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24 year old Educational Psychologist Roten from Baie-Comeau, has pastimes which includes playing team sports, . and string figures. Has enrolled in a world contiki trip. Is extremely ecstatic particularly about visiting Laurisilva of Madeira.


Teams or groups will consist of people from different background, personalities, values and beliefs. There will also be some members who contribute more than others or who will be more active than others. So to ensure youhave an effective team the leader need to find the way for each individual to contribute and feel part of the team or group.
To persuade other in the team, the leader must understand each team member's background and values. Recognising that each individual is different shows you have respect and consideration for them. The general aim of the leader is to get to know his/her team or group members, in other words, a leader needs to think as a team member does, so interact and get to know them.
Recognise what your team members contribute and the difference it makes to the team dynamics, this is one of the most key elements to motivating others. People need and want acceptance, approval and appreciation, people like to know how their contribution makes a difference.
When appreciation is shown for work that is well done this can also reinforce the sense of worth and place within the team.
A team member could be holding back with their contribution due to lack of confidence in their abilities. A leader needs to identify ways to improve the behaviour from team members. Although being self-confident can generally be about the individual's personal belief, which a leader may not be able to influence. The leader should be able to identify and build on the strengths of team members. It is also key to remain unbiased and neutral to all team members showing or giving more opportunities to one over the other can have a negative impact on the overall team dynamics.
For a team to be effective they must be able to work together, share ideas, support each other, build an open and honest atmosphere by agreeing ground rules. Try not to judge each other, this creates negative team conflicts and can distract the team from the task in hand. Instead encourage each other to work with their key strength.
"The art of becoming a great leader is in developing your ability to leave your own ego at the door; and to recognize the skills and traits you don't possess and that you need to build a world class organization".
← Getting to the Finishing Line!!
I really like your motivation plans,and the assurance, of how you can guide and inspire others for a brighter future.
Thank you, Each individual deserve a brighter future, this is why I like to share with them some tips and tools to help them along the way.


Years ago, when I got an email invitation to speak all the way in Nairobi at #CMSAfrica15, I read it, closed it, opened it three days in a row to read and close again. Many would not believe it, but I have some degree of stagefright - put me in a room of people, and I can summon the courage to mingle, but put me under a spotlight, on a stage, a podium or raised dias to speak to a crowd, and I got cold feet and tongue-tied.
So, when I found myself traveling to Nairobi, to speak at CMS Africa 2015, I was shaking all the way. I was touched by the warmth I received from everyone I met. I made instant friendships that have stood the test of time, at the event. I felt sorry to leave so soon afterwards, but I had a breastfeeding baby to run back to.
Little did I know that I would get to see my friends again the following year, this time in Kampala, Uganda, at #CMSAfrica16.
What brought me back the second time, was not the profit made the first time - truth be told, being a speaker for the CMS Africa event meant that you were a volunteer, and only your accomodation and feeding during the event taken care of, if at all. Travel costs and other miscellaneous were totally your responsilibity. What brought me back was the power of friendship I enjoyed during my stay in Nairobi. The minute anyone realized I was Nigerian, I got treated with a higher degree of warmth and everyone wanted to make me as comfortable as possible.
Kampala was more fun because I traveled with my family, and we spent more days than I had done the previous year.
The trip was made memorable however by several people, but one person stands out: Fred Abu.
His name sounds very Nigerian, and he does look like one of us. His firm was the official host for CMS Africa 2016, in Kampala, Uganda.
He runs WebStar, an I.T. firm similar to Daydah in Kampala.
He went out of his way to ensure we were extremely comfortable. I could always count on him whenever I had a question or needed something. The Webstar team even helped to get a cake and celebrate my husband's birthday.


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What is e~Funds for Schools? e~Funds for Schools is an online payment service offered by Magic-Wrighter, Inc., a third-party service provider for electronic transactions and online payments (www.efundsforschools.com). e~Funds for Schools can be utilized for one-time payments or recurring payments, making it a great option for budgeting out your tuition payments or contributions to the school.
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Last week I was so lucky to be invited to a Cookery School in London for the launch of the new range of Betty Crocker Vanilla Icing with sprinkles. Betty Crocker has been around for many years. Over the past few years since we have been watching programmes such as the Great British Bake Off and other baking programmes, baking cakes has become very fashionable again, with the fantastic creations that some of us can make.
Betty Crocker came to the Uk in the 1990's but the brand has a long history in USA with any housewifes having grown up listening to her on the radio or reading her recipe books. In fact the Betty Crocker brand is nearly 100 years old. We have all seen the Betty Crocker cake mixes in the shops, they have a great Retro look to them and they are so easy to follow, and if you follow the instructions, you will indeed end up with indulgant, gorgeous cakes.
The Betty Crocker cake mixes have all you need to make your cakes, but why not mix them up a bit? This is what we did. We took a vanilla and a red velvet cake mix, we mixed the Vanilla mix in one bowl and we mixed the Red Velvet in another bowl.
In the vanilla mix we added some sprinkles from the top of the post of icing and sprinkles.
We took a cake tin and we put a generous layer of Vanilla on the bottom, then added a layer of Red Velvet and then another layer of Vanilla. Here comes the fun part! We took a knife and gently did a figure of eight in the baking tin, this gave us an amazing swirled look.
Then we popped it in the oven for 40 minutes, but this will be different for different size cakes. Just keep checking it.
Once it was out and cooled, we iced it with some of the vanilla icing, but we added some red colouring to give it a christmas look to it and this cake make a great alternative to the traditional Christmas cake.
These ingredients can be found at a supermarket near you. For more details on the Icing with sprinkles, please go to www.bettycrocker.co.uk to see these and other products in the range.


This is a lovely 18k yellow gold Concord watch. The watch is set with approximately 75ct of sparkling round cut diamonds set on each side of the top of the watch. The color of the diamonds is F-G with VS1 clarity. The watch is signed Concord. The width of this bangle watch is 13.5mm and weighs 43.4 grams. The watch will fit a standard wrist size.


