text:
Development of a device for characterizing radiative cooling performance
Siwon Yoon, Dongwoo Chae, Junyong Seo, Minwoo Choi, Hangyu Lim, Heon Lee, Bong Jae Lee
Daytime radiative cooling has recently drawn much attention due to its potential for use in next-generation cooling systems. So far, two indicators have been used to estimate radiative cooling performance: (i) cooling temperature of a radiative cooling surface at equilibrium condition; and (ii) instantaneous cooling power from a radiative cooling surface at ambient temperature. These quantities, however, deal with only a small thermal mass of a sample itself (i.e., they do not consider a real-world system to which a radiative cooling surface is applied) and cannot directly indicate the energy saving caused by the radiative cooling effect. Here, we propose a device that can directly measure daily averaged radiative cooling power as well as the resulting cooling energy reduction. To this end, two enclosures with different top covers (i.e., one with commercially available white paint and the other with radiative cooling paint) are prepared with several thermoelectric coolers attached through the side walls. Two different outdoor experiments are carried out; that is, one maintaining constant enclosure temperature and the other maintaining constant temperature difference between enclosure and ambient. The first test is designed for verifying the cooling energy saving of building, and the second test is for quantifying the cooling density from radiative cooling in an enclosure with a large thermal mass. By measuring the temperature and power consumption in the enclosures, the radiative cooling performance of two different enclosures can be thoroughly and quantitatively analyzed, which potentially can lead to the direct examination of cooling energy saving of buildings exploiting the daytime radiative cooling effects. With the proposed device, we show that the radiative cooling paint can produce the daily averaged radiative cooling of 10.9∼45.2 W/m2 and the corresponding cooling load of thermoelectric coolers can be reduced by 15.7∼50.0%. We anticipate this device to be a starting point for more realistic and sophisticated evaluation of radiative cooling performance.
Applied Thermal Engineering
https://doi.org/10.1016/j.applthermaleng.2022.118744
Direct measurement
Radiative cooling performance
10.1016/j.applthermaleng.2022.118744
Dive into the research topics of 'Development of a device for characterizing radiative cooling performance'. Together they form a unique fingerprint.
Radiative Cooling Engineering & Materials Science 100%
Enclosures Engineering & Materials Science 27%
Cooling Engineering & Materials Science 20%
Paint Engineering & Materials Science 14%
Energy conservation Engineering & Materials Science 10%
Temperature Engineering & Materials Science 8%
Cooling systems Engineering & Materials Science 4%
Hot Temperature Engineering & Materials Science 4%
Yoon, S., Chae, D., Seo, J., Choi, M., Lim, H., Lee, H., & Lee, B. J. (2022). Development of a device for characterizing radiative cooling performance. Applied Thermal Engineering, 213, [118744]. https://doi.org/10.1016/j.applthermaleng.2022.118744
Development of a device for characterizing radiative cooling performance. / Yoon, Siwon; Chae, Dongwoo; Seo, Junyong et al.
In: Applied Thermal Engineering, Vol. 213, 118744, 08.2022.
Yoon, S, Chae, D, Seo, J, Choi, M, Lim, H, Lee, H & Lee, BJ 2022, 'Development of a device for characterizing radiative cooling performance', Applied Thermal Engineering, vol. 213, 118744. https://doi.org/10.1016/j.applthermaleng.2022.118744
Yoon S, Chae D, Seo J, Choi M, Lim H, Lee H et al. Development of a device for characterizing radiative cooling performance. Applied Thermal Engineering. 2022 Aug;213:118744. doi: 10.1016/j.applthermaleng.2022.118744
Yoon, Siwon ; Chae, Dongwoo ; Seo, Junyong et al. / Development of a device for characterizing radiative cooling performance. In: Applied Thermal Engineering. 2022 ; Vol. 213.
@article{6aee47b38e074789840ef2450234d95e,
title = "Development of a device for characterizing radiative cooling performance",
abstract = "Daytime radiative cooling has recently drawn much attention due to its potential for use in next-generation cooling systems. So far, two indicators have been used to estimate radiative cooling performance: (i) cooling temperature of a radiative cooling surface at equilibrium condition; and (ii) instantaneous cooling power from a radiative cooling surface at ambient temperature. These quantities, however, deal with only a small thermal mass of a sample itself (i.e., they do not consider a real-world system to which a radiative cooling surface is applied) and cannot directly indicate the energy saving caused by the radiative cooling effect. Here, we propose a device that can directly measure daily averaged radiative cooling power as well as the resulting cooling energy reduction. To this end, two enclosures with different top covers (i.e., one with commercially available white paint and the other with radiative cooling paint) are prepared with several thermoelectric coolers attached through the side walls. Two different outdoor experiments are carried out; that is, one maintaining constant enclosure temperature and the other maintaining constant temperature difference between enclosure and ambient. The first test is designed for verifying the cooling energy saving of building, and the second test is for quantifying the cooling density from radiative cooling in an enclosure with a large thermal mass. By measuring the temperature and power consumption in the enclosures, the radiative cooling performance of two different enclosures can be thoroughly and quantitatively analyzed, which potentially can lead to the direct examination of cooling energy saving of buildings exploiting the daytime radiative cooling effects. With the proposed device, we show that the radiative cooling paint can produce the daily averaged radiative cooling of 10.9∼45.2 W/m2 and the corresponding cooling load of thermoelectric coolers can be reduced by 15.7∼50.0%. We anticipate this device to be a starting point for more realistic and sophisticated evaluation of radiative cooling performance.",
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author = "Siwon Yoon and Dongwoo Chae and Junyong Seo and Minwoo Choi and Hangyu Lim and Heon Lee and Lee, {Bong Jae}",
note = "Funding Information: This research was supported by the Creative Materials Discovery Program ( NRF-2018M3D1A1058972 ) through the National Research Foundation of Korea (NRF) funded by Ministry of Science and ICT as well as by " Cooperative Research Program for Agriculture Science & Technology Development (Project No. PJ0162122021 )" Rural Development Administration, Republic of Korea. Publisher Copyright: {\textcopyright} 2022 Elsevier Ltd",
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AU - Lee, Bong Jae
N1 - Funding Information: This research was supported by the Creative Materials Discovery Program ( NRF-2018M3D1A1058972 ) through the National Research Foundation of Korea (NRF) funded by Ministry of Science and ICT as well as by " Cooperative Research Program for Agriculture Science & Technology Development (Project No. PJ0162122021 )" Rural Development Administration, Republic of Korea. Publisher Copyright: © 2022 Elsevier Ltd
N2 - Daytime radiative cooling has recently drawn much attention due to its potential for use in next-generation cooling systems. So far, two indicators have been used to estimate radiative cooling performance: (i) cooling temperature of a radiative cooling surface at equilibrium condition; and (ii) instantaneous cooling power from a radiative cooling surface at ambient temperature. These quantities, however, deal with only a small thermal mass of a sample itself (i.e., they do not consider a real-world system to which a radiative cooling surface is applied) and cannot directly indicate the energy saving caused by the radiative cooling effect. Here, we propose a device that can directly measure daily averaged radiative cooling power as well as the resulting cooling energy reduction. To this end, two enclosures with different top covers (i.e., one with commercially available white paint and the other with radiative cooling paint) are prepared with several thermoelectric coolers attached through the side walls. Two different outdoor experiments are carried out; that is, one maintaining constant enclosure temperature and the other maintaining constant temperature difference between enclosure and ambient. The first test is designed for verifying the cooling energy saving of building, and the second test is for quantifying the cooling density from radiative cooling in an enclosure with a large thermal mass. By measuring the temperature and power consumption in the enclosures, the radiative cooling performance of two different enclosures can be thoroughly and quantitatively analyzed, which potentially can lead to the direct examination of cooling energy saving of buildings exploiting the daytime radiative cooling effects. With the proposed device, we show that the radiative cooling paint can produce the daily averaged radiative cooling of 10.9∼45.2 W/m2 and the corresponding cooling load of thermoelectric coolers can be reduced by 15.7∼50.0%. We anticipate this device to be a starting point for more realistic and sophisticated evaluation of radiative cooling performance.
AB - Daytime radiative cooling has recently drawn much attention due to its potential for use in next-generation cooling systems. So far, two indicators have been used to estimate radiative cooling performance: (i) cooling temperature of a radiative cooling surface at equilibrium condition; and (ii) instantaneous cooling power from a radiative cooling surface at ambient temperature. These quantities, however, deal with only a small thermal mass of a sample itself (i.e., they do not consider a real-world system to which a radiative cooling surface is applied) and cannot directly indicate the energy saving caused by the radiative cooling effect. Here, we propose a device that can directly measure daily averaged radiative cooling power as well as the resulting cooling energy reduction. To this end, two enclosures with different top covers (i.e., one with commercially available white paint and the other with radiative cooling paint) are prepared with several thermoelectric coolers attached through the side walls. Two different outdoor experiments are carried out; that is, one maintaining constant enclosure temperature and the other maintaining constant temperature difference between enclosure and ambient. The first test is designed for verifying the cooling energy saving of building, and the second test is for quantifying the cooling density from radiative cooling in an enclosure with a large thermal mass. By measuring the temperature and power consumption in the enclosures, the radiative cooling performance of two different enclosures can be thoroughly and quantitatively analyzed, which potentially can lead to the direct examination of cooling energy saving of buildings exploiting the daytime radiative cooling effects. With the proposed device, we show that the radiative cooling paint can produce the daily averaged radiative cooling of 10.9∼45.2 W/m2 and the corresponding cooling load of thermoelectric coolers can be reduced by 15.7∼50.0%. We anticipate this device to be a starting point for more realistic and sophisticated evaluation of radiative cooling performance.
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Lovell's London region has welcomed eight graduates to the world of construction to train as apprentice site managers in a two-year programme.
Each apprentice will learn the practical skills needed to manage a development. Most of their time will be spent on site, meeting and working with the construction teams across Lovell's sites in the capital, including Trinity Walk, its flagship scheme in Woolwich. This development comprises a collection of new apartments and townhouses, which are part of a £400m regeneration scheme with development partners PA Housing and The Royal Borough of Greenwich.
Mike Maxwell, operations director at Lovell, said: "Lovell is committed to recruiting bright, motivated graduates with the potential to become the future leaders of its business and offers opportunities in specific areas, such as site management and quantity surveying. If you'd like to be among the new line up for 2018, you can find out more by visiting our careers page.


