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Building Equality, Diversity and Inclusion into the NHS Board Selection Process for Non Executives and Independent Directors March 2012 Edition
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Julian Farmer
1 Building Equality, Diversity and Inclusion into the NHS Board Selection Process for Non Executives and Independent Directors March 2012 Edition The NHS Leadership Academy s purpose is to develop outstanding leadership in health, to improve people s health and their experience of the NHS
2 Foreword We know that diverse teams make better and safer decisions and there is a large body of evidence to support this. And yet we know that senior teams in NHS organisations are under representative of the communities they serve and staff they lead. This is something that must change. Jan Sobieraj Managing Director NHS Leadership Academy However, simply targeting diverse representation on boards on its own has not proved sufficient to bring about the transformation that is required. This guide aims to provide the shift in thinking that is needed to make sure that all new non-executive board members and chairs are fully competent and take ownership for equality and diversity within their organisations. Inclusive and diverse senior teams are essential if the NHS is to achieve equality of health outcomes for all. Delivering this is an important part of work that the NHS Leadership Academy will be doing. We will champion inclusion, equality and diversity and encourage innovation in leadership and through this improve people s health and their experience of the NHS. I urge all boards and senior leaders to challenge themselves honestly about the lack of diversity at the top of NHS organisations and to use this guide to build equality, diversity and inclusion into the senior recruitment process. Jan Sobieraj 2
3 Purpose and scope of this guide This guide aims to: Provide helpful but not prescriptive guidance in the forming and equipping of a selection panel that is able to draw out and identify good Equality, Diversity & Inclusion experiences and competencies in potential NHS Chairs, Non Executive and Independent Board members (referred to collectively as Non Executives in remainder of this document). Help to ensure that both the selection panel members and appointed Non Executive Board members demonstrate confidence, commitment and competency in Equality, Diversity and Inclusion and are able to apply this to core board level business. Be of use either when creating a completely new Board or replacing one or more Board members. A separate but complementary guide has been developed for the selection of Chief Executives and Executive Directors. Overview of the Guide The guide is divided into four sections: Section 1: Introduction provides an overview of why it is critical for NHS Board members to be equipped with Equality, Diversity and Inclusion competency and highlights the need for the selection panel itself to be competent in Equality, Diversity and Inclusion. Section 2: Composition of the Selection Panel provides guidance on the skills, knowledge and experience that we recommend is present on the panel to ensure it is equipped to draw out and identify competence in Equality, Diversity and Inclusion from the candidates. It also suggests potential sources for recruiting panel members with the requisite competency in this area. Section 3: Recruiting Non Executive Directors to the Board What to look for As this approach to recruiting NHS Board Members is a departure from the traditional norm, this section of the guide gives an indication of what to look for when applying an Equality, Diversity and Inclusion lens to the responses of candidates to the main/generic interview questions. It provides some sample questions that integrate Equality, Diversity and Inclusion to commissioning/ NHS core business which can be used either as part of the main interview or as supplementary questions if the panel feels it needs to probe further. 3
4 Section 1 - Introduction The Board selection process provides a defining moment in the development of an organisation. It is the opportunity to ensure that the right people with right competencies are at the helm of affairs, providing leadership and governance that will secure the future of the organisation, fulfil the objectives of the business and deliver long lasting sustainable benefits / results. It is also the opportunity to try to ensure that from the outset as many people as possible appointed to the Board have the Equality, Diversity and Inclusion leadership competencies, commitment and confidence to deliver on the explicit Public Sector and Specific Duties to promote equality and tackle inequalities in access to healthcare. Diverse representation on NHS Boards on its own has proven to be insufficient to bring about the transformation that is required; neither has the practice of identifying one or two members to champion Equality, Diversity and Inclusion. A shift in thinking with regards to what is required is needed to create a new approach where leadership responsibility for Equality, Diversity and Inclusion is owned and shared by all Board members. To achieve this, the selection process needs to go beyond what often feels like a tick box exercise in compliance, where the assessment of Equality, Diversity and Inclusion competency is confined to one or two questions at the end of the interview, to a position where leadership competency is a key selection criteria and where, in addition to specific questions, the evidence of Equality, Diversity and Inclusion competency is looked for throughout the interview. In this process good candidates will give excellent evidence-based responses to the Equality, Diversity and Inclusion specific questions; outstanding candidates will more naturally respond to generic questions with references to Equality, Diversity and Inclusion woven through their answers. Specifically, Non - Executive Directors should be able to provide good evidence of their ability to provide robust scrutiny, constructive challenge and leadership support in respect of the development of Equality, Diversity and Inclusion strategies, the creation of an inclusive and diverse workplace and engagement of stakeholders that effectively commissions and/or delivers healthcare services that meet the needs of everyone. Given that this approach is a departure from the norm, it may initially be difficult to find many individuals displaying the characteristics of outstanding Equality, Diversity and Inclusion competency; however this Guide provides a good indication of the standard to be achieved if the NHS is to make further significant progress in achieving its aims of equality of health outcomes for all. 4
5 Equality, Diversity & Inclusion is a critical requirement of the Board Embedding and integrating Equality, Diversity and Inclusion into core or mainstream business is a competency organisations have struggled with in the past, but Boards have a really important leadership and governance role to play in getting this right. The capability for getting this right must include the knowledge, skills and experience of engaging and partnering with individuals and groups of patients, carers, employees and social and professional bodies from the protected characteristic groups 1 and the integration of their views and information into the decision making of the Board. The Equality Act 2010 is an explicit duty to promote equality and tackle inequalities in access to healthcare as core to NHS governance. NHS Leaders must work to the values and be prepared to deliver on the patient and staff pledges of the NHS Constitution; the NHS Constitution provides a powerful framework for advancing Equality, Diversity and Inclusion. Boards are responsible for ensuring the delivery of better outcomes for patients from all sections of society, acting as a champion for all patients and their interests, ensuring delivering or commissioning of high standards of quality and consistency of service for all. This includes promoting integrated care for patients, promoting equality and diversity and reducing inequalities. Boards are required to operate within the Human Rights Act and to adhere by the FREDA principles of Fairness, Respect, Equality, Dignity and Autonomy. Board members responsibility to promote Equality, Diversity and Inclusion and adhere to the Human Rights