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A murteni csatát az Ósvájci Konföderáció és a Burgundi Hercegség vívta 1476. június 22-én. Az ütközetet a svájciak nyerték.

Merész Károly a grandsoni csata elvesztése után 22 ezres sereget szervezett, és 1476 májusában ismét megindult a svájciak ellen. Fő célpontja Bern kanton volt, de először Murten várát támadta meg, hogy lehetetlenné tegyen bármilyen, a serege mögül indított támadást. Az erődöt Adrian von Bubenberg, egy tapasztalt katona védte, aki 1500 berni katonával április 9-én érkezett az erődbe.

A burgundiaiak folyamatosan ágyúzták Murtent, és súlyosan megrongálták a falakat, de elfoglalni nem tudták, mert június 22-én megérkezett a svájci felmentő sereg. Támadása meglepte a szervezetlen burgundiaiakat, akik kevés ellenállást tanúsítottak, mielőtt menekülni kezdtek. A svájciak kegyelmet nem ismerve tízezer katonát mészároltak le.

A murteni csata után a Burgundiai Hercegség elvesztette egykori erejét. Az ütközet azonban nemcsak politikai, hanem katonai szempontból is fordulópont volt, előrejelezte a hadviselés megváltozását, a gyalogos csapatok felértékelődését és a nehézlovasság háttérbe szorulását.

Előzmények

Az 1470-es évekre Merész Károly burgundi herceg Európa egyik legerősebb uralkodójává vált, aki folyamatos hadakozással igyekezett birodalma területét növelni. A Franciaország és a Német-római Birodalom közé beékelődött Burgundia erősen központosított monarchia volt. 1474-re ellenőrzése alá vonta Elzász és Franche-Comté tartományokat, valamint szövetséget kötött a Savoyai Hercegséggel, amely a Vaud régió vezető hatalma volt. A 15. században ezek a területek az Ósvájci Konföderáció határainál feküdtek, így a herceg kielégíthetetlen területi ambíciói fenyegetést jelentettek a svájciakra.

A herceg növekvő hatalma miatti félelmek hatására a svájci kantonok kölcsönös segítségnyújtásról írtak alá megállapodásokat, 1474. március 31-én pedig nyolc kanton kötött szövetséget. Október 25-én a konföderáció végrehajtó tanácsa (Tagsatzung) Luzernben találkozott, és kihirdette a háborút a Burgundiai Hercegség ellen. Az első nagyobb összecsapás Franche-Comté tartományban következett be, amikor a soraiban 7500 svájcit is tudó nemzetközi sereg megostromolta Hericourt városát. Merész Károly megpróbálta áttörni az ostromgyűrűt, de kudarcot vallott.

Az ellenségeskedés kitörése után, 1475-ben Bern kanton három hadjáratot indított a Savoyai Hercegség területe ellen, és sok más település és erődítmény mellett elfoglalta Grandson várát. Ezek az akciók Merész Károly érdekeit sértették, különösen a Nagy Szent Bernát-hágó savoyai ellenőrzésének elvesztése. Ezzel a herceg elvesztette a gyors utánpótlás lehetőségét. Miután 1475. november 30-án elfoglalta Nancyt, a svájci szövetség ellen fordult.

Merész Károly fő célja Bern volt, a vele szemben leginkább agresszív kanton. 1476 telén, nyugatról megindult Bern felé, és fontos erősségeket foglalt el. Seregei 1476 február közepén értek Grandson várához, amelynek védői február 28-án megadták magukat. A herceg valamennyiüket megöltette. Március 2-án megérkezett a svájci felmentő sereg, és egy kevés véráldozattal járó csatában megfutamította a burgundiaiakat. Bern, amely attól tartott, hogy Merész Károly később visszatér, megpróbálta meggyőzni a többi kantont, hogy üldözzék a menekülő burgundiaiakat, de a csapatok három-négy nap múlva hazaindultak, így a svájciak nem tudták kihasználni győzelmüket.

Burgundiai támadás
Merész Károly Lausanne-ba vonult vissza, és megkezdte serege újraszervezését, hogy ismét megtámadja a svájciakat. A herceg utasította Dijont, Nancyt és Luxembourgot, hogy összes tüzérségi fegyverét küldje el. Megparancsolta a harangok és a réztárgyak beolvasztását, hogy új ágyúkat öntessen belőlük. A burgundiaiak szövetségesei – a Savoyai Hercegség, a Milánói Hercegség, a Velencei Köztársaság, Aragónia és a pápai állam – hamarosan pénzt, fegyvereket és csapatokat küldtek. Két hónap alatt a 19 ezres sereg létszáma 22 ezerre nőtt. Jöttek katonák Itáliából, a német területekről, Flandriából, Burgundiából, Angliából és a Lengyel Királyságból.

A különböző nemzetiségű csapatok között gyakoriak voltak a verekedések. Egy összecsapásban 125 német és itáliai zsoldos halt meg. A katonák brutálisan viselkedtek a civilekkel, sokakat meggyilkoltak, és úgy kifosztották és felégették a tábor környékét, hogy 30 kilométeres körben nem találtak ellátmányt. Habár Bern volt a fő célpont, Merész Károly először Murten várát támadta meg, hogy lehetetlenné tegyen bármilyen, a serege mögül indított támadást. Május 27-én a burgundiai had elindult a vár felé. A nagyjából 70 kilométeres utat 14 nap alatt tették meg a katonák, ami azt jelenti, hogy naponta mindössze öt kilométert haladtak.

Az ostrom

A burgundiaiak célpontja a Murteni-tó partján állt. Hajók hiányában Merész Károlynak nem volt lehetősége valamennyi oldaláról megtámadni, így az ostrom alatt a svájci utánpótlás és erősítés megközelíthette a várat a víz felől. A herceg kénytelen volt csapatait két részre osztaniː az egyik a megerősített várossal, a másik a svájci felmentő sereg lehetséges érkezési útvonalával szemben sorakozott fel. Ez viszont azt jelentette, hogy kedvezőtlen esetben csapatai csak a tó felé tudnak hátrálni. Június 9-én a támadók megkezdték az ostromot.

Murtent Adrian von Bubenberg, egy tapasztalt katona védte, aki 1500 berni katonával április 9-én érkezett az erődbe, amelynek számos tüzérségi eszköze és hosszú időre elegendő készlete volt. Bubenberg ellentmondást nem tűrő parancsnok volt, azokra, akik a megadás mellett foglaltak állást, halál várt. A berni katonák bástyákat és fedezékeket építettek a város két kapuja közelében. Budenberg, hogy katonáit folyamatos készenlétbe tartsa, utasítás adott a két kapu éjjel-nappali nyitva tartására az ostrom alatt. Parancsot adott arra is, hogy csapatai rendszeresen törjenek ki a várból, és rohanják meg az ostromlókat. Első alkalommal június 9-én, a burgundiaiak megérkezésekor csapott ki 250 svájci, és ötven támadót megölt.

Az ostrom alatt a burgundiaiak megadásra felszólító üzeneteket lőttek be nyílvesszővel a várba. "Parasztokǃ Adjátok fel a várost és a várat. (...) Hamarosan bevesszük a várost, foglyul ejtünk, majd a nyakatoknál fogva fellógatunk benneteket.", figyelmeztették a védőket. A svájciak azonban, okulva Grandson ostromából, tudták, hogy a herceg akkor is megöleti őket, ha megadják magukat. Merész Károly egész pályafutása során ragaszkodott a megtorláshoz, ami megerősítette a várvédők kitartását. A herceggel tartó olasz küldött, Panigorola azt írta később, hogy Merész Károly "minden falut felégettetett a környéken (...), és minden elfogott svájcit felakasztatott."

A támadók 400-500 méterre a falaktól, de a vár éjjel-nappal tüzelő ágyúinak hatótávolságán belül táboroztak. A herceg ugyan parancsot adott arra, hogy katonái vonuljanak közel a kapukhoz, a folyamatos tüzérségi tűz azonban távol tartotta őket. Az ostromlók árkok ásásába fogtak, hogy a katonák a tüzérségtől védetten közelíthessék meg a falakat. A burgundiai tüzérség nagy kaliberű lövegei csak június 11-én érkeztek meg, addig csak a kisebb károkat okozó fegyverekből tüzeltek. A nagy ágyúknak mindössze négy lövésre volt szükségük ahhoz, hogy a várost körülvevő fal egyik tornyát lerombolják. A védők éjszakánként megpróbálták kijavítani a megrongált falakat, de az ágyúk egyre nagyobb károkat okoztak. A védők június 12-én hetven becsapódott lövedéket számoltak meg.

Merész Károly június 18-án éjjel rohamot indított az egyik lerombolt fal ellen. A burgundiaiak létrákkal megrohanták a réseket, de a svájciak 200-1000 támadót megölve kitartottak. A védők másnap üzenetet küldtek Bernbe, jelezve, hogy nagyon nehéz helyzetben vannak.

A felmentő sereg
A svájci kantonok tisztában voltak azzal, hogy szabadságuknak ára van, és ezt készek voltak vállalni. A hadsereg Bern közelében gyülekezett. Érkeztek csapatok Unterwaldenből, Luzernból, Uriból, Schwyzből, Bázelből, Fribourgból, Solothurnból, Bielből, Zugból, Glarusból, többségük éjjel-nappal gyalogolt, hogy időben Murtenbe érjen. Jöttek lovagok Strasbourgból és Elzász más településeiről, gyalogosok Sankt Gallenből és Zürichből. Az utóbbi város kétezer fős, Hans Waldmann által vezetett alakulatát nélkülözhetetlennek tartották a szövetség vezetői, így a felmentő sereg csak érkezésük után, június 21-én indult meg a gtimmeneni hídtól. A zürichiek három nap alatt több mint 130 kilométert tettek meg gyalog. A legnagyobb kontingenst a leginkább érintett Bern adta a seregbe, 6300 embert. A had nagyjából 24 ezer gyalogosból állt.

A burgundiaiak sáncot építettek, hogy megállítsák a Bern felől érkező esetleges svájci seregeket. Árkokat ástak, palánkokat emeltek és a becslések szerint 100-150 ágyút állítottak fel. Merész Károly abban bízott, hogy az ágyúk tüze és az íjászok megtörik a svájci előrenyomulást, mielőtt elérnék a sáncot. A svájciak úgy tervezték, hogy június 22-én szombaton indítják meg a támadást, a keresztény naptár szerinti tízezer lovag napján.

Az ütközet

A különböző egységek parancsnokai a csata reggelén haditanácsot tartottak, majd Wilhelm Herter csatarendbe állította az egységeket. A seregnek, a svájci gyakorlat és hagyomány szerint valószínűleg nem volt főparancsnoka. Az egységek parancsnokaitól elvárták, hogy embereik élére álljanak, és végrehajtsák, amivel megbízták őket.

A svájciak három nagyobb hadtestet, Vierecket (négyszöget) állítottak fel. Ez volt a svájci katonai rendszer alapja. A katonák négyszöget alkottak, amelynek minden oldalán több sor lándzsás állt. Ők fogták fel a lovasság rohamát hat méter hosszú fegyvereikkel. A falanx közepén az alabárdosok és a muskétások helyezkedtek el, akik az egység bármely részén ki tudtak rontani, és közelharcba kezdeni az ellenséggel.

