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Wayne O'Neill Strange
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Obituary of Wayne O'Neill Strange
OCTOBER 29, 1933 - MARCH 16, 2021 Smyrna, TN - Wayne O'Neill Strange's final days were filled with engaging conversation of days gone by and current affairs with family, friends, and of course strangers of whom he knew none. Besides being a great conversationalist able to accurately recall experiences from years ago and the facts he researched, he was known to leap tall buildings in a single bound. Seriously, he was an avid reader, rarely if ever found without a book in his hand. This past year was especially challenging for Wayne not being able to visit the library or the YMCA for the Silver Sneakers Program. And while his family and friends are heartbroken, Wayne leaves behind a legacy of what is right with this world. From his humble beginnings on that fall day in Whitney, South Carolina, the sixth of seven children born to Oscar Mitchell and Grace Ellen (Rinehart) Strange, he learned the value of hard work and the simple pleasures of fishing and eating watermelon on the bank of the creek that ran by their farm. Young adulthood found Wayne joining the US Army and serving overseas in non-wartime Germany, before moving to Chicago, Illinois to explore a new world of possibilities. Wayne began his family and career soon thereafter; creating a safe environment, instilling core values, and providing opportunities for his children to explore and develop their potential. Hard work and perseverance served him well as he built his career from the ground up with the Sante Fe Railroad, NIPSCO (Northern Indiana Power Company), and MPC (Montana Power Company), all while giving his family a grand tour of the country by way of Indiana, Wyoming, Texas, and the Big Sky Country of Montana, an outdoorsman's paradise. Retirement found Wayne settling down with his family in Tennessee, exploring lakes reminiscent of his childhood days, making excursions along the corridors of I-65 & I-75 to visit family, and yes, spending time at the YMCA and the local library. His was a life well-lived. Wayne, age 87, passed away March 16, 2021, just days before his wife of 44 years, Linda Joyce (Hancock) Strange. Their family includes children: Mary Ellen Strange (deceased), Katherine Marie Strange, and Jennifer Ann (Strange), and Jason Francis, including grandchildren Jake Mills and Isabelle Francis. Wayne's children and their families from a previous marriage are Sheri (Strange) Garza-Pope, and Sara (Strange), and Kenneth Livengood. Sheri's family includes grandsons, Mike Lugo (and great-grandsons, Nathan and Elijah Lugo), and Chris Lugo (and Tommy Allen). Sara's family includes grandsons John Livengood, James Livengood, and Jordan Livengood (and great-granddaughter, Violet Livengood). Wayne is also survived by a host of nieces, nephews, friends, and family members. A traditional memorial service is not planned, however, Wayne's family will be scattering his ashes at his favorite fishing hole. In lieu of flowers, his family asks that you consider a donation to your local library or to Dolly Parton's Imagination Library to help instill the love of reading in others for generations to come. "Life is brief, even at its longest." - Jim Rohn
To send flowers to the family or plant a tree in memory of Wayne Strange, please visit Tribute Store
A Memorial Tree was planted for Wayne
Services for Wayne Strange
There are no events scheduled. You can still show your support by sending flowers directly to the family, or planting a memorial tree in memory of Wayne Strange.


The Foam Spider is very easy to build, it's durable, and it's deadly on surface feeding blugills. As you might imagine you can make this little guy any size and color you want.
The main component of the sponge bug is its pre-formed sponge body. Sponge bug bodies can be purchased in several sizes and shapes. The Spong Bug is simple to build and it is very effective on surface feeding bluegills and bass.
There are dozens of ways to build a fly to represent a grasshoppr, and the Crystal Hopper, even though it may be a stretch in realistic terms, is one of them. It may not look like the more traditional hopper patterns but, it can be deadly on bass, panfish, and trout.
This little terrestrial was created by a guide on Utah's Green River to fish during their famous Cicada hatch which occurs in June of most years. I brought the fly home with me and have fished it with great success for summer bluegills and bass.


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US researchers analysed 19 countries and found Belgium, Spain and the UK had the worst death rates per capita. But looking at every country in the world, the order is San Marino, Peru and Belgium. A White Sox fan had a balcony overlooking the stadium where the Astros were playing. He couldnt pass up the opportunity to shame them for their cheating scandal. The Lightning defeated the Dallas Stars, four games to two, to win their second championship, in a season upended by the coronavirus pandemic. Showing your ballot to anyone, including your Instagram followers, is against the law in New York and several other states. So maybe not! In a letter, the European Chess Union has said that the Turkish Chess Federation can bid on hosting the European Womens Championship, but it will not automatically restore its right to host the event after the Turkish Federation dropped it a month ago.
Researchers from the Massachusetts Institute of Technology devised a system that could be fitted to industrial machines to cut their emissions and capture carbon.
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The four years when I was in full time education from 1976 to 1980 have not been counted and it is too late to buy these back. The year prior to that when I was in the sixth form has actually been counted. ON November 17, 2010, we said Seymour Pierce Ltd had talks with rival firms regarding possible merger discussions following concerns over its capital position. DR MICHAEL MOSLEY Researchers showed the people who produced the most droplets tended to be older, with a higher BMI (body mass index). In other words, someone like Donald Trump.
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This week Bel answers a question from a woman who is jealous of her friend's life inNew Zealand, where the coronavirus is more contained.
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Meredith Dowty, 59, of Wichita, Kansas, was arrested on Friday for allegedly threatening to kidnap and kill Wichita Mayor Brandon Whipple over the city's current mask mandate
Through interpretive photos, Mara Sanchez Renero explored her conversations and encounters with Afro-Mexicans in various communities in the Costa Chica region of Guerrero and Oaxaca. Drivers face a total ban on touching their mobile phones for any reason at the wheel from early next year. Under existing law they can be prosecuted only if they use hand-held devices to call or text. Jorge Ramos of Univisin and former Congressman Carlos Curbelo will chat with Times reporter Patricia Mazzei about what drives this diverse constituency. The Michigan city, like the state, is a battleground of cultural and racial tensions. I should know I grew up there. Manchester United midfielder Fred insists the international break came at a good time for the Red Devils as the they look to bounce back after their horror show against Tottenham. Tracy Hassell from Uxbridge, London, underwent what she understood to be a straightforward surgery to solve constant back pain - she was left paralysed on her right side. Glyndebourne is leading the return of opera after lockdown, with outdoor, staged performances of Offenbach's obscure one-acter Mesdames De La Halle.
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As the leading civil rights and civil liberties organization in the Land of Lincoln, the ACLU of Illinois works constantly to keep the public informed about the state of their civil liberties. The work we do in the legislature, in the courts, and in our communities is important, but there is no better defender of civil rights than an informed and engaged public citizenry. Knowledge is power.
In response to a recent Chicago Tribune editorial "Gov.
Our client Sarah Spriesch – a paramedic with the Chicago Fire Department (CFD) - was featured in a new report from the Center for WorkLife Law detailing discrimination against breastfeeding workers across the country.
Across the country, survivors of domestic violence can face eviction as a result of laws in their local communities that punish them for crimes committed against them and/or for needing police assistance.


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Les Paul died today aged 94. Where to start with such a multi-talented individual?
I first came across him when he and his wife Mary Ford were riding the charts with "Mocking Bird Hill", "Vaya Con Dios", "The World Is Waiting For The Sunshine", "How High The Moon", "Walkin' Whistlin' Blues" and dozens of others all using the then pioneering multi-tracking technique.
As I got into jazz I encountered the incredible guitar/piano choruses recorded with Nat Cole at a Jazz At The Philharmonic concert in the 1940s.
Until recently he played a regular Monday night gig in New York
When I started work in a local music shop I soon discovered that the Gibson Les Paul was THE guitar. I doubt if there's a serious guitarist anywhere, whether jazz or rock, who hasn't at one time owned a Les Paul or at least a Les Paul copy.
An amazing man, worshipped by musicians and technicians alike.
There are already a whole wadge of tributes appearing so I'll leave you to Google your own until the definitive one appears.
In the meantime, Wikipedia does the business.
Rest in Peace Les you were a one off (except on those multi-tracked recordings...)
Roly said...
He was an amazing guy, a born innovator. Good Gibson Les Paul's from the peak period 1958/59 are now worth megadosh. I'm just thinking of local jazz guitarists who used a Les Paul at some stage - Eric Gamblin and John Hedley spring to mind. I don't think the Les Paul model was as much used for jazz styles as it might have been. Jim Hall used one whilst with Chico Freeman but soon moved to a Gibson 175 which I think he got from Howard Roberts.
Sunday, August 16, 2009 9:17:00 pm


