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United Nations E/C. 12/Esp/5
Promoting employment for women: programmes and measures
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3. Measures adopted by States Parties to achieve the full realization of this right
2. Promoting employment for women: programmes and measures
177. The C-Test Programme, organized by the Women's Institute of the Ministry of Equality aims to promote the use and knowledge of new technologies by women in different specialties. The programme called Business Support for Women, in collaboration with the Higher Council of Chambers of Commerce and 49 participating chambers, has an impact on the creation and consolidation of companies. The School of Industrial Organization Foundation also helps with the expansion and efficiency of the on-line system that offers tutorials, technical assistance and response to specific queries from women's businesses.
178. The Microcredit Advisory Programme continues to operate in collaboration with several organizations of women entrepreneurs, the Ministry of Industry, Tourism and Trade and savings banks. It has established a credit line of 6,000,000 euros and the loan amount has varied from 12,000 euros in 2004 to a maximum of 15,000 euros in 2005 and 2006 with very favourable terms, without a co-signer, and with the assurance of an endorsement of the business plan by one of the participating entities. From 2004 until October 2006, 458 credits were granted and 640,000 euros were invested.
179. With the business mentoring programme, individualized technical advisory actions are provided to the beneficiaries of the microcredit programme, with the aim of reducing business risks, especially during start-up. Also, since 2005, follow-up and coaching activities have been added in order to help strengthen the business and improve its competitiveness. The pursuit of these activities has been spread over a period of at least eight months during part of 2005 and all of 2006, with the participation of 170 women.
180. The "Soyempresaria.com" virtual complex for women entrepreneurs, presented in July 2005, is a technical tool but also a personal one, since it allows exchange of experiences. It has so-called Permanent Business Pavilions to display and market products and services, training areas such as the Virtual Classroom, On-line Consulting, and a Convention Centre, a space for seminars, conferences and workshops.
181. The Virtual School of Equality, launched in 2007, offers on-line courses at different levels concerning equal opportunities, aimed at men and women without prior training, and professionals involved in the fields of social services, employment and business organizations. The launch of this initiative has drawn 2,500 people.
182. The School was also entrusted with the operation of other programmes for: promoting training and employment of women as workers in paid employment; promoting, financing and advising women's business projects, carrying out pilot projects for groups of women at risk of social exclusion; and facilitating the promotion of women to positions of leadership and responsibility.
183. For its part, the programme for women entrepreneurs called "Emprender en Femenino," convened by the Ministry of Equality, has increased the subsidy for women entrepreneurs, which can range from a minimum of 6,000 euros to a maximum of 12,000 euros. In 2004, this activity should be framed within the so-called "new sources of employment," or focus on professions or occupations in which women are under-represented; whilst in subsequent years, the following will be priority sectors: industry, construction, environment, reconciling work and family life, and new technologies.
184. The 2008-2011 Strategic Plan for Equal Opportunities recognizes the existence of a number of imbalances that adversely affect women, such as the persistence of gaps in employment and wages, horizontal and vertical discrimination, and barriers to access to economic power and the unequal distribution of household tasks and responsibilities.
185. To address these problems the Plan provides for a series of actions focused on achieving the following goals: promoting employment quantitatively and qualitatively, pursuing equal pay for women, promoting corporate social responsibility in support of equality, promoting women's business entrepreneurship, promoting the development of a new model of labour relations and employment that fosters shared responsibility in family and working life and strengthening the network of services providing care to children and dependent persons.
186. The Women's Institute of the Ministry of Equality has signed an agreement with the Foundation of the Cameral Institute for Creation and Enterprise Development (INCYDE) and the Foundation of the School of Industrial Organization (Fundación Escuela de Organización Industrial (EOI)) with the aim of promoting the entrepreneurial spirit of those women who have a business idea by providing specific training and a comprehensive tutorial programme for their projects. The total number of participants in the two programmes in 2006 amounted to 339 women.
187. In the present context of global economic and financial crisis, on 29 July 2008, the Government and labour and management partners signed the Declaration for the Promotion of the Economy, Employment, Competitiveness and Social Progress, giving priority to employment, with a model of balanced and sustainable economic growth based on improved productivity and improved competitiveness. The Declaration identified six common areas of labour-management dialogue: employment policy; immigration policy oriented to employment; equality in employment; training and investment in human capital; collective bargaining; and the sustainability and improvement of the system social protection.
188. The Spanish Government has taken various measures to achieve the full realization of this right, under conditions safeguarding fundamental political and economic freedoms of the individual. In this regard, one can differentiate the measures taken in support of different groups among the most vulnerable.
(a) Women
189. In connection with the employment of women and their situation in the labour market, women constitute one of the main objectives of employment policy.
190. Women are still the main players in the process of job creation pursued by the Spanish economy in recent years, in the period between 2004 and 2007. According to the Labour Force Survey (Encuesta de Población Activa (EPA)) during those four years 1,107,900 women entered the labour market, female employment grew by 1,332,300 jobs and unemployment fell by 224,400 women, while their share in the recruitment recorded by the Public Employment Service (Servicio Público de Empleo Estatal (SPEE)), rose gradually to reach 46 per cent in 2007.
191. In the course of 2008, however, there has been a dramatic change in observed trends. By contrast with the steady and unprecedented growth experienced from 2004 to 2007, employment began to decline throughout 2008 and unemployment suddenly rose, the groups most affected by this new trend being men and young people, temporary jobs and the construction and services sectors. Among women, however, the impact of the crisis has been less severe.
192. In the year 2008, in annual averages, the number of women in the labour market totalled 9,816,600, of whom 8,536,800 held a job and 1,279,800 were unemployed, representing 43.0 per cent of the active population, 42.1 per cent of the employed and 49.4 per cent of the unemployed (in 2004 those percentages stood at 41.0 per cent, 39.1 per cent and 56.5 per cent respectively).
193. As regards gender differences, although they still exist, there has been considerable improvement. In this regard, taking the 2008 average figures for the population aged 16 to 65, the activity rate of women is almost twenty points lower than that of men (64.1 per cent vs. 83.0 per cent), as is the employment rate (55.7 per cent vs. 74.6 per cent), while presenting a temporary employment rate that is significantly higher (31.4 per cent vs. 27.6 per cent), a higher level of part-time employment (22.8 per cent vs. 4.0 per cent), a higher unemployment rate (13.0 per cent vs. 10.1 per cent) and a higher incidence of long-term unemployment (25.8 per cent compared to 17.0 per cent among men).
194. In this context, equality of opportunity between women and men in accessing the labour market is not only a principle but one of the main lines of action of employment policy.
(b) Youth
195. Young people, along with women, are one of the priority groups of employment policy, given that their disadvantaged position in the labour market is evident, despite the progress achieved during recent years; they are more vulnerable to adverse labour market effects, as evidenced by analyzing the latest data available, in the current context marked by the crisis.
196. Until the third quarter of 2007 there was significant progress that has been truncated in the course of 2008, with an abrupt change in trends.
197. In the course of 2007, with the exception of the fourth quarter, activity and employment rates among young people were still stable; so were unemployment rates, with a sizeable increase in permanent contracts, both those initially so defined and those resulting from the conversion of temporary contracts into permanent contracts, as a result of the labour reform introduced in July 2006, which itself seems to have helped drive permanent contracts in general and in particular among young people. Most notable, however, is the progress made in reducing temporary employment during the year 2007, so that in the fourth quarter of 2007 the temporary rate for youth aged 16 to 24 year was 61.4 per cent, from 65.2 per cent a year earlier. (It may be noted that the temporary employment rate is very high for the very young, those aged between 16 and 19 years, for whom it peaks at 77 per cent; it stands at 57.8 per cent for those aged 20 to 24, and falls to 42.9 per cent for those aged 25 to 29).
198. During the years 2004 and 2007, youth employment grew by 115,000 jobs and unemployment fell by 87,600. The employment rate among young people rose from 38.4 per cent in 2004 to 42.9 per cent in 2007 and the unemployment rate fell from 22.0 per cent to 18.2 per cent in those four years.
199. In the last year, in average 2008 figures, employment has fallen from 2007 by 176,400 and unemployment has risen by 150,300, while the number of young people in the labour market has declined. The employment rate stood at 39.5 per cent and the unemployment rate is up to 24.6 per cent.
(c) Persons with disabilities
200. Firstly it should be noted that the correct term is "disabled" and never "handicapped."
201. Special mention should be made of the Convention on the Rights of Persons with Disabilities.
202. After a four-year process, the Convention on the Rights of Persons with Disabilities was adopted on 13 December 2006. It was published in the Official Gazette of 21 March 2008. Spain ratified on 3 December 2007 and the Convention entered into force on 3 May 2008. This Convention is the result of a long process involving several actors: Member States of the United Nations, United Nations observers, relevant bodies and organizations of the United Nations, the Special Rapporteur on Human rights and Disability, national human rights institutions and NGOs, among which organizations of persons with disabilities played a prominent role.
203. This new instrument represents a significant impact for people with disabilities, among the most important being the "visibility" of this group within the United Nations human rights protection system, the undoubted incorporation of disability into the human rights agenda, and having a binding legal tool in enforcing the rights of these people.
204. It is important to note that the Convention is not to be construed as an isolated instrument, but represents the latest manifestation of a worldwide trend in favour of restoring the visibility of people with disabilities, both in the realm of values and in the realm of law.
205. It is not just the first human rights treaty of the 21st century, but marks the beginning of official recognition of disability as a human rights issue, fundamentally changing the approach to disability from a medical and charity perspective to a social model based on respect for human rights.
206. The Convention will be transposed into the domestic legislation and practices of each Member State. In the case of Spain, regardless of the procedures provided by law to incorporate international treaties into Spanish law, the adoption of an international standard eventually implies a revision, if necessary, of the national legal system, and, in case of incompatibilities, the pursuit of corresponding legal reforms.
207. The process of assimilating the Convention into domestic law, in turn, will begin a new stage, which should have among its primary objectives the dissemination of this instrument, together with monitoring and implementation at various levels: legislative, judicial, educational and social.
208. In this sense, legislative incorporation of international treaties into domestic law implies adapting internal legislation in the field in order to make it compatible with said legal instruments. With that end in view, analysis of the legislation may lead to proposed legislative amendments, deletions or additions. This occurs not only at the national level but also in many cases with legislation of the Autonomous Communities. To carry out this task, ongoing dialogue is required with different social actors (government, universities, civil society).
209. In the judicial sphere the incorporation of an international treaty into domestic law also implies a specific interpretation within the legal system. This interpretation and application is conducted through the judicial function, which forms case law through its decisions. In this regard, legal practitioners are called upon to play an important role in practical application of the Convention, particularly with regard to preventive justice, to ensure the full realization of the rights of people with disabilities and their families contained in the Convention, as has been done for example through the Justice and Disability Forum, consisting of representatives from the Ministry of Justice, Ministry of Labour and Social Affairs, the General Council of the Judiciary, the Attorney General's Office, and the National Council of Lawyers, Notaries and Prosecutors, in collaboration with CERMI (Spanish Committee of Representatives of Persons with Disabilities) and the ONCE Foundation (Spanish Blind Association), among others.
210. In the educational sphere the incorporation of an international treaty into domestic law requires its dissemination at different levels. A first level would be the dissemination of the Convention as a legal tool and its usefulness in the area of associations, disability NGOs and human rights NGOs. A second level would be that of education for citizenship. It is important that educational curricula incorporate the disability perspective. It is vital to bring the phenomenon of disability, as provided for in the International Convention, into the education of children and adolescents. The third level would be academic. This means taking the consequences deriving from the Convention into the various academic programmes (especially Law, Architecture, Political Science, Psychology, Urban Studies, Engineering, Information Technology, Journalism, etc.). Finally, a fourth level would be dissemination through the media. One of the main pillars of the Convention is promoting awareness of it as a tool for implementing it. The spirit of the Convention is based on a paradigm shift, and so the role of the media is very important. Not only should the media echo and adequately disseminate the contents of the Convention; it is equally important to conduct training and awareness activities aimed specifically at key players from the media sector.
211. In the social sphere, the obligations of the Convention are primarily obligations of States, but many of them (for example, in the fields of employment and accessibility) will only be possible with the involvement of society in general, particularly the business sector. There is growing interest among corporations in respect for human rights (United Nations Global Compact) as a key element of corporate social responsibility (CSR). It is therefore essential that companies and business organizations know the Convention and commit to complying with it. Trade union organizations also have an important role in monitoring respect for the human rights of persons with disabilities in public and private enterprise.
(i) The LIONDAU Act
212. Act No. 51/2003 of 2 December 2003 on equal opportunities, non-discrimination and universal accessibility for persons with disabilities (LIONDAU) aims to establish measures to ensure the right of equal opportunity for persons with disabilities. LIONDAU has been a critical step in giving powerful impetus to effective equality for persons with disabilities, as laid down by our Constitution.
213. It is complemented by measures to implement the principle of equal treatment in employment or occupation approved by Act No. 62/2003 of 30 December 2003 on fiscal, administrative and social measures, involving the transposition of Directive 2000/78/EC of 27 November 2000 establishing a general framework for equal treatment in employment and occupations.
214. LIONDAU complements Act No. 13/1982 on social integration of disabled persons and is a significant change in the way of addressing the phenomenon of disability, presenting it as a human rights issue.
215. From the preamble, it acknowledges the influence of the social model, and that the disadvantages often suffered by a person with disabilities are rooted in their personal difficulties, but also and above all in the obstacles and limiting conditions that their own society --geared to the average person- raises against the full participation of these citizens.
216. In this sense, changes in how we understand the phenomenon of "disability" have prompted the need for new strategies designed to operate simultaneously on the personal and environmental conditions that surround people with disabilities.1 From this perspective two relatively novel intervention strategies have emerged that tend to progressively converge: these are "the fight against discrimination" and "universal accessibility."
217. The LIONDAU has the following characteristics:
(a) Appropriate underlying principles are introduced for the new social model of addressing disabilities:
(i) Independent Living: the situation in which the disabled person exercises the power to decide on his/her own life and participates actively in community life, in keeping with the right to free development of personality.
(ii) Normalization: the principle according to which persons with disabilities should be able to lead a normal life, having access to the same places, goods and services as those available to any other person.
(iii) Universal accessibility: the condition that should be satisfied by environments, processes, goods, products and services as well as objects or instruments, tools and devices to be understandable, usable and practicable by all people in safety and comfort and in the most independent and natural manner possible. It presupposes the strategy of "design for all" and is without prejudice to reasonable accommodations to be taken.
(iv) Design for all: the activity that consists of designing or planning from the outset, whenever possible, environments, processes, goods, products, services, objects, instruments, devices or tools in such a way that they can be used by all persons to the greatest possible extent.
(v) Civil dialogue: the principle under which organizations representing people with disabilities and their families participate, as provided by laws and other norms, in the development, implementation, monitoring and evaluation of government policies in the area of people with disabilities.
(vi) Mainstreaming of disability policies: the principle under which the actions carried out by public administrations are not limited to plans, programmes and specific actions, designed exclusively for these people, but include general policies and guidelines for action in any public policy area, where they take into account the needs and demands of people with disabilities.
(b) Expansion of the definition of persons with disabilities:
(i) Persons who are recognized as having a degree of disability equal to or greater than 33 per cent shall be considered disabled persons.
(ii) In addition, the law treats as disabled Social Security pensioners who have been awarded a permanent disability pension at the level of total, absolute or serious disability, and passive class pensioners who have been awarded a retirement pension due to permanent disability.
(c) New legal concepts are being consolidated regarding equal opportunities for persons with disabilities.
(d) Its scope is almost universal.
(e) It establishes the legal framework for future regulations on basic conditions of accessibility.
(ii) Act No. 18/2003 of 18 December 2003 introduces the legal concept of protected assets.
218. Since 2003, individuals and families have a new tool for financial protection for the disabled: protected assets. This legal device, comprising property and rights, is capable of satisfying the needs of those most in need.
219. Protected assets are a legal instrument of great value to people with severe physical or sensory disabilities and people with intellectual disabilities. The purpose of the Protected Assets Act is to enable certain specific property (money, real property, rights, securities, etc.) to be designated so that the property and any income arising from it can be used to satisfy the regular and special needs of the disabled person.
220. Thus, parents, without having to make a gift (which has a higher tax cost), or a sale, and without waiting to convey the property by testament, can earmark certain property for the satisfaction of vital needs of the person with disabilities.
221. Protected assets are property expressly dedicated to the satisfaction of the vital needs of a disabled person for whose benefit they are constituted. The items of property in this trust, which has no legal personality of its own, are separate from the property of the owner-beneficiary and are subject to a specific regime.
(iii) Act of March 2009 amending the Law on the Civil Registry
222. This law encourages the establishment within the Central Civil Registry of a focal point for all information on legal changes concerning capacity and guardianship arrangements. This will resolve the problem of having information about one person scattered throughout various municipal civil registries.
223. Moreover, the Government is drafting a bill to encourage the formation and use of protected assets by affording them more favourable tax treatment.
(iv) Measures to support employment of the disabled
224. The measures on employment of disabled people in Spain that have been adopted subsequent to that referred to in paragraph 148 of the Fourth Report (Act No. 55/99 of 29 December 1999 – the last normative provision listed in the Fourth Report) are listed below:
(a) Act No. 53/2003 of 10 December 2003 on public employment of disabled persons, introducing a quota of not less than 5 per cent of public employment positions offered to be filled by disabled persons.
(b) Act No. 62/2003 of 30 December 2003 on fiscal, administrative and social measures (transposing Directive 200/78/CE of the Council of 27 November 2000 on the establishment of a general framework for equal treatment in employment and occupation).
(c) Royal Decree 290/2004 of 20 February 2004 regulating employment enclaves as a measure to further employment of disabled persons.
(d) Royal Decree 2271/2004 of 3 December 2004 regulating access to public employment and provision of jobs to disabled persons.
(e) Royal Decree 364/2005 of 8 April 2005 on exceptional measures used as alternatives to fulfilment of the minimum quota for disabled workers.
(f) Act No. 8/2005 of 6 June 2005 reconciling non-contributory disability pensions with remunerated employment.
(g) Royal Decree 357/2006 of 24 March 2006 regulating the direct payment of certain grants in the sphere of employment and vocational training.
(h) Royal Decree 469/2006 of 21 April 2006 regulating vocational activity support units in the context of personal and social adjustment services at Special Employment Centres.
(i) Order PRE/1822/2006 of 9 June 2006 laying down general criteria for granting additional time in selection processes for access to public employment by persons with disabilities.
(j) Royal Decree 1538/2006 of 15 December 2006 establishing the general framework of vocational training.
(k) Act No.43/2006 of 29 December 2006 for improved growth and employment.
(l) Act No. 7/2007 of 12 April 2007: Basic Statute on Public Employees.
(m) Royal Decree 870/2007 of 2 July regulating the programme of job support as a measure to promote employment of disabled persons in the regular labour market.
(n) Act No. 20/2007 of 11 July 2007: Statute on self-employment. (see below)
(o) Royal Decree 248/2009 of 27 February 2009 adopting the public employment positions to be offered in 2009, which increases by 2 per cent the quota reserved for persons with mental disabilities, to be added to the established quota of 5 per cent, since that group is viewed as facing the greatest difficulty in entering the labour market. With this new measure the Government raises the total quota of jobs reserved for persons with some form of disability to 7 per cent.
(p) Global Action Strategy for employment of people with disabilities, 2008-2012. (see below)
(q) 2009-2010 Plan of Action for employment of persons with disabilities, approved by the Council of Ministers on 13 March 2009. (see below)
(r) Active Population Survey conducted by the National Statistical Institute, which continuously and systematically includes a module on employment of disabled persons, aimed at improving and guiding policies to promote employment of the disabled.
225. In addition to these legislative enactments we must also highlight the "Coleman" Judgement, Case C-303/06 the Court of Justice of the European Union, holding that Directive 2007/78/EC on equal treatment in employment and occupation should not be applied narrowly, i.e. not only includes people with disabilities but also "protects people who, although not themselves disabled, suffer direct discrimination and/or harassment in the field of employment and occupation because they are associated with a disabled person."
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text:
package com.netflix.spinnaker.orca.clouddriver.tasks.pipeline;

