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Donor Transparency
Latinx – Noticias de Flint
Solutions Journalism – A fix for Flint
Flint Beat
Your Community, Your Voice, Your News
Gus Macker returns to Flint, is met with excitement by a new generation of players
by Santiago Ochoa September 18, 2021 September 18, 2021
Hundreds of players attend the Gus Macker 3-on-3 basketball tournament in the Flat Lot in downtown Flint on Sept. 18, 2021. (KT Kanazawich | Flint Beat)
Flint, MI—After a nearly 20-year-long absence, the Gus Macker 3-on-3 basketball tournament returned to Flint, where it was met with fanfare by hundreds of players, volunteers, and onlookers.
The tournament, which started in the mid-1970s in its founder's driveway quickly grew into a national spectacle. By the '80s Macker Mania had reached Flint, where it stayed for years and became a community staple as well as a rite of passage for thousands of the city's aspiring basketball players.
Linnell Jones-McKenney, one of Flint's many accomplished basketball players and long-time organizer of Gus Macker in the city, remembered playing in the tournament along with other Flint greats like Laurie Byrd, a Gus Macker Hall of Famer.
Gus Macker organizer Linnell Jones-McKenney shoots for a basket at the Gus Macker 3-on-3 basketball tournament at the Flat Lot in downtown Flint on Sept. 18, 2021. (KT Kanazawich | Flint Beat)
The Michigan Mystics Basketball team tries to block a shot during the Gus Macker 3-on-3 basketball tournament at the Flat Lot in downtown Flint on Sept. 18, 2021. (KT Kanazawich | Flint Beat)
"When I came back to Flint to help the youth in the city, I thought it was only fitting that we bring (Gus Macker) back," said Jones-McKenney who had a successful basketball career in Europe and is also in the Greater Flint Area Sports Hall of Fame. "Our young people need to be exposed to more tournaments like these that now happen all over the country. The goal is to create something so fantastic that young people here will say 'wow I love being in Flint.'" Jones-McKinney currently serves as program director at Sylvester Broome Empowerment Village on Flint's north side.
An estimated 150 teams signed up to play at the Gus Macker 3-on-3 basketball tournament at the Flat Lot in downtown Flint on Sept. 18, 2021. (KT Kanazawich | Flint Beat)
The Flat Lot in downtown Flint was transformed into several basketball courts for the Gus Macker 3-on-3 basketball tournament which returned to Flint on Sept. 18, 2021, after a 20-year hiatus. (KT Kanazawich | Flint Beat)
Despite its decades-long hiatus, Gus Macker was met with excitement by the city. Rayven McQueen, Skylar Lewis and Maya Davis, a trio of high school friends, made up one of the 150 teams present at the tournament.
Though two of the girls, McQueen and Davis had participated in other city's Gus Mackers, the three agreed seeing something like this happening in Flint lifted their spirits after a year's worth of quarantine.
"After COVID, it's good to see something that's bringing the community together. We are out here in the sun actually getting to spend time with people we know doing something we all love," McQueen said.
A Michigan Mystics Basketball player plays defense at the Gus Macker 3-on-3 basketball tournament at the Flat Lot in downtown Flint on Sept. 18, 2021. (KT Kanazawich | Flint Beat)
For Davis, the opportunity to watch so many games at once and being surrounded by other basketball lovers was one of the biggest reasons for her being there.
"I think this is pretty cool, it's just a lot of people coming together to play basketball just because they love it," Davis said. "We get to play, watch other people play, and just enjoy being out here."
For Flint residents who grew up participating in the tournament or attending it, its sudden return after 20 years meant being able to watch their children partake in one of their own childhood traditions.
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A Gus Macker worker updates the brackets. Hundreds of players attended the Gus Macker 3-on-3 basketball tournament at the Flat Lot in downtown Flint on Sept. 18, 2021. (KT Kanazawich | Flint Beat)
This was the case for Marcia McQueen, Rayven's mother, who after growing up watching Gus Macker in Flint, had to make do with taking her daughters to Gus Mackers in surrounding cities. After 10 year's worth of tournaments outside of Flint, she said it was "awesome" to see her daughter finally play in her hometown.
Omar Dasuqi, director of volunteers for the event and athletic director at The New Standard Academy said an event like Gus Macker returning to Flint is a significant step toward the goal of getting kids active and interested in sports.
A basketball player practices dunking during the Gus Macker 3-on-3 basketball tournament at the Flat Lot in downtown Flint on Sept. 18, 2021. (KT Kanazawich | Flint Beat)
"There is a need for this in our community … organized sports help bring kids from the community together. We are all here for the same reason and that is basketball. The reason we are where we are is because of a lack of community involvement over the years. The more community events that we can do, the better off we'll be," Dasuqi said.
Dasuqi commented on the fact that in the years Gus Macker was absent in Flint, circumstances in the city led to funding for sports and after-school programs being cut. For him, Gus Macker returning to the city is a sign that efforts made in the last few years to bring these programs back are starting to pay off.
"Now we're coming together, more resources and funding are starting to come into the city and we can start doing more. The more physically and mentally healthy our youth is, the less they'll be inclined to turn to violence. It's just a blessing for (Gus Macker) to come back to the city. It's much needed and well overdue," Dasuqi said.
Jones-McKinney said ultimately, one of the reasons she was most happy to see Gus Macker return to Flint was because she felt the event itself is an ode to the city's rich athletic history.
"By doing this we're also bringing some positive light so that the world can see that Flint is more than what they see in the news. We are a great city, we are resilient and we have also produced more professional basketball players in the city of Flint than almost all other cities in the history of the United States," Jones-McKinney said.
The Gus Macker tournament will continue through Sunday, Sept. 19 in the downtown Flint Flat Lot. For more information visit the tournament website here.
After a 20-year hiatus, the Gus Macker 3-on-3 basketball tournament returned at the Flat Lot in downtown Flint on Sept. 18, 2021. (KT Kanazawich | Flint Beat)
Basketball players fight over a basketball during the Gus Macker 3-on-3 basketball tournament at the Flat Lot in downtown Flint on Sept. 18, 2021. (KT Kanazawich | Flint Beat)
The Davison Creek basketball team goes for a shot at the Gus Macker 3-on-3 basketball tournament at the Flat Lot in downtown Flint on Sept. 18, 2021. (KT Kanazawich | Flint Beat)
Players lunge after a ball at the Gus Macker 3-on-3 basketball tournament at the Flat Lot in downtown Flint on Sept. 18, 2021. (KT Kanazawich | Flint Beat)
Hundreds of players attended the Gus Macker 3-on-3 basketball tournament at the Flat Lot in downtown Flint on Sept. 18, 2021. (KT Kanazawich | Flint Beat)
Flint's athletic prowess on display at Gus Macker basketball tournament
In "Photos"
Gus Macker tournament returning to Flint in September
Flint Photos: A look back at the summer of '22
Tagged: Flint Community, Flint News, Flint Spotlight
Santiago Ochoa
Santiago Ochoa is Flint Beat's Latinx Community reporter. He is always looking to write about anything Flint or Latinx. He especially enjoys investigative reporting and human-interest stories. A communications... More by Santiago Ochoa
One reply on "Gus Macker returns to Flint, is met with excitement by a new generation of players"
Bob Cummings says:
I forgot all about this and I wanted to be in it. I can still play good b-ball at 56 years YOUNG! Glad all had a good time. Mateen Cleaves was there and I considered him a friend. He could have played in this! He still has it too. When will this be back again?? I hope not in another 20 years! Flint needs good and positive stuff like this each year with no trouble. See ya on the court!
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We have had a brilliant and busy week in F2! We are learning about lifecycles and have been looking at the lifecycle of a plant. We are growing our own cress seeds.
In number time we have been looking at money and solving problems using coins.
We have had more success with our gymnasts! Well done to Olivia, Oliver L and Sofia on achieving their Badge 8 and Proficiency Certificate.
We had a brilliant time on our Den Day. We split into teams and worked together to make different dens. There was a lot of excitement and wonderful discussions and language! One team made a castle, another had keys and one group had a 'window'! We used an impartial judge to pick the best team - they chose the Red Group. Well done, Red Group! We then enjoyed some tasty treats before dismantling the dens. We had lots of super helpers. We hope we have raised a lot of money. Donations can still be given to the school. Thank you to all who have been able to donate.
SPORTS DAY - Weather permitting our sports day will be on Monday 19th June. The children's PE kits are in school, so we will get the children changed here. Please bring a coloured T-shirt/item of clothing on the day.
We have some budding musicians amongst us - just take a look at our ukulele players. Langold Dyscarr Community School has talent!