In the 2008 financial crisis there were several acronyms that popped into the common vernacular simply because they were at the root of the problem. Most of these arcane instruments were difficult to understand, confusing nearly anyone who was not at the heart of dealing with them on a day to day basis.
CDOs, CDSs, Mezzanines and Tranches were the buzz words of the crisis. The instruments themselves, however, were not in fact the weapons of mass destruction that they were labeled. Instead, it was the validity of the information that the financial instruments were based upon that was the root of the problem.
Basically, these financial products were debt instruments and vehicles to purchase the debts of other individuals. These debt instruments were backed by home mortgages of people across the United States. Some of these financial products were either the debt obligation itself, or an instrument to hedge the risk of that debt security.
Some of these financial products worked as a side-bet, if you will. Imagine that you and a friend are betting on the outcome of a turtle race. An example of a side bet would be two people betting not on the outcome of the turtle race, but on the outcome of your bet, whether or not you or your friend will have to pay out. That is a lot of what was going on with these instruments.
To understand this, the simplest way to explain is with an analogy. Imagine you buy a piece of a whole apple pie at your favorite coffee shop.
In purchasing the slice of apple pie you are working under the following assumptions: All of the apples were fresh, cleaned properly and free of pesticides. You've had a slice of apple pie before from this coffee shop and there were no issues with it, so you decide its worth the risk.
What is the risk, however? If one apple in the batch of apples used to make the whole apple pie was rotten, you rationalize that the rotten taste would not be visible given that all the other apples are fresh.
These financial instruments work very similarly to a slice of apple pie. You are only buying one slice and so the risk is fairly small that your slice would be fully filled with that rotten apple. At the same time, the coffee shop where you purchased the apple pie has been an establishment for decades so you conclude that the products served must be good on a consistent basis.
However, these are assumptions. What if the coffee shop owner reduced his quality controls and started paying for cheaper apples, many of which were rotten, yet continued to label his apple pies as the same quality and product as has been served for decades when in fact the stated standards were above reality?
In fact, with these financial instruments, it is very likely that the people who were inspecting the products before they were sold were not as truthful as they could have been and disregarded their own internal standards for quality control given the mutually beneficial financial relationship that relied on the ratings industry to positively rate their clients' financial products.
If a major bank wanted to sell a mortgage backed product to a retirement firm they would have to have the product rated by a rating agency. It might be that a state pension program is only allowed to invest in high-quality investment grade products. So, in order for the investment bank to sell the product to the retirement firm, they would get the investments rated to the standard necessary to make the sale.
What the investment bank was lumping together a multitude of different kinds of mortgages (apples) into one package. It is sort of like placing ten different types of apples into one big pie. But, the "different" kinds of apples had nothing to do with the idea that one apple was a Granny Smith while another was a Fuji. Instead, these apples may very well all have been Granny Smiths, but, they were in various stages of decay. Some of these apples were fresh, while others were brown and starting to ferment inside their own skins. If all went well, no one could pick out the various flavors any one apple may have produced, but, instead the entire apple pie would have tasted very good.
That is exactly what was being sold to the customers. But, in order for the grading system to work, the people doing the reporting would have to rubber stamp whatever was necessary onto the instrument.
The best part was that if you were going to buy any of these products you did not have to buy the whole product. You could just buy a slice, just like a pie. The word "tranche" is actually French for slice, or piece. The products were mixed and matched adding a few of the lower rated bonds (rotten apples) to a much larger portion of higher rated bonds (fresh apples). The theory was that while there may be one potential bad apple, in general all of the bonds would perform and likely support the weight of the under-performing debt instrument.
There were various levels of the investment product that you could purchase into, depending on how much you wanted to pay and your tolerance of risk. If you wanted the highest rated levels you could purchase those levels. But, if you bought the top of the tranches you often got the lowest interest rates simply because these products were higher quality, hence lower risk and lower return. The lower down the tranches you went the more lower-quality debt instruments were mixed in with a smaller amount of high-quality debt instruments.
In general, the ratings industry was rubber stamping whatever was necessary for these products to be sold. There are only three major ratings companies. If a major investment bank wanted something rated a certain risk level, they would call up one of these rating companies and get them to rate the product as such. If that company disagreed, then the investment company took their business to another company. The ratings industry was almost compelled to play along in order to get the business necessary.
This began a very slippery slope for the financial industry. The fact that many of these financial instruments were rated so positively, in part, led to the whole world being blindsided by the onset of the financial crisis.
As such, it is critical that you always review all your investments yourself and understand how the business or investment works before allocating your funds.
Always read disclaimers and always consult an independent third party when making financial decisions. Blindly throwing money into "guaranteed risk-free investments" is often fraught with losses.
PreviousStudent Loans Crisis: Is College Worth It?


Last week, details about the WESG Grand Finals were finally revealed. The international competition featuring top esports titles and players from many countries around the globe is heading to Chongqing, China from March 7-17.
This year's World Electronic Sports Games will feature not only top competitive gaming titles — CS:GO, Dota 2, Hearthstone, StarCraft II, PES 2019, and Vainglor — but also a total prize pool of $2.5 million. The event will be held at the Chongqing Olympic Sports Center, a sports venue that includes a multi-purpose stadium with seating for over 58,000 fans.
Led by Alisports, the sports arm of Chinese e-commerce giant Alibaba Group, the multi-game event will see players from 64 countries and regions come together. WESG was first held in 2016 and, compared to other more traditional one-title tournaments, resembles more of an Olympic style.
The Chongqing General Administration of Sport and Innovation & Technology Committee will join forces with Alisports to co-organize the event.
The announcement for WESG follows the recently completed Dota 2 Chongqing Major. Thus, the momentum is there to cement Chongqing as an esports hub in one of the world's biggest gaming markets.
The event will be sponsored by Alipay, Alibaba's financial services company. HyperX and Asus' computer brand ROG will also join as sponsorship partners. Then, Huya will serve as the streaming partner for the tournament.
Because esports fans are generally young, brands are increasingly identifying such events as a gateway to reaching this demographic.


Showcase your organization and support environmental education in Colorado!
Space is limited so submit your application soon as spaces will be assigned on a first come first serve basis.
2019 marks the 19th annual Advancing Environmental Education Conference held Friday, March 15-Saturday, March 16, 2019 at the Auraria Campus Denver. Participants will enjoy two days of inspiring speakers, breakout sessions, discussions, and networking opportunities related to 2019's theme: Looking Back, Moving Forward.
Join CAEE and fellow educators by showcasing your organization, programs, or products with an exhibit table.
Conference activities and sessions will be in the same building both Friday and Saturday. Over the course of both days, attendees seeking continuing education credit will have an activity to visit with exhibitors. Your booth does not need to be staffed at all times.
The exhibitor schedule below is tentative and this information is subject to change. If any change occurs in the timing, we will notify you.
Full conference schedule coming soon, tentative schedule below (attendees may visit exhibitors during other times not listed below).
Each exhibitor will have one 6 foot table and 1chair. If you need extra chairs, please let CAEE know. Free wireless is availabe, however, it is a public network. Electricity will be available in some areas of the exhibit hall. When you fill out your registration form, please indicate if you need electricity access and we will do our best to place you near an outlet or extension cord. Lunch will be available as an add-on feature for exhibitors if they are not also attending the conference. If the people staffing the exhibitor table are attending the conference session, please have them register for the conference seperately.
If you are a CAEE member, discounts wil be available. Click here to read more about CAEE membership. Please sign up and pay for your membership prior to registering.
Please try to use the email you most likely have in CAEE's database in order to not create a duplicate profile.
your contact information (If you are registering on behalf of someone else, please indicate who will actually be exhibiting at the conference).
Online payment via credit card. If you need to submit payment by check- click "Pay later." If by check, please make sure CAEE receives it by March 1.
After registering, please send your logo as soon as possible to info@caee.org for inclusion in the conference booklet.
If you plan on both exhibiting and attending the conference, please register for each seperately. Registration will open mid December.
We are looking for in-kind donations of prize giveaways, alcoholic beverages, and printing of materials, as well as monetary donations (certain giving levels include a exhibt table). If you are interested in providing in-kind donations, please email info@caee.org If you are interested in providing a monetary sponorship, the earlier you reach out to us, the more time we have to highlight your contribution. Click here for more information.