Author: Librarians for Fairness Research Committee, et al.
In public libraries, "progressive" churches, Cambridge Massachusetts coffee houses, and Portland Oregon's Community Colleges, Christopher Bollyn has been showcasing his anti-Semitic publications without question.
Christopher Bollyn was a writer at the American Free Press, a publication designated as hate group by the Southern Poverty Law Center for their positions on white supremacy.
On Bollyn's website, he authors articles charging Jews and secret "Crypto Jews" as secret "cabals" behind everything from organized crime, the Kennedy assassination, and the 9-11 attacks. In fact, the single front page of his website has listed the word Jew 226 times.


text:
Charles Augustus Crow (* 31. März 1873 bei Sikeston, Missouri; † 20. März 1938 in Campbell, Missouri) war ein US-amerikanischer Politiker. Zwischen 1909 und 1911 vertrat er den Bundesstaat Missouri im US-Repräsentantenhaus.

Werdegang
Charles Crow besuchte die öffentlichen Schulen seiner Heimat und zog im Jahr 1896 auf eine Farm nahe Bernie, wo er in der Landwirtschaft arbeitete. Im Jahr 1901 zog er nach Caruthersville; dort war er in der Immobilienbranche und im Versicherungswesen tätig. Zwischen 1902 und 1909 fungierte er auch als Posthalter seiner neuen Heimatstadt. Gleichzeitig begann er als Mitglied der Republikanischen Partei eine politische Laufbahn.

Bei den Kongresswahlen des Jahres 1908 wurde Crow Partei im 14. Wahlbezirk von Missouri in das US-Repräsentantenhaus in Washington, D.C. gewählt, wo er am 4. März 1909 die Nachfolge von Joseph J. Russell antrat, den er bei der Wahl geschlagen hatte. Da er im Jahr 1910 gegen Russell verlor, konnte er bis zum 3. März 1911 nur eine Legislaturperiode im Kongress absolvieren. Nach seinem Ausscheiden aus dem US-Repräsentantenhaus arbeitete Crow wieder in der Landwirtschaft, im Immobiliengeschäft und in der Versicherungsbranche. Politisch ist er nicht mehr in Erscheinung getreten. Er starb am 30. März 1938 in Campbell.

Er ist ein Urgroßvater der US-Sängerin Sheryl Crow.

Weblinks

Mitglied des Repräsentantenhauses der Vereinigten Staaten für Missouri
Mitglied der Republikanischen Partei
US-Amerikaner
Geboren 1873
Gestorben 1938
Mann

redpajama_set_name: RedPajamaWikipedia


What Services Are Provided By Home Health Care?
Home health care agencies are designed to provide high quality, professional healthcare from the comfort of a patient's home. The kinds of services that you will find are going to vary from agency to agency, but the main feature of all home care services is that they bring health care right to you and your loved ones. Below are some of the services that a home care service can, and will provide.
One of the primary services provided by most home care agencies is competent nursing. Home care services frequently hire both registered nurses, and licensed practical nurses. They are trained to provide a wide range of services including post-acute care, observation and monitoring, assessment, the management and administration of medication, wound care and pain management.
When you or your loved one require more than just nursing care, many home care services are also able to provide occupational, physical, and speech/language therapy. Physical and occupational therapists focus on strengthening the body and help them perform daily physical tasks, as well as get the back on track to performing those tasks on their own. Speech therapists usually help patients who have lost some of their speaking ability after things like a stroke.
Other services that are often provided by a home care service include dietary services, such as planning and administration, education, vision assistance services, medical social services, and home care assistants.
Home care services are also able to have people sent to your, or your loved one's home to monitor more serious health statuses and conditions, especially if you are not able to be around 24 hours a day to do so yourself. They are also able to come in and help provide end of life care for patients who are suffering from terminal illnesses and would like to pass away in the peace and comfort of their own home.
Home care services are designed to make your and your loved one's lives as comfortable, dignified and convenient as possible. Often people hire a home care service, simply out of convenience. They live a long way from clinics and hospitals and the ability to have people come straight to you is well worth the investment. Other people opt for home care services because they can't stand the thought of being in the hospital, or being in a hospital for an extended period of time would seriously decrease their quality of life. If you are considering hiring a home care service and are unsure about the extent to which they can provide comprehensive care, keep the above information in mind when discussing it and making your decision.


