text:
Serving Arizona, New Mexico, Texas, and the Greater Southwest!
P: (505) 848-8581 | E: [email protected]
Business Law That Makes Business Sense.
Commercial Leases & Real Estate
Corporate Criminal Defense
Estate & Probate
Expungement of a criminal record
Litigation & Lawsuits
Professional Licensing & Licensure
COVID-19 Essential Infrastructure Opinion
Donald Kochersberger, III
In by blsw_admin August 9, 2017
Manager of our litigation group, Don is a well-respected, tough litigator serving complex civil litigants and criminal defendants.
1998, New Mexico and U.S. District Court, District of New Mexico
2013, Texas
J.D., University of Toledo – 1997
B.A., B.S., State University of New York at Buffalo – 1993
Donald F. Kochersberger is a Member of the firm and has been with BLSW since 2005. His practice emphasizes complex litigation matters, including shareholder, member and partner disputes, contracts, business tort, unfair practices, restrictive covenant and non-compete agreements, employee theft and misconduct cases, and customer and vendor disputes. Mr. Kochersberger has served as counsel for a number of local, regional and national companies, as well as individuals engaged in business disputes. Mr. Kochersberger also represents clients accused of malfeasance in criminal courts, as well as administrative proceedings.
Mr. Kochersberger has substantial trial experience in the state and federal courts. Prior to joining the firm, he managed another Albuquerque law firm focusing his efforts on the defense of individuals accused of serious crimes. He was appointed by the State of New Mexico to represent hundreds of criminal defendants through the first seven years of his practice of law, and tried dozens of those cases to juries in New Mexico. He has also been a member of the Criminal Justice Act panel for the United States District Court for the District of New Mexico for more than ten years. Recognized as a preeminent lawyer by his peers, he has achieved the highest Martindale-Hubbell rating of AV, one of its Top Rated Lawyers in Litigation, and he is honored on its Top-1% of Professionals. He was also recognized as Corp. America's New Mexico Lawyer of the Year for 2016. Mr. Kochersberger is licensed to practice law in both the State of New Mexico and the State of Texas.
Beyond his legal practice, Mr. Kochersberger has valuable experience in business and medicine, which he applies to his cases. Prior to becoming an attorney, Mr. Kochersberger was a paramedic in the inner city of Buffalo, New York.
Donald F. Kochersberger, III
"Don Kochersberger has represented our company on a number of occasions. He has always been responsive and professional and has provided our company with excellent legal services. He is knowledgeable in many areas of the law and has guided us through a variety of business scenarios. Any time we need legal representation in New Mexico we will call on Don and his firm."
Bonnie J. Schoenberg
Community Financial Service Centers LLC
Schedule a Consultation with our Experienced Business Lawyers.
For over a decade, Business Law Southwest (or BLSW) has provided high-end, complex legal services dedicated to the business community in the Southwest United States.
BLSW is intended to serve the needs of mid-sized and larger organizations who seek the very best for their complex transactional and litigation needs.
Based in Albuquerque, New Mexico, BLSW serves businesses throughout Arizona, New Mexico, Texas and the Greater Southwest.
Office Hours: M-F 8am – 5pm
320 Gold Ave. SW, Ste. 610
© Copyright 2018 Business Law Southwest, LLC. All Rights Reserved. A Slingshot company.


Last year I had the opportunity to attend a special exhibition about the Middle Ages at the Canadian Museum of History. One particular artefact caught my eye - a stone sculpture of a knight.
Officially known as Item Number 1853,0404.1, it is an object usually kept at the British Museum in London. The curators believe that it was created between the year 1375 and 1425 and is possibly meant to be a depiction of St George the Dragonslayer, a common topic of medieval art. It stands almost 32 centimetres tall, although it would have been originally taller, having lost his legs.
The knight has just enough details to give us a good view of how a late medieval warrior would have looked. He wears a suit of plate armour, with chainmail covering his neck and lower body. We can see he was carrying a sword and a shield, and likely a lance a as well. The British Museum webpage for the figurine contains more details.
It is a very impressive figure - it gives off an aura of being a somewhat simple design, but at the same time has a powerful look to it. Many who see it might think of it as a kind of quintessential 'medieval' image. This includes the curators at the Canadian Museum of History, who heavily featured the figurine in the promotion of the exhibition. You can even see him appear in their television commercial.
While I might call this the Knight of the British Museum, the statue is not usually displayed there. The museum seems to be using it as one of the main pieces that it lends out to other galleries and museums, and in the last few years it has travelled widely, including to Australia, Canada and Spain. If you had the chance to see this item, I would love to know more about your feelings towards this iconic and beautiful piece of medieval art.


text:
Q: How to focus on the newly added HTML element This my HTML Template.

                    {{column.col_num}}. {{column.title}}

                    {{getType(column)?.title}}

This my TS code.
 public addNewColumn(): void {
    const arrayLength: number = this.columns.length + 1;
    this.columns.push({
        col_num: arrayLength,
        type_id: TypeId.Number,
        title: 'New Column',
    });
    this.columnsChanged.emit(this.columns);
    this.recalculateColumnNumbers();
}

When I click the add column button. A new element is created in the array. The template is redrawn with a new element. I want to focus on it after that. How to do it? I've tried this code, but it doesn't work.
document.querySelectorAll('.document-columns__list:last-child').focus();

A: You could just focus the last element you added in your addNewColumn method.
You just need to wait until the element in rendered in the dom. So in my example below I just postponed the focus action using setTimeout
It is always recommended to use the angular way to query an html element. So I just used ViewChildren decorator.
@ViewChildren('element', { read: ElementRef }) elements: QueryList<ElementRef>;

 public addNewColumn(): void {
....
  setTimeout(() =>
    this.elements.last.nativeElement.focus()
    );
}

In your template you should just put a template variable #element on the element you want to focus to allow the component class to get access to it.

Here is a working example
https://stackblitz.com/edit/angular-ivy-nszzdt

A: @ViewChildren('element', { read: ElementRef }) public elements!: QueryList<ElementRef>;

public addNewColumn(): void {
    const arrayLength: number = this.columns.length + 1;
    this.columns.push({
        col_num: arrayLength,
        type_id: TypeId.Number,
        title: 'Add column',
    });
    this.columnsChanged.emit(this.columns);
    this.recalculateColumnNumbers();
    setTimeout(() => this.elements.last.nativeElement.click());
}

redpajama_set_name: RedPajamaStackExchange


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text:
James Metcalf
Simon Harland
Howdens Joinery, Bradford
Published by Si on 06/05/2015 06/05/2015
Howdens Joinery, Cemetery Road, Bradford BD8 9TB
Established trade location close to Bradford city centre
Modern 1,312.5 sq m (14,128 sq ft) trade unit
Nearby occupiers include ASDA, Morrison's, McDonalds and The Range
Let to Howden Joinery Properties Limited (Guarantee from Howden Joinery Limited)
Unbroken lease for 15 years and 3 months from 1st November 2014
We are instructed to seek offers in excess of £1,090,000 (One Million and Ninety Thousand Pounds), which reflects a net initial yield of 6.50% after purchaser's costs at 5.80%.
© Metcalf Harland Property Investment

redpajama_set_name: RedPajamaCommonCrawl


Me and Angelica talked about men earlier on msn. I don't remember which subject we talked about but Angelica found this video and I can more or less say that this is me as a cat, but I would probably have been even worse than this cat! Haha. So you really shouldn't mess with me!


text:
Q: How to get all the set parameters when executing a Maven plugin goal? /**
 * @goal query
 */
public class MyQueryMojo
    extends AbstractMojo
{
    /**
     * @parameter
     */
    private String param1;

    /**
     * @parameter
     */
    private String param2;

    public void execute()
        throws MojoExecutionException
    {
        showAllParams();
    }
}

How to implement showAllParams() to print the set/passed values of all the parameters when executing mvn myquery:query -Dquery.param1=val1 -Dquery.param2=val2?
Expected StdOut:
query.param1=val1
query.param2=val2

The intention is different from using help:describe because help:describe will return the metadata for all params while I need to get the actual passed values.
Edit: showAllParams() should not be implemented in a hardcoded fashion and it should work even with numbers of params changed.
Instead of:
if (param1 != null) this.getLog.info(param1);
if (param2 != null) this.getLog.info(param2);
...
if (param9 != null) this.getLog.info(param9);

Is it possible to do it in this fashion:
Map<String, String> params = getAllParams();

getLog().info(params.toString());

A: Well, considering that param1 and param2 are not initialized and have no default value, you could just check all of the parameters, and if a parameter isn't null, then you print it. In your case:
if (param1 != null) this.getLog.info(param1);
if (param2 != null) this.getLog.info(param2);

However, if you have a parameter with a default value, then according to the following link (http://maven.40175.n5.nabble.com/Check-if-parameter-is-explicitly-set-td5905937.html), there is no way of telling whether a value is explicitly set by the command line or is set as a default value.