text:
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Rome|Venosa|Sardinia
CATACOMBS, deep, subterranean tunnels, intended for the most part for the burial of the dead. The name is derived from the late Latin catacumba (etymology uncertain) and originally indicated a particular cave, "ad Catacumbas," on the Appian Way outside Rome. Since the ninth century C.E., however, it has been used to designate any subterranean place intended for the burial of the dead. The catacombs of the Christians were already known in the Middle Ages; those of the Jews have come to light only in relatively modern times.
Six Jewish catacombs have been found in Rome, mainly along the Appian Way: (1) Monteverde, near the ancient Via Portuensis, which was discovered in 1602 and reopened between 1740 and 1745, contains a wealth of inscriptions in Greek, Latin, and Hebrew (A. Bosio, Roma sotterranea, 2 (Rome, 1632), ch. 2; N. Mueller and N.A. Bees, Die Inschriften der juedischen Katacombe am Monteverde zu Rom (1919); Frey, Corpus, 1 (1936), 206–359); (2) Vigna Randanini, discovered in 1859 near the Appian Way, contains Greek and Latin inscriptions (R. Garrucci, Dissertazioni archeologiche di vario argomento, 2 (1865), 150–2; Frey, Corpus, 1 (1936), 53–145); (3) Vigna Cimarra was discovered in 1866 in the vicinity of the preceding catacomb, but all traces of it have been lost (Frey, Corpus, 1 (1936), 194–7); (4) Catacomb of Via Labicana, in the vicinity of Porta Maggiore, was discovered in 1882, but all traces of it have also been lost (Frey, Corpus, 1 (1936), 46–50); (5) Catacomb of Via Appia Pignatelli, discovered in 1885, is small and not easily accessible today (Frey, Corpus, 1 (1936), 50–53); and
(6) Villa Torlonia, on the Via Nomentana, is both extensive and well preserved and contains remarkable decorations (H.W. Beyer and H. Lietzmann, Die juedische Katacombe der Villa Tolornia in Rom (1930); Frey, Corpus, 1 (1936), 9–46).
The Roman catacombs consist of a great labyrinth of tunnels dug deep into the earth under the hills surrounding the city. The construction of the Jewish and Christian catacombs is similar: the tunnels are placed at different levels, frequently as many as four or five, one upon the other, and they cross several times on the same level. The main tunnels, about one meter wide and three to four meters high, are themselves connected by smaller tunnels whose walls contain horizontal graves or burial niches (loculi) in which the corpses were placed. Unlike the Christian catacombs, the Jewish ones do not contain large rooms for gatherings or religious celebrations, since Judaism was a permitted religion in the Roman Empire, and public worship was permitted. The little open spaces which are found in the Jewish catacombs may have served for the washing of the corpses before burial or for family graves. In order to explain the use by the Jews of Rome of catacombs it has been suggested that the practice was adopted by those Jews who were averse to following the Roman and Greek custom of cremation (as some, in fact did) but who were reluctant to perform their burials openly. The use of catacombs is permitted in Jewish tradition and can even be considered as a return to the early traditions of Ereẓ Israel (cf. the Cave of *Machpelah , see Gen 23; Isa. 22:16). The modest nature of the tombs has been attributed to the great poverty of the community, but it should be noted that ostentatious tombs were condemned by Jewish tradition (cf. Gen. 3:19). Although the tombstones have few identifying data they constitute a valuable source for reconstructing the history of the Roman Jews in the classical period.
The inscriptions date from the period between the first and fourth centuries C.E. The predominating language dating from the first to third centuries is Greek (76%). There are also some Latin inscriptions, written however in the Greek alphabet. From the third century on, the use of Latin in the Latin script becomes usual (23%). There is also one epigraph written in Greek with Latin letters. There are a few words in Hebrew:שאלים על ישראל, שלום (sic, with the א mater lectionis which is found sometimes also in Venosa; H.J. Leon, Jews of Ancient Rome (1960), ch. 4). The names are for the most part foreign: Latin (46%) and Greek (31%). The Semitic names (13%) include Astar, Benjamin, Eli, Gadias, Jacob, Jonathan, Judas (twice), Mara-Maria-Marta, Rebekah, and Sarah. That there are many double names is explained by the fact that most of the Roman Jews were freedmen, who on emancipation adopted the surname of their former master. The inscriptions are useful both for giving a picture of the intimacy of family life, and for attempting to reconstruct the life of the community and its organization.
The seven-branched candelabrum ( *menorah ) is almost always found among the symbols which surround the inscriptions. Although the use of the menorah symbolically was widespread throughout the entire Jewish world, it may be assumed that in Rome its use was particularly common because of its prominent representation on the Arch of Titus (Kaufmann). Among the other objects represented are the Sefer Torah, the shofar, the lulav and etrog, a palm branch, the circumcision knife, the pomegranate, and an ampula for oil. Of the various scholars who have viewed these objects as symbols, Goodenough (Goodenough, Symbols, 4 (1954), 209) asserts that "the cult objects which the Jews of the Greco-Roman period depicted on their synagogues and tombs have gone far to confirm the surmise that they were Jewish substitutes for pagan symbols similarly used." However, the opinion of those who see in these representations merely a sign of an attachment to the Torah and to its precepts is more probable. Representations of birds and animals, hens, roosters, sheep, bulls, rams, peacocks, eagles, and lions, are also found, as well as representations of trees, flowers, fruit, of the sun and stars, and rather frequently of the heart. Some pagan mythological representations have also been found (Victory crowning a nude youth, the goddess Fortuna, etc.).
In Venosa
A small town in Apulia, southern Italy, some Jewish catacombs were found between 1853 and 1935. The tombs, dug into the pavement of volcanic tufa, were found open and empty. The tunnels are wider (two meters) than those in Rome and the arcosolia (arched niches in the catacombs) are on the top with a column of burial niches underneath; they probably date from the fourth to the seventh or eighth centuries. Their major interest lies in the numerous inscriptions in Greek, Latin, and Hebrew. Hebrew is used much more extensively in Venosa than at Rome. In addition to שלום על משכבו, שלום על ישראל־אמן ,שלוםthere also occur invocations with the name of the deceased שלום על בני ריקיאנו and even a short Hebrew epitaph inserted in the middle of the Latin text. In another, the Hebrew text precedes the Latin translation, while one is only in Hebrew משכבו של ביטה בן פווסטינו־נוח נפש נשמתו לחיי(י) עולם. Finally, another epitaph is in Greek transcribed in Hebrew characters, with the invocations in Hebrew שלום על משכבו־טפוס סהקונדינו פרסביטרו אטון אגדואנטא קימיסי אן יראנא (τάφος Σεκουνδίνου πρεσβυτέρου ὲτῶν ὸγδοῆντα κοίμησις ὲν εὶρήνῃ).
In one inscription, surmounted by a seven-branched menorah, is the invocation "God give rest to his soul with the righteous of Paradise until he leads them into the House of Sanctuary and he will be placed among all those who are inscribed for life in Jerusalem."
Other Catacombs
On the island of Sardinia, a Jewish catacomb was discovered in S. Antioco (Sulcis). This consisted of a large room with only eight burial niches, dating from the Roman period. In the Latin inscriptions some conventional Hebrew words may be read; one of these is written from right to left. On the island of Sicily, whose terrain is suited to the construction of tombs excavated into the rock, many catacombs have been found, but it is impossible to determine whether they are Jewish or Christian. There is, for example, an arcosolium without an inscription, with only a menorah, in the middle of a group of little Christian catacombs. However it appears certain that there are Jewish catacombs at Syracuse and inscriptions which are definitely Jewish have been found also in Catania. Jewish catacombs have been found on the island of *Malta . Jewish catacombs have been found also in Alexandria, Egypt (where the excavations have not produced enough material for any definitive conclusions), at Cyrene in Libya, and at Carthage. Of the Jewish catacombs found in various other parts of the Mediterranean world, those in Ereẓ Israel have particular importance.
General and Rome: H.J. Leon, The Jews of Ancient Rome (1960), includes bibliography; A. Berliner, Geschichte der Juden in Rom (1893); Frey, Corpus; Goodenough, Symbols; Baron, Social2, index; Milano, Bibliotheca, S.V. Roma; V. Colorni, in: Annali di Storia del Diritto, 8 (1964). CATACOMBS OF VENOSA: F. Luzzatto, in: rmi, 10 (1935/36), 203–5; H.J. Leon; in: JQR, 44 (1953/54), 267ff.; E. Lauridia, Guida di Venosa (19592); D. Colombo, in: RMI, 26 (1960), 446f.; L. Levi, ibid., 28 (1962), 132–53 (Scritti F. Luzzato); G.I. Ascoli, Iscrizioni inedite… Napolitano (1880). CATACOMBS OF SARDINIA: A. Taramelli, Notizie degli Scavi di Antichità (1908), 150ff; Good-enough, Symbols, 2 (1953), 56. CATACOMBS OF SICILY: P. Orsi, in: Roemische Quartalschrift…, 14 (1900), 190ff.; Goodenough, Symbols, 2 (1953), 56. CATACOMBS OF MALTA: Goodenough, loc. cit.; E. Becker, Malta Sotterranea (Ger., 1913); CATACOMBS OF CYRENE: Goodenough, op. cit., 57. CATACOMBS OF CARTHAGE: Goodenough, op. cit., 63–69.
[Alfredo Mordechai Rabello]
Source: Encyclopaedia Judaica. © 2008 The Gale Group. All Rights Reserved.
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redpajama_set_name: RedPajamaCommonCrawl


This exhibition of Staten Island photos, on display at the former home of one of the borough's most famed artists, will be the debut of what's intended as a photography triennial. During the show's run, you'll get a chance to hear some of the NYC-based photographers speak about their work: discussions will be held on April 10 and May 22. Admission to Alice Austen House is nominally free, but there is a suggested donation of $3 to help support the museum. For details, visit aliceausten.org.


text:
Le vol BOAC 712, assuré par le Boeing 707-465 immatriculé G-ARWE et opérant sur la ligne Londres-Sydney avec des escales à Zurich et Singapour, a subi un incident mécanique au décollage le . La panne de moteur s'est rapidement transformée en incendie majeur et le moteur est tombé de l'avion, en vol. Après un atterrissage d'urgence réussi, des difficultés dans l'évacuation ont mené à la mort de cinq des 127 personnes à bord.

L'hôtesse Barbara Jane Harrison a reçu la Croix de Georges à titre posthume et deux autres membres d'équipage ont reçu certaines récompenses.

À la suite de l'accident, la BOAC a changé ses listes de contrôle pour les pannes graves et les feux de moteurs, en les combinant en une seule liste de contrôle.

Notes et références

Accident ou incident aérien en 1968
BOAC 712
Accident ou incident aérien impliquant un Boeing 707
Avril 1968
1968 au Royaume-Uni
BOAC 0712

redpajama_set_name: RedPajamaWikipedia


Project Overview Xcel Energy will replace approximately eight miles of natural gas infrastructure in Ramsey County. The Northeast Metro Natural Gas Project will be constructed as part of our commitment to system revitalization. This project will begin at Century Avenue N., south of Larpenteur Avenue, and end at County Road B and Rice Street. The project begins and ends at existing natural gas facilities at these locations.


What am I doing in the Whitbread?
I am doing exactly what got me to where I am; broadening my horizons. While growing up in sailing, I was the one who at 18 was crewing in the Star World Championship and the 505 World Championship within 6 months. I was sailing Lasers at the same time as 6 meters. I won the Star Worlds and the Maxi Worlds in the same year.
https://cayardsailing.com/wp-content/uploads/2015/01/cs_Logo-07.png 0 0 Paul Cayard https://cayardsailing.com/wp-content/uploads/2015/01/cs_Logo-07.png Paul Cayard1997-02-01 00:00:002014-03-21 16:30:05What am I doing in the Whitbread?


text:
Claymore blast hits SLA bus in Trincomalee
Two Sri Lanka Army (SLA) soldiers were injured when the bus in which they were traveling was hit by a claymore mine blast at Allesgarden, about 3 km. north of Trincomalee, Friday. The blast occured on the Trincomalee-Nilaveli road, around 2.30 p.m., police in the eastern town said.
The civilian driver of the SLA bus and two by-standers were also injured in the blast, the police said.
The claymore mine was fixed on the bicycle, said SLA military spokesman in Colombo.
All the injured were admitted to the Trincomalee general hospital.


text:
.. currentmodule:: pyb
.. _pyb.LCD:

class LCD -- LCD control for the LCD touch-sensor pyskin
========================================================

The LCD class is used to control the LCD on the LCD touch-sensor pyskin,
LCD32MKv1.0.  The LCD is a 128x32 pixel monochrome screen, part NHD-C12832A1Z.