Act also form part of the Council for Healthcare Regulatory Excellence (CHRE) standards for Board members. The Equality Delivery System (EDS) Outcome 4.1. sets the expectation that Boards and Senior Leaders will conduct and plan their business so that equality is advanced and good relations fostered within their organisations and beyond. The EDS Outcome 4.3 also indicates that organisations will be assessed against their use of the Competency Framework for Equality and Diversity Leadership to recruit, develop and support strategic leaders to advance equality outcomes. To deliver the above, Boards require a high level of Equality, Diversity and Inclusion leadership competency across its membership. The Benefits of recruiting for NHS Board Equality, Diversity & Inclusion Competence Creates a Board with shared values; and with an understanding and commitment about the role and importance of Equality, Diversity and Inclusion in commissioning and providing positive health outcomes, excellent patient experience for all and in working to reduce health inequalities. Ensures that right from the start Equality, Diversity and Inclusion is built into the way of thinking and decision making with regards to the business of Board. Places Equality, Diversity and Inclusion as a core value at the heart of the business of the Board. Ensures the Board is equipped to address the business of reducing health inequalities and improving health outcomes for all patients, leading to improved quality and cost effective service delivery. 1 age, disability, race, religion or belief, sex, sexual orientation, gender reassignment, marriage or civil partnership status 5
6 Section 2 - Composition of the Selection Panel Board Selection Panels have a crucial role in ensuring the appointment of Board members with the appropriate knowledge, experience and capability in Equality, Diversity and Inclusion. To deliver this outcome, the Panel in turn needs to be comprised of at least one or two individuals with the skills, knowledge and experience required to identify and recognise prospective Board members with the requisite competencies in this area. The composition, competencies and potential sources for recruiting independent Panel members are set out below Panel Composition Panel Competencies Potential Sources for Recruiting Panel Members Reflect demographic diversity e.g. in age, gender, race, sexual orientation, disability, religion and belief or non-belief. Where possible extend beyond groups with protected characteristics to reflect the range of patients and service users, health challenges and health and care requirements that go beyond those of individuals with rights protected by legislation. For e.g individuals living in hard to reach rural areas Comprise a range of Equality, Diversity and Inclusion experiences amongst its members e.g. those with experience of building Equality, Diversity and Inclusion into procurement or commissioning or in service delivery or in developing the workforce, Research, academic or consulting experience in this area, significant experience of working with local communities, particularly diverse or marginalised groups Be experienced and skilled in interview techniques. Have the knowledge to conduct fair and legally compliant interviews. Possess a good appreciation of the range and complexity of diversity, understanding the implications of protected characteristics in achieving equality in health outcomes and health service experience. Understand the role and impact of commissioning or health delivery in meeting the different needs of diverse groups. Understand the role and responsibility of NEDs to provide robust scrutiny, constructive challenge and leadership support in respect of the development of strategies that integrate Equality, Diversity and Inclusion into core business, and effectively mobilise the workforce and key stakeholders to commission and/or deliver health care services that meet the needs of everyone. Senior leaders in not for profit or voluntary organisations that represent people who are in one of the protected characteristics. Heads or senior executives of charities that represent the interests of other people who have traditionally been socially and economically disadvantaged. Directors in high reputation consultancies: usually the large global operators that will have developed some level of cultural competence, or alternatively a small niche market consultancy with in-depth specialist knowledge or experience of products, service and/or diverse consumers. Community champions with a sound reputation Individuals with experience of commissioning products and services within different business sectors, e.g. government departments, telecoms and retail. Proprietors of private sector organisations who have experience of pitching for public sector contractors, and have experience of meeting their Equality, Diversity and Inclusion requirements e.g. as a pharmaceutical or construction supplier. 6
7 Panel Composition Panel Competencies Potential Sources for Recruiting Panel Members Be able to demonstrate self awareness especially in terms of emotional intelligence, biases and personal triggers. Ability to recognise and appreciate how personal biases can influence decision making and get in the way of good problem solving. Possess cultural competency (i.e. cultural sensitivity, awareness and dexterity) in addition to knowledge and understanding of different cultures. Have the capability to flex and adapt their interview style to be inclusive of different perspectives and cultures. An appreciation of how cultural norms will influence the experience of patients from diverse backgrounds. Senior professionals with a regulatory background who will have experience of balancing the needs of consumers/service users and those of service providers. Personnel from public sector organisations with experience of working with diverse service users and/or considering equality and diversity issues at a strategic level. Knowledge and understanding of The Equality Act 2010, the NHS Constitution and how the values of equality are reflected within it, and the role and responsibilities of Boards. Knows and understands how Equality, Diversity and Inclusion are integral to quality, improvement, productivity and prevention, and how this can be used to improve health outcomes and the patient experience through the commissioning process. 7
8 Section 3 Recruiting Non Executive Directors to the NHS Board - what to look for Selection Panels should be looking for prospective Chairs/ Non Executive / Independent Directors who are able to build Equality, Diversity and Inclusion considerations in to the core business of the Board, rather than approach it as a separate or parallel issue. The recommended approach and to achieve this is for panel members to: Look and listen for competency in Equality, Diversity and Inclusion from candidates responses to the core / generic interview questions, rather than only in response to specific questions on this issue. Look and listen for candidates peppering their responses to the full range of questions, not just the Equality, Diversity and Inclusion specific questions, with demonstrable links between Equality, Diversity and Inclusion and health outcomes. Whilst Equality, Diversity and Inclusion specific questions can also be asked, what distinguishes the outstanding candidate from the good candidate will be their ability to reflect considerations of Equality, Diversity and Inclusion in their responses to the generic questions related to the core business of board leaders. Summarised below are the competencies Panels might use to assess a candidate s Equality, Diversity and Inclusion capability against, some examples of the evidence that Panel Members should look and listen for, and some supplementary questions that they might consider using to draw this out. Equality, Diversity and Inclusion Competency Clusters Setting the Vision, Direction & Strategy Demonstrating Personal Qualities Improving Services Working with Others Competencies Examples of Evidence Examples of Supplementary Questions 1. Developing the vision, direction & strategy for the organisation. The candidate should: Demonstrate the ability to integrate and embed Equality, Diversity and Inclusion into the vision and strategy of the organisation Make connections between the diverse needs of service users and the workforce and the role and implications of these in achieving core organisational vision, strategy & objectives Reference to the patient experience, including those of diverse patients and service users is made when the candidate responds to questions about vision and strategy. The candidate demonstrates an awareness of the type of Equality, Diversity and Inclusion data that could be used to inform Board strategic decisions. What role do you think diverse service users and other stakeholders could play in creating a compelling vision of the future direction of the organisation? What has been your approach to developing or contributing to a strategy in which others may not have considered Equality, Diversity and Inclusion to be relevant? 8