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Posts Tagged 'abandoned'
Illumination – The Abandoned Columbia University Instrument House
Posted: December 15, 2022 by kingleser in #postaday, Abandoned, Abandoned Attractions, Abandoned Business, Abandoned Cabin, Abandoned Campus, Abandoned Connecticut, abandoned home, Abandoned House, abandoned new england, Abandoned New York, Abandoned Park, Abandoned Places, Abandoned Resort, Abandoned Summer Camp, Abandoned Tower, Abandoned USA, Abandoned Wonders, Berkshires, Columbia University, Connecticut, empty, Exploration, Forgotten, Haunting, Hiking, History, Information, left behind, Litchfield County, Movies, Mystery, nature, new england, New York, overgrown, photography, Public Parks, research, Ruins, Scott Tower, State Parks, Stories, time, Uncategorized, Urban Decay, Urban Exploration, Urban Exploring, Urbex, writing, WWI
Tags: abandoned, abandoned buildings, abandoned camp, Abandoned Campus, Abandoned Connecticut, Abandoned House, Abandoned Massachusetts, Abandoned New England, Abandoned New York, Abandoned Place, Abandoned Places, Abandoned Rhode Island, Abandoned School, Abandoned Summer Camp, Abandoned USA, Abandoned Vermont, abandoned wonders, Camp Columbia, Columbia University, Eisenhower, history, Instrument House, Litchfield, Litchfield County, Morris, Nature, New York, New York Giants, photography, Scott Tower, Towers, urban exploration, urbex, writing, WWI
The Abandoned Columbia University Instrument House
Photographs by: Wilk
"In Lumine Tuo Videbimis Lumen." This is the official motto of New York's Columbia University, one of the most prestigious educational institutes in all of the United States. And in true educational institute fashion, this phrase is Latin. The translation is "In thy light shall we see light." Believe it or not, this comes from straight from the Bible. What this official university motto is supposed to inspire has often been debated. Most scholars agree that this is a calling to find God's light and move forward in faith. Others have said that this pertains more to always seek knowledge and truth in whatever you pursue. As a non-religious person, I agree with the latter. Knowledge truly is power. Especially in 2022. In a world full of clickbait and misinformation, it is so important to always be smart and learn what you can when you can. There is so much out there to know and to learn. And sadly, most people just aren't interested in it. They are content just believing what they are told to believe, think what they are told to think, and buy what they are told to buy. That's probably why our world has become as tribal as it is. Think for yourself and always seek knowledge. I am no student of Columbia University. In fact, I attended a much lower tier Connecticut state university for my degree. But that is how I interpret the motto of this prestigious institute. Oh, and by the way, did you know that Columbia University once had a satellite campus here in Connecticut? Talk about a segue.
That's right. A long time ago, in a town most people have never heard of, Columbia University once had a presence here in the Nutmeg State. Our story begins in the late 1800's, in the town of Morris, Connecticut. Located in the beautiful hills of Litchfield, the town attracted the attention of Columbia University's Engineering School. Slowly but surely, the school began to migrate it's summer classes over to the small and affluent community. And in 1903, they finally purchased a plot of farmland with the intention of establishing a rural summer campus. Thus it was christened as Camp Columbia. Over the years, the small campus grew in size and shape. Every summer engineering and surveying students studied their chosen crafts amongst the quiet community. During the First World War, students intent on joining the Officer's Corp got first hand military training. The now famous observation tower was constructed several years later as a gift from the Class of 1906. According to local legends, Dwight D. Eisenhower once used the campus as a hunting ground and the New York Giants held several practice sessions on the campus sporting fields. But prominence during the 1950's eventually led to a massive decline during the next two decades. With a changing culture, interest in the campus's structure and program decreased drastically. And in 1983, Columbia University was finally forced to close up shop and sell the land. What remains now resides in Camp Columbia State Park.
We weren't entirely sure we were going to have an article ready for this quarter. I have been more busy with movies in the last few months than I ever have been in my entire life. And Lassie has been equally busy working as the best damn educator in the state. While we greatly enjoy our success, it hasn't left much time for exploring. Plus, our host site (WordPress) keeps becoming increasingly uncooperative and difficult to use. It may be time to migrate to Squarespace…but that's neither here nor there. Speaking of movies, I had a series of night shoots out in Fairfield County recently. Night shoots are just as much fun as they are grueling. But the funny thing about night shoots is the call times are always very late in the day. So I had some time to kill. That's right. This was another solo piece, where I went exploring without my partner. I don't like it any more than you may, but sometimes it's good to go on an adventure by yourself. That's how you learn who you really are. And guess what? The old Camp Columbia just happened to be right around the corner from where I was working. With good weather and high spirits, I decided to go take a look. I arrived at Camp Columbia State Park as one of only two other visitors. It is a very quiet and quaint park, that is maintained just enough to keep it walkable. And honestly, these are my favorite kinds of parks. It's the kind of place that nobody knows about, except for the people that are really going to enjoy it.
When the state of Connecticut bought the former Camp Columbia, they demolished most of the campus buildings. But not all. The main attraction is known as The Instrument House. This beautiful stone building once housed all of the campus's surveying instruments and equipment. And while she was clearly left standing for a reason, the years have not been kind to her. The stone exterior is very elegant, but the interior of the house is completely devoid. The wooden roof is slowly collapsing in on itself. Spray painted graffiti is everywhere. Old pieces of lab equipment and such have been scattered across the dusty floor. With that said, it's still an absolutely captivating structure with a strong foundation. It provides a very nice look back on the bygone era of the former campus, casting a strong sense of prestige and academia. Just like the nearby observation tower. Though not abandoned, the Camp Columbia tower stands very close by to the Instrument House. I was expecting something more along the lines of Scott Tower, but was pleasantly surprised to find the tower in moderately good condition. It definitely has a vandal problem, much like the nearby Instrument House, but it is a nice site to see and provides a wonderful view of Litchfield County. Other relics of the past are scattered amongst the underbrush. An old basketball hoop rusts into oblivion. A team of derelict picnic tables rot into the fertile forest floor. Trails of lead piping pop up across the fallen leaves.
On my travels, I encountered a very nice elderly woman taking her chocolate lab named Libby for a walk. She was kind enough to warn me that there was a hunter in the area, at the corner of the red and orange trail. He was perched in a tree stand, like a coward, and had all of the permits to be there. She checked, and she's a total badass for doing that. I greatly thanked my fellow hiker for her warning, especially since neither of us were wearing orange, and continued on my walk. I was sure to whistle old classic rock songs very loudly to clearly identify myself as a human being. No deer is going to do that…at least I hope. With the light fading and my time just about up, it was finally time to head back to the car and off to movieland. I honestly wasn't sure what I was going to find at the abandoned Camp Columbia. But I'm very glad that I got to see it. There's just a wonderful mix of history and intrigue here. There isn't much to see in regards to real deal urban exploration, but it's absolutely worth a look if you're a history nut like myself. The Instrument House is a haunting relic and climbing the observation tower is a really fun experience. It just goes to show that you never know what's out there until you go looking for yourself. Sometimes the best journey you can go on is with yourself. And sometimes the most interesting things to learn are in places that you never thought to look. Never stop seeking knowledge. Never stop seeking the truth. Never stop seeking the light.
The Top 5 Abandoned Places of 2021
Posted: December 22, 2021 by kingleser in #postaday, Abandoned, Abandoned Airport, Abandoned Attractions, Abandoned Boston, Abandoned Business, Abandoned Cars, Abandoned Connecticut, Abandoned Drive-In, Abandoned Farm, Abandoned Forts, Abandoned Golf Course, Abandoned House, Abandoned Massachusetts, abandoned military bases, abandoned new england, Abandoned New Hampshire, Abandoned New York, Abandoned Park, Abandoned Pennsylvania, Abandoned Places, Abandoned Railway, Abandoned Rhode Island, Abandoned Road, Abandoned Statues, Abandoned Theaters, Abandoned Tower, Abandoned USA, Abandoned Vermont, Abandoned Wonders, Broken, Cedar Hill, Christmas, Cinema, Closed, commercial, Connecticut, darkness, Death, Destruction, Disney, Exploration, fantasy, Forgotten, Forts, Ghosts, Graveyard, Haunting, Hiking, History, Information, Massachusetts, Military, Military Forts, Movies, Mystery, nature, Navy, new england, New Hampshire, New Haven, New York, Pennsylvania, photography, Public Parks, Rhode Island, Ruins, Searching, Stories, Trains, Uncategorized, Urban Decay, Urban Exploration, Urban Exploring, Urbex, writing
Tags: 2021, abandoned, abandoned buildings, Abandoned Connecticut, Abandoned Drive-In, Abandoned Farm, Abandoned Massachusetts, Abandoned Military Base, Abandoned Movie Theater, Abandoned Navy Base, Abandoned New England, Abandoned New Hampshire, Abandoned New York, Abandoned Place, Abandoned Places, Abandoned Railroad, Abandoned Railyard, Abandoned Rhode Island, Abandoned Statues, Abandoned Sutton Motor Inn, Abandoned Towers, Abandoned Trucks, Abandoned USA, Abandoned Vermont, Attleboro, Cedar Hill, Disney, Highland Country Club, Highland Park, Kristoff Pig Farm, Lists, Nature, New Haven, Photographs, photography, Rockland, South Weymouth, South Weymouth Naval Air Station, Sterling, Sutton, Tidal Marsh Polar Bear, Tidal Marsh Trail, Top 5, Urban Decay, urban exploration, urban exploring, urbex, Videos, writing
By: Lassie and Wilk
It's been another rough year for all of us. But it has also been a time for healing. We have all been through so much, and we're not out of the storm yet. To everyone following Abandoned Wonders, thank you for being a part of our adventures and staying strong. We've covered a lot of cool abandoned places this year. But only five can make it onto our annual list. So please enjoy our new video covering the Top 5 Abandoned Places of 2021.
Happy Holidays to all, Happy New Year, and we'll see you in Spring 2022.

redpajama_set_name: RedPajamaCommonCrawl


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Q: Check if one variable matches the beginning of another in Batch In a batch script, I need to redirect the script flow according to whether one variable matches the beginning of another. Particularly, I want to do something like this:
IF %CD% BEGINSWITH %USERPROFILE% (Echo You can do stuff here!) ELSE (Echo You don't belong here!)

I've had a hard time finding anything solving this problem online, or at least anything that makes sense to me. If this is doable, please demonstrate how and why the workable solution functions.

A: The Iszi answer will often appear to work, but it can give the wrong result under many circumstances.

*

*The FINDSTR search could fail to match properly if there is a difference in case. Solved by using the /I option.

*FINDSTR will treat search string as two or more search strings if the profile name includes a space. Better to use the /C:"searchString" option.

*FINDSTR will do a regex search if %USERPROFILE% includes a regex meta-character like .. This can be solved by forcing a literal search using either the /L option, or the /C:"searchString" option.

*Backslashes can be a bit tricky with FINDSTR, since it is used by FINDSTR as an escape character. Safer to escape all backslashes as \\.

*The ECHO command can fail if the current directory name contains a special character like &. The CD command will safely print the current directory without having to worry about special characters.
Also, since FINDSTR is being used as a test, and there is no interest in seeing the matching line, then the output should be redirected to NUL.
And finally, the solution can be simplified by replacing the IF statement with the conditional && and || operators.
The following code should always work:
cd|findstr /bic:"%userprofile:\=\\%" >nul&&echo You can do stuff here!||echo You don't belong here!

Update - Example of varying drive letter case
Here is a Windows 7 cmd.exe session that demonstrates how the case of the drive letter reported by CD (or %CD%) can vary:
Microsoft Windows [Version 6.1.7601]
Copyright (c) 2009 Microsoft Corporation.  All rights reserved.

C:\>set userprofile
USERPROFILE=C:\Users\Dave

C:\>cd c:\users\Dave

c:\Users\Dave>cd
c:\Users\Dave

c:\Users\Dave>echo CD=%CD%
CD=c:\Users\Dave

c:\Users\Dave>cd..

c:\Users>cd C:\users\Dave

C:\Users\Dave>cd
C:\Users\Dave

C:\Users\Dave>echo CD=%CD%
CD=C:\Users\Dave

C:\Users\Dave>

A: I ended up figuring it out on my own. I'm not quite sure why I haven't noticed this solution anywhere else.
ECHO %CD%|FINDSTR /B "%USERPROFILE%"
IF %ERRORLEVEL% EQU 0 (Echo You can do stuff here!) ELSE (Echo You don't belong here!)

Normally, FINDSTR searches for strings in a given text file. However, it also can accept input from the pipeline instead. Here, we use ECHO to put the current directory (%CD%) into the pipeline and then tell FINDSTR to look for the user's profile folder ("%USERPROFILE%" - quotes mandatory) at the beginning (/B) of the piped data.
Since FINDSTR returns an ERRORLEVEL, we can check this with a later IF statement and then proceed accordingly.

redpajama_set_name: RedPajamaStackExchange


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HAT-P-5 (Chasoň) – gwiazda w gwiazdozbiorze Lutni. Według pomiarów sondy Gaia opublikowanych w 2018 roku, jest odległa od Słońca o 523 lata świetlne. Obiega ją co najmniej jedna planeta pozasłoneczna.

Nazwa
Gwiazda ma nazwę własną Chasoň, będącą dawnym określeniem Słońca w języku słowackim. Nazwa została wyłoniona w konkursie zorganizowanym w 2019 roku przez Międzynarodową Unię Astronomiczną w ramach stulecia istnienia organizacji. Sto państw zyskało prawo nazwania gwiazd i okrążających je planet, uczestnicy ze Słowacji mogli wybrać nazwę dla tej gwiazdy. Wybrane nazwy miały być powiązane tematycznie i związane ze Słowacją. Spośród nadesłanych propozycji zwyciężyła nazwa Chasoň dla gwiazdy i Kráľomoc dla planety.

Charakterystyka
HAT-P-5 to żółty karzeł, gwiazda podobna do Słońca; należy do typu widmowego G1. Ma temperaturę około 5960 K. Jej masa jest o około 16% większa od masy Słońca, ma promień o ok. 14% większy niż promienia Słońca. Jest najprawdopodobniej znacznie młodsza od Słońca, jej wiek ocenia się na 1,7 miliarda lat. Jest niewidoczna gołym okiem, jej obserwowana wielkość gwiazdowa to ok. 12.

W 2007 roku odkryto krążącą wokół tej gwiazdy planetę HAT-P-5 b (Kráľomoc). Planeta jest gazowym olbrzymem o masie bardzo podobnej do masy Jowisza, ale obiegającym gwiazdę w odległości 0,04 au (dziesięciokrotnie bliżej niż przebiega orbita Merkurego w Układzie Słonecznym), czyli tzw. gorącym jowiszem.

Zobacz też
 lista gwiazd w gwiazdozbiorze Lutni
 lista gwiazd posiadających zidentyfikowane planety

Uwagi

Przypisy

Gwiazdy pojedyncze
Gwiazdozbiór Lutni
Gwiazdy typu widmowego G
Żółte karły
Układy planetarne

redpajama_set_name: RedPajamaWikipedia


In this Instructable I'm going show you some techniques for creating different styles of simple leather belts from leather hides. I created these belts to attach to small pouches as pocket belts, but you could use these techniques to create normal non-pocketed belts too. As a girl who often wears clothing without pockets I find pocket belts extremely useful and freeing at events and festivals or just around the workshop. It's nice to have freedom of movement and full use of my hands when I want to shake my booty, embark on adventures, use tools, or just carry my phone with me as I work so I can listen to all the podcasts.
A lot of the techniques I'm using in this Instructable, including how to make the leather pouch I am attaching to my belt, are explained in my free Beginning and Intermediate Leatherworking Classes, so be sure to check those out if anything in this instructable confuses you.
When you want to create a belt out of single layer of leather, you need to use leather that is thick and strong enough that it won't stretch or break. You should choose a leather that is at least 7-10 oz and not stretchy. A lot of belts are made from thick veg tanned leather, but in the chrome tanned leather world, a thick latigo, or even a stiff stamped leather can be a good choice for a single layer belt.
If you want to make a belt that is intended to go through standard belt loops, it generally needs to be less than 1 3/4" wide. To get the length of the belt, the best way is to measure a belt that is already worn by the person you are making it for. Everyone wears belts at different heights and levels of tightness, so using a standard waist measurement can be problematic. If you don't have a belt for reference, measure around the person's waist where they are going to wear the belt. Add at least 2" to one end for the buckle, and about 6" to the other end for adjustable holes.
Cut the belt out with a cutting wheel or strap cutter, and attach a buckle of your choice as we did in the previous lesson.
If you are using a heel bar buckle you need to add a keeper loop, so make one if you need one. Heel bar buckles are the standard choice for belts, but there are other options as well.
If you can, mark the position of the holes by having the person who is going to wear the belt try it on before you punch them.
If you don't have leather that is thick enough to be used as a single layer belt, you can reinforce thinner leather by sewing two layers together. This can be fairly time consuming when you are hand sewing, but it does create a nice finished look with the grain of the leather facing out on both sides.
To create this kind of belt, design your pattern basically the same way you did for the single layer belt, but add a sewing line about 1/8" from the edge of the pattern. In this case, I'm creating a shaped belt that will attach to one of our small bags and turn it into a hip bag. This belt will be two sections that rivet together over one hip, and buckle over the other. I made a mock-up of the belt first in oaktag, then scanned it and traced it in Illustrator.
To get perfectly matching edges on the two layers of leather on each piece of the belt, I usually don't make my final edge cuts until I have sewn the two layers together. To do this, cut out a piece of leather at least 1/4" bigger than your pattern on all sides. Then glue, or double sided tape, this piece of leather to another piece, flesh sides together, and cut the second piece to the same size as the first.
If you want to connect things to your belt or turn it into a pocket belt, adding grommets can be very useful.
Grommets are two part metal rings that make a reinforced hole in leather. They are often used to create attachment points for other hardware, or small holes for lacing up a wearable leather piece like a corset, shoe or arm bracer. They can also hold two or more pieces of leather together like rivets with a hole through the center. You can even use them purely for decoration, like I did on my Millennium Falcon Bag.
But why just create a boring belt when you can add a useful pocket?!
I turned the two belts I made into pocket belts by attaching the small leather pouches you can make in my Intermediate Leatherworking Class. There are a lot of ways to add pockets to belts, you could just thread a belt through the strap loops in the back of these small pouches. But I wanted to turn mine into more of a low hanging hip bag, which is why I created attachment points on the belt to hang the bag.
One way to do this is to attach swivel snaps strap loops of the bag. Then you can use these to clip and unclip the bag to an attachment point on the belt. I did this here by setting two grommets into the belt where the bag can attach.
As another option, I designed the double layer belt I made with built in straps that loop around the D rings of the small bags. I set snaps into the straps so the bag could attach and detach.
Step 6: What's Your Version?
I've shown you a couple of simple options for creating a leather belt that can attach to a bag, and I'm sure you can imagine a lot more designs from here! You could try different shapes for the shaped leather belt, use different hardware, even incorporate another a smaller pocket into the belt itself. If you made two identical small bags, you could create a similar belt with bags on both sides!
If you've chosen to create a pocket belt, post an I Made It below in the comments section! And if you want to learn how to make the leather pouches I used to create my pocket belt, check out my free Intermediate Leatherworking Class!
I like the pockets you use. Where did you get them?
Or have you a pattern?
Wow they are amazing. They look like a gunslinger's belt.
These look great! They'd really come in handy for when I go hunting. I'll try a hand at them today.


text:
Executive That Left Lyft for Uber Sued by Former Employer
As many Californians already know -- and as Bay Area residents are acutely aware -- ride-sharing services such as Uber and Lyft are all the rage nowadays. These companies allow everyday people to transport people from point A to point B, just like a taxi would. It's a genius business approach that has turned these companies into incredibly profitable companies that are renowned across the globe.
What you might not have heard, though, is that in the summer of 2014, an executive from Lyft left the company and joined Uber. The executive was the chief operating officer of Lyft until August 2014, when he apparently tried to become chief executive. Clearly, that play did not work out, and he promptly left the company to join Uber.
Lyft has since sued that individual for trying to solicit Lyft employees to leave with him, as well as failing to return Lyft information in a timely and proper manner.
While this isn't a trade secret lawsuit (Lyft did not bring those allegations to the case), it still raises the interesting gray area of having someone -- especially an executive -- leave one company to join a competitor. What information would, or could, he or she give to their new employer? Would that communication break any laws or provisions that were drafted into a non-disclosure agreement?
Obviously, these are very important issues when you consider that a trade secret can be the difference between a company succeeding and a company flailing. It will be interesting to see how this lawsuit plays out.
Source: Reuters, "UPDATE 1-Judge says Lyft lawsuit against Uber exec should go to trial," Dan Levine, March 17, 2016
Trade Secret Protection


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Appleby Grammar School
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Special Educational Needs and Disability Information report
Welcome to Appleby Grammar School
Welcome to Appleby Grammar School. The School is set in a stunning rural location and is an academy with high standards and great ambition for all our students. We pride ourselves on our strong family and community ethos. Our curriculum is strong and well balanced, with plenty of choice. We are committed to developing every student's particular strengths in an environment in which they can thrive.
As a smaller secondary school we know each of our students individually, but we are large enough to offer specialist staffing and a curriculum to match your child's ambitions. Additionally, our commitment to ensuring each student makes excellent academic progress and receives outstanding pastoral care helps demonstrate the progressive education we offer that prepares our young people for the 21st century.
On behalf of the staff and governors we look forward to working with you to help your child really enjoy their secondary education and fulfil their potential.
Ms Elaine Sargent
01768 351580 (Telephone)
01768 352412 (Fax)
admin@appleby.cumbria.sch.uk
Battlebarrow
CA16 6XU
Appleby Grammar School is an Inclusive school, in which all members of staff are teachers of students with additional needs. Teachers are supported by an enthusiastic and experienced learning support team, consisting of 9 members of staff. The Learning Support Team aim to support all students, but particularly those students, who, whilst able to access the school curriculum, may need extra help due to a specific learning difficulty or lack of confidence in a particular aspect of their work.
The range of specific learning difficulties includes: dyslexia, dyspraxia, Asperger's Syndrome, ADHD and dyscalculia. We also work closely with students who have an Education Health Care Plan. Students are supported within the classroom, but also within small groups and when necessary on a one to one basis.
We work closely with outside agencies and maintain close links with Specialist Practitioners. The Learning Support Department works closely with our Feeder Primary schools, to ensure that the important period of Transition from Primary to Secondary school, can be as smooth as possible. Extra Transition visits take place during the summer term, but in addition to this, we provide after school transition events from January, for students joining us from all ages currently at primary school.
The department is based within the Learning Skills Centre, which provides a positive environment for small group work and equipped with a number of resources to support students who have additional needs.
The Learning Support department also supervise and support students within the daily lunchtime Homework Club, which takes place in the school library and adjoining computer room.
This SEN/D policy details how Appleby Grammar School will do its best to ensure that the necessary provision is made for any student who has special educational needs and those needs are made known to all who are likely to teach them. Appleby Grammar School will use its best endeavours to ensure that teachers in the school are able to identify and provide for those students who have special educational needs to allow students with special educational needs join in the activities of the school together with students who do not have special educational needs, so far as is reasonably practical and compatible with the child receiving the special educational provision and the efficient education of the students with whom they are educated.
The staff and governors of Appleby Grammar School will endeavour to ensure that all SEN/D students reach their full potential, are fully included within the school community and are able to make successful transfers between educational establishments. This policy aims to support all members of staff in providing positive whole school approaches towards the learning, progress and achievement of SEN/D students. All teachers are teachers of SEN/D students.
Teaching and supporting such students is therefore a whole school responsibility requiring a whole school response. Meeting the needs of SEN/D students requires partnership working between all those involved - LA, school, parents/carers, students, children's services and all other agencies. Appleby Grammar School is committed to welcoming all students. Adjustments will be made where necessary and where possible to enable all students for whom Appleby Grammar School is the best placement, to access lessons and social time as freely as possible. Needs and adjustments will be considered on an individual basis.
Mr Ian Noble (SEND Manager)
Transitions to Adulthood(16+)
Schools Extended Local Offer Response
How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
A structured programme of transition provided by the Learning Support Department and a Taster Day in July. Extra Transition visits also take place for those that would benefit.
Visits to year six students by secondary school staff for various curriculum activities through the year.
Good relationships have been established with the local schools so that all year six children take part in teaching and learning activities. E.g. Year 5 maths and science trails.
In addition, for SEND children:
Opportunities to meet with receiving SENCO and SEND Manager and support staff who will be working with them at their secondary school.
Additional visits to secondary school with a teaching assistant for familiarisation. The visits take place over a number of weeks and involve the Year 6 students building a relationship with their key teaching assistants, finding their way around school and knowing what happens at break and lunchtime as well as in lessons. All this ensures a much smoother, more positive transition time for the Year 6 students and their parents. Students complete a Transition to Appleby Grammar School Booklet, which contains photos of key staff and places and questions that the students answer during their visits.
Year 6 parents with children with SEND are encouraged to meet with staff in our school during the Spring and Summer term prior to Transition. This enables us to discuss how we support in secondary school, the kind of assessments we use and the resources available. It also allows the parents to ask questions, discuss their concerns and go away with a much clearer idea and direct contacts they can use to quickly get answers to their worries. Learning Support staff are available at Year 6 Parents Open Evening, to discuss any support needs.
Appleby Grammar School Teaching assistants visit students in primary school and when appropriate, work with the student and key staff to aid transition.
Appleby Grammar School has a very inclusive, positive ethos which permeates throughout the whole school and ensures that all students achieve and attain success and enjoy the time at Appleby Grammar School. The small size of our school, also ensures that all staff and students know each other and helps offer a more personalised learning environment.
Early identification of SEND is essential. Intervention is initially provided through a whole school approach to assessment and evaluation of progress which informs termly provision mapping for individual children as required. Provision mapping provides a clear individual and whole school overview of support and resourcing. The SEND Provision map is a continuous work in progress document and it will illustrate the range and level of support for individual students or groups with similar needs and the resources allocated to meet these needs.
Some students who require more personalised targets have a SEN Support Plan, which are drawn up in discussion with the students, parents, teachers, teaching assistants and other professionals.
Students with SEND are usually highlighted upon transition and beforehand. Appleby Grammar School liaises closely with all our Feeder Primary schools and indeed with Primary schools outside of our normal catchment area.
The Senior Leadership team, visit students in Years 5 and 6 in their primary schools. Mr Noble also discuss with teachers and parents of children in Year 5 and 6 regarding any additional needs, prior to the child arriving at Appleby Grammar School. This is fed back to all members of staff.
The school is proactive in seeking the views of parents at the earliest opportunity to discuss concerns and enlist their active help and participation in working together to meet their child's needs.
To facilitate access to the curriculum, additional teaching assistant support is deployed according to children's needs, for example, where one to one support may be required for a child with a physical disability or where there are a number of children requiring specific interventions.
Teaching assistants have developed a range of specialisms through professional development, these include supporting children with specific learning difficulties, autism, attention deficit hyperactivity disorder (ADHD), behavioural issues and Down's syndrome. Training is provided as required for individual teaching assistants as well as all teachers and teaching assistants. There is a team approach to SEND where staff are mutually supportive. Teaching assistants ensure effective support within the classroom, in small groups or on a one to one basis. In class subject support is usually given from subject specialist teaching assistants who work closely with the subject teachers to ensure intervention is specific and effective.
Teaching assistants help with individuals' organisation, explaining work required and adapting work. They will work with the class teacher to promote independence as much as possible.
SEAL (Social and Emotional Aspects of Learning) lessons can be delivered to students in year 7 and 8, when appropriate,to help promote confidence, self esteem and independence skills.
Homework Club is run and supervised by the Learning Support department every lunchtime in the library and adjoining computer room, so that all students have the support from a member of staff with any issues with their homework.
The school has a number of laptops available, which are allocated to some students, who have difficulty with extended writing or to assist students with handwriting or physical difficulties. For some students, WRITEONLINE software is installed, which is particularly beneficial for students with Dyslexia.
First aid training is provided as well as training for specific medical needs as required e.g. Epipen, manual handling.
Class teachers assess and monitor children's progress with the SENCO and SEND Manager and enlist the help of outside agencies as required. Children's interventions are detailed on provision mapping which is evaluated at least termly. Small steps of progress are detailed using PIVATS.
All Year 7 students are assessed upon entry to Appleby Grammar School. Standardised reading, spelling, comprehension and maths tests are carried out alongside Cognitive Ability Tests.
Most students in school are tested for literacy and numeracy skills yearly. This monitors progression and highlights any students not making expected progress in these areas.
The SEND Manager (I Noble) is qualified to carry out a range of other assessments if students are highlighted to us, either from staff, parents or students themselves. Testing for processing speed, verbal understanding, reading age, word recognition etc. can all be undertaken within school. In addition, Dyslexia and Dyscalculia screener tests are used, of which the results can be used to implement more specialist intervention or provide guidance to parents whether or not a formal diagnosis is appropriate.
External support for children and staff is provided by specialist teachers from the SEND Teaching Support Team for a range of needs including Autism Spectrum Conditions; Blind/Visual Impairment; Deaf/Hearing Impairment; Physical/Medical Needs; Severe Learning Difficulties and social and behavioural needs. This enables the school to be as inclusive as possible and use appropriate strategies informed by specialist input and assessment to accurately meet the needs of children and ensure they develop as independent learners. Specialist teachers play a key part in the evaluation of strategies and next steps when appropriate.
Appleby Grammar School works closely with INSPIRA, an organisation managing and delivering services to young people and adults to help them develop their personal and employability skills.
In addition to support from the school nurse, the school has convened meetings with medical professionals and parents e.g. clinical psychologists, hospital doctors, school doctor in order to plan to best meet the needs of children with complex medical conditions.
Equipment, including specialist equipment for children with physical disabilities is provided either through the school's resources or, when high cost, through the Local Authority e.g. specialist seating, wheelchairs, stands etc.
Reasonable adjustments are made for children during tests and SATs. Extra time is provided as per the regulations as well as applications made for special consideration as appropriate. SEND children may take the tests in a quiet room away from the classroom to aid concentration and where rest breaks can be given. Readers and scribes can be provided for children with diagnosed Dyslexia in line with classroom practice.
I Noble is on The Register of Qualifications in Test Use (RQTU), which is the official record of all test users who have been awarded qualifications in educational, occupational or forensic context test use by the British Psychological Society. Members of the RQTU also agree to abide by the Code of Good Practice in Psychological Testing and to maintain their competence.
http://ptc.bps.org.uk/register-qualifications-test-use-rqtu?qs=282018&ret=n_
I Noble is able to assess and apply for external exam special arrangements for students with a range of learning needs.
All staff both teaching and non-teaching have undertaken training on understanding and meeting the needs of students with a range of different difficulties, both within the classrooms and at break and lunchtimes. Understanding how students' needs can affect them and their learning is an effective way to be able to help the students achieve successes within the school environment.
Specialist staff including outside agencies have also provided additional training for staff on understanding various medical conditions, sensory impairments and emotional needs.
Updates are provided for all staff via the staff briefing meetings held regularly throughout the week, via email or through the SIMS system. External training is arranged and available to all staff teaching and non-teaching and advertised in the staff room.
The Learning support department meet weekly to discuss and share expertise and all staff attend INSET sessions when more in depth training and information is shared to facilitate and enhance the awareness and expertise of specialist staff.
Appleby Grammar School is a member of NASEN (National Association for Special Educational Needs) and staff attend conferences and training events.
Appleby Grammar School is part of the South Lakes Federation of Schools and staff are able to benefit from the expertise of colleagues throughout these specialist schools.
