Research has shown that that instructional practices inspired by the Multiple Intelligences theory have resulted in high levels of authentic instruction and student engagement. Findings have also affirmed the value of teachers and students working closely to develop metacognitive skills in relation to their learning styles.
Mentor Teacher Group Guide: Adult Multiple Intelligences. Judy Hofer, NCSALL and New Mexico Coalition for Literacy, January 2004.
This guide provides detailed instructions for organizing a mentor teacher group to consider the implications of Multiple Intelligences Theory in instructional practice. A small group of practitioners meets with a mentor to learn about and discuss research on Adult Multiple Intelligences and to receive constructive feedback as the practitioners apply the research to practice. Practitioners meet four times as a group and participate in two individual classroom observations for a total of 20 hours of professional development.
Julie Viens and Silja Kallenbach, NY: Teachers College, Columbia University, 2004.
This sourcebook, developed specifically for practitioners, represents the culmination of the first study that applied Multiple Intelligences (MI) Theory to adult literacy. The study asked, "How can MI theory support instruction and assessment in adult basic education (ABE), adult secondary education (ASE), and English for speakers of other languages (ESOL)?" The sourcebook introduces practitioners to MI theory and its major tenets. Then through teacher reflection and illustrations of actual classroom experiences, the guide addresses issues involved in applying MI to practice, such as how MI theory can be used to support student reflection and self-understanding, and how MI theory can be adapted for specific contexts and goals. It includes concrete examples of how teachers translated MI theory to their contexts and useful guidelines for planning MI-informed lessons. This book also details the study's findings about students' responses to MI practices. Questions for reflection and discussion guide readers to develop their understanding of MI theory and how it can be applied in adult literacy education, to develop an understanding of the promises and challenges of using MI theory for self-reflection in the classroom, to learn how to use MI theory to develop learning experiences that build on all intelligences, and to determine appropriate applications of MI theory in specific teaching and learning contexts.
Program Administrators' Sourcebook: A Resource on NCSALL's Research for Adult Education Administrators. Jackie Taylor, Cristine Smith, and Beth Bingman with Margaret Bott, Kim Gass, Bethany Lay, Douglas Ann Taylor, and Kristin Tiedeman, December 2005.
This sourcebook presents NCSALL's research findings in short sections related to key challenges that program administrators face in their work as managers of adult education programs. It also presents the implications of these research findings for program structure and services, as well as some strategies for implementing change based on these implications.
Seminar Guide: Adult Multiple Intelligences Theory. July 2006.
This 3-hour seminar introduces adult education practitioners to Multiple Intelligences (MI) theory and its use in adult education and literacy settings.
Seminar Guide: Adult Multiple Intelligences in Practice. July 2006.
In this 3�-hour seminar, practitioners examine the experiences of practitioner researchers in using Multiple Intelligences (MI) theory. Research shows that instructional practices inspired by MI theory result in high levels of authentic instruction and student engagement.
Study Circle Guide: Adult Multiple Intelligences. A. Parrella and J. Hofer with S. Bupp, A. Finn-Miller, N. Graves, and P. Meador, January 2004.
The goal of this study circle is to improve practice as practitioners learn about and evaluate Multiple Intelligences (MI) research and use this in their work. Practitioners explore Howard Gardner's theory of MI, review the eight intelligences, and identify the relationships among them. Participants reflect on their own intelligences, discuss approaches to MI-inspired instruction, identify the promises and challenges of building practice based on MI theory, analyze the common features of MI-inspired practice identified through teacher research projects, and plan how to apply MI theory to their own practice. This guide provides the necessary materials and clear instructions to plan and facilitate a three-session study circle (with an option for a fourth). Each session lasts three hours.
This Web site provides information about the Adult Multiple Intelligences study and the teacher researchers who participated in the study. It includes details about Multiple Intelligences Theory, Multiple Intelligences and Adult Literacy: A Sourcebook for Practitioners, and other resources on adult multiple intelligences.
Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study. Edited by Julie Viens and Silja Kallenbach, NCSALL Occasional Paper, February 2001.
Can MI-informed lessons help the progress and attendance of LD and ADD students preparing for a GED? Martha Jean, Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study, NCSALL Occasional Paper, 2001.
In this practitioner research project, the author explores if MI-informed lessons improve the progress and attendance of students with learning disabilities (LD) and/or attention deficit disorder (ADD) while preparing for the GED exam. Jean finds that students respond favorably to activities designed to introduce them to MI theory and encourages them to choose the three methods that use their strongest intelligences. Attendance and progress toward GED preparation improved for all students, but especially for those with LD and/or ADD. The author notes that it is also necessary to teach test-taking skills in preparing for the GED tests.
How can teacher and student, working collaboratively, (a) identify the student's strongest intelligences through MI-based assessment and classroom activities? (b) use the understanding of these intelligences to guide the learning process? Meg Costanzo, Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study, NCSALL Occasional Paper, 2001.
Teaching ABE, GED, and high school diploma students in a rural setting, Costanzo conducts practitioner research to determine how students become aware of their intelligences and how this understanding can guide learning. Students use dialogue journals to explore their intelligences in depth. Costanzo notes that the students become more confident learners and are willing to try new learning strategies. They also appreciate the project-based learning. The author argues that offering MI-inspired programs leads to increased enrollment and improved attendance, positively influences teacher/student relationships, and enables teachers to become aware of their own personal and professional strengths.
How does knowledge of Multiple Intelligences Theory broaden a multi-sensory approach to the teaching of writing? How does the application of Multiple Intelligences Theory enhance a multi-sensory approach to the teaching of reading? Lezlie Rocka, Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study, NCSALL Occasional Paper, 2001.
Teaching low-intermediate ABE in a community-based, urban setting, the author determines that the application of MI theory broadens a multi-sensory approach to teaching reading and writing. This article describes lessons used during the study and reveals how MI-inspired activities lead to improvements in specific reading strategies, comprehension, retention, and interest in reading for all but the two students with severe learning disabilities.
How will adult diploma students' awareness of their own intelligences and their participation in activities informed by MI theory affect their career decision-making process? Jean A. Mantzaris, Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study, NCSALL Occasional Paper, 2001.
The author, a career counselor in an ABE program, designs MI-based activities to support students' exploration of their multiple intelligences and notes an increase in student engagement, motivation, persistence, and peer support. The author observes that, in addition to valuing their own intelligences, students demonstrate awareness of and appreciation for others' strengths. Mantzaris notes that students' awareness of their intelligences helps them to broaden their career plans in alignment with their intelligences and to extend their career exploration rather than identify an immediate job choice.
What effect does metacognitive awareness of their own multiple intelligences have on the perceptions of effective ESOL teaching and learning by students with limited native language literacy? What happens when I try to integrate MI into an ESOL class? Diane Paxton, Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study, NCSALL Occasional Paper, 2001.
The author, teaching elderly Latinos in an urban setting and an ESOL class in an urban community college, reports that both she and her students initially resisted MI-inspired, non-traditional activities. Eventually, Paxton and most students develop a positive attitude toward MI-based learning after assessing how these methods facilitate learning English, after viewing and reflecting on students' displayed work, and upon building trust and community within the classes.
What impact do ESOL activities informed by the MI theory have on student engagement and learning strategies? How do prior cultural learning and experiences shape students' reaction to and participation in ESOL activities informed by the MI theory? Terri D.Coustan, Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study, NCSALL Occasional Paper, 2001.
In her research in an ESOL class comprised of Laotian Hmong, the author considers how activities informed by MI theory affect student engagement and learning strategies. Coustan also examines how prior cultural learning and life experiences shape students' reactions to and participation in activities informed by MI theory. Research results reveal the importance of developing the students' metacognitive skills so that they choose learning strategies that build on their strongest intelligences. The author determines that, although students had difficulty understanding MI theory, students' academic progress was aided by MI-informed activities. The students assumed active roles in directing their own learning, and they expanded their cultural norms by working more independently and by challenging the gender roles defined by their cultures.
What kind of MI-informed instruction and assessment can be developed that will help adult learners deal with math anxiety so they may reach their stated goals? Bonnie Fortini, Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study, NCSALL Occasional Paper, 2001.
Teaching in the math lab of a small, rural ABE program, the author examines how MI-informed instruction and assessment might lessen students' math anxiety and more quickly reach students' stated goals. Fortini determined that, as teachers reflect on their own intelligences and the theory of multiple intelligences, they broaden the scope of experiences students encounter and foster a relaxed, yet challenging, learning environment. She proposes that, as students reflect on these varied learning experiences, this metacognition enhances their access to learning strategies and, therefore, their learning.
Will awareness of their own intelligences profiles help my students become more independent learners? Betsy Cornwell, Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study, NCSALL Occasional Paper, 2001.
Cornwell, a family literacy teacher who works with students in their homes in rural areas, questions why some seemingly motivated students appear unable to reach their goals and explores whether increased awareness of the students' own intelligences might address this issue. The author concludes that creating individual learning profiles has limited usefulness and relevance for these particular students. However, close observation and analysis of student behavior and feedback provides useful information about their intelligences and ways to promote learning. Cornwell realizes that they were making deliberate decisions not to learn for a variety of reasons. Research reveals that honoring students' assumptions about learning and introducing activities based on MI theory provides an effective way for academically-resistant students to reach their goals.
Will the use of multiple intelligences framework support the goals and practices of popular education in an ABE classroom? Wendy Quiñones, Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study, NCSALL Occasional Paper, 2001.
The author, who works with disadvantaged women in a program devoted to popular education in a small, urban setting, determines that using an MI-informed approach to learning helps her to teach in a manner closely aligned with the popular education approach. In a class designed to support women as they identify and take steps toward personal and professional goals, Quinones found that an MI-inspired approach creates empowering opportunities, promotes a democratic classroom environment, increases students' positive sense of self and appreciation of others, and promotes respect and interdependence. The author also observes a transformation in her teaching.
Open to Interpretation: Multiple Intelligences Theory in Adult Education—Findings from the Adult Multiple Intelligences Study. Silja Kallenbach and Julie Viens, NCSALL Report #21, May 2002.
This report details the findings of the Adult Multiple Intelligences (AMI) Study, the first systematic effort to investigate how Multiple Intelligences (MI) Theory supports assessment and instruction in ABE, ASE, and ESOL programs. Based on the work of Howard Gardner, MI Theory defines intelligence as "the biological potential to solve problems or make products that are valued in a culture" (Gardner, 1993, 2000). The report describes the theoretical background of the AMI Study, MI Theory and the adult literacy education context, and the teacher research process and its results. The document describes the data collection and analysis methods used to integrate two, connected qualitative research projects. The naturalistic approach supports analysis and comparison of applications of MI theory in various contexts. Findings suggest that MI-inspired instructional practices result in high levels of authentic instruction and student engagement. The study also affirms the value of teachers and students working closely to develop metacognitive skills in relation to learning styles. Implications for practice, professional development, assessment, program design, policy, and research are described. Abstracts of the class-based, teacher research projects are included.
"Adding a Dimension to Career Counseling." Jean Mantzarus, Focus on Basics, Volume 3, Issue A, March 1999.
The author describes how she used MI-inspired activities in a career center to help clients identify potential careers. She found that these MI-related exercises enhanced the discovery process as students assessed their intelligences and possible career paths.
"Differentiated Instruction: Adjusting to the Needs of All Learners." Mary Ann Corley, Focus on Basics, Volume 7, Issue C, March 2005.
This article defines differentiated instruction and its research base; describes ways in which teachers can differentiate content, process, and product; suggests instructional strategies; and outlines challenges in implementing differentiated instruction.
"Differentiating Instruction for a Multilevel Class." Catherine Saldana, Focus on Basics, Volume 7, Issue C, March 2005.
Differentiated instruction workshops prompted this teacher to tailor instruction to her students' interests, abilities, and learning modalities and move from whole group and individualized instruction to small group activities.
"Emerging Themes in Adult Multiple Intelligences." Silja Kallenbach, Focus on Basics, Volume 3, Issue A, March 1999.
The author states that, while there is no one way to apply MI theory to teaching, some common instructional approaches emerge as the ten teacher researchers in the Adult Multiple Intelligences (AMI) Study investigate how MI theory can be applied to adult literacy education. The author argues that using an MI framework leads teachers to expand their instructional approaches, offer a variety of learning activities, and promote constructivist learning. She also determines that MI theory supports and validates multimodal teaching and that teachers learn more about students� strengths and build on them in instruction. Kallenbach asserts that MI activities can engage students in material that they may have resisted and that students sometimes find it useful to reflect on their learning styles. She advises that developing metacognitive skills is a lengthy process and requires a sense of trust and community and a shift in the balance of power in the classroom. The author concludes that teachers learn more about students and increase their expectations of their students and of their own teaching when using MI-inspired instruction.
"'I Can't Learn This!' An MI Route Around Resistance." Wendy Quiñones and Betsy Cornwell, Focus on Basics, Volume 3, Issue A, March 1999.
The authors assert that students' conflicting goals often interfere with learning and argue that MI-inspired lessons can help overcome resistance to learning skills that are within students' reach. They propose that, when given the opportunity to learn and express knowledge through various intelligences, students feel less threatened and can find their own path for learning.
"MI, the GED, and Me." Martha Jean, Focus on Basics, Volume 3, Issue A, March 1999.
The teacher researcher asks whether GED-based, MI-informed activities help students use their intelligences as learners and GED test-takers. This study focused on two classes, one in which the author implements MI-informed activities, and the second a traditional GED class. The author discovers the importance of allowing students to choose from a menu of activities and develops "Choose 3" lessons in which students select three activities. The author determines that, by providing these options, students were able to use their strongest intelligences and notes increased student involvement and improved attendance and retention for all students, including those with learning disabilities (LD) and attention deficit disorder (ADD).
" Multiple Assessments for Multiple Intelligences." Meg Costanzo and Diane Paxton, Focus on Basics, Volume 3, Issue A, March 1999.
The authors argue that MI theory offers an extended framework for assessing students for demonstrated mastery of material. Costanzo, who teaches beginning and intermediate ESOL learners, and Paxton, who works with ABE, GED, and adult diploma students, explain their differing views on the value of asking students to assess their own intelligences and speculate that students� cultural and educational backgrounds may influence their responses to this activity. Both authors determine that, when using MI-inspired activities, classes become student-centered as students reflect on their skills and the skills of others. Meaningful assessment and project-based activities encourage students to assume control of the learning process and to value themselves and others in a nontraditional, teaching and learning community.
"Putting Theory into Practice." Terri Coustan and Leslie Rocka, Focus on Basics, Volume 3, Issue A, March 1999.
This article describes how teachers in two distinct contexts, one comprised primarily of Hmong immigrants learning beginning English and the other consisting of mothers receiving public assistance and having low literacy skills, use MI theory to assess students and then to shape instruction by building on their students' intelligences. The two authors observe improvements in learners' skills when they offer a variety of activities within lessons, allowing students to express their strengths and to explore new avenues of learning.
"Separate Yet Happy." Barbara Garner, Focus on Basics, Volume 7, Issue A, June 2004.
This account describes how a community-college-based GED program designs a separate class for learners ages 16�21 years. The class integrates activities that are based on Adult Multiple Intelligences theory with positive results.
"Understanding Multiple Intelligences: The Theory Behind the Practice." Julie Viens, Focus on Basics, Volume 3, Issue A, March 1999.
The author explains that the basic principle of MI theory is that there are many ways to be smart and that those abilities are expressed in performances, products, and ideas. Intelligence, therefore, is defined as the ability to create or solve a problem or fashion a product that is valued in one or more community or cultural settings ( Gardner , 1993). Viens states that, because MI is a theory and not an instructional approach or set of strategies, teachers must interpret the theory and then reflect on the implications for assessment and instruction in their particular contexts.


