriorating public health system (Leader. co.za 2011). 'Like in the 1980s, the poor are still angry and the government is still out of touch' (Makhanya 2012).
Although political change came to South Africa in 1994, it seems as if the political affirmation did not have a measurable positive influence on the day-to-day lives of the majority of the people living in the country. This is confirmed by the position of the country on some annual index lists. It seems as if South Africa tends to make it high only on negative index lists, whilst the scores on positive indexes are low and deteriorating. Our country ranked number 123 (medium low) on the Human Development Report of the United Nations in 2011 (United Nations Development Programme [UNDP] 2011), and number 128 (low and declining) on the environmental development index of 2011 (Yale & Colombia Universities 2012).
South Africa ranks amongst the top 10 countries in the world regarding murder and the total number of crimes committed (United Nations Office on Drugs and Crime [UNODC] 2012). The country is also listed as one of the 10 most dangerous countries in the world (Hardy 2012). The number of recorded road deaths proportional to the country's population is close to the highest in the world (Scherer 2013). South Africa has the highest number of people living with HIV in the world (KFF 2012:1). Students have to cope with these issues on a day-to-day basis whilst also focusing on shaping their future through education. South Africa also suffers ongoing high-level skills shortages, which inhibit development and growth, and educators have a moral obligation to try to stop the revolving door syndrome (Subotzky & Prinsloo 2011:177).
All of this is in stark contrast to the fact that nearly 80% (Statistics South Africa 2004) of the population claim to be Christians, who are supposed to adhere to such high values, morals and standards that their behaviour is supposed to have a measurable, positive and stabilising influence on the society in general. Christian behaviour has managed, for more than 2000 years, to change the world (cf. Hill 2005; Schmidt 2004) - sometimes for the better (sanctification of human life, morality and health care), but often also for worse (religious wars and intolerance). The gap between the general belief system and day-to-day actions of the South African population is currently widening, and it is signalling an urgent warning to the education structures of the country in general, and more specifically to the Christian educators.
In the higher education environment, there is a general need to identify and address challenges and opportunities that arise through change. Society needs active and responsible citizens who are able to live in a world that is constantly changing - socially, economically, politically and educationally (Johnston et al. 2011:8). Curriculum designers and lecturers in theology at University of South Africa (Unisa) are committed to facilitate education that will help to address the abovementioned problems. The aim is to train students to become responsible and active citizens (Oyler 2012:8), with a sound moral vision (Oyler ibid:70) and who are actively involved in community upliftment projects and actions.
In line with Unisa's policy on student-centredness, curriculum designers in theology have the opportunity to both improve the quality of the study material, as well as make a positive impact on the lives of the students. Lecturers embrace the opportunity to educate students, not only to pursue diplomas and degrees, but also to become constructive change agents in their respective communities. A change agent is someone whose presence and/or thought processes cause an alteration from the traditional or conventional way of handling of a problem or thinking about an issue. By integrating faith and religious experiences with education, students are motivated to not only pursue knowledge gain, but also to instigate positive change through their studies (Cafferky 2012:5). Christian leaders should be able to reach out to and facilitate change for the poor, the marginalised, the victimised and the isolated communities that are in desperate need of help and betterment, but whom the government is seemingly unable to help (cf. Jackson 2007).
• Acknowledgement that the world (and South Africa in particular) has serious problems.
• Understanding that these problems have roots.
• Analysing some of the current problems and its courses.
• Joining others to create possible solutions.
Students need to learn how to reflect critically on their place in society and to practice skills and abilities that underlie good citizenship (UNESCO 1997:24). Social change only happens when people take it upon themselves to get involved and make a difference (eds. Astin & Astin 2000:iv).
Apart from the political, economical and social problems that South Africans face, teaching theology in an African context presents its own unique challenges. Teaching at a distance also provides the opportunity to bring knowledge and change to the lives of people living in remote or isolated places and communities.
Both government and employer policy statements on higher education are increasingly focused on the development of skills amongst graduates that will equip them for careers in a globalised and post-industrial environment (Johnston et al. 2011:97). What is needed is a world-class higher education system that creates new knowledge, contributes to economic prosperity and global competitiveness, and empowers citizens (Johnston et al. ibid:98).
Most students are under-prepared for higher education as a consequence of the predominately substandard schooling system (Subotzky & Prinsloo 2011:177). This is worsened by the students' disadvantaged backgrounds and socioeconomic challenges (Subotzky & Prinsloo ibid). Most students also find it difficult to change from face-to-face teaching (at school level) to distance education. The majority of lecturers also come from a background (school and university) of face-to-face education. Although this is not really part of the focus of the research, the different learning theories also have an influence on the difficulty students experience in the process of adapting to higher education (the change from focus on behaviourism and cognitivism to cognitivism and constructivism - Ertmar & Newby 1993).
There seems to be consensus amongst academics that theological education finds itself in a crisis (Banks 1999:1-13; Cannell 2006:35-43; Kelsey 1993; Stackhouse 1988:135). This crisis has a long history as it started already in the last quarter of the previous century. One of the problems listed by Cannell (ibid:36) states that theory and practice are in continuous tension and education is not sufficiently concerned with learning. There are also other, more practical problems that these students have to cope with. Due to low student numbers, theology students have to cope without the help of tutors (supplied by the university in courses with large student numbers). The only contact most students have with their lecturers is the general tutorial letters and personal feedback on their assignments.
These problems can partly be addressed by focusing on and reworking the curriculum. Oyler (2012:1) says that the curriculum should be the place where students can encounter the world, its histories and people, analyse current conditions and prepare to act in moral and responsible ways. Students need to understand the ideas well enough to explain it to others, but they should also be able to represent it in a new or different way and connect it to their own lives. Therefore the curriculum has to provide opportunities to practice and not only force students to recall concepts learned in an abstract form (Colby et al. 2003:138).
Students are motivated to control their own mindsets and to develop a line of sight (cf. Taylor 2009) on specific issues that influence their lives (such as social and environmental issues and ecumenism). They are encouraged to see themselves as both learners and teachers who take responsibility for their own learning and are also encouraged to help create a more favourable learning environment for others (eds. Astin & Astin 2000:19).
The goal is to improve the content of the study material and the quality of the learning experience for students, and to have an impact on the lives of students in such a way that they become positive change agents. This can serve as an example that can be incorporated into other theology courses at Unisa, as well as an example for theological teaching at other South African universities.
Not all changes could be implemented into the curriculum at once. Full online teaching at an undergraduate level is still to be phased in. Therefore, the study and research done should not be seen as complete or comprehensive, but rather as an ongoing process that provides opportunity for improvement and alteration towards a module that will satisfied the needs of all stakeholders, including government, academics, students and the communities of a developing country.
The research question: is it possible to teach undergraduate theology students in the distance learning environment to become effective change agents?
The aim of the study was to test if it is possible to achieve change in students' attitudes and behaviour through the creative use of the R2D2 model, enthusiastic, engaged guiding by the lecturer, and stimulating course content. Is it possible to do more than just provide academic knowledge and content through a semester-long theology course?
Illuminative evaluation, developed by Parlett and Hamilton (1972), is used for the evaluation of educational programs. It recognises that students respond to the total learning milieu and not to its individual components or the presented content and tasks. Data was collected through a variety of methods, such as observations, interviews, questionnaires, as well as documentary and background sources. This method of research focuses on the actual learning situation (eds. Parlett & Dearden 1977). Different techniques are combined to shed light on a common problem (Parlett & Hamilton ibid:18). The process is conducted in three overlapping stages of observation, inquiring and seeking explanations (eds. Parlett & Dearden ibid:17). At the start of the course, students were informed that the course was restructured and that obtrusive observation (observations done with the prior knowledge of the participants) would be done to assess the success of the R2D2 teaching and learning model (see Figure 1) in changing students' attitudes and behaviour. Students were also asked to complete questionnaires on their learning experience. The questionnaire was constructed and approved in accordance with the Unisa policy on research ethics and it was included with the course material that was sent to all enrolled students for this course. This activity was done anonymously and voluntary. It provided firsthand information from the students - our key stakeholders. A semi-structured approach ensured that students were able to provide feedback by disclosing what they want to, in their own way. Data was also collected from compulsory and voluntary assignment submissions, as well as voluntary written reports that were sent to the lector. Members of the B.Th. task team, with the help of staff from the Department of Information and Strategic Analysis, analysed the information, categorised the findings and compiled a comprehensive summary in the form of a report with the intention to be used for further curriculum development and course revision.
The R2D2 model was originally developed as a tool to 'integrate various learning activities with appropriate technologies for effective online learning' (Bonk & Zhang 2006:250). It is also useful for distance education (which could be online as well). The R2D2 model was chosen because of its ability to address the diverse needs of more than one stakeholder.
Firstly, this model is intended as a problem-solving wheel that represents the phases of learning (Kolb 1984) and that can guide all types of students (McCarthy 1987), as well as the four types of learning styles (Fleming & Mills 1992; Kolb ibid) through the process, from reading and exploring (gaining knowledge) to reflexive writing (interacting), visualisation and attempts to try out the things learned (practical implementation; Bonk 2010:20).
Secondly, it is also a tool that helps instructors to focus on the diverse needs of learners and the large range of opportunities that can be explored to present material and get students to perform tasks, and even to evaluate progress and outcomes.
Thirdly, the model can be used by academics to reflect on their teaching practices (Bonk 2010:20).
The phases shown in the diagram of the R2D2 model (Figure 1) do not need to follow one after the other. Normally they overlap and spark back and forward referrals, interaction and multi-tasking.
More than 10 years ago, the discipline of Church History decided that the study material that would be prescribed for students must be comprehensive and wide-ranging. Students should not be burdened with the problems of having to buy expensive books that they would probably not use again, or that are difficult to get hold of, or that need to be requested from libraries, often with limited resources. Therefore, the study guides are written in such a way that all the material the student needs to be able to successfully complete and pass the module is included. However, in the technological world we live it, it is important that students must be aware that there is a world of knowledge available to them outside the confinements of the study guides, should they be interested to explore the topics further. Therefore, the study guide contains lists of resources for enrichment. Students are encouraged to read as widely as possible, to explore the internet with the help of keywords, to use the wide range of information supplied by libraries, and to search through open access sources.
Exploring is not limited to reading and accumulating knowledge from a wide variety of sources. Students are required to interact with the knowledge they are gaining by participating in discussions, debating issues, juxta-positioning opinions, connecting dots and lines, comparing or contrasting different viewpoints or methods, and even turning information into something new or different, for example, converting information given in text format into graphs or charts (Bonk 2010:21). All of this is done by using the learning management system (MyUnisa) and through the submission of compulsory assignments. Although the students were in general aware of social problems, a number of them were surprised to find environmental issues in the course content.
The study guide is used as a workbook in which students are asked to reflect on important issues. Students are asked to reflect on cases and scenarios that are linked to the study material. Students need to become aware of and interact with the fact that the Christian religion really changed the world during the past two millennia, and that our faith is suppose to empower us to make a difference in the world. This phase is used to help the students to realise that this course does not only entail academic and abstract activity, but also a positive attitude and their active participation.
The course questionnaires stimulated reflection. The questionnaires helped to identify perceptions, opinions and beliefs, but it also succeeded in disclosing to some of the students that what they think and what they actually do are not always in line with each other. The line of sight (cf. Taylor 2009) is often not clear and open.
Although lecturers provide extensive guidelines and feedback within the study guides to help and direct the line of thought by the students, there are numerous ways that this activity can be expanded and put into use for the benefit of the students in the online environment. Blogging seems to be a natural way for students to reflect on the readings and the discoveries they make. Students can be instructed to follow the blogs of experts, or to listen to or read keynote speeches from conferences to enable them to gain a wider perspective on the key issues at stake. Discussion forums and annotated reviews can also be used with great success to stimulate this process. Feedback from fellow students, lecturers and even visiting experts are great stimulators and facilitate understanding and deep learning.
With the help of technology, it became easy to include graphical content to enhance the impact of study material. Keeping in mind that the younger generations are used to learning through visible media, this is a powerful teaching resource. Part of the prescribed material focuses on Christianity and the environment. Using technology, it is possible to present real-life proof to sustain facts and information contained in the study guides. Displaying does not only include video material and pictures, but also timelines, flow charts, diagrams and other graphical sources. Student activities could include creating mind maps, photo collages and posters (all of which can be done either electronically or in hard copy). Students had to display their ability to put the knowledge gained through the course into use by identifying a problem that has an ecumenical dimension in their communities. A written assignment was done on how the problem was identified and a proposal on how it could be addressed by activating ecumenical networks and action groups in the community. This was done towards the end of the course and changing attitudes were starting to become visible through the submitted work.
For lecturers at a distance education institution, this aspect is often challenging. It is not easy to ensure that students can practice what they learned through traditional assessment methods, such as written assignments, tests and exams. During the course of the semester, students are encouraged to participate in practising their knowledge and skills. Within the study guide, scenarios are given as tasks for the students to complete. Full feedback is provided in order to guide the students on the correct procedures, ethical issues involved and actions that are needed to successfully deal with these issues. Small projects are used to stimulate the practice of skills and test the ability to use knowledge and insight. These assignment projects help students to gain experience, confidence and skills. Examples of tasks given are observations, interviews, group discussions, questionnaires, project proposals and report writing. Students' competencies can also be assessed through controlled environment real-world scenarios and problem-solving through online simulations, as well as by allowing students to demonstrate their knowledge and skills though the creation and reworking of knowledge by composing their own books or stories, creating wikis or glossaries, or contribute to existing research projects. Although these tasks and assignments were not compulsory and students were not asked to submit any of it to the lecturer, a surprising number of reports on the work done were sent to the lecturer or posted on MyUnisa.
The outer circle of the diagram that explains the R2D2 model was used to focus on the academic side and content of the course. The study guide was developed to include all these elements and to encourage students to participate in all four stages to ensure that they acquire the knowledge and skills needed to have a positive learning experience and to be able to pass the course. Assessment was done through both formative assignments and summative exams in accordance with university policies. Since the course content was reworked in this way (combined with engaged teaching) an average pass rate of 75% was recorded - where the course pass rate was 66% previously.
Reworking the module to be more student-centred and supplying additional resources, feedback, interaction and guidelines, had a positive influence on the throughput rate for this course: dropout rates declined and interest in the subject already resulted in one student enrolling for postgraduate studies.
The inner circle of the R2D2 diagram was used to focus on the lives and actions of the students. All students contributed with regard to their experiences through submission of assignments. Additionally, questionnaires, assignments and reports were used to test the students' ability to link the issues that were identified and addressed in the study guide with real life situations and problems that students are facing within the communities where they live. Students were encouraged to identify social, religious and environmental problems in their communities. After reflecting on it and consulting with other stakeholders, possible solutions were identified and students were asked to report on the results of their proposals, actions, and projects, as well as the impact of their transfer of knowledge to other people. This part of the course (the feedback) was not compulsory and did not contribute to the final marks. Therefore, the response was low and not all students participated. It could be that only students who had something positive to report participated in the feedback process. It should also be kept in mind that theology students, in general, are involved in upliftment projects instigated or run by their congregations. However, a deliberate attempt to change attitudes and perceptions regarding issues that theological students normally do not engage in, such as environmental issues and the lack of ecumenism in our country, are included in the course and students are encouraged to also take a fresh look at these problems. A total of 30.77% of students contributed through questionnaires and reports.
The majority of students (75%) found the R2D2 model of teaching the study material stimulating. Not only did they find the teaching method different in comparison with other Unisa courses, 85% claimed that they did not only gain knowledge and skills from taking this course, but also experienced a change in their personal perspectives and their attitudes towards the issues that were on the table (ecumenism and social and environmental issues). Students reflected on the change in their personal lives regarding their values, attitude, and behaviour. All students reported that they engaged with other people regarding these topics and that they (the students) were involved in a process of educating these people on these subjects. Again, the students' affiliation with churches and congregations helped to provide opportunities to reach out to other people and to put these issues on the table for discussion and action. Six months after they completed the course, 75% of the former students were still committed to activate and enhance positive change projects and actions within their communities and environment.
• and home-based care for terminally ill patients.
Ecumenical projects did not increase significantly. Only 2% of the students reported that they were involved in an ongoing ecumenical project and 6% stated that new ecumenical projects were in the initiating stages. This is surprising as one of the major focus points of the course is on understanding and implementing ecumenism in our diverse religious society. It seems as if the students understand the principle that underlines ecumenism, but that it is difficult to put this into practice in the real world where denominational lines and traditional tagging of others are still in place.
Although a huge portion of the study material focused on the care for and responsibility towards the environment, only a small percentage of the students reported on environmental projects or initiatives. Less than 10% of the students reported any change in their perceptions regarding this matter and only 2% said that they were actively involved in environmental projects, which leads us to conclude that the human need is either much greater at the moment, or that the importance of environmental issues has not been communicated sufficiently - neither through the course material nor the media in general.
Although nearly two decades have passed since the first democratic elections were held in South Africa, the country is still unstable and in desperate need of change for the better. With nearly 80% of the population claiming to be Christians, Christian educators should take up the challenge to provide education and training that produce change agents who are able to influence their societies and make a positive impact on the environment, which is in line with the Christian tradition of changing the world.
Theological education at Unisa is undergoing a process of re-curriculation. Although not fully online in the undergraduate modules yet, work towards this is going forward in leaps and bounds. One of the second year modules, 'World Christianity and ecumenism', was used as a pilot model to test if students could be helped to become positive, active agents of change in their communities. By practising the values and skills promoted in the course, students were motivated to see themselves as both learners and teachers. They were urged to take greater responsibility for their own learning and personal development. They were also advised to transfer the knowledge and skills acquired through the course to others in their communities and congregations. They were encouraged to practise the knowledge gained regarding world Christianity and ecumenism in their own communities by participating in or instigating ecumenical activities and actions.
The overall results provide interesting and diverse conclusions that urge for ongoing investigation and research. It seems as if the human needs overshadow environmental and ecumenical issues. Further study could determine whether this is the case or if these issues are simply not emphasised enough through campaigns, the media and study material to alert students to the fact that caring for the environment and unity in the church are important issues that all Christians should focus on.
Overall, the study produced positive results. The feedback from students confirmed that the creative use of the R2D2 model in combination with engaged teaching and constructive use of online tools, as well as stimulating course content could indeed succeed in changing some attitudes and behaviour. Students were encouraged to see themselves as both learners and teachers who reflect critically on their place in society and the role they could play in constructing change and transferring knowledge and skills to others. Engagement in a number of upliftment actions, as well as a few ecumenical cooperation initiatives were recorded.
It seems as if the changed curriculum and teaching and learning model implemented in this module created positive outcomes that can be used to build on and that can be expanded on in the near future. It seems as if the existing gap between the Christian belief system and day-to-day practices can be addressed within an academic environment through a curriculum that is focused on positive outcomes and change. Students in theology can become positive agents of change by which whole communities can be reached through the transfer and application of knowledge and skills.
Academic qualifications should be more than just a piece of paper to show that the student gained sufficient knowledge. It should also convey the graduate's competency and skills to use this knowledge to the advancement of other people and to activate positive change in local communities.