The pyskin must be connected in either the X or Y positions, and then
an LCD object is made using::

    lcd = pyb.LCD('X')      # if pyskin is in the X position
    lcd = pyb.LCD('Y')      # if pyskin is in the Y position

Then you can use::

    lcd.light(True)                 # turn the backlight on
    lcd.write('Hello world!\n')     # print text to the screen

This driver implements a double buffer for setting/getting pixels.
For example, to make a bouncing dot, try::

    x = y = 0
    dx = dy = 1
    while True:
        # update the dot's position
        x += dx
        y += dy

        # make the dot bounce of the edges of the screen
        if x <= 0 or x >= 127: dx = -dx
        if y <= 0 or y >= 31: dy = -dy

        lcd.fill(0)                 # clear the buffer
        lcd.pixel(x, y, 1)          # draw the dot
        lcd.show()                  # show the buffer
        pyb.delay(50)               # pause for 50ms

Constructors
------------

.. class:: pyb.LCD(skin_position)

   Construct an LCD object in the given skin position.  ``skin_position`` can be 'X' or 'Y', and
   should match the position where the LCD pyskin is plugged in.

Methods
-------

.. method:: LCD.command(instr_data, buf)

   Send an arbitrary command to the LCD.  Pass 0 for ``instr_data`` to send an
   instruction, otherwise pass 1 to send data.  ``buf`` is a buffer with the
   instructions/data to send.

.. method:: LCD.contrast(value)

   Set the contrast of the LCD.  Valid values are between 0 and 47.

.. method:: LCD.fill(colour)

   Fill the screen with the given colour (0 or 1 for white or black).

   This method writes to the hidden buffer.  Use ``show()`` to show the buffer.

.. method:: LCD.get(x, y)

   Get the pixel at the position ``(x, y)``.  Returns 0 or 1.

   This method reads from the visible buffer.

.. method:: LCD.light(value)

   Turn the backlight on/off.  True or 1 turns it on, False or 0 turns it off.

.. method:: LCD.pixel(x, y, colour)

   Set the pixel at ``(x, y)`` to the given colour (0 or 1).

   This method writes to the hidden buffer.  Use ``show()`` to show the buffer.

.. method:: LCD.show()

   Show the hidden buffer on the screen.

.. method:: LCD.text(str, x, y, colour)

   Draw the given text to the position ``(x, y)`` using the given colour (0 or 1).

   This method writes to the hidden buffer.  Use ``show()`` to show the buffer.

.. method:: LCD.write(str)

   Write the string ``str`` to the screen.  It will appear immediately.

redpajama_set_name: RedPajamaGithub


text:
Торрес () — муниципалитет в Испании, входит в провинцию Хаэн, в составе автономного сообщества Андалусия. Муниципалитет находится в составе района (комарки) Сьерра-Махина. Занимает площадь 80,5 км². Население — 1656 человек (на 2010 год). Расстояние — 31 км до административного центра провинции.

Население

Примечания

Ссылки

 Página del Partido Popular de Torres

 Página sobre Torres
 Municipio de Torres (página personal)

 El blog de torres(página personal)
 El blog de torres, sus gentes y sus cosas(página personal)

Муниципалитеты Хаэна


text:
Q: finding out about gtk+ I'm uncertain of how "threads" work in this environment, and my first post was going to have to switch directions, as steeldriver pointed out that I probably want to look at gtk+ as a source of my misunderstanding, and truly, I'm there again. Let me ask a simple question this time. What am I to understand from the output from this command:
    $ dpkg -l libgtk* | grep -e '^i' | grep -e 'libgtk-*[0-9]'
ii  libgtk-3-0:amd64             3.18.9-1ubuntu3.3         amd64        GTK+ graphical user interface library
ii  libgtk-3-bin                 3.18.9-1ubuntu3.3         amd64        programs for the GTK+ graphical user interface library
ii  libgtk-3-common              3.18.9-1ubuntu3.3         all          common files for the GTK+ graphical user interface library
ii  libgtk2-perl                 2:1.2498-1                amd64        Perl interface to the 2.x series of the Gimp Toolkit library
ii  libgtk2.0-0:amd64            2.24.30-1ubuntu1.16.04.2  amd64        GTK+ graphical user interface library
ii  libgtk2.0-bin                2.24.30-1ubuntu1.16.04.2  amd64        programs for the GTK+ graphical user interface library
ii  libgtk2.0-cil                2.12.10-6                 amd64        CLI binding for the GTK+ toolkit 2.12
ii  libgtk2.0-common             2.24.30-1ubuntu1.16.04.2  all          common files for the GTK+ graphical user interface library
$

Does my ubuntu system use any or all of these?

A: That output shows the list of installe packages whose name starts with libgtk. All of those are installed. Whether or not they are actually needed (used) is something else again. An easy way of checking whether a package is needed is to run aptitude why on the package. For example, on my (very old) 14.04.5 LTS system:
$ aptitude why libgtk-3-0
i   firefox Depends libgtk-3-0 (>= 3.4)

You can automate this with:
$ dpkg -l libgtk* | grep '^i.*libgtk-*[0-9]' | awk '{print $2}' | xargs -I{} aptitude why {}
i   firefox Depends libgtk-3-0 (>= 3.4)
i   evince           Depends gnome-icon-theme (>= 2.17.1)
i A gnome-icon-theme Depends libgtk-3-bin
i   firefox    Depends libgtk-3-0 (>= 3.4)
i A libgtk-3-0 Depends libgtk-3-common (>= 3.10.8)
i   firefox Depends libgtk2.0-0 (>= 2.14)
i   firefox     Depends    libgtk2.0-0 (>= 2.14)
i A libgtk2.0-0 Recommends libgtk2.0-bin
i   firefox     Depends libgtk2.0-0 (>= 2.14)
i A libgtk2.0-0 Depends libgtk2.0-common

The awk just prints th 2nd field of each input line. The xargs tool then reads the input, and replaces the {} in the command you tell it to run (aptitude why, in this case) with whatever it read as input. So it will run aptitude why on each of the packages returned by dpkg. Oh, and I simplified your grep into a single call. You could simplify further by using awk alone:
$ dpkg -l libgtk* | awk '/^i.*libgtk-*[0-9]/{print $2}'
libgtk-3-0:amd64
libgtk-3-bin
libgtk-3-common
libgtk2.0-0:amd64
libgtk2.0-bin
libgtk2.0-common

redpajama_set_name: RedPajamaStackExchange


text:
Q: Need help with this proof, I don't understand it , could anyone clarify some of the details. System of linear Differential equations. $$(*)X'=A(t)X - system$$ $$(*)PX(\alpha)+QX(\beta)=0.$$-border conditions, where P,Q constant square matrices $n \times n $. Let $Y(t)$ be the fundamental matrix for the system $(*)$ normed for$ t= \alpha$ aka: $Y(\alpha)=E$
$Definition:$ We call the $G(t,s)$ which acts from : $\Omega=\{(t,s): t \in [\alpha, \beta], s\in [\alpha, \beta], s \neq t\}$ to square matrices $n \times n$ Green's function for the border assignment $(*)$ if the following are satisfied: $1.) \forall t \in [\alpha, s] \cup [s, \beta] $: $\frac{dG}{dt} =A(t)G.$
$2.)\forall s \in [\alpha, \beta]: PG(\alpha, s)+ Q(\beta,s)=0$
$3.) G(s+0)-G(s-0)=E,E-identity\ matrix$\
Now this is the part where it becomes tough, the conclusions arrive from the above typed, could anyone explain the steps how these conclusions are made? Here they go (I don't understand from &&&&& on..)
From condition 1.) of definition, and the fact that the product of fundamental matrix $Y(t)$ and some regular constant matrix $n \times n$ is once again a fundamental matrix for the system, we have : &&&&&&&&&&&&&&&&&&&&&&& $$G(t,s)= \begin{cases} Y(t)S(s), \alpha \leq t <s \\ Y(t)T(s), s<t \leq \beta \end{cases}$$ where S and T, for now, unknown square matrices $ n \times n$ Using 2.) and 3.) (this I really dont get and would very much like to) $$PS+QY(\beta)T=0, \ \ \ Y(S-T)=-E$$ From here: (the following I get)$$S-T=-X^{-1}$$ but not: $$S(s)=-[P+QY(\beta)]^{-1}QY(\beta) Y^{-1}(s)\\ T(s)=\{E-[P+QY(\beta)]^{-1}QY(\beta)\}Y^{-1}(s)$$ From here: $$G(t,s)=\begin{cases} -Y(t)[P+QY(\beta)]^{-1}QY(\beta)Y^{-1}(s), \alpha \leq t < s \\ X(t)\{ E-[P-QY(\beta)]^{-1}Q Y(\beta) \}Y^{-1}(s), s<t \leq \beta \end{cases}$$ This I would love to understand aswell: From this it's not hard to see: (I cant see it !): $$\frac{dG}{ds}=GA(t), G(t, t-0)-G(t,t+0)=E$$

A: This is Greenes function, have a read more about it. There are many links about said on the internet, and the concept is quite straight forward. Best of luck.


