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GOP Era Wrought Unexpected Changes
Despite ideology, federal control of education grew.
By David J. Hoff
Republicans took control of Congress in 1995 promising to change dramatically the federal government's role in K-12 education.
Twelve years later, they have done just that, but not in the way they expected.
The conservatives who took charge of the House in 1995 wanted to reduce federal school spending and shrink the U.S. Department of Education's influence over local schools, if not abolish the agency altogether.
Instead, Republicans will step out of the majority next month with the department firmly intact, wielding greater power over state and local policy than ever, and with a budget that has risen significantly over the past decade.
"These guys wound up in an incredibly different place than where they began," said Frederick M. Hess, the director of education policy studies at the American Enterprise Institute, a Washington think tank. "There were a couple of significant decision points where they went in different directions."
Those turning points, Mr. Hess and other analysts said in recent interviews, came when Republicans at the highest levels realized that, despite their party's victories in the 1994 midterm elections, the conservative agenda for federal education policy was unpopular with voters. The first happened at the end of the GOP's first year in control of the House and the Senate, when President Clinton portrayed the Republican agenda as anti-education in a high-profile budget showdown.
Then, in 1996, the GOP presidential nominee, former U.S. Sen. Bob Dole of Kansas, lost to Mr. Clinton while promising to dismantle the Education Department and make private school vouchers the centerpiece of federal education policy. Polls showed that voters preferred Mr. Clinton's education plans to Mr. Dole's by a wide margin.
"It was very clear that education had grown by '96 to a top-tier issue," said Patrick J. McGuinn, an assistant professor of political science at Drew University, in Madison, N.J. "That really is the single wake-up call" that caused Republicans to shift their stance.
And it paved the way for the next Republican presidential nominee, Gov. George W. Bush of Texas, to make proposals for a dramatic expansion of the federal government's role in overseeing states' academic standards, assessments, and interventions in struggling schools. By the end of 2001, those proposals were adopted with bipartisan support in Congress.
In 1994, Republicans rode a wave of voter discontent to win simultaneous majorities in the House and the Senate for the first time in 40 years. They have retained control of both chambers for most of the past 12 years; for 19 months in 2001 and 2002, the Democrats held the Senate by a single vote.
The Republican Congressional 'Revolution' and Education
After 12 years of Republican dominance in Congress, the federal government has more influence over state and local education decisions and spends more money on education than it did in 1994.
Rep. Newt Gingrich unveils the GOP "Contract with America" in 1994.
• November 1994: Republicans win simultaneous majorities in the House and Senate for the first time since 1954, setting the stage for what some hope will be revolutionary changes.
• May 1995: The House Budget Committee's long-term budget proposal recommends that the U.S. Department of Education be closed within seven years.
• August 1995: The House passes a Republican-sponsored bill that would trim $3.9 billion from the Education Department's fiscal 1996 budget of $24.6 billion.
• November 1995: The Education Department and several other federal agencies close temporarily because Congress and President Clinton haven't agreed on funding levels for them. The shutdown lasts six days, and is followed by another in December.
• April 1996: Congress and President Clinton agree to an appropriations bill providing the Education Department with $24.1 billion for fiscal 1996, a 2 percent decrease from the previous year.
• August 1996: The Republican National Convention's platform calls for the elimination of the Education Department. The GOP nominee, former Sen. Bob Dole of Kansas, repeatedly mentions his support for private school vouchers in his stump speeches.
• October 1999: The House passes a bill to reauthorize the Elementary and Secondary Education Act that includes measures to hold states accountable for meeting achievement goals. The Senate never passes it.
• August 2000: The Republican National Convention highlights the education plan of its nominee for president, Gov. George W. Bush of Texas.
• December 2001: Congress passes the No Child Left Behind Act with large bipartisan majorities in the House and Senate. The bill, which reauthorizes the esea, includes Mr. Bush's call for annual testing and sets a goal that all students will be proficient by 2014.
• September 2004: Congress passes a fiscal 2005 appropriations bill with $38.1 billion for K-12 education. In President Bush's first term, federal K-12 appropriations grow 39 percent.
• November 2006: Democrats win majorities in both houses of Congress. Democrats' campaign platform emphasizes college affordability but doesn't mention the No Child Left Behind law.
SOURCE: Education Week
File Photos by AP
When Congress convened in 1995, Republicans were emboldened by their electoral triumph. In the more ideologically driven House, members of the new majority sought to seize the opportunity to scale back the federal presence in K-12 education. Within a month after the elections, the Heritage Foundation, a prominent conservative think tank, had recommended closing the Education Department and eliminating the Goals 2000: Educate America Act.
The Goals 2000 law was the centerpiece of President Clinton's school agenda. It required states to use money under the program to develop academic standards and tests aligned to the standards' content. The Heritage Foundation suggested that the program become a block grant, giving states free rein to finance reform efforts they designed on their own.
House leaders pursued much of the Heritage plan. What's more, they targeted education spending as part of an effort to balance the federal budget.
When President Clinton and Republican leaders failed to reach an agreement to appropriate money for most federal agencies for the fiscal year that started Oct. 1, 1995, the government shut down twice in the fall of that year. Mr. Clinton and his aides said they were unwilling to go along with the Republican fiscal policy, usually highlighting the GOP's plan to cut federal education spending.
"Republicans found themselves on the wrong side of American opinion," said Paul Manna, an assistant professor of government at the College of William and Mary, in Williamsburg, Va. "Rightly or wrongly, a lot of people thought of Republicans as anti-education."
The perception only intensified, Mr. Manna and Mr. McGuinn said, when in 1996 Republicans adopted a platform based on many of the same ideas for Mr. Dole's presidential campaign.
For his book No Child Left Behind and the Transformation of Federal Education Policy, 1965-2005, Mr. McGuinn interviewed Republicans who had attended a meeting to discuss what went wrong in the 1996 election. That meeting included then-Gov. Bush of Texas. One significant conclusion was that voters didn't like the Republican education agenda.
"That was kind of a nail in the coffin for attempting a small-government strategy [in education] and vouchers as a national strategy," added Mr. Hess of the American Enterprise Institute, which is closely aligned with the Bush administration, especially on foreign policy. "That's when you saw the shift in emphasis, … looking for something that was more saleable and what the American public wanted."
During Mr. Clinton's second term, the administration and Republicans in Congress still had philosophical differences on education. Republicans still wanted to create block grants that would give states and districts broader authority in spending federal aid. And Congress twice passed a private-school-voucher program for the District of Columbia. Mr. Clinton vetoed both voucher bills.
During that period, though, Congress reauthorized the Individuals with Disabilities Education Act with nearly unanimous votes and enacted a bipartisan bill to improve reading instruction. Republicans, however, did not approve Mr. Clinton's plans to pay for 100,000 additional teachers to help reduce class sizes in the early grades. Republicans led the effort to stop Mr. Clinton's proposal for national tests in 4th grade reading and 8th grade mathematics, and won support from many Democrats.
One of the biggest surprises was that Republicans became advocates of increasing federal K-12 spending, particularly for the IDEA.
"It was very, very important because the mandates were out of kilter," former Rep. Bill Goodling, R-Pa., said in an interview. Mr. Goodling was chairman of the House education committee from 1995 until he retired six years later. "It was getting to the point where teachers in the classroom didn't have time to teach."
Every year of Mr. Clinton's second term, Republicans approved K-12 appropriations that were larger than the ones the president had proposed, said Mr. Manna, who documented the spending patterns in his book School's In: Federalism and the National Education Agenda.
"That was partly because of the realization that they were getting killed on [the education issue] and they had to figure out a new strategy," Mr. Manna said in an interview.
Bipartisan Approach
The election of President Bush brought perhaps the most dramatic change in Republicans' education stance.
In 2000, Mr. Bush campaigned on a plan modeled after Texas' testing-and-accountability program. The key features were that states would assess students' knowledge in reading and mathematics every year in grades 3-8, and that schools would be held accountable if their students didn't make progress toward reaching proficiency. The goal was to ensure every child was proficient in those subjects by 2014.
At their convention in 2000, Republicans dedicated a whole evening to pushing Mr. Bush's "No Child Left Behind" proposal and other policies aimed at helping children. (By contrast, the 1996 GOP convention had little substantive discussion of education.)
Once Mr. Bush took office, he managed to build a bipartisan consensus around his education proposal because he was focused on the accountability measures and the goal that all children become proficient. He set aside several ideas—such as private school choice and block grants of federal programs—that had divided Republicans and Democrats in the past and stalled efforts to reauthorize the Elementary and Secondary Education Act in 1999.
"He was willing to put them off the table," said Danica L. Petroshius, who was the chief education adviser to Sen. Edward M. Kennedy, D-Mass., when the No Child Left Behind Act, a renewal of the ESEA, was moving through Congress. Sen. Kennedy was chairman of the Senate education committee when Congress passed the bill in 2001.
That gave Democrats an agenda they could endorse and kept many Republican ideas they opposed out of the debate, said Ms. Petroshius, who is now the senior vice president at the Collaborative Communications Group, a Washington consulting firm that works with education groups.
Republicans did insert some of their favorite policy ideas into the No Child Left Behind Act of 2001, such as requiring school choice—though only within the public system—for students attending schools failing to make academic progress, and allowing private companies to provide tutoring to students in those schools. Later, the Republican-led Congress created a voucher program for the District of Columbia by attaching it to the annual appropriations bill for the capital city.
In the No Child Left Behind bill, many Republicans objected to the provisions that required states to expand their testing systems to include grade 3-8 and the power it gave the Education Department to oversee the quality of states' standards and testing systems. Those changes violated the principles of a limited federal role in education that had been the cornerstone of the party's education philosophy throughout the 1990s.
But most Republicans voted for the bill—which won big, bipartisan majorities—because they wanted to support the party's president in his first year and in the wake of the Sept. 11, 2001, terrorist attacks.
In 2004, Mr. Bush narrowly won re-election over Sen. John F. Kerry, D-Mass. While the No Child Left Behind law has drawn criticism, some of it intense, polling data showed that the president maintained popular support for the law and avoided the negative perceptions that Mr. Dole had fostered in the 1996 campaign.
'Here to Stay'
Read the related story, "Framing the Debate"
With Democrats ready to lead both chambers of Congress starting in January, the achievement goals of the No Child Left Behind Act appear to retain bipartisan support.
President Bush and Secretary of Education Margaret Spellings say they want the law reauthorized in the upcoming Congress, but they are holding fast to the goal that all students become proficient by 2014, and that schools and districts be held accountable for ensuring students are on track to reach that goal. Rep. George Miller, D-Calif., and Sen. Kennedy, who will lead their respective chambers' education committees, also say that they support the law's ambitious goals and challenging accountability rules.
Although the education law goes against the principles of the conservatives who dominated Congress in 1995 and those still serving today, it will probably have more staying power than any other of Congress' K-12 accomplishments under the Republican majority, analysts say.
"We're not going to return, in the near future, to anything like the pre-No Child Left Behind era," said Mr. McGuinn of Drew University. "We have national momentum now in education that we have never had before, and I think it's here to stay."
Vol. 26, Issue 15, Pages 10-11
Published in Print: December 13, 2006, as GOP Era Wrought Unexpected Changes
"Democratic Majority to Put Education Policy On Agenda," November 15, 2006.
"Gubernatorial Results May Signal Policy Shift," November 15, 2006.
"In State Races, Democrats' Success Sets Stage For New Education Agendas," November 8, 2006.
Read a transcript of our exclusive online chat, Election 2006: Implications for Education.
For more stories on this topic see Washington and No Child Left Behind.
For background, previous stories, and Web links, read No Child Left Behind.
Read more about the Goals 2000: Educate America Act from the U.S. Department of Education.
University Guidance Counselor. IB School. Dubai.
Galvin Education, Dubai (City) (AE)
Partner Engagement Manager
AVID Center, Southern California