A: This would be my take on it.
Notice that you can pass named parameters (i.e. "-Dquery.param1=1") or an array of parameter values.
Array type parameters are configured by specifying the parameter multiple times.
(i.e. "-Dquery.param1=1 -Dquery.param1=11" ,  etc.)
More information on the docs:
https://maven.apache.org/guides/plugin/guide-java-plugin-development.html
/**
 * @goal query
 */
public class MyQueryMojo extends AbstractMojo{

    private final static String PARAM1_DEFAULT_VALUE="param1";
    private final static String PARAM2_DEFAULT_VALUE="param2";
    private final static String PARAM3_DEFAULT_VALUE="param3";

    /**
     *  param1
     */
    @Parameter( property = "query.param1", defaultValue = PARAM1_DEFAULT_VALUE )
    private String param1;

    /**
     *  param1
     */
    @Parameter( property = "query.param2", defaultValue = PARAM2_DEFAULT_VALUE )
    private String param2;

    /**
     *  param1
     */
    @Parameter( property = "query.param3", defaultValue = PARAM3_DEFAULT_VALUE )
    private String param3;

    /**
     *  paramArray
     */
    @Parameter( property = "query.param")
    private String[] paramArray;

    public void execute() throws MojoExecutionException{
        // print individual parameters
        printAllParams();

        // print all in array
        printArrayParam();
    }

    private void printArrayParam(){
        for(String p : paramArray){
            getLog.info( "paramArray: " + p );
        }
    }

    private void printAllParams(){
        getLog().info("param1:" + param1);
        getLog().info("param2:" + param2);
        getLog().info("param3:" + param3);
    }
}


text:
Ecolab Recognized For Its Commitment To Sustainable Operations And Workplace Safety
tweet me:
#Ecolab has been recognized for commitment to workplace safety and #sustainable operations. http://3bl.me/7dz98c
NEWSROOM: Ecolab
CONTENT: Press Release
(3BL Media) St. Paul, MN – May 21, 2012 – Ecolab Inc. (NYSE:ECL) has been recognized by the American Chemistry Council (ACC) for energy efficiency initiatives at two manufacturing facilities and for employee safety at several of the company's manufacturing sites across the United States.
Energy efficiency projects at Ecolab plants in Bedford Park, Ill., and Ellwood City, Penn., were among seven initiatives that received ACC Responsible Care® Energy Efficiency Awards. The awards were given to manufacturing locations within the U.S. that realized significant improvements in energy efficiency.
The company's Bedford Park Clearing Plant received an Exceptional Merit Award for the execution of Create and Maintain Value, a continuous improvement process to reduce energy and water use. Nalco, an Ecolab company, implements the Create and Maintain Value process at customer locations to identify and realize operational best practices to reduce energy as well as water use.
Working with Nalco sales and service engineers, the Bedford Park facility launched a number of improvement projects using state-of-the-art Nalco technology that will result in annual savings of 3 million kWh of energy, avoid 600 tons of CO2 emissions and reduce water use by more than 32 million gallons.
"Our own improved environmental results are a demonstration of what customers can expect when we apply our innovation and expertise toward their key business drivers to create and maintain additional value in their operations," said Douglas M. Baker, Jr., chairman and chief executive officer, Ecolab.
At the Ellwood City plant, a series of four efficiency projects are projected to reduce annual electricity use by 426,000 kWh per year and reduced CO2 emissions by 294 metric tons annually. This is the second consecutive year the Ellwood City plant has received an ACC Energy Efficiency Award.
Ecolab was one of only 40 companies in the U.S. to receive the ACC Responsible Care Facility Safety Certificate based on achievements in employee health and workplace safety performance.
Thirteen Ecolab facilities were honored, with 11 locations earning a Certificate of Excellence, the highest level of achievement. Awarding of the certificate is based on achievements in workplace safety and health for both employees and contractors. Company sites receiving certificates include: Bedford Park, Ill.; Ellwood City, Penn.; Montgomery, Ala.; Carson, Calif.; Garyville, Port Allen and Scott, La.; Tulsa, Okla.; Freeport, Odessa and Texarkana, Tex.; Vancouver, Wash.; and Evansville, Wyo.
These achievements were announced at ACC's 2012 Responsible Care Conference in Hollywood, Fla.
With 2011 pro forma sales of $11 billion and more than 40,000 employees, Ecolab Inc. (NYSE: ECL) is the global leader in water, hygiene and energy technologies and services that provide and protect clean water, safe food, abundant energy and healthy environments. Ecolab delivers comprehensive programs and services to the food, energy, healthcare, industrial and hospitality markets in more than 160 countries. For more news and information, visit www.ecolab.com.
Roman Blahoski
MediaRelations@Ecolab.com
Ecolab Inc.
CATEGORY: Research, Reports & Publications
More From Ecolab
Ecolab Joins the U.N. Global Compact's Business Ambition for 1.5⁰C
Ecolab's Douglas Baker is the First Recipient of the Dayton Award
Ecolab Named to Dow Jones Sustainability North America Index for Fifth Consecutive Year
Videos from Ecolab
Video: Ecolab Food Safety Matters Webinar August 2015
Video: Frank Yiannis Shares Expertise in Ecolab "Food Safety = Behavior" Webinar
Video: Ecolab Food Safety Matters Webinar June


Yesterday was International Women's Day and also the launch of the #MeToo anthology, a collection of poems written by women (including one from me) in response to the #MeToo campaign on social media last year and a subsequent call for poems from the wonderful Deborah Alma.
Held at Waterstones, Tottenham Court Road, the event was fully attended and it was an evening that left the audience embracing one another, glassy-eyed.
Deborah, Jill Abram, Jacqueline Saphra and Michelle Penn read a selection of poems from the anthology and time evaporated as we heard about the experiences of women; bruised, scarred, brave women.
The sense of solidarity and love in the room was inescapable — people united through poetry and shared experience, strengthened by the knowledge that the mistreatment of women doesn't have to be a lonely experience.
Because it happened to #MeToo.


Ro bots. Whether you love 'em or fear 'em, there exists no doubt that it takes a person with a brilliant mind to imagine them, assemble them, and cipher the artificial intelligence to make them work.
We are privileged to have our little own pod of these highly perspicacious humans right here at Brookings-Harbor High School in the shape of a Robotics club — known collectively for years as the Deep Space Niners.
The Niners will be competing Thursday-Saturday at Clackamas Academy of Industrial Science, in Oregon City in the first of two district-level tournaments held this month, sponsored by FIRST Robotics Competition.
Lake Oswego Senior High School, in Lake Oswego, will host the second leg of the district competitions, a.k.a. FRC-PNW (Pacific Northwest), March 28-30.
If the team does well in these two challenges, they will be invited to compete for the district championship title in Tacoma, Washington, April 4-6. Winning there, they will travel on to the National competition in Houston, April 17-20.
The FIRST (For Inspiration and Recognition of Science and Technology) competition is open to students enrolled in grades 9-12. More than 650,000 youth participate, and hail from over 100 countries worldwide. The organization distributes an excess of $80 Million in scholarships every year.
This year, the robot made by this very talented group at Brookings-Harbor High School is just so... well... super cool. I think one would expect to see something a bit more "primitive" from a group of young, high-school students. Instead, what these talented local kids have produced, rivals anything you might see while watching a nightly news program highlighting the next great invention in robotic science. Creative, highly-skilled innovation radiates from the collaborative design made by these 12 technically inclined students.
At the beginning of the official build season Jan. 5 - Feb.19, students were given a list of specific criteria their robot was expected to meet in order to be eligible to compete. Robots are judged on how well they accomplish the tasks they were designed for.
"Our robot is required to lift up 13-inch rubber balls, place six of them into a 'rocket', which is up to 7.5 ft high, and then place six 'hatches' on the sides of the 'rocket'," describes McKenna Davis-Overley, second-year Robotics Club member, treasurer for the team, and Associated Student Body (ASB) vice-president.
Davis-Overley says she is ready and looking forward to the 2019 competition. She is proud of the job the team has done and believes they have a very good chance at victory this year.
She also expects their club's name might be a fun source of amusement for those attending the competition.
Many club members began studying Robotics when it was first offered to them in 8th grade, and already have 5 years of education in the subject under their belts.
BHHS Robotics Club President and Associated Student Body (ASB) President Nathaniel Barnard is one such student. He illustrated the importance of the program and shared a bit about how it has helped him prepare for his next stage in life.
"The robotics program is important because it gives students a real-world connection to the math and science they take in class. Few opportunities exist that allow such a tangible understanding of STEM (Science, Technology, Engineering, and Math) education," he explained.
"Anyone who likes to tinker, crunch numbers, work as a team, or be a part of something bigger, should join. That's not just student's either; we are always looking for mentors who can lend some expertise or even just some time for adult supervision," Barnard said.
Barnard estimates he has invested somewhere around 2000 hours into the Robotics program, including time spent working in the shop. During this time, he says he has honed skills like Computer-Aided Design (CAD), Computer-Aided Manufacturing (CAM), circuitry, networking, soldering, welding, programming, time management, delegation, manufacturing skills, pneumatic systems, mechanical design, use of hand and power tools, etc.
Adding a bit of program history, Barnard explained that Brookings-Harbor Robotics FRC Team 4110 was founded in 2011 by Science and Technology teacher Alain Chirinian. Barnard felt it was important to give the founding teacher credit for a program that has made such a difference in the lives of so many students.
Davis-Overley also gives credit to the club's current teacher, Gary Suter.
Suter took over the team for Daniel Schilter in 2017.
The 12-member student Robotics Club, together with lead-advisor, Suter, and mentors, Dane Tippman, Mike Manning, Justin Flores, and Sascha Kay, worked hard designing, building, and programming what is sure to be one of the most impressive specimens entered into the competitions.
Teresa Suter and Jessica Tippman deserve some credit for making sure the team was fed while putting in those long hours in the shop, in addition to providing help in other important areas such as fundraising.
While a teacher in Hawaii, Suter led teams to the FRC World Competition three times and would love to see his BHHS team make it that far.
This, of course, doesn't even include the cost to make the robot.
Suter explained that his wife has been instrumental in the fundraising process.
Several community businesses who have donated to the program include: BC Fisheries, Slugs-n-Stones and Ice Cream Cones, Pacific Coast Properties, Black Trumpet Bistro, Oregon Hydrangea Co., DW Fritz Automation, Inc., the Tippman and Manning families, and funds were also received in Honor of Joshua Fisher. Brookings-Harbor High School also has helped provide money to the program, as has the FIRST organization and Oregon Robotics Tournament and Outreach Program (ORTOP).
For more information on joining, or supporting the BHHS Robotics Club, contact Suter at BHHS: 541-469-2108.