These 1910s Art Nouveau style earrings are simply stunning. A metal alloy that simulates gold (possibly pinchbeck) with blue and black Czech glass cabochons. Screw back. Keep in mind these earrings have a bit more weight than modern earrings.
CONDITION: Overall excellent. The earrings show light, normal wear with no specific issues to note.


text:
package com.facebook.buck.apple.xcode.xcodeproj;

/**
 * Superclass of all container types. This is here to reflect Xcode's object hierarchy, and does not
 * implement any special functionality.
 */
public abstract class PBXContainer extends PBXObject {
  @Override
  public String isa() {
    return "PBXContainer";
  }
}


text:
Flag of Thailand
George Allan
Source: High School of Glasgow
Neum, 1911-12
Neum, Matriculation 1910-11
Poot, Matriculation 1910-11
Thai students have attended the University since 1910
King Rama V or King Chulalongkorn visited Europe in 1897 as a result of Paknam Incident of 1893, part of the greater Franco-Siamese war, which manifest the threat of encroachment from the colonising powers in the region [Britain in Malaya and Burma, and France in Indochina]. This threat and subsequent provided the main impetus for King Chulalongkorn's strategy to adopt many Western practices. The King sent elites' heirs to Europe for their education. The creation of a western-style navy fits into this strategy and would probably account for the presence of the two marine engineering students in Glasgow in 1910.
Another practice that was adopted was the introduction of western surnames. Many Thai surnames were granted by King Chulalongkorn in the early twentieth century, although nicknames continue to take precedence and were the established pattern of naming.
It was not until the 1950s that the University received its next Thai students. From 1952 to 1965, seventeen Thai-born students enrolled at the University; fourteen students of Science and Engineering, two of Arts and only one of Medicine. This Cold War period saw Thailand became an ally to the USA, and Britain, in the SEATO Treaty, formed to oppose Communism. This alliance with the USA in turn led to increased modernisation and westernisation of Thailand, becoming, as it is now, a free market economy.
View Thailand on the Map
Born in Thailand 2
Earliest graduate * Thomas Hill (1779)
* This is the earliest graduate associated with Thailand that we have found. There may have been others we haven't found yet, or who studied at the University but didn't graduate.
Anon, การรบที่ปากแม่น้ำเจ้าพระยา, The Royal Thai Navy Museum
Baker, C.J., 2009. A History of Thailand 2nd ed., Cambridge: Cambridge University Press.
There are a total of 4 associated people:
Allan, George Ferguson (1916-1944)
Hill, Thomas
Neum, Nai (b. 1891)
Poot, Nai (b. 1892)
Label for Diethelm & Co. Ltd


text:
Q: Auth0 - Authorize Auth0 Access Token with grant_type = password in our .net core API we achieved the below points with Auth0.

*

*We are able to get Management API token with client_id, client_secret, audience &  "grant_type":"client_credentials"

*We are able to create user/get userinfo with this token.

*we are able to get access_token & id_token by "grant_type":"password", with Username & Password.
Till here we are good.
Now Question is, we have our own API which is hosted in AWS, Now we need to Authorize that API with id_token (Considering user-specific Token)
I am able to Authorize with a Management API token, but that is static for all users, I need to authorize my API with a User-Based token when I can also get some claims values, etc.
Thanks.


text:
Káli Gergely (Eger, 1978 –) magyar színész.

Életpályája
1978-ban született Egerben. 2011-től szerepel az egri Gárdonyi Géza Színház előadásaiban. 2016-2019 között a Színház- és Filmművészeti Egyetem drámainstruktor szakán tanult.

2010-ben szerepelt az Rtl Klubon futó X Faktor című tehetségkutató műsorban.

Filmes és televíziós szerepei

 Hacktion (2013) - Váradi Norbert
 Jóban Rosszban (2018) - Soltész Ádám
 A mi kis falunk (2019) - Kovács József
 Mintaapák (2020–2021) - Dombóvári Zsolt
Elk*rtuk (2021) ...Igazgató

További információk

Jegyzetek

Élő személyek
1978-ban született személyek
Egriek
Magyar színészek
X-faktor-versenyzők


text:
module RgGen
  module Core
    module Configuration
      class JSONLoader < Loader
        include HashLoader
        include InputBase::JSONLoader

        support_types [:json]

        def read_file(file)
          load_json(file)
        end
      end
    end
  end
end


