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Дисконтування (Discounting) -
 Застосування коефіцієнта дисконтування або відсоткової ставки до суми капіталу або до права на такий капітал. Розрахунок ціни або поточної вартості векселя до настання строку плати шляхом зменшення його вартості з використанням поточної відсоткової ставки.
 Використання дебіторської заборгованості (рахунків до одержання) як забезпечення при одержанні позики.
 Коригування поточних цін в зв'язку з очікуваними змінами прибутку або з якихось інших причин згідно з очікуваними майбутніми змінами цін на товари, курсів цінних паперів та валютних курсів.
Дисконтування – основна процедура фінансових операцій, лежить в основі доходності фінансових ринків. Дисконтування є єдиною методикою, яка порівнює вартість різних об'єктів у часі. Дисконтування приводить теперішню вартість до майбутньої і навпаки.
Дисконтування може проводитися різними методами.

Математичними за допомогою формул та фінансових таблиць. Цей метод використовується, коли потрібна точна оцінка вартості активу. Найпоширеніша формула дисконтування: майбутня вартість активу дорівнює добутку його теперішньої вартості на одиницю плюс ставка дисконтування (FV=PV(1+i))

З іншого боку дисконтування може проводитися наближено, з використанням попереднього досвіду та експертних оцінок. Можна сказати, що, чим надійнішим є актив, чим менше обмежень у його придбанні і обігу, тим формальнішою є процедура дисконтування.

Між цими двома різними підходами існують методи, які поєднують кількісну та якісну оцінки. Якщо порівнювати із загальною кількістю операцій, то нематематичний підхід переважає, проте більша частина коштів обертається на організованих ринках, де рішення приймаються винятково на основі розрахунків.

Дисконтування вимагає прогнозів на майбутнє. У математичному підході вони виражаються у ставці дисконтування. Вона є фундаментальним питанням економічної теорії та практики фінансів і відображає у собі очікування на майбутнє. Це визначення продовжує бути вірним, попри те, що в економічній теорії відсоткова ставка називається засобом ринкових розрахунків та альтернативною вартістю, а у фінансах – це мірило видатків та доходів. В економічній теорії відсоткові ставки визначають співвідношення між поточним та майбутнім споживанням, коли рівень споживання у майбутньому залежить від поточних інвестицій у товари і послуги. Фінансисти вважають відсоткову ставку мірилом віддачі від втрати ліквідності через передачу коштів іншим особам, яка завжди пов'язана з ризиком. Поєднати ці підходи можна узагальненням про те, що втрата ліквідності є доцільною лише тоді, коли вона принесе більший дохід у майбутньому.

Джерела
ДИСКОНТУВАННЯ   //Фармацевтична енциклопедія
Finance.kiev.bz - укранський фінансовий портал

Посилання

Дисконтування // Словник фінансово-правових термінів / За заг. ред. д. ю.н., проф. Л. К. Воронової. – 2-е вид., переробл. і доповн. – К.: Алерта, 2011– 558 с.

Економіка
Фінанси

redpajama_set_name: RedPajamaWikipedia


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Q: How to detect encoding errors in a Node.js Buffer I'm reading a file in Node.js, into a Buffer object, and I'm decoding the UTF-8 content of the Buffer using Buffer.toString('utf8'). If there are encoding errors, I want to report a failure.
The toString() method handles decoding errors by substituting an xFFFD character, which I can detect by searching the result. But xFFFD is a legal character in the input file, and I don't want to report an error if the xFFFD was present and correctly encoded in the input.
Is there any way I can distinguish a Buffer that contains a legitimately-encoded xFFFD character from one that contains an encoding error?

A: The solution proposed by @eol in a comment on the question appears to meet the requirements.

redpajama_set_name: RedPajamaStackExchange


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After our trip to Nami Island, I had actually planned to meet up with Emma at Grill 5. However, it was her first time there too so we decided to meet at the train station to walk to the restaurant together.
It was my first time meeting Emma too. I first knew Emma from online and she was one of my subscribers to a fanfic that I authored. There are more than 200 subscribers but somehow this one person started talking about dyslexia and as conversation continued, I discovered she has dyslexia! It was from then on, we exchanged contact and have been keeping in touch.
A few months ago, Emma informed me that she will be teaching in Seoul for a few months and coincidentally, I was heading to Seoul in December.
We then agreed to meet up so today was going to be the first time I am meeting her!
As soon as we entered Grill 5, we were welcomed by these beautiful framed photos.
They were easily recognized as Donghae's photos. As a photo enthusiast, I was surprisingly impressed by the standard because it was so good. Yup, its true that each photo was taken with emotions, and not simply taken because it was a pretty sight. The photos were also taken from an angle that was abstract, sometimes purposely covered in shadows to create a mysterious yet lovely effect.
My favourite was the photo of the heart in the hand with the sky in mixed colours. Gorgeous.
We were also greeted by this Christmas tree.
Looks like fans left messages on the trees but look what we saw!
It's so hilarious that we can find photos of Donghae in Hyukjae's cafe and vice versa. Lol.
The place was pretty empty and it was only 7.30 pm. There were no photos of Donghae at all and I think he really wanted to keep it that way so that non kpop lovers can enjoy the food in this restaurant without feeling uncomfortable. We saw Donghwa (Donghae's brother) behind the counter so we went over to place our order. We were hungry too. Lol.
This was skinny fries!! Can I be skinny after eating this?
It was soooo good. I swear I don't eat fries back home because its too fattening. Lol.
The bestie and me were ecstatic to find this shrimp wrap in the menu! Yay! We thought that there will only be meat here.This shrimp coconut wrap tasted soooo good I was licking my fingers. Lol.
All the food. It looked like too much but we finished everything. I blame the cold weather.
The best thing about ELF is that we will always have a common topic to talk about! Since Emma was also in teaching, it was very easy to relate to her. Furthermore, for the bestie and me, talking to an adult with dyslexia was inspiring. If only all our students grow up to be just successful.
Haru and One Day merchandise. I wished they had displayed the price of the merchandise there. That way, we need not ask the counter how much the goods cost. Well, we did and Donghwa so kindly came out from behind the counter to answer our queries about the price.
Another tip. If you already ask the price, I think he would expect you to buy it. In this case, the bestie, Emma and I were all staring at each other because I think, honestly, all of us thought the price was too steep but because we were so embarrassed that Donghwa was staring at us, Emma decided to purchase the mug. I think it was 22 000 won?
LOL. I was so embarrassed in this hilarious situation hahahahaha. I really had no intention to buy because the Haru and One Day goods were known for its steep prices. Oh well Emma, at least he is your bias. Lol.
I really had such a great time. We decided to leave at around 10 pm because it was getting late.
I am so glad we met! Since it was our last 2 days in Seoul, we decided to meet again during the weekend. Excited!
So now, apart from my bestie, Emma is the only other person who knows my real identity. She has to keep this a secret for life lol.
Just go to Apgujeong Rodeo Station and get out of Exit 4 and walk straight. Keep walking straight till you see Burger King, turn LEFT and just walk straight. You will be able to see Grill 5 Taco on the left side of the street. Do not confuse yourself because there is another station 'Apgujeong' Station. Make sure you alight at the right station.
Thank you Emma for the great time!!


Darjeeling is a beautiful hill station in North Bengal, and is being used especially as a summer retreat since the British era. The town and municipality of Darjeeling is headquarter to the namesake district. Located at an average altitude of 6,700 ft in the Darjeeling Himalayan hill region, the Darjeeling-Jalapahar range originates in the south from Ghum. The location of the town and surrounding area provides a temperate climate. Summer is the best enjoyed season here with pleasant atmosphere, while winter is very cold, and late summer is wet due to monsoon.
The name of Darjeeling is said to be derived from two Tibetan words 'dorje' and 'ling', meaning the 'land of thunderbolt'. Darjeeling has a pivotal role in the Indian history. It is even deeply intertwined with the history of Sikkim, Nepal, Bhutan and British India. The wars of Chogyal, Gorkhas and British give the history of Darjeeling a many layered structure.
Trees like oak, sal etc, large variety of rare orchids and temperate, semi-evergreen and alpine forest describe the flora of Darjeeling, as it is a part of the Eastern Himalayan zone. Many common and rare species of plants of this area are preserved and can be observed in the Lloyd's Botanical Garden.
Fauna of Darjeeling and the surrounding places contains the animals like plovers, gulls, civet, mongoose, teals, ducks, badgers etc. The Padmaja Naidu Himalayan Zoological Park is a centre for conservation and breeding programme of endangered animals of Himalayan region.
Darjeeling is easily accessible via road from anywhere around, although people mostly visit Darjeeling directly via Siliguri. You can also reach New Jalpaiguri Railway Station by train and take toy-train towards Darjeeling. The nearest airport to Darjeeling is Bagdogra Airport. After your flight lands here, you may take a cab or hire a car.


Vineeth Sreenivasan's directorial debut, 'Malarvadi Arts Club' didn't impress me much.But this short film ,Eli-The Rat produced by him and directed by Alphonse Puthren .M. looks promising.(somehow it reminds me of Johnnyy Gaddar)Check it out.
that video language is malayalam.