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Skills and Post-16 Education Bill [HL]: Briefing for Lords Stages
Published Thursday, 27 May, 2021
The Skills and Post-16 Education Bill [HL] makes provision to implement policies set out in the Government's 'Skills for Jobs' white paper, published in January 2021. Key aims include improving employers' involvement in planning for local training provision and enabling flexible access to further education and training for adults irrespective of age. The House of Lords is due to debate the bill at second reading on 15 June 2021.
Documents to download
Skills and Post-16 Education Bill [HL]: Briefing for Lords Stages (291 KB , PDF)
Download full report Download 'Skills and Post-16 Education Bill [HL]: Briefing for Lords Stages' report (291 KB , PDF)
The bill lays the legislative foundations for the reforms outlined in the Government's 'Skills for Jobs: Lifelong Learning for Opportunity and Growth' white paper, published in January 2021. These aim to:
Give employers a greater say in the development of skills.
Provide higher level technical skills.
Provide a flexible, lifetime skills guarantee.
Simplify and reform funding and accountability for providers.
Support outstanding teaching.
The Department for Education has said the bill's provisions aim to deliver the following main benefits as part of the agenda set out in the white paper:
Offer adults across the country the opportunity to retrain throughout their lives through the lifetime skills guarantee, helping them to gain in-demand skills and open up further job opportunities.
Realign the system around the needs of employers so that people are trained for the skills gaps that exist now, and in the future, in sectors the economy needs: including construction, digital, clean energy and manufacturing.
Improve the quality of training available by making sure that providers are better run, qualifications are better regulated, and that providers' performance can be effectively assessed.
Detail on a lifetime loan entitlement (LLE), for which the bill would provide legislative underpinning, is yet to be confirmed. The Government has said it will launch a consultation on the detail and scope of the LLE by summer 2021. Amendments would then be introduced before the bill's committee stage in the House of Lords. This would be with a view to facilitating secondary legislation in 2024 that would introduce the LLE in 2025.
The Government has published explanatory notes, an impact assessment and policy summary notes to accompany the bill. It has also published memoranda on the bill for both the Joint Committee on Human Rights and House of Lords Delegated Powers and Regulatory Reform Committee.
Bill page on the UK Parliament website
Education (Non-religious Philosophical Convictions) Bill [HL]: HL Bill 29 of 2022–23
The Education (Non-religious Philosophical Convictions) Bill [HL] is a private member's bill sponsored by Baroness Burt of Solihull (Liberal Democrat). It would introduce an explicit requirement for schools in England to include non-religious worldviews such as humanism in religious education (RE). The House of Lords is scheduled to debate the bill at second reading on 3 February 2023.
Water Safety (Curriculum) Bill [HL]: HL Bill 28 of 2022–23
On 3 February 2023, the second reading of the Water Safety (Curriculum) Bill [HL] is scheduled to take place in the House of Lords. The bill is a private member's bill introduced by Lord Storey (Liberal Democrat). The bill seeks to make it compulsory to include water safety education in the curriculum for all schools (primary and secondary) in England and Wales.
Culture, Media & Sport
Oak National Academy: Impact on the publishing and educational technology sectors
The government created the Oak National Academy during the Covid-19 pandemic to support remote learning. It has since been converted into an arms-length body that is focused on supporting teachers. Concerns have been raised that the creation of a body that provides free resources for teachers could negatively affect commercial suppliers. However, the government had argued that this impact would be lower than predicted by the market.


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Barnardo's to run new £3m scheme to support abuse victims in Rotherham
More than £3m is to be invested in a new service which will support survivors of child abuse in Rotherham – while aiming to prevent hundreds of other children becoming victims.
Children's charity Barnardo's is to spearhead the new service, which is being paid for with £3.1m of partnership funding.
http://www.thestar.co.uk/news/local/barnardo-s-to-run-new-3m-scheme-to-support-abuse-victims-in-rotherham-1-7388008
Rotherham child sex abuse: Barnardo's team gets £3m
A children's charity has received £3m to fund a team of specialists to tackle child sex abuse in Rotherham.
Barnardo's said it would hire 15 workers to help victims and those at risk of child sex exploitation (CSE).
It comes after the Jay report found 1,400 children in Rotherham were abused by gangs of men, mainly of Pakistani origin, between 1997 and 2013.
The three-year programme, funded by the government, Rotherham Council and the KPMG Foundation, will start in autumn.
http://www.bbc.co.uk/news/uk-england-south-yorkshire-33736310
This entry was posted in Child Protection, Child Sexual Abuse and tagged Barnardo's, child sexual exploitation, Grooming, hidden child sex scandal, RMBC, Rotherham Metropolitan Borough Council by Rik. Bookmark the permalink.
8 thoughts on "Barnardo's to run new £3m scheme to support abuse victims in Rotherham"
Wuff Justice on August 3, 2015 at 1:56 pm said:
We should thank Sarah Champion MP for lobbying number 10 to get a lot of this cash, and for her work with Barnardo's.
Anonymous on August 3, 2015 at 4:19 pm said:
The same MP in 2013, wrote a report with Bernardos, but both fail to mention that Pakistani's were the main culprits in this heinous crimes. When the Chief Exec of this organisation , was challenage on SKY TV, refuse to condemn those same culprits. Remember all the photo ops our Sarah had with, people who have now been charged with these crimes. Only after the election, did she cliam there was a problem with the Pakistani. Wow three million, how far will that really stretch. Let's get real here!!!
The society who gave RMBC the thumbs up and praise before the Jay n Casey reports?
Gary smith on August 3, 2015 at 5:05 pm said:
Most of the money as come from the Kpmg foundation Rotherham council auditors so they couldn't give it direct to RMBC so had to give to Barbados who have not got a great record in cse and no exit strategy for the victims.If they were that good and working throughout the UK why have we still got a massive problem but I suppose they are the professionals and know what they are doing they are not really a charity but a multi national organisation is this jobs for the boys.
Precisely, remember were entrusting this work to the same people, who previously carried out an assessment of Rotherham council, in regards to CSE , and apparently not only found nothing wrong with the service, but praise it. It staggers belief, that this same organisation could be trusted again.
The obvious person to set up this outreach project and run it, would be Jane Senior, who ran Risky Business. Who would have more knowledge and experience of this tragedy than her. Who would the girls really trust more, someone that stood up for them and exposed this scandal or a bunch of Idoits who screw up before. But if she truly wants to maintain her credibility with the victims, she needs to despence with publicity hunting Sarah Champion.
I wonder how much will be going to Unity centre run by Jahngir Akhtar son Azeezam Akhtar and Cllr Shaukat Ali Diversity Forum and Mahroof Hussains nephew Mubeen Hussain Muslim Youth.
S Thornton on August 4, 2015 at 10:44 pm said:
How long do you think it will take for The Leader and Co, to start taking credit for all the money "they" are spending on CSE in Rotherham. I predict they will "forget" where it came from, and sure as damm, use it in the run up to the next elections next May.
IF they have spent extra money on tackling CSE wouldn't you expect them to say so and take the credit?


