text:
Teachers Aren't 'Interchangeable' in Tennessee
Intense and persistent lobbying by the National Right to Work Committee's Tennessee members and supporters helped convince GOP legislators and Gov. Bill Haslam (R) to prohibit union monopoly bargaining in public schools. Credit: Chattanooga (Tenn.) Times Free Press
Volunteer State Teacher Union Bosses Losing Monopoly Privileges
This year, Right to Work proponents have scored a series of remarkable, though still mostly very tenuous, state victories over government union kingpins.
In March, Wisconsin and Ohio became the first states ever to revoke government union bosses' privilege to get workers fired for refusal to pay dues or fees to an unwanted union after previously passing a law authorizing compulsory unionism.
The following month, Right to Work Oklahoma passed legislation denying government union bosses the legal power to force municipal officials to recognize them as public employees' "exclusive" bargaining agents.
And now Right to Work Tennessee has achieved another milestone by effectively repealing the mislabeled "Education Professional Negotiations" Act, which authorized and promoted union monopoly-bargaining control over teachers and other K-12 public school instructional employees.
Union lobbyists rammed public school monopoly bargaining through the Tennessee Legislature in 1978. Big Labor puppet Gov. Ray Blanton (D) then eagerly signed the measure.
As a consequence of the Blanton law, educators in 92 Tennessee school systems, roughly two-thirds of all the districts in the state, are currently forced to accept union monopoly bargaining in order to keep their jobs.
The monopoly-bargaining system, now statutorily imposed on some or all state and local government employees in 36 states, hands union officials "exclusive" power to bargain over wages, benefits, and working conditions.
'We're Putting the Entire Education System at Risk'
Even public employees who choose not to join a union must work under contract terms negotiated by union bosses, or quit their jobs. Independent-minded employees are stripped of any freedom to negotiate with employers on their own behalf.
Of course, in Tennessee and other Right to Work states with public-school monopoly bargaining, educators are at least protected from being forced to pay tribute for Big Labor "representation" they never asked for. But that only limits the damage somewhat.
Even more than other public institutions, K-12 schools are corrupted by union monopoly control over employees. Arne Duncan, secretary of education for pro-forced unionism President Barack Obama, admitted as much in a speech delivered, of all places, at the National Education Association (NEA) teacher union's 2009 convention in San Diego, Calif.
While he carefully avoided condemning monopolistic teacher unionism per se, Mr. Duncan bemoaned the fact that contracts blessed by union officials wielding monopoly-bargaining privileges have "produced an industrial, factory model of education that treats all teachers like interchangeable widgets."
Mr. Duncan cited, for example, contract rules that base teachers' pay entirely on how many years they've been on the job and how many years of higher education they have under their belts, regardless of what subject they studied or how well they learned it.
"School systems pay teachers billions of dollars each year for earning credentials that do very little to improve the quality of teaching," Mr. Duncan charged.
"At the same time, many schools give nothing at all to the teachers who go the extra mile and make all the difference in students' lives." At another point in the speech, he warned: "[W]e are not only putting kids at risk, we're putting the entire education system at risk."
Asking Teacher Union Bosses to Stop Abusing Their Government-Granted Privileges Won't Work
In the private sector, math majors earn salaries twice as high, on average, as those of English or history majors. But teacher union monopolists stubbornly insist all teachers be kept under the same rigid pay schedule. Credit: L. Todd Spencer/The Virginian Pilot
"Two years ago, Arne Duncan did a pretty good job of showing how teacher union monopolists are killing hopes of reform in school districts around the country," said National Right to Work Committee President Mark Mix.
"But merely identifying the symptom is no cure for the malady. And the Obama Administration's education 'reform' program blithely assumes teacher union bosses will stop abusing their government-granted privileges if 'friends' like Arne Duncan ask them to enough times.
"The fact is, NEA and other teacher union bosses have a vested interest in teachers being treated as 'interchangeable widgets.' That forces educators to rely on the union elite, rather than their own efforts, to enhance their job security and improve their pay.
"Contrary to Mr. Duncan's view, you can't bring about genuine reform by 'working with' teacher union monopolists. Instead, your first step must be to take away their monopoly privileges. And Tennessee has just taken this step."
Under the Professional Educators Collaborative Conferencing Act of 2011, approved by the Tennessee Legislature and signed into law by Gov. Bill Haslam (R) June 1, many school boards will meet regularly with designated teacher representatives and discuss working conditions.
For the First Time in Decades, Nonunion Teachers Will Have a Voice
But in stark contrast to the current practices in the vast majority of Volunteer State school districts, no Tennessee Education Association (TEA/NEA) or other teacher union boss will in the future have a legally protected monopoly over all "employee" input in those discussions.
Instead, any educator organization, including nonunion groups opposed in principle to monopoly bargaining and forced unionism of all kinds, that receives the support of at least 15% of a school district's instructional employees will send representatives to the discussions.
The newly enacted law also prohibits teacher union bosses (or anyone else) from using schools' taxpayer-funded payroll-deduction systems to fund electioneering activities.
Once the Collaborative Conferencing Act takes effect, teachers who choose not to join any union will, for the first time in decades, have a voice in discussions with school districts throughout Tennessee regarding salaries, benefits, working conditions and grievances.
Mr. Mix said a large share of the credit for this very positive development is due to the roughly 46,000 National Committee members and supporters in Tennessee.
National Committee Members and Allies in Tennessee Opposed Phony 'Compromise' Schemes
"While Tennessee's Capitol in Nashville is now dominated by Republicans who owe little or nothing to Big Labor, many GOP legislators, especially in the House, prefer to appease rather than confront the teacher union hierarchy," Mr. Mix explained.
"Consequently, after a Tennessee Senate panel approved legislation [S.B.113] repealing union monopoly bargaining in public education this year, House Republican leaders publicly complained this measure was too 'radical.'
"Republican politicians in the state House wanted instead to pass legislation merely limiting, somewhat, the scope of teacher union officials' monopoly-bargaining privileges.
"The fact is, this would have accomplished relatively little, but not lessened the furious reaction of the teacher union hierarchy by even one whit.
"Mobilized by the National Committee, pro-Right to Work Tennesseans deluged their legislators with postcards, e-mails, and phone calls every time they heard news of a possible GOP sellout on monopoly bargaining in public education.
"Thanks to the grass-roots activism, House Republicans and Gov. Haslam ultimately went along with Senate Republicans on the core issue of education reform.
"In the future, teacher union bosses will no longer be able to cajole Tennessee school systems into granting them legal monopoly privileges, or have the legal power to force school officials to recognize them as educators' 'exclusive' bargaining agents."
But Mr. Mix cautioned that Right to Work supporters will need to monitor closely implementation of the new law once current monopolistic school contracts expire.
'Collaborative Conferencing' May Not Be an Ideal Solution
"Instead of eliminating monopoly bargaining simply by empowering individual teachers to negotiate with school officials on their own behalf, 'collaborative conferencing' continues to favor groups over individuals," he said.
"The new Tennessee system is far preferable to what it replaces, because teachers who dissent from Big Labor ideology and policies will have the legal prerogative to select their own representative for discussions over working conditions.
"However, there is a danger that teacher union chiefs will successfully wield their political clout to intimidate school boards into circumventing the law and effectively shutting out nonunion educator groups from the 'collaborative conferences.'
"In the coming years, National Right to Work will take every appropriate step to ensure that, under the Collaborative Conferencing Act, nonunion Tennessee educator groups truly have equal access to air their concerns with school officials, as the language of the law promises."
Forced Dues
Forced-Dues for Politics
Government Grants to Unions
Monopoly Bargaining
Public Employees
Arne Duncan
Mark Mix
Professional Educators Collaborative Conferencing Act of 2011
Ray Blanton
S.B.113
Tennessee Education Association
Tennessee Legislature
Californians flee failed forced-unionism policies, empty state U-Haul truck supply
National Review: U-Haul Literally Ran Out of Trucks Leaving California U-Haul produces an annual "…
Nearly a 2:1 Advantage in Employment Growth
Right to Work states outpaced forced-dues states in job growth by nearly 2:1 over the past decade...
Union-Label Politicians Will Be Held Accountable
Sens. Warnock, Kelly, and Cortez Masto represent states with longstanding and highly popular Right to Work laws...