Ongoing balanced assessment is used to support student progress.
Learners are actively engaged in solving authentic, meaningful problems with real world data, experts, and tools learners will encounter in life.
Deep understanding is emphasized rather than only discrete knowledge.
Learning focuses on skills, content knowledge, and expertise needed by the learner.
Basic understanding across subjects makes connections to the larger world.
This is a quick link to Policy 3.22 Planning Requirements for Teachers - what is expected for long, medium, and short range plans.
Includes lesson and unit planning templates, essential questions stems using 6 facets of understanding, GRASPS template, PRSD Schooling by Design Templates, Big Ideas, and cover page templates.
Educators from kindergarten through college can get everything they need—guidelines, stages, templates, and tips—to start designing lessons, units, and courses that lead to improved student performance. This concept can be applied to the whole school system using this resource from the same authors Schooling by Design: Mission, Action, and Achievement ASCD 2007.
This website provides further study with the experts on developing Understanding by Design, a Curriculum Framer tool, and an area of the site called "Big Ideas" in which you will find blogs, answers to your questions, resources, and events.
Connecting content and kids in meaningful ways is what teachers strive to do every day. Together, Understanding by Design (UbD) and Differentiating Instruction (DI) help educators meet that goal by providing structures, tools, and guidance for developing curriculum and instruction that bring to students the best of what we know about effective teaching and learning.
Understanding by Design - PRSD collection of presentations, units, and resources.
Universal Design for Learning - PRSD collection of resources, tools, and supports.
Alberta Assessment Consortia www.aac.ab.ca Many assessment resources here correlated to the Alberta Education Programs of Study. Look for Performance Tasks created by teams of Alberta Teachers and curriculum experts.
This site provides the best research and meta-analyses in the areas of reading, mathematics, science, English Language learning and more. A particularly good site for high school instruction along with many resources for early learning and struggling learners as well.
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Over 37,000 free tutorials designed to appeal to all kinds of learning styles, free teacher tools and technology to transform your classroom into an amazing educational space. You can get Flipped Classroom certification and IPad Prepared Classroom certification here under Professional Development links.
Your direct link to the online reference centre on the LearnAlberta website.
One of Edutopia's many offerings, this article links you to New York's School of the Future assessment plans, tools and other resources to help you implement "authentic" assessment today.
Offers examples of timelines and an opportunity to create a timeline online. The timelines are part of the community of timelines. If you are a user of iPad or other tablets, these products have numerous Apps (Applications) for this for free as well.
This course uncovers What is UbD? Why UbD? an indepth look at Stages 1, 2, and 3, self-assessing your unit and resources for reading, writing, and math. 1 year of access includes audio overviews of the topics, video commentary by Grant Wiggins, articles, text resources, MS Power Point presentations, downloadable exercises, self tests of key concepts with immediate feedback, and access to a journal, blogging space, and a group discussion board.
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Reeves' work will help schools "concentrate" their instruction by analyzing the priority to be placed on standards.
As the title implies, and like Reeves' book, this tome will help schools "concentrate" their instruction by analyzing the priority to be placed on standards.


text:
Send Flowers for Albert Lewis
Albert Lewis Touchette
Albert Lewis Touchette, 71, of Corydon, died Monday, December 9, 2019, at Indian Creek Healthcare Center in Corydon. He was born August 28, 1948, in East St. Louis, Illinois, to the late Ernest Albert and Jean Rosalie Wallace Touchette. He was a retired operating engineer for the Southern Illinois University of Edwardsville, was a member of First Capital Christian Church in Corydon, and was a U.S. Air Force veteran of the Vietnam War and a U.S. Air Force reservist for over 30 years.
He was preceded in death by his parents; his daughter, Marie Cagle; and his brother, Linus Mark Touchette.
Survivors include his wife, Joan A. Reising Touchette; his sons, Louis Touchette (Kari) and Jason Touchette; his daughter, Cheryl Brighton; his brothers, Tom Touchette (Carol), Eugene Touchette (Judy), Harold Touchette (LeChu), Mark Touchette (Judy), and John Touchette (Debbie); his sisters, Leah McAtee (Bill), Joan Montroy (Dennis), and Nina Rusmussen (Keith); and his grandchildren, Logan Cagle, Wren Brighton, and Race Brighton.
Funeral services will be at 11:00 a.m. Tuesday, December 17, 2019, at Beanblossom-Cesar Funeral Home in Corydon. Rev. Randy Kirk will officiate. Burial will be in Cedar Hill Cemetery in Corydon.
Visitation will be from 2:00 – 8:00 p.m. Monday and after 9:00 a.m. Tuesday at the funeral home.
The family requests that expressions of sympathy be made to First Capital Christian Church.
Pallbearers will be Louis Touchette, Adam Reising, Jonathan Cagle, Lawrence Ingle, Dave Zerby and David Brighton. Honorary pallbearer will be Gordon Ingle.
To send flowers to Albert Lewis Touchette's family, please visit our floral section.