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Teach Learn Live Podcast
Teach in Tasmania
Teach In Regional Tasmania
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Teach, Learn, Live Podcast: Kerry McMinn
Tim Bullard
Welcome to the Teach Learn Live podcast. I'm your host, Tim Bullard, Secretary of the Department of Education. Through this podcast, we're going to shed some light about how we are connecting students and young people right across the state to succeed every day in our classrooms. We've got teachers working hard to inspire our learners, and I see great school leaders making a real difference in many people's lives.
Kids Voices
Teach. Learn. Live. Tasmania! [giggles]
Welcome to the first episode of the Teach Learn Live podcast. Today, my guest is Kerry McMinn, the Principal of Albuera Street Primary School.
Kerry has had a varied and interesting career across schools and non-school positions and has taken up a number of opportunities in the Department of Education. She started her career as a teacher at Smithton Primary School in Tasmania's North West, and she's been in and out of school roles including at Dalton Street Special School as the Manager of State Support Service and the Manager of Disability Standards. Since 2009 Kerry has held the role of Principal at Albuera Street Primary School. In 2014, she was a state finalist for Principal of the Year in the Department of Education's Awards for Excellence and in 2018 Kerry was the recipient of a Hardie fellowship.
Welcome, Kerry.
Kerry McMinn
Thank you for having me, Tim.
Kerry do you just want to tell us a little bit about Albuera Street Primary School.
Albuera Street is an inner-city school in the centre of Hobart. We have just under 300 students, a staff of 35 including 20 teachers and 15 or so, non-teaching and support staff. I feel very grateful to be part of such an amazing school community. One of the really nice things about our school that I celebrate and often talk to people about is that it's a very multicultural community, particularly in the Hobart and Tasmania context. Over 35 per cent of our students come from families where English is not the first language. So we feel very fortunate to have a community that's rich and vibrant and brings a lot of special things to a school community. It's a really inclusive school community. I think if the whole world could be like our school, it will be a much better place.
So we're still in the midst of the challenges around COVID-19, and for a number of weeks now we've had our students learning at home and in a couple of weeks on the 25th of May, our students are going to come back onsite to learn back at school. How have your staff responded to the challenges that have been presented by supporting students at home, and now coming back to the school site?
I think Tim when the announcement came last Friday, that school was going back and there was a date. I think that there was a universal sense of gratitude that we, we had a plan to move forward, I think. Teachers have embraced learning at home, amazingly. The goodwill out there from teachers and students and our parents, and the school community has just been awe-inspiring, and I think there's a great, some great learning coming from that. The current environment that we all see ourselves in is one that's shared, and everybody's in it together. I think when we look at it from a whole department point of view, and a school perspective, and then an individual within our department perspective, you can see some really clear commonalities. I think there's a really strong sense of community in the department at the moment and there's a very strong sense of communication and sharing information and supporting each other, which, which comes from the top. I think principals and people in the broader education community are really clear about and grateful for. I think within schools, there's another community whereby we're creating environments where teachers and children and parents can flourish and thrive despite the difficulties we find ourselves in. Teachers have amazing goodwill, and I think we've seen that come to the fore in the current situation.
One of the themes that we're looking at through these podcasts is the idea of partnerships and the fact that in a state that is small like ours, we can build those partnerships. What do you see as being the strength in building partnerships?
Within a school context, I would have said at Albuera Street, we've had really great collaborative teams and collaborative partnerships in the past through our professional learning teams and networks within a school. I think the current situation has created an opportunity where those teams and partnerships have been strengthened and extended in a way that will have ongoing positive consequences into the future. While we wouldn't have looked for this opportunity, the collaboration, the work between teams and individual teachers, the work between schools is something that I think is a real silver lining to come out of this. I know that as we move into the future, our staff want to work in different ways that they wouldn't have explored or been willing to try before this circumstance. One of the things that we've done in the school context to manage those students who are still coming to school because their parents are essential workers or unable to support their learning at home.
So, we've collapsed some classes into, for example, a kinder/prep, prep/one cohort and those teachers have worked together. The privacy of practice that may be used to be evident in some classrooms or the concern some teachers might've felt around teaching in front of their colleagues has totally gone in the weeks that we've been working in this way because teachers have been sharing the planning, they've been co-teaching, they've been developing resources, online resources to go home together and it's broken down all those barriers. And one of the things I think we'll move forward with is the notion of teachers wanting to work in different ways. Teachers really seeing the benefits of collaborating, working together and team teaching and observing each other's practice and learning from each other in ways that we wouldn't have achieved even though we've been trying for a long time. This has created an authentic purpose for working in a different way that I don't think we'll go back from and teachers are seeing the benefits and celebrating and asking for opportunities, so at our school, we are genuinely talking already about how can we facilitate this. How can we have some more cross-grade groupings. How can we plan our timetable and change the structures and routines in our school to enable teachers to co-teach and work and plan together and do things differently. Those partnerships that I think have come from this unfortunate situation will change the way we provide education within the school.
You've talked about partnerships and the strength within a school. What are your reflections on partnerships now with parents? So parents have been thrown into the fray really haven't they in terms of having very little notice and an expectation that they're going to pick up the support of the learning of their children at home.
Parents didn't sign on really to be teachers, did they? And they've found themselves in this situation where they're supporting learning at home. In our school context, I'm grateful and in awe of the work that parents have embraced. I think that's happened in a fairly deliberate way. I think teachers have worked really hard to support teachers. And teachers didn't have a lot of preparation either. Although that last week before the holidays was a great opportunity for teachers to be preparing. Teachers at school have done things like communicate with all our parents personally by phone to touch base to check in how they're going. They've communicated by email. We're using platforms like Seesaw and Canvas – Seesaw with early childhood classrooms, Canvas with primary classrooms – that provide opportunities for parents to actually be really actively engaged to see and support what their children are doing. Many of our parents have talked about, while there have been challenges, there's actually also some gratitude around the opportunity to understand their children as learners, not just the children that they normally interact with and play with them, their parents too, but to see their children as learners and to see how they learn and what support they need to learn and to understand the curriculum.
And many parents have said, while they're quite pleased kids will be coming back to school they have actually had an opportunity to know and understand their children in a different way. We sent home a survey to all our parents on Monday of the second week, so children had essentially had five days of learning at home, and we sent out the survey on Monday afternoon and asked parents to have it back to us on the Wednesday morning so that we could tweak and inform our learning at home for the following fortnight. We got back amazing feedback from parents. We asked them just really simple questions like how is the quantity of work we're sending home? What's the level of difficulty? Are you happy with the amount of support you're getting? What are the things that we're doing well? What are the things that we could do better to support you?
The other question we asked them was about the ICT platforms that we were using and the feedback we got generally from parents overwhelmingly was that we were probably sending a little bit too much work home, and that maybe what we needed to provide for them was a little clearer direction around what were the really important things that we would like them to do at home and what were the things that could be optional depending on their time and their capacity. The level of difficulty appeared to be pretty good, and that was really reassuring for teachers in terms of knowing their kids and knowing their cohort given that it's a little bit more difficult to differentiate when you're sending information home via an online platform. Parents talked about grappling with the IT initially, but that improved over time and we were able to provide some more support, but overwhelmingly parents were so grateful and supportive of the work that teachers were doing and the level of support they were getting through emails and Seesaw messages and personal telephone conversations.
I think that actually it's really strengthened the partnership between home and school. I think there is a greater understanding around what is involved in teaching and having a cohort of kids at school. While teachers don't necessarily want parents to feel grateful for their work because we all chose to be teachers and we love being teachers, but I think there is an increased understanding around the curriculum requirements, around opportunities for teachers to model some pedagogy for parents that will benefit beyond now. So, when parents are working with their children around homework, knowing perhaps how to respond to that, 'I can't do this' rather than leaping in to help how parents might ask probing questions or model some positive responses. Those things I think are going to be ongoing that will support kids learning. That partnership has certainly been enriched and developed, and I think that will go on as well.
What was the barrier to that happening before? So, you have quite clearly articulated that the crisis bought around not a desire, it bought around a requirement for teachers to partner with each other and for teachers to partner closely with parents. What traditionally has been the reluctance to do that?
I'm not sure, Tim, that there's been a reluctance. I think that for many things, necessity is the mother of invention and people had to put more time and effort into it. I think that we've always had good relationships with families, but the relationships had to shift because parents were taking on a different role that they hadn't had to take on before. I think also for us to make learning at home happen, we had to free up teachers from face to face communication and while we've had a small proportion of our children still at school, teachers have had more time when they could actually make a phone call to every parent. They've had more time to be able to do those things. So, I think it's the circumstance created an imperative that we did it. Our roles respectively changed a little bit. So parents, despite being busy and working and doing other things rose to the challenge and were willing to do that, and there was more time, but I think some of those benefits will be maintained.
Let's talk a bit about communication because, in the midst of chaos, regular and clear communication has seemed to me to be one of the delineators of success. Can you talk a little bit around what you found works for you in terms of communicating with students and families?
I think for from a school perspective, we've continued to use SchoolZine as the platform for our school newsletters, for sharing formal information from the department and those things. So that's been our formal platform. Teachers have used email, phone calls for students and families. We've used Seesaw and Canvas. And parents and students have all been able to access those platforms. The quality of the communication is really important. One of the things that that has been really special I think is that the teachers every day have videoed themselves. What kids access every day when they log on has been a video of their teacher or teachers, because some of that's been shared now, and so children are seeing two teachers rather than just their own but are welcoming, positive visual of their teacher. Hearing the teacher's voice every day has been a way children have been able to start.
We've been really conscious of parent's flexibility, so it doesn't mean that at 9:00 AM you have to log on and see somebody, but when you can log on, what you'll get for the day is your teacher or teachers happily welcoming you to school for the day, outlining the learning for the day and being positive and welcoming and reminding kids that we care about their wellbeing and that we wish they were at school, but they're not now, but we're still there for them. Teachers are videoing things in different places in the school, so sometimes it will be in the foyer, so the kids are still seeing the school. There's still that sense of belonging. Familiar places in the school, outside the front door with our beautiful bird tree or in the foyer or in the classroom or panning around the classroom and feeding the fish with the kids in the morning. Some of those routines and things that we would normally do because we know that routines and positive messages and explicit acknowledgement of wellbeing are really important to kids' wellbeing and to make them remain connected and feel like they're belonging even though they're not with us.
In moving children and in some cases staff off-site. I think it's focused our minds about a whole lot of things that schools provide that are just taken as givens. And one of the things I'm hearing from you is the importance of human connection and connection to place. Do you want to talk a little bit around in a normal school world how those things interact to support learning?