text:
Making concrete progress
von | Jan 20, 2010
Owing to technical shortcomings, the building Max Bächer designed on Stuttgart's Königstrasse, erected in 1974 and boasting an almost sculpturally staggered façade, has been given a new skin. The renovation was planned and coordinated by the architects Lederer, Ragnarsdottir and Oei. The old façade made of eloxy aluminum has been replaced by a self-supporting façade made of white concrete. What were once large open entrance areas and open-plan offices, for which tenants could no longer be found, have been transformed into smaller office spaces.
In terms of spatial configuration, the new building engages with the office/commercial block designed by Paul Stohrer in the 1950s. The new cube-shaped edifice, and it overcomes a shortfall of 3.60 meetings between the edge of the site and Schmale Straße, takes its cue from the existing urban context: As an office/commercial property, the "Weißes Haus" has a distinctly urban feel to it, sets clear lines and strengthens the urban design at the entrance to Königstraße.
The outer façade as the key design element features columns that are up to 12m high and have a cross section of 40x40 cm. The ingenious Vario 2000 formwork system for columns provided by NOE really came into their own here, with 12 sets of formwork being used in total. The shuttering proper could only be used 3-4 times, as the fair-face concrete had to be of a premium quality in the long run.
An especial challenge was the entrance area on the corner of Schmale Straße, as here the façade makes a very pronounced curve and the entrance boasts a bulge. Here, again, the NOE formwork system proved its worth, enabling special crafts formwork with a radius as small as 110.0cm.
The surface of the concrete was not treated further after removal of the formwork, meaning that the fair-face façade truly reflects the shuttering that had been impressed on it. The concrete itself consists of a Dyckerhoff AG product, a company which architects tend to prefer when it comes to high-grade and long-serving fair-faced concrete surfaces. Dyckerhoff Weiss FACE was used for "Weißes Haus", with titanium oxide added to prevent any rapid weathering or soling of the facade. Given the high white component in Dyckerhoff Weiss FACE more or less any type of façade can be created using it, ranging from white through to gloss colored concrete finishes.
www.noe.de
www.dyckerhoff-weiss.de
www.lederer-ragnarsdottir-oei.de
The "White House" of Stuttgart, Germany | All photos © NOE-Schaltechnik, Süssen, Germany