Az előőrs nagyjából ötezer katonából állt, főleg Bernből, Fribourgból és Schwyzból. Az első sorokban valószínűleg a berniek, a leginkább motivált katonák álltak. A centrumban az alabárdosok és a számszeríjászok helyezkedtek el, őket minden irányból lándzsások sorai védték. Az 1500, elsősorban elzászi lovagból álló nehézlovasságot Hans von Hallwyl, a harcedzett berni katona vezette. A középső négyzet tízezer emberből állt. Ennek közepén vitték a svájci államok zászlóit, amelyeket egy ezerfős egység védelmezett. A hátvédet a luzerni Kaspar von Hertenstein vezette, felépítése hasonló volt a másik kettőéhez.

Éjszaka heves vihar volt Murtennél, és a burgundiaiak úgy gondolták, hogy a svájciak nem fognak támadni. A konföderáció katonái azonban az éjszakai felhőszakadásban átvágtak az erdőn, és kora délután, ragyogó napsütésben érkeztek meg. Merész Károly súlyos hibát követett el, amikor megengedte embereinek, hogy reggel a táboraikban maradjanak, így a sáncon nem volt elég katona, amikor a konföderáció serege megindult ellene. A herceg elkövette azt a hibát is, hogy nem deríttette fel rendesen a közeledő ellenséget és lassan reagált, amikor megérkezett a hír a svájciakról. Merész Károly csak akkor rendelte katonáit állásaikba, amikor a svájci előőrs kibukkant az erdőből. Sok katona még a páncélját öltötte magára, amikor az első támadók elérték a burgundiai védelmi vonalat. Maga az uralkodó is csak lassan öltözött és szállt lóra. Mire elkészült, a katonái már menekültek.

Az előőrs, szárnyain a lovasokkal, megállt egy rövid időre, rendezte sorait. Az osztrák lovasok vezetője, látva a megerősített burgundi sáncot, azt javasolta, hogy alakítsanak ki védelmi vonalat a szekerekből, és várják be az ellenség támadását. A zürichi Felix Keller ezt azonnal visszautasította, és azt mondta, hogy "Isten velünk van a világ ellenǃ (...) Előreǃ Gondoljatok a feleségetekre és a gyerekeitekreǃ Fiatalok, gondoljatok a szerelmetekreǃ Ne engedjétek, hogy a züllött és istentelen ellenség kezébe kerüljenekǃ"  A konföderáció ezután a burgundiai ágyúk tüzében megindult a sánc felé. A záporozó lövedékek nyílásokat vágtak a négyzetbe és a lovasok között.

Egy szemtanú, Petermann Etterlin később azt írta, látott olyan lovagokat, akiket kettévágtak a lövedékek, úgy, hogy "a testük felső része leszakadt, az alsó pedig a nyeregben maradt. Másoknak a fejét tépte le ugyanígy a golyó ". A rettenetes látvány ellenére a svájci veszteség relatíve kicsi volt. A konföderációsok gyorsan feltöltötték a falanx réseit, és folytatták az előrenyomulást. Ráadásul a tűzfegyverek újratöltése nehéz és időigényes volt, így nem állíthatták meg a svájciakat. Az előőrs és a fő négyzet a sánc leggyengébb pontját célozta meg, ahol a ki- és bejárást biztosító út átvezetett rajta. Ez az átjáró azonban keskeny volt, három-négy ló fért át csak rajta egymás mellett.

Amikor a svájciak közel értek a sánchoz, a burgundiai lovasok ellentámadást indítottak, de túl kevesen voltak ahhoz, hogy a csata menetén érdemben változtatni tudjanak, és mindössze 10-12 svájcit tudtak megölni. A támadók elözönlötték a sáncot, és levágták a tüzéreket, majd átküzdötték magukat a jóval kisebb létszámú védőseregen. A burgundiai lovasok tettek még egy kísérletet a támadás megállítására, de akciójuk elbukott. A murteni védők kirohantak a várból, és rárontottak a burgundiai utóvédre. A herceg serege hamarosan darabjaira hullott, és a katonák menekülni kezdtek. A svájciak nem adtak kegyelmet, mindenkit megöltek, akit csak tudtak. A burgundiaiak kétségbeesve próbáltak életben maradni. Panigarola látott olyan katonákat, akik eldobták a sisakjukat, lefeküdtek a földre, karjaikat keresztbe tették, hogy megmutassák, milyen könnyű őket megkötözni és foglyul ejteni. A svájciak valamennyiüket legyilkolták. Sok burgundiainak nem volt más választása, mint behátrálni a Murteni-tóba.

Voltak, akik addig hátráltak, amíg a víz elérte az állukat, és onnan könyörögtek az életükért. A svájciak mindenkit meggyilkoltak, akit elértek a partról, aztán csónakokba szálltak, és azokból ölték a burgundiaiakat. Sokan a vízbe fulladtak, miközben hasztalanul igyekezetek megmenekülni. Mások felkapaszkodtak a diófákra, őket, ha elérték, lándzsákkal, alabárdokkal kaszabolták le, a magasabban rejtőzködőket pedig muskétákkal lőtték le. Néhányan egy pék kemencéjébe bújtak, mások házakban, kunyhókban rejtőztek el, de a svájciak rájuk gyújtották az épületeket. A mészárlást csak a herceg seregében lévő nők élhették túl, ha nemi szervük és mellük felfedésével igazolták nemüket.

A csata után a svájciak kihalászták a holttesteket a tóból, majd a szárazföldön legyilkoltakkal együtt két nagy gödörbe temették. Később a csontokat kiemelték, és egy osszáriumban helyezték el. Pontosan nem tudni, hányan haltak meg a csatában. A legpontosabb becslésnek a tízezer burgundiai halott tűnik, míg a svájci veszteség nem érte el az ötszázat. Merész Károly túlélte a csatát, sikerült elmenekülnie Gexbe.

Következmények
A herceg nem vesztette el optimizmusát, újabb hadjáratot tervezett, de korábbi szerencséje nem tért vissza. A svájciak teljesen elvágták szövetségesétől, a Savoyai Hercegségtől, elvesztette Vaudot, és hadserege soha nem érte el újra murteni létszámát. 1477 januárjában Merész Károly ismét ostromot indított Nancy ellen, de január 5-én a svájciakkal megerősített koalíciós sereg legyőzte csapatait, és a herceg életét vesztette a csatatéren. Holttestét csak napokkal később találták meg meztelenül, arcának egy részét letépték a ragadozók. Burgundia hamarosan elvesztette önállóságát.

A murteni csata nemcsak politikai, hanem katonai szempontból is jelentős esemény volt. Előrejelezte a hadviselés megváltozását, a gyalogos csapatok felértékelődését, a nehézlovasság háttérbe szorulását. Hans Delbriick hadtörténész állítása szerint Murten a katonai taktikában a legjelentősebb fordulatot Murten hozta a marathóni csata óta.

Jegyzetek

Források

1476
A burgundiai-svájci háború csatái


Prehistoric sites come in all shapes and sizes, and are found in just about every conceivable type of location. It is often easy to overlook the fact that the world our neolithic or bronze age ancestors inhabited has been changed beyond all recognition, partly by natural forces, but mainly by our more recent ancestors and our current endeavours. A stone age man or woman deciding where to build their home or cairn or circle could scarcely conceive of the degree to which their species would prove so remarkably successful: if success can really be measured in the strictly limited sense of producing more and more of the species.
Because of this, prehistoric sites sometimes turn up in what seem to be really odd places. And when you find one that is, the natural tendency is to look around and wonder why on earth someone picked this spot rather than any of the others they might have picked. It is only too easy to overlook the fact that something like a neolithic cairn, which may date back 4500 years, is the oldest thing in the landscape: older than any other evidence of mankind's activities; older than the fields and the trees; often even older than the line of the coast or other elements of the topography such as the courses of rivers.
So it really shouldn't come as such a surprise to stumble across Embo Cairn, surrounded by a holiday park on the east coast of Sutherland two miles north east of Dornoch. The cairn occupies a grassy area near the reception and car park and there are static caravans to the north and east.
This was all open links land when the cairn was first excavated in 1956. Proposals were subsequently made to use the area occupied by the cairn as a car park and in 1960 a full rescue excavation was carried out with the aim of completely uncovering the cairn. This was done, and the cairn proved so interesting the decision was taken to leave it in place and develop the holiday park around it. As a result the cairn elements remain on view today, though the soft sandstone of the upright stones or orthostats has eroded over the decades since they were exposed.
Most of the corbelled roof of the cairn had been destroyed at a much earlier date, with the result that what you see today is the lower part of the structure. Embo Cairn was originally built in the neolithic era some 4,500 years ago and had two chambers. One contained the remains of at least six adults and nine children, while the second chamber had been badly disturbed at some point and contained what seemed to be a midden deposit that held the bones of many types of animal, including the Great Auk, now extinct and unlikely to have lived in mainland Scotland for many centuries.
It then seems that the neolithic cairn was reused over a thousand years later when our bronze age ancestors placed two burial kists within the structure. One of these can still be seen in the centre of the cairn and was used to bury two babies. The other had been used to bury a woman who was accompanied by a necklace of black jet beads and a food vessel.


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The Accreditation Council for Business Schools and Programs (ACBSP), member institution of CLADEA; Baccalaureate/Graduate Degree Board of Commissioners and Associate Degree Board of Commissioners meet twice a year in Kansas City, Mo., USA, to review the quality and integrity of business degree programs at colleges and universities seeking ACBSP accreditation. The two Boards have granted initial accreditation or reaffirmation of accreditation to 25 colleges and universities in nine countries this fall.
In November, the two Boards granted initial accreditation to the business programs at: City University of Seattle (Washington); Colorado Technical University (Colorado); Concordia University — Portland (Oregon); Embry-Riddle Aeronautical University — Worldwide (multiple campuses); Gateway Technical College (Wisconsin); Horizons University (France); Liberty University (Virginia); Mongolian University of Science and Technology (Mongolia); Okanagan University (Canada); Purdue University — North Central (Indiana); South University (multiple campuses); The University of Findlay (Ohio); Universidad Apec: UNAPEC — (Dominican Republic); Universidad Metropolitana (Puerto Rico); University of Arkansas at Pine Bluff (Arkansas).
Also, the two Boards granted separate accounting accreditation to the programs at: Walden University (Minnesota) and accreditation to: Butler County Community College (Pennsylvania); Chadron State College (Nebraska); County College of Morris (New Jersey); Florida State College at Jacksonville (Florida); Lenoir-Rhyne University (North Carolina); Oklahoma Christian University (Oklahoma); Roosevelt University (Illinois); Southern Baptist University (Missouri); Southern Polytechnic State University (Georgia).
ACBSP accredits all business programs at all degree levels, from associate degrees in accounting and other business disciplines to doctorate degrees in management.

redpajama_set_name: RedPajamaCommonCrawl


Home ... The Arc Blog ... All Posts ... News ... Happy 40th Birthday Section 504!
Happy 40th Birthday Section 504!
As with any law, regulations needed to be written to define who a person with a disability was and what constituted discrimination. There was much controversy surrounding Section 504 and getting the regulations published was a battle that lasted for several years. Disability advocates had to file a lawsuit to get the government to finalize the regulations. Unfortunately, the court did not set a date by which the regulations had to be published. The disability community grew more frustrated. A coalition was formed to lead an effort to get regulations out. The coalition was called the American Coalition of Citizens with Disabilities.
A Congressional hearing was held at the San Francisco HEW office where leaders of the disability rights movement (including Judy Heumann and Ed Roberts) gave compelling testimony about the discrimination each of them faced on a daily basis. A smaller group of disability rights advocates traveled to Washington and demonstrated in front of the HEW Secretary's home and the church where the President was worshiping. Finally, on April 28, 1977 the Secretary of HEW signed the regulations.
Today, every federal agency has Section 504 regulations concerning the programs that receive funds from that particular agency. And today, discrimination is prohibited on the basis of disability in education, employment, state programs, health care facilities, airports, public libraries, public parks, local government buildings and programs; the list goes on and on.
This entry was posted in News and tagged Anniversary, civil rights, discrimination, Section 504. Bookmark the permalink.


