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By Rati Hegde
ratihegde@gmail.com
@ratihegde
This part covers This Too Shall Pass, Child Freedom Fighters and Ekalavya.
Part One covered Guru, significance of Ganga Saptami and Sambaji Maharaj and son of Shivaji. Part Two covered Mohini Avatar, Tiger stories Ayyappa and Mother's Day. Part Three tells you stories of Kamadhenu, Sita Navami and Narasimha Jayanti. Part Four is about Buddha Purnima, Athithi Devo Bhava and Tenzing Norgay. Part Five is about destiny-how karmas can alter it, animal sacrifice and the power of surrender. Part Six covers do not Wait for tomorrow, The Strange Prophecy and Know the Value of Money. Part Seven covers Ravana & Ma Kali, Naama-Japa and Gratitude.
Why did I start writing these Stories?
As a mother of three I have realized that many children are deprived of hearing tales that are Indian in origin. This could be for various reasons, an important one being that parents themselves do not know these tales.
The desire to learn English and about Western Nations meant that atleast two generations were fed tales from the West namely Sleeping Beauty, Cinderella, etc. Because of this when you ask a child to write an essay of their favourite character they will write about Santa Claus and Snow White but not Shivaji.
So I took it upon myself to write short stories about India's cultural heritage. The stories have been written in such a way that they can be read to children. At the same time I added snippets of our culture, rituals, shlokas, food, etc. so that children get to know about them. Must add that these stories are not meant to be scholarly pieces of work.
Once there was a wise king, Rajashekhar by name. He had a very wise set of ministers and a Raj Guru – a Sage who used to advise him on many matters. Rajashekhar used to listen to the advice of this Raj Guru very dutifully. The Raj Guru was very old and it was time for him to depart this world. Before departing, he gave the king a box and told him to open it only when it was absolutely essential to do so. He said it was a magical box which could make the impossible possible.
Years passed. In the absence of the Raj Guru, Rajashekhar became egotistical. He was very powerful now and thought that he could rule the world. One day, his eyes fell on the box. He opened the box. It had a slip of paper on it and in that was written the words, "This too shall pass." He closed the box perplexed. The next day a horde of enemy soldiers landed on his kingdom and they were so fierce that the king had to run away. What was his a day before – the kingdom, the riches, the throne - all were lost. He understood the wisdom of the words "This too shall pass". Time is so strong that it takes just a minute to change the circumstances you are in.
He spent a few years struggling to win back his kingdom. They were very difficult years and many a times he lost hope. But he kept on the struggle because he was really sad for his people – the new king was a tyrant. Rajashekhar helped the people sincerely and did whatever he could to reduce their problems even while in exile. His all-round knowledge of farming, trading, irrigation, archery, etc. came of use to help the people in the far off regions of his erstwhile kingdom and also in the neighbouring friendly kingdoms. The people loved him even more now.
King with a box.
One day while he was pondering over his future, his eyes fell on the box given by his old Rajaguru. He had forgotten about what was in the box. He opened the box and saw the slip of paper bearing the words, "This too shall pass." The wisdom of these words gave him renewed energy and he once again started gathering people to overcome the cruel king. This time the neighbouring kings also agreed to help him. With a strong army, Rajashekhar defeated the tyrant, and became the king once again. This time he had learnt his lesson – he remained humble and lived with the realization that Time was the greatest ruler of all.
In Bhaja Govindam, Adi Shankaracharya says,
"mā kuru dhana jana yauvana garvaṁ harati nimeṣātkālaḥ sarvam |
māyāmayamidamakhilaṁ buddhvā brahmapadaṁ tvaṁ praviśa viditvā || 11 ||"
Take no pride in your possession, in the people (at your command), in the youthfulness (that you have). Time loots away all these in a moment. Leaving aside all these, after knowing their illusory nature, realize the state of Brahman.
EKALAVYA
Eklavya was the son of a Nishad ruler, Hiranyadhanus, who was King Jarasandha's army commander. He wanted to be the greatest archer in the world. He wanted the best teacher of that time to teach him who then was Dronacharya, the teacher of the Kauravas and Pandavas. So he went to Drona and asked him to be his Guru. Now Dronacharya was a far-sighted individual.
He could very clearly see that Eklavya was not a person with a Satvik (gentle and pure) bent of mind and foresaw that Eklavya would use his Vidya (learning) as an enemy of Dharma. Also, Dronacharya had been employed by Bhishma to teach the Kuru Princes (Kauravas and Pandavas) with the condition that he would not teach anyone else. So Drona told Eklavya that he would not teach him and asked him to look for another teacher.
Eklavya was a determined student however. He made a statue of Dronacharya and practiced archery daily in front of the statue. In his mind Drona was his Acharya (teacher). One day when Drona and the Kuru princes were practicing archery in the forest, they were disturbed by a dog barking incessantly. Drona told Arjuna to see to it that the dog was stopped from barking. Before Arjuna could go towards the dog, the dog suddenly stopped barking. Drona was surprised. Along with his students he reached the spot where the dog was barking from. They saw that someone had shot 6 arrows into the dog's mouth to stop him from barking.
On looking around they saw Eklavya, who immediately came to Drona and bowed down to him. It took Drona a little while to recognize Eklavya, but when he did, he asked Eklavya to point out to his teacher. Eklavya with humility, pointed out to the statue of Drona, indicating that Drona himself was his teacher. Immediately Drona asked him for his Guru-dakshina. Eklavya was happy to oblige. Drona now asked for the most difficult Dakshina of all – the archer's thumb. It is very difficult to shoot an arrow without a thumb. But Eklavya cut off the thumb of his right hand and offered it to Drona.
Even after this Eklavya became an expert archer. He fought against Sri Krishna by siding with Jarasandha. He also fought along with Rukmi against Sri Krishna. During one of his fights against the Yadavas, he was killed by Sri Krishna.
Note: Many wonder why Drona asked for the thumb of Eklavya – they say that it was because Drona was a Brahmin and Eklavya was a tribal. But this is a silly explanation, because Eklavya was an army commander's son – he was a Nishad prince. It is the teacher who decided those days as to who was fit to be his student, and if the teacher decided against teaching one, the student had to obey the teacher.
Those were not the days when underhand dealings and trustee seats were up for sale for education. Today, students who do not get the required seat in colleges try other ways to become students of that very college or stream. When education is got with cheating, can the result of such education be good?
Also, Dronacharya's fear that Eklavya would side with Adharma in the future came true when he fought against Bhagwan Sri Krishna multiple times. Another point to note is that killing an innocent animal (the barking dog) to show off your skill or power can never be liked by any true Guru. This action itself points to Vikruti (twisted nature).
Unfortunately around the 60's and 70's Eklavya's story was shown as one of great sacrifice. I have no doubt in my mind that this was done to fan the flames of caste based distinction and hatred.
Child Freedom Fighters of Bharat
In the struggle for Freedom from the British, many gave up their lives. Among these were small children too. The story of their bravery is one which makes us proud of being people of this land of Tyaagis (those who have sacrificed their lives). Let us look at three such children and fill our hearts with the courage that these children had.
BAJI RAUT
He is the youngest of Martyrs of this land and was just 12 when he gave up his life. Baji Rout was the youngest son of a boatman on the Brahmani river in Odisha. As an active member of the Banar Sena of Prajamandal (Party of People), he had volunteered to keep watch by the river at night.
The British Police force ordered him to take them across the Brahmani river by his boat, on the night of 11 October 1938 at Nila kanthapur Ghat, Bhuban, Dhenkanal district. He refused and so he, along with two other boatmen, was shot by the ruthless British force.
KODI KAATHA KUMARAN
Tirupur is a town near Coimbatore, Tamil Nadu and it was Kumaran's home town. In 1932, Kumaran organised a protest march against the British. He was carrying the Indian National Flag, which was banned by the British. This enraged British officials who then began assaulting the protesters, including Kumaran, insisting he put the flag down.
Kumaran held on to the Indian Flag even after being repeatedly beaten, He was mortally wounded and even when he fell into a faint before dying, he clung on to the Indian flag ensuring it did not fall to the ground. This incident gained him the title Kodi Kaatha Kumaran — Kumaran, the saviour of the national flag.
KHUDIRAM BOSE
He was just 18 years old, when he was sentenced to death for his role in the country's freedom struggle. Magistrate Kingsford, the Chief Magistrate of Calcutta Presidency was known for passing harsh and cruel sentences on young political activists. He was also notorious for inflicting corporal punishment (beating with a cane) on them. In 1908, Khudiram Bose was appointed to kill Kingston, who was now the District Magistrate of Muzzafarpur.
On April 20, 1908, Bose threw a bomb at a carriage, believed to be carrying Kingsford, outside the European club. But unfortunately, the carriage was occupied by the wife and daughter of barrister Pringle Kennedy, a leading pleader at the Muzaffarpur Bar.
An extra police force was deployed to find the perpetrator. Bose, in the meantime, had walked 25 miles and reached Vaini railway station. He was arrested by two officers there and hanged to death on August 11, 1908. His co-conspirator Prafulla Chaki committed suicide before being caught by the British. He walked to the gallows firmly and cheerfully and even smiled when the cap was drawn over his head. He kept saying "Vande Mataram" when he was caught and even in court during his trial. Such a brave lad … he knew no fear & he loved his country more than his life. And today we have people who are ashamed of saying "Vande Mataram".
Author is a mother to three children and writes on Spirituality, Women Empowerment and National Affairs. Her articles are published on Indusscrolls.com amongst others. She believes in the cause of the Indian Breed of Cows and is a follower of Shree Ramachandrapura Matha, Karnataka.
Stories of Bharat 8 – Ekalavya
Child Freedom Fighters and This too shall pass
Meenakshi Temple Madurai
People of Poonch
Bharatpur Bird Sanctuary


Soufflé is the ultimate show-off dish but it's really not that tricky once you know how.
1. Firstly, brush your ramekins with melted butter. Tip in some crushed nuts and swirl each one around so the nuts coat the inside. You can also use parmesan, caster sugar or some finely grated chocolate, depending on the flavour of your soufflé.
2. The basis of a soufflé is a white sauce enriched with egg yolks, or a custard. To make a white sauce melt 25g butter in a saucepan and stir in 25g plain flour. Keep stirring and cook for a minute, then slowly pour in 300ml of milk, stirring like mad so you don't get any lumps. Keep stirring and gently heat until it thickens.
You can then add any cheese, herbs or other flavourings. Stir until the cheese melts then cool it a bit and beat in the egg yolks. Make sure you give it some love with some salt and pepper.
3. Get a really clean bowl and tip in your egg whites. With really clean beaters, start to whisk. They'll go through three stages starting by getting bubbly and foamy. Keep whisking until they get to the soft peak stage – this is when they're fluffy and light. Keep whisking some more until they get to the stiff peak stage. This is the time to wave the bowl over your head, if you wish.
4. Mix a large spoonful of the egg whites into the sauce. This'll loosen it so you can fold the rest in more easily, and therefore keep the air in the mixture.
Carefully fold the rest of the egg whites in, a spoonful at a time using a large metal spoon (a wooden spoon can knock out too much air). Try not to over mix as this'll push out the air you need for them to rise. If there are lumps of egg white, knock them gently with the edge of your spoon.
5. Now you need to make a bain-marie. Put the ramekins into a roasting tray and pour boiling water into the tray, to come half way up the sides of the dishes.
6. Bake in an oven preheated to 180°C/gas mark 4, for 20 minutes. They should be nicely risen and golden. The soufflés need to be eaten straight away before they collapse.
Tip: If they collapse, or if you want to make them ahead, you can simply bake them again. Tip them out of the ramekins, put on a baking tray and bake at 200°C/gas mark 6 for a further 5 minutes to set.


