text:
texto em Português
Educ. Real. vol.42 no.1 Porto Alegre jan./mar. 2017
THEMATIC SECTION: EDUCATION AND ETHNIC-RACIAL RELATIONS
Foreword to the Thematic Section - Education and Ethnic-Racial Relations
Carla Beatriz MeinerzI
Júnia Sales PereiraII
IUniversidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre/RS - Brazil
IIUniversidade Federal de Minas Gerais (UFMG), Belo Horizonte/MG - Brazil
Ó mar!
Esquecer dói mais que lembrar.
Lembrar é assegurar novos dias.
Jorge Froés, Mar, 2016 1
Sharing thoughts on Education and Ethnic-Racial Relations through the organization of a Thematic Section includes our efforts to remember and ensure new days. Inspired by the poet, we assume that the thematic highlighted in this publication is connected to academic productions associated to what we call sensitive or controversial issues, such as racism, prejudice and racial discrimination. In Brazil, Education on Ethnic-Racial Relations is part of a State policy, considering that the country has signed international agreements providing human rights protection, among them the recognition of the right to difference and its correlate equality and equity promotion from the ethnic and racial point of view.
This publication is aimed to elaborate on the complexity of themes, problems and perspectives that are created in plural contexts, through the sharing of socially relevant and academically located reflections on Ethnic-Racial Relations in the Education field, in Brazil and other countries. Proposed 13 years and 8 years after Laws 10639/2003 and 11645/2008 were promulgated, respectively, the Thematic Section stimulates the debate concerning challenges and perspectives of their practice, as it considers the limits found by education professionals for their effective and critical implementation. The proposal is confluent with the so-called "politics of difference" (Hall, 2003) in the core of social thought and, in particular, in the educational agenda, addressing the access to equal rights to minority or made-invisible groups. The questioning of univocal collective identities put at stake the stipulated normativeness, establishing the right to black, quilombola2, female, indigenous, and genre self-representation as a conquest. In this renewed and complex context, new struggles emerge in the educational field, stimulating a comprehensive and conscious curricular (re)elaboration in the light of this radical alterity. New meanings are produced in face of this rupture of silencing and subordination that historically marked the educational field regarding difference and universalization of human right access, essentially achieved through social struggles to overcome inequalities, deviations and the State policies in relation to a society that is no longer univocal. Among these, we highlight what supports our proposition: the interface between ethnic-racial relations and education.
Contemporary education is understood in a context of coping with naturalization processes that conventionally have been part of standardized curricula, anodyne methods and universalizing didactics. New approaches are established, as well as new ways to feel and experience sciences, arts and History in the educational field, through pluralistic images and expanded meanings that are open to distinct words. Therefore, these thirteen years that have passed since the establishment of the law that obliges the teaching of Afro-Brazilian and African cultures and History and of ethnic-racial relations allow us to elaborate - even minimally - some appreciation of the trajectory, and essentially to analyze with which scenarios Brazilian teachers and managers face for a qualified, brave and pluralistic approach of ethnic-racial relations. However, why insist on the potence and force of an education focused on ethnic-racial relations? Fundamentally because, unfortunately, there was little advance in that area. If, on one hand, there are numerous ongoing experiences in the country, research has been also showing irreducible limits, at least considering the given reality, to achieve its full accomplishment. Isolated teachers, without support or supervision from managers - besides intolerance and the precarious situation of the profession - create scenarios in which there are no democratic mechanisms to manage schools and teaching networks. There is certainly a fundamental role to be played and strengthened by universities where teachers graduate, since this is a challenge not only for continuing education, but also for in-service training.