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Tag: exams
WitCH 10: Malfunction
13 Comments on WitCH 10: Malfunction
arc length, calculus, exams, functions, kinematics, Specialist Mathematics, VCAA, VCE
It's a long, long time since we've had a WitCH. They have been not-so-slowly accumulating, however. And now, since we're temporarily free of the Evil Mathologer, it is the WitCHing hour.
Due mostly to the hard work of Damo, all of the outstanding WitCHes have been resolved, with the exception of WitCH 8. That one will take time: it's a jungle of half-maths. Our new WitCHes are not so tricky, although there is perhaps more to be said than indicated at first glance.
The first of our new batch of WitCHes is from the VCE 2018 Specialist Exam 1:
The Examiners' Report gives the answer as . The Report also indicates that the average score on this question was 1.3/5, with 98% of students scoring 3 or lower, and over a third of students scoring 0.
Happy WitCHing.
WitCH 7: North by Southwest
7 Comments on WitCH 7: North by Southwest
acceleration, exams, kinematics, SCSA
Our new WitCH, below, comes courtesy of Charlie the Enforcer. Once again, this WitCH is from the 2018 SCSA Mathematical Methods Exam (here and here): it's the gift that keeps on giving. (And a reminder, WitCH 2 and WitCH 3 still require attention are still unresolved.)
Question 11 and the solution in SCSA's marking key are below. Happy hunting.
John has pretty much caught it all. The killer issue is the use of the term "deceleration" in part (c) which, the solution implies, refers to the drone speeding up in the southerly direction. This is arguably permissible, since deceleration can be (though is far from universally) defined as a negative acceleration, and since way back in part (a) it was implied that North coincides with the positive x direction.
Permissible acts, however, can nonetheless be idiotic: voting Liberal or Republican, for example. And, to use "deceleration" on a high stakes exam to refer implicitly to increasing speed is idiotic. Moreover, to use "deceleration" in this manner immediately after explicitly indicating the "due south" direction of motion is truly ruly idiotic. Still not as idiotic as voting Liberal or Republican, but genuinely special-effort idiotic.
That's enough to condemn the question, even by SCSA standards. But, the question is also awful in many other ways:
The question is boring and butt ugly.
No indication is given whether exact or numerical solutions are permitted or required.
Having a drone an arbitrary 5m up in the sky for a 1D problem is asking for trouble. For example:
The "displacement" of x(0) = 0 for a drone 5m up is pretty stupid.
"Where is the drone in relation to the [mysterious] pilot?" Um, kind of uppish?
"How far has the drone travelled …" is needlessly wordy and ambiguous. If you want a distance, for God's sake say "distance".
Given the position function x(t) is at hand, part (c) can easily and naturally be solved by hand. But of course why think about things when you can do mindless calculator crap?
WitCH 5: What a West
16 Comments on WitCH 5: What a West
calculus, derivatives, exams, Mathematical Methods, modelling, polynomials, population models, rates, SCSA, WitCH
This one's shooting a smelly fish in a barrel, almost a POSWW. Sometimes, however, it's easier for a tired blogger to let the readers do the shooting. (For those interested in more substantial fish, WitCH 2, WitCH 3 and Tweel's Mathematical Puzzle still require attention.)
Our latest WitCH comes courtesy of two nameless (but maybe not unknown) Western troublemakers. Earlier this year we got stuck into Western Australia's 2017 Mathematics Applications exam. This year, it's the SCSA's Mathematical Methods exam (not online. Update: now online here and here.) that wins the idiocy prize. The whole exam is predictably awful, but Question 15 is the real winner:
The population of mosquitos, P (in thousands), in an artificial lake in a housing estate is measured at the beginning of the year. The population after t months is given by the function, .
The rate of growth of the population is initially increasing. It then slows to be momentarily stationary in mid-winter (at t = 6), then continues to increase again in the last half of the year.
Determine the values of a and b.
Go to it.
As Number 8 and Steve R hinted at and as Damo nailed, the central idiocy concerns the expression "the rate of population growth", which means P'(t) and which then makes the problem unsolvable as written. Specifically:
In the second paragraph, "it" has a stationary point of inflection when t = 6, which is impossible if "it" refers to the quadratic P'(t).
On the other hand, if "it" refers to P(t) then solving gives a < 0. That implies P"(0) = 2a < 0, which means "the rate of population growth" (i.e. P') is initially decreasing, contradicting the first claim of the second paragraph.
The most generous interpretation is that the examiners intended for the population P, not the rate P', to be initially increasing. Other interpretations are less generous.
No matter the intent, the question is inexcusable. It is also worth noting that even if corrected the question is awful, a trivial inflection problem dressed up with idiotic modelling:
Modelling population growth with a cubic is hilarious.
Months is a pretty stupid unit of time.
The rate of population growth initially increasing is irrelevant.
Why is the lake artificial? Who gives a shit?
Why is the lake in a housing estate? Who gives a shit?
Finally, it's "latter half" or "second half", not "last half". Yes, with all else awful here, it hardly matters. But it's wrong.
Further Update
The marking schemes for the exam are now up, here and here. As was predicted, "the rate of growth of the population" was intended to mean "population". As is predictable, the grading scheme gives no indication that the question is garbled garbage.
The gutless contempt with which certain educational authorities repeatedly treat students and teachers is a wonder to behold.
A Loss of Momentum
12 Comments on A Loss of Momentum
differential equations, equilibria, exams, kinematics, Specialist Mathematics, stability, VCAA, VCE
The VCE maths exams are over for another year. They were mostly uneventful, the familiar concoction of triviality, nonsense and weirdness, with the notable exception of the surprisingly good Methods Exam 1. At least two Specialist questions, however, deserve a specific slap and some discussion. (There may be other questions worth whacking: we never have the stomach to give VCE exams a close read.)
Question 6 on Specialist Exam 1 concerns a particle acted on by a force, and students are asked to
Find the change in momentum in kg ms-2 …
The problem of course is that the suggested units are for force rather than momentum. This is a straight-out error and there's not much to be said (though see below).
Then there's Question 3 on part 2 of Specialist Exam 2. This question is concerned with a fountain, with water flowing in from a jet and flowing out at the bottom. The fountaining is distractingly irrelevant, reminiscent of a non-flying bee, but we have larger concerns.
In part (c)(i) of the question students are required to show that the height h of the water in the fountain is governed by the differential equation
The problem is with the final part (f) of the question, where students are asked
How far from the top of the fountain does the water level ultimately stabilise?
The question is typical in its clumsy and opaque wording. One could have asked more simply for the depth h of the water, which would at least have cleared the way for students to consider the true weirdness of the question: what is meant by "ultimately stabilise"?
The examiners are presumably expecting students to set dh/dt = 0, to obtain the constant, equilibrium solution (and then to subtract the equilibrium value from the height of the fountain because why not give students the opportunity to blow half their marks by misreading a convoluted question?) The first problem with that is, as we have pointed out before, equilibria of differential equations appear nowhere in the Specialist curriculum. The second problem is, as we have pointed out before, not all equilibria are stable.
It would be smart and good if the VCAA decided to include equilibrium solutions in the Specialist curriculum, along with some reasonable analysis and application. Until they do, however, questions such as the above are unfair and absurd, made all the more unfair and absurd by the inevitably awful wording.
Now, what to make of these two questions? How much should VCAA be hammered?
We're not so concerned about the momentum error. It is unfortunate, it would have confused many students and it shouldn't have happened, but a typo is a typo, without deeper meaning.
It appears that Specialist teachers have been less forgiving, and fair enough: the VCAA examiners are notoriously nitpicky, sanctimonious and unapologetic, so they can hardly complain if the same, with greater justification, is done to them. (We also heard of some second-guessing, some suggestions that the units of "change in momentum" could be or are the same as the units of force. This has to be Stockholm syndrome.)
The fountain question is of much greater concern because it exemplifies systemic issues with the curriculum and the manner in which it is examined. Above all, assessment must be fair and reasonable, which means students and teachers must be clearly told what is examinable and how it may be examined. As it stands, that is simply not the case, for either Specialist or Methods.
Notably, however, we have heard of essentially no complaints from Specialist teachers regarding the fountain question; just one teacher pointed out the issue to us. Undoubtedly there were other teachers bothered by the question, but the relative silence in comparison to the vocal complaints on the momentum typo is stark. And unfortunate.
There is undoubted satisfaction in nitpicking the VCAA in a sauce for the goose manner. But a typo is a typo, and teachers shouldn't engage in small-time point-scoring any more than VCAA examiners.
The real issue is that the current curriculum is shallow, aimless, clunky, calculator-poisoned, effectively undefined and effectively unexaminable. All of that matters infinitely more than one careless mistake.
Update (24/02/19)
The exam Reports are now out, here and here. There's no stupidity so large or so small that the VCAA won't remain silent.
4 Comments on Inferiority Complex
complex numbers, exams, proof, Specialist Mathematics, VCAA, VCE
This one is long, a real Gish gallop. Question 4, Part 2 from the 2017 VCE Specialist Mathematics Exam 2 is a mess. The Examiners' Report is, predictably, worse.
Part (a) of Question 4 is routine, requiring students to express in polar form. One wonders how a quarter of the students could muck up this easy 1-mark question, but the question is fine.
The issues begin with 4(b), for which students are required to
Show that the roots of are and .
The question can be answered with an easy application of completing the square or the quadratic formula. So, why did almost half of the students get it wrong? Were so many students really so clueless? Perhaps, but there is good reason to suspect a different source of the cluelessness.
The Examiners' Report indicates three general issues with students' answers. First,
students confused factors with solutions or did not proceed beyond factorising the quadratic.
Maybe the students were confused, but maybe not. Maybe some students simply thought that, once having factorised the quadratic, the microstep to then write "Therefore z = …", to note the roots written on the exam in front of them, was too trivial in response to a 1 mark question.
Second, some students reportedly erred by
not showing key steps in their solution.
Really? The Report includes the following calculation as a sample solution:
Was this whole tedious, snail-paced computation required for one measly mark? It's impossible to tell, but the Report remarks generally on 'show that' questions that
all steps that led to the given result needed to be clearly and logically set out.
As we have noted previously, demanding "all steps" is both meaningless and utterly mad. For a year 12 advanced mathematics student the identification of the roots is pretty much immediate and a single written step should suffice. True, in 4(b) students are instructed to "show" stuff, but it's hardly the students' fault that what they were instructed to show is pretty trivial.
Third, and by far the most ridiculous,
some students did not correctly follow the 'show that' instruction … by [instead] solely verifying the solutions given by substitution.
VCAA examiners love to worry that word "show". In true Princess Bride fashion, however, the word does not mean what they think it means.
There is nothing in standard English usage nor in standard mathematical usage, nor in at least occasional VCE usage (see Q2(a)), that would distinguish "show" from "prove" in this context. And, for 4(b) above, substitution of the given values into the quadratic is a perfectly valid method of proving that the roots are as indicated.
It appears that VCE has a special non-English code, in which "show" has a narrower meaning, akin to "derive". This cannot alter the fact that the VCE examiners' use of the word is linguistic and mathematical crap. It also cannot alter the fact that students being penalised for not following this linguistic and mathematical crap is pedagogical and mathematical crap.
Of course all the nonsense of 4(b) could have been avoided simply by asking the students to find the roots. The examiners declined to do so, however, probably because this would have violated VCAA's policy of avoiding asking any mathematical question with some depth or difficulty or further consequence. The result is a question amounting to no more than an infantile and infantilising ritual, penalising any student with the mathematical common sense to answer with the appropriate "well, duh".
Onwards we trek to 4(c):
Express the roots of in terms of .
Less than a third of students scored the mark for this question, and the Report notes that
Misunderstanding of the question was apparent in student responses. Many attempts at solutions were not expressed in terms of as required.
Funny that. The examiners pose a question that borders on the meaningless and somehow this creates a sea of misunderstanding. Who would've guessed?
4(c) makes little more sense than to ask someone to write 3 in terms of 7. Given any two numbers there's a zillion ways to "express" one number "in terms of" the other, as in 3 = 7 – 4 or whatever. Without further qualification or some accepted convention, without some agreed upon definition of "expressed in terms of", any expression is just as valid as any other.
What was expected in 4(c)? To approach the question cleanly we can first set , as the examiners could have and should have and did not. Then, the intended answers were and .