I apologize I've been very neglectful of this site and I do have some big plans coming for it, especially as mLearning is starting to become as standard as the QRG in classrooms.
I want to take a moment to spread the word about a Scholarship Fund I've started that is doing some great things for some well deserving students.
The West Rusk Scholarship fund goal is to provide full scholarships for the this year's graduating students of West Rusk High School to East Texas Baptist University.
Please "Like" and "Share" this page to help get the word out.
The back story to this scholarship is very interesting. In May, filmmaker Nicholas Sturghill promised every student from West Rusk what seemed to be a miracle; they will never have to face paying for college out of their own pockets. Sturghill promised every student in this school to pay in full their tuition to East Texas Baptist University. The students and parents saw this as a miracle, but sadly, it was a miracle that never came true.
As the days and weeks passed and the deadline for the first payment to ETBU approached, no money arrived from Sturghill. Finally, just a few days before the payment was due, his business manager made a statement that it was all a misunderstanding. What this meant for these students is the sad thought that they now could not go to college. Out of the 16 that were accepted to ETBU, 10 were ready to drop out and possibly put off going to college while they saved up to pay tuition.
This is where the West Rusk Scholarship fund comes in. Instead of waiting for some benefactor to save the day, I started the fund for the community to come together for these students. What we thought would be a small fund, possibly raising a few thousand dollars has become an unbelievable miracle.
In the past few days, well over $100,000 has been raised for this fund with an additional $150,000 in scholarships also being made available through the school. Now, instead of facing not being able to afford college, 15 of the 16 students have resumed their plans to attend.
While this is an amazing show of support, a lot more needs to be done. Please share our story and the Facebook page to help not just our community hear about this and possibly help, but the entire world.
Remember, no first step is ever too small.
Mobile Education is poised to transform the way we learn.
As more consumers adopt smartphone and tablets the education landscape is transforming.
Fast Company explored the mobile education industry and had this to say, "the near-ubiquity of handheld devices and their constantly lowering costs will enable the idea of "education that you can hold in your hand," so it becomes a widespread reality in so-called developed markets and resource-challenged parts of the globe alike."
How times have changed- has yourlearning changed?
Growing up, we listened to our favorite songs on FM radio . We had our favorite DJs that built excitement about new songs, and he kept our attention with games and contests to be caller number 10. We also had to endure listening to songs that we really didn't care for, and when we repeatedly heard songs we didn't like, we would give up and change the channel or turn the radio off all together. Fast forward 25 years to today. We still have FM radio, and the DJ that pushes music that he believes his audience wants to hear. Listeners tolerate commercials every 3rd song, and everyone listens to the same thing at the same time if they choose to tune in. Does this meet the needs and preferences of every listener? In the last 10 years, we have seen the advent of satellite radio that is now Sirius XM. It has taken the FM concept, but gone a step further to offer listeners different genres of music, talk radio and news radio to its audience. The product is a definite improvement from the FM model, but it is little more than a programmatic change. Now comes Pandora. Looking at Pandora, the listener is the DJ. He can pick the artists that he wants to listen to, and Pandora programs all music based on the artist and other acts and music similar to the artist. The listener can personalize his station by giving his account feedback on each song. He can like the song so it will return more frequently and dislike a song to ensure that it never returns to his ears. Boy, how I wished I could have done that 25 years ago. Read the rest here.
Sometimes you have to make one of those decisions. I've been working on an mLearning book for several years now but life takes its twists and turns and I have files upon files of notes with no time to put it together. I've decided I'm simply going to share them with the world. Especially that through various corporate mergers and job shifts, I no longer have an mLearning focus (albeit it is still a small part of the job).
As time permits, over the next year I'll be sharing 101 Ways to go Mobile with your Learning!
These aren't your typical studies on what content development tools or LMS integration strategies you get in many mLearning books out there. Instead, these are practical solutions that you can implement tomorrow with no help from any technical support.
Congratulations to my team for once again being recognized as one of the best in the world at what we do.
MLearning-World.com: Thanks Google: "Big thanks to Google, they were able to restore mlearningworld.blogspot.com. Over the next few days I'll be able to redirect mlearning-world..."
HOUSTON, Sept. 14 /PRNewswire/ -- AppTech Corp. (Pink Sheets: APCX) www.apptechglobal.com reported today that Apple's recently announced policy of loosening restrictions on use of outside development tools should substantially assist AppTech in the execution of its plan to translate and port over iPhone apps to other operating systems, such as Google Android.
Eric Ottens, CEO of AppTech Corp. stated, "Apple's loosening its policies on the ability for app developers to utilize third party tools is a strong positive step for AppTech. Apple has been such a dominant player in the app market that the previous rules restricted AppTech's ability to speedily bring apps to market on Google Android and Symbian, which are popular systems in emerging markets such as Brazil and Latin America that we wish to penetrate. Apple's new policy will facilitate the opening of new markets for us and together with our technical partners, will expedite the implementation of the AppTech international marketing plans."
Hmmm.. could there be an Apple/Adobe truce on the horizon?
I'm currently reading Gary Woodill's book, The Moble Learning Edge and I am finding this is an excellent resource for mLearning strategy development. Look for a review soon.
In the mean time, a big thanks to Gary for the plug for mLearning-World in this book.
Labels: books, elearning mlearning, Gary Woodill.
A member of Notre Dame's ePublishing Working Group, Angst is debuting the University's first and only class taught using Apple's new wireless tablet computer to replace traditional textbooks. The course is part of a unique, year-long Notre Dame study of eReaders, and Angst is conducting the first phase using iPads, which just went on sale to the public in April.
The best 99c you'll spend.
From Toy to Tool: Cell Phones in Learning: Speak Up 2009: The biggest Obstacle to Using Technology in Ed...Not Being Able to Use Student's Own Mobile Devices!
PARENTS SAY YES! 63% of parents say they would buy their child a cell phone if they knew it would be used for educational purposes.
ONLY 18% of parents dismiss mobile devices as not having a positive impact on learning.
mLearnopedia has compiled a great list of last quarter's hot mLearning articles.
Visit mLearnopedia: April - June Hot List: Mobile Learning Content to read them all.
Here are 10 of the more recent articles and blog posts that I have read concerning mobile learning. Links to the other 3 lists can be found at the bottom of this blog post.
1) 5 Steps to Harnessing the Power of Cell Phones in Education Today: This blog post provides 5 ways that teachers can begin using cell phones in their classrooms to help their students learn.
2) 7 Things You Should Know About Mobile Apps for Learning: An article by Educase discussing the value of mobile apps in teaching and learning.
3) Kids More Likely to Own a Cell Phone Than a Book, Study Finds: A ReadWriteWeb article discussing a study on today's ownership trends.
Ignatia Webs: What to take into account when chosing a mobile device for learning?
Ignatia Webs gives us an interesting article on choosing a mobile device for learning. I generally take a different approach, starting first with what your users already have and molding the strategy around that. This article, however, is good if you are looking at starting from scratch on a mLearning project where you will be in charge of providing the devices.
* BlackBerry devices do not require the Enterprise Server software for mLearning (or even email).
* When considering a device that has Wifi, look for one that creates a mobile hotspot. You won't regret it.
* I appreciate this article mentioning screen reflection. This is something people often don't think of but regret not checking when they are shopping for a phone. For example, my current device, the Motorola DROID works great in bright light situations where one would have trouble seeing the screen on an iPhone. Considering the context of your mLearners is just as important as the content. If your learners can't read what is on the phone, what good is pushing out a text mLearning strategy?
* Later generations of a device don't always guarantee a better experience. Doubt this, just read the Apple support forums and the nightmare that many are having with the iPhone 4.
....People will go to great lengths to have personal content at hand. Users customize their media environment themselves, filling in gaps inherent in devices. We can harvest this drive this potential.
Social Media, Mobile Media, is highly personal content shared with others. They want to, they need to share it with their mobile community (friends, not necessarily their parents).
Once again, we are graced with another article touting the problems with Mobile Learning. eHow gives us "The Disadvantages of Mobile Learning". The main problem with this article, is it is at least five years out of date. Not only could this article have been written five years ago, it is pretty much a re-hash, word-for-word, of many of the same misconceptions.
Let's address some of these myths.
1. Cost- While an end-user does need to have a mobile device of some sort to participate in Mobile Learning, so would a user need to have some time of Web enabled device to participate in most types of eLearning in general. Properly set-up, a mobile learning strategy should not have to require all your participants to buy new devices. One of the first considerations it would take is what type of devices do your users already have. Even if new devices were required, the price ranges presented in this article represent the premium end of the spectrum. A good mobile learning strategy can take advantage of even simple devices that cost little to nothing from most wireless carriers.
2. Size of the Device- This is only a challenge if one incorrectly plans mobile learning content to be nothing more than compressed eLearning. If your users are already using their mobile device that you plan to push learning to, your strategy should be what content do they need in the context of using the device. Add to that, the greatly improved displays, such as the OLED display on the DROID Incredible, and size isn't a detriment any more, but an advantage.
3. Battery Life- The article incorrectly states that the battery life for mobile devices is 2-4 hours. This is further evidence that this article is outdated. Your average smart phone these days has at least 2-3 days of stand-by power and the battery will run 8-10 hours of continuous operation. If a learner needs a continuous learning experience that is mobile and lasts more than several hours, you should probably re-evaluate your mobile learning strategy.
4. Technology- Two major failure points in the article. First is the issue of limited storage capacity. Not even taking into account that common memory chips now can store well over 32GB of data- far beyond the needs of most learning curriculum, this fallacy assumes the learning content would be stored directly on the device versus accessed from a remote server versus streaming. The second error in the article is the limitation because of the different operating systems. While yes, there are some limitations that various mobile operating systems have, such as the iPhone's ability to run Flash content, this is only a limitation for poorly designed mobile learning programs. A good mobile learning strategy takes into account what the learners have and need and designs accordingly. This is much the same challenge eLearning developers face when it comes to just conforming to various IT and security standards of the learners' computers.
5. Usability- Simply watch any 12 year old with a mobile device and you can kiss this limitation goodbye. Again, a good mobile learning strategy takes into account these items before a single piece of content is developed. A good strategy accounts for how users already use their mobile devices and conforms course content to that.
Don't let these challenges deter you from considering a mobile learning strategy for your organization. Remember, it is all about how you develop your strategy that revolves around your user's experience. Mobile Learning is NOT just compressing eLearning down to a smaller form factor.
Question of the month. What are your experiences making your mobile learning solutions accessible to people with disabilities?
This new paper describes how Australian teachers are using the iPhone and iPod Touch to A. assist them as Educators, and B. to enhance learning. As such, it presents a vital survey of apps and ideas to be shared with other teachers also beginning to use this platform. Thanks to the included Teachers for their keen responses.
Kudos to my team.. Awarded the training top 125 again.
With wireless voice sales margins dwindling industry-wide, Alltel launched a big push in late 2007 to increase the company's data services revenue. "At the time, the wireless industry as a whole was no longer making much money on voice, so our sales efforts became heavily focused on data products and services, which were deemed the next big purchasing area for consumers," says Mindy Lane, Alltel's VP of training.
As part of this push, Alltel began selling data cards, which provide wireless connectivity to laptops from any area with Alltel Network coverage. Almost immediately, however, Alltel began fielding complaints about the cards, and found that many cards were being returned by consumers.
Concerned about the lack of data card sales and the number of subscribers leaving or switching to other carriers, the Alltel product marketing department assembled a task force to tackle the problem. The task force's needs analysis, says Lane, determined that most of the churn the company was experiencing was attributable to customer dissatisfaction or confusion.
"Among customers, we identified a number of misconceptions regarding what data cards were and what they could do. We also found that our sales reps and managers had misconceptions of their own. Many reps, for example, were selling data cards as 'DSL replacements.' While that's true in most instances, a data card's ability to function as a DSL replacement depends on where the consumer is located and whether there are gaps or holes in wireless coverage in that area. Because a consumer's location also affects speed, we also received complaints from those who told us their DSL connection was faster than their data card."
To stem the tide of disaffected subscribers, Alltel reps were encouraged to do a "deeper dive" with each customer and ask more relevant questions during the buying process. "They needed to do a more in-depth job of finding out where the data card would be used, explaining the speed capabilities of data cards, and walking customers through the set-up and troubleshooting process," says Lane.
To arm reps with this knowledge, the Alltel training department developed a comprehensive training program to assist front-line reps in selling and supporting data cards. The program included computer-based training (CBT), as well as supervisor-led training on how to qualify and sell data cards to customers, questions to ask, what to listen for, and how to ask for the sale.
As a result of the training, Alltel channels experienced a 63 percent lift in data card sales and a 39 percent decrease in subscriber falloff from November 2007 to May 2008.
• Tailor to your audience. Using Flash, Alltel's in-house training team developed a full-scale CBT simulation that taught sales reps and their managers how to work with data card customers more effectively. "Going through traditional training on a complex product such as wireless Internet cards would have been far too technical and boring for our sales force," says Lane. By creating an engaging, interactive simulation, she says, Alltel was able to draw learners in and grab their attention. "Sims are expensive and time-consuming to develop, and they are not the right solution for every need," says Lane, "but they are often a perfect choice when teaching workers about complex products, particularly when your audience consists of younger workers who are tech-savvy and appreciate interactivity in their learning."
• Reinforce. After going through the simulation, Alltel sales reps attended comprehensive face-to-face training that was conducted by their supervisors. In addition to reinforcing material covered during the simulation, the supervisor-led training provided a "perfect platform," says Lane, for supervisors to reinforce the data card product line's importance to Alltel's balance sheet. "We honed in on clarifying the basic value proposition of data cards, and on explaining what our churn rates were and how they were impacting us."
I've always been a proponent of Blackberries in the mLearning world because I feel it is the choice device of 'road warriors' who would need an mLearning tool. Now, online schools are targeting the Blackberry for courses.
What if someone told you that you can earn a degree from your Blackberry? What if they said that you can study anywhere and anytime to fit it in with your schedule?
With this July's updates, it will be much easier to take online classes on the go. Google plans to release software to make its email and calendar services work for the Blackberry. Google Apps Connector will allow users to access Gmail, Google Docs, Google Calendar and Contacts using built-in applications. It also connects to the Google Apps servers and synchronizes email, calendar and contacts.
Why is this helpful for online learners?
E-Learning for me, does not just mean developing applications and websites, no it also means creating a system or dare I use that cliched word solutions to allow teachers to get more out of a session than what they put in.
Over the last year or so I together with Impact have been developing a system that will enable our catering staff to record teaching & training sessions.
First a little information, we've got two kitchens on site Ora & Skills; Ora is a kitchen where students cook lunch and dinner for staff and members of the public, Skills is a demonstration kitchen where students learn new techniques. Each kitchen has two PTZ (pan tilt zoom) cameras, three ip56 rated televisions, a touch panel and a control lanyard each. The system is quick to boot up, easy to log in and simple to use to ensure that there is minimum disruption to any session. Once the Chef has logged on he can use the lanyard to command the entire system from anywhere in the kitchens, without having to interact with the touch panel. As soon as the videos are recorded they are transferred to our servers and (pending approval) are viewable by all staff and students. So we've created a system that records chefs, this in itself is nothing new, we've had the ability to use video cameras in class for years; where's the benefit to the learners and most of all the teachers?
Lets say we have 20 students in the kitchens watching the chef joint a chicken. The chef proceeds to joint the chicken, students watch and then try it themselves, prior to this system that's where the lesson stops. What happens if a student has a question, or wants to see it again? The chef has to grab another chicken. Not so with our new system, the chef can instantly play back the recording on any number of screens around the kitchen, enabling them to both demonstrate and instruct which better serves the students needs.
More importantly, what happens if the student has a question outside of the kitchen, or outside of College hours? In combination with our VLE our students can access all the videos from home, bookmark relevant sections and review training sessions whenever or whereever they like.
So we've seen how it can benefit students, but how can it help teachers get more out of sessions then they put in?
Over time, Teachers can record training videos of sessions & techniques to create a bank of personalised learning resources that they can access in and out of the kitchens to enhance course content and delivery. We've given them the ownership over their own content, no longer do they have to search through youtube videos from tv shows for the 10 second clip required. The chefs can simply navigate to the content they themselves have created and students can see their peers using the same techniques instead of random people from the internet, students are more likely to be engaged with content if its relevant to them and teaching staff work better with students who are engaged with the content.
By creating and using these personalised resources in class, the lecturer can literally be in two places at once, as they can be onscreen demonstrating techniques whilst being able to walk round the kitchens and supervise students replication of the demonstrated technique and support/guide students where necessary instead of just being stuck at the front of the class.
With this system staff can get more in than they get out (and its a lot faster than human cloning).
Eunice Morton walked around her desk, grabbing an electronic writing tablet and quickly jabbing it with a stylus.
As the Pine Tree High School science teacher moved her hand, a presentation projected onto her classroom wall came to life. Text appeared, changed color, became underlined and then vanished. Yellow smiley faces appeared next to bullet points, and slides slid across the screen.
"I don't know how to teach without my InterWrite Pad," Morton joked, leaning against a student's desk.
The pad allows her to control the computer presentation as she walks around her classroom. Morton said the technology frees her from standing behind a desk at the front of the classroom, allowing her to interact more with her students. The students also can use the pad to answer online quiz questions and do other activities.
The electronic tablet is one example of how classroom technology has grown by leaps and bounds from even just a few years ago — and many teachers and technology directors believe the changes have improved the teaching field.
Morton said the projected presentations force her to develop focused and concise lessons. The technology helps keep students interested and alert in a course that is heavy on content and traditionally includes a lot of lecturing, she said.
"There's no wasted time in my classroom," Morton said.
Mike Stanfield, Hallsville Independent School District's director of technology, said the use of technology provides a connection with students who have become accustomed to the everyday use of computers. He said many schools and classrooms continue to follow the 18th-century model of teaching — lining students in rows and lecturing them — even though a more interactive model can be effective with modern students.
"The classroom needs to stay relevant," Stanfield said. "The classroom today needs to at least reflect the state-of-the-art."
He said the district's studies of the effectiveness of some technology in education — specifically iPods and the iPod touch — indicated the multimedia approach improved students' knowledge retention.
Despite the apparent benefits, not all school districts can incorporate the same tools for their teachers. While larger districts have the resources to fund technology purchases, smaller schools can face challenges to equip their teachers and students with the latest tools.
Big Sandy Independent School District residents will vote in May on a $6.75 million bond election.
Superintendent Scott Beene said a significant portion of the bond will pay for the construction of computer labs at the district's elementary and secondary schools. Although the district has at least one computer in every room, not all of its students have access to the Internet. He said the district's different campuses share a computer lab.
"That's one of the areas that we are weaker in," Beene said.
Beene said the district is not hurting for technology. He said he believes the district is comparable with other districts of the same size.
The Pine Tree Independent School District has more equipment available in general, but not all campuses have the same access to it. Most classrooms have video projectors, which project an image of whatever is underneath their lens onto a screen, but not every campus has laptop carts and wireless internet, said Jeff Hahne, the district's director of technology.
Much of what the Pine Tree district does technologically is actually online. Hahne said the district has created its own version of YouTube, called "ptTube," for teachers and students to use in class or to share videos with the community. Each teacher also has a Web site, and some teachers have begun using district-provided blogs. Teachers also have access to thousands of educational videos through an online subscription service.
"So much of what we do now is Web-based," Hahne said.
Hahne said a few years ago it was a big deal for every classroom to have Internet access, but most teachers now expect Internet access as standard for most school districts. The technology expectations of students also have changed.
"Kids used to be excited about computer classes," Hahne said. "That was their computer fix. Now, kids actually lose some aspects (of technology) at school."
Stanfield said reaching students' expectations in classrooms is the next step for many districts. He predicted incorporating text messages in classrooms could have a great impact on students.
"If we can mimic their culture, we won't have that as a barrier to teaching," Stanfield said.