text:
Q: tensorflow keras fit, input validation data (data, (target1,target2)) ,got error :'expected no data, but got:' Build a subclassed model with multiple outputs, use tensorflow datasets as input. Custom defined datasets.
Use keras fit to train model.
When i only use train dataset, it could run. But once i use same type datasets as validation input, it goes wrong like:
     'Error when checking model target: expected no data, but got:'
Data type is like 'tuple(data, (target[0], target[1]))'
tensorflow-gpu==1.12, tensorflow.keras
Wrong information
File "/home/god/anaconda3/envs/tensorflow_n/lib/python3.6/site-packages/tensorflow/python/keras/engine/training.py", line 1574, in fit
steps=validation_steps)

File "/home/god/anaconda3/envs/tensorflow_n/lib/python3.6/site-packages/tensorflow/python/keras/engine/training.py", line 992, in _standardize_user_data
class_weight, batch_size)

File "/home/god/anaconda3/envs/tensorflow_n/lib/python3.6/site-packages/tensorflow/python/keras/engine/training.py", line 1154, in _standardize_weights
exception_prefix='target')

File "/home/god/anaconda3/envs/tensorflow_n/lib/python3.6/site-packages/tensorflow/python/keras/engine/training_utils.py", line 257, in standardize_input_data
'expected no data, but got:', data)

ValueError: ('Error when checking model target: expected no data, but got:', (<tf.Tensor 'IteratorGetNext_1:1' shape=(16, 16, 513) dtype=float32>, <tf.Tensor 'IteratorGetNext_1:2' shape=(16, 16, 513) dtype=float32>))

simplification code cause same error
import tensorflow as tf

class Model(tf.keras.Model):
    def __init__(self):
        super().__init__()
        self.dense1 = tf.keras.layers.Dense(units=16)
        self.dense2 = tf.keras.layers.Dense(units=16)

    def compute_output_shape(self, input_shape):
        return input_shape, input_shape

    def call(self, inputs, training=None, mask=None):
        out1 = self.dense1(inputs)
        out2 = self.dense2(inputs)
        return out1, out2

train_dataset = tf.data.Dataset.from_tensor_slices(
    (tf.constant(0., shape=[1024, 16]), (tf.constant(0., shape=[1024, 16]), tf.constant(0., shape=[1024, 16])))).repeat().batch(32)

valid_dataset = tf.data.Dataset.from_tensor_slices(
    (tf.constant(0., shape=[128, 16]), (tf.constant(0., shape=[128, 16]), tf.constant(0., shape=[128, 16])))).repeat(1).batch(32)

model = Model()
model.compile(
    optimizer=tf.train.AdamOptimizer(learning_rate=1e-4),
    loss=[tf.keras.losses.mse, tf.keras.losses.mse],
    loss_weights=[1, 1]
)
model.fit(
    train_dataset,
    validation_data=valid_dataset,
    epochs=10,
    steps_per_epoch=30,
    validation_steps=4,
)

A: Keras is not PyTorch, you should not subclass model without a very advanced reason.
inputs = Input(input_shape)
out1 = Dense(16)(inputs)
out2 = Dense(16)(inputs)

model = tf.keras.Model(inputs, [out1,out2])

Separate x and y when training:
x_train = your_tuple[0]
y_train = your_tuple[1]

model.fit(x_train, y_train, ....)

redpajama_set_name: RedPajamaStackExchange


text:
Stylidium armeria är en tvåhjärtbladig växtart. Stylidium armeria ingår i släktet Stylidium och familjen Stylidiaceae.

Underarter

Arten delas in i följande underarter:

 S. a. armeria
 S. a. pilosifolium

Bildgalleri

Källor

Externa länkar

Asterordningen
armeria

redpajama_set_name: RedPajamaWikipedia


text:
/********
File: GameOverlay.h
Authors: Émile Fugulin, Jean-Philippe Fournier, Philippe Spino, Julien Larochelle
Date: 06 avril 2016
Description: Game overlay to display the life of each player and if a player won.
********/

#ifndef GAMEOVERLAY_H
#define GAMEOVERLAY_H

#include <QGraphicsRectItem>
#include <QPainter>
#include <QObject>

#include "Player.h"

class GameOverlay : public QObject, public QGraphicsItem
{
    Q_OBJECT

public:
    GameOverlay(QGraphicsItem* parent = 0) : QGraphicsItem(parent), m_player1Life(100), m_player2Life(100), m_outlineWidth(0) {}

    virtual QRectF boundingRect() const;

	virtual void paint(QPainter *painter, const QStyleOptionGraphicsItem *option, QWidget *widget = Q_NULLPTR);

public slots:
	void newPlayerLife(Player player, int life);

private:
	int m_player1Life;
	int m_player2Life;
    double m_outlineWidth;
};

#endif

redpajama_set_name: RedPajamaGithub


text:
Home Chevron icon It indicates an expandable section or menu, or sometimes previous / next navigation options. Politics
A Republican senator just gave Libra its first voice of support in Congress after its rocky start with regulators and partners
Mary Meisenzahl
FILE PHOTO: Representations of virtual currency and Libra logo illustration picture
South Dakota Sen. Mike Rounds came out as Libra's first major supporter in Congress on Thursday.
Senator Rounds wrote a letter to Libra Association member Anchorage praising the company's "entrepreneurial spirit."
Other Libra backers including PayPal, Mastercard, and Visa recently backed out of Facebook's cryptocurrency project.
South Dakota Sen. Mike Rounds has become the first major supporter of Libra, Facebook's venture into cryptocurrency.
On Thursday, Rounds sent a supportive letter to Libra Association member Anchorage, a San Francisco-based company that describes itself as a "digital asset custodian." Anchorage tweeted the letter, saying that it is committed to continuing to work with Libra.
—Anchorage (@Anchorage) October 17, 2019
Rounds positioned Libra as a necessary development that would allow US tech companies to continue competing with Chinese companies. He wrote that he sees a future in cryptocurrencies and digital payments, so he doesn't understand his colleagues' "hostility." According to Rounds, more than 80% of Chinese consumers used digital payments in the last year, compared to fewer than 10% of US consumers.
Rounds also addressed the importance of regulation from Congress for Libra moving forward and supports expanding US anti-money laundering law to cover cryptocurrency, but he slammed the "archaic and inflexible nature of our regulatory and legal system" that drives companies to incorporate internationally.
Read more: Facebook CEO Mark Zuckerberg is trying to build a legacy amid scandals and criticism
In a statement to Business Insider, an Anchorage spokesperson wrote: "Anchorage is grateful to Senator Rounds and the state of South Dakota for their support of entrepreneurship and innovation. Along with the Libra Association's other Founding Members, Anchorage welcomes regulatory feedback and remains committed to working closely with policymakers, at home and abroad. We respect the critical role that regulators will play in Libra's launch. We hope that Libra's ambitious mission will inspire them as much as it has inspired us."
Facebook and Rounds' office did not immediately respond to Business Insider's requests for comment.
Rounds wrote that it was "profoundly disappointing" that other lawmakers responded so negatively to the cryptocurrency, which he fears could "put a chill on innovation in the long run." In July, 5 members of the House Financial Services Committee wrote a letter to Facebook CEO Mark Zuckerberg and other executives to put Libra plans on hold until Congress and regulators had a chance further examine the cryptocurrency. Zuckerberg is scheduled to testify about Libra before Congress on October 23.
That increased scrutiny may have scared off more than a quarter of the project's backers, including Mastercard, PayPal, Visa, and eBay.
More: Tech libra Facebook Mark Zuckerberg