redpajama_set_name: RedPajamaCommonCrawl


this forum is turning into a food forum. anyways, i started work today, so i have the strong urge to start new expensive hobbies. cheese will be my first.
i picked up some 'bergader' today. german blue. according to cheese.com, the pate (i'm guessing the unveined/mouldy part) is soft and uncooked, with large blue veins. it has a strong and piquant taste. i'm just letting it warm up before i eat it.
Maybe now would be a good time to ask this: back when I used to take French, our professor brought in some triple-creme cheese (something like that) that's a popular breakfast cheese. Know what it is?
as far as i know that is just extremely high fat cheese - 75% or so.
there are a lot of triple cream cheeses though, so i can't pinpoint which one.
Okay, that's what I figured, nestor. Thanks, though.
went to the specialty cheese store today.
You should try brunost (brown cheese, http://en.wikipedia.org/wiki/Brunost ), although it's not really a cheese. Quite good with strawberry jam.
Sounds fantastic. Hopefully there are enough Scandinavian/interested people in Canada to warrant the import of this stuff! I'll look around.
we ordered a cheese plate. it was actually so divine. spanish and portuguese cheeses, raw goat, goat, cow blue... list goes on and on.
cheese i've had this week: danish blue, double gloucester, wensleydale, mature stilton.
cheese is the greatest of all foods.
and breakfast is the greatest of all meals.
i prefer hard cheeses, but any cheese is great. what sort of aromas does it have?
Okra? Because okra is amazing.
i doubt monks make okra.
why is american (processed) cheese so foul when consumed without heat?
put it in a grilled cheese sandwich or on a burger and it isn't that bad though (i prefer more flavorful cheese, like a blue, on my burgers).
It's great on sammiches! Cold! You just don't get it.
you should try to find this sarvecchio parmesan from sartori cheese. it's very sweet and delicious and probably my favorite parmesan.
also good for simple stuff like cheese & crackers is crowley cheese from vermont.
Cool. What did you have it with?
brunost tastes like ritz cheese filling.


Beautiful Acacia Timber Chopping Board. Perfect wedding, birthday or house warming gift..
Add your chosen initials or names in the Engraving Details section when checking out. We always send a proof prior to production, to make sure you are happy with your positioning and text.


Jar Pop, the "world's easiest jar opener" eliminates twisting and grapping, just a gentle lift pops the vacuum so lids spin free and stay resealable.
Other jar openers give you ways to apply more twisting force to wrestle a jar open. JarPop, however, completely eliminates the need for force and twisting. By popping the vacuum with one gentle lift, JarPop ends the wrestling match before it begins !


If you are unable to commit to the full weekend, but interested in learning about what Colleen offers you can still register for her 2-hour workshop!
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SIMA is very excited to present this unique workshop that will sharpen driving skills and cultivate resilience and strength. IMSA Prototype Series Champion, Dane Cameron will share his race craft expertise in the classroom and on track. Counselor and educator, Colleen Drobot will share information, wisdom and perspective to parents on how to foster resilience in their kids. It's a one of a kind workshop for the whole family. Don't miss out on this amazing opportunity to work with two of the best in their fields.
Are you interested in getting into the sport of karting, but would like to give it a try before purchasing the equipment? This one hour class gives you the opportunity to get a real feel of a race kart. Instructor will provide basic karting information to help you get comfortable and familiar with driving a race kart.
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text:
Capanda é uma vila e company town do município de Cacuso, na província de Malanje, em Angola.

Como uma company town, foi erguida pela Odebrecht Engenharia e Construção, em 1987, para servir como centro residencial dos operários da Central Hidroelétrica de Capanda. É também o centro administrativo do Pólo Agroindustrial de Capanda.

Chegou a ficar sob domínio da UNITA de 1992 a 1994, no decorrer da Guerra Civil Angolana, retornando ao domínio do governo central em 1997. Em 1999 sofreu novos ataques da UNITA, quando os próprios operários expulsaram o grupo, retornando ao controle central em Luanda.

Seu principal acesso é feito pela EN-322, que a liga a oeste ao Dondo, e ao nordeste ao Cacuso. Outra facilidade importante é o Aeroporto de Capanda.