Do you know how many books the Ivy Tech Community College Northeast Library has in its collection? The answer is around 20,000, not to mention thousands of videos, audio books, puppets, periodicals and much more.
Most of these 20,000 books and other materials, if not all, were carefully selected and are constantly updated by our Library Director, Sharon Hultquist. Sharon has worked for this library for 18 years. She is responsible for the operation and management of the library and its staff. In addition to purchasing and developing the library's collections, she is also in charge of the budget, developing and implementing library instruction programs, library services, participating in various statewide college committees, and identifying new methods and trends in information technology to keep up with the mission and the goals of the College.
This list of Sharon's duties barely covers everything she does in the library, but not many know about her unique talent to manage people. Everybody in the library would tell you that Sharon is an exceptional boss, both fair and professional, fostering talent and nurturing creativity in her staff, loved and respected by the staff and the patrons.
Before coming to Ivy Tech, Sharon spent 20 years teaching in Fort Wayne area schools. She earned her Associate of Arts from Stephens College in Columbia, Missouri; Bachelor of Science in Education and Masters of Library Sciences from Indiana University, and completed Ivy Tech Leadership Academy in 1998. In 1996, soon after Sharon accepted the Library Director's position at Ivy Tech she received The Outstanding New Librarian of the Year Award from the Indiana Library Federation for the exceptional contributions and commitment to the library and the community.
As a library patron, you will find Sharon irreplaceable when it comes to book knowledge and readers' advisory. She is known for her curiosity and the love of reading. If you ever need a fiction review or recommendation — ask Sharon. She reads 3-4 new fiction books a week.
Sharon also knows everything about dog adoption, rescue and training. As a member of multiple dog rescue groups (all breads of setters, plus Cavalier King Charles Spaniels.) Sharon has saved the lives of dozens of dogs, fostering and re-homing dogs over 13 years.
Outside of the library Sharon loves reading, walking her three dogs (Fanny, Cam and Bop), chatting with friends, playing with her four-year-old twin granddaughters (Lilly and Isabella), travel (especially in the mountains) and flower gardening. She also collects fairies and everything about setters.