These expressions for the roots are simple and natural, but even if one accepts a waffly interpretation of 4(c) that somehow requires "simple" solutions, there are plenty of other possible answers. The expressions and and and are all reasonable and natural, but nothing in the Examiners' Report suggests that these or similar answers were accepted. If not, that is a very nasty cherry on top of an incredibly silly question.
The pain now temporarily lessens (though the worst is yet to come). 4(d) asks for students to show that the relation has the cartesian form , and in 4(e) students are asked to draw this line on an Argand diagram, together with the roots of the above quadratic.
These questions are routine and ok, though 4(d) is weirdly aimless, the line obtained playing no role in the final parts of Q4. The Examiners' Report also notes condescendingly that "the 'show that' instruction was generally followed". Yes, people do tend to follow the intended road if there's only one road.
The final part, 4(g), is also standard, requiring students to find the area of the major segment of the circle |z| = 4 cut off by the line through the roots of the quadratic. The question is straight-forward, the only real trick being to ignore the weird line from 4(d) and 4(e).
Finally, the debacle of 4(f):
The equation of the line passing through the two roots of can be expressed as , where . Find in terms of .
The Report notes that
This question caused significant difficulty for students.
That's hilarious understatement given that 99% of students scored 0/1 on the question. The further statements acknowledging and explaining and apologising for the stuff-up are unfortunately non-existent.
So, what went wrong? The answer is both obvious and depressingly familiar: the exam question is essentially meaningless. Students failed to comprehend the question because it is close to incomprehensible.
The students are asked to write b in terms of a. However, similar to 4(c) above, there are many ways to do that and how one is able to do it depends upon the initial number a chosen. The line through the two roots has equation . So then, for example, with a = -4 we have b = 0 and we can write b = a + 4 or b = 0 x a or whatever. If a = -5 then b = 1 and we can write b = -a – 4, and so on.
Anything of this nature is a reasonable response to the exam question as written and none of it resembles the answer in the Report. Instead, what was expected was for students to consider all complex numbers a – except those on the line itself – and to consider all associated complex b. That is, in appropriate but non-Specialist terminology, we want to determine b as a function f(a) of a, with the domain of f being most but not all of the complex plane.
With the question suitably clarified we can get down to work (none of which is indicated in the Report). Easiest is to write . Since must be symmetrically placed about the line , it follows that . Then . This gives , and finally
which is the answer indicated in the Examiners' Report.
In principle 4(f) is a nice question, though 1 mark is pretty chintzy for the thought required. More importantly, the exam question as written bears only the slightest resemblance to the intended question, or to anything coherent, with only the slightest, inaccurate hint of the intended generality of a and b.
99% of 2017 Specialist students have a right to be pissed off.
That's it, we're done. One more ridiculous VCE exam question, and one more ridiculously arrogant Report, unsullied by an ounce of self-reflection or remorse.
The Arc Enemy
11 Comments on The Arc Enemy
exams, improper integrals, integration, limits, Specialist Mathematics, VCAA, VCE
Our previous post was on good guys making a silly, funny and inconsequential mistake. This post is not.
Question B1 of Exam 2 for 2018 Northern Hemisphere Specialist Mathematics begins innocently enough. In part (a), students are required to graph the function over its maximal domain. Then, things begin to get stupid.
In part (b), the graph of f is rotated around the y-axis, to model a vase. Students are required to find the volume of this stupid vase, by setting up the integral and then pushing the stupid buttons on their stupid calculators. So, a reasonable integration question lost in ridiculous pseudomodelling and brainless button-pushing. Whatever. Just standard VCE crap. Then, things stay stupid.
Part (c) is a related rates question. In principle a good problem, though it's hard to imagine anyone ever requiring dh/dt when the water depth is exactly cm. Whatever. Standard VCE crap. Then, things get really, really stupid.
Part (d) of the problem has a bee climbing from the bottom of the vase to the top. Students are required to find the minimum distance the bee needs to travel.
Where to begin with this idiotic, 1-mark question. Let's begin with the bee.
Why is it a bee? Why frame a shortest walk question in terms of a bug with wings? Sure, the question states that the bug is climbing, and the slight chance of confusion is overshadowed by other, much greater issues with the question. But still, why would one choose a flying bug to crawl up a vase? It's not importantly stupid, but it is gratuitously, hilariously stupid.
Anyway, we're stuck with our stupid bee climbing up our stupid vase. What distance does our stupid bee travel? Well, obviously our stupid, non-flying bee should climb as "up" as possible, without veering left or right, correct?
No and yes.
It is true that a bottom-to-top shortest path (geodesic) on a surface of revolution is a meridian. The proof of this, however, is very far from obvious; good luck explaining it to your students. But of course this is only Specialist Mathematics, so it's not like we should expect the students to be inquisitive or critical or questioning assumptions or anything like that.
Anyway, our stupid non-flying bee climbs "up" our stupid vase. The distance our stupid bee travels is then the arc length of the graph of the original function f, and the required distance is given by the integral
The integral is ugly. More importantly, the integral is (doubly) improper and thus has no required meaning for Specialist students. Pretty damn stupid, and a stupidity we've seen not too long ago. It gets stupider.
Recall that this is a 1-mark question, and it is clearly expected to have the stupid calculator do the work. Great, sort of. The calculator computes integrals that the students are not required to understand but, apart from being utterly meaningless crap, everything is fine. Except, the calculators are really stupid.
Two brands of CAS calculators appear to be standard in VCE. Brand A will readily compute the integral above. Unfortunately, Brand A calculators will also compute improper integrals that don't exist. Which is stupid. Brand B calculators, on the other hand, will not directly compute improper integrals such as the one above; instead, one first has to de-improper the integral by changing the limits to something like 0.50001 and 1.49999. Which is ugly and stupid. It also requires students to recognise the improperness in the integral, which they are supposedly not required to understand. Which is really stupid. (The lesser known Brand C appears to be less stupid with improper integrals.)
There is a stupid way around this stupidity. The arc length can also be calculated in terms of the inverse function of f, which avoid the improperness and then all is good. All is good, that is, except for the thousands of students who happen to have a Brand B calculator and who naively failed to consider that a crappy, 1-mark button-pushing question might require them to hunt for a Specialist-valid and B-compatible approach.
The idiocy of VCE exams is truly unlimited.
Inverted Logic
4 Comments on Inverted Logic
exams, functions, Mathematical Methods, VCAA, VCE
The 2018 Northern Hemisphere Mathematical Methods exams (1 and 2) are out. We didn't spot any Magritte-esque lunacy, which was a pleasant surprise. In general, the exam questions were merely trivial, clumsy, contrived, calculator-infested and loathsomely ugly. So, all in all not bad by VCAA standards.
There, was, however, one notable question. The final multiple choice question on Exam 2 reads as follows:
Let f be a one-to-one differentiable function such that f (3) = 7, f (7) = 8, f′(3) = 2 and f′(7) = 3. The function g is differentiable and g(x) = f –1(x) for all x. g′(7) is equal to …
The wording is hilarious, at least it is if you're not a frazzled Methods student in the midst of an exam, trying to make sense of such nonsense. Indeed, as we'll see below, the question turned out to be too convoluted even for the examiners.
Of course f –1 is a perfectly fine and familiar name for the inverse of f. It takes a special cluelessness to imagine that renaming f –1 as g is somehow required or remotely helpful. The obfuscating wording, however, is the least of our concerns.
The exam question is intended to be a straight-forward application of the inverse function theorem. So, in Leibniz form dx/dy = 1/(dy/dx), though the exam question effectively requires the more explicit but less intuitive function form,
IVT is typically stated, and in particular the differentiability of f –1 can be concluded, with suitable hypotheses. In this regard, the exam question needlessly hypothesising that the function g is differentiable is somewhat artificial. However it is not so simple in the school context to discuss natural hypotheses for IVT. So, underlying the ridiculous phrasing is a reasonable enough question.
What, then, is the problem? The problem is that IVT is not explicitly in the VCE curriculum. Really? Really.
Even ignoring the obvious issue this raises for the above exam question, the subliminal treatment of IVT in VCE is absurd. One requires plenty of inverse derivatives, even in a first calculus course. Yet, there is never any explicit mention of IVT in either Specialist or Methods, not even a hint that there is a common question with a universal answer.
All that appears to be explicit in VCE, and more in Specialist than Methods, is application of the chain rule, case by isolated case. So, one assumes the differentiability of f –1 and and then differentiates f –1(f(x)) in Leibniz form. For example, in the most respected Methods text the derivative of y = log(x) is somewhat dodgily obtained using the chain rule from the (very dodgily obtained) derivative of x = ey.
It is all very implicit, very case-by-case, and very Leibniz. Which makes the above exam question effectively impossible.
How many students actually obtained the correct answer? We don't know since the Examiners' Report doesn't actually report anything. Being a multiple choice question, though, students had a 1 in 5 chance of obtaining the correct answer by dumb luck. Or, sticking to the more plausible answers, maybe even a 1 in 3 or 1 in 2 chance. That seems to be how the examiners stumbled upon the correct answer.
The Report's solution to the exam question reads as follows (as of September 20, 2018):
f(3) = 7, f'(3) = 8, g(x) = f –1(x) , g'(x) = 1/2 since
f'(x) x f'(y) = 1, g(x) = f'(x) = 1/f'(y).
The awfulness displayed above is a wonder to behold. Even if it were correct, the suggested solution would still bear no resemblance to the Methods curriculum, and it would still be unreadable. And the answer is not close to correct.
To be fair, The Report warns that its sample answers are "not intended to be exemplary or complete". So perhaps they just forgot the further warning, that their answers are also not intended to be correct or comprehensible.
It is abundantly clear that the VCAA is incapable of putting together a coherent curriculum, let alone one that is even minimally engaging. Apparently it is even too much to expect the examiners to be familiar with their own crappy curriculum, and to be able to examine it, and to report on it, fairly and accurately.
VCAA Plays Dumb and Dumber
3 Comments on VCAA Plays Dumb and Dumber
exams, Further Mathematics, Mathematical Methods, Specialist Mathematics, VCAA, VCE
Late last year we posted on Madness in the 2017 VCE mathematics exams, on blatant errors above and beyond the exams' predictably general clunkiness. For one (Northern Hemisphere) exam, the subsequent VCAA Report had already appeared; this Report was pretty useless in general, and specifically it was silent on the error and the surrounding mathematical crap. None of the other reports had yet appeared.
Now, finally, all the exam reports are out. God only knows why it took half a year, but at least they're out. We have already posted on one particularly nasty piece of nitpicking nonsense, and now we can review the VCAA's own assessment of their five errors:
Mathematical Methods Exam 1 contained an utter hash of a question, with a fundamentally misleading graph and a (for Methods) undefined endpoint derivative. The Report makes no mention of the error or the dodginess of the graph. Students scored an average of 5% on the question.
Mathematical Methods Exam 2 contained, twice, a type of question which previous years' reports had suggested to solve invalidly. This year's Report approaches the question validly the first time and then ducks the question with a dubious technique the second time. (More on this in a future post.) The Report makes no mention of the previously acceptable invalid approach, or whether that approach is still considered acceptable. Students scored an average of 66% on the first question (suggesting the invalid technique is secretly still acceptable) and 5% on the second.
Specialist Mathematics Exam 1 contained a doubly improper integral, which cannot be done with Specialist techniques. The Report makes no comment on the error and, in light of the error, the Report provides no clue as to what was expected of the students, nor what was accepted from the students as correct. Students scored an average of 35% on the question.
Further Mathematics Exam 1 included a multiple choice question with no correct answer. The Report makes no comment, simply indicating one answer (the trickiest answer to prove wrong) as correct, and that 59% of students gave the "correct" answer.
Further Mathematics Exam 2 included an ill-posed question with erroneously transposed information. The Report makes no comment on the error. The Report does note that 72% of students received 0/1 for the question, with "many" students giving a 3 x 1 matrix rather than the correct 1 x 3, and presumably scoring 0 as a consequence. That's pretty damn cute, given the examiners had already mixed up the rows and columns.
So, the VCAA responds to five blatant errors with five Trumpian silences. How should one describe such conduct? Unprofessional? Arrogant? Cowardly? VCAA-ish? All of the above?
The Wild and Woolly West
Leave a comment on The Wild and Woolly West
Applications, competition, exams, graph theory, SCSA
So, much crap, so little time.