text:
Q: Aggregation of multiple values using scala/spark I am new with spark and scala. I want to sum up all the values present in the RDD. below is the example.
RDD is key value pair and suppose after doing some join and transformation the output of RDD have 3 record as below, where A is key:
(A, List(1,1,1,1,1,1,1))
(A, List(1,1,1,1,1,1,1))
(A, List(1,1,1,1,1,1,1))

Now i want to sum up all values of each record with corresponding value in other records, so the output should come like
(A, List(3,3,3,3,3,3,3))

Can anyone please help me out on this. Is there any possible way to achieve this using scala?
Big Thanks in Advance

A: A naive approach is to reduceByKey:
rdd.reduceByKey(
  (xs, ys) => xs.zip(ys).map { case (x, y) => x + y }
)

but it is rather inefficient because it creates a new List on each merge.
You can improve on that by using for example aggregateByKey with mutable buffer:
rdd.aggregateByKey(Array.fill(7)(0)) // Mutable buffer
  // For seqOp we'll mutate accumulator
  (acc, xs) => {
    for {
      (x, i) <- xs.zipWithIndex
    } acc(i) += x
    acc
  },
  // For performance you could modify acc1 as above
  (acc1, acc2) => acc1.zip(acc2).map { case(x, y) => x + y }
).mapValues(_.toList)

It should be also possible to use DataFrames but by default recent versions schedule aggregations separately so without adjusting configuration it is probably not worth the effort.

redpajama_set_name: RedPajamaStackExchange


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Dr. Choo Wan Ling is an Obstetrician & Gynaecologist with more than 15 years of experience. She graduated from National University of Singapore in 1994 with a Bachelor's Degree in Medicine and Surgery, and returned to obtain her Masters in Obstetrics and Gynaecology in 2000.
Her clinical expertise includes antenatal and gynaecological scans, antenatal care and risk assessment, prenatal screening, as well as vaginal assisted and caesarean delivery. She is well-versed in the management and treatment of gynaecological issues such as infections, endometriosis, uterine fibroids, fertility challenges, and ovarian cysts. Moreover, she is qualified to treat pap smear abnormalities and perform colposcopies. In a personal capacity, Dr. Choo has a special interest in menopausal care and female sexual dysfunction. She is also a huge advocate of natural birth.
Outside of her practice, Dr. Choo features prominently in several medical organisations. In 2003, she was elected as a Council Member of the Obstetrical and Gynaecological Society of Singapore, before taking up the role of Honorary Treasurer from 2004 to 2006. She was also one of the key organisers of the fifth and sixth editions of the Singapore Congress of O&G.
Dr. Choo has published articles in scientific journals such as Gynaecologic and Obstetrics Investigations – Vaginal Delivery after Previous Caeserean Section, and Annals of Medicine Osteoporosis in relation to Menopause. Beyond these, she has contributed to various other medical publications in her field of specialisation, and penned a few chapters of a pregnancy guidebook.
In 2000, she won the IV Asian Obstetrics Gynaecology Congress Gold Medal and was recognised for her academic excellence.
Dr. Choo currently practises at SOG – Choo Wan Ling Clinic for Women, located at Mount Elizabeth Novena Specialist Medical Centre.


