text:
Белобровый скат, или мелкошипый скат () — вид хрящевых рыб рода глубоководных скатов семейства Arhynchobatidae отряда скатообразных. Обитают в умеренных водах северной части Тихого океана. Встречаются на глубине до 1420 м. Их крупные, уплощённые грудные плавники образуют округлый диск с треугольным рылом. Максимальная зарегистрированная длина 91 см. Откладывают яйца. Не являются объектом целевого коммерческого промысла.

Таксономия
Впервые вид был научно описан в 1977 году. Видовой эпитет происходит от слов  — «крошечный»  — «шип». Голотип представляет собой взрослого самца с диском шириной 51,5 см, пойманного в Беринговом море () на глубине 450 м. Паратипы — взрослые самки с диском шириной 42,2—49,3 см, пойманные там же на глубине 160—530 м, и взрослые самцы с диском шириной 46,6—52,7 см, пойманные на глубине 400—450 м.

Ареал
Эти скаты обитают в северо-западной части Тихого океана у побережья Японии, России (Курильские острова, Камчатка) и США (Алеутские острова), в Беринговом и Охотском море, заливе Аляска. Встречаются на глубине 150—1420 м у песчано-галечного или илисто-галечного дна. Большая часть популяции сосредоточена у Курильских островов и Камчатки в диапазоне глубин 300—750 м, а по другим данным 200—800 м. В пределах мезобентали отмечено 51,8 % особей. Наиболее часто эти скаты попадаются при температуре 2,5—4 °C (48,6 % особей).

Описание
Широкие и плоские грудные плавники белобровых скатов образуют ромбический диск с широким треугольным рылом и закруглёнными краями. Позади глаз имеются брызгальца. На вентральной стороне диска расположены 5 жаберных щелей, ноздри и рот. На хвосте имеются латеральные складки, расположенные на задней половине. 2 спинных плавника примерно одинакового размера находятся на близком расстоянии друг от друга. Хвостовой плавник редуцирован. Диск окрашен в тёмно-коричневый цвет. У внутреннего края глаз имеются светлые отметины. Дорсальная поверхность диска покрыта крошечными шипиками. Максимальная зарегистрированная длина 89,5 см, а вес 3 кг. В среднем длина составляет 54,59 см, а модальные значения длины и веса колеблются в пределах 38—68 см и 0,5—2 кг.

Биология
Эмбрионы питаются исключительно желтком. Эти скаты откладывают яйца, заключённые в роговую капсулу с твёрдыми «рожками», покрытую мелкими шипиками.  Длина капсул составляет 6,6—8 см, а ширина 4,6—5,9 см.

В среднем самцы и самки достигают половой зрелости при длине 65,7 см и 66,8 см. Продолжительность жизни оценивается в 35 лет у самцов и 37 лет у самок.  28—32 года, это один из наиболее высокий показатель среди пластиножаберных.  Белобровые скаты являются бентофагами. Их рацион состоит в основном из ракообразных.

Взаимодействие с человеком
Эти скаты не являются объектом целевого лова. В настоящее время отечественная рыбная промышленность практически не использует скатов, в Японии и в странах Юго-Восточной Азии они служат объектами специализированного промысла. В целом рыболовство не оказывает существенного влияния на численность популяции. Белобровых скатов в прикамчатских водах относят к промысловой категории «обычных», поскольку частота встречаемости вида колеблется от 10 до 50 %. Численность глубоководных скатов в прикамчатских водах достаточно велика. Наиболее эффективным орудием их промысла считаются донные яруса. Согласно данным учѐтных траловых съѐмок в прикамчатских водах (1990—2000 гг) биомасса скатов рода Bathyraja составляет суммарно 118—120 тыс. тонн. При коэффициенте изъятия в 20 %, величина их потенциального вылова оценивается в 20 тыс. тонн. Несмотря на то, что скаты постоянно попадаются в качестве прилова при ярусном, траловом и снюрреводном промысле трески, палтусов и других донных рыб, их ресурсы у берегов Камчатки сегодня используются не полностью. Международный союз охраны природы присвоил виду охранный статус «Вызывающий наименьшие опасения».

Примечания

Литература

Ссылки

Bathyraja
Рыбы Тихого океана
Животные, описанные в 1977 году

redpajama_set_name: RedPajamaWikipedia


The centenary of the Fatima apparitions presently being celebrated throughout the world invite us to look closer at their significance from a prophetic and eschatological point of view. To understand them correctly, as a "sign of the times" for the Church, we need to contemplate several key areas that are often overlooked: 1) the prophetic charism of the popes in their writings; and 2) their context in the light of other, recently approved revelations.
With the proclamation of the dogma of the Immaculate Conception in 1854, in the words of the Polish Pontiff, we entered a "Marian Era"; one which would increase devotion to Mary among the faithful, and prophetically prepare the Church for the horrors of the following century. This era had been prophesied by the great Marian apostle, St. Louis Marie de Montfort in the seventeenth century: "But in the Second Coming of Jesus Christ, Mary has to be made known and revealed by the Holy Spirit." As the nineteenth century wore on, Blessed Cardinal Newman began to see signs of the apostasy that St. Paul had spoken of, while in Rome, Blessed Pius IX, in his Encyclical Ubi Nos spoke of "the hour of wickedness and the power of darkness. It is the final hour." St. Pius X also sensing a dramatic increase in evil, wondered if the Antichrist was already alive. Fourteen years later, in 1917, God intervened in the most dramatic way through the events of Fatima.
Concerning the prophecy of the "Triumph of the Immaculate Heart of Mary", Pope Benedict XVI in his book interview Light of the World clarified its meaning, while at the same time dismissing millenarian tendencies which have swayed many apparition devotees into the erroneous belief of an imminent, final glorious intervention of God leading to a prolonged era of peace. Concerning praying for the triumph of the Immaculate Heart, Pope Benedict said: "I said the 'triumph' will draw closer. This is equivalent in meaning to our praying for the coming of God's Kingdom. This statement was not intended—I may be too rationalistic for that—to express any expectation on my part that there is going to be a huge turnaround and that history will suddenly take a totally different course." The Catechism of the Catholic Church is explicit that the coming of the kingdom will only occur after the Last Judgment (CCC.1042). St. John Paul II stated in 1991 upon his first general audience after returning from Fatima: "Mary's message at Fatima can be summed up in these early and clear words of Christ: 'The Kingdom of God is at hand: repent and believe in the Gospel (Mk. 1:15). Pope Pius XII also made similar statements linking Fatima's prophetic element to the coming of the Kingdom, and so we must avoid a reductive interpretation of these huge events that allows us to fall into the trap of not being watchful for the Lord's return.
Two other recent apparitions with Church approval also speak of the approaching second coming of the Lord: In Kibeho Rwanda, which has the same level of approval as Fatima, the Blessed Virgin told the main visionary Alphonsine Mumarake (now a nun) that she had come to prepare the world for the return of her Son, while in San Nicholas, Argentina Our Lady told the visionary, Gladys Herminia Quiroga de Motta , "the coming of the Lord is imminent" and "Daughter, the Prince of Evil pours out his venom today with all his might, because he sees that his sorry reign is ending. Little is left to him. His end is near". Both these apparitions were in the 1980's at a time when St. John Paul II was quietly promoting the devotion to divine mercy in anticipation of the official approval that would come with Sr. Faustina's canonization.
So how do we approach this apocalyptic scenario? It seems that St. John Paul had the correct idea: to live the Christian life with an "advent spirit", as the early Christians did. This is not to be caught up in endless speculation and worries about certain cataclysmic events that may or may not come; or to concern ourselves with date setting that nobody can know except the Eternal Father. Rather, it is to place at the centre of our spiritual lives the joyful hope and knowledge that Jesus will return with his saints, transforming the universe definitively. In this way, we can pray "Maranatha, come Lord Jesus" not with fear for the future, but with real anticipation that evil and death will be destroyed forever. Fatima invites us to offer our lives towards this goal when the world will be saved forever, when we will all stand under the miracle of the true Sun as he illuminates the earth at his glorious coming. Pope Francis tells us: "With Mary's protection, may we be for our world sentinels of the dawn, contemplating the true face of Jesus the Saviour, resplendent at Easter." That dawn is now slowly rising from the East.
* Stephen Walford lives in Southampton, England with his wife Paula and five children. Educated at Bristol University, he is the author of two books: Heralds of the Second Coming: Our Lady, the Divine Mercy, and the Popes of the Marian Era from Bl Pius IX to Benedict XVI (Angelico Press), and Communion of Saints: The Unity of Divine Love in the Mystical Body of Christ (Angelico Press). He has written articles for various publications on eschatological and mariological themes. He is also a pianist and teacher.


Basic information on tar sands, tar sands resources, and data recovery of oil from tar sands.
What Exactly Are Tar Sands?
Tar sands (generally known as oil sands) are a mix of clay, sand, water, and bitumen, huge black colored viscous oil. Tar sands are mined and prepared to extract the oil-rich bitumen, which can be then refined into oil. The bitumen in tar sands may not be pumped from surface with its normal condition; instead tar sand deposits tend to be mined, generally utilizing strip mining or open pit strategies, and/or oil is extracted by underground heating with extra upgrading.
Tar sands tend to be mined and processed to come up with oil just like oil pumped from traditional oil wells, but extracting oil from tar sands is much more complex than traditional oil recovery. Oil sands data recovery procedures include removal and separation methods to separate your lives the bitumen from the clay, sand, and water that comprise the tar sands. Bitumen also requires extra upgrading before it can be processed. Because it is therefore viscous (thick), it calls for dilution with lighter hydrocarbons to make it transportable by pipelines.
A lot of the world's oil (significantly more than 2 trillion drums) is in the type of tar sands, though it just isn't all recoverable. While tar sands are observed in several places worldwide, the largest build up on the planet are observed in Canada (Alberta) and Venezuela, and far associated with the rest can be found in various countries at the center East. In the United States, tar sands resources are mainly concentrated in Eastern Utah, mostly on public places. The in-place tar sands oil resources in Utah are approximated at 12 to 19 billion barrels.