Vilas de Angola

redpajama_set_name: RedPajamaWikipedia


This unique and beautiful home was built with the highest quality and care by craftsman and premier builder Wood and Clay. Architecturally designed to take advantage of the spectacular views with custom windows, sweeping decks and patios. The custom woodworking in the interior is clearly impressive. Built with efficiency in mind, it is a "Green Designated" home. The main level includes a large Great Room with custom windows, beamed ceiling and double sided gas fireplace. There is a waterside sitting room and also a private main level office. The kitchen is a cook's dream with ample working space and storage. The dining room shares the double sided gas fireplace. A second level family room opens to a spacious deck for enjoying the views and picturesque sunsets. It also has a gas fireplace. There is an en-suite bedroom plus a lovely master suite with private deck on the second level. The walkout lower level has a second family room with fireplace and two additional bedrooms. An area designed for a wet bar has been plumbed and is ready to be finished. The large U-shaped dock will accommodate three boats. This special home has a convenient location and is ready for you!
90 Varney Point Road Left (MLS #4696530) is a arts and crafts, walkout lower level single family home located in Gilford, NH. This single family home is 4,216 sqft and on a lot of 17,860 sqft (or 0.41 acres) with 4 bedrooms, 4 baths and is 7 years old. This property was listed on 12/07/2018 and has been priced for sale at $1,995,000.
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Dealshare gets $165Mn in fresh round for its social-commerce grocery platform, turns unicorn
G Suite legacy free edition users will have the option to migrate most of their data at no cost
Published on 29 January 2022, 00:17 Asia/Kolkata
Staff@The Tech Portal
alpha wave global,
dealshare,
dealshare funding,
dealshare india,
tiger global
The year 2022 is already looking like a runaway success for India's maturing startups. While 2021 already churned out record unicorns, 2022 is in its 1st month, and we already have more unicorns than January 2021. Latest addition to that list is Dealshare, the social commerce grocery startup, which has received $165Mn, turning it into a unicorn. The investors are familiar unicorn makers — Tiger global and Alpha Wave Global.
Dragoneer Investments Group, Kora Capital and Unilever Ventures are the new investors in the company. The money comes in just months after Dealshare raised $144 Million. It is an extremely curious case these days, where companies are raising multi-million rounds at record pace and at astoundingly short intervals. The valuations are hence bumping up rather frequently.
The funds raised in this round will be utilized to invest in technology and data science, as well as a ten-fold expansion in its logistics infrastructure and to increase geographic reach. In addition, it will establish a sizable offline store franchise network.
"DealShare is one of the fastest growing e-commerce companies in India," said Vineet Rao, CEO of Dealshare. "Our revenues and customer base have grown 13 times in the last year with improving profitability. With a strong customer base of over 10 million, we have expanded our geographical presence to over 100 cities across 10 states. Our company has created job opportunities for over 5,000 persons across the country."
Just three years old, Dealshare lets middle-income consumers buy daily essentials via its platforms. The difference is that it lets people buy them through a community group model.
DealShare operates over 100 warehouses in the 10 states it operates in and plans to expand its warehousing from 2 million square feet today to 20 million square feet over the next 12 months.


Our rugby shirt is made from 100% soft touch cotton with a cream collar, long sleeves and embroidered with the Timothy Taylor's logo.
Perfect for the rugby-lover, or beer-lover in your life! Or just for yourself, whether you play or whether you just enjoy watching a match!


The best thing anybody's ever said to me about my tattoos is "no one cares." It was a phrase uttered in jest on the heels of my response to being asked why I have Bob Dylan's handwriting permanently etched on my forearm. Indeed, body art does not rank on the basic hierarchy of human need. One never needs a tattoo. The ink you choose will carry the significance you assign to it, and that is all. That is what I love best about the 40 (I had to count) of my own. What I love least: talking about them.
I grew up in Texas going to conservative schools. I don't have a memory of the first time I became enamored with ink. In the dark recesses of my mind, I've mulled over the possibility of a through-line between tattooing and the incessant Southern habit of monogramming everything in one's possession. (Lunch boxes! Backpacks! Bible! All the trappings of my youth were custom-stamped.) The first tattoo I ever wanted was of initials. It raises an eyebrow.
While I am loath to explain the meaning behind most of my own tattoos, I will enthusiastically field any number of questions about the process itself—especially from those looking to go under the gun for the first time. Everything about the art form fascinates me, from taboo cultural norms to needle technique. I love tattoos. Having them changed many things for me. I'm about to expound upon the how and why.
Alternatively, if you've come here simply looking for some unsolicited advice, skip to the bottom of this essay and cruise through my answers to friends' FAQs on all things tattoo related.
I started getting ink back when Instagram-famous tattoo artists were not yet a thing. As such, I found my first artist the old-fashioned way—through word of mouth. My first tattoo was on my rib at the age of 25. It is a Latin abbreviation done in my handwriting because the artist, Tim, said it "lost its charm" in any other font. Thus, I drew my own first tattoo, which is pretty cool, even if it wasn't my idea.
It wasn't until my third or fourth tattoo that I landed on Lantz Huston, the artist who has been tattooing me for nearly a decade since. Social media is a gold mine for putting you in touch directly with any artist in the world. Tattoo artists, fine artists, musicians—anybody. DM and email the ones you love.
When it comes to finding the right shop, I tapped Huston for his thoughts. "You definitely get what you pay for," he tells me. "Do your research and find an artist that has a style you like and or can execute that said style. It pays to take your time in finding the right fit.
"Everyone wants a deal, but there are some things in life worth paying for," he continues. "Tattoos are definitely one of them. You are paying for a permanent piece of art. Don't try to bargain or haggle on the price." Have your artist bid the job, and be sure to take their notes on how the design will hold up over time.
"We don't know everything, but we do know our job," Huston adds. "When we offer advice, it's a good point to listen. We take into consideration a lot of factors, such as longevity, age, and placement." Their house, their rules. Respect.
I often hear friends say they haven't gotten a tattoo because they never landed on a design they could live with "forever." Feed me a couple glasses of wine and I'll happily wax poetic on the beauty of nothingness and impermanence. If you're looking for a Jiminy Cricket to lead you into practical decision-making, I'm not your girl.
I've scheduled sessions with Huston without fully knowing what I want. He laughs when I pop up into the studio to get something we've discussed well in advance only to text him an additional design on the spot.
Tattooing is a physical embodiment that everything we do in life is permanent. I invite you to consider that the poetry fading on your arm may not have as reverberating a consequence as other choices. As best I can tell, the formula for never regretting a tattoo consists of two things: choosing designs that will have legs for you personally (art, family, spiritual guidance) and accepting that of all the things to regret in life, a scar is not one of them.
Multiple people have attempted to deter me from going to the same artist over and over out of a fear of "becoming one person's canvas." I'm a loyalist by nature. My relationship with Huston is a special one in my life. I rotated through at least five artists at the parlor where he used to work before figuring out he was my guy.
When he opened up his own shop, Shoebox Tattoo, I followed him faithfully. He recently told me I am the person he has tattooed the most number of times. I'm fairly certain for the least amount of money, being that a good number of my tattoos could rest comfortably on the surface area of a quarter.
I stole the term "stamp collecting" from a friend's kid. She calls her father's assortment of tattoos "stamps." My tattoos feel like stamps in a passport. Save for my very first one, they have all been larks. I fall in love with a turn of phrase or drawing and decide I wanted to carry it around. I don't like talking about them much because they exist solely for my benefit.
In fact, if they were invisible to everyone but me, I wouldn't mind. My tattoos are totems of things, art, people that meant something at a time. I've never regretted one, even when the times changed.
At the risk of contributing further to the punishing dialogue that surrounds women's body-image issues in modern culture, I will say tattooing was, in no small part, a sort of rebuttal to my own physical hangups. I'll refrain from any self-indulgent, pedantic rants about the modern media or how I've never felt beautiful (stories for another time). I never wanted to subscribe to someone else's idea of beauty. Post-adolescence, I often felt a disconnection from my body that tattooing seemed to mend.
Tattooing is grounding. It made me feel human. The process itself is visceral and meditative. Marking my body morphed it into something precious and uniquely mine. It brought awareness to the fact that I was just a caretaker. I am not my body. Each time I get a tattoo, I hear the words "You will die." Not in an ominous way. It is a commonplace reminder of the transient, temporary nature of this shell. Pain is the touchstone to all progress. The goal of all life is death. We must live accordingly.
When I go home for the holidays, I tend to break out an Audrey Hepburn–level collection of tailored turtlenecks. My mother tells me I look "elegant." I take that remark to mean gloriously ink free! My father, at one point or another, has openly told me he disapproves of all my tattoos, save for a small set of his initials on my wrist, which he calls an "undeserved honor."
I grew up hearing the expression He's got more tattoos than teeth bandied about in Texas—a colloquialism I can only assume was meant as some sort of lowly caste-centric put-down. I can now assert I do have more tattoos than teeth. That fact does not and would not make my mother proud, but, alas, my mother is a generous woman. The long and short of it is that my parents aren't fans of tattooing. They worried visible ink would limit me in certain ways. In their day, it might have.
Socially, I don't want to be a part of any club that wouldn't have someone with tattoos as a member. That precludes certain polite society circles, maybe. (Have I been called "tacky" to my face by girls in North Carolina? Yup!) I'm deeply okay with that. Have my tattoos ever negatively impacted my career? No.
We live under the exciting umbrella of a post–Angelina Jolie world. All those pesky conventional feminine norms of yore are being taken apart brick by brick by each and every woman who redirects the narrative of female aspirational goals away from superficial beauty standards and into more serious terrain. Talk to me about consciousness and humanitarian efforts. Tattoos? No one cares.
I'd still self-identify as shy. Sitting alone reading a book with tattoos and a leather jacket is an entirely separate experience from being a bookworm in high school. Quiet and introspective with tattoos reads as "aloof" or "tough" or "cool." I've never played anything cool in my life. I still get a kick out of anyone who sees my arms and thinks I'm a badass. I don't know of any biker gangs with Egon Schiele line drawings skirted about their biceps. Then again, I'd love to meet one.
My father was very ill years ago when he held onto my wrist, stared at his initials etched permanently into my bones, and said, "That's real love. I still can't believe you did that. That's real. Real love."
Some people don't need a scar to tell them that. If you think you might want one, go see my friend Lantz Huston. I'll give you his number.
Get your own tattoos. Don't ask me what mine mean. No one cares. That's the best part.
I took the liberty of fielding some frequently asked questions from around the Clique Offices. Here are my responses to the most common lines of inquiries around my personal tattoo experience.
Q: How often will it need to be touched up?
A: Large scale designs will need touch-ups. Aside from the tip, one touch-up session is generally included in the fee. Shading might need evening out (especially with white tattoos). If you're getting a larger design, you'll need to wait for it to fully heal before getting touched up. Most shops will recommend five weeks. Ask your artist what might need to be touched up. They will be able to predict how they think the design might heal. If there's line work over a mole or scar, for example, it could require an extra session.
Q: What body parts are the most painful to tattoo?
A: In my experience, pain threshold is a personal thing. Every Pilates class I've ever taken is more painful than tattooing. The only place that really hurt was my second rib tattoo, which required 50 minutes of shading. It's not always what's next to the bone. One inch off can be a huge difference in pain. I met a girl once who insisted I was a liar and every tattoo was a wildly excruciating experience. It just depends on who you ask.
Huston has tattooed my ribs, my ankle, and the inside of my arms (all allegedly some of the most "painful" spots), and I've straight up fallen asleep in the chair before. I maintain tattoos aren't painful unless you're with an inexperienced artist or under the gun for an extended period of time. (My 50 minutes of straight rib tattooing? Yeah. That hurt.) "Most people work themselves up that it's going to be super painful," says Huston. "The first tattoo is usually way less painful."
A: Keep it wrapped for the first hour; then let it breathe. The first few days, clean it with fragrance-free soap a few times a day and apply balm. I prefer Burt's Bees Res-Q Ointment. Avoid soaking (don't swim or take a long bath) for the first five weeks.
Q: What's a normal price range?
A: Artists charge by the hour, and their fees vary. Most will require a deposit in advance, often half the cost of the session. First-time consultations are generally free. Some shops don't take walk-ins. Personally, I've paid anywhere from $80 to $250 an hour for a single session. If you're getting something small, artists will sometimes cut you a deal, but it's at their discretion. Don't forget to tip!
Q: What if I'm unhappy with the design?
A: It's bad business to negotiate on the back end. Get your concerns out upfront. If you're worried a design might fade, bleed, etc., talk with your artist ahead of time. Ask them how fine the line work will be. How many needles are they using? Ask them point blank what to do if you aren't happy with the work. It's your body. Now is not the time to be demure. When they place the stencil, live with it for a few minutes. Move around and check out how it changes. Don't hesitate to have them make it bigger, smaller, place it somewhere else, rotate it by just a hair.
Q: I got turned away because the artist refused to place the tattoo where I wanted.
A: Tattooing is an art form. Treat it as such. Artists care about the integrity of their work. If they're confident the design will be compromised or won't hold up, the good ones will pass on the work. That said, I've spoken to different artists that have very separate comfort levels with where they'll tattoo. Mark Walker (@walkerx) does beautiful palm work. Sean Williams (@seanfromtexas) can do just about anything, from the soles of your feet to superfine lettering that'd fit on a dime. Seek a second opinion.
Q: Can I drink before a tattoo?
A: Don't go on an empty stomach. Do not consume alcohol or take aspirin, as it will cause your blood to thin, resulting in more bleeding. Save the celebratory toast for afterward. Eat something one hour before your tattoo session. You will have to sign a waiver stating the last time you had a meal at any reputable parlor. In my experience, even small tattoos trigger a strong adrenaline response in your body.
Have a question about getting your first tattoo? I'll answer it in the comments. In the meantime, shop a few of my favorite tattoo art inspiration books below.
With 493 classified and documented illustrations, collected, drawn, and explained by celebrated typographer Rudolf Koch, The Book of Signs contains symbology from religion, astrology, astronomy, botany… everything under the sun. It's famously the book Led Zeppelin bassist John Paul Jones used to select his band symbol—a single circle intersecting three vesica piscis (a triquetra).
Check out Picasso's metamorphic line work for inspiration in minimalistic yet expressive designs. This book series features a slew of artists' line drawings and prints, from Egon Schiele (my personal favorite) to Gustav Klimt.
Danzig Baldaev's intricate 30-year documentation of a Soviet prison population includes more than 3000 tattoos and their meanings. The drawings and text run from beautiful to grotesque in this multi-volume bestseller. It's an incredible collection of work. David Cronenberg's gangster film Eastern Promises is also rife with inspiration of a similar ilk.


