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Monitoring Educational Equity (2019)
Chapter: 1 Why Indicators of Educational Equity Are Needed
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Suggested Citation:"1 Why Indicators of Educational Equity Are Needed." National Academies of Sciences, Engineering, and Medicine. 2019. Monitoring Educational Equity. Washington, DC: The National Academies Press. doi: 10.17226/25389.
Why Indicators of Educational Equity Are Needed
If the ladder of educational opportunity rises high at the door of some youth and scarcely rises at the doors of others, while at the same time formal education is made a prerequisite to occupational and social advancement, then education may become the means, not of eliminating race and class distinctions, but of deepening and solidifying them.
This quote is taken from the report of the Commission on Higher Education, which had been established by President Truman. Issued in 1947, the report is historically significant because it represents the first time that a U.S. president commissioned a panel to analyze the country's system of education, a task typically left to the states, as laid out in the Constitution's 10th Amendment. The report is also significant because of the messages it carried and the sweeping changes it called for. Its recommendations included:
. . . the doubling of college attendance by 1960; the integration of vocational and liberal education; the extension of free public education through the first 2 years of college for all youth who can profit from such education; the elimination of racial and religious discrimination; revision of the goals of graduate and professional school education to make them effective in training well-rounded persons as well as research specialists and technicians; and the expansion of Federal support for higher education through scholarships, fellowships, and general aid.
The report also called for:1
. . . the establishment of community colleges; the expansion of adult education programs; and the distribution of Federal aid to education in such a manner that the poorer States can bring their educational systems closer to the quality of the wealthier States.
These goals are striking because they could have been written yesterday. In the intervening 70 years, there have been other presidential commissions charged with analyzing and evaluating the state of education in the country (e.g., the National Commission on Excellence in Education in the 1980s and the President's Commission on Excellence in Special Education in 2001). There have been many legislative and policy efforts aimed at removing barriers to opportunity for socially and economically disadvantaged groups and holding states and school systems accountable for the academic progress of all of their students (e.g., Title I of the Elementary and Secondary Education Act in 1965 and the No Child Left Behind Act of 2001). A plethora of constitutional amendments, federal and state laws, and court decisions mark the nation's history of attempts to address educational inequities: see Boxes 1-1, 1-2, and 1-3. Despite these efforts, however, the nation has not met many of the aspirations for education equity laid out more than 60 years ago.
Access to high-quality schooling is still uneven across student groups, and "race and class" distinctions (as in the quote above) remain. In recent years, rising income inequality has increased residential segregation, as families move to places where they can afford the cost of housing, which frequently leads to areas with high concentrations of poverty. Black and Latino children are more likely than white children to live in high-poverty areas.
The rate of black children living in high-poverty areas in 2016 was about six times higher than that for white children (30% and 5%, respectively). The rate for Latino children (22%) was about four times that for white children (Annie E. Casey Foundation, 2018).
The rate of children living in poverty in 2016 was about three times higher for black children (34%) than for white children (12%). The rate for Latino children (28%) was more than double that for white children: see Figure 1-1.
And as parental education affects family income, black children (12%) were twice as likely as white children (6%) to live in families in which the head of the household did not have a high school diploma. The rate for Latino
1 Cited by Pell Institute: see http://pellinstitute.org/indicators/.
BOX 1-1
Relevant Constitutional Amendments and Court Decisions
The Bill of Rights (the first 10 amendments to the U.S. Constitution, enacted in 1791, protects Americans against infringement by the federal government of their basic rights, such as due process in the criminal justice system. However, nothing in those amendments prevents states from adopting laws that discriminate against a group. It was not until after the Civil War that the 14th Amendment (1868) imposed on the states the obligation to respect due process, equal protection, and other elements of the Bill of Rights for all people.
Roughly 30 years after the passage of the 14th Amendment, in Plessy v. Ferguson (1896), the U.S. Supreme Court held that "separate but equal" education and other facilities, legislated in southern states after the end of Reconstruction in 1877, were constitutional under the 14th Amendment. The decision was a major setback for efforts to improve educational opportunities for African American students in these states, given that the separate education facilities provided to them were decidedly inferior to and starved for resources in comparison with the facilities provided for white students. De facto segregation of neighborhoods and schools in other states often had the same result of an inequitable allocation of taxpayer resources for education, while off-reservation day or boarding schools provided by the federal government for Native American students had many drawbacks, and children with disabilities were often warehoused in institutions that provided substandard education.
Almost 60 years after Plessy v. Ferguson, the U.S. Supreme Court reversed itself and in Brown v. Board of Education of Topeka (1954) declared state laws establishing separate public schools for black and white students to be unconstitutional. In Brown v. Board of Education II (1955), the Court remanded future desegregation cases to lower federal courts and instructed school boards to desegregate schools "with all deliberate speed." These decisions set forth a clear goal but gave considerable leeway to localities in how and how fast to implement it. Desegregation of public schools in all southern states was not achieved until 1970 when President Nixon established task forces in each of seven states to implement desegregation plans. Integration was also resisted in many northern states, where schools reflected the clustering of race and ethnic groups in neighborhoods. After Brown v. Board of Education, "white flight" to suburban areas, furthered by discriminatory real estate and banking practices, exacerbated de facto residential and school segregation. (See further discussion of contemporary racial and ethnic segregation in neighborhoods in Chapter 5 and in schools in Chapter 6.)
In another 14th Amendment case invoking the equal protection clause, Plyler v. Doe (1982), the court struck down revisions to education laws adopted by Texas in 1975 that would have not only withheld state funds for educating children who were undocumented immigrants, but also authorized school districts to deny them enrollment.
State Laws on Compulsory School Attendance
In the 19th and early 20th century there was a gradual extension of state laws compelling school attendance at the elementary and secondary levels, which could be in free public schools supported by taxes, in private schools, or through home schooling. Massachusetts in 1852 became the first state to require school attendance; Mississippi in 1917 became the last state to do so. Before the Civil War, localities generally supported only elementary schools; after the Civil War, they began to build high schools.
States vary in the age ranges for which school attendance is required. The minimum compulsory age ranges from age 5 (8 states and the District of Columbia) to age 8 (2 states), with age 6 the most common minimum (24 states). The maximum compulsory age ranges from age 16 (19 states) to age 18 (20 states and the District of Columbia). While there are various exemptions to these age requirements (including that beginning school can be delayed a year and that graduating high school ends the attendance requirement regardless of age), the importance of attending elementary and secondary school is firmly established in all states.a With regard to the grade level at which compulsory attendance begins, most states require localities to offer at least half-day kindergarten, although only 17 states and the District of Columbia require kindergarten attendance; 2 other states require kindergarten programs and attendance in particular school districts.b No state at present requires pre-K attendance, although more and more states are requiring districts to provide pre-K programs.
aSee http://www.ncsl.org/documents/educ/ECSCompulsoryAge.pdf.
bSee https://www.ecs.org/kindergarten-policies/.
Federal Laws Affecting Educational Equity
The 1964 Civil Rights Act extended the equal protection of the 14th Amendment in a sweeping manner. In addition to its broad mandates regarding public accommodations engaged in interstate commerce and its prohibition against state and municipal governments denying access to public facilities, it encouraged desegregation of public schools and authorized the U.S. Attorney General to file suits for enforcement.
The 1965 Elementary and Secondary Education Act (ESEA), part of President Johnson's War on Poverty, emphasized reducing disparities in educational achievement by providing resources to states and school districts to improve educational opportunities for children in low-income families (Title I) and improving education from kindergarten through 12th grade in other ways. Title I funds are allocated according to a formula.
The 1968 Bilingual Education Act (Title VII of ESEA) provided competitive grants to school districts for innovative educational programs for children with lim-
ited English-speaking ability. It explicitly recognized that educational equity could require different kinds of instruction for different student populations.
The 1974 Equal Educational Opportunities Act prohibited states from denying equal educational opportunity to students based on gender, race, color, or nationality. Specifically, states could not allow educational institutions to implement intentional segregation, neglect to resolve intentional segregation, force students to attend a school outside their neighborhood that promoted further segregation, discriminate in employing faculty and staff, or fail to remove language barriers that prevented students' equal participation in English classes.
The 1975 Education for All Handicapped Children Act, reauthorized in the 1990 Individuals with Disabilities Education Act, required public schools to educate all children with disabilities by creating an educational plan for them with their parents' input to replicate as closely as possible the educational experience of nondisabled students. It replaced earlier acts that provided grants to states for education of children with disabilities but that did not require such education.
The 1994 Improving America's Schools Act reauthorized ESEA. Notable changes included provisions in Title I to hold schools accountable for the educational achievement of disadvantaged students at the same level as other students and additional resources for bilingual and immigrant education.
The 2001 No Child Left Behind Act (NCLB), which again reauthorized ESEA, increased the federal role in education. It required states to develop or adopt assessments in reading, mathematics, and science and give them to all students at specified grade levels, showing separate results by racial/ethnic group and for students who were economically disadvantaged, had disabilities, or had limited English proficiency. States were required to provide highly qualified teachers to all students. Schools that received Title I funding had to make "adequate yearly progress" (an annual measure of academic growth that is set by each state in collaboration with the U.S. Department of Education); penalties up to closing down and restructuring the school were to be imposed should progress goals not be achieved.
The 2015 Every Student Succeeds Act is the most recent reauthorization of ESEA. This act cut back on the expansion of the federal role in education that was stipulated under NCLB. Under ESSA, states are accountable for focusing resources on low-performing schools and traditionally underserved students who consistently demonstrate low academic performance. The law requires data on student achievement and graduation rates to be reported as well as action in response to that data. States are still required to develop assessment standards, submit their plans to the U.S. Department of Education for approval, and use the assessments for all students in specified grade, but the act delegated back to the states the determination of penalties for poor performance. It also added a requirement that all schools offer college and career counseling and Advanced Placement courses to all students.a However, unlike NCLB, states, districts, and schools will determine what support and interventions are implemented. Under ESSA, states have flexibility to chart their own path to educational success, but they must submit a plan to the U.S. Department of Education explaining how they will reach these goals.
aFor further information about NCLB and ESSA see https://www.ed.gov/essa.
FIGURE 1-1 Percentage of children in economically disadvantaged families by race and ethnicity, 2017.
NOTES: Deep Poverty: Under 50% of Federal Poverty Level (FPL); Poor: Under 100% of FPL; Low Income: Under 200% of FPL.
SOURCE: Data from Child Trends, 2019, see https://www.childtrends.org/?indicators=children-in-poverty.
children (32%) was more than five times that for white children (Annie E. Casey Foundation, 2018).
Most school districts reflect the demographic and socioeconomic composition of their neighborhoods. School assignment policies that send all (or many) children from a high-poverty neighborhood to the same school create schools with high concentrations of children living in poverty. As we document in this report, schools serving children from low-income families tend to have fewer material resources (books, libraries, classrooms, etc.), fewer course offerings, and fewer experienced teachers. The educational opportunities available to students attending these schools are not of the same quality as those in schools in more affluent neighborhoods.
Education is sometimes characterized as the "great equalizer," but to date, the country has not found ways to successfully address the adverse effects of socioeconomic circumstances, prejudice, and discrimination that suppress performance for some groups. The rapidly changing demographic characteristics of the population of school-age children mean new challenges for school systems. Figures 1-2 and 1-3 show some of the differences by race and ethnicity and home language.
FIGURE 1-2 Percentage distribution of public school students enrolled in prekindergarten through grade 12, by race and ethnicity: fall 2000, 2015, and projected for 2027.
NOTES: — Not available. Race categories exclude persons of Hispanic ethnicity. Although rounded numbers are displayed, the figures are based on unrounded estimates. Detail may not sum to totals because of rounding.
SOURCE: Snyder, de Brey, and Dillow (2019, Table 203.50).
FIGURE 1-3 Percentage of children aged birth to 17 with household languages other than English, 2004-2013.
SOURCE: Data from Child Trends, 2016; see https://www.childtrends.org/indicators/dual-language-learners.
Charge to the Committee
[The] committee will develop a set of indicators around equity in educational outcomes and relevant inputs for pre-K through the transition to post-secondary education. To develop the indicators, the committee will examine existing indicator systems in education and child well-being. The committee will review a wide range of research related to these systems and the types of outcomes that are important for the education system to achieve (e.g., readiness for the next level of schooling, opportunities to learn, academic performance, persistence, and engagement). The committee will also examine research on school and non-school inputs that are related to those outcomes, the extent of inequality in these inputs and outcomes, and interventions that have been shown to improve outcomes. The committee will prepare a report that:
presents the indicators that it recommends for use in education;
uses the available data on those indicators to describe the nation's status in terms of improving such outcomes as achievement, graduation rates, college and career readiness, and postsecondary educational attainment for students whose characteristics or circumstances put them at risk of school failure;
highlights potentially promising points of intervention for policymakers;
identifies gaps in existing data and research; and
identifies future directions for monitoring and improving progress on the indicators, including the major considerations in developing such a system and sustaining it over time.
GOALS OF THIS REPORT
This report documents the work and recommendations of the 15-member Committee on Developing Indicators of Educational Equity. The committee's charge is shown in Box 1-4.2 In accordance with this charge, the committee identified a set of key indicators that would measure the extent of disparities in the nation's elementary and secondary education system. Their purpose would not be to track progress toward an aspirational goal measured in the aggregate per se, such as that all students graduate high school within 4 years of entering ninth grade, but to track and shed light on group differences in progress toward that goal, differences in students' family background and other characteristics, and differences in the conditions and structures in the education system
2 The American Educational Research Association, Atlantic Philanthropies, the Ford Foundation, the Spencer Foundation, the U.S. Department of Education, the William T. Grant Foundation, and the W.K. Kellogg Foundation provided support for this work.
that can exacerbate or mitigate the effects of those characteristics. Such a system of indicators could serve an important function to alert the public and policy makers to consequential disparities and suggest avenues for further investigation and policy formulation.
The committee recommends developing a system of key equity indicators that would be collected and reported on a regular, sustained basis. We call for the system to operate on a large scale with reporting mechanisms designed to regularly and systematically inform stakeholders at the national, state, and local level about the status of educational equity in the United States. The system we envision would rise to the same level of priority as the National Assessment of Educational Progress (NAEP) with annual reports that allow the country to monitor progress in making education more equitable.
As most readers of this report know, the literature base on educational equity is immense. There are multitudes of studies that document disparities based on race, ethnicity, parental education, family income, native language, and other group definitions; numerous data collections that are available for use in these studies; and uncountable numbers of evaluations and recommendations. The present report is certainly not the first to suggest a set of indicators to monitor education equity.
Given the breadth and depth of information that is already available, why is another report needed? What does our report contribute to the field? In the five chapters that follow, we document what is known about inequities in education and the factors that contribute to them. Much of what we say is not new or ground-breaking. Many of the indicators we propose have long formed the bedrock of attempts to measure educational achievement and attainment of education credentials. However, the committee hopes that this report, anchored in the most recent research, will bring a new and heightened level of attention to educational equity. The indicators we suggest document consequential disparities that have the potential to help policy makers, parents, and others improve education policy or practice and support both formal and informal evaluations of effectiveness. To this end:
We propose a manageable number of key indicators that cover the full range of pre-K to grade 12 education.
Our recommendations reflect consensus among experts from diverse areas of expertise.
Our recommendations acknowledge and emphasize that contextual factors, including segregation, are important for education.
We recommend high-level structures that could be used to implement our proposed indicators.
COMMITTEE'S CONCEPTION OF EQUITY
In everyday conversation, the terms equity and equality are often used interchangeably. In technical contexts, their meanings differ in important ways. Equality generally connotes the idea that goods and services are distributed evenly, that is, everyone gets the same amounts, irrespective of individual needs or assets. The "starting point" is irrelevant—including the endowments—both positive and negative—that each individual brings to a situation. In contrast, equity incorporates the idea of need. The idea of need replaces a mechanistic approach to equality in which everyone receives the same amount of whatever is being distributed. Indeed, equity means that distribution of certain goods and services is purposefully unequal: for example, the most underserved students may receive more of certain resources, often to compensate or make up for their different starting points. For other terms that are important to the committee's work, see Box 1-5.
The committee's specific purpose is to develop indicators that document consequential disparities and thus offer insights to policy makers, policy implementers, state school boards, superintendents, educators, researchers, and others to help improve education policy and practice and also to support both formal and informal evaluations of effectiveness. For this pur-
Definitions of Terms
Between-group difference: a numerical difference between two or more population groups in any given measure (e.g., test scores, percent proficient, years of education); an objective description of differences without any judgments about their magnitude, significance, or impacts.
Disparity: a between-group difference that the committee believes matters in terms of educational outcomes.
Equality: the idea that goods and services are distributed evenly (i.e., everyone gets the same amounts), irrespective of individual needs or assets; the "starting point" is irrelevant—including the endowments that an individual brings to a situation, both positive and negative.
Equity: the idea that need replaces a mechanistic approach to equality (see above); that the distribution of certain goods and services is purposefully unequal so that the neediest of students may receive more of certain resources, often to compensate or make up for their different starting points.
Indicator: a measure, or statistic, used to track progress toward objectives or to monitor the health of an economic, environmental, social, or cultural condition over time.
Inequality: situations in which goods and services are not distributed evenly.
Inequity: situations in which differences in need are not adequately considered.
pose, there is a need for indicators of disparities in key student outcomes related to educational achievement and attainment of credentials and of access to educational resources (e.g., effective teachers and high-quality curricula). Indicators also need to address disparities in access to opportunities to address structural disadvantages. Accordingly, the committee's working definition of educational inequity is three-pronged. There is an inequity when:
there is an excessive disparity between groups with respect to an educational outcome, such as high school graduation or access to a resource;
there is an unacceptably poor fit between resources and student needs; or
there is inadequate effort to mitigate the effects of deleterious segregation or some structural disadvantage faced by a group of learners, such as students from financially disadvantaged families, blacks, Latinos, or English learners.
A great many circumstances qualify as inequitable under this three-pronged definition. Moreover, stakeholders, including parents and students, may have different assessments of success in reducing inequities and, indeed, what is meant by an outcome such as a "high-quality education." Furthermore, there is no scientific basis for specifying a particular value for "excessive" or "unacceptable" or "inadequate." When a set of indicators is identified and becomes a factor in making decisions, people using the indicators—both policy makers and those affected by policy—will need to make their own judgments as to the importance of an observed disparity and what can be done to reduce it, considering other calls on political will and resources.
In this report, we do not specifically address how much inequity is too much or what action level may be appropriate for every actor in the complex, decentralized U.S. education system. However, in our recommendation of measures for inclusion in an education equity indicator system, we do try to focus on which education inequities matter most, based on the historical record of policy preferences revealed in legislation and court decisions and research findings on the consequences for student success in later life.
GUIDING CONCLUSIONS
The committee's review of research on between-group differences in educational attainment (such as obtaining a diploma or other credential), the effects of these differences, and the legislation targeted at reducing these differences led us to draw three conclusions that guided our work.
CONCLUSION 1-1: Educational attainment, including, at a minimum, high school completion and a postsecondary credential, is a valued goal for all children in the United States. A high-quality education is in the best interests not only of the individual, but also of society. Failing to complete at least a high school education leaves individuals vulnerable to adverse consequences in adulthood, including a higher likelihood of unemployment, low-wage employment, poor health, and involvement with the criminal justice system. Those adverse adult outcomes for poorly educated individuals have significant costs for the nation as a whole.
CONCLUSION 1-2: Disparities in educational attainment among population groups have characterized the United States throughout its history. Students from families that are white, have relatively high incomes, and are English proficient have tended to have higher rates of educational attainment than other students, yet they now represent a decreasing proportion of the student population, while groups that have been historically disadvantaged represent an increasing proportion of the student population. An educational system that benefits certain groups over others misses out on the talent of the full population of students. It is a loss both for the students who are excluded and for society.
CONCLUSION 1-3: The history of constitutional amendments, U.S. Supreme Court decisions, and federal, state, and local legislation and policies indicates: (1) a recognition that population groups—such as racial and ethnic minorities, children living in low-income families, children who are not proficient in English, and children with disabilities—have experienced significant barriers to educational attainment; and (2) an expressed intent to remove barriers to education for all students. Educational equity requires that educational opportunity be calibrated to need, which may include additional and tailored resources and supports to create conditions of true educational opportunity.
COMMITTEE'S CONCEPTION OF AN INDICATOR SYSTEM
The value of an indicator system is that it brings attention to existing conditions, allows one to identify problems, provides a way to explore potential causes of those problems, and points toward actions to alleviate the problems. Equity indicators, if collected systematically and well, can allow valid comparisons of schools, districts, and states across a number of important student outcomes and resources. No one indicator by itself can tell the full story, but taken together, the set of indicators can provide a detailed and nuanced picture that speaks to policy makers and other
stakeholders about students' educational status. Enacting change can be challenging, but it is nearly impossible if there is no information about existing problems.
What Is an Indicator?
An indicator is a measure used to track progress toward objectives or to monitor the health of an economic, environmental, social, or cultural condition over time. Different sorts of measures are used in different contexts. For example, unemployment rates, infant mortality rates, and air quality indexes are all indicators. In the field of education, school districts typically administer standardized reading assessments at specific grades to monitor how well students are meeting basic benchmarks in reading. Other commonly used education indicators include high school graduation rates, rates of truancy, ratios of teachers to students, and per-pupil expenditures, as well as measures of less quantifiable factors, such as teachers' and students' attitudes.
Indicators—literally, signals of the state of whatever is being measured—can cover outcomes, the presence or state of particular conditions, or the effectiveness of management approaches. They can be used to measure change over time or for comparisons among outcomes, conditions, or measures of effectiveness in different places. Although indicators are usually quantitative, they can either be straightforward measures of a single phenomenon, such as the number or percentage of students who graduate in a given year, or composite measures. A composite indicator is a measure of a more complex phenomenon, such as college readiness, and may incorporate a number of variables that capture aspects of what is being measured. Thus, an indicator is not the same thing as a statistic. As a primer on education indicators explained, statistics "need context, purpose, and meaning if they are going to be considered" indicators (Planty and Carlson, 2010, cited in National Research Council, 2012, p. 4).
Example from Economics: Monthly Jobs Report
Each month the American public receives a summary of the nation's employment situation.3 Produced by the U.S. Bureau of Labor Statistics (BLS), the summary provides key information for the current and prior month on unemployment and labor force participation, jobs, hours, and earnings. It provides unemployment rates for adult men, women, and teenagers, by race and ethnicity and by educational attainment, and job gains and losses for about two dozen sectors (e.g., manufacturing, health care).
3 See https://www.bls.gov/news.release/empsit.toc.htm: text and Tables A and B.
These key indicators, which are eagerly awaited by the media, Congress, the executive branch, and the private sector, are only a few in a vast cornucopia of employment and unemployment data that provide more detail by worker and job characteristics and geographic areas. The summary's role is to furnish a small set of high-quality, objective, and timely indicators of whether employment conditions are getting better or worse, overall and for key sectors. The summary often triggers further exploration of the detailed data that may, in turn, lead to policy actions, such as extending federal unemployment benefits to workers in high unemployment states.
A Possible Example from Education: Yearly Educational Equity Report
There are currently no indicators for monitoring the status of educational equity in the same way as the BLS summary does for the employment situation in the country. Yet educational equity is an equally important measure of the nation's well-being. We draw from the labor statistics field to explain how a system of indicators would work in an educational equity context. The BLS provides a useful example because its indicators are succinct, familiar, and consistently reported. Understandably, of course, it is not an exact model of what is needed for educational equity. For educational equity, one needs to know about opportunity, and indicators need to be multidimensional, provide information about different grade levels, and meet the needs of thousands of school districts and schools.
A great many indicators and supporting data are regularly produced, not only by federal agencies, but also by state and local agencies and nongovernmental organizations. Examples include the longstanding NAEP, the congressionally mandated annual Condition of Education of the National Center for Education Statistics (NCES),4 which is backed up by the extensive data in the annual Digest of Education Statistics,5 and the education section in the annual Kids Count Data Book: State Trends in Child Well-Being of the Annie E. Casey Foundation6 (see Appendix A). Indeed, the nation's interest in education indicators predates its interest in labor force indicators: the predecessor to NCES was established in 1867, while the predecessor to BLS was established in 1884.
However, unlike the unemployment rate and some other federal economic indicators, none of the available education indicators is officially designated as a "key" indicator,7 and there is no corresponding regularly
4 See https://nces.ed.gov/programs/coe/.
5 See https://nces.ed.gov/programs/digest/.
6 See https://datacenter.kidscount.org/publications/.
7 See https://www.whitehouse.gov/sites/whitehouse.gov/files/omb/assets/OMB/inforeg/statpolicy/dir_3_fr_09251985.pdf.
published, eagerly awaited, widely publicized report, with supporting data, analogous to the BLS Employment Situation Summary. Because education is a key predictor of economic success in life and is included as such in the BLS Employment Situation Summary, it would seem worthwhile to have key education indicators with similar stature. Similarly, just as the Employment Situation Summary includes indicators for population groups, defined by race, ethnicity, and gender, it would seem worthwhile to have key education indicators that address groups, given the disparities that have long plagued the U.S. education system.
An "Educational Equity Summary" could usefully highlight disparities between key populations groups, such as those defined by race and ethnicity, family income, and other dimensions of public and policy interest on two critical sets of indicators: (1) educational outcomes, such as participation, achievement, behaviors, and attainment; and (2) opportunities provided by the education system, such as access to effective teachers or to high-quality preschool programs. Such information would help target interventions, research, and policy initiatives to reduce disparities. Reports such as the Annie E. Casey Foundation's Race for Results8 and NCES's Status and Trends in the Education of Racial/Ethnic Groups9 are helpful, but they are not regularly published and do not cover the range of indicators that are needed to track educational equity and inform policy.
COMMITTEE'S APPROACH TO ITS CHARGE
The committee conducted a broad review of evidence related to educational equity and educational equity indicators, including:
the types of positive outcomes that are important for the education system to achieve (e.g., readiness for the next level of schooling, opportunities to learn, academic performance, and engagement in school) from pre-kindergarten through the transition to postsecondary education or other rewarding pursuits;
school and nonschool inputs and conditions that influence those outcomes;
the extent of disparities in outcomes and in relevant school inputs;
interventions that have been shown to improve outcomes; and
interventions for which, even if evidence is minimal, there is a strong theoretical basis as judged by recognized experts.
8 See http://www.aecf.org/resources/2017-race-for-results/.
9 See https://nces.ed.gov/programs/raceindicators/.
Two aspects of our review were an assessment of existing data systems of potential use for indicators of educational equity and an assessment of relevant publications: see Appendixes A and B, respectively. In addition, we reviewed the data and methodological opportunities and challenges for developing K–12 educational equity indicators: see Appendix C.
The committee held five in-person meetings and numerous teleconferences. The first two meetings included open session time to speak with stakeholders and other groups that are involved with collecting data and reporting education indicators. The committee also commissioned a set of authors to conduct literature reviews to help evaluate the empirical basis for potential indicators. A subset of these authors participated in the second meeting and suggested ways to structure the analyses of the research base and recommended other potential authors. The agendas for both meetings are in Appendix D.
ORGANIZATION OF THE REPORT
Five chapters follow this introduction. Chapter 2 discusses the purposes of a system of indicators of educational equity and explains our approach to identifying indicators. Chapter 3 discusses family, home, and neighborhood contextual factors as they relate to educational equity.
Chapters 4 and 5 present our suggestions for indicators. In Chapter 4, we discuss indicators of disparities in student outcomes, and in Chapter 5, we discuss indicators of disparities in access to important resources and opportunities
Chapter 6 presents the committee's recommendations for implementation of an indicator system, addressed to the key audiences for this report. Some useful indicators are ready for prime time for the nation, states, school districts, and schools, while others are ready for some but not all levels of aggregation, and still others require additional research and development. Recommendations also address paths forward from the report to a useful and used system of educational equity indicators.
Appendixes A and B detail the committee's assessments of existing data and indicators for potential use in our recommended system and of relevant publications. Appendix C discusses data and methodological issues. Appendix D contains the agendas for the committee's two public meetings. Appendix E provides biographical sketches of the committee members and staff for this project.
Next: 2 Committee's Framework for Indicators of Educational Equity »
Monitoring Educational Equity Get This Book
Disparities in educational attainment among population groups have characterized the United States throughout its history. Education is sometimes characterized as the "great equalizer," but to date, the country has not found ways to successfully address the adverse effects of socioeconomic circumstances, prejudice, and discrimination that suppress performance for some groups.
To ensure that the pursuit of equity encompasses both the goals to which the nation aspires for its children and the mechanisms to attain those goals, a revised set of equity indicators is needed. Measures of educational equity often fail to account for the impact of the circumstances in which students live on their academic engagement, academic progress, and educational attainment. Some of the contextual factors that bear on learning include food and housing insecurity, exposure to violence, unsafe neighborhoods, adverse childhood experiences, and exposure to environmental toxins. Consequently, it is difficult to identify when intervention is necessary and how it should function. A revised set of equity indicators should highlight disparities, provide a way to explore potential causes, and point toward possible improvements.
Monitoring Educational Equity proposes a system of indicators of educational equity and presents recommendations for implementation. This report also serves as a framework to help policy makers better understand and combat inequity in the United States' education system. Disparities in educational opportunities reinforce, and often amplify, disparities in outcomes throughout people's lives. Thus, it is critical to ensure that all students receive comprehensive supports that level the playing field in order to improve the well-being of underrepresented individuals and the nation.
1 Why Indicators of Educational Equity Are Needed 13–28
2 Committee's Framework for Indicators of Educational Equity 29–40
3 Contextual Influences on Educational Outcomes: Families and Neighborhoods 41–50
4 Indicators of Disparities in Student Outcomes 51–80
5 Indicators of Disparities in Access to Educational Opportunities 81–118
6 Paths Forward: Recommendations 119–128
References and Bibliography 129–160
Appendix A: Review of Existing Data Systems 161–178
Appendix B: Assessment of Relevant Publications 179–216
Appendix C: Data and Methodological Opportunities and Challenges for Developing K12 Educational Equity Indicators 217–230
Appendix D: Agendas for Public Sessions of the Committee 231–238
Appendix E: Biographical Sketches of Committee Members and Staff 239–246
Committee on National Statistics 247–248