Place the salmon in the freezer for 10 minutes, or until very cold. Dice the salmon using a very sharp knife.
In a medium bowl, combine the citrus zests and juices, cucumber, chives, cilantro and coriander. Mix gently but thoroughly, then mix in the salmon. Season with salt and black pepper.


I´ve been struggling on getting displacement to show up on my terrain for quite some time and I havent been able to find any answers myself so I though I would post it here and se where it goes.
I can see the displacement happening on my terrain in the shader preview and I can also see the landscape actors outline showing that it has displacement in the shape, but I cannot see any displacement when looking at the terrain.
What could be causing this? I think I have the shader setup correctly, I have my landscape layer node connected to the regular displacement node flow, the texture input then multiplies with the vertexnormal and a displacement factor.
So tessellation is currently not functioning in the preview release, and this has been reported (UE-25334) which is going to affect the quality of World Displacement since there is no way to increase the Vertex count for your landscape.
With that being said, follow the set up I have provided to get your World Displacement to function correctly. You will always want either a displacement map, heightmap, or pull from the red channel which holds those values of information.
As you can see I have created an Scalar Parameter to increase/decrease the displacement intensity. Below is an example of this occurring when applied to a landscape actor.
Thanks for the response. I realize now that I filed it under the wrong engine version, I'm actually on 4.10.2.
I tried following the example but I still get the same results, I can see the displacement in the selection outline but no actuall displacement close to the camera.
Could you provide me with some screenshots of your material graph and of your tessellated landscape applied in the viewport?
Perhaps you are overlooking a small feature. Be sure you have enabled tessellation within the material itself as well.
I've tried several different setups, different types of displacement, only having one texture and following the example but I still cant seem to get it quite right.
Try removing the Max Displacement option, and using PN Triangles instead to see if that helps.
I am seeing displacement though so that is good. Be sure to view in wireframe to make sure you are not over tessellating your surface and wasting valuable performance resources.
How can I reduce Landscape Material tiling?


The Program Management Professional (PgMP) credential from Project Management Institute (PMI) is the next step after Project Management Professional (PMP) Certification, and addresses the community of professionals who are responsible for the coordinated management of multiple projects that are in alignment with organizational objectives.
This PgMP Course focuses on core disciplines required to deliver strategic objectives. includes a walk through the entire life cycle of a program while facing the types of realistic challenges that are encountered in any program. PgMP Training course will provide the tools and techniques for program governance, program planning, effectively managing stakeholders and ensuring that your program realizes its benefits and defined objectives. The course is designed to achieve the Program Management Professional (PgMP) Certification.
Program management is the process of managing several related projects, often with the intention of improving any organization's performance. The discipline of program management requires a refined set of business and leadership skills that are vastly different from that of a project manager. However being an effective program manager still requires a firm foothold in project management as the discipline of program management is the next logical step in the career progression. The PgMP Training will help you raise your competence and knowledge in Project Management techniques and establish your credibility to manage complex project challenges with assurance.
We deliver PgMP Exam Prep Training classroom and live online classroom modes.
To become a certified PgMP professional, it is mandatory to undergo formal PgMP training from a registered accredited training organization and successfully pass the PgMP exam.


Karras' Star Hotel is a 3-star family-run hotel on the majestic island of Ikaria. We are ideally situated on the north side of the island, in the beautifully serene Avlaki village.
The hotel is made up of four buildings, offering 37 spacious and comfortable guest rooms. The impressive architecture reflects the style of an amphitheater, allowing unbroken sea views from every room. The palatial décor partners with modern comforts to guarantee an unforgettable stay on the island.
The newly renovated hotel has taken the lead as one of the best in Ikaria, providing an elegant and luxurious stay from start to finish.
You can begin your day with an indulgent breakfast, served in the garden or in the breakfast room, where a wide variety of locally sourced products and homemade delicacies are on offer from our buffet. There is the option of early breakfast service (07:00) when early check out.
Later, guests can relax and unwind with a splendid cocktail by the pool, surrounded by the azure waters of the Aegean and unparalleled views out to sea.
The playground is in a prominent place in the hotel, and apart from the incessant game that ensures our little stars, gives relaxation to the great looking from above the sea.
INTERNET: Unfortunately we will not be able to meet the expectations of those seeking fast internet. We have exhausted the speed improvement from our side, it is a matter of the infrastructure of the provider's premises.
MOBILE PHONES: The location of the hotel is good as Vodafone brand, while Cosmote and Wind do not get well. The Vodafone mobile data is pretty good signal in most parts of the hotel.
Pets are not allowed in the hotel because there is not an appropriate area for them inside the hotel.
As soon as you walk through the door, you will be welcomed and escorted to your room. Our reception desk staff are always available to assist you with information about the hotel and the island, historic landmarks, transfers, maps and sightseeing tours, to make sure that you get the most out of your stay on this picturesque island.
You can always use our express check-out service.
Room service is also available, for the comfort and convenience of our valued guests.
Our priority is to ensure that all of our visitors enjoy their holiday in a relaxed, friendly and carefree environment.


Self-Confidence: On a scale of 1-10? 40.
Pet Peeves: Stupid People, People who don't follow orders, and failing.
Emotional Stability: Very Stable. May burn things when angry however.
Insults: I have never met someone as stupid as you. Tell me, is there a special class for people like you?
Immediate Family: None, all gone.
Enemies: People whom he is assigned to kill.
Martial Arts: Karate, Kung Fu, Shaolin, Etc.