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Contents: Current Commentary
Equal Pay for Equal Work in Academic Obstetrics and Gynecology
Eichelberger, Kacey Y. MD
Division of Maternal-Fetal Medicine, Department of Obstetrics and Gynecology, University of South Carolina School of Medicine Greenville/Greenville Health System, Greenville, South Carolina.
Corresponding author: Kacey Y. Eichelberger, MD, Division of Maternal-Fetal Medicine, Department of Obstetrics and Gynecology, University of South Carolina School of Medicine Greenville/Greenville Health System, 890 Faris Road, Greenville, SC 29605; email: [email protected].
Financial Disclosure The author did not report any potential conflicts of interest.
The author has indicated that she has met the journal's requirements for authorship.
doi: 10.1097/AOG.0000000000002420
The most compelling data suggest women in academic obstetrics and gynecology earn approximately $36,000 less than male colleagues per year in regression models correcting for commonly cited explanatory variables. Although residual confounding may exist, academic departments in the United States should consider rigorous examination of their own internal metrics around salary to ensure gender-neutral compensation, commonly referred to as equal pay for equal work.
Obstetrician–gynecologists can lead the field of academic medicine in ensuring gender-neutral compensation for equal clinical and research productivity.
Although the phrase "79 cents on the dollar" may now be considered part of the standard American lexicon, it is a crude estimate at best of the difference in pay in the United States attributable to gender alone. The U.S. Census Bureau does the hard work of tracking annual wages for men and women who work full-time and year-round using Current Population Survey data. Although the median annual wage for an American woman who worked full-time, year-round in 2015 was $40,742 (standard error [SE] $146), or 79.6% of the median annual wage of $51,212 (SE $136) for an American man who worked full-time and year-round during the same year,1 this does not account for the myriad potential confounders, including but not limited to choice of occupation and the number of actual hours worked. The fact that significant gender differences in annual median earnings persist when the population is stratified by educational attainment, with the largest absolute difference seen between men and women with graduate or professional degrees ($55,702 [SE $209] compared with $82,215 [SE $220] in 2014),1 has been suggested as more direct evidence of systemic inequality. Although population-level data are helpful for quantifying absolute differences in earnings from a population perspective, the real question remains: Is there a statistically significant difference in the amount that a woman gets paid for doing the same job for the same number of hours when compared with a similarly qualified man?
Medicine provides interesting scaffolding against which to answer these questions given the extremely proscribed training and examination course through which female and male physicians must traverse in equal measure. In the older literature on salary equality in medicine, methodologic issues with unadjusted analyses and significant residual confounding were common. A newer cadre of studies, however, deserves our attention.
In 2012 Jagsi et al2 published the results of a survey of physicians who received prestigious National Institute of Health K08 and K23 awards in 2000–2003 and continued to work in academic institutions in 2009–2010. After controlling for physician specialty, academic rank, leadership positions, number of publications, and research time, male gender was associated independently with a significantly higher annual salary ($13,399, P=.001). Furthermore, using Peters-Belson analysis, an alternative approach to linear regression wherein expected salaries were calculated for female physicians using all of their baseline variables but with gender changed to male, expected annual salaries increased by $12,194 per female physician. Furthermore, there was no interaction between physician gender and parental status; female physicians with no children earned lower salaries than their male counterparts. Finally, as the authors note, assuming these reported differences in salaries remained static over time, male physicians in this cohort would earn at least $350,000 more than their female colleagues over a 30-year career.
In August 2016 Freund and colleagues3 published the results of their 17-year follow-up study to the National Faculty Cohort Study to measure longitudinal changes in compensation by gender in academic medicine. Their cohort included 490 physicians who had completed an original survey and continued to practice medicine full-time or retired from full-time practice in 2012–2013. In their final analysis, which was adjusted for race and ethnicity, marriage and family status, department affiliation, years since the first academic appointment, academic rank, percent effort in the standard academic domains, and any leave or part-time status, female physicians earned a mean of $16,982 less than their male counterparts (95% CI −$32,954 to +$1,010, P=.04). However, mean change in salary over time in adjusted analysis was not significantly different (+$84,212 for men, +$82,670 for women, P=.86), meaning that in this cohort, the gender disparities from earlier in one's career propagated over time but appeared not to widen.
The nuanced work of Jena and colleagues4 is of particular interest to academic obstetrician–gynecologists (ob-gyns). In July 2016, these clinician-researchers published their analysis of more than 10,000 academic physicians at 24 public medical schools in states mandated by the Freedom of Information laws to release salary data online. After controlling for age, years of experience, faculty rank (assistant, associate, or full professor), specialty, publications (both total number as well as number of first or last author publications), National Institutes of Health funding (none compared with one or more grant), clinical trial participation (none compared with one or more where the physician was a principal or subinvestigator), and Medicare reimbursements (a proxy for clinical productivity and full- compared with part-time effort), female physicians earned on average $19,878 less than male physicians (95% CI $15,261–24,495). Gender differences in salary were present at all faculty ranks. Moreover, female full and associate professors had adjusted salaries comparable with those of male associate and assistant professors, respectively. Finally, among the 18 individual specialties analyzed, obstetrics and gynecology had the fourth largest gender salary gap with women in our field earning a mean of $36,390 less per year than men in adjusted analysis (95% CI $16,375–56,406).
As with all studies, the possibility of residual confounding must be considered. For example, the Jena study used Medicare reimbursements from 2013, obtained from publicly available data from the Centers for Medicare & Medicaid Services, as a proxy for clinical productivity, which may not accurately reflect number of patients seen nor clinical revenue in the field of obstetrics and gynecology. None of the studies quantifies the extent to which individual health care providers make personal choices that would increase their compensation (eg, extra call, more shifts, or more procedures performed). Finally, all three studies focused on a cohort of academic physicians; data measuring gender differences in salary between ob-gyns in the private sector are lacking.
That said, these newer studies urge us to at least consider the possibility that significant compensation differences exist between men and women in academic medicine after controlling for clinical and research productivity. These differences may be explained in part by less strenuous negotiating at the start of one's career.3 However, we must also consider the possibility that unconscious or implicit bias affects the relationship between gender and salary in academic medicine, although measuring or quantifying this contribution to observed differences in compensation is, by definition, extremely challenging.
The medical literature is replete with suggestions on how to close the gender salary gap: training women in better negotiating skills; dedicated mentoring or sponsorship programs for young female faculty; training in unconscious gender bias at the leadership level; institutional transparency of starting salaries; nondepartmental oversight of compensation models and metrics; support for work–life balance; critical mass theory (waiting for women to represent greater than 30% of a given workforce); even prestigious external awards for higher education institutions who have excelled in self-assessment and best practices around gender equity.5–11 However, the question remains: what is the rational period of time beyond which we should expect these strategies to achieve gender parity if they are going to work? Our own field, for example, has been a majority-female specialty since at least 2012, the first year when more than half of the American College of Obstetricians and Gynecologists Fellows and Junior Fellows were women. Moreover, the proportion of our professional field represented by women is still increasing with 82.3% of those matching into an obstetrics and gynecology residency in 2016 being women,12 yet as outlined previously, we were fourth worst in a field of 18 specialties for adjusted salary differences by gender.
The field of academic medicine needs active leadership on salary parity, and ob-gyns are well suited for the role. As the people who have dedicated our vocational lives to the well-being of women,13 we can move swiftly to—not toward—equal pay for equal work. The American College of Obstetricians and Gynecologists could convene a task force to develop an evidence-based framework for best practices around measuring salary parity in academic medicine and could commission research around salary parity in the private practice sector as well. Academic obstetrics and gynecology departments around the country could commission equity studies around gender and compensation within the year using either internal metrics or the publically available measures of clinical and research productivity outlined at length by Jena et al. Programs that identify parity in compensation by gender within subspecialties, when controlling for clinical and research productivity, could consider sharing best practices with others in the field. Programs that identify disparities in compensation may begin the hard work of mapping out the course toward salary parity, the path to which may be unique at different institutions. Gender-neutral compensation for equivalent clinical and research productivity is an attainable goal; we can be the first in the field to make it so.
1. United States Census Bureau. Available at: https://www.census.gov/data/tables/2016/demo/income-poverty/p60-256.html. Retrieved July 19, 2017.
2. Jagsi R, Griffith KA, Stewart A, Sambuco D, DeCastro R, Ubel PA. Gender differences in the salaries of physician researchers. JAMA 2012;307:2410–7.
3. Freund KM, Raj A, Kaplan SE, Terrin N, Breeze JL, Urech TH, et al. Inequities in academic compensation by gender: a follow-up to the National Faculty Survey Cohort Study. Acad Med 2016;91:1068–73.
4. Jena AB, Olenski AR, Blumenthal DM. Sex differences in physician salary in US public medical schools. JAMA Intern Med 2016;176:1294–304.
5. Sanfey H, Crandall M, Shaughnessy E, Stein SL, Cochran A, Parangi S, et al. Strategies for identifying and closing the gender salary gap in surgery. J Am Coll Surg 2017;225:333–8.
6. Bates C, Gordon L, Travis E, Chatterjee A, Chaudron L, Fivush B, et al. Striving for gender equity in academic medicine careers: a call to action. Acad Med 2016;91:1050–2.
7. Roy B, Gottlieb AS. The career advising program: a strategy to achieve gender equity in academic medicine. J Gen Intern Med 2017;32:601–2.
8. Caffrey L, Wyatt D, Fudge N, Mattingley H, Williamson C, McKevitt C. Gender equity programmes in academic medicine: a realist evaluation approach to Athena SWAN processes. BMJ Open 2016;6:e012090.
9. Westring A, McDonald JM, Carr P, Grisso JA. An integrated framework for gender equity in academic medicine. Acad Med 2016;91:1041–4.
10. Carr PL, Gunn C, Raj A, Kaplan S, Freund KM. Recruitment, promotion, and retention of women in academic medicine: how institutions are addressing gender disparities. Womens Health Issues 2017;27:374–381.
11. Helitzer DL, Newbill SL, Cardinali G, Morahan PS, Chang S, Magrane D. Narratives of participants in National career development programs for women in academic medicine: identifying the opportunities for strategic investment. J Womens Health (Larchmt) 2016;25:360–70.
12. Rayburn WF. The obstetrician-gynecologist workforce in the United States: facts, figures, and implications 2017. Washington, DC: American Congress of Obstetricians and Gynecologists; 2017.
13. American Congress of Obstetricians and Gynecologists. ACOG mission, vision and core values. Available at: https://www.acog.org/About-ACOG/About-Us/ACOG-Mission-Vision-and-Core-Values. Retrieved July 19, 2017.
Articles in PubMed by Kacey Y. Eichelberger, MD
Articles in Google Scholar by Kacey Y. Eichelberger, MD
Other articles in this journal by Kacey Y. Eichelberger, MD
Journal Club - February 2018
Committee Opinion No. 640: Cell-Free Dna Screening For Fetal Aneuploidy
Practice Bulletin No 156: Obesity in Pregnancy
Practice Bulletin No. 165: Prevention and Management of Obstetric Lacerations at Vaginal Delivery
Misoprostol With Foley Bulb Compared With Misoprostol Alone for Cervical Ripening: A Randomized Controlled Trial