text:
Michael Gove – 2013 Speech on the Importance of Teaching
March 27, 2021 admin	2013, Michael Gove, Speeches
The speech made by Michael Gove, the then Secretary of State for Education, on 5 September 2013.
Above my desk at home there's a simple slogan – 'If you can read this, thank a teacher'.
And I do. Every day. I give thanks for the wonderful opportunities I've been given by a succession of great teachers – from Mr Gillanders to Mike Duncan, Mrs Christie to Cath Richmond.
Every day I also give thanks for the amazing work being done by the teachers who are starting the new school year this week.
I am fortunate as Education Secretary because we have the best generation of teachers ever in our classrooms – including the very best generation ever of young teachers – those who have entered our classrooms over the last few years.
Whenever I can, I give thanks for their work – not just privately, but on any public platform I'm given. Including this one.
This government is determined to do all it can to support the teaching profession.
Because there can never have been a more important time to be a teacher.
Teachers hold in their hands the success of our country and the wellbeing of its citizens; they are the key to helping every child in this country to realise their full potential.
Teachers are the most important fighters in the battle to make opportunity more equal.
Teachers are the critical guardians of the intellectual life of the nation.
Teachers give children the tools by which they can become authors of their own life story and builders of a better world.
It is teachers, not poets, who are the unacknowledged legislators of mankind.
And it is because the teaching profession is so crucial that our programme of education reform has been designed to empower teachers; to give them more freedom, more power and more prestige.
I know that – sometimes – the speed with which I want to improve our schools, and – occasionally – the style with which I have made my case, have led some to argue that I am – implicitly or explicitly – seeking to criticise teachers.
But nothing could be further from the truth.
I want to defend teachers – and teaching – from the critics and cynics.
Because there are attacks directed at teaching – and I want to fight them.
In too many ways and by too many people – the importance of teaching is being denied.
There are 4 principal attacks on the work teachers do, which I want to anatomise today:
The first attack holds that teaching is a depressing and demotivating activity – and that the profession is suffering reputational decline.
The second attack is a denial that teaching can make any real difference.
The third attack is the sidelining of the teacher from the activity of learning.
And the fourth attack comes from those who believe teachers can't be trusted – that they need outsiders at every turn to monitor, police and approve their activities.
I want to deal with each of those attacks in turn.
The first attack on teaching comes – perhaps surprisingly, perhaps unsurprisingly – from the leadership of the 2 biggest classroom unions.
Chris Keates, the General Secretary of the NASUWT, has described teaching as a profession 'in crisis' – in which morale is at 'rock bottom', or 'an all-time low'.
She claims that teachers are 'angry, frustrated and demoralised'; that three-quarters of teachers feel professionally disempowered, that recruitment into initial teacher training is plummeting, and she has cited what she has claimed is research showing that over half of respondents have considered leaving the teaching profession.
Why is morale so low? Well, according to Chris Keates's closest colleague, it's because this government's education reforms are a breach of international humanitarian law.
According to Dr Patrick Roach, the Deputy General Secretary of the NASUWT, this government's Education Act was 'a crime against humanity.'
It was 'a smash and grab raid that will tear apart our schools and our communities'.
Dr Roach is not, however, alone in suggesting that government reforms constitute cruel and unusual punishments inflicted on suffering innocents.
Martin Powell-Davies of the National Union of Teachers National Executive has claimed that our education reform plans will make teaching 'a totally unbearable profession'.
It has come to something when the General-Secretary of the NUT ranks almost as a voice of moderation. But even though Christine Blower doesn't indulge in the hyperbole of others she still presents teaching as a profession in the grip of some terrible malaise.
She has argued that 'it is hardly surprising that some teachers are voting with their feet and leaving the profession. A combination of pension cuts, pay freezes, an ever-increasing workload and continual inspection and criticism from government at every turn will make retention of teachers increasingly difficult'. And she has argued that 'those who remain' face 'plummeting morale'.
The picture these union leaders paint is of a profession which no one rational would wish to join – a profession which is unattractive, unrewarding and unfulfilling.
The truth, however, is very different.
Teaching – as a profession – has never been more attractive, more popular or more rewarding.
Take the figures cited by the NASUWT about teacher opinion – they come from a self-selecting sample of their members, unrepresentative of the profession as a whole.
And despite their survey's annual claims, it's clearly not the case that more than half of NASUWT's members are actually leaving the profession every year – in fact, year after year, more people in England join the teaching profession than leave it.
Indeed, teaching has a far better retention rate than many other careers for highly-qualified people. Overall, teachers are only half as likely to leave their chosen profession as graduates in popular non-teaching roles (44% of graduates in non-teaching roles switched career within their first 3.5 years, compared to just 21% of teachers).
The numbers who would recommend the profession are up.
Ninety-eight per cent of school leaders surveyed by the National College for Teaching and Leadership this year say that overall 'it's a great job'; and 91% say they would 'recommend their job to other staff'.
The numbers who think that the profession is rewarding are up.
The Teaching Agency's annual survey of final year undergraduates at leading universities found that 86% thought that teaching is a rewarding career; 66% think teaching involves 'demanding work that has real status and kudos'; 61% think teaching is a 'great career option for the long term'. When asked to choose an adjective that best described a teaching career, the largest number of respondents said 'rewarding'.
Last year's survey found that 71% of undergraduates thought the image of teaching was improving, while 72% thought their friends and family would react positively to them becoming a teacher – up 6% since 2010.
The numbers of highly-qualified people entering teaching are up.
More than 7 out of 10 new teachers now have a first or upper-second class degree, the highest proportion ever recorded and an increase of 9 percentage points since 2010 to 2011. Teach First has moved up to third place in the rankings of the Times 'Top 100 Employers 2013', its highest ever position; first place in High Fliers research of 100 major graduate recruiters.
According to the OECD, teachers in England are comparatively well-paid – with annual salaries in England higher than the OECD average, and higher than those in progressive Scandinavian nations such as Finland, Norway or Sweden.
Teachers in England already progress up the pay scales twice as quickly as the OECD average, and our reforms to pay progression will mean that, from this year, the best teachers will have the opportunity to access greater rewards even earlier in their careers.
And school leaders are now free to reward their best teachers more than ever before – with more autonomy to attract, retain and reward those teachers who have the greatest impact on their pupils' performance.
And research from March this year found that 69% of career changers thought that teaching was a career for them to consider, a rise of 5% in just 4 months; 71% of students felt that teaching was a career for them to consider, a rise of 10% in just 4 months.
I think that growing enthusiasm for teaching reflects the fact that opportunities for teachers are now greater than ever.
As national, local, and specialist leaders of education, leaders of academy chains and teaching schools …
There are opportunities to change lives as subject leaders, like Simon Mazumder at Altrincham Girls Grammar – Head of Maths, a specialist leader of education, who is currently doing brilliant work on primary maths in collaboration with Manchester University.
And there are opportunities to become educational pioneers by opening free schools, which can reshape how we teach and how students learn.
Educational innovation has a new generation of heroes and heroines in Peter Hyman and Oli de Botton at School 21, in the team behind the Greenwich Free School, or in the inspirational classroom practitioner Mark Lehain who has opened an academically ambitious new school in one of the most disadvantaged parts of Bedford.
There are also new opportunities to shape the whole educational debate.
In the past, the education debate has been dominated by education academics – which is why so much of the research and evidence on how children actually learn has been so poor.
Now, thankfully, teachers are taking control of their profession's intellectual life, taking the lead in pioneering educational research and creating a living evidence base.
Later this week the brilliant Tom Bennett – teacher, blogger, behaviour guru and free thinker – is bringing together other teachers at the ResearchED 2013 conference to debate how to use the most rigorous evidence to improve teaching itself. Some of the most impressive names in the profession – such as Tom Sherrington, Joe Kirby and Daisy Christodoulou will be speaking.
Their initiative follows on from the groundbreaking work we commissioned from Dr Ben Goldacre – the author of 'Bad Science' – to help us understand how better use of evidence could improve teaching practice. His paper on 'Building Evidence Into Education' generated a vast amount of enthusiastic debate and discussion among teachers when it was published in March this year, both on and offline.
And his paper sits alongside fascinating research carried out by teaching schools, exciting schemes like the National College for Teaching and Leadership's Test and Learn programme, and the projects run by the Education Endowment Foundation, a new charity working to ensure that children from all backgrounds can make the most of their talents.
I am particularly encouraged by the work being done by teachers to shape new curricula, using the freedoms enjoyed by academies. Caroline Nash, the inspirational sponsor of Pimlico Academy, has set up a wonderful new organisation – the Curriculum Centre – to help teachers develop challenging and aspirational knowledge-rich programmes of study. In Ark's academies new and more ambitious maths curricula have been developed by brilliant young teachers. And David Benson, the newly-appointed principal designate of the Kensington Aldridge Academy, is also developing aspirational new approaches to the curriculum for students from disadvantaged communities.
As well as leading the education debate, teachers are also our most valued public service workers. More and more teachers are being publicly recognised by this government for their inspirational leadership.
More classroom teachers than ever before are being honoured for their work – in the 2013 honours alone, Ann Hambly of Queen Elizabeth's Grammar School, Ashbourne; Paul Hughes of Queensbury Upper School, Bedfordshire; Peter Latham, a former PE teacher from Otley, West Yorkshire; Maggie Morgan from St Paul's Nursery and Primary School, Brighton and Hove; Linda Wainwright from Slade Green Infants School.
In fact, around 10% of all 2013 honours were awarded to people from the world of education.
So – far from the picture drawn in such unremittingly bleak colours by the teaching unions, the reality of teaching in England today is that there's never been a better time to be a teacher.
In fact, I could not put it any better than Gerard Kelly, the outgoing editor of the bible of teaching, the Times Educational Supplement – who wrote in his valedictory editorial that:
Contrary to most reports, teaching in Britain has never been in better health…The quality of recruits is phenomenally high, the pay isn't bad, the profession's status is rising, schools have never been better equipped and teachers' pensions remain generous compared with most. Students have never been more motivated and parents rarely so supportive. Most encouraging of all are the widespread acceptance that a 'satisfactory' education isn't really good enough and the determination of schools and teachers to take ownership of their profession, sharing ideas and best practice in ways unknown only a few years ago…
The fact is that teaching, for all its bureaucratic indignities, petty frustrations and ceaseless initiatives, is a more respected profession and a more attractive graduate destination than it has been for many years. The stresses are endlessly cited, less so the equally stratospheric satisfaction levels. It really is the 'noblest of professions'.
The second attack on teaching has also – perhaps surprisingly, perhaps unsurprisingly – come from within the teaching unions. But it's very far from restricted to them.
The essence of this attack is a belief that teaching cannot actually make that much of a difference to the life chances of children.
The people who make this argument exist on both Left and Right.
From the Left – and from the perspective of a teaching union general secretary – Dr Mary Bousted makes the argument more eloquently than anyone. I say this in a spirit of genuinely respectful disagreement because I believe Dr Bousted is one of the most impressive people in the education debate.
Mary has argued that the socio-economic circumstances of children determine their fate far more than the level of academic expectations at school or the quality of teaching.
She maintains that the most important factor in educational success abroad is not great teaching, high expectations of students or the valuing of knowledge but 'less wealth inequality' and 'far more balanced school intakes'.
In essence – for Mary – it is overwhelmingly the case that deprivation is destiny.
From the Right – and from the perspective of a distinguished academic – a parallel case is made by Professor Charles Murray. Again, I have enormous respect for Charles Murray and his work – but on this occasion, I disagree with him.
He and others like him have argued that, because children inherit different cognitive abilities, the quality of teaching cannot significantly alter that and therefore large numbers of children are not equipped to succeed academically.
In essence – for Charles – it is overwhelmingly the case that genetics are destiny.
But if a child's background and genetic makeup were all that mattered, then we would expect the same sorts of pupils in the same sorts of schools to get the same sorts of results. Whereas even the most cursory glance at schools in England and America reveals huge variations in performance, even in those schools with the most similar pupil populations.
There are schools with relatively gifted – or wealthy – intakes which perform poorly, coasting along without generating real progress.
And there are – thankfully – many state schools where children from poor backgrounds, who may have been dismissed as unacademic, perform brilliantly.
Indeed there are some schools where the children – irrespective of background – all perform well.
Schools like the Ark academies in England – like ULT's Paddington Academy and Thomas Jones Primary in West London.
In all of these schools children from the poorest, most deprived backgrounds achieve just the same (impressively high) marks as their richer, luckier peers.
And in other schools children who have been labelled as likely to perform at below the average academic level defy that categorisation.
In schools like Cuckoo Hall Primary or Durand Academy far more children than the national average are registered as having special educational needs. But the vast majority of children – regardless of the challenges they face – achieved at or above the expected level in numeracy and literacy.
Why do these schools succeed, transforming poor children's lives and life chances, for good? Why do their children manage to achieve far over the odds, giving the lie to those pessimists and fatalists from Left and Right and defeating both the poverty of their backgrounds and their so-called innate 'genetic limitations'?
Because they share a single common denominator – a single-minded focus on teaching. On recruiting the best candidates, giving them the best training and development; maximising the time children spend being instructed by passionate experts in the disciplines of rigorous thought.
An overwhelming body of academic literature shows that teacher quality and pupil performance are inextricably linked.
McKinsey's report, 'How the world's best-performing school systems come out on top', showed that quality of teaching is the most important driver of quality in any education system – more important than any other factor.
Studies in Tennessee have shown that an individual pupil taught for 3 consecutive years can make as much as 2 years more progress when taught by a top-performing teacher than by a poorly-performing teacher – teachers working in the same building, teaching pupils in the same grade, from the same backgrounds. Analysis in England has identified a quantifiable, measurable improvement in pupils' exam grades when taught by a high-quality teacher.
Other studies have shown that the benefits of high-quality teaching last a lifetime – with pupils taught by top-performing teachers 'more likely to attend college, earn higher salaries, live in better neighbourhoods, and save more for retirement'.
All over the world, in individual schools and wide-ranging academic literature, the evidence is crystal clear.
Great teaching can and does make a huge difference to children's performance.
Great teaching involves empathy and energy, authority and resilience; detailed planning; constant self-improvement. A great teacher has the ability to 'read' a classroom and understand its dynamics, instantly; shows inspirational leadership, exciting and motivating pupils to help them achieve their full potential.
But common to all the great teachers I know is a love of children and a love of knowledge.
And that shouldn't be surprising – because the very best academic research also proves the vital importance of an education which is knowledge rich.
This concept is, however, undermined by the third attack on teaching, an old one – as old as Rousseau, in fact. It's the belief that education should not be an activity in which the teacher imparts knowledge to the child but a pursuit – by the child – of what it finds interesting.