import com.fasterxml.jackson.annotation.JsonProperty;
import com.fasterxml.jackson.core.type.TypeReference;
import com.fasterxml.jackson.databind.ObjectMapper;
import com.google.common.io.CharStreams;
import com.netflix.spinnaker.kork.artifacts.model.Artifact;
import com.netflix.spinnaker.kork.core.RetrySupport;
import com.netflix.spinnaker.orca.api.pipeline.Task;
import com.netflix.spinnaker.orca.api.pipeline.TaskResult;
import com.netflix.spinnaker.orca.api.pipeline.models.ExecutionStatus;
import com.netflix.spinnaker.orca.api.pipeline.models.StageExecution;
import com.netflix.spinnaker.orca.clouddriver.OortService;
import com.netflix.spinnaker.orca.front50.Front50Service;
import com.netflix.spinnaker.orca.pipeline.util.ArtifactUtils;
import java.io.*;
import java.util.*;
import java.util.stream.Collectors;
import javax.annotation.Nonnull;
import lombok.AllArgsConstructor;
import lombok.Getter;
import lombok.NoArgsConstructor;
import org.slf4j.Logger;
import org.slf4j.LoggerFactory;
import org.springframework.boot.autoconfigure.condition.ConditionalOnProperty;
import org.springframework.stereotype.Component;
import retrofit.client.Response;