redpajama_set_name: RedPajamaCommonCrawl


text:
Alice Boothroyd's triple success
Golf/Harrogate/Sport
What a year for Alice Boothroyd, a graduate of Rudding Park's Golf Scholarship. At 20 years old she has triumphed over more experienced golfers to be crowned Harrogate District Union Ladies Scratch Champion, Ladies Club Champion at Rudding Park and she also helped to lead her US college team, LIU Brooklyn Blackbirds, to win back to back Championships in the North East Conference. Since the age of 8, Alice, who lives in Harrogate, has been part of the Rudding Park Junior Golf Scholarship Scheme and has received expert tuition from the team of resident PGA Professionals at Rudding Park. This grounding has ensured that Alice is playing to the best of her ability.
Alice's latest triumph came when she was crowned Ladies Scratch Champion within the Harrogate District Union. In the final at Bedale Golf Club on Sunday 11 August, Alice won six of the first nine holes to dominate the tie early on. She maintained her form on the second nine with birdies on the 10th and 14th to finish eight up at the halfway stage.
The afternoon round was a tighter affair but Alice came through and made an excellent birdie on 12th hole to help close out the match on the 13th winning 7 and 5.
James King, Golf Manager at Rudding Park with Alice Boothroyd
James King, Golf Manager at Rudding Park said: We are so proud of Alice. It's wonderful to have the opportunity to support and encourage talented young golfers and she has definitely been one of them. We continue to work with Alice and look forward to her future successes.
Bus company says 8 of 10 journeys will keep running during lockdown
Bus workers have the grit to get Harrogate moving again
Missing George Hall, 89, from Pateley Bridge, last seen on Skipton Road area of Harrogate (now found)
Cedar Court campagin against Blue Monday
NYCC ask for people to avoid travelling
MP hails local A level results
Harrogate Railway 0 – 1 Salford City