redpajama_set_name: RedPajamaCommonCrawl


Here are some things that Tony said during our week of Advanced Practice.
The positions need to be cultivated in a gradual way.
In the 3rd set you will be able to reach the maximum of your ability.
You will get a lot more benefit when you find that place of stability and hold it motionless.
When you have reached your limit [in a posture], it is important that you learn how to stop the world.
The only way to make your practice simple is by practicing a lot.
It's not just doing the practice, but also studying; increasing your knowledge.
The mind can be very, very effective. But for most people the mind is very, very lazy.
We are like carbon. We can become diamonds, but it takes a lot of time and a lot of work.
The idea is to keep practicing no matter if you achieve those things (like samadhi) or not. Devotion to your practice.
A yogi becomes transparent, almost invisible.
I'm so happy just doing my own practice and ignoring the world.
To me, sustainability is everything.
The power that I want is not human power. It is divine power.
For me, the hands and the feet are assisting the position; that is my spine.
When people do things a certain way because "this is how Tony teaches it," then it becomes dogmatic. I don't want it to be dogmatic.
You have the responsibility to stay healthy. You are the role models.
At least half of your class needs to be the standing positions.
The standing positions are the most important for our society right now.
Scientific yoga has to rely on all the other sciences.
We're in a big rush to get somewhere, but we don't know where we're trying to get.
Savasana is the most important posture in the whole class.
It is the last day of Advanced Practice with Tony. We will only do a morning session today and have the afternoon free.
We waste no time in getting to the exercises. Almost immediately Tony instructs us to stand. We do some qi gong movements to warm up before proceeding to the Standing Deep Breathing and then to the Complete Series. It seems faster and more effortless today. I think it is because I know this is the last time we will do it. I want to go slowly, to embrace each posture and each instruction.
In Short Man, Ida and I are upright on our mats, right next to each other. Tony say, "Are you having a competition to see who can stay up the longest?" We weren't before, but we are now! We stay in the posture for as long as we can, and Ida ends up winning (!).
After going through all the postures, we proceed to go through all the Mudras and Bandhas we learned this week. The breath control slows my mind down, and I become very relaxed.
Then we are done. With no ceremony, Tony thanks us all and gets up to leave. He puts on his baseball cap, picks up his backpack and, just like that, he is gone. The rest is up to us, either individually or collectively. Will we continue our practices with dedication? Will we teach or run a studio? Will we honor and pass on the tradition that we have learned?
This morning's session is similar to the last few days. We discuss the postures. Today everyone asks questions about the postures they are curious about. What is the final step in the Peacock? Where do you put the hands in Full Cobra? What is the best way to work on Dancer? We also talk a bit about Ghosh and Tony's history with the yoga. Always interesting, especially since we hear so many rumors about the past decades. It is nice to get the stories from the man himself.
The yoga itself requires less and less effort. After so many hours spent practicing this week, my mind is perpetually calm and focused. My body is perpetually warm. When we stand up to do the postures, I feel a wave of relief and ease wash over me. Then we begin with the Standing Breathing or with some qi gong. We begin to move through the postures and my body is strong, my mind still.
I know that strength and flexibility are building from the regular practice, but it feels so effortless. Like each day I can do more and try less. It is like magic sometimes, though I can see my muscles building and I can stretch farther. The power of regular practice is profound.
Tony explains the final stage of Nauli, what the Bikram people call the "washing machine." The abdominal muscles roll from side to side, requiring isolation and control of each individual muscle group in the abdomen, all executed while holding the breath. Not easy.
He also shows us a separate Nauli exercise with the wrists. It seems like a simple movement - rotating the wrists together in harmony. But it is actually very challenging, revealing all the imbalances and weaknesses in the arms and wrists.
This afternoon was posture free. For the entire 3 hour session we discussed the setups, intentions and modifications of the last few groups of postures in the Complete Series. The conversation bounced back and forth as people chimed in with questions or additions. Tony demonstrated many of the positions and clarified the purpose of each.
As this week of training and study comes to an end, the strangest part is how close it all seems. Nothing, even the most "advanced" position seems far from me, both in understanding and execution. Tony has helped so much this week to push us further in our knowledge and experience.
The dual forces are starting to reveal themselves: 1)pure energetic strength and relaxation from practicing so much asana and mindfulness, and 2)physical exhaustion from practicing so much asana. My body is at once tired and energized. My mind craves both practice and release. I need to sleep and also I am too energized to sleep.
My right knee is sore. It is my medial collateral ligament, and I keep irritating it every time I do a hip opening posture. So my challenge is to back off of those postures to let my knee heal. Luckily (and frustratingly) Tony is attentive and constantly offering modifications for me, telling me to back off and chiding me for my ego. "Is it hard to let go of the postures?" he asks. Yes and no. I am here to practice the advanced postures with him. I want to be pushing myself physically. Instead I struggle mentally, trying to protect my knee from my own desire to progress.
He goes over all of the Lotus positions in detail. It is a thing of beauty to see someone execute the positions with such ease and precision. But we have to be careful with these postures. They are generally not good for the knees, especially if we do them frequently and for long periods of time.
In the morning's 'short series', Tony does everything starting with the left. He is determined to show us how flexible yoga can be. All the things that we think are rigid, the things we have done thousands of times, can be changed. In this afternoon's class he does something different. He omits some postures, does 2 sets of other postures, does the whole Cobra series as mudras, and then includes all the inversions. It is enlightening to experience Tony's freedom and control over the yoga.
This morning began a little after 6. I did some simple exercises on the patio as the sky got lighter. It is hard to complain about the lifestyle here. The weather is warm, the ocean and the sky are beautiful.
We seem to be hitting our stride with Tony. The group is becoming more familiar with each other, so the discussion is flowing more freely. Tony seems more comfortable and more fluid, moving from topic to topic and addressing everyone's issues, concerns, questions and a whole lot more.
This morning's 'short series' includes all of the so-called "advanced postures," with the Bow Leg, Tortoise, Plough, Full, Peacock, Headstand, Tiger and Handstand sequences. It is nice to get to the advanced postures with more energy and strength. And with class this afternoon, it means we will get to do them all for a second time today.
This afternoon we begin with a lengthy discussion about alignment in Life Pose that turns into a discussion of history, competition, art and the purpose of yoga.
Our afternoon practice of the Complete Series begins with a few qi gong exercises. They are so calming and grounding, very beneficial to the yoga practice. It all goes well. The Complete 84 doesn't feel like an over-long terror anymore. It is starting to feel normal and even peaceful.
Only bad part about today is that my right knee continues to bug me. I have to back off of many postures that twist the knee. A blow to the ego, but the right decision for the health of my body.
This morning, as expected, we were quite sore. 4 1/2 hours of posture practice yesterday, and we'll do it everyday for the next 5 days. At 6am we walked down to the beach to get our bodies moving and loosen up our muscles.
Each day Tony is teaching us the Mudras (specific postures with breath control) and Bandhas (muscular control with held breath) from the Ghosh tradition. This morning we worked on Uddiyana Bandha, an important exercise that is a precursor to Nauli, which we will get to later in the week. I'm excited for that. I've learned Nauli on my own over the course of the past year. I am eager to study it with a master teacher.
This morning's 'short series' was essentially the Master's Core System. A nice round system that is intermediate in difficulty. No really advanced postures, so it felt comfortable. Nothing that required incredible exertion or caution.
The afternoon session was the Complete Series. Tony seems intent on destroying me. I am working on dropping back into Wheel. Once I am in Wheel he urges me into One Legged Wheel on both sides, then tells me to drop to my elbows (I am beyond toast at this point). He helps me a bit to get down to the elbows, then says "Tiger!" and lifts my legs up into the arm balance. I gave as much as I could to lift up into a respectable Tiger, but I don't think it was anything to write home about. When I finally came down, I was excited, grinning and completely spent.
It is great to be here practicing under the watch and guidance of such a great yogi.
Last night we arrived in San Jose del Cabo to spend a week studying with Tony Sanchez. The next 6 days will be dedicated to "Advanced Practice," whatever that means. I still don't know what to expect from Tony or these coming days. Inevitably they will include lots of practice of Ghosh's complete series of 84 postures, but I'm sure there will be much more.
This morning begins as all things begin: with introductions. There is a french woman, an irish woman, a canadian, and a few Americans from across the country. 9 of us in total. I look forward to the close attention we will get from Tony as we practice and discuss, and the relationships that will surely form as we get to know our fellow yogis.
He begins by explaining that he will be splitting up the Advanced Series (the Complete 84) into 3 shorter series. We will practice these short series in the mornings and then practice the Complete Series in the afternoon. This morning's practice includes the Lotus Series.
In the afternoon, we waste little time before diving straight in to the Complete Series with all of the variations and additions that have been made over the years. It ends up being something like 104 postures. He is clear at the beginning of class: "If you start strong, finish strong. I don't want you to expend all your effort in the first 20 minutes of class." He advises us to pace ourselves. The class takes about 3 hours.
At the end, during the final two sequences, Tiger and Handstand, Tony gives us all personal attention. One at a time we do the postures with him nearby. He assists and advises.
As I am doing my handstand (which by no means am I an expert at), Tony grabs my legs and says "Scorpion, bend your knees." I laughed out loud. I have never attempted Scorpion with any earnestness and was not expecting it. But with his help I gave it an honest go, the results of which were captured for posterity above. Who knows? By the end of the week, maybe I'll be close.