In Émile, Rousseau wrote: 'Let [a child] know nothing because you have told him, but because he has learnt it for himself. If ever you substitute authority for reason he will cease to reason, he will be a mere plaything of other people's thoughts'.
Various so-called progressive thinkers subsequently took up the same position.
As David Green of Civitas has pointed out, these included influential writers like Ivan Illich, whose book 'Deschooling Society' (1971) complained that 'real learning is not the result of instruction … most learning requires no teacher'; to Carl Rogers, author of 'Freedom to Learn' (1969), who claimed that teaching was "based upon a distrust of the student. The attitude of teachers was: 'Don't trust him to follow his own leads; guide him; tell him what to do; tell him what he should think; tell him what he should learn".
These arguments have been particularly pernicious in crucial areas like the teaching of reading, for example – where research has consistently and comprehensively shown, both in this country and around the world, that systematic, phonic instruction by a teacher is the most effective and successful way of teaching children to read.
Ideologues, however, have long argued against phonics and direct instruction, claiming instead that children should be allowed to discover letters and words for themselves. This mindset – which holds that direct instruction (what you and I would call teaching) is harmful to children's creativity and curiosity – is not new.
From the Hadow report of 1933, which stated that 'the child should begin to learn the 3 Rs when he wants to do so'; to the Plowden report of 1967, which declared that the 'skills of reading and writing…can best be taught when the need for them is evident to children' and the Bullock report of 1975, stating that 'we do not suggest that children of any age should be subjected to a rigorous and systematic training programme'…the educational establishment has conspired against teachers.
Again and again, in this country and abroad, educational thinkers who call themselves progressive, but who are anything but, have converged on the belief that the importance of teaching should be downgraded.
These theorists have consistently argued for ways of organising classrooms and classroom activity which reduce the teacher's central role in education.
All too often, we've seen an over-emphasis on group work – in practice, children chatting to each other – in the belief that is a more productive way to acquire knowledge than attending to an expert.
Although, as the great Texan President Lyndon B Johnson said, 'you aren't learning anything when you're talking.'
Some schools have been pressured to fit in with prevailing doctrines, even against their own instincts. Some nurseries and schools in Kent, for example, reported to us that they were told to remove tables and chairs from their classrooms; were told that they were not allowed to keep children sitting still for longer than 1 minute for every year of their lives – not even during registration, or when listening to a story; were told that children were not allowed to tidy up, or be asked to put their coats on, in case it interrupted 'child-initiated play'.
And it's not just group work – almost any activity which is not direct instruction has been lauded by the so-called progressives while direct instruction has been held up to criticism and ridicule.
In her fantastic book 'Seven Myths About Education', Daisy Christodoulou recalls her own teacher training – when she was told that she talked too much in lesson practice – and in a bizarre inversion of LBJ's wisdom she was told that when she was talking, the pupils weren't learning.
So what happens in classrooms when teaching is marginalised?
The teacher Matthew Hunter records on his blog a series of lessons aimed at history students between the ages of 11 to 16 that he had encountered.
They included studying the battle of Hastings by re-enacting it on a field with softballs, spending 3 lessons making castles out of cardboard boxes, making plasticine models to represent Hitler's main aims as Fuhrer and recreating life on a slave ship by making pupils gather under their desks.
Another teacher records a lesson for A level English students in which they were asked to depict literary characters on a paper plate – drawing a face on the plate – and then asked to use stickers to define the character's principal traits – pinning the stickers on their clothes and mingling with other students, while they introduce themselves 'in character'.
Allied to these teaching methods which have nothing to do with passing on knowledge, there has also been an emphasis on teachers having to put their own learning aside so that work is 'relevant' to the students. This has resulted in the dumbing of educational material down to the level of the child – with GCSE English papers that ask students about Tinie Tempah, or Simon Cowell – rather than encouraging the child to thirst after the knowledge of the teacher.
I believe that we need to move away from these approaches to education – I would call them pedagogies but they don't leave much place for the pedagogue – towards an education system which believes, right from the early years, in the importance of teaching.
Because schools are – above all – academic institutions. We need teachers to actively pass on knowledge, organised in academic disciplines such as physics and history – to introduce children to precisely those areas of human thought and achievement which they are most unlikely to discover or understand on their own.
Children naturally learn to talk; they do not naturally learn to read, or to play the violin, or to carry out long division.
The most impressive scientific evidence on how children learn – from experts like Paul Kirschner, Richard E Clark and John Sweller – all points towards the importance of direct instruction. Their work on 'why minimally guided teaching techniques do not work' is hugely powerful.
Their thinking is reinforced by contemporary advocacy from the very best teachers at the sharp end – like Daisy Christodoulou. In 'Seven Myths about Education', again, she points out that learning depends on teachers passing on key 'building blocks' of knowledge to students so that they become lodged firmly in the memory. Using an instant recall of times tables, for example, to tackle long multiplication.
Although the work may initially be hard, it brings its own special rewards. Only after building fluency in scales can musicians play a great sonata or concerto; only after learning how letters on the page correspond to sounds and words can children discover the magic and mystery of English literature.
Daniel Willingham's research in cognitive science has provided compelling evidence that a traditional knowledge-rich curriculum is the key to educational success.
As he has written, 'knowledge does much more than just help students hone their thinking skills: it actually makes learning easier. Knowledge is not only cumulative, it grows exponentially. Those with a rich base of factual knowledge find it easier to learn more – the rich get richer. In addition, factual knowledge enhances cognitive processes like problem solving and reasoning. The richer the knowledge base, the more smoothly and effectively these cognitive processes – the very ones that teachers target – operate. So, the more knowledge students accumulate, the smarter they become.'
Willingham's comment that 'the rich get richer' is, sadly, not just a metaphor. All too often, children from more affluent backgrounds effortlessly acquire this broad knowledge base at home, equipping them with the tools needed at school and beyond; those from less privileged backgrounds miss out.
The educationalist E D Hirsch has proved this phenomenon beyond any doubt – with research demonstrating that students with a higher level of 'background' knowledge were able to understand and analyse complex texts much better than their peers without that knowledge, who tended to come from poorer, less privileged backgrounds. As he wrote:
African-American students at a … community college could read just as well as university…students when the topic was roommates or car traffic, but they could not read passages about Lee's surrender to Grant [a pivotal battle in the American Civil War]. They had not been taught the various things they needed to know in order to understand ordinary texts addressed to a general audience.
This, then, is the perverse result of so-called 'progressive' denigration of knowledge. Gramsci put it best: 'the most paradoxical aspect of it all is that this new type of [education] is advocated as being democratic, while in fact it is destined not merely to perpetuate social differences, but crystallize them in Chinese complexity.'
In short, for too long – whether driven by a romantic, Rousseau-ian reluctance to crush a child's delicate spirit, or a glib, Google-era insistence that knowledge is irrelevant in a world where 'you can just look it up' – the role of the teacher has been eroded.
Which is why it is so encouraging that a growing number of teachers – indeed the most popular teachers on the web, like Andrew Old, whose blog has received more than 600,000 hits; Tom Bennett, with almost eight and a half thousand followers on Twitter, and Joe Kirby, with almost 2,000 – are arguing for a restoration of knowledge and direct instruction; in short, standing up for the importance of teaching.
The fourth attack on teaching is one in which governments – including Conservative governments – have at times been complicit.
It's the belief that teachers need others to validate the work they do – whether those others are university academics, or inspectors, or examiners – who have never been teachers.
Take, for example, the whole practice of teacher training.
The evidence shows the best teacher training is led by teachers; that the skills which define great teaching – managing behaviour, constructing compelling narratives, asking the right questions, setting appropriate tasks – are best learnt from great teachers; that the classroom is the best place for teachers to learn as well as to teach.
The work of Doug Lemov in the United States – teacher, founder of a charter school, author of 'Teach Like a Champion', which has transformed the debate around teacher training and won followers all over the world – has found support right across the American political spectrum.
In this country, schools play a central role in all of the ITT providers judged to be outstanding under Ofsted's tough new regime.
We have already taken a number of steps to put teachers and schools in charge of recruitment and training.
Brand new teaching schools have become centres of excellence in training and development – and we will be expanding the number of teaching school alliances beyond the planned 500. The first group of teaching schools have now been operating for 3 years and I can now confirm that their funding will continue beyond the planned 4 years into a fifth year.
While our new teacher training scheme, School Direct, gives aspiring teachers the opportunity to work in a great school from day one, just like student medics in hospitals – learning from more experienced colleagues and immediately putting their new skills into practice.
We've also done a lot to deal with the systematic shortages of specialist maths and physics teachers that we inherited. We've collaborated with the Institute of Physics and the Institute of Mathematics to introduce prestigious new scholarships worth £20,000 and brought in new training bursaries of up to £20,000 to attract the brightest graduates into these core subjects, more if trainees go to schools with a high proportion of pupils on FSM.
But we've got to go even further. So we will soon be announcing even greater incentives in shortage subjects, where recruitment has historically been most difficult, and we will do even more to encourage would-be teachers to study maths and physics at A level and beyond. And we've ensured that – at least in maths and physics – there will no longer be any cap on the number of teachers recruited each year, no published target for ITT places; on the contrary, we want to recruit as many new teachers in these subjects as we can.
Schools can now also use their new powers to attract and reward great teachers in specialist subjects, in particular – giving them the power to pay great physics and maths teachers more, right from day one.
As schools take more control over training the next generation of teachers, many of the best academy chains and teaching school alliances are now playing an even greater role in training the next generation of teachers as accredited SCITTs, school-centred initial teacher training providers.
We want to see their numbers increase, enabling more aspiring teachers than ever before to benefit from the expertise and experience of some of the best in the business – so we will be bringing forward proposals to support this later in the year.
The best higher education institutions welcome our changes because they know that discriminating schools will increasingly choose partners in HE who deliver the best quality training and development.
Many have in fact been working hand in glove with schools for many years, and School Direct is just an extension of what they already do. Oxford University, for example, has collaborated with local secondary schools on an internship programme called Oxford City Learning for many years now, and School Direct places have simply been incorporated within that successful scheme.
But sadly, there are some vested interests within some universities that oppose the shift towards school-centred teacher training by SCITTs or through School Direct; those, perhaps, which have long relied on an effective monopoly of teacher training to sustain their finances.
So it's vital for the future of the profession that we defend teachers from self-interested attacks – and stand up for the principle of teachers teaching teachers.
We also need to defend teaching from the wrong sort of inspection.
I am a passionate believer in the power of good inspection to improve education.
And to those who question whether schools need to be inspected by any outside body at all – suggesting, perhaps, that schools should be the only state-funded institutions not accountable to any form of external authority – I merely point out that without Ofsted, exam results would be the only arbiter of a school's performance – making a system more pressurised, more crude and more 'high stakes' than the one we have now.
Inspection can be a catalyst for rapid and effective school improvement.
We know that schools judged inadequate by Ofsted have generally made more rapid and sustained improvement than those marked 'satisfactory', the next rung up – which have tended to coast along at the same level.
This, incidentally, is part of the reason why Sir Michael Wilshaw has, quite rightly, changed the old grade of 'satisfactory' into 'requires improvement' – sending the message that every school should, at least, reach 'good', and should be aiming even higher.
Ofsted also provides an essential service in highlighting brilliant practice, the schools which make a difference and the teachers we should celebrate.
And it has now changed the way it reports its findings so that every inspection report for an outstanding school clearly states on the very first page why that school is outstanding – making it much easier to understand why the best schools are doing so well.
But there have been occasions – in the past – when inspection has not achieved what it should.
Too few inspectors had recent – or current – experience of teaching.
The framework, prior to 2010, required schools to be judged against more than 27 different criteria – putting 'quality of teaching' on a par with 'whether pupils adopted healthy lifestyles' and 'the extent to which pupils contribute to the school and wider community'.
And Ofsted's guidance provided too little clarity about what constituted good teaching; or allowed inspectors' personal prejudices and preferences to be interpreted as 'the Ofsted way'.
As a result, and as teacher bloggers like Andrew Old have chronicled, time and again too much emphasis was given to particular practices like group work and discovery learning; while Ofsted inspectors marked teachers down for such heinous crimes as 'talking too much', 'telling pupils things' or 'dominating the discussion'.
The good news is that Ofsted – under its inspirational new leadership – is moving to address all these weaknesses and give us a system of inspection of which we can be proud.
The numbers of inspectors with the right experience and credentials is rising. In 2010 to 2011, just 15% of inspections included a serving headteacher or senior leader – today, it's 52% – and 88 national leaders of education have already trained as inspectors, with 45 more training this term and applications already oversubscribed for the next round.
Outdated, misleading guidance has been replaced with a clear directive to reward great teaching – whether it matches the inspector's personal preferences or not.
And the Ofsted framework has been transformed so that, rather than peripherals, teaching now matters above all – in particular, the sort of teaching which generates excellence. That means less focus on processes, pedagogies, lesson plans and structures, and more focus on how well pupils learn. And a school cannot now be awarded an overall 'outstanding' grade unless its teaching is judged to be 'outstanding'.
It is thanks to Sir Michael Wilshaw – himself a great teacher – that these changes have been made – and they all point in one direction – the affirmation of the importance of teaching.
That phrase – the 'Importance of teaching' – was the title of this government's first and only education white paper; our most important priority then, and our most important priority now.
It is the silver thread running through every single one of our policies, every part of our reform agenda.
It's because we know teaching can make such a difference that we have instituted policies that help teachers make that difference.
Clearing away the distractions and slashing the unnecessary bureaucracy and central prescription which sapped so much of teachers' time and energy; in numbers alone, we've removed or simplified over 50 unnecessary duties and regulations; and cut the volume of guidance issued to schools by 75%, over 21,000 pages.
And giving teachers as much freedom, autonomy and independence as possible, to get on with they do best – teach.
Every teacher in the classroom knows – as Gerard Kelly so rightly said – that teaching is the noblest of professions.
Which is why everything the Department for Education does, has done and will do is designed to reinforce the importance of teaching.
← Michael Gove – 2013 Statement on the Updated National Curriculum
Michael Gove – 2013 Statement on Young Carers →
Donald Coleman – 1985 Speech on the Loyal Address
Stephen Twigg – 2018 Commons Speech on Brexit
Maria Miller – 2020 Speech on the Parliamentary Constituencies Bill