text:
Home / Florence
Ace Hardware Partners with Florence Nonprofit to Help Feed the Hungry
Sat, 03/26/2016 - 10:55 RCN Newsdesk
The Ace Hardware store on Declaration Drive in Independence is kicking off a customer campaign to benefit Master Provisions.
Ace Hardware customers can add a donation to their bills when they checkout, with the gift going entirely to Master Provisions, a nonprofit based in Florence. Master Provisions connects vital resources to people in need. In Northern Kentucky in 2015, it made 4.5 million pounds of food available to over 160 agencies who work to feed the hungry in our community.
In-store displays will inform customers about the work of Master Provisions.
"We know our customers are generous, because they've supported point-of-purchase donations like these in the past," said Ace Hardware store owner Bill Winegardner. "And, we're happy that this year our Ace store can support a local group who is doing so much to help people here in Northern Kentucky."
Master Provisions president Roger Babik expressed gratitude to Winegardner and the Ace team.
"A gift of one dollar enables us to provide enough food for 10 meals for our hungry neighbors," he said. "And, we know that there is power in gifts of all sizes. We truly appreciate the generosity of Bill, the Ace Hardware staff and their customers."
As Ace customers make a gift at checkout, they will have the opportunity to put their names on a card that will be added to the walls inside the store's entrance.
"We look forward to seeing that wall filled up with cards by the end of April," Winegardner said. "All of us will be able to look up and see how many more meals will be going out into the community."
Master Provisions works with area food distributors to take their surplus, so that the food goes to help the hungry, rather than going to the landfill. Then area nonprofits use the food to provide direct help to people who at times lack the resources for enough food. Most of the food provided is fresh fruits, vegetables, dairy products, baked goods, beverages and some frozen entrees, improving nutritional status as well.
- Staff report/Photo provided


I thought I had seen every single Halloween prop Spirit Halloween had this year. After all, I have a Halloween blog about props and other cool stuff that pertains to the holiday. I was wrong. Walking through my local Spirit Halloween I saw all the cool props I had seen online. Double Trouble and Burlap Horror were just as cool as I had imagined they would be. But something caught my eye as I walked to the very back of the store. There dangling on a fixture on the bottom shelf out of everyone's way was the coolest, most realistic Halloween prop I had seen all year-Slimer.
The Slimer prop is not animatronic. Spirit Halloween got Steve Johnson, the creator of the Slimer from the original Ghostbusters to help create the prop so that explains why it looks just like the creature from the films.
The prop retails for $84.99. You can get 20% off by using the animatronichalloween code 18SPIRITA during October to get 20% off. That brings the cost down to $68 or so.
I fell in love with Slimer and am really glad I added him to my collection. I might even keep him up year 'round.


text:
Home/Business/Human Resources/Conflict in the school Systems
Conflict in the school Systems
Subjects: Business, Human Resources
Advertising We'll write a high-quality original custom paper on Conflict in the school Systems just for you with a 15% discount for the 1st order Use a Discount Use a Discount
University / College: University at Buffalo SUNY
Level: Masters
School conflicts The most serious reason of school conflicts is the different outlook, different views on the essence and the tasks of upbringing and education that is called conflict of values. The most widespread form of school conflict of values is the conflict between the education values, which parents are oriented on, and the values of a school or a certain teacher. For example, parents are oriented on the tough model of upbringing. They want their child to be first of all obedient, but the teacher values high the child's creativity. This conflict of values will serve as the constant source of conflicts, which will manifested in every possible way. It is possible that parents will be ready to accept the democratic model of school education, but at the same time they will express dissatisfaction with different concrete things (Robinson, 2000). Or, on the contrary, parents may consider the main task of school education to be the development of children's love for freedom, in the development of their personal potential, realization of their creative abilities, but the school offers the system of tough routine study. The conflict of values can occur between a teacher and school administration or between children, especially in the high school (Richmon, 2005).
The conflict of values is the conflict, which can't be resolved by any psychological means. The conflict of values is the controversy which can't be resolved in open confrontation as every person has a right for his/her own hierarchy of values. In resolution of conflicts of values much depends on the school leaders. Some researches find the way out in values based leadership model "values and conflict will continue to remain contentious issues of challenge for administrators but the adoption of a values based leadership model could assist school leaders to succinctly define the realities of their very complex role despite the challenges. The values-based model has tremendous potential and possibilities to transform the existing face of educational administration provided it is seamlessly integrated within educational organizations to become the new standard of successful and meaningful leadership practice" (Zupan, 2012, p. 184). Certainly, the discussion of various values is necessary, but if it is impossible, the only way out is to organize the collaboration of people with the same values. It is necessary the parents should have the opportunity to appear in school where there are teachers with the same values. Teachers' staff should also consist of people who are close to each other by values. It will help decrease the risk of conflicts' occurrence (Richmon, 2004).
Richmon, M. (2004). Values in educational administration: Them's fighting words!
International Journal of Leadership in Education, 7(4), 339-356.
Richmon, M. (2005). The Value Impress: Toward a Normative Account of Educational
Administration. Unpublished doctoral dissertation, University of Toronto,
Toronto, ON.
Robinson, G.D. (2000). Administrator Views of, and Strategies for Dealing with
Conflicts Involving New Canadians. Unpublished doctoral dissertation,
University of Toronto, Toronto, ON.
Zupan, Krista A. (2012). Values, Conflicts & Value Conflict Resolution: An Investigation of the Experiences of Educational Administrators. University of Toronto
https://nerdyseal.com/conflict-in-the-school-systems/
This work "Conflict in the school Systems" was written and submitted voluntarily by your fellow student. You can use this sample for research and reference purposes to help create your own paper. The use of any parts of the work without proper citation is forbidden.
NerdySeal. (2021) 'Conflict in the school Systems'. 9 October.
NerdySeal. (2021, October 9). Conflict in the school Systems. Retrieved from https://nerdyseal.com/conflict-in-the-school-systems/
NerdySeal. 2021. "Conflict in the school Systems." October 9, 2021. https://nerdyseal.com/conflict-in-the-school-systems/.
1. NerdySeal. "Conflict in the school Systems." October 9, 2021. https://nerdyseal.com/conflict-in-the-school-systems/.
NerdySeal. "Conflict in the school Systems." October 9, 2021. https://nerdyseal.com/conflict-in-the-school-systems/.
"Conflict in the school Systems." NerdySeal, 9 Oct. 2021, nerdyseal.com/conflict-in-the-school-systems/.
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Subscription billing, contract billing, and recurring billing services just got easier – thanks to Sage Intacct. Whether your business needs greater automation in subscription payment processing and billing, automated revenue recognition, or a seamless data flow between Salesforce and your financials, Sage Intacct subscription billing software adapts to your needs for easier and smarter payment management.
Don't let subscription billing complexities and contract billing headaches stand in the way of driving revenue in your company. Eliminate labor-intensive manual calculations with built-in tiered payments and usage-based billing for your customers. You save time and drive revenue with models that keep up with the complexity of your business. From billing across regular periods to non-linear contract billing, like milestones, you have the flexibility to adapt pricing and billing to the best revenue process for your business.
Regardless of what billing model your business uses, you need SaaS billing software that meets all of your regulatory compliance needs for revenue recognition. With your billing and revenue recognition tied together through the contract, you can automatically recognize revenue as performance obligations are met.
Use your Salesforce CRM to enter customer and contract information and synchronize with your business financials in real time. Maintain billing templates and subscription schedules in your financial system, while providing billing and payments visibility to salespeople. Keep everyone up to date on the progress of your financial relationship with the customer.
Sage Intacct has easily grown with us over the past few years as we have exponentially increased subscriptions, and expanded from around 150 employees to four times that amount.