TruePublica Editor: Bloomberg reported yesterday that British and EU negotiating teams are saying that terms won't be agreed until the middle of November. This is an important position to understand for anyone hoping that a second EU referendum will save the country from Brexit.
After speaking to some political sources close to the government, the general consensus is that there is no chance of a second referendum. Their confidence is based on sound logic for three good reasons.
First, is that even if MPs and peers agreed in principle to hold a second referendum, the legislative process can be seriously drawn out. Bearing in mind that negotiations are continuing and that legislation on any deal needs preparing, parliament would need to be sidetracked enough to pass detailed rules for the conduct of the poll and the regulation of campaigners.
At the last referendum, it took seven months before Parliament signed off the previous referendum legislation in 2015. On top of that, further time was then needed to pass secondary legislation on areas such as voting registration. Today, there is now exactly seven months left before we exit the EU – deal or no deal.
In theory, Parliament could copy&paste some of that legislation from the 2015 Act – in order to try to speed the process up. However, according to David Jeffery, a politics lecturer at Liverpool University, this might not save a lot of time because issues would still need to be debated and scrutinised by MPs and Lords. For instance, what would the in/out question be this time?
In other words, a reasonable time period to conduct a second referendum has just run out to beat the deadline prior to exiting the EU.
The second reason is one of logistics. To conduct a second referendum, considerable effort is required. The last referendum cost £147 million just to organise on the ground such as polling stations and registrations. Currently, the government is focused on Brexit itself not reversing it with all the political fallout that would bring.
Lastly, the UK negotiating team is using the EU's fear of falling out with the USA as a lever for getting a good Brexit deal and this was confirmed Wednesday when EU negotiator Barnier disclosed that a deal is now on the table with favourable terms to the UK. The EU's position is becoming weaker as fears of a serious recession would finish the 27 member bloc for good.
Therefore, the notion of a second EU referendum is dead in the water from a practicality, political and economic point of view and only an unexpected catastrophe could now trigger such an event, which is now unlikely.


text:
Malvern's Featured Artist/Musician Jake Reber
Mike Stangis
This issue's musician of the month is Senior and National Music Honor Society member Jake Reber, the Sax Man.
Q: What music class are you in and what instrument do you play?
A: I'm in the Modern Jazz Ensemble and I play the alto saxophone.
Q: What has drawn you to play this instrument(s) for so long?
A: In all sincerity I started playing the saxophone in fourth grade because I thought I would look cool. But what kept me to saxophone specifically was its unique sound. More generally, I've kept playing music all this time because of the creativity it allows you to have. You have the freedom to create any kind of sound you want that can evoke so many different emotions in every listener.
Q: Is there a specific kind of music you either enjoy playing or listening to?
A: As clichéd as it sounds, I really will listen to any kind of music, but most of the time I listen to groups like the Red Hot Chili Peppers, Blink 182, etc. When it comes to playing music, I really like songs that are fun to play. There really isn't a specific type or anything, but I can usually tell from the first time we listen to a song we are going to play in the band whether or not I'm going to like it.
Q: Do you have any advice for aspiring musicians at Malvern?
A: Don't be overwhelmed, even though it's very easy to be. A lot of the time you may find yourself lost in a song or having difficulty with a particular line, but these difficulties will not last long. If you aren't playing an instrument and think you may want to, I highly encourage you to do so. It's an incredibly fun and rewarding experience to be able to listen to a song that you helped create.
Q: Is there anything else you would like to share with the readers?
A: I really do think it's incredible that a piece of music that is something so concrete can cause such abstract emotions. Music gives you the freedom to create any kind of sound you want and is really such a pleasant part of life. Thanks for allowing me to talk about something I'm so passionate about!


commercial maritime satellite HEAD-1 operated and owned by China HEAD Aerospace Co. Ltd was successfully launched on November 15, 2017, 2:35 AM local time from the Taiyuan Satellite Launch Centre on a Long March 4C as a piggy back launch with the FY-3D mission.
All launch and orbit insertion stages were executed nominally. The satellite smoothly reached its 808 km polar orbit. Initial in-orbit verification of the platform and payload have already started.
HEAD-1 is a 45kg satellite jointly designed and developed by the Shanghai Aerospace Technology Research Institute (SAST) of China Aerospace Science & Technology Corporation (CASC) and China HEAD Aerospace Technology Co. Ltd (HEAD). The satellite was designed as a modular, highly integrated platform making use of platform virtualization and other innovative techniques to create compact, high performance and quickly integrated small satellite solutions.
HEAD operates its own data center in China to process the AIS data of HEAD-1 and to provide a range of positioning and analytical services through a dedicated on-line portal. Products and services are based on a mix of shore-based and satellite-based data sources enabling the company to start its commercial services swiftly.
HEAD-1 is the first Chinese commercial maritime satellite to target international commercial markets and meet the demand in the domestic market. The data and services of HEAD-1 is expected to contribute in the Chinese national maritime security market as well as to leverage socio-economic benefits through the support in the national initiative 'The Belt and the Road'.
China HEAD Aerospace Technology Co. Ltd is a privately owned, independent company founded in 2007 and headquartered in Beijing, China with subsidiaries in Hong Kong, the Netherlands, France and joint laboratories located in Switzerland and Italy. The company has successfully helped non-Chinese aerospace companies to commercialize their space products and services in China over the last 10 years. With an interest in the small satellite market, HEAD has been investing in a constellation of small satellites with multiple payloads dedicated to providing value-added services and applications. The HEAD-1 satellite is the first technology demonstration satellite as part of the "Skywalker Constellation", a multi-functional AIS and Earth observation micro-satellite constellation.


Gentrification occurs when an area is being renovated, wealthier people and businesses are moving in, and rents are rising- and it results in the displacement of many lower income families that cannot pay the higher rates. Many neighborhoods in Minneapolis are undergoing gentrification, including Corcoran: the "Blue Line Flats" apartment buildings are much more expensive than most of the other housing in the area.
Gentrification is a phenomenon in which lower-income residents of a neighborhood are forced to move out because the area is being renovated, wealthier people and businesses are moving in, rents are rising, and people of lower income cannot pay the higher rates. It tends to more heavily impact communities of color because they disproportionately populate historically low-income areas.
Areas in Minneapolis, including areas close to South such as the Phillips, Corcoran, and Powderhorn neighborhoods, have been undergoing gentrification. A Star Tribune article from November 2016- "Minneapolis is a leader in trend towards gentrification"- cited an analysis of census data done by the Federal Reserve Bank of Cleveland that concluded that Minneapolis has continued to gentrify much faster than many other comparable cities throughout the U.S. also experiencing gentrification, such as Atlanta, Washington D.C., and St. Louis.
Gentrification affects students at South as well. A survey conducted by the Southerner confirms that 52.5% of students surveyed know or at least think that their neighborhood is getting more expensive.
Sophomores Amanuel Desalegn and Ridwaan Abdi have also been affected. They both lived in the East Franklin Buildings in the Seward neighborhood, an area that has shown trends in gentrification more recently.
For most of their lives, the East Franklin buildings provided great homes for both Desalegn's and Abdi's families, but more recently rent rates went up. Desalegn's family ultimately had to move.
According to the U.S. Department of Housing and Urban Development, when families are paying more than 30% of their income on housing, they are cost burdened. Census data shows that 42% of families in Minneapolis fall in this category. "[Most] low income families we know [are] paying $900 for one bedroom and their annual income is $24,000… that's half their income spent on rent every year…. That tells you that this picture is completely off," said Cano.
Despite how complex these problems are, there are feasible solutions that prove to be very helpful. Cooperative housing (or co-op housing) is when members of a cooperative housing corporation own an entire property together, as opposed to paying for individual units. All members get a say in how the co-op is run and how they will split up the costs to live there. Instead of an apartment building being run by just one person, co-op housing is managed by everyone living there.
The cooperative housing system can be achieved by businesses too, when a building is owned by businesses that all get an equal say in how it is managed. This is called commercial land trust.


