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May Stevens
"I want my paintings to haunt you, so that you carry them away with you."
Any internet search of May Stevens will inevitably turn up these words: activist, feminist, political. And, while it is true that these words describe important personal and artistic focal points that exist across her body of work, what May Stevens really was, was a painter of narratives, of intensely human stories. Political activist and feminist are then terms that could be viewed as facets in a long career, areas of interest that she delved deeply into, each a lens through which to view and explore her own narrative, and the narratives of those around her.
May Stevens was born in 1924 just outside of Boston, Massachusetts and grew up in the nearby suburb of Quincy. Her father Ralph Stevens was a pipe fitter and all around blue-collar American. Her mother Alice took care of May and her younger brother Stacy. Part of May's outlook on life and society initially stemmed from her interactions with her father and her mother. Her father, while supportive of her interest in the arts was also outwardly racist. Her mother, a quiet woman, became increasingly reclusive following the death of May's brother at the age of 15.
Following high school, May began studying at the Massachusetts College of Art in 1942. While there, she primarily studied the post-impressionists, and began to develop the narrative approach to painting that would connect all of her later styles. "I remember going to the Museum of Fine Arts in Boston," May would recount later in life, "to look at Postman Joseph Roulin by Van Gogh and being deeply influenced on a primal level—also by Gauguin's painting Where Do We Come From? Where Are We? Where Are We Going? This kind of narrative painting that intends to speak philosophically about life itself was very important to my thinking, to the techniques that I used, and the way I put paint on a canvas."
In 1948, May Stevens married fellow artist Rudolf Baranik, and the following year the two painters welcomed their first and only child, Steven, into the world. Throughout the late 1940s and 50s, May and Rudolf continued to develop as artists, and increasingly began to view art not just as a vehicle for personal expression, but also as a medium through which to comment on the political and social movements of the day. By the early 1960s, May was completely involved in the Civil Rights Movement, and in 1963 her painting Freedom Riders, for which Martin Luther King Jr. wrote the catalogue preface, was exhibited at the Roko Gallery in New York.
May Stevens Freedom Riders, 1963 Ryan Lee Gallery, New York
For May specifically, much of her artwork was influenced by the poverty of, and lack of, opportunities for the women that she grew up around. "My favorite teacher, my painting teacher, was Otis Philbrick, the acting president of [Mass Art]. He liked my painting a lot, and he said he wanted me to promise him that I would never give up painting. I thought that was wonderful. It indicated that he understood how hard it was for a woman to go on, because they usually got married and had children. They don't become painters."
As her artistic career became increasingly political, May began to return to her "narrative" roots, she began to create in series—painting, and exploring, the same narrative different ways, approaching an idea from numerous viewpoints and perspectives, saying in an interview, "I start with an idea and look at it in different ways. There's more to say—contriving to see it—think about it—go all around it and discover more. I want to really plumb the depths." It was with this approach—an approach that necessitated multitudes—that May Stevens began to make a larger impact.
Big Daddy: political narratives of the father
Perhaps one of May's first series to gain widespread recognition was the Big Daddy series, painted between 1967 and 1976. Initially based on a photo she took of her aging father, the Big Daddy series came to represent dueling aspects of her life: the personal and the political. Remember that May Stevens' father was unapologetically racist and came to represent, in the artist's mind, the white, male-dominated and unabashedly patriotic world of late 1960s America—a world and culture, whose viewpoint would eventually lead to the Vietnam War. So, the image of May's father, and all of the memories and emotions that she associated with the man, became Big Daddy. She painted him as a "fat, white, self-satisfied, smug man who is totally naked, and with a big bald head." He was gross, fat and self-involved—a bland authoritarian—he represented, both physically and conceptually, the politics of the moment that she so detested.
May Stevens Big Daddy Paper Doll, 1970 Brooklyn Museum, New York
Even May Stevens acknowledged that Big Daddy Paper Doll was her most effective and well known of the Big Daddy series. Painted primarily in red, white and blue, the painting (above) shows Big Daddy naked. He has been stripped of clothing and the power that uniforms convey. Transformed of into a child's toy, Big Daddy is no longer deadly. On either side of him are different costumes, each costume representing an aspect of patriarchal authority. However, for May, the imagery went beyond the representational and into reality—into the riots and into the war those riots were protesting. "On one side of him is a soldier; on the other a policeman in a dark, blue uniform with a big, blue, shiny helmet for riot gear. Then there is a black-clothed, hooded hangman. At the end is the butcher. Both the butcher and his bulldog wear white aprons stained with blood. The butcher and the hangman are allegorical, but the policeman and the military are real."
Ordinary/Extraordinary: feminist narratives of the mother
Based on nursing home photos of her mother Alice, Ordinary/Extraordinary explored the lives of women through the lens of her mother's final years. And, again, just as there was duality in the Big Daddy series—a conflict of personal and political narratives—there was duality in the paintings that comprised this series. In discussing the painting Forming the Fifth International, May addressed these dueling narratives—that of the iconic, historical figure versus that of the commonplace woman—which comprised its subject matter.
"In [Forming the Fifth International, from] Ordinary/Extraordinary, it isn't just a clash of cultures that I'm dealing with. I'm dealing with the lives of Rosa Luxemburg and Alice Stevens. Alice Stevens was born in Canada in 1895. Rosa Luxemburg was born in Poland in 1871. These two women, who are important to me, were juxtaposed by me because of the differences in their lives and because, as a part of the women's movement, I was very interested in the range, the span, the diversity, the problems, and the possibilities of women's lives. So here I placed a woman who was a Polish Jew and became an international theoretician, organizer, and actual world-changer, and juxtaposed her with my own mother, who was a housewife, had two children, and ended up in nursing homes."
We see in this painting, divergent paths, partly chosen based on expectation—societal and cultural—partly chosen based on character. These divergent paths, placed side by side, create a narrative that beautifully conveys the lack of opportunity for women that so disheartened May Stevens; on one side sits her mother, a woman given no choice in life other than to raise a family, opposite her mother sits a woman who chose the path normally reserved for a man, and a woman who eventually paid for that choice with her life.
May Stevens Forming the Fifth International, 1985 Collection of the artist
Water: narratives of love and loss
May Stevens most recent series came into the being as a response to the loss of those closest to her: the loss of her son Steven, who committed suicide in 1981 by jumping off the George Washington Bridge, which spans the Hudson river in New York; the loss of her mother Alice, who died in 1986; and her husband Rudolph, who passed in 1998 from heart failure. While she continued to work on the Ordinary/Extraordinary series for several years following the deaths of Steven and Alice, it seems that her water series really came into being following the death of Rudolph, her partner of 41 years.
May Stevens Galisteo (Creek, New Mexico), 2001 Mary Ryan Gallery, New York
The water series began with May scattering Rudolph's ashes in different bodies of water that were important to May and Rudolph—in the Charles River in Massachusetts; in the Santa Fe River and in Galisteo Creek, both in New Mexico. As she put it, "My new paintings tell the story of Rudolph, our life, and of our love together." Perhaps what sets these paintings apart from any previous water painting is her use of words within the painting. She paints tens of thousands of words across the water. They represent the ashes of her loved ones, but appropriately take on the quality of light dancing on the waves. The words serve a spatial purpose too: floating on top of the water, they add a luminescence and depth that I find remarkable. And of course the words add another layer of meaning to her work. Initially, she picked up the technique from Rudolph, who began adding words to his work as a way to deal with the loss of Steven. For May, she initially added the words "Gracias a la vida, que me ha dado tanto"—thanks to life, which has given me so much—the lyrics to a song Rudolph asked to have sung after his death. Eventually, words came to encompass so much more—eventually, she saw the combination of water and words as a means to connect the many aspects and narratives that had combined, like the confluence of many rivers, into her own life.
"It all ties in. It begins with the canal. Rosa [Luxemburg] was thrown into a canal, so I began working with the canal. I have my mother in one painting sitting on two sides of a canal, which started out as Rosa's canal, but then I name it Fore River, which is my river where I swam as a child. So I do all these canal paintings, and eventually Steven dies close to the water. They all connect. It's all one body of water that connects my childhood, my love of water, my swimming…and then it goes to Rosa, her being thrown into the water, the canal, her death, and then it goes into the Hudson river, yes. So there's this kind of circularity, continuity, and it's the way I feel about life and death, about circularity, continuity. There's nothing strange or weird about it. It's extremely natural. So, [the paintings] Galisteo, Connemara, and Atlantic, which refer to the scattering of Rudolph's ashes, are part of the continuity."
May Stevens Sea of Words, 1990-1991 McCormick Place Convention Center Art Collection, Chicago
There is a world of techniques and ideas in the paintings of May Stevens that I find compelling. She paints large. Her paintings cover walls. They feel like a place, not a picture. And, her paintings, regardless of the often very dark subject matter, are always beautifully painted in rich and vivid colors—colors that feel like bruises. With May Stevens, it seems painting is a sensual act, but an act in which Apollonian control vies for dominance against Dionysian abandon. Textures move from the clear to the opaque, and the surface of a painting can feel meticulously executed while also being covered in the incidental drips of too much oil.
May Stevens Water's Edge, Charles River, Cambridge, 2002 Mary Ryan Gallery, New York
In particular, I love that she works in series, that she will explore the same idea for years. I am a serial painter as well, so I feel a connection to her philosophical drive, a drive that seeks to explore a limited number of ideas from an unlimited number of perspectives. Additionally, as she discussed in the quote above, a single idea in one series of paintings (in this case the canal Rosa Luxemburg was thrown into) can morph into a new series of paintings years later. I find a personal connection to this idea as well. In fact, my tree series—my exploration of the visual rhythms and plays of light that exist in a dense and wooded landscape—began as a study of table legs! Like the metamorphosis of certain insects, the central idea can, over time, undergo an essential change in its nature, and the original idea can become both unrecognizable and, in its transformed state, incredibly beautiful!
Perhaps what I take, more than anything else, from May Stevens is the fact that at 93, she is still painting—in other words, she has kept her promise to her painting teacher. And, as I am getting older, I find her ethic inspiring. To me it says, "Never give up!" and "Be who you are!" for as long as possible, regardless of what society, or any single person, tells you to do or be. Always keep painting. Art, or the act of creation, can become a lifelong friend, a friend that will be there for the good times, and will help you through the bad, a friend that will help you explore the world outside, as well as the universe within.
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Wall Street: Thursday close
Updated: 19:00 EST, 17 July 2003
THE Nasdaq composite index suffered its biggest loss in four months as investors irked by a cautious outlook from IBM and a profits warning from Nokia quickly sold off stocks. The Nasdaq dropped nearly 50 points in Wall Street's third straight day of falls.
'Everyone was expecting such a strong economic recovery. The earnings numbers have been good but tempered. It is making the market step back here. The expectations were for so much with such a strong rally,' since the middle of March, said Peter Dunay, chief market strategist at Wall Street Access, a New York-based brokerage firm.
The tech-dominated Nasdaq slid 2.9%. While IBM was the Dow Jones Industrial Average's biggest loser, the blue-chips' loss was a modest 0.5% due to better-than-expected earnings from Caterpillar and United Technologies.
The Nasdaq closed down 49.95 at 1698.02. The last time the Nasdaq had a bigger one-day loss was 24 March, when it gave up 52.06 points to finish at 1369.78. The Dow fell 43.77 to 9050.82. The Standard & Poor's 500 index dropped 12.27, or 1.2%, to 981.73.
IBM fell $3.41 to $83.33. While IBM reported stronger-than-expected revenue and met earnings expectations, management's outlook for the future was guarded. Chief financial officer John Joyce said IBM was on track to meet profit and sales forecasts for the rest of the year. But he also said demand for tech products is 'good, but not robust,' a disappointment to investors hoping that companies would not only post strong second-quarter results but also raise their estimates for the third and fourth quarters.
'Since it felt like the rally (since March) was led so much by technology and the fact that the tech news is mixed, rather than constructive (evidence) of the recovery being just around the corner, it makes some sense for some profit taking. It is not necessarily a cheap sector,' said Jack Caffrey, equities strategist at JP Morgan Private Bank.
Indeed, the Nasdaq has had the biggest surge from the market's 11 March lows and remains up 33.6% from that point. The Dow is up nearly 20.3% from 11 March, while the S&P is up 22.6%.
Nokia, which isn't part of the Dow, also pulled techs lower. Nokia fell $3.57 to $14.38 on a third-quarter profit warning and on second-quarter earnings that fell 28%.
But Caterpillar, the biggest gainer among Dow stocks, climbed $5.25, or 9%, to $63.54 on second-quarter profits of $1.15 a share, well above analysts estimate of 66 cents a share.
Another Dow component, United Technologies, which beat earnings expectations by 3 cents a share, rose $1.54 to $73.73.
Economic news was positive, but had little effect on Wall Street, which focused primarily on earnings that weren't measuring up to inflated expectations.
The Commerce Department reported housing construction in June rose by 3.7% from May to a seasonally adjusted annual rate of 1.8m units, the highest since January. June's performance was stronger than the 1.75m that economists had forecast.
The Labour Department reported that the number of American workers filing new claims for unemployment benefits fell last week by a seasonally adjusted 29,000, a bigger-than-expected drop. Claims totaled 412,000.
Falling stocks outnumbered risers 3 to 1 on the New York Stock Exchange. Volume was heavy at 1.64bn shares, just below Wednesday's 1.67bn. The Russell 2000 index, which tracks smaller company stocks, fell 13.75, or 2.9%, to 459.93.
Wall Street: Thursday close - Jul 18, 2003