An international education provider is looking for a Marketing Manager to join a collaborative marketing team, based in South East London. You will be responsible for delivering both the offline and online marketing campaigns to support the commercial business function.
You will need to have excellent project management skills, experience working in a commercial environment and will be instrumental in building brand awareness.
Developing integrated marketing communication plans including email marketing and advertising campaigns.
Manage the design, development, print production and delivery collateral, the setup and execution of advertising and the optimisation of the website.
Manage the creation of collateral from banners and flyers to PowerPoint presentations.
Maximising the use of content marketing through the website.
Reporting on digital marketing statistics.
Experience in producing marketing collateral such as brochures, flyers and presentations.
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Coronavirus Update: Supply Chain and Economic Impacts — Week of February 10
Coronavirus Update: Supply Chain and Economic Impacts
Phil Levy
Chief Economist, Flexport
Chinese New Year Celebrations End; Coronavirus Marches On
The Chinese New Year (CNY) holiday is officially over, but supply chains are still struggling to bounce back—largely due to the impact of the novel coronavirus, now officially known as COVID-19.
To begin with, we're seeing factories slow to operate at full capacity, made worse as applications for "reopen permits" are denied by the Chinese government. While some factories started to go back "online," the timeline for ramping up to 'full operations' status remains uncertain.
Reduced passenger airline services in and out of China will limit capacity for high-value airfreight for months. Ocean operations are also feeling strain, with alliances announcing multiple blank sailings (skipped port calls) into North America and Northern Europe.
The Economic Impact
Because of the coronavirus outbreak, China's Customs Office released a statement on February 7 that it would forego reporting preliminary trade data for January. Instead, it will combine January and February data. As the virus has spread, growth forecasts have been cut, with S&P Global Ratings revising its estimate of China's GDP growth for 2020 from 5.7% before the outbreak to 5%.
Looking ahead, there is enormous uncertainty over the full economic impact of the illness. Here are four factors that will determine whether the effects are short-lived and quickly reversed or whether they will be long lasting.
1. The course of the outbreak. It is still too soon to tell whether the virus can be contained, as hoped, or whether it will spread more broadly. Virologists also warn that there can be changes in virus behavior and characteristics over time—feeding the economic uncertainty.
2. Public perceptions about the virus. Whatever the science may say, if COVID-19 continues to stoke public fear, it can lead to declines in consumer purchases and commercial activity.
3. Restarting supply chains in China. A great deal of attention has been focused on whether factories will restart this week after the prolonged closure for Chinese New Year. While important, it is only one stage of the supply chain. Also critical: Truckers need to move goods to ports, and ports need to be functioning. Any break in that chain will be problematic. On top of that, we already know that there will be a sustained reduction in airfreight capacity.
4. Business survival. If the supply chain interruption proves short-lived, then it is reasonable to expect things to bounce back in short order. A more prolonged interruption, however, risks pushing struggling enterprises out of business.
Flexport will continue to monitor the impact of COVID-19 on global trade and provide updates from our experts, including those in mainland China. Keep checking back to Flexport.com and our blog for the latest. Also, subscribe to Freight Market Update for weekly news on what's happening across trade lanes worldwide in both ocean and air.
If you'd like to help, please join Flexport's efforts to provide aid to those in need. Organizations with freight quantity of unused medical masks, N95 masks, sanitizer, medical caps, protective clothing, goggles, eye guards, or any other supplies can donate to relief efforts by contacting org.ops@flexport.com.
And, if you ship with Flexport, your Squad will provide ongoing updates on any potential impact to your shipments. Please don't hesitate to reach out to them with questions.
Coronavirus and the China Supply Chain through the Lens of Data
Coronavirus Update: Supply Chain and Economic Impacts—Week of February 24
Dave Clark 加入Flexport 飞协博,担任首席执行官 (2)
大型零售商并不看好即将到来的节日季,但中小型零售品牌预期将在此期间盈利
Let's Send Help: Fixing Shipping and Logistics for Humanitarian Aid


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//  Copyright (c) 2013 Lee Tze Cheun. All rights reserved.
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@class TCPhotoStreamCategory;

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redpajama_set_name: RedPajamaGithub