The modern Salisbury encompasses sixteen miles of farms, beach, marshlands and both residential and commercial space. Active community groups and cooperation between town officials and townspeople make Salisbury a fine place to live, locate a business or spend a vacation. The newly-formed Economic Development Commission is working on expanding the town's commercial and industrial base. Some of the attractive features for businesses include its proximity to Boston, and the lowest tax rates in the Merrimack Valley, which is a plus for both businesses and residents.
The Town includes four distinctly different areas: Salisbury Beach, a barrier beach with miles of beautiful sandy Atlantic Ocean beaches and salt marshes surrounding dense residential and commercial beachfront development; Salisbury Plains, featuring farms and suburban homes set in fields and rolling woodlands; Salisbury Square, a colonial village center with churches, municipal buildings and village residences; and Ring's Island, once a colonial fishing village facing Newburyport on the Merrimack River and now supporting a neighborhood of restored antique homes and riverfront marine businesses. Recreational activities include a reservation for seal and bird-watching, camping, boating, fishing, and swimming.
Estimated median home cost in 2012: $246,000.
Estimated median household income in 2010: $56,205.
To see what's around Salisbury, please CLICK HERE.
Salisbury beach North End directly across the street from 4 miles of sandy beach. This freshly painted, 3 bedroom offers gas heat, and 2 car parking.


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ALVIN AND THE CHIPMUNKS: CHIPWRECKED review
CHIPMUNKS AND CHIPETTES REUNITE FOR THE GREATEST ADVENTURE EVER
The Latest Installmentof the Blockbuster Movie Franchise Cruises on to Blu-ray, DVD and Digital Download March 27
Also Available in an "Island Adventure" Edition with Additional
Fun Features Including Sing-Alongs, Games and More!
Everyone's favorite chipmunks Alvin, Simon and Theodore, and their female companions, The Chipettes, have the time of their lives during a family vacation they'll never forget in ALVIN AND THE CHIPMUNKS: CHIPWRECKED, debuting on Blu-ray, DVD and digital download on March 27 from Twentieth Century Fox Home Entertainment.The hilarious live-action comedy will also be available as an exciting "Island Adventure" edition on Blu-ray and 2-Disc DVD, filled with tons of fun for the whole family to enjoy just in time for Easter.
The Chipmunks, Chipettes and their caretaker Dave Sevelle (Jason Lee; "My Name is Earl") embark on a trip of a lifetime aboard the Carnival Dream cruise ship. Seeking fun and excitement, the Chipmunks turn the luxury cruise liner into their own personal playground. But the ultimate vacation quickly becomes a disaster when the Chipmunks, Dave and Carnival cruise pelican mascot, who turns out to be the chipmunks' old manager, Ian Hawke (David Cross; Megamind), accidentally fall overboard and find themselves 'Chipwrecked' on a remote island. Stuck in an unfamiliar territory, the six furry castaways are separated from Dave and must figure out a way to survive on their own for the first time in their lives.
Written and produced by husband and wife duo Ross Bagdasarian, Jr. and Janice Karman, ALVIN AND THE CHIPMUNKS: CHIPWRECKED features a star-studded voice cast with Justin Long (Dodgeball) as Alvin, Mathew Gray Gubler ("Criminal Minds") as Simon, Jesse McCartney (Horton Hears a Who!) as Theodore, Christina Applegate ("Up All Night) as Brittany, Anna Faris (What's Your Number?) as Jeanette, and Amy Poehler ("Parks and Recreation") as Eleanor.
Alvin and the Chipmunks began as an American animated music group in 1958 that was developed by Ross Bagdasarian, Sr. who created a one-of-a-kind singing trio consisting of three animated chipmunks, Alvin, Simon and Theodore. Nearly six decades later, the franchise boasts an impressive collection of music albums, children's books, video games, Television shows, Television specials, and animated and live-action feature films. In addition,
Alvin and the Chipmunks has received several awards including five Grammy Awards®, two Kids Choice Awards®, and an American Music Awards®, among others, and continues to entertain families with a lovable characters as shown in its latest live-action film installment, ALVIN AND THE CHIPMUNKS: CHIPWRECKED.
I have to admit that I used to love Alvin and the Chipmunks when I was a child . I just watched Alvin and the Chipmunks:Chipwrecked last week and I thought it was very well done. I have not seen the other CGI one but I really liked this one. Acting was good and the CGI was well done as well. If you want a good family movie I highly recommend this one.
I give this 5 out of 5
*The product(s) featured in this review were provided free of cost to me by the manufacturer or representing PR agency for the sole purpose of product testing. Opinions expressed are my own and are NOT influenced by monetary compensation*
Posted by Chantale at Saturday, March 31, 2012
Labels: Alvin and the Chipmunk:Chipwrecked, Blu-Ray, dvd review, family movies
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redpajama_set_name: RedPajamaCommonCrawl


Eid al-Adha, celebrated by Muslims around the world, coincides with the symbolic stoning of the devil by pilgrims gathered for the annual hajj near the holy city of Mecca in western Saudi Arabia.
The sacrifice of sheep, goats and other animals for Eid al-Adha is a re-enactment of the story of Abraham, who was prepared to fulfil God's command to sacrifice his own son.
By tradition, one-third of the meat from the sacrifice is for the family, while the rest is evenly divided and given to friends and the poor.
In Jordan, there is feasting, dancing and the buying of expensive gifts to mark the second holiest day in the Islamic calender.


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National Detention & Abuse Reporting Hotline
The National Immigration Detention Hotline is the nation's largest immigration detention hotline, connecting immigrants in detention to their family, resources, and abuse documentation support at no cost to them.
It was created and is managed by Freedom for Immigrants, and staffed by a team of highly trained multilingual advocates across the country. We receive between 600 to 14,500 calls per month from people in immigrant prisons and jails around the country. We have received calls from immigrants from 148 countries that speak 80 different languages. Most calls come from people originally from Mexico, El Salvador, Honduras, Guatemala, Haiti, Ghana, Nigeria, Jamaica, India, and the Dominican Republic.
about the hotline
Launched in 2015, the National Immigration Detention Hotline is available to people who are currently in U.S. immigration detention and their loved ones, and is available Monday through Friday from 6 am to 8 pm PST.
The hotline program furthers Freedom for Immigrants' mission of abolishing detention while supporting those currently suffering under this system. We believe that our work is to elevate and empower organizing efforts happening in detention through a combination of condition monitoring and direct support.
Our hotline is a monitoring tool through which we gather data and stories on a daily basis with a team of highly trained and dedicated volunteers. Our volunteers answer calls from people calling from more than 200 immigrant prisons and jails to report abuse or expose dehumanizing conditions. Through the connections built with people in detention, we are able to determine local, regional, and national trends. We then counter false narratives about immigration detention and hold the government accountable by filing federal complaints, developing reports, and changing policy.
At the same time, the hotline program directly supports individuals currently suffering in detention through an individualized case management and support system. As people on the outside, we have access to resources and programs inaccessible from within an immigrant prison. So, through the hotline, we connect people to our own resources and to our partners in the movement. Learn more about the history of our hotline here.
Monitor Abuse
Our hotline makes it easier for people in immigration detention to report abuse without fear of government retaliation and be connected with the help they deserve. Learn more here.
Elevate Stories
Though the hotline, we receive requests from people in detention and their loved ones to share their stories. We help people in detention and their families to write op-eds, connect with mainstream media, or share their stories through our own platform IMMPRINT. Learn more here.
Find and Connect to Family
We receive hundreds of requests a year from families on the outside whose loved ones have disappeared or from people in detention who have not been able to call their loved ones. We help reconnect families separated by U.S. immigration policies.
Connect to Resources
We connect people in detention to our visitor volunteers and sponsors, to their freedom through our bond program, and to post-release support through our accompaniment program. We also connect callers to lawyers and other resources through our partners.
VOLUNTEER AS A HOTLINE ADVOCATE
To volunteer as a Hotline Advocate, you must be willing to dedicate at least two hours to the hotline per week, among other things. If you are interested in joining us in this role, please fill out the National Volunteer Application.
For questions, please contact our National Hotline Coordinator Cynthia Galaz at CGalaz@freedomforimmigrants.org.


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Q: What is the number of trees? tagged trees Question: what is the number of trees T(V,E) on the set $({v_1,v_2,v_3,v_4,v_5,v_6,v_7,v_8})$ that have at least two vertices with a 3 degree.
edit: would like if someone can confirm I did it right:
total number of trees: $8^6 - \frac{8!}{2} - \frac{6!}{2} * 8 * 7 = 221824 $
Thanks in advance!