OK, after a long period of dealing with other stuff (shovelled on by the evil Mathologer), we're back. There's a big backlog, and in particular we're working hard to find an ounce of sense in Gonski, Version N. But, first, there's a competition to finalise, and an associated educational authority to whack.
It appears that no one pays any attention to Western Australian maths education. This, as we'll see, is a good thing. (Alternatively, no one gave a stuff about the prize, in which case, fair enough.) So, congratulations to Number 8, who wins by default. We'll be in touch.
A reminder, the competition was to point out the nonsense in Part 1 and Part 2 of the 2017 West Australian Mathematics Applications Exam. As with our previous challenge, this competition was inspired by one specifically awful question. The particular Applications question, however, should not distract from the Exam's very general clunkiness. The entire Exam is amateurish, as one rabble rouser expressed it, plagued by clumsy mathematics and ambiguous phrasing.
The heavy lifting in the critique below is due to the semi-anonymous Charlie. So, a very big thanks to Charlie, specifically for his detailed remarks on the Exam, and more generally for not being willing to accept that a third rate exam is simply par for WA's course. (Hello, Victorians? Anyone there? Hello?)
We'll get to the singularly awful question, and the singularly awful formal response, below. First, however, we'll provide a sample of some of the examiners' lesser crimes. None of these other crimes are hanging offences, though some slapping wouldn't go astray, and a couple questions probably warrant a whipping. We won't go into much detail; clarification can be gained by referring to the Exam papers. We also don't address the Exam as a whole in terms of the adequacy of its coverage of the Applications curriculum, though there are apparently significant issues in this regard.
Question 1, the phrasing is confusing in parts, as was noted by Number 8. It would have been worthwhile for the examiners to explicitly state that the first term Tn corresponds to n = 1. Also, when asking for the first term ( i.e. the first Tn) less than 500, it would have helped to have specifically asked for the corresponding index n (which is naturally obtained as a first step), and then for Tn.
Question 2(b)(ii), it is a little slack to claim that "an allocation of delivery drivers cannot me made yet".
Question 5 deals with a survey, a table of answers to a yes-or-no question. It grates to have the responses to the question recorded as "agree" or "disagree". In part (b), students are asked to identify the explanatory variable; the answer, however, depends upon what one is seeking to explain.
Question 6(a) is utterly ridiculous. The choice for the student is either to embark upon a laborious and calculator-free and who-gives-a-damn process of guess-and-check-and-cross-your-fingers, or to solve the travelling salesman problem.
Question 8(b) is clumsily and critically ambiguous, since it is not stated whether the payments are to be made at the beginning or the end of each quarter.
Question 10 involves some pretty clunky modelling. In particular, starting with 400 bacteria in a dish is out by an order of magnitude, or six.
Question 11(d) is worded appallingly. We are told that one of two projects will require an extra three hours to compete. Then we have to choose which project "for the completion time to be at a minimum". Yes, one can make sense of the question, but it requires a monster of an effort.
Question 14 is fundamentally ambiguous, in the same manner as Question 8(b); it is not indicated whether the repayments are to be made at the beginning or end of each period.
That was good fun, especially the slapping. But now it's time for the main event:
Question 3(a) concerns a planar graph with five faces and five vertices, A, B, C, D and E:
Determine the number of edges of the graph.
Draw the planar graph.
Determine a Hamiltonian cycle for the graph
Determine whether the graph is Eulerian, semi-Eulerian or neither.
What is wrong with this question? As evinced by the graphs pictured above, pretty much everything.
As pointed out by Number 8, Part (i) can only be answered (by Euler's formula) if the graph is assumed to be connected. In Part (ii), it is weird and it turns out to be seriously misleading to refer to "the" planar graph. Next, the Hamiltonian cycle requested in Part (iii) is only guaranteed to exist if the graph is assumed to be both connected and simple. Finally, in Part (iv) any answer is possible, and the answer is not uniquely determined even if we restrict to simple connected graphs.
It is evident that the entire question is a mess. Most of the question, though not Part (iv), is rescued by assuming that any graph should be connected and simple. There is also no reason, however, why students should feel free or obliged to make that assumption. Moreover, any such reading of 3(a) would implicitly conflict with 3(b), which explicitly refers to a "simple connected graph" three times.
So, how has WA's Schools Curriculum and Standards Authority subsequently addressed their mess? This is where things get ridiculous, and seriously annoying. The only publicly available document discussing the Exam is the summary report, which is an accomplished exercise in saying nothing. Specifically, this report makes no mention of the many issues with the Exam. More generally, the summary report says little of substance or of interest to anyone, amounting to little more than admin box-ticking.
The first document that addresses Question 3 in detail is the non-public graders' Marking Key. The Key begins with the declaration that it is "an explicit statement about [sic] what the examining panel expect of candidates when they respond to particular examination items." [emphasis added].
What, then, are the explicit expectations in the Marking Key for Question 3(a)? In Part (i) Euler's formula is applied without comment. For Part (ii) a sample graph is drawn, which happens to be simple, connected and semi-Eulerian; no indication is given that other, fundamentally different graphs are also possible. For Part (iii), a Hamiltonian cycle is indicated for the sample graph, with no indication that non-Hamiltonian graphs are also possible. In Part (iv), it is declared that "the" graph is semi-Eulerian, with no indication that the graph may non-Eulerian (even if simple and connected) or Eulerian.
In summary, the Marking Key makes not a single mention of graphs being simple or connected, nor what can happen if they are not. If the writers of the Key were properly aware of these issues they have given no such indication. The Key merely confirms and compounds the errors in the Exam.
Question 3 is also addressed, absurdly, in the non-public Examination Report. The Report notes that Question 3(a) failed to explicitly state "the" graph was assumed to be connected, but that "candidates made this assumption [but not the assumption of simplicity?]; particularly as they were required to determine a Hamiltonian cycle for the graph in part (iii)". That's it.
Well, yes, it's obviously the students' responsibility to look ahead at later parts of a question to determine what they should assume in earlier parts. Moreover, if they do so, they may, unlike the examiners, make proper and sufficient assumptions. Moreover, they may observe that no such assumptions are sufficient for the final part of the question.
Of course what almost certainly happened is that the students constructed the simplest graph they could, which in the vast majority of cases would have been simple and connected and Hamiltonian. But we simply cannot tell how many students were puzzled, or for how long, or whether they had to start from scratch after drawing a "wrong" graph.
In any case, the presumed fact that most (but not all) students were unaffected does not alter the other facts: that the examiners bollocksed the question; that they then bollocksed the Marking Key; that they then bollocksed the explanation of both. And, that SCSA's disingenuous and incompetent ass-covering is conveniently hidden from public view.
The SCSA is not the most dishonest or inept educational authority in Australia, and their Applications Exam is not the worst of 2017. But one has to hand it to them, they've given it the old college try.
Don't Go West, Young Man
3 Comments on Don't Go West, Young Man
competition, exams, school mathematics, SCSA, senior mathematics
No, Burkard's and my new book has nothing to do with going West. A signed copy of our book is, however, first prize in our new Spot the Exam Error(s) Competition. (Some information on our previous exam competition can be found here.)
We spend a fair amount of our blog time hammering Victoria's school curriculum authority and their silly exams. Earlier this year, a colleague indicated that there were perhaps similar issues out West. We then had a long email exchange with the semi-anonymous Charlie, who pointed out many issues with the 2017 West Australian Mathematics Applications Exam. (Here is part 1 and part 2. WA's Applications corresponds to Victoria's Further Mathematics.)
Following our discussion with Charlie, we sent a short but strong letter to WA's School Curriculum Standards Authority, criticising one specific question and suggesting our (and some others') general concerns. Their polite fobbing off indicated that our comments regarding the particular question "will be looked into". Generally on the exam, they responded: "Feedback from teachers and candidates indicates the examination was well received and that the examination was fair, valid and based on the syllabus." The reader can make of that what they will.
The Competition
Determine the errors, ambiguities and sillinesses in the 2017 WA Applications Exam, Part 1 and Part 2. (Here, also, is the Summary Exam Report. Unfortunately, and ridiculously, the full report and the grading scheme are not made public, and so cannot be part of the competition.)
Post any identified issues in the comments below (anonymously, if you wish). You may post more than once, particularly on different questions, but please don't edit on the run with post updates and comments to your own posts. You may (politely) comment on and seek to clarify others' comments.
This post will be updated below, as the issues (or lack thereof) with particular questions are sorted out.
Entry is of course free (though you could always donate to Tenderfeet).
First prize, a signed copy of A Dingo Ate My Math Book, goes to the person who makes the most original and most valuable contributions.
Consolation prizes of Burkard's QED will be awarded as deemed appropriate.
Rushed and self-appended contributions will be marked down!
This is obviously subjective as all Hell, and Marty's decision will be final.
Charlie, Paul, Burkard, Anthony, Joseph, David and other fellow travellers are ineligible to enter.
Employees of SCSA are eligible to enter, since there's no indication they have any chance of winning.
All correspondence will be entered into.
Well that worked well. Congratulations to Number 8, who wins by default. Details are here. We'll attempt another competition, of hopefully broader interest, in the near future.
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What Did Mark Twain Know About Travel Anyway?
"Travel is fatal to prejudice, bigotry and narrow-mindedness…," wrote Mark Twain in Innocents Abroad. "Broad, wholesome, charitable views of men and things cannot be acquired by vegetating in one little corner of the earth all one's lifetime".
But if he were right, world leaders – who travel more than most – would never push insular, divisive, mean-spirited agendas at home. There would not, in any case, be much support for them in the age of mass tourism. History's repressive regimes would have collapsed as soon as their rulers attended their first international summit and their diplomats got their first postings. Colonial types would have been well-known for their enlightened views.
He clearly overstated his case.
Just as you can understand how an aeroplane works without learning to fly, you can be sympathetic to the people of other nations without going there. Even someone vegetating in a little corner of the earth can work out that people are all the same at bottom. You can be tolerant and broad-minded without ever leaving your hometown. And you can be bigoted and narrow-minded after seeing the world.
People hear what they want to hear, see what they want to see, fasten on things which fit with their worldview, dismiss the things which challenge it. If they have it in their heads that foreigners smell, they will notice the one who does and ignore the many who do not.
The world, for some, is one big funfair and the people in it are performers there to entertain the tourists. They cannot, or will not, see the locals they meet as people just like them, with jobs and families and social lives, and passions and worries and prejudices. It annoys them intensely when they come across someone who does not speak English, or kowtow to customers, or conspicuously hurry when going about his business. Every overseas trip reinforces their prejudices, proves – in their minds – that foreigners are rude or lazy or truculent, if not all of those things and more.
But, for those who are open to new ideas, whose minds are not defended by entrenched views, travel is as good a way as any to learn about other cultures, their own, themselves and people as a whole. It is a chance to debunk the lazy, and hysterical, everyday stereotypes of nations, regions, races and religions. It is, as well, a chance to see things back home from an outsider's perspective. The customs, the practices and ideologies you take for granted seem a lot less self-evident when you find that the rest of the world does things differently. To this extent, Twain was clearly right.
I completely agree with this sentiment! I had recently noticed one of my well-traveled friends boasting on their Facebook that travel is "essential" to understanding the world. I do not think that a person needs to see the world first hand in order to have an open mind. Being able to see the world is a privilege and if you are lucky enough to enjoy that privilege by all means travel! But in my life I have met some wonderful, open hearted people who had barely moved 40 miles outside of the place they were born.
Personally, I am lucky enough to have traveled quite a bit but I do not discount those who have never left their hometown.
Thank you. That Mark Twain quote is trotted out a bit too smugly and too uncritically for my liking. As you say, some of us are lucky enough to be able to travel and its's good if we make the most of it; but it's very unattractive to make out that it makes you an inherently better, or wiser, person. Like you, I've met plenty of decent, thoughtful, generous-spirited people who have been hardly anywhere. I've also met the most narrow-minded bigots who have been virtually everywhere.