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Some thoughts on EA outreach to high schoolers
by Buck6 min read13th Sep 202059 comments
Effective altruism outreach in schoolsEffective altruism educationEffective altruism messagingForum PrizeSummer Program on Applied Rationality and CognitionCommunityBuilding effective altruism
EAs seem to be too pessimistic about high school outreach
Benefits to engaging with younger people
Downsides and failure modes:
Getting into rationality community stuff and EA too early might be bad for people:
[A bunch of these points came from Claire Zabel. Thanks to various people who provided feedback.]
TL;DR: I think that lots of EAs have updated against outreach to high school students based on evidence that isn't actually entirely relevant. I also think that there are some reasons to think that outreach to high school students could be competitive with outreach to undergraduates. There are a variety of downsides to outreach targeting younger people, none of which seem decisive to me.
There have been several posts about unsuccessful (according to the authors) attempts to get high schoolers into EA. E.g. see here and here. When I've talked to people about different recruiting possibilities (in which these posts were often mentioned if I brought up the possibility of trying to recruit high schoolers), I've gotten the sense that many EAs are pessimistic about trying to engage high school students. But I think these past interventions were ineffective for reasons unrelated to their target audience, and that other interventions aimed at high school students seem comparably promising to working with university students.
These posts document attempts to engage high schoolers that were relatively short and untargeted (they didn't strongly select their audience, other than by age, and didn't get to select from a very big group). If you imagine the analogous kind of intervention for other age groups where EA recruitment has had notable successes, we predict the results would be (and has been) similarly disappointing. E.g. if you took a random group of a few hundred university students or recent graduates, selected within that group for EA-ness, then showed them a few videos or had them listen to a few hours of talks about EA, we predict the results would usually be similarly lackluster (and, it's my impression that they have been, when that kind of thing has been tried).
In contrast, many of the biggest EA groups are at top universities, where they can select from thousands of students, and where the students have been somewhat pre-selected for traits that seem correlated with EA-ness, like intellectual curiosity and openness.
The only somewhat-similarly-targeted analogues I know of for high schoolers are SPARC and ESPR (which recruit from people with evidence of talent in STEM fields, e.g. by looking for high school students that have done well in STEM Olympiad competitions). I know a decent number of SPARC and ESPR alum have gone on to do direct work in top cause areas, some of which seems really promising. It doesn't seem easy to compare the hit rate of SPARC to e.g. the Yale EA group, and establishing causality is always hard, but the story of SPARC seems totally different from the lack of traction SHIC seemed to get.
Basically, I think we should treat engaging with high school EAs more similarly to how we treat engaging with older EAs: we should look for places with particularly high density of people who have a chance of contributing to high priority causes and engage them over the course of weeks or months rather than using relatively short means of engagement, and also do structured types of engagement where they can build up connections with other people interested in this. If we do that, I don't think there's a good reason to be more pessimistic about interventions to engage high schoolers than university students.
I see a few big upsides to working with younger people:
It seems harder to recruit people the older they are, at least after people get into their thirties, and so maybe it gets even easier if you go younger than the point at which most recruiting efforts start. I'm sure this stops being true at some point — I don't know if one could effectively recruit a 10-year-old to EA — but the lots of anecdotal experience above + my priors indicates that plausibly, a large fraction of people who were converted to EA could have been and wish they were engaged earlier. If more people could be drawn to EA that way, recruiting efforts focusing on engaging younger people might have greater counterfactual impact, because they engage before some window of opportunity elapses.
I think the EA and rationality communities have lots of tools that help people become overall better at thinking, and potentially vastly increase their lifetime impact. Having access to those earlier seems like it might be very useful for practicing using them and thus become more skilled; perhaps it allows people to become more skilled than is possible if one doesn't encounter these ideas until later in life.
Relatedly, hearing about these ideas earlier might cause people to make some decisions better.
Anecdotally, a large number of the most dedicated and promising longtermist EAs I know heard about EA in high school (at a workshop I ran for a small group of newish longtermist EAs, if I remember correctly about ⅔ raised their hands when asked if they'd heard about EA before age 18), and most others I know that I've asked this question to wish they had, and think their impact would be greater if they'd heard about EA earlier.
EA Survey data implies people who are recruited earlier change cause areas more frequently (see here, the section called 'Cause Preference Change'), which probably causes them to land in high-priority causes at higher rates (assuming EA helps with cause selection).
There's less competition for the attention and time of younger people.
Younger people might be easier to convert for a given level of recruiter quality, because they have lower standards for whether someone is knowledgeable or interesting.
Younger people often have more free time, especially in the time between high school and college, to explore ideas and think broadly about their lives, compared to older people.
It's harder to select for the most talented people. There's less concentration of intellectual talent among high schoolers than college students. So you'd probably want to put relatively less emphasis on outreach at specific high schools (though there are some high schools that are probably as dense with talent as top colleges). Also, it's probably harder to assess talent among high schoolers than older people.
This downside might seem extremely important if you think that student groups at top colleges are by far the best intervention for recruiting undergraduates.
I think that rationalist community stuff can make people feel more isolated and alienated from society, which seems good in some respects but might make people less motivated to be traditionally successful by drudging themselves through various dumb systems; eg they might do worse at college admissions or getting good grades in dumb college courses.
People who get into EA sometimes seem to lose interest in intellectual hobbies (the stereotypical example here is someone who stops thinking about math for fun because they need to focus on learning important things like AI safety). I'm worried that people who get into EA while really young might end up not going down a variety of interesting intellectual rabbit holes and end up as worse thinkers for it.
Anna Salamon's post Reality-Revealing and Reality-Masking Puzzles talks about how people sometimes get disoriented by thinking about AI risk; my concerns here are pretty similar to those she describes. I think that younger people might be more vulnerable to those pitfalls than older people.
Also, rationality community stuff seems to sometimes really mess people up--they go down weird rabbit holes and then decide to become monks or something--and I feel a bit of hesitation about recommending that young people get too involved with the community given the risk of that happening with them. I don't have this same concern about EA.
It's longer before they can do useful EA work. This is most severe if you think that EAs working now can do much more good per hour than EAs in the future. High school students are four years younger than university students on average; so if you have a 10% discount rate per year, this leads to thinking that recruiting a high school freshman is 66% as valuable as recruiting a college freshman. This factor seems likely to be offset by some of the advantages listed above; in particular it seems plausible that recruiting high school students is 35% cheaper than recruiting college students.
Two other brief points that would deserve attention among people trying to do work in this area:
It's more politically delicate to do outreach to high schoolers than older people.
If there were more orgs doing this, there'd be the risk of abuse working with minors if in-person.
Effective altruism outreach in schools11Effective altruism education6Effective altruism messaging4Forum Prize2Summer Program on Applied Rationality and Cognition2Community4Building effective altruism2
[-]Ben_West2y
EA seems reliant on nerdy millennial technology, namely long plaintext social media posts.
I'm interested in communicating in Gen Z ways, which I think roughly means "short amateur videos". I've had moderate success on TikTok (35,000 followers as of this writing), and I would encourage more people to try it out.
There's a nice self-selection where your content is only displayed to 16-year-olds who spend their free time watching math videos (or whatever niche you target), which I expect to be one of the best easily-available audiences of young people.
[-]HowieL2y
I'm very worried that staff at EA orgs (myself included) seem to know very little about Gen Z social media and am really glad you're learning about this.
[-]Milan_Griffes2y
I've found High Tea to be a helpful resource for staying in touch with Gen Z trends.
[-]Benjamin_Todd2y
I'm worried about this, though it seems hard to deliver detailed info that explains and backs up our positions via short videos. One hope would be that once we feel like our core advice is all written up, we should turn to short videos as an alternative entry point.
I somewhat agree with this but think it's worth pointing out that a lot of "our positions" are not very complicated or controversial, it's just that most people don't think about the topic. E.g. we just did a video celebrating the extinction of smallpox, and I don't expect that to cause many problems.
Some 80 K things like this might be the value of doing cheap tests or ABZ plans. Or even "maybe do a little bit of thinking before deciding on your career." I'd be interested to talk to you all about this if/when you think videos would be beneficial.
[-]Jack Malde2y
Agreed but maybe there's scope for spreading some of the core ideas of EA (a la Doing Good Better) as opposed to more specific career advice from 80K?
[-]BrownHairedEevee2y
This reminds me of the Planet Money TikTok!
Q&A With Some Of The Folks Behind 'Planet Money' On TikTok
NPR's Planet Money Podcast Is Reaching Gen Z Through Chaotic TikTok Videos
Agreed! I think they are a good example of transitioning from a medium mostly serving older generations to a different medium that serves younger people.
Also, earlier I had the idea for a YouTube channel similar to many educational YouTube channels. The more zany, TikTok-style video content could complement it.
Interesting, what sort of content do your videos cover and how can I check them out?
It's honestly mostly "things I currently think are cool" which is probably not the best way to grow a channel but oh well. My most popular content is analysis of TikTok itself and cosmetics analysis/recommendations.
I'm @benthamite on the app. Would love to connect if you join!
[-]matthew.vandermerwe2y
I think this deserves more than a brief mention. One of the two high school programs mentioned (ESPR) failed to safeguard students from someone later credibly accused of serious abuse, as detailed in CFAR's write-up:
Of the interactions CFAR had with Brent, we consider the decision to let him assist at ESPR—a program we helped run for high school students—to have been particularly unwise ... We do not believe any students were harmed. However, Brent did invite a student (a minor) to leave camp early to join him at Burning Man. Beforehand, Brent had persuaded a CFAR staff member to ask the camp director for permission for Brent to invite the student. Multiple other staff members stepped in to prevent this, by which time the student had decided against attending anyway.
This is a terrible track record for this sort of outreach effort. I think it provides a strong reason against pursuing it further without a high degree of assurance that the appropriate lessons have been learned — something which doesn't seem to have been addressed in the post or comments.
[-]Darius_M2y
Brief meta comment: I would generally recommend being very cautious about (and mostly avoid) using language like "converting" others to EA, as in your sentence "Younger people might be easier to convert (...)". This type of language seems fairly easy to avoid, whiled using it may make many people feel uncomfortable and even pose reputational risks for the community.
My take is it's not the most effective mindset either. Personally I try to focus on giving people information to help them make better decisions by their own lights, even rather than the standard marketing mindset.
[-]alexrjl2y
As someone who works with young people, I strongly agree with this.
[-]Buck2y
Yeah, I thought about this; it's standard marketing terminology, and concise, which is why I ended up using it. Thanks though.
[-]RyanCarey2y
I'm not an expert, but I think "conversion" in marketing refers to getting people to take a specific action, such as buying a product or making a donation. In this case, there's no specific action, so I read "convert" in the non-technical sense, 'change one's religious faith or other belief', which is why it's awkward.
I think it's especially dangerous to use this word when talking about high schoolers, especially given the number of cult and near-cult groups that have arisen in communities adjacent to EA.
[-]Emrik10mo
I worry more about how language-policing might make people in the community hesitant to do more outreach, for fear that the community will think that they're insensitive. Let's laugh at people who think using the word "convert" is insensitive, rather than making people more hesitant to do outreach. Some "reputational damage" seems good when it makes us stand out more.
If EA seemed too professional (in the sense of policing their language, making sure they don't offend anyone, etc.) to me when I first heard of it, I would be reluctant to believe they were capable of thinking for themselves or doing anything efficiently.
Three not particularly important or related thoughts from having thought about SHIC a fair amount:
One of the hardest parts of high school outreach I think will be getting people to continue to be engaged over their college career (assuming they go to college), which is four years of substantial chance of value drift before any direct impact happens. Whereas recruiting from college, the distance is much less.
It seems like the typical "good student" high schoolers optimize a lot for having authority figures like them, which could easily lead them to endorse - even enthusiastically - EA views they don't end up holding all that strongly. This could skew outreach and the perception of success.
I think one of the best things about hearing about EA pre-college is it would let you set up your college plan (e.g., major, internships) in an EA-directed way, which I think is one of the most useful things to do for an EA-career, as opposed to having to make some sort of more difficult within-college or post-college transition. (On reflection with full hindsight, I'm not sure what I would've done differently or how I would've had more impact if I had heard of EA in high school rather than halfway through college, but I certainly did feel off-guard in that respect.)
[-]Marisa2y
I think one of the best things about hearing about EA pre-college is it would let you set up your college plan (e.g., major, internships) in an EA-directed way
To me, this seems like the best case for engaging with high schoolers over college students. I seem to meet a lot of EAs who study something that doesn't correlate well with most high-impact careers and find themselves wishing they'd heard about EA sooner so they could have studied something more practical.
The major questions I have with this are 1) can you actually convince high schoolers to change their career plans, and 2) if so, will they actually apply EA ideas in a way that increases their impact? (or as opposed to just blindly following 80k recommendations and doing something they don't like or aren't good at.) I guess both are also risks associated with trying to get anyone to make an EA-related career change, but high schoolers seem more at risk to me, particularly with #2 since I think they have less self-awareness regarding their skills and interests.
Hey Buck,
Upvoted - I think agree that people have become too negative about it, and I'd be interested in seeing another org in this space, though I think I prefer top university outreach still on average, so am probably still a bit more negative than you.
A. One reason is you didn't put much emphasis on what I see as some of the more significant downsides. One is what Peter Hurford says:
With a college student, you can talk to them about decisions like moving to an EA hub, working in an EA org etc., which are steps that tend to get people onto great long-term paths. With a high schooler, you'd need to hope they get involved in an EA group while at university, which suggests we'd ideally make the university groups good first, and even then I think would have higher chance of drifting away.
B. Another is that I think EA advice to high schoolers is less useful than what we have to say about later decisions. The common sense advice of things like "go to a prestigious university" and "quantitative subjects keep options open more" and "do internships / interesting projects / build CV material" already seems pretty good to me and are widely known.
In contrast, when someone is working out where to donate or which cause to work on, we think some options are over 100x better according to their values in a way that's not widely known. This isn't to say many people don't make mistakes in their choice of university / major or how to spend their time at college, but I still think the delta between having EA advice and not having it is smaller.
Our crux might be this:
I think the EA and rationality communities have lots of tools that help people become overall better at thinking, and potentially vastly increase their lifetime impact.
My take is more that this advice is useful, but it's not radically better (for most people) than other sources out there (plus the other downsides you mention). E.g. a bunch of value comes from ideas like 'actually optimize for your goals', but you can get this from other smart self-help advice, following top Silicon Valley people etc., reading Dalio's Principles.That's just one example, and to repeat, I still think it's better to have these ideas than not, just I don't think the delta is as big.
On the other hand, if people had 4 years longer to think about which cause to focus on, and to learn a lot about that topic, that seems pretty useful.
C. The age data I mention in the other comment.
D. I think the lack of track record is still a negative E.g. we have a lot of examples of great university groups bringing in great people, so I feel confident that starting another good university group will be useful. Doing more high school outreach is great as an experiment, but overall I'm less confident it'll work, and it's also harder to measure. (Though I haven't seen data from SPARC, which could change my mind.)
Another is that I think EA advice to high schoolers is less useful than what we have to say about later decisions. The common sense advice of things like "go to a prestigious university" and "quantitative subjects keep options open more" and "do internships / interesting projects / build CV material" already seems pretty good to me and are widely known.
I generally agree with your point but I do think there are a few things one could suggest e.g.
Suggesting Economics/PPE as particularly great options for undergrad that keep options open whilst also leaving significant potential for doing good through career or further study
Similarly suggesting Econ as a good A-level option
Suggesting to those wanting to study maths/science at uni to consider something else technical but probably more useful, for example Econ/Econ+Maths or Computer Science (emphasis on "suggest" I realise the danger of pushing people into something they don't want to do)
Suggesting philosophy as a credible A-level to do! I think it would be good for people to introduced to philosophical ideas earlier
Making the classic EA point that counterfactual impact as a medic is small! This could save people from doing expensive six year medicine degrees and then have little impact
I know these suggestions aren't all that radical but they could still be somewhat useful. I am also aware that these suggestions would have to be made with care and the danger of being too pushy!
EDIT: I don't have examples but I'm sure there are certain projects/internships one can do that are higher impact than others e.g. policy-related work
Yeah I totally agree there are useful things to say, though my impression is these kinds of changes are smaller and this kind of advice is more out there already (except the last one).
I think the hope for more radical changes would be giving people more time to mull over the worldview, and maybe introducing people to a general 'prioritizy' mindset, that can sometimes payoff a lot (e.g. thinking about what you really want to get out of college and making sure you do).
(On the specifics, I think maths & physics probably trumps economics at A-level, if someone has the option to do both. At undergrad it's more unclear, but you can go from maths and physics into an econ, compsci or a bio PhD but not vice versa.)