@Component
@ConditionalOnProperty("front50.enabled")
public class GetPipelinesFromArtifactTask implements Task {

  private Logger log = LoggerFactory.getLogger(getClass());
  RetrySupport retrySupport = new RetrySupport();

  private final Front50Service front50Service;
  private final OortService oort;
  private final ObjectMapper objectMapper;
  private final ArtifactUtils artifactUtils;

  public GetPipelinesFromArtifactTask(
      Front50Service front50Service,
      OortService oort,
      ObjectMapper objectMapper,
      ArtifactUtils artifactUtils) {
    this.front50Service = front50Service;
    this.oort = oort;
    this.objectMapper = objectMapper;
    this.artifactUtils = artifactUtils;
  }

  @Getter
  @NoArgsConstructor
  @AllArgsConstructor
  public static class PipelinesArtifactData {
    @JsonProperty("pipelinesArtifactId")
    private String id;

    @JsonProperty("pipelinesArtifact")
    private Artifact inline;
  }

  @Nonnull
  @SuppressWarnings("unchecked")
  @Override
  public TaskResult execute(@Nonnull StageExecution stage) {
    final PipelinesArtifactData pipelinesArtifact = stage.mapTo(PipelinesArtifactData.class);
    Artifact resolvedArtifact =
        artifactUtils.getBoundArtifactForStage(
            stage, pipelinesArtifact.getId(), pipelinesArtifact.getInline());
    if (resolvedArtifact == null) {
      throw new IllegalArgumentException(
          "No artifact could be bound to '" + pipelinesArtifact.getId() + "'");
    }
    log.info("Using {} as the pipelines to be saved", pipelinesArtifact);

    String pipelinesText = getPipelinesArtifactContent(resolvedArtifact);

    Map<String, List<Map>> pipelinesFromArtifact = null;
    try {
      pipelinesFromArtifact =
          objectMapper.readValue(pipelinesText, new TypeReference<Map<String, List<Map>>>() {});
    } catch (IOException e) {
      log.warn("Failure parsing pipelines from {}", pipelinesArtifact, e);
      throw new IllegalStateException(e); // forces a retry
    }
    final Map<String, List<Map>> finalPipelinesFromArtifact = pipelinesFromArtifact;
    final Set<String> appNames = pipelinesFromArtifact.keySet();
    final List newAndUpdatedPipelines =
        appNames.stream()
            .flatMap(
                appName -> {
                  final List<Map<String, Object>> existingAppPipelines =
                      front50Service.getPipelines(appName);
                  final List<Map> specifiedAppPipelines = finalPipelinesFromArtifact.get(appName);
                  return specifiedAppPipelines.stream()
                      .map(
                          p -> {
                            final Map<String, Object> pipeline = p;
                            pipeline.put("application", appName);
                            final Optional<Map<String, Object>> matchedExistingPipeline =
                                existingAppPipelines.stream()
                                    .filter(
                                        existingPipeline ->
                                            existingPipeline
                                                .get("name")
                                                .equals(pipeline.get("name")))
                                    .findFirst();
                            matchedExistingPipeline.ifPresent(
                                matchedPipeline -> {
                                  pipeline.put("id", matchedPipeline.get("id"));
                                });
                            return pipeline;
                          })
                      .filter(pipeline -> !pipeline.isEmpty());
                })
            .collect(Collectors.toList());
    final SavePipelinesData output = new SavePipelinesData(null, newAndUpdatedPipelines);
    return TaskResult.builder(ExecutionStatus.SUCCEEDED)
        .context(objectMapper.convertValue(output, new TypeReference<Map<String, Object>>() {}))
        .build();
  }

  private String getPipelinesArtifactContent(Artifact artifact) {
    return retrySupport.retry(
        () -> {
          Response response = oort.fetchArtifact(artifact);
          InputStream artifactInputStream;
          try {
            artifactInputStream = response.getBody().in();
          } catch (IOException e) {
            log.warn("Failure fetching pipelines from {}", artifact, e);
            throw new IllegalStateException(e); // forces a retry
          }
          try (InputStreamReader rd = new InputStreamReader(artifactInputStream)) {
            return CharStreams.toString(rd);
          } catch (IOException e) {
            log.warn("Failure reading pipelines from {}", artifact, e);
            throw new IllegalStateException(e); // forces a retry
          }
        },
        10,
        200,
        true);
  }
}

redpajama_set_name: RedPajamaGithub


text:
More Cannabis Company "Contributions" & Local Govt Issues Raise Their Ugly Head In Massachusetts
Ganjapreneur report
The Springfield, Massachusetts City Council are investigating why a cannabis business is planning to spend $200,000 over a five-year period on a school environmental program and park in the city, hoping to determine whether the company made a deal with the mayor's office in exchange for an operator's license, according to a WGBH report.
The inquiry comes less than two weeks after Fall River Mayor Jasiel Correia was arrested for attempting to extort at least four cannabusinesses for $250,000 each in exchange for "non-opposition letters" to operate in the city. Correia is alleged to have generated about $600,000 in the scheme.
Springfield City Council President Justin Hurst said the council was doing its "due diligence" to make sure the local government is "transparent."
More at Ganjapreneur
Springfield, Massachusetts City Council to Investigate Cannabis Company's Donation

redpajama_set_name: RedPajamaCommonCrawl


Neil joined the IFS in 2016 and works as a Research Economist in the Pensions and Public Finance sector. He is currently working on a project studying local government finance.
Funding from local taxes available in the new local government finance system proposed by the government is unlikely to keep pace with rising spending pressures in coming years.