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Leslie Norris Townsend
100% Clean Comedienne & Women's Speaker
Leslie speaks nationwide at corporate events, conventions and Christian meetings. Her blend of stand-up comedy, music and audience participation will move your audience from tears to laughter, while motivating, mesmerizing and ultimately captivating each one.
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Ideas and Insights > Defining "Servingness" at Hispanic-Serving Institutions (HSIs): Practical Implications for HSI Leaders
Defining "Servingness" at Hispanic-Serving Institutions (HSIs): Practical Implications for HSI Leaders
Essay/Brief
Download the Essay (PDF) 5.9 MB
By Gina Ann Garcia
The American Council on Education's Race and Ethnicity in Higher Education report provides timely data about the continuing significance of race when it comes to enrollment and completion patterns of racially minoritized groups. Most notably, postsecondary institutions are becoming more racially and ethnically diverse (Espinosa et al. 2019). Latinx[1] students, in particular, are entering the nation's colleges and universities at increasing rates, which also drives the growth in the number of institutions eligible for federal designation as Hispanic-Serving Institutions (HSIs). HSIs not only represent the largest and fastest-growing share of minority serving institutions (MSIs) (National Academies of Sciences, Engineering, and Medicine 2019), but also enroll 66 percent of all Latinx students in the country (Excelencia in Education 2019).
Servingness is a concept that Garcia, Núñez, and Sansone (2019) argue is a multidimensional and conceptual way to understand what it means to move from simply enrolling Latinx students to actually serving them.
The federal government defines HSIs as nonprofit, degree-granting postsecondary institutions that enroll at least 25 percent undergraduate Latinx students.[2] By definition, HSIs also enroll a high concentration of low-income students (Santiago, Taylor, and Calderón Galdeano 2016). Yet there is no federal requirement for having a commensurate institutional infrastructure in place for serving these students, whose needs are different from traditional college-goers. As more colleges and universities become HSI-eligible, they must grapple with the best approaches for serving Latinx students in practice—what is referred to as "servingness" in this essay. Servingness is a concept that Garcia, Núñez, and Sansone (2019) argue is a multidimensional and conceptual way to understand what it means to move from simply enrolling Latinx students to actually serving them.
Defining Servingness Is Difficult
Defining servingness at HSIs is difficult because the HSI designation is based solely on an institution reaching a specific enrollment threshold of Latinx students, as defined through the Higher Education Act. The policy mostly defines HSIs by student descriptors (Latinx and low income) and provides little federal guidance for not just enrolling but serving the needs of these students. As such, HSIs themselves are most often the ones to define servingness in practice.
Although not all HSIs pursue grants earmarked by federal agencies (such as the U.S. Department of Education, the U.S. Department of Agriculture, and the National Science Foundation), grant-seeking is one way to define servingness. While each federal agency has its own focus and priorities for its grant programs, agencies have similar allowable activities that "expand and enhance capacity, quality, and student achievement" (Santiago, Taylor, and Calderón Galdeano 2016, 4). Beyond these 16 allowable activities, grant programs allow HSIs to define servingness on their own terms, which gives institutions autonomy but makes it difficult to arrive at a mutually agreed upon definition of servingness.
The diversity of students within HSIs makes it difficult to serve all of them with one approach, as they have different needs and will have different experiences during their time on campus.
The HSI designation is a racialized designation, meaning it is connected to and evolves from the racial and ethnic identities of the students (Garcia 2019; Garcia and Dwyer 2018). As such, race and ethnicity must be considered a part of servingness, and yet the allowable activities outlined in federal grant programs do not require institutions to utilize these funds specifically to meet the needs of Latinx students. Indeed, research shows that some HSI grant seekers do not explicitly address race and Latinx students in their grant proposals (Vargas and Villa-Palomino 2019). This missed opportunity means that when institutions apply for grant funding or implement programs through a race-neutral lens, they often mask racial inequities in outcomes and experiences of students, hindering servingness for racially minoritized groups (Bensimon 2012; Garcia 2019).
Servingness is also difficult to define because of the extreme diversity within and across HSIs. For one, the Latinx population is incredibly diverse in and of itself, with numerous subpopulations, including Mexican, Mexican American, Chicanx, Puerto Rican, Cuban, Dominican, Salvadorian, Central American, South American, and other Latinxs (Espinosa et al. 2019). HSIs also enroll Black and Asian American students, as well as students who speak a range of languages, have different immigration experiences, come from a variety of socioeconomic backgrounds, and are underprepared for college (Contreras, Malcom, and Bensimon 2008; Malcom-Piqueux and Lee 2011; Núñez and Bowers 2011). In short, the diversity of students within HSIs makes it difficult to serve all of them with one approach, as they have different needs and will have different experiences during their time on campus.
Across-institution differences further challenge the ability to define servingness (Núñez, Crisp, and Elizondo 2016). Nearly half of all HSIs are two-year institutions (Excelencia in Education 2019). By their very nature, two-year and four-year institutions have different missions and purposes, making it difficult to define servingness across these types. Looking at sector, almost 70 percent of HSIs are public institutions, with the other 30 percent being private (Excelencia in Education 2019). These sectors are also different, with varying funding models, governance, and ability to fund initiatives, programs, and financial aid packages for students. These differences within and across institutions and sectors make it imperative for HSIs to serve students in ways appropriate to their context and to their core missions (Garcia et al. 2019).
Servingness Is Multidimensional
Although defining servingness is hard, it is necessary, as HSIs are becoming increasingly significant in not only providing access to Latinxs, but graduating them (Espinosa, Turk, and Taylor 2017) and supporting their upward mobility (Espinosa, Kelchen, and Taylor 2018). Based on a systematic review of HSI research, the Multidimensional Conceptual Framework of Servingness at HSIs (Garcia, Núñez, and Sansone 2019) suggests that servingness is multidimensional and can be conceptualized by indicators of serving and structures for serving.
Indicators of Serving
Indicators of serving are things HSI leaders can measure to assess servingness. They include academic outcomes, such as persistence, graduation, transfer, course completion, STEM degree completion (a priority for the federal government), and labor market outcomes. Indicators of serving also include nonacademic outcomes, such as the development of academic self-concept, leadership identity, racial identity, critical consciousness, graduate school aspirations, and civic engagement. Yet, a majority of researchers and practitioners primarily focus on academic outcomes, and rarely consider nonacademic ones (Garcia, Núñez, and Sansone 2019), despite their great importance to the academic success of Latinx students in college (Hurtado and Carter 1997; Rendón Linares and Muñoz 2011). Moreover, HSIs have been intentional and effective at enhancing the very nonacademic outcomes (Cuellar 2014; Garcia and Cuellar 2018) critical for servinginess.
Indicators of servingness also include the experiences of students on campus, including experiences that are validating and positively influence sense of belonging, such as interactions with same racial-ethnic peers and Spanish-speaking peers, faculty, and staff. Experiences may also be participation in mentoring and support programs, as well as cultural signifiers on campus, such as murals by Latinx artists, that enhance a welcoming, affirming environment. While many HSIs do offer positive experiences for the students, research shows that students continue to experience negative, racialized incidents such as discrimination, harassment, and racial microagressions at HSIs that do not validate their racial-ethnic identities (e.g., Cuellar and Johnson-Ahorlu 2016; Sanchez 2017), which makes the student experience all the more crucial to servingness.
Indicators of serving also include nonacademic outcomes, such as the development of academic self-concept, leadership identity, racial identity, critical consciousness, graduate school aspirations, and civic engagement.
Structures for Serving
Structures for serving are organizational in nature, and often require transformation in order to better serve Latinx students. Such structures include mission and purpose statements; HSI grant activities; decision- making processes; equity-minded leadership practices; policies; curricular and co-curricular structures; institutional advancement activities; compositional diversity of faculty, staff, administrators, and graduate students; and engagement with the community. While many HSIs are intentional in serving Latinx students (National Academies of Sciences, Engineering, and Medicine 2019), others have been slow to change.
For example, in their mission statements, many HSIs tend to focus less on Latinx students and institutional HSI identity, and instead talk more broadly about concepts such as access, diversity, and inclusion (Andrade and Lundberg 2018; Contreras et al. 2008). While these concepts are important, the outward recognition of Latinx students goes a long way in setting the stage for Latinx-focused institutional activities and signals to Latinx communities that their presence matters. Curricular and co-curricular structures are also slow to change, often occurring on a case-by-case basis instead of through broad intentionality across campus structures (e.g., Garcia and Okhidoi 2015; Natividad 2015). Faculty, staff, administrator, and graduate-student diversity across the whole of higher education, including HSIs, is still a challenge and yet is vastly important in serving undergraduate students at HSIs (e.g., Contreras 2018; Garcia and Guzman-Alvarez 2019).
Servingness in Practice
Moving from servingness as a theory to actual practice requires learning with and from HSIs that are currently implementing these practices. Excelencia in Education hosts an online resource called the Growing What Works database that HSI leaders can utilize as a resource as they move to servingness.[3] The database has numerous examples of programs and initiatives that transform structures in order to enhance indicators of serving, including academic and nonacademic outcomes and experiences. Here are a few examples drawn directly from the database and connected to the Multidimensional Conceptual Framework of Servingness at HSIs.
California State University, Dominguez Hills, with the support of an HSI Title V grant, implemented a program called Encuentro Hacia el Exito (Encounter to Excellence), with the goal of increasing retention of Latinxs who enter the university academically underprepared.[4] Preliminary data show that the first-year retention rates of participants are higher than that of non-participants. With this program, the academic indicator of serving is first-year retention rates, while the structures for serving include the summer program and ongoing support services offered.