redpajama_set_name: RedPajamaCommonCrawl


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Pensioners may be suffering age discrimination at hands of energy companies
by Tom Heys
Ofgem is looking at whether people are losing hundreds of pounds a year because they have no way of buying cheap energy deals online.
Around a quarter of households are not connected to the internet, with older people disproportionately affected by not being online.
Andrew Wright, a senior director at Ofgem, said energy companies had a duty to treat customers equally.
"Arguably, those who don't have access to online tariffs may well be being discriminated against," he told a panel of MPs. "We are considering this in at the moment relation to a number of companies though we're not yet at the stage of active investigation."
Research by Age UK showed in 2008 that pensioners are the least likely to use the internet to switch energy supplier, with only 16 per cent shopping around for the best deals.
Michelle Mitchell, charity director at Age UK said last night: "Many older customers are unable to access cheaper bills by switching energy suppliers online."
There are more than 11 million people of pension age in Britain, meaning a huge number of older energy customers may be losing out.
SSE, the owner of Southern Electric, is one of the only energy companies to offer its customers the same deals online and offline.
Ian Marchant, the chief executive of SSE, estimates that providing energy through online billing only saves a company £10 to £20 per customer, but some suppliers offer discounts of up to £200 for buying online.
This means that in many cases offline customers are heavily subsidising online customers.
Ofgem said energy companies can still try to attract new customers with bargain offers, but they do have to be careful about making sure everyone has access to the same deals.
"There are clear rules about how they should be doing it," Mr Wright said. "It should be very transparent and for a fixed period. We're not always convinced the offers that are out there adhere to that. On some of these, it's not obvious why [the deals] are restricted to online. You don't receive an email and you don't have an online service. You just acquire online."
Ofgem is currently working on reforms for energy tariffs to make them simpler.
Energy UK, which represents the 'Big Six' energy companies, declined an immediate request for comment.
Article from the Daily Telegraph
Posted in The Telegraph
tagged with Energy