text:
Home Transportation About Transportation News Archived Press Releases NCTCOG to Share Updates on Transportation Projects at Aug. 8 Public Meeting
NCTCOG to Share Updates on Transportation Projects at Aug. 8 Public Meeting
Arlington, Texas – The North Central Texas Council of Governments will share updates on current and upcoming projects at its next public meeting, to be held at noon Monday, Aug. 8. Topics to be presented include updates to the regional public transportation coordination plan, pedestrian safety and zero-emissions vehicle infrastructure.
The hybrid meeting will take place at NCTCOG's Arlington offices, 616 Six Flags Drive. Attend in person, watch the presentations live at www.nctcog.org/input or participate via phone by dialing 855-925-2801, then code 6343. A video recording will be made available afterward, and residents can comment online through Sept. 6.
Access North Texas is the regional public transportation coordination plan that concerns accessibility for the surrounding 16 counties. Staff coordinated with a wide range of stakeholders, transit customers and members of the public to document the transportation needs of older adults, individuals with disabilities, individuals with lower incomes, and others with transportation challenges.
A draft of the updated Access North Texas plan will be posted for review and comment. The plan outlines strategies to address these needs and serves as a guide for agencies that will implement them to improve access to work, medical appointments, education, etc.
Texas is one of just seven states accounting for 54% of pedestrian fatalities nationwide. Fatality rates consistently above the national average led the Federal Highway Administration to designate Texas as a pedestrian focus state. To address the 12-county region's pedestrian fatality rates being consistently above the national average, NCTCOG developed a Regional Pedestrian Safety Action Plan (PSAP). Staff will present the proposed 2022 update at the August meeting.
Additionally, an update on the Interstate Highway 45 Zero-Emission Vehicle Infrastructure Deployment Plan, funded by FHWA, will be given. This plan outlines recommendations for building new infrastructure for both battery electric and hydrogen fuel cell medium- and heavy-duty vehicles along the highway from Dallas to Houston. The corridor, which carries a large amount of freight, is key to advancing air quality efforts in the two metropolitan areas, which both face ozone nonattainment challenges.
Metropolitan Planning Organizations such as NCTCOG are required by federal law to monitor and set targets for a specific set of performance measures covering various aspects of the transportation system under their jurisdiction. Targets are established biennially for these measures as part of a four-year performance period. NCTCOG staff is analyzing outcomes from previously set targets while setting new targets for the next performance period and will provide an overview and update on the measures.
Staff will also highlight resources such as the department's Map Your Experience tool, the Regional Smoking Vehicle Program, alternative vehicle incentives and funding opportunities, and Progress North Texas 2022 at the beginning of the meeting.
For special accommodations due to a disability, language translation needs or to request printed copies of information discussed, contact Thao Tran at 817-704-2510 or tctran@nctcog.org at least 72 hours prior to the meeting. A free roundtrip ride between NCTCOG and the Trinity Railway Express CentrePort/DFW Airport Station can also be arranged with 72 hours' notice.
Public Meeting Details
Monday, Aug. 8, 2022, Noon
North Central Texas Council of Governments
616 Six Flags Drive
About the North Central Texas Council of Governments:
NCTCOG is a voluntary association of local governments established in 1966 to assist local governments in planning for common needs, cooperating for mutual benefit and coordinating for sound regional development.
NCTCOG's purpose is to strengthen both the individual and collective power of local governments and to help them recognize regional opportunities, eliminate unnecessary duplication, and make joint decisions. NCTCOG serves a 16-county region of North Central Texas, which is centered on the two urban centers of Dallas and Fort Worth. Currently, NCTCOG has 229 member governments including 16 counties, 169 cities, 19 school districts and 27 special districts. For more information on the Transportation Department, visit www.nctcog.org/trans.
About the Regional Transportation Council:
The Regional Transportation Council (RTC) of the North Central Texas Council of Governments has served as the Metropolitan Planning Organization (MPO) for regional transportation planning in the Dallas-Fort Worth area since 1974. The MPO works in cooperation with the region's transportation providers to address the complex transportation needs of the rapidly growing metropolitan area. The Dallas-Fort Worth metropolitan area includes Collin, Dallas, Denton, Ellis, Hood, Hunt, Johnson, Kaufman, Parker, Rockwall, Tarrant and Wise counties. The RTC's 44 members include local elected or appointed officials from the metropolitan area and representatives from each of the area's transportation providers. More information can be found at www.nctcog.org.


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Halvfem var TV 1:s barnprogramblock som sändes omkring 16.30 på vardagarna under delar av 1970- och 1980-talen. Det sista programmet sändes den 26 september 1986. Vinjetten bestod under de sista åren av en tidstypisk animation där en knubbig dam balanserade på en lina, trillade, men tog sig upp igen, varpå ett barn ropade Nu börjar det.

Halvfem riktade sig till en något yngre publik än TV 2:s barnprogramblock Halv sex, som började kl. 17.30.

Till skillnad från dagens barnprogram Bolibompa sändes i Halvfem upplästa och illustrerade sagor, många var inköpta från dåvarande Östeuropa och översatta med svenska berättarröster. En ofta förekommande röst tillhörde Stig "Slas" Claesson.

Namnet
Namnet Halvfem kommer sig av att blocket från början och normalt startade 16.30, alltså just klockan halv fem på eftermiddagen. Namnet har ibland skrivits "Halv fem".

Program (urval)
Bland de många program som har sänts under vinjetten Halvfem kan nämnas de följande.

Barna Hedenhös
Bland program som repriserades ett flertal gånger i Halvfem fanns Barna Hedenhös, en tecknad TV-serie baserad på Bertil Almqvists bilderböcker med samma namn.

Clownen Manne
Manne af Klintberg ledde under flera år en följd av program i Halvfem, såsom Tisdagskul med Manne, Manne och Janne och Manne, Janne och Inger. Programmen var riktade mot såväl hörande som hörselskadade och döva barn. af Klintberg tecknade därför sina repliker samtidigt som han uttalade dem. Bland rekvisitan som förekom i programmen fanns en sorts träningscykel placerad framför en kuliss på duk, som rullade fram i bakgrunden, medan af Klintberg cyklade i förgrunden. Syftet var att ge illusionen av att han for fram genom ett tecknat landskap.

Galaxer i mina braxer, sa Kapten Zoom
TV-serien Galaxer i mina braxer, sa Kapten Zoom, med Anders Linder i titelrollen, sändes i endast 5 avsnitt 1976 men har kommit att få en status som klassiker.

Stolta Ankans irrfärder
Ett av inslagen i Halvfem var serien Stolta Ankans irrfärder som visades i sju avsnitt februari – april 1982. Serien regisserades av Jan Arrendahl och musiken komponerades av Ted Gärdestad och David Carlson. Medverkande var Tobias Hedström, Johan Bergendorff, Peter Kjellqvist, Per Gustaf Viktor och Pernilla Glaser.

Serien handlar om ett gäng barn som leker att de är på en båt som de kallar "Stolta Ankan".

Referenser

Webbkällor

Barn- och ungdomsprogram i Sveriges Television

redpajama_set_name: RedPajamaWikipedia


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Writing The Sacred Journey The Art and Practice of Spiritual Memoir
By Elizabeth J. Andrew
An engaging and creative handbook on writing a spiritual memoir.
Book Review by Frederic and Mary Ann Brussat
Elizabeth J. Andrew teaches memoir, essay, and journal writing at the Loft Literary Center in Minneapolis, Minnesota. She is the author of On the Threshold: Home, Hardwood and Holiness. Here is the definitive handbook for those courageous souls taking on the creative and ethical challenge of writing a spiritual memoir. The author has already proven herself to be an imaginative literary stylist and a skilled practitioner of everyday spirituality. She also has an impressive knowledge of this genre of writing and an ability to draw out stirring passages from all that she has read in the field. Andrew states: "Spiritual memoir, then, is a genre in which one's life is written with particular attention paid to its mysteries. It uses the material of the past and present to ask, What is the source of my existence? What makes me tick? What gives me breath, hope, or inspiration? Invariably spiritual memoir places one's life in relationship to something greater, whether that something be God or oneness or the earth or death. Unlike literary memoir, the purpose of writing spiritual memoir is only secondarily to create a well-crafted work. Spiritual memoirists write because writing brings them nearer to the ineffable essence of life."
Andrew begins with reasons why people write spiritual memoirs and describes the attributes of this literary form. She then moves on to getting started, inevitable resistance, developing the writing habit, and organizing your memories. The author hits high stride in a section of the paperback titled "Your Spiritual Life as Subject Matter" where she covers symbols and metaphors, the vividness of childhood, being in the body, honoring teachers, journeys, the significance of seeing, sharing suffering, and the numinous. We especially liked her treatment of the power of epiphany: "The word epiphany joins two worlds: the spiritual and the literary. The moment when Christ appears to the Magi widens to include any divine manifestation and then widens further to include the revelation of anything's essential, awesome nature. Epiphanal moments are instances of numinosity, when a veil is dropped from our eyes and we know the world for what it is, rough-hewn and sparkling. Epiphanies stand out as touchstones, bright instances among vague memories that we can latch on to and write from. Inherent in epiphanies are movement and growth — the elements necessary to make any story gripping, When we work with our epiphanies, we encounter mystery." The last section of the book focuses on "The Craft of Writing" and analyzes learning to read as a writer, finding a structure for your story, revision as seeing anew, and the link between writing practice and spiritual practice. The bibliographic material at the end of this paperback presents a treasure trove of spiritual memoirs to read.
Read an excerpt on X-The Mystery
Skinner House Books, 01/05
$16.00 Paperback
Purchase from Powell's Books
X-The Mystery