TeamSG Squash Player Sneha Sivakumar is armed and ready to overcome challenges in her pursuit of all-round excellence.
Sneha Sivakumar made the news back in 2012, when she was named as one of Singapore's three youths selected to join the prestigious McDonalds' Champions of Play programme. Then a junior player on the squash national team, Sneha joined tennis player Clare Cheng and fencer Lau Ywen, both now notable names in sporting circles, as budding journalists at the London Olympics.
Perhaps it was this early exposure to excellence that has inspired her to aim high. In recent years, Sneha has been making waves in the squash scene, first as one of Singapore's top juniors, then as a triple medallist at last year's SEA Games.
Armed with focus, discipline, and a strong support system, she has made it her goal to excel both in her studies at Raffles Institution (Junior College) and on the squash court.
Indeed, an important factor that contributed to Sneha's success was the focus she placed on her goals, as well as her willingness to make sacrifices. Currently training six days a week in preparation for the Court Tech Women's PSA Classic 2018 and Squashgym International Squash Classic 2018, she has to juggle her sport with an intensive workload from school.
"Squash doesn't complement my academic load, so it's difficult to find time to study. Managing and maximising my time is important. When it comes to my social life and actually having a life, I have to make sacrifices," she continued.
Nevertheless, she acknowledges the importance of emotional support from loved ones, which helps get her into "the right frame of mind" as she continues to study and train. She tries to make the most of her time with parents and friends, such as having long and meaningful conversations with her parents whenever they spend time together.
Her squash "family", from coaches to teammates, also continues to be instrumental to her development, and she cites them as a major contributing factor to her SEA Games success in Kuala Lumpur last year, during which she transitioned from the junior to senior playing field.
"During the SEA Games, I was the youngest, and I had my older teammates there to guide me tactically – how to deal with different players, how to deal with blocking," she shared.
Naturally, she hopes to give back to her sport in her own way too. Apart from her plans to coach part-time after her A Levels, she eventually hopes to make it to university all while excelling at squash, showing others that it is possible to shine in sport and succeed academically.
Sneha will be playing next in the Court Tech Women's PSA Classic 2018 (22-27 May) and the Squashgym International Squash Classic 2018 (5-10 June), so do "Like" our TeamSG Facebook page for the latest updates!


text:
Q: Web Fonts CORS Error, but I set headers I am trying to load web fonts from a CDN, but am getting a Cross Origin Request error. I have set the following headers in my httpd conf file:
Header Add Access-Control-Allow-Origin: my-cdn-domain

and
<FilesMatch "\.(ttf|otf|eot|woff|woff2)$">
 Header set Access-Control-Allow-Origin "*"
</FilesMatch>

and I see the Access-Control header in the console, but the fonts still do not load.
Does anyone have any ideas?

A: It turns out that this had to do with us moving the site over to https. When we moved the site, we didn't update the origins in the cdn to be https also and that was causing the source to actually be our non-https server!

A:
Header Add Access-Control-Allow-Origin: my-cdn-domain

Your CDN domain has to give permission to your HTML domain, not the other way around.


text:
Shady Side Academy's Dino Tomlin commits to Maryland
By: HSSN Staff
Tuesday, November 6, 2018 | 7:51 PM
Shane Dunlap | Tribune-Review
Shady Side Academy's Dino Tomlin runs the ball for some yards against Apollo Ridge during WPIAL football Saturday, Sept. 29, 2018 at Shady Side Academy.
Less than a week after Maryland fired its football coach, Shady Side Academy's Michael "Dino" Tomlin announced his commitment to the Terrapins on Tuesday.
Tomlin revealed his decision on Twitter.
"It was a combination of both academics and athletics," Shady Side coach Chuck DiNardo said. "He likes the idea of playing on the big stage in the Big 10, and he felt very comfortable in their business school as well."
Tomlin could not be reached. He joins a program that recently fired coach DJ Durkin and promoted Matt Canada to acting head coach.
"I think (the commitment) says he felt very comfortable with how their athletic department handled that whole situation," DiNardo said.
Tomlin, the son of Steelers coach Mike Tomlin, is one of the top wide receiver recruits in the WPIAL. The senior held more than a dozen Division 1 offers. His list included FBS schools Pitt, Army, Texas-San Antonio and Toledo, along with Duquesne, Robert Morris, Albany, Columbia, Dartmouth, Fordham, Holy Cross, Howard, William & Mary and Yale.
Maryland offered him in late August.
Tomlin (6-0, 170) has 18 touchdowns this season for Shady Side Academy (10-0), the top seed in the WPIAL Class 2A playoffs. He also has 644 receiving yards on 18 receptions.
He won a state hurdles title last spring.
Chris Harlan is a Tribune-Review staff writer. You can contact Chris at [email protected] or via Twitter @CHarlan_Trib.
Tags: Shady Side Academy


What happens if you don't press any buttons while playing FIFA 12? And what happens if you do the same on the easiest match in Nintendo World Cup? Find out how AI has improved over 20 years of game development in my latest video.


I received few comments regarding Sunil HiTech. PSB my clarification mail.
Cash From Operation (CFO) or Operating Cashflow (OCF) was negative only in 2012 out of last 4 years. I understand that they have debt but they have not defaulted on any of their payments, the promoters have not pleged their stakes, they are having decent cash flows.
Also we should see the complete competitive landscape before arriving at our conclusion. In the project maintenance/services for power sector the companies are in shambles. It will be worth checking about Hindustan Dorr Oliver Ltd, Shriram EPC Ltd, Technofab Engineering and McNally Bharat Engineering Company Ltd on all the parameters applicable to fundamental analysis. These are competitors of Sunil HiTech.
Compared to them the performance of Sunil HiTech is nothing less than remarkable. If someone is telling me that power sector is finished in India for forever or if someone is telling me that the power plant will never be put in India going forward then I can agree that these companies which are in project maintenance/services are not worth even a drop of a water. However, if we need power then these companies will be required. If I have to take a contrarion view on the sector then Sunil HiTech is one such opportunity.
I am not recommending to buy this stock at Rs415 per share (market cap INR508Crs). This was the peak price of the stock sometime in Jan 2008. The Bessemer Venture Partners (one of the best PE funds in the world) made an investment at Rs 350 per share (market cap INR429Crs). If you checkFY2009, which was close to its peak valuation, the revenue in that year was INR 600 Crs, NP was INR 10Crs and CFO was (-)18Crs. As of FY2013, the revenue is INR 1100 Crs, NP INR 28Crs and CFO is +30 Crs. However, despite all these positives the market cap is just 13% of its peak value i.e. now at ard INR63Crs with CMP 53.
However, it does not mean that all those stocks trading at 13% of the value will recover/gain glory. But if we believe that the services/products of this company will be required by the market and secondly if its competitors will have a questions on their survival then Sunil HiTech is nothing but a value buy. By the way, Bessemer Venture Partners (BVP) came on board of Sunil Hitech in 2008 (Devesh Nandan Garg ) and if they had smelled a rate they would not have been holding their stakes till date.
Discussed Sunil Hitech about a month ago at 53. Today touched 74.45. A cool 40% return.
I booked some profits in the counter.
Discussed Sunil Hitech about two months ago at 53. Today crossed 87. A cool 64% return in two months.
Disc.: Holding the remaining quantity.
- Good QoQ growth. Overall good numbers considering the stress in the sector.
- Company maintained Rs1.2 dividend per share.
It was discussed at Rs 53 about 3 months ago and also mentioned 2 weeks ago at Rs 75 that it is undervalued. The stock touched today Rs 125 i.e. 135% returns in 3 months time.
Booked profits in Sunil HiTech today. It was bought about 3.5 months ago at Rs53 and today crossed 148. A profit of 180%. The run up is very sharp.