9 Competencies Examples of Evidence Examples of Supplementary Questions 1. Developing the vision, direction & strategy for the organisation. The candidate should: Understand the importance of an Equality, Diversity and Inclusion vision & strategy to support the achievement of core strategic objectives Demonstrate the ability to make a positive influence on the Equality, Diversity and Inclusion agenda within the wider health and social care system Demonstrate the ability to deploy leadership to meet the legal and NHS requirements on equality and Human Rights in the workplace and in service delivery as laid out in the NHS Constitution and the Council for Healthcare Regulatory Guidance The candidate demonstrates awareness and understanding of the Equality Act 2010 and the general and specific Public Sector Duties and the Human Rights Act The candidate demonstrates understanding of the Equality, Diversity and Inclusion standards for Board members embodied in the NHS Constitution and the Council for Healthcare Regulatory Guidance. The candidate understands and refers to the need to engage with people from diverse backgrounds in the workforce and in the community when formulating vision & strategy. The candidate raises the need for an Equality, Diversity and Inclusion vision, strategy and governance structures to underpin the organisation s core objectives and achievement of equality goals. The candidate demonstrates an awareness of Equality, Diversity and Inclusion influences on and implications for shaping organisational culture. Refers to Equality, Diversity and Inclusion issues when exploring strategic options. Clearly communicates the vision in a way that inspires and encourages shared ownership and inclusion. The candidate positions responses in the context of the wider health and social care system and demonstrates how they would seek to make a positive Equality, Diversity and Inclusion impact. How would you convince colleagues that Equality, Diversity and Inclusion is relevant to a strategic decision that is about organisational change? Describe engagement strategies that you have used or with which you are familiar that involved seeking views of stakeholders from diverse backgrounds? - What particular steps were taken to ensure that the organisational culture was able to sustain any changes needed to support the successful delivery of the strategy? What is the role of a NED in ensuring there is alignment of the workforce with the organisation s Equality, Diversity and Inclusion values and goals? What opportunities do you think could exist to advance a culture of Equality, Diversity and Inclusion and meet the Public Sector Equality Duty in a climate of organisational change? How can gains made in Equality, Diversity and Inclusion be protected and developed during periods of organisational change? What type of Equality, Diversity and Inclusion data do you think is required by Boards to influence their decision-making? What governance structures would be needed to ensure progress in achieving positive Equality, Diversity and Inclusion outcomes for service users and staff? How do you see your role in leading Equality, Diversity and Inclusion in the wider health and social care system? 9
10 Competencies Examples of Evidence Examples of Supplementary Questions 2. Improving Services. The candidate should: Emphasise accessibility of high quality services to everyone and specifically considers the accessibility needs of protected groups. Ensure progress is made in advancing equality of health outcomes. Inspire others to make a real difference to people s health by advancing Equality and promoting Inclusion & Diversity in workforce development, enabling the delivery of a high quality service. Inspires and supports leaders on the Board to mobilise diverse teams that are committed to and aligned with the organisation s values and goals. Engages with and influences senior leaders and key stakeholders to deliver joined up services. Ensures patient safety, applying an Equality, Diversity and Inclusion perspective in assessing risks to patients associated with service development, balancing economic considerations with the need for patient safety. Considers the equality implications to different groups of service users and staff in decision making. Monitors the effects and outcomes of change by the equality impact on Services as well as other Key Performance Indicators. Understands and anticipates the impact of health trends with an Equality, Diversity and Inclusion lens and contributes to the development of strategic plans that will have a significant impact on the organisation and wider healthcare system. Scrutinises and constructively challenges the strategic planning process to ensure that strategic objectives and operational plans are informed by input from a diverse range of frontline professionals and practitioners. Demonstrates an appreciation of the value and contribution diversity in the workforce can bring to improving quality and access to services What type of information does a NED need to be able to assure him/herself that the safety of patients from different protected groups are not overtaken by the development of services or other economic considerations? - What are the ways in which this information could be garnered? What are some of the questions a NED could ask to confirm that the safety of patients from protected groups underpins policies, processes and systems? In what way can the commissioning process help to improve health equality? What data or feedback would you expect to see from providers that you are commissioning to assist you in assuring equality and inclusion in health service delivery? What specific actions should the Board take to ensure NHS resources are allocated in a fair and equitable way? What evidence would you expect to see to validate that Equality, Diversity and Inclusion is successfully embedded and integrated into mainstream processes? What evidence would confirm to you that appropriate management action is being taken to create and sustain a high performing inclusive culture? 10
11 Competencies Examples of Evidence Examples of Supplementary Questions 2. Improving Services. The candidate should: Seeks assurance that there is management accountability for promoting an inclusive culture that enables people to perform their best, put in place appropriate performance management systems and systematically evaluate performance data, which is fed into future plans. Demonstrates that they have challenged or probed further when the outcomes or feedback of a service or policy shows adverse impact from an Equality, Diversity and Inclusion perspective. The examples cited in the responses, include references to the diverse nature of patient outcomes or experiences. How would you assure yourself that the strategic objectives and plans signed off by the Board are being delivered in line with their strategic Equality, Diversity and Inclusion objectives? What evidence would assure you that appropriate and effective plans were in place to equip the workforce with the competencies necessary for delivering high quality services to everyone? What is the role of a NED should outcomes or feedback of a service or policy show an adverse impact from an Equality, Diversity and Inclusion perspective? - Has this been your experience? What actions did you take? 11