A: Assuming that the high-degree vertices have degree at least $3$, there are several possible pictures (not just this one). I think it's easier to do complementary counting. Cayley's formula tells us that there are $8^6$ labeled trees total, so all we need to do is find the number of labeled trees with at most one high-degree vertex, and subtract it from $8^6$.
(This helps not just because there's fewer cases, but because the cases are simpler.)
If no vertex has degree more than $2$, then we have a path. There are $\frac{8!}{2}$ ways to label the vertices (dividing by $2$ to account for the fact that we can look at the path from two ends).
If there is only one vertex of high degree, the graph we get is called a "spider", because graph theorists are weird. There's a central vertex, and several paths radiating out from it. The total length of the paths is $7$, so we have several cases to consider, but each of them is fairly simple: for example, if we have a path of length $3$ and four paths of length $1$, we can label the vertices in $8!$ ways, but the four paths of length $1$ are identical and can be rearranged in $4!$ ways, for $\frac{8!}{4!}$ distinct labelings.
You have some casework to do for the spiders, but this should be enough to get you started.

A: There are quite a number of other shapes of tree that meet your requirement.  I don't know an easy of finding them.  You just need to carefully draw them.  For the tree you show there are only three equivalent vertices-the leaves coming off the four vertex.  The other two leaves are distinguishable by their positions in the tree, so the number of ways to label it is $\frac {8!}{3!}=6720$

redpajama_set_name: RedPajamaStackExchange


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Condensed Matter Theory (CMT)
AMD Opteron Cluster (2.0 GHz-2.4GHz): This is a distributed memory cluster composed of 121 dual nodes (i.e. 242 CPUs) with 32 nodes having 4 GB memory/node and 88 nodes having 2 GB memory/node (i.e. a total memory of 308 GBs). Clock speeds of the Opteron cluster range from 2.0 GHz to 2.4 GHz (master node@2.4 GHz, 32 nodes@2.2 GHz, and 88 nodes@2.0 GHz). The nodes are linked via gigabit ethernet connections. A 700 GB raid array system is also available for the home directory files.
AMD Athlon MP Cluster (1.6 GHz - 2.1 GHz): An older Linux cluster with 56 compute nodes, 56 GB of memory, and 200GB of the raid array.
SGI ALTIX 350 System (Intel Itanium-II): Two shared-memory computers, (clock speeds of 1.4 GHz and 1.5GHz, respectively), each with 16 CPUs, 64 GBs of memory, and 274 GBs of storage.
SGI ALTIX 450 System (Intel Itanium-II): A symmetric multi-processing (SMP) system with 64 GBs of shared memory, 16 CPUs, and 800 GBs of storage.
Comparative Planetology Laboratory (CPL)
AMD Opteron Cluster (2 GHz): This is a 64-core linux parallel computer cluster composed of 3 nodes.
University-wide Computing Resources
IBM iDataplex (Intel Xeon L5420, 2.5 GHz): This distributed memory cluster will have 312 nodes with quad core processors for a total of 2496 processor cores. Each node has 32 GBs of memory and the nodes will be interconnected by a mixture of Gigabit Ethernets and infiniband (16 Gps) technology. This cluster is expected to have a peak performance of 20+ teraflops.
IBM P570 (Power 6, 4.7 GHz): This is a SMP system with 16 CPUs and 128 GBs of shared memory.


> increase in liver enzymes (this is a marker of liver cell injury).
> with your physician about whether a statin may be right for you.
years of worth while life.
increase in healthy human lifespan from current levels.
properties is Policosanol. I take 10 mg/day of this myself.


Organic nutrition bar "Citrus - Cahsew - All spice"
This recipe's smooth orange zest, enhanced by a hint of meadowsweet and Jamaican pepper, will surprise you.
The ingredients are gluten free, raw and vegan. Our bars are all made in French Alps. Without dairy or cereals, Baouw! bars are satiating and easy to digest. Our products are made with all natural ingredients and without added sugars to ensure your performance without any glycemia peaks.
This bar contains dates*, cashew nuts*, candied orange*, chestnut flour*, acacia fiber*, sunflower seed protein*, sunflower oil*, meadowsweet extract*, natural orange flavor* and Jamaican pepper*.
A portion of the energy supplied from our bars comes from high-quality lipids. Our bars are rich in omega 3 and omega 6 fatty acids (almonds, hazelnuts, cashews) and insure optimal cellular, cerebral, and muscular function. Our bars do not contain palm oil.
Our bars are naturally rich in proteins (almonds, hazelnuts, cashews, pistachios) and reinforced with organic sunflower seed protein.
Our PERFORMANCE bars are ideally suited for short intense efforts. These bars offer higher levels of carbohydrates, of "good sugars" that come primarily from fruits to avoid a blood sugar level spikes. No cereal grains or refined sugars.


"Customer service agent when contacted by phone was unhelpful, discourteous and generally disinterested in solving the issue. Dates of contact June 10, & 11, 2015."
"Wonderful technicians. Love the personal service and time to explain."
"Air conditioner needed an annual check to keep my warranty. Two very nice young people came to service my air conditioner. It was easy to ask them questions. They were very personable."
"Had my annual furnace & air conditioner serviced. Excellent explanation of the work done and our future needs. Much appreciated."


Current: Mine Regulation Mine Regulation. The Division of Reclamation administers Indiana's Surface Coal Mine Reclamation Act following the grant of primacy to the state by the United States Department of Interior, Office of Surface Mining, in 1982. Coal mining contributes approximately $5-6 billion annually to the Indiana economy.
1969 - Federal Coal Mine Health and Safety Act (Coal Act) 1966 - Federal Metal and Nonmetallic Mine Safety Act; 1952 - Federal Coal Mine Safety Act; Learn more about the legislative history of the MINER Act of 2006, the Mine Act of 1977, and the Coal Act of 1969 here. Related Links.
The Minerals Division monitors and investigates complaints for Non-Coal Mining and Non-Mining Blasting activities throughout the State of Oklahoma. Although the law states that written complaints be investigated, the Division responds to all received complaints whether written, oral, or filed on the Department's website.
The underground mine proximity region incorporates coal mines as well as industrial mines, ... regarding the correctness of the interpretations presented in this data set and accept no liability for the consequences of decisions made by others on the basis of the information presented here. Search form.
By February 2011 (after the Associated Press reported that the regulation would cost 7,000 mining jobs) several tables and charts were removed from the draft RIA that showed loss of coal production, increased costs and the resulting loss of thousands of jobs.


B&NES Community Challenges are mainly offered as a whole day activity to B&NES staff, councillors and other organisations to help make a difference to a community project. In previous years this has included painting a play area or community space or helping with community meal as examples, but the list is endless.
The Community Challenges are organised in partnership with Virgin's Community Volunteer Centre and involve other organisations and local businesses who take part on the day.
If you have a project that you would like to be considered for our Community Challenges, please contact: Sara Dixon, email: sara_dixon@bathnes.gov.uk or tel: 01225 396594.
benefit a community / charitable organisation not an individual.
the work of the organisation must benefit residents of Bath and North East Somerset.
provide evidence of public liability insurance and risk assessments.
supply equipment, materials and the necessary tools to carry out the tasks.
B&NES employees can find out more about the Council's Employee Community Involvement Scheme on the B&NES Intranet Page.
Quartet Community Foundation provides grants to local charities across Bath and North East Somerset, South Gloucestshire, Bristol and North Somerset. They raise funds through donations and endowments they have built up. There are many ways to support them through joining as an Ambassdor, cash donations, gifts of shares or property.


The developer and publisher of The Golf Club 2019 reveal when physical copies of the game will be available in stores worldwide, as well as what fans can expect from the first 2 DLC updates.
Seeing the month out are five retail titles, including a new Naruto title and the yearly PES title. Divinity: Original Sin 2 leaves Game Preview and a group of heroes take on a mummified army in Rebellion's latest game.
The PGA Tour License that Canadian developer HB Studios picked up from EA last month is already coming in handy as the studio has used one of the licensed courses for their latest video for upcoming title The Golf Club 2019.
A new update for the Xbox One Preview Alpha and Alpha Skip Ahead rings has rolled out the Fast Start system for a select number of Xbox Game Pass titles. The update also introduces a Game Pass tab, as well as fixing a few bugs.


I like to use this technique to join new yarn for amigurumi and any other project I am working in single crochet.
Step A: Place a slipknot on your crochet hook.
Step B: Insert your hook into the specified stitch.
Step C: Yarn over the hook and pull one loop through the stitch (2-loops on the hook).
Step D: Yarn over the hook and pull through both loops. You have completed the first single crochet of the row.
Step E: Continue with the pattern instructions. The photo shows the joining stitch and 5-additional single crochet stitches.
Super simple right? and you can't tell it is a joining stitch.
When I use this type of joining method, I swing the tail of the yarn behind the work and crochet over it as I go – so I don't have any yarn ends to sew in afterwards.
Wish I saw this last night!!!! Would have made joining a new spool less stressful.
This is the part i hate of making afghan blocs!!!! Thanks for making it easier!
Thank you. Pictures are such a great help.
This looks so much easier & "neater" than what I've been doing! Can't wait to give it a try!
Wonderful pics for this explanation!
I was wondering how to do this the correct way. Thank you!


Bruneians wear traditional Malay costumes. Men wear baju Melayu. Brunei women dress in brightly colored apparels. The dresses usually cover their body from head to toe. They wear a headscarf in public places and in government offices.
Men are dressed in long sleeves. Long sleeve to knee Pants, pants, and strong. A reflection of a conservative social culture. Because Brunei is a mujahideen country. So dress up and be polite.


Create 3D structures from 2D nets with the Space Traveler 35Pc Set. Use squares and triangles to build space ships and shuttles. Add Magformers alien character to your builds and fly around planet Tetrahedron. Learn 3D shapes and build using combine, roll and pull-up techniques and see what your imagination can create!