text:
Colour sweeps through Mumbai slums
A mural enlivens a poor Mumbai neighbourhood. /AFP
A civic group is making the rounds of impoverished districts with paint brigades
MUMBAI'S slums are getting a colourful makeover thanks to an organisation that aims to change how people perceive deprived areas in India's financial |capital.
Volunteers have transformed some 12,000 homes across four different areas in the city of 20 million people into a bright visual spectacle.
Artists have also created several elaborate murals as part of the initiative by non-profit group Chal Rang De, whose name means "Let's Go Paint".
An aerial view of houses painted in bright colours in Mumbai. Thousands of volunteers turn out for paint days in the slums, changing how poverty is perceived. AFP
"We wanted to change the way people look at slums in Mumbai, in India," says co-founder Dedeepya Reddy.
"When you say 'slums', all you think about are the negative things, the dirtiness. That becomes a reflection of the people who stay here but it's not the case.
"They are really amazing people – they are very happy individuals – and we wanted their locality to be a reflection of who they are," she added.
Around 40 per cent of Mumbai's population live in slums, according to several agencies.
The settlements are typically cramped and structures are often dilapidated and lack access to proper toilets.
Chal Rang De was born last year when Reddy had the idea to paint the outside of homes in the gloomy hilltop slum village of Asalpha in the north of the city.
Some 750 volunteers answered a call on social media to help brighten up the area by painting homes in a rainbow of colours.
Some in the city now even refer to the area as Mumbai's "Positano", after the Italian town with buildings in equally vibrant hues.
The group then turned their attention to three neighbouring settlements in the northern suburb of Khar. Almost 3,000 volunteers turned up over two weekends last month.
"It gives so much hope that people don't care about getting their hands dirty and want to do something for society. It's so simple, you take a paintbrush and feel like you can change the world," says Reddy.
"When you see something that looks like an eyesore to someone else, it looks like a canvas to us," says a paintbrigade organiser./AFP
The 31-year-old says residents are initially sceptical when she approaches them with the idea, but are quickly convinced.
"There are now lots of colours in our area. It looks like something new and is like a gift for us," 30-year-old Sanjay Naresh Gaikar says outside his newly painted home.
Mumbai's slums flood during the annual monsoon from June to September. Large areas of the city turn blue as residents place tarpaulins over their corrugated iron roofs to try to keep out heavy rains.
Chal Rang De has teamed up with a waterproofing company to lay a material that will prevent leaks for up to five |years.
"We are also colouring the top of that material so when you fly you will see a very different kind of Mumbai," says Reddy.
After the monsoon ends, Chal Rang De will start planning ways to transform its next slum.
"When you see something that looks like an eyesore to someone else, it looks like a canvas to us. We want to colour the entire country," she says.
mumbai Colour sweeps
In celebration of lacquer artistry
All about entertainment
Kremlin Ballet set to charm audiences with three tales in October
Artistic rites of passage
KOI ups the ante with new loyalty programme
Beautiful shapes, fantastic prizes
'Lion King' to roar on screen once again


My contribution: I edited, proofread and created edgy and tone-appropriate content for park descriptions, recreational activities and other site content.
The client: Long-standing friend and colleague Carl Brown from Roguebotic.
Highlights: The website went on to win The Marketing Award for Outstanding Website by mParks.org for 2015-2016.
My contribution: I was subcontracted to pour over discovery information and really use the uniqueness of what Henderson Productions provide and their super-specific target audience demographic to create the home page for their website.
My contribution: Using my own research, opinion and experience, I regularly contribute articles for real brides and grooms to help them navigate the labyrinth that is wedding planning and preparation. Injected with a bit of my dorkdom and humor, my articles are just a little atypical from what you'd find on The Knot.
The client: The talented man behind not only our engagement and wedding photos but also Open Aperture Photography and East Carolina Bride, Bob Mackowski.
My contribution: I was contacted by a colleague for a quick turnaround on several parts of this company's copy. I had my hands on nearly all of the "commercial cleaning services" pages, making sure Crystal Clean was positioned competitively within their industry and up against other contenders.


text:
How Working Past 70 Affects Retirement Savings
Age and employment status impact required minimum distributions and the ability to contribute to IRAs and 401(k)s.
I've been getting a lot of questions from people who are in their seventies and still working and are wondering how that affects the rules for required minimum distributions from retirement plans as well as contributions. Here are answers to some of their questions.
TOOL: What Is My IRA Required Minimum Distribution?
I'm going to turn 70½ this year, but I'm still working. Will I need to take required minimum distributions from my 401(k) and IRA?
You generally need to take required minimum distributions from your 401(k)s and traditional IRAs after you turn 70½, whether or not you're still working. But there is one exception: You don't have to take RMDs from your current employer's 401(k) until you leave that job.
Can I make new contributions to my IRA and 401(k) if I'm still working after age 70½?
You can't make traditional IRA contributions after age 70½, whether or not you're working. But you can make new contributions to your current employer's 401(k) after you turn 70½, and you can make new contributions to a Roth IRA at any age as long as you have earned income from a job. To contribute to a Roth, your modified adjusted gross income must be less than $131,000 in 2015 if you're single or $193,000 if you're married filing jointly (the contribution amount starts to phase out if you earn more than $116,000 if single or $183,000 if married filing jointly). See How Much You Can Contribute to Retirement Plans in 2015 for more information.
Can I convert money from a traditional IRA to a Roth after age 70½?
Yes. You can make a Roth conversion at any age, whether or not you have earned income. You must pay taxes on the amount converted (part of it will be tax-free if you have made nondeductible contributions to your traditional IRA). Converting money to a Roth doesn't give you a pass when it comes to taking that year's required minimum distribution – the IRS considers the first money you take from your IRA to be your required minimum distribution before you make your conversion (and your RMD is based on the balance at the end of the previous year). But after that, the money can grow tax-free in the Roth and not be subject to required minimum distributions. See Rules for Converting Money From a Traditional IRA to a Roth for more information.
My wife and I are both in our mid seventies. I work part-time and make about $15,000 per year, but my wife doesn't work anymore. Can we both contribute to an IRA?
Because you're both over 70½, you can't contribute to traditional IRAs, but you can contribute to a Roth IRA. Your earned income allows you to contribute to a Roth for yourself and to a spousal Roth for your wife – up to $6,500 each because you're both over age 50. (If you had earned less than $13,000 for the year, you wouldn't be able to contribute the full amount to one of the accounts because your total contributions can't exceed your income for the year.) See Contributing to a Spouse's IRA in Retirement for details.
For more information about RMDs, see our Required Minimum Distribution Special Report.
Stock Market Today: Stocks Gain Ahead of Fed Meeting
Exxon Mobil (XOM) and General Motors (GM) both popped after reporting solid earnings.
By Karee Venema • Published 31 January 23
The 10 Best Closed-End Funds (CEFs) to Buy Now
The best closed-end funds will significantly boost your portfolio income and allow you to buy their underlying stocks and bonds at a discount.
By Charles Lewis Sizemore, CFA • Published 31 January 23
How Your HSA Can Reimburse You for Medicare Premiums Paid
Medicare Even if your Medicare premiums are automatically deducted from your Social Security check, you can take tax-free withdrawals from a health savings account to reimburse yourself for them.
By Kimberly Lankford • Last updated 27 March 19
How to Correct a Mistake on Your RMDs from IRAs
retirement If you didn't take out the correct required minimum distribution because your brokerage firm made a mistake, the IRS may show some leniency.
Making the Most of a Health Savings Account Once You Turn Age 65
Making Your Money Last You'll face a stiff penalty and taxes if you tap your health savings account for non-medical expenses before the age of 65. After that, the rules change.
By Kimberly Lankford • Published 8 March 19
Reporting Charitable IRA Distributions on Tax Returns Can Be Confusing
IRAs Taxpayers need to be careful when reporting charitable gifts from their IRA on their tax returns, or they may end up overpaying Uncle Sam.
Make the Most of the New Military Retirement Plan
retirement The government is offering a new retirement option so that service members who leave the military before qualifying for a pension can still receive some benefits.
By Kimberly Lankford • Published 26 February 19