text:
Tier 1 Visas
Tier 2 Sponsorship Licence
Permanent Residence (ILR)
Naturalisaiton (Citizenship)
UK Ancestry
Elderly Dependant Relatives
EEA and Swiss Nationals
Turkish Nationals
Visiting Ireland
Investor and Entrepreneur Schemes
EU Treaty Rights
Visitor Visa B-1 and B-2
EB-5 Investor Program
Student F1 / M1 Visa
Family Based Visas
Immigrant Investor Program
Self-Employed Persons
Business Migration (subclass 188)
ELICOS visa (subclass 570)
Schools Sector visa (subclass 571)
Vocational Training (subclass 572)
Higher Education (subclass 573)
Postgrad. Research (subclass 574)
Non Award Sector (subclass 575)
Start-up Denmark (self-employment)
EU and Nordic Citizens
Visiting Denmark
Johnson Mackenzie Immigration Ltd > Ireland > Study in Ireland
Overview of Conditions for Degree Programme Student
The main conditions of being a Full Time Degree Programme Non EEA student are:
The maximum time a student may stay in Ireland for the purpose of attending courses at degree level is limited to seven years;
The level of course and award must comply with the conditions below
A Letter of Acceptance from the college, confirming you have been accepted and enrolled on a course of full-time day-time education
You must have proof that fees have been paid to the college. Where your fees are below €6,000, the full amount of the fees must be paid in advance.
You must have access to €3,000 at first registration. This is in addition to your course fees.
All students are required to have private medical insurance, either personally or through a group scheme operated by your college, at time of registration in accordance with the conditions set out below regarding private medical insurance.
Full conditions and requirements are set out in the Guidelines attached below. It is the responsibility of the student to familiarise themselves with these requirements.
What is a Degree Programme?
The Degree Programme refers to full-time, day-time academic courses leading to major awards as outlined below at or above Level 7 of the National Framework of Qualifications (see NFQ "fan diagram" at Appendix 1).
There are six types of major award available in Ireland at these levels:
NFQ Level 7 = Ordinary Bachelor Degree (3 years duration)
NFQ Level 8 = Honours Bachelor Degree (3-4 years duration)
NFQ Level 8 = Higher Diploma (1 year duration)
NFQ Level 9 = Postgraduate Diploma (1 year duration)
NFQ Level 9 = Masters Degree (1-2 years duration)
NFQ Level 10 = Doctoral Degree (approximately 4 years duration)
In that regard Degree programme courses are defined as courses which lead to an award of:
Ordinary Bachelor Degree
Honours Bachelor Degree
Higher Diploma (after completion of an Honours Bachelor Degree)
Postgraduate Diploma (after completion of an Honours Bachelor Degree)
Certain 'awards' offered by international universities which satisfy the above definition will also be regarded as Degree Programme courses.
The course that you are going to pursue must be included in the Internationalisation Register administered by the National Qualifications Authority of Ireland (NQAI) (Visit www.nqai.ie for more information).
NOTE : It is not permissible for Students who come to Ireland on a Degree Programme course to enrol in a Non Degree or Language Course (Students may be permitted to undertake a foundation language course, if required, where this has been arranged in advance and has been clearly stated in any application for a visa or leave to remain).
Similarly students who complete a Degree Programme course cannot then enrol on a Language/Non Degree Programme Course.
NOTE : The primary purpose for a student to be in the State is to study. It is not permissible for a student to come to Ireland to undertake a part-time course, or a distance learning course.
I am a student who has been in Ireland since before 1st January 2011
The New Immigration Regime for Full Time Non-EEA Students also applies to those non-EEA students registered in Ireland before the introduction of the new regime on 1 January 2011.
The Guidelines outline in detail the requirements for non-EEA students registered in Ireland before 1 January 2011.
Students are required to familiarise themselves with these guidelines.
Student Pathway
You may only stay in Ireland as a student for a maximum aggregate time of 7 years.
Can I stay in Ireland after I complete my studies to seek employment?
It may be possible to stay in Ireland after you complete your studies for the purpose of seeking employment under the Irish Third Level Graduate Scheme. This scheme exists to allow legally resident non-EEA third level graduates to remain in Ireland for the purpose of seeking employment and applying for a green card or work permit.
During the period of permission under the Irish Third Level Graduate Scheme a student can work full time (up to 40hrs per week).
The permission the student will have will remain that of student.
The permission under the Irish Third Level Graduate Scheme is non renewable.
A student can only avail of the Third Level Graduate Scheme once.
One Year Permission under the Third Level Graduate Scheme Permission
To be eligible for a one year permission under the third level graduate scheme a student is required to have
studied in Ireland and completed a qualification at Level NFQ 8-10,
an award granted by a recognised Irish awarding body (overseas accreditation will not be accepted), i.e.
Dublin Institute of Technology
Higher Education Training and Awards Council
Institutes of Technology with delegated authority
Royal College of Surgeons in Ireland
Other bodies that have statutory award-making powers in Irish law
Six Month Permission under the Third Level Graduate Scheme
A six month permission under the Irish Third Level Graduate Scheme is available to students who have graduated a course at Level 7 of the NFQ.
Students who avail of the Graduate Scheme within the 7 year limit as a student
Students who have completed a qualification in line with the courses as set out above and who are still within the 7 year overall limit for students in Ireland may avail of the Third Level Graduate Scheme starting on the date upon which the person receives their exam results.
If the full time non-EEA Student then re-enters education at a higher level the graduate scheme will count towards their 7 year maximum overall time limit in the State as a student. Where a student is eligible to avail of a one year Graduate scheme permission but only takes six months then the student will only be permitted to take the balance of six months if they then graduate from another course at a higher level.
For example – Student A completes a Level 8 Honours Degree over four years. Student A then avails of the Graduate Scheme for one year. Student A then returns to education to pursue a Masters Degree. The maximum time allowable for Student A to complete that course will be two years.
In addition the Student will not be permitted to avail of the Third Level Graduate Scheme at the end of their Masters course.
Stamp 2 will be issued in this situation.
Can I switch from Stamp 2 Student permission to Stamp 1A Trainee Accountant permission as a graduate?
Yes in certain circumstances this is permitted.
Non-EEA graduates, on Stamp 2 or Stamp 2A Student permission who having studied in Ireland complete a qualification (NFQ 7-10) granted by an Irish Authority (overseas accreditation will not be accepted) and who have not exceeded the overall 7 year time limit may transfer to Stamp 1A Trainee Accountant Permission for the balance of the 7 year time limit. To stay beyond the 7 years the graduate would be required to secure an alternative immigration permission from that of a Stamp 2 or Stamp2A student or Stamp 1A Trainee Accountant (for example as an employment permit holder).
Can I switch to work permit employment when I am in Ireland to study?
Permission to work is granted by the Department of Enterprise Trade and Innovation. Check their website for details on how to obtain a working permit. (Available at http://www.deti.ie).
Overview of Conditions for Language and Non-Degree Programme Student
The main conditions of being a Full Time Language and Non-Degree Programme Non EEA student are
The maximum time a student may stay in Ireland for the purpose of attending courses at language/non degree level is limited to three years;
The duration of course and award must comply with the conditions below
A Letter of Acceptance from the college, confirming you have been accepted and enrolled on a course of full-time day-time education involving a minimum of 15 hours organised daytime tuition each week between the hours of 8am and 6pm
What is the Language and Non Degree Programme?
The Language and Non-Degree Programme refers to two types of course.
English Language Course
English Language courses for the purpose of non-EEA Student Immigration must be included in the Internationalisation Register, administered by the National Qualifications Authority of Ireland (NQAI) (Visit www.nqai.ie for more information).
Further Education Non-Degree Course
Further Education courses refer to full-time, day-time academic courses leading to non-school major awards at Level 5 or Level 6 of the National Framework of Qualifications (see NFQ "fan diagram" at Appendix 1).
Vocational, business, management or other programmes (certificates, diplomas, advanced diplomas, graduate diplomas).
In order to facilitate students attending programmes leading to the awards described above, and colleges delivering these programmes, these programmes are included on the internationalisation register in the same way as non-Degree programmes and must meet the criteria set out for nondegree / language programmes.
Students should be aware that where a student seeks to progress through certificate, diploma, advanced diploma and graduate diploma, each of these will be as a discrete course with its own discrete award.
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redpajama_set_name: RedPajamaCommonCrawl


I was firstly keen to attend this workshop as I have never engaged in art therapy before and am typically quite introvert so my choice to spend the day with complete strangers was a bit out of the norm for me and so I liked the way you made us aware of the space we were using and that which was used by others in the place, the room was comfy, interesting and I felt relaxed at knowing where to go, helping myself to the coffee etc…I was a little unsure of how to use the art stuff there was so much of it and I took a while to decide what to use and how – might be nice to talk people through what there is ….anyway I found it interesting to notice for me that I clearly needed permission to actually use the things you had provided.
The space was a little tight and I think that the amount of exercises you gave us would have been perfect for two days but in this you allowed us as much freedom to discuss and explore as possible however I was aware afterwards of just how time affects my ability to relax and focus inward – I had lost track of time by midday and this was lovely! The day included a good balance of creative expression, group reflection and interesting interpretation and feedback, as a group I felt a very friendly and gentle attitude towards each other, we all shared some very personal parts of ourselves, in this I thought you were great as you remained clearly in the therapist role by summarising and observing and yet did confuse or distract by contributing any of your own stuff and still you were completely involved with/part of the group I think this made the days exploration very contained and safe and interesting you were so encouraging and warm towards us and our work. There was a spoken and unspoken attitude of respect, as you clarified at the start of the day and I think it grew from there, I felt myself and others were able to take little risks in being open about why we/I had chosen a certain picture, colour or a particular shape or pattern, and I had the very new experience of exploring my life in symbols. I think that this is a difficult area to navigate and I liked your approach in keeping the interpretation open and generalised allowing us to give colour and texture to the meaning of our own and each other's work, I was amazed at the work we all came up with and how we were able to discuss it.
I think you managed to achieve a balance between knowing a lot more that we did about unconscious expression through art, and giving enough information to understand the tasks and guide our reflective abilities, if u had had more time then I would think about scripting a short explanation of what the group should be doing on each exercise so that its consistent and easy as possible to explain and understand. I guess the hardest thing for me was being creative on the spot, I'm typically more focused on the practicalities of life and taking time to just focus on feelings and thoughts putting them into art was very new! And then explaining it well I felt a little unsettled to say the least, trusting that whatever I said would be ok was not easy and there was a fair bit of testing the waters for me, so the fact that you were so relaxed was important and definitely something that I have taken away with me, allowing myself to be a bit more spontaneous and wondering which part of me is trying to express itself in order to be congruent. As a student counsellor I think the group processes were very interesting, there was an amazing gentleness within the group towards each other and I do think this was partly due to the way you focused the group right from the start on being relaxed and open to the unknown, I understood that the day was about having an experience in itself.
"I really enjoyed the day – the location, the people, and the activities were all lovely. I was surprised how quickly the day went, and it wasn't until the very end that I started to get too emotionally tired to focus properly. The different activities (painting, cutting out words/pictures out of magazines, panting masks, picking out objects out of a box etc) were surprisingly meditative, relaxing and absorbing, and the talks about them afterwards really interesting. I thought there was a good variety of "creative activities", and you don't need to be "arty" to be able to do them (art was one of my worst subjects in school, and I haven't really done much painting or drawing since, so it was brilliant to do something arty together with other people, in a supportive environment, without the feeling of being compared or graded).
Great getting opinions about our creations from other people. Oh, and I loved the initial meditation, and the finishing gong bath. It was good not knowing so much about what was going to happen in the day, it was a bit of a surprise.
I could have personally done with another longer food break in the late afternoon (but if we would have finished at 6pm it would have been ok without).
I feel I'm still digesting everything from yesterday. I had a dream last night where in the end, there was a group of us scuba diving, and we were quite deep in the sea, and our instructor (a man) was telling us how to best go back up to the surface in a safe way, and we started going up to the surface, and there was quite a lot of pressure on the body from the changing pressure in water and we had to go slowly.