At the main screen, press the R, R, R, R, R, R.
The Genie has more Automobili Lamborghini Cheats at CheatingDome.com.
All cars and reverse mode unlocked.
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text:
25 Most Beautiful Women in the Upstate: Meet Landra Jennings
Landra Jennings is quietly and consistently investing in others and in her community.
25 Most Beautiful Women in the Upstate: Meet Landra Jennings Landra Jennings is quietly and consistently investing in others and in her community. Check out this story on greenvilleonline.com: https://www.greenvilleonline.com/story/life/style/talk-greenville/2018/10/23/25-most-beautiful-women-upstate-meet-landra-jennings/1743917002/
Chris Worthy, Contributor Published 5:28 p.m. ET Oct. 23, 2018 | Updated 5:39 p.m. ET Oct. 23, 2018
Landra Jennings is one of Talk Greenville's 25 Most Beautiful Women in the Upstate for 2018.(Photo: Nathan Gray/Staff,)Buy Photo
Jennings serves on the board of Jasmine Road, a nonprofit whose mission is to offer women who are trapped in a cycle of sexual exploitation and addiction a path to freedom, a haven for healing and the opportunity to flourish. She has also served with The Children's Museum of the Upstate and A Child's Haven. With A Child's Haven, she was board president for two years, and served the organization during a capital campaign and construction of a new main center.
Describing herself as a problem solver who is reliable, persistent, realistic and observant, Jennings says she never tires of hearing that her children are good people. She considers raising them to be her life's work.
Jennings loves to see empathy and the ability to see all sides of an issue. She says the people here are what make the Upstate beautiful.
"There is an extraordinary dedication here to making the community better and helping those in need," she says.
A regular at Murasaki Sushi, where she and her husband often meet for lunch, Jennings says her perfect day is one in which she is just quietly getting things done. As she looks to the future, she plans to serve others and perhaps spend time creating through writing.
"I love to write – I'll be doing that in some form or fashion," she says. "Also, staying involved in the community in which I live."
More: Meet the 25 Most Beautiful Women in the Upstate
Read or Share this story: https://www.greenvilleonline.com/story/life/style/talk-greenville/2018/10/23/25-most-beautiful-women-upstate-meet-landra-jennings/1743917002/
Beatles to Scooby Doo: Ron Campbell animated them all
Drinkin' on the Job: Somethin's Brewin' at Thomas Creek Brewery
Dining Out: Sun Belly Cafe
Destinations: The Greyfield Inn
Where to watch the Clemson vs. LSU championship game
Here comes the run


As the name suggests, a mark which is well-known/popular are well-known marks.
As already mentioned above, well-known trademarks are protected specifically under the Trademarks Act and Section 11(2) specifically mentions that even where the subsequent deceptively similar mark is for different goods/services, if the prior mark is well-known, then the subsequent mark shall not be registered.
Till the Trademark Rules 2017 was introduced, well-known marks were determined by the Indian Courts and Tribunals and the Trademark registry, as per the judicial pronouncements, had made a list of such well-known marks. Some of them include Benz, Bisleri,Whirlpool.
But after the introduction of Trademarks Rules 2017, it is possible for trademark holders to apply for well-known status. Broadly put, Section 11(6) to Section 11(9) breaks down the criteria that the Registrar shall look for, among other things, to determine a well-known trademark. Factors like knowledge/recognition among the relevant section of the public in respect of the said mark, geographical extent and length of time for which the mark has been promoted and used etc shall be looked into, by the Registrar to determine if a mark is well-known.
A request to declare a mark as well-known trademark has to be made in TM-M. Section 11(9) specifically lays down that it is not mandatory for a mark to be registered or application pending in India or have usage in India to be declared well-known trademark. However upon perusal of the said Form, it would be apparent that to make the said application, it is necessary to provide an Indian application number without which it appears that such an application cannot be made.
The fee for making an application to obtain well-known status for one mark is a gargantuan amount of Rs 100,000.


This membership is good for one year from todays date.
1.You agree to the terms.
2.This facility is to used for educational, workshops, ministry for youth and adults. No events can have illegal drugs or smoking within the building. There are smoking sections in the back of facility only for smoking.


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Yesterday today, Glyn Harper
How We Remember: New Zealanders and the First World War
Charles Ferrall and Harry Ricketts (eds)
Victoria University Press, $40.00,
With the centenary of WWI now upon us, a flood of books on New Zealand's role in that conflict can be expected. The first of these appeared in late 2013, and this trend will continue for the next few years. Amongst the books on offer in 2014 is How We Remember: New Zealanders and the First World War edited by Charles Ferrall and Harry Ricketts. Few of the publications that will appear over the coming years will match How We Remember for its diversity or its insights.
Following on from an introduction written by the editors, How We Remember features 20 chapters written by people from varying occupations and backgrounds. These include well-known journalists, historians, academics, freelance writers, lawyers and scientists. The chapters have been assembled in no particular order. One of the attractions of the book is the variety of topics and viewpoints it contains. A reader cannot anticipate what the next chapter will be about until they start reading it.
While all the chapters offer something of interest, there are a few real gems. Amongst these is Paul Diamond's account of the blackmailing of Wanganui's homosexual mayor, Charles Mackay. While this story has been told before, Diamond is the first to examine the incident as a legacy of WWI. Charles Ferrall's chapter on Maurice Shadbolt's myth-making in his two Gallipoli books is revealing and an impressive piece of analysis. Christopher Pugsley's reflections on Gallipoli are always worth reading, as is Monty Soutar's work on the Māori Contingent. Redmer Yska's chapter on the weekly newspaper Truth was both entertaining and analytical. It reveals how this much-read paper could be both anti-war and pro-soldier at the same time. Anna Rogers's reflective piece on a New Zealand nurse provided a compelling reminder of how the war impacted on the women who served in it. None of them had an easy war and most ended it physically and emotionally drained.
There are some less satisfying parts of the book. In 2014 it is perhaps naïve to hope that we had moved on from accusing those attending Anzac Day Dawn Services of "facile nationalism" and "a glorification of war". Similarly, another writer recalls her "slight repulsion" as people lined the streets, many in tears, as the funeral cortège of the Unknown Warrior made its way along the streets of Wellington. Those wanting to connect with a pivotal event in their nation's past and to reflect on the cost of war do not deserve this scorn.
One of the most misleading and disappointing chapters was Jock Phillips's "Lest we Forget: Remembering, and Forgetting New Zealand's First World War". Phillips is a well-known historian and a gifted writer. This chapter had the potential to be the stand-out piece in this volume. However, in reminding the reader that "memory can play tricks and be highly selective". Phillips demonstrates that historians are not immune from these vices either. The glaring example of this is Phillips's claim that New Zealand soldiers in the United Kingdom "began to dislike England itself" and developed "a contempt for Poms". In evidence of this gross generalisation, Phillips offers the following commentary from "a committed Anglican and Anglophile" Peter Howden:
Most of the arrivals including myself are wondering what sort of a country this is that we are fighting for. The general conclusion is that we should hand it over to the Germans and apologise to them for having nothing better to give them.
It sounds a damning indictment. But the reality was that this letter was written by Howden just five days after arriving in England and he had not yet been outside of Sling Camp, the New Zealand training camp on the Salisbury Plain. The next paragraph of the letter, which Phillips has omitted, makes it clear that Howden's complaint is not about England or its people, but about its climate. It reads:
The reason of this rather unflattering idea is that it has snowed nearly every day since we have arrived and last night there was a fall of over a foot in depth.
During the day time the wind gets up and as you can guess it is not very warm standing about all day.
Tricky and selective indeed!
Phillips concludes his chapter by noting that WWII was "a different kind of war" with "none of the mindless horror of the Western Front trench; and no event in the Second World War could equal the stupidity and chaos of Passchendaele". This is an extraordinary statement to make. All wars are different, but there was certainly enough "mindless horror" in this second great conflict as any victim of the holocaust, Japanese prisoner of war camps, and fire-bombed cities could testify. And the first three battles of Monte Cassino in January–March 1944 certainly matched Passchendaele for their stupidity and needless casualties. It is a myth to believe that military folly is confined just to WWI.
This is a book about how WWI has been remembered in New Zealand. There is very little about New Zealand's experience in the war itself. Challenging, perceptive and wide ranging, all chapters in the book are well worth reading.
One further statement needs to be questioned though. On page 13 the editors write that "military history in recent years has rivalled in popularity rugby and cooking books. Perhaps it will even surpass the latter during the centenaries of August 1914 and April 1915". Popular cooking books in New Zealand sell in the hundreds of thousands. A popular military history book will be doing well if it sells more than 2000 copies. While military historians would love to sell as many books as popular chefs and sports writers, even with the centenary of WWI having now arrived, this will be unlikely.
Glyn Harper is a best-selling military historian and Professor of War Studies at Massey University.
Tagged with: Charles Ferrall, Glyn Harper, Harry Ricketts, Issue 108, Summer 2014, Victoria University Press
Posted in History, Non-fiction, Sociology, War