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Aging is a complex process that our bodies experience as we grow older. The process of aging involves every cell and organ to undergo a steady rate of deterioration.
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CFS also known as chronic fatigue immune dysfunction syndrome (CFIDS) and myalgic encephalomyelitis (ME) is a complicated disorder that is not relieved by sleeping or resting and is progressive.
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Lynyrd Skynyrd Rethink Farewell: 'Maybe It's Not Our Time to Go'
Lynyrd Skynyrd announced their Big Wheels Keep on Turnin' Tour for 2021 — and detailed a goal to continue with a more "selective" approach beyond a live run previously described as their "farewell."
The 30-date U.S. trek begins June 13 in Forest City, Iowa, and wraps Nov. 19 in Bossier City, La. Thirteen of the shows go on sale June 11 at 10AM local time, preceded by a presale launching June 9 at 10AM local time. (Fans can access the latter sale via the Lynyrd Skynyrd site and using the code SKYNYRDBIGWHEELS.)
You can see the full list of dates below.
Tesla will open the majority of the dates. Support acts for other shows include Kansas, Joan Jett and the Heartbreakers, Blackberry Smoke, Allman Betts Band and the Marshall Tucker Band.
The tour news arrives over 15 months after the band was forced to table a planned final tour due to the COVID-19 pandemic.
"We were two shows into the end of the three-year plan for the farewell tour, when the virus hit and everything was just gone," singer Johnny Van Zant said in a statement. "Once something is taken away from you - music and touring, in our case - you truly realize how important it is and such a part of your life. Music is a great healer, and that's what we all turn to when things are good or bad. A Skynyrd show is a family affair, and we want these dates to help heal our fans as much as ourselves."
Guitarist Gary Rossington noted that the pandemic "turned [their] world upside down."
"And since that time, we have been talking amongst the band, and realized that music has such a way of healing," he added. "Maybe it's not our time to go. And maybe it's our time to lift people's spirits and lives and bring back some joy and happiness after so much turmoil this past year. We're still standing, still keeping the music going."
The band played their first show since the pandemic on June 4 at the Pepsi Gulf Coast Jam in Panama City Beach, Fla.
Lynyrd Skynyrd further detailed their touring plans in a new video interview, which you can watch below.
"There's a saying in the music business: You don't retire from it; it retires you," Rossington said. "I have heart problems. I thought I couldn't get around anymore a year or two ago. But I got it all fixed, so now I'm feeling all right."
"We're gonna finish what the heck we started," Van Zant added. "No pandemic's gonna keep us away from that. And we're gonna play other shows, but we're not gonna do as many. I think we're still gonna calm down what we've done. We're not gonna go out and hit it like we have been for 30-some years — 80, 90 shows. We're not gonna do that many shows. We're gonna be very selective."
Lynyrd Skynyrd 2021 Tour
June 13 - Forest City, Iowa @ Country Thunder Iowa
June 18 - Ft. Worth, Texas @ Billy Bob's Texas
July 22 - Shakopee, Minn. @ Twin Cities Summer Jam
July 23 - Minot, N.D. @ North Dakota State Fair
Aug. 9 - Canton, Ohio @ Tom Benson Hall of Fame Stadium
Aug. 10 - Jackson, MI @ Jackson County Fair
Aug. 13 - Atlanta @ Cellairis Amphitheatre at Lakewood
Aug. 14 - Cullman, Ala. @ Rock The South
Aug. 19 - Canandaigua, N.Y. @ CMAC
Aug. 20 - Bethel, N.Y. @ Bethel Woods Center for the Arts
Aug. 22 - Wildwood, N.J. @ Barefoot Country Music Festival
Aug. 27 - Holmdel, N.J. @ PNC Bank Arts Center
Aug. 28 - Saratoga Springs, N.Y. @ Saratoga Performing Arts Center
Sept. 3 - Paducah, Ky. @ Touchdowns and Tunes Tailgate Party
Sept. 4 - Durant, Okla. @ Choctaw Grand Theater
Sept. 17 - Selbyville, Del. @ Freeman Arts Pavilion
Sept. 18 - Doswell, Va. @ After Hours Concerts at the Meadow
Event Park
Sept. 23 - Mansfield, Mass. @ Xfinity Center
Sept. 27 - Morrison, Colo. @ Red Rocks Amphitheater
Oct. 1 - Irvine, Calif. @ FivePoint Amphitheater
Oct. 2 - Laughlin, Nev. @ Laughlin Event Center
Oct. 8 - Noblesville, Ind. @ Ruoff Music Center
Oct. 9 - Cincinnati, Ohio @ Riverbend Music Center
Nov. 5 - Knoxville, Tenn. @ Thompson Boling Arena
Nov. 6 - Charleston, W.V. @ Charleston Coliseum
Nov. 13 - Greensboro, N.C. @ Greensboro Coliseum
Nov. 14 - Daytona Beach, Fla. @ Welcome to Rockville
Nov. 19 - Bossier City, La. @ Brookshire Grocery Arena
Read More: Lynyrd Skynyrd Rethink Farewell: 'Maybe It's Not Our Time to Go' | https://ultimateclassicrock.com/lynyrd-skynyrd-2021-tour/?utm_source=tsmclip&utm_medium=referral
Reactions: doswizard and analoggal
Aging Metalhead
The Barrens
no, trust me.....it's time.
Reactions: doswizard
doswizard
"That is Not Dead Which can Eternal Lie"
I'm gone before Tuesday.
I don't particularly want to receive 'hate mail' from Skynyrd fans but this band should have called it a day after the plane went down in 1977 and Ronnie, Steve and some of the road crew were all killed.
Actually, they're playing downstate from here in September, so I looked for tickets.
My wife loved them in high school, and I thought it'd be a nice 30th wedding anniversary.
The lowest priced ticket?
$880!!!!!
I can't even come up with a punchline for this.
Reactions: Rory Gallagher
Vehicle said:
No wonder Gary Rossington & Johnny Van Zant both wanna keep milking it to the bitter end!.
Saiyan Rocker
The Legendary Super Rocker
Straight Outta Planet Vegeta
Damn they're not even coming anywhere close to where I could see them.
That was the lowest price, Vehicle? Was it people re-selling tickets or original price? And I thought I was mad spending $300 on tickets.
Yup. $880.
And that was straight from the venue.
The actual lowest price was $375, but they were long sold out.
For the record, I'd never pay that much, either.
The most I ever paid was $360 (still get sick thinking about it) for a pair of primo deluxe Dixie Chick seats. Even still, I thought for that much, I should have got to bring one of 'em home with me.
Reactions: CrazyConnie and Rob1
No wonder these 'rock stars' don't want to give the life up raking in tons of $$$$$$$$$$$$$$MONEY.
Money, ***, drugs. and rock and roll dudes...
Lynyrd Skynyrd's Gary Rossington Has 'Emergency Heart Surgery'
Lynyrd Skynyrd 'Live at Knebworth '76' Coming
Listen to Billy Idol's New Song 'Bitter Taste'
Rolling Stones to Tour as Planned in Wake of Charlie Watts' Death
ZZ Top Announce 'Raw' Live Album and Raw Whisky 2022 Tour