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redpajama_set_name: RedPajamaGithub


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AVP counseled me and empowered me.
give you that power back. AVP is my family.
They made a change in me and in countless others.
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and continue to do for our community.
and their staff is amazing and professional.
Truly a safe space for all the community.
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text:
Metaswitch Announces More Than Fifty Operator Customers Now Delivering Direct Routing for Microsoft Teams with Perimeta SBC
By Metaswitch on Feb 11, 2021 5:00:00 AM
Simple upgrade allows operators to quickly integrate existing voice services and calling plans with Microsoft Teams
LOS ALTOS, Calif. – February 11, 2021 – Metaswitch today announced that more than fifty operators have selected the Perimeta session border controller (SBC) to provide Direct Routing for Microsoft Teams and are now delivering service in market.
Adding Direct Routing to a Perimeta SBC is providing a fast path for operators to enhance their Session Initiation Protocol (SIP) trunking services, quickly supporting customers that are eager to use Microsoft Teams to make and receive calls on the public switched telephone network (PSTN). Deployable in both the operator's network and Microsoft Azure, Metaswitch's Perimeta SBC is a natural and modern complement to the Teams collaborative environment. This enables enterprise customers to quickly integrate the operator's call services and calling plans into Microsoft's fast-growing business communication platform.
"Our customers are demanding that we deliver a full range of communications services to meet the challenge of a rapidly evolving workplace," said David Behr, Chief Digital Officer at Liquid Telecom. "We are seeing increased demand for Teams connectivity and our Microsoft 365 Business Voice solution. Metaswitch is a strategic partner for Liquid. We were able to quickly and cost-effectively deploy Direct Routing for Teams, solidifying our position as a trusted provider of multiple communications services that put our customers' interests first."
For years, operators have built their own-branded communication and collaboration services on Metaswitch's award-winning MaX UC platform. Recent events have also driven a huge shift to remote working, and an explosive growth in adoption of Microsoft Teams, with Microsoft recently reporting 115 million daily active users. Operators are now keen to not just deliver their existing branded services but to also integrate them with, and provide connectivity to, the rapidly growing Teams installed base.
"The applications landscape is changing, and operators need to support their business customers with integration of calling services into Microsoft Teams," said Roger Heinz, Chief Revenue Officer at Metaswitch. "Adding this many operator customers, only a few months after the certification of Perimeta as a Direct Routing SBC, is a testament to the demand and quality of our solution, and its simplicity of deployment. We continue to work with operators of all sizes to meet the global demand for Teams connectivity and the delivery of a complete communications and collaboration service portfolio."
Learn more about how Metaswitch can help communications service providers integrate voice services into a Teams environment.


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12 Ordinary People Whose Lives Can Inspire Us In 2015
By Alena Hall
2014 was a year filled with stories of people who changed their lives, and the lives of others, by looking beyond conventional definitions of success and prioritizing giving, compassion and being part of something larger than themselves. Looking back on some of the individuals profiled in our "Go Givers" series last year, here are 12 lessons we all can take from them and apply to our own lives in 2015.
Epic adventures and giving can go hand in hand.
When U.S. Navy veteran Austin Shirley returned from duty with a sudden lack of purpose, he set out to find it in a way that was not just about himself, but was focused on wounded veterans around the country. Shirley mapped a 2,500-mile walking route that began in Jacksonville, Florida, and ended in San Diego, California, that he followed with his dog Archer and best friend John for nine and a half months, raising money for his fellow servicemen along the way. He traded in all of his possessions for hiking gear, camping equipment and food, raised more than $62,500 for Wounded Wear, and found the part of himself that was missing.
"I was just attracted to the whole adventure aspect," he told HuffPost. "I figured it would help me become a better person and it has. There's no question that it's been the best experience of my life."
Love and life's passion can be found in the same place.
When Cynthia Hellmann and Gregory Flatt arrived in Mali to volunteer with the Peace Corps 15 years ago, they had no idea that they would end up falling for one another, let alone feel so passionately about their mission's work. They continued supporting the local community's needs for economic development and food sustainability by founding Ecova Mali upon returning home to the United States. Motivated by the talents and kindness of their Malian friends, the couple issues micro loans and mini grants, funds community projects, and organizes best farming and business practices trainings for their former community to help them continue to thrive financially and improve their overall food security.
"We wanted to give back what they had given to us," Hellmann told HuffPost.
Stand up for what you believe in.
Earlier this year Anurag Gupta, a 30-year-old Indian immigrant, founded BE MORE, a nonprofit organization that uses research, storytelling and online social communities to bring change to the systems that perpetuate social inequity in America. He has harbored a passion for resolving issues of international ethnic inequality for most of his life, but decided to focus his activist efforts domestically after his completing his law degree. Spearheading his own movement against systemic challenges rather than fighting them in the courtroom has allowed him to connect more deeply with others and find the sense of spiritual fulfillment he was looking for.
"At the end of the day, we are all struggling together," he told The Huffington Post. "There is only one human race, yet this construct of race is a reality and we need to dismantle it and understand it. Our job is to explain to people how this construct came to be, and how it's changed the world in how human beings relate to one another."
Don't underestimate the power of a viral video.
When Chris Hooley showed his 11-year-old daughter Kaylee a touching video about making the homeless smile last summer, he had no idea that she would feel so inspired to give back to those in need herself that she would create a full-fledged charitable organization. Together, the father-daughter duo has spent the past 18 months hosting street events where they hand out food, water, clothing and toiletries to the homeless in Phoenix, Arizona, alongside their team of volunteers, and post videos of their outings on YouTube. With ReKindle, they hope to continue expanding their efforts to help the homeless across the country in the future.
"My whole life I've been on the 'go-getter' side, pretty successful in business," Hooley told HuffPost. "In the past couple of years, I felt like I was taking from the world, and I was looking for something that made me feel better and would leave a legacy. This is my path in life, and it took my 11-year-old daughter to help me figure it out. I didn't even know, but I've never been so sure of anything."
Sometimes it takes going beyond the call of duty to help those who need it most.
Deputy Andy Conner used to spend the majority of his time on duty patrolling one of Washington's most problematic highways for prostitution. However, when he grew tired of arresting young women, he decided to instead ask them why they wouldn't leave that lifestyle behind. He realized that many of them were not on the streets out of choice.
"That changed things for me because I was a police officer," Conner told HuffPost. "I was supposed to help people."
He then set out to organize a community home for these girls, offering them counseling, a safe shelter and vocational training to give them the fresh start they needed. He operates the Genesis Project, the name he gave to the organization, while maintaining his full-time role as a police officer -- telling any sex-trafficking woman he comes across that she now has a choice.
Great (giving) power lies within your social network.
These three Syracuse University students not only created a customizable way of giving to charity, but also leveraged our society's constant connection to social media networks to do so. Inspired by the jar of pocket change on his desk, founder Ian Dickerson turned to his entrepreneurship class to find a way to put it to use.
"There's so much good that can be done with this small amount, and there's a ton of people like myself that have this meaningless change that want to do some good, too," he told HuffPost.
Centscere is an online platform that allows social media users to pick a charity to which they would like to donate, designate an amount of change they would like to give with each post, and make a difference through an activity they already engage in every day.
Even the smallest random act of kindness can do a lot of good.
Cathy O'Grady has always been a person who's life mission was to bring a smile to the faces of complete strangers. But after her mother passed away 15 years ago from breast cancer, she felt the need to embody her mother's legacy of unbridled generosity and took her random acts of kindness to the next level. From donating $50 gift cards to Boston families who couldn't afford a Thanksgiving dinner to leaving blankets, hats and scarves on park benches for the homeless, O'Grady devotes every second of her spare time outside of her accounting job and online jewelry business to giving back because it helps others and makes her feel good.
"I just want people to feel loved," she told HuffPost.
Want to inspire change? Lead by example.
We may live in a world consumed by technology, but Lauren Billings never forgot that her favorite memories from childhood involved the great outdoors. After moving to New York City and joining an outdoor adventure group, she realized just how many kids don't have the opportunity to experience nature the way she once did and made it her mission to change that. As she set out for her most exhilarating -- and terrifying -- outdoor journey yet of climbing Mount Kilimanjaro, she partnered with the Discover Outdoors Foundation, using her trip as a way to raise funds for urban youth who have yet to experience nature's elements but would like to if given the opportunity.
"It's helped me get past some fears that I've had about making sure I don't fail, and just standing for this cause and for these kids who I want to inspire through what I'm doing -- putting that in a higher place than my own fears of looking bad -- has been an amazing experience," she told HuffPost.
There's strength in collaboration.
Supriya Hobbs and Janna Eaves shared a strong passion for the engineering sciences, and after teaming up at the University of Illinois, they decided to find a way to show other young girls with similar interests in the science, technology, engineering and math (STEM) fields that they are not only accepted, but needed in those industries. Together they designed a set of toy dolls modeled after famous women in the sciences, and included interactive game components to teach young girls about the women's stories and inspire them to follow their own paths as well.
"It's about doing what you want to do and what you're passionate about, and going for it and not letting anyone tell you you're not good enough or your gender is going to hold you back," Eaves told Huff-Post. "It's about encouraging girls to do whatever they need to do."
Find your passion, and pass it on.
Erin Lila Wilson discovered her love of yoga and its transformative powers when she was only 13 years old, and she has since dedicated her life to sharing the practice with at-risk teens in California. In January 2012, after years of yoga training and teaching various age groups, she launched a yoga-in-schools program of her own to share this mindful practice with students who would otherwise not have the opportunity to experience it. Her classes are helping students connect with one another in person as opposed to through technology and social media, and giving them opportunities to join in volunteer projects that give back to their community.
"I feel like we are at the brink of a huge shift in our overall cultural consciousness," Wilson told HuffPost. "We have a responsibility to nurture our children's inner lives as well as to give them a more formal education. And recognizing our inherent worth is one of the most beautiful aspects of bringing yoga to young people."
You have a story to tell... even if it's been 75 years.
Russia's mass Polish abduction during World War II was largely kept a secret until a few of its survivors decided that taking this history to their graves should not become a part of their legacy. Krystyna Balut, 83, along with her daughter Grace and granddaughter Kaysy, shared the story of her experience by transforming it into an animated documentary and illustrated novel for younger generations to learn from. They interviewed a dozen other survivors in Seattle, Washington, so that their stories could live on as well. They continue to raise money to be able to donate copies of the film and book to schools across the country.
"You meet young people, very many of them don't know, and they would say, 'My grandparents didn't want to talk about it,'" Balut told HuffPost. "Most of them say it was not being brought up. It's so hard for all of us, and this was a break for me, because I had no choice... We had to break out and we had to tell the story."
You can leave a legacy of giving.
As Jackie Water's sister Tracy Siemer fought her 21-year battle with a rare from of brain cancer, she adopted a superhero persona that kept her spirits high and revealed to her loved ones just how powerful positive thinking can be. After Siemer died in May 2013, Waters, inspired by her sister's strength, jumped full-force into creating Help Your Hero, a website that helps children dealing with difficult medical diagnoses find their inner superhero, and connects parents with important resources they will need throughout their child's journey.
"I always said, 'Thank you for letting me be your voice,' because that's what she needed me to be," Waters told HuffPost. "And that's what's carried on through her 21-year journey and Help Your Hero."
Alena Hall
Associate Third Metric Editor, The Huffington Post
Giving Back Impact Well Being Go Giver Generosity