text:
Messing About with Children: Applications of the work of Frances and David Hawkins in Infant, Toddler, Preschool, and Kindergarten Project Work
Robyn Brookshire PhD., Director, UT Early Learning Center for Research and Practice
Alex Morgan, Community Outreach Specialist, Boulder Journey School
Kathryn Humber MS., Demonstration Teacher, UT Early Learning Center for Research and Practice
Frances and David Hawkins, educational philosophers, drew upon their respective experiences in classrooms and the field of physics with influences from contemporary social-constructivist educators, to develop their philosophy of education that speaks to the value of experiential learning. The work of Frances and David Hawkins continues to be relevant to contemporary early childhood teachers seeking to implement inquiry-based, meaningful project work with a wide range of ages. This piece highlights the Hawkins' theoretical cycle of "Messing About" (Hawkins, 1974) with materials and ideas as a framework for guiding children's and adults' inquiry. Examples from classrooms at the University of Tennessee Early Learning Center and Boulder Journey School are provided to illustrate innovative applications of this cycle and the ways teachers form relationships utilizing the Hawkins' approach in order to deepen their understanding of how children express and pursue questions about the world around them.
Introduction of the Hawkins' work
With David's background in physics, he worked as the historian on the Manhattan Project, which was the project responsible for the creation of the atomic bomb. After completing work on this project, David felt a deep concern for the direction society was taking. As was their custom, Frances and David collaborated , drawing on Frances' work with children, and together they developed their philosophy of education – one which places a strong emphasis on the roles of time and space for exploration and building meaning.
The Hawkins' philosophy recognizes the responsibility of fostering this kind of thinking and learning as a means to support the continuation of approaching the world with a questioning attitude of rather than an assumptive attitude. This questioning attitude, that children often adopt naturally, has a tendency to be lost in adulthood. Frances and David valued supporting adults in maintaining this approach to learning in themselves so that they could then support children in the same way.
The Mountain View Center for Environmental Education, founded by Frances and David Hawkins in Boulder in the mid-1970s was one strategy they used for supporting adults in continuing to cultivate their own paths of inquiry-based learning. They regularly offered workshops for teachers on topics ranging from basket-weaving to block balancing to bubble blowing. The goal of these workshops was not necessarily for teachers to take the content back to their classrooms. Instead, it was for teachers to have the visceral sensation of learning through "messing about".
What is "Messing About"?
Most early childhood educators will tell you that the ways children explore materials are not only important windows into their learning, but also that the particular ways children engage and form relationships with materials is worthy of close study. "Messing About" provides a way to conceptualize, understand, observe, and interpret children's work as they explore materials. David Hawkins proposed this as a cyclical system to guide teachers' understandings after spending time observing young children's explorations with science materials (Hawkins, 2002).
The Messing About cycle consists of three phases, with each phase noted by shapes ( ⚫, ⬛, ▲) rather than alphabetically or numerically, so as to imply that they can take place in any order. A crucial component in Messing About is ensuring that both time and space need to exist for the learner to move through all three phases.
Phase ⚫ a time for unstructured, open-ended play while teachers observe the children's work Phase ▲: a time for differentiating work by identifying and pursuing multiple possibilities based on observations Phase ⬛: a time for unpacking and verbalizing theories that have developed, through discussion among children and teachers
Hawkins Centers of Learning, n.d.
The phases of learning can be cycled through on a micro-level, in which we examine the ways the individual moves through all three phases in one short-term experience; or on a macro-level, in which we examine the ways the individual or group shifts from phase to phase over a longer period of time (e.g., infants spend much of their time in explorative work (⬤ phase) while older children spend more energy developing goals (▲ phase) and reflecting on their work (⬛ phase)).
Incorporating Hawkins influences with documentation
The following project shows an example of the influence of the Hawkins' work at the University of Tennessee Early Learning Center for Research and Practice, where the approach to curriculum relies on inquiry-based project work with children. One of the trickiest parts of guiding project work with children lies in the decisions teachers must make about when to bolster, extend, pause, or reinforce children's explorations with materials. Using both the Hawkins' lens to watch children messing about in combination with supportive documentation approaches can be instrumental for teachers' roles as facilitators of project-based inquiry. At the University of Tennessee Early Learning Center, we have been revisiting the Hawkins' work for several years and, more recently, a few teachers added a form of documentation called the Floorbook Approach (Warden, 2017). Applying the phases of messing about to observations and documentation of children's work gave our teachers a solid point of reference; a thinking tool so they could analyze what they see children doing and can then ask themselves questions such as: What are the children asking of the materials? What problems are the children encountering and trying to solve with these materials? Are the children still exploring, or are they moving into the ▲ and ⬛ phases where they are testing out different possibilities or developing theories about what could happen next if they make changes? Using the Hawkins' work as a lens allowed our teachers to make sense of the complexity of children's work and to narrow in on the questions children are asking. This, in turn, provoked the teachers to consider the next possible steps and invitations they might provide to the children. As a community of practice, we appreciated that finding ways to support children moving from the ⬤ phase to the ▲ and ⬛ phases was very complex. In combination with influence from Reggio practices (Edwards, Gandini, & Forman, 2012), teachers can consider ways to help the children revisit and re-encounter their previous questions about the materials so they can stay involved with particular questions and pursue them with more depth.
Pathways versus ramps, and what is an incline?
At the beginning of a year-long ramp study, two teachers, Kathryn and Dilyn from the University of Tennessee Early Learning Center, began incorporating different ramp-building materials in their preschool classroom. They initially chose to allow the children an extended amount of time exploring the different ramp-building materials (⬤ phase); however, as the children spent time exploring the different materials, the teachers chose to closely observe and document the actions the children were making. At the same time, as part of ongoing teacher development and coaching, the teaching team was revisiting David Hawkins' chapter on Messing About (Hawkins, 2002). This time, revisiting the work on Messing About helped the teachers consider the different stages of exploration that the children moved through as they explored the concept of "What is a ramp?". Using the floorbook to document and reflect, they began to notice children moving into the ▲ phase as children began to build more and more ramps. As the children constructed their versions of ramps, the teachers noticed that they were often flat on the ground. As the children tried to roll balls along these horizontal paths, they didn't see the balls gain momentum unless someone pushed the ball along the pathway.
Noticing this dialogue between the children and their materials, the teachers made a choice to pause on this dilemma to help the children unpack and explore their understanding of how the materials, their structural designs, and gravity worked together as a system.
After reviewing a series of documentation of children working in the ⬤ and ▲ phases, Robyn, as the pedagogical coach with Kathryn and Dilyn, suggested that it might be valuable to ask the children to consider whether a flat pathway is the same as a ramp and, to further children's understanding, that they introduce the concept of inclines and angles to the children. Kathryn created a physical provocation that she introduced during a whole group meeting which would allow the children to experiment with releasing one wooden ball on a ramp piece that was placed flat on the ground and releasing another wooden ball on the ramp that was placed on a few blocks, therefore creating an incline with the ramp piece. The children and teachers took time to closely observe the actions of the ball at the two different angles and then discussed some of the things that they noticed. Several comments from our discussion led the children to make several clear observations about the differences between ramps and pathways, which encouraged the children to begin explaining their thinking in greater detail (⬛). We added them to the Ramps Floorbook as a way to remember and review their thoughts throughout this extended project work.
"We had an experiment. We wanted to see which ball would roll. The ball on the flat road didn't roll. The flat road is not a ramp, the one with the slope is a ramp!" -GHB
"I had to use force to make the ball move on the track that was fast. It wouldn't roll on it's own!" -GG
"The road with no incline made the ball stay still. The ball on the incline rolled!" -LJ
The decision about when to introduce a concept or when to add a provocation to children's inquiry can feel like a very tricky pedagogical knot. Kathryn and Dilyn were very sensitive to children's ownership of their processes and did not want to redirect children's lines of inquiry. Reading David Hawkins' work, however, gave the teachers opportunities to interpret the shifts between the phases of work and to feel more confident about knowing when and how to extend children's inquiry into new conceptual understandings. Introducing new provocations led the children down a path of discovery with ramps that lasted many weeks, as the children continued to cycle through all three phases while tinkering and testing theories with the different angles, balls, and materials. All the while, Dilyn and Kathryn invited the children, through the use of the floorbook, to revisit and re-engage with their theories and tests:
"The floorbook has kept the focus and interest in ramps current because we are constantly revisiting their work. When we allow children to engage in the reflective process with us they begin to deepen their knowledge and understanding of how their work relates the world around them. The children have been given the time to explore the answers to their questions in depth. This opportunity to have rich understanding of a material has encouraged the children to explore all of the curricular areas while investigating ramps. They have spent time writing, drawing, counting, measuring, engaging in dialogue with others, researching information, and strengthening countless other skills. They are blending new knowledge with prior knowledge and creating an understanding of it all." -Kathryn
Interpretation and Documentation in Multiple Age-Levels
To examine the phases of the Messing About cycle on a macro level, let us look to a school-wide examination of the intersections between digital and analog possibilities at the Boulder Journey School. In our early stages of exploring this topic as a school, we existed, both teachers and children, in a strong state of the ⬤ phase. Within this overarching phase of exploration, we moved through all the phases many times.
One path we played with was the invitation for children to interact with cardboard boxes that acted as projection screens for digital videos. A video of Diggum, our school's beloved pet fish, was shone into a large appliance box.
For the infants who entered this space, there was a palpable sense of wonder and curiosity as they examined the newly developed landscape. This space to explore provoked questions from the infants. Their gazes, their movements into and out of the box, and the ways they reached with their hands to try to grasp the giant fish, demonstrated the range of questions they were asking from 'what am I encountering' to 'how is this happening'. The teachers observed the infants interactions with the projection and took notes on these observable actions. In this way, the infants' time in the ⬤ phase offered a background of information for both the infants and the teachers. To the infants, these experiences acted as a way to develop, as Hawkins called it, an "acquaintance with the sheer phenomena" of digital projection (2002, p. 69). They developed familiarity which could, in time, grow into understandings about the language of physics, the language of light, the language of digital experiences. To the teachers, these experiences acted as a form of crucial feedback about the children, their interaction styles, and their curiosities. From these ⬤ phase explorations, the teachers found ways to support the shift into the ▲ and ⬛ phases.
This same invitation was offered to classes of toddlers as well. While we certainly observed the toddlers engaging in an exploratory manner (⬤), we also observed them a strong sense of them defining a pathway for their explorations (▲).
Some of the toddlers engaged with the space as a backdrop for clear dramatic play scripts as they became aquatic creatures who swam beside Diggum. Other groups of toddlers formulated questions about the mechanics of the invitation itself.
We observed Wyatt and Bailey, both age 2.5, playing inside the box for a time. At one point, Bailey sat inside of the box and noted with dismay that he could not see the projection when he faced out (towards the projector).
He turned to his teacher, Caitlin, and proclaimed, "It's not going!"
Caitlin: "It's in there. When you're in, it's on your face. See! It's on Wyatt."
Bailey: "It's on Wyatt!"
Wyatt: "It's on me! There's Diggum! (moves in to the box) Now I'm behind Diggum. (moves out of the box) Now I'm not behind Diggum."
While Bailey and Wyatt had identified a path for exploration (▲), that of gaining a deeper intimacy with the physics of light and shadow, they also stepped into the ⬛ phase as they developed theories of why the Diggum moved from being on them to behind them. And, of course, they spent time in the ⬤ as they played with these ideas.
Hawkins noted that through these phases, "discoveries were made, noted, lost, and made again…. When the mind is evolving the abstractions which will lead to physical comprehension, all of us must cross the line between ignorance and insight many times before we truly understand" (Hawkins, 2002, p. 70).
Let us take one more peek at how Diggum and his box facilitated the shifts between the three phases, this time with a group of 3- and 4-year-old children. They were in a macro ⬛ phase with storytelling; an exploration in which their class had been engaged for many months. They were uncovering new understandings about both the mechanics and the emotional output of storytelling.
This group of children had developed a ritual of offering each other birthday gifts in the form of stories composed with words that started with the same letter as the birthday child's. They had discussed extending this ritual to offer gifts to community members beyond the walls of their classroom – one of whom was Diggum. To support this ▲ thread, their teacher invited them to encounter Diggum in the box.
Adult work with Messing About
"If teachers can join us in mapping paths into subject matter, they are on their way to being able to do so for children." – (Hawkins, 2002, p. 54)
A big question in this delicate dance remains: how do we know how to facilitate the shift between the phases? How do we know when to engage in, as Frances referred to the process, "stepping in and step out" of the children's work? (Hawkins, 1974)
Looking to the Mountain View Center as inspiration, we can prioritize finding time for teachers to engage in the three phases of messing about themselves. When teachers get their hands on materials, not only do they develop a deeper understanding of the affordances and shortcomings of the material, they also develop a strong sense of empathy for the ways children shift between the phases.
Both University of Tennessee Early Learning Center and Boulder Journey School engage in regular offerings of materials workshops for educators, both for their faculty and the larger community as a whole. During these workshops, it is blazingly clear how strongly adults differentiate their play as children do. Some adults enter the play with a tendency to touch every material put out. What do the materials say to me? How do they respond to my touch? What dialogue can I enter with them? These adults are entering in a ⬤ phase, with a strong desire to uncover possibilities and no superimposed goal.
Some adults, when asked to play immediately turn to a neighbor to discuss the provocation. What is this asking me to do? What will I gain from this? How will I build new understandings? These adults are entering through a ⬛ phase, seeking to understand the complexities of the work they are about to engage in. What theoretical framework can guide their play?
Some adults select what materials they will use before the play time has even begun; beginning the work with their intentions and desires. Through their play, they may go through a series of iterations and prototypes, all the while guided by this ▲ phase of exploration.
When the adults are called to reflect on their experiences, again and again, this notion of empathy arises. They share that they can feel why one child might choose work in the same space for multiple days in a row: perhaps they are focused in the ▲ phase and not yet ready to shift. They also express an understanding for why a child might take longer to settle into the routine of the day: perhaps they are starting in a ⬤ phase and using that extra time to sample the offerings the day might bring.
This experience of teachers moving through the phases themselves offers an understanding of the value of an appropriate amount of time and space as well how to support children in utilizing that time to go deeper in their explorations.
Application to Diverse Contexts
We have developed a lists of considerations/questions to ask when planning for applications of Messing About with all ages in different contexts. We invite you to get in touch with us the ways you view how this work can respond to the strengths and opportunities in your specific settings. As pedagogical leaders, we too are often on a journey of messing about with our practices in designing learning environments and systems for both adults and children. We thrive on dialogue that is created when new and divergent ideas, theories, and experiences consider:
What materials have open-ended possibilities (think "loose parts", natural materials, recycled materials, tools).
What materials offer complexity and sophistication to the work. How do we offer materials in a way that the complexity is increased?
What materials have particular meaning to the social and natural ecology of your own program. Are there aspects of community that can be woven into the materials or lines of inquiry (e.g., geographical settings)?
Who we can invite into the work of Messing About as we engaged in this work with children. Can we create shared experiences with families, community experts, and pockets of the community who also have a vested interest in similar questions the children are asking?
When working within time constraints of pre-existing schedules, – how can children's work be saved for revisiting? Can photographs offer the possibility to revisit?
Hawkins Centers of Learning Website
University of Tennessee Early Learning Website
Boulder Journey School Website
How to Reach Us:
Robyn Brookshire – rbrooks8@utk.edu
Alex Morgan – alex.morgan@boulderjourneyschool.com
Kathryn Humber – kbarr@utk.edu
← NAEYC Accreditation Announcement
2019 Early Learning Institute Information →