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Our modern slavery statement.
Teach First's mission is to build a fair education for all. We seek to develop and support teachers and leaders who are determined to make a difference where it is needed the most. Teach First is committed to continuously improving our practices to ensure that modern slavery and human trafficking are not present within our own organisation or our supply chains. We strive to act ethically and with integrity in all our activities.
This statement is made pursuant to section 54 of the Modern Slavery Act 2015 and constitutes Teach First's modern slavery and human trafficking transparency statement as at February 2021.
This statement explains the steps that have been taken by Teach First to date and how we plan to continue developing and implementing a proactive approach to the prevention of modern slavery.
Teach First operates in the education sector, recruiting, training and developing teachers in some of the most disadvantaged schools across England and Wales. Teach First works collaboratively with universities from across England and Wales to deliver initial teacher training and Masters programmes. In addition to these programmes we run a number of professional development opportunities for teachers and school leaders. Contractual governance and operational delivery of all of our programmes is maintained through teams based at our headquarters in London and in regional teams across England and Wales where the programmes operate. All teams report ultimately into the charity's Executive Committee, headed by the CEO, which has oversight of compliance with all relevant legislation including the Modern Slavery Act 2015 (the Act). The CEO and Executive Committee report to the trustees of the charity who bear ultimate legal responsibility for the charity's activity.
Teach First uses a number of suppliers to support our operations and activities. Our suppliers are predominantly UK based and are therefore required to be compliant with UK legislation. These suppliers mostly provide services relating to marketing, recruitment, venues and events, IT delivery and support, offices, agency workers, consultants, training, travel and professional services. We also procure a limited amount of goods in the form of office supplies, furniture, IT hardware and other materials used in our day to day operations.
The coronavirus pandemic in 2020/21 has presented an increased health and safety risk for all employees and those of the suppliers we work with. In response to this, we have temporarily changed the way we deliver our core operations meaning that much of the work we do with teachers and school leaders has moved online. This has had a direct impact on the types of suppliers we work with; during 2020 there has been a significant increase in our reliance on IT and new technology tools and we have seen a substantial reduction in our use of travel, venues and events and hospitality suppliers. Wherever possible our employees are currently working from home. To ensure that colleagues are able to work from home safely, we have purchased additional office equipment from suppliers with whom we already had an established contractual relationship in place.
Due to the nature of our business, we are predominantly a consumer of services, and not products or raw materials. Compared with other industry sectors the risks associated with modern slavery in our supply chain are low. Nonetheless, the charity is committed to proactively monitoring and managing any risks to ensure that our supply chains remain free of slavery and we have implemented a number of measures to help achieve this, including:
Our standard form contracts (which we use where possible with our key suppliers) include an anti-slavery clause; this requires our suppliers to ensure that they are complying with the Act and associated legislation.
Contracts also include a right to audit suppliers annually on their compliance with the Act.
Awareness raising with senior employees who procure goods.
The procurement team continues to drive the use of best practice in procurement and supply chain management.
The Procurement Manager has completed the CIPS Ethical Procurement and Supply Chain Training and acts as the modern slavery 'champion' across the charity.
Utilising an external Internal Audit provider to evaluate and make recommendations to improve the overall effectiveness of risk management, control and processes across the charity.
Teach First is an accredited Living Wage provider. As part of this pledge we have committed to paying the current living wage to all directly employed staff, including employees, campus representatives, agency/temporary workers, and casual workers. We have also committed to paying the living wage to all regular third party contracted staff which includes staff employed via our key sub-contracts (such as University tutors). The living wage requirement is now included in our mandatory requirements for all large scale procurements.
When recruiting temporary workers, we utilise the services of one main recruitment supplier in London and a small number of other ad hoc suppliers both in London and regionally, all of whom are reputable agencies and with whom we have agreed Terms and Conditions for each appointment. These suppliers and terms are reviewed annually. To minimise any risk, we have taken the following steps to ensure that such recruitment complies with the Act:
We are a Real Living Wage employer and have reviewed the pay structure for all temporary agency staff to ensure conformity with the national Real Living Wage.
Our agreements ensure that suppliers provide the necessary 'right to work' checks for all temporary staff.
Our agreements ensure that we are fully compliant with agency worker regulations including that, after 12 weeks in an assignment, charge rates are automatically raised in line with the regulations.
Policies and Processes
Teach First is committed to continued policy development to ensure that we keep up to date with all changes in legislation, including full compliance with the Modern Slavery Act.
It is a condition of our tendering and contracting process that all key sub-contractors can demonstrate full adherence to key employment legislation. This aims to ensure that the welfare and well-being of all employees working or participating on our programmes are fully protected.
As part of our high value/risk tender processes, all major sub-contractors are required to warrant to the charity that they are fully compliant with all employment, equality and environmental legislation and that, where applicable, they are compliant with the annual reporting requirements contained within section 54 of the Modern Slavery Act.
We have a wide policy framework that supports the aims of the Modern Slavery Act:
Child Safeguarding training
All Teach First staff are required to complete annual mandatory training
Anti-Bribery and Fraud Policy
Recruitment & Selection Policy
Procurement and Contracting Policy
Discrimination, harassment and bullying policy
Due Diligence and Risk Management
As part of the procurement and contracting process with all key sub-contractors and suppliers, Teach First carries out detailed financial and legal due diligence checks for all large supply arrangements.
The charity also carries out risk assessments for programmes and projects that are managed by the charity; this includes risk management measures such as contract risk registers and cross-functional team steering groups to ensure contract and risk oversight of all the programmes. These are constantly reviewed by senior management to ensure their continued effectiveness in managing any risk. Due to the nature of the sector that Teach First operates in, and the close regulation and supervision it receives from UK Governmental departments, the likelihood of compliance risks occurring is very low. Our key subcontractors are predominantly UK universities with whom we have established, long term working relationships. Prior to contract award we have completed robust due diligence checks on all institutions and signed rigorous contracts that include sub-contractor obligations under the Act.
The procurement team completes an annual risk mapping exercise of current supply chains across all departments and where applicable they check all our main suppliers to ensure that they have a robust Modern Slavery statement in place . We have identified that activities employing staff on a temporary/casual basis could present an increased risk. These activities are carried out by a small number of suppliers for events, catering, hospitality and the production of branded goods and stationery; we believe the risk to be low. Due to the coronavirus pandemic in 2020 our use of suppliers in these sectors has been significantly lower than in previous years.
The procurement function continues to assess and review the areas of the organisation where the Act could be contravened on an ongoing basis and will further monitor suppliers deemed at risk whilst they remain part of our supply base. In instances where the terms and conditions in place with our suppliers do not cover compliance with the Act, we aim to write to suppliers to confirm our requirement of compliance with the Act in any future activities with Teach First.
Teach First will not accept donations from organisations or individuals whose principal business is considered to conflict with the charity's aims and policies, including modern slavery and human trafficking. We apply a consistent and rigorous approach to our due diligence screening for suitability when working with new corporate partners and donors.
Culture and Training
Teach First is funded from a range of public and private sources and, as a charity, is committed to ensuring that the maximum value and benefit is achieved from the funding that we receive. Value for money is seen as a key performance indicator and it is essential for the prosperity and reputation of the charity that we are able to evidence that our funding is being used in the most effective way.
The ethical and moral culture that Teach First promotes is part of every employee's training from their initial induction until they leave the organisation. Our organisation's principles of speaking up, remaining focused and succeeding together also reflect this. All employees are required to complete mandatory child safeguarding and equality, diversity and inclusion training annually. All staff are also offered the opportunity to take a further module dealing with employment legislation (in addition to the mandatory training that members of the HR department undertake). As a charity working to achieve equality in the education system we require that every prospective candidate can demonstrate their belief in our values as part of our recruitment process. This culture ensures that employees feel confident in flagging any failings that they may encounter while working for the organisation, including the Modern Slavery Act. Our Whistleblowing Policy further encourages staff to report concerns in the workplace.
Incidents in 2020
To date, there have been no reported incidents of modern slavery by Teach First or suppliers to Teach First in 2020.
Planned activities
Over the next 12 months we will continue to build on the work already done to further develop our anti-modern slavery policies and procedures. Planned activities include:
Revising and updating the procurement and contracting policy to provide robust guidance on the ethical and responsible practices already in place and to further develop our activities and processes within these areas.
Creation of a standalone responsible procurement policy and related principles; we will raise awareness across the organisation by launching this via internal communication channels and externally via our website.
Providing specific Modern Slavery Act training to key individuals and teams across the organisation who are responsible for managing contractual relationships.
Finalising and launch of a Supplier Code of Conduct for use in our tendering and contracting processes.
This statement was approved by the Chair of the Board of Trustees on 25 February 2021 and is signed by Russell Hobby, Chief Executive Officer, Teach First.