The University of Texas at El Paso's Center for Community Engagement's mission is to engage students and faculty in community-based activities that promote civic engagement and student learning.[5] Through the center, students participate in community-based internships and service learning projects and have shown increased self-confidence and commitment to social change, as well as overall positive outcomes associated with such leadership development. The Center for Community Engagement is a good example of a structure for serving that is enhancing nonacademic outcomes, including leadership development, self-concept, and critical consciousness.
Moving from servingness as a theory to actual practice requires learning with and from HSIs that are currently implementing these practices.
CUNY Lehman College offers a Multilingual Journalism and Mass Communication Program that allows students to take courses in ethnic media and marketing as well as English-Spanish bilingual courses in journalistic writing.[6] The goal of the program is to train journalists to meet the multicultural and multilingual needs of journalism in the United States and beyond. The program has graduated hundreds of students that are able to practice journalism in multiple languages. This program exemplifies a transformation of the structures for serving Latinxs (and other multilingual students) at an HSI. They tout the labor market outcomes as indicators of serving, stressing that graduates are working in major media companies, thus having far reaching influence in their fields.
Valencia College developed a partnership called DirectConnect between the University of Central Florida (UCF) and four Central Florida colleges: Valencia College, Brevard State College, Lake-Sumter State College, and Seminole State College.[7] The goal of the program is to increase successful transfer and degree completion for Latinx students. Participants in DirectConnect receive preferential admission to UCF, shared advising across campuses, and course offerings that align with UCF. Valencia College has witnessed an increase in the number of Latinxs transferring to UCF as a result of the program. With this program, the academic indicator of serving is successful transfer as enhanced by the DirectConnect program, which includes multiple structures for serving such as academic advising and articulation agreements between institutions.
Recommendations for HSI Leaders
The following are recommendations for HSI leaders that recognize the difficulty of defining and enacting servingness, in practice, yet draw on the most contemporary theories and research.
Approach HSI grant opportunities as a vehicle to enable institutional leadership, faculty, and staff to proactively think about what servingness looks like in practice, and fully embrace and outwardly articulate the value of an HSI identity.
Define and enact servingness through a race-conscious lens, and seek out a campus environment that is positive and affirming of the race, ethnicity, language, and cultural experiences of Latinx and other minoritized students.
Embrace the great diversity within your student body, and seek ways to identify, recognize, and enhance the cultural wealth and knowledge students bring to campus.
Prioritize and measure numerous academic and nonacademic outcomes of interest along the spectrum of servingness.
Disrupt negative racialized experiences on campus before they happen, using strategies including ongoing training for faculty and staff on how to be anti-racist in policy and practice.
Seek to transform all structures that affect the institution's ability to serve students—governance, leadership, curricular and co-curricular offerings, decision-
making processes, incentive structures, training and development, assessment and evaluation, and community engagement, to name a few.
Given the ongoing significance of race and ethnicity in college-going and the growing population of Latinx students, MSIs will remain a critical national resource for providing access to racially minoritized groups. Enrollment, however, is simply not enough when it comes to servingness. Colleges and universities that are eligible and federally designated as HSIs must enhance the racial-ethnic identity of Latinxs while striving to provide equitable experiences and outcomes for these students. This will require a transformative approach. HSI leaders must be up to the task and commit to transforming their institutions to truly serve Latinx students by supporting the faculty, staff, and students and their ability to enact change. Several strong examples of true servingness are already at work on college campuses, but there is more to be done.
Andrade, Luis M., and Carol A. Lundberg. 2018. "The Function to Serve: A Social-Justice-Oriented Investigation of Community College Mission Statements." Journal of Hispanic Higher Education 17, no. 1 (January): 61–75. https://doi.org/10.1177%2F1538192716653503.
Bensimon, Estela Mara. 2012. "The Equity Scorecard: Theory of Change." In Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice, edited by Estela Mara Bensimon and Lindsey Malcom, 17–44. Sterling, VA: Stylus Publishing.
Contreras, Frances, Lindsey E. Malcom, and Estela Mara Bensimon. 2008. "Hispanic-Serving Institutions: Closeted Identity and the Production of Equitable Outcomes for Latino/a Students." In Understanding Minority-Serving Institutions, edited by Marybeth Gasman, Benjamin Baez, and Caroline Sotello Viernes Turner, 71–90. Albany, NY: State University of New York Press.
Cuellar, Marcela. 2014. "The Impact of Hispanic-Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs on Latina/o Academic Self-Concept." The Review of Higher Education 37, no. 4 (Summer): 499–530. https://doi.org/10.1353/rhe.2014.0032.
Cuellar, Marcela, and Robin Nicole Johnson-Ahorlu. 2016. "Examining the Complexity of the Campus Racial Climate at a Hispanic Serving Community College." Community College Review 44, no. 2 (April): 135–152. https://doi.org/10.1177/0091552116632584.
Espinosa, Lorelle L., Robert Kelchen, and Morgan Taylor. 2018. Minority Serving Institutions as Engines of Upward Mobility. Washington, DC: American Council on Education.
Espinosa, Lorelle L., Jonathan M. Turk, and Morgan Taylor. 2017. Pulling Back the Curtain: Enrollment and Outcomes at Minority Serving Institutions. Washington, DC: American Council on Education.
Espinosa, Lorelle L., Jonathan M. Turk, Morgan Taylor, and Hollie M. Chessman. 2019. Race and Ethnicity in Higher Education: A Status Report. Washington, DC: American Council on Education.
Excelencia in Education. 2019. Hispanic-Serving Institutions (HSIs): 2017–2018. https://www.edexcelencia.org/research/data/hispanic-serving-institutions-hsis-2017-2018.
Garcia, Gina A. 2019. Becoming Hispanic-Serving Institutions: Opportunities for Colleges & Universities. Baltimore: Johns Hopkins University Press.
Garcia, Gina A., and Marcela Cuellar. 2018. "Exploring Curricular and Cocurricular Effects on Civic Engagement at Emerging Hispanic-Serving Institutions." Teachers College Record 120 (4): 1–36.
Garcia, Gina A., and Brighid Dwyer. 2018. "Exploring College Students' Identification with an Organizational Identity for Serving Latinx Students at a Hispanic Serving Institution (HSI) and Emerging HSI." American Journal of Education 124, no. 2 (February): 191–215.
Garcia, Gina A., and Alberto Guzman-Alvarez. 2019. "Descriptive Analysis of Graduate Enrollment Trends at Hispanic Serving Institutions: 2005-2015." Journal of Hispanic Higher Education. https://doi.org/10.1177%2F1538192719835681.
Garcia, Gina A., Anne-Marie Núñez, and Vanessa A. Sansone. 2019. "Toward a Multidimensional Conceptual Framework for Understanding 'Servingness' in Hispanic-Serving Institutions: A Synthesis of the Research." Review of Educational Research. https://doi.org/10.3102%2F0034654319864591.
Garcia, Gina A., and Otgonjargal Okhidoi. 2015. "Culturally Relevant Practices That 'Serve' Students at a Hispanic Serving Institution." Innovative Higher Education 40, no. 4 (August): 345–357. https://doi.org/10.1007/s10755-015-9318-7.
Garcia, Gina A., Jenesis J. Ramirez, Oscar E. Patrón, and Nik L. Cristobal. 2019. "Constructing an HSI Organizational Identity at Three Hispanic-Serving Institutions in the Midwest: Ideal vs. Current Identity." The Journal of Higher Education 90 (4): 513–538. https://doi.org/10.1080/00221546.2018.1522198.
Hurtado, Sylvia, and Deborah Faye Carter. 1997. "Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students' Sense of Belonging." Sociology of Education 70, no. 4 (October): 324–345.
Malcom-Piqueux, Lindsey E., and John Michael Lee Jr. 2011. Hispanic-Serving Institutions: Contributions and Challenges. College Board Advocacy & Policy Center. https://files.eric.ed.gov/fulltext/ED562686.pdf.
National Academies of Sciences, Engineering, and Medicine. 2019. Minority Serving Institutions: America's Underutilized Resource for Strengthening the STEM Workforce. Washington, DC: The National Academies Press.
Natividad, Nicholas D. 2015. "Lucha Libre and Cultural Icons: Identity Formation for Student Success at HSIs." New Directions for Higher Education 2015, no. 172 (Winter): 91–101.
Núñez, Anne-Marie, and Alex J. Bowers. 2011. "Exploring What Leads High School Students to Enroll in Hispanic-Serving Institutions: A Multilevel Analysis." American Educational Research Journal 48, no. 6 (December): 1286–1313. https://doi.org/10.3102/0002831211408061.
Núñez, Anne-Marie, Gloria Crisp, and Diane Elizondo. 2016. "Mapping Hispanic-Serving Institutions: A Typology of Institutional Diversity." The Journal of Higher Education 87 (1): 55–83. https://doi.org/10.1353/jhe.2016.0001.
Rendón Linares, Laura I., and Susana M. Muñoz. 2011. "Revisiting Validation Theory: Theoretical Foundations, Applications, and Extensions." Enrollment Management Journal 5 (2): 12–33.
Santiago, Deborah A., Morgan Taylor, and Emily Calderón Galdeano. 2016. From Capacity to Success: HSIs, Title V, and Latino Students. Washington, DC: Excelencia in Education. https://www.edexcelencia.org/research/publications/capacity-success-hsis-title-v-and-latino-students.
Vargas, Nicholas, and Julio Villa-Palomino. 2019. "Racing to Serve or Race-ing for Money? Hispanic-serving Institutions and the Colorblind Allocation of Racialized Federal Funding." Sociology of Race and Ethnicity 5, no. 3 (July): 401–415. https://doi.org/10.1177/2332649218769409.
[1] The author prefers the use of the term "Latinx" over "Hispanic" to refer to people who have historic, social, and geographic roots in Mexico, Central and South America, and the Caribbean. Latinx people have a shared identity based on indigenous ancestry, Spanish colonization, and African slavery. The "x" replaces the "o" in an attempt to be gender-inclusive.
[2] The federal government also requires that HSIs have educational and general expenditures per full-time equivalent student that fall below the average of similar institutions, as calculated by the U.S. Department of Education. (Higher Education Act of 1992, Pub. L. No. 102–325 (1992)).
[3] For more information, please visit https://www.edexcelencia.org/programs-initiatives/growing-what-works-database.
[4] For more information about this program, please visit https://www.csudh.edu/title-v-ete.
[5] For more information about this program, please visit https://www.utep.edu/cce.
[6] For more information about this program, please visit http://www.lehman.cuny.edu/lehman/depts/depts/langlit/mlj/mljstats.html.
[7] For more information about this program, please visit https://net1.valenciacollege.edu/future-students/directconnect-to-ucf/connecting-to-other-schools.
Gina Ann Garcia, Associate Professor, Department of Administrative and Policy Studies, University of Pittsburgh
Minority Serving InstitutionsUndergraduate Students
Race and Ethnicity of the U.S. Population
Race and Ethnicity of U.S. Undergraduates
Undergraduate Enrollment at HSIs
Completion Rates for Students Who Started at Public Two-Year HSIs
Becoming "Latinx Responsive": Raising Institutional and Systemic Consciousness in California's HSIs