text:
Q: ¿Se puede trabajar usando JSF sin la necesidad de un Framework? Quizá la pregunta sea trivial o incluso no muy bien detallada de forma técnica, así que replanteo el caso:
Soy primerizo en desarrollo web, todo el tiempo he estado acostumbrado a jalar/arrastrar elementos de la paleta de elementos a un formulario de escritorio.
Ahora estoy aprendiendo tecnología JSF pero me resulta un poco difícil seguir los tutoriales de mi catedrático ya que dentro del contenido se entremezclan códigos de funcionalidad del diseño y estética junto con la lógica de la aplicación.
Primero quiero aprender como funciona JSF en la lógica de una aplicación. Como pasar parámetros, validarlos, cargar formularios, enviar datos de un formulario a otro, etc... ¿Es posible hacerlo sin escatimar tanto en el área del diseño? Y si es así, ¿De qué manera? ¿Cómo construir formularios web de una forma fácil?


text:
Top 20 most popular Musician from Africa
African music is one of the most interesting means to entertain black people. This kind of music goes beyond just Africa but all around the world.
African Musicians are internationally recognized with their style of music, talents, a lot more. Africa has grown to become good music producers with their introduction of quality and unique sound.
Most celebrated & Popular Musicians from Africa
1. Innocent Ujah Idibia
2. Koffi Olomidé
3. Emmanuel N'Djoké Dibango
4. Fally Ipupa N'simba
5. Olufela Olufemi Anikulapo Kuti
6. Awilo Longomba
7. Khaled Hadj Ibrahim
8. Chief Sunday Adeniyi Adegeye MFR
9. Angelique Kidjo
10. Onyeka Onwenu
11. Youssou N'dour
12. Salif Keita
13. Wizkid/Wizman
14. Diamond Platnumz
15. Oumou Sangare
In the next lines below are 20 most popular Musicians from Africa 2020.
Tubaba stands in the first place on the list of Top 20 most popular Musicians from Africa.
He's Popularly known as Tubaba, the Nigerian star musician was born in September 1975. He started his music career with the group Plantashun Boiz.
Tuface now known as Tubaba was born on the 18th of September 1975 in Plateau state, Jos, Nigeria. Idibia is a Nigerian hip hop singer, songwriter, entrepreneur, philanthropist, and activist who has taken the Nigerian music industry to the next level.
Fantana Biography: Age, Real name, Endorsement, Parents, Facts
Antoine Christophe Agbepa Mumba (Soukous) popularly known as Koffi Olomide. He was born on the 13th of July 1956 in Kisangani, the Democratic Republic of the Congo.
Koffi known as Soukous musician has a degree in Business Economics and a Master's degree in mathematics from the University of Paris in France.
Koffi has released more than 30 albums in his music career which has sold millions of copies worldwide. His one of the most popular Musicians from Africa in 2020.
Emmanuel N'Djoké Dibango popularly known as Manu Dibango was born on the 12th of December 1933 in Douala, Cameroon. Manu sings mostly jazz, funk, and traditional Cameroonian music. He loves to play saxophone and vibraphone.
He is one of the most popular Musicians from Africa. One of his hit debuts was, "Soul Makossa" which he sang in 1972.
Fally Ipupa N'simba: His generally known as Fally Ipupa, he was born on the 14th December 1977 in Kinshasa,
the Democratic Republic of the Congo. He's a singer and a songwriter, guitarist and music producer. Fally Ipupa launch is the first album titled 'Droit Chemin' in 2006, in which about 100,000 copies were sold.
Fela or Femi Kuti was born in London, United Kingdom and raised in Lagos, Nigeria on the 16th of June 1962. He's the first son of Fela Kuti (Afrobeat founder). Femi Kuti looks exactly like his father Fela Kuti.
He collaborated with American artists Mos Defsong in his song 'Fight to Win', which is one of the most distinguished Neo-Afrobeat of this season.
Awilo is one popular musician who dominated Africa in the early 90s with his Makossa music.
He was born in May 1962 in Kinshasa, the Democratic Republic of the Congo. Awilo Longomba was formerly a drummer before he quite singing in 1995.
His first song is titled "Moto Pamba" which he sang in collaboration with some of his friends then. With his songs still relevant, Awilo is one of the top 20 most popular Musicians from Africa.
He's popularly known as mononym Khaled. He was born in February 1960 in Oran, Algeria. Khaled is the most famous Algerian singer in Africa who sings Rai. He sings Folk music. Khaled made his music debut as a teenager and today is one of Africa's bestselling artists of all time.
His a well-known music Artist in France with his hit song 'Didi' and 'Aicha'. No doubt, Khaled has sold over 20 million albums, which made him one of the top 20 most popular musicians from Africa.
His professionally known as King Sunny Ade. He was born on the 22nd of September 1946 in Ondo, Ondo State, Nigeria.
List of Wizkid's Songs from 2011 – 2020
GOTV Packages, Prices & Channels
King Sunny Ade is one of the most influential singers of all time with his juju songs. He's a singer, songwriter, and multi-instrumentalist.
Sunny Ade was signified as one major African pop Artist to first gain international success and recognition. He's one of the top 20 most popular musicians from Africa.
Her full name is Angelique Kpasseloko Hinto Hounsinou Kandjo Manta Zogbin Kidjo. She was born on 14th July 1960 in Cotonou, Benin.
Angelique Kidjo is a popular singer, songwriter, activist, and one of the most celebrated singers in Africa to date.
Kidjo was referred to as "Africa's premier diva" by Time Magazine in 2007. She has won both local and international awards. She is a voice for both Human rights and African women.
She's a Nigerian born on Singer and Songwriter. She was born on the 1st of January 1952 in Obosi. She worked with NTA as a broadcaster.
Onyeka Onwenu is a social and human rights activist who started a music career in the early 80s.
One of her hit songs is 'Iyogogo', 'Kosi', 'Oh Woman and more' and a lot more. She's one of the top 20 most popular musicians from Africa.
Top 10 Best Rappers in Nigeria in 2020
His a popular musician, songwriter, composer, politician, and businessman. He was born on the 1st of October 1959 in Dakar, Senegal.
Rolling Stone Magazine described him as one of the most famous singers living in Senegal in 2004.
Youssou N'Dour is one unique singer in Africa, he emerges as the minister of Tourism in Senegal from 2012 to September 2013. He's arguably the richest musician all-time in Africa.
His popular afro-pop musicians with great influence on Africa music. Born on August 25, 1949, in Djoliba.
Salif Keita is one of the founding fathers of Afro-pop in Africa, and he was not supported by his people when he wanted to start singing because they were expecting something better from a Prince-like him.
Who's full Name is Ayodeji Ibrahim Balogun is professionally called Wizkid. He was born on the 16th of July 1990 in Surulere, Lagos, Nigeria.
Wizkid is a popular singer and a songwriter commonly called Star Boy. He started singing at the age of 11. It was noted that 2016 emerges star boy's best year with the in turn of relevant Achievements that year.
Wizkid has grown to be a notable hip-hop star in Nigeria and Africa. His one of the most influential music Artists in Africa with international recognition following his collaborations with Drake and some other top US-based musicians.
His full name is Nasibu Abdul Juma, born on October 2, 1989, in Tandale, Dar es Salaam, Tanzania.
Diamond Platnumz is a singer, dancer, and a businessman, he's one of the most famous and top 20 most popular musicians from Africa.
Diamond Platnumz had gained the heart of many Africa music lovers with one of his hit titled "Number One" which made him collabo with a Nigerian hip-hop Artiste named Davido Adeleke.
Among several, he has won different kinds of major awards including a Channel O and the HiPipo Music Awards in his music career.
She's one of African best when it comes to music. Oumon was born in February 1968 in Bamako, Mali.
She's one of the most Celebrated female musicians in Africa after winning the Malian Wassoulou musician Grammy Award. People referred to her as "The Songbird of Wassoulou."
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text:
In this section: School of Languages, Cultures and Societies
Language Combinations
Arabic, Islamic and Middle Eastern Studies
A History of East Asian Studies at Leeds
Linguistics and Phonetics
Russian and Slavonic Studies
Spanish, Portuguese and Latin American Studies
Translation tests
MA by Research (MAR)
Researching with us
PGR-led conferences
Your career and professional development
Centres and groups
Analysing paintings
Unit A1 - Case studies
Unit A2 - Colour and line
Unit A3 - Space and perspective
Unit A4 - Modelling and plasticity
Unit A5 - Composition
Unit A6 - Medium and support
Unit A7 - Light
Unit B1 - The human figure
Unit B2 - Landscape
Unit B3 - Still life
Unit B4 - Action and narrative
Unit B5 - Portraiture
Unit B6 - Revisiting the case studies
Analysing paintings checklist
Fusão
ItaLeeds: Researching Italy from Leeds
Modern South Arabian Languages
The Camões Centre for Portuguese Language
Leeds Russian Centre
Centre for World Cinemas and Digital Cultures
Showcase of past publications
Past visiting researchers and lecturers
Institut Ramon Llull (Catalan Language and Culture)
Instituto Cervantes Liaison
Centre for World Literatures
International Writers at Leeds
International Writers at Leeds Launch Event
Leeds Centre for Dante Studies
Studying with us
Leeds Dante Podcast
Art and Literature in Dante's Tuscany
Reviewing Dante's Theology
The Mendicant Orders and Literature in 13th- & 14th-century Italy
Network for Hispanic and Lusophone Cultural Studies
Discover Dante
Introducing Dante
The Eighteenth Century Studies Seminar
Performance, Politics, Piety
Performislam
LivItaly: Bringing Italian Culture to Yorkshire
Ferrante Fever
Participants and partnerships
Centre for Endangered Languages, Cultures, and Ecosystems (CELCE)
Centre for the History of Ibero-America
European Popular Musics
Sumak Kawsay and the Sustainable Development Agenda: Critical Debates and Creative Responses from a Latin American Indigenous Perspective
Start date: 1 November 2017
Funder: AHRC
Primary investigator: Professor Thea Pitman
Funded by the Arts and Humanities Research Council
The United Nations Indigenous Peoples Major Group has expressed concerns regarding the ongoing potential for indigenous people's voices to be overlooked in the Sustainable Development Agenda, despite its aspirations to be inclusive (UNIPMG, 2015). The aim of this research network is to challenge these tendencies through an exploration of indigenous perspectives on sustainability and the use of creative means to express alternatives.
'Sumak kawsay' is a Kichwa word meaning 'good living'. It has become hugely prominent in Latin America in recent years, featuring in the Ecuadorean and Bolivian constitutions since 2008 and 2009 respectively. Its basic principles include concern for the environment, peaceful communal living and the reduction of inequalities, both economic and social. While these principles might seem to align well with the discourse of sustainable development as expressed in the Sustainable Development Goals, from the perspective of indigenous communities, sumak kawsay should not be equated with the concept 'development', however sustainable. Instead, it offers a decolonial, post-developmentalist alternative approach to human civilisation and aspirations. As one prominent thinker has put it, '[sumak kawsay] helps us see the limits of current development models and it allows us to dream of alternatives' (Gudnyas).
But sumak kawsay is not a global panacea either. Where it has been mainstreamed in Latin America, indigenous communities tend to feel that it has been usurped and used as a way to foist development upon them by making it sound like their voices are being heard in national fora. It also cannot be assumed that all indigenous communities understand sumak kawsay to mean the same thing, nor that sumak kawsay as understood by indigenous communities will automatically herald a state of perfect harmony and equality.
The research network proposed here will focus on these issues in collaboration with indigenous communities in the Northeast of Brazil and the Southwest of Colombia; communities where there is a manifest appetite to address them. It addresses a gap in extant research on the subject by looking beyond Ecuador and Bolivia's mainstreaming of the concept and by seeking to dream of alternatives beyond the debates about sumak kawsay versus sustainable development. We intend to do this by networking our research across the academic/non-academic divide to pool critical resources, making this process manifest in the form of a multilingual 'affective cartography'. This will consist of a website that is a combination of research with art and activism (artivism) and that seeks to find a more egalitarian, subtle, multi-voiced way for the ideas that come out of the network to be expressed. It is not about fixing, defining or appropriating a given culture or its worldview, but about allowing for the expression of relationships and multiple perspectives, through whatever media seem most appropriate. We will seek to position this digital resource as a point of reference for other indigenous and marginalised communities across Latin America and the Anglophone world.
The activities of the research network are built around on-going in-community events run by project coordinators in Brazil and Colombia, and two main in-community workshops bridging the academic/non-academic research divide. This will be complemented by three international symposia to be held at participating universities in Brazil, Colombia and the UK and open to all network members. The overall emphasis in the proposal on in-community work seeks to ensure that indigenous participants in the network remain the intellectual fulcrum of the project.
The network will also publish its findings in a special issue of a prestigious peer-reviewed journal and keep a log of its activities through a project website.
The primary non-academic beneficiaries of this research network will be the indigenous communities in the northeast of Brazil (for example, the Kariri-Xocó, the Pankararu, the Tupinambá and the Pataxó-Hã Hã Hãe) and the southwest of Colombia (primarily the Nasa community) with whom we will co-research the relationship of Sumak Kawsay and the Sustainable Development Agenda, and ways for communities to selectively, critically and creatively (re)appropriate these discourses. Nonetheless, the design of our network will also draw in non-academic activists and community members from further afield in Brazil and Colombia, and from other countries in Latin America where the discourse of Sumak Kawsay has been more extensively developed, for example Bolivia and Ecuador. Furthermore, the research agenda is not only of relevance for indigenous or other marginalised communities in Latin America, but seeks to address a topic that is both timely and important for the whole of humanity. We therefore anticipate that mainstream society with a concern for the environment, sustainability and community wellbeing in both Latin America as well as in the UK will benefit from engagement with this project.