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Q: AIDL Service and Android Open Source I've created an AIDL service called IHelloService and I am trying to call it from IOBridge under the libcore module.
Currently my code looks like this
// import
import android.os.IHelloService;
import android.os.ServiceManager;

....

IHelloService helloService = IHelloService.Stub.asInterface(ServiceManager.getService("hello"));
int val = helloService.getVal();

I run into errors when doing a standard build.
The errors include package android.os does not exist and cannot find symbol ServiceManager and IHelloService
I've already declared package android.os in the HelloService aidl file, so I don't think that's the issue.
Any help would be appreciated.

A: Sang,
Your issue is actually one I have been working through. What you need to do is build a new SDK for use with that specific service so that Android Studio (I am assuming that is what you are using) can recognize it as being available in your version of the ROM.
Here is what you should do: (found at https://android.googlesource.com/platform/sdk/+/master/docs/howto_build_SDK.txt)

*

*Go to your Android build area and run . build/envsetup.sh

*Run the command "make update-api" in your build area. This will update the files with the changes or additions you have made to the api.

*Run "lunch sdk-eng" to set up the build for the sdk.

*To make the SDK, run "make sdk". This could take some time (20m - 2hr), but will end with the line "Package SDK: out/host/darwin-x86/sdk/android-sdk_eng..zip"

Now that the SDK is made, you will need to point Android Studio to the new SDK. TO do this:

*

*RIght click on your app, and select "Open Module Settings".

*Choose "SDK" from the menu on the Left.

*Select your new SDK path.

There might be other ways to do this, but that is the process I am working with currently.