OK I generally agree with your points, including on the specifics - it's highly relevant that one can go from physics/maths undergrad to econ PhD but not the other way around. Taking that into account maths undergrad actually seems like something pretty good to promote, especially given its ETG potential.
I agree on the potential value from giving people time to mull over the worldview and introducing people to the general mindset at a younger age. One possible (although indirect) way to do so is through promoting philosophy in schools which is something I wrote on a few months ago.
Obviously EA outreach is more direct than general philosophy, but I think the tradeoff is that it is difficult for EA outreach to be consistent for students, making it hard for them to stay engaged. I suppose this could be mitigated by having EA-aligned teachers at certain schools who can try to keep students engaged through talks/societies etc. Indeed I think some people with philosophy degrees who are struggling to find high-impact options may find their comparative advantage in teaching philosophy at prestigious schools such as Eton, and doing what they can to promote EA outside the classroom.
[-]tamgent2y
I agree with your upsides. On the failure modes though, I think the question of 'what do the parents think' is missing and important (I guess you maybe touch on it when saying it's politically delicate?). I can imagine all sorts of things high schoolers decide to do because of something they read related to EA that parents might be unhappy about and rally around, from donating their pocket money to moving country, or changing career plans (which many parents are opinionated about).
Regardless of whether the changes teenagers make in their life as a result of getting into EA will be good or bad or whether their parents are right or wrong, parents might with reason start rallying on Twitter or in the school union or something, with potential reputation costs, and making it harder for the next person trying to do it.
Young adults don't have this problem. Even though they may also do things that their parents disagree with as a result of getting into EA stuff, the parents will have a less strong mandate for rallying against it, especially in a public way.
I don't think this risk rules it out completely in my view, and there are likely things that can be done to minimise the risk. I know a teacher who runs an EA club at a specialist maths sixth-form in the UK (16-18yo), and it seems to be going quite well. I'll send him this post.
[-]967582y
An interesting, but potentially contentious and risky, approach could be to target a small number of high schools whose pupils have historically tended to wield outsized influence on the world. Certainly in the UK, these schools are pretty well-known. Focussing outreach on them would seem, naively, to be very efficient - but also throw up reputational issues in terms of equity and inclusiveness.
[-]Neel Nanda2y
I'd expect a more significant risk to be that the outreach just wouldn't work. I expect that for EA outreach to be effective, you need to significantly filter for a bunch of things, like altruism, truth-seeking, reliance on evidence and reason, meta-cognition, etc. I'd expect a school like Eton to filter pretty hard for expected future influence on the world, but not for probability of being interested in EA?
Though I guess it somewhat filters for intelligence, which correlates a bit with those things
As someone who went to a top private school I would agree with this, although admit it's not a perfect correlation.
Indeed I think we could do some targeting within top schools as you get a variety of students with different interests. You will get those who want to go to debating society and discuss the big issues of the day. You will get those are bored in every class waiting to get to the sports pitch. You will get maths geniuses who are pretty consumed by pursuing pure maths without much thought about the impact they will have. And you will get some who don't really want to be there.
So potential targeting could look like - EA outreach for students that actually sign up for it (obviously they will be interested then), for those taking philosophy A-level, for those in debating society (we could even arrange for a debate on a relevant topic), for those participating in Maths Olympiads etc. This targeting could bear more fruit than just 'outreach to Etonians'.
Just a quick comment to say this sample doesn't seem representative to me:
Anecdotally, a large number of the most dedicated and promising longtermist EAs I know heard about EA in high school (at a workshop I ran for a small group of newish longtermist EAs, if I remember correctly about ⅔ raised their hands when asked if they'd heard about EA before age 18)
In the EA survey, for people who said they were 5/5 engaged, the median age at which they first heard about EA was 22 (mean 24). So a majority of the most engaged EAs became involved later than high school.
This is also matches my anecdotal experience, where university age seems more common than high school.
When we plotted average engagement against age first involved, the peak was at 20. People who first got involved at age 18 were less involved on average, and had a similar average level of engagement of people who first got involved at age 40 [edit: see my comment below]. It's hard to know what to draw from this (younger and older people probably get less engaged because the community is less well set up for them), but I think it means we don't have clear evidence that it's better to reach people younger.
[-]David_Moss2y
When we plotted average engagement against age first involved, the peak was at 20. People who first got involved at age 18 were less involved on average, and had a similar average level of engagement of people who first got involved at age 40.
Just for the benefit of people who haven't seen the graph, we also split this by cohort (which year they first heard of EA) and there was no cohort for which the peak was younger than 20.
It's hard to know what to draw from this (younger and older people probably get less engaged because the community is less well set up for them)
I think the fact that we see this effect across cohorts is some evidence for age (when they got involved) itself driving the effect. People who joined (when they were young) in earlier cohorts will be at least in their early 20s and maybe almost 30 by now. So you might think that they will now have been in EA during the ages which, ex hypothesi, the EA community is better set up for, and it seems like they are still, on average lower in self-reported engagement. Of course, it could also be that how well the EA community is set up for you when you first hear of it is really important, and so people who first hear about it earlier than university age never recover, but it's not clear to me what the mechanism would be there.
Of course, we are talking about a relatively small group of people who first hear about EA at these young ages: about 15% first heard of EA when they were younger than 20 (but that comfortably includes university age), but <5% first heard of EA when they were younger than 18 (and this is probably an over-estimate because age-first-heard is calculated from reported year when people first heard and their date of birth, so there's a bit of wiggle room as to exactly how old they were when they first heard.
Eli Rose helpfully looked more into the data more carefully, and found a mistake in what I said above. It looks like people who got involved in EA at age ~18 are substantially more engaged than those who got involved at 40. People who got involved at 15-17 are also more engaged than those who got involved at 40. So, this is an update in favour of outreach to young people.
[-]Max_Daniel2y
Also, to be clear, are your original comment and this correction talking about the same survey population? I.e., EA survey takers in the same year(s)? Rather than comparing the results for different survey populations?
Yes, these are all based on analyses which I did on EAS 2019 data.
How do people who first got involved at 15-17 or 18 compare to people who first got involved age 20-25 (or something like that)? So "unusually young" vs. "median" rather than "unusually young vs. unusually old"?
People who first got involved at 18 (or 19) are about the same as people who got involved at 21 (i.e. a little bit lower than the peak at 20).
People who first got involved at 17 are about the same as people who first got involved 22-23.
For people who first got involved 15 or 16, the confidence intervals are getting pretty wide, because fewer respondents joined at these ages, but they're each a little less engaged, being most similar to those who first got involved in their mid-late 20s or 30s respectively.
In short, the trend is pretty smooth both before and after 20, but mid to late 30s it seems to level out a bit, temporarily.
You might want to open these images in new windows to see them full size.
And finally, this is visually messy, but split by cohort, which could confound things otherwise.
We'll be presenting analyses of this using EAS2020 data in the Engagement post shortly.
I'm going to leave it to David Moss or Eli to answer questions about the data, since they've been doing the analysis.
[-]DavidNash2y
Is engagement the thing you want to optimise for over impact or are the two highly correlated for you?
Ultimately I care about impact, but the engagement measures in the EA survey seem like the best proxy we have within that dataset.
(E.g. there is also donation data but I don't think it's very useful for assessing the potential impact of people who are too young to have donated much yet.)
A better analysis of this question should also look at things like people who made valuable career changes vs. age, which seems more closely related to impact.
FWIW I found and read the sequences when I was about 14, and went to a CFAR workshop before uni. I think if these things had happened later they'd have been less impactful for me in a number of ways.
[-]jessica_mccurdy2y
Note: While I contributed to one of the posts about unsuccessful high-school outreach my experience with teaching EA concepts to high schoolers is much more limited than the others in the post. Most of my thoughts on this are based off of a few experiences teaching high schoolers, discussions with other people teaching high schoolers, my relative freshness out of high school (Graduated in 2017), and some extrapolations from running Yale EA and interacting with first-years.
As someone who contributed to one of the posts about unsuccessful high-school outreach I agree that outreach to high schoolers is not a lost cause (though I am inclined to think the majority of value would come from students in their last two years of high school since they will have a better grasp on topics and are closer to college).
I think even in just the few years after these posts were written we have learned a lot about movement building that could possibly contribute to more successful outreach. Particularly having more targeted outreach seems to be promising.
Catherine Low suggests here (though her opinions may have changed):
"This might be possible if you have a strong brand (such as an association with elite University) allowing you to attract suitable students through schools and other networks, and the resources to run a fellowship-type program with these students"
University group leaders have found that marketing their Fellowships as "prestigious" brings in more and better applicants. I imagine if you add prestige, the possibility of being able to add the program to college apps, and some selection process you could draw in a pretty promising high school crowd to a similar program. (However, if you did this I would disagree with your pro that there is "There's less competition for the attention and time of younger people" since these types of students are often incredibly busy although they are more free in summers)
I agree with Peter's concern about continued engagement. My inclination would be that a lot of the value would come from getting these students to then join their respective University group or start their own. This would probably require a bit more of a focus on community building as being particularly valuable.
As for concerns of the delicate nature of outreach to high schoolers, I think this should really be talked and thought about more. High schoolers being susceptible to ideas coming from older impressive people has its advantages and disadvantages. I haven't thought about this enough to really contribute but would like to.
Lastly, most of my optimism around this would be specifically for EA outreach as opposed to rationality outreach. I pretty much agree with all of your concerns about rationality outreach listed in cons here and at least personally think they outweigh the pros of having purely rationality outreach rather than mainly EA outreach with some rationality concepts. I do think you can greatly minimize the concern of people losing intellectual hobbies as a result of getting involved in EA if this concern is built into the curriculum (ie: how to be sustainable in your altruism, the value of non-directly EA activities etc.)
[-]ClaireZabel2y
Also, I believe it's much easier to become a teacher for high schoolers at top high schools than a teacher for students at top universities, because most teachers at top unis are professors, or at least lecturers with PhDs, while even at fancy high schools, most teachers don't have PhDs, and I think it's generally just much less selective. So EAs might have an easier time finding positions teaching high schoolers than uni students of a given eliteness level. (Of course, there are other ways to engage people, like student groups, for which different dynamics are at play.)
Very true, also teaching at top private schools doesn't even require you to have gone through a teaching qualification (at least in the UK). They're happy to hire anyone with a degree from a respected uni who has some aptitude for teaching. I have a feeling this might be quite an underrated path.
I think outreach directed at high schoolers feels more ethically questionable to me than outreach directed at students. I roughly think that high-schoolers tend to be significantly more impressionable/vulnerable, especially when talking to people who they consider worthy of respect. Admittedly, this also seems true of college students, albeit to a lesser degree, so I think I'm drawing arbitrary lines in the sand. But it feels different to do it with a minor/somebody still in school.
With all that said, I went to ESPR, and had an incredibly positive experience, that I think has significantly increased my expected lifetime impact! (I first went at 17). But I know people who also had pretty negative experiences (much more with the rationality side than EA, which wasn't strongly emphasised)
I agree that this point is worth taking seriously. But isn't the counterfactual simply that the folks are influenced (deliberately, or not) by other sets of ideas/values, and so we might as well make an effort - carefully, thoughtfully, etc - to share 'our' values?
[-]Linch2y
I think the set of values commonly ascribed to EA is both more totalizing and a stronger attractor state than most counterfactuals.
I disagree that the counterfactual is comparable. I agree that they will have SOME influences, but I think the magnitude of influence really matters. By default, people aren't exposed to strong, deliberate influence of the kind described in this post, for any set of ideas/values.
I guess you could argue that living in the West is a process of ambient influence towards Western values?
An EA teaching pathway?
Building effective altruism is currently one of 80000 Hours's four top cause areas. One of the most promising avenues for doing this is to do safe and reputable high-school outreach - about a dozen people seem to be currently pursuing this. If at least a couple of people doing this had experience teaching, especially at a magnet school, or a gifted program, then their skills and credentials could move the needle on the quality of these summer programs, and have an impact via teaching itself. Especially so if one wanted to start a new school for kids interested in public service and EA.
So I think a teaching career, properly designed, could be pretty good by EA standards. Suppose you plan to teach at a gifted school, while helping with EA high-school summer programs, and eventually to make oneself available to work at any EA-leaning school. For such a career, I'd be inclined to update the 80,000 Hours' review rates teaching as follows:
career capital: 1/5 -> 2/5
earnings: 2/5 -> 3/5
ease of competition: 5/5 -> 4/5
direct impact: 2/5 -> 2/5
advocacy potential: 2/5 -> 5/5 [assuming you count the effects of training up altruistic kids here]
job satisfaction: 4/5 -> 4/5
I'd speculate that this could be a good idea for those EAs who love teaching, and are US-based, and want a career that's not extremely competitive - something like 0.3-1% of the EA community.
I think targeted high school outreach has always looked (incredibly) good a priori. The question is whether it works in practice. At least in UK/EU, I can't think of anyone who came through sparc/eurosparc/shic and is now working full-time on EA. Probably a couple of students, but their impact is still to be determined. Until a couple of years ago, people were saying the same thing in the Bay Area. Which would suggest all of these programs have a <1% conversion rate, and that high school outreach might have an even lower conversion rate than university group outreach (for whatever reasons). Your suggestiom that this is changed is interesting - if you can say more without getting into awkward "naming names" it'd be pretty useful.
[-]Owen Cotton-Barratt2y
I don't want to name individuals on a public forum, but noting that there are at least a couple of individuals at FHI who passed through one of the programmes you mention (I don't know about counterfactual attribution).
Also, some may still resemble "students"/apprentices with "impact still to be determined". I guess ESPR may be hard to evaluate 4 years in, but shouldn't SPARC students be beyond that stage, if the program has run for 8 or so years? American data could be very useful...
[-]Jaime Sevilla2y
Without entering into too many sensitive details, when I have looked at the output of similar programs I have noticed that I was excited about the career path of 1 out of every 3 participants.
But a) I dont know how much of it was counterfactual, b) when I made the estimation I had an incentive to produce an optimistic answer and c) it relies on my subjective judgement, which you may not trust.
Also worth noting that I think that the raw conversion rate is not the right metric to focus on - the outliers usually account for most the impact of these programs.
[-]Jan_Kulveit2y
First EuroSPARC was in 2016. Targeting 16-19 year olds, my prior would be participants should still mostly study, and not work full-time on EA, or only exceptionally.
Long feedback loops are certainly a disadvantage.
Also in the meantime ESPR underwent various changes and actually is not optimising for something like "conversion rate to an EA attractor state".
One other random point: it strikes me as easier to filter college students for altruism, ambition, talent, etc. than for high school students.
[-]Prabhat Soni2y
Another approach that targets high-schoolers that I can think of is promoting philosophy education in schools. How does EA outreach in schools compare with this?
Hi Prabhat, I'm a bit late to responding, but that was my article and I do have some thoughts on how promoting general philosophy education compares to EA outreach.
On the one hand whilst philosophy could in theory become part of the core curriculum and be taught on a regular basis, this is unlikely to be true of EA. It is difficult for EA outreach to be made consistent for students, which might make it hard for students to stay engaged. Therefore I think that general philosophy wins on a "consistency" metric. However, having dedicated EA teachers at schools could (possibly) allow for more consistent EA outreach.
On the other hand there is the question of how direct (to EA) the teaching is. On this metric obviously EA outreach wins. Despite this, there is a question over how useful EA outreach might actually be to high-schoolers in terms of how decision-relevant it would be for them. As raised by Ben Todd in another comment, it might be that most of what we can say to students ("do technical subjects" etc.) is already fairly well known. Perhaps the best approach with younger students is instead to introduce people to a philosophical way of thinking more generally with an EA slant where possible (e.g. Singerian-style practical ethics), with a view for EA outreach further down the line. Therefore on a "usefulness" metric I'm not entirely sure which approach wins.
Overall I think both approaches have promise, but I would be very happy for people to explore further.
Hey Jack, thanks for the reply. Yeah, I agree that it's not obvious which among among the two is more promising.
[-]david_reinstein5mo
My impression is that outreach to (16-18 year old) high school students will be very difficult, but with very large rewards.
It is hard to 'break into' schools and introduce programs and organizations. This is for good reasons; these are public institutions, young people are vulnerable, etc.
But I think if one gets EA orgs and other programs (like Charity Elections) going in high schools it could have huge impact. It could...
Scale easily
Be very influential... these are seen as the 'formative years'
Potentially bring in communities/parents/teachers
Be 'trackable/measurable' to university level (can survey college students about whether they were part of it in HS)
[-]peter_janicki2y
Mostly agreeing with this article. Thx. I'd be hoping, that high schoolers (make better choices on what to study) will find the ea-groups at university faster, if they know about ea already. But even if that "fails", it's not only about "becoming ea" or not. It's not binary. If people don't get involved in ea-stuff... but agree to only one concept more (like cause neutrality /animals are capable of suffering, so that should matter too / counterfactual thinking in making career choices / the fact, that donations can have different impacts etc. (maybe even spreading those ideas)) - then it might be worth the time. Thx for the article.