The proposal of the Thematic Section comes to facilitate, on one hand, the necessary understanding of challenges to the effectiveness of Law 10639/2003, with its specificities, as well as to the Law 11645/2008, which establishes the teaching of indigenous cultures and History as mandatory in Brazilian schools. On the other hand, the contributions from different realities - such as the Spanish, Argentinean, Chilean and Portuguese cases - provide contextual differences and similarities, as they introduce new reflections to the teachers training and to the academic research on education issues. The conflicts faced by educators nowadays also allow to elucidate the possibilities of action they have and how teachers training is primarily linked to interactionist foundations from the sociocultural point of view. Thus, it is in the exchange of experiences between teachers and researchers and in face of horizons of expectations, struggles and action that the authors/collaborators of the Thematic Section present their contributions to the contemporary debate concerning the relation between education and ethnic-racial relations. The approaches of the texts now presented are original, even though addressing a recurrent set of problems linked to a still ongoing social agenda through struggles and confrontations, since it is situated within a markedly unequal context. Brazil still experiences - unfortunately, it is not unusual - situations of racial discrimination, and schools are part of this context. This situation happens at a time of urgencies, in which it is required from teachers a reflective confrontation based on sensitive and socially unresolved issues - for instance, topics related to racism, xenophobia or religious intolerance. These are topics that mix urgencies and contingencies, building relations with time, memories and the socially shared imagery, all of them capable of creating, at times, political-pedagogical and epistemological obstacles for the construction of proposals in the field of formal schooling. Therefore, these topics emerge from individual and collective experiences that are marked by pain and suffering, tenderness and affection, and from the social commitment for knowledge production based on justice, peace, equality and equity.
In the light of the justifications presented, these are the objective of our publication: to analyze the challenges related to education on ethnic-racial relations in different contexts and social/educational realities in Brazil and other countries; to understand the limits and possibilities of contextual and detailed practice of Laws 10639/2003 and 11645/2008 in different realities of our country; to know and to problematize theoretical and methodological aspects related to the topic in different Brazilian realities, considering different didactic and pedagogical resources, different approaches and strategies of action and training of teachers implemented in educational centers; to bring to discussion the relation between education aspects of ethnic-racial relations and related topics such as religious intolerance; to bring back the discussion about racial democracy and representation policies, considering the limits and possibilities of education to overcome inequalities, discrimination and silencing.
Although having theoretical approaches or diverse empirical fields, all texts here gathered have in common the fact that they create reflective bases for the link between education and defense of human rights - among them the recognition of the right to difference and equality from the ethnic and racial point of view. In the case of Brazil, these reflections were pressured by public policies linked to affirmative actions and, in the field of education, to curricular policies resulted by Laws 10639/2003 and 11645/2008. These political and curricular movements created actions and reactions that were built and are built by several ways, such as production of didactic materials, individual and collective educational practices, training processes within and outside academic spaces, educational managers' responses or new relationships with school communities in their religious practices, for instance. Our authors seek to reflect on these tensions and invite us to a reflective reading.
Luciano Magela Roza, in his essay Approaches to Racism in History Textbooks (2008-2011), analyses racism following the slavery abolition period in Brazil, dated in time and focused on books of Plano Nacional do Livro Didático (PNLD - National Textbook Program). The author questions ethical and political purposes of History teaching, when they are tensioned by the implementation of curricular policies related to Education on Ethnic-Racial Relations.
Maria Telvira Conceição, in the article Africa's Racialization Discourses in Brazilian History Textbooks: 1950 to 1995, uncovers the assumption of a racializing dimension in discourses that allude to African and Afro-Brazilians people in this dated educational production, also questioning the discourses of the current didactic elaboration that is taking place in the country.
Carla Beatriz Meinerz, in her article History Teaching, Intercultural Dialogue and Ethnic-Racial Relations, while presenting research results on the reception of curricular policies concerning Education on Ethnic-Racial Relations in a municipal school network of Rio Grande do Sul, points out to two specific elements: on one hand, the affection to the cause, as a more individual and less institutional response to legal regulations; on the other hand, the tendency of creating new stereotypes in the collective practices of reception of this legislation and related guidelines.
Waldeci Ferreira Chagas analyses in Afro-Brazilian and African History and Culture in K-12 Education in Paraíba actions taken by teachers who work at K-12 education and municipal public schools located in towns of three regions of Paraíba, Brazil. The author also points out that the practices developed are initiatives of teachers without articulation or links to public policies developed by municipal departments of education, revealing that such education management institutions have not yet taken the duty to implement contents of Afro-Brazilian and African history and culture in the curriculum as a public policy, which makes teachers actions in schools still limited, discontinuous and restricted to isolated individuals or groups.
In Secularization and Religious Intolerance: challenges for the History taught, Júnia Sales Pereira and Sonia Regina Miranda address the theme of education for religious coexistence at school, starting from the mandatory teaching of Afro-Brazilian and indigenous cultures and history, inserting such reflection in a context of discussion about citizenship construction challenges in a secular State. The authors reiterate that the entire agenda is linked to politics of difference and the right to diversity in its maximum expansion, putting in evidence the little known educational, democratic and public laity aspects, which requires combined actions among educators, politicians and social movements.