text:
Q: Is it possible to customise the search engine buttons in GNOME Shell? When searching in gnome-shell, there are two buttons towards the bottom of the screen which can be used to search with Wikipedia and Google.
Is there any way to customise these? If, say, I wanted to replace the Google button with one for DuckDuckGo, how would I go about this?

A: Gnome-Shell search providers are described by XML files in the folder /usr/share/gnome-shell/search_providers
You will notice two XML files - google.xml and wikipedia.xml
Lets create a new search provider - copy the google.xml file as a template
11.10
sudo cp /usr/share/gnome-shell/search_providers/google.xml /usr/share/gnome-shell/search_providers/duckduckgo.xml

12.04
sudo cp /usr/share/gnome-shell/open-search-providers/google.xml /usr/share/gnome-shell/open-search-providers/duckduckgo.xml

Now lets open the file and change some details to search with duckduckgo:
11.10
sudo nano /usr/share/gnome-shell/search_providers/duckduckgo.xml

12.04
sudo nano /usr/share/gnome-shell/open-search-providers/duckduckgo.xml

Change the following XML tags:
<ShortName>DuckDuckGo</ShortName>
<Description>DuckDuckGo Search</Description>
<Url type="text/html" method="GET" template="http://www.duckduckgo.com/?q={searchTerms}"/>

The only difficult part is finding out how a search engine searches - in duckduckgo I searched for something - you see in the title bar how the search provider adds its search terms

final result

In order to see the changes, you need to restart GNOME Shell by pressing Alt+F2, typing "r" and pressing enter.

Linked Questions:

*

*Is it possible to re-arrange the search providers on the GNOME Shell Activities Overview display?

A: In case someone's interested in removing all search engines from the overlay screen, user asermax has published the Disable Search extension at the GNOME Shell Extensions website. Check it out: https://extensions.gnome.org/extension/203/disable-search/
It must be noted that this extension also removes the search bar at the top right corner of the overlay screen.


A Washington man is in hot water after breaking into a building, getting stuck…and then having to call 911 to help him get out! What a turkey!
Later, Meg in Seattle called in to talk about the time she had to call 911 to get out of a silly situation!


In case you are expecting only excitement in raising your kids, you need to know that it can also be quite challenging. More specifically, you can run short of clues regarding what to do when you want to teach your kids some good habits.
IDAHO FALLS, Idaho - Feb. 1, 2018 - PRLog -- In case you are expecting only excitement in raising your kids, you need to know that it can also be quite challenging. More specifically, you can run short of clues regarding what to do when you want to teach your kids some good habits. Among those good habits are the dental and oral habits. Kids are naturally careless, and oral and dental habits are much sophisticated in nature. Nevertheless, there are some ways you can effectively convince your children to practice dental hygiene on daily basis.
Before you consider telling your kids about good dental hygiene, you need to know about good dental hygiene first. With this knowledge in mind, you will be able to tell your kids about maintaining dental hygiene in better way.
· Brushing teeth thoroughly twice in every day.
One thing worth mentioning here is that children cannot understand the importance of dental hygiene. (http://www.swentertains.com/tips-root-planning/) It's relatively wider knowledge for children. What you can do is to make dental hygiene practices interesting for your kids. While following these good habits, your children will start understanding logic behind these habits without getting their oral and dental health surrounded by health conditions. Some ways you can help your children to have these good habits are described below.
1. Buy your children the toothbrushes they like. It means that the toothbrushes should reflect their personality. Children toothbrushes are available in variety of colors and styles. You can get your children the ones they find interesting to hold in their hands.
2. While it may be difficult to teach a serious lesson of brushing teeth, you can make it easy for them and for you as well by making it a game activity. You can act like a judge to analyze who has cleaned the teeth more than others. This way, the children will brush their teeth more carefully for the sake of winning competition.
3. While you shouldn't give rewards in terms of pocket money, you can add a few extra minutes of game time for the kids who would brush their teeth well.
4. Instead of teaching your kids the dry lessons about brushing and emphasizing importance of it in serious tone, you can actually find some stories about it to tell. Children love stories. You can tell them these stories to convince them about the benefits they can get by brushing and flossing.
5. Sometimes, children don't tend to get what you tell them. if your child is not responding to the efforts you make in order to make him brush well, you can ask your kid to come and practice teeth brushing while you brush your teeth.


text:
New E-mtb IBIS OSO 2023 price data sheet everything you need to know
IBIS Bicycles news review test
2023-bikes mtb-bikes eurobike-2022 ibis
Ridley RAFT 2023 reviews opinions faults everything they didn't tell you
Ridley Probe RS 2023 reviews opinions defects everything they didn't tell you
Cervelo ZHT 5 2023 reviews opinions what they didn't tell you
IBIS OSO 2023 reviews opinions what they didn't tell you
Cervelo ZHT 5 2023 price weight data sheet everything you need to know
Mtb Ridley Probe RS 2023 price weight technical sheet everything you need to know
Mtb Ridley RAFT 2023 price weight data sheet everything you need to know
IBIS presented its first electric bicycle, called OSO.
Here you will find the official presentation with all the technical details and the price:
A totally new sport requires a totally new bike. Designed and built from the ground up to deliver a new level of enjoyable, fast and durable performance, the Oso full carbon boasts our first platform based on the DW-Link on the upper linkage. The 155mm of rear travel joins the 170 of the front, all with the thrust of the Bosch Performance Line CX engine
Around the engine we have created a frame that allows riders of all sizes to feel the same comfort. On sizes L and XL the chainstay measures 444mm and mates with the 29 wheel, while the S and M frames are mounted in mullet version with a shorter chainstay that stops at 439mm. The seat tube angle also varies according to size from 77 degrees for the S to 79 for the XL, to offer a uniform riding experience across the range. We have also adapted the stack and reach according to our models in production, so the drive of the Oso will be that unmistakable Ibis. All frames have 64-degree steering angle, optimized for enduro.
Our patented Dw-Link system offers a unique combination of traction and efficiency. This evolved version of the Dw-Link is tailor-made to meet the increasingly complicated needs of eMTBs with current powers. We've fine-tuned it to be more progressive than any system we've produced before. Thanks to the soft and gentle first part of the upper link travel and a second part of the progressive curve ready for anything, the Oso is the perfect platform for a spring damper. The excursion can be increased up to 170mm using a 205x65 shock absorber instead of the standard 205x60. It is also possible to increase the front excursion to 180 or 190mm. It is also possible to mount a double plate fork. In both configurations, the Oso is stable and responsive, replicating Ripmo's "total all-rounder" experience. With the engine.
The powerful and quiet Bosch motor with 85Nm of torque offers the most natural acceleration sensation since the invention of gravity. It is also the most reliable unit on the market, designed for a life of over 50,000 km. The engine is coupled with a 750Wh battery (625Wh for the small size), for infinite autonomy. Electrical components are backed by Bosch's two-year warranty, backed by a global network of dealers and service centers for one of the best customer services in the industry. With the reliability and durability of the Bosch engine combined with the suspension platform, the Oso is in a class of its own, even in the most extreme conditions. This is also confirmed by the lifetime warranty on the frame bushings. Oversized bearings, internal guided sheath passages, dedicated mudguards and easy-to-remove battery make servicing the Oso very easy.
The frame offers countless other advantages such as the seven-year warranty, space for tires up to 2.5 section, the UDH universal dropout, the stop for the boost 148 hub, large capacity for inserting the seat post and space for a water bottle 750ml inside the front triangle (for sizes M, L and XL, 600ml for the Small). Other important details are the attachment of the rear caliper for 200mm discs, a sturdy protection for the engine and frame and the integrated lights of the German manufacturer Lupine.
The rest of the components on the Oso were chosen specifically to keep this "beast" at bay. Fox 38 fork and X2 shock, Shimano XT 4-piston brakes, 220mm discs and Maxxis Double-down tires, all supported by our aluminum Blackbird Send wheels. To keep things simple, only one mounting kit is available. This is because the Oso is simply built with what it takes to have fun. Daughter of thousands of decisions, each with the aim of building the most fun and efficient adventure companion ever. The suggested retail price is € 12,999 and the Oso is available immediately.