I think for me that we talk about schools as places where children go and they access curriculum, but equally important is schools are places of social engagement for children and families and very important places. You know, schools are for many people, the place where they go every day, where parents meet other parents and develop friendships where children go. And what we've seen and heard through learning at home is that what children miss often is their friends and access to those people. Sometimes people say, oh it's, you know, they only want to go to school for their friends. That's a really legitimate part of going to school. All of us, we go to work, and we want to talk to our colleagues, meet with our colleagues, talk about what we've been doing and I think for adults and children, that lack of social connection is what's been most difficult.
And it's what's also concerning for our children and our adults, when we think about their wellbeing. And we've had some children come back to school, not because they couldn't manage the curriculum and not necessarily because their parents couldn't support them, but their wellbeing was being significantly affected by being away from school. And in that case, you want those children to be at school. So normally in a school situation we're addressing kids' social and emotional needs through the routines and the habits that we had in schools through the sense of belonging through those morning circles where every child gets welcomed every day when they come to school and acknowledged. We're talking about the relationships they have with classroom teachers, with each other, with other people in the school. Those are the things that build a community and a sense of belonging that support kids' wellbeing.
So, wellbeing has certainly been front and centre of the department's focus over the past 12 or 18 months. And I know that you in 2018 went on a Hardie Fellowship to America to look at aspects of child wellbeing. Do you want to tell me a little bit about that?
We were very fortunate essentially in 2016 I went to a Principal's Association conference here in Hobart, and it was a national conference. One of the keynote speakers was Professor Lee Walters, who was then the director of positive education at Melbourne University. One of the things that Lee talked about was that traditional psychology has always dealt with ill-being, and when people weren't well. The body of science now called positive psychology recognises that it's not just around making people not be ill in terms of their being, but to be what she called North of neutral. So, what we need to be aiming for is not just to be not unwell, we need to be thriving and flourishing. And that notion of building wellbeing just struck a chord with me. The following year, I noticed coaching was something on my PDP, and I noticed that a conference in Sydney around coaching and positive psychology and Lee Waters was a keynote speaker at that again.
So I talked to another colleague, and we went off to the conference. And as part of that, we talked to Lee Waters about whether or not she would come and work with our schools around building wellbeing for our school population. When we look at our young people now, we look at suicide rates, we look at youth mental health rates and it's clearly a huge problem. And we know that kids will learn better when they are well and happy. It's a prerequisite for all of us. The definition of wellbeing we talk about is that you feel good in yourself, so you feel happy, good and positive, and that you're functioning well. So you're able to do your daily tasks well, and in that state, you can also do good for other people. So that notion of feeling good, functioning well and doing good is what we think about in terms of wellbeing.
As a result of that, we were fortunate – we and three other primary schools, Goulburn Street, Lindisfarne North and Cambridge Primary Schools – worked with Professor Walters around implementing visible wellbeing in our schools through 2017 and 2018. We were four of ten foundational schools across the country implementing the search framework, which is basically a framework which identifies six pathways that if you address, you can enhance children's wellbeing. Things like strengths, emotional management, awareness, relationships, coping and habits and goals. So if you explicitly address those areas, you can enhance people's wellbeing, and it works for staff and students. And when we started working in this way, teachers talked about how, how it enhanced their wellbeing, and they're things that you can teach. It's a teaching and learning thing. Like anything else, you can teach children strategies and ways to support their wellbeing. Really, we then wanted to explore the notion of wellbeing and how wellbeing can improve student learning outcomes for students, but also for staff.
And as a result, we applied for a Hardie, and three of us were very fortunate to go off to the States in 2018 and spend six weeks looking further at the notion of wellbeing and how we could use explicit teaching around wellbeing to support students' learning. Having said that, enhancing wellbeing is a legitimate goal in its own. While we know, it has an impact on learning, when we look at our society, enhancing all beings a really important thing.
So you've talked about your journey to getting to the Hardie. When you got to America, what did you do?
We were fortunate to participate in a number of short courses while we were there. First of all, we went to Austin, Texas and participated in a positive education certificate course that was run by the Flourishing Centre, which is based in New York. It's the first time Flourishing Centre had run the course as a five-day super intensive and it was a very small group. So we were very fortunate to participate in that. What we learned from that course complemented the work we'd done with, with Professor Waters around visible wellbeing or that was structured in slightly different ways. One of the positive things that came out of that was that we were able, when we came back to Tasmania, the Department's Professional Learning Institute offered that course here in Hobart. So Amelia who had run the course and the director of the Flourishing Centre in New York came to Hobart and ran that course in January, 2019 at the PLI and 30 educators from all around Tasmania gave up a week of their school holidays to participate in that positive education certificate course. So that was a really nice thing that we were able to share as a result of our Hardie. We also spent some time at Harvard. We went and did a week-long course at Harvard.
We spent some time at different universities talking to people around their approaches to wellbeing and things that they were doing. We met with colleagues from all over the US to talk about innovative things that they were doing in schools. But as often happens, we learned a lot, and it was an amazing opportunity to focus on something that you feel really passionate about. But we were also really mindful that we have great resources in Australia and great things happening and a Department that's valuing and recognising wellbeing as a priority. The opportunity to just focus on one thing without the daily other interruptions is just an absolute gift. And to be able to bring something back and incorporate it into your program and still work with other schools about that wellbeing and to talk to colleagues.
So, you came to the COVID crisis with some expertise and strategies in place at your school around wellbeing. How has that learning informed what you've done as children have learned from home? But also, how have you had your thinking extended?
When I think about what's been happening in our school over recent weeks, and as we talk to staff we are talking around what are the things that we want to hold on to, and what are the things that we're moving forward with. One of the things that I've done over recent weeks, as children have been learning online, has been to ask all the class teachers to invite me to be a teacher on their Seesaw or Canvas pages so that every day I can look at what's happening across the classes. I can comment and provide feedback to kids and keep interacting with children as I might normally do in a walkthrough through the classroom.
One of the things I've really noticed across all our classrooms when I look at the work that's sent home every day is that there's a wellbeing activity for every class, every kid, every day alongside the English and the maths, every day there is a wellbeing activity. It might be the teacher asking the students to identify which character strengths they're using to get through today. Whether it's, 'I'm using perseverance cause this math is really hard'. 'I'm using my strength of creativity to do this piece of artwork that the art teacher sent me', or it might be 'what mindful activity would you like to choose from this little menu of activities?' 'Are you going to do some belly breathing or some square breathing and how does that make you feel?' So every day, as an automatic part of our curriculum, there is a mindfulness or a strengths-based activity, or an activity that asks them to talk about how they're coping.
Wellbeing is actually embedded in what we do, and it really struck me when I looked at the work that was going home every day that wellbeing was up front and centre alongside an inquiry unit or the PE activity that might have gone home or the Chinese activity. There was always a wellbeing activity front and centre for every child. Listening to the children going into the early childhood classes and the Seesaw activities, hearing the children playing back their little videos about what mindful activity that did that day, and how it made them feel calm and centred and ready to learn – it's the language when children telling us back that that works for them confirms the value of that approach, but I think its embedded in our school.
So coming back on-site, what are you going to save? You know, what are you going to salvage? What are you going to cherish?
When we come back to school, teachers will not let us get away with not having different ways of collaborating and organising. We'll need to think about how we can reorganise some timetables, how we can make it possible for teachers to not just meet every Monday morning in school time for their PLTs, which we've been doing for the last 18 months or so. They want more time for collaboration across the curriculum. Teachers also want to be able to continue to use technology in ways they haven't done before, which they realise are really valuable for learning. So we'll be looking at what that means for our devices at school and how we can organise to make sure that all teachers can still have access and students have enough devices and how they can embed that in their classroom practice in a way that they probably didn't do before. I think the relationships between home and school will continue to be enhanced by what has happened and the relationship and communication between parents and teachers will be more, there's a greater degree of understanding around what's involved for everyone and incredible respect from both sides. I think teachers respect the work that parents have done, and parents respect the work that teachers do. So I think there's been a shift in those relationships.
I am interested to hear from you as a respected leader in the Department around what's been the biggest learning for you in your leadership journey.
I think there's probably a number of things I would say. I think that, while I have great respect for teachers and staff in our schools, that the goodwill and willingness to go the extra mile has been amazing. And I think that's something that, while you know it's there, when push comes to shove for the work that people do, it's been incredible. And I think that comes down to, to relationships and cultures. So the importance of really nurturing school cultures where people are valued and supported and their wellbeing as explicitly addressed is something that's been reaffirmed for me. And, and I think that's a core thing around leadership that we need to maintain. I think the situation has led to a place where people have needed to be able to be innovative. We talked in a staff meeting yesterday about that notion of what's tight and what's loose and in our school, there are a number of things that, that are tight and that we know we do in this way.
But the opportunity also for people to have the flexibility and professional judgment around things is something that teachers talked about really appreciating and that it's okay not to get it right. That failure isn't a bad thing. You try it, and if it doesn't work, you try something else and to know that that's okay in a school culture. I feel very fortunate that I have colleague principals that I can talk to and run things by and that notion of supportive relationships I think has been really important. I think communication at a departmental level. I think the communication during this stage has been something that's unprecedented and has been really valued and appreciated. The access to you Tim, and your willingness to engage with people regularly in a busy timetable, and that people have had the information; they feel trusted and valued and supported. I think it has taught us something around communication in a department as big as ours that I think has never happened before.
You've talked about the test and try. So moving from an environment where we used to strive for perfection and until we had that we wouldn't implement anything, to cycling through ideas and concepts and approaches and keeping what's working and discarding what's not. Do you think that's something we can take forward into the future?
I think we almost have to because the future is going to be uncertain for a while to come. I think that's one of the things that we've learned through this process, and it would be really forced to let that go.
Kerry, I've heard you talk a lot around collaboration and the importance of teams. I've heard you talk a lot about wellbeing and the importance of supporting wellbeing for learning. And I've also heard you talk a lot around communication. I think they are all really great take outs from today's discussion. But if I'm sitting down here with you in 15 years' time, and we're close to retirement, if we ever get there, what would be the thing that's touched you the most from the past six weeks?
I think it always comes back to a focus on students. I think what we've all done through this stage from a departmental level to a school level and individual teacher level has been a focus on how we support our learners to have positive wellbeing and to be able to learn and feel like they're confident, engaged, curious young people engaging in education despite the fact that they may or may not be at school. And it's our core business, it is what we do and it's around children and learners. What I've seen everybody do through this time, be it parents and teachers, teacher assistants and people all through the department, has been their core focus on our learners and that that for me is what it's all about. That's what we're here for. And it will be really nice when it's safe in a couple of weeks to have our learners back at school.
Kerry McMinn, Principal of Albuera Street, thank you so much for sharing your experiences of teaching, learning and living in Tasmania.
I hope that you've enjoyed today's podcast to hear more about those that teach, learn and live in Tasmania. Join us at www.anchor.fm/teachlearnlive or wherever you download your podcasts. Why not subscribe so that you can keep up to date with what we're doing? If you have a story about an inspiring teacher or student, get in touch and tell us about it at teachlearnlive@education.tas.gov.au or join us on Facebook.