We all know the story. You create an incredible loaf of fresh bread in your favorite bread maker, eat a delicious sandwich — and then a few hours later discover the rest of your loaf is hardening at the speed of light.
What's the best way to store bread machine bread? You wonder for the tenth time.
Bread machines are excellent for hassle-free baking and producing beautiful loaves time and again.
Nevertheless, it can be a little more challenging to keep your homemade bread tasty and fresh for more than just 24 hours. While store-bought bread keeps very well in kitchen environments for a long time, it's a whole different story when it comes to loaves from a bread maker.
So, what's the secret to giving your homemade bread a better shelf life?
This guide on how to store bread from a bread machine will ensure your loaves stay light and edible for longer.
1 Why Does Store Bought Bread Keep Better Than Bread Machine Bread?
2 What Happens if You Don't Store Bread Maker Bread Properly?
Why Does Store Bought Bread Keep Better Than Bread Machine Bread?
That's easy. One of the reasons that you love you bread maker — the fact that you can control exactly what ingredients go into your loaves — is why they don't stay fresh for long.
Whereas commercial stores will add all manner of preservatives to their bread, you're unlikely to be adding anything other than real ingredients when you're baking at home.
That's a good thing, and means that your bread machine bread is healthy and wholesome. But it's not good news for the freshness levels.
Artificial preservatives slow down the growth of mold, yeast and bacteria that your bread will eventually succumb to. Without preservatives, those microorganisms are going to grow much more quickly.
But if you don't want to spoil the integrity of your home baked loaves by adding preservatives, how can you keep your bread fresh for as long as possible.
The secret lies in how to store bread from a bread machine.
What Happens if You Don't Store Bread Maker Bread Properly?
Bread hungry households that can devour a whole loaf in a day are unlikely to be too concerned about their bread maker bread going stale quickly.
But if you're a home that takes a few days to eat a loaf, you're going to want your bread to be almost as fresh on the third day as it was the hour after you baked it.
Without preservatives, fresh baked breads will dry out and stale quickly when they're exposed to oxygen in the air. So quickly, in fact, that they can be past their best within just a day of baking.
If you leave your loaf out exposed to the elements on a worktop, you'll find yourself eating a very crumbly, dry and potentially stale loaf — not exactly what you envisioned when you brought your breadmaker.
And don't think you can escape the staling by sticking your freshly baked loaf in the refrigerator — this is thought to cause staling up to 6 times faster than if it were simply left on the counter top.
If you want to improve the lifespan of your homemade loaves and keep your scrummy bakes fresh for as long as possible, here's our step-by-step guide on how to store bread maker bread.
As soon as you remove your loaf from the pan, place it on a wire rack and allow it to cool completely. If you leave the bread to cool in your bread maker, it will get damp and become soggy.
Once cool, wrap the bread in a zipper-lock plastic bag or in some good quality foil. Most importantly, use a couple of layers to prevent air from getting in and to ensure the bread is wrapped tightly.
Then, store it in a cool, dark place at room temperature in your kitchen for up to 3 days.
If you can, invest in a bread bin or ceramic bead box. This is the best way to keep your loaf fresh for up to 5 days. Just be sure to buy a bin or box that's well ventilated and always place it away from sunlight.
You could also use a plastic storage container with ventilation holes to allow the bread to breathe and stay moist.
Believe it or not, one of the best ways to store bread machine bread and keep your loaves edible for longer is to store them in the freezer. Simply follow these instructions to enjoy maximum taste and freshness.
Cook your bread maker bread as normal, then take it out of the pan to cool on a wire rack.
Place cooled bread in a storage container or airtight freezer bag and put your loaf in the freezer. Your bread machine bread should keep for up to 3 months.
When you want to use your bread, place it in the refrigerator to thaw overnight. Alternatively, leave it out on the side at room temperature.
If you want your bread to thaw a little quicker, remove it from the freezer bag or container and wrap it in two layers of foil. You can then thaw it in a 250-degree oven for around 30 to 45 minutes. Defrosting it in a microwave oven (minus the foil) will work just as well.
While you can freeze your bread for a few months before defrosting, it's usually best to use it within 1 month. It's also worth noting that you can slice up your freshly baked bread and freeze separate portions to enable you to defrost each portion of the loaf as and when you need it.
And while freezing can decelerate the staling process, it's worth noting that reheating bread can accelerate the process again. Choose to thaw your bread without use of a microwave or oven, if possible.
And that's everything you need to know about how to store bread from bread machine.
What's your best way to store bread machine bread?


text:
Q: Can I have multiple levels of nested cloned forms using SheepIt JQuery plugin? I have tried, with no avail, to create a nestedForm inside of another nestedForm using the SheepIt! plugin. Is this even possible?
Extending Demo 7 on the SheepIt! website, I tried to add an additional nested form in JSFiddle
But I get a indexOf error...
Remove the following section to get rid of the error but break the intended functionality: JSFiddle
,
         nestedForms: [
        {
                id: 'person_addresses_#index#_phones_#index_phones#_tests',
                    options: {
                indexFormat: '#index_tests#'
            }
        }
         ]

A: Here is the JSFiddle Solution
It seems that the SheepIt! plugin only likes to see one index in nestedForm ID. It was giving me the indexOf error because it was hitting the first #index#. You can still use multiple indexes in your inputs and it will fill them out as expected.

A: Add this line to function normalizeFieldsForForm after "that" declaration
var nameTemplateAttr = that[0]['name'];


Amelia's horoscope: Your keyword for the new moon is patron. Lady Luna is in your second house of cash, so you're being called to put your money where your mouth is. Don't like what you see going on at a place of business? Don't engage. Capricorn is the zodiac's mogul, so we trust your professional opinion.
Dylan's advice: Where we place value is where our values are heard by the universe—that's what the second house is all about. Cosmic value systems! This house, lit up by a humanitarian Aquarius new moon, is asking you how to use money as power. Boycotts work in this way. So does fundraising. Your new moon homework is to pick a cause and develop a boycott or fundraising project. What are creative solutions you could spearhead to use money as a tool to support your values? Don't underestimate the power of a political bake sale, but also feel emboldened to reach further in your impact. Ask local businesses to match your fundraising as a way to get community, and more capital, involved. Here's a list of organizations that support causes that are under attack by the Trump administration that you could peruse for donation inspiration.


I think Gral is probably right that we should have a separate OOC thread.
I am requesting a forum, we can shove it in there.
Don't bother with the request, I'll take care of it.
1) The minimum check that Merc mentioned in his stealth roll (his ability score, it seemed) - does that apply to all checks, or is it some special halfling or rogue thing?
2) My dwarf is stupid, but seriously, they picked the mechanically worst possible armor they could for him. Heavy armor with 15 AC. It is the same AC as a chain shirt but is more expensive, heavier, allows no dex bonus, and grants disadvantage on stealth.
1. It's a rogue thing. They have a minimum roll of 10 with any skill check they have training in.
2. Hahaha what? That's stupid. Why would they do that? A simple chain shirt would be better in every way for anyone with 12 Dex or higher (such as the fighter). I dunno, you should change that or something, jeez. They must have just included that because "of course the fighter should wear heavy armor."
e: Actually I'm not sure why everyone (except the wizard) isn't wearing a chain shirt. There doesn't seem to be any drawback over leather, and it's also a better choice than scale or chainmail for these stats.
I mean, "cost," but it's actually less than chainmail, and not that much more expensive than leather and scale.
e2: Seems like chain shirt is at least meant to be something you find as treasure, something that light armor users can look forward to as an upgrade. Maybe price it at 250g (as in, out of reach of 1st level characters)?
Last edited by zachol; 7th of June, 2012 at 23:33.
Right, good to know. I couldn't see any upside for choosing heavy armor (there really ought to be something good over and above AC that entices you to wear heavy armor).
As zachol said, that's a rogue feature.
" Originally Posted by zachol # 2. Hahaha what? That's stupid. Why would they do that? A simple chain shirt would be better in every way for anyone with 12 Dex or higher (such as the fighter). I dunno, you should change that or something, jeez. They must have just included that because "of course the fighter should wear heavy armor."
Armor is specifically something being called out in multiple forums as being inherently wrong. I like the idea of breaking them up based on Dexterity bonus (All, Half, None), but you are almost always better with the chain shirt in all circumstances, which shows that there is something wrong with the design. I noted as much in my feedback survey. I cannot think of any situation where I would take any medium armor over the Chain Shirt. And if I have a character with any kind of Dex modifier at all, I'm always better taking Chain Shirt than Ring, Scale, Splint, or Chainmail.
It's one of those things...if there's a clear "best choice" then something is wrong.
Looking at monster attacks, it feels like light armor AC is starting out too high. Maybe bump it down by 1?
e: Oh goodness how did this get here?
Last edited by zachol; 7th of June, 2012 at 23:45.
I was looking at it and thinking light armors should all bump down 1 and all other armors should bump up 2. You'd have a range of 11 to 20.
That way you'd have an AC 17 Chain Shirt with 18 Dex, or AC 17 Chainmail with 10 Dex.
I think heavier armor should grant some sort of DR, or bonus when you are surprised, or bonuses against multiple opponents or something. It's covering more of your body, so when you aren't actively defending it should provide greater protection than armor that doesn't provide as much coverage.
Hmm, but monster attacks seem to generally top out at +4 +5 +6 or so.
If we're going with flat math/"numbers don't go up," I'd really hesitate to have AC be that high, especially with shields and probably a handful of other things to increase AC.
Maybe if you emphasized how utterly amazing and rare and special adamantine armor is or something but still.
e: Make that +5 for trolls and stirges.
Stirges look like a prime source of TPKs to me.
e2: Aw, couple of +6's. Hmm.
Last edited by zachol; 7th of June, 2012 at 23:56.
That's true, z, but looking at the price tag alone should give some hints of that.
The problem is that a Chain Shirt with 20 Dex should never provide more protection than Adamantine Full Plate, and even if you just bump down the Light Armors by 1, a Chain Shirt with 20 Dex is still a superior choice.
I think Gral might be on to something with DR, though.
I thought about DR, but it seems like you'd want it to scale. Part of the point of the flat math/whatever is that damage steadily increases into higher levels, so DR 1 isn't nearly as good later on.
Maybe have DR 2, 3, 4 for the next "levels" of heavy armor? Adamantine plate would be AC 18, +2 for a shield for 20, with DR 4. The rogue assassin would have AC 20 as well, but no DR.
e: Ugh it's late and I can't think straight. Numbers hurt.
Last edited by zachol; 8th of June, 2012 at 00:03.
Yeah, I mean, I don't really want to mess around with the rules much anyway.
Oh, I'm not suggesting we mess with the rules at all. I'd like to play it as written exactly, then we can provide feedback on what breaks down and what should be done to fix it.
So far, the only things I've found that I just outright dislike is overnight healing of all HP and Armor that makes the Chain Shirt the clear best option for just about any character.
Rasputyne and I were actually just having this conversation about armor. As is with no limit on money for buying armor anyone with +1 or less dex will go for adamantine armor and any one +3 or higher is going to take mithral. The only person who would even think of using dragon scale is the poor guy who has a +2 dex mod and doesn't want the movement speed hit.
E-- apparently Gabriel can't hit the broadside of a barn even with magic.
Last edited by Captain Gavis; 8th of June, 2012 at 10:17.
And apparently the kobolds are damn good shots.
Pressing On - When you take a short rest, you may use your hit dice to regain hit points. If you choose to press on and face another encounter after a short rest, you regain the use of your hit dice for the day.
Otherwise it seems to me like characters are going to tap out pretty damn quick and "we retreat to a cleared room/the forest/the keep to rest" is dumb and boring.
e2: Not necessarily that, mind you, but something like that.
The idea here is that it encourages the party to keep moving. There's no limit to the healing, except that you need to deliberately progress to a new encounter for the dice to refresh, and you're limited to one dice after each encounter. You can't heal up to full, but you're not limited to pretty much two encounters per day.
e3 (ha ha, topical!): Or maybe that's just an unusual amount of damage?
The fighter should really have higher AC.
Last edited by zachol; 8th of June, 2012 at 21:01.
I propose not changing the rules for the playtest and just pressing on with them as written. But that's just my personal opinion.
Also - any particular reason you didn't actually resolve Finnegan's attack and left it open? I just figured you'd finish out the round.
Still need Yorek and Rhaemiel's actions, I think?
We can avoid house rules etc. for now yeah. Although if you guys keep sleeping all the time I'll be peeved.
Last edited by zachol; 8th of June, 2012 at 21:45.
But what if Rasputyne puts us to sleep, hmmm? Is sleep acceptable then?
We need the K without the TP.
On armor, I almost feel like Chain Shirt should be the most attractive choice for an adventurer. I mean, these guys are routinely climbing walls, leaping chasms, sneaking into lairs, and running for their lives. They need some mobility and a passing chance at stealth. It's not like they are generally riding around the countryside engaging in military battles (where heavier armor is more beneficial than detrimental).
I actually think having heavier armor end up with similar AC to the chain shirt + dex isn't necessarily bad, in that respect. That's kind of why I'm thinking along the lines of some other type of bonus for heavy armor - in other words, situationally useful on an adventure, and not just in a military battle. If you need to sneak or run away, chain shirt is better but if you get ganked by surprise (or something), heavy armor is better.
Oh die roller, why do you hate me so?
Hey, at least you kill kobolds even on a miss.