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Premier League club's marketing appeal
First Internet/Blog/Premier League club's marketing appeal
The 2016/2017 Premier League football season is vastly approaching and many of our favourite teams have new commercial sponsors and partners. We decided to have a look at the colossal amount of money these global brands spend on such marketing activity.
Just last week Richard Branson's Virgin Money teamed up with Manchester United as their UK Financial Services Partner, adding their name to the forever growing list of global brands associating themselves with premier league clubs.
These brands choose to spend their marketing millions every year on Premier League sponsorship packages. To put some figures in perspective, Chevrolet pay Manchester United £47m per year to sponsor their shirt and Adidas pay them £75m per year for the same luxury. Chelsea come a close second with Yokohama paying £40m per year and Arsenal are in third place, with Fly Emirates paying £30m per year. In fourth place is Liverpool receiving £25m from financial services giant, Standard Chartered, closely followed by Manchester City's £20m from Etihad Airways. For the season 2015/2016, if we combine all twenty Premier League clubs' shirt sponsorship deals we get £220m, this will be considerably more for the new season once new deals are finalised.
Is it money well spent?
The Premier League's platform as a global event proves very appealing to sponsors, after all which marketer would not love to see their brand across the chest of world renowned football players. Brands can have a calculated shot at gaining a foothold in another international market, just as Chevrolet are doing in the UK. SportsPesa a Kenyan betting company have just yesterday announced a new shirt sponsorship deal with Premier League new boys, Hull City. It will be the first time SportsPesa have targeted the UK and you can't argue it's probably the strongest route to their target audience.
For some brands it's very clear to see the long term success this advertising/marketing opportunity has proven to be. Carlsberg famously had their name printed on every Liverpool shirt for 18 years from 1992 to 2010, the effects of this are still paying dividends today. Sharp sponsored Manchester United's shirt for the same length of time before Vodafone took over for another 6 years, both enjoying huge global coverage due to United's success. Sega Dreamcast and mobile network provider, O2 dominated Arsenal's shirt from 1999 to 2006 during their supremacy and benefited greatly.
So we have had a glance at how some global brands are jumping on to the back of sports teams. It's very unlikely we'll be marketing your business across a football strip, but we can find the right target audience for you that will impact your business for many years to come.
While we are on the topic. If you think you have what it takes to beat us at Fantasy Football, we welcome you to join the First Internet Premier League. To do so create a team before 13th August using the official Barclays Premier League website. Link provided:
https://fantasy.premierleague.com/
Once you have created your team go to leagues, join private league and enter this code to join the First Internet Premier League 159184-51898. There will be a bottle of champagne for the winner!!


VIENNA/ISTANBUL (Reuters) - Iran faces international pressure over its nuclear program in two separate meetings on Wednesday, but no breakthrough is expected with the Islamic state focused on next month's presidential election.
In Vienna, the U.N. nuclear agency will once again urge Iran to stop stonewalling its inquiry into suspected atomic bomb research by Tehran, which denies any intent to make such arms.
The talks started around 10 a.m. (4 a.m. EDT) at Iran's diplomatic mission in the Austrian capital.
"Differences remain but we ... are determined to solve these issues," Herman Nackaerts, deputy director general of the International Atomic Energy Agency (IAEA), told reporters.
Later over dinner in Istanbul, the European Union's top diplomat will meet Iran's chief nuclear negotiator - also now a presidential candidate - to discuss a broader diplomatic effort bid to resolve a row that could ignite war in the Middle East.
The two sets of talks represent distinct diplomatic tracks but are linked because both center on suspicions that Iran may be seeking the capability to assemble nuclear bombs behind the facade of a declared civilian atomic energy program.
Any movement in the decade-old standoff will probably have to wait until after Iranians vote on June 14 for a successor to President Mahmoud Ahmadinejad, analysts and diplomats say.
Even though it is Supreme Leader Ayatollah Ali Khamenei who decides Iran's nuclear policy, the conservative leadership may want to tread cautiously ahead of a poll in which loyalists will be challenged by two major independents.
With the election coming up, "the Iranians will do everything to keep everything stable," one Western envoy said.
Israel and the United States have threatened possible military action if diplomacy and increasingly tough trade and energy sanctions fail to make Iran curb its nuclear program.
Tehran says its nuclear activity has only peaceful purposes and that it is Israel, widely believed to be the Middle East's only nuclear-armed power, that threatens peace and stability.
The IAEA has been trying for more than a year to coax Iran into letting it resume an inquiry into what the U.N. watchdog calls the "possible military dimensions" of its nuclear work.
Wednesday's talks in Vienna will be the 10th round of negotiations between the two sides since early 2012, so far without a framework agreement that would give the IAEA the access it wants to sites, officials and documents.
Iran's IAEA envoy, Ali Asghar Soltanieh, said this week he expected progress to be made in the discussions. But Western diplomats voiced pessimism.
The Istanbul meeting between EU foreign policy chief Catherine Ashton, who represents six world powers, and Iran's chief nuclear negotiator Saeed Jalili follows a failed round of big-power diplomacy in Kazakhstan in early April.
The gap is wide: the powers want Iran to suspend its most sensitive nuclear activity. Iran wants them to recognize its "right" to refine uranium - which can have both civilian and military purposes - and to end tough economic sanctions.


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1963 – 1967 Chevrolet C2 Corvette
1963 – 1967 Chevrolet C2 Corvette. The 1963 sting ray production car's lineage can be traced to two separate gm projects: The corvette sting ray c2 retailed for about $4,300 as a convertible when new, and about $4,400 for a coupe.
1967 Chevrolet Corvette (C2) 427 Awesome Vehicles Pinterest from www.pinterest.com
The 1963 sting ray production car's lineage can be traced to two separate gm projects: The chevrolet corvette c2 is a sports car designed by larry shinoda under the styling direction of bill mitchell, and produced between 1963 and 1967. 1967 corvette stingray coupe is powered by a 427 c.i.
Source: www.corvsport.com
The chevrolet corvette c2 is a sports car designed by larry shinoda under the styling direction of bill mitchell, and produced between 1963 and 1967. Ncm announces 2022 corvette hall of fame.
Ncm announces 2022 corvette hall of fame. 1963 chevrolet corvette grand sport coupe with 750hp na mercury sb4 engine.
The chevrolet corvette c2 is a sports car designed by larry shinoda under the styling direction of bill mitchell, and produced between 1963 and 1967. 2nd gen classic red 1967 chevrolet corvette 300 hp for sale.
The corvette sting ray c2 retailed for about $4,300 as a convertible when new, and about $4,400 for a coupe. 1963 chevrolet corvette grand sport coupe with 750hp na mercury sb4 engine.
Source: squir.com
The corvette sting ray c2 retailed for about $4,300 as a convertible when new, and about $4,400 for a coupe. 1964 corvette coupe original no hit body with small.
Source: wall.alphacoders.com
The chevrolet corvette c2 is a sports car designed by larry shinoda under the styling direction of bill mitchell, and produced between 1963 and 1967. The 1963 sting ray production car's lineage can be traced to two separate gm projects:
Source: auto.ironhorse.ru
1963 chevrolet corvette grand sport coupe with 750hp na mercury sb4 engine. Ncm announces 2022 corvette hall of fame.
Source: www.supercars.net
1964 corvette coupe original no hit body with small. 2nd gen 1964 chevrolet corvette c2 4spd manual for sale.
1967 corvette stingray coupe is powered by a 427 c.i. Ncm announces 2022 corvette hall of fame.
Ncm announces 2022 corvette hall of fame. 1967 corvette stingray coupe is powered by a 427 c.i.
The Corvette Sting Ray C2 Retailed For About $4,300 As A Convertible When New, And About $4,400 For A Coupe.
2nd gen 1964 chevrolet corvette c2 4spd manual for sale. The 1963 sting ray production car's lineage can be traced to two separate gm projects: 1963 chevrolet corvette grand sport coupe with 750hp na mercury sb4 engine.
2Nd Gen Classic Red 1967 Chevrolet Corvette 300 Hp For Sale.
The chevrolet corvette c2 is a sports car designed by larry shinoda under the styling direction of bill mitchell, and produced between 1963 and 1967. 1967 corvette stingray coupe is powered by a 427 c.i. 1964 corvette coupe original no hit body with small.
Ncm Announces 2022 Corvette Hall Of Fame.