redpajama_set_name: RedPajamaCommonCrawl


Often turns out with closer investigation that it is not with our rationality at all so far. Considerations and decisions are often influenced by physical sensations. American psychologists have further done this draught yet, they have checked the influence of the clothes on the mind. If my daughter sits in her boarding school sweater at the breakfast table, I know: a check stands in a queue. Miriam dopes himself, so to speak, with a garment and this is more than bare superstition as the experiments of Hajo Adam point, a management professor in the Northwestern University in the American Evans's tone. However, he has examined no boarding school pullovers, but lab smocks. White smocks are more than bare clothes pieces, they have a symbolic meaning. Surveys point, with the white smock most people think of doctors or of researcher, and with it of qualities like attention, care and exactness. Hajo Adam wanted to know whether these associations lose colour, so to speak, on own mind. In addition he let experimental subjects finish an attention test. Under a pretext he made half of them cover a lab smock to himself. Clothes influence not only as other about us think, but even as we ourselves think. Already the sight of a white smock sharpens the attention. If one carries him again himself, one identifies quite unconsciously with the mentality of a doctor or researcher. Quite differently there ran the experiment if Hajo Adam told the experimental subjects, they would carry the smock of a painter.


Tastefully styled with artistic details, the Crystal Chandelier will add a new element of decor and luxury. The glamorous and sparkling modern style chandelier that features a gleaming scroll arms frame made of high quality crystal. The transitional crystal chandelier has a candelabra style frame with crystal candelabra cups, bobeches and strands. The modern updated lighting design will make a unique statement in your interior decor. The high quality crystal shine elegantly and create a grandeur ambience. Opt for an elegant lighting solutions with the modern crystal chandelier for your home interiors. Buy beautiful decoration lights for home: Crystal Living Room Chandeliers, Bedroom Chandeliers, Dining Chandeliers, Kitchen Chandeliers etc. Buy Modern Crystal Chandeliers Online in India at best prices. Largest Lighting Store in India. Free Shipping.


text:
RSS Newsletter Contact Advertise with us
Agrifish
U.S. threatens to impose tariffs on EU products over aircraft subsidy dispute
Christian Fernsby ▼ | April 10, 2019
U.S. President Donald Trump said Tuesday the United States will impose tariffs on 11 billion U.S. dollars' worth of products from the European Union (EU), ratcheting up a protracted bilateral dispute over aircraft subsidies.
America U.S. President Donald Trump
"The World Trade Organization finds that the European Union subsidies to Airbus has adversely impacted the United States, which will now put Tariffs on $11 Billion of EU products!" Trump said on Twitter. "The EU has taken advantage of the U.S. on trade for many years. It will soon stop!"
Trump's tweet came one day after the Office of the United States Trade Representative (USTR) issued a statement saying it has begun a process under Section 301 of the Trade Act of 1974 "to identify products of the EU to which additional duties may be applied until the EU removes those subsidies."
The USTR said it is releasing for public comment a preliminary list of EU products to be covered by additional duties. "In line with U.S. law, the preliminary list contains a number of products in the civil aviation sector, including Airbus aircraft," it added in the statement.
According to the list, the products that will potentially be subject to the additional tariffs also include commodities such as a variety of seafood, dairy products, processed fruits, wine, garments, among others.
The case of EU subsidies to Airbus, according to remarks by U.S. Trade Representative Robert Lighthizer carried by the USTR statement, "has been in litigation for 14 years, and the time has come for action."
Lighthizer said the Trump administration "is preparing to respond immediately when the WTO issues its finding on the value of U.S. countermeasures." The result of the WTO arbitration is expected to come out in this summer.
An EU official was quoted by the Financial Times as saying that the 11-billion-dollar figure "is based on US internal estimates that have not been awarded by the WTO" and is "greatly exaggerated."
"The EU will request the WTO-appointed arbitrator to determine the EU's retaliation rights," the official said. "The commission is starting preparations so that the EU can promptly take action based on the arbitrator's decision."
Washington and Brussels have locked themselves in a grueling dispute settlement process at the WTO since 2004, featuring tit-for-tat appeals and counter-appeals against each other.
As the United States accuses the EU of subsidizing Airbus and the EU challenges the United States for illegally aiding Boeing Co, both sides claimed partial victory along the way.
In March 2012, the WTO ruled that at least 5 billion dollars' worth of U.S. subsidies to Boeing were illegal, notifying the United States to scrap them.
In June 2017, the WTO agreed with the EU in a ruling saying that the United States had not fully complied with the 2012 request asking it to remove the subsidies, citing the case of Washington state's tax breaks.
The USTR said a WTO appellate report in May 2018 found that "EU subsidies to high-value, twin-aisle aircraft have caused serious prejudice to U.S. interests," and that the EU's launching aid to Airbus' A350 XWB and A380 caused "significant" lost sales and lost market to Boeing.
On May 15, 2018, The European Commission issued a press release, which quoted European Trade Commissioner Cecilia Malmstrom as saying that the appellate report "has definitively rejected the U.S. challenge on the bulk of EU support to Airbus," adding that the EU "will now take swift action to ensure it is fully in line with the WTO's final decision in this case."
The EU's "remaining compliance obligations," according to Malmstrom, involve repayable loans provided to the newer A380 and A350 XWB models. ■
U.S. Chamber of Commerce says Trump undermines all business efforts
Trump seeks another $100 billion in tariffs against China
Trump administration approves $50 billion tariffs on China
Japan expects WTO to lift South Korea's ban on seafood
Czech Republic donates 1 mln euros to North Macedonia for border police strengthening
MORE INSIDE POST
China, Kiribati sign MOU on Belt and Road cooperation
Chile's president enacts law to slash drug prices 80 percent
Namibia, Britain seek to solidify trade relations after Brexit
UK rejects Trump's request to pull out of Iran's nuclear deal
Sea, Land, Air
POST Online Media Publisher: Histerius Company


Extia - Who are we?
EXTIA: n.f. Engineering consulting company. Synonym: "First who, then what! "
We offer a unique approach of consulting, combining performance and well-being at work. Driven by a strong growth since our creation in 2007, we now have 1 000 employees in Europe. Extia provides innovative solutions for clients in a wide range of sectors including Media & Technology, Finance, Telecommunication, Healthcare, Energy, Transport, Aeronautic, Space and Defence. 70% of our clients are companies listed on the Stock Exchange.
We assist our clients in every step of their development by providing expertise, whether they need technical assistance competences & skills or a fixed-price commitment service package. What makes us special is our agile approach to our clients' requirements. Being agile means being able to welcome change and seek continuous improvement. We nurture diversity of projects to constantly enhance our vision and services for our customers benefit. Support and collaboration with our clients and consultants has a sole purpose: maximise value creation.
We believe a successful project starts with a professional and personal fulfilled employee.
That is why we encourage a management based on transparency, partnership and self-improvement.
We encourage empowerment and knowledge sharing with one objective: the pleasure of working together. Because a successful company should also be a great place to work, we strive every day to maintain a nurturing environment for our employees and therefore our position on the charts of being a "Great Place to Work". In 2018, we were ranked 2nd by the Great Place to Work Institute, among French companies between 500 and 5 000 employees.
The HR policy of our company is governed by a very simple concept: foster new talents!
We focus primarily on looking for talents, and encourage a spirit of innovation.
Our human resources policy relies on the involvement of our HR teams with our consultants to establish local and participatory management.
Innovation, audacity, and listening... together, anything is possible!
The greatest achievements are often the result of the most unique ideas, which is why we always listen to our employees. Together, our ideas come to life, enabling us to evolve and offer new services to our clients. The creation of our agile digital agency Kilix, our innovation centre and our Telecoms and CFD engineering office are proof of this belief.


When you take a zesty blackberry jam and spread it on top of a buttered slice of toast, you get this delicious Blackberry Salt Nic Liquid by Jam Monster. If you like to vape dessert flavors, then you might really really like this one.
Note: Nic Salt Ejuices are meant to be used in pod or MTL devices for a satisfying mouth to lung vaping experience. Nic Salts should never be used in a sub-ohm device of any kind (sub ohm tanks, RTA or RDAs).
One 30ml Bottle of Premium Jam Monster Nic Salt Eliquids.


text:
Aboriginal Rugby League in Sydney
Heidi Norman
Persistent URL for this entry
http://dictionaryofsydney.org/entry/aboriginal_rugby_league_in_sydney
To cite this entry in text
Norman, Heidi, Aboriginal Rugby League in Sydney, Dictionary of Sydney, 2011, http://dictionaryofsydney.org/entry/aboriginal_rugby_league_in_sydney, viewed 27 Jan 2023
To cite this entry in a Wikipedia footnote citation
cite web | url= http://dictionaryofsydney.org/entry/aboriginal_rugby_league_in_sydney | title = Aboriginal Rugby League in Sydney | author = Norman, Heidi | date = 2011 | work = Dictionary of Sydney | publisher = Dictionary of Sydney Trust | accessdate = 27 Jan 2023
To cite this entry as a Wikipedia External link
cite web | url = http://dictionaryofsydney.org/entry/aboriginal_rugby_league_in_sydney | title = Aboriginal Rugby League in Sydney | accessdate = 2011 | author = Norman, Heidi | date = 2011 | work = Dictionary of Sydney | publisher = Dictionary of Sydney Trust
Sports historian Colin Tatz has argued that Rugby League has been 'kinder to Aborigines than any other football code'. [1] Aboriginal players have been part of League teams from very early in the game's history, and from the 1960s, although the number of players was not large, the contribution of talent was considerable and included representation in the national side (Lionel Morgan) and a team captain (Arthur Beetson), among other Aboriginal players. In the senior Sydney premiership competition in 1987, there were between 29 and 32 Aboriginal players, making up 9 per cent of the players in premier and reserve grade sides. [2] In the 2005 National Rugby League Grand Final, it was reported Indigenous Australians 'will make up more than 20 per cent of the players who will run onto the field at Telstra Stadium'. [3] In 2011 the National Rugby League Indigenous Council highlighted that when any National Rugby League team takes to the field one in two players are either Polynesian or Indigenous Australians.
[media]This phenomenon reflects a much longer story of Aboriginal people's enthusiasm and passion for rugby league. From the 1930s, several all or mostly Aboriginal rugby league sides competed in competitions across New South Wales. In Sydney, the Redfern All Blacks and La Perouse United, competing in the Souths Juniors competition, followed this trend. Rugby League's working class origins provide one way to understand Aboriginal people's enthusiasm for the game, but there is a relative compatibility with the social lives of Aboriginal people.
Redfern All Blacks
[media]The foundation club which dominated the premiership in the early years, the Rabbitohs, was the social centrepiece of the heavily industrialised South Sydney area. South Sydney was also increasingly a base for Aboriginal families working in the factories and yards – more notably from the interwar period – and for the many who sought refuge from government control and surveillance in the bush. Work opportunities, combined with responses to government policies, saw an ever-expanding Aboriginal community and the Redfern All Blacks became a critical social and cultural hub. Redfern All Blacks, which celebrated its 75th anniversary in November 2005, has been central to the social, cultural and political history of Aboriginal Redfern. The Redfern Aboriginal community is strongly identified with the area known as 'the Block', but before the Whitlam government handed over the land to the Aboriginal Housing Company in the early 1970s, Koori families lived on Caroline Street and surrounds. The Vincent family, for example, moved from Singleton to Redfern before World War II. The Madden, Hinton, Lester, Davidson, Robinson and Lord families were also mentioned in the research as living around Caroline Street in this earlier period. These older families, who predate the 1960s wave of migration to the inner city, strongly identified with Redfern All Blacks and this connection endures today. For example, the Vincent family has a four-generation association with Redfern All Blacks. Ray Vincent recalls being carried out on his father's shoulders at Redfern oval before World War II, when he was about four years old. [4] He spoke of his uncles and brothers playing for Redfern All Blacks and now his nephews play, including Nathan Merritt. Many other families have similar cross-generational associations with the club.
Further to this long-standing kin-based connection, Redfern All Blacks also came to be a home for many Aboriginal people who spent their early life in institutions as a result of the state government's child removal policy, particularly former residents of Kinchela Boys Home. At the 2002 Knockout Carnival – an event introduced later in this entry – the 'Kinchela Boys Home Ken Brindle Memorial Shield' was presented to the most promising player in the grand final. The shield honoured Ken Brindle's association with Redfern All Blacks and paid tribute to the association of former Kinchela residents and their special place in the Redfern community. In a ceremony prior to the grand final, the former residents walked on to the oval and were presented to the crowd as a smoking ritual was carried out. While the grief and trauma of those former residents was apparent for all to see, the ceremony affirmed their significant relationship to 'place'.
Redfern All Blacks has operated as more than a sporting team, as one community member with a 60-year association with Redfern All Blacks explained: 'When you think about it, the Blacks have been political since way back when ... without realising they were making a statement' and that 'the Blacks are the longest running political organisation that we have':
Politics is always a part of what we were doing but it was never the driving force. It was more about sport and more about family and more about community. And I think that's the way it's got to be. [5]
Rugby League was an early vehicle for Aboriginal people to gather and organise in an otherwise authoritarian and controlled environment of restricted movement and association. The football competitions, and the social and political interactions that ensued, may also have served as impetus for relocation to the city, if only because of the possibility to earn money through the game. Redfern All Blacks President, Ken Brindle, writing in New Dawn in June 1970, confirmed this sentiment in saying:
when youngsters first arrive in Sydney, a club consisting of their own people, where they can become involved and feel part of, assists them immensely to settle down in the first crucial ... weeks.
He went on to say that the club,
affords them good training in management ... and responsibility [and often] become involved in their players' problems [and] ... help to find employment, accommodation and quite often legal assistance for minor offences'. [6]
In 1969 Redfern All Blacks travelled to Moree, Casino and Bega to participate in NADOC (sic) week regional knockouts. This was covered in New Dawn with a picture of Redfern All Blacks on the front cover in June 1970, wearing red and white jerseys, after gaining sponsorship from St George Rugby League Club. [7] They also toured New Zealand in 1971 with support from the National Aboriginal Sports Foundation and of this Brindle said:
the Commonwealth Office of Aboriginal Affairs does realise the value of Aboriginal participation in sport, ... all the placard waving, demonstrating and demands will not open one tenth of the doors that can be opened through sport. [8]
Ken Brindle was involved in a range of community activities, including proposals to the Council for Aboriginal Affairs for a community centre. Similarly, Brindle, in organising the New Zealand tours, saw them as cultural exchanges and community development. Ken Brindle saw Redfern All Blacks as a means to build community and cultural capacity and pride. The football teams carried with them far greater significance – they were vehicles for community development and the re-forming of new communities.
Koorie United
Whereas Redfern All Blacks reflected particular patterns of occupation and migration, the formation of Koorie United from 1970 reflected new and changing communities. This can largely be understood in terms of the late 1960s pattern of migration of Aboriginal people to Sydney, particularly to Redfern and the inner city. While older families who migrated to Redfern in the pre-war era were affiliated with Redfern All Blacks, and La Perouse was similarly geographically linked with the south west of the city and South Coast families, Koorie United reflected different cultural groupings and social and economic experiences.
Koorie United was formed in response to the rapidly expanding Sydney Aboriginal community. The established Sydney-based Aboriginal sides, the Redfern All Blacks and La Perouse (Blacks or Panthers as they were sometimes called), were aligned with the South Sydney football district. There were simply many Aboriginal men looking for a game of football and so Koorie United joined the 'rival' Newtown Jets district, with sponsorship from Marrickville Council, where some of the committee members worked. They emerged with something of a splash, taking out the premiership in 1974.
The Koorie United committee members were connected through kinship and the shared experience of relocating to the city. Bob Morgan, Danny Rose and Bill Kennedy hailed from the north-western New South Wales town of Walgett in Gamilaroi country. Bob Smith and Victor Wright had relocated from Kempsey on the New South Wales north coast, and while the late George Jackson was based in Sydney, he also had connections with Gamilaroi as his wife was from Coonabarabran, as was Victor Wright's. This kinship connection extended to the inaugural President Jimmy Little – his wife also hails from Walgett. The formation of Koorie United can be read as a response to established kin and community affiliations as well as the desire to create means by which new and changing communities could associate and organise – and play football.
The Koorie United group were responsible for a significant innovation in Aboriginal Rugby League – they instigated the Annual New South Wales Aboriginal Rugby League Knockout Carnival in 1971. The Knockout flowered in the context of the new and growing Sydney inner-city Aboriginal community of the late 1960s and early 1970s and can also be understood as part of a much longer tradition of participation by Aboriginal people in the football code of Rugby League. Since this time the Knockout has grown to a four-day carnival run by and for the Aboriginal community each long weekend in October and attracts about 100 teams in the junior, women's and men's competitions. It is widely described as a 'modern day corroboree' for reasons that will be detailed later, as 'bigger than Christmas', and it is the largest gathering of Aboriginal people in the country.
The idea of holding the Knockout was first discussed at a meeting of Koorie United at a well-known gathering place for Kooris in Redfern in the 1960s: the Clifton Hotel. The Koorie United committee proposed holding a statewide Knockout competition in Sydney and while there had been many town-based knockout football and basketball competitions, the establishment of the Knockout set out with some different objectives. Bob Morgan says:
Our concept at the time was to also have a game where people who had difficulty breaking into the big time would be on show. They could put their skills on show and the talent scouts would come and check them out. [9]
The Knockout was formed to provide a stage for the many talented Aboriginal footballers playing at the time who were overlooked by the talent scouts. Although there were some notable exceptions, like Bruce (La Pa) Stewart playing on the wing for Easts, Aboriginal footballers experienced difficulty breaking into the 'big time'. It was thought the Knockout would provide a chance for Aboriginal footballers to shine, where they had previously been overlooked because of racism and lack of country-based recruitment.
Secondly, as original committee member Bob Morgan said:
The Knockout was never simply about football, it was about family, it was about community, it was getting people to come together and enjoy and celebrate things rather than win the competition football.
Bob Smith, founding member of the Knockout, described the event in the following way:
It's almost got the same sort of feel about it, like when you go to funerals. It's not the same but it's still an opportunity for people to meet … an opportunity for people to meet and renew friendships. [10]
The first Knockout in 1971, hosted by Koorie United at Camdenville Oval, St Peters, attracted seven teams: Koorie United, Redfern All Blacks, Kempsey, La Perouse, Walgett, Moree and a combined Mt Druitt / South Coast side. For the first few years Koorie United hosted the carnival and it was won by La Perouse United (1971), Redfern All Blacks (1972–73), Koorie United (1974) and Kempsey All Blacks in 1975. With Kempsey the first non-Sydney side to win the Knockout, it was decided that the winning team would host the Knockout the following year. In 2010, 40 years later, there were 100 teams competing at the Knockout, hosted by Walgett and held on the Central Coast.
Over the years, the size and complexity of the event has greatly increased. Bob Smith explained that in 1971 he hand-drew A4 cardboard signs and posted them around Redfern. The nomination fee was $5 and the winner 'took all' of the $35 prize money. In 2010 the entry fee was $1,500 and the winning team collected $60,000 in prize money. There were also second, third and fourth place cash prizes. In addition, the women's Knockout, which for a long time was merely a side event, attracted 12 teams in 2010 with the crowd-pleasing final played on the Monday of the October long weekend. Aside from Sydney, it has been hosted in the rural towns of Dubbo, Armidale, Bourke, Walgett and Moree and in the coastal communities of Lismore, Kempsey, Maitland, Nambucca Heads, Tweed Heads and the Central Coast.
The Knockout carnival can be understood as cultural performance and expression, where kinship-based modes of organisation merge with state-shaped communities, and where people gather for courtship and competition. The football is reminiscent of a four-day traditional ceremonial dance and celebration, but also enables new social and cultural practices to emerge. It is an opportunity for families to gather, reunite as a community and barrack for their hometown and mob, and commemorate past glories and those who have passed on. The Knockout is fiercely contested – world-class, tough football is on display and victory is a lifetime highlight for players and communities.
South-West Metropolitan Waratahs
Danny Thorne was motivated to form the South-West Metropolitan Waratahs in 2002 to compete in the Annual Knockout carnival. [11] Thorne explained that, in the absence of a traditional or tribal association in the Campbelltown area, in the south-west of Sydney, it was appropriate to come up with a team emblem that was representative: the waratah, traditional to the area and the New South Wales floral emblem, captured the whole Aboriginal community. He formed the team to build a greater sense of community and to strengthen younger players in their Aboriginal identity. For Thorne, the Knockout is an opportunity for young players to meet their extended families where those connections, which are central to identity and culture, haven't been renewed. Sometimes, he says, 'where you are second generation born in the city, you can lose those contacts with your country'. Thorne set out to build a sense of community and connection in Campbelltown and south-west Sydney amongst Aboriginal people, parallel with his own experience of migrating from Walgett to South Sydney and playing with Koorie United and at the Knockout.
Heidi Norman, 'A modern day Corroboree: towards a history of the New South Wales Aboriginal Rugby League Knockout', Aboriginal History, vol 30, 2006, pp 169–186
Heidi Norman, 'An unwanted Corroboree: the politics of the NSW Aboriginal Rugby League Knockout', Australian Aboriginal Studies, vol 2009, no. 2, pp 112–122
Colin Tatz, Obstacle race: Aborigines in sport, New South Wales University Press, Kensington NSW, 1995
[1] Colin Tatz, Obstacle race: Aborigines in sport, New South Wales University Press, Kensington NSW, 1995, p 10
[2] Colin Tatz, Obstacle race: Aborigines in sport, New South Wales University Press, Kensington NSW, 1995, ch 8
[3] Sydney Morning Herald, Weekend edition, 1–2 October 2005, p 7
[4] Interview with Ray Vincent, conducted by Heidi Norman, 25 August 2004, Redfern
[6] New Dawn, September 1970, p 5
[7] New Dawn, June 1970, cover
[8] New Dawn, June 1970, p 2
[9] Interview with B Morgan, conducted by Heidi Norman, 30 May 2004, The Entrance NSW
[10] Interview with Bob Smith, conducted by Heidi Norman, 19 September 2004, Kempsey NSW
[11] Interview with Danny Thorne, conducted by Heidi Norman, August 2004, Campbelltown NSW
Aboriginal Recreation and Sport Rugby League
Koorie United Redfern All Blacks Rugby League Club South West Metro Waratahs
New South Wales Annual Aboriginal Rugby League Knockout
Norman, Heidi
Professor Heidi Norman is a leading scholar in the field of Aboriginal political history and is chair of Indigenous Economies at UTS at the University of Technology, Sydney.
Tatz, Colin
Historian and teacher.
Morgan, Lionel
Aboriginal rugby league player and the first indigenous player selected at test level.
Beetson, Arthur
Rugby league footballer and coach, who became the first Aboriginal player to captain an Australian national team in any sport.
PIX article on the Redfern All Blacks 'Aboriginal Footballers' 1946
[PIX 5 October 1946 p28 via Trove]
Redfern All Blacks Rugby League Club
The oldest Aboriginal rugby league team in Australia which gave Aboriginal men support in the city and offered positive role models and sense of identity as well as an outlet for their sporting ability.
La Perouse United Junior Rugby League Club
Rugby league club which grew out of the Aboriginal community at La Perouse.
[PIX, 5 October 1946, p29 via Trove]
Sporting team formed in 1908 at Redfern Town Hall.
Colloquial name for Redfern locality bordered by Louis, Vine, Eveleigh and Caroline streets owned by the Aboriginal Housing Company.
Aboriginal Housing Company
Aboriginal-run housing collective, incorporated in 1973 to manage the houses in Redfern that became known as The Block.
Global conflict during the years 1939–1945. Australia's involvement in the second world war began with Prime Minister Robert Menzies' radio announcement on 3 September 1939 that the country was at war, and ended with Japan's unconditional surrender on 14 August 1945. As a member of the British Commonwealth, Australia fought with the alliance of powers known as the Allies (Great Britain, France, United States of America, the Soviet Union and China) against the Axis powers (Germany, Japan, Italy). More than a million Australians served, and for the first time the country came under direct military attack.
Vincent, Ray
Aboriginal resident in the Redfern area.
Redfern Oval
Rugby league ground which is home of the South Sydney Rabbitohs rugby league club. It adjoins Redfern Park and was originally established as a sportsground as part of the park design in the 1880s.
Merritt, Nathan
Aboriginal rugby league player.
Rugby league knockout competition competing over four days on the October long weekend that began at Camdenville Oval in St Peters in 1971. Better known as the Koori Knockout it is now played at different locations around the state with the winning team hosting the following year's competition.
Kinchela Boys Home Ken Brindle Memorial Shield
Award presented to the most promising player in the grand final of the annual New South Wales Aboriginal Knockout Rugby league competition.
Brindle, Ken
Aboriginal community leader and activist who campaigned for the removal of constitutional and legislative discrimination, and for the provision of educational opportunities for young people.
Magazine for Aboriginal people published by the Australian Institute of Aboriginal and Torres Strait Islander Studies,
Professional rugby league football club representing St George and Illawarra regions formed when their respective teams merged in 1999.
Aboriginal rugby league club formed in the 1960s as the Aboriginal community in Sydney expanded rapidly.
Newtown Rugby League Club
Sporting club formed in 1908 that played in the New South Wales Rugby League until financial difficulties led to suspension in 1983. The club still competes at its home ground, Henson Park, Marrickville.
Marrickville Council
Council formed as a municipal council in 1861. It was merged with Leichhardt and Ashfield to form Inner West Council in 2016.
Morgan, Bob
Aboriginal community leader.
Rose, Danny
Aboriginal community leader who settled in Sydney from Walgett.
Kennedy, Bill
Aboriginal man from Walgett.
Smith, Bob
Aboriginal leader from Kempsey who settled in Sydney.
Wright, Victor
Aboriginal community leader from Kempsey who settled in Sydney.
Jackson, George
Little, Jimmy
Aboriginal singer and musician whose career spans six decades.
Inner-city suburb located immediately south of the central business district whose sandhills were first settled by Chinese market gardeners and later by Aboriginal people who migrated to work in the local factories. Today it is a rich blend of public housing, renovated terraces, light industry and arts precincts.
Clifton Hotel
Hotel in Botany Road Waterloo which was a gathering place for Aborigines in the 1960s and 1970s.
Stewart, Bruce (La Pa)
Professional rugby league football club based in the Eastern suburbs.
Camdenville Park
Recreation area bounded by May Street, Bedwin Road, Council Street and the Illawarra train line in St Peters on land formerly used as brickworks.
Inner western residential, commercial and industrial suburb, named after the Anglican church around which it developed. It is recognisable by the iconic chimneys of the former brickworks, now part of Sydney Park, built to take advantage of vast deposits of clay.
Mount Druitt
Western residential and commercial suburb, named for Governor Macquarie's Colonial Engineer who was a landowner in the area. In the 1960s it became the centre of New South Wales Housing Commission developments in surrounding suburbs.
Thorne, Danny
Aboriginal community activist who formed the South West Metro Waratahs rugby league team to build a sense of community in the Campbelltown area.
South West Metro Waratahs
Aboriginal rugby league club formed in the Campbelltown area.
Suburb on Sydney's south-western fringes which grew from a township founded in 1820 by Governor Macquarie that commemorates his wife Elizabeth's maiden name. Rural in nature until the 1960s, the suburb has since grown into a major population centre.


I just finished merging my 2010 "Wayne's Project" with this blog, so don't panic if your reader says I have +/-290 new entries (I don't know if it will or not). Rest assured, this is only my second new one today!
Lol. great title for the post. Oh and Nice two lips too!


We are pleased to inform the public that the July to December 2018 issue of the Kantor Center and Database Bulletin is now available online.
It includes information on the full scope of activities of our center, on its research projects on world-wide legislation against discrimination, as well as issues on demography and history, and an ongoing follow-up of highlights from the Moshe Kantor Database on Antisemitism and Racism.
The periodical bulletin also offers updated information on matters related to European Jews and worldwide antisemitism; new books; new articles; book reviews; reports; conferences and workshops.
You are invited to view it online at the following link: Bulletin July to December 2018.pdf.
Please remember that since 2017, the bulletin is available as a PDF file. An appropriate program is needed to read it.
Clicking on each item from within the PDF bulletin will open a follow-up page in your browser.


Camp for €20,- a night at Campsite Le Paradis in low season with CampingCard ACSI. Campsite Le Paradis, located in Saint-Léon-sur-Vézère (Dordogne), is a campsite with 144 touring pitches. With your CampingCard ACSI you can camp on one of the pitches during the following periods: 01-04-2019 - 06-07-2019 and 31-08-2019 - 20-10-2019. At this campsite you can not only use your CampingCard ACSI for inexpensive camping, you can also use your ACSI Club ID (as an alternative ID).
A very luxurious campsite on the banks of the Vézère. Spacious pitches surrounded by lovely vegetation. Many historic sights in the immediate vicinity. Plenty of sports opportunities and entertainment. Very clean and comfortable toilet facilities.
Would you like to book Campsite Le Paradis or request more information? You can do both using the information below or by visiting the campsite's website.
The campsite is located on the D706 Montignac-Les Eyzies (do not turn off towards the village St. Léon). Follow the signs.
CampingCard ACSI will send your information request to "Campsite Le Paradis".


text:
Japanese Government And Tepco Apparently Lying To The People
I almost can't Twitter as fast as the shocking news are coming in. Let's face it, the situation is totally out of control. Either the company Tepco and the government of Japan really don't know that 3 reactors are melting or they trying to hide the biggest nuclear disaster ever.
Why the biggest? Wasn't that Chernobyl? Chernobyl was one, much smaller, reactor. At the moment 3 reactor cores are melting. The radiation level is high. The US carrier "Ronald Reagan" was contaminated and the mission to help aborted. A massive amount of radioactive material is purred out. Cooling with seawater means even more contaminated material, though it's the only way to keep the reactors from exploding.
Yes, the reactors are apparently not exploded. 2 reactor buildings did. That, of course, means there is a lot of radiation. It's impossible that such a scenario can happen without having a radioactive leak. So the situation is worse from that point. Fukushima 1 has 3 melting cores, Fukushima 2 has stil cooling problems. Tokai II is in critical state, and Onagawa still has a nuclear emergency after the fire in the turbine hall. For the nuclear industry it's much worse than Chernobyl. The "showroom" technology and the shiny example of a nuclear powered nation are vaporizing. And it shows clearly that nuclear power is not controllable.
Now, some minutes ago, Japan plead to rescue teams from the EU, to retreat and not enter the country. What does the government want to hide? The situation is out of control. On the nuclear site and on the political site.


text:
Q: django form field - how to present the value in a form template I have a model with a FileField which is shown below. I use this model in a model form.
receipt  = models.FileField(upload_to='receipt/%m-%Y/', max_length=255)

I can save the object and the receipt field contains the file url.
Now when I present this object with the model form the file url is not presented, instead a message "no file chosen" is presented.
This is the html template I m using for the form:
<table  cellspacing="5">
 {{ cash_expenditure_form.as_table }}
</table>

and the form that I'm using:
class CashExpenditureForm(forms.ModelForm):
class Meta:
    model = CashExpenditure
    exclude = ('project','paid', 'paid_check','invoice','cash_expenditure_selection')

When I check this object in the admin the field url is presented as expected. Thus I think something is missing in the html form template.
Solution:
AdminFileWidget does the trick ;-) easy as always..

A: I'm not sure you can pre-fill file selection field.

The file input type creates a field through which users can upload files from their local computer or network. The VALUE attribute specifies the name of the initial file, but it is typically ignored by browsers as a security precaution. The ACCEPT attribute gives a comma-separated list of media types accepted, allowing the browser to filter out inappropriate files. Current browsers generally ignore the ACCEPT attribute.

http://www.htmlhelp.org/reference/html40/forms/input.html

redpajama_set_name: RedPajamaStackExchange


Successful reduction of Saudi-Iranian tensions remains a long shot. But the Chinese may calculate that the effort alone will enhance their credibility as a major regional player. Read moreover, even a minor reduction in Gulf tensions will complicate Trump administration efforts to increase pressure on Iran, thereby avoiding a major political dilemma for China in its dealings with the United States.


Author Susan Aguilo @ Pine Grove Learning Commons Author Susan Aguilo is coming to our school and we are thrilled to offer this literacy event to our Pine Grove students. If you would like your child to purchase a signed book they may do so on the day of the event.
If you have any questions about the Author Visit, please contact Mrs. Meleca.
Pine Grove Public School will host our annual Meet the Teacher/Curriculum Night on Tuesday October 3 from 6 to 8 pm. From 6 to 7 pm students and families will have the opportunity to enjoy pizza and drinks (all orders through School Cash Online) and social interaction with staff and families in our community. Beginning at 7 pm teachers will conduct 20 minute presentations on curriculum programming and student expectations. There will be a 10 minute transition time and from 7:30-7:50 repeat the presentation. This allows parents with more than one child to visit two classrooms.
Summer holiday's are over and it's time to start yet another school year. The staff at Pine Grove are ready to make it our best year yet. Teachers and staff have been in working hard to prepare their classrooms for students arriving on Tuesday. Caretaking has been working hard too and the school is ready to go.
A friendly reminder to parents that drop off is at 8:10-8:25 am and our staff are on duty during this time. Make a new school commitment to be early and get your children started off on the right foot. Dismissal is 2:45. Students taking the bus will be organizing in the gym for the first few days so that they all know where they are going. Parents picking students up, please park in our lot or on the street and pre-arrange a meeting place, such as student dismissal doors. School bus information can be found at www.schoolbuscity.com. and we recommend that you visit this to confirm bus stop information and to answer any questions that you might have.


Scrolling over the "Designers" link will give you handy, immediate access to the top 20 most popular designers available at Revolve Clothing as well as a list of brands that the Revolve editors love.
Revolve regularly posts photos of their coolest new clothing in a range of styles.
Revolve Clothing Social Media Links.
You'll find itemized lists of all your items along with an estimated total.Register Here, get personalized emails, track favorite shops, save promotional codes for google play gift card malaysia later.A size guide contains detailed information on the size measurements from around the world to help you order precisely what you need.Revolve Clothing on : Keep at the top of your fashion game by subscribing to Revolve Clothing on.Take 15 Off Clothing, take 15 Off Apps.Gift cards never expire and are offered at a range of values.
Additionally, a "Fit Predictor" feature is available for dresses, allowing you to enter information on your size and similar dresses by other designers that fit you and determine the best size fit for you.After choosing whether you want to browse in the men's or women's section of the catalog, you can then access departments like shoes, clothing, and accessories to narrow your search down.Get An Extra 40 Off Purchase.Up-and-coming designers and urban style feature prominently in the Revolve Clothing catalog.Save 10 On Clothing, enjoy 20 Off Clothing, take 10 Off Clothing.GO TO Revolve Clothing, all Revolve Clothing Coupons Curated By: Susan.Women's clothing includes popular brands like Jen's Pirate Booty, J Brand, and Marc by Marc Jacobs.Videos focus on everything fashion, from how-to videos on makeup design and glimpses of upcoming catalogs to exclusive interviews with designers and models.
Refrigerate until ready to assemble cups.Or, it could just be a fluke.Cookie, dough and thats the recipe we are sharing today.This birthday cake edible cookie dough recipe makes a festive cookie dough thatll bring joy to their faces!Beat in the vanilla, milk, and flour.My husband had to work Saturday, so..
Parents' Guide to IQ Testing and Gifted Education is the only book written specifically for parents who need to understand gifted testing and gifted programming so that they can make informed decisions for their children.Yes, but in most instances, I would wait a year or so before re-testing.What does "optimal..
Then there were the groups of tourists with their eyes peeled open and their jaws on the floor in an uncomfortable disbelief.Really though, its not a scary scam.ImageNet Algorithms (research and ideas,.g.The reason for this will become more clear once we talk about training.Notice allegiant air promo code february 2015..


I can't keep up, and when I do try to read, I don't understand a word.
Anything to oblige. For the benefit of BW, and any other ladies of a certain age whose musical tastes fossilised in the late 1970s, I have now marked – and will continue to mark – all post titles in the "Singles Of The Year" series containing significant portions of non-musical content with the handy acronym (NMC). For I am nothing if not eager to retain the largest readership possible please.


text:
"""
  mv SiteMover

  :author: David Cameron <david.cameron@cern.ch>, 2016
"""

from .base import BaseSiteMover

from PilotErrors import PilotErrors, PilotException

import os, re, shutil

class mvSiteMover(BaseSiteMover):
    """ SiteMover that uses link for stage in and move for stage out """

    name = 'mv'
    # list of supported schemes for transfers - use them all since surl is not used
    schemes = ['file', 'srm', 'gsiftp', 'https', 'root', 'davs', 's3']

    require_replicas = False       ## quick hack to avoid query Rucio to resolve input replicas

    def __init__(self, *args, **kwargs):
        super(mvSiteMover, self).__init__(*args, **kwargs)
        self.init_dir = os.environ['HOME']

    def check_availablespace(self, maxinputsize, files):
        """
            Verify that enough local space is available to stage in and run the job
            :raise: PilotException in case of not enough space
            Not applicable for given Mover
        """
        pass

    def createOutputList(self, fspec, dest):

        if fspec.turl.startswith('s3://'):
            # Use Rucio proxy to upload to OS
            turl = fspec.turl
            turl = re.sub(r'^s3', 's3+rucio', turl)
            # Add failureallowed option so failed upload does not fail job
            rucio = 'rucio://rucio-lb-prod.cern.ch;failureallowed=yes/objectstores'
            rse = fspec.ddmendpoint
            activity = 'write'
            destsurl = '/'.join([rucio, turl, rse, activity])
        else:
            # Calculate checksum of file - even though it is already known by pilot
            # it is not passed through to new movers
            checksum = self.calc_file_checksum(dest)[0]
            token = self.ddmconf.get(fspec.ddmendpoint, {}).get('token')
            # Add ARC options to SURL
            destsurl = re.sub(r'((:\d+)/)', r'\2;autodir=no;spacetoken=%s/' % token, fspec.turl)
            destsurl += ':checksumtype=%s:checksumvalue=%s' % (self.checksum_type, checksum)

        self.log('Adding to output.list: %s %s' % (fspec.lfn, destsurl))
        # Write output.list
        with open(os.path.join(self.init_dir, 'output.list'), 'a') as f:
            f.write('%s %s\n' % (fspec.lfn, destsurl))

    def getSURL(self, se, se_path, scope, lfn, job=None, pathConvention=None, ddmEndpoint=None):
        """
        Override from base because it throws an exception for paths without
        '/rucio' so we need this to do OS uploads
        """

        ddmType = self.ddmconf.get(ddmEndpoint, {}).get('type')
        if ddmType and ddmType in ['OS_LOGS', 'OS_ES']:
            surl = se + os.path.join(se_path, "%s:%s" % (scope, lfn))
        else:
            surl = self.getSURLRucio(se, se_path, scope, lfn, job)
        return surl

    def stageIn(self, source, destination, fspec):
        """
        Override stageIn rather than stageInFile since most of stageIn is
        unnecessary.
        Make a link from the downloaded file to the pilot working directory.