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Surat, India – September 2015, GSI (Gemological Science International) one of the world's leading gemological labs, is pleased to announce that it is the first and the only laboratory in India to begin batch testing for star and melee sized diamonds using the latest state of the art technology.
GSI, an independent gemological laboratory, presented the fabulous collection of couture designer Anand Shah called "The Garden of Eden" at India International Jewellery Week 2015.
GSI (Gemological Science International) is proud to support and sponsor incredible jewelry designer Mr. Anand Shah at IIJW 2015. The highlight of the show will be Mark Gershburg, CEO – GSI, and Debbie Azar, Executive Vice President – GSI, walking down the ramp with jewelry designer Anand Shah and Bollywood diva Richa Chadda.


Numerous bars and pubs in Bremen combine their relaxed atmosphere with various artistic events; Enjoy some live music, watch a cabaret, or hear a reading while you enjoy your after-work beer, an elegant cocktail or just a glass of milk. Here are some tips where you can make the most of this combination in Bremen.
One of the biggest in the Bremen bar and culture scene: The Gastfeld. You can hear live music, see photo exhibitions, be introduced to new literature and answer questions on quiz-night at the oldest pub in the Neustadt.
In Bremen's green lung – the Bürgerpark – you'll find two places where culinary reinforcements and cultural highlights meet. The walls of Haus am Walde (more of a restaurant than a bar) are decorated with paintings that are for sale, and it has concerts outdoors in its beer garden. At the Waldbühne, you can swing every second Tuesday (Dienstag) of the month at their "Dienstags-Jazz".
Irish beer, around 30 different kinds of whiskey, a traditional pub atmosphere and lots of live music from folk to reggae are served up at Hegarty's on the Ostertorsteinweg. There is a "Hegarty's Quiznight" held regularly, and sporting events are shown on a large screen.
In addition to the homemade cake, hearty fare and assorted drinks, you'll find a lot of art at Lilie, in the heart of Findorff. The restaurant regularly lends its walls to different artists, so they can present their work to the lively public this place draws. There's live music on a regular basis and you can watch Bundesliga games or the crime show "Tatort" here.
At Litfass on the "O-Weg" (Ostertorsteinweg), your drink can be spiked with pretty much every kind of cultural genre: concerts, theater shows, DJ sets, literature and art. In addition to the regular event series there are exciting guest appearances.
On the left side of the Weser near the Wilhelm-Kaisen Bridge, the opening of the Karton in 2014 and the Papp in 2015 have enriched the bar scene in the Neustadt. The Karton is a café, bar and a stage for regional specialty coffees, vegetarian and vegan cakes, as well as for concerts, readings, game and quiz nights. In Papp delicious cocktails from the organic bar are proffered, along with concerts and DJ sets.
It wasn't always situated in the Reuterstraße, and it's had different names in the meantime, but it has never been located outside of the neighborhood of Walle: The Karo, the "suburban bar for everyone". There's lots of music to listen to here, including the "Room full of Blues" on the last Wednesday of every month. You can see Bundesliga games or watch the crime show "Tatort" on Sundays.
Next to the Bremer Shakespeare Company in the Theater am Leibnizplatz, is the restaurant Falstaff. In addition to the regularly held "Buffet & Matinee", recited works from world literature, liederabends and theater projects ensure plenty of cultural enjoyment.
In the middle of the Ostertor, the Heldenbar and Cinema share one address and combine liquid delicacies (from craft beers to organic lemonade) with art-house cinema. And not only that: At regular intervals at Heldenpop in the Heldenbar, there's also music.
Breakfast, homemade cake and pie, little savories, coffee and tea specialties, beer, wine and alcohol-free beverage – entertainment for the taste buds is as important as the cultural entertainment in Café Erlesenes. The event-café in Bremen North regularly holds concerts and readings. The Overbeck Museum is in the same building with its Worpsweder art, as is the KITO which presents cabaret, comedy and music.
Now in the second generation, the Pusta-Stube combines Hungarian dishes with entertaining events. In the middle of the idyllic Blockland, you'll encounter hits you can groove to, poets, thinkers, singer-songwriters, revived legends and much more.
On the Hankenstraße in Bremen Mitte, the Meisenfrei and Bluesclub are nestled together. Connected to each other, one is a more of a pub, the other more of a music club – together they are a cultural hotspot. From blues to heavy metal, jazz to rock, ska to punk: The Meisenfrei Bluesclub has something for every musical taste.
In der Waldbühne könnt ihr beim Dienstags-Jazz an jedem 2. Dienstag im Monat ordentlich swingen.
Das Haus am Walde, mehr Restaurant als Kneipe, präsentiert im Restaurant käuflich zu erwerbende Gemälde und im Biergarten unterschiedliche Live-Konzerte.
Irisches Bier, rund 30 verschiedene Whiskey-Sorten, traditionelle Pub-Atmosphäre und viel Live-Musik von Folk bis Reggae werden euch im Hegarty's am Ostertorsteinweg kredenzt.
Im Herzen von Findorff gibt es in der Lilie nicht nur selbst gebackene Kuchen, Herzhaftes und diverse Getränke, sondern auch ganz viel Kunst.
Das Litfass am Ostertorsteinweg bietet so ziemlich allen kulturellen Genres eine Bühne.
Im Papp werden leckere Cocktails aus der Bio-Bar sowie Konzerte und DJ-Sets kredenzt.
Das Karton erwartet euch als Café, Bar und Bühne mit regionalen Kaffeespezialitäten, vegetarischer und veganer Küche sowie Konzerten, Lesungen, Spiele- und Quizabenden.
Im Karo hört ihr viel Musik wie etwa Blues beim Room full of Blues an jedem letzten Mittwoch im Monat, seht die Bundesliga oder guckt gemeinsam mit anderen den Sonntags-Tatort.
Während im Falstaff regelmäßig bei Buffet & Matinee Werke der Weltliteratur rezitiert werden, locken auch Liederabende und Theaterprojekte zu kulturellen Genüssen.
Im Ostertor teilen sich Heldenbar und Cinema eine Adresse und verbinden flüssige Delikatessen mit kulturell anspruchsvollem Kino. Außerdem gibt es in der Heldenbar beim Heldenpop auch Musik auf die Ohren.
Regelmäßig erlebt ihr im Erlesenes im Bremer Norden Konzerte und Lesungen.
Von Blues bis Heavy Metal, von Jazz bis Rock und von Ska bis Punk: Im Meisenfrei Bluesclub kommt jede musikalische Geschmacksrichtung auf ihre Kosten.