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February 01, 1993 18 min read
Researchers Look At Problems Inside Schools
An unusual study that looked at schools "from the inside" has concluded that the policy remedies offered by most education reformers bear little relation to the problems identified by students, teachers, and parents.
The study, based on 18 months of in-depth conversations at four Southern California schools, found that such issues as low student achievement and problems in the teaching profession, which many reforms are aimed at addressing, are in fact the consequences of what the authors see as the real problems in schools.
These underlying issues include unsatisfactory relationships between and among students and staff members, differences of race and class, and deep concerns about school safety. Perhaps as a result of such factors, the authors write, the schools studied exhibited a "pervasive sense of despair."
"If the relationships are wrong between teachers and students, for whatever reason, you can restructure until the cows come home, but transformation won't take place," says John Maguire, president of the Claremont University Center and Graduate School, which conducted the study. "If that is right, the national conversation about restructuring schools has to change. You can't get the answer right if you don't ask the right questions."
Marc Tucker, president of the National Center on Education and the Economy and a prominent leader in national school reform efforts, says the Claremont report is consistent with his group's analysis of the need for reform. "Any effort to restructure schools for high performance has got to take into account the realities they report on," Tucker says.
The report does not offer specific recommendations for change. But the authors say they plan to spend the next few years identifying policies and practices that impede schools from addressing the problems identified in the study, with an eye toward dismantling them.
The study, which was paid for by the John W. Kluge Foundation, differs markedly from most of the 300 or more reports on school reform issued in the past decade, according to Maguire. Unlike most such studies, which examined schools "from the outside in or from the top down," he says, the new study went inside schools to find out what the problems are.
The research team chose four schools in the area surrounding Claremont, which is 35 miles east of Los Angeles. The schools—two elementary schools, one middle school, and one high school—are made up of low-income urban populations as well as affluent suburban students. They are representative of the schools of California and the nation, according to the study directors.
The researchers spent more than a year in the schools, held more than 160 meetings with members of the school communities, and received written comments from them. In all, they heard from 4,000 students, 1,000 parents, and 200 teachers, administrators, and other employees. The meetings generated 24,000 pages of transcriptions, essays, journal entries, and notes, as well as 18 hours of videotapes and 80 hours of audio tapes.
Copies of the report, Voices From the Inside, are available for $5 each from the Institute for Education in Transformation at the Claremont Graduate School, 121 East 10th St., Claremont, CA 91711-6160; (909) 621-8287.
State's Innovative Assessment Found Wanting
A report analyzing Vermont's pioneering assessment system has found severe problems with it and raises serious questions about alternative forms of assessment. The system, which is being closely watched by educators around the country, is the first statewide assessment program to measure student achievement in part on the basis of portfolios.
But the report by the RAND Corp. found that the "rater reliability" in scoring the portfolios—the extent to which scorers agreed about the quality of a student's work—was very low. As a result, the researchers urged the state to release the assessment results only at the state level, advice Vermont officials say they will take.
"If you're not rating reliably, you're not rating," says Daniel Koretz, a senior social scientist at RAND and the report's author. "You can't measure anything unless you measure it reliably."
Since the report was released, officials from the state education department have met with RAND researchers and teachers to discuss changes that might boost reliability. Among other things, the officials have decided to revamp the way teachers are trained to score portfolios and to select a group of highly trained teachers to generate state and regional data. They note, however, that improving reliability will take some time.
Under the program, 4th and 8th graders are assessed in writing and mathematics in three ways: a standardized test consisting of both multiple-choice and open-ended questions; a portfolio of classroom work; and a "best piece" chosen by the student from the portfolio.
In a preliminary report on the first year of implementation, RAND researchers found that teachers and administrators considered the assessment a time-consuming burden. But the study also found that educators felt the program had led to positive changes in the curricula and a greater understanding of student abilities.
The new report, which examined how well the system fared as a measure of student performance, offers a far less positive picture. Unlike traditional tests, in which computers register whether a student has filled in the correct bubble, the portfolios were scored by teachers, who evaluated each according to several criteria on a four-point scale.
"For a variety of reasons, such as the variability of tasks used, it may be unrealistic to expect a portfolio program to reach as high a level of reliability as a standardized performance-assessment program," the report states. "However, the reliabilities obtained in Vermont in 1992 are sufficiently low to limit severely the uses to which the results can be put."
On the positive side, the study found no evidence that teachers assigned higher or lower scores to their own students than did other raters.
Vermont Commissioner of Education Richard Mills says the state is committed to continuing with the new system and plans to seek a doubling of the program's budget. Despite the reliability problem, the assessment program has reaped other benefits, he says, including improvements in curricula and instruction. Teachers, he adds, "have told me in great detail how terribly difficult this is and how important it is for us to persist and get it right. We will."
A Definition For Social Studies
The National Council for the Social Studies, voting at its annual convention this past November, agreed on a definition for "social studies" for the first time in its 71-year history.
Under that definition, social studies is described as the "integrated study of the social sciences and the humanities to promote civic competence."
The term social studies was first coined near the turn of the century, but, since that time, efforts to actually define the field have proved largely unsuccessful. "I can even remember debates over whether social studies was a singular or plural noun," says C. Fredrick Risinger, a former president of NCSS.
Members of the organization have also disagreed over what disciplines to include under the social studies umbrella. The new definition addresses that question. Social studies, it states, draws in a "coordinated, systematic" way from a range of disciplines, including anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology. Appropriate content, it adds, may also be drawn from mathematics and the sciences.
Overall, the definition says, the primary purpose of social studies in schools is "to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world."
The adoption of the definition comes as the NCSS is drawing up national standards for the social studies—an effort to give the field greater coherence and visibility at a time when separate projects are under way to set standards for history, civics, geography, and economics.
Court Approves Student-Led Graduation Prayer
A federal appeals court has ruled that a Texas school district's policy of letting each high school senior class decide whether to have student-led prayers at its graduation ceremony does not violate the First Amendment's ban on government establishment of religion.
A three-judge panel of the U.S. Court of Appeals for the Fifth Circuit ruled this past November that the Clear Creek school district's policy does not conflict with the U.S. Supreme Court's recent decision banning school-sponsored graduation prayer by clergy in the Providence, R.I., public schools.
The appeals court's ruling in Jones vs. Clear Creek Independent School District is significant, lawyers say, because it creates a way to include prayers in graduation ceremonies without running afoul of the High Court's ruling in the Rhode Island case.
In that case, the High Court held that a Providence middle school principal violated the Establishment Clause by inviting a rabbi to deliver prayers at a promotion ceremony. The school administration's involvement meant that, in effect, the government was compelling students to participate in a religious exercise, the Court said.
The Texas case began in 1987 when the Clear Creek district's policy was challenged in federal court by two students. A federal district judge and the Fifth Circuit Court upheld the policy. The students appealed to the Supreme Court, which held onto the case while it decided the similar appeal from Rhode Island. Last June, the High Court vacated the Fifth Circuit Court's original ruling and asked it to reconsider the case in light of the Rhode Island decision.
The three-judge panel did that, but unanimously concluded that Clear Creek's policy allowing student-initiated prayer did not fail the "coercion analysis" set forth in the Rhode Island decision.
"We think that the graduation prayers permitted by the [district's policy] place less psychological pressure on students than the prayers at issue in [Rhode Island] because all students, after having participated in the decision of whether prayers will be given, are aware that any prayers represent the will of their peers, who are less able to coerce participation than an authority figure from the state or clergy," said the opinion by Senior Circuit Judge Thomas Reavley.
The panel also noted that the district's policy does not mandate a prayer; it merely allows for one if the senior class agrees. Also, it states that the prayer must be given by a student volunteer and be "nonsectarian and nonproselytizing in nature."
"The practical result of our decision," the opinion states, "is that a majority of students can do what the state acting on its own cannot do to incorporate prayer in public high school graduation ceremonies."
A Question Of Character
An "unacceptably high" number of 15- to 30-year-olds are willing to lie, cheat, and steal, a new survey involving nearly 9,000 teenagers and adults nationwide suggests.
"Young people didn't invent lying or stealing or cheating," says Ralph Wexler of the Joseph and Edna Josephson Institute of Ethics, which conducted the survey. "But they are, in effect, perfecting them."
The California-based institute drew its conclusions from a survey of 3,243 high school students, 3,630 college students, and 2,092 other people—most of them over age 30—who were not in school. The survey found that 33 percent of the high school students questioned and 16 percent of the college students said they had stolen merchandise from a store within the past year.
About one-third of the students in each group said they were willing to lie on a resume, a job application, or during a job interview to get a job they want. And 16 percent of the high school students said they had already done so at least once.
Such unethical behaviors also extend to school; 61 percent of the high school students and 32 percent of college students admitted to having cheated on an examination once in the past year. In addition, the survey found, 83 percent of the precollegiate students and 61 percent of the college students said they had lied to their parents during the past year.
In comparison, the researchers said, dishonesty and other unethical behaviors were less prevalent among those over age 30 who were surveyed. "Clearly, part of this is the maturation process," Wexler says. "But part of it has to do with a real change in society's values."
Copies of the study, Ethical Values, Attitudes, and Behaviors in American Schools—1992, can be obtained for $15 each, plus shipping and sales tax, from the Joseph and Edna Josephson Institute of Ethics, 310 Washington Blvd., Suite 104, Marina del Rey, CA 90292; (310) 306-1868.
Voc. Ed Students Benefit From Academics
Challenge students, even those not bound for college, and they will rise to meet the challenge. That, in effect, is the conclusion of a five-year pilot program and study by the Southern Regional Education Board.
More specifically, the project found that an advanced curriculum that weaves together academic study and instruction about the world of work can dramatically improve the performance of high school students in vocational and general education tracks.
Students in the participating schools that made the greatest strides in combining academic and vocational programs showed significant improvement on national reading, mathematics, and science tests, according to the SREB, which launched the project in 1987 and now guides 100 such programs in 19 states.
The findings from the SREB's "High Schools That Work" project—the most widespread current program testing the combination of academic and vocational subjects—were contained in a report released late last year. The study looked at the project's 28 original pilot sites in 13 Southern states.
The results demonstrate that noncollege-bound students are capable of much higher achievement than typically has been expected of them, says Gene Bottoms, director of the SREB program. "It takes a lot of work, but we can move from an atmosphere that simply accommodates these students to one that really accelerates them," he says. "We're beginning to document that we've underestimated what these students can do."
In conjunction with the release of the report, Making High Schools Work, the DeWitt Wallace-Reader's Digest Fund announced a $2 million grant that will expand the SREB network to 300 sites within two years. The program to date has primarily tapped existing state and local funds, with some money coming from the SREB.
Rather than installing a single-model curriculum, the program draws on curriculum materials that were designed in each state under SREB guidance. The pilot schools agreed to replace low-level academic courses with classes that take content from college-preparatory classes and give students "real-world" experiences. As the academic courses were revamped, vocational courses were overhauled to provide stronger doses of math, science, and English. Requirements were changed to mandate four English credits and three each in math and science.
"If we want students to be able to use what they learn in high school, we must give them authentic problems to solve," the SREB report says. "We must help them understand why they are learning something and how it will help them on the job, at home, and in the community."
Copies of the study are available for $10.95 from the SREB, 592 10th St., N.W., Atlanta, GA 30318-5790; (404) 875-9211.
Atheists' Case Doesn't Stand
A federal appeals court has upheld as constitutional an Illinois law that says children shall recite the Pledge of Allegiance in school.
The decision, handed down late last year, represents a setback for the plaintiffs, Robert Sherman and his 10-year-old son, Richard. The two atheists filed suit in 1988 when the younger Sherman was a 1st grader in Wheeling Community Consolidated School District 21 in Cook County. In their suit, they argued that the law unconstitutionally required students to say the pledge's phrase "under God."
But a panel of the U.S. Court of Appeals for the Seventh Circuit ruled that because the 1979 state law says students "shall" recite the flag salute, it is meant to refer to willing students only. Therefore, the court found, the law does not violate the protection of free speech under the First Amendment of the U.S. Constitution. The court also said the phrase "under God" does not amount to an endorsement of religion because it has lost any religious significance through rote repetition, now amounting to "ceremonial deism."
Richard Grossman, the Shermans' lawyer, calls the ruling "completely specious and disingenuous." He says it "flies in the face of logic" because the law requiring recitation of the pledge is "clearly unambiguous," as is its religious intent. Grossman says he will appeal the ruling to the U.S. Supreme Court but does not expect the justices to accept the case. It's "too hot to handle," he says.
Big Contributor
The National Education Association was one of the biggest contributors to the Democratic Party in the 1992 election. The teachers' union gave $279,202 to the party between Jan. 1, 1991, and Aug. 31, 1992, according to the nonpartisan Center for Responsive Politics. The NEA's contribution was bested only by the United Steelworkers of America (the top Democratic contributor, with $392,500), the RJR Nabisco Corp., and philanthropist Alida Rockefeller Messinger. RJR Nabisco gave even more to the GOP, which collected twice as much as the Democratic Party overall. The NEA's donation would barely have qualified it for the Republicans' top10 list.
Help The Smartest
A new Gallup poll suggests there is substantial public support for special school programs for gifted children, provided such help does not come at the expense of slower learners. Sixty-one percent of the 1,000 adults surveyed said schools should do more to challenge the "very smartest." As expected, however, support for programs to assist "slow learners" was greater, with 77 percent of the respondents saying schools should do more for such students. But the survey, commissioned by the National Association for Gifted Children, found that 84 percent of Americans would support funding for a gifted program "as long as it did not reduce what was offered to average and slow learners."
The Principals' Public Relations Network is producing a series of television public service announcements on the importance of school administrators. The spots, which are scheduled to air this spring on television stations across the country, will highlight how essential principals and assistant principals are in setting high expectations and in inspiring students to achieve. The network, a consortium of the National Association of Secondary School Principals and its 43 state affiliates, decided at its annual meeting in November to add television to the media campaign it launched two years ago with radio spots.
Good News And Bad
Although the percentage of sexually active teenage girls who use condoms grew from 23 percent to 47 percent during the 1980s, the annual pregnancy rate for the group remained relatively flat during the decade, at 110 pregnancies per 1,000 girls, according to a new report by the national Centers for Disease Control and Prevention. Experts credit the rise in the percentage of girls using condoms to educational campaigns about the dangers of acquired immune deficiency syndrome. But the finding that so many girls are nevertheless becoming pregnant raises troubling questions. "We don't know how effective condom use has been when you look at the fact that the pregnancy rate hasn't dropped and more teenagers are using birth control," says Susan Tew, spokeswoman for the Alan Guttmacher Institute, a group that contributed data to the study.
Time To Plan
Would-be school reformers have paid scant attention to the need to give school personnel enough time to plan, implement, and refine improvement programs, a study by the RAND Corp. asserts. The report, Time for Reform, suggests that if schools want to restructure themselves successfully, they must ensure that their staffs have sufficient time for the training needed to implement and sustain reforms. Among other things, the report suggests that schools create more time by hiring substitutes or enlisting the help of student teachers; reducing paperwork and shortening meetings; recruiting volunteers to perform such administrative tasks as hall and lunch duty; and adding a period to the daily schedule by extending the school day or shortening classes.
Some 30 youth-service advocates and the Council of Chief State School Officers have established a coalition to give school-based service learning a "stronger voice" and to ensure its full integration into the education reform movement. As one of its goals, the new Alliance for Service Learning hopes to influence the 1993 congressional reauthorizations of both the Elementary and Secondary Education Act and the National and Community Service Act. The group wants to see K-12 service learning included in the legislation as a method of "best practice" for education reform, says Barbara Gomez, director of the service-learning project at the CCSSO. The alliance was created in response to discussions at the National Youth Leadership Council's service-learning conference last April, at which participants realized that "we needed to come together around this issue," Gomez says.
A version of this article appeared in the February 01, 1993 edition of Teacher as Current Events