12 Competencies Examples of Evidence Examples of Questions 3. Demonstrate personal qualities. The candidate should Demonstrate personal insight into his /her actions, experience and behaviours that illustrate awareness and appreciation of Equality, Diversity and Inclusion. The candidate s responses indicate high levels of self-awareness, emotional intelligence and cultural competency. (It is helpful to probe the motivation behind actions cited and behaviours indicated.) The candidate provides evidence of their awareness of commitment to the behavioural standards outlined in the NHS Constitution and Council for Healthcare Regulatory Excellence. Cites Equality, Diversity and Inclusion related learning/personal insight from feedback received from others. Experience of coaching or mentoring people with one or more of the protected characteristics. Demonstrates championing leadership of Equality, Diversity and Inclusion. Challenges others and/or organisational processes when these do not support Equality, Diversity and Inclusion. Examples demonstrate how the candidate has flexed their style and approach to complement that of others. Candidate provides evidence of taking broad or multiple perspectives on issues where this could bring benefit to the outcome of a decision. Indications of engagement with different groups from diverse backgrounds in the networks they cite in their responses. Candidate engages with networks that have a specific link with or responsibility for Equality, Diversity and Inclusion. Provide an example from your career which demonstrates how you have anticipated, prepared for, or constructively addressed a challenge to adopting an inclusive approach to a policy that you have supported. What was the outcome? - With hindsight, what would you have done differently that could have brought a sharper focus to Equality, Diversity and Inclusion? How would you tackle the resistance of a Board colleague who does not accept that Equality, Diversity and Inclusion is a NED responsibility? Why does Equality, Diversity and Inclusion matter to you? Why should it be important to this Board? Provide an example of championing organisational change where equality, diversity and inclusion was of significant relevance. Provide an example of when you championed Equality, Diversity and Inclusion, what were the outputs and outcomes of your intervention? Give an example of a time when you had to constructively challenge or ask powerful questions relating to Equality, Diversity and Inclusion. What was the outcome? When last did you challenge a decision on Equality, Diversity and Inclusion grounds? What was the basis of your challenge and what was the outcome? When last did you represent the views of a minority group or find yourself with the minority view? - What was this about and what was the outcome? 12
13 Competencies Examples of Evidence Supplementary questions 4. Working with others. Works with others in teams and networks to deliver and improve services that are accessible to and meet the needs of diverse service users. Works across boundaries creating networks which facilitate high levels of collaboration within and across organisations and sectors The candidate refers to the need to engage with diverse people in the workforce and in the communities. Demonstrates that they have worked (or demonstrate an understanding of the need to work) in partnership with others from diverse backgrounds and perspectives. Describes how they went about identifying relevant diverse stakeholders in major projects. Promotes the sharing of information and resources so that diverse and hard to reach service users needs are included. Demonstrates how they work in partnership with colleagues & stakeholders within and across systems to deliver and improve services that meet their diverse needs. Demonstrates how they contribute to an inclusive working environment where constructive challenge is encouraged and welcomed Demonstrates how they create an environment where colleagues feel able to draw on the diverse backgrounds and experiences of colleagues to develop innovative and creative approaches to improving health services What problems or challenges do you think could arise when trying to engage with diverse service users and patients? Give an example of what action you would take to mitigate them. What would be your approach to learn of the experience and background of your fellow NEDs and EDs to promote the sharing of information and expertise from previous and professional roles? What key lessons have you learned about gaining buy-in and collaboration from working across boundaries and with multiple, diverse stakeholders? Provide an example of working in partnership across boundaries and what actions you took to ensure that the diverse needs of the different stakeholders were taken account of. Describe steps you have taken to ensuring that colleagues feel able to contribute/draw on their diverse backgrounds and experiences in the development of services to meet the needs of different users. The National Leadership Council is interested in receiving feedback from organisations that make use of this Guide. If you are in the process of recruiting to your Board and would like to better understand how to use this Guide we would like to hear from you. Please visit our website 13
14 Glossary Equality is about creating a fairer society where everyone can participate and has the same opportunity to fulfil their potential. Equality is backed by legislation designed to address unfair discrimination based on membership of a particular group. Diversity is the mosaic of people who bring a variety of backgrounds, styles, needs, perspectives, values and beliefs as patients and carers and as assets to the groups and organisations with whom they work and interact. Equality Act 2010 The Equality Act came into force from October 2010 providing a modern, single legal framework with clear, streamlined law to more effectively tackle disadvantage and discrimination. The Equality Act brings together over 116 separate pieces of legislation into one single Act. Combined, they make up a new Act that provides a legal framework to protect the rights of individuals and advance equality of opportunity for all. Inclusion is the complete acceptance and integration of all patients, carers and employees regardless of diversity background. For patients, this enables them to access services and experience high quality care that meet their needs. For employees, this proactively leads to a sense of belonging, engagement, progression and full participation within the organisation. 14
15 Protected characteristics The Equality Act 2010 provides protection for all those people with one or more of the following nine characteristics: Age Gender re-assignment Pregnancy and maternity Race including nationality and ethnicity Religion or belief Disability including physical and mental impairment Sex Marriage and civil partnership Sexual orientation The Equality Delivery System (EDS) is designed to support NHS commissioners and providers to deliver better outcomes for patients and communities and better working environments for staff, which are personal, fair and diverse. Comprising four objectives and 18 outcomes, the EDS is a tool to be used in reviewing equality performance and identifying future priorities and actions The NHS Constitution establishes the principles and values of the NHS in England. It sets out rights to which patients, public and staff are entitled, and pledges which the NHS is committed to achieve, together with responsibilities which the public, patients and staff owe to one another to ensure that the NHS operates fairly and effectively. FREDA stands for Freedom, Respect, Equality, Dignity and Autonomy; principles embodied in the Human Rights Act of
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Top secret NATO documents published on dark web
Top secret NATO documents were published on the dark web as a result of the cyber attack on the General Staff of the Portuguese Armed Forces, Portuguese publication Diario de Noticias said.
According to the publication, the General Staff was subjected to a large-scale hacker attack, the purpose of which was to steal classified materials. It goes about hundreds of documents.
The Portuguese government learned about the fact of the attack from US intelligence, which found the documents on the darknet and established their origin.
It remains unknown when the attack took place. It was only said that the US embassy reported the attack to the Prime Minister of Portugal back in August. NATO will certainly demand an explanation from Portugal, Diario de Noticias said.
Meanwhile, experts are trying to assess the extent of the damage that the leak caused NATO.
Editor Dmitry Sudakov