Brothers Edward (Ed) and William (Bill) Cochenour formed Cochenour-Willans Gold Mines (Cochenour-Willans) with their partner Dan Willans in the 1930's. However, the Cochenour brothers were among the earliest prospectors to arrive in Red Lake after the Howey Discovery. They staked what would become Buffalo Red Lake Mines in the fall of 1925. In 1926, the Cochenour brothers and Dan Willans staked 13 mining claims in Dome Township. The trio formed the Cochenour-Willans Syndicate in 1928, gathering investors to fund exploration.
Development of the Cochenour-Willans claims began in 1928. The Cochenour-Willans Syndicate performed basic stripping and trenching before they started optioning the property to other companies. Ventures Limited took an option on the property from October to November 1932, performing limited surface development and diamond drilling. Hollinger Consolidated Gold Mines optioned the property from late 1932-1936, sinking a 95.16-metre (312-foot) shaft.
In 1934, Bill Cochenour hired W.P. Mackle and John Shaw from McKenzie Red Lake Gold Mines to evaluate the property. The two mining engineers saw promise in the project. On August 10, 1934, Margaret Cochenour (Bill's wife) wrote in her diary 'They [Mackle and Shaw] had finished with the report on Cochenour Willans...It is a mine says Mr. Shaw.' Less than two years later Cochenour-Willians was created.
Cochenour-Willans incorporated on April 9, 1936, with Bill and Ed Cochenour at the helm as president and vice-president. Unfortunately, Dan Willans also disappeared without a trace in 1936. Although the Cochenours searched for Willans, they had a mine to develop. While Cochenour-Willans had Toronto-based investors, Margaret Cochenour's inheritance was also used to help bring the mine into production. Mackle was hired to develop the claims and find a viable ore body. Between 1936 and 1937, Cochenour-Willans completed 3,048 metres (10,000 feet) of diamond drilling and underground development. The shaft was extended in 1939 to a depth of 121.9 metres (400 feet). Construction of the mill began in August 1939 and was completed by early December.
Cochenour-Willans went into production in early 1939, processing the initial stockpiled ore at Gold Eagle Mines on McKenzie Island. The mine poured its first brick on February 9, 1939. The mill at Cochenour-Willans went into production in December 1939. Cochenour-Willans went on to be one of the district's top producers that produced consistently for 32 years. Operations were temporarily suspended in 1944 due to supply and labour shortages. After the Second World War ended, work at the mine resumed. By 1963, Cochenour-Willans increased their mill capacity, updated equipment and the shaft reached 685.5 metres (2,249 feet) with 18 developed levels.
Like many of the other producing mines in Red Lake during this period Cochenour-Willans expanded their holdings. In 1944, Cochenour-Willans bought neighbouring claims from Kelson Red Lake Mines. In 1961, the mine partnered with Martin McNeely Mining to create Wilmar Mines. In 1965, Annco Mines was established to take over a series of claims from Wilmar Mines. The Cochenour-Willans mill processed ore from both Wilmar and Annco Mines.
Although the mine did not close until 1975, Cochenour-Willans ceased production on August 31, 1971. The mine produced 1,244,279 ounces of gold, worth an estimated $41,362,230. Cochenour-Willans paid more than $6.2 million to their shareholders.
Like the rest of the communities in the Red Lake area, the town of Cochenour began as a mining settlement. As the mine grew, so did the community. Miners with families stayed in company-built housing developments, while single miners remained at the company bunkhouses. Cochenour-Willans supported the growth of the community they created and provided many of Cochenour's amenities over the years. Cochenour-Willans built or supported a United Church, grocery store, school and hospital as well as community clubs and public works. The mine provided materials and supervision for the building of the community's recreation facilities, while the miners volunteered their time as labourers.
The bond between Cochenour-Willans and the community was strong from the beginning. Every year, the mine provided children with Christmas presents, and Bill Cochenour even hired a figure skating coach for the young girls in the community. The Cochenours also established a trust fund that was used to support recreation and health care projects throughout the years. The mine and the Cochenour's commitment to the community continued even after elected officials took control. While commerce in the community has diminished since the mine closed, the community still has a thriving population.
Even though Cochenour-Willans stopped producing in late 1971, the mine site has had a steady flow of activity over the last five decades. The mine officially closed in 1975, and the company changed its name to Wilanour Resources in 1979. Between 1980 and 1991, Wilanour Resources was in a series of joint ventures with different mining companies to continue doing exploration on the Cochenour-Willans property. These companies included Camflo Mines (1980-1983), Esso Minerals (1984-1987) and Inco Mines (1987-1991). During this period Wilanour Resources did not limit its exploration efforts to the Cochenour-Willans property but also those of Annco Mines, Wilmar Mines and Buffalo Red Lake Mines. Ore collected from the Buffalo Red Lake Mines during 1980-1983 was milled at Cochenour-Willans.
In 1995 Wilanour Resources began selling its mining assets to Goldcorp Inc. Goldcorp gained 100% ownership of Wilanor Resources and Cochenour-Willans in 1997. From 1999 to 2004 Goldcorp performed over 27,000 metres (88,583 feet) of diamond drilling, trenching, mapping, geophysical surveys, soil geochemistry and compiled historical data. Beginning in 2009 the Cochenour-Willans shaft was dewatered to access the Bruce Channel deposit. Goldcorp also refurbished the shaft and constructed a new headframe and hoist. Today, the Cochenour-Willans property remains part of Goldcorp's Red Lake holdings and has potential as a new source of ore for the company.


text:
Amílcar da Silva Ramada Curto (Lisboa, 6 de abril de 1886 — Lisboa, 18 de outubro de 1961) foi um advogado, escritor e político. Licenciado em Direito pela Faculdade de Direito da Universidade de Coimbra, foi advogado, jornalista e escritor.

Biografia
Nasceu em Lisboa, filho de João Rodrigues Ramada Curto e de sua mulher Delfina Guiomar da Silva. Era sobrinho paterno do médico militar e político António Duarte Ramada Curto. Formou-se em Direito na Universidade de Coimbra, iniciando enquanto estudante a sua militância no Partido Republicano Português.

Terminado o curso instalou-se em Lisboa como advogado, mantendo intensa actividade forense. Envolvido na propaganda republicana, também se dedicou ao jornalismo e à escrita. Com o derrube da Monarquia, e a implantação da República Portuguesa a 5 de outubro de 1910, Ramada Curto foi eleito deputado à Assembleia Constituinte de 1911, destinada e elaborar a constituição do novo regime. Com a aprovação da Constituição Portuguesa de 1911 foi um dos deputados que manteve assento na Câmara dos Deputados do Congresso da República, além de funções no Governo, como a de Ministro das Finanças a 30 de Março de 1919.

Enquanto escritor, Ramada Curto teve na sua intensa actividade forense o fermento das personagens que criou, de onde salta a sua riqueza psicológica. Foi acima de tudo dramaturgo, com mais de 30 peças escritas. Destaca-se a sua obra Recompensa, tendo sido quase sempre fiel a um realismo naturalista, por vezes extremo. Há em Ramada Curto certa preocupação de fundo moralizante e de critica social e de costumes, ainda hoje com momentos de interesse estético e ideológico.

Tem colaboração em A Farça (1909-1910) e também na II série  da revista Alma nova (1915-1918) começada a publicar em Faro no ano de 1914, bem como na revista  Atlântida (1915-1920) e na edição mensal do Diário de Lisboa (1933).

Foi Juiz Conselheiro e 11.° Presidente do Tribunal de Contas de 15 de Maio de 1926 a 27 de Julho de 1927, depois da Implantação da Diradura Militar.

Entre 1931 e 1932 foi o 32.º Presidente do Conselho da Ordem do Grande Oriente Lusitano.

Nunca aceitou condecorações por ser membro da Maçonaria.

Bibliografia
Entre muitas outras obras, é autor das seguintes obras:

Teatro
 Segundas Núpcias - 1913
 Sombra - 1913
 A Boneca e os Fantoches
 O Sapo e a Doninha
 A Noite do Casino
 Sua Alteza
 O Caso do Dia - 1931
 Justiça!
 O Homem que se arranjou - 1931
 Três Gerações - 1931
 O caso doméstico do Dr. Medeiros - 1932
 O diabo em casa
 A Fera
 Cadeira da Verdade
 Mascarada
 Sol Poente - 1935
 O Perfume do Pecado - 1936
 Os redentores da Ilyra
 O Gonzaga
 O tio rico
 Recompensa
 O Diabo em casa
 Do "Diário de José e Maria" - 1941

Dedicou-se ainda à produção de argumentos para cinema, entre os quais co-autorou com Chianca de Garcia e José Gomes Ferreira o argumento de Aldeia da Roupa Branca.

Links

Naturais de Lisboa
Republicanos de Portugal
Maçons de Portugal
Maçons do século XX
Advogados de Portugal
Juristas de Portugal
Dramaturgos de Portugal
Escritores de Portugal
Jornalistas de Portugal
Deputados da Assembleia Nacional Constituinte de 1911
Deputados da Assembleia Nacional de Portugal
Ministros das Finanças de Portugal
Juízes Conselheiros do Tribunal de Contas de Portugal
Presidentes do Tribunal de Contas de Portugal


text:
Barone Jermyn – titolo di nobiltà britannico
Jermyn – comune della Pennsylvania
Jermyn – comunità del Texas