text:
Sir John Ludlow Hanham, 10th Bt.1
Sir John Ludlow Hanham, 10th Bt. was born on 23 January 1898.1 He was the son of Sir John Alexander Hanham, 9th Bt. and Hon. Cordelia Lucy Lopes.2 He died on 30 April 1955 at age 57, unmarried.1
He was educated at Winchester College, Winchester, Hampshire, EnglandG.2 He succeeded as the 10th Baronet Hanham, of Dean's Court, Wimborne, Dorset [E., 1667] on 21 February 1911.1 He gained the rank of Captain in the Grenadier Guards.2 He fought in the First World War, where he was wounded.2 He held the office of Justice of the Peace (J.P.) for Dorset.1 He held the office of Deputy Lieutenant (D.L.) of Dorset.1 He was Apparitor-General for the Province and Diocese of Canterbury.2 He was admitted to Inner Temple in 1926 entitled to practise as a barrister.1 He graduated from Magdalen College, Oxford University, Oxford, Oxfordshire, EnglandG, in 1926 with a Master of Arts (M.A.)1 He was Aide-de-Camp to the Governor-General of New Zealand between 1930 and 1932.2 He fought in the Second World War.2 He held the office of Member of the Dorset County Council.2
Sir Henry Phelips Hanham, 11th Bt.1
M, #312152, b. 6 April 1901, d. 23 November 1973
Sir Henry Phelips Hanham, 11th Bt. was born on 6 April 1901.1 He was the son of Sir John Alexander Hanham, 9th Bt. and Hon. Cordelia Lucy Lopes.2 He died on 23 November 1973 at age 72 at Wimborne, Dorset, England, unmarried.1,3
He was educated at Winchester College, Winchester, Hampshire, EnglandG.2 He was educated at Magdalen College, Oxford University, Oxford, Oxfordshire, EnglandG.1 He fought in the Second World War.2 He gained the rank of officer in the Royal Artillery.1 He succeeded as the 11th Baronet Hanham, of Dean's Court, Wimborne, Dorset [E., 1667] on 30 April 1955.1
[S266] World War II Unit Histories - Officers, online http://www.unithistories.com/units_index/default.asp?file=../officers/personsx.html. Hereinafter cited as World War II Unit Histories - Officers.
Cordelia Amy Maud Hanham1
F, #312153, d. February 1974
Cordelia Amy Maud Hanham was the daughter of Sir John Alexander Hanham, 9th Bt. and Hon. Cordelia Lucy Lopes.2 She died in February 1974, unmarried.1
Thomas Richard Morris1
Last Edited=2 Oct 2008
Thomas Richard Morris held the office of Mayor of St. Pancras.1 He held the office of Justice of the Peace (J.P.)1
Child of Thomas Richard Morris
Gillian Shakespeare Morris+1
William Coxeter James1
William Coxeter James lived at Timsbury, Somerset, EnglandG.2 He held the office of Justice of the Peace (J.P.)2 He held the office of Deputy Lieutenant (D.L.)2
Child of William Coxeter James
Ann James+1 d. 23 Jan 1892
Bertram Douglas MacCulloch1
Bertram Douglas MacCulloch married Evelyn MacDonald Myburgh, daughter of Philip Albert Myburgh, in November 1906.1
He gained the rank of Captain in the 16th Lancers.1
Richard John Phelips Hanham1
M, #312157, b. 1885, d. 1890
Richard John Phelips Hanham was born in 1885.1 He was the son of Colonel Phelips Brooke Hanham and Gertude Frances Paget.2 He died in 1890.1
Esmond Henry Paget Hanham1
M, #312158, b. 12 March 1887, d. 25 August 1954
Esmond Henry Paget Hanham was born on 12 March 1887.1 He was the son of Colonel Phelips Brooke Hanham and Gertude Frances Paget.2 He died on 25 August 1954 at age 67, unmarried.1
He was educated at Wellington College, Wellington, Berkshire, EnglandG.1
Patrick John Hanham1
M, #312159, b. 16 October 1893, d. 23 February 1965
Patrick John Hanham was born on 16 October 1893.1 He was the son of Colonel Phelips Brooke Hanham and Gertude Frances Paget.2 He married, firstly, Dulcie Daffarn, daughter of William George Daffarn, on 14 December 1921.1 He and Dulcie Daffarn were divorced in 1943.1 He married, secondly, Emmeline Mary Wynter, daughter of Ernest Charles Wynter, on 6 August 1947.2 He died on 23 February 1965 at age 71.1
He was educated at Clifton College, Clifton, Bristol, Gloucestershire, EnglandG.1 He fought in the First World War.2 He gained the rank of Lieutenant in the Royal Army Service Corps.1
Child of Patrick John Hanham and Dulcie Daffarn
Sir Michael William Hanham, 12th Bt.+2 b. 31 Oct 1922, d. 30 May 2009
William George Daffarn1
William George Daffarn lived at Valewood, Haslemere, Surrey, EnglandG.1
Child of William George Daffarn
Dulcie Daffarn+2 d. 1979


text:
PLDT Global champions worldwide connections through technology, compassion for Filipinos
PLDT Global Corporation (PGC) is celebrating its 20thanniversary of championing technology for Filipinos and enterprises overseas by ensuring a stronger footprint in international connectivity infrastructure and innovative products and services in 2021.
"PGC's success over the past 20 years reflect our commitment to enable millions of overseas Filipinos, a global network of carriers, enterprise customers, and distribution partners," said Albert V. Villa-Real, President and CEO at PGC.
In 2021, PGC – the international subsidiary of the Philippines' largest fully integrated telco PLDT — teamed up with Equinix, the world's largest digital infrastructure company, to help customers experience faster speeds of cloud connection, enhanced business continuity services, and improved security.
PGC also renewed its partnership with Orange International Carriers to ensure the best user experience for international calls by guaranteeing network security and resiliency, and more aggressive partnership programs for traffic collection.
PGC also expanded its global virtual footprint to more countries in Asia, North America, and Europe to equip businesses with best-in-class technology solutions through various points of presence.
Compassion for employees and communities
To highlight the culture of excellence among employees, the company launched #PeopleofPGC and sent health kits, provided employees with work-from-home subsidies, and expanded employee benefits amid the pandemic.
"Our employees are the backbone of our company. PGC's success is a testament to their hard work, our resiliency is a testament to their excellence," added Villa-Real.
PGC also participated in the PLDT group's Tuloy Pa Rin Ang Pasko campaign, donating Smart Bro Pocket Wi-Fi units and noche buena packages to 120 students and teachers in Batangas.
Connecting global Filipinos
This year, PGC expanded its reach in the Middle East and Canada by partnering with CWallet and Hasty Market, respectively, serving a huge number of OFWs. PGC also launched campaigns like OFWins to reward customers and celebrate milestones in their lives.
The company also strengthened its Free Bee app, allowing OFWs to call and make seamless and worry-free transactions directly through the app. With over a million downloads, Free Bee has become the go-to app for brands who want to enter the OFW market.
All these, Villa-Real said, is just a step towards the exciting future of the company.
"Our vision is to bring the services available locally to our Filipino workers abroad. We will continue to help empower and uplift our kababayans. This is a step towards the future – a future defined by digital connections," he said.
Tags: pldt global
Top 10 Items To Help You Fulfill Your New Year's Resolutions
ATTY. MARVI ABO'S DAVID-AND-GOLIATH JOURNEY IN LAW


text:
ActiveRecord::Schema.define(version: 20140506091853) do

  # These are extensions that must be enabled in order to support this database
  enable_extension "plpgsql"

  create_table "builds", force: true do |t|
    t.integer  "project_id"
    t.string   "ref"
    t.string   "status"
    t.datetime "finished_at"
    t.text     "trace"
    t.datetime "created_at"
    t.datetime "updated_at"
    t.string   "sha"
    t.datetime "started_at"
    t.string   "tmp_file"
    t.string   "before_sha"
    t.text     "push_data"
    t.integer  "runner_id"
  end

  add_index "builds", ["project_id"], name: "index_builds_on_project_id", using: :btree
  add_index "builds", ["runner_id"], name: "index_builds_on_runner_id", using: :btree

  create_table "projects", force: true do |t|
    t.string   "name",                                     null: false
    t.integer  "timeout",                  default: 1800,  null: false
    t.text     "scripts",                                  null: false
    t.datetime "created_at"
    t.datetime "updated_at"
    t.string   "token"
    t.string   "default_ref"
    t.string   "gitlab_url"
    t.boolean  "always_build",             default: false, null: false
    t.integer  "polling_interval"
    t.boolean  "public",                   default: false, null: false
    t.string   "ssh_url_to_repo"
    t.integer  "gitlab_id"
    t.boolean  "allow_git_fetch",          default: true,  null: false
    t.string   "email_recipients",         default: "",    null: false
    t.boolean  "email_add_committer",      default: true,  null: false
    t.boolean  "email_only_broken_builds", default: true,  null: false
  end

  create_table "runner_projects", force: true do |t|
    t.integer  "runner_id",  null: false
    t.integer  "project_id", null: false
    t.datetime "created_at"
    t.datetime "updated_at"
  end

  add_index "runner_projects", ["project_id"], name: "index_runner_projects_on_project_id", using: :btree
  add_index "runner_projects", ["runner_id"], name: "index_runner_projects_on_runner_id", using: :btree

  create_table "runners", force: true do |t|
    t.string   "token"
    t.datetime "created_at"
    t.datetime "updated_at"
    t.string   "description"
  end

  create_table "sessions", force: true do |t|
    t.string   "session_id", null: false
    t.text     "data"
    t.datetime "created_at"
    t.datetime "updated_at"
  end

  add_index "sessions", ["session_id"], name: "index_sessions_on_session_id", using: :btree
  add_index "sessions", ["updated_at"], name: "index_sessions_on_updated_at", using: :btree

  create_table "web_hooks", force: true do |t|
    t.string   "url",        null: false
    t.integer  "project_id", null: false
    t.datetime "created_at"
    t.datetime "updated_at"
  end

end

redpajama_set_name: RedPajamaGithub


The way that girls learn in the Sixth Form differs considerably from the younger years of their education; the focus on fewer subjects, the need for in-depth independent study and discussion based tutorial sessions all allow students to explore subjects from different angles and gain new insights and understanding.
Students at Guildford High School take A Levels as we believe that these proven qualifications are well respected by higher education institutions and offer the best foundation for continued learning. Girls typically opt to study three or four A Levels. Additional GCSEs and AS Levels are also offered in some subjects.
There is a sense of freedom and excitement about life at Guildford High School Sixth Form which applies as much to the way the girls learn as to the extra curricular opportunities on offer. We provide a rich programme which enhances academic learning, broadens thinking skills and stretches the girls intellectually. Combined with the academic rigour of the A Level courses, this creates the increased breadth and depth of knowledge which universities are seeking. In addition, an enjoyable and informative General Studies programme is run in conjunction with the Royal Grammar School. Subjects range from discussion based current affairs groups to practical courses such as cookery or life drawing, giving girls the chance to acquire interesting new skills.
While greater independence in an undoubted feature of Sixth Form life, the girls are by no means expected to go it alone. Sixth Formers belong to a tutor group of between 10 to 12 girls and their tutor plays an important role as adviser and supporter. The tutorial programme helps girls get the most out of their time by addressing ways to approach study, to successfully master self-directed work and to balance academic commitments with extra curricular activities.
For more information on specific subjects, click on the link below to view our A Level Options Booklet. Please note that changes will be introduced for the 2019-2021 A Level programme.
Further details about exam results can be found on the Academic Performance page.