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Invasion Day rallies
By Sharlene Leroy-Dyer, CAPA NATSIPA Liaison Officer
Thousands of people gathered across Australia on January 26th, 2018, to mark Invasion Day and to show support for changing the date.
Protests were held across the nation with Sydney and Melbourne attracting some of the largest crowds. Several CAPA office bearers joined in the protest in support of Aboriginal and Torres Strait Islander peoples.
2018 marks 230 years since the British invaded Australia, leading to the decimation of Aboriginal and Torres Strait Islander peoples, it is also the 80-year anniversary of the Day of Mourning protests, organised by the Australian Aboriginal Progressive League.
In Sydney, tens of thousands marched from Redfern to Victoria Park where the Yabun Festival was underway. The march was organised by respected Elder, Uncle Ken Canning from Fighting in Resistance Equally (FIRE). "Always was, always will be, Aboriginal land" and "{no pride in genocide" were chanted by the crowd, while the streets were transformed into a see of Black, Yellow and Red Aboriginal flags.
In Melbourne, an estimated 60,000 people attended the Invasion Day rally, which commenced with Uncle Bill Nicholson giving a welcome to Wurundjeri country. Aboriginal and Torres Strait Islander peoples and their non-Aboriginal supporters marched through the CBD, stretching from Parliament House down to Swanston Street, along to Flinders Street and back up to the Treasury Gardens.
In Brisbane, 5000 people marched through the streets, up significantly on previous years. The crowd gathered outside state parliament, where the Aboriginal and Torres Strait Islander flags were flown at half-mast after police passed on a request from Aboriginal and Torres Strait Islander elders to parliamentary staff.
In Canberra, nearly 1,000 people attended the rally, marching along the Commonwealth Avenue Bridge over Lake Burley Griffin to the Tent Embassy at Old Parliament House, culminating in a smoking ceremony. Protesters who marched have described Australia Day as a "day of mourning".
In Perth, hundreds of people marched against Australia Day through Perth's CBD chanting "change the date" as they headed from Forrest Chase to shade tents in front of the Supreme Court Gardens, where the Birak concert began at 3pm.
Other protests were held in Adelaide, Hobart, and other cities around the country.


This video conference edition is the easiest to install and integrate. We keep this simple without mysql or extra administration features so you can easily add this to your custom website software.
This should be the start point for integrating the video conference to php sites (or even sites in other scripting languages like asp/jsp because we try to keep scripts simple and easy to integrate and migrate).
Find on this page: demo, installation instructions, customization and integration specifications.
Just fill your user name and enter the video conferencing interface.
If you're not hosting RTMP with us go to RTMP Application Setup for instructions about installing the rtmp application on your rtmp server and getting a rtmp address.
Download latest PHP Stand Alone zip version and copy contents of vc_php to your web installation location (i.e. http://www.your-site.com/conference/ ).
If you don't have suPHP enabled, set write permissions (0777) for "uploads" folder.
Edit rooms list from vw_rooms.php . Free versions (without a full license) will only show first rooms in list.
Edit graphics, icons and sounds from templates/default . In example window.png holds interface panel skin.
Change emoticons from emoticons folder. Update emoticons/emoticons.xml to reflect new emoticons list.
Edit/add translations in translation.php . If you need a certain text translated and don't find a way to do it contact our staff for assistance.
To integrate this with other scripts read an integration overview for videowhisper applications.
support Allows broadcaster to use that streaming mode.
always Always enabled (ie. alwaysRTMP to make sure all streams go to server for archiving/external publishing) .
&pushToTalk=1 - Enables push to talk, so users broadcast sound only when pressing a button. This prevents echo in crowded rooms.
&autoViewCams=1 Automatically show videos for users in the room in available panels.
Save webcam jpg snapshots using vw_snapshots.php . Sample script for this edition also generates 128x96 profile picture and 32x24 user list avata from snapshot.
Enable room creation and deletion inside chat from vc_login.php. You will have to implement your own vc_roomd.php and vc_roomc.php scripts.
Implement rtmp side authentication check if advanced security is needed.
All variables passed to flash must be urlencoded &var=<?php echo urlencode("Your value to pass."); ?> . Also xml formatting must be respected. Failing to do this will cause input errors in flash. In this situation restore original files and retry.


A. God's love moves us. 1 Corinthians 15:10; 1 John 4:19.
What were the lows and highs of your Easter celebration?
If you were telling a friend, who didn't know anything about Christianity, why the resurrection is important what would you tell him or her?
What's a reason to believe in the resurrection that you find compelling?
Why, in 1 Corinthians 15:8, did Paul described himself as one "abnormally born"?
How has God's grace inspired you to persevere in faith lately?
What's something you'd like to see change in our nation?
What's something from Sunday's message you hope we talk about as a group?
How does our government benefit the spread of the gospel?
What's the difference between submission (or compliance) and obedience?
How does submission to our government demonstrate our trust in God?
Why is prayer for our country or community better than complaining about them?
What's a way we can serve our local government, law enforcement, or schools?
What's a specific way you can apply Romans 13:1-7? Pray for one another.
Big Idea: We can overcome evil because Christ is good.
What's something you enjoy about spring?
Why do you think Paul spent the first eleven chapters of Romans (which is mostly about theology) preparing us for the last four chapters (which is mostly about how to live out our faith)?
What are some benefits you've experienced from Christian friendships?
What are ways people isolate themselves?
What helps you experience God's peace amid trials?
How can showing grace to people change their lives? Any examples?
Who's someone you'd like to see experience God's mercy? Pray for them and one another.
Big Idea: We find Christ amid sacrificial service.
What's something you're picky about?
How does Capitalism affect churches in America?
How does the truth that God desires to consume us make you feel?
How has God's will, as revealed in the Bible, conflicted with your will lately?
Why does God give each believer a spiritual gift?
What do you think your spiritual gift might be? How did you discover it?
How has using your gift helped you grow closer to Christ?
How can you respond to Romans 12:1-8? Pray for one another.
What's something you've always wanted to be good at?
What's something about Christianity that you once didn't understand, but now do?
Why can receiving a gift sometimes be difficult?
How can failure be a good thing?
How has receiving God's mercy changed you lately?
What's something that helps you to live in awe of God?
Who's someone you would like to see experience God's mercy? Pray for that person and one another.
Big Idea: God is faithful.
What's one of your favorite family traditions?
Why do you think Paul included Romans 11:1-24 at this point in his letter?
What causes people to be Anti-Semitic?
Have you ever felt like you were alone because of your faith? What happened?
Read Psalm 23:1-6. How can remembering God's faithfulness change the way we respond to those with whom we're in conflict?
How has pride caused you to stumble or fall?
What's a way God's warnings can be evidence of His faithfulness? Any examples?
What's an area in your life in which you need to take hold of God's faithfulness? Pray for one another.
B. Proclaim the message of the war already won.
Describe a time you were in awe of something in nature.
What's something from Sunday's message you found important, challenging, or confusing?
How has God spoken to you through His Word lately? How did you respond?
What's a way God's grace gives us confidence?
How do you usually respond when people reject the truth?
What difference can knowing we're engaged in a war that's already won make in the way we relate to others?
How can you respond to Romans 10:16-21? Pray for one another.


Lurgio traveled more than 7,000 miles around Montana visiting towns that were to be taken off the official Montana state map. He used photos, video, text, and audio to tell the stories of these small towns. Lurgio said the hardest part of the project was taking the time to visit all 18 towns scheduled to be erased from the map. But, he said, the effort to profile each town made the project richer. For example, Horton, Mont. was deleted from the map when the last resident was struck by a train and died. That story came to life when Lurgio interviewed the last resident's son. Other towns held tight to their dot on the map and resented the possibility of vanishing from sight.
In 2012, Lurgio created a multi-media gallery exhibit at the Rocky Mountain School of Photography. That show recently traveled to the Salt Institute in Portland, Maine. His project was also published in short-form in High Country News in March 2013 and in Montana Magazine in June 2013.
Lurgio spent much of his own money, time and talents to create the project. In addition, he received a grant from Humanities Montana to build the website, a grant from the Montana Arts Council to create the multimedia exhibit and grants from the School of Journalism and the University Grant Program to assist in the reporting and dissemination of the work.
Lurgio loved "seeing Montana from a lot of these back roads and seeing it from the towns that are barely towns anymore." His experience getting to know these Montanans has influenced his teaching and the advice he gives young photojournalists.


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Oscar Film Journal: Licorice Pizza (2021)
Welcome back to the Oscar Film Journal here at Enuffa.com! Hey look, it's a 2021 Best Picture nominee!
Yes, now that it's officially joined the ranks of the Academy's illustrious Best Picture candidates, I can write in this "journal" about Paul Thomas Anderson's latest opus, Licorice Pizza! Based loosely on the adolescent misadventures of his friend Gary Goetzman (noted Hollywood producer and former child actor), Licorice Pizza is set in 1973 and mostly centers around a budding romantic relationship between 15-year-old child actor Gary Valentine (Cooper Hoffman in an auspicious debut that does his father Philip Seymour proud) and 25-year-old photographer's assistant Alana Kane (folk-rock musician Alana Haim, also making her motion picture debut with a bang). The pair have an odd sort of anti-meet-cute, during which Alana makes it clear she has no interest whatsoever in the precocious, cocksure Gary. But when he asks her to meet him that evening for dinner, she does so anyway. From there they become almost inseparable, Gary clearly harboring real romantic feelings toward Alana, while Alana isn't really sure how she feels about him. They become business associates when Gary starts up a waterbed store, but during the gas crisis of '73 it becomes untenable due to supply chain issues. Alana then decides to break into acting and later local politics, while Gary goes into the pinball machine business.
But all of these plot points are more or less incidental. Just as PTA's 1997 masterpiece Boogie Nights wasn't so much about the adult film industry as it was about a gang of misfits looking for love and happiness, Licorice Pizza is less about Nixon-era LA and more about two oddball young people trying to find their respective places in the world while consistently and inexplicably gravitating toward each other. It's almost a bell-bottom-clad When Harry Met Sally, but with a far more bizarre supporting cast.
Set against 1970s Los Angeles, there's no shortage of strange and colorful characters and scenarios for the main characters to play against. Alana's family alone is a quirky bunch, played by Haim's real-life family members as the three headstrong daughters rebel against the strictly orthodox parents (One of the film's funnier scenes involves Alana bringing home one of Gary's fellow actors for dinner). But the supporting performances from known actors nearly steal the show at different points. Sean Penn plays a decadent older actor for whom Alana auditions before agreeing to a night out for drinks and motorcycle stunts. Tom Waits plays a film director friend of Penn's who's nothing but a bad influence, devilishly chomping on his cigarette holder as he goads Penn to get on the bike. Benny Safdie is a slick California politician who may be less wholesome than his public image would suggest, himself extending sudden after-hours invitations to Alana. And finally Bradley Cooper chews the scenery in an absolutely hilarious turn as an over-the-top, coked-up version of real-life producer John Peters.
But the heart and soul of the film is in the performances of its two leads. Cooper blends a beyond-his-years self-assuredness with a 15-year-old's quixotic insecurity, while Haim is outwardly acerbic but masks tenderness and emotional fragility. It's the classic trope of the couple that doesn't want to admit to themselves or each other how much they need to be together. For all their bickering, passive aggressive jabs and hemming and hawing these two make a surprisingly sweet pair.
With Licorice Pizza, PTA adds to his eclectic filmography a lighthearted comedy-drama that often teases going to darker places but keeps his two protagonists shy of true danger; they may find enough of that in letting their guard down for one another.
I give the film ***1/2 out of ****.
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Posted by Justin Enuffa Ballard at 8:45 AM
Labels: Movie Stuff, Oscar Film Journal
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WSU to formally introduce Nick Rolovich as new head football coach
Posted: January 16, 2020 11:40 AM
by Erin Robinson
PULLMAN, Wash. — Washington State University Athletics will officially introduce Nick Rolovich as the new head football coach at a press conference on Thursday afternoon.
Rolovich was named the 33rd head football coach in WSU's history following Mike Leach's departure for Mississippi State.
Here are a few things to know about Rolovich as he begins his time in Pullman.
Rolovich comes to WSU after several years at the University of Hawaii. He began in 2008 as a quarterback coach and also served as an offensive coordinator. He was then hired to be an offensive coordinator at Nevada before returning to be head football coach at Hawaii in 2015.
Rolovich attended and played football for the University of Hawaii for two years after playing for the City College of San Francisco.
He played professionally for several years. He began with Rhein Fire in Europe, then played Arena football for the San Jose SaberCats. In 2006, he joined the AFL and spent time with the Arizona Rattlers, Chicago Rush and Las Vegas Gladiators.
Rolovich earned his bachelor's degree in economics from the University of Hawaii and a master's in human performance and sport from New Mexico Highlands.
He and his wife and three sons, Daniel, William and Patrick, and a daughter, Alana.
RELATED: Washington State officially announces Rolovich as new head football coach


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