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Florida Football Recruiting: Wide Receiver Ryeshene Bronson Becomes No. 1 Commitment For 2014
By Andy Hutchins Jun 14, 2012, 4:47pm EDT
Share All sharing options for: Florida Football Recruiting: Wide Receiver Ryeshene Bronson Becomes No. 1 Commitment For 2014
That's Brent Pease on the left. This is our only picture of Brent Pease. You will see this picture a lot.
National Signing Day in 2014 is a little under 18 months from now, but with camps happening around the country, and especially in Gainesville, where Florida runs one of the nation's best, there are rising juniors who are looking to get in where they fit in already, well ahead of the curve in recruiting. One of them picked today to commit to the Gators: Ryeshene Bronson, a 2014 wide receiver from Fort Myers Dunbar High, committed to Florida this afternoon, as first reported by Rivals' Mark Wheeler, majordomo of Inside the Gators.
Bronson stands 6'3" and goes about 180 pounds, and had been picking up major offers of late, including one from Florida State just today. But y'all know I'm not the recruiting expert, so I reached out to SB Nation's Bud Elliott, and this is what he said:
Lanky kid, long strider, smooth. Dances too much but you can limit that by not having him catch little short stuff. Good top end speed. Good acceleration for his height. A lot of tall guys take a while to get up to speed.
Definitely someone who I want to see more.
That sounds good, and so does the trend of Florida going after bigger receivers. Bronson's cousin-ly ties to the Watkins family probably help, too, as does Ahmad Fulwood shouting him out. But I'm not going to get too wrapped up in a kid who may or may not be of legal driving age just yet.
Side note: I was leaving Publix under the-sky-is-crying rain as this happened. I can't imagine Bronson was swayed by this storm, even if God told him "to lock it in" but nuttier things have happened.


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Home / Countries / South Africa
South Africa is a country on the southernmost tip of the African continent, marked by several distinct ecosystems. Inland safari destination Kruger National Park is populated by big game. The Western Cape offers beaches, lush winelands around Stellenbosch and Paarl, craggy cliffs at the Cape of Good Hope, forest and lagoons along the Garden Route, and the city of Cape Town, beneath flat-topped Table Mountain. Its population is 55 million and GDP per capita is US$5,273.
According to the South African Institute of Race Relations, the life expectancy in 2009 was 71 years for a white South African and 48 years for a black South African. The healthcare spending in the country is about 9% of GDP.
About 84% of the population depends on the public healthcare system, which is beset with chronic human resource shortages and limited resources.
About 20% of the population uses private healthcare. Only 16% of the population is covered by medical schemes. The rest pay for private care "out of pocket" or through hospital cash plans. The three dominant hospital groups, Mediclinic, Life Healthcare and Netcare, together control 75% of the private hospital market
AHO PRIORITIES FOR HEALTH DELIVERY PLAN IN SOUTH AFRICA
Prevent, control, and reduce communicable diseases, with emphasis on the broad range of diseases that affect the health of the population (vector-borne, STI, HIV/AIDS, diarrheal diseases, respiratory infections, tuberculosis, emerging diseases, including resistance to antibiotics, vaccine-preventable diseases, and leprosy).
Healthy growth and development. To this end, care will focus on mothers, children, and adolescents. Addressing maternal mortality will be a key objective of technical cooperation, as will infant mortality, with emphasis on neonatal mortality; malnutrition; psychosocial development, and a healthy school environment; and healthy lifestyles for adolescents. Most behavioural risks to health should be addressed by technical cooperation.
Disaster preparedness, management, and response. Special attention will be given to mitigation, with the focus on public water utilities, sanitary infrastructure, and health services.
Achievement of universal access to health systems that are integrated, equitable, and sustainable, reorienting health sector reform to strengthen the steering role of the health authorities and the essential public health functions; and development of human resources for health to help attain greater coverage, effectiveness, and efficiency of health services at the national and institutional levels, prioritizing the first level of care and community participation.
Promote the incorporation of health issues in social, economic, environmental, and development policies, promoting the concept of health in human development among policymakers and the drafting of health legislation.
Develop and strengthen the capacity to collect, analyse, and disseminate health information, prioritizing vital statistics and data analysis to facilitate timely information on the country's health situation.
1. DEVELOPMENT OF HEALTH POLICIES , SYSTEMS , AND SERVICES
To make progress toward universal access to an integrated, equitable, and unified health system.
The steering role of the Ministry of Health and the different levels of the Health System strengthened.
Information generated on financing, expenditure, inequities, and performance of the public sector health system for use by the government when needed.
A decentralized management model for service networks established, with emphasis on municipal areas and on participation by those who practice traditional healing.
Policy for the management and development of human resources in health prepared by consensus and submitted to the government.
Policies and programs for development of health technologies prepared and placed at the disposal of national authorities.
Administrative processes for the management of this project implemented efficiently and effectively, in accordance with AHO standards and procedures.
2. ENVIRONMENTAL HEALTH AND DISASTERS
To improve the quality of environmental health and sanitation services and increase the URAs, as well as the national response capacity to disaster.
Technical assistance provided for the organization of environmental surveillance and monitoring systems in departmental health services, including the development and strengthening of the country's toxicology centres.
Technical assistance provided for the preparation of projects in environmental health and sanitation in municipalities.
Technical support provided to train personnel from municipalities, departmental health services, and environmental health.
Technical assistance provided to prepare environmental health projects in indigenous communities.
Technical support provided for the program to improve water quality nationwide.
Technical assistance provided to implement the environmental primary care strategy in the country's departments.
Technical assistance provided to train professionals in national universities as specialists in environmental health.
Technical support provided for the Sanitary and Environmental Engineering to hold national symposia, congresses, and courses.
Technical support provided to develop a nationwide campaign to control the environmental hazards of UV radiation.
Technical support provided for nationwide implementation of the Disaster Control Program.
Technical support provided to strengthen the Virtual Health and Environment Library.
Technical assistance provided to strengthen the Occupational Health Program
3. PREVENTION AND CONTROL OF COMMUNICABLE AND VACCINE-PREVENTABLE DISEASES
To strengthen public health monitoring, as well as decentralized, participatory, and cooperative management, and maintain vaccination coverage to prevent and control priority and vaccine-preventable communicable, emerging, and re-emerging diseases.
The public health monitoring system installed and operational in the nine departments.
Decentralized local capacity in the prevention and control of emerging and re-emerging communicable diseases developed.
Instruments and processes prepared that facilitate participation in routine public health monitoring and the prevention and control of communicable, emerging, and re-emerging diseases, in cooperation with organized civil society.
Research and surveillance of emerging, re-emerging, and priority prevalent diseases, and the response to them, initiated and consolidated.
Follow-up performed of administrative procedures that facilitate technical cooperation to help monitor public
health and prevent and control communicable, emerging, and re-emerging diseases.
Support provided to maintain high levels of vaccination coverage with quality biologicals and to implement an active and comprehensive monitoring system.
4. HEALTHY LIFE CYCLE
To reduce the burden of disease and mortality throughout the life cycle, with special emphasis on the socially excluded population
National capacity to promote a healthy life cycle strengthened.
The Integrated Management of Childhood Illness strategy, including the neonatal component, consolidated.
Healthy spaces created for schoolchildren and adolescents.
A program to reduce mortality in women from maternity-related causes and cervical cancer prepared and carried out.
Food and nutrition policies and programs formulated and implemented.
Social and public participation processes in under stage-by-stage consolidation within integrated health promotion programs.
Management of the project's technical-administrative components improved.
To efficiently and effectively exercise the administrative dimension of management of AHO
The administrative capacity of the AHO strengthened, with the consequent improvement of administrative processes.
Management information systems of the AHO developed and strengthened.
Use of the Expanded Textbook Program consolidated in institutions that train health workers through an efficient delivery system for high-quality, scientific instructional materials at prices much lower than market prices.
6. ACCESS TO SCIENTIFIC AND TECHNICAL INFORMATION
To improve and increase access to scientific and technical information that promotes the country's application and use of information technology.
Virtual libraries on health, health and the environment, public health, and nursing developed, strengthened, and updated.
Basic health libraries strengthened in terms of information, documentation, access to the Internet, and technical assistance.
Operating capacity of the Information and Documentation Centre of AHO increased and strengthened.
7. TECHNICAL COOPERATION AMONG COUNTRIES
To contribute to the development and strengthening of cooperative relationships in health among countries through support for the formulation and management of technical cooperation projects among countries within the framework of Pan-Africanism.
Cooperative ties and mechanisms between countries established within the framework of national priorities and regional and sub-regional commitments
To efficiently and effectively exercise the policy and technical dimensions of the management of AHO
Technical-administrative capacity of the AHO strengthened.
Decentralization processes of AHO technical cooperation strengthened.
AHO SOUTH AFRICA 2020 (USD million)* based on 2017 population of 56.72 million, World Bank