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Lawsuit says schools are legally required to address student trauma
Jane Meredith Adams
Credit: Screenshot of Public Counsel video
Kimberly Cervantes, plaintiff in a lawsuit against Compton Unified.
Five Compton Unified School District high school students who described their lives as a tangle of poverty, violence and abuse, filed a federal class-action lawsuit Monday stating that the district is legally required to address the effects of chronic trauma on learning.
The lawsuit is believed to be the first in the nation to use special education law to argue for accommodations for students whose ability to concentrate and learn is impaired by the stress of repeated violence, abuse and neglect.
"Schools that fail to address the impact of trauma on students are engaging in unlawful discrimination," said Laura Faer, statewide education rights director at Public Counsel, a Los Angeles public interest law firm, in a video press conference.
The suit, Peter P., et al. v. Compton Unified School District, was filed in U.S. District Court for the Central District of California, located in Los Angeles, by Public Counsel and Irell & Manella, a Los Angeles firm working pro bono.
"I want to figure out a way for the teachers to understand the students," said Peter, 17, a student at Dominguez High School and the lead plaintiff in the case, in a videotaped statement. Because he is under 18, the lawsuit identified him only by his first name. According to Public Counsel and Irell & Manella, Peter grew up with physical and sexual abuse, lived in foster homes, and has witnessed more than 20 people get shot. In March and April, he slept on the roof of the high school because he was homeless. When he was discovered, he was suspended.
In the video, he explained to teachers why some students put their heads down on their desks and don't want to participate. "They're trying to change, but they can't," he said. "Because when they go home, it's negative. They go to school, it's negative. Out on the streets, it's negative."
He added, "I would love to see my school as my peaceful place where I could be feeling safe, calm."
The lawsuit claims that Compton Unified violated the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, which requires schools to provide services to meet the needs of students with physical or mental impairments. Compton Unified failed to take "reasonable steps" to address the needs of students affected by trauma and instead frequently suspended or expelled students suffering from severe trauma, the lawsuit claimed.
"Schools that fail to address the impact of trauma on students are engaging in unlawful discrimination," said Laura Faer, statewide education rights director at Public Counsel.
Micah Ali, president of the board of trustees of Compton Unified, refuted the charge that the district was shirking its duty to disadvantaged students. "Any allegation that the district does not work hard to deal with consequences of childhood trauma on a daily basis is completely unfounded," Ali said in a statement.
"But like school districts across this state," he said, "especially those who serve working class families, we are constantly challenged to find the resources to meet every identifiable need."
What the lawsuit seeks from Compton
Adequate mental health and counseling service for the highest need students;
Trauma-informed training and support for all educators and school staff;
Teaching children skills to cope with their anxiety and emotions; and
Implementing positive school discipline and restorative strategies that keep children in school and create a safe and welcoming environment.
Brain scans of traumatized youth have found that the neural pathways associated with fear and survival responses are strongly developed, leaving some children in a state of hyper-vigilance that causes them to overreact, recent research shows. And because they are in a constant state of fear, students affected by trauma find it difficult to relax enough to process verbal instructions and learn.
The suit seeks a district-wide infusion of teacher support and education about trauma, mental health counseling and the use of "restorative practices," which replace punitive discipline with a system that allows students to restore relationships by making amends. In addition, the suit seeks training for teachers in how to teach students social and emotional skills, such as courtesy and conflict resolution. Withholding such services denies traumatized students meaningful access to education, Faer said.
Three Compton Unified teachers joined the lawsuit because they are personally stressed by the traumas their students experience – an effect known as "secondary trauma" or "vicarious trauma" – and because they want more training and support, the lawsuit said.
Plaintiff Rodney Curry, a Dominguez High School teacher for 19 years who attended Dominguez High himself, said he has lost dozens of students to violence and attends one to three funerals a year for current and former students.
"Yet he has never received training on trauma or mental health," according to a statement from Public Counsel and Irell & Manella, "nor has he been informed or made aware of any system for referring students that need mental health services to a program outside of school."
He has actively considered leaving the teaching profession, but stays on because of the role he plays for some students, the statement said.
"If I don't keep getting close to these kids, who will?" Curry said in the statement.
Understanding the Effects of Maltreatment on Brain Development, Child Welfare Information Gateway, U.S. Department of Health & Human Services, 2015
Schools promoting 'trauma-informed' teaching to reach troubled students, EdSource Today, Dec. 2, 2013
TraumaAndLearning.org, a website created by Public Counsel and Irell & Manella
Videotaped statements of four student plaintiffs in the lawsuit Peter P., et al. v. Compton Unified School District
"Trauma-informed" or "trauma-sensitive" schools educate administrators, teachers and staff about how trauma affects the brain. The trainings seek to reframe a teacher's interaction with a disruptive student by acknowledging that the student may be experiencing acute stress.
Instead of asking "What's wrong with you?" school staff could ask "What has happened to you?" according to Joyce Dorado, associate professor at the UCSF School of Medicine and director of the UCSF Healthy Environments and Response to Trauma in Schools program, known as HEARTS. The program is used in some San Francisco schools.
Restorative approaches to discipline have been shown to increase attendance, reduce suspensions and expulsions and improve academic performance, the lawsuit noted, citing reports. And creating a positive school environment, where students feel emotionally and academically supported, has been shown to boost test scores.
"If we in society can't eliminate causes of trauma, which are attributable in whole or in part to poverty, we can address its effects," said Mark Rosenbaum, a directing attorney for Public Counsel.
"I'm not going to say it's too hard growing up in Compton, but it's real difficult – it's a bumpy ride," said plaintiff Philip, 15, in his own videotaped statement. "Are you going to be shot, robbed, killed – that's what it comes down to." He attends Team Builders, an alternative high school in the district and wants to study photography.
Plaintiff Kimberly Cervantes, now 18 and a senior at Cesar Chavez Continuation School in the Compton district, witnessed the deaths of two students in middle school. In high school, she was chastised by two teachers, in front of the class, for saying she thought she might be gay. She stopped attending the class, and school, for a long time, and felt suicidal. She had used up her no-cost sessions of counseling, she said, and her family was unable to pay for more sessions.
In her videotaped statement, she said she wants to succeed. "I love English – I love writing," she said. "I want to be a poet."
Jane Meredith Adams covered social and emotional learning and student wellbeing for EdSource.
Follow @janeadams
High-needs studentsTeacher EffectivenessStudent WellbeingCompton Unified School DistrictDisciplineFeaturedLaura FaerMark RosenbaumSpecial EducationStudent HealthStudent WellbeingTrauma
Shy 4 years ago4 years ago
Why is it always said it's the schools responsibility? When do parents take responsibility for their children? When will people who caused the trauma be held responsible? I experienced trauma as a child. I was molested by four different relatives, raped by my brother's friend, saw my mom knocked around by her abusive alcoholic boyfriend, ridiculed by him, milk and water thrown on me and my homework, emotionally abused, pushed, thrown out of the house, … Read More
Why is it always said it's the schools responsibility? When do parents take responsibility for their children? When will people who caused the trauma be held responsible? I experienced trauma as a child. I was molested by four different relatives, raped by my brother's friend, saw my mom knocked around by her abusive alcoholic boyfriend, ridiculed by him, milk and water thrown on me and my homework, emotionally abused, pushed, thrown out of the house, and physically abused. Was it the school district's responsibility to do something for me? No. No one knew, I didn't tell. I went to school to escape. It was my safe haven. I was a good kid who did well in school. This is hard for me to understand. The school's responsibility is to educate. Kids are entitled to a free public education. Parents are responsible for everything else. Now, I guess schools are responsible foe trauma occurring out of the U.S. The government needs to let the school system educate and parents and those that commit the trauma responsible.
Rhonwyyn 4 years ago4 years ago
"I went to school to escape. It was my safe haven."
The plaintiffs feel that their schools are NOT safe havens. They would like to be able to feel safe at school, to be treated with respect and tenderness, just like you were.
George Laase 5 years ago5 years ago
This kind of help is not only the responsibility of the school districts. What about the county's responsibilities for providing for mental health? There should be a coordinated approach by the county and the school districts, not just the schools.
Andrew 5 years ago5 years ago
Seems like "more training" for teachers is everyone's answer to every educational problem. Not "more teachers" or "better staffing ratios" but more training for the overworked teachers in this state with the nation's worst staffing ratios. There is, of course, zero chance that the training will be put to use, because there simply isn't time, especially one-on-one time, and especially in CA high schools were teacher staffing ratios are half the … Read More
Seems like "more training" for teachers is everyone's answer to every educational problem. Not "more teachers" or "better staffing ratios" but more training for the overworked teachers in this state with the nation's worst staffing ratios. There is, of course, zero chance that the training will be put to use, because there simply isn't time, especially one-on-one time, and especially in CA high schools were teacher staffing ratios are half the national average.
Meanwhile, in addition to carrying double work loads at work, the teachers are being required to undergo endless "training." They apparently aren't trained enough on completing four years of college and a couple of years of credential program, so we give them a tentative credential and make them train more to get a real credential, if they aren't laid off in a recession cycle. This, in addition to the on the job training and learning that any conscientious professional undertakes.
Then it is proposed that they receive special ed training, as with the recent task force recommendations, so they add assume added special ed duties. They must have little else to do. And of course, they are supposed to be trained in restorative justice practices and cajole the worst behaved students into alternatives to suspension. Now we can add to that training in trauma and working with traumatized students. The only thing we don't give the teachers is time, enough time to do any of the things we demand of them. And the training just takes more of their time. Is it possible that many of these problems would improve if we just let them have sufficient time with their students with reasonable staffing ratios?
Don 5 years ago5 years ago
Andrew, to follow up on your excellent comment - during the last recession SFUSD spent $3M to hire an outfit called National Urban Alliance for PD to address teaching towards the needs of the inner core population in hard-to-staff schools. As is often the case many of the teachers working at these schools are new and the training is considered essential. When SFUSD was mulling over whether to approve the contract … Read More
Andrew, to follow up on your excellent comment – during the last recession SFUSD spent $3M to hire an outfit called National Urban Alliance for PD to address teaching towards the needs of the inner core population in hard-to-staff schools. As is often the case many of the teachers working at these schools are new and the training is considered essential. When SFUSD was mulling over whether to approve the contract the possibility of pink slips loomed large and the Superintendent made a unilateral decision to save $1M, increasing K class size by 2 districtwide. Then the Board approved the NUA contract. I don't know how LCFF may have changed the funding scheme as it relates to PD, which is usually a different pot of money, but perhaps PD should compete with other priorities rather than be a use or lose situation. Shortly after National Urban Alliance completed the very costly PD, most of the trained teachers were laid off. So, in effect, SFUSD got very little for its expense and NUA came out smelling like a rose. The fact is that PD is always called for because consultant lobby work overtime in Sacramento to assure the flow of hundreds of million yearly to private consulting firms, though perhaps the number is in the billions nowadays.


Hi, my name is Adrian Borda. I'm a painter from Reghin, Romania, and I have a huge passion for photography. I started photography mostly to capture textures and subjects that I could use in my paintings, but it rapidly evolved into a passion of its own.
I'm not a purist by any means, one who thinks that what's straight out of the camera is untouchable. Painting taught me that nature is just a starting point to make expressive and meaningful images. Maybe Photoshop is my most important tool. The camera and the lenses just help capture different focal lengths and depths of field.
My first camera was a Canon 550D , then upgraded to 60D . Then I had a huge bad luck with an old Canon 5D that had scratches on the sensor and focusing problems. A few months after I sold it, the shutter failed.
I travel and hike a lot, so due the small size, weight, dynamic range, and the revolutionary technology added, I was seduced by the Sony mirrorless. I have had NEX 5N , NEX-6 , and A7 . Soon I realized that the Sony lenses are too expensive, and there isn't a mature second-hand market to buy affordable ones. Also, it is frustrating that the camera needs to be turned on every time you want to check the frame, so I returned to Canon, and bought a 5D Mark II . I don't recommend shifting so much, because it is an expensive and frustrating process. Better decide what are your needs, and buy quality gear that will last.
My current kit is fairly simple. Usually I have 2-3 lenses with me, depending what I'm planning to shoot.
Sigma 150-600mm F/5.0-6.3 Dg Os HSM Contemporary – my latest acquisition, it arrived today. After a few test shots I wonder how I survived until now with only 200mm! It's huge and heavy, but the extra reach makes it worth carrying around.
Canon EF 70-200mm f/4L USM is one of the reasons I returned to Canon…yet after buying the Sigma 150-600 I feel that 200mm is not enough. Most of my photos are taken at the 200mm end.
Canon EF 17-40mm f/4L USM is a nice one. Not the sharpest, but I believe was the best option for the price.
Canon EF 85mm f/1.8 USM was the biggest disappointment so far, due the inconsistent focus. So many out of focus shots that it is almost unusable, but maybe I just have a bad copy. When I was on Sony mirrorless, I used a Samyang 85mm f/1.4 for portraits, and thanks to the fact that I was able to magnify the image on the electronic viewfinder, the focus was very precise.
Canon EF 50mm f/1.8 STM a huge improvement from the previous versions, incredibly sharp, I use it mostly for portraits and macro photography combined with the macro tubes.
Samyang 12mm f/2.8 ED AS IF NCS UMC Fisheye is a superb lens, but I rarely take it with me.
Venus Optics Laowa 15mm f/4 Wide Angle Macro is always in my bag, so small, compact, and versatile due the macro capability. So sad that other manufacturers don't add a macro option to ultrawide lenses. Is a totally new territory, offering such interesting new perspectives, and being able to integrate the subject in the scene. Yet even if it has a shallow depth of field, you still need to focus stack around 10 photos.
ND and CPL filters – I use them rarely, and didn't invested in best quality due the high price.
USB OTG cable – my body doesn't have wireless or a tilting screen, so I use it to view on the phone when the camera is on the ground, or other places where I cannot see the screen.
Slik Mini GM II Tripod – essential for landscape photography, this one is very small and light.
thank you so much dear Mark for sharing my passion for photography!


text:
Former top-10 badminton player Joachim Persson banned
Denmark's Joachim Persson has been banned for 18 months for offences linked to betting and match-fixing, the Badminton World Federation said.
Kuala Lumpur 21 March, 2019 16:26 IST
File photo of Joachim Persson after winning his semifinal match in Thomas Cup, 2006. - AP Photo
Denmark's Joachim Persson has been banned for 18 months for offences linked to betting and match-fixing, the Badminton World Federation said on Thursday.
The 36-year-old former world number six was found guilty of "four violations of the code of conduct in relation to betting, wagering and irregular match results".
The violations include failing to disclose details of an approach and not cooperating fully with investigations conducted by the BWF.
Persson was also ordered to pay costs of $4,500, the world governing body said in a statement.
Last May, two Malaysian badminton players received career-ending bans of 20 and 15 years respectively after being found guilty of corruption and match-fixing.
Joachim Persson


text:
Halecium ovatum är en nässeldjursart som beskrevs av Totton 1930. Halecium ovatum ingår i släktet Halecium och familjen Haleciidae. Inga underarter finns listade i Catalogue of Life.