text:
Q: Anomaly using multicolumn I was preparing some exercises with tables for beginners, without resorting to additional packages.
I found this anomaly in a multi-column tabular that distilled to its simplest is
\documentclass{article}

\begin{document}

\section{Wrong}

\begin{tabular}{|c|*{12}{c|}}
    \hline
    x2 col    & \multicolumn{2}{c|}{1x2a} & \multicolumn{2}{c|}{1x2b} & \multicolumn{2}{c|}{1x2c} & \multicolumn{2}{c|}{1x2d} & \multicolumn{2}{c|}{1x2e} & \multicolumn{2}{c|}{1x2f}\\ \hline
    x3 col    & \multicolumn{3}{c|}{1x3a} & \multicolumn{3}{c|}{1x3b} & \multicolumn{3}{c|}{1x3c} & \multicolumn{3}{c|}{1x3d} \\ \hline
\end{tabular}%

\section{Right}

\begin{tabular}{|c|*{12}{c|}}
    \hline
    x2 col    & \multicolumn{2}{c|}{1x2a} & \multicolumn{2}{c|}{1x2b} & \multicolumn{2}{c|}{1x2c} & \multicolumn{2}{c|}{1x2d} & \multicolumn{2}{c|}{1x2e} & \multicolumn{2}{c|}{1x2f}\\ \hline
    x4 col    & \multicolumn{4}{c|}{1x4a}      & \multicolumn{4}{c|}{1x4b}      & \multicolumn{4}{c|}{1x4c} \\  \hline
\end{tabular}

\end{document}

Multi-column cells  \multicolumn{3}{c|}{…} in the first tabular don't span three columns; while in the second, similar, tabular works fine.
I found a recent reference on this site (resolved by adding a single empty row) but frankly I don't understand why this is happening.
I'm looking for an explanation with "predictive" powers to teach others. How can one decide a priori (before compiling) if a particular tabular needs to be corrected?

A: What you label an "anomaly", others may view as user error.

*

*The structure you provide for the first table, which you label "wrong", is insufficient, in the sense that you don't give LaTeX enough information to determine properly where to set the column boundaries in the x3 row. Do check out the screen shot below and notice what happens if one adds an x1 row, with dummy contents for each of the 12 data cells: Now LaTeX does have enough information to determine where to draw the column boundaries in row x3.

*The second table, which you label "right", happens to work -- but only by shere luck. Instead of defining 12 data columns and providing 6 \multicolumn{2}{c|}{...} directives in row x2 and 3 \multicolumn{4}{c|}{...} directives in row x4, why not define just 6 data columns, get rid of the \multicolumn{2}{c|} wrappers in row x2, and replace all instances of \multicolumn{4}{c|} in row x4 with \multicolumn{2}{c|}?

\documentclass{article}
\usepackage{array}
\newcommand\mc[2]{\multicolumn{#1}{c|}{#2}} % handy shortcut macro

\begin{document}

\section{Wrong}

\begin{tabular}{|c|*{12}{c|}}
\hline
x2 row & \mc{2}{1x2a} & \mc{2}{1x2b} & \mc{2}{1x2c} & \mc{2}{1x2d} & \mc{2}{1x2e} & \mc{2}{1x2f}\\
\hline
x3 row & \mc{3}{1x3a} & \mc{3}{1x3b} & \mc{3}{1x3c} & \mc{3}{1x3d} \\
\hline
\end{tabular}

\smallskip\noindent
\begin{tabular}{|c|*{12}{c|}}
\hline
x1 row & . & . & . & . & . & . & . & . & . & . & . & . \\
\hline
x2 row & \mc{2}{1x2a} & \mc{2}{1x2b} & \mc{2}{1x2c} & \mc{2}{1x2d} & \mc{2}{1x2e} & \mc{2}{1x2f}\\
\hline
x3 row & \mc{3}{1x3a} & \mc{3}{1x3b} & \mc{3}{1x3c} & \mc{3}{1x3d} \\
\hline
\end{tabular}

\section{Right (really?)}

\begin{tabular}{|c|*{12}{c|}}
\hline
x2 row & \mc{2}{1x2a} & \mc{2}{1x2b} & \mc{2}{1x2c} & \mc{2}{1x2d} & \mc{2}{1x2e} & \mc{2}{1x2f}\\
\hline
x4 row & \mc{4}{1x4a} & \mc{4}{1x4b} & \mc{4}{1x4c} \\
\hline
\end{tabular}

\smallskip\noindent
\begin{tabular}{|c|*{6}{c|}}
\hline
x1 row & 1x2a & 1x2b & 1x2c & 1x2d & 1x2e & 1x2f \\
\hline
x2 row & \mc{2}{1x4a} & \mc{2}{1x4b} & \mc{2}{1x4c} \\
    \hline
\end{tabular}

\end{document}

Addendum to address the OP's follow-up question. To understand better the claim I made above, about the OP's tabular environments being underdetermined, consider the following simplified versions of the OP's first tabular environment (I've left off the header column and data columns 7 thru 12):
\documentclass{article}
\usepackage{array} % for 'w' column type
\begin{document}
\begin{tabular}{|*{6}{p{100in}|}}
\hline
\multicolumn{2}{|c|}{wwww} & \multicolumn{2}{c|}{bbbb} & \multicolumn{2}{c|}{cccc} \\
\hline
\multicolumn{3}{|c|}{dddd} & \multicolumn{3}{c|}{eeee}\\
\hline
\end{tabular}

\begin{tabular}{|*{60}{wc{50cm}|}}
\hline
\multicolumn{20}{|c|}{wwww} & \multicolumn{20}{c|}{bbbb} & \multicolumn{20}{c|}{cccc} \\
\hline
\multicolumn{30}{|c|}{iiii} & \multicolumn{30}{c|}{zzzz}\\
\hline
\end{tabular}
\end{document}

*

*Observe that the first tabular environment is defined to possess 6 columns, each notionally 100 inches or about 2.5 meters wide [!]. Not to fear: The tabular environment is not more than 15 meters wide. Whew! What's going on?

*

*First, observe that there's not a single cell that's one column wide. (In a way, that's a good thing, since such a cell would be 100" wide by construction...)

*Second, observe that the widths of the cells in the upper row, which are of type c (by virtue of the \multicolumn commands) are just the natural widths of the strings "wwww", "bbbb", and "cccc", respectively. And, because the letter w is wider than either b or c, the first cell in the upper row is noticeably wider than the other two. Note that the fact that the "underlying" single columns are supposed to be 100" wide each plays no role whatsoever; the only piece of information LaTeX is able to make use of is that the column type of the combined cells is c in all three cases.

*Now on to the second row of the first table, where there are only two cells; they contain the strings "dddd" and "eeee", respectively. Again, because the column type of the combined cells is c, the first cell's width is given by the natural width of the string "dddd". Note that this is less than the width of the first cell in the upper row.

*The width of the second cell in the lower row is given as a residual, between the overall of the tabular environment and of the natural width of the first cell in the lower row.

*Consider now the second tabular environment. It's defined to have  60 [!] columns, each with width 50cm, for a total usable width of 30 [!!] meters. (The notional total width is even larger than the notional usable width, because of whitespace padding at the cell edges.) Again, though, the overall structure of the table is underdetermined, as there's no information to link the individual columns to the grouped \multicolumn constructs.

*

*The three cells in row 1 of the second table notionally span 15, 20, and 25 "underlying" columns. But since there's no information to link the appearance of the grouped cells to any underlying single-column cell, all LateX can go by is to employ the c column type of the three grouped cells, and hence assign the cells their "natural" widths. And, because the cell contents in row 1 of the second table are the same as in row 1 of the first table, the overall width of the second table is exactly the same as that of the first table. The fact that the second table notionally contains 60 columns is simply irrelevant.

*The first cell in the lower row of table 2 notionally contains 30 underlying columns. But that's irrelevant too, since LaTeX has no information to make use of this "fact". Indeed, even though the first cell in row 2 contains twice as many underlying rows as the first cell in row 1 (30 vs 15), its overall width is smaller because "iiii" takes up less space than "wwww".

*The width of the second cell in the lower row is once more just a residual.
I trust that these specific examples have managed to convince you that the structure of the original tables is truly underdetermined.

A: A not so well-known fact is that when TeX is processing a table with \halign, it effectively merges columns that are spanned in all rows.
For instance, if you do
\begin{tabular}{cc}
\multicolumn{2}{c}{abc}\\
\multicolumn{2}{c}{def}
\end{tabular}

(LaTeX uses \halign under the hood), you get a one-column table.
Let's examine your "wrong" table, actually a reduced version that shows the same problem. I use \MC to avoid clutter.
\documentclass{article}

\newcommand{\MC}[2]{\multicolumn{#1}{c|}{#2}}

\begin{document}

\begin{tabular}{|c|*{6}{c|}}
\hline
x2 col & \MC{2}{1x2a} & \MC{2}{1x2b} & \MC{2}{1x2c} \\
\hline
x3 col & \MC{3}{1x3a} & \MC{3}{1x3b} \\
\hline
\end{tabular}

\end{document}

You probably expected that the second and third cells in the second row span one and a half cell in the first row. Sorry, no.
It's a bit complicated to explain why you get that output, because of the interaction of \multicolumn with the column merging done by TeX. And, indeed, if you add a "dummy" row
\documentclass{article}

\newcommand{\MC}[2]{\multicolumn{#1}{c|}{#2}}

\begin{document}

\begin{tabular}{|c|*{6}{c|}}
\hline
x2 col & \MC{2}{1x2a} & \MC{2}{1x2b} & \MC{2}{1x2c} \\
\hline
x3 col & \MC{3}{1x3a} & \MC{3}{1x3b} \\
\hline
\multicolumn{1}{c}{}&
\multicolumn{1}{c}{}&
\multicolumn{1}{c}{}&
\multicolumn{1}{c}{}&
\multicolumn{1}{c}{}&
\multicolumn{1}{c}{}&
\multicolumn{1}{c}{}
\end{tabular}

\end{document}

you get

Well, not the expected output either. Why? Because of \tabcolsep spaces that are the same in all cases, but there's fewer of them in the second row. The missing or excess space is compensated in the last column.
\documentclass{article}

\newcommand{\MC}[2]{\multicolumn{#1}{c|}{#2}}

\begin{document}

\begin{tabular}{|c|*{6}{c|}}
\hline
x1 &
\MC{2}{1x2a} & \MC{2}{1x2b} & \MC{2}{1x2c} \\
\hline
x2 &
 \MC{3}{\hspace*{1.33333\tabcolsep}1x3a\hspace*{1.33333\tabcolsep}} &
 \MC{3}{1x3b} \\
\hline
\multicolumn{1}{c}{}&
\multicolumn{1}{c}{}&
\multicolumn{1}{c}{}&
\multicolumn{1}{c}{}&
\multicolumn{1}{c}{}&
\multicolumn{1}{c}{}&
\multicolumn{1}{c}{}
\end{tabular}

\end{document}

Adding the missing spaces makes the result as perhaps expected.

Definitely not for beginners. And the fact that such tables can be obtained with other tools doesn't make them good.

A: Visual explanation: (the first one is "result with proper padding", the last one is your original "wrong" result)
You can easily see why as the padding tends to 0, the columns become "merged", regardless of whether TeX's internal implementation of \halign processes the columns together or not.

The faint red lines are added for visualization.
\documentclass{article}
\usepackage{xcolor}
\begin{document}

% approach taken from https://tex.stackexchange.com/a/402428/250119 to ensure minimum row width, with modifications

\newcommand\specialpadding[1]{%
    \omit  % TeX primitive, read e.g. TeXbook for details...
    \textcolor{red!20}{%
        \smash{\rlap{%
            \hspace*{-.2pt}%  correct positioning for the faint red line, we start from halfway to the right of the rule and the default arrayrulewidth is 0.4pt
            \rule[-25.2pt]{.4pt}{25.2pt}%  the faint red line
        }%
    }}%
    \hspace*{#1}% the padding itself
}
% miscellaneous note, the command above must not be protected/robust

\newcommand\testtable[1]{
\begin{tabular}{|c|*{12}{c|}}
    \specialpadding{#1}&
    \specialpadding{#1}&
    \specialpadding{#1}&
    \specialpadding{#1}&
    \specialpadding{#1}&
    \specialpadding{#1}&
    \specialpadding{#1}&
    \specialpadding{#1}&
    \specialpadding{#1}&
    \specialpadding{#1}&
    \specialpadding{#1}&
    \specialpadding{#1}&
    \specialpadding{#1}
\\
    \hline
    x2 col    & \multicolumn{2}{c|}{1x2a} & \multicolumn{2}{c|}{1x2b} & \multicolumn{2}{c|}{1x2c} & \multicolumn{2}{c|}{1x2d} & \multicolumn{2}{c|}{1x2e} & \multicolumn{2}{c|}{1x2f}\\ \hline
    x3 col    & \multicolumn{3}{c|}{1x3a} & \multicolumn{3}{c|}{1x3b} & \multicolumn{3}{c|}{1x3c} & \multicolumn{3}{c|}{1x3d} \\ \hline
\end{tabular}

\vspace{0.8cm}
}

\testtable{0.53cm}
\testtable{0.3cm}
\testtable{0.1cm}
\testtable{0cm}

\end{document}

If you throw away the \textcolor{red!20}{...} part, you automatically get a solution that adds some "invisible" padding.

An alternative, but more "understandable" solution, is to specify explicit width.
(refer to How to create fixed width table columns with text raggedright/centered/raggedleft? for how to center in p-type column)
\documentclass{article}
\begin{document}

\begin{tabular}{|c|*{12}{c|}}
    \hline
    x2 col    & \multicolumn{2}{p{23.6pt}|}{1x2a} & \multicolumn{2}{p{23.6pt}|}{1x2b} & \multicolumn{2}{p{23.6pt}|}{1x2c} & \multicolumn{2}{p{23.6pt}|}{1x2d} & \multicolumn{2}{p{23.6pt}|}{1x2e} & \multicolumn{2}{p{23.6pt}|}{1x2f}\\ \hline
    x3 col    & \multicolumn{3}{p{41.6pt}|}{\centering 1x3a} & \multicolumn{3}{p{41.6pt}|}{\centering 1x3b} & \multicolumn{3}{p{41.6pt}|}{\centering 1x3c} & \multicolumn{3}{p{41.6pt}|}{\centering 1x3d} \\ \hline
\end{tabular}

\end{document}

note that if I calculated correctly, 2\tabcolsep+\arrayrulewidth is added to the width of each such column, which is why I specified the width to be 23.6pt and 41.6pt respectively -- the actual widths are 36pt and 54pt.

redpajama_set_name: RedPajamaStackExchange


Currently engaged in work in the United States, Northern Ireland/Ireland, or Israel/Palestine as a religious or grassroots leader working to reconcile and heal communities where religious identity is part of a conflict or division. More than one year of experience is preferable.
Have previously participated in one of the central programs offered by the Mastery Foundation such as the Making a Difference workshop or the Ireland or Israel Intensive.
Have some experience applying and using the principles and distinctions of the Mastery Foundation in the work they are doing in their community.
Demonstrate a commitment to and demand for realizing the outcomes promised by the School for Leadership. We particularly look for participants who are ready to take new ground and take on new and bigger challenges.
Understand the time commitment. The School requires 100% participation. Residential program dates are known in advance. Missing any part of these programs is not acceptable.
Willing and able to participate fully and with integrity at each level of the school - in the scheduled programs, course work, phone calls, and field work in the community. In particular, this means trusting the process of the School, staying in regular communication with others in the School, and being on time.
Open to new ideas and willing to work with a wide diversity of other grassroots and religious community leaders.
Have the support of colleagues and family who will be affected by the time and effort required to participate fully in the School.
Have the financial resources so that participating in the School does not create a hardship in other areas of life and work.
Have a computer and experience working with email, Microsoft Office software, PDF files, conference calls, web-based phone services such as Skype, and using the Internet (including downloading files and online searches).
Have the necessary level of physical, emotional, and mental well-being to meet the demands of participating in the School.
Now is the accepted time, not tomorrow, not some more convenient season.
It is today that our best work can be done and not some future day or future year.