redpajama_set_name: RedPajamaCommonCrawl


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Home > Members > 1200/2000 Mile Club
Start Entering Your 2020 Miles for the 1200 or 2000 Mile Club!
Photo by Votography Images
1200/2000 Mileage Club Guidelines for 2020:
How to Log Your Miles
To log your miles, please log in as a member to the Run Wild Missoula website. You'll need to input your username and password in the right-hand corner of the homepage. (Forgot your username and password? Give us a call at the office and we'll get things reset for you.) You may log your miles daily, weekly, monthly-- whatever works for you! If you accidentally enter the wrong number of miles, just press the edit or delete graphic next to your mileage entry. Mileage for 2020 must be logged into the system by January 20, 2021.
Why Log Your Miles?
This is a great way to see how much running our club really does! So, post those miles and let's see how far we go in 2020. Even if you don't think you will run 1200 or 2000 miles, log those miles! We love to see how many miles our club members run throughout the year.
Some of you might feel that 1200 miles (or 2000 miles) is too big a number. Realize that if you run just over 23 miles a week for 52 weeks, you are in reach of 1200 miles. For the 2000 Mile Club, it's just over 38 miles a week for 52 weeks! If you typically run a bit less, but train for one or two bigger races a year, you could easily reach the target. And, if you get within shooting distance in December, you could run a few extra miles just to say, "I did it!"
Besides bragging rights, 2020's 1200/ 2000 Mile Club members receive a Run Wild Missoula customized gift - with either "1200 Mile Club" or "2000 Mile Club" proudly proclaimed for the world to see.
**Guidelines**:
- To be eligible for the 2020 Mileage Club, you must be a current Run Wild Missoula Member. New members must become members by Friday, March 13th 11:59 PM in order to be eligible for the 2020 Mileage Club.
- It is the member's responsibility to keep an accurate count of mileage. It is also the member's responsibility to submit mileage to the 1200/2000 Mile Club by January 20, 2021.
-Tracked mileage should only be running and/or walking miles. Other activities such as biking and skiing DO NOT count. We are a running and walking club after all!
-The mileage club tracks intentional activity. In other words, please track only specific runs and/or walks in your day that you are dedicating toward a fit and active lifestyle. The mileage tracker is not to be used to track TOTAL daily mileage that would include activities such as walking at work, walking around downtown, walking while shopping, etc.
Questions? Email Ashley
If logged in, a list of 1200 /2000 Mile Club members for 2019 are below.
Good luck and start entering those 2020 miles!
Run Wild Missoula is a 501(c)3 nonprofit organization with a mission to promote and support runners and walkers of all ages and abilities.
"Way back in the 1980s I joined Missoula Road & Track Club (MR&TC) to be part of the running community. With the name change in 2007 came a marathon, enthusiastic leadership, new runners inspired with classes and activities, and a huge active membership! Missoula running has never been better, thanks to RWM, and I'm proud to be a member."
- Ethel MacDonald, 73, retired