Källor

Hydrozoer
ovatum

redpajama_set_name: RedPajamaWikipedia


text:
Data from: Habitat discontinuities form strong barriers to gene flow among mangrove populations, despite the capacity for long distance dispersal
Binks, R. (Creator), Byrne, M. (Creator), McMahon, K. (Creator), Pitt, G. (Creator), Murray, K. (Creator) & Evans, R. (Creator), DRYAD, 29 Aug 2019
DOI: 10.5061/dryad.cr0c8c7, http://datadryad.org/stash/dataset/doi:10.5061/dryad.cr0c8c7
Data from: Increase of leaf organic acids to enhance adaptability of dominant plant species in karst habitats
Tang, S. (Creator), Liu, J. F. (Creator), Lambers, H. (Creator), Zhang, L. (Creator), Liu, Z. (Creator), Lin, Y. (Creator) & Kuang, Y. (Creator), DRYAD, 17 Jun 2021
DOI: 10.5061/dryad.x95x69pjc, http://datadryad.org/stash/dataset/doi:10.5061/dryad.x95x69pjc
Data from: Genetic diversity loss in a biodiversity hotspot: ancient DNA quantifies genetic decline and former connectivity in a critically endangered marsupial.
Pacioni, C. (Creator), Hunt, H. (Creator), Allentoft, M. E. (Creator), Vaughan, T. G. (Creator), Wayne, A. (Creator), Baynes, A. (Creator), Haouchar, D. (Creator), Dortch, J. (Creator) & Bunce, M. (Creator), DRYAD, 21 Oct 2015
DOI: 10.5061/dryad.26s85, http://datadryad.org/stash/dataset/doi:10.5061/dryad.26s85
Data from: Galaxy And Mass Assembly (GAMA): Defining passive galaxy samples and searching for the UV upturn
Phillipps, S. (Creator), Ali, S. S. (Creator), Bremer, M. N. (Creator), De Propris, R. (Creator), Sansom, A. E. (Creator), Cluver, M. E. (Creator), Alpaslan, M. (Creator), Brough, S. (Creator), Brown, M. J. I. (Creator), Davies, L. (Creator), Driver, S. (Creator), Grootes, M. W. (Creator), Holwerda, B. W. (Creator), Hopkins, A. M. (Creator), James, P. A. (Creator), Pimbblet, K. (Creator), Robotham, A. (Creator), Taylor, E. N. (Creator) & Wang, L. (Creator), SAO/NASA Astrophysics Data System (ADS), Feb 2020
https://ui.adsabs.harvard.edu/abs/2020MNRAS.492.2128P/abstract and 2 more links, https://ui.adsabs.harvard.edu/link_gateway/2020MNRAS.492.2128P/SIMBAD, https://ui.adsabs.harvard.edu/link_gateway/2020MNRAS.492.2128P/MAST (show fewer)
6WCK
Bond, C. (Creator), Protein Data Bank, Rutgers University, 15 Apr 2020
DOI: 10.2210/pdb6WCK/pdb
dbarneche/geb12851: Published version of paper data and code: Body size, reef area, and temperature predict global reef-fish species richness across spatial scales
Barneche Rosado, D. (Creator), Rezende, E. L. (Creator), Parravicini, V. (Creator), Maire, E. (Creator), Edgar, G. J. (Creator), Stuart-Smith, R. D. (Creator), Arias-González, J. E. (Creator), Ferreira, C. E. L. (Creator), Friedlander, A. M. (Creator), Green, A. L. (Creator), Luiz, O. J. (Creator), Rodríguez-Zaragoza, F. A. (Creator), Vigliola, L. (Creator), Kulbicki, M. (Creator) & Floeter, S. R. (Creator), Zenodo, 12 Nov 2018
Data from: Investigating the genetic architecture of conditional strategies using the environmental threshold model
Buzatto, B. (Creator), Buoro, M. (Creator), Hazel, W. (Creator) & Tomkins, J. (Creator), DRYAD, 2 Dec 2015
DOI: 10.5061/dryad.3j2mp, http://datadryad.org/stash/dataset/doi:10.5061/dryad.3j2mp
Parkes observations for project P456 semester 2019APRS_19
Hobbs, G. (Creator), Manchester, D. (Creator), Sarkissian, J. (Creator), Bailes, M. (Creator), Bhat, R. (Creator), Keith, M. (Creator), Coles, W. (Creator), van Straten, W. (Creator), Russell, C. (Creator), Oslowski, S. (Creator), Kerr, M. (Creator), Dempsey, J. (Creator), Shannon, R. (Creator), Wang, J. (Creator), Levin, Y. (Creator), Wen, L. (Creator), Zhu, X. (Creator), Dai, S. (Creator), Reardon, D. J. (Creator), Spiewak, R. (Creator), Zhang, L. (Creator) & Parthasarathy, A. (Creator), CSIRO Data Access Portal, 29 May 2019
DOI: 10.25919/5cee725996fd3, https://doi.org/10.25919%2F5cee725996fd3
RV Investigator Voyage IN2017_T01 End of Voyage (EOV) Archive
CSIRO (Contributor), Facility, M. N. (Contributor), Bowie, A. (Contributor), Walters, K. (Contributor), Beemer, R. (Contributor), Stavropoulos, V. (Contributor), Arthur, B. (Contributor), Steinberg, D. (Contributor) & Woehler, E. (Contributor), CSIRO Data Access Portal, 14 Feb 2018
DOI: 10.4225/08/5a6fe16846a67, https://doi.org/10.4225%2F08%2F5a6fe16846a67
Figure 9 from: Framenau V, Miglio L, Harms D, Harvey M (2014) Four new Mouse Spider species (Araneae, Mygalomorphae, Actinopodidae, Missulena) from Western Australia. ZooKeys 410: 121-148. https://doi.org/10.3897/zookeys.410.7156
Miglio, L. (Creator), Harms, D. (Creator), Framenau, V. (Creator) & Harvey, M. (Creator), Zenodo, 22 May 2014
DOI: 10.3897/zookeys.410.7156.figure9 , https://zenodo.org/record/953742#.WoT7J2f187w
A parsimonius model of the stochasticity of combined sewer overflows reveals contributions of network structure and rainfall variability
McGrath, G. (Creator), Kaesberg, T. (Creator) & David Reyes Silva, J. (Creator), The University of Western Australia, 5 Oct 2018
DOI: 10.26182/5bbbff6fadf94
Data from: Socially cued seminal fluid gene expression mediates responses in ejaculate quality to sperm competition risk
Simmons, L. (Creator) & Lovegrove, M. (Creator), DRYAD, 20 Jul 2017
DOI: 10.5061/dryad.8rq18, https://datadryad.org/resource/doi:10.5061/dryad.8rq18
Billiards Carbon Isotope and CFC-12 Data
Dogramaci, S. (Creator), Skrzypek, G. (Creator), Grierson, P. (Creator) & McCallum, J. (Creator), The University of Western Australia, 28 Jan 2020
DOI: 10.26182/5e2f90d975eac
Data from: Female crickets assess relatedness during mate guarding and bias storage of sperm toward unrelated males
Tuni, C. (Creator), Beveridge, M. (Creator) & Simmons, L. (Creator), DRYAD, 9 Jan 2013
DOI: 10.5061/dryad.907p8, https://datadryad.org/resource/doi:10.5061/dryad.907p8
Intensive agroforestry practices negatively affect ant (Hymenoptera: Formicidae) diversity and composition in southeast Sulawesi, Indonesia
Asfiya, W. (Creator), Lach, L. (Creator), Majer, J. (Creator), Heterick, B. (Creator) & Didham, R. (Creator), ANeT - International network for myrmecology (ant research) in Asia, 1 Aug 2015
DOI: 10.20362/am.007009, https://doi.org/10.20362%2Fam.007009
ASKAP Data Products for Project AS031 (BETA Science Observations): catalogues
Harvey-Smith, L. (Contributor), Chapman, J. (Contributor), Lenc, E. (Contributor), McConnell, D. (Contributor), Edwards, P. (Contributor), Phillips, C. (Contributor), Sault, B. (Contributor), Reynolds, J. (Contributor), Heywood, I. (Contributor), Serra, P. (Contributor), Chippendale, A. (Contributor), Popping, A. (Contributor), Allison, J. R. (Contributor), Indermuehle, B. (Contributor), Bell, M. (Contributor), Bannister, K. (Contributor), Bunton, J. D. (Contributor), Kimball, A. (Contributor), Procopio, P. (Contributor) & Marquarding, M. (Contributor), CSIRO Data Access Portal, 2 Nov 2015
DOI: 10.4225/08/5729853e7687b, https://doi.org/10.4225%2F08%2F5729853e7687b
Grape phylloxera spread model
Triska, M. (Creator) & Renton, M. (Creator), The University of Western Australia, 16 Oct 2017
DOI: 10.4225/23/59f8281b6b419
GSM2043598: villous_S1
Buckberry, S. (Creator) & Roberts, C. T. (Creator), Gene Expression Omnibus (NCBI), 31 Aug 2016
http://www.ncbi.nlm.nih.gov/geo/query/acc.cgi?acc=GSM2043598
Mean hydrography on the continental shelf from 26 repeat glider deployments along Southeastern Australia
Schaeffer, A. (Creator), Roughan, M. (Creator), Austin, T. (Contributor), Everett, J. D. (Creator), Griffin, D. (Creator), Hollings, B. (Contributor), King, E. (Creator), Mantovanelli, A. (Contributor), Milburn, S. (Contributor), Pasquer, B. (Contributor), Pattiaratchi, C. (Creator), Robertson, R. (Contributor), Stanley, D. (Creator), Suthers, I. (Creator) & White, D. (Creator), Australian Ocean Data Network, 17 May 2016
DOI: 10.4225/69/573bf404dca24, https://doi.org/10.4225%2F69%2F573bf404dca24
Data from: Patterns of genetic variation in desiccation tolerance in embryos of the terrestrial-breeding frog, Pseudophryne guentheri
Eads, A. R. (Creator), Mitchell, N. (Creator) & Evans, J. (Creator), DRYAD, 13 Feb 2012
DOI: 10.5061/dryad.r8jh5t00, https://datadryad.org/resource/doi:10.5061/dryad.r8jh5t00
No evidence for divergence in male harmfulness or female resistance in response to changes in the opportunity for dispersal
Lymbery, S. (Creator), Wyber, B. (Creator) & Tomkins, J. (Creator), DRYAD, 12 Apr 2020
DOI: 10.5061/dryad.9w0vt4bbv, http://datadryad.org/stash/dataset/doi:10.5061/dryad.9w0vt4bbv
Data for: Ediacaran-Cambrian far-field hydrothermal event in the southeast of the São Francisco Craton, Brazil: evidence from zircon U-Pb SHRIMP, trace elements, Lu-Hf and oxygen isotopes
Braga, F. (Creator), Santos, J. (Contributor), Rosière, C. (Contributor), Rolim, V. (Contributor), Roberts, M. (Contributor), Evans, N. (Creator) & Hagemann, S. (Contributor), Mendeley Data, 10 Oct 2019
DOI: 10.17632/4rxkfkpzb2.3, https://data.mendeley.com/datasets/4rxkfkpzb2
Data from: Drivers of plant traits that allow survival in wetlands
Pan, Y. (Creator), Cieraad, E. (Creator), Colmer, T. (Creator), Pedersen, O. (Creator), Visser, E. (Creator), Voesenek, L. A. C. J. (Creator) & van Bodegom, P. M. (Creator), DRYAD, 1 Jan 2020
DOI: 10.5061/dryad.7h44j0zqx, http://datadryad.org/stash/dataset/doi:10.5061/dryad.7h44j0zqx
Data from: Nongenetic paternal effects via seminal fluid
Simmons, L. (Creator) & Lovegrove, M. (Creator), DRYAD, 13 Jun 2019
DOI: 10.5061/dryad.2g8856k, http://datadryad.org/stash/dataset/doi:10.5061/dryad.2g8856k