This 4 year old 4,031 square foot masterpiece is conveniently situated on a ½ acre lot in the Lower British Properties. Main level features a grand foyer, open concept living & dining areas with gas burning fireplace, gourmet kitchen with top of the line stainless steel appliances including 2 Miele dishwashers, 6 burner Wolf gas range, Sub-Zero refrigerator, granite counters, walk-in pantry, roughed in wok kitchen, large centre island & adjoining eating area that opens onto rear deck. Upper level boasts 4 fully ensuited bedrooms & a large media/rec room. Master bedroom offers an over sized walk-in-closet & a spa-like 6 piece ensuite. Exceptional millwork, hardwood flooring & radiant heating to mention a few of the added features. Plenty of outdoor entertaining space set amongst the professionally landscaped & beautifully manicured yard. Ideally located on a quiet, family friendly street, close to great schools & easy access to Park Royal & downtown Vancouver. This is the perfect family home & must be seen to be truly appreciated!


SPRINGFIELD — In celebration of women everywhere knocking down doors and breaking through glass ceilings, Bay Path University will host its 24th annual Women's Leadership Conference (WLC) on Friday, March 29 at the MassMutual Center in Springfield.
Delivering the keynote address will be award-winning actress, dancer, and singer Rita Moreno, one of only four women who have achieved the EGOT, the grand slam of entertainment-industry awards, by winning an Emmy, Grammy, Oscar, and Tony. Throughout her 70-year career, Moreno has had memorable roles in the musical films The King and I and West Side Story, and in 2004 was awarded the Presidential Medal of Freedom, America's highest civilian honor.
Mel Robbins, a serial entrepreneur, best-selling author, life strategist, internationally recognized social-media influencer, and one of the most sought-after motivational speakers in the world, will deliver the conference's luncheon keynote. She is the CEO and co-founder of the Confidence Project, a media and digital learning company working with Fortune 500 brands to help employees build habits of confidence and courage.
The conference's opening keynote speaker will be announced soon.
In addition to the three keynote speakers, breakout sessions focused on reimagining the narrative around women in leadership will be led by Cy Wakeman, drama researcher, global thought leader, New York Times best-selling author, and president and founder of Reality-Based Leadership; Kim Meninger, certified executive and leadership development coach and president and founder of Executive Career Success; Dr. Kristina Hallet, board-certified clinical psychologist, and associate professor of Psychology at Bay Path, executive coach, and best-selling author; and Kim Lear, founder of Inlay Insights, storyteller, writer, and researcher.
For further information on the conference and to register, visit www.baypathconference.com.


Richardson Middle students win robotics competition: Two students from Torrance won first place in a robotics competition at California State University, Dominguez Hills and now will move on to a worldwide competition this spring at Disney World in Florida.
Joseph Lloyd and Rey Barcelo of Richardson Middle School, with Joseph's high school sister Lauren Lloyd coaching, won the contest last month, building a robot named Homer that can climb a ladder. Homer beat out robots from 36 teams in the Oct. 16 tournament, which culminated with a final round that was, in essence, played twice. That's because Homer's opponent had a mechanical breakdown.
Rather than win by forfeit, the Torrance team not only gave the other team more time to troubleshoot, but also helped to fix the problem, according to Joseph's proud father, Brian Lloyd. In the do-over match, Homer won fair and square.
Next, the team will compete at the VEX Robotics World Championship on April 14-16 at Walt Disney World in Florida.
The Dominguez Hills tournament was hosted by the California Academy of Math and Science and sponsored by VEX Robotics.


Black-grass is a medium to large annual grass-weed which is increasingly common on arable land. It is propagated solely by seeds and, if uncontrolled, weed populations can increase by >10 fold/year.
In the UK, there are five main species of Brome which frequently occur as weeds of arable crops. Sterile Brome, Great Brome, Soft Brome, Meadow Brome and Rye Brome.
In the UK, there are five main species of perennial grass weeds of arable crops that are commonly known as couch or twitch. These are Common Couch, Black Bent, Creeping Bent, Onion Couch and Creeping Soft-grass.
Two species of Rye-grass commonly occur in the UK: Italian Rye-grass (Lolium multiflorum) and perennial Rye-grass (Lolium perenne).
In the UK, there are two main species (Avena fatua and Avena sterilis ssp. ludoviciana) which frequently occur as weeds of arable crops. Both species may occur within a single field, sometimes in mixture but sometimes in discrete, separate patches.
An index of common Grassweed species, with useful information and imagery for each.


text:
Q: How can I query specific columns from 2 tables inside my objects using JPA 2.0? I am looking for a way to request specific columns and have the foreign object present in the root object using CriteriaBuilder. Here is the context:
I have EntityA
@Entity
@Table(name = "ENTITY_A")
public class EntityA {
    int id;
    int entityBKey;
    EntityBObject entityBObject;
    int AColumn1;
    int AColumn2;

    @Basic
    public Long getEntityBKey() {
        return entityBKey;
    }

    @ManyToOne
    @JoinColumn(name = "ENTITY_B_FK")
    public EntityBObject getProgramType() {
        return entityBObject;
    }

    @Basic
    @Column(name = "COLUMN_1")
    public String getAColumn1() {
        return AColumn1;
    }
    ...
}

Then I have EntityB
public class EntityB {
    int id;
    int BColumn1;
    int BColumn2;
    ...
}