We have just finished refurbishing Combestone (some of you may know it affectionately as Room 4) and it now boasts an en-suite with a new power shower, glass shower cubicle and modern white sanitary units! The bedroom has also received a complete redecoration. This room is now up to the standard of our superior rooms, but it remains a standard room at £39.50 per person per night (the same as in 2009!) and is almost certainly the best value room at The Cherrybrook.


"Technological Change in the Wine Market? The Role of QR Codes and Wine" by Lindsey M. Higgins, Marianne McGarry Wolf et al.
Postprint version. Published in Wine Economics and Policy, February 15, 2014.
The definitive version is available at https://doi.org/10.1016/j.wep.2014.01.002.
As an experiential good, wine purchases in the absence of tastings are often challenging and information-laden decisions. Technology has shaped the way consumers negotiate this complex purchase process. Using a sample of 631 US wine consumers, this research aims to identify the role of mobile applications and QR codes in the wine purchase decision. Results suggest that wine consumers that consider themselves wine connoisseurs or experts, enjoy talking about wine, and are interested in wine that is produced locally, organically, or sustainably are more likely to employ technology in their wine purchase decision. While disruption appears to have occurred on the supply side (number of wine applications available and the number of wine labels with a QR code), this research suggests that relatively little change is occurring on the demand side (a relatively small segment of the population—those already interested in wine—are employing the technology to aid in their purchase decision).


In order to meet the requirements of the development of information era and the demands of digital natives students, it is necessary for teachers to move from tradition to innovation. Microteaching, as an important way to cultivate pre-service teachers' teaching skills, should be constantly innovated, upgraded and developed. Micro-teaching 1.0, which is based on skill training for short-term development in groups, should move to micro-teaching 2.0,which is based on knowledge construction for collaborative innovation and sustainable development in community. Based on the relevant theories and methods of knowledge construction, this study constructs a digital microteaching mode, including personal knowledge acquisition, collaborative knowledge construction and collective knowledge creation. 51 undergraduate students are chosen as research subjects in Qufu Normal University and the digital micro-teaching model is applied in "Information Technology Curriculum Teaching Theory" . The results indicate that this model better promotes the understanding and mastery of teaching skills of normal student.


Lucia Walker is currently living in Alaska, and is interested in Affiliate Program, Community/Social Work, Energy.
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text:
Q: Change Color of Point Object Using QtGui.QPainter() in Python I'm developing a map visualization program in Python using several modules from qtpy.  There is a main window interface which displays a background map containing several geolocated points on the screen.  The location of each point is determined by an external .csv file that has information regarding the latitude, longitude, and other text attribution.  This file gets read-in by the program each time the map window is instantiated.  The color of each point defaults to red when the map window is opened, but I would like to have each point change to a different color based on its metadata stored in the .csv file.  For instance, there is a header in the file called "color", and each point has the text string "red", "green" or "blue" encoded.  Here is the section of code I've been working on so far...
# Initialize all points to default color.
color = QtCore.Qt.red

for i, p in zip(range(len(self.points)), self.points):
    if lb_lat <= stn_lat and stn_lat <= ub_lat and window_rect.contains(*self.transform.map(stn_x, stn_y)):
        if p['color'] == 'green':
            color = QtCore.Qt.green
        elif p['color'] == 'blue':
            color = QtCore.Qt.blue
        elif p['color'] == 'red':
            color = QtCore.Qt.red
        else:
            color = QtCore.Qt.white
        qp.setPen(QtGui.QPen(color, self.scale))
        qp.setBrush(QtGui.QBrush(color))
        qp.drawEllipse(QtCore.QPointF(stn_x, stn_y), size, size)

The list of points is stored in the variable self.points and I'm trying to iterate through this list and  apply the correct color to each point using QtGui.QPen and QBrush.  What is happening is that if the color attribute in the .csv file for point 1 has the text string "green", then the entire array of points changes to green instead of just that one point.  Looking at the code after the if...else statements, I haven't been able to find a way to "index" the setPen and setBrush commands for just the point in question.  The coloring methods are acting on the entire array of points as one indivisible unit instead of working on each point separately as intended.  Would anyone perhaps know of a way to do this using the Qt framework?  Please let me know if supplying additional code might help clarify the problem or give better context as I'd be happy to do that.

A: I was able to solve the issue I had by removing the looping construct where I was iterating through the items in self.points.  I had a higher-level "for" loop already in place and this was causing the incorrect array index to be referenced each time the points were being drawn to the screen.  Each point is now changing to the appropriate color.

redpajama_set_name: RedPajamaStackExchange


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text:
import os
from setuptools import setup

# Utility function to read the README file.
# Used for the long_description.  It's nice, because now 1) we have a top level
# README file and 2) it's easier to type in the README file than to put a raw
# string in below ...
def read(fname):
    return open(os.path.join(os.path.dirname(__file__), fname)).read()

setup(
    name = "pyNIBE",
    version = "0.1",
    author = "Rickard Ostman",
    author_email = "rickard@ostman.net",
    description = ("library for interaction with the NIBE UPLINK service"),
    keywords = "nibe heating geothermal home-automation monitoring",
    url = "https://github.com/hypokondrickard/pyNIBE",
    packages=['pyNIBE', 'tests'],
    long_description=read('README.md'),
    classifiers=[
        "Development Status :: 3 - Alpha",
        "Topic :: Utilities",
    ],
)

redpajama_set_name: RedPajamaGithub


text:
MonArb jacket departs OGN for North Sea
OGN Group has delivered the 5,745-metric ton (6,333-ton) steel jacket for Talisman Sinopec Energy UK's MonArb area redevelopment (MAR) project in the UK central North Sea.
MonArb area redevelopment jacket
WALLSEND, UK – OGN Group has delivered the 5,745-metric ton (6,333-ton) steel jacket for Talisman Sinopec Energy UK's MonArb area redevelopment (MAR) project in the UK central North Sea.
The 118-m (387-ft) tall structure will support the new oil and gas production platform. This will be bridge-linked to the existingMontrose platform that was installed by original operator BP in 1975.
During the 18-month construction program OGN employed a team of more than 700. Following completion, the jacket was loaded onto a 150-m (492-ft) long transportation barge moored alongside OGN Group's Hadrian Yard on the north bank of the River Tyne in northeast England.
On arrival at the field, 210 km (130 mi) east of Aberdeen, the jacket will be installed alongside the existing Montrose platform. The MAR Project will integrate the undeveloped Cayley and Shaw fields with numerous older ones already in production. It is expected to lead to production of an additional 100 MMboe and extend the life of the existing fields to 2030.


text:
En informática un cursor es un indicador que se usa para mostrar la posición en un monitor o en otros dispositivos de visualización que responderán a las pulsaciones en un dispositivo de entrada de texto o a las acciones en un dispositivo apuntador. El cursor de ratón puede denominarse puntero de ratón, debido a la forma de flecha de algunos sistemas.

Cursor de texto
En la mayoría de las interfaces de línea de comando y cajas de texto, los cursores suelen presentarse como un guion bajo, un rectángulo sólido o una línea vertical, sean estos fijos o parpadeantes, indicando la posición donde será colocado el texto cuando se teclee.

Por ejemplo, en un intérprete de comandos típico de Unix el cursor aparece como un rectángulo sólido.

En MS-DOS se muestra como un guion bajo:

 C:\> _

Mientras que en los editores de texto más modernos luce como una delgada línea vertical:

 Wikipedia, la enciclopedia libre│

Algunas interfaces usan dos cursores diferentes: un guion bajo o una barra vertical para indicar que se está en modo de inserción, en cuyo caso el carácter mecanografiado será insertado en medio del existente, desplazando los caracteres necesarios; y un bloque mayor para indicar el modo de sobreescritura, donde se escribirá reemplazando el carácter existente.

Cursor de ratón

En interfaces dirigidas por un ratón u otro dispositivo apuntador, se añade un cursor gráfico llamado a veces "Flecha" o "puntero". En el texto de interfaces de usuario, incluyendo la consola de Linux y los muchos programas de MS-DOS, este cursor es con frecuencia un rectángulo sólido, en función de la interfaz, el rectángulo siempre puede ser de un solo color, o de lo contrario puede ser de cualquier color se encuentra "por debajo". En interfaces gráficas de usuario suele utilizar como un puntero del ratón para mostrar la posición, y una sólida línea de texto como un punto de inserción.