text:
Istanbul Agop Cymbals is a cymbal producer based in Turkey. Its products are well respected for their unique sound, which is formed by the method and the alloy used, the formula of which is known only to the owners of the firm, Armenians Arman and Sarkis Tomurcuk. It is one of two companies that formed after the split of Istanbul Cymbals.

History
The art of Turkish cymbal making dates back to the 16th century, the time of the Ottoman Empire. The very first cymbals manufactured in Turkey were actually bells, created for the use in churches. Later on, as the story goes, cymbals were produced for the Ottoman military band. In the 20th century, it had become well known that Istanbul had evolved into the cymbal-making capital of the world. Generations of master cymbal smiths developed, refined, and redefined this art in their endless search for perfection. They formulated the most musical alloy and developed and tested hand-crafting methods which had been used for centuries. As the 20th century drew to its close, the traditional Turkish method for handcrafting cymbals had all but been abandoned due to the efficiencies and mass production facility provided by machines. In 1980, the first Istanbul Cymbals began to be produced by Agop Tomurcuk, who had been working in the business of hand-made cymbal manufacture since the age of nine and had worked at the only cymbal factory in Turkey becoming the chief cymbal smith until the factory's closure in 1977. Agop's friend and partner Mehmet Tamdeger established Zilciler Kollektif Sti and chose "Zilciler" as their brand name. Shortly afterwards the brand name was changed to Istanbul.

The following years saw continued development of new designs that tried to maintain traditional methods. In 1996, Agop Tomurcuk died in an accident, and as a result the company began to be pulled in two separate directions. It was determined that the company must be split between Agop's sons, Arman and Sarkis—who continued in the tradition of their father—and Mehmet, who started his own separate company.

Brands

"Alchemy Cymbals" is a brand of hand-made cymbals belonging to Istanbul Agop; the brand has its own production line. The main difference between Istanbul Agop and Alchemy Cymbals is the finishing process. Alchemy Cymbals also has low-cost cymbals in its production line for beginners and semi-professionals.

Some of their lines have been designed in collaboration with notable professional drummers, including Mel Lewis, Cindy Blackman, and Lenny White.

Endorsers
Many prominent drummers of multiple well known bands, as well as many younger contemporary players all spanning multiple genres from rock to jazz and indie to heavy metal all endorse the brand including:

 Mel Lewis of Stan Kenton and Woody Herman
 Jimmy Chamberlin of The Smashing Pumpkins
 Zac Farro of Paramore
 Cindy Blackman and Michael Shrieve of Santana
 Joey Waronker of Beck
 Jeremy Stacey of King Crimson
 Mark Pontius of Foster the People
 Michael Iveson of Gotye
 Jarrod Alexander of My Chemical Romance
 Aaron Sterling of John Mayer
 Mike Clark of Herbie Hancock
 James Gadson of Bill Withers and Herbie Hancock
 Christopher Guanlao of Silversun Pickups
 Lenny White of Return to Forever
 George Sluppick of Chris Robinson
 Brooks Wackerman of Avenged Sevenfold

 Jeremy Gara of Arcade Fire
 Darren King of Mutemath
 Morgan Agren of Frank Zappa
 Andrew Marshall of Billie Eilish
 Brendan Canty of Fugazi
 Matthew McDonough of Mudvayne
 Witold Kieltyka of Decapitated
 Moses Archuleta of Deerhunter
 Kliph Scurlock of The Flaming Lips
 Alexei Rodriguez of 3 Inches of Blood
 James Culpepper of Flyleaf
 Joe Plummer of The Shins
 Charlie Hall of The War on Drugs
 Erce Arslan of Kimaera
 Yussef Dayes of Yussef Kamaal

 Jeremiah Green of Modest Mouse
 Dan Bailey of Father John Misty
 Joe Russo of Furthur
 Paulo Baldi of Cake
 Blair Sinta of Cyndi Lauper
 Scott Amendola of the Scott Amendola Band
 Brian Vodinh of 10 Years
 Brian Griffin of Taylor Hicks
 Adam Patterson of The Expendables
 Cengiz Baysal, session great
 Amber Baker, session great
 Ferit Odman, jazz great
 Idris Muhammad, jazz great
 Franklin Kiermyer, jazz great
 II of Sleep Token
 Ronnie Vannucci Jr. of The Killers

See also
List of cymbal manufacturers
Cymbal making

References

External links

Cymbal manufacturing companies
Manufacturing companies based in Istanbul
Companies established in 1980
Turkish brands
Musical instrument manufacturing companies of Turkey


One of our Favorites, this classic FCB was milled from Soft Carbon Steel, and completed in a durable black chrome finish. This Fred Couples Blade is engraved with our signature skull and bones icon in the pocket, and also features intricate Honeycomb milling across the bumpers to add that extra flare RJB was shooting for. The sole of this putter is simple, just the way the man that uses it best likes it. Paired with one of our new Multi-Hex Skull and Bones icon Tour headcover and a matching black leather standard grip master grip.


Budget Oslo - The pleasant 2-star Oslo Budget offers quick access to National Museum, which is about 450 meters away. The city center is 10 minute walking distance from the hotel. The city center is 10 minute walking distance from the hotel.... However, there�s no denying the costs of visiting the Norwegian capital, and more people are looking for ways to visit Oslo on a budget. In Norway, and particularly in Oslo, a beer will cost you a good $10, depending on where you go, and most bar tabs will leave you in shock.
20/09/2017�� ey check it out I made a video.. 7 tips for how to get the most out of Oslo on an extremely tight budget. My girlfriend and I just had an awesome time �... In Oslo it might be a good idea to rent a city bike, you can get a tourist day card for this at the tourist information for about NOK 100. The Norwegian Costal Express (Hurtigruten) going along the Norwegian coast is a beautiful way to see some fjords.
P-Hotels Oslo � A new collection of budget hotels in Oslo, Bergen and Trondheim. The Oslo hotel is located on Grensen just a few steps from the HTL Karl Johan. All rooms have a TV. The Oslo hotel is located on Grensen just a few steps from the HTL Karl Johan.... A detailed recruitment budget can drive an effective recruiting process. Invest the time to calculate recruitment costs and plan your budget the right way.
A lot of people dream of seeing the Northern Lights and a trip up north to see them is kind of the most magical thing ever, but I also know that a lot of people are put off by the expense.... Oslo, Norway is one of the most expensive cities in the world. I was there for 3 days and 3 nights and kept track of all my spending on this trip. Here is a budget breakdown for Oslo, Norway.
Figuring out how to budget for a baby isn�t only about buying diapers and cute onesies; if you�re planning to stay home from work and don�t have paid parental leave, you�ll need to make sure to save enough money to cover paternity or maternity leave.