Now, I want to request column AColumn1 from EntityA and column BColumn1 from EntityB, while having the object EntityB inside the EntityA. How can I achieve this ?
How can I modify the following to get a partial EntityA with an EntityB inside ?
public List<EntityA> findAll() {
    CriteriaBuilder cb = em.getCriteriaBuilder();
    CriteriaQuery<EntityA> criteria = cb.createQuery(EntityA.class);
    Root<EntityA> root = criteria.from(EntityA.class);
    criteria.select(root);

    return em.createQuery(criteria).getResultList();
}

Thanks !
Edit
@Tassos Bassoukos Yes, that's what I ended up doing, but it would get really messy when the request gets more complex. Ex.: Pull customers with their orders, with items for each orders. There would be so much java to achieve this, I though it could be automated so my object are automatically populated.
public List<EntityA> findAll() {
    ArrayList<EntityA> result = new ArrayList<>();
    Query q = em.createQuery("select eA, eB, from EntityA eA, EntityB eB where eA.key = eB.key");

    @SuppressWarnings("unchecked")
    List<Object[]> abc = q.getResultList();
    for (Object[] array : abc) {
        EntityA eA = (EntityA) array[0];
        EntityB eB = (EntityB) array[1];
        eA.setEntityB(eB);
        result.add(pe);
    }

    return result;
}

A: First, why do you want a partial entity? That does not make sense from an OO perspective. Is there an actual, specific requirement for this?
Secondly, do you want entities or columns of entities? You can do both with CriteriaBuilder, but you need to be clear on a) what you want to achieve, b) why you want to achieve it.
Thirdly, there's JOIN FETCH.

redpajama_set_name: RedPajamaStackExchange


Liverpool have thus far failed to recreate their scintillating form of the 2013-14 campaign, and they come into Friday's clash at Turf Moor 10th in the table and without a win in their previous three outings.
Rodgers has come in for criticism in some parts - largely for his work in the transfer market in his attempts to replace the goals of Luis Suarez, who departed for Barcelona.
With last season's second top scorer Daniel Sturridge also absent, through injury, Rodgers' side have struggled to earn consistent results and Dyche expressed his sympathy for his opposite number's position.
"It's a tough one," he said. "How do you define the complexities of management?
"You take the team so far and so quickly last year then lose two players for different reasons, it's very difficult.
"They're still a very talented team so we'll certainly not be taking Liverpool lightly.
"We know the realities of the job. Brendan certainly does, I do. Overall, Brendan has a new-ish group and is trying to mould them into a team. Getting it to work takes time and it is difficult because the demand [for results] is instant."
Following the serious incident involving former Burnley man Clarke Carlisle which left him in hospital on Monday, there will be applause at Turf Moor in the fifth minute - Carlisle's shirt number at Burnley - as a gesture of support for the defender.
The hosts continue to have doubts over Michael Duff (calf), while Matt Taylor (Achilles) and Sam Vokes (knee) are nearing returns but unlikely to feature. Stephen Ward (ankle) is definitely out.
Fabio Borini is suspended for the visitors, who are also without Joe Allen (knock) and Glen Johnson (groin), but Mario Balotelli returns to Liverpool's squad after serving a one-match ban for a controversial social-media post.
While Rodgers is happy to have attacking options returning to his squad, having utilised Raheem Sterling up front recently, the Northern Irishman concedes Balotelli's playing style forces him to alter tactics.
"We've seen it isn't really his game," Rodgers said of the Italian's willingness to press.
"Working with Mario we see someone who is better in and around the box so that level of intensity and pressing isn't part of his game.
"You try to get the best out of the players you have and the quality you have."
Brad Jones is likely to continue in goal, though Rodgers was quick to back previous number one Simon Mignolet.
The manager said: "I took him out to give him the chance to reflect and also to allow him to refocus on his game.
"Players need that at times. It was a really busy period and it was a difficult moment for the team.
"I haven't lost any belief in him. He's still an outstanding goalkeeper, and I'm sure when the time comes for him to return, he'll be a better goalkeeper for it.


The holistic method to most cancers is to increase a person's strength and immune program, to undertake an alkaline (and not acidic) diet program, enhance our consumption of nutrition via meals and health supplements, to greatly minimize pressure and negativity and unfavorable pondering (since this depletes vitality and damages the immune method), to guarantee cells have satisfactory oxygen (by means of deep respiration and hydration), to cut out refined sugars and starches and even normal sugar, harmful fats and processed and junk foodstuff from the diet program and to significantly lessen use of meat and dairy items. This will tremendously lessen your intake of sugar- which feeds most cancers cells.
Most cancers cells feed on a reduced oxygen, acidic human body/ph stage and on sugar (particularly refined sugar and starches). So, the holistic technique is to keep away from or greatly lessen sugar usage, make the entire body/ph level alkaline and enhance the body's oxygen amount. Drink h2o with baking soda and refreshing lemon to make your body a lot more alkaline.
Interact in deep respiration and drink a whole lot of pure filtered or spring water – at minimum ten, eight ounce glasses per working day. Meditate and go into mother nature typically to enhance your oxygen level.Use an ozone equipment to increase the oxygen in your drinking water. Eat an alkaline diet (largely complete refreshing organic and raw vegetables with a good deal of eco-friendly, leafy veggies) and use ionic foot baths to make your pH degree a lot more alkaline.
Holistic-oriented analysis suggests that poisons in the air, meals and drinking water and in other merchandise we ingest or set on our bodies and acidic foods damage the body' cells and immune system and other bodily systems and permit most cancers cells to proliferate. It is also clear from the holistic investigation that bad diet plan and diet and lack of workout injury the immune method way too. Pressure and negativity drain a person's power and harm his or her immune system. All this prospects to a unwell body that can not fight the proliferation of most cancers cells in it.


text:
Katrina Dowd joins Harrow Sports
Harrow Sports is proud to announce Katrina Dowd, the latest addition to our Sport management team. The Three – time D1 National Champion will be heading up our Women's Lacrosse division. Katrina brings years of experience on the field, and a decorated sports career to Harrow – qualities that will ensure that we continue to bring innovative, progressive and versatile products to the lacrosse field.At Harrow, our consultants are truly spectacular athletes. Hand-picked from D1 colleges and professional circuits, we believe these players are truly suited to test, refine and develop some of the most advanced sports equipment on the market. We continue this tradition by welcoming Katrina to our ranks, an outstanding player with a formidable record.
Katrina is one of the top lacrosse players in the nation. By graduation, she had won three division 1 national championships, bringing 77 goals and 109 points into her final year. As the #4 goal scorer in her college's history, she rounded out her college career as Female Athlete of the Year with an incredible 267 points and 209 goals.
Often cited as a player who performs under pressure; her fearless, unwavering approach earned her the 2010 IWCLA attacker of the year. In Katrina's own words, "Great players step up in the toughest situations, and that's tournament time".
In addition to her championship wins, Katrina was a finalist for the coveted Tewaaraton Award, standing alongside the top 25 players in the nation. She was also one of four nominees for the 2010 Honda Lacrosse Award.
As a junior, Katrina played all 23 games, starting in 20. Her 75 goals, thirteen assists and 88 points shattered her own previous records, earning her the title of 2009 NCAA tournament MVP and IWCLA first team all – American. Titles that were truly earned, Katrina is a three time NCAA all-tournament team selection, scoring a record 22 goals in the 2009 NCAA tournament.
In case you're reading this, recognize her name, but can't place where, Katrina's media highlight was her incredible no look, over the shoulder goal which was featured on ESPN's highlight reel. You can see the footage of this unbelievable shot at our youtube channel, youtube.com/harrowsportsvids
Katrina brings this same dedication and relentlessness to Harrow. At the forefront of her game, her drive and passion will ensure our women's lacrosse range will continue to develop as some of the best equipment in the world.
We at Harrow are excited to have Katrina on board, and look forward to the incredible developments she will surely bring to Harrow, and to women's lacrosse.
Tags: Harrow Sports Katrina Dowd Lacrosse Women's Lacrosse


Import cargo volume at the nation's major retail container ports will remain below last year's levels for the remainder of the summer before seeing year-over-year gains again this fall as retailers begin to stock up for the holiday season, according to the monthly Global Port Tracker report from the National Retail Federation and Hackett Associates.
U.S. ports followed by Global Port Tracker handled 1.25 million twenty-foot equivalent units (TEUs) in June, the latest month for which numbers are available. That was down 2.6% from May and 5% from June 2010. One TEU is one 20-foot cargo container or its equivalent.
June's volume broke an 18-month streak of year-over-year improvement dating to December 2009, and declines continued in July, which was estimated at 1.3 million TEUs, down 5.7% from July 2010. August is forecast at 1.4 million TEUs, a 1.6% decrease from a year ago. Rather than indicating an economic downturn, however, the numbers are a skewed comparison against higher-than-normal numbers last summer, when fears of shortages in shipping capacity caused many retailers to bring holiday merchandise into the country earlier than usual. Actual retail sales have seen 12 straight months of growth.
Year-over-year increases are expected to resume in September, which is forecast at 1.48 million TEUs, up 10.4% from last year. October is forecast at 1.46 million TEUs, up 8% from last year; November at 1.31 million TEUs, up 6.2%; and December at 1.18 million TEUs, up 3%.
The first half of 2011 totaled 7.15 million TEUs, up 3.9% from the first half of 2010, and the full year is forecast at 15.28 million TEUs, up 3.6% from 2010. Imports during 2010 totaled 14.7 million TEUs, a 16% increase over unusually low numbers in 2009.
While cargo volume is expected to increase through this fall's holiday shipping cycle, Hackett Associates founder Ben Hackett says a number of key economic indicators are raising concerns about future cargo growth.
"Industrial production in China is weak, bulk commodity imports are declining, and ports are beginning to report reduced export volumes," Hackett says. "In the U.S., we have lower private consumption, lower government expenditure and lower indices like the purchasing managers' index. This is cause for concern because it could lead to lower growth of trade volumes.