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		var.value.should == v.value
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text:
England national under-19 football team
National U-19 football team
England Under-19
The Football Association
UEFA (Europe)
FIFA code
First colours
Second colours
45 (first in 1948)
Best result
Winners (10): 1948, 1963, 1964, 1971, 1972, 1973, 1975, 1980, 1993, 2017
England national under-19 football team, also known as England under-19s or England U19(s), represents England in association football at under-19 age level and is controlled by the Football Association, the governing body for football in England. Primarily, it competes to qualify for the annual UEFA European Under-19 Championship.
The squad are currently coached by Ian Foster. [1]
1 Competition history
1.1 UEFA European Under-19 Championship
2 Fixtures and results 2019–20
2.1 Friendlies
2.2 2020 UEFA European Under-19 Championship
2.2.1 Qualification
2.2.1.1 Qualifying round
3.1 Latest squad
3.1.1 Recent call-ups
4 Honours
Competition history[edit]
UEFA European Under-19 Championship[edit]
D*
2002 Group stage 3 0 2 1 6 7 Squad
2004 Elite round - - - - - - -
2005 Runners-up 5 2 2 1 9 8 Squad
2009 Runners-up 5 2 2 1 13 7 Squad
2010 Semi-final 4 1 1 2 5 7 Squad
2017 Champions 5 5 0 0 10 2 Squad
2018 Group Stage 4 1 1 2 4 11 Squad
2020 Cancelled - - - - - - -
Total 10/18 40 18 10 12 66 58
Fixtures and results 2019–20[edit]
Friendlies[edit]
England v Greece
5 September 2019 England 3–1 Greece St George's Park, Burton upon Trent
13:00 Adshead 28'
Edmondson 60'
Doyle 74' (pen.) Report Vrakas 4'
Germany v England
9 September 2019 Germany 1–0 England SIBRE-Sportpark, Haiger
16:00 Tauer 25' Report Attendance: 3,397
Referee: Tobias Fritsch (Germany)
England v France
9 October 2019 England 1–3 France Marbella Football Center, Marbella
16:00 Garner 71' (pen.) Report Ella 3', 72' (pen.)
Providence 83' Referee: Raúl Chavet García (Spain)
England v Belgium
12 October 2019 England 4–2 Belgium Marbella Football Center, Marbella
15:00 Franky 6' (o.g.)
Duncan 45', 66'
Lawrence 54' Report Vertessen 23'
Essabri 62'
2020 UEFA European Under-19 Championship[edit]
Qualification[edit]
Main article: 2020 UEFA European Under-19 Championship qualification
Qualifying round[edit]
3 3 0 0 13 1 +12 9 Elite round
North Macedonia (H)
Source: UEFA
13 November 2019 (2019-11-13)
Harwood-Bellis 7'
Amaechi 75'
Gjorče Petrov Stadium, Skopje
Referee: Petri Viljanen (Finland)
Doyle 41'
Gordon 54'
Garner 72', 79'
Saka 86'
Petar Miloševski Training Centre, Skopje
Referee: Giorgi Kruashvili (Georgia)
Anjorin 24'
Laird 38'
Harwood-Bellis 69'
Đokanović 48'
Referee: Donatas Rumšas (Lithuania)
England v Scotland
8 October 2020 England – Scotland St George's Park, Burton upon Trent
11 October 2020 England – Scotland St George's Park, Burton upon Trent
Players[edit]
Latest squad[edit]
The following players were named in the squad for a training camp in November 2020.[2]
Names in bold denote players who have been capped by England in a higher age group.
Date of birth (age)
- 1GK
Coniah Boyce-Clarke
(2003-03-01) 1 March 2003 (age 17)[3] Reading
Louie Moulden
(2002-01-06) 6 January 2002 (age 19)[4] Gloucester City (on loan from Manchester City)
James Trafford
(2002-10-10) 10 October 2002 (age 18)[5] Manchester City
- 2DF
Jarrad Branthwaite
(2002-06-27) 27 June 2002 (age 18) Everton
Dennis Cirkin
(2002-04-06) 6 April 2002 (age 18)[6] Tottenham Hotspur
Charlie Cresswell
(2002-08-17) 17 August 2002 (age 18) Leeds United
Jeriel Dorsett
(2002-05-04) 4 May 2002 (age 18)[7] Reading
Kaine Kesler
(2003-05-25) 25 May 2003 (age 17) Aston Villa
Luke Matheson
(2002-10-03) 3 October 2002 (age 18) Wolverhampton Wanderers
Teden Mengi
(2002-04-30) 30 April 2002 (age 18) Manchester United
Dynel Simeu
(2002-03-13) 13 March 2002 (age 18)[8] Chelsea
- 3MF
Lewis Bate
(2002-10-29) 29 October 2002 (age 18)[9] Chelsea
Myles Peart-Harris
(2002-09-18) 18 September 2002 (age 18)[10] Chelsea
- 4FW
– Aston Villa
Liam Delap
(2003-02-08) 8 February 2003 (age 17) Manchester City
Harvey Elliott
(2003-04-04) 4 April 2003 (age 17) Blackburn Rovers (on loan from Liverpool)
(2002-01-26) 26 January 2002 (age 18)[11] Leeds United
James McAtee
(2002-10-18) 18 October 2002 (age 18)[12] Manchester City
Cole Palmer
(2002-05-06) 6 May 2002 (age 18) Manchester City
Jaden Philogene-Bidace
Dion Rankine
(2002-10-15) 15 October 2002 (age 18)[13] Chelsea
Morgan Rogers
(2002-07-26) 26 July 2002 (age 18) Manchester City
Layton Stewart
(2002-09-03) 3 September 2002 (age 18)[14] Liverpool
Recent call-ups[edit]
The following players have previously been called up to the England under-19 squad and remain eligible.
Latest call-up
Levi Colwill
(2003-02-26) 26 February 2003 (age 17)[15] - - Chelsea v. Scotland (cancelled), 8–11 October 2020[16]
Haydon Roberts
(2002-05-10) 10 May 2002 (age 18) - - Brighton & Hove Albion v. Scotland (cancelled), 8–11 October 2020[16]
(2002-05-31) 31 May 2002 (age 18) - - Middlesbrough v. Scotland (cancelled), 8–11 October 2020[16]
Miguel Azeez
(2002-09-20) 20 September 2002 (age 18)[17] - - Arsenal Training Camp, November 2020 INJ[2]
Teddy Jenks
(2002-03-12) 12 March 2002 (age 18) - - Brighton & Hove Albion Training Camp, November 2020 INJ[2]
Yunus Musah
(2002-11-29) 29 November 2002 (age 18) - - Valencia v. Scotland (cancelled), 8–11 October 2020[16]
Jensen Weir
(2002-01-31) 31 January 2002 (age 18) - - Brighton & Hove Albion Training Camp, November 2020 INJ[2]
Joe Gelhardt
(2002-05-04) 4 May 2002 (age 18) - - Leeds United v. Scotland (cancelled), 8–11 October 2020[16]
(2002-03-10) 10 March 2002 (age 18) - - PSV v. Scotland (cancelled), 8–11 October 2020[16]
Alex Mighten
(2002-04-11) 11 April 2002 (age 18) - - Nottingham Forest v. Scotland (cancelled), 8–11 October 2020[16]
INJ Player withdrew from the squad before any games had been played.
Honours[edit]
UEFA European Under-19 Football Championship winners: (10) 1948, 1963, 1964, 1971, 1972, 1973, 1975, 1980, 1993,[18][nb 1] 2017
^ All tournaments prior to 2002 were contested by the under-18 team.
^ "THE COACHING STAFF FOR OUR ENGLAND TEAMS DURING THE 2020-21 SEASON HAS BEEN CONFIRMED". 24 September 2020. Retrieved 24 September 2020.
^ a b c d "THREE ENGLAND MEN'S DEVELOPMENT SQUADS WILL MEET FOR TRAINING CAMPS IN NOVEMBER". The Football Association. 6 November 2020. Retrieved 6 November 2020.
^ "Coniah Boyce-Clarke". Reading F.C. Retrieved 2 October 2020.
^ "Louie Moulden". UEFA. Retrieved 2 October 2020.
^ "James Trafford". UEFA. Retrieved 2 October 2020.
^ "Dennis Cirkin". Tottenham Hotspur F.C. Retrieved 6 November 2020.
^ "Jeriel Dorsett". Reading F.C. Retrieved 6 November 2020.
^ "Dynel Simeu". Chelsea F.C. Retrieved 2 October 2020.
^ "Lewis Bate". Chelsea F.C. Retrieved 2 October 2020.
^ "Myles Peart-Harris". Chelsea F.C. Retrieved 6 November 2020.
^ "Sam Greenwood". Soccerway. Retrieved 2 October 2020.
^ "James McAtee". UEFA. Retrieved 2 October 2020.
^ "Dion Rankine". Chelsea F.C. Retrieved 6 November 2020.
^ "Layton Stewart". Liverpool F.C. Retrieved 6 November 2020.
^ "Levi Colwill". Chelsea F.C. Retrieved 2 October 2020.
^ a b c d e f g "Young Lions squad named for double-header with Scotland at ST. George's Park". The Football Association. 2 October 2020. Retrieved 2 October 2020.
^ "Miguel Azeez". Premier League. Retrieved 2 October 2020.
^ Smyth, Rob (29 June 2009). "The forgotten story of… England's class of '93". The Guardian. Retrieved 18 August 2013.
Uefa Under-19 website
England national football team
1923 stadium
St George's Park (Burton)
World Cup record
European Championship record
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Unofficial matches
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FA cups
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Appearances (500+)
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Current managers
Clubs in international competitions
Goals (200+)
Record home attendances
Stadiums by capacity
Reserve and youth football in England
England U-21
Professional Development League (Level 1 & 2 – U21 & U18)
Central League (Level 3 & 4 – reserves)
Football League Youth Alliance (Level 3 & 4 – U18)
Premier League International Cup
FA County Youth Cup
Central League Cup
County Cup competitions
Elite Player Performance Plan
National under-19 football teams of Europe (UEFA)
Czechoslovakia (U18)
East Germany (U18)
USSR (U18)
Yugoslavia (U18)
UEFA European U-18 and U-19 Championship
Under-18 era, 1948–2001
FIFA Youth Tournament
West Germany 1954
UEFA Youth Tournament
Yugoslavia 1966
Turkey 1967
East Germany 1969
Czechoslovakia 1971
UEFA U-18 Championships
Soviet Union 1984
Under-19 era, 2002–present
Norway 2002
Liechtenstein 2003
Northern Ireland 2005
Lithuania 2013
Slovakia 2022
2003 (First, Second)
2005 (First, Elite)
Retrieved from "https://en.wikipedia.org/w/index.php?title=England_national_under-19_football_team&oldid=999568111"
European national under-19 association football teams
England national youth football team
Use dmy dates from September 2020
Pages using infobox national football team with unknown parameters