El hotspot (literalmente "punto caliente") del cursor del ratón es el píxel del cursor que se usa para pulsar.

Usos y formas

 En el texto que el usuario puede seleccionar o editar, el cursor cambia a una barra vertical con pequeñas barras transversales (o extensiones curvas en forma de serifa) en la parte superior y la parte inferior a veces llamado "perfil doble T" ya que se asemeja a la sección transversal del detalle constructivo del mismo nombre.
 Cuando se muestra un documento, el cursor puede aparecer como una mano con todos los dedos extendidos, lo que permite desplazarse por la página "empujandola".
 Los cursores de edición de gráficos, como pinceles, lápices o cubos de pintura pueden aparecer cuando el usuario edita una imagen.
 En un borde o esquina de una ventana el cursor por lo general se convierte en una flecha doble (horizontal, vertical o diagonal) que indica que el usuario puede arrastrar el borde / esquina en una dirección indicada con el fin de ajustar el tamaño y la forma de la ventana.
 Si bien una computadora realiza tareas y no puede aceptar la entrada del usuario, el cursor de espera (un reloj de arena en Windows, y muchos otros sistemas, después en Windows Vista una especie de anillo giratorio) aparece cuando el equipo está haciendo una tarea ya sea en primer o segundo plano.

Enlaces externos

Cursor (informatica)

redpajama_set_name: RedPajamaWikipedia


It's been a while, so time to blog about something worthwhile! A lot of the cool peripherals (devices) on the PIC32MZ aren't assigned to specific pins, you can choose between a set of pins on which to place them. For today's example, I will be looking at how to set up the PPS pins to give me UART port 5 on pins RF0 and RF1. There are two pins that we want, the receive pin (RX) and the transmit pin (TX). So let's go look at the datasheet and see what it says.
Simple, if you know how. But wait, there's more! Because this is now an input pin, we need to set up the TRISF register to make that pin an input too.
OK, now let's set up the TX pin. Let's look at the datasheet again.
"This data sheet summarizes the features of the PIC32MZ EF family of devices. It is not intended to be a comprehensive reference source. To complement the information in this data sheet, refer to Section 21. "Universal Asynchronous Receiver Transmitter (UART)"(DS60001107) in the "PIC32 Family Reference Manual", which is available from the Microchip web site (www.microchip.com/PIC32)."
And that's it! Now we can use printf to send data directly to the serial port UART 5. Remember, when connecting the FTDI cable you need to connect the FTDI's TX pin to the PIC32's RX pin and the FTDI's RX pin to the PIC32's TX pin. I've attached a very basic, but working, program that outputs a counter to the serial port every second.
Here's the code Have fun!


text:
Detective Fiction on Stamps
Alfred Hitchcock - British Films - Great Britain 1985
Alfred Hitchcock - souvenir sheets - Sierra Leone 1997
Alfred Hitchcock - "Legends of Hollywood" - U.S. 1998
Alfred Hitchcock / Ingrid Bergman ss - Mali 1995
Alfred Hitchcock / Tallulah Bankhead - Sierra Leone 1991
Alfred Hitchcock Congo 2000
Alfred Hitchcock film posters - Sakha 2001
Dirty Harry Calahan cachet - United States 1999
Humphrey Bogart Congo - 2000
Humphrey Bogart Bulgaria - 1995
Humphrey Bogart Senegal - 1999
James Bond - History of Cinema ss - Madagascar 1999
Mickey Spillane cachet - United States 1999
Pink Panther cachet - United States 1999
Sidney Sheldon souvenir sheet - Guyana 1999
Suggested by Wayne Stutsman (2/26/01) :
Agatha Christie - Antigua & Barbuda
Bogart / Maltese Falcon - Guyana
Agatha Christie / Orient Express - Sierra Leone
Sidney Sheldon was honored on a 1999 souvenir sheet from Guyana. I never thought of him as writing detective fiction but he did win an Edgar.
SIDNEY SHELDON TO BE HONORED WITH A POSTAGE STAMP
The World's Most Translated Writer To Receive A Rare Living Postal Honor New York (May 21)--Legendary, best selling author Sidney Sheldon is about to join the ranks of postal immortality, as one of the select living writers to be honored on a postage stamp. The man recognized by Guinness Book of World Records for being the world's most translated writer will be celebrated with an official postage stamp by the South American nation of Guyana where his books have proven as wildly popular as in his native United States.
The postage stamp will be issued by the country of Guyana next month to kick off an international postal series celebrating the great writers of the 20th century. Sheldon has authored 16 best selling titles to date including The Other Side Of Midnight, Bloodline, Master of the Game, If Tomorrow Comes and Windmills Of The Gods. Although the US does not allow living subjects to appear on legal tender, a handful of foreign nations will make the rare exception for living legends.
Considered one of the premiere fiction writers in American history, Sheldon has sold more than 280 Million copies of his books worldwide. Translated in 51 languages, his works have been read in 180 countries since his first novel The Naked Face in 1969. He has also enjoyed success and critical acclaim for his work on television, in film and on Broadway and has been awarded with an Oscar, a Tony, an Edgar and also a star on the Hollywood Walk of Fame.
This postal tribute has been organized by the New York based postal agency Inter-Governmental Philatelic Corp. (IGPC), representatives of over 70 postal administrations worldwide including Guyana. An official first day of issue ceremony honoring Sheldon is likely to take place in New York City where the stamp design will be unveiled by the famed author. More details will soon follow.
"I am truly honored by this great postal tribute", stated Sheldon upon learning of this milestone. "To be recognized as one of the great writers of the century is honor enough, but to be featured on an actual postage stamp is even more flattering". The Sidney Sheldon $80 postage stamp (worth about .50 Cents in US currency) will be sold in the post office in sheets of four with some biographical text and artwork of Sheldon's book covers in the selvage area. The stamps were designed by award winning artist Ron Rundo of Long Beach, NY.
CAUTION: Bengt Bengtsson, a philatelic judge from Sweden, has prepared an "undesirable list" -- including stamps which should be avoided because they are from countries that have issued stamps in too large quantities or with overly high values. Stamps of Guyana since 1981, appear on that list.
I have included Alfred Hitchcock in my collection. He is on the following:
a. Great Britain: October 8, 1985, Scott #1133, perf. 14½
b. Mali: Motion Pictures Centenary; Dec. 8, 1995. Scott #724(d), Ingrid Bergman/Hitchcock. perf 13½×14, Litho.
c. Sierra Leone: WW II Motion Pictures, Tallulah Bankhead/Hitchcock, Oct. 14, 1991, Scott #1417, perf 14, Litho:
Aug. 15, 1997 Scott #2062, #2063 (1500 le), perf 14, Litho
Scenes from
"Dial M for Murder", "Vertigo", "Notorious",
"Rope", "North by Northwest", "Rear Window",
"Rebecca", "The Birds", "Psycho"
d. U.S.: Aug. 3, 1998, Scott #3226
e. Congo: 2000
f. Sakha: 2001
History of Cinema: James Bond
Sophie Marceau with Sean Connery,
Roger Moore, Pierce Brosnan
Congo - 2000
Senegal - 1999