Bushnell was self-consciously a mediating theologian. He stood against the stream of New England Unitarianism and the accommodating liberalism while at the same time resisting the rigid orthodoxy and incipient fundamentalism of neo-Puritanism and the Princeton Theology (Alexander and Hodge). He strongly defended belief in the supernatural, including Jesus' miracles (although he felt no need to defend every biblical miracle story), while at the same time defending the need to adjust Christian doctrines to the changing cultural context. He infuriated both liberals and conservatives. The latter attempted to expel him from the local Congregational association, but his church withdrew to protect him. The former heaped scorn and ridicule on him for being out of touch with modern thought.
Like Barth and Niebuhr in the next century, Bushnell never earned a doctoral degree; he was a seminary graduate and pastor. His only academic teaching involved tutoring Yale students. Yet he wrote many books of theology that sold well and were widely read, reviewed, discussed and sometimes condemned (especially by his opponents to the right such as Hodge and to the left). His main philosophical-theological influence was Samuel Taylor Coleridge, the enigmatic English romanticist poet and essayist whose book Aids to Reflection greatly inspired Bushnell. Like Kierkegaard, but without any obvious influence by him, Bushnell believed spiritual truth usually comes clothed in paradox and that many of theology's pathologies arise from attempting to make everything rationally satisfying.
Among Bushnell's most influential books (besides Christian Nurture) were God in Christ (1849), Nature and the Supernatural (1858), Christ and His Salvation (1864) and The Vicarious Sacrifice (1866). The latter book created the most controversy as there he tried to work out an objective doctrine of the atonement that would avoid the penal substitution theory which he thought portrayed God as cold and vindictive. He became dissatisfied with what he had written about the atonement there, so he revised his doctrine of the atonement in his last book Forgiveness and Law (1874). Essentially, he held that Jesus' death was the cost of forgiveness by God. I won't get into Bushnell's mature theory of the atonement here as the details of his doctrinal proposals are not my focus in this post.
One cannot understand anything about Bushnell's approach to theology and doctrinal reconstruction without realizing that he considered all language, not only theological language, metaphorical. All nouns outside of mathematics, he argued, are "faded metaphors"—images. Words about things never match them perfectly. And that is especially true in spiritual matters where we are talking about things unseen. Therefore, according to Bushnell, all God talk ought to admit that none of its words perfectly match the Reality they seek to express. This is more than merely affirmation of analogy; it seems to me that Bushnell's theory of religious language takes a position somewhere between equivocal and analogical. The upshot was that for him, all creeds and doctrines must be held somewhat lightly because none of them correspond exactly to the spiritual realities they attempt to describe. Some words about God and salvation (etc.) are better than others, but all are like arrows shot toward a target too distant to hit. Some go right toward it but fall short; others go way off in a wrong direction entirely.
Also, one cannot understand anything about Bushnell's theology without realizing that he considered religion, including Christianity, primarily about experiencing God. For him, the essence of Christianity is spiritual communion with God through Christ. "A few dull propositions" can never do justice to that life even if they are necessary. For him, there is a qualitative difference between that communion with God and doctrines that inevitably flow from it. Doctrines are secondary; personal communion with God is primary. Critics charge Bushnell with repeating Schleiermacher's subjectivism, but that's not correct. Bushnell did not believe in a universal "God consciousness" that serves as the criterion of all religious belief, including Christian belief. In other words, he did not acknowledge any "religious a priori" to become a Procrustean bed (look it up) for Christian doctrine. Nor did he think doctrines are subjective expressions of individual or corporate experiences; he held the Bible to be the source and norm for doctrine. However, he thought the Bible communicates spiritual truth through poetry and parable and even its didactic writings (e.g., Paul's letters) are metaphorical such that they must be interpreted anew in each generation. For example, the New Testament uses the metaphor "ransom" for what Christ accomplished on the cross. That spoke meaningfully to people in the ancient world filled with slavery; it speaks less meaningfully to us in the modern world. The theologian's task is to develop new accounts of the atonement that are nevertheless faithful to the original images.
Bushnell was appalled at the vicious theological debates tearing churches apart in New England. Much of what he was about was trying to provide ways of thinking about doctrines that make such heated debates unnecessary. To that end he developed (or at least began developing) what he called "Christian comprehensiveness." Contrary to what his critics charged, he did not advocate throwing out all creeds and confessions of faith. However, he said of them "the more, the better." All express something of the truth; none express truth perfectly. "Christian comprehensiveness" was Bushnell's ecumenical endeavor; he thought a major task of theology is to draw out the truth in all the major, historical forms of Christianity and hold its various expressions in tension with each other. Unlike liberals, he was not interested in finding the "kernel within the husks" (essence of Christianity separated from all its historical forms) and discarding the husks. For him, there is no culturally neutral, transcendent propositional truth to which we have access. All expressions of Christian belief are culturally shaped. And all are metaphorical.
All this is vague without an example. Much of the heat of New England Protestant controversy in Bushnell's time centered around Calvinism versus Arminianism. Bushnell argued that there is truth in both and neither is true alone. They need each other. His approach to this and other controversies among equally God-fearing, Bible-believing, Jesus-loving Christians was "both-and" rather than "either-or." He rejected both Calvinism and Arminianism insofar as they were represented by their adherents as closed systems; he accepted both insofar as they are viewed as human attempts to express equally important truths of revelation. Both agree that God is sovereign; both agree that humans are responsible for sin and evil. The problem that gives rise to the controversy tearing churches apart, he argued, is that defenders of both go too far in speculation and deny the truth in the other soteriology. He knew that inquiring minds will inevitably seek to explain mysteries, but he believed these explanations ought to be held lightly and not as fortresses to be built up and defended and used as bases for forays against the "enemies." He wasn't in favor of Methodists giving up Arminianism or Presbyterians giving up Calvinism; he was in favor of Christian comprehensiveness in which both and all sides can come together, admit that their systems of belief are human attempts to understand something about God that humans cannot fully comprehend and unify around the truths about which they agree—that God is sovereign and humans alone are responsible for sin and evil. By "unify" he meant at least stop fighting each other and have fellowship and cooperation.
Of course, predictably, both liberals and conservatives of his day accused Bushnell of relativism. (It might be difficult to conceive that liberals would accuse him of that, but it's important to know that the liberals of his day were, like the conservatives, under the influence of Scottish Common Sense Realism. Both liberals and conservatives then believed that propositions can correspond to reality. They just disagreed about what propositions correspond to reality.) I consider him to have been a precursor of critical realism in theology. He certainly was not a relativist even though he admitted and argued for the relativity of all human propositions—especially about God and spiritual realities. He believed in absolute truth; he denied human absolute knowledge of it.
An excellent example of Bushnell's approach to theology is the atonement. He believed that Scripture does not communicate a "theory" of the atonement; it expresses what Christ accomplished on the cross with metaphors: sacrifice, conquest, ransom, cancelling a debt, etc. In his time and place, liberals and conservatives had staked out theories of the atonement and opposed each others'. Liberals by-and-large promoted a subjective view of the atonement called the moral example or moral influence theory. Conservatives virtually all promoted some version of the satisfaction or penal substitution theory. (Many Arminians and Wesleyans promoted the so-called governmental theory, but to Bushnell that would be just a modification of the penal substitution theory.) According to Bushnell, both (all) theories express some aspect of the truth of the atonement. Their faults lie in their claims to be comprehensive and exact as if they could look right into the mind of God and know what was going on between Father and Son before, during and after the death of Christ on the cross.
Bushnell believed a new theory of the atonement needed to be constructed—one that would take up the truth in both subjective and objective theories and avoid their problems. But his own constructed doctrine of the atonement, expressed differently in two books (mentioned above), was not to be final, closed or total. It was to be a new arrow, so to speak, aimed in the direction of the truth from a particular social, cultural context and frame of mind. In developing it he used a lot of the budding science of psychology as well as recent theories of justice. Basically, in a nutshell, his theory was that forgiveness is always costly and the death of Christ was God's experience of the cost of forgiving. He thought that all Christians could rally around that even as they might hold onto their own theories as other arrows aimed at the truth. None hits the target's bullseye. But Bushnell thought his own came closer to that for his own time and place.
In Part 3, the final installment of this series, I want to suggest ways in which Bushnell might be a model for contemporary theology.
Does this guy have a blog site? 🙂 IMHO, this is one of your best posts. Can't wait for installment number three. Which of his books should we start with?
Ah, the problem is, they are all out of print and hard to find (except Christian Nurture). If you have access to interlibrary loan or can find a used copy I would begin with Nature and the Supernatural. It lays out Bushnell's metaphysical perspective, defending the supernatural (which he did not think of as in any way violating nature) against the increasingly naturalistic bent of Unitarianism and liberal theology. Or, another way to go, is to get hold of a copy of Horace Bushnell edited by H. Shelton Smith (Oxford University Press, 1965). It's an anthology of excerpts from Bushnell's main writings with a long introduction by the editor laying out B's theological method and theory of language, etc.
Praise be! Amazon has them. Some are in electronic form. "Nature and the Supernatural" is available in print form. Just ordered a copy for a bit over $30.
The idea of nothing being supernatural for God is so simple it's had to imagine that we just don't think this way. It's related to N.T. Wright's very helpful observation that we have no idea how close the spiritual is to the material, nor how they interact – Resurrection being our biggest clue.
I'm glad to hear it. I got my copies (for writing my book) from the university library or through interlibrary loan.
These are good reflections on a extraordinary thinker. I also want to suggest something unrelated. I just found a book called Hipster Christianity that touches on some of the issues regularly discussed in this blog, i.e., why Calvinism is "hip" now. Interesting and quick read.
I hear that term "hipster" a lot but am not sure what it means. I've looked it up online, but the definitions seem to vary quite a bit. I know one necessary ingredient is an ironic outlook. I've thought of Peter Rollins as a hipster Christian.
Often it feels like, "I know when I see it." When I think of a hipster, I think of a cultural elitist. They love the undiscovered bands, indie movies, alternative comics, etc. But once something is too mainstream its no longer cool and should then be avoided and mocked. . .
Except, paradoxically, as you said, they love irony. The often dress in what was traditionally though of a uncool (thick-rimmed glasses, a unicorn and rainbow t-shirt) as a way to reclaim it as cool.
Picture some mixture of beatniks, hippies and yuppies all rolled into one.
Thanks for challenging all of us to look up "Procrustean bed." Very helpful. It reminded me of the analogy I have heard many times comparing the various theologies to buying shoes too small for the feet. In order to make the shoes fit, the toes must be cut off. The point being that theologies are never big enough to contain God and leave divine "toes" lying about.
I am only vaguely familiar with Bushnell, so your posts are helpful.