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One of the best things about the internet is the world-wide reach. Custom web site designers can be found everywhere. At Bullsprig we have clients all over the country. The majority of our clients are in the San Francisco / Bay Area and Los Angeles. We're bidding a website now for a client in New York City! The power of the internet has allowed this great opportunity.
You need to use the web to reach your customers, and create value behind your web site. It takes work, but people are doing it every day. Our clients have been having tremoundous success with their web sites. Each website powered by the Bullsprig Platform.
The Bullsprig Platform is a high-powered, user-friendly web infrastructure, designed to help companies with their online web sites. We use this technology infrastructure on every website we design and develop. This technology allows us to deploy custom web sites in a short amount of time. We design custom web solutions that not only look good, but function seamlessly.
If you need help designing and developing a custom web site, let's talk.
Your business can compete with the big guys on the block. However, you shouldn't try to beat them at their game, using the same old set of marketing rules.
We often see small businesses trying to compete against larger rivals using the same advertising and marketing methods to attract customers. The outcome? Smaller businesses are often outgunned.
Most small businesses don't have the name and brand recognition, or the kind of money to spend on marketing to make it feasible.
We advise our clients to get more out of their advertising dollars by basing advertising decisions on measurable results. You don't have a limitless budget, like the big guys, so you need to make sure each dime is spent wisely and accounted for. When you're a small business owner, you should know what your return on investment is. You need to find out what works!
Two great examples of measurable marketing are online advertising and email marketing.
Need more traffic to your web site? Online advertising is a great method for driving traffic. There are many options for business owners to advertise online. One of our favorites is Google Adwords. No matter what your budget, you can display your ads on Google and their advertising network. Pay only if people click your ads!
We also utilize conversion tracking so you can see if your online ad is doing what you want. A conversion occurs when a click on your ad leads directly to user behavior you deem valuable, such as a purchase, signup, page view, or lead.
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Email marketing is a powerful and cost-effective marketing tool to reach your customers and bring them back to your web site or online business.
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If not, contact Bullsprig, a Reno SEO web design agency, today!


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Natural Gas Fuel Approved to be Sold as DGE Standard
August 3, 2016 • Staff • Bookmark +
The National Conference on Weights and Measures (NCWM) has voted to approve the diesel gallon equivalent (DGE) standard as a legally authorized method of sale for natural gas that is sold as fuel for vehicles.
The DGE standard allows for the ready comparison of natural gas with diesel fuel, which is the dominant fuel used in truck applications, according to NGVAmerica.
The standard reflects the gasoline gallon equivalent (GGE) standard previously adopted by NCWM that has been in place for CNG since 1994. The adoption of this standard is expected to fill a void for liquefied natural gas (LNG), which previously lacked a uniformly recognized standard.
The adoption of the DGE standard is the product of a more than a three-year process of industry working with NCWM to adopt an approach for selling LNG. The action also means the DGE unit will also be available for CNG retailers that want to use the unit for their retail sales to truck fleets.
"NGVAmerica thanks the NCWM leadership for its thoughtful consideration of this issue and for working with the natural gas vehicle industry to get this done," said Matthew Godlewski, president of NGVAmerica. "This successful vote was the culmination of years of hard work by NGVAmerica staff, our members, industry allies and public officials with the shared goal of transparency for the customer."
The DGE standard will help keep taxation methods consistent and create efficiencies associated with accounting and record keeping requirements, according to NGVAmerica.
Currently, 28 states are using DGE for taxing LNG, while ten states have enacted legislation or approved regulations recognizing DGE as a standard for dispensing natural gas.
Related: CNG Cylinder Maker Gains Canadian CRN Approval
Read more about NGVAmerica Taxation Natural Gas Vehicles CNG LNG


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Die 18. Internationale Friedensfahrt (Course de la paix) war ein Radrennen, das vom 8. bis zum 23. Mai 1965 ausgetragen wurde. Das 2318 Kilometer lange Amateur-Radrennen führte mit 15 Etappen von Ost-Berlin über Prag nach Warschau. Einzelsieger wurde der sowjetische Fahrer Gennadi Lebedjew, die Mannschaftswertung gewann ebenfalls die Sowjetunion, und das lila Trikot des aktivsten Fahrers holte sich mit Gainan Saidchushin auch ein Mitglied der sowjetischen Mannschaft.

Teilnehmer
In Ost-Berlin gingen 101 Fahrer aus 17 Mannschaften an den Start. Wie 1964 gab es wieder ein gemischtes Team, dem diesmal aber nur fünf Fahrer angehörten: zwei Engländer, zwei Luxemburger und der aus früheren Friedensfahrten bekannte Libanese Tarek Aboul Zahab. Es fehlte erneut die Radsportnation Italien, dafür waren die Niederländer wieder mit dabei. Erstmals beteiligten sich auch Fahrer aus der Mongolei. Das Fahrerfeld bestand aus folgenden Mannschaften:

 Algerien
 Belgien
 Bulgarien
 Dänemark
 DDR
 Finnland
 Frankreich
 Jugoslawien
 Kuba
 Mongolei
 Niederlande
 Polen
 Rumänien
 Sowjetunion (UdSSR)
 Tschechoslowakei (CSSR)
 Ungarn
 Internationale Mannschaft

Für den Radsport-Verband der DDR starteten folgende sechs Fahrer:

 Klaus Ampler
 Lothar Appler
 Eberhard Butzke
 Günter Hoffmann
 Dieter Mickein
 Axel Peschel

Rennverlauf

Sieben Etappensiege und das violette Trikot des aktivsten Fahrers für die Sowjetunion zeugen von der Wiedererstarkung des Teams um den Friedensfahrtveteranen Gainan Saidchushin. Während der ebenfalls schon friedensfahrterfahrene Alexej Petrow bis zur fünften Etappe das Gelbe Trikot des Spitzenreiters getragen hatte, übernahm anschließend dessen Mannschaftskamerad Gennadi Lebedew die Spitzenposition, die er bis zum Ziel in Warschau verteidigen konnte. Er war auf dem fünften Tagesabschnitt mit einer fünfköpfigen Spitzengruppe dem Feld davongefahren, die mit über zwei Minuten Vorsprung das Ziel in Prag erreichte. Ein zweiter Platz hinter Lokalmatador Pavel Doležel reichte Lebedjew, um sich an die Spitze der Einzelwertung zu setzen. Als einer von vier sowjetischen Etappensiegern gewann er die zehnte Etappe von Tatranská Lomnica nach Bielsko-Biała über das Tatragebirge. Die Blauen Trikots der besten Mannschaft eroberten sich die sowjetischen Fahrer auf dem dritten Tagesabschnitt, als sie der bisher führenden DDR-Mannschaft über drei Minuten abnahm.