text:
Ed.D. Programs in Massachusetts
You are here: Home / Choosing a Doctor of Education (Ed.D.) Degree / Ed.D. Programs in Massachusetts
The road to a doctoral education degree in Massachusetts is paved with challenges. Our practical Ed.D. guide can help you avoid the potholes! In addition to school listings (with links to curricula & tuition costs), you'll discover a comparison of online Ed.D. programs, info about Ed.D. discounts & fellowships, and a rundown of ESE licensure requirements. There's even an extensive career & networking section, so you can head into your first job interview with all the facts at hand.
Earning a Doctor of Education Degree in Massachusetts
Massachusetts doesn't have the largest amount of Ed.D. programs in the country—but what it does have is variety. In our school listings, you'll see options for STEM leaders, urban educators, language & literacy experts, professional counselors, superintendent licensure candidates, and more. Harvard's Graduate School of Education has an outstanding national ranking, but Boston College isn't far behind.
To help you whittle these options down to a manageable shortlist, we've done some research. Interested in distance learning? Check out our assessment of online Ed.D. programs. Looking for an Ed.D. that will lead you to Administrator Licensure? Learn why Boston College matches up for superintendents. Searching for the best Ed.D. fellowships? Browse through our school-by-school section on Internal Funding.
Or you can skip ahead to the extensive Career section. In addition to data on Massachusetts employment levels & administrative salaries, we've amassed links to useful MA job boards, info about important state associations (e.g. MASS, MSAA, etc.), and ideas for conferences & professional development programs (e.g. NSIP).
Online Doctor of Education Programs in Massachusetts
Online Ed.D. Providers in Massachusetts
Regis College
University of Massachusetts – Lowell (CAEP-accredited)
What to Know About Massachusetts Online Ed.D. Programs
You've got three sturdy choices for online doctorates in education in Massachusetts: one CAEP-accredited public school (UMass Lowell) and two private options (Northeastern and Regis). It's intriguing to note that all three—plus the on-campus program at Boston College—are taking part in the Carnegie Project on the Education Doctorate (CPED). This is a quality marker we like to see.
Thanks to state funding and a streamlined calendar, UMass Lowell is going to be your cheapest option; the total tuition price of Regis and Northeastern is roughly equivalent (Regis has a higher price per credit, but fewer credits). Keep in mind, too, that MA online Ed.D. programs include on-campus residencies or Saturday classes. So you'll need to allow for time & travel in the budget.
Note: For more options, see our overview of online doctoral programs in education. This contains a full listing of online Ed.D. programs in every state!
Online Ed.D. Programs at Massachusetts Public Universities
UMass Lowell's 42-credit Online Ed.D. in Leadership in Schooling has a lot going for it. It's part of a school that often earns a top 20 ranking in Best Online Graduate Education Programs. It's eligible for fellowships and tuition discounts (see our Funding section). And it's an affordable full-time program for the PreK-12 field—there's even a STEM Education option if your interested in leading a STEM department or program.
We should also point out that it includes an annual one-week summer residency and does not lead to licensure. Think of it more as a way to expand your instructional leadership horizons—UMass Lowell is looking for Ed.D. candidates with at least three years experience as a teacher and/or instructional leader.
Online Ed.D. Programs at Massachusetts Private Universities
If you'd prefer something with a broader scope, Northeastern has developed a 60-credit Online Doctor of Education with concentrations in Higher Education Administration; Curriculum, Teaching, Learning and Leadership; and Organizational Leadership Studies. It takes around three to four years to complete and includes two residencies in Boston, Charlotte, or Seattle. This is a program that can be completed on a part-time or full-time basis.
If you're aiming for a college or university position, you could also consider Regis's 51-credit Hybrid Ed.D. in Higher Education Leadership. As the name suggests, this program is for folks who live in the area—students meet on Saturdays four times per semester. 100% of Regis's Ed.D. students work full-time while completing this degree; some finish in as little as three years.
No Dissertation Ed.D. Programs in Massachusetts
Doctoral Research Projects & Capstones
When you're looking at Northeastern and Regis, you'll notice that both programs include a "dissertation in practice." We tend to favor universities who have adopted this model, since it gives seasoned administrators a chance to apply their research and skills to an immediate educational challenge.
For example, in Northeastern's Doctor of Education (either in Charlotte, Seattle, or Online), students work on identifying a problem of practice and developing an action plan at the very start of their program. A faculty advisor is there to mentor and advise as Ed.D. students initiate cycles of data collection and analysis, collaborate with stakeholders, and reflect on their progress.
Similarly, in Regis's Hybrid Ed.D. in Higher Education Leadership, students are asked to take an in-depth look at a critical issue in higher education, research the challenge, and find ways to create positive change. A primary advisor provides guidance. Examples of past dissertation in practice projects have included:
Developing Partnerships: Strengthening Parent Engagement in a Title I School
An Investigation of the Relationships Among Life Experiences and Resilience With First-Year College Students
A Quasi-Experimental Evaluation of Training for Social Workers and Health Care Providers in Managing Challenging or Potentially Violent Client Behaviors
Doctoral Education Funding in Massachusetts
Internal Scholarships, Fellowships & Awards
Massachusetts universities often hide funding information for doctoral students. To save you time, we've tried to source every single website that may be of use (e.g. tuition breaks, internal fellowships, assistantships, etc.). If you're interested in external awards, grants, and loans, the Office of Financial Assistance is the place to go.
AIC's section on Types of Financial Aid only lists external opportunities—AIC does not offer merit-based scholarships for graduate students. However, the college does have a Monthly Payment Plan and a limited number of graduate assistantships are available.
The Lynch School of Education and Human Development has a separate section on Graduate Tuition & Financial Aid, with details on scholarships (i.e. merit-based awards), assistantships, and federal aid. Named scholarships are for master's students. You may also want to take a look at the general advice given in Graduate Financial Aid.
BU's Ed.D. programs are run by the Wheelock College of Education & Human Development. Wheelock has an entire section devoted to Financial Assistance, with a rundown of:
Grants, Loans & Work Study
Graduate Assistantship Positions
And more. Be sure to check out the sub-section on Doctoral Fellowships—there are some excellent awards that are aimed at Ed.D. students.
Endicott College
The college's Ed.D. programs are part of the Van Loan School, so doctoral students are advised to contact the Assistant Director of Financial Aid with any questions on the financial aid process. Endicott also has an interest-free monthly Tuition Payment Plan.
On the Ed.D.L. program page, it states that all students receive a full tuition & student health fee funding package, plus stipends, work opportunities, and a paid third-year residency at a partner organization. Harvard is a well-endowed school, so we'll believe this incredible deal. Learn more on the Ed.D.L. Applicants page.
If you need extra funding (e.g. for family expenses), the Harvard Graduate School of Education (HGSE) has a comprehensive section on Financial Aid, with sub-sections on Fellowships & Grants, Student Work, and external student loans. Be sure to check out the Saul Zaentz Fellowship for Ed.D.L. students in the section on Merit-Based Grant Awards.
For the Ed.D, start with the College of Professional Studies (CPS)'s section on Financial Aid. Doctoral students are eligible for the MacFarland Scholarship, which is open to incoming students who are working—or have the intention of working—as an educator in a public school, at the elementary or secondary level, within an urban area.
The university also has a Northeastern Monthly Payment Plan, administered through Tuition Management Systems (TMS).
The Ed.D. in Higher Education Leadership site contains a section on Financing Your Ed.D., with details on Graduate Assistantships. Unfortunately, the Presidential Catholic Leadership Scholarship was discontinued in 2019.
University of Massachusetts-Boston
The College of Education and Human Development lists Scholarships for Education Students; most of the awards are for teachers. UMass Boston's section on Graduate Student Aid has more general info about assistantships (stipends & tuition credits), grants, and loans.
Full-time employees of the Commonwealth of Massachusetts are eligible for tuition credits. UMass Boston recommends that you contact the HR office at your workplace for more information.
University of Massachusetts-Dartmouth
Graduate Studies has a section on Fellowships & Funding that's worth investigating; doctoral fellows are eligible for a couple of awards. UMass Dartmouth also has a proximity tuition program in place for Rhode Island residents who are in graduate programs, though it's best to check if the Ed.D. qualifies.
The Ed.D. in Leadership in Schooling has a separate section on Tuition & Financing. It states that Ed.D. students are eligible for the College of Education Dean's Fellowship (not to be confused with the general Dean's Graduate Fellowship, which is only for master's students). In addition:
Ed.D. students in the STEM concentration who live in neighboring states (CT, ME, NH, RI, VT) may be eligible for reduced tuition through the New England Regional Student Program (NERSP) because Math & Science Education doctoral programs qualify for the discount.
Full-time, out-of-state graduate students who live in Southern New Hampshire can also check out the Proximity Regional Rates Program.
Note: If a university name is missing from the list, we didn't find specific examples of Ed.D. funding beyond private & federal loans and external aid.
School Administrator License Requirements in Massachusetts
Administrator Licensure
Massachusetts's Office of Educator Licensure handles licensure for Academic PreK-12 administrators in Massachusetts public schools and Vocational Technical Education administrators. Licenses are issued by the Massachusetts Department of Elementary and Secondary Education (ESE).
There are five relevant Administrator Fields in the Academic PreK-12 Administrator category:
Principal/Assistant Principal – Grades: PreK-8, 5-12
School Business Administrator – Grades: All Levels
Special Education Administrator – Grades: All Levels
Superintendent/Assistant Superintendent – Grades: All Levels
Supervisor/Director – Grade level depends on prerequisite license; educators applying for a supervisor/director license must specify a particular role.
In addition, administrator licenses come in a variety of types, which are outlined in the PreK-12 section Administrator License Types and General Requirements. Those types are:
Provisional (Superintendent/Assistant Superintendent License Only)
The standard progression for licensure is Initial -> Professional (after a few years of job experience). However, the type is going to depend upon your education, experience, license(s) already held, whether you have taken the Massachusetts Tests for Educator Licensure (MTEL), whether you have completed any required performance assessments (e.g. PAL), and whether you hold the Sheltered English Immersion (SEI) Endorsement (only if applicable).
Administrator Licensure Requirements for Each Field
The simplest way to find requirements for each Administrator Field is to use the ESE's Licensure Requirements Tool. For example, you'll notice that PreK-12 administrators can go down one of three preparation routes to licensure:
Completing a state-approved educator preparation program (e.g. Boston College's PSAP Ed.D. in Educational Leadership for Superintendent Licensure)
OR Completing an administrative apprenticeship/internship
OR Submitting to a panel review of your education & professional experience
There are plenty of other stipulations for licensure, which are covered in the Licensure Requirements Tool. A few other important things to note:
All PreK-12 educators seeking a Provisional or Initial license in Massachusetts are required to take and pass the Communications and Literacy Skill MTEL.
As of September 1, 2014, all educators seeking their first administrator license—principal/assistant principal at the Initial level—must complete the Performance Assessment for Leaders (PAL).
To qualify for a first Initial license in Massachusetts as a principal/assistant principal or supervisor/director, an educator must hold a Sheltered English Immersion (SEI) Endorsement.
As far as we can determine, many educator preparation programs are not at the Ed.D. level—prep programs tend to be at the Ed.S. or master's level. (Boston College is an exception.)
The ESE also has entire section devoted to information for Out-of-State Applicants, including details on earning a Temporary or Provisional license while you work on fulfilling requirements for full licensure.
Note: Anxious about investing in the right preparation program? The ESE's section on Statewide Reports contains a slew of accountability reports on Educator Preparation Programs, including MTEL pass rates and post-graduation employment rates!
Vocational Technical Administrator Licensure Requirements
There are only two types of license for Vocational Technical Education administrators: Initial and Professional. You can find a full rundown of requirements for both types in the section on the VocTech Administrator License.
Under the education requirements, you'll see that Vocational Technical Administrators only have to hold a bachelor's degree. But they still must complete one of the three preparation routes (i.e. educator prep program, apprenticeship/internship, or panel review).
Educational Leadership Jobs in Massachusetts
Educational Leadership Career Outlook
For a bird's eye overview of the MA administrative landscape, begin with the Bureau of Labor Statistics (BLS)'s employment & salary data for elementary & secondary school education administrators and postsecondary education administrators. As you might expect from its national reputation, Massachusetts is way out in front.
The Boston-Cambridge-Nashua, MA-NH metropolitan area has one of the highest employment levels for elementary & secondary school education administrators in the country. Employment across the state is also high.
Massachusetts is often in the top three of states with the highest employment levels of postsecondary education administrators, right up there with California. It also has one of the highest concentration levels.
Higher education accounts for a large chunk of the Massachusetts's economy, and the state is packed with 100+ colleges & universities. However, there has been some discussion about whether the phenomenon can last with shrinking student populations. Something to bear in mind if you're looking at small private colleges.
Are you focusing on an administrative career in the PreK-12 arena? The ESE's section on Data & Accountability is a treasure trove of information for this sector. It posts School and District Profiles and annual Statewide Reports, with data on average teacher salaries, student enrollment numbers, and more. You may find these sources helpful for your dissertation research, as well as your job prep.
Educational Leadership Salaries
BLS statistics show that Massachusetts elementary & secondary school education administrators are some of the highest paid professionals in the country. You'll find exact salary numbers in BLS's section on State Occupational Employment and Wage Estimates for Massachusetts. In addition, the ESE's data on Teacher Salaries will give you ballpark educator salary averages for each MA district.
Postsecondary education administrators are also paid well, though Massachusetts is not among the top states for wages in this category. You can compare these numbers to the Comptroller of the Commonwealth of Massachusetts's Statewide Payroll, which includes salaries of higher education administrators in MA public universities & colleges.
One caveat—Massachusetts (and the Greater Boston area in particular) is notorious for its high cost of living and housing. So wage numbers are likely to reflect the neighborhood.
Educational Leadership Job Boards
National job sites will have plenty of MA educational leadership jobs on their books (e.g. SchoolSpring, HigherEd, LinkedIn, etc.). However, there are some useful MA-specific job boards to consult, including:
MASC Superintendent Searches, with postings for in-state and out-of-state jobs for superintendents (including assistant & interim), directors, presidents, and more.
MASS Job Postings, with openings for superintendents, school business managers, directors, and more.
MASSLive, with postings for local jobs in education administration (all levels).
Boston Public Schools TalentEd, which features job listings for principals, directors, superintendents, deans, and more.
AISNE Job Board, which features openings in member schools of the Association of Independent Schools in New England.
Educational Leadership Organizations in Massachusetts
Educational Leadership Associations
Boston Association of School Administrators and Supervisors (BASAS): BASAS provides educational and administrative services for schools in Boston, Massachusetts. It is the Local 6 American Federation of School Administrators™ (AFSA).
Massachusetts Association of School Committees (MASC): MASC is a member-driven association supporting Massachusetts school leaders (it often conducts superintendent searches). It also acts as a voice of MA school committees, representing their perspective to outside agencies and governmental bodies.
Massachusetts Association of School Superintendents (MASS): MASS is a statewide organization dedicated to the professional and advocacy concerns of school superintendents and assistant superintendents.
Massachusetts School Administrators' Association (MSAA): MSAA is a membership organization serving the needs of elementary level, middle level, and high school administrators in Massachusetts. MSAA used to be the Massachusetts Secondary School Administrators' Association, which is why you may see it referred to as MSSAA. It merged with MESPA (the elementary association) in 2017.
Massachusetts Teachers Association (MTA): MTA represents 110,000+ members throughout Massachusetts, including teachers, faculty, support professionals, and administrators at public schools, colleges, and universities. It has a higher education arm.
Educational Leadership Professional Groups
MassPartners for Public Schools: This is a coalition/advocacy group of teacher, parent, school committee, principal, and superintendent organizations in Massachusetts. It shares a commitment to improving public schools and education standards.
Massachusetts Women in Public Higher Education (MWPHE): MWPHE serves to strengthen the status of professional women in public higher education.
Note: Remember that state and national educator organizations often have funds and scholarships available for continuing education (e.g. Ed.D.). Check the website and ask about opportunities.
Educational Leadership Events in Massachusetts
Educational Leadership Conferences
MASC Day on the Hill: This is a legislative advocacy day that brings school committee members, superintendents and student leaders to the State House in Boston to meet with executive and legislative leadership, as well as local senators and representatives.
MASC/MASS Joint School Leadership Conference: This is billed as the largest annual gathering of education leaders in Massachusetts, with a program of speakers, panel sessions, exhibits, demonstrations, and networking opportunities.
MASSCue/MASS Annual Technology Conference: This October event aims to provide MA educators and administrators with exciting ways to enhance teaching and learning with technology.
MASS Executive Institute: This three-day conference/professional development program is for superintendents, assistant superintendents and district administrators. It's held during the second or third week of July.
MASS Midwinter Meeting: This one-day event for superintendents includes a keynote address and a panel of practitioners. It takes place in the third or fourth week of January, in close proximity to the release of Chapter 70 State Aid figures. MASS also hosts a similar Spring Meeting.
MSAA Summer Institute: MSSA's three-day professional development event in July includes pre-conference workshops, sessions, and exhibits.
MWPHE Conference: This one-day event for women in public higher education takes place in late October/early November.
Women's Educational Leadership Network (WELN) Conference: Hosted by MASS, this one-day event features presentations, panels, and networking opportunities.
Educational Leadership Training
Assistant Superintendent Leadership Seminars: Organized by MASS, these one-day sessions take place throughout the year.
EDE-Sponsored PD Offerings: The Department of Elementary and Secondary Education (ESE) offers a number of professional development, training, and/or technical assistance opportunities for educators through its offices (e.g. Curriculum and Instruction: STEM).
MSAA Leadership Licensure Program: MSAA runs a one-year licensure program that prepares aspiring administrators for Initial Licensure as Principals/Assistant Principals (PreK-6; 5-8; 9-12), and Supervisors/Directors.
New Superintendent Induction Program (NSIP): This three-year professional development program is a collaboration between the Department of Elementary and Secondary Education (ESE) and MASS.
9 Schools Found
Doctor of Education in Leadership and Supervision
Doctor of Education in Professional Counseling and Supervision
Doctor of Education in Teaching and Learning
Doctor of Education in Teaching and Learning - Adult Learning
Doctor of Education in Teaching and Learning - Alternative Education
Doctor of Education in Teaching and Learning - Elementary Education
Doctor of Education in Teaching and Learning - Global Education
Doctor of Education in Teaching and Learning - Middle Education
Doctor of Education in Teaching and Learning - Secondary Education
Lynch School of Education
EdD in Educational Leadership
Doctor of Education in Educational Leadership and Policy Studies - Educational Policy
Doctor of Education in Educational Leadership and Policy Studies - Higher Education Administration
Doctor of Education in Educational Leadership and Policy Studies - PK-12 School and District Leadership
EdD in Counseling Psychology - Child/Adolescent Mental Health
EdD in Counseling Psychology - Sport/Performance Psychology
EdD in Curriculum and Teaching - Early Childhood Education
EdD in Curriculum and Teaching - English Education
EdD in Curriculum and Teaching - History & Social Studies Education
EdD in Curriculum and Teaching - Mathematics Education
EdD in Curriculum and Teaching - Physical Education, Health Education and Coaching
EdD in Curriculum and Teaching - Science Education
EdD in Language and Literacy Education
EdD in Language and Literacy Education - American Sign Language and Deaf Studies
EdD in Language and Literacy Education - Language Education,
EdD in Language and Literacy Education - Literacy Education
Van Loan School
Beverly, Massachusetts
Doctor of Education in Educational Leadership in Higher Education
Doctor of Education in Educational Leadership PreK-12
Online Doctor of Education - Curriculum, Teaching, Learning and Leadership
Online Doctor of Education - Higher Education Administration
Online Doctor of Education - Organizational Leadership Studies
Weston, Massachusetts
EdD in Higher Education Leadership
Department of Leadership in Education
Doctor of Education in Higher Education
EdD in Urban Education, Leadership, and Policy Studies
EdD in Urban Education, Leadership, and Policy Studies - Administration and Leadership
EdD in Urban Education, Leadership, and Policy Studies - Evaluation and Applied Research Measurement
EdD in Urban Education, Leadership, and Policy Studies - International and Comparative Education
EdD in Urban Education, Leadership, and Policy Studies - Teaching, Learning, and Leadership
North Dartmouth, Massachusetts
Doctor of Education in Educational Leadership
Lowell, Massachusetts
Doctor of Education in Leadership in Schooling
Doctor of Education in Leadership in Schooling - STEM