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Home > News > Asia Pacific > Hong Kong > Pramukh Swami Maharaj Centenary Celebration
Pramukh Swami Maharaj Centenary Celebration, Hong Kong, China
2 Dec 2022 - 3 Dec 2022
Shatabdi Utsav Celebration
Devotees and well-wishers from all corners of Hong Kong attended the special two-day celebration of His Holiness Pramukh Swami Maharaj's birth centenary.
On 2 December 2022, the BAPS Women's Wing held an assembly highlighting inspiring incidents from the life and works of Pramukh Swami Maharaj. Distinguished guests from The Art of Living centre and Shri Prem Prakash Mandal also attended this enlightening event.
On the afternoon of 3 December 2022, 40 young girls of the balika mandal presented a special program of short dramas, dances, speeches and videos to both inspire and enlighten children with messages from Pramukh Swami's life and teachings.
In the evening, a grand celebration titled 'In the Joy of Others: Love, Peace & Harmony' was held in which messages to guide individuals and families towards a life filled with love, peace, harmony and faith in God inspired by Pramukh Swami Maharaj for the benefit of society were presented through short plays, videos, dances and inspiring speeches by Munivatsal Swami and Pujya Doctor Swami.
Among the distinguished guests present for this auspicious occasion were Shri Chandrasekhar Prabhu Ji (Head of ISKCON Temple), Mr. Jagjeet Singh (Shri Khalsa Diwan Sikh Temple), Mr. Notan Tolani (Committee member, Shri Sindhi Samaj), Mr. Narayan Dave (Shri Radhe Radhe Satsang), Mr. Sohan Goenka (Businessman) and Mr. Dipan Patel (Vice President of the Gujarat Samaj, Hong Kong).
PSM100: Volunteers Felicitation Assembly at Pramukh Swami Maharaj Nagar
PSM100: Appreciation Assembly at Pramukh Swami Maharaj Nagar
PSM100: Sant Kirtan Aradhana
PSM100: Akshardham Day: Celebrating Divinity
PSM100: Pacific Rangvu Chhe: BAPS Asia-Pacific Day
PSM100: Women's Day 2: Celebrating Women Empowerment


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Pershing Park Case: The Games Peter Nickles Plays
by Jason Cherkis November 21st, 2009 October 22nd, 2020
Acting Atty. Gen. Peter Nickles
Earlier this week, U.S. District Court Judge Emmet Sullivan warned AG Peter Nickles: "You're playing games with the wrong judge." Sullivan was referring to the AG's near endless stall tactics in the Pershing Park cases. These tactics include attempting to preventing depositions from being taken, and fighting the release of documents to the public. But what about Sullivan's characterization that Nickles is playing games?
In an effort to answer that question, City Desk offers a play-by-play concerning the testimony of Det. Paul Hustler.
Last Friday, Det. Hustler was set to give a deposition in the case. The OAG lawyers were ready. The plaintiffs attorneys were ready. But at the last minute, Hustler decided he wanted his lawyer present and the depo was postponed.
Immediately, the OAG filed a motion asking the court to bar Hustler from testifying. In filings, they contended that Hustler's deposition was unnecessary—that it would focus on old material, not newly produced documents.
Here's where the games come in to play:
The day before, court records show Det. Hustler had met with OAG lawyers and briefed them on what he was going to say in his deposition. OAG lawyer Monique Pressley admitted in the court filing that she "knew the nature of the expected testimony."
Pressley's statement in the filing suggests she knew Hustler's testimony was anything but old news. That, in fact, his testimony would be explosive. In an affidavit later submitted to the court, Hustler asserts that then-Chief Charles Ramsey ordered the mass arrests at Pershing Park. Hustler stated in his affidavit:
"As I walked closer, about five or six feet away from them, I heard Chief Ramsey say, 'We're going to lock them up and teach them a lesson.'"
In light of this, Pressley's arguments asking to bar Hustler appear like she's, well, playing games.
At the subsequent hearing, Nickles responded to Sullivan's criticism by complaining that the plaintiffs attorneys had personalized the case, turning it into a personal attack on him. Both Nickles and Pressley also complained about the constant press coverage.
Yet today, Nickles filed another motion in court concerning Hustler. He made sure to e-mail the filing to the press.
Late this week, the plaintiffs had decided not depose Hustler and stick with his affidavit for the time being. In court documents, Nickles cried foul:
"The public manner in which plaintiffs filed the affidavit in the public record, with the invitation to the public to review the filing, shows that this entire issue was contrived—-not for the purpose of searching for the truth, but for the purpose of launching a media frenzy to which defendants would not be able to respond."
Nickles now wants a deposition of Hustler to proceed. He then goes on to personally attack the detective. Here are some of Nickles' attempts to score points:
*The AG notes in his filing that Hustler's affidavit did not include a time and date for when Hustler witnessed Ramsey's comments at Pershing Park. "It is impossible, based on the Affidavit alone, to determine whether the statements Detective Hustler claims to have heard can be reconciled into the chronology of events to which several dozen sworn witnesses have already testified," Nickles writes.
One way Nickles could have cleared this up: He could have consulted the running resume. Unfortunately, the running resume is one piece of evidence that disappeared under the OAG's watch.
*Nickles goes on to question Hustler's motivations for his testimony. He mentions that Hustler had filed a racial discrimination lawsuit against Chief Ramsey. The case was eventually dismissed. He also cites a deposition Hustler gave in which the detective speculates that Lanier was out to wreck his career.
Both points have little to do with the substance of Hustler's detailed affidavit (linked above).
So is this just more games from the AG?
Plaintiffs lawyers are expected to file a response to Nickles tonight. We will post an update.
Photo by Darrow Montgomery


Learning in video games allows learners to take risks in a way that real-world consequences are minimal.
In a video game, learners commit for long engagements in a world they find compelling.
The learner, while learning facts and mechanics, also develops a view of a certain identity in themselves. Just as Ed the blogger is only one of my growing identities, so games (and school) properly allow learners to try out identities.
9. A great game allows the player to learn about themselves and capabilities-current and potential.
10. More back than put in.
For a little input, learners get a lot of output.
For learners of all levels there are rewards from the beginning, customized to their level, effort, and growing mastery.
How do schools do on this last? Bey you've never seen a student who responds great to a good one-on one session with a teacher, but are perfectly indifferent to receiving their daily "C" for staying in the center of the bell curve.