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text:
import logging
import subprocess
from typing import Any, Dict, Mapping, Optional
from urllib.parse import SplitResult

from django.conf import settings
from django.http import HttpRequest, HttpResponse
from django.views.decorators.csrf import csrf_exempt
from django.views.decorators.http import require_POST

from zerver.decorator import human_users_only
from zerver.lib.markdown import privacy_clean_markdown
from zerver.lib.queue import queue_json_publish
from zerver.lib.request import REQ, has_request_variables
from zerver.lib.response import json_success
from zerver.lib.storage import static_path
from zerver.lib.unminify import SourceMap
from zerver.lib.utils import statsd, statsd_key
from zerver.lib.validator import check_bool, check_dict, to_non_negative_int
from zerver.models import UserProfile

js_source_map: Optional[SourceMap] = None

# Read the source map information for decoding JavaScript backtraces.
def get_js_source_map() -> Optional[SourceMap]:
    global js_source_map
    if not js_source_map and not (settings.DEVELOPMENT or settings.TEST_SUITE):
        js_source_map = SourceMap([
            static_path('webpack-bundles'),
        ])
    return js_source_map

@human_users_only
@has_request_variables
def report_send_times(request: HttpRequest, user_profile: UserProfile,
                      time: int=REQ(converter=to_non_negative_int),
                      received: int=REQ(converter=to_non_negative_int, default=-1),
                      displayed: int=REQ(converter=to_non_negative_int, default=-1),
                      locally_echoed: bool=REQ(validator=check_bool, default=False),
                      rendered_content_disparity: bool=REQ(validator=check_bool,
                                                           default=False)) -> HttpResponse:
    received_str = "(unknown)"
    if received > 0:
        received_str = str(received)
    displayed_str = "(unknown)"
    if displayed > 0:
        displayed_str = str(displayed)

    request._log_data["extra"] = f"[{time}ms/{received_str}ms/{displayed_str}ms/echo:{locally_echoed}/diff:{rendered_content_disparity}]"

    base_key = statsd_key(user_profile.realm.string_id, clean_periods=True)
    statsd.timing(f"endtoend.send_time.{base_key}", time)
    if received > 0:
        statsd.timing(f"endtoend.receive_time.{base_key}", received)
    if displayed > 0:
        statsd.timing(f"endtoend.displayed_time.{base_key}", displayed)
    if locally_echoed:
        statsd.incr('locally_echoed')
    if rendered_content_disparity:
        statsd.incr('render_disparity')
    return json_success()

@human_users_only
@has_request_variables
def report_narrow_times(request: HttpRequest, user_profile: UserProfile,
                        initial_core: int=REQ(converter=to_non_negative_int),
                        initial_free: int=REQ(converter=to_non_negative_int),
                        network: int=REQ(converter=to_non_negative_int)) -> HttpResponse:
    request._log_data["extra"] = f"[{initial_core}ms/{initial_free}ms/{network}ms]"
    base_key = statsd_key(user_profile.realm.string_id, clean_periods=True)
    statsd.timing(f"narrow.initial_core.{base_key}", initial_core)
    statsd.timing(f"narrow.initial_free.{base_key}", initial_free)
    statsd.timing(f"narrow.network.{base_key}", network)
    return json_success()

@human_users_only
@has_request_variables
def report_unnarrow_times(request: HttpRequest, user_profile: UserProfile,
                          initial_core: int=REQ(converter=to_non_negative_int),
                          initial_free: int=REQ(converter=to_non_negative_int)) -> HttpResponse:
    request._log_data["extra"] = f"[{initial_core}ms/{initial_free}ms]"
    base_key = statsd_key(user_profile.realm.string_id, clean_periods=True)
    statsd.timing(f"unnarrow.initial_core.{base_key}", initial_core)
    statsd.timing(f"unnarrow.initial_free.{base_key}", initial_free)
    return json_success()

@has_request_variables
def report_error(request: HttpRequest, user_profile: UserProfile, message: str=REQ(),
                 stacktrace: str=REQ(), ui_message: bool=REQ(validator=check_bool),
                 user_agent: str=REQ(), href: str=REQ(), log: str=REQ(),
                 more_info: Mapping[str, Any]=REQ(validator=check_dict([]), default={}),
                 ) -> HttpResponse:
    """Accepts an error report and stores in a queue for processing.  The
    actual error reports are later handled by do_report_error"""
    if not settings.BROWSER_ERROR_REPORTING:
        return json_success()
    more_info = dict(more_info)

    js_source_map = get_js_source_map()
    if js_source_map:
        stacktrace = js_source_map.annotate_stacktrace(stacktrace)

    try:
        version: Optional[str] = subprocess.check_output(
            ["git", "log", "HEAD^..HEAD", "--oneline"],
            universal_newlines=True,
        )
    except Exception:
        version = None

    # Get the IP address of the request
    remote_ip = request.META['REMOTE_ADDR']

    # For the privacy of our users, we remove any actual text content
    # in draft_content (from drafts rendering exceptions).  See the
    # comment on privacy_clean_markdown for more details.
    if more_info.get('draft_content'):
        more_info['draft_content'] = privacy_clean_markdown(more_info['draft_content'])

    if user_profile.is_authenticated:
        email = user_profile.delivery_email
        full_name = user_profile.full_name
    else:
        email = "unauthenticated@example.com"
        full_name = "Anonymous User"

    queue_json_publish('error_reports', dict(
        type = "browser",
        report = dict(
            host = SplitResult("", request.get_host(), "", "", "").hostname,
            ip_address = remote_ip,
            user_email = email,
            user_full_name = full_name,
            user_visible = ui_message,
            server_path = settings.DEPLOY_ROOT,
            version = version,
            user_agent = user_agent,
            href = href,
            message = message,
            stacktrace = stacktrace,
            log = log,
            more_info = more_info,
        ),
    ))

    return json_success()