text:
Driftless Terroir: Listen as Rock Art Speaks Our Land's Cultural Heritage
Keith Burrows
by Keith Burrows
Humans have lived in the Driftless Area since before the end of the last glacial period, so in some sense, before there was a Driftless Area. For much of the last 10,000 years, the paleoamericans and subsequent indigenous groups that called the area home lived nomadic or semi-nomadic lives, moving often and leaving only a few archaeological traces behind, including stone tools, animal bones and conic or lineal burial mounds. Then, between 600 and 900 CE, a new culture emerged we now call the Effigy Mound Builders. They constructed more complex mounds that were shaped like birds, bears or other animal forms, and often were designed to fit into the landscape such that a bear appears to walk along a ridgeline or a bird to fly along a prevailing wind.
The modern story of the effigy mounds provides an example of both preservation success and failure. Success because many mounds have been well preserved and protected, and are now features or focal points at parks and monuments. They have been studied by archaeologists from UW-La Crosse, UW-Madison, Beloit College and other institutions. Failure because huge numbers of mounds were lost — plowed under fields or built over by European settlers who coveted their location. It has been estimated that at one time Wisconsin contained between 15,000 and 20,000 effigy mounds, and that perhaps 4,000 of those remain. Failure also because of modern-day mismanagement of these sites, including criminal acts such as the theft of Native American remains from the Effigy Mounds National Monument in Iowa, which has damaged the sites as well as the relationship between the National Park Service (and state DNRs) and Native Americans.
Watercolor paintings from "Hidden Thunder," by Geri Schrab and Robert Boszhardt, offer a unique and respectful opportunity for anyone to experience Driftless Area rock art without endangering the sites. "Worldview" was inspired by the Gottschall Rockshelter pre-Columbian art site in Iowa County. See more at www.gerischrab.com.
The mounds, though, are not the only archaeological remnant of the Effigy Mound Builder culture, just the most prominent. The same culture is also responsible for many rock art sites found around the Driftless Area. While you may perhaps associate petroglyphs (carved into the rock) and pictographs (painted on) more with the southwestern United States, Native American rock art can be found across the continent. Petroglyphs were carved into rock faces using stones, animal bones or perhaps even wood for some soft rock surfaces. Pictographs were often made using red ochre (a pigment containing iron oxide) and sometimes colors made from other minerals, charcoal or plant matter. I imagine the process used to develop these paints would have been essentially the same as that described by Esther Hill in this space last month ("Driftless Terroir: Making My Own Driftless Paintbox from Scratch," November 2017).
Among the most important of the Driftless Area's rock art sites is the Gottschall Rockshelter in Iowa County. A rockshelter is the naturally formed space under an overhanging cliff, in this case a sandstone rock face roughly 60 feet wide and 30 feet tall, at the end of a small valley formed by a creek that feeds into the Wisconsin River. Rediscovered in 1974 and excavated in 1982 by Robert Salzer, Gottschall is important to us now, as one of the richest archaeological sites found in Wisconsin, and appears to have been an important ceremonial site in its own time. While there are dozens of pictographs at the site, one particular panel has attracted special interest. Many of the archaeologists who have studied it believe that this panel depicts part of the story of Red Horn, a mythic figure from Ho-Chunk oral tradition. Specifically, the drawings may depict the events when Red Horn and his friends, Turtle and Storms-As-He-Walks, challenged a group of giants to a series of contests. At first they were successful, besting the giants at lacrosse, shooting, dice and holding their breath. Red Horn even won himself a red-haired giantess for a wife along the way. But at the final contest, wrestling, they failed and were slain by the giants (though Red Horn and his friends would go on to have more adventures after they were resurrected by Red Horn's sons).
"As Below/Seen Above" was painted from the petroglyphs at Roche-A-Cri State Park, the only publicly accessible site in the state, near Friendship. The paintings express how Schrab's worldview has been transformed by painting rock art. "Like pebbles tossed in the subconscious pool of my life, these ancient works of art have had a ripple effect, extending well beyond leading me to become an artist. I have come to understand my relationships with others, the true history of the United States, and our responsibility for Mother Earth." See more at www.gerischrab.com.
The Red Horn Cycle was first written down at the beginning of the 20th century by the cultural anthropologist Paul Radin, long before the rediscovery of Gottschall. The connection between the Ho-Chunk oral traditions and the panel at Gottschall is particularly important because it creates a direct link between the Ho-Chunk people and the pre-Columbian creators of the Gottschall drawings, a link that has otherwise been difficult to confirm.
Unfortunately, Gottschall is also another example of the failure of modern society to protect archaeological sites; in 1994 someone tried to cut one of the main figures from the rock wall, resulting in severe damage. This is not uncommon; many rock art sites have been defaced by graffiti or otherwise damaged. In fear of further theft or vandalism, the exact location of Gottschall (along with most other rock art sites in the Driftless) is kept secret. But even without that threat, the fragile nature of such sites means they cannot easily be made available for public viewing. Current funding is not sufficient to even properly manage known sites, let alone to improve them, or to manage any of the hundreds, or even thousands, of rock art site in the Driftless Area that remain undiscovered.
Given all this, what should we do about the rock art? Continue to protect and study it, certainly. And embrace it as part of our land's heritage. Whether we consciously know about it or not, I believe we are affected by symbols such as these simply by living where we do. The land shaped the mound builders, and they shaped the land. Now, in turn, we are shaped by it and by them. Like many other parts of life, perhaps what is most needed now is for us to listen. To listen to the Ho-Chunk and other native peoples who are the ideological, and perhaps direct, descendants of the Effigy Mound Builders. And to listen to the mound builders themselves, as that is precisely what the rock art lets us do: communicate with prehistory.
If you are interested in learning more about the rock art of the Driftless Area, I suggest starting with "Hidden Thunder" by Geri Schrab and Robert Boszhardt. Published last year, the book combines archaeological information on the sites (from Mr. Boszhardt) with watercolors painted by Ms. Schrab, inspired by the native art. Her work offers a unique and respectful opportunity for anyone to experience the rock art without endangering the sites. The book also greatly benefits from many native voices, such as Truman Lowe and Louise Erdrich, writing about their personal experience of the rock art. I also suggest making a trip to Roche-A-Cri State Park, the only publicly accessible rock art site in Wisconsin. You could also plan on visiting Frank's Hill in Muscoda on Dec. 2 (story, p. 9) or Pendarvis in Mineral Point on March 15 to listen to Wisconsin Historical Society archaeologist Dr. Amy Rosebrough's talk on effigy mounds.
Keith Burrows is a scientist with Cardinal Glass and lives in Mineral Point. He and Leslie Damaso publish the popular Driftless Appetite blog at www.driftlessappetite.com.
Tags: Driftless, Geri Schrab, Gottschall Rockshelter, Ho Chunk, Petroglyphs, Pictographs, Rock Art, terroir
Driftless Terroir: Making My Own Driftless Paintbox From Scratch
January 2018 | Volume 13 • Number 1
Contributing Writer December 1, 2017
Driftless Landscape Tour
Ainsley Anderson September 1, 2022
Movies, Munchies and More: "Calendar Girls"
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Shake Rag Alley 2023 Catalog Launch
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donations for musicians gratefully accepted
Movies, Munchies, and More: Joe Fahey "Russia: Life Along the Volga"
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Shake Rag Alley Winter Writer Reading Series: Anthony Bukoski (via Zoom)
Save the date to meet and hear from award-winning Wisconsin authors during this year's free Winter Writers Reading Series (donations welcome!). Anthony Bukoski won the Council for Wisconsin Writers Edna Ferber Fiction Book Award for his short story collection "The Blondes of Wisconsin." Anthony has published seven short-story collections and received numerous awards including: Outstanding…
Free; donations welcome!
Shake Rag Alley Winter Writer Reading Series: Lawrence Tabak (in-person & via Zoom)
Save the date to meet and hear from award-winning Wisconsin authors during this year's free Winter Writers Reading Series (donations welcome!). Lawrence Tabak was awarded the Council for Wisconsin Writers Norbert Blei/August Derleth Nonfiction Book Award for "Foxconned: Imaginary Jobs, Bulldozed Homes, and the Sacking of Local Government." A widely published feature writer, essayist and…
Every month on the third Saturday, either through Zoom or outside the library building, begin or deepen your mindfulness practice. Mindfulness is paying attention to one's thoughts, body sensations, emotions and surroundings without judgment. Mindfulness can be used for many reasons, from better physical health to better mental health to improved relationships with one's self…
Live Music: Lone Goat Rodeo with Tim Eddy
Tim Eddy writes poetry and songs from his rural home in the heart of the Driftless Region of Wisconsin and this month brings his band, Lone Goat Rodeo, to the Spring Green General Store. Tim plays Americana originals and covers of songs by Willie Nelson, Leonard Cohen, Nick Cave and Tom Waits.
Shake Rag Alley Winter Writer Reading Series: Jenna Rindo (in-person & via Zoom)
Save the date to meet and hear from award-winning Wisconsin authors during this year's free Winter Writers Reading Series (donations welcome!). Jenna Rindo won the Council for Wisconsin Writers Lorine Niedecker Poetry Award for five poems published in various journals. Jenna worked for years as a pediatric RN at hospitals in Virginia, Florida and Wisconsin.…
Live Music: John Haarbauer's Birthday Celebration
"As a solo semipro minor league musician, I play guitar and harmonica along with my vocals. I play a lot of ancient rock. Some of my favorite artists to cover are Neill Young, John Hiatt, and Bob Dylan along with some old blues. I'm also a member of the Better Daze Band and Still Strummin.'"
Shake Rag Alley Winter Writer Reading Series: Adrianna McCollum (in-person & via Zoom)
Save the date to meet and hear from award-winning Wisconsin authors during this year's free Winter Writers Reading Series (donations welcome!). Adrianna McCollum was awarded the Wisconsin Writers Association Jade Ring Nonfiction Award for "Mormon Girl and the Styrofoam Harem." McCollum is a writer of nonfiction, fiction and poetry. Her work has been published in…
The integration of art, nature and mental well-being. If your intention word for 2023 is Connection, Creativity, or Self-Awareness, attending Natural Wisdom Counseling's winter 4 Elements workshop series is where you begin! With an emphasis on relational, nature-based and expressive art practices, attendees may participate in experiences that foster mental health and well-being. This series…
Live Music: Dale Glaudell
A solid musical performer in Wisconsin and the Midwest with over 40 years of show business under his guitar strap, Dale plays a mixture of hit songs, originals, old-time favorites, country and rock classics with a little humor mixed in.
contributions to the musician gratefullly accepted.
Healthy Hoedown Potluck & Dance
Folklore Village's Healthy Hoedowns are fun-filled evenings of traditional American dances, including old-time squares, New England contras and Appalachian, Southern and Midwestern big circles. The February Hoedown features live music by the Lakeview Ramblers and dance calling by Tim Jenkins. No previous dance experience required: Tim will lead dancers of all ages and abilities around…