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Woonsocket, R. I. – September 24, 1939
Woonsocket, Rhode Island – September 24, 1939
At about 1:30 p.m. on the afternoon of September 24, 1939, a pilot was working on his aircraft motor at the Woonsocket Airport. The pilot spun the propeller to start the motor before before connecting the throttle rod to the carburetor. The engine came to life at full throttle, and since only one of the wheels was "chocked", the plane began turning in circles. As the pilot was attempting to get at the controls, an 8-year-old boy attracted to the excitement, came running over and was struck a glancing blow on his head by the tail section and was knocked to the ground. The pilot managed to climb into the cockpit and turn the engine off. The boy was transported to Woonsocket Hospital for treatment.
The Woonsocket Call, "Boy Injured By Pilot-less Plane", September 25, 1939
Filed Under: Rhode Island - Civil Tagged With: Woonsocket Airport Accident, Woonsocket Airport History, Woonsocket Aviation Accident, Woonsocket History
Woonsocket R.I. – March 17, 1936
Woonsocket, R.I. – March 17, 1936
Plane crash in Woonsocket R.I., Oak Hill Cemetery
Woonsocket Call Photo
On the afternoon of March 17, 1936, Waldemar M. E. Hagberg, 26, of Springfield, Massachusetts, flew two passengers from Springfield to Boston. He later left Boston Airport at 8:40 p.m. to return to Springfield, and got lost in fog as he neared Worcester. Realizing his situation, he set down on the frozen ice on Indian Lake located in northern Worcester, but afterwards discovered that he couldn't get to shore due to surrounding water. He therefore took off again hoping to find Grafton Airport in the neighboring community of Grafton. Unfortunately the Grafton Airport wasn't lighted, and Waldemar circled for some time unable to locate it. He then decided to set a course towards Providence, Rhode Island, but found the weather getting worse the farther south he flew. As he passed over the City of Woonsocket, he saw the lights below and began looking for a place to land. After circling for several minutes he saw what appeared to be a clear area.
The area was dark, which indicated that there were probably no wires from streetlights or buildings, but he couldn't tell about any trees. Fearing that he might not find another opportunity, he decided to take a chance and make a landing. After cutting his motor and turning off his navigation lights to prevent a fire, he nursed his airplane down slowly until the landing gear unexpectedly struck some tree tops. Waldemar yanked back on the stick as the plane tore through the branches and came to rest almost nose first.
Waldemar was shaken, but not injured. As he climbed fro the wreck, he discovered that he had crashed in Woonsocket's Oak Hill Cemetery, which accounted for the trees and lack of lights. Officers W. L. Cote, and William Brady transported him to Woonsocket Hospital for examination.
The plane was a Kittyhawk bi-plane with room for a pilot and two passengers.
Woonsocket Call, "Air Pilot Escapes Injury In Landing In City Cemetery", March 18, 1936
Filed Under: Rhode Island - Civil Tagged With: Oak Hill Cemetery Plane Crash Rhode Island Plane Crash, Rhode Island Aviation Accident, Waldemar Hagberg, Waldemar M. E. Hagberg, Woonsocket Aviation Accident, Woonsocket Rhode Island Plane Crash
Woonsocket, R.I. – June 12, 1919
Post card view of a U.S. Army plane at
Mineola Filed, N.Y. – 1918
In the spring of 1919, the U.S. Army was looking to recruit new pilots to replace those that had been discharged since the end of World War One. To that end, the army organized "air circuses" to be performed by army pilots at local airfields around the country. The events would be advertised in local papers to generate interest, and usually drew large crowds.
So it was on June 12, 1919 that a U.S. Army, Curtis bi-plane, took off from Mineola, Long Island at 11:15 a.m. headed for Middletown, Connecticut. The pilot was Lieutenant R.C. Mofett and the observer was Private O.V. Rubel. They arrived at Middletown in the early afternoon and ate lunch while their plane was serviced. An hour later they were airborne again and set a course for Camp Devens, Massachusetts, where they would join up with other aircraft.
As they were passing over Burrillville, Rhode Island, Lieutenant Mofett realized they were low on fuel. Apparently the ground crew at Middletown had neglected to top off the tanks.
Air fields were few and far between in those days and landing in just any open field carried risks. The landing gear could land in a rut causing it to nose-over, or a wing could dip causing it to tear away. Their maps showed that the nearest airfield was in Woonsocket only a few miles away.
As the plane neared Woonsocket Airport, the motor began to sputter and Mofett realized they would never make the air field. Looking down, he spotted an open area known as "Ronian's Field" near present-day Mount St. Charles Academy, and put the plane in a glide and aimed for the field.
As the ground loomed closer, Mofett suddenly noticed young Evelyn Moody sitting on a stone wall at the near end of the field. He could feel the plane dropping lower than he expected, and realized there was a good chance they might not make the field. If that was the case then they would strike the wall right where the little girl was sitting!
Mofett shouted desperately at the little girl who looked up to see the aircraft coming straight at her. There are many children and adults alike who would have sat frozen in terror at such a sight, but Evelyn was quick to react. Not a moment to soon, she rolled off the wall and landed on its opposite side just as the landing gear crashed into the very spot where she had been sitting! With its landing gear torn away, the aircraft passed over Evelyn as she lay hugging the ground against the far side of the wall. When the fuselage struck the grassy field it plowed into the soft earth throwing its occupants forward against the front of their cockpits. Lieutenant Mofett suffered a gash to his head that would require stitches, but otherwise the men were alright. Evelyn was lucky too, and stood up to stare at the wrecked plane, a sight she would undoubtedly remember for the rest of her life.
It was reported that the accident attracted almost 5,000 people from the area. Woonsocket's Chief of Police was forced to detail a squad of officers to hold crowds at bay until Army officials could send mechanics to remove the plane. In the meantime, the aircrew was taken to the St. James Hotel in downtown Woonsocket.
The Woonsocket Call, "Plane Forced To Land Here", June 13, 1919, Page 1
Filed Under: Rhode Island - Military Tagged With: Evelyn Moody, Evelyn Moody Woonsocket R.I., Lieutenant R. C. Mofett, Lt. R. C. Mofett, Private O.V. Rubel, R. C. Mofett, R.I. Aviation Accident, Rhode Island Plane Crash, Woonsocket Airport, Woonsocket Aviation Accident, Woonsocket Rhode Island Plane Crash