text:
Hypena ochradelpha är en fjärilsart som beskrevs av Louis Beethoven Prout. Hypena ochradelpha ingår i släktet Hypena och familjen nattflyn. Inga underarter finns listade i Catalogue of Life.

Källor

Nattflyn
ochradelpha

redpajama_set_name: RedPajamaWikipedia


Free Moving Images of MariachisIn this category you can find animations of mariachi groups. These music ensembles are traditional from Mexico.
Get in your computer the free gallery of Mariachis in Musicians right now.
Do you like this image of Mariachis?
Free animated gifs of Mariachis to get them free. Now you have found this you can create your own website of Mariachis, or your PowerPoint Presentation in a animated way, or illustrate your blog post about Mariachis. Do you need more material, you can contact with us, ask for that in facebook, we answer. Use your imagination to use these animated gifs in the funniest way Mariachis to express your emotions in a WhatsApp conversation, email, or in the social network you use, that way your texts will be more enriched. They are musical groups from Mexico consists of three or more people who sing and play musical instruments. They often use instruments like guitar, violin and trumpet. They interpret Mexican songs such as rancheras, cumbias, love ballads, serenades and folk songs, among others. The mariachis are characterized by wearing traditional costumes of Mexico with many ornaments and a large hat on his head. Their music and clothing are famous worldwide. These bands appeared in the regions of Colima, Nayarit, Michoacan and Jalisco. Usually played in popular festivals, celebrations and family gatherings.


text:
Tiktok Popular with NDA Students
Sam Schmid, Staff Writer, Advanced Journalism
As of 2019, students of Notre Dame Academy spend a considerable amount of their time away from school on a certain app.
This app is not Instagram, not Snapchat, nor Twitter, but rather, Tiktok.
Tiktok, as it is explained by the organization, is a social media video app for creating and sharing short lip-sync, comedy and talent videos.
"I usually go on Tiktok for around two to three hours a day. It's just so addicting," said senior Max Timmer.
Social media started back in 1997, with Six Degrees as the first recognizable profile-making and friend-sharing platform.
Fastforwarding six years later, Myspace was developed and grew in popularity with nearly 250 million users at its peak.
Just a year later, in 2004, Myspace had its first competitor, Facebook.
In the coming years, we see apps like Tumblr, Twitter, Instagram and Snapchat come into form.
The history of the creation of Tiktok did not begin as smoothly as some of the other major social media apps did.
This could be due to the original name and format of the initial app.
The former name was Musical.ly, and the format was more lip-syncing music rather than comedy and dancing videos.
The team at Tiktok thought the name change would "draw more people to the app and represent the app better."
The team was indeed right as the monthly user count increased in the millions thereforth.
As of right now, Tiktok has eclipsed one billion users in November 2019.
Tiktok, in just one year, has surpassed its predecessors Facebook and Instagram as the most downloaded app in the App Store.
Of those one billion users, researchers have found that 41% are between the age of 16 and 24.
This means that at Notre Dame Academy, more often than not, if you mention TikTok around a student, they are addicted to the app as well.
"Sometimes I spend hours mindlessly scrolling through Tiktok and laughing at funny videos. I also created a video, and it got over 29,000 views," said Mattea Vecera.
Recently, adult users have also joined in on the fun, with over 10 million new members.
So, as you decide what you might do in your free time, try downloading this new app and discover the fun for yourself.
Sam Schmid, Staff Writer
Sam loves writing with Mrs. Brown.
Steven Stary Involved in Theater at NDA, in Community
Spring Play Still an Unknown Due to Pandemic
Many NDA Students Influenced by Birder Studio Experience
Fr. Jordan Neeck: Worshipping & Hunting in the Great Outdoors
Drama Club to Meet, Practice Virtually
What Is Online Learning Like?
Students Explain What It's Like to Have a Parent at School
The Beauty of Wrinkles, the Blessing of Aging
Music Suggestions for Safer-at-Home Listening
Cast & Crew of Spring Play Still Practicing, Hoping to Perform


text:
package org.apache.flink.metrics.prometheus;

import org.apache.flink.annotation.PublicEvolving;
import org.apache.flink.metrics.Metric;
import org.apache.flink.metrics.reporter.InstantiateViaFactory;
import org.apache.flink.metrics.reporter.MetricReporter;
import org.apache.flink.metrics.reporter.Scheduled;
import org.apache.flink.util.Preconditions;

import io.prometheus.client.CollectorRegistry;
import io.prometheus.client.exporter.PushGateway;

import java.io.IOException;
import java.util.Map;

/**
 * {@link MetricReporter} that exports {@link Metric Metrics} via Prometheus {@link PushGateway}.
 */
@PublicEvolving
@InstantiateViaFactory(
        factoryClassName =
                "org.apache.flink.metrics.prometheus.PrometheusPushGatewayReporterFactory")
public class PrometheusPushGatewayReporter extends AbstractPrometheusReporter implements Scheduled {

    private final PushGateway pushGateway;
    private final String jobName;
    private final Map<String, String> groupingKey;
    private final boolean deleteOnShutdown;

    PrometheusPushGatewayReporter(
            String host,
            int port,
            String jobName,
            Map<String, String> groupingKey,
            final boolean deleteOnShutdown) {
        this.pushGateway = new PushGateway(host + ':' + port);
        this.jobName = Preconditions.checkNotNull(jobName);
        this.groupingKey = Preconditions.checkNotNull(groupingKey);
        this.deleteOnShutdown = deleteOnShutdown;
    }

    @Override
    public void report() {
        try {
            pushGateway.push(CollectorRegistry.defaultRegistry, jobName, groupingKey);
        } catch (Exception e) {
            log.warn(
                    "Failed to push metrics to PushGateway with jobName {}, groupingKey {}.",
                    jobName,
                    groupingKey,
                    e);
        }
    }

    @Override
    public void close() {
        if (deleteOnShutdown && pushGateway != null) {
            try {
                pushGateway.delete(jobName, groupingKey);
            } catch (IOException e) {
                log.warn(
                        "Failed to delete metrics from PushGateway with jobName {}, groupingKey {}.",
                        jobName,
                        groupingKey,
                        e);
            }
        }
        super.close();
    }
}


Executive candidates and the candidates for senator of LAS and senator of multicultural affairs, the only two competitive positions for the 2013-2014 election, were asked about their qualifications during the March 5 election panel. Here's what they had to say.
Caldwell was not present at panel. She is an actress in Theatre 'd Art's "Marisol," which had a commitment the same night.
What inspired you to run for the vice president position?
Peer pressure, mostly. My friends were constantly telling me that I would be good for the position and that I should give it a try. I don't think people really realize what the student government does. That's something I definitely want to help with.
Do you have any previous experience with the Student Government Association?
I was a house representative in my freshman year. Then I was the senator of business in my sophomore year. I was elected to be the senate president after that.
Do you have experience with student government-like groups in high school?
Yes, I was part of Link Crew, DECA and other groups like that.
How do you think the SGA could improve?
I would like to make the SGA run more efficiently. I also think we need to put the word out more. The advertising isn't very good. We could try more posters and announcements so students can become more involved. It's hard seeing people not knowing what student government is. It's so important for the school. [Students] should be interested in who your vice president is or your senator of LAS is.
What inspired you to run for the student director of finance?
Because I am an accounting and finance major. My whole career setting is financing and accounting. I really enjoy doing this. I'm not really interested in political things, so I want to more concentrate on the financial side.
I was born in China but grew up in Tijuana, Mexico. English is my third language. Spanish is my second. I moved to [Colorado Springs] because of family. My mother has been living [here] for almost 15 years.
How to plan to help the Student Government and UCCS?
I want to hold more events to benefit students. I feel like there's a lot I can do for the student government and the student government can do a lot of things for students. People don't know [about] the student government, and even though I am the only person running for this position, you can see my posters all around the campus. The reason I do it is because I want the students to be more aware of the student government.
How do you think students view the SGA?
Students think that the student government isn't related to their life, but we actually do a lot of things, they just don't know. I'm the chair of the [Budget Advisory Committee]. Our job is to help students organizations, student clubs make their events successful, to get more student awareness and student life more active. We are a commuter school. People don't want to stay here. I don't want that.
What have you done, so far, as part of the SGA? What keeps you motivated?
When I was a student representative, I spent more than 70 hours per month just for outreach to the students. I was really dedicated. I feel happy when I see people happy. I like interpersonal communications. I am a people person.
I want to support more on-campus events so more people can participate. They can also help the student government. They can say, "Oh, the student government helped sponsor this event." This way they promote us. Students can know that the student government is actually doing stuff. We help them, they help us. It's a win-win-win situation. It's good for student government, good for student clubs and also good for student body.
Why makes you a better candidate than Terrin Hall?
I have a lot of experience with SGA. Going in, if I get elected, this will be my third year, and I've taken on a lot of leadership roles within SGA. I know a lot of what has been done and what we could try that we haven't tried before. I'm really active on campus, and I think that's important for people to know who you are and recognize you. I'm really passionate student government and what I do.
What inspired you to run for senator of LAS instead of staying a representative at large?
I've been a representative at large for a year and a half now. While I really enjoyed it, I would like to get to know the other aspects of student government because I don't know a lot of what the senator side does. I would like to work more with the college, the deans of the college and the more professional side.
What is your past experience with student activities outside of UCCS?
I was in student government in high school for my junior and senior years. My junior year, I was student class treasurer, and in my senior year, I was student body treasurer.
Would you consider running for president of the SGA?
I would definitely. Last year, when I first ran for student government, I had a timeline that I was going to run for house of representatives and then I was going to run for senate and then I was going to run for president. I just want to make sure I have enough time to commit to it because it's a big responsibility.
Hall was not present at the panel.
What makes you a better candidate than Thaddeus Bland Jr.?
I have my own club here so I have experience with that. I have a strong passion for multicultural stuff. It's how I've met a lot of my friends here. I want to get more people into this as well.
Bland was not present at the panel.