text:
Sports>
Formula 1: Why Sebastian Vettel was booed at Canadian Grand Prix
8 months ago . Montreal, QC, Canada
#AstonMartin #Auto #Canada
Sebastian Vettel was booed during the drivers' parade at the Canadian Grand Prix
The 34-year-old will start 17th on the grid
Max Verstappen is on pole and Fernando Alonso is second
Written By:Yash Bajaj
Updated: June 19, 2022 05:13:00 Montreal, QC, Canada
Sebastian Vettel was booed during the drivers' parade at the Canadian Grand Prix on Sunday. The Aston Martin driver will start at P17, ahead of teammate Lance Stroll.
While there is no definitive reason behind spectators booing the four-time world champion, his opinions on climate change issues around the world could be playing a role.
Also read: Webber, Schumacher ruled the grid when Alonso took front row the last time
At the Miami Grand Prix, Vettel arrived at the track wearing a T-shirt bearing the message "Stop mining tar sands – Canada's climate crime."
The 34-year-old highlighted a 2019 report from the National Oceanic and Atmospheric Administration (NOAA), which warned that Miami will be under water by 2060 due to rising sea levels. He also pointed out at Canada's controversial use of oil sands in Alberta – described as the world's biggest industrial project.
Also read: F1: Pierre Gasly 'confirmed' to continue with AlphaTauri in 2023
In the Friday press conference, Vettel went on to describe the issue as 'Canada's climate crime'.
"I find this – fascinating might be the wrong word – but there's a lot going on. We live in a time and age where we are so much aware of a lot of things. I think what happens in Alberta is a crime because you chop down a lot of trees and you basically destroy the place just to extract oil and the manner of doing it with the tar sands mining, oil sands mining is horrible for nature," the Aston Martin racer said.
Also read: F1: Max Verstappen wary of 'old but fast' Fernando Alonso at Canadian GP
"Obviously Canada's greenhouse gas emissions have gone up since they started doing it. The site has only been, as far as I read, found like 20 years ago. The prime minister said that no other country would find these resources and not pick them up; I think in principle every country and every person has their opinions and their stance. My personal opinion is I disagree," Sebastian Vettel further added.
Who is Koji Sato? Engineer who replaced Toyota founder's grandson as CEO
Madonna celebration tour 2023: How to buy tickets, list of concert dates
Who is Miss Venezuela Amanda Dudamel, Miss Universe 2022 1st runner up?
Who is Jessica Robb? CTV reporter experiences medical emergency live on air
Was Jessica Robb vaccinated? CTV reporter suffers stroke live on air, sparking vaccine fears
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text:
//#define USE_LIBCURLSHIM

#define COMP_LINUX

using System;
using System.Runtime.InteropServices;

namespace stNet.CurlSharp
{
    /// <summary>
    ///     P/Invoke signatures.
    /// </summary>
    internal static unsafe class NativeMethods
    {

#if WIN64
        private const string CURL_LIB = "libcurl64";
    #if USE_LIBCURLSHIM
        private const string CURLSHIM_LIB = "libcurlshim64.dll";
    #endif
#else
    #if !LINUX
        private const string CURL_LIB = "libcurl";
        #if USE_LIBCURLSHIM
        private const string CURLSHIM_LIB = "libcurlshim.dll";
        #endif
    #endif
#endif
        private const string WINSOCK_LIB = "libc";
        // private const string WINSOCK_LIBW_DEFAULT = "ws2_32.dll";
        // internal delegates from cURL

        // libcurl imports
        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlCode curl_global_init(int flags);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern void curl_global_cleanup();

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl, CharSet = CharSet.Ansi)]
        internal static extern IntPtr curl_escape(String url, int length);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl, CharSet = CharSet.Ansi)]
        internal static extern IntPtr curl_unescape(String url, int length);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern void curl_free(IntPtr p);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern IntPtr curl_version();

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern IntPtr curl_easy_init();

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern void curl_easy_cleanup(IntPtr pCurl);

        [UnmanagedFunctionPointer(CallingConvention.Cdecl)]
        internal delegate int _CurlGenericCallback(IntPtr ptr, int sz, int nmemb, IntPtr userdata);

        [UnmanagedFunctionPointer(CallingConvention.Cdecl)]
        internal delegate int _CurlProgressCallback(
            IntPtr extraData, double dlTotal, double dlNow, double ulTotal, double ulNow);

        [UnmanagedFunctionPointer(CallingConvention.Cdecl)]
        internal delegate int _CurlDebugCallback(
            IntPtr ptrCurl, CurlInfoType infoType, string message, int size, IntPtr ptrUserData);

        [UnmanagedFunctionPointer(CallingConvention.Cdecl)]
        internal delegate int _CurlSslCtxCallback(IntPtr ctx, IntPtr parm);

        [UnmanagedFunctionPointer(CallingConvention.Cdecl)]
        internal delegate CurlIoError _CurlIoctlCallback(CurlIoCommand cmd, IntPtr parm);

        // curl_easy_setopt() overloads
        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlCode curl_easy_setopt(IntPtr pCurl, CurlOption opt, IntPtr parm);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlCode curl_easy_setopt(IntPtr pCurl, CurlOption opt, string parm);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlCode curl_easy_setopt(IntPtr pCurl, CurlOption opt, byte[] parm);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlCode curl_easy_setopt(IntPtr pCurl, CurlOption opt, long parm);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlCode curl_easy_setopt(IntPtr pCurl, CurlOption opt, bool parm);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl, EntryPoint = "curl_easy_setopt")]
        internal static extern CurlCode curl_easy_setopt_cb(IntPtr pCurl, CurlOption opt, _CurlGenericCallback parm);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl, EntryPoint = "curl_easy_setopt")]
        internal static extern CurlCode curl_easy_setopt_cb(IntPtr pCurl, CurlOption opt, _CurlProgressCallback parm);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl, EntryPoint = "curl_easy_setopt")]
        internal static extern CurlCode curl_easy_setopt_cb(IntPtr pCurl, CurlOption opt, _CurlDebugCallback parm);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl, EntryPoint = "curl_easy_setopt")]
        internal static extern CurlCode curl_easy_setopt_cb(IntPtr pCurl, CurlOption opt, _CurlSslCtxCallback parm);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl, EntryPoint = "curl_easy_setopt")]
        internal static extern CurlCode curl_easy_setopt_cb(IntPtr pCurl, CurlOption opt, _CurlIoctlCallback parm);

#if !USE_LIBCURLSHIM
        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlMultiCode curl_multi_fdset(IntPtr pmulti,
                                                              [In, Out] ref fd_set read_fd_set,
                                                              [In, Out] ref fd_set write_fd_set,
                                                              [In, Out] ref fd_set exc_fd_set,
                                                              [In, Out] ref int max_fd);

        [StructLayout(LayoutKind.Sequential)]
        internal struct fd_set
        {
            internal uint fd_count;
            //[MarshalAs(UnmanagedType.ByValArray, SizeConst = FD_SETSIZE)] internal IntPtr[] fd_array;
            internal fixed uint fd_array [FD_SETSIZE];

            internal const int FD_SETSIZE = 64;

            internal void Cleanup()
            {
                //fd_array = null;
            }

            internal static fd_set Create()
            {
                return new fd_set
                       {
                           //fd_array = new IntPtr[FD_SETSIZE],
                           fd_count = 0
                       };
            }

            internal static fd_set Create(IntPtr socket)
            {
                var handle = Create();
                handle.fd_count = 1;
                handle.fd_array[0] = (uint) socket;
                return handle;
            }
        }

        internal static void FD_ZERO(fd_set fds)
        {
            for (var i = 0; i < fd_set.FD_SETSIZE; i++)
            {
                //fds.fd_array[i] = (IntPtr) 0;
                fds.fd_array[i] = 0;
            }
            fds.fd_count = 0;
        }

        [StructLayout(LayoutKind.Sequential)]
        internal struct timeval
        {
            /// <summary>
            ///     Time interval, in seconds.
            /// </summary>
            internal int tv_sec;

            /// <summary>
            ///     Time interval, in microseconds.
            /// </summary>
            internal int tv_usec;

            internal static timeval Create(int milliseconds)
            {
                return new timeval
                       {
                           tv_sec = milliseconds/1000,
                           tv_usec = (milliseconds%1000)*1000
                       };
            }
        };

        [DllImport(WINSOCK_LIB, EntryPoint = "select")]
        internal static extern int select(
            int nfds, // number of sockets, (ignored in winsock)
            [In, Out] ref fd_set readfds, // read sockets to watch
            [In, Out] ref fd_set writefds, // write sockets to watch
            [In, Out] ref fd_set exceptfds, // error sockets to watch
            ref timeval timeout);

        //[DllImport(WINSOCK_LIB, EntryPoint = "select")]
        //internal static extern int select(int ndfs, fd_set* readfds, fd_set* writefds, fd_set* exceptfds, timeval* timeout);
#endif

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlCode curl_easy_perform(IntPtr pCurl);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern IntPtr curl_easy_duphandle(IntPtr pCurl);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern IntPtr curl_easy_strerror(CurlCode err);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlCode curl_easy_getinfo(IntPtr pCurl, CurlInfo info, ref IntPtr pInfo);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlCode curl_easy_getinfo(IntPtr pCurl, CurlInfo info, ref double dblVal);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern void curl_easy_reset(IntPtr pCurl);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern IntPtr curl_multi_init();

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlMultiCode curl_multi_cleanup(IntPtr pmulti);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlMultiCode curl_multi_add_handle(IntPtr pmulti, IntPtr peasy);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlMultiCode curl_multi_remove_handle(IntPtr pmulti, IntPtr peasy);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern IntPtr curl_multi_strerror(CurlMultiCode errorNum);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlMultiCode curl_multi_perform(IntPtr pmulti, ref int runningHandles);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern void curl_formfree(IntPtr pForm);

#if !USE_LIBCURLSHIM
        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern int curl_formadd(ref IntPtr pHttppost, ref IntPtr pLastPost,
                                                int codeFirst, IntPtr bufFirst,
                                                int codeNext, IntPtr bufNext,
                                                int codeLast);
#endif