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Q: Subclassing dict and nested dicts in it I have a nested dictionary that I want to convert to the following subclass I did:
class SubDict(dict):
    def __getattr__(self, attr):
        if attr in self.keys():
            return self.get(attr)

And if I do, it works great for the base dict :
my_nested_dict = SubDict(my_nested_dict)

But I need the nested ones converted to SubDict too. How could I achieve that?
Thanks!

A: You need to recurse over the nested dictionaries and convert those recursively:
class SubDict(dict):
    def __init__(self, *args, **kw):
        super(SubDict, self).__init__(*args, **kw)
        for key, value in self.iteritems():
            if isinstance(value, dict):
                self[key] = SubDict(value)

Have you looked into collections.defaultdict at all? You can create a tree from scratch with that quite easily:
import defaultdict

def Tree(): return defaultdict(tree)

A: If your SubDict class does nothing other than what you show here, this is a job for defaultdict as document by Harold Cooper on Github:
def tree(): return defaultdict(tree)

redpajama_set_name: RedPajamaStackExchange


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41 Magical Harry Potter-Inspired Recipes That Will Instantly Transport You to Hogwarts
"Before we begin our banquet, I would like to say a few words. And here they are: Nitwit! Blubber! Oddment! Tweak! Thank you." - Albus Dumbledore
For all you Harry Potter fans who love to cook and eat fancy food, here's a fantastic collection of 39 recipes inspired by the magical book series! Harry Potter was a huge part of my childhood and teen years. Why, it still is! Though it may be virtually impossible for us to recreate the magic spells, one thing we can bring to life is the food mentioned in the books. As a food and book nerd, I'd say it's a dream come true.
Related: 10 Film Locations to Visit: Harry Potter, Lord of the Rings and More
Best Harry Potter Recipes
You could totally spook your friends by serving them some Cockroach Clusters or Chocolate Frogs! These recipes are great for almost any occasion, especially themed parties or Halloween. If you love the books or the Harry Potter movies and you're a lover of food, you aren't going to be able to resist these Harry Potter-inspired recipes!
Related: Harry Potter Trivia: 50 Fun Facts About the Wizarding World
Though they may not be as easy as muttering some spells, these recipes are absolutely doable for any home cook who wants to try some Harry Potter food. Whether you're in the mood to prepare your own batch of Polyjuice Potion (sans the hair, of course), or want to enjoy a few of Honeyduke's Peppermint Toads, these 41 Harry Potter recipes will make you feel as though you're in the magical world of Hogwarts.
Is Drinking Coffee on an Empty Stomach Bad for You?
'I'm Never Making Pasta Another Way Again After Trying Martha Stewart's One-Pan Pasta Recipe'
Wendy's Fan-Favorite Frosty Flavor Makes Triumphant Return to the Menu
How to Get a Free Chocolate Overload Cake From Jack in the Box Tomorrow
38 Instant Pot Pasta Recipes for When You Need One-and-Done Meals
'I Tried the Starbucks Pistachio Latte but Heathified It With a Few Simple Swaps'


Crime Prevention, Transport and Mobility.
One of the objectives of the COST action Crime Prevention through Urban Design and Planning is to produce a series of publications and make them available to a broader audience. We are happy to present this time the document entitle: "Crime Prevention, Transport and Mobility". You can download it directly here or by visiting the download centre and searching under "results".
At all times, crime has been one of the major concerns of many cities around the world. It is the basic threat faced at any level – individual, group, organizational, national, regional, or global. Nowadays, intense global competition and talent hunting hustle cities to offer a set of qualities to attract human and financial resources, such as skilled and creative professionals, smart businesses, or investors. For all of them (i.e. for all of us), public safety and security is almost equally important, and therefore, the need to ensure safety is one of the most important priorities of a city's local government, higher-level policy-makers, urban planners and architects, researchers, and other practitioners.
While crime in private areas is mostly associated with social and financial factors, crime in public places has also much to do with the spatial structures surrounding it. Public transport facilities constitute an important part of a city's spatial structure and contribute a lot to the city's level of vitality and security. Hence, the design and management of public transport facilities are ones of the fundamental tools to inhibit crime. This is why the authors of this book contribute to increasing the safety of pedestrians at parking lots, public transport stops, bus and railway stations, and just on the streets.


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