Bangladesh's bid for a seat on the UN's top human rights body should be rejected, as it fails to meet the basic membership criteria. The election of 18 new countries to the Human Rights Council will be held at the UN in New York tomorrow, October 12, 2018. See our full report on all candidates, and press release.
While Bangladesh is known for receiving large numbers of Rohinyga Muslims fleeing ethnic cleansing in neighboring Burma (Myanmar), its treatment of those refugees and its overall record on human rights are problematic.
In August 2017, some 646,000 Rohingya crossed into Bangladesh, more than doubling the refugee population in the country. The government initially refused the UN High Commissioner for Refugees (UNHCR) access to these new refugees, and for much of the year, restricted UNHCR's access only to registered refugees, a small fraction of the actual number of Rohingya in the country. While Bangladesh offers the refugees some protection, it does not grant them asylum, and imposes restrictions that limit their ability to develop economically. Furthermore, in November 2017, Burma and Bangladesh announced an agreement to repatriate the refugees, sparking serious concerns that refugees' rights to non-refoulment would be violated and they would be forcibly returned.
Officially, Bangladesh is a democracy governed by the ruling Awami League (AL) party. However, the main opposition Bangladesh National Party (BNP) has had no representation in the government since it boycotted the 2014 elections to protest election irregularities. The other major opposition party, Jamaat-e-Islami, has been deprived of legal status since 2012 when the Supreme Court canceled its registration. Leaders in both parties are routinely subjected to arrests and harassment.
Several laws limiting free speech are used to prosecute members of the opposition, journalists and civil society. In 2016, BNP opposition leader Khaleda Zia and two journalists were charged with sedition. According to Human Rights Watch, there were at least 30 assaults on journalists in 2017 and one murder of a journalist—Abdul Hakim Shimul in February 2017. Two journalists were detained in September due to their reporting on the Rohingya crisis. In August 2018, UN human rights experts called on the government to release photographer Sahidul Alam, who was arrested and allegedly tortured after critical reporting on a student protest. Dozens of Bangladeshi bloggers are in hiding or exile due to a fear of physical reprisals for their reporting.
The government also restricts the rights of opposition members to freedom of assembly and association.
Bangladesh's security forces are known to commit extrajudicial killings, enforced disappearances, and torture. The government frequently justifies extrajudicial killings claiming the suspect died in a "gunfight." Local human rights agencies estimated that some 160 individuals were killed extrajudicially in 2017. In one case, the family of Mazharul Islam claimed he was tortured to death after being arrested. Hospital records allegedly showed injuries to multiple parts of the victim's body.
One local human rights group reported 60 cases of enforced disappearance during the year. In August 2016, the sons of three former opposition politicians who had been executed, disappeared. One of them, Humam Quader Chowdhury, resurfaced seven months later, but the other two remain missing. It is suspected that journalist Utpal Das and professor Mubasher Hasan were forcibly disappeared during the year for periods of more than one month.
In February 2017, the UN Working Group on Enforced Disappearances, whose request to visit the country has so far been denied, called on the government to halt the practice of enforced disappearances. In April, Swedish Radio published a secretly recorded interview with a senior member of the security forces who admitted to routine instances of murdering suspects and then disposing of the bodies. In July, a judicial inquiry concluded that enforced disappearances occurred and ordered the police to take action. The government has not responded to a request for a visit from the UN Working Group on Enforced Disappearances.
The resignation of the Chief Justice in July 2017 raises serious questions about the independence of the judiciary in Bangladesh. The Chief Justice claims he was forced to resign for his role in overturning a 2014 constitutional amendment which had given parliament the right to remove judges.
Negative: At the General Assembly, Bangladesh voted for a resolution denying countries the right to sanction regimes that abuse human rights, and voted to delay the work of the Special Rapporteur on violence against LGBT. While Bangladesh supported the resolution on Myanmar, it failed to support resolutions speaking out for human rights victims in North Korea, Syria and Iran.
 U.S. Dep't of State, Bureau of Democracy, H.R. and Lab., Country Reports on Human Rights Practices Bangladesh 16-17 (2017) [hereinafter State Department Report on Bangladesh].
 World Report 2018: Events of 2017, Human Rights Watch, 65 (2018) [hereinafter Human Rights Watch Report on Bangladesh 2017],, https://www.hrw.org/world-report/2018/country-chapters/bangladesh; Rohingya crisis: Bangladesh and Myanmar agree repatriation timeframe, BBC (Jan. 16, 2018), https://www.bbc.com/news/world-asia-42699602.
 State Department Report on Bangladesh, supra note 26, at 21; Freedom in the World 2018: Bangladesh, Freedom House (2018), https://freedomhouse.org/report/freedom-world/2018/bangladesh.
 State Department Report on Bangladesh, supra note 26, at 22.
 Freedom in the World 2018: Bangladesh, supra note 30.
 Id.; State Department Report on Bangladesh, supra note 26, at 12.
 State Department Report on Bangladesh, supra note 26, at 12.
 Human Rights Watch Report on Bangladesh, supra note 29.
 Bangladesh: UN human rights experts urge immediate release of photographer Shahidul Alam, Office of the High Commissioner (August 13, 2018), https://www.ohchr.org/EN/NewsEvents/Pages/DisplayNews.aspx?NewsID=23451&LangID=E.
 State Department Report on Bangladesh, supra note 26, at 15-16.
 UN expert group urges Bangladesh to stop enforced disappearances, Office of the High Commissioner (Feb. 24, 2017), https://www.ohchr.org/EN/NewsEvents/Pages/DisplayNews.aspx?NewsID=21220&LangID.
 State Department Report on Bangladesh, supra note 26, at 4.
 Id. at 9; Amnesty International Report 2017/2018, The State of the World's Human Rights: Bangladesh, Amnesty International, 87 (2018), https://www.amnesty.org/en/countries/asia-and-the-pacific/bangladesh/report-bangladesh/.


text:
Lincecum presents dilemma for Giants
Getty Images File PhotoTim Lincecum's contract is up after the 2013 season and his long-term future in San Francisco is a mystery.
Can you picture Tim Lincecum winding up on the mound at AT&T Park with his stringy hair pouring out of the back of another team's hat?
The Giants are facing a tough decision with Lincecum's contract set to expire in 2013. Brian Sabean recently committed a $112.5 million extension to Matt Cain and by the end of next season, he will be finished paying off the $126 million owed to Barry Zito. How eager is he to throw down another $100 million on a big-name arm?
If you thought the Timmy drama was over the top in 2012, you can only imagine what the anxiety will be like next season when each of his starts is dissected and computed into a dollar figure.
Lincecum presents a puzzling dilemma because he's such a unique athlete. He isn't your typical 28-year-old rocket arm heading into free agency for his first big payday. The wiry right-hander is already a Giants legend with his two NL Cy Young Awards and his clutch October performances.
Timmy is the face of the franchise in the post-Barry Bonds era. It's hard to get through The City these days without seeing a "Let Timmy Smoke" or a "F*** Yeah!" T-shirt. His boyish charm and his fiery competitiveness are endearing whether he's the stopper in the rotation or the bridge in the bullpen.
This decision would be a no-brainer if Lincecum's season hadn't been such a roller-coaster ride. Unfortunately, Zito's image is the first thing that crosses the mind when you glance at Lincecum's 10-15 record and his matching 5.18 ERA. And with the Los Angeles Dodgers' lavish new spending habits, can the Giants waste another multiyear contract on a sub-.500 pitcher?
But Lincecum possesses so many attributes that can't be measured with statistics. One, he's a model teammate. When manager Bruce Bochy asked him to step into the bullpen for the postseason, he didn't pout; he wasn't flustered. Instead, he accepted the role with dignity, swallowed his pride and executed his new job to near-perfection. Once the Champagne was flowing in Detroit, it was obvious that Timmy was the X-factor that managers Jim Leyland, Mike Matheny and Dusty Baker lacked.
Lincecum is also highly accountable, which is indicative of a champion's mindset. Throughout his struggles this season, Timmy answered every question reporters fired his way. He didn't duck the blame or act like a victim. He fought through the adversity and it paid off in October as the pressure mounted. Look at how Miguel Cabrera snuck out of the clubhouse after Game 3 of the World Series. Is it that shocking that he couldn't find the courage to wave his stick with the series on the line in Game 4?
But Timmy's greatest attribute might be his infectious heart. When he pitches, his fire doesn't just inspire his teammates, it lights up the entire ballpark, the bars, The City. Even my friend in Los Angeles says that he finds himself rooting for the Giants when Lincecum's on the hill.
Of course, the cynics will say that baseball is a business and the Giants need to make the financially wise decision. But what price will the team pay if Timmy's throwing off of the rubber in another team's colors in October 2014?
Paul Gackle is a freelance writer and regular contributor to The San Francisco Examiner. He can be reached at paul.gackle@gmail.com and followed on Twitter @PGackle.
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