The astonishing improvement of high-throughput biotechnologies in recent years makes it possible to access a huge amount of genomic data. The association between genomic data and genetic disease has already been and will continue to be applied to personalized healthcare. Health information management (HIM) professionals are the ones who will handle personal genetic information and provide solid evidence to support physicians' diagnoses and personalized treatment strategies, and therefore they will need to have the knowledge and skills to process genomic data. In this paper, we describe flexible approaches for teaching a computational genomics course in the HIM program at the University of Pittsburgh. HIM programs at other universities may choose an appropriate approach to fit into their own curriculum.
However, most current HIM programs have no computational genomics course in the curriculum. Currently, computational genomics courses are often offered by biology or computer science departments. However, the courses offered by these departments are not suitable for HIM students even though HIM students typically have taken a few college-level biology and computer science courses before they are admitted to a HIM program. Biology departments usually assume students have extensive knowledge in biology, especially genetics and biochemistry, whereas computer science departments assume students have a solid background in computer science, especially in programming and computer algorithms. HIM students tend to struggle in these types of courses, and they also may not be able to obtain what they strongly desire: the ability to identify the right tools to process genomic data efficiently and confidently. After all, biology departments mainly focus on detailed biological processes, and computer science departments often focus on data analysis algorithms. These senior-level courses in biology or computer science departments also require a number of prerequisites, while HIM students are already fully occupied by courses in their own curriculum. These factors motivated us to develop flexible approaches for teaching computational genomics in a HIM program. Instructors in a HIM program may identify one suitable approach for their program to introduce genomics to their students. We believe this strategy would be a more efficient and effective way of teaching this subject in a HIM program.
In the next section, we describe our multilevel approaches for teaching HIM students computational genomics. In the third section, we present the evaluation methods and the results obtained for each approach. The fourth and fifth sections offer discussion and our conclusions.
Obtaining confidence in handling genomic data by finishing a course project.
All the course materials described in this article are posted at http://www.cpath.pitt.edu/courses.html and are freely available to everyone. The tutorial and course modules were integrated into existing and required courses in the HIM curriculum, and therefore no extra burden was added to students' workload.
The tutorial was given in a course named HIM 1480: HIM Clinical Education 3. The content of the tutorial was mainly about the importance of genomics in the HIM profession and its possible applications in personalized healthcare.
The four-session course module was integrated into a course named HIM 1455: Quality Management. In this course module, we arranged two lectures and two labs. In the two lectures, we introduced three gene-finding methods and corresponding practical techniques. In the two lab sessions, students were guided to use several online tools and databases to analyze DNA sequences. Each student was then required to use these tools and databases to analyze an eukaryotic DNA sequence he or she selected from a list and report gene models embedded in the sequence.
The stand-alone genomics course (HRS 2425: Genomics and Personalized Care in Health Systems) does not have any prerequisite courses. We introduced basic concepts and relevant data analysis skills step-by-step without assuming students had taken any college-level biology courses. We integrated research components into the stand-alone course. Each student was required to work on one genome annotation project. The genomic sequences were taken from a few recently sequenced fruit fly genomes.14 A team of the Genomics Education Partnership (GEP) at Washington University in St. Louis15 performed genome finishing (a process of improving the quality of the raw sequences from DNA sequencers) and chopped the finished genome into segments of 40,000 base pairs each. Each student in this genomics course worked on one segment and reported all the genetic features of this DNA segment. Each student wrote a research report at the end of the semester to describe his or her research findings and gave a presentation to defend his or her approaches.
We used different evaluation methods for our course modules and the stand-alone course. For the 90-minute tutorial, the major purpose was to provide a brief introduction to genomics and to motivate students to pay attention to this topic. We did not assume students had any knowledge about genomics or had taken other college-level biology courses before the tutorial. We also did not assume they could solve any genomic problems after the tutorial. Therefore, we did not perform any formal evaluation on the tutorial. For the two course modules and the stand-alone course, we conducted precourse and postcourse surveys and tests and summarized students' performance.
Q1. List college level biology courses you have taken.
All 52 students had taken at least one college-level biology class such as Biology 1, Biology for Nonmajors, Biology 100, and General Biology. A few students had taken up to four college-level biology courses.
Q2. Have you heard of Human Genome Project (HGP)? If you have, what are the purposes of this project?
In this course module, HGP was explained at the very beginning of the lecture. The lecture content was also organized according to some goals of HGP (such as sequencing the human genome, creating tools to analyze DNA sequences, and developing databases to manage the raw and curated data).
Q3. Do you know the relationships among genome, chromosome, DNA, gene, and protein?
In the lecture, several students were asked to explain the relationship among these concepts. Although most of these students could not explain this relationship completely, they did have some idea of it. This relationship was then explained in detail in the lecture.
Q4. How would you store a DNA sequence on a computer disk?
During the lab session of this course module, students were guided to access the GenBank database, download a few DNA sequences, and save them onto their computers. They were then asked to open these saved files and read the content in these files.
Q5. If you are given a DNA sequence with 50 million bases, what tools may be used to view it and extract information from it?
During the lab session of this course module, students were guided to use the UCSC genome browser to view the longest chromosome in the human genome. (The length of chromosome 1 is roughly 250 million bases.) They were then taught to zoom in and focus on one particular gene in chromosome 1 and download the DNA sequence for that genomic region from the genome browser. The instructor demonstrated how to determine the specific locations of a gene and extract genetic variation records in that region.
Q6. If you are given a DNA sequence with 10,000 bases and you do not know the source of this sequence, which tool may you use to determine its source or claim this sequence has never been discovered before?
During the lab session, students were given a file with a DNA sequence in it. The length of the sequence was roughly 15,000 bases. The descriptive information about the sequence was removed beforehand. The students were then guided to perform a BLAST search against a nucleotide database at the National Center for Biotechnology Information (NCBI, http://www.ncbi.nlm.nih.gov) website. The instructor explained the output from this BLAST search in detail and specifically guided students to figure out the source of the sequence or establish the uniqueness/novelty of the sequence.
Q7. If you are given two DNA sequences, and one has 3,000 bases and the other has 4,000 bases, which tool can be used to compare these two sequences and determine their similarity level?
During the lab session, students were given two DNA sequence files; one was from the human CFTR gene (6,132 base pairs) and the other was from the mouse CFTR gene (6,305 base pairs). The instructor then guided the students to perform a BLAST search between these two sequences and explained the BLAST output in detail.
Level 1: The student did not know the answer at all (score = 0).
Level 2: The student had a partial answer to the question (score = 1).
Level 3: The student provided a complete answer to the question (score = 2).
Table 1 summarizes the survey results conducted in the two-session course module. From these numbers, we can observe that a large percentage of students grasped these basic genomic concepts and could recognize correct genomic data analysis tools for given questions after participating in the module. By matching the names of the students in pre- and posttests, we also noticed that 24 of 52 students consistently did a better job on the posttest, and 8 of 52 students consistently did not have good performance.
If M students are assigned to knowledge level 1 (no answer or completely wrong answer) in a question, then 0 × M = 0 points are added to the score.
If N students are assigned to knowledge level 2 (partial answer) in the question, then 1 × N = N points are added to the score.
If P students are assigned to knowledge level 3 (complete answer) in the question, then 2 × P = 2P points are added to the score.
The total score for each question was then N + 2P points. By comparing total scores for each question on the pre- and posttests, we can see dramatic performance improvement after this course module.
In addition, we observed a weak linear relationship between the students' performance in this survey and the number of college-level biology courses they had taken (the correlation coefficient between the number of biology courses taken and the total score on the pretest was 0.14, p = .49; the correlation coefficient between the number of biology courses taken and the total score on the posttest was 0.22, p = .28; the correlation coefficient between the number of biology courses taken and the improvement after the module was 0.12, p = .57). In other words, students may not need to take multiple college-level biology courses to perform well in this class.
Since this two-session class was a short course module, we believed it was sufficient for students to simply recall the concepts or tools from their memory.
In this four-session course module, we applied a different approach to evaluate the performance of students because the objective of this course module is different. We still conducted a background survey; however, our major evaluation focus was whether these students could grasp the genomic data analysis skills and use online tools or databases to determine the gene structure in their selected sequences.
To reach this desired goal, the instructor delivered two lectures and offered two lab sessions, each of which was two hours, in Spring 2011 and Spring 2012. In the first lecture, the methods for extracting meaningful information from a genomic sequence were explained. In the second lecture, a practical procedure for identifying genes in a genomic sequence was explained with extensive details and specific examples. This step-by-step procedure was also written down and posted on a website with a concrete example (http://www.cpath.pitt.edu/genoAnnot.htm); in addition, lecture slides were provided to those students. In the first lab session, students were guided to perform exercises on BLAST and the UCSC genome browser. They also learned to access databases at FlyBase16 (a major data source for fruit fly genomes) and GEP website (http://gep.wustl.edu). In the second lab session, the instructor led the students to perform a genomic sequence analysis step-by-step by using online genomic tools and databases. Each student was then assigned a project to work on. The students were required to finish the project in two weeks. They could seek help from the instructor and a teaching assistant.
A short summary from the precourse survey is provided below.
Seventy-six students were in this course module; 60 were undergraduate students and 16 were graduate students. Seventy-two students had taken at least one college-level biology course. Four graduate students claimed that they had taken only high-school biology courses. No students had ever taken a stand-alone genomics or genetics course before this course module. No students had done any genomic data analysis projects before. These characteristics are summarized in Table 2.
Of the 76 students who participated in the four-session genomics module, 38 students completely finished their assigned genomic sequence analysis projects, 8 students finished their projects but did not completely finish the required project reports, 4 students devoted significant efforts to their projects but did not completely finish them, 4 students worked together and finished one project, two 6-student groups worked independently and finished two projects, 8 students chose not to work on the assigned projects because of schedule conflicts or unknown reasons, and 2 students could not attend the lab sessions and chose to work on literature surveys of related topics.
In summary, most students (66 of 76, or 86.8 percent) worked on their assigned projects and finished them partially or completely, either individually or in groups (see Table 3). This output was actually better than the instructor's expectation. After all, many of these students (32 of 76, or 47.4 percent) had no prior knowledge about genomic tools, databases, or even terminology. However, after the two lectures and two labs, they could perform genomic data analysis using online tools and databases. In this case, simple recall from memory was not sufficient. The students needed to understand the procedure and the reasoning behind the steps in order to finish the projects.
Note that the annotation projects used in this module can be done individually or in groups because each project includes multiple genes (six genes on average) and each gene has multiple exons (seven exons on average). The procedure for determining each of those genes and exons is the same or highly similar. Therefore, students can become familiar with the genomic data analysis procedure by working on several exons in a gene or multiple genes. Even when multiple students work on a project as a group, each student is required to work on individual exons and genes. The difference between individual and group projects is that students who work individually have more practice on the procedure and thereby build a more solid foundation in this field.
Integrating research components into undergraduate education has been shown to be an effective way of training active learners.17, 18 As mentioned earlier, in our stand-alone computational genomics course, we integrated research components into undergraduate teaching and evaluated students according to their performance in their research projects.
In Spring 2011 and 2012, 16 students (12 undergraduates and 4 graduates) were enrolled in the computational genomics course. We performed a precourse survey to figure out these students' background. Fourteen students had taken at least one college-level biology course before taking this genomics course. None of them had ever taken a genomics or genetics course. None of them had taken the two-session or four-session genomics course module described earlier.
The instructor created research projects for each of these students. Each student was required to work on one genome segment (the length of the segment was roughly 40,000 base pairs) and figure out genetic features of the segment, including the gene structures, types and locations of genetic repeats, ortholog genes in other species, evolutionary analysis, and the genes already used in genetic disease research. Each student was also required to perform an investigation on a chosen genetic disease and to deliver a presentation to the class. All 16 students successfully finished and defended their research projects. Their research results were submitted to the GEP database and will eventually be submitted to FlyBase and the NCBI so that they can be accessed by other researchers.
At the end of the course, we conducted another brief survey to collect students' opinions on integrating research into college education and to determine the number of hours they worked on their research projects. On average, these students worked four to six hours per week and spent four weeks on their projects. They all believed that working on research projects made them more active learners. The instructor and the teaching assistant could only provide general guidance, explanation on research methodology, and some examples to them. They themselves had to understand the course materials and figure out reasonable solutions for their research questions. At the end of the semester, a few students in the class expressed interest in working with the instructor on a larger-scale genomics research project.
Other evaluation methods, such as interviews, questionnaires, focus groups, and so forth, may be applied in the future implementations of this course. These evaluation results might be helpful for further improvement of the course.
In this article, we describe the flexible approaches we created to deliver computational genomics knowledge and skills to HIM students. We also evaluated each approach with different methods to determine whether it was an effective way of teaching genomics.
We did not perform an evaluation of the tutorial session because it was a brief tutorial, and even a simple survey would have taken a significant portion of the allocated time. It was our hope that students who attended this tutorial could be motivated to pay more attention to topics related to genomics when they read daily news or come across other articles on genomics. One postcourse survey of these alumni might be helpful to determine if the tutorial has this intended effect.
The evaluation of the two-session course module was not very sophisticated. After all, in one two-hour lecture and one two-hour lab in a single week, we could not include many concepts and data analysis tools. Only the very basic and critically important ones were selected. The pre- and postcourse surveys were conducted within a short period of time, and therefore students still had fresh memory of the materials and could easily recall them even if they did not fully understand the concepts and the online tools. Even so, the evaluation results might still be helpful as a basis for decisions about future course offerings. For instance, college-level biology courses might not be required before students take this genomics course module. After all, courses such as General Biology or Biology 101 typically would not spend much time on genetics concepts and would be unlikely to mention the genomics data analysis tools that were the focus of this course module. Students could make significant progress on this topic if we took the time to explain the concepts to them and guided students to work on real genomic data with online tools.
There were limitations in the implementation and evaluation of the teaching approaches. First, we did not have one single cohort that participated in all these levels of genomic course materials. Some students had the tutorial and the two-session course module. Some students had the two-session module and the four-session module. Some students only took the stand-alone course. It is reasonable to expect that students who go through all these levels of classes have better performance than the ones who only take some of them. We also plan to make some adjustments to the course materials so that there is not much repetitive material in the tutorial, course modules, and stand-alone course. Second, we did not have a control group available for comparison because we only had one session of each class in each year. A controlled comparison should be done for at least two groups, with one having a research component and one having only lectures, labs, and traditional homework assignments. Therefore, the results in this study cannot be used to suggest that integrating a research component in class is better than the traditional teaching approach, even though the students' self-evaluations reported that they became more active learners after working on the assigned research projects.
One possible improvement is to introduce students who have taken these classes to some nontraditional internship sites, such as DNA sequencing centers or molecular pathology labs. Students who have this type of internship experience are likely to obtain more solid training in genomics and become familiar with various application fields, which would greatly help them to be more competitive in the job market.
By distributing computational genomics course materials into multiple levels and integrating them into a few required courses, we successfully delivered this content to HIM students without requiring multiple prerequisites or adding any extra burden to these students' workload.
For students who wanted to learn computational genomics systematically, we offered a stand-alone course and incorporated research components into the course. With proper arrangement of course contents according to the available class time (see Table 4), HIM students can obtain a solid background in computational genomics and gain confidence in handling genomic data. Both of these are beneficial for their future careers, in which they may be called upon to handle personal genomic data sets and provide evidence to support personalized healthcare practices.
Leming Zhou, PhD, is an assistant professor in the Department of Health Information Management at the University of Pittsburgh in Pittsburgh, PA.
Valerie Watzlaf, PhD, RHIA, FAHIMA, is an associate professor in the Department of Health Information Management at the University of Pittsburgh in Pittsburgh, PA.
Mervat Abdelhak, PhD, RHIA, FAHIMA, is the department chair and associate professor in the Department of Health Information Management at the University of Pittsburgh in Pittsburgh, PA.
This work was supported by grant IIS-0938393 from the National Science Foundation CPATH program. We thank Paul Yenerall (the teaching assistant) at the University of Pittsburgh and the Genomics Education Partnership at Washington University in St. Louis for their valuable support of this project.
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Leming Zhou, PhD; Valerie Watzlaf, PhD, RHIA, FAHIMA; and Mervat Abdelhak, PhD, RHIA, FAHIMA. "Flexible Approaches for Teaching Computational Genomics in a Health Information Management Program." Perspectives in Health Information Management (Summer 2013): 1-13.


Dial-A-Bus-Rannoch is an on-demand transport service operated by JR-Services/Highland Travel from Rannoch Station to Kinloch Rannoch, around Loch Rannoch and Tullochroisk.
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"The U.S. Census Bureau announced today that advance estimates of U.S. retail and food services sales for October, adjusted for seasonal variation and holiday and trading-day differences, but not for price changes, were $363.7 billion, a decrease of 0.2 percent (±0.7%)* from the previous month, but up 4.5 percent (±0.7%) from October 2005. Total sales for the August through October 2006 period were up 5.3 percent (±0.5%) from the same period a year ago. The August to September 2006 percent change was revised from -0.4 percent (± 0.7%)* to -0.8 percent (± 0.2%).
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text:
Maine businesses fear for employee safety if made to enforce mask mandate
Jim Keithley
KEITHLEY SPOKE WITH A FEW RETAILERS TODAY TO SEE WHAT THEY PLAN TO DO. THIS COULD BE DESCRIBED AS A TEXT-BOOK EXAMPLE OF AN ESCALATING SITUATION. OWNERS OF A LOCALLY-OWNED áSHOP N SAVEá IN CORNISH LAST WEEK ASKING A CUSTOMER TO PUT A MASK ON OR LEAVE.. THE MAN 63-YEAR- OLD ROBERT SANBORN OF HIRAM GETS ANGRY TOSSES HIS GROCERY CART ...THE STORE OWNERS - TWO BROTHERS -- FOLLOW HIM OUT TO GET A LICENSE PLATE NUMBER - THE SURVEILLANCE VIDEO SHOWS THE CAR GUNNING FORWARD AND HITTING ONE OF THE BROTHERS - MARK CALL. <6:04-6:18++> "I COULDN'T BELIEVE IT HE PUT IT IN DRIVE AND JUST DROVE STRAIGHT AT ME." SANBORN CHARGE WITH FELONY RECKLESS CONDUCT. ON FRIDAY GOVERNOR JANET MILLS WAS ASKED ABOUT THE RISKS OF HER MORE STRICT MASK MANDATE. <SOT-GOV. JANET MILLS/(D) MAINE> "IT SHOULDN'T FALL ON A CLERK WHO IS WORKING ALONE AT NIGHT,EARNING LOW WAGES TO MAKE A LIVING. IT HAS TO FALL ON SOMEBODY AND IT IS UP TO MANAGEMENT TO FIGURE THAT OUT." <SOT-MARK CALL/OWNER, CORNISH SHOP-N-SAVE -8:58-9:10 > "WE ARE 100 PERCENT BEHIND THE MANDATE FOR THE SAFETY OF PEOPLE THAT SHE HAS PUT IN PLACE BUT SHE DOESN'T UNDERSTAND WHAT ENFORCING IT ENTAILS AND SOME OF THE DANGERS PEOPLE ARE BEING PUT IN." OTHER RETAILERS SUCH AS "FOOD CITY" IN LISBON HAVE HIRED SECURITY TO WATCH THE FRONT DOOR..THE MANAGER SAYING THIS PROVIDES A BARRIER BETWEEN A POTENTIALLY ANGRY CUSTOMER AND HIS EMPLOYEES. <JIM BRIDGE-08.11.55> "WE CHECKED IN WITH HANNAFORD TO SEE WHAT NEW PROTOCOLS THEY MIGHT PUT IN PLACE TO ADDRESS THE GOVERNOR'S NEW ORDERS THAT CAME OUT ON FRIDAY. A SPOKESPERSON SAYING THEY WILL OFFER FREE MASKS AT THE DOOR WHICH THEY HAVE BEEN DOING. IF PEOPLE REFUSE TO WEAR A MASK, THEY ARE ASKED TO LEAVE. A SPOKESPERSON SAYING BEFORE THINGS ESCALATE: "HANNAFORD WILL TAKE NECESSARY STEPS TO ENSURE THE HEALTH AND SAFETY OF OUR CUSTOMERS AND ASSOCIATES,
Maine retailers are concerned that enforcing Gov. Janet Mills' stricter mask mandate could put their employees at risk.Businesses have been told to deny entry to anyone who refuses to wear a face covering.Last week, a situation escalated at the Shop N' Save grocery store in Cornish, where a man who was told to leave after refusing to wear a mask hit one of the owners with his vehicle. The driver, Robert Sanborn of Hiram, is charged with felony reckless conduct."We are 100% behind the mandate for the safety of people that (the governor) has put in place, but she doesn't understand what enforcing it entails and some of the dangers people are being put in," said Mark Call, owner of the grocery store.On Friday, Mills was asked about the risks that come with enforcing the mask mandate."It shouldn't fall on a clerk who is working alone at night, earning low wages to make a living. It has to fall on somebody and it is up to management to figure that out," Mills said.Other businesses, like Food City in Lisbon, have hired security to act as a barrier between a potentially angry customer and the store's employees.Larger grocery stores like Hannaford are offering free masks at the door. If someone refuses to wear one, that person is asked to leave."Hannaford will take necessary steps to ensure the health and safety of our customers and associates, including calling law enforcement if needed," said Hannaford spokesperson Ericka Dodge in a statement.
Maine retailers are concerned that enforcing Gov. Janet Mills' stricter mask mandate could put their employees at risk.
Businesses have been told to deny entry to anyone who refuses to wear a face covering.
Last week, a situation escalated at the Shop N' Save grocery store in Cornish, where a man who was told to leave after refusing to wear a mask hit one of the owners with his vehicle.
The driver, Robert Sanborn of Hiram, is charged with felony reckless conduct.
Cornish grocery owner hit with car after enforcing mask mandate
"We are 100% behind the mandate for the safety of people that (the governor) has put in place, but she doesn't understand what enforcing it entails and some of the dangers people are being put in," said Mark Call, owner of the grocery store.
On Friday, Mills was asked about the risks that come with enforcing the mask mandate.
"It shouldn't fall on a clerk who is working alone at night, earning low wages to make a living. It has to fall on somebody and it is up to management to figure that out," Mills said.
Other businesses, like Food City in Lisbon, have hired security to act as a barrier between a potentially angry customer and the store's employees.
Larger grocery stores like Hannaford are offering free masks at the door. If someone refuses to wear one, that person is asked to leave.
"Hannaford will take necessary steps to ensure the health and safety of our customers and associates, including calling law enforcement if needed," said Hannaford spokesperson Ericka Dodge in a statement.


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The Pskov Land () was a historical region in the north-west of the medieval Russia centred around the city of Pskov. It was a vassal state of various Rus' states and had a measure of independence as Pskov Republic before being annexed by the Grand Duchy of Moscow. It had an important role in the trade and conflicts between Russia and its western neighbours.

Geography
Pskov is situated on the southern shore of the Lake Peipus, to the east of Livonia, and to the west of Novgorod. In the 13th century, the Principality of Pskov was a narrow strip of land along the eastern Narva River and Peipus, bordered to the south by the Velikaya River basin. The division between Livonia and Pskov was made up by an area of water bodies and poorly settled areas.

History

Early history
The town of Pskov was founded in the late 9th century by the Rus'. Olga of Kiev, the wife of Igor of Kiev, was born in Pskov. In 1065–67, Vseslav attacked Pskov and Novgorod, then was captured by Iziaslav I of Kiev and his two brothers and imprisoned in Kiev.

13th century

In 1218, the princes of Novgorod and Pskov attacked Estonia and Latvia, while the Lithuanians had attacked Pskov in the meantime. A conflict ensued in the following years between Pskov and Letgallia. Pskov invaded Livonia in 1221.

The Novgorod Chronicle mentions the campaign Yaroslav Vsevolodovich of Novgorod in 1228; Yaroslav led his army against Pskov, upon which the inhabitants sealed the city and refused to let Yaroslav in. There were rumours that Yaroslav now wanted to imprison Pskov's most notable men, but Yaroslav declared that he had good intentions, wanting to deliver gifts, and now assembled an army and to attack Riga. Now, Pskov entered a military alliance with Riga. The Novgorod nobility believed that Yaroslav had merely used the pretext of attacking Riga to conquer Pskov. Yaroslav now asked Pskov to take part in the attack, but Pskov refused.

Between 1236 and 1242, the Kievan Rus', except Novgorod, Pskov, Smolensk and Polotsk, was conquered by the Golden Horde. The Grand Duchy of Lithuania quickly expanded their influence on the western Rus' lands in the second half of the 13th century, these Russian principalities preserving a kind of autonomy, still under the direct rule of the various branches of the Rurikids.

The Teutonic knights captured a fort southwest of Pskov, then occupied the city in 1240 and established rule to the west of Novgorod. After appeals from Novgorod, Grand Prince Yaroslav sent two brothers, Alexander and Andrey, who expelled the knights and halted their eastern advance.

14th century
In 1316, Pskov troops took part in a Novgorod campaign against Tver.

In the 1320s, the coalitions of the Teutonic knights and Novgorod, on one side, and of Lithuania, Pskov and their Livonian allies, on the other side, faced each other in the region. In 1322–23 Pskov campaigned as a Lithuanian dependency, probably first in the Lithuanian attack on Dorpat (March 1322), then in the Grodno raid into Danish Estonia (1323). In response, in May 1323, knight Kesselhuth launched an 18-day siege of Pskov, while Pskov's request to Novgorod and Yuri Danilovich for aid were refused. The siege was ended after an army dispatch from Lithuania, after which peace was agreed.

Alexander of Tver was forced to flee after a joint Muscovite–Tatar invasion in 1327, and found refuge in Pskov. He was excommunicated by the city metropolitan, but returned in 1331, ruling the city until 1337.

Pskov Republic

Part of Russia

Rulers

References

Sources

Subdivisions of Kievan Rus'
Former principalities
History of Pskov
Historical regions in Russia


The city of Lherm is a small town located south of France. The city of Lherm is located in the department of Haute-Garonne of the french region Midi-Pyrénées.	The city of Lherm is located in the township of Muret part of the district of Muret. The area code for Lherm is 31299 (also known as code INSEE), and the Lherm zip code is 31600.
The altitude of the city hall of Lherm is approximately 222 meters. The Lherm surface is 27.26 km ². The latitude and longitude of Lherm are 43.429 degrees North and 1.223 degrees East. Nearby cities and towns of Lherm are : Labastidette (31600) at 4.13 km, Saint-Clar-de-Rivière (31600) at 4.17 km, Poucharramet (31370) at 4.22 km, Saint-Hilaire (31410) at 4.45 km, Lavernose-Lacasse (31410) at 4.81 km, Cambernard (31470) at 6.13 km, Lamasquère (31600) at 6.24 km, Bérat (31370) at 6.68 km.
The population of Lherm was 2 565 in 1999, 3 117 in 2006 and 3 197 in 2007. The population density of Lherm is 117.28 inhabitants per km². The number of housing of Lherm was 1 260 in 2007. These homes of Lherm consist of 1 163 main residences, 14 second or occasional homes and 83 vacant homes.
Here are maps and information of the close municipalities near Lherm.
Search hotels near Lherm : Book your hotel now !
At right you can find the localization of Lherm on the map of France. Below, this is the satellite map of Lherm. A road map, and maps templates of Lherm are available here : "road map of Lherm". This map show Lherm seen by the satellite of Google Map. To see the streets of Lherm or move on another zone, use the buttons "zoom" and "map" on top of this dynamic map.
To search hotels, housings, tourist information office, administrations or other services, use the Google search integrated to the map on the following page : "map Lherm".
Pic of the city of Lherm or neighboring towns	 Chute de niveau sur le Canal de Saint Martory.
Photo of the city of Lherm or neighboring municipalities	 Arrosage du Maïs en matinée au pied du clocher d'Ox.
This is the last weather forecast for Lherm collected by the nearest observation station of Muret.
Week Forecast: Light rain tomorrow through Friday, with high temperatures bottoming out at 16°C on Friday.
The latest weather data for Lherm were collected Tuesday, 23 April 2019 at 09:49 from the nearest observation station of Muret.


Highlights: Amboseli, Lake Naivasha, Lake Bogoria &Maasai Mara.
Activities: Photography, Culture, wildlife and sightseeing.
Accommodation: 3/4Star Lodges / camps.
Transport: Safari equipped tour van with pop up roof.
assisted to board your safari vehicleand drive southwards through the Kapiti and Kitengela plains arriving Amboseli in time for lunch. Leisurely afternoon before enjoying scheduled evening game drive.
Overnight: Amboseli AA Lodge -http://aalodges.com/Meals FB: Breakfast, Lunch & Dinner.Distance: Nairobi –Amboseli: 260 km / 4½ hours.12thNovember –Amboseli / Lake Naivasha.
Breakfast at your camp, Later depart for Lake Naivasha via Nairobi and drive further through the floor of great rift valley stopping enroute at the great rift valley view point and drive further to arrive at your Hotel in the afternoon. Relax before enjoying a 2 hour boat ride at Lake Naivasha. Return to your lodge for dinner and overnight. Overnight:Fish Eagle inn -http://www.fisheagleinn.co.ke/Meals FB: Breakfast, Lunch & Dinner.Distance: Amboseli/ Lake Naivasha: 350km / 6hours.
13thNovember –Lake Naivasha / Lake Bogoria / Lake Naivasha.After breakfasts departfor Lake Bogoria arriving in early morning the lake is famous for bubbling hot springs and steaming geysers. Admire the pink and whiteswathes of flamingos on the soda lake. The Reserve also plays host to the greater shy kudu, an antelope with spiraling horns as well as impalas, grant gazelles, cheetahs and water bucks.Lunch atLake Bogoria Spa Resort. Afterwards drive back to LakeNaivasha arriving in the evening in time for hot dinner.
Overnight:Fish Eagle inn -http://www.fisheagleinn.co.ke/Meals FB: Breakfast, Lunch & Dinner.Distance: Lake Naivasha / Lake Bogoria: 150km / 1.5hours.
14thNovember –Lake Naivasha /Maasai Mara.Depart Lake Naivashaafter breakfast driving through the floor of the Great Rift Valley arriving Maasai Mara in time for lunch. Lunch and leisurely afternoon before enjoying scheduled evening game drive.
Maasai Mara Reserve is the most popular reserve known for the big skies,open savannahs as featured in the film ''Out of Africa''. Also accorded the status of the seventh wonder of the world because of the annual wildebeest migration, where over 2 millions of wildebeest cross from Serengeti to the Mara. Besides these the reserve boasts of the ''big five'' (elephant, rhino, buffalo, lion & leopard) plus plenty of plain wild animals that include zebra, giraffe, impala, topi, giraffe, thomson's gazelle, hyenas, cheetah, jackal, bat-eared foxes and birdlife. No wonder it is the shooting sight for BBC Big Cat Diary every year.Overnight: AA Mara Camp -http://aalodges.comMeals FB: Breakfast, Lunch & Dinner.Distance: Lake Naivasha / Maasai Mara: 250 km / 5 hours.
5thNovember -Maasai Mara Full Day.Today you will do a full day's safari in one of the world's most famous reserves.Maasai Mara offers an abundance of herbivores, this makes the ideal hunting ground for Kenya's famous 'big cats' and hosts her largest population of lions. Historically teeming with wildlife, the Mara is famous for the large herds of elephant and buffalothat wander its plains, and for the annual migration of the wildebeest.
Meals: Breakfast, Lunch & Dinner.Overnight: Mara Sentrim Camp -http://www.sentrimhotels.com 16thNovember –Maasai Mara / Nairobi.Today wake up early for morning game drive and amazing Africa sunrise before returning to the camp for full breakfast and check out. Afterwards we descent down to the great rift valley stopping at the great rift valley view point to arrive Nairobi in the afternoon at the end of your safari where you will be dropped at the Airport in time for your homebound flight.End of our Safari Services.Kwaheri Na Karibu tena Kenya.Cost Per Person sharing in a double room / tent –US$ 1,495.00Activities/services included in the cost:Complimentary Airport transfers in Nairobi.Accommodation as per the itinerary.Meals on full Board Basis.Road transportation in custom madeSafari minivan throughout the safari fitted high frequency radio and professionals trained driver guide.Unlimited game drives as per the itinerary.Park entrance fees.Unlimited drinking water throughout the safari.
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