        :param source:      original (remote) file location - not used
        :param destination: where to create the link
        :param fspec:  dictionary containing destination replicas, scope, lfn
        :return:       destination file details (checksumtype, checksum, size)
        """
        # block pre-load input file BEGIN
        # Alexander B.: the next block is necessary for testing of BOINC pilot on GRID resources.
        # it works only if the special variable "PRELOAD_STAGIN_FILES_FOR_MV_SITEMOVER" is set in external environment
        fileExpectedLocation='%s/%s' % (self.init_dir, fspec.lfn)     # the place where original mv_sitemover expect to find the file
        if not os.path.exists(fileExpectedLocation):
            preloadFilesFlag=os.environ.get("PRELOAD_STAGIN_FILES_FOR_MV_SITEMOVER")
            if preloadFilesFlag and ( preloadFilesFlag=='1' or preloadFilesFlag=="yes"  or preloadFilesFlag=="on" ) :
                # the expected behavior actions:
                # rucio download valid1:EVNT.01416937._000001.pool.root.1
                # mv valid1/EVNT.01416937._000001.pool.root.1 ./EVNT.09355665._094116.pool.root.1

                self.log('pp: pre-load files for mv_sitemover: download locally stageIn the file: scope=%s file=%s' % (fspec.scope, fspec.lfn))

                cmd = 'rucio download %s:%s' % (fspec.scope, fspec.lfn)
                self.log("Executing command: %s" % cmd)

                from subprocess import Popen, PIPE, STDOUT
                c = Popen(cmd, stdout=PIPE, stderr=STDOUT, shell=True)
                output = c.communicate()[0]
                if c.returncode:
                    raise Exception(output)

                fileRucioLocation='%s/%s' % (fspec.scope, fspec.lfn)  # the place where Rucio downloads file
                self.log('pp: move from %s to %s' % (fileRucioLocation, fileExpectedLocation))
                try:
                    os.rename(fileRucioLocation, fileExpectedLocation)
                except OSError, e:
                    raise PilotException('stageIn failed when rename the file from rucio location: %s' % str(e), code=PilotErrors.ERR_STAGEINFAILED)
        # block preload input file END

        src = os.path.join(self.init_dir, fspec.lfn)
        self.log('Creating link from %s to %s' % (fspec.lfn, src))
        try:
            os.symlink(src, fspec.lfn)
        except OSError as e:
            raise PilotException('stageIn failed: %s' % str(e), code=PilotErrors.ERR_STAGEINFAILED)

        if not os.path.exists(fspec.lfn):
            raise PilotException('stageIn failed: symlink points to non-existent file', code=PilotErrors.ERR_STAGEINFAILED)

        self.log('Symlink successful')
        checksum, checksum_type = fspec.get_checksum()
        return {'checksum_type': checksum_type,
                'checksum': checksum,
                'filesize': fspec.filesize}

    def stageOut(self, source, destination, fspec):
        """
        Override stageOut rather than stageOutFile since most of stageOut is
        unnecessary.
        Move the output file from the pilot working directory to the top level
        directory.
        Create the output file list for ARC CE.

        :param source:      local file location
        :param destination: remote location to copy file
        :param fspec:  dictionary containing destination replicas, scope, lfn
        :return:       destination file details (checksumtype, checksum, size)
        """

        src = os.path.realpath(fspec.lfn)
        dest = os.path.join(self.init_dir, fspec.lfn)
        self.log('Moving %s to %s' % (src, dest))
        try:
            # OS copy is done first so don't move
            if fspec.activity != 'pls':
                shutil.move(src, dest)
        except IOError as e:
            raise PilotException('stageOut failed: %s' % str(e), code=PilotErrors.ERR_STAGEOUTFAILED)

        self.log('Copy successful')

        # Create output list for ARC CE
        self.createOutputList(fspec, dest)

        checksum, checksum_type = fspec.get_checksum()
        return {'checksum_type': checksum_type,
                'checksum': checksum,
                'filesize': fspec.filesize}

redpajama_set_name: RedPajamaGithub


text:
How to Travel From Florence to Paris
Europe France Paris
All Paris
Courtney Traub
Courtney Traub has covered Paris and other European destinations for TripSavvy since 2006. She is co-author of the 2012 Michelin Green Guide to Northern France & the Paris Region.
bazzadarambler/Flickr/CC BY 2.0
Are you planning a trip from Florence to Paris? If so, the 300-mile trip is driveable, but it may take you 12 hours to get there by car. You do have many options, such as traveling by train, plane, bus, or car. Factors to look at include cost, travel time, and hassle.
Flying can be an inexpensive and popular option, especially if you are short on time and need to get between the two points as quickly as possible. The flight is roughly two hours long and on average will cost about $200 to $300. You can bring the cost down on flights if you fly through less popular airports such as Beauvais Airport and Pisa Airport or if you use low-cost regional air carriers such as easyjet and Ryanair.
International carriers including Alitalia, Air France, easyjet, and Ryanair offer daily flights from Florence (some can leave from the Pisa airport) to Paris, arriving at Roissy-Charles de Gaulle Airport, Orly Airport, and Beauvais Airport. Flights to Beauvais Airport, located in the far outskirts of Paris (Ryanair flies there), may be a cheaper option, but you will need to plan on at least an extra hour or so to get to central Paris.
If you can afford to take the time, taking the train can offer a more picturesque, and potentially more relaxing and enjoyable way of making the journey between Paris and Florence.
Rather than spending several hours cooped up in airports, going through security, and then arranging transport to and from the airport, a train would allow you to take in the landscapes and perhaps even enjoy some unique cultural experiences along the way. The views of northern Italy, the South of France, and then the French capital are a sight to behold.
This option can get you to Paris from Florence in roughly 12 hours for about $150 to $200. Overnight trains on the Artesia night line will take significantly longer but are an option if you feel comfortable with rickety sleeper trains.
Car or Bus
It can take 12 hours or more to get from Florence to Paris by car, but it can be an enjoyable way to see a few scenic stretches of Italy and France or stop for meals for a gastronomic road trip. Expect to pay toll fees at several points throughout the trip. This can be a good option if you wish to make stopovers to other cities in Italy or France on your way to Paris.
One major drawback with a car rental in Europe is that there are astronomical fees for "dropping off" or transferring a car from one country to another. So, if you start your trip in Paris and end in Florence, just for dropping off the car in another country (even if it's the same car rental company), you might end up paying $1,000. That does not include the car rental fee. But, if you could do a round-trip visit and return the car where you got it, then you would not be subject to the dropping fee. A car rental would run you about $400 for the week for a compact car.
Another motoring option is the bus. You can also take a bus directly from Florence to Paris. The bus fare would average about $90 and it would take you about 18 hours to get there.
Arranging Ground Transportation
If you are arriving in Paris by plane, you will need to figure out how to get to the center of the city from the airport. There are several Paris ground transport options such as renting a car, taking a taxi, or taking the train from the airport.
Travel Tips: How to Get From Venice to Paris
The Best Ways to Travel From Madrid to Paris: Trains, Flights & More
Planes, Trains, and Automobiles: How to Get From Rome to Paris
Your Best Options for Travelling From Lisbon to Paris
How to Travel From Milan to Paris: Your Best Options
Traveling From London to Paris: What's the Best Way to Go?
How to Travel From Amsterdam to Paris: Your 4 Main Options
How to Travel From Brussels to Paris: Your Best Options
Everything You Need to Know About Booking Flights to Spain
Are Buy-Back Car Leases Better Than Car Rental in Europe?
Ryanair vs. easyJet, Which Airline Is Better?
These Are the Best Ways to Travel From Edinburgh to Paris
How to Visit Florence From Venice
Easiest Methods for Traveling From Vienna to Paris
A Guide to the Airports in Paris
Paris or London to Mont St Michel


I toured Spring Mountain Adventures in Upper Salford Township (bordering Spring Mount, Lower Frederick Township). Owned and operated by the Buckman family, Spring Mountain Adventures is a year-round outdoor recreational facility. In the winter, it is a ski destination with skiing, tubing and snowboarding. From the spring until late fall, the location is busy with canopy tours (zip lines), mountain biking trails, specialty summer camps and its famous Halloween fright tours. Additionally, special events are held at the site for public and private functions.
CEO of Spring Mountain Adventures, Rick Buckman gave me a guided tour of the canopy tour and mountain bike trail system. Rick is a respected businessman in the county and has long been involved in outdoor recreation.
The canopy tours, which have been in operation for nine years, are fun and exciting for both individuals and groups. While visiting, I met a group of people on a tour that included individuals, couples and a woman celebrating her birthday! The tour is also used by companies as team-building exercise for their employees.
The Buckmans have been operating Spring Mountain Adventures since 2000 and look forward to many years of providing year round recreational adventures. For more information about Spring Mountain Adventures, click here for their website or find them on Facebook. Remember that patronizing local businesses helps the community.