As this is a small island with limited tourist development, there are few available activities in Donoussa. Apart from swimming in secluded beaches and hiking to go from one beach to the other, there are no other things to do in Donoussa island.
Hiking on the island is actually the main way to get around. Paths will lead you to hilltops with great view to the Aegean Sea, small chapels and small beaches. Free camping on the beach is frequently practised in Donoussa due to the limited number of tourists.
Want to discover more about Donoussa?


text:
Medical students must conquer new hurdle
September 17, 2003 12:00 am by Sandra Serrano
After years of studying and taking many courses, there's one more thing medical students must do before becoming a physician: Take yet another exam.
Before becoming a physician, he or she must pass the U.S. Medical Licensing Examination. Historically, students have taken the USMLE in three steps, said Dr. Paul Wallach, associate dean of curriculum and medical education at the College of Medicine.
According to the USMLE Web site, the second step of the exam, which assesses a student's ability to care for patients under supervision, will be expanded in 2004. The expansion will incorporate the testing of the potential physician's bedside manner by adding the area of clinical skills as a section to be mastered, along with the traditional area of clinical knowledge.
"There's been a lot of pressures on medical professions over the last decade with patients saying they don't feel like their doctors care," Wallach said.
The clinical skills portion of the exam involves the use of carefully trained patient portrayers to evaluate students on communication skills and clear and concise information gathering and documenting, among other things.
The addition of the extra part to the test will cost $975 and will be conducted at five different centers in the United States.
USF medical students are assigned to the center in Atlanta, Wallach said. These students will get to break in their lab coats before they make the trek to Atlanta, thanks to an exam of similar format that they will take at USF the semester prior to the exam.
"While we require students to take it and pass it, we use it as a tool to provide formative feedback for students before the national exam," Wallach said.
USF has been conducting the exam for five years. It is a partial product of the college's interaction with the department of communication. The department works with the college to teach communication skills throughout the curriculum, Wallach said.
The exam at USF is held in May or June, and the national exam is held in the fall, Wallach said.
"The stakes are high," Wallach said, speaking of the national exam. "If they don't pass the test, they don't get a medical license."


text:
Dutch-Mexican War
Clockwise from top: Mexican cruiser Tijuana under fire by Dutch marines, Mexican cavalry at Amerillo, Dutch cruiser Nachtwacht and gunboat TB-19 in the gulf of Mexico, Dutch dead after a battle, Dutch infantry crossing the a River
3rd of February 1901 - 4 June 1903
Mexican Empire
Dutch Victory
Belligerents
Tussenland
New Netherland
Commanders and leaders
Pieter Schorfhaar
Florens Garsenaar
Jan Theodorus de Gelüs-Clérisseau
Emperor Jorge González de Güemes y Horcasitas
Juan- Guillermo Quesada
Casualties and losses
21,038 Killed
54,000 wounded 63,890 killed
189,000 wounded
20,000 missing
The Dutch-Mexican War (Amerikaens: De Mexicaens Örlog; Spanish: Guerra Mexicana Holandesa) was a conflict fought between the Kingdom of the Netherlands and the Mexican Empire lasting from 1901-1903. The war was fought over conflicting territorial ambitions between both empires. The major theatres of the war were the Pacific Ocean, the Caribbean Sea, the Atlantic Ocean, and the Great Midwest region of North America.
1 Historical Background
2 Course of the war
2.1 Role of New Netherland in the War
3 Aftermath
3.1 Effects in America
3.2 Effects on the Kingdom of the Netherlands
The Boer provinces, whose population majority was of Dutch descent, was formally annexed by New Spain in 1840 under the Treaty of Santa Maria. Under the treaty, the Boers were guaranteed self-autonomy in New Spain granted that they were loyal to the Spanish crown. Additionally, the defeat of the Dutch during the 2nd Dutch-Spanish War affirmed the Boer provinces' loyalty to Spain. After Mexico's independence, the Boer provinces became part of the Mexican Empire. However, by the late 1880s, the Mexican crown had violated the self-autonomy granted to the Boer provinces multiple times, by interfering in their government, active proselytization of the Protestant population, etc.
The Kingdom of the Netherlands, who were generally sympathetic to the Boers, condemned Mexico's actions in the Boer provinces. Moreover, tensions were worsened when gold was discovered on the Black Hills (part of the Mexican Misuri del Norte province in Mexico) by Amerikaner freebooters from Tussenland, who shortly formed an unrecognized independent republic historians call the "Black Hills Republic". Mexico warned the trespassing Amerikaners that they will face "grave consequences" if they do not deport themselves back to Tussenland. In response to this, the Netherlands marched its troops into the Black Hills Republic (nominally Mexican territory) to protect the Amerikaner settlers there. Mexico was outraged by this violation of its sovereignty. In an attempt to diffuse the tension, the Netherlands offered to purchase all former and claimed territories to avoid conflict (including Boer territory), but Mexico rejected it. Mexico issued an ultimatum to the Dutch to end their presence inside Mexican territory but was once again ignored. Mexico took no further action until the following year. On February 3, 1901, Mexico declared war on the Kingdom of the Netherlands.
Historians generally agree that supporting the Boers and protecting the Amerikaners in the Black Hills territory was just a pretext used by the Dutch, when in reality, they intentionally tried to provoke Mexico into declaring war, the Dutch military having completed their restructuring and modernization program.
Course of the war
The 3rd fleet in harbor in Rotterdam prior to its departure to Mexico on the 5 February 1901. It was one of the newest and most powerful fleets ever assembled by the Dutch at the time.
While Mexico declared war, the Netherlands was the first to strike. Having anticipated this move by Mexico, they had moved its assets into the Atlantic, ready to strike. The war did not go well for the Mexicans, for their young and inexperienced navy was no match for the Dutch navy, one that just came out of decades of modernization. Some even reported that with the admirals in command having fought in the Wars of Dutch Humiliation. Despite the overwhelming success on the seas, the war was slow and drudging for the Dutch on land, as it had proven difficult for them to penetrate the Mexican defenses. Eventually, the tides turned in favor of the Dutch on land when they won the siege of Santa Maria in 1901. This, combined with a series of naval victories in significant battles in the gulf and the capture of Matamoros and Tampico in late 1901 and early 1902, promoted a change in the tides of war. With the capture of Matamoros & Tampico, the Dutch had a foothold on the two coasts. Combined with their naval dominance, this allowed them to create a hindrance. Both military and civilian Mexican ships could no longer go in this area, thus limiting their warfighting capabilities. Victories on land and the economic impact of the war on Mexican trade due to commerce raiding forced them to the negotiating table. On June 4th, 1903, a peace was signed between Williamsburg in neutral Virginia in favor of the Dutch.
Role of New Netherland in the War
New Netherland had been in friendly terms with the Kingdom of the Netherlands since the mid-1800s, and had been providing military and naval access to the Dutch colony of Tussenland, which had been landlocked from the Atlantic after the 2nd Dutch-Spanish War (1850-1855). New Netherland had also provided active military support to the Netherlands during the Tussenland Upheavals (1859-1861). In this new conflict, the Kingdom of the Netherlands requested the aid of the Dutch once again. The Patroon Council of New Netherland (the ruling body) saw this as an opportunity to divert public attention away from the ongoing corruption scandals in the nation. Stadtholder Theodorus de Gelüs-Clérisseau, who controlled the New Netherland military, approved of the use of the military to aid the Dutch. On November 26, 1901, New Netherland declared war on the Mexican Empire. 35000 men and women were sent to Dutch Tussenland to participate in the war.
Before and After the Dutch-Mexican War
Effects in America
After the war, territory that was lost during the 2nd Dutch-Spanish War was returned to the Dutch. In the Boer provinces of Mexico, the Northern Boers identified more with the Dutch than the Mexicans, and they were invited to be absorbed into the Federation of Tussenland, but they rejected the offer, citing cultural differences as a result of 75 years of Hispanic influence. There was also opposition within Tussenland against their entry into the Federation. The provinces of Irokesenland and Westerzee feared that two new Amerikaner dominated provinces would upset the political balance within the Federation and threaten Tussenland's cosmopolitan nature. As a compromise, borders were redrawn, and the independent Amerikaens Free State was created.
On the other hand, the Southern Boers identified more with Mexico and elected to stay within the Mexican Empire, granted that their autonomy would be restored and be allowed to continue self-rule.
Aside from its direct effects on Tussenland, the war also had lasting domino effects on New Netherland and the Kingdom of the Netherlands itself, eventually leading to the 1903 revolution of New Netherland, the anti-colonial uprisings in the Netherlands, and the independence of Tussenland.
Effects on the Kingdom of the Netherlands
The defeat in the war led to a series of revolutions in Mexico, while for Tussenland, it was almost reinvigorating. They had regained their prestige and lands and had made economic concessions which proved fruitful.
Not all was well for the Dutch, though. A few years after the war, Tussenland declared independence (1905). Despite the eventual loss of Tussenland, many Dutch historians still argue that the war was a turning point for the Dutch. It showed them that they were a power to be taken seriously and were also treated as such. It proved a crucial moment in Dutch political and cultural history, and to many, it laid the foundations of the future behavior of the Netherlands on the international stage.
2nd Dutch-Spanish War
Retrieved from "https://wiki.rosestulipsandliberty.com/w/index.php?title=Dutch-Mexican_War&oldid=2648"