@csrf_exempt
@require_POST
@has_request_variables
def report_csp_violations(request: HttpRequest,
                          csp_report: Dict[str, Any]=REQ(argument_type='body')) -> HttpResponse:
    def get_attr(csp_report_attr: str) -> str:
        return csp_report.get(csp_report_attr, '')

    logging.warning("CSP Violation in Document('%s'). "
                    "Blocked URI('%s'), Original Policy('%s'), "
                    "Violated Directive('%s'), Effective Directive('%s'), "
                    "Disposition('%s'), Referrer('%s'), "
                    "Status Code('%s'), Script Sample('%s')",
                    get_attr('document-uri'),
                    get_attr('blocked-uri'),
                    get_attr('original-policy'),
                    get_attr('violated-directive'),
                    get_attr('effective-directive'),
                    get_attr('disposition'),
                    get_attr('referrer'),
                    get_attr('status-code'),
                    get_attr('script-sample'))

    return json_success()

redpajama_set_name: RedPajamaGithub


I Love the warmth and depth of the painting. I agree with the previous comment that there should also be a version in a cool color palette. As a woman, I would love to have a scarf with this imprinted on it, perhaps several small prints of it on one scarf, a random repeat pattern.


text:
Home › Music › Browse Artists › Randy Owen
Randy Owen
For over 25 years, Randy Owen, the front man and lead vocalist of the group Alabama has just about done it all. Alabama signed a recording contract with RCA Records in 1980, launching a career that to date has resulted in 21 gold, platinum and multi-platinum albums, 42 number one singles and more than 60 million records sold. Alabama has received over 150 industry awards including 8 Country Music Association honors for "Entertainer of the Year", 2 Grammys, 2 People's Choice Awards and their very own star on the "Hollywood Walk of Fame."
For over 25 years, Randy Owen, the front man and lead vocalist of the group Alabama has just about done it all. Alabama signed a recording contract with RCA Records in 1980, launching a career that to date has resulted in 21 gold, platinum and multi-platinum albums, 42 number one singles and more than 60 million records sold. Alabama has received over 150 industry awards including 8 Country Music Association honors for "Entertainer of the Year", 2 Grammys, 2 People's Choice Awards and their very own star on the "Hollywood Walk of Fame." They were named the "Artist of the Decade" by the Academy of Country Music in 1989 and "Country Group of the Century" by the Recording Industry Association of America in 1999. In November 2005 Randy Owen and his Alabama Band mates received Country Music's highest honor, being inducted into The Country Music Hall of Fame. Alabama is one of the 20 best-selling acts of all time. In the U.S. alone, they have sold more albums than Eric Clapton or Bob Dylan.
Randy Owen has played a part in many different causes and charitable events throughout the years. His passion for helping others is evident through the types of causes he chooses to support. He has played an integral role in raising millions of dollars for schools, public service organizations, hospitals, youth ranches and scholarships through a myriad of events, most notably, Alabama's June Jam. From 1982 through 1997, June Jam was one of the most widely known festivals across the country. Taking place in Alabama, of course, June Jam was a must play for artists from all genres of music.
Perhaps nothing touches Randy Owen's heart quite like his 16 year commitment to the kids of St. Jude Children's Research Hospital. Yet another cause near and dear to Randy started in 1989, when he was asked to address the Country Radio Seminar in Nashville following the death of Danny Thomas who was to be the seminar's keynote speaker. Inspired by the dreams and determination of St. Jude Children's Research Hospital founder Thomas, Randy offered a challenge to those in attendance to accept Danny's dream of eradicating childhood cancers and other catastrophic diseases. Randy delivered the message well. Country radio accepted the challenge.
"Country Cares for St. Jude Kids" was born. The national radiothon program is today the most successful radio fundraiser in history. Hundreds of Country Cares radio stations all over America support the efforts of St. Jude Children's Research Hospital, having raised over 230 million dollars to date since Randy's challenge in 1989.
The "Country Cares for St. Jude Kids" program and radiothons have been embraced by the entire country music industry. Record labels, artists, artist management and others have joined hands and forces to fight the never ending battles of childhood cancer and other diseases. Many country artists followed Randy's lead having given their names and time to Country Cares through recorded appeals, visits to the children at the hospital or call-ins to radiothons.
Songwriters are a special St. Jude ally. Like Randy Owen, who has penned such Alabama classics as "Feels So Right", "Lady Down on Love", "Mountain Music", "My Homes in Alabama", "Tennessee River", "Dancin' Shaggin' On The Boulevard" "Face to Face" and others, nationally acclaimed Nashville songwriters have all been long time members of the St. Jude family. Each has given of their time, talents and money on numerous occasions in support of the hospital led by "Country Cares for St. Jude Kids" founder Randy Owen.
Even after all of the immeasurable success that Randy Owen has obtained throughout his 25 year career, he is far from finished. In early 2007, Randy took his place as one of three judges on the USA Network's Nashville Star. This was his first foray into weekly television. Nashville Star, viewed by an audience of three million plus each week, it has become a staple among the Nashville community, and country music fans across America. With his honest feedback and cut to the chase attitude, and caring heart, Randy helped many of the contestants find their voice in front of a national audience.
And now, for the first time in almost 4 years, Randy is hitting the road again, as a solo artist. With a brand new band and a rejuvenated enthusiasm for performing, Randy is back on stage again singing an array of his 25 years of hits. He will be touring nationwide beginning in the Spring 2007 with dates through the fall.
Randy Owen continues to enjoy what some might consider his legendary status as one of the founding members and lead vocalist of the Recording Industry Association of America Country Group of the Century. Perhaps in addition to the countless industry awards, #1 records and millions of recordings sold as a member of Alabama, Randy Owen finds an even greater and deeper satisfaction in his role as an ambassador of good will. Randy Owen's talents now reach far beyond his humble roots and up bringing on Lookout Mountain near Adamsburg, Alabama where he and his family still live today to people and places all around the world, who have been touched by his words, his music and his giving back what God has given him.
Visit Site: Official Randy Owen Site
Genres: Country
Randy Owen Live
Randy Owen Promo
Songs of Gratitude: 10 Top Thanksgiving Tunes
Right around this time of year, Christmas music starts permeating pretty much every radio and department store speaker system. Though it's always nice to hear the sounds of the season, many times November's top holiday (that would be Thanksgiving for those who may already have the tree...
Preaching To the Choir... All the Way Up the Charts
For anyone doubting the power of the Christian consumer, Come to the Well, the new release from Casting Crowns is providing food for thought. The album debuted at No. 2 on the all genre Billboard 200 and has generated buzz in such unlikely places as celebrity blogger Perez Hilton's...
gmc TV Debuts First Original Christmas Feature Film The Heart Of Christmas
Starring Candace Cameron Bure, George Newbern, Burgess Jenkins, Dendrie Taylor, Jeanne Neilson, Eric Beck, Anita Renfroe, Matthew West, Karl T. Wright, Sophia Sinise, Kelsey Marie Kingsbury And Erin Bethea Premieres Sunday, December 4 At 7 P.m. EtMovie Inspired By the True Story...
Uplifting Urban
Urban, Hip-hop and Gospel music's finest artists including Kirk Franklin, Lecrae, Mary Mary,...
Uplifting Pop
Catch the latest pop music videos from Amy Grant, Brandon Heath, MercyMe, Francesca Battistelli,...
Don't Forget the Lyrics
Gerald Michals
Contestants compete for $50,000 by singing karaoke-style songs from different genres, decades and...
Brittany Burgos
Newsboys, "God's Not Dead"
Uptown Sat. Night Movies
2011 www.watchgmctv.com


text:
Django Reinhardt est un court-métrage documentaire français réalisé par Paul Paviot, sorti en 1957.

Synopsis
La vie et l'itinéraire artistique du célèbre guitariste Django Reinhardt, avec quelques-uns de ses morceaux interprétés notamment par Stéphane Grappelli et Henri Crolla.

Fiche technique
 Titre : Django Reinhardt
 Réalisation : Paul Paviot
 Scénario : Paul Paviot
 Commentaire : Chris Marker, dit par Yves Montand (texte d'introduction : Jean Cocteau)
 Photographie : Marc Fossard et Jean Lehérissey
 Musique : Django Reinhardt
 Montage : Francine Grubert
 Société de production : Pavox Films
 Pays d'origine :
 Durée : 26 minutes
 Date de sortie : 1957
 Visa : 20211 (délivré le )

Notes et références

Voir aussi

Bibliographie
 Cinéma 58, , , p. 84

Liens externes

Film français sorti en 1957
Court métrage français
Film documentaire français
Court métrage documentaire
Film documentaire sur un musicien
Film documentaire sur le jazz
Film français en noir et blanc
Film réalisé par Paul Paviot


Our comprehensive approach includes original institutional research studies and ongoing clinical trials in head and neck cancer. The center's multidisplinary team meets weekly at head and neck tumor conferences to discuss all cancer patient diagnoses and to discuss treatment options and plans. This approach fosters a collaborative approach to care among the region's leading specialists in surgical management of head and neck cancers and thyroid complications.


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