text:
Head Coach Ranking
What is HCR?
Factor Ranking
HCR Coaching Spotlight
HCR Deep Dive
Situational Call of the Week
Game Posts
Head 2 Head – 2017
Craig Ellenport
Juan Lozano
HCR Blog
Indianapolis Colts 37, Buffalo Bills 5 – Oct. 21, 2018
At Indianapolis
TEAM PLAY
CALLING PERSONNEL GAME
PLANNING IN-GAME
ADJ CLOCK
MGMT HCR
BUF 6 6 5 5 6 5.6
IND 7 8 9 8 8 8.0
Key Coaching Decision #1: (IND ball, score tied 0-0 / fourth-and-1, IND 47 / 3:21 Q1)
• The Colts, opting to go for the first down, called a run play for Marlon Mack, who took the ball to the Buffalo 43-yard line for the first down. We feel this was a smart decision by Frank Reich and it showed confidence in his offensive unit. The drive ended with a Colts touchdown and a 6-0 lead.
Key Coaching Decision #2: (IND ball, leading 12-0 / 2-point conversion att / 9:25 Q2)
• The Colts originally planned to kick the PAT, but Buffalo was penalized with a 15-yard penalty. Indianapolis then decided to go for two and was successful with a run by Mack, extending the lead to 14. We understand the decision to go for two, but, with the Colts dominating the game, it wasn't necessary.
Key Observations:
• Colts running back Marlon Mack played a great game and contributed with over 150 yards of total offense and two touchdowns.
• The Indianapolis offensive line was dominant against a competitive Bills defense. The Colts had over 200 rushing yards and did not allow a sack.
• Andrew Luck continues to have an impressive season returning from injury. He threw four touchdown passes, with two going to his number one receiver, T.Y. Hilton.
• With Bills quarterback Derek Anderson starting on short notice, it was not a surprise he struggled and Buffalo had trouble moving the ball. His only consistent weapon, LeSean McCoy, left early in the first quarter with a head injury, which only made matters worse.
Tagged With: Buffalo Bills, Frank Reich, Indianapolis Colts, Sean McDermott
Total Overall HCR Rank (Year To Date)
8 Rating Sean Payton
7.9 Rating Andy Reid
7.9 Rating Sean McVay
7.8 Rating John Harbaugh
7.7 Rating Matt Nagy
TOTAL OVERALL RANK (6-32)
HCR Newsletter
ABOUT HCR
Headcoachranking.com assigns a grade to the in-game performance of NFL head coaches each week. Our knowledgeable graders analyze each head coach's performance in 5 key areas of decision making. After determining their "HCR" (Head Coach Ranking), we rank them from best to worst. HCR rankings are posted every Tuesday of the NFL season, and fans will be able to track each coach's performance throughout the season.
Indianapolis Colts 33, Tennessee Titans 17 – Dec. 30, 2018
Los Angeles Chargers 23, Denver Broncos 9 – Dec. 30, 2018
Detroit Lions 31, Green Bay Packers 0 – Dec. 30, 2018
Pittsburgh Steelers 16, Cincinnati Bengals 13 – Dec. 30, 2018
New England Patriots 38, New York Jets 3 – Dec. 30, 2018
Kansas City Chiefs 35, Oakland Raiders 3 – Dec. 30, 2018
Baltimore Ravens 26, Cleveland Browns 24 – Dec. 30, 2018
Chicago Bears 24, Minnesota Vikings 10 – Dec. 30, 2018
Philadelphia Eagles 24, Washington Redskins 0 – Dec. 30, 2018
Los Angeles Rams 48, San Francisco 49ers 32 – Dec. 30, 2018

redpajama_set_name: RedPajamaCommonCrawl


text:
package com.sylvanaar.idea.Lua.intentions.comments;

import com.intellij.psi.PsiComment;
import com.intellij.psi.PsiElement;
import com.intellij.util.IncorrectOperationException;
import com.sylvanaar.idea.Lua.intentions.base.Intention;
import com.sylvanaar.idea.Lua.intentions.base.PsiElementPredicate;
import com.sylvanaar.idea.Lua.lang.psi.LuaPsiElementFactory;
import org.jetbrains.annotations.NotNull;

public class ChangeToEndOfLineCommentIntention extends Intention {

    @NotNull
    protected PsiElementPredicate getElementPredicate() {
        return new CStyleCommentPredicate();
    }

    public void processIntention(@NotNull PsiElement element)
            throws IncorrectOperationException {
        final PsiComment comment = (PsiComment) element;
        final LuaPsiElementFactory factory = LuaPsiElementFactory.getInstance(comment.getProject());
        final PsiElement parent = comment.getParent();
        assert parent != null;
        // final PsiElementFactory factory = manager.getElementFactory();
        final String commentText = comment.getText();
        final PsiElement whitespace = comment.getNextSibling();
        int b1 = commentText.indexOf('[');
        int b2 = commentText.indexOf('[', b1 + 1);