Visit with our exhibitors, enjoy some refreshments, and get the specs you need to bring back to the office to streamline processes and make your GIS exemplary!
Remember to fill in your Fun Facts game card during this reception. Learn the fun facts about our amazing group of sponsors! Use Survey123 to fill in the survey and enter yourself in the raffle for prizes.
The raffle drawing will be tomorrow during the dessert break.
Take your conversations out on the town after the exhibit call closes.


Throwback Thursday for January 28, 2016: Exploring ways to serve commuter students better?! Grab a cup of coffee or tea and get comfy because Mariana Regalado and Maura Smale's article from last spring is a great read!
Matteo, a Borough of Manhattan CC student, drew a picture of himself sitting on the sofa at home reading for his research paper.
In Brief: While commuter students may use their college or university libraries, student centers, or other campus locations for academic work, as commuters they will likely also create and negotiate learning spaces in their homes. Our research with urban commuter undergraduates revealed that finding space for their academic work at home was difficult for many students whose needs collided with the needs of other residents using those locations for non-academic purposes. Understanding the details of students' off-campus academic workspaces can inform the design of learning spaces in academic libraries.
Jessica,1 a 20-year-old student at Hunter College in New York City, woke up at about 6:00 a.m. one spring day and got ready for school. She left her home in the Bronx where she lived with her mother and uncle and his family, including her three-year-old cousin, at around 7:00 a.m. She took a bus to the subway station, then rode two different subway trains down to Hunter's 68th street main campus, switching from the express to the local. Jessica was attending college full-time and her four classes that day began at 8:10 a.m. and continued through to 4:00 p.m., with two ninety-minute breaks during which she did homework in the library, ate lunch in the cafeteria, and relaxed by using the computers in the library.
Jessica had a laptop and did some of her schoolwork at home late into the evening. However, with all of the family members living together, especially her toddler cousin, her home was often noisy and she sometimes had difficulty doing her homework there, even though she had her own bedroom. When she was on campus, Jessica often spent the time between classes working on the second floor of the library, sometimes using a computer to review course materials or print out an essay; she did not always bring her laptop to campus as she sometimes had heavy textbooks to carry. Jessica's home was located close to the New York Botanical Garden, which she considered a retreat: she often went there to do her academic work when the weather was mild.
Millions of U.S. college students, like Jessica, commute to their campus and classes rather than spend their undergraduate years in a residence hall. While commuter students may take advantage of their college or university libraries, student centers, or other campus locations for their academic work, as commuters it is likely that they need to engage in scholarly work in their homes as well. This article discusses research on ways that urban commuter college students create and negotiate learning spaces in their homes, complementing more traditional study spaces such as libraries. Understanding the details of students' off-campus academic workspaces–the comforts and pitfalls, the benefits and constraints—can inform the design of learning spaces in libraries and on campus.
This research is part of a study we conducted of undergraduate scholarly habits at the City University of New York (CUNY). We interviewed students to learn about the locations where they do their academic work, their reasons for choosing those spaces, and their successes and challenges in using them. We met with students at six CUNY colleges: Brooklyn College, City College, and Hunter College, which offer Baccalaureate and Masters degrees; New York City College of Technology (City Tech), which offers Associate and Baccalaureate degrees; and Bronx Community College and Borough of Manhattan Community College (BMCC), which offer Associate degrees. CUNY is the largest urban public university in the U.S. and enrolls approximately 270,000 students in degree-granting programs at twenty-four undergraduate and graduate schools in the five boroughs of New York City. CUNY students reflect the astounding diversity of New York City and 44.8% of undergraduates were first-generation college students in 2012 (CUNY Office of Institutional Research and Assessment, 2012a). While we did not collect detailed demographic information about the students we interviewed, we did learn a great deal about how each student's particular living situations influenced their learning spaces, as will be shown below.
At each of the six colleges we interviewed thirty students using three ethnographic research methods: photo surveys, mapping diaries, and retrospective research process interviews.2 In the photo surveys, we gave each student a list of twenty objects or locations related to their lives as students, for example "your favorite place to study" or "a place in the library you don't like," and interviewed each student when they returned the photos to us. For the mapping diaries, we asked each student to log their activities, including time and location, over the course of one typical school day, and also to draw their progress through the day. We also conducted retrospective research process interviews with students in which we asked them to describe and draw the activities they engaged in as they completed work on a research assignment. Our visual and interview data illuminated much detail about students' experiences as scholars outside the classroom.
CUNY is overwhelmingly a commuter university, and students spend much of their time away from campus at home, work, and other locations. Because commuting to campus was a time-consuming process, many students expressed a preference—or a need—to create their academic spaces in their homes rather than in the college library or other campus location. Some students told us that they chose to do their scholarly work at home because it was a familiar place, with all of the comforts to which they were accustomed. Others chose to complete their schoolwork at home because of external factors, for example, if their classes or job ended for the day after the college library was closed. Still others acknowledged the allure of customizing their study setting when doing scholarly work in their homes. However, many students noted constraints of space, noise level, or the activities of other residents while working at home. These students, like Jessica, struggled with the impact of the overlapping activities of others on their own desire to create a meaningful academic space, and engaged in a variety of strategies in attempt to mitigate those effects.
Published research on strategies used by undergraduate commuter students to create learning spaces at home is slim. The Library Study at Fresno State used interviews and student photographs to delve into the details of students' school days, and conducted interviews in student homes as well as the dormitories. Many of their findings were congruent with what we learned at CUNY: a student often needed to create a space for their scholarly work in a room or area not intended for or solely devoted to their academic work. One Fresno student complained about his noisy roommates, and others found themselves "impacted by space limitations, shared bedrooms, and younger siblings" (Delcore, Mullooly, & Scroggins, 2009, pp. 17, 21). However, the students interviewed at Fresno also spoke of rooms used for schoolwork in addition to the living room, kitchen, and bedrooms—for example, a crafts room, office, or garage (Delcore et al., 2009, pp. 15, 17). Most students at CUNY described much more constricted home spaces, reflecting the high population density of New York City and the predominance of apartment buildings over other types of residences.
Far more research, most of it quantitative, has been undertaken to ascertain the academic and social benefits and constraints for undergraduates who live in residence halls. Krause suggests that the "quality and nature of social interactions have a significant impact on university retention rates," and that building relationships with peers can be more challenging for commuter students than for residential students (2007, p. 28). Shushok, Scales, Sriram, and Kidd report finding many advantages for undergraduates who live in dormitories on campus, including more participation in extracurricular activities, more frequent interactions with peers and faculty members, more positive perceptions of the campus climate, higher satisfaction with the college experience, greater personal growth and development, more effort and involvement in both the academic and social experiences of the college, and a higher rate of persistence and degree completion (2011, p. 14).
However, a recent review of the literature found that published studies yielded a mix of evidence of both advantages and disadvantages to college students living in residence halls. Sanchez (2012) undertook a predominantly survey-based study at the University of Nebraska-Lincoln to compare the experiences of first year students who lived in a residence hall with those who lived at home and commuted to campus. Students who enjoyed living in the dorm reported that it was convenient to campus and kept them connected to the university, yet others noted difficulties with roommates and excessive noise in the dorms. Students who lived at home mentioned their appreciation for the money saved as well as the familiarity of their homes, rooms, and families (also found by Green, 2012, p. 98), yet also noted the inconvenience of commuting to campus and the feeling of disconnection from college life.
Since the vast majority of CUNY students live off-campus and commute to college, it is difficult to generalize the definition, physical layout, or social structure of home for all CUNY students. Almost all of the students we spoke with lived in one of the four more residential outer boroughs of New York City—The Bronx, Brooklyn, Staten Island, and Queens—either in an apartment or house.3 A small number lived in Manhattan or in one of the surrounding suburbs. High-rise apartment dwelling predominates in New York City; over half of all occupied residences are apartments in buildings with a least ten units (United States Census Bureau, 2012).
Surveys conducted by the university have gathered data on the household composition and family obligations for students at the university that can help us envision our students' residences. While there are differences visible across the six colleges where we interviewed students, broadly speaking the household composition and family obligations for students at each of the campuses are similar: most CUNY undergraduates are unmarried and live with members of their family, most often parents or guardians. A minority of undergraduates support children with whom they may or may not live, a higher number of students at the community colleges and comprehensive college than at the senior colleges. No more than 11% of the undergraduates at CUNY colleges live alone, and 12% or less live with friends or roommates (CUNY Office of Institutional Research and Assessment, 2012b).
Most of the students we spoke with preferred to do their academic work at a library, usually their own college library, as we have discussed elsewhere (Regalado & Smale, forthcoming 2015). A similar study at the residential University of Rochester also revealed that more students chose to use the library for their academic work rather than work in their dorm rooms (Briden & George, p. 26, 2013). However, we did meet a sizable number—over a third of the students we interviewed—who most often chose to engage with their academic work at home. The reasons these students gave for choosing to create a learning space at home were varied and centered broadly on themes of comfort, customization, and, ultimately, familiarity.
The importance of a location with "a lot of comfort" to accomplish academic work was noted by most of the students who considered home to be the preferred study location rather than the library or elsewhere. Soft seating options emerged as a priority, notably opposed to the straight-backed, unpadded chairs and other furniture often available for student use in the library. Though many academic libraries do offer upholstered armchairs, lounge chairs, or sofas, our observations indicate that these types of seating are in the minority at the six libraries we visited. CUNY libraries are typically highly space-constrained, and since soft seating tends to invite lounging and conversation, many of these libraries have opted not to include soft seating in attempt to maintain a quiet environment for studying students. Many of those students for whom comfort was a priority mentioned a preference for studying on a sofa or couch in their homes, most often in their living room or other common area in the apartment or house in which they lived.
A remarkable number of students indicated that their own bed was the preferred study location at home; numerous students photographed their beds for the prompts "your favorite place to study" or "a place at home where you study." While a bed is certainly comfortable, given its association with sleep it is perhaps not the home location most conducive to work, as a couple of students pointed out to us during their interviews. Those students who preferred to study on their beds may also appreciate the privacy afforded to them in their bedrooms, even those who share a bedroom, though none mentioned that in our interviews.
Well, now that you're talking about libraries, in general I prefer studying in my bed than at the library. Just because this library specifically doesn't have many comfortable seats. [. . .] And I just really like to be comfortable when I'm studying.
The option to eat and drink while engaging in their academic work was also important to those students who liked to study at home, and seemed to fit well with their common desire for a comfortable workspace. For many, access to food and drink was a critical component of their academic workspace, and some preferred to study in the kitchen or dining room of their apartment or house. For these students the academic space was imposed on the food preparation and consumption space that typically predominates in those locations.
I love the kitchen. [. . .] Because it's so close to food. The lighting is really bright, not right there, but the lighting is pretty, it's like right on top so it hits me, right. [. . .] And, I dunno, just really the food. And it's comfortable for me 'cause I'm always in the kitchen eating, so it's good for me.