Bei der DDR-Mannschaft war der zweimalige Amateurweltmeister Täve Schur nicht mehr dabei, dafür mit Eberhard Butzke und Axel Peschel zwei Neulinge. Für das Team um Kapitän Klaus Ampler gab es nur einen Etappensieg im Mannschaftszeitfahren am zweiten Renntag. Lothar Appler musste bereits nach dem dritten Einzelabschnitt, nachdem er zuvor schon vom achten auf den 73. Platz zurückgefallen war, krankheitsbedingt aufgeben. Dermaßen geschwächt kam das DDR-Team in der Gesamt-Mannschaftswertung nur auf den dritten Platz, fast 14 Minuten hinter der Sowjetunion und knapp zwei Minuten hinter den polnischen Fahrern. Bester DDR-Fahrer wurde Axel Peschel auf Platz sechs.

Nachdem die Amateure aus Westeuropa im Vorjahr enttäuscht hatten, konnten sie sich 1965 wieder besser in Szene setzen. Mit André Desvages aus Frankreich und dem Niederländer André van Middelkoop erreichten sie zwei Etappensiege. Bester Amateur wurde Roger Swerts aus Belgien auf Rang sieben. In der Mannschaftswertung war Frankreich auf Platz fünf beste westeuropäische Mannschaft.

Von den 101 gestarteten Fahrern erreichten 75 das Ziel in Warschau. Waren im Vorjahr noch drei Mannschaften vorzeitig ausgeschieden, kam diesmal nur die Internationale Mannschaft nicht in die Wertung.

Endergebnisse

Literatur
 Klaus Ullrich. Jedesmal im Mai. Sportverlag Berlin, 1987, ISBN 3-328-00177-8. S. 260–266
 DDR-Sportzeitung Deutsches Sportecho, Ausgaben April/Mai 1964
XVIII. Internationale Friedensfahrt 1965. Neues Deutschland, Berlin 1965, 34 Seiten
Das war die XVIII. Friedensfahrt. Neues Deutschland, Berlin 1965, 40 Seiten

Weblinks
 Starterliste bei friedensfahrt-info.de
 Statistik bei friedensfahrt-info.de

Radrennen 1965
1965

redpajama_set_name: RedPajamaWikipedia


This is the question in my mind during yoga practice this week. It bubbles up over and over like a fountain churning through the waters of my spirit. In these sessions I feel like I receive necessary sustenance. My stiff, sleepy body needed it and my spirit craved it. So, throughout the day I contemplate the idea of "nourishment" and came up with a few principles for my personal journey. I wish to share them with you.
At the core is the idea of expansion – a word that has ambiguous meaning for me as an American woman. The expectation for ideal womanhood in this culture is that we limit the expansion of our bodies so that we take up the appropriate amount of space and we limit the expansion of our personalities and maintain a passive countenance. Words like "bossy," "pushy," and "loud" stand in contrast with "sweet," "gentle," and "charming." The first set conveys negative sentiments while the second upholds an underlying feminine standard. I cannot tell you how many friends and acquaintances over the years jokingly confessed to not being "feminine" because they are bold.
This is the question: How are we to nourish ourselves if we must also take up as little space (whether concrete or abstract) as we can? How do we expand?
Eat good, sustaining food. A great rule to live by is eat more plants. You don't have to give up mea, but when in doubt, eat plants. Eat more of them than anything else.
Drink water. I begin my day with a 20-ounce glass – before coffee, breakfast, or anything else. We are dehydrated after the long night. Starting this practice is easy and it will become a habit quickly.
Move the body. It does not matter what you do, do something. For years I thought to be "fit" meant establishing a workout routine that had me rotating through days of running and lifting weights at the gym. I enjoyed it most of the time, but often I had days or weeks of boredom and would begrudgingly drag myself to the gym. Now, I get excited to practice yoga every day and my body has never felt better! When we align our body with our emotions and find the movement that really fits, our bodies respond.
Be kind to your body. It is yours and no one else's. Be kind to other people's bodies for the same reason. We can nourish our bodies with compassion and expand in these areas for greater physical health. Again, our physical bodies respond to the innermost parts of our spiritual bodies.
Expand your brain. Read books. Read smart long-form journalism. Watch documentaries. Challenge your mind and dive into that very clichéd phrase: be a life-long learner! It is a cliché for a reason. Never settle for being the same person year after year, but take the time to dive into what peeks your interest. Lately, I am consuming book after book about yoga and meditation, which eventually pulled me into fourteenth-century Persian religious poetry. I'm not kidding! Hafiz is my homeboy.
Before lunch, close your eyes and listen to your breath for thirty seconds to begin mindfully eating your food.
Before turning on the television in the evening, take five minutes on the couch to close your eyes and find your center. Your "center" is wherever your mind thinks it is located. For some it is around the heart, for others it is in the brain, and there are those who find their center in the stomach. Listen to your breath, then watch Jeopardy!.
Use Yoga Nidra before bed.
We must expand. We must grow. We must nourish ourselves.
The current trend is to do a planned "cleanse" or a diet reboot. I am all on board for this kind of experience. I believe we all should re-evaluate our relationship to food every once in a while. A bit of self-restraint can be beneficial to spirit and body. What makes me uncomfortable is the intense focus on food as the primary means of nourishment. It is the most obvious, after all. In this restriction there is confusion about what to put in our bodies. I see product placement and American consumerism and little direction about lifestyle change beyond using a company's commodity. I see nourishment sold as merchandise for the comfortable middle class and healthy lifestyles turning into luxury items. This is not to say that those who use these products should feel guilty about their nutrition habits. Rather, it is much, much simpler to nourish our bodies with. We are massively misdirected. We receive cues to limit expansion and hear messages that nourishment is something to buy alongside our SUVs, designer yoga pants, and household gadgets. I guarantee that if you try to balance nourishment as a body/mind/spirit practice, you will feel it. Granted, it is not a quick fix. Every day requires work and I am the first to say it is not always easy.
Nourishment means growth and expansion, so we cannot stop.


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Harlan Leonard (July 2, 1905 – November 10, 1983) was an American jazz bandleader and clarinetist from Kansas City, Missouri, United States.

Leonard was born in Kansas City in 1905. A professional musician from the age of 17, he joined Bennie Moten's orchestra in 1923, where he led the reed section until 1931. In 1931, he and Thamon Hayes formed the Kansas City Skyrockets, which included trumpeters Ed Lewis and James Ross, trombonist Vic Dickenson, and pianist Jesse Stone. After disputes with the Chicago local of the American Federation of Musicians the band broke up.

In 1939, Leonard formed Harlan Leonard and his Rockets, which featured a young Myra Taylor. This band quickly became a leading band in Kansas City and toured nationally. Charlie Parker played in this band for five weeks, but he was fired by Leonard for lack of discipline. The band featured arrangements by its piano player Tadd Dameron that bore suggestions of the transition between swing and bebop. The band broke up during the Second World War, and Leonard left professional music. He worked in banking and for the Internal Revenue Service and died in Los Angeles in 1983.

Discography
 Harlan Leonard and His Rockets released in 1965 by RCA Victor

References

External links

Music Web Encyclopaedia

1905 births
1983 deaths
Big band bandleaders
Swing clarinetists
20th-century American musicians