        String text = commentText.substring(b2 + 1, commentText.length() - (b2 - b1 + 1));
        if (text.charAt(0) == '\n')
            text = text.substring(1);
        if (text.charAt(text.length()-1) == '\n')
            text = text.substring(0,text.length()-1);

        final String[] lines = text.split("\n");
        int i;
        for (i = lines.length - 1; i >= 1; i--) {
            final PsiComment nextComment =
                    factory.createCommentFromText("-- " + lines[i].trim() + '\n',
                            parent);
            parent.addAfter(nextComment, comment);
            if (whitespace != null) {
                final PsiElement newWhiteSpace =
                        factory.createWhiteSpaceFromText(whitespace.getText());
                parent.addAfter(newWhiteSpace, comment);
            }
        }

        final PsiComment newComment =
                factory.createCommentFromText("-- " + lines[0].trim(), parent);
        comment.replace(newComment);
    }
}

redpajama_set_name: RedPajamaGithub


text:
Tag: dessin d'enfant
RH and the Ishango bone
Published December 8, 2018 by lievenlb
"She simply walked into the pond in Kensington Gardens Sunday morning and drowned herself in three feet of water."
This is the opening sentence of The Ishango Bone, a novel by Paul Hastings Wilson. It (re)tells the story of a young mathematician at Cambridge, Amiele, who (dis)proves the Riemann Hypothesis at the age of 26, is denied the Fields medal, and commits suicide.
In his review of the novel on MathFiction, Alex Kasman casts he story in the 1970ties, based on the admission of the first female students to Trinity.
More likely, the correct time frame is in the first decade of this century. On page 121 Amiele meets Alain Connes, said to be a "past winner of the Crafoord Prize", which Alain obtained in 2001. In fact, noncommutative geometry and its interaction with quantum physics plays a crucial role in her 'proof'.
The Ishango artefact only appears in the Coda to the book. There are a number of theories on the nature and grouping of the scorings on the bone. In one column some people recognise the numbers 11, 13, 17 and 19 (the primes between 10 and 20).
In the book, Amiele remarks that the total number of lines scored on the bone (168) "happened to be the exact total of all the primes between 1 and 1000" and "if she multiplied 60, the total number of lines in one side column, by 168, the grand total of lines, she'd get 10080,…,not such a far guess from 9592, the actual total of primes between 1 and 100000." (page 139-140)
The bone is believed to be more than 20000 years old, prime numbers were probably not understood until about 500 BC…
More interesting than these speculations on the nature of the Ishango bone is the description of the tools Amiele thinks to need to tackle the Riemann Hypothesis:
"These included algebraic geometry (which combines commutative algebra with the language and problems of geometry); noncommutative geometry (concerned with the geometric approach to associative algebras, in which multiplication is not commutative, that is, for which $x$ times $y$ does not always equal $y$ times $x$); quantum field theory on noncommutative spacetime, and mathematical aspects of quantum models of consciousness, to name a few." (page 115)
The breakthrough came two years later when Amiele was giving a lecture on Grothendieck's dessins d'enfant.
"Dessin d'enfant, or 'child's drawing', which Amiele had discovered in Grothendieck's work, is a type of graph drawing that seemed technically simple, but had a very strong impression on her, partly due to the familiar nature of the objects considered. (…) Amiele found subtle arithmetic invariants associated with these dessins, which were completely transformed, again, as soon as another stroke was added." (page 116)
Amiele's 'disproof' of RH is outlined on pages 122-124 of "The Ishango Bone" and is a mixture of recognisable concepts and ill-defined terms.
"Her final result proved that Riemann's Hypothesis was false, a zero must fall to the east of Riemann's critical line whenever the zeta function of point $q$ with momentum $p$ approached the aelotropic state-vector (this is a simplification, of course)." (page 123)
More details are given in a footnote:
"(…) a zero must fall to the east of Riemann's critical line whenever:
\zeta(q_p) = \frac{( | \uparrow \rangle + \Psi) + \frac{1}{2}(1+cos(\Theta))\frac{\hbar}{\pi}}{\int(\Delta_p)} \]
(…) The intrepid are invited to try the equation for themselves." (page 124)
Wilson's "The Ishango Bone" was published in 2012. A fair number of topics covered (the Ishango bone, dessin d'enfant, Riemann hypothesis, quantum theory) also play a prominent role in the 2015 paper/story by Michel Planat "A moonshine dialogue in mathematical physics", but this time with additional story-line: monstrous moonshine…
Such a paper surely deserves a separate post.


WoodBlocX BALI award-winning designs are setting new standards in sustainable architecture and redevelopment. One of our most recent projects in Stratford, London typifies our approach to sustainable design.
In our latest CPD session, we ask: what are some of the challenges that we face in retrofitting landscaping products and what solutions does the WoodBlocX system offer?
You can easily book us in for a CPD session at your office. Simply complete the enquiry form to book your session, or click 'Visit website' opposite and use our organiser to select a date and time to suit you. Alternatively, you can book a quick 15 minute webinar session.


Situ Gunung is an extremely gorgeous man made lake located at the slope of Pangrango Mountain in West Java, Indonesia. Lake water is from the Cimanaracun waterfall, located about 50 meters from the lake.
The lake is beautiful and mysterious. Its breezy climate, its clean water, and its gorgeous view will surely make you fall in love with it. At the bank of the lake, we can enjoy the silent water, the fresh atmosphere, and the song of birds. You can see around 250 species of birds here. You can also see some lutung and surili, gibbons, leopards, squirrel, lizard,and porcupines.


text:
Kate Sicchio is a choreographer and digital artist, notable for her work bringing together choreography, dance technology, e-textiles, and live coding performance. She is also active as curator and event organiser in the digital arts.

Sicchio's choreographic work often develops and applies live coding techniques to create instructions followed by human dancers, whether through text-based instructions, diagrams, or e-textile actuators designed into the dancers' costumes. She also live codes music, and organises events within the Algorave community.

In her academic life, Sicchio worked as assistant professor of integrated digital media at New York University until 2018, when she joined Virginia Commonwealth University as assistant professor of dance and media technologies in the dance and choreography and kinetic imaging departments. Prior to this, Sicchio left her home in Philadelphia in 2004 to study for her MA Digital Performance and the University of Hull UK to then go onto teach Dance & Digital Performance at University Centre, Doncaster, UK from 2005-2008 and Dance at the University of East London UK from 2008-2010, and then Dance at the University of Lincoln UK from 2010-2015, before moving back to the US.  Sicchio received her PhD at the University of East London with her practice-based research on the use of real-time video systems within live choreography and the conceptual framework of 'choreotopology' a way to describe this work. Her supervisor was Steve Goodman (also known as Kode9).

Sicchio has been involved in the ongoing performance research collaboration with Camille Baker from 2011 called Hacking the Body and HTB 2.0, involving "hacking" the data from the body to create new forms of choreography. This work highlighted the collection of personal data by corporate and government entities, through the development of bespoke wearable devices and e-textile costumes to create unique movement and choreographic investigations.

References

Algorave
Live coding
American choreographers
Year of birth missing (living people)
Living people

redpajama_set_name: RedPajamaWikipedia


Will an insurance policy cover any and all aspects of liability mentioned in an agreement?
A general insurance policy that covered "any …act, omission, neglect or breach of duty …allegedly committed…" contained an exclusion for liability "as a result of any…contract…". The court held that a dispute about liability under a Processing Agreement for breach of the PCIDSS (Payment Card Industry Data Security Standards) was a purely contractual dispute within the exclusion, and the insurance company was not obliged under the terms of the policy to defend the action. In addition, the contractual requirements incorporated from the MasterCard Security Rules and Procedure Manual altered the rights to defend against a MasterCard/payment processor claim, in breach of the terms of the insurance policy, thus also disqualifying the insurance claim.
Drafters should ensure that the provisions of confidentiality agreements, privacy policies and payment processing contracts do not contain provisions related to liability and defences which breach the terms of any relevant insurance contract. Parties seeking insurance coverage for breaches of security, data, and confidentiality should ensure that the terms of a proposed policy are consistent with their existing contracts, and will provide the expected level of insurance protection. Full disclosure of relevant terms of existing agreements should be made to the insurer, (if this can be done without breaching the confidentiality obligations to others) with consent obtained in writing to the agreement terms. Parties that handle credit card information should ensure that they comply with the PCIDSS rules and requirements. Failure to do so can result in direct debits to their account by the credit card company/bank, as well as exposure to liability to cardholders.
In Aldo Group Inc. c. Chubb Insurance Company of Canada, 2013 QCCS 2006 (CanLII), Aldo entered into a Processing Agreement with a payment processor, Moneris. The agreement incorporated the terms of the MasterCard Security Rules and Procedure Manual. This required compliance with the PCIDSS (Payment Card Industry Data Security Standards). The Processing Agreement permitted MasterCard (and the relevant bank) to debit Aldo's account for a breach of PCIDSS rules and stated that "MasterCard determinations with respect to the occurrence of and responsibility for ADC Events or Potential ADC Events are conclusive and are not subject to appeal or review with MasterCard". Aldo was in breach of various PCIDSS rules, including failure to install adequate firewalls; assign a unique ID to each person with computer access; monitor all access to network and cardholder data; and regularly test security systems and processes. MasterCard/Moneris debited Aldo's account for USD $4.9 M pursuant to the terms of the Processing Agreement. Aldo filed an action claiming a return of the money, and making a claim for a defence under the insurance contract.
The CHUBB insurance contract excluded liability "as a result of any…contract…", provided however that this exclusion shall not apply to Loss for which the Insured Organization would be liable in the absence of such a contract or agreement." The court held that the dispute was solely about the interpretation of the Processing Agreement, which fell within the exclusion. Despite Aldo's efforts to argue otherwise, the possibility that additional liability might arise based on its non-contractual obligations did not cause the insurance contract to apply to this claim, as no other liability had arisen, and no non-contractual matters were raised in the statement of claim. The CHUBB insurance contract also excluded coverage "for any settlement, Defence Costs, assumed obligation or admission to which it has not consented." Because there was no appeal from MasterCard's determination of a breach of the Processing Agreement, this deprived CHUBB of a right to defend, in breach of the insurance policy. Since CHUBB had not consented to this term of the Processing Agreement, it was not obliged to defend the action. Furthermore, the actions taken with respect to the dispute were taken without CHUBB's knowledge or consent. The timing of which agreement was entered into first by Aldo was irrelevant. This decision was upheld on appeal (Aldo Group Inc. c. Chubb Insurance Company of Canada, 2016 QCCA 554 (CanLII)).
To read the full case on CanLII, click here.


For calculating your horoscope we used the astrology of your zodiac sign Aries, the numerology of your first name, your lucky number which you did not enter and the today's date.
The result we combined with the right fortune Tarot card, the gift.
Today you will make a small gift to a dear person.
Nothing big, nothing too expensive. Just a small gift.
You will see that you get thankfulness and friendship in return.
You will have a positive day today in finances.
You worked hard in the last time and this work will now be rewarded.
But take care that your social contacts are not getting too short and you neglect friends.
You must also show other people that you appreciate them.
Give them from time to time one or the other small present.
A person in your circle of friends is interested in you and will give you a small gift today.
When you invite this person for a coffee or a glass of wine, the situation can end in a love relationship.
Be not too quick and do not give away yourself too easy.
This card shows you that you are thinking too much of yourself and you are too busy with yourself.
You are not giving enough attention to your fellows, what may develop negative for you.
Give away a little something without expecting anything in return.


Q: Is the HOLLYWOOD competition restricted to only students or only professionals?
A: The competition is open to all designers, no matter age, location or experience.
Q: How many team members can be involved in my project?
A: A maximum of four team members is permitted.
Q: Can I change team members after I register?
Q: Where can I find past arch out loud competitions?
A: Visit archoutloud.com/-competitions to view arch out loud competition results.
Q: What is the deadline to register for the HOLLYWOOD competition?
A: Competition registry deadline is February 9th 2017 and the project submission deadline is February 10th 2017.
Q: What time do all materials need to be submitted by on February 10th?
A: The deadline for materials to be submitted is 11:59 pm Eastern Standard Time (New York City).
Q: Can teams share projects on social media in the period between the submission period and the announcement of the winners?
A: Projects may be shared once competition results are final. arch out loud will also publish each submission at this date and will be working with many design platforms to attract publication opportunities.
Q: Does the Arch D board have to be submitted in printed or digital form?
Q: Can teams submit multiple design boards, or include more than 100 words in the design summary?
A: Each team may submit only (1) Arch D (24in x 36in or 60cm x 90cm) board, oriented landscape or portrait. A teams design summary must not exceed 100 words, but there is no limit to the amount of text allowed on a teams design board.
Q: Can a company logo be included on a board or text document?
A: Submission materials should not include any company logo or identification, boards may be disqualified if they include any information that identifies the participating team.
Q: Can arch out loud specify what kinds of media the jury is going to use during the evaluation of the projects - computer screen, projector, printouts and/or other?
A: The arch out loud jury will view projects digitally on large projector/TV screens, and printed files as necessary. The selection process will consist of two rounds.
Q: Should submissions use metric or imperial units, if they wish to show dimensions?
A: Either metric or imperial units may be used.
Q: Should designs include the electricity posts?
A: For this concept endeavor, the electricity posts are not required to be addressed in design proposals.
Q: Is there a brief or program outline from the resident?
A: The future resident is defined as a modern family or individual. Participants are free to define these needs, hobbies and programmatic solutions.
Q: Is there a maximum footprint?
A: There is not maximum square footage, however, designs should not be proposed outside of the site boundary.
Q: Are there setbacks from the property line?
A: For this concept endeavor, designs can be proposed up to the site boundary.
Q: How should the 100 word summary be formatted?
A: A 100 word PDF project summary should be submitted along with team board proposals, any additional text can be displayed within the board submission in whatever way a team choses.
Q: What should the title be?
A: Participants are free to chose any title they desire, Hollywood or Last House on Mulholland do not need to be present on the board, summary or in any title.
Q: Does a date need to be included in the submission?
A: Teams do not need to include a date on their board or summary.
Q: What file types should be submitted?
A: Submit boards as jpeg files, submit text summaries as PDF.
Q: What file name should be given to to submission material?
A: Please name your files with your team order number, example: (12345678).
Q: Is there a height restriction?
A: The neighborhood height restriction is 45 feet (13.716 meter), however in this concept competition no restriction is in place.
Q: Can teams manipulate site topography?
A: Team may manipulate site topography and there is no minimum or maximum amount for earthwork.
Q: How should teams handle discrepancies in 3D files versus site photos?
A: Site topography information was received through a third party and may not be perfectly accurate, if teams wish to work with the existing conditions, topography is most accurately represented in received photographs.
Q: What is the property address?
Q: Are we to assume that Woodview Drive will not be built?
Q: What is the best way to see surrounding site context?
A: To view site context, click here, or use google maps street view and google earth.
Q: Where can I find high resolution photos?
A: Please visit https://we.tl/nRHCviMZx2 to download aerial, morning and afternoon photographs of the site.
Q: Where can I find the most accurate property line information?
A: The most up-to-date property line information can be found at zimas.lacity.org and by using the property number 6101 and street Mulholland Hwy. Property line included within CAD and 3D models is an outdated version, but is an acceptable boundary to be used for any design proposal.
Please submit any questions you might have regarding the competition, the out loud journal or arch out loud in general to info@archoutloud.com.


text:
Q: Tomcat's gc timestamp stops increasing when monitored by jstat -gc -t Running tomcat 7.0.32 on oracle hotspot jdk 1.7.0_7 I get this peculiar output.
I was hoping to pinpoint a memory leak, so I ran jstat -gc -t  2000. At first everything looks reasonable. I get a new line every 2-ish seconds. At some point though, the timestamp column starts getting weird. It returns after 1 second, then after 5 seconds, then 2, then 7, until it reaches timestamp 518058.9 when it finally says "Screwit. You got enough data son. Go work on it. Imma call it a day."
Werid? Why does this happen? I was forced to restart the instance.
There could have been database errors and c3p0 was crying DEADLOCK, however this shouldn't stop the jvm reporting gc utilization? Right? Actually - not stop reporting it, just stop increasing the timestamp.
jstat output:
Timestamp        S0C    S1C    S0U    S1U      EC       EU        OC         OU       PC     PU    YGC     YGCT    FGC    FGCT     GCT
   259712.9 11584.0 15424.0 9560.8  0.0   285056.0 160309.1  470016.0   163917.6  142912.0 123577.1   1494  123.712  17     31.547  155.259
   259715.1 11584.0 15424.0 9560.8  0.0   285056.0 160319.3  470016.0   163917.6  142912.0 123577.1   1494  123.712  17     31.547  155.259
   259717.1 11584.0 15424.0 9560.8  0.0   285056.0 160334.9  470016.0   163917.6  142912.0 123577.1   1494  123.712  17     31.547  155.259
....
   518016.3 21696.0 22080.0  0.0   15712.7 592064.0 433482.6  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518018.0 21696.0 22080.0  0.0   15712.7 592064.0 433482.6  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518023.7 21696.0 22080.0  0.0   15712.7 592064.0 433482.6  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518025.8 21696.0 22080.0  0.0   15712.7 592064.0 433482.6  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518026.7 21696.0 22080.0  0.0   15712.7 592064.0 433482.6  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518029.9 21696.0 22080.0  0.0   15712.7 592064.0 433482.6  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518031.1 21696.0 22080.0  0.0   15712.7 592064.0 433482.6  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518034.2 21696.0 22080.0  0.0   15712.7 592064.0 433482.6  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518036.4 21696.0 22080.0  0.0   15712.7 592064.0 433482.6  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518037.3 21696.0 22080.0  0.0   15712.7 592064.0 433482.6  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518040.8 21696.0 22080.0  0.0   15712.7 592064.0 433502.5  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518043.1 21696.0 22080.0  0.0   15712.7 592064.0 433536.3  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518045.7 21696.0 22080.0  0.0   15712.7 592064.0 433631.9  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518050.1 21696.0 22080.0  0.0   15712.7 592064.0 433685.9  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518054.4 21696.0 22080.0  0.0   15712.7 592064.0 433766.8  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518056.1 21696.0 22080.0  0.0   15712.7 592064.0 433844.9  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518057.6 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
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   518058.9 21696.0 22080.0  0.0   15712.7 592064.0 433920.0  527296.0   495141.6  140224.0 126562.4   1811  185.571  18     50.010  235.581
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....

redpajama_set_name: RedPajamaStackExchange


text:
Auckland teen doesn't let wheelchair hold her back from umpiring her favourite sport - netball
Pakuranga College student Gabby Wright has umpired her first ever netball competition from a wheelchair.
The 15-year-old is believed to be New Zealand Netball's first ever wheelchair umpire.
"It was really good, I was smiling the whole time apparently," said Wright.
Three years ago Wright was diagnosed with transverse myelitis, an in inflammation of the spinal cord which has left her paralysed from the waist down and only a 30 per cent chance of walking again.
But that hasn't stopped the Auckland teen from being a part of the game she loves.
"I think it just proved to everyone that anything is possible and if you follow you your dreams you'll get there."
Gabby Wright, 15, has just finished refereeing her first netball tournament. Source: 1 NEWS
NZ Men topple Silver Ferns again to claim Cadbury Netball Series
New Zealand men's netball side outclass ANZ Premiership All-Stars to book finals spot
New Zealand men's team edge out Silver Ferns in historic first encounter between the two teams
Casey Kopua jokingly groaning at prospect of taking on 218cm giant in NZ men's netball side


text:
What program was put together to provide jobs and electricity to rural areas of the United States? A. The Works Program B. The Social Security Act C. The Tennessee Valley Authority D. The American Electricity Program
The Tennessee Valley Authority was put together to provide jobs and electricity to rural areas of the United States.
Asked 10/5/2018 11:07:42 AM
Updated 145 days ago|8/27/2020 10:17:26 PM
Confirmed by MrG [8/27/2020 10:17:23 PM], Edited by MrG [8/27/2020 10:17:26 PM]
In NIMS, when do managers plan and prepare for the demobilization process? A. At the end of the incident. B. During recovery. C. At the same time they begin mobilizing resources. D. When transitioning between operational periods.
Weegy: In NIMS, managers plan and prepare for the demobilization process At the same time they begin mobilizing resources. (More)
Updated 206 days ago|6/28/2020 2:32:10 AM
Which one of the following types of sentences makes a statement? Declarative Imperative Interrogative Exclamatory
Declarative makes a statement.
6.Which one of the following types of sentences makes a statement? Declarative Imperative Interrogative Exclamatory
Weegy: Imperative sentence is used to give a command. (More)
yumdrea
"Declarative" is a type of sentence that makes a statement.
Added 203 days ago|6/30/2020 5:38:30 AM
Metal armor has __________________ a. largely influenced the power possessed by nations. b. provided a form of currency for warring nations. c. been created in the past using only two metalworking processes: cutting and welding. d. served as a form of defense and a spiritual connection to the gods.
Metal armor has served as a form of defense and a spiritual connection to the gods.


Comes complete with everything needed to mount to your engine. These covers are two pieces and will come with a right and left. When ordering please let us know what year engine you are working on. Also, please specify color, black, red, or white.


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text:
Crazy for God: How I Grew Up as One of the Elect, Helped Found the Religious Right, and Lived to Take All (or Almo
byFrank Schaeffer
Paperback | September 30, 2008
By the time he was nineteen, Frank Schaeffer's parents, Francis and Edith Schaeffer, had achieved global fame as bestselling evangelical authors and speakers, and Frank had joined his father on the evangelical circuit. He would go on to speak before thousands in arenas around America, publish his own evangelical bestseller, and work with such figures as Pat Robertson, Jerry Falwell, and Dr. James Dobson. But all the while Schaeffer felt increasingly alienated, precipitating a crisis of faith that would ultimately lead to his departure#151;even if it meant losing everything.
With honesty, empathy, and humor, Schaeffer delivers "a brave and important book" (Andre Dubus III, author ofHouse of Sand and Fog)#151;both a fascinating insider's look at the American evangelical movement and a deeply affecting personal odyssey of faith.
Title:Crazy for God: How I Grew Up as One of the Elect, Helped Found the Religious Right, and Lived to Ta...Format:PaperbackProduct dimensions:448 pages, 8.12 X 5.5 X 1.12 inShipping dimensions:448 pages, 8.12 X 5.5 X 1.12 inPublished:September 30, 2008Publisher:Hachette BooksLanguage:English
Customer Reviews of Crazy for God: How I Grew Up as One of the Elect, Helped Found the Religious Right, and Lived to Ta...


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text:
High Court refuses to restrain Dangote from quarrying on Masaiti farmland
By Zondiwe Mbewe,
THE Lusaka High Court has refused to restrain Dangote Quarries (Zambia) Limited from continuing to carry out mining works or developments on the farmland and villages belonging to over 200 people in senior Chief Chiwala's chiefdom of Masaiti District.
High Court judge Charles Chanda dismissed an application for an injunction by 224 plaintiffs, noting that this was not a proper case in which an injunction could be granted.
He added that the matter is all about compensation which can adequately be atoned for by an award of damages.
In this matter, 224 subjects and landholders under senior Chief Chiwala's Chiefdom of Copperbelt Province's Masaiti District have sued Dangote Quarries (Zambia) Limited, Zambia Environmental Management Agency (ZEMA), Majaliwa Muwaya (sued in his capacity as senior Chief Chiwala), seeking a declaration that Dangote Quarries has failed to address or mitigate the adverse social and economic impacts of their cement project on the plaintiffs.
Jeff Murebwa and 223 others, who commenced the action in 2013, also want, among other claims, an order directing that Dangote Quarries' operations be shut down until adequate compensation has been paid in full to all plaintiffs, and damages for their loss of use of land.
Last year, the plaintiffs applied for an order of injunction in the Lusaka High Court to restrain Dangote Quarries (Zambia) Limited from continuing to carry out any mining works or developments on their farmland and villages.
They further wanted the defendants to be restrained from interfering with their rights and ownership of their properties and assets until the determination of the matter or until further order.
But Dangote Quarries opposed the injunction application, arguing that restraining it from carrying out its mining operations would not, in any way, assist the plaintiffs whose claim was for payment of substantial and adequate compensation as well as damages for loss of use of land.
It submitted that it would instead be detrimental to it as it stands to lose colossal amounts of money from any halting of its mining operations with the result that they would be unable to pay the plaintiffs in the unlikely event of the court finding that the compensation was inadequate.
And in a ruling delivered in chambers on February 14, justice Chanda stated that this was not a proper case in which an injunction could be granted and further dismissed the plaintiffs' application for an order of injunction.
Judge Chanda noted that as the matter was partly heard, there was a real likelihood of him prejudging at this stage some of the issues already raised through the evidence if he were to reveal his mind and pronounce himself as to whether the plaintiffs had satisfied the guidelines for the grant of injunction.
"It is, however, safe for me to state that one of the guiding principles in the granting of injunction is whether or not the applicant would suffer irreparable injury which cannot be adequately atoned for by an award of damages, mere inconvenience is not enough. This case is all about compensation and such compensation can adequately be atoned for by an award of damages," he stated.
Judge Chanda also dismissed the plaintiffs' application for leave to amend the re-amended statement of claim.
He observed that while the plaintiffs wished to amend the re-amended statement of claim, their intention really was to join a party to the proceedings by the name of Dangote Industries [Zambia] Limited as the forth defendant.
Judge Chanda added that "strangely, there was no such application to join the intended forth defendant but the plaintiffs were indirectly applying for such joinder through the guise of an application to amend the re-amended statement of claim".
He stated that it was his considered view that the proper application ought to have been one of joinder of a party as opposed to an application to amend the re-amended statement of claim.
Judge Chanda said the amendment would have been proper if it was merely correcting the name of the party already sued.
Meanwhile, the judge granted the plaintiffs an application to join five other people to the proceedings as plaintiffs and ordered that they would be numbered accordingly following the misjoinder of six others from the proceedings.
Judge Chanda further ordered that trial dates of April 20-24 remain the same in the event that the parties failed to amicably resolve the matter.
Zondiwe has interest in writing political and current affairs on issues which affect every Zambians. Email: zondiwe [at] diggers [dot] news
» All articles by Zondiwe Mbewe
Namibian national in court for rape
Economist denies illegally accessing UNZA data using Parley IP address
Siame loses bid for monthly salary payment during assessment


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text:
Geraint Wyn Davies
Born in Swansea, Wales, to a Welsh Congregational Preacher and a Welsh School HeadMistress, Geraint Wyn Davies was a young lad when he, his brother Emyr and family moved to Canada. After graduating from Upper Canada College in Toronto, Wyn Davies studied business and economics at the University of Western Ontario, before deciding to pursue a career in the theatre.
The decision proved to be a good one – over the past 40 years Wyn Davies has been a successful actor, writer, director and producer, who has appeared in many film, television and stage projects.
Wyn Davies' extensive TV work has included starring and recurring roles in ReGenesis, Murdoch Mysteries, 24, Slings & Arrows, The Outer Limits, Black Harbour, Dracula, Tracker, Airwolf, The Judge, To Serve and Protect, among others, though he is probably best known for playing Detective Nick Knight on the cult classic series Forever Knight.
His film credits include Antony and Cleopatra, Hamlet, Some Things That Stay, Wild Dogs, American Psycho II, The Losers, One of the Hollywood Ten, Conspiracy of Fear, Nancy Drew, Post Mortem, Hidden Room and Hypercube.
On stage, Wyn Davies has appeared in leading roles in many productions across Canada, the U.S. and Great Britain, including CanStage's The Elephant Man; the Shakespeare Theatre Company's Tempest, Richard III and Cyrano in Washington DC; King Lear at Lincoln Center Theater, and Do Not Go Gentle at the ArcLight and Clurman Theatre in New York City; Loves Labours Lost at the RSC, Hamlet and Henry VIII at The Chichester Festival, Enemy of the People at The Lyric Hammersmith in London, two seasons as Artistic Associate of Theatr Clwyd (The Welsh National Performing Arts Company), and seventeen seasons at the Shaw and Stratford Festivals in Canada.
Wyn Davies is also a talented musician. He has written a musical entitled 'Flying Colours' and was featured on the first Forever Knight CD. In 2000, he composed, arranged performed and produced a CD of his own music, donating the proceeds to the Children's Hospital Foundation in Washington D.C. and the Atlantic Theatre Festival in Nova Scotia.
He has two wonderful children, Galen and Pyper.
He is married to the lovely Claire Lautier and they spend much of their time in Stratford Ont.