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern IntPtr curl_share_init();

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlShareCode curl_share_cleanup(IntPtr pShare);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern IntPtr curl_share_strerror(CurlShareCode errorCode);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlShareCode curl_share_setopt(IntPtr pShare, CurlShareOption optCode, IntPtr option);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl, CharSet = CharSet.Ansi)]
        internal static extern IntPtr curl_slist_append(IntPtr slist, string data);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlShareCode curl_slist_free_all(IntPtr pList);

        [DllImport(CURL_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern IntPtr curl_version_info(CurlVersion ver);

#if USE_LIBCURLSHIM

    // libcurlshim imports
        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern void curl_shim_initialize();

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern void curl_shim_cleanup();

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern IntPtr curl_shim_alloc_strings();

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl,
            CharSet = CharSet.Ansi)]
        internal static extern IntPtr curl_shim_add_string_to_slist(
            IntPtr pStrings, String str);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl,
            CharSet = CharSet.Ansi)]
        internal static extern IntPtr curl_shim_get_string_from_slist(
            IntPtr pSlist, ref IntPtr pStr);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl,
            CharSet = CharSet.Ansi)]
        internal static extern IntPtr curl_shim_add_string(IntPtr pStrings, String str);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern void curl_shim_free_strings(IntPtr pStrings);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern int curl_shim_install_delegates(IntPtr pCurl, IntPtr pThis,
            _ShimWriteCallback pWrite, _ShimReadCallback pRead,
            _ShimProgressCallback pProgress, _ShimDebugCallback pDebug,
            _ShimHeaderCallback pHeader, _ShimSslCtxCallback pCtx,
            _ShimIoctlCallback pIoctl);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern void curl_shim_cleanup_delegates(IntPtr pThis);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern void curl_shim_get_file_time(int unixTime,
            ref int yy, ref int mm, ref int dd, ref int hh, ref int mn, ref int ss);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern void curl_shim_free_slist(IntPtr p);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern IntPtr curl_shim_alloc_fd_sets();

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern void curl_shim_free_fd_sets(IntPtr fdsets);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern CurlMultiCode curl_shim_multi_fdset(IntPtr multi,
            IntPtr fdsets, ref int maxFD);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern int curl_shim_select(int maxFD, IntPtr fdsets,
            int milliseconds);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern IntPtr curl_shim_multi_info_read(IntPtr multi,
            ref int nMsgs);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern void curl_shim_multi_info_free(IntPtr multiInfo);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern int curl_shim_formadd(IntPtr[] ppForms, IntPtr[] pParams, int nParams);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern int curl_shim_install_share_delegates(IntPtr pShare,
            IntPtr pThis, _ShimLockCallback pLock, _ShimUnlockCallback pUnlock);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern void curl_shim_cleanup_share_delegates(IntPtr pShare);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern int curl_shim_get_version_int_value(IntPtr p, int offset);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern IntPtr curl_shim_get_version_char_ptr(IntPtr p, int offset);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern int curl_shim_get_number_of_protocols(IntPtr p, int offset);

        [DllImport(CURLSHIM_LIB, CallingConvention = CallingConvention.Cdecl)]
        internal static extern IntPtr curl_shim_get_protocol_string(IntPtr p, int offset, int index);

        internal delegate void _ShimLockCallback(int data, int access, IntPtr userPtr);

        internal delegate void _ShimUnlockCallback(int data, IntPtr userPtr);

        internal delegate int _ShimDebugCallback(CurlInfoType infoType, IntPtr msgBuf, int msgBufSize, IntPtr parm);

        internal delegate int _ShimHeaderCallback(IntPtr buf, int sz, int nmemb, IntPtr stream);

        internal delegate CurlIoError _ShimIoctlCallback(CurlIoCommand cmd, IntPtr parm);

        internal delegate int _ShimProgressCallback(IntPtr parm, double dlTotal, double dlNow, double ulTotal, double ulNow);

        internal delegate int _ShimReadCallback(IntPtr buf, int sz, int nmemb, IntPtr parm);

        internal delegate int _ShimSslCtxCallback(IntPtr ctx, IntPtr parm);

        internal delegate int _ShimWriteCallback(IntPtr buf, int sz, int nmemb, IntPtr parm);
#endif
    }
}

redpajama_set_name: RedPajamaGithub


text:
Q: Calculate by dividing numbers on one form and providing the answer on another I've been researching this for several days and I can't seem to figure out how to fill in a calculated value. I've got it down to this code, but when it goes through I get a type mismatch 13 debug error. I just want to divide the Quantity of one product by the attendance to find the penetration rate. The Quantity and Attendance are entered on a separate form called SouvenirProgramForm and the text boxes are called Quantity and Attendance. The form I want to calculate it on is my "Goal" form in the "CurrentPen" text box. I've tried any possible thing I could think of and find, but nothing is working. This code is the closest I've gotten, I put it in a button that says "Calculate" right next to where I want the Penetration Rate to appear. The error is somewhere with the z = x / y.
Dim x As Variant
Dim y As Variant
Dim z As Variant
x = SouvenirProgramForm.Quantity.Value
y = SouvenirProgramForm.Attendance.Value
z = x / y
CurrentPen.Value = z

Help would be greatly appreciated.

A: Its possible the values are being read as text since the variables are declared as variants.
Try to declare them as long or force the long value
Does the below work for you
Dim x As Long
Dim y As Long
Dim z As Long
x = SouvenirProgramForm.Quantity.Value
y = SouvenirProgramForm.Attendance.Value
z = x / y
CurrentPen.Value = z

or
Dim x As Variant
Dim y As Variant
Dim z As Variant
x = SouvenirProgramForm.Quantity.Value
y = SouvenirProgramForm.Attendance.Value
z = CLng(x) / CLng(y)
CurrentPen.Value = z

You can check the variable type by the below (Returns as a String and Not as an Integer or Long)
Dim X As Variant
X = "123"
MsgBox TypeName(X)

A: After sorting through everything here, and trying to make sense of it, I finally got it to work. Thank you for your help B Hart. Here's the final formula that made it work for me.
Dim a As String
Dim b As String
Dim c As Double
Dim d As Double
Dim e As Double
a = (Replace(SouvenirProgramFormG.Quantity, ",", ""))
b = (Replace(SouvenirProgramFormG.Attendance, ",", ""))
c = CDbl(a)
d = CDbl(b)
e = c / d * 100
TextBox1 = e

I hid this code in the continue button on the SouvenirProgramFormG page and then just set the text box on the other page to equal the new TextBox1. It's not pretty, but it gets the job done. Thank you for the help!


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text:
Sec. 288. What Is Sufficient Disclosure Of The Principal
As different rules of law are applicable when the agent discloses his principal and when he does not, the question of what is a sufficient disclosure of the principal is an important one. It is said that the duty is on the agent to make the disclosure, not upon the person with whom he is dealing to discover it.26 Therefore, it is not sufficient to relieve the agent from personal liability that the person with whom he dealt had means of knowing that the agent was acting as such.27 But, on the other hand, the general principles governing the formation of contracts require the conclusion that if the agent gave such information that a reasonable person in the light of the sur-
Edwards v. Gildemeistor, 61 Kans. 141, 69 Pac. 259; York County Bank v. Stein, 24 Md. 447; Byington v. Simp-eon, 134 Mass. 169, 45 Am. Rep. 314; Chandler v. Coe, 54 N. H. 561; Smith p. Felter, 63 N. J. L. 30, 42 Atl. 1053; Dykers v. Townsend, 24 N. Y. 57; Ludwig v. Gillespie, 105 N. Y. 653, 11 N. E. 835.
23 Thomson p. Davenport, 9 B. & C. 78. Compare Rodliff v. Dallinger, 141 Mass. 1,4 N. E. 805, 55 Am. Rep. 439, stated supra, Sec. 285.
24 Beckham v. Drake, 9M.& W. 79, 91; McFadden v. Henderson, 128 Ala, 221, 29 So. 040; Smith v. Felter, 63 N. J. L. 30, 42 Atl. 1053; Nicoll v. Burke, 78 N. Y. 580; Thayer v. Luce, 22 Oh. St. 62, 78; National Bank v. Nolting, 94 Va. 263, 26 S. E. 826; Delta v. Insurance Co., 31 W. Va. 851, 8 S. E. 616.
26 Holt v. Rose, 54 N. Y. 472, 475,13 Am. Rep. 615; De Remer v. Brown, 165 N. Y. 410, 419, 59 N. E. 129; Baldwin v. Leonard, 39 Vt, 260. 94 Am. Deo. 324.
27 Brent v. Miller, 81 Ala. 309, 8 So. 219 (knowledge that the agent had dealt for a certain principal in other transactions, held not to excuse the agent from liability); Amans v. Campbell, 70 Minn. 493, 73 N. W. 506, 68 Am. St. Rep. 547 (the fact that the defendant Campbell contracted in the name of "Campbell & Company" held not sufficient disclosure that he was acting as agent for his wife who did business under the name of Campbell & Company, but not to the general knowledge of the community); Harmon v. Parker, 193 Mich. 542, 160 N. W. 380; Cobb v. Knapp, 71 N. Y. 348, 27 Am. Rep. 51; Curtis v. Miller, 73 W. Va. 48, 80 S. E. 774. See also Borries v. Imperial Ottoman Bank, L. R. 9 C. P. 38; Neely v. State, 60 Ark. 66, 28 S. W. 800, 46 Am. St. Rep. 148; Raymond v. Crown & Eagle Mills, 2 Metc. 319.
Sec. 289. Election of remedies where principal is undisclosed. One who deals with the agent of an undisclosed principal would presumably desire, on discovering the existence of the principal, to assert that an obligation existed in his favor against both the principal and agent either jointly or severally, if the law allowed him to do so. If this were permitted, no assertion of right against either principal or agent would limit the right to make a claim upon the other, except to the extent that satisfaction was actually received. There seems no doubt, however, that the law does not give so large a right since with slight contrary authority it is held that after discovery of the principal judgment cannot be recovered against both agent and principal.30 Though it is not easy to reconcile
28 In Mercer v. Leihy, 139 Mich. 447, 102 N. W. 972, an auctioneer selling a horse, in the course of bidding requested the owner to show himself, and a man in the crowd stated that he was the owner of the horse. This was held a sufficient disclosure of the auctioneer's principal, though the name of the man who professed ownership of the horse was not given and was not known to the plaintiff.
In Johnson v. Armstrong, 83 Tex. 325, 18 S. W. 594, 29 Am. St. Rep. 648, the defendant was President of Fort Worth University. He requested the plaintiffs to draw plana for a building, which they did. The plaintiffs knew that the plana were for a school, or college building, but did not know for what institution. The court held that these circumstances showed that the defendant was not contracting personally, and said of the plaintiffs: "The inquiry that it was their duty to make, under the circumstances of this case, would have developed a responsible principal, and it is difficult to conclude that plaintiffs did not have actual knowledge that they were dealing with a corporation, no-withstanding the fact that they did not at the time of making the contract inquire for or get that information from Johnson, the agent."
29Chase v. Debolt, 7 111. 371; Warren v. Dickson, 27 111. 115; Boston & Maine R. v. Whitcher, 1 Allen, 497.
30See infra, note 38. It has, however, been held in several oases that an action might be brought against both principal and agent, and that election, if necessary, need not be made until all the decisions, the best view seems to be that the legal right is against the agent with whom the contract was in terms made, but that the law permits in substitution for the right against the agent a corresponding right against the principal. Under this view affirmative action is necessary to effect the substitution of the new right for the old. The plaintiff, therefore, must manifest within a reasonable time an election to hold the principal or the right to charge him will be lost.31 But no delay or conduct will discharge the principal until the plaintiff has both learned that the agent was such, and also has discovered the principal for whom the agent was acting.32 After such knowledge, any conduct on the part of the plaintiff which indicates an intention to hold the agent only, will be a discharge of the principal. But the manifestation of an intent to hold the agent, as by bringing action against him,33 does not necessarily indicate an election to let the principal go free though it is doubtless evidence of such an election. And where an action against an agent and an attachment of his property were prosecuted after full knowledge of the principal's liability, it was held in the absence of fraud or mistake, an irrevocable election.34 Even partial payment will not necessarily be conclusive.35 Taking negotiable paper of one party or the other the close of the evidence. Williams v. O'Dwyer & Ahem Co., 127 Ark. 530, 192 8. W. 899; Gay v; Keliey, 109 Minn. 101, 123 N. W. 295; Tew v. Wolfsohn, 77 N. Y. App. Div. 454, 79 N. Y. 8. 286, affd., 174 N. Y. 272, 66 N. E. 934.
31Smethunt v. Mitchell, 1 E. & E. 622.
32Thomson v. Davenport, 9 B. & C. 78; Curtis v. Williamson, L. R. 10 Q. B. 57; Merrill v. Kenyon, 48 Conn. 314, 40 Am. Rep. 174; Raymond v. Crown, etc., Mills, 2 Metc. 319; Estes v. Aaron, 227 Mass. 96, 99, 110 N. E. 392. Sea also Steele-Smith Grocery Co. v. Potthast, 109 Ia. 413, 80 N. W. 617; Gay v. Kelley, 109 Minn. 101, 123 N. W. 295, 26 L. R. A. (N. S.) 742; Remmel 0. Townsend, 83 Hun, 353, 31 N. Y. 8. 985; Georgj v. Texas Co., 225 N. Y. 410,122 N. E. 238.
33 Curtis v. Williamson, L. R. 10 Q. B. 57; Ferry v. Moore, 18 111. App. 135; Steele-Smith Co. v. Potthast, 109 Ia. 413, 80 N. W. 517; Jones v. Johnson, 86 Ky. 530, 6 S. W. 582; Hoffman v. Anderson, 112 Ky. 893, 67 S. W. 49; Raymond v. Crown, etc., Mills, 2 Metc. 319; Estes v. Aaron, 227 Mass. 96, 100,116 N. E. 392; Cobb v. Knapp, 71 N. Y. 348, 27 Am. Rep. 51; Tew v. Wolfsohn, 77 N. Y. App. Div. 454, 79 N. Y. 8. 286, affd. 174 N. Y. 272, 66 N. E. 934; Daggett v. Champlain Mfg. Co., 71 Vt. 370,45 Atl. 755.
34 Barrell v. Newby, 127 Fed. 656, 62 C. C. A. 382. See also Booth #. Barron, 29 N. Y. App. Div. 66, 51 N. Y. S. 391; Love P. St. Joseph Stock Yards Co. (Utah), 169 Fac. 951.
36 Jones v. Johnson, 86 Ky. 530, 6 8. W. 582. After discovery of the prinfor the claim is not, as matter of law, a decisive election.36 Nor is merely charging the goods to the agent or demanding payment from him after discovery of the principal.37 The question resolves itself into one of fact. Did the plaintiff with full knowledge elect to rely solely upon the credit of either the agent or the principal? If, however, judgment is taken against either with knowledge of the facts no claim can thereafter be asserted against the other although the judgment is unsatisfied.38 And a settlement of the claim with the agent and release of him has the same effect.39 But a judgment against the agent taken before disclosure of the facts of the agency will not bar a subsequent action against the principal.40 cipal a claim was made on the insolvent estate of the agent and a small dividend paid. The court nevertheless allowed a subsequent action against the principal. In Hoffman v. Anderson, 112 Ky. 893, 67 S. W. 49, the facts were the same except that the claim was presented against the principal's estate and a subsequent action was allowed against the agent.
34 See Atlas Steamship Co. v. Colombian Land Co., 102 Fed. 358, 42 C. C. A. 398. But in Ames Packing Co. v. Tucker, 8 Mo. App. 96, the court held that though taking negotiable paper in Missouri is presumably conditional only, it was, nevertheless, a conclusive election to take the individual note of the agent without taking at the time of the transaction any steps showing an intent to hold the principal.
37 Dyer v. Swift, 154 Mass. 159, 28 N. E. 8.
38 Priestly v. Fernie, 3 H. & C. 977; Morel v. Westmorland, [1904] A. C. 11; Cross v.. Matthews, 91 L. T. (N. S.) 600; Barrell v. Newby, 127 Fed. 656, 62 C. C. A. 382; Eufaula Grocery Co. v. Missouri Nat. Bank, 118 Ala. 408, 24 So. 389; Jones v. Ætna. Insurance Co., 14 Conn. 601; Mussenden v. Raiffe, 131 111. App. 466; Jones v. Johnson, 86 Ky. 630, 6 S. E. 682; E. J. Codd Co. v. Parker, 97 Md. 319,
66 Atl. 623; Kingsley v. Davis, 104 Mass. 178; Weil v. Raymond, 142 Mass. 206, 7 N. E. 860; Murphy v. Hutchinson, 93 Miss. 643, 48 So. 178, 21 L. R. A. (N. S.) 7S5; Sessions v. Block, 40 Mo. App. 669; Lean v. Cells (Mo. App.), 186 S. W. 1160; Tutbill v. Wilson, 90 N. Y. 423; Georgi v. Texas Co., 225 N. Y. 410, 122 N. E. 238; Lage v. Weinstein, 35 N. Y. Misc 298, 71 N. Y. S. 744; Rounesville v. North Carolina Home Ins. Co., 13S N. C. 191, 60 S. E. 619; Pittsburg Plate Glass Co. v. Roquemoie (Tex. Civ. App.), 88 S. W. 449. See, however, the contrary decision of Beymer v. Bonsall, 79 Pa. 298; also McLean v. Sexton, 44 N. Y. App. Div. 520, 60 N. Y. S. 871. 39Orvia v Wells, 73 Fed. 110, 19
C. C. A. 382; Booth v. Baron, 29 N. Y. App. D. 66, 51 N. Y. S. 391; Love v. St. Joseph's Stock Yards Co. (Utah), 169 Pac. 961.
40Auto Parts Co. v. Roberts, 194 111. App. 417; Lindquist v. Dickson, 98 Minn. 369, 107 N. W. 958, 8 L. B. A. (N. S.) 729; Greenburg v. Palmieri, 71 N. J. L. 83, 68 Atl. 297; Georgi v. Texas Co., 225 N. Y. 410, 122 N. E. 238; Brown v. Reiman, 48 N. Y. App.
D. 295, 62 N. Y. S. 663. It is somewhat difficult to see why the claim is not merged in the judgment. Id
Sec. 290. Undisclosed Principal, Rather Than His Agent Is Entitled To Enforce The Contract
In enforcing the contract against a third person, the principal's right is superior to the agent's and the assertion of a right by the principal to enforce the contract abates the agent's right.41
41Sadler v. Leigh, 4 Campb. 195; Warder v. White, 14 111. App. 50; Pitts v. Mower, 18 Me. 361, 36 Am.
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ILCD Projects are a Nebraska Department of Education initiative intending to enhance program improvement that will result in better outcomes for children with disabilities. School districts will continue to use data to inform the ILCD (Improving Learning for Children with Disabilities) process to review their special education programs. They develop Targeted Improvement Plans (TIP) in Nebraska's system for meeting the tenets of the federal initiative of Results Driven Accountabilty (RDA).
Resources and information can be viewed on April's MTSS site.
ESU 6 ILCD Facilitators assist school districts with their improvement activities for students with disabilities. Facilitators partner with districts to gather and analyze data in collaboration with the Continuous School Improvement Process and to assist in the development of TIP. Each Nebraska school district develops a TIP focused on better child and student performance, reporting annually to NDE on the Plan's progress. Efforts are supported through the Performance Enhancement and Knowledge (PEaK) Project, funded through NDE (formerly known as D-TIPS).