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FAQ: What Year Was Marine Corps Established?
1 Why was the Marine Corps created?
2 Who is older Marines or Navy?
3 When was the Marine Corps established and for what purpose?
4 Where did Marines start?
5 Can Marines be Navy SEALs?
6 Why do the Marines say Hoorah?
7 What is the toughest military branch?
8 Is a Marine higher than the Navy?
9 What is the motto of the Marines?
10 Who was the first United States Marine?
11 Who was the first Marine?
12 Have the US Marines ever lost a battle?
13 Who is the most famous Marine?
14 Are Marines tougher than soldiers?
Why was the Marine Corps created?
The United States Marine Corps was established on November 10, 1775, to augment naval forces in the Revolutionary War. On July 11, 1798, Congress ordered the creation of the Corps, named it the United States Marine Corps and directed that it be available for service under the Secretary of the Navy.
Who is older Marines or Navy?
The Navy is Older Than the Marines In October 1775, the Continental Congress – then fighting for independence against the British in the American Revolutionary War – voted and approved the establishment of a Continental Navy to intercept British ships transporting supplies and ammunition to American shores.
When was the Marine Corps established and for what purpose?
The Marine Corps was founded on November 10, 1775, when the Continental Congress ordered that two battalions of Marines be raised for service as landing forces with the fleet. Marines have participated in all wars of the United States, being in most instances first, or among the first, to fight.
You might be interested: FAQ: Can Marine Corps Officers Have A Second Job?
Where did Marines start?
Although the Marines are highly respected and considered one of the most elite fighting forces, the Navy SEALs training is far more rigorous and demanding than that of the Marines.
Can Marines be Navy SEALs?
Can a Marine be a Navy SEAL? An active-duty Marine cannot become a Navy SEAL. If a Marine wants to become a SEAL, they will most likely have to finish their contract and then go visit a Navy recruiter to re-enlist and receive a SEAL contract.
Why do the Marines say Hoorah?
"As far as I had been told, 'Oorah simply means 'let's kill,'" said Staff Sgt. Marines and historians have determined the true origins of "Oorah" lie with recon Marines stationed in Korea in 1953.
What is the toughest military branch?
To recap: The hardest military branch to get into in terms of education requirements is the Air Force. The military branch with the toughest basic training is the Marine Corps. The hardest military branch for non-males because of exclusivity and male dominance is the Marine Corps.
Is a Marine higher than the Navy?
U.S. Navy SEALs are an elite unit, more exclusive and harder to be admitted to than the U.S. Marines. Navy SEALs on the other hand are the U.S. Navy's main special operations force.
What is the motto of the Marines?
Latin for "Always Faithful," Semper Fidelis is the motto of every Marine—an eternal and collective commitment to the success of our battles, the progress of our Nation, and the steadfast loyalty to the fellow Marines we fight alongside.
You might be interested: Question: What Does The Marine Corps Acronym Smeac Stand For?
Who was the first United States Marine?
The United States Marine Corps traces its roots to the Continental Marines of the American Revolutionary War, formed by Captain Samuel Nicholas by a resolution of the Second Continental Congress on 10 November 1775, to raise two battalions of Marines. This date is celebrated as the birthday of the Marine Corps.
Who was the first Marine?
The first Marine landing on a hostile shore occurred when a force of Marines under Captain Samuel Nicholas captured New Providence Island in the Bahamas from the British in March 1776. Nicholas was the first commissioned officer in the Continental Marines and is celebrated as the first Marine commandant.
Have the US Marines ever lost a battle?
Marines have never surrendered. Biggest myth ever. Civilian contractors are marched off to captivity after the Japanese captured Wake, 23 December 1941. U.S. Marines are (and should be) proud of their battlefield heroics, from battling Barbary pirates to fighting in Iraq and Afghanistan.
Who is the most famous Marine?
Lewis "Chesty" Puller (1898-1971), was a 37-year veteran of the USMC, ascended to the rank of Lieutenant General, and is the most decorated Marine in the history of the Corps. He served in: WWII, Haiti, Nicaragua, and the Korean War.
Are Marines tougher than soldiers?
The Marine Corps members are called marines, not soldiers, and they typically have to go through much more intense basic training than those in the Army do, creating a reputation for being some of the toughest and most highly trained fighters.


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Ramu Nagappan | Director of the Department of Humanities and Education at Extension, UC Berkeley
Since 2005, Ramu Nagappan has served as the Director of the Department of Humanities and Education at UC Berkeley Extension. This followed five years at the UC San Francisco School of Medicine where Nagappan was the Director of Medical Humanities and a Curriculum Analyst.
At UC Berkeley Extension, Nagappan oversees a number of domestic and international programs, including the Fall Program for Freshmen and the College Foundations Program. He also serves as the Special Advisor to the Dean for Online Learning.
Nagappan earned his B.A from Princeton University and hi Ph.D. in English from UC Berkeley.
He is the author of the book, Speaking Havoc, which explores South Asian literature in the context of communal strife.
Personal Details and Community Involvment
Nagappan enjoys cooking with friends and spending time outdoors with his three young children.
You can find Ramu Nagappan on LinkedIn and on Twitter @rnagappan.
Institutional Partnerships and the Global Marketplace: Keeping IELPs In-House


You won't find this in art books!
Copyright Alan Watson b.1957 St Andrews. All Rights Reserved. Private collection.
Countless generations of my ancestors have been involved in the fishing industry of the East Neuk of Fife. This continuous tradition remained until the nineteen forties. After record catches in 1936 the winter herring went into rapid decline. As a result of this the post-war generation to which my parents belonged were discouraged from going to the fishing as their forefathers had done.
By the mid nineteen sixties the big herring fleets operating out of East Neuk harbours had disappeared. It was at this time that my brothers, sister and I started to spend summer holidays with our grandparents. Although unaware of it at the time we were given a glimpse of a way of life which is now virtually obsolete.
As anyone who heard them will testify, both my grandfathers were gifted storytellers. The majority of the stories they told concerned their early experiences aboard sailing bauldies in the years leading up to the First World War. The longer tales ostensibly recalled the exploits of well known fishing characters. The narrative was a rich mix of local dialect and humour, counterbalanced with details explaining the fishing methods used by the East Neuk herring fleet at the time. These stories have now become the starting point for the series of paintings shown in this exhibition.
With hindsight what is so striking to me about these stories is that they represent the last link in a long oral tradition. This enabled fishing methods to be handed down from father to son and adapted over the centuries.
The successful fisherman relied upon all his senses to enable him to identify shoals of fish. The whereabouts of fish could be recognised through the behaviour of sea birds or the state and colour of the sea. Each skipper had a favourite spot in the Firth where fishing was consistently good for him. In order to reach that spot he would line up his boat with two prominent landmarks, for example, a church spire and a hill. These bearings were known as 'meids'. A more accurate or 'sharp meid' could be achieved by lining up with two sets of landmarks. The fisherman's ability to identify areas of sea, as we identify our position on land, extended to a topographical knowledge of the seabed. Whether fogbound or in poor visibility a greased weight was attached to a line and dropped to the seabed. When retrieved an approximate position could be ascertained by identifying the type of sand, shale or seaweed which had clung to the grease.
One wonders if the comparatively recent introduction of electronic aids has robbed present day fishermen of the sense of intimacy and well-being with the environment which was enjoyed by their forefathers.
Peter Smith, 'The Lammas Drave and the Winter Herrin', Edinburgh, 1985. ISBN-10: 0859761258; ISBN-13: 978-0859761253.
Mary Murray, 'ln My Ain Words', 1982.
Peter Anson, 'Fishing Boats and Fisher Folk on the East Coast of Scotland', London, 1930.
Angus Martin, 'The Ring Net Fishermen', Edinburgh, 1984.
George Gourlay, 'Fisher Life or the Memorials of Cellardyke and the Fife Coast', 1879.
369 Gallery, Edinburgh, and touring all over Scotland.


There are paper specifications and manufacturing requirements that you should be aware of when designing your laser forms. Following the specifications and requirements will help insure that your forms will run properly through the laser printer.
Standard weights are 20 lb.& 24 lb.
Paper should be laser guaranteed or laser compatible.
Forms printed on less than 20 lb. paper may have problems running through a laser printer.
Before using paper that is heavier than 28 lb., check the laser printer's manual for its capabilities in running heavier stock.
Laser forms must be manufactured as long grain.
Multi-part laser forms are made up of two or more single laser forms that are not attached.
Multi-part laser forms are not fastened in any way to make a set.
Each part can run through separately or the parts can be precollated and run through as a loose set.
Be sure the paper for all parts is a heavy enough weight to run smoothly through the laser printer.
White is the standard color for a laser form and is readily available in the standard weights for lasers.
Colors are available on a limited basis. Consult your supplier to see what colors are available for laser use.
Standard white laser bond is 85 brightness or above.
For high quality use 95 brightness or above.
The direction in which the grain runs in the paper must be the longest dimension. The grain being long will help the paper run smoothly through the laser printer.


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Pranitha Subhash at fbb Sankranthi Special Collection Launch at fbb - Big Bazaar - HD Gallery
Current: Pranitha Subhash at fbb Sankranthi Special Collection Launch at fbb - Big Bazaar
Mahesh Babu's 'Brahmotsavam' audio launch on May 7
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Pranitha excited about Brahmotsavam
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Pranitha Subhash to do Hungama 2
Pranitha Subhash is not having many films in hand these days. Not long ago she was a popular face and was a part of many hit films in Tollywood. But she never rose to the top league. She did films...Continue reading
Brahmotsavam an enjoyable family film
Mahesh Babu starrer Brahmotsavam is out in the theatres. Good talks are being heard about the film. It's a family film with a simple storyline. Actually there is not much of a story in the film. Ma...Continue reading
Brahmotsavam get U certificate with no cuts
The much awaited film Mahesh Babu starrer Brahmotsavam got certified by the Censor Board. The film has been given a U certificate with no cuts. The trailer of the film has heightened the expectatio...Continue reading


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Opole Lubelskie (powiat opolski) is een Pools district (powiat) in de woiwodschap Lublin. Het district heeft een oppervlakte van 811,20 km2 en telt 61.542 inwoners (2014).

District in Lublin