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Since the Posterous blog service went down some time back, I have been using Tumblr to blog about my technological misadventures and tips. Tumblr has been a great service but a few things annoyed the crap out of me.
While Tumblr has a decent WYSIWYG editor and raw HTML access if you need to have some fun with the HTML, it was just very annoying and limited. Markdown is simple and expressive so I can actually post stuff in a manner is see more fitting than being hamstrung bu the VERY small window used to post stuff which makes it hard to do HTML for the more advanced layout stuff that the WYSIWYG editor cannot do.
With markdown, I have full control over the layout and presentation of my posts which has more or less eliminated the need for me to play with the HTML. When I do need to play with the HTML, I don't need to change views or do things that feels unnatural. It is all there in one place (it also helps that the screen real estate is HUGE in comparison to Tumblr, a big win).
The very responsive live preview is a big win as well.
This takes up time, time which I don't have between my day job and working on my side projects.
Need to switch to HTML to embed the script from Gists in Tumblr's VERY small publishing window.
No preview in publishing window or in the Tumblr stream/feed. Can be quite a pain as I need to be careful not to screw up my layout.
Not visible in the mobile app, bummer.
In Ghost, all I have to do is tab indent or use <code>.
Tumblr while an awesome platform, it was just becoming too busy, all I want is to publish my thoughts and move on. I don't really want to navigate very busy interface only to get to a publishing tool that is undersized.
In Ghost, I have everything I need, nothing I don't and everything I need is practical and does not sacrifice function over form.
The plans for the plugins for Ghost seem promising, in Tumblr, you are preety much stuck to what they give you.
Ghost is an open source project with people contributing and all that. If Linux is anything to go by, there should be good things in store for Ghost.
This also means I can easily migrate to my own hosted version without too much of a hassle. That is not an option in Tumblr.
Ghost is powered by Node.js, an awesome technology that I know scales well and is a joy to use.
If you are willing to take the plunge into a cool new platform that seems to prize functionality and simplicity (plus part with some of your hard earned cash to keep these guys going), I hightly recommend you give this new playform a go.


With the appointment of John Bede Polding as Vicar Apostolic in Australia in 1834, the Diocesan structures of the Church gradually took shape, and after his nomination as the first Archbishop of Sydney in 1842, new dioceses were formed in NSW, Goulburn in 1864, Bathurst and Maitland in 1865, Armidale in 1871, and Lismore and Wilcannia in 1887.
Returning to Broken Hill in mid-1888 he blessed the church and presbytery there and in early 1889 he welcomed the first group of Sisters of Mercy from Singleton, thus expanding the work already undertaken by Josephite, Mercy and Presentation Sisters in other parishes of the diocese. He opened the new Cathedral at Broken Hill in 1905 and continued his work of diocesan expansion with the establishment of parishes, convents and schools until his death on Christmas Day, 1916.
Two years later, after expansion of the diocesan borders with territory from Bathurst that now comprises the parishes of Forbes, Parkes, Peak Hill, Trundle, Condobolin, Narromine, Trangie and Warren, the first Bishop of Wilcannia-Forbes was appointed. Bishop William Hayden, the former parish priest of Dulwich Hill, was consecrated in Sydney on 8 September 1918.
He made great efforts for the promotion of vocations to the priesthood and religious life from diocesan families, and during his early years as Bishop, the various communities of the Sisters of Mercy combined to form the Province of Wilcannia-Forbes, eventually establishing their head house at Parkes. Bishop Fox was enabled by the Sisters of Our Lady of Compassion to establish St Anne's Home of Compassion at Broken Hill in 1942.
With the help of the Wilcannia-Forbes Sisters of Mercy, he established the Old Folks Home at Carrawobbity, Forbes, and the Mater Hospital at Forbes conducted by the Bathurst Sisters of Mercy. He began a School for Aboriginal children at Wilcannia under the direction of the Sisters of the Sacred Heart in 1948 and encouraged the development of the Marist Brothers College at Red Bend, Forbes, one of his favourite projects. His great hope for a contemplative order in the diocese found realisation in the foundation of Carmelite Nuns at Parkes in 1948, and his plans for the expansion of the Society of St Vincent de Paul throughout the diocese were greatly furthered.
In April 2014 the diocese received the news that Fr Columba Macbeth-Green, a former local Forbes boy, had been appointed Bishop-Elect of Wilcannia-Forbes. In August 2014, he was ordained Bishop of Wilcannia-Forbes at Holy Family Church Parkes and later installed at the Sacred Heart Cathedral in Broken Hill.
Since 1905, Sacred Heart Cathedral in Broken Hill has been the Cathedral of the Diocese of Wilcannia-Forbes.


text:
Прюнье́ () — коммуна во Франции, в регионе Центр, департамент Эндр, округ Исудён.

Коммуна расположена на расстоянии около 240 км на юг от Парижа, 125 км на юг от Орлеана, 28 км на восток от Шатору.

Население

Население — 519 человек (2007).

Примечания

Ссылки

 Население города с 1793 по 1962 г. на официальном сайте Cassini


text:
Explore The London Neighborhood Shoreditch Like A True Local In 3 Steps
By Arielle Dachille
If you're in London and you want to go vintage shopping, admire some street art, or hit up a '90s-themed restaurant, the place to be is Shoreditch. This hipster London neighborhood has become a well-known haven for artists, creative young people, and the culture-obsessed. But it's much more than a gritty-chic haven for cool kids.
Sure, the 'hood is crawling with beanie-clad young people snapping Instagrams of their artisanal flat whites. But the face of the neighborhood has changed a great deal across history. In the Victorian era, this historic East End district was well-known for its many music halls and theaters. More recently, a number of tech companies and creative studios have settled in the area, bringing along a population of millennial tastemakers and making the area decidedly posh. It's basically the Williamsburg of London — plenty of campy bars, well-dressed people, and devastating hipness to go around.
If you're planning on finally making that cool kid pilgrimage — all the while panicking that you might not pass for cool enough to be there — you're in luck! We've teamed up with Rimmel London to give you the skinny on what to wear, where to go, and what to do in Shoreditch.
Once you get to the neighborhood via the Shoreditch High Street tube station, soak up the urban rustic feel of the area with a stroll down High Street, then move on to the Arnold Circus bandstand. Once you get hungry, or in the mood to shop, take advantage of the great markets that the area is known for.
Old Spitalfields Market is the original, old-school covered market, but with its offerings of trendy street food and chic boutique clothing, it definitely keeps up with the times. If 21st century, eco-friendly markets are more your thing, hit up Boxpark — an artisan market where all the stalls are made of old shipping containers. So Shoreditch.
What To Wear...
If London is a hurricane of edgy style, Shoreditch is the literal eye of the storm. But these days, edgy fashion involves a cheeky sense of humor and a heaping helping of nostalgia. Get that look in '90s-inspired duds like distressed denim jumpers, flannel crop tops, and round-frame sunnies. Tie the ensemble together with a pair of sneakers (or, as the Brits call them, trainers), and you'll be looking cool and comfortable as you skip down Brick Lane.
Getting The London Look...
When it comes to beauty, you'll want to use a similar strategy to fashion — strike the perfect chord between playful and edgy. A shimmery shadow (such as Rimmel London's Magnif'Eyes Double Ended Shadow & Liner in Queens of a Bronzed Age) and a funky, half-up topknot will give you that perfect, playful, too-cool-to-care look.
Finish it off with a witchy, deep crimson lip shade like Rimmel's The Only 1 Lipstick in "Oh So Wicked." Nailed it.
This post is sponsored by Rimmel London.
Photos: Lauren Perlstein; Illustrations: Mary Rabun / Bustle; Styling: Jenna Wexler; Model: Thatiana Diaz; Makeup: Elisa Flowers; Hair: Akihisa Yamaguchi