The ways that each student used their home as an academic workspace also included strategies to customize areas of the apartment or house that were not dedicated to academic activity. As noted above, many students studied in their kitchens or at a common dining table while eating and drinking. Especially in small apartments that may not have dining rooms or room for desks in bedrooms, the common dining table in the kitchen or living area may also be used by the residents of the house for many activities that require the use of a table and chairs. A Bronx CC student described studying at the kitchen table alongside her elementary school-aged child while they both did homework, a strategy that required them to move their academic supplies to another location during mealtimes. Perhaps the most unusual use of residential space for academic activities that we heard about during our research was shared by a Hunter College student who was studying for the MCAT entrance exam for medical school. She had created study guides for herself by writing the materials she needed to memorize for the test onto large sheets of poster board which she hung up in her family's bathroom so that she could review that content easily in that location.
Isabella, a Bronx CC student, shared her preferred workspace at home: the common table in her apartment. She had school-aged children and told us that they would all do their schoolwork together at the table.
Time was an important factor for students in considering their preferred learning spaces, and the opportunity to study at a time that was convenient to them was a high priority for students who preferred to do their scholarly work at home. Many students indicated that they simply did not have time to study during the day as school and work schedules did not allow for it. Some wished that their college library was open later—the libraries at the colleges we visited typically close by 11:00 p.m. during the regular semester, with longer hours during exam weeks. However, some students also noted that they did not feel comfortable commuting from campus to their homes late at night, which impacted their choice of study location even with longer library hours.
On the fifth page of her mapping diary Sarah, a City College student, drew some of the frequently mentioned comforts of home, including food, bed, and lighting.
Ultimately, the reasons cited by the students we met who showed a strong preference for doing their academic work at their apartment or house converged on the theme of familiarity. Home was a familiar place, comfortable and easy to customize, and always open with food and drink available. For these students, the familiarity of their homes gave them a sense of ease while studying that outweighed any potential negative aspects of creating learning spaces at their residence. Students expressed this to us in many different ways, all of which suggest that at home it was easier for them to get their schoolwork done without having to make adjustments based on location.
Yeah, I'd rather study at home. [. . .] It's more comfortable, and it's not a lot to adjust to, it's just at home, you already know the environment.
While some students were able to successfully create an academic space in their homes, we spoke with others who were frustrated by their attempts to get scholarly work done at home in locations primarily associated with residential, family, or leisure activities.
For some students it was the physical limitations of home that constrained its use for academic purposes. We met students who did not have a desk to use for their schoolwork, perhaps the piece of furniture most often associated with the activities of a scholar. Other students we spoke with did not have access to a bookshelf, drawer, or other expected items of furniture to store their academic books, folders, and other supplies. A City Tech student noted that while she did not have a desk for herself in her room, there was a child-sized desk for her daughter there. A Brooklyn College student shared his school materials storage solution with us: the ottoman in his family's living room, which opened up to reveal storage space.
The component of the residential landscape that seemed to impact most significantly on students creating academic space was the presence of the multiple other people engaged in a variety of actions and activities. This affected each student in different, sometimes concurrent, ways. Some students lacked the privacy they desired to accomplish their academic work, perhaps sharing a bedroom or desk with one or more people. Indeed, the space constraints of city living emerged in the accounts of a number of students, in particular those whose personal and sleeping space was also a common living area, as this Bronx CC student notes about studying at home where the living room is also his bedroom.
I mean, it depends on . . . 'cause sometimes my cousin can have company coming in and out of the house. "What's up bro? What's up bro?" Every five minutes, you know? [. . .] Then sometimes it could be . . . I dunno. Just what I need. Sometimes I need to be at home. I need to study and to be outside the school. 'Cause sometimes it's even more so at the school, whereas at home there's only four people that are in the house at any given moment.
While some students were unaffected by competing activities in the kitchen or dining room at home, one Hunter College student revealed that the ability to eat and drink whenever the impulse struck her drove her to study in the library. Indeed, none of the college libraries allowed food or included a café or other eating options within the library itself.
Interviewer: And if you had a choice would you prefer to study at home, or study here on campus somewhere?
Student: I would prefer to study on campus because I find that I'm much more productive on campus. The main reason is because the campus doesn't have a refrigerator. I tend to have a lot of things to snack on when I'm doing work at home, so then I'm halfway through my work and I realize I have no snacks. Then I go to the kitchen, but then on the way to the kitchen I get distracted by other things . . . like the TV. And then, I'm like, "Huh, let me sit down and have my snack and watch TV," and my work never gets done. But [on campus], since there's no kitchen I can't get distracted. Just sit at my desk and do what I do.
Many students shared information and communications technologies necessary for their academic work—most often desktop computers, laptops, or printers—with some or all of the residents of their homes. Students' access to these technologies was thus not always unimpeded, and they sometimes had to schedule their academic work around their family members' or roommates' competing needs. Further, the noise produced by the non-academic activities of other members of the household, noise from televisions, video games, conversations, and others, was also noted by some students as a potential (and actual) distraction. Both students who had a private bedroom and those who did not mentioned that the members of their household engaged in activities that produced noise, sometimes to an extent that each found disruptive to their scholarly work. The need to negotiate use of home spaces is highlighted by a Brooklyn College student.
My house is very noisy, it's a lot of noise, and the thing about it is if I can't study on campus, I would go home and sit in this little corner [. . .] everybody knows that while I'm in the living room and I'm studying, they can't come in and watch T.V.
Damarae, a Brooklyn College student, photographed a small side table in his living room in response to the prompt, "your favorite place to study;" note the TV visible on the left.
Finally, because creating an academic space at home was often a challenge and a frustration for students who did not have a private room in their home, some students ended up using the college library even when it was not their first choice, though others made do at home. The challenge of finding an adequate place to create academic space was met creatively by one successful Bronx CC student we spoke with, who had several younger siblings at home, but the same solution would not work for many.
Interviewer: "A place at home where you study." What is this place? . . . It looks like the hallway outside your apartment.
Audrey, a Bronx CC student, took a photo of the the hallway of her apartment building where she sometimes does her academic work in order to avoid noisy younger siblings.
While many CUNY students preferred to study in the comfort of their own homes, for others the college library represented the best possible option for an effective study space. What can college and university libraries, and campuses more generally, learn from the experiences of the students we interviewed? One possibility is to consider initiatives that create a home-like or dormitory-like experience on campus for commuter students. Seattle University's Collegium program provides "home-like environments in which commuter and transfer students can renew themselves between classes, meet with classmates and faculty in a relaxed setting, have conversations with friends, [and] enjoy a snack" (Seattle University, 2013). The Collegium program uses space on campus, not in the library, but perhaps library space could be converted to meet some of these needs, too.
Commuter students will likely always have the need to engage in some coursework at home, despite the distractions and constraints that many experience when they attempt to construct learning spaces there. While some students can be successful using the college library as a learning space, others cannot. To better accommodate commuter students within the bounds of the campus it is worthwhile to consider how to ensure that the library is an inviting location in which students can successfully accomplish their academic work. Indeed, recent research on student retention confirms the critical importance of "adequate facilities in the library, student center, and academic buildings for students to study, type papers, and make copies of course materials while on campus," that "are open around times that classes are scheduled, including in the evenings and on weekends" (Braxton et al., 2014, p. 62).
College and university libraries that serve commuter students may consider adding features or services to specifically accommodate their needs. Lockers or lockable carrels that can be reserved by students may relieve them of the need to carry their readings and other course supplies back and forth between home and school. Study rooms or other spaces for solo (rather than group) use may provide the opportunity for students to spread out in the way that is most comfortable for them. Quiet workspace in college or library computer labs may also be useful to students and, if not possible, perhaps laptop or other device loans can fulfill students' needs for academic access to computers.
It is important to note the tensions that may emerge when considering a comfortable space for commuter students to accomplish their academic work in the college or university library. Many institutions with large commuter populations may not have the physical space or the financial ability to create ample space for students to lounge, eat, relax, and otherwise unwind between their academic commitments. As a location on campus that is generally considered to be quiet, safe, and (we hope) inviting to students, the tendency to use any "comfortable space" in the library as a lounge will likely always be strong for students who truly need such a space. However, on campuses that experience extreme space constraints, as is true at some CUNY colleges, adding comfortable seating may encourage conversation and lead to conflict with students who rely on the library as a quiet place for their academic work. Additionally, while allowing food and drink in the library might be seen by some students as encouraging leisure activity, for others eating while studying may be an essential part of how they make their academic space work for them. Small libraries in large colleges must grapple with these tensions as they consider how best to configure their limited physical spaces.
Local conditions and student needs are likely to vary a great deal, thus even a brief user inquiry is valuable to ensure that decisions about how to shape campus spaces are based on actual student needs not just those assumed by college faculty, staff, and administrators (cf. Foster & Gibbons, 2007). At City Tech we are using the results of this research as we plan to renovate one area of the library to provide more seating and study options for students. At Brooklyn College our research results have already informed small scale decisions such as the addition of express computers for email and quick printing without sign-in; they are also being brought to the table as we develop a strategic space plan, including a possible re-consideration of our no-food policy. As our research has shown, understanding the commuter student experience off-campus can provide invaluable data to inform the creation and maintenance of appropriate learning spaces for commuter students on campus.
This article was strengthened by the thoughtful and insightful feedback of our external peer reviewer Henry Delcore, our Lead Pipe peer reviewer Erin Dorney, and our Lead Pipe editor Ellie Collier. Many thanks for working with us! We would also like to thank the CUNY students and faculty we interviewed for their time and effort spent speaking with us, taking photos, and drawing their experiences. We appreciate their willingness to share and the opportunities that this project has provided us to make improvements in our libraries. This work has been supported in part by grants from The City University of New York PSC-CUNY Research Award Program as well as a CUNY Fellowship Leave.
Braxton, J. M., Doyle, W. R., Hartley, III, H. V., Hirschy, A. S., Jones, W. A., & McLendon, M. K. (2014). Rethinking college student retention. San Francisco: Jossey-Bass.
Green, D. (2012). Supporting the academic success of Hispanic students. In L. M. Duke and A. D. Asher (Eds.), College libraries and student culture: What we now know (pp. 87-108). Chicago: American Library Association.
Krause, K. D. (2007). Social involvement and commuter students: The first-year student voice. Journal of the First-Year Experience & Students in Transition, 19(1), 27–45.
Mizrachi, D. (2011). How do they manage it? An exploratory study of undergraduate students in their personal academic information ecologies (Dissertation). University of California, Los Angeles.
Thank you for this valuable work. It is vital that we have ethnographic studies like this to share with administration.
Thanks Linda, we're so glad you've found it useful! We really enjoyed working with BMCC students on this project, they're terrific.
Back in ancient history, when I went to Hunter (graduated 1970) and lived in Brooklyn, a lot of reading assignments were done on the subway.
Hi Susan, thanks for reading our article. Yes, that was my experience as a grad student in the 90s and 00s as well, and we heard lots of students share that they did as much work as they could on the subway. Crowding conditions and lack of seats sometimes stymied them, though.