Description: The Daniel Urban Kiley Teaching Fellowship is awarded annually to an emerging designer whose work articulates the potential for landscape as a medium of design in the public realm. The Kiley Fellow will be appointed Lecturer in Landscape Architecture at the Harvard University Graduate School of Design for the 2018-19 academic year. While the Kiley Fellowship is awarded competitively on an annual basis, successful Fellows are eligible to have their academic appointments renewed for a second year at the rank of Lecturer, dependent upon review of their teaching, research, and creative practice.
For details and more information, please visit Kiley Teaching Fellowship or send an email to kileyfellowship@gsd.harvard.edu.


Yeah Yeah Yeahs: "Heads Will Roll" and "Zero"
I have no idea what Time's writer Lizzy Goodman means by the phrase "an exhibitionistic Boo Radley," and sort of doubt she does either. But it's a nice phrase, and Karen O certainly is a great front person.
There is dark stuff in many of the band's videos. Above is Heads Will Roll and below is Zero.
Amsterdam Klezmer Band: "Op een Goppe" and "A Chassid in Amsterdam"


If you are unsure where to plan your 2019 Dorset holiday, why not visit the quintessential English village of Abbotsbury. The village lies on Dorset's Jurassic coast just 2 miles from sunny Weymouth and within easy reach of Lyme Regis and West Bay.
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Dorset Holiday Cottages love Dorset. This stunning County has avoided major development. It therefore offers a laid back pace of life often missing in today's modern world. Most of our cottages in Dorset are near the coast. The beautiful Jurassic coast has been awarded World Heritage Site Status – those of you who have visited Lulworth Cove or Durdle Door will know why! The sandy beaches at Studland, Swanage and Weymouth are a delight whatever the season. Our holiday cottages are open all year including availability for bank holiday weekends and coastal holidays.
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...PAYMENT) and leave only the accordion menu with the tours and the image below the menu. Thats it for this column. The right column does not need a cosmetic changes but the booking form is not working correct. I mean when bookings are made for the day it is not blocking the day or it does but I think it is something wrong there so you need to check it out.