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Home » Lifestyle » Everything you need to know about CBD
Do you take cream or sugar with your coffee? How about CBD?
Cannabidiol, a chemical component of cannabis known as CBD, has been popping up at an increasing number of bars and coffee shops in major cities in recent years. Without the psychoactive components in marijuana, the substance reportedly offers some of the anti-anxiety and anti-inflammatory benefits of the drug without getting a consumer high.
Until now, CBD has existed in a kind of legal gray area: In many places, it is not necessarily legal, but it's also not illegal. But this month, the passage of the 2018 Farm Bill will remove hemp and CBD from the Drug Enforcement Administration's list of "Schedule I" controlled substances, making it an ordinary agricultural commodity and allowing it to be legally sold in all 50 states.
With laws around it relaxing, CBD is going mainstream. Beverage giants like Coca-Cola and Pepsi are eying CBD-infused beverages as consumption of traditional soda declines. The market for CBD products is anticipated to grow to more than $2 billion in total sales by 2020. People are using CBD for anxiety, sports injuries and face serums and even giving it to their pets.
Cannabis plants contain hundreds of chemical components called cannabinoids, but the two main ones are delta-9-tetrahydrocannabinol (THC) and cannabidiol (CBD). THC is an intoxicating substance that interacts with endocannabinoid receptors in a user's brain, activating reward mechanisms that produce dopamine and get a user high.
CBD does not affect these receptors the same way and, therefore, does not have a psychoactive effect. Like THC, CBD extract can be consumed in liquid and other edible forms or through a vape pen.
Some 47 states, as well as Puerto Rico and Washington, D.C., have passed laws allowing the use of CBD to some extent, according to marijuana advocacy organization NORML. After the 2018 Farm Bill goes into effect it will be completely legal in all 50 states.
While CBD is advertised to treat insomnia, chronic pain, depression and anxiety, there is little scientific evidence to prove it is effective for these ailments. CBD may be effective for depression and anxiety treatment, studies on rats have shown, but there's little research done on those effects of CBD on humans.
The chemical can be effective for treating seizures due to epilepsy, a study published in the New England Journal of Medicine showed.
In September, a CBD treatment GW Pharmaceuticals created for child-onset epilepsy and received approval from the US Food and Drug Administration for its sale as a medicinal product. Tilray is also currently developing a cannabis-derived epilepsy treatment. The treatment is currently in clinical trials.
A preliminary report published by the World Health Organization's Expert Committee on Drug Dependence found CBD is "not associated with abuse potential" and that it does not induce physical dependence. "CBD is generally well tolerated with a good safety profile," the researchers wrote.
However WHO still "does not recommend cannabidiol for medical use" because there is still little evidence to prove its effectiveness. Although CBD is relatively safe and it is virtually impossible to overdose on it, a user should talk to their doctor before trying it, especially if they are taking other medications, according to Tristan Watkins, chief science officer of cannabis lifestyle brand LucidMood.
"Although CBD is non-intoxicating, large doses can still cause drowsiness," he said. "It is always advisable to see how you respond to CBD before operating a vehicle or engaging in any other potentially dangerous activity. Additionally, it is generally advisable to speak with your doctor before using any CBD products since some medications may interact."
Is it regulated?
CBD has thus far been only very loosely regulated and a number of brands have received warnings from the FDA for misrepresenting what goes into their products. Some 70 percent of cannabinoid extracts sold online are mislabeled, a 2017 study from University of Pennsylvania School of Medicine found.
Approximately 43 percent of the products surveyed contained too little CBD, while 26 percent contained too much. And 1 in 5 CBD products contained THC, that active compound that does get people high.
Consumers should be careful about where they purchase CBD and read labels carefully, said Mathew Gerson, founder and chief executive officer of cannabis brand Foria. "Buy CBD from reputable brands with a demonstrated commitment to transparency and purity — including sharing test results for all claims about product content," he said.
One telltale sign that a company may not be reliable: Those that list "CBD" on its package, Gerson said. Some companies list actual CBD content on their labels, but legitimate companies only list "hemp extract" because printing "CBD" runs afoul of Federal Drug Administration regulations.
"If a company prints CBD on their package you have to wonder what other FDA rules they're not abiding by and whether they're actually doing lab tests for purity on their product," he said.
Products labeled as "hemp extract" CBD are legally required to have less than 0.03 percent THC, according to the 2014 Farm Bill. Other products may have higher levels of THC. Standard drug tests don't typically look for CBD.
What kind should you get?
Consumers should also check labels for important information like where it's manufactured, the ingredients, the amount of CBD in the product, the date of manufacture or expiration date and the batch or lot number, Chris Stubbs, chief science officer at CBD and cannabis company GenCanna, said.
"Any firm that is meeting or exceeding food production standards as determined by the code of federal regulations should be able to show transparency in their supply chain and provide substantiating documentation to support," he said.
Oral CBD added to drinks like coffee and CBD cocktails tend to have a slower effect on the body, while vaporizers have a more immediate effect, but it doesn't last as long. Topical products like lotion or balm containing CBD work locally on muscles and nerves and were shown to help with arthritis pain, according to a 2016 National Institute of Health study.
Some companies will label CBD with specific strain information, like "indica" and "sativa." These strains make more of a difference when consuming THC than CBD: Indica is known to have a more calming, sedative effect while sativa is a more energetic high. However, the provenance of the product is more important than the strain, Gerson said.
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Cibiem Appoints Former Boston Scientific CEO to its Board
New member currently serves as a director of a medical device venture capital fund.
Vonco Products Receives ISO 13485:2016 Certification
Cibiem Inc., a clinical-stage medical device company targeting the carotid body to treat diseases like hypertension and heart failure, has appointed industry veteran William H. (Hank) Kucheman to its board of directors. Kucheman's addition expands Cibiem's number of directors to seven as he joins independent directors Fred Khosravi and Michael Buck along with co-founder Dr. Howard Levin, Neil Exter of Third Rock Ventures, Paul LaViolette of SV Health Investors, and Cibiem President/CEO Ken Martin.
"Our team welcomes a medical technology industry expert like Hank to our board at an exciting time for our company. Interest in device therapies for hypertension is showing a real resurgence. We are completing our transvenous first-in-man study for hypertension, with clinical data expected in early 2018," said Martin. "Hank's experience as CEO of Boston Scientific and his broad exposure to many early-stage medical technology companies will be tremendous assets as Cibiem continues to advance its vision and pipeline of therapies."
Kucheman brings a breadth of experience to Cibiem. He currently serves as a director of BioStar Ventures III, a U.S. medical device venture capital fund, and serves as a board director for several medical technology companies in both the public and private sectors. Prior to joining BioStar, Kucheman served as CEO of Boston Scientific Corp., before which he served as executive vice president and president of the Cardiology, Rhythm and Vascular (CRV) Group at the company.
"I'm excited to join Cibiem's Board of Directors and work with the team to bring this important therapy to patients," said Kucheman. "Cibiem's combination of clinical data, a unique IP position and the diagnostic capability to identify patients most likely to respond to treatment all make for an opportunity that will provide a huge benefit for patients."
Kucheman is joining the Cibiem Board of Directors in conjunction with an early investment by BioStar Ventures, ahead of a company-planned Series C financing slated for the first quarter of 2018. Additionally, Dr. Louis Cannon (founding partner of BioStar) is joining the Cibiem Scientific Advisory Board.
Cibiem is a medical device company leveraging its proprietary, minimally invasive, catheter-based transvenous approach focused on carotid body modulation (CBM) for the treatment of sympathetic nervous system-mediated diseases such as hypertension, heart failure, diabetes and renal failure. Cibiem is developing a method to pre-screen patients likely to respond to therapy which will allow physicians to better provide care to patients with targeted therapy. The Los Altos, Calif.-based company was co-founded by Mark Gelfand and Levin, M.D., the team of entrepreneurs behind Coridea. The company is backed by top-tier venture investors Third Rock Ventures, SV Health Investors and BioStar Ventures.


Sri Lanka spends US$ 64 million on canned fish imports. The country is surrounded by sea and we are draining valuable foreign exchange unnecessarily on canned fish imports, CEO/Director Tess Group of Companies, Shiran Fernando said.
"Support for the local canned fish industry is not forthcoming. If we are provided with some relief, we could develop the industry. Canned fish consumption is 175,000 cans per day in Sri Lanka. We have the capacity to provide 75 percent of the total requirement," he said.
"We have prepared a five-year strategic plan for the Sri Lankan canned fish manufacturing industry and hope that the plan could be carried out for the benefits of the industry.
The strategy will boost the production capacity as well as the living standards of the fishing community," he said.
"Four companies are engaged in canned fish production currently. Our capacities are under-utilised at present due to large stocks being imported from countries such as China, Chili and Thailand. However, we have purchased over Rs 100 million worth of fish from the local fishing community for the past seven months. This value and volume could further increase, he said.
About 250,000 people are engaged in fishing activities at present.
The market is flooded with 10 of the banned cans of fish and the authorities need to look into this matter as well.
"We have supplied stocks worth Rs. 12 million to Lak Sathosa and payment is still outstanding.
As for the entire industry, Lak Sathosa has to pay Rs 26 million. This has also become a stumbling block to our progress," he said.
Despite being an island nation, Sri Lanka has imported canned fish since 1965. It is now considered as a staple food item and included in the basket of goods used to compute the cost of living index.
In February 2015, the government reduced the import duty levied on canned fish by more than 50 percent. This had a negative impact on locally produced canned fish.
Therefore, we call on the government to reconsider this decision and reimpose the duty to safeguard the local industry, he said.