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Fashion|Christian Siriano, a Designer for all Body Types
https://nyti.ms/2cwfiL8
Christian Siriano, a Designer for all Body Types
Christian Siriano, center, backstage at his spring 2017 show.Credit...Nina Westervelt for The New York Times
By Valeriya Safronova
On Saturday afternoon, seated in the front row of Christian Siriano's sartorial sojourn to Capri were Kelly Osbourne, Coco Rocha, Christina Hendricks, Pamela Anderson, Neve Campbell and Jaimie Alexander.
They watched as an array of models, including a handful who are referred to in the industry as curvy or plus-size, made their way around the runway, wearing a collection that included shoes on sale at Payless and several looks that were made available on Amazon.com immediately after the show.
Their presence was a reminder of the effects star power can have on a designer who isn't necessarily celebrated by fashion critics. "If the industry isn't always around to support, there are really famous women who are," Mr. Siriano said backstage after the show.
Mr. Siriano made fashion news twice this summer: first, when he dressed the actress Leslie Jones after she complained on Twitter that no designer wanted to help her with an outfit for the premiere of "Ghostbusters"; and, second, when Michelle Obama wore one of his dresses to the Democratic National Convention, at which she gave a widely praised speech.
"It was amazing," Mr. Siriano said of the first lady's decision. "Sometimes you need a person like that to give you a little boost." His feelings on the acclaim that came after the situation with Ms. Jones were more reserved. "It was hard to be celebrated for just making a dress for somebody in that way," said Mr. Siriano, who has worked with a range of celebrities, including Amber Rose, Lady Gaga and Laverne Cox.
He expressed surprise at the lack of designers wanting to provide a look for Ms. Jones. "It's a huge party, it's a huge premiere, it's great coverage," he said. "That's what designers do every day."
Ms. Anderson and Ms. Hendricks, both wearing Christian Siriano at the show, praised the designer's ability to dress different women. "There are a lot of body shapes," Ms. Anderson said. "Not everybody is going to fit into tiny, tiny dresses for six-foot women. It's really refreshing."
Ms. Hendricks, who has a been a longtime supporter of Mr. Siriano and who took some heat in 2010 when she wore one of his designs to the Golden Globes, said Mr. Siriano is a respectful collaborator who encourages personal style. "He's classy and ladylike," Ms. Hendricks said. "I've said it before, and I'll say it again: Christian loves a ruffle, and so do I."
Mr. Siriano, reflecting on his growing success, noted that he has done everything possible to be visible. "We can't do much more," he said. "We've dressed everyone, we sell at all the great retailers and we offer every price point."
What he hasn't done is radically change the look he offers.
"I've been making the same type of clothes this entire time," Mr. Siriano said. "It's nice that people are noticing more."


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Tyler Kimbell
#9 Attackman - Texas A&M
Hometown: Sugar Land, TX
High School: Clements
2017 Texas A&M 9 7 11 5 0 0 0 - 0
2016 Texas A&M 9 19 14 16 0 0 0 - 0
02/03/2017 Texas State W 15-11 1 0 0 0 0
02/04/2017 UT-San Antonio W 17-4 0 2 1 0 0
02/11/2017 Texas L 9-11 0 0 0 0 0
02/18/2017 @ Texas Christian L 7-10 0 1 0 0 0
02/19/2017 Texas Tech W 15-5 0 2 2 0 0
02/26/2017 Houston W 18-3 0 1 0 0 0
02/24/2017 Florida L 8-14 0 0 0 0 0
03/03/2017 @ Colorado State L 1-18 0 0 0 0 0
03/04/2017 @ Colorado L 6-20 0 0 0 0 0
04/01/2017 Arkansas W 22-5 0 0 0 0 0
04/02/2017 @ LSU W 11-9 0 0 0 0 0
04/08/2017 @ Clemson L 10-12 2 0 2 0 0
04/09/2017 @ Ole Miss W 19-18 3 5 0 0 0
04/23/2017 Texas Christian L 10-13 1 0 0 0 0
02/06/2016 @ Texas W 9-8 0 0 0 0 0
02/12/2016 Baylor W 19-5 1 1 1 0 0
02/13/2016 Ole Miss W 15-7 0 0 1 0 0
02/20/2016 Southern Methodist L 11-12 0 0 0 0 0
02/21/2016 LSU W 12-11 1 0 1 0 0
02/26/2016 Tennessee W 17-8 3 5 2 0 0
02/28/2016 North Texas W 22-5 2 1 2 0 0
03/05/2016 @ Washington (Mo.) W 15-5 2 0 1 0 0
03/06/2016 @ Washington (Mo.) D 0-0 2 1 1 0 0
03/06/2016 @ Missouri W 13-8 1 1 1 0 0
03/23/2016 @ Texas State L 8-15 1 0 1 0 0
04/01/2016 @ Rhode Island W 10-8 1 0 0 0 0
04/02/2016 @ New Hampshire L 10-22 1 1 1 0 0
04/03/2016 @ Boston College L 5-16 1 0 0 0 0
04/09/2016 @ Houston W 23-1 0 2 1 0 0
04/16/2016 Oklahoma W 16-6 1 0 2 0 0
04/23/2016 @ Southern Methodist L 12-17 2 2 1 0 0
01/30/2015 @ LSU L 11-19 1 1 0 0 0
01/31/2015 @ Louisiana W 19-11 1 3 0 0 0
02/01/2015 @ Ole Miss W 12-9 0 3 4 0 0
02/06/2015 @ Central Florida L 9-16 0 2 1 0 0
02/07/2015 @ South Florida W 18-9 0 1 2 0 0
02/08/2015 @ Florida State L 10-13 2 2 1 0 0
02/22/2015 Houston W 20-14 1 1 1 0 0
03/28/2015 North Texas W 15-10 4 2 2 0 0
04/08/2015 @ Baylor W 18-8 0 0 3 0 0
04/11/2015 Nebraska W 15-8 3 4 2 0 0
04/12/2015 @ Texas Christian W 17-12 1 2 3 0 0
04/19/2015 @ Oklahoma L 13-26 2 1 1 0 0
02/02/2014 @ Texas L 4-15 2 1 0 0 0
02/08/2014 Oklahoma W 15-14 1 4 0 0 0
02/23/2014 @ Houston L 17-18 1 3 1 0 0
02/22/2014 @ Rice W 28-2 1 4 2 0 0
03/07/2014 South Florida L 9-10 0 0 0 0 0
03/22/2014 @ North Texas W 17-5 2 1 2 0 0
03/29/2014 Louisiana W 17-8 1 4 0 0 0
03/30/2014 Central Florida L 9-23 2 0 1 0 0
04/06/2014 LSU L 10-11 0 3 0 0 0


Huawei says that it has signed a global agreement with Telenor Group to supply radio access equipment and professional services over a five year period.
The Global Frame Agreement focuses on modernizing existing 2G and 3G networks.
"We are pleased that Huawei continues to invest and leverage their innovation in mobile technology with Telenor. LTE is a key area of focus for Telenor and with Huawei global experience in building and supplying radio access equipment and professional services, Telenor will continue to bring superior mobile broadband experiences to end users," said Hilde Tonne, EVP and Head of Group Industrial Development, Telenor Group.
"As a long standing trusted partner of Telenor, we strive to deploy efficient, competitive and profitable mobile broadband networks. We are delighted to sign this five years agreement to provide core assets to support Telenor achieve commercial success in mobile broadband," said David Wang, President of Huawei Wireless Network Product Line.
Huawei and Telenor have partnered in Radio Access Network technology since 2008.


My accommodation is close to night life and restaurants. You will like my accommodation for these reasons: privacy and the views. My accommodation is suitable for couples, lone adventurers, business travelers and furry friends (pets).