Individual teachers are responsible for making lessons accessible to all. Advice, assistance and support is given to all teachers if requested, by Specialist staff to help with differentiation, modifying written materials and ideas to ensure accessibility for all students.
Students in Year 9 and parents are assisted with the choosing of "Option Courses", for those students in which a modified curriculum is appropriate. Various ASDAN courses are run by the Learning Support department, which focus on Life Skills. In addition Various AQA Entry Level courses are delivered.
Every student in Year 10 has a week's work experience placement and students with additional needs have teaching assistant support if appropriate.
Students in Year 7 that have concerns in specific areas (e.g. reading) are offered a mentor. These mentors are trained sixth formers who meet regularly with the students to help with this area.
Some students who are identified as having additional needs are given a SEN SUPPORT PLAN, indicating strengths and weaknesses and coping strategies. This will be available to all teachers and will be updated as appropriate, at least annually and more regularly when needed. All students with a Statement of Special Educational Needs or and Education Health Care Plan will be given a key worker who will liaise with parents.
Regular half termly grades are sent home to parents, to indicate progress and effort of their children. Written reports are sent home twice yearly and all years groups have a parents evening once a year. Parents are encouraged to contact academic staff, including the Learning support department by email or phone, which will be responded to whenever possible within two working days. Face to face meetings with the SENCo, SEN Manager and Teaching assistants can be arranged whenever necessary.
Appleby Grammar School has an Inclusion Centre, which is a resource designed to support any students behavioural issues, avoid exclusions and increase attendance.
Students in Year 9 and parents are assisted with the choosing of "Option courses" , for those students in which a modified curriculum is appropriate. Various ASDAN courses are run by the Learning Support department, which focus on Life Skills. In addition Various AQA Entry Level courses are delivered.
Parents and all professionals involved with meeting the needs of a child with a Statement or EHC Plan contribute to Annual Reviews and receive copies of all reports and paperwork. The student is invited to join the meeting and share their views.
Reviews are carried out in line with statutory guidance.
Outcomes of intervention are evaluated and reviewed at least termly. Evaluated provision maps and next steps are shared with the Senior Leadership Team.
The effectiveness of provision is evaluated through measuring the impact of intervention on student progress.
Additional meetings may be held with parents and external agencies through the year as required.
Progress of students with SEN Support needs is monitored termly in line with school assessment procedures. Internal tracking systems are used to highlight progress of individuals as well as identified groups.
The SENCO or SEND Manager are available to discuss individual students at any point, usually by appointment to ensure privacy and confidentiality.
The effectiveness of our provision is measured in the progress that individuals and groups of students make over time. The school is required to measure progress using nationally agreed standards and criteria, as well as progress in individual social, emotional or behavioural targets
There are parents' evenings to discuss children's progress. See also the section on teaching and learning above. The SEND Manager is available at every parent's evening to discuss any concerns or worries that may arise at that time.
Medication is administered by trained first aiders.
All medication is kept under lock and key in the school office unless it requires refrigeration in which case it is stored in the office refrigerator. For the safety of all children, children may not carry medicines in school. The locked cabinet is clearly labelled and designated staff have access to the key.
Medication in the cabinet is clearly labelled with the student's name. Names are checked carefully and instructions read before a record of any administration is completed.
Staff are trained to use epipens in an emergency.
Instructions for administration are kept with the medicine or Care Plan.
A Health Care Plan is drawn up in conjunction with parents and medical professionals. A meeting is called in school when the plan is agreed and signed by responsible staff.
Health Care Plans are held centrally in the school office, circulated to staff as appropriate and reviewed by the school nurse at least annually unless circumstances change.
All staff are briefed about children with medical needs. Additional training for staff or first aiders may be given by the school nurse or specialist nurse practitioners.
In the event of a medical emergency, the member of staff is instructed to make an initial assessment and send for a first aider. The first aider will make the decision regarding treatment on the spot or whether to call for an ambulance. In the event of a serious incident, an ambulance is called immediately along with the emergency contact adult.
The school does not have any health or therapist in residence. Any service can make an appointment to visit a child in school, with parental permission and subject to the school safeguarding protocols.
There are regular visits from the school nurse, who has drop in sessions.
Risk assessments relating to an individual child's needs may be carried out by external agencies e.g. the use of an electric wheelchair or mobility aids. In these cases, a detailed audit of the school will be carried out by a specialist e.g. physiotherapist, occupational therapist, specialist teacher.
The responsibility for travel to and from school is that of the parents and the local authority.
Form tutors will register and meet their form at the start of the day. A member of the learning support department may be in registration if necessary for individuals.
During break all students in years 7-11 must be on school site. There are many areas available for students to play or do independent study. The Learning Skills Room is usually manned at this time and students can seek help, advice or a quiet time out place at this time. This room is also available at lunchtime. The library and adjoining computer room is open at lunchtimes as a Homework club and supervised by members of the Learning Support department. Year 7's only can also use the computers in Room 16 and Computer Room 1 is also open as a quiet place to work.
At lunchtimes, Students in Year 11 who are prefects and those who have acquired the number of required positive conduct points are permitted, with parental permission to go into Appleby. For those students in Year 11 with additional needs, teaching assistants will accompany students if necessary.
Students are given clear guidelines about the behaviour expected outside the classroom.
Supervision at break time is provided by teachers and teaching assistants. When required, one to one support is provided at break time for those children who require it e.g. children with a physical disability or those who find relationships with their peers challenging. At lunchtime, midday supervisors, together with teaching assistants provide supervision together with senior staff.
All school visits are risk assessed and processed through Kym Allan Health & Safety Consultants. Risk assessments are attached to forms, checked by the educational visits co-ordinator and delivered by group leaders/responsible staff. If appropriate, a trained first aider accompanies every educational visit.
Staffing for school trips is always maintained at an appropriate level for the activity being undertaken. Where individual support is needed the level is higher.
The school policy on safeguarding is very clear. It is inclusive and comprehensive and specifies additional requirements for SEND children.
The school's anti-bullying policy is available on the school website and paper copies are available on request.
The schools policy on safeguarding is clear. Every member of staff has regular safeguarding training.
What specialist services and expertise are avaliable at or accessed by the setting/school/college?
Teaching assistants have developed a range of specialisms through professional development, these includesupporting children with specific learning difficulties, autism, attention deficit hyperactivity disorder (ADHD), behavioural issues and Down's syndrome.
Training is provided as required for individual teaching assistants as well as all teachers and teaching assistants. There is a team approach to SEND where staff are mutually supportive. Teaching assistants ensure effective support within the classroom, in small groups or on a one to one basis. In class subject support is usually given from subject specialist teaching assistants who work closely with the subject teachers to ensure intervention is specific and effective.
Appleby Grammar School is a member of the EDEN SEN Cluster, which includes a number of Primary and Secondary schools in the Eden area. This cluster is an extremely effective way to network with other SEND professionals, access training and liaise with colleagues in local schools.
There are clubs running after school and at lunchtimes which offer a range of sporting, music, science, craft and board game activities.
There are opportunities for children to learn a musical instrument at an additional cost.
The school does not offer child care before or after school
Lunchtime and after school sporting activities are organised by the PE Department. Boccia, Table football and football competitions are also organised by the learning support department, which, not only very enjoyable, helps students with motor and coordination difficulties
The school library is open before school, break and lunchtimes. A Homework Club is run by the Learning Support department on a daily basis, to assist students with their work.
All students are invited to participate and all extracurricular activities are inclusive.
Students are encouraged to apply for various positions of responsibility, e.g. anti bullying committee, Year 7 Mentors, Head boy/Girl etc.
How accessible is the setting/school/college enviroment?
Appleby Grammar school is a smaller than average secondary school.
Buildings are spread over 3 floors.
There are 3 disabled lifts. All parts of the building are accessible except 8 classrooms in the main block, where access can only be gained via stairs to the upper floors.
During lesson changeover, students with additional needs leave the classrooms first, to avoid busy periods and to ensure safe movement. Support staff meet some students at the start of the day.
All students and staff walk on the left to ease congestion at peak times.
There are accessible parking spaces for the public and disabled persons.
Spacious disabled toilets are available.
There are disabled changing facilities available, including in the sports hall.
Furniture is of age appropriate height for the age of children being taught in each classroom.
The school uses visual timetables, photographs of staff and rooms to ensure students who need pictorial cues can access the timetable and become familiar with staff/rooms/facilities they will encounter
The school has a range of ICT programmes for pupils with a range of SEND in addition to headphones, computers and an interactive whiteboard in most classrooms.
Over the last 10 years the school has accommodated a number of children with a physical disability and has made use of a range of specialised equipment made available through liaison with health professionals e.g. physiotherapy, occupational therapy, specialist advisory teachers for Visually and Hearing Impaired.
The school has a number of students with visual impairment and/or hearing impairment and has been successful in supporting these students to achieve
School has all required policies and guidance in place. These are based closely on Local Authority model policies and guidance modified to account for individual school circumstances. These can be accessed from the school website or from the school office. For parents whose first language is not English, if necessary the school will seek to provide an interpreter to attend meetings. School aims to ensure that all communications in written format are clear and concise, but will inform parents, carers and families verbally where appropriate, but also through emails and texts.
The school SIMS system is a tool which enables all staff to recognise positive effort, excellent behaviour and work of all students. This system ensures that all students are acknowledged and their positive attitude, social skills and efforts whatever their ability levels are recognised and rewarded.
SIMs can also be used to record concerns regarding behaviour and this is then followed up by form tutors, Curriculum Leaders or Leaders of Student Support. This ensures communication is effective and concerns dealt with quickly.
Please see full SEN Information report
Please see SEN Information report
A full staffing structure is available in the school prospectus which is available on the school website. The website is regularly updated and provides general information for parents, access to policies and procedures and help and advice for parents.
Parents and carers are welcome into school. Appointments are made for specific meetings; however, if a parent arrives unannounced we do our best to accommodate them. Staff are always proactive and will seek meetings with parents if there are specific concerns at any given time or if they have noticed any changes in a student's work or behaviour.
Staff visit all feeder primary schools and meet both the Year 6 students and their teachers. Information is gathered on every students' academic levels, their social and emotional and behavioural skills and also their home situations. Information regarding the support students may have accessed and any other relevant information is then fed back to the Head of Year and form tutors.
School seeks parents' views and feedback anecdotally through annual questionnaires, annual review parental advices, and signpost to the OFSTED parent view website.
The school holds an open evening for prospective parents in the autumn term and an induction evening in July, as well as events relating to secondary school choices, curriculum information evenings and opportunities for parents to share class work in progress.
There is an 'Appleby Grammar School Friends' Association and parents/carers and families are encouraged to actively support and participate.
The first point of call for parents should be with the student's form tutor. The next point of contact would be the Leader of Student Support with responsibility for pastoral care for the relevant year group..
Within the Learning Support department, we are happy to be contacted by parents at any time, preferably by email.
All students are issued with a Planner at the start of the year, which facilitates Home/School Contact.
Some students also have a Contact book, which allows more detailed information to be sent home on a daily basis.
If parents wish to meet up, we would rather parents made appointments in advance.


Summary: Like Boris Yeltzin, for example. The protesters won't be able to maintain themselves without one.
My Views: I doubt that there's anything the outside world can do. We can give the opposition verbal support, however.


This exhibition meant an approach to those major social, urban and regional transformations taking place in China today. It put on the same plane continuity and change, tradition and modernity, creation and destruction. Its conceptual structure was based in areas defined by semantic fields (character, earth, water, etc) and in a selection of cities that exemplify some contemporary issues (production and Canton, Shanghai and seduction, etc).
Our design of the exhibition enhanced the curator's premise, emphasizing the main concepts of simultaneity and size, two characteristics that are inherent to China's condition. The semantic fields of the exhibit formed a continuous, non-interrupted background, allowing for long visuals at different levels. The magnificent wing of the Palais de Chaillot in which it was shown, was used as an opportunity to express this unity in the space of the Chinese city and the various vicissitudes that take place in it.
The elements that condense meaning in this continuity, both in reality and in the exhibition, are the cities themselves, a sort of archipelago in the Chinese ocean. Each city, and its specific material, was a very tall volume in which all its contents was shown, and onto which a specific movie for each city, specially commissioned by the award-winning Chinese director Jia Zhangke to several other Chinese directors, was shown.
This exhibition was later shown in Barcelona, at CCCB cultural center, in very different spatial conditions from the wing of the Cité de l'Architecture in Paris. But still the same elements were used and the same formal and organizational criteria remained, thus resulting in two different expressions of the same conceptual design.


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W.Va. House Dems Call for Action Against DNR Director After Domestic Violence Charge
St. John's County Sheriff's Office
Some Democratic members of the West Virginia House of Delegates are calling for action against a state agency director who was charged with domestic battery earlier this month.
W.Va. Committee on Flooding to Get Updates on RISE, FEMA, Richwood
The West Virginia Legislature's Joint Committee on Flooding is set to meet Tuesday in Charleston. State lawmakers established the panel following devastating floods in June 2016 that claimed 23 lives and destroyed thousands of homes and businesses.
Lawmakers Outline Hopes for New Education Reform Legislation, Charter Schools Could Resurface
A special session to address education in West Virginia is just around the corner, and lawmakers from the Eastern Panhandle are making plans to reintroduce controversial legislation next month.
Fact-check: Did States with Campus-carry Laws See Enrollment Drop?
By Erica Anderson & Molly DeCarli & PolitiFact • Apr 19, 2019
Jesse Wright / WVPB file photo
During their most recent legislative session, West Virginia lawmakers took up a bill that would require colleges in the state to allow students to carry guns on campus as long as they possess a concealed carry permit.
The bill ultimately passed the House, largely on party lines, before falling in the Senate.
Q&A: How Campaign Finance Changes Could Affect W.Va.
On this West Virginia Morning, West Virginians will soon be allowed to give more money to political groups in the state. Political donors will be allowed to give $2,800 to candidate committees, $5,000 to political action committees and $10,000 to state party executive committees.
Federal Opioid Strikeforce Indicts More Than a Dozen Ohio Valley Doctors
By Aaron Payne & Ohio Valley ReSource • Apr 17, 2019
John Minchillo / Associated Press
The U.S. Department of Justice announced on Wednesday more than a dozen indictments against doctors in the Ohio Valley on charges relating to the illegal distribution of opioids. These are the first major indictments from the Appalachian Regional Prescription Opioid Strike Force, which started work in December.
West Virginia Officials: Staffing Issues Slowing Road Repair
Sarah Lowther Hensley / West Virginia Public Broadcasting
West Virginia officials say staffing issues are slowing road repairs and they're seeking ways to hire more to increase fixes and maintenance.
Lower Speed, More Patrols Aimed at Making I-77 Safer
West Virginia officials say they hope some new measures will make a dangerous section of Interstate 77 safer to travel.
The Bluefield Daily Telegraph reports West Virginia Parkways Authority said it would lower the speed limit from 70 to 60 by the end of April, increase patrols, and check tractor-trailers' equipment more often.
Former Commerce Secretary Woody Thrasher to Challenge Gov. Justice in 2020 GOP Primary
Courtesy Woody Thrasher for Governor
A former West Virginia Department of Commerce secretary forced out of his job last year will challenge his old boss for the governor's seat.
Businessman Woody Thrasher announced Tuesday, April 16, he's running for the Republican nomination for governor in 2020. He filed precandidate paperwork at the Secretary of State's office that afternoon.
Martinsburg Police Deputies Involved in November Incident to Return to Work
Berkeley County Sheriff's Department / sheriff.berkeleywv.org
The Berkeley County Sheriff's Department has announced that two deputies involved in a November incident will return to duty.
Five Years Later: A Look Back at the 'Bundy Sniper' and America's Patriot Militia
By John Temple & 100 Days in Appalachia • Apr 12, 2019
The "Bundy Sniper" photos were stark and disorienting, like wartime images from a Third World hot zone, not a blocked-off interstate highway one hour from Las Vegas.
In one of the photos, a lariat-thin white man in a heavy beard and tactical jacket lies belly flat on the concrete, his semiautomatic rifle wedged in the narrow gap between two concrete jersey barriers. Eyes concealed by dark sunglasses, the rifleman sights down on a group of federal agents who were overseeing a roundup of cattle belonging to Nevada rancher Cliven Bundy.
Education Forum Results Being Prepared for Special Session
Public roundtable forums on education in West Virginia are complete and now state officials will examine the information to offer for a special legislative session to address school issues.
U.S. Sen. Capito is Running for Reelection
Carolyn Kaster / AP file photo
U.S. Sen. Shelley Moore Capito is running for reelection.
The West Virginia Republican announced the 2020 bid Thursday in a radio interview and on social media.
Pushback as State, Federal Officials Move Natural Gas Storage Hub Forward
On this West Virginia Morning, an almost decade-long effort to build a major underground natural gas liquids storage facility in the Ohio Valley saw movement this week, as state and federal politicians announced initiatives to move it forward. But as Brittany Patterson reports, not everyone is on board.
New ESPN Deal with Big 12 Lands 3 Football Title Games
By Associated Press & RALPH D. RUSSO • Apr 10, 2019
Tony Gutierrez / AP file photo
The Big 12 has agreed to a deal that gives ESPN the rights to all football championship game through 2024 and makes the league the first Power Five conference to provide exclusive content to ESPN+, the cable giant's online subscription streaming service.
W.Va. Tax Collections Fall Below Estimates in March
West Virginia revenue collections are $191 million ahead of estimates with three months left in the fiscal year.
Gov. Jim Justice says tax collections in March were $3.8 million lower than estimates. He says the performance reflected an anticipated slowdown in winter construction.
Q&A: State Auditor Talks about Richwood Investigation
On this West Virginia Morning, four current and former Richwood officials were indicted and arrested earlier this month on charges they embezzled money from the city. Some of those charges are related to the misuse of public funds after a devastating flood in June 2016. Dave Mistich spoke with state Auditor John B. McCuskey about his office's investigation into Richwood and other efforts to combat fraud around the state.
Federal Grand Jury Issues W.Va. Commerce Dept. Subpoena Related to Gov. Justice's Family Businesses
By Dave Mistich • Apr 9, 2019
This is a developing story and may be updated.
A federal grand jury has issued a subpoena to the West Virginia Department of Commerce related to the sponsorship of a PGA golf tournament held at The Greenbrier and a non-profit offshoot of the resort. The subpoena called on the state commerce department to hand over records to the U.S. Department of Justice last week.
Gov. Jim Justice -- whose family's companies own The Greenbrier, a golf tournament that takes place there and other entities -- is named in the subpoena, along with his children and others involved in the family's businesses and organizations.
Did States with Charter Schools Cluster Below W.Va. in ACT Scores?
By Mylana Chico & Rebecca Jerome & PolitiFact • Apr 8, 2019
Seth Perlman / AP file photo
West Virginia state Sen. Mike Romano, a Democrat, recently took a swipe at charter schools.
A Feb. 2 tweet by the West Virginia Senate Democrats quoted Romano criticizing a low ranking for the state in a report published by the American Legislative Exchange Council, a conservative group. Romano sought to turn the tables by offering a more favorable ranking for West Virginia -- the state's test scores for the ACT, a major college entrance exam -- and by taking a shot at charter schools, which West Virginia doesn't allow.
How Many Oil and Gas Jobs Are There in W.Va.? It's Surprisingly Hard to Say
By Stephanie Alvaro & Jensen Mills & PolitiFact • Apr 8, 2019
Larry Dowling / West Virginia Public Broadcasting
West Virginia Del. Joshua Higginbotham, a Republican, touted the number of jobs created by the gas and oil industry in West Virginia during a Jan. 23 interview with West Virginia Public Broadcasting.
"Tens of thousands of jobs (are) created in West Virginia by the natural gas and oil industries," Higginbotham said.
Have that many jobs been created by the industry within West Virginia? The answer is more complicated than we initially expected -- so much so that we're not providing a Truth-O-Meter rating for his statement. Instead, we'll look at a few different ways of measuring this statistic, each of which have their own benefits and drawbacks.
Justice Family Mines Owe $4.3M in Safety Violation Fines, Data Analysis Shows
An Ohio Valley ReSource analysis of federal mine safety data shows that the companies belonging to the family of West Virginia Gov. Jim Justice owe $4.3 million in unpaid mine safety violations. That is far more than the companies owed when Justice ran for governor in 2016, when he pledged to make good on such debts. As Brittany Patterson reports, the Justice companies continue to have the highest unpaid mine safety debt in the nation.
Ex-W.Va. Supreme Court Justice Reports to Prison
Steve Helber / AP Photo
A former West Virginia Supreme Court justice at the center of an impeachment scandal has reported to federal prison for his two-year sentence.
The Bureau of Prisons says Allen Loughry reported to a South Carolina prison on Friday.
Loughry was sentenced earlier this year after being found guilty on charges including mail and wire fraud connected to his personal use of state cars and fuel cards.
Federal AmeriCorps Office in W.Va. to Close as Part of Consolidation Plan
courtesy Volunteer West Virginia
The CEO of the Corporation for National and Community Service (or CNCS) announced a comprehensive plan to consolidate 46 state offices into eight regional offices in June 2018, effectively closing the CNCS federal office in West Virginia. If enacted, West Virginia's Senior Corps and AmeriCorps VISTA programs will be supervised by staffers located in an office in Philadelphia.
Hundreds of New Jobs Expected at Defense Contractor Northrop Grumman's W.Va. Plant
By Liz McCormick • Apr 3, 2019
David Benbennick / Wikimedia Commons
The global security company Northrop Grumman is expanding its West Virginia plant located in Mineral County. The move is expected to create hundreds of new jobs at the site.
Basketball Class Expansion Proposal Passed in W.Va.
Batistaya / wikimedia Commons
The governing body for high school sports in West Virginia has passed a proposal to expand the number of classes in basketball to four.
W.Va. County's GOP Committee OKs Resolution Against Gov. Justice
A Republican committee in West Virginia's largest county has approved a resolution of no confidence in GOP Gov. Jim Justice.
W.Va. City Forms Drug Trafficking Task Force
Delano Patterson / Wikimedia Commons
A West Virginia city is getting a new task force to combat drug trafficking organizations.
The Huntington Police Department on Tuesday announced a partnership with the federally-funded Appalachia High Intensity Drug Trafficking Area program.
Convicted Former W.Va. Pharmacist Fined in Pill Case
A former West Virginia pharmacist convicted in state court of improperly dispensing medications has been fined $336,000 in federal court.


text:
Talking with children about the COVID-19 Delta variant
Emerging Minds, Australia, August 2021
Related to Pandemic
Download printable resource
With the COVID-19 Delta variant across many parts of Australia and the accompanying lockdowns, school closures and surge in detailed media coverage, many children may be anxious about what this means for them. This short article looks at ways to talk with children about protection from the Delta strain and ways to navigate through these challenging times.
With the spread of the COVID-19 Delta variant across many parts of Australia – and the accompanying lockdowns, school closures and surge in detailed media coverage – many children may be anxious about what this means for them. How long will they have to be 'learning from home'? When will they be able to see their friends again? Are they at increased risk of catching the Delta strain? When will they be able to get a vaccine?
Data shows that calls to the Kids Helpline have surged in recent months (Carey, 2021), as all Australian states and territory capitals (except Hobart) have experienced lockdowns. For parents and caregivers, how do we support our children's mental health and wellbeing through these challenging times? Arming yourself with the facts is a good way of approaching these conversations, and helping to dispel children's anxiety. The key messages here include the following (Harvard Medical School, 2021):
The Delta variant of COVID-19 is more transmissible than other strains of the virus, which includes transmission to, from and between children.
Most children who catch COVID-19 – including the Delta variant – exhibit no symptoms at all.
Of the children who do become ill, most experience mild symptoms, such as low-grade fever, fatigue and cough.
However, in rare cases, some children have had severe complications from catching any strain of COVID-19. This has included myocarditis and pericarditis (inflammation of the heart), and a condition called multisystem inflammatory syndrome (MIS-C) which can lead to life-threatening problems with the heart and other organs.
The amount of virus found in infected children – their viral load – does not correlate with the severity of their symptoms: more viral load does not mean more severe symptoms.
Talking with children about protection from the Delta strain
In protecting children from the Delta variant – and in the messaging around reassuring them and dispelling their anxiety – the emphasis remains on prevention. School closures can be difficult for young children to understand – remote learning is challenging enough for children without being cut-off from their friends, their sports teams, their mentors, their sense of community … But school closures remain a key strategy in preventing viral spread – particularly with the more contagious Delta strain. Closing schools is also partly a protective measure in response to our lack of knowledge about the long-term impacts of the Delta strain on children.
For younger children, it's a good idea to limit 'play dates' to outside locations where you can maintain social distancing (e.g. bike rides, bushwalks, trips to the beach) – with families with whom you've regularly had contact throughout the pandemic. Keep up the hand-sanitising, too. If you don't think it's realistic that your children can follow these rules, then don't do the play date, even if it is outdoors (Harvard Medical School, 2021).
Having age-appropriate conversations with children to explain these protocols and the reasoning behind them can be challenging. But empowering children with this knowledge – which might include asking them what they want to know – can help normalise their experience and demystify the impacts of the coronavirus. It can also help them manage their emotional responses to the pandemic, including working through feelings of anxiety.
What about vaccinations?
As of August 2021, plans for vaccinating Australian children over 12 years old are in motion, with vaccines currently approved by the Therapeutic Goods Administration (TGA) for Aboriginal or Torres Strait Islander children in this age group, and children with specific medical conditions. Numerous developed countries around the world, including the US, Canada, Japan and many EU nations, are already administering vaccines to all children over 12.
From mid-August, South Australia will begin vaccine roll-out for everyone aged 16 years and over, with other Australian states to follow – but as yet, the TGA hasn't confirmed when vaccines will be available for those under 16 years of age.
Again, being clear with children on the realities and expected timelines around vaccination, through honest, age-appropriate conversations, can go a long way towards giving them a sense of control over their situation and helping them overcome any worries or feelings of insecurity about the Delta strain.
More information and support
For further information on supporting your child through the uncertainties of the COVID-19 pandemic, including helping them to recognise and manage their emotions, see Helping children to cope with uncertainty during COVID-19.
The Kids Helpline – 1800 551 800 – is another valuable go-to support for children who are struggling to express and resolve their concerns.
Carey, A. (2021). Call to Kids Helpline surge. Sydney: Sydney Morning Herald. Available here.
Harvard Medical School. (2021). Coronavirus outbreak and kids. Cambridge: Harvard Health Publishing. Available here.
COVID-19 Resource Summary- supporting children's mental health
This selection of resources will assist parents and caregivers in supporting their children's mental health through the COVID-19 pandemic.
Communicating with your child about Coronavirus (COVID-19)
Many parents and carers may be wondering how to talk with their child or children about COVID-19 and what information to share. This resource is designed to help you to prepare for these conversations.
Helping children to cope with uncertainty during COVID-19
Children are not immune to the effects of uncertainty. While research has shown they can recognise and respond to uncertainty from as young as 20 months old, children need support and guidance from the adults in their lives to help them to understand and cope with change and uncertainty. This article outlines six simple, easy ways in which parents can help their child to navigate uncertain times.
In focus: Understanding anxiety in children
With an understanding of the types, causes and signs of anxiety you can support your child to develop resilience skills, manage their anxiety and live their best life.
In focus: Supporting your baby's mental health and wellbeing
This resource explores what you can do to support your baby's mental health and wellbeing, right from birth.
In focus: Parenting with a mental illness
Parenting with mental illness can be hard. But reflecting on the potential impacts will help you recognise when you need further support and implement strategies, to ensure you and your family can manage the more difficult times with strength and resilience.
Supporting children's mental health during a pandemic toolkit


text:
Coupling photovoltaics with thermoelectric cooling
An international research team has investigated how solar could be combined with thermoelectric coolers (TECs), which are small solid-state heat pumps used either for heating or for cooling. A system was built with six solar panels, an air duct system, four batteries, a charge controller, TECs, an inverter, heat sinks, a test chamber, and condenser fans.
January 27, 2022 Emiliano Bellini
A thermoelectric module
Image: Gerardtv/Wikimedia Commons
A Chinese-Egyptian research group has investigated how rooftop PV may be coupled with thermoelectric coolers (TEC), which are also known as Peltier heat pumps as they operate according to the Peltier effect. This effect creates a temperature difference by transferring heat between the two electrical junctions of a semiconductor-based electronic component, which is the key element, working as a small solid-state heat pump. According to the research team, TECs have the advantage of being easy to install and refrigerant free as well as having no movable parts and offering resilient operation.
The proposed combination was labeled a solar thermoelectric air-conditioning system (STEACS) and its performance was analyzed through a machine learning prediction model known as a random vector functional link network (RVFL), which is a randomized version of a single-layer feed-forward neural network (SLFN). The latter is the simplest kind of neural network, in which there is only one layer of input nodes that send weighted inputs to a subsequent layer of receiving nodes.
The RVFL was used in combination with four different techniques: the Jellyfish Search Algorithm (JFSA); the Artificial Ecosystem-based Optimization (AEO); the Manta Ray Foraging Optimization (MRFO) model; and the Sine Cosine Algorithm (SCA). Through the four models, the academics assessed the PV-fed current, the cooling power, the average air chamber temperature, and the coefficient of performance (COP) of a PV-powered STEACS for air conditioning of a 1m3 test chamber under diversified cooling loads varying from 65 to 260W.
The system was built with six solar panels, an air duct system, four batteries, a charge controller, TECs, an inverter, heat sinks, a test chamber, and condenser fans. "The TECs were mainly connected with the air duct arrangement and placed close to each other [and] were placed between the air duct and heat sinks," the researchers explained. "When direct PV current was fed to TECs arranged on the sheet of the air duct system, one face [became] cold, defined as a cold air duct, and another side [became] hot, called "hot air." The air ducts were composed of an acrylic enclosure wrapped with a protection sheet."
Six rectangular finned heat sinks were linked to the hot side of TECs for increasing heat dissipation and an aluminum foil was wrapped over the air duct to avoid heat losses. Under this configuration, the STEACS was able to provide up to 272W of cooling power.
The modeling based on the RVFL combined with the Jellyfish Search Algorithm (JFSA) was found to outperform the other three hybrid models in predicting the system performance. "The determination coefficient (R2) of the predicted PV input current by RVFL-JFSA during the training stage was equal to unity for PV input current, average chamber temperature, and cooling capacity; while it was 0.999 for COP," the scientists explained. "The values of R2 are slightly decreased during the test stage, to be 0.993899, 0.999282, 0.995293, and 0.948428 for PV input current, average chamber temperature … cooling capacity, and COP, respectively."
The model was proposed in the study "Modeling of a solar-powered thermoelectric air-conditioning system using a random vector functional link network integrated with jellyfish search algorithm," published in Case Studies in Thermal Engineering. The research team includes scientists from the Zagazig and Tanta universities, in Egypt, as well as from the Henan Institute of Science and Technology, in China.
Ajay Goyal says:
If I can achieve a COP of 3.5+ with the Refrigeration Cycle why use thermoelectric even if the COP is 1…
The REAL CHALLENGE IS TO USE the Refrigeration Cycle for BOTH COOLING (COP..3.5) HEATING (COP..4.5)… now with a COP=8 and 20% PV Cell Efficiency… you get 120% (8X.15) Thermal Efficiency from Sunlight to Useful (Hot-n-Cold) Energy ….
Dave Adams says:
Anay,
Your arithmetic is correct but your assumptions are wrong. You should not add all of the coefficient factors. They are multiplicative. If your PE panels are 20% efficient and your heat pump is 400%( c o p 4), then the total efficiency is 0.2 * 4 equal to 0.8 or 80% of the incoming solar power — not 120%.
David Stonier-Gibson says:
Sound more like a student exercise than research with serious intent. Peltier effect devices are notoriously inefficient. They get used in small car fridges only because it would be too expensive to make very small mechanical coolers.
Pingback: Coupling photovoltaics with thermoelectric cooling


text:
1. John Murphy 61 fell down shaft
John Murphy was born on 9th January 1819 at Lint Mile, Closeburn, Dumfriesshire son of John Murphy and Susanna Simson. On the 24th May 1840 married Elizabeth Roddick at Dunscore, the daughter of John Roddick and Jane Carruthers. Together they had 5 children – Jane, Susan, William, Agnes and Elizabeth.
The family moved about Dumfriesshire and Kirkcudbrightshire, including Parton, Ruthwell, Crossmichael, Kirkpatrick Durham and Urr, as John found work on the land as a farm labourer and ploughman.
In their later years John, Elizabeth and daughter Agnes moved to 49 Peesweep Row, Craigbank, New Cumnock where John found work as a pit labourer at the pits of the Bank Coal Company. The family expanded following the birth of Agnes's two daughters Jane in June, 1876 and Susanna in May, 1881.
Map 1 Craigbank | Reproduced with the permission of the National Library of Scotland
The family expanded following the birth of Agnes's two daughters Jane in June, 1876 and Susanna in May, 1881.
The Scottish Mining Website entry for John Murphy reads –
From Main body of report: A workman engaged at the pithead by mistake pushed a hutch into the open shaft, and fell to the bottom with it, a distance of 64 yards
Scottish Mining Web-site
National Library of Scotland
http://maps.nls.uk/index.html
Reproduced with the permission of the National Library of Scotland
Map 1 | Craigbank
https://www.scotlandspeople.gov.uk
Old Parish Records, Births, Marriages, Deaths, Census Records, Valuations Rolls, Wills & Testaments


Newly published research from Yale University and Université de Lyon in France shows how and when Earth developed its rigid tectonic plates and why Venus never has.
"We think it all comes down to the behavior of tiny grains of minerals within rocks," said Yale geophysicist David Bercovici, lead author of research published online April 6 in the journal Nature.
Earth has a unique network of shifting plates embedded in its cold and rocky outermost layer, the lithosphere. The motion of these plates drives many Earth processes, including earthquakes and volcanic eruptions, while also stabilizing the planet's climate and enabling life.
Bercovici and co-author Yanick Ricard of the Université de Lyon in France argue that in Earth's early days, mantle convection caused weak zones in the lithosphere. These zones persisted, developed into plate boundaries, and ultimately connected to form a global network of tectonic plates. The weak zones, they argue, resulted from the tendency of mineral grains in rocks to shrink as the rock deforms.
This process does not happen on Venus, which has no plate visage, because its extremely high surface temperatures cause the grains to grow and weak zones to heal, he said.
To illustrate their hypothesis, the scientists developed a theoretical model that explains how rock grains control the strength and weakness in the lithosphere.
The National Science Foundation and the Agence Nationale de la Recherche provided support for the research.
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Tagged 64-bit, access, ace, excel, jet, odbc, oledb. Bookmark the permalink.
howto get it work from visual studio 2010?
I would appreaciate any input on this.
I'm using the new 64bit Office 2010 drivers with provider name Microsoft.ACE.OLEDB.12.0.
Ritesh Note there is a problem with the provider name Microsoft.ACE.OLEDB.14.0 is not registered but if you use Microsoft.ACE.OLEDB.12.0 it works.
I've also tried this on Windows server 2003 64bit with SQL Server 2008 64 bit and get the same error.
Hi, i did follow the step and it worked fine;My only worry is that when i published the site on the production server the reference to the driver are not fount ;Is here anyways that i can add reference to the driver so that it can work on the production server.
This has been a right pain for me today.


The Open Scholarship Initiative (OSI) is the world's only global, large-scale, multistakeholder effort to improve the flow of information within research and between researchers, policymakers, funders and the public. This effort, which is nearing its third full year of operation, was developed in partnership between the Science Communication Institute (SCI) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) in early 2016. There is no other initiative like this, focusing on improving the entire landscape of research communication (from peer review to open access to publish or perish pressures in academia) by working together instead of separately through dozens of individual and often conflicting efforts.
As you will see in this report, OSI participants are beginning to understand how they might be able to work together as a global community on this issue. Most participants see eye to eye on the broad outlines of this challenge, and their reports—considered together and building upon each other—point to specific solutions that can be developed starting this year with minimal funding. Fully pursuing all the recommendations will require much more funding, but our hope is that we can get started now on a tight budget and build from there.
On behalf of SCI and OSI, thank you to our sponsors who have made this work possible, and to OSI participants who have contributed so much of their time and energies to this important effort.
Published by Mason Publishing, online at osi.gmu.edu. Copyright OSI, distributed under the Creative Commons Attribution 4.0 International License. This document reflects the combined input of the authors as well as contributions from other OSI participants. The findings and recommendations expressed herein do not necessarily reflect the opinions of individual authors, nor of their agencies, trustees, officers, or staff.


text:
/* SPDX-License-Identifier: BSD-2-Clause */

#include <tilck/common/basic_defs.h>
#include <tilck/common/printk.h>
#include <tilck/common/utils.h>

#include <tilck/kernel/list.h>
#include <tilck/kernel/sched.h>
#include <tilck/kernel/kmalloc.h>
#include <tilck/kernel/interrupts.h>
#include <tilck/kernel/hal.h>
#include <tilck/kernel/errno.h>

#include <3rd_party/acpi/acpi.h>
#include <3rd_party/acpi/accommon.h>

ACPI_MODULE_NAME("osl_malloc")

#define ACPI_HEAP_SIZE                 (128 * KB)
#define ACPI_HEAP_MBS                          32
#define ACPI_HEAP_MAX_OBJ_SIZE                128

static struct kmalloc_heap *acpi_heap;
static ulong acpi_heap_va;
static ulong acpi_heap_last_obj_addr;

static void *
acpi_osl_do_alloc(size_t sz)
{
   void *vaddr = NULL;

   if (sz <= ACPI_HEAP_MAX_OBJ_SIZE) {

      disable_preemption();
      {
         vaddr = per_heap_kmalloc(acpi_heap, &sz, 0);
      }
      enable_preemption_nosched();
   }

   if (!vaddr)
      vaddr = kmalloc(sz);

   return vaddr;
}

static void
acpi_osl_do_free(void *ptr)
{
   ulong va = (ulong)ptr;
   size_t sz = 0;

   if (IN_RANGE_INC(va, acpi_heap_va, acpi_heap_last_obj_addr)) {

      disable_preemption();
      {
         per_heap_kfree(acpi_heap, ptr, &sz, 0);
      }
      enable_preemption_nosched();

   } else {
      kfree(ptr);
   }
}

void *
AcpiOsAllocate(ACPI_SIZE Size)
{
   const size_t sz = (size_t)Size;
   void *vaddr;
   ulong var;
   ACPI_FUNCTION_TRACE(__FUNC__);

   if (Size >= 512 * MB) {

      /*
       * Don't allow that, ever. Note some kind of check is mandatory, even if
       * the machine has more than 512 MB of contiguous free memory, just
       * because ACPI_SIZE is 64-bit wide, while kmalloc()'s size parameter
       * is a pointer-size integer. In general, ACPICA shouldn't even consider
       * allocating so large chunks of memory, no matter what. ACPI_SIZE is
       * 64-bit wide just because it's used for other purposes as well (memory
       * regions, even on 32-bit systems, can indeed be larger than 2^32 bytes).
       */
      return_PTR(NULL);
   }

   // if (in_irq()) {
   //    printk("ACPI: AcpiOsAllocate(%zu) called in IRQ context\n", sz);
   // }

   disable_interrupts(&var);
   {
      vaddr = acpi_osl_do_alloc(sz);
   }
   enable_interrupts(&var);
   return_PTR(vaddr);
}

void
AcpiOsFree(void *Memory)
{
   ACPI_FUNCTION_TRACE(__FUNC__);

   ulong var;
   disable_interrupts(&var);
   {
      acpi_osl_do_free(Memory);
   }
   enable_interrupts(&var);
   return_VOID;
}

ACPI_STATUS
osl_init_malloc(void)
{
   acpi_heap_va = (ulong)kmalloc(ACPI_HEAP_SIZE);

   if (!acpi_heap_va)
      return AE_NO_MEMORY;

   acpi_heap = kmalloc_create_regular_heap(acpi_heap_va,
                                           ACPI_HEAP_SIZE,
                                           ACPI_HEAP_MBS);

   if (!acpi_heap) {
      kfree2((void *)acpi_heap_va, ACPI_HEAP_SIZE);
      acpi_heap_va = 0;
      return AE_NO_MEMORY;
   }

   acpi_heap_last_obj_addr = acpi_heap_va + ACPI_HEAP_SIZE - ACPI_HEAP_MBS;
   return AE_OK;
}

redpajama_set_name: RedPajamaGithub