In Slavery and Afro-descendants: a proposal for teachers training, Marisa Massone and Manuel M. Muñiz present a series of experiments with K-12 education teachers training in Buenos Aires. They analyze representations about the concepts of slavery and Afro-descendants in various educational materials, reflecting on the potential such topics have in teaching Argentina's History.
Amilcar Araujo Pereira and Marta Araújo, in their article Race, History, and Education in Brazil and in Portugal: challenges and perspectives, propose a dialogue between political and academic debates about race, identity and history in the Brazilian and the Portuguese contexts. The authors examine how the "myth of racial democracy", as it is known in Brazil, relates to the idea of a national vocation for "interculturality" in Portugal, connecting both with the contemporary debate about racism and Eurocentrism and focusing on education as a stage of important political struggles.
Finally, Joan Pagès, Gabriel Villalón and Alicia Zamorano, in History Teaching and Ethnic Diversity: the Chilean and the Spanish cases, discuss the ethnic and racial diversity as a characteristic of the current world, but not yet solved in the school curriculum, particularly regarding the teaching of history and social sciences. Their conclusions point out the need to persevere in the search for a solution based on diversity and equality as fundamental requirements for global citizenship.
We hope this Thematic Section become a field of questioning that instigates the formulation of new reflections, problematization, research and practices in the field of Education on Ethnic-Racial Relations, all of them related to efforts for the realization of new days.
Translation Proofreader: Ananyr Porto Fajardo
FRÓES, Jorge. Mar. In: ROCHA, Lilian Rose Marques da et al. Sopapo Poético: Pretessência. Porto Alegre: Libretos, 2016. [ Links ]
HALL, Stuart. Da Diáspora: identidades e mediações culturais. Belo Horizonte: Editora UFMG; Brasília: Representação da UNESCO no Brasil, 2003. [ Links ]
1Oh sea!/ To forget hurts more than to remember / To remember is to ensure new days (Jorge Froés, Mar, 2016, our translation).
2Quilombola is a Brazilian community founded by fugitive African slaves during the slavery period in Brazil.
Carla Beatriz Meinerz holds a degree in History, with Master and Doctoral degrees in Education. Assistant professor, Department of Curriculum and Teaching, School of Education of Universidade Federal do Rio Grande do Sul (UFRGS). E-mail: carlameinerz@gmail.com
Júnia Sales Pereira holds a PhD in History. Associated Professor of the School of Education at Universidade Federal de Minas Gerais (UFMG). E-mail: juniasales@gmail.com


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You are here: Home / Railway - Great Britain & Ireland / Diesel & Electric Locomotives & Units / Electric Multiple Units
AGNEW, W. A.
Electric Trains - Their Equipment and Operation
Volumes One & Two - Including Notes on Electric Locomotives, Electro-Pneumatic Brakes, Regenerative Braking, Air-Operated Doors, etc.
Detailed 1930s study of technical aspects of electric traction, illustrated with photographs and fold-out diagrams throughout in two substantial volumes.
Prices start from £45.00 (2 variations available)
BAKER, Michael H.C.
The Southern Electric Story
A personal celebration of 'the world's largest main line electric railway'
BEECROFT, G.D.
Southern Region Multiple-Unit Trains
3142: Portsmouth to Peterborough
British Railways London Midland Region
A.C. Electrified Lines - 25 kV A.C. Multiple Unit Trains E.M.U.'s 001 - 0045 Driver's Manual 1963
BR 12034/3
BROWN, David
Southern Electric Scene
Review of SR electric stock in service in 1982 and 1983. The operations of each class are described and supported by photographs.
BUTLIN, Ashley
British Multiple Units: Classes 302 - 390
British Multiple Units: Volume 3
Railway Accident - Report on the Collision that occurred on 30th August 1973 at Shields Junction in the Scottish Region British Railways
Fatal head-on collision between a Ayr to Glasgow DMU and a Weymss Bay to Glasgow EMU. The leading coach of the EMU rode-up over the rear coach of the DMU for more than a coach length, leading to a fire.
FORBES, N.N.; FELTON, B.J. & RUSH, R.W.
The Electric Lines of the Lancashire and Yorkshire Railway
GLOVER, John
English Electric Traction Album
Review of English Electric locomotives and units in Britain at the end of the 1970s. Locomotive classes covered include 20, 31, 37, 40, 50, 55, 73, 83 and 86; unit classes 201 to 207, 302 to 310, 405 to 430, 502 and 504; shunters 08, 09 and 13.

redpajama_set_name: RedPajamaCommonCrawl


Would we really want public places polluting with other peoples smelly smoke again? They may not contain the harmful tars and toxic carcinogenics of tobacco, But their smoke will still leave a lingering pong on non-smokers clothes.
And speaking of vape smoke, when people exhale vape exhaust, they could easily be mistaken for a dragon or a conclave of papal cardinals such is the volume of visible white smoke exhaled. Cars ahead of you in a traffic queue are often mistaken for a steam powered variety and vaping pedestrians look as if they may be about to self combust!
This stupid idea would allow tobacco smokers to 'blend in' with vapers esp. on doubledeckers. The bus driver would not be able to distinguish whom was whom.
ps. In Glasgow, members of the public are not allowed to alight if they appear to be steaming.
Like this HB... Do you mind if I smoke?
Is it smoke or is it steam, either way I don't like the smell created nor do I like the smell of those smothered in perfume. I am a smoker but have no wish to inflict it on others. No it should not be allowed in my opinion but where does one draw the line.
I have an allergy to ecigs. Perhaps not to all of the vapes but to a majority. I can tell if someone is vaping even in a large room as I get a severe reaction in my upperrespitory tract which would have me talking like Donald duck within a few minutes unless I get offside. The effects can last for several hours. I know I'm not alone as I have met others with the same reaction. I will never be convinced these are safe or should be allowed in enclosed locations.
Why not go the whole hog and allow spitting, another unsavoury and disgusting habit!!
When they banned smoking in public places I cheered, at least one could sit and have a meal without feeling like you were sitting in an ashtray!!
I am an EX-smoker and have been for well over 20 years and even after all this time my Doctor/Nurse will not class me as a Non-smoker. The smell of even a small amount of smoke really bothers me now. If people want to smoke they should do it where it doesn't affect other people and as far as I'm concerned the same apples to Vaping. The volumes of vapour they produce must contain significant amounts of whatever Nicotine or other ingredients are in the product and shouldn't be inflicted on other people.
You've said it all Quickbeam "Would we really want public places polluting with other peoples smelly smoke again?
So no thanks, I like the clean atmosphere of the last decade"
I'm an ex-smoker but I don't get troubled by other people smoking around me so I consider myself fortunate in that respect. What I don't like are the great clouds of, often scented, smoke that vapers seem to create. If they are allowing my local I shall probably vote with my feet and go down to the supermarket and buy my drink there and become a drinking recluse at home, though I might invite a few of my drinking buddies home if they can tear themselves away from the dartboard.


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Q: $\mathbb{R}$ is uncountable, Abbott's proof There is this proof in Abbott's book (Understanding Analysis) on page 25, that I am failing to understand.
Theorem is that $\mathbb{R}$ is uncountable. And here is how the author proceeds to prove it (I know there is an easier proof by Cantor):
To show that a set is uncountable, we need to show that there is no 1-1,onto function of the form: $f:\mathbb{N} \rightarrow \mathbb{R}$.
The author uses proof by contradiction, therefore assume there is a 1-1, onto function. This implies that no two "input" values from $\mathbb{N}$ will map us to the same value in $\mathbb{R}$ (1-1) and also that every element maps onto a unique value in $\mathbb{R}$, i.e. $x_1=f(1)$,$x_2=f(2)$ and so on, so we can write:
$$\mathbb{R} = \{x_1,x_2,x_3, ... \}$$
Would be the set of all the reals. Now the author proceeds to use the Nested Interval Property (Theorem 1.4.1 in the book) to produce a real that is not in the list.
Let $I_1$ be a closed interval that does not contain $x_1$ and $I_2$ be a closed interval that is contained in $I_1$ and which does not contain $x_2$. (1) My first understanding hurdle: "Certainly $I_1$ contains two smaller disjoint closed intervals", I cannot see which two disjoint intervals he has in mind. So I am starting to struggle at this point.
He then proceeds to say that $x_{n_0}$ is some real number from the list, then $x_{n_0} \notin I_{n_0}$ (fair enough, this is due to the way we constructed the intervals) and he then proceeds saying that:
$$x_{n_0} \notin \bigcap_{n=1}^{\infty}I_n$$
I do not see where the $I_{n_0}$ is in the above... The above has an intersection of the following intervals: $I_1,I_2,I_3,..$ and there is no $I_{n_0}$.
(2) Finally, by construction there is a real that is not in the interval, $x_n \notin I_n$ is not in there at all. So by definition, we are omitting a real number from the interval, even though we are meant to prove it (I realize that this is an interval in the first place; My thinking was that if we prove it on the interval then we can extend the conclusions from that interval to the whole of the real line; But if we are omitting a real from the number line, then how can we make any conclusions at all).

A: I'll try.
For your first hurdle, suppose that $x_1=2$ and choose $I_1$ to be $[0,1]$. Look at any pair of disjoint closed subintervals - say $[0,1/3]$ and $[2/3,1]$. Since they are disjoint, $x_2$ can't be in both of them (it may well be in neither) so let $I_2$ be one it's not in.
For the second hurdle, forget $I_{n_0}$. What the proof is saying is that the intersection of all the intervals  you chose can't contain any of the numbers in the list: since $x_n$ isn't in $I_n$ it isn't in the intersection. You seem to understand that.
But that intersection does contain something, so there's a number not on the list.

A: To your first question, $I_1$ contains many possible choices for $I_2$. Hell, it might be that $x_2$ is not even in $I_1$ to begin with. But we do t not have to describe explicitly which interval is chosen, just that we can make such a choice.
However, if an explicit choice is wanted, you can enumerate the closed intervals with rational endpoints, there are only countably many of them, and take the least suitable interval in the enumeration.
As for your second question, $n_0$ is a natural number. If we intersect all the intervals, which are indexed by all the natural numbers, we also included $I_{n_0}$.

A: It is not important that every member of $\Bbb N$ be mapped to a unique real.  Somebody has given us a function that is claimed to be onto the reals, that is that every real is the image of at least one natural.  We are proving them wrong by finding a real they didn't cover.  If they cover some reals more than once, that is not a problem.
For your first question, as an example, maybe $x_i=\pi$.  We now want to find a closed interval not including $\pi$ to call $I_1$.  It could be $[4,300]$, for example.  Now we are asked to find two closed intervals included within it.  We could take $[4,100]$ and $[101,300]$.  The particular intervals do not matter as long as they are disjoint.  Then at least one of them (maybe both) does not include $x_2$, so that one will become our $I_2$.  If $x_2=1$, it is in neither one and we can take either one as $I_2$.  If $x_2=10$ we are forced to take the second.  The point is just that we can find one.  Then we continue step by step.
The claim about $x_{n_0}$really says that no real on the list is in $\bigcap_{n=1}^{\infty}I_n$.  $x_1$ isn't because it is not in $I_1$.  $x_{100}$ isn't because it isn't in $x_{100}$ and so on.
In finally, we are not omitting a real from an interval, we are finding intervals that each do not cover a given real. Then we say the intersection contains a real, but we know it is not on the list.

redpajama_set_name: RedPajamaStackExchange


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The following are links to valuable resources related to the Flora and Fauna of Greater Sydney.
Atlas of Living Australia (ALA) – report a sighting or search the database.
BioNet – a repository for biodiversity data managed by the Department of Planning, Infrastructure and the Environment.
BioNet Atlas – previously the Wildlife Atlas – allows a search for mammals, birds, reptiles, amphibians, invertebrates and fish (and plants).
Smith & Smith. Native Fauna of the Greater Blue Mountains World Heritage Area (Version 3) 2017 (Federal Australian Government – Heritage and Icons Grants Program).
Terrestrial Vertebrate Fauna of the Greater Southern Sydney Region (Vol 2) 2007 (Sydney Catchment Authority and Department of Environment and Climate Change).
Threatened biodiversity profile search – Office of Environment & Heritage (fauna and flora).
Wildlife of Sydney – The Australian Museum.
Wildlife in Sydney – NSW Department of Planning, Infrustructure and Environment.
Plant groups & networks:
Australian Network for Plant Conservation (ANPC) – https://www.anpc.asn.au/
Australian Plant Society – https://austplants.com.au/
Biodiversity of the Sydney Region – Plant Communities – Department of Planning, Infrastructure and the Environment.
Bringing the Bush Back to Western Sydney (Best practice guidelines for bush regeneration on the Cumberland Plain) 2003 (Department of Infrastructure, Planning & Natural Resources; Australian Association of Bush Regeneration).
Common Riverbank Weeds of the Hawkesbury-Nepean River and tributaries (A practical management guide) 2014 (Greater Sydney Local Land Services).
eFlora: Vascular Plants of the Sydney Region – an interactive dichotomous key.
The Native Vegetation of the Sydney Metropolitan Area (Volume 2 – Vegetation Community Profiles) Version 2, October 2013 (Sydney Metro Catchment Management Authority & Office of Environment and Heritage).
PlantNET – an electronic version of the Flora of NSW, published by the Royal Botanical Gardens in Sydney (UNSW Press).
Hammill, Kate & Tasker, Liz (2010) Vegetation, Fire and Climate Change in the Greater Blue Mountains World Heritage Area. Department of Environment, Climate Change & Water.
Books to help with Identification:
Fairley, Alan & Moore, Philip (2003) Native Plants of the Sydney Region. Allen and Unwin, Australia.
Fairley, Alan (2004) Seldom Seen; Rare Plants of Greater Sydney. New Holland Publishers.
Pellow, B. 2009. Flora of the Sydney Region. Sydney University Press.
Robinson, Les (2003) Field Guide to the Native Plants of Sydney. Simon and Schuster, Sydney (Australia).
Resources from our members:
HABITAT NETWORK…
Habitat Network – a network of Sydney city people working towards, particularly, connecting small bird habitat. Find out more about the Habitat Network, who also have a community nursery in Ryde, by browsing https://www.habitatnetwork.org/
Resources available from the Habitat Network include:
An introduction to creating small bird habitat
Creating a small bird habitat haven
Habitat in your garden in a bush fire prone area
Native habitat plants for your garden in Sydney
For rural areas – Improving linear corridors
MOUNTAIN GOAT BUSHCARE GROUP…
Mountain Goat Bushcare Group (Sydney Rockclimbers) have developed an APP for Bushcare and Landcare Groups on Environmental Weeds of the Sydney Region
The Group says "we hope to eventually create an online database for people to submit / share weed data and allow people to personalise the weed list in the app for their own particular area". Download the app from the iTunes store Environmental Weeds of the Sydney Region.
Do you have resources that you think would be suitable for this page? Please contact us and we will promote them wherever possible.


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Today, the founding families of Emile Berliner & Eldridge Johnson of The Victor Co. have launched (under The Victor Talking Machine Co.) the new HMV® disk record and record player retailer headquartered in the Camden/Philadelphia area once more in honor of over 125 years of the art of recorded sound - and to assist with the rebuilding of the music industry in the modern era.
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Espresso Cup
Caffeine Family
Mapei was an Italian cycling team from 1993 to 2002. It was one of the strongest teams for the one-day races during the late 1990s and ranked as the strongest UCI team from 1994 to 2000 and in the 2002.
Johan Museeuw, Michele Bartoli, Andrea Tafi, Franco Ballerini, Tony Rominger, Abraham Olano and Paolo Bettini were the main protagonists of the success of this dream team.
Faemino
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The entire structure was taken apart and every piece that could be reused for the rehabilitation was reassembled in the new bridge. 80% of the original structure members were able to be used for the rehabilitation.
P. Joseph Lehman, Inc., Consulting Engineers undertook a major rehabilitation of the Hewitt County Bridge, located in Southampton Township in Bedford County, Pennsylvania, and crossing Town Creek.
The original span of the 88-foot-long timber burr truss bridge was built in 1887.
The entire structure was taken apart, each timber and span numbered, and every piece that could be reused for the rehabilitation was reassembled in the new bridge. Because of the superior craftsmanship employed on the original bridge, 80% of the original structure members were able to be used for the rehabilitation.
Computer modeling was utilized for the truss design to determine the weight capacity. A steel reinforced under span was also put in place. A 1983 flood washed away a stone and mortar abutment, so both abutments were replaced in the rehabilitation with cement and stone facing to recreate the appearance of the original bridge.
The total construction cost of the project was $617,000.


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Variety Review for "Stranger Things"
We are excited to announce that Stranger Things has received a great review from Variety. Adeel Akhtar and Bridget Collins receive praise for their intelligent performances and the film is called delicate, dignified and soulful. Here's an extract:
Shot on the English seaside and with a Dreyer-esque instinct for the complexity and frankness of the human face, the pic is essentially a two-hander, its action muted and its pretensions modest. At the same time, its theme — the capacity of the heart to make connections, under odd and unlikely circumstances — harbors something titanic. Much of this is conveyed via the directors' appreciation for revealing detail, and eloquent gesture.
Click here to read the rest of the article.


"Bugger this one's down the drain," Tim Robinson concedes he and most of his Wellington College First XI cricket teammates were thinking late on Friday afternoon at the Lincoln Oval in Christchurch.
In the penultimate fixture of the national championships, Auckland winners King's College only required a run for victory to end Wellington's unbeaten streak. King's had nine balls remaining and four wickets to spare. What happened next was truly extraordinary.
"Harry Chandler got a caught and bowled and no one really celebrated except Harry," reflects Robinson.
Muhammed Abbas succumbed in the same fashion as Cory Dickson three balls later and suddenly King's had the jitters.
"Dylan Sharima is our best bowler and we knew he would be on the money," says Robinson.
Kavi Minhas was trapped leg before wicket three balls into the 49th over and then absolute chaos reigned when Joshua McArdle and Devan Vishvaka combined to run out Hari Kukeja.
Robinson reckons it was the most insane game of cricket he's ever played.
A week earlier Wellington College had narrowly lost the local decider by two wickets against Hutt International Boys' School. Robinson believes the setback strengthened resolve.
"We've had a reputation for having a bit of a soft underbelly, not wanting it enough when things go against us. We were determined to fight for everything at Nationals. We're at our best when we put runs on the board. When we know what we've got to work with we can put the pressure on."
Wellington batted first in all of its victories, but the most telling was the last against defending champions Christchurch Boys' High School.
"I was surprised when Christchurch won the toss and put us in," muses Robinson. "It was a winner takes all situation and in those games we like to set a total."
Wellington comfortably beat Christchurch by 40 runs with Tim Campbell in the thick of the action again making 59. Campbell was the leading run-maker at the tourney amassing 379 runs at 75.80. The next best performer was Nathan Robinson from King's who scored 221 runs at 55.
Robinson marveled at Campbell's consistent production.
Louie Chapman from Christchurch Boys' High School was the leading wicket-taker sneering 13 victims at 15, but the next three highest wicket-takers were all from Wellington College. Dylan Sharma and Harry Hunter shared 10 each, while Robinson enjoyed a haul of nine at the lowest average of anyone (14.44).
He also made 87 runs in five innings and concedes a "few stupid shots" and "bad luck" prevented a greater contribution with the bat. Robinson's best performance was on the first day when he claimed a five-wicket haul against King's High School.
Robinson has been plagued by a back injury and has remodeled his action.
In addition to cricket Robinson is a leading javelin thrower, having won the intermediate title at the National Secondary Schools Championships in 2017. He was fifth in the senior grade this year behind his champion brother Cam Robinson, who will study business agriculture while training at Massey University in Palmerston North next year. Tim is one of three First XI players to return to school in 2019..
The National Secondary Schools' First XI Cricket Cup for girls began in 1994. Many first-class and international cricketers have made their name in this tournament and there have been four different winners in the past five years.
The 2018 national Boys and Girls finals are being played in Christchurch and Lincoln University in early December. College Sport Media is profiling some of the teams involved, including here Christchurch Girls' High School.
All the girls have been training hard and putting in the hours with multiple trainings a week where we have further developed our cricket skills, mental skills and awareness as well as team culture. We are also very fortunate to have Nory from Limit Zero, helping us with strength and conditioning. Sporting Edge has been kind in sponsoring us this year by providing us with the right gear we need.
We had three non-returning players to the side this year which included last year's captain and opening batter Sophie Gray as well as power hitter Katie Hunt leaving Girls' High to further their studies at Otago University. We have quite a young side with 3 year 9s, 3 year 10s, 4 year 11s and 1 year 13.We had a highly competitive selection process with a lot of year 9s arriving at Girls' High this year with a number of girls just missing on the team, however with this competitiveness combined with the young nature of our side the future of girls' high cricket is looking bright. We have gained three new players this year with Maggie Martin, Estella Wallace and Abby McKissock who have each added their own component to the team.
We qualified for nationals by taking out the Canterbury secondary schools' tournament in term 1 this year. We won all our pool games and faced Cashmere High School in the final, with Georgia Edge 73 not out and Casey Liddington 96 not out as well as Estella Wallace taking 2 for 14.
Nine of our players play club cricket with four competing in the premier grade. Aside from the qualifying tournament, the only other tournament available to girls' secondary schools' cricket is the twilight cricket competition which we had two junior eleven teams in. However, we had one practice game against an U15 representative girls' side, which we have taken a lot from and developed our game further.
Sarah Asmussen is the captain, and her and vice-captain Gracie Ansell and Georgia Edge form the leadership team. Sarah Asmussen and Georgia Edge are part of the Canterbury Magicians squad as well as members of the Canterbury under 21 side. Lily Collier has been involved in the U21 wider training squad this year. In the Canterbury under 15 teams we had Lily Collier, Maggie Martin, Estella Wallace We also had girls in CJCA rep teams (Gracie Ansell, Kate Hastings, Estella Wallace, Maggie Martin). In Junior magicians, we had Libby Stead, Casey Liddington as well as Casey Liddington in Future magicians. Libby stead represented Canterbury Country in U17, In Christchurch metro, U18 was lily Collier, Sarah Asmussen, Georgia Edge and Casey Liddington.
Petra Jack plays volleyball at a high level which she represented the South Island in age group tournaments this year. Gracie Ansell was vice-captain of the successful First XI CGHS hockey team which came third at the Federation Cup this year. She is also in the U15 A Canterbury hockey team. Lily Collier and Sarah Asmussen played in the Canterbury U18 indoor team as well as Joey Hull and Sarah Asmussen playing in the Canterbury U22 indoor team.
Casey Liddington will be one to watch with the bat because of her consistency of performing at CGHS tournaments. Georgia Edge will be one to watch with the ball with her left arm pace as well as Libby Stead and Sarah Asmussen with spin.
The teams we are up against are very similar to the teams that we played last year. It will be a tough competition and we are looking forward to it. For some girls, it will be a very new experience, playing such high-intensity games over a short period of the time however, it's great to have many returning players who know more about the level and intensity involved.
The format is a five-match Twenty20 series before the top two sides meet in the final and 3 plays 4 and 5 plays 6 on the afternoon of the third day.
Christchurch Girls' High School plays Wairarapa College and then Tawa College on the opening day, followed by Epsom Girls' Grammar School and Tauranga Girls' College on day two and then St Hilda's Collegiate on the morning of day three before the finals.
St Hilda's Collegiate - Otago regional winners earlier this year.
The 2018 national Boys and Girls finals are being played in Christchurch and Lincoln University in early December. College Sport Media is profiling some of the teams involved, including here 2016 champions St Hilda's Collegiate from Dunedin.
Olivia Gain (captain), Emma Black vice captain, Megan Meltzer, Eden Carson, Molly Loe, Olivia Hall, Anna Duncan, Pippa Clarke, Jordan Meltzer, Chloe Deerness, Taylor Duffy, Summer Phillips, Gemma Rowcroft.
Six players are in the Sparks/U21 Otago squad so they are getting lots of cricket at the highest level and the others do play Wednesday cricket.
St Hilda's has three present Otago Sparks. Olivia Gain is captain and she recently scored a 60 against the Wellington Blaze at the Basin Reserve. She will be attending her fifth consecutive national tournament, as NZC gave St Hilda's dispensation in 2014 to include her when she was in year 8. This is unconfirmed but might be a first.
Emma Black. PHOTO: Mike Lewis Pictures.
Emma Black is the opening bowler who is attending her fourth nationals. Eden Carson, is an off-spinner and debuted recently against the Blaze too. As well as these three, Megan Meltzer and Molly Loe are in the Otago U21 team for their nationals just prior to Christmas.
Seven players are returning from the 2017 team. The remainder are aged from Year 9 to 11.
St Hilda's played their qualifying games in Term one, beating Wakatipu High School and Blue Mountain College - both by 10 wickets.
Eden Carson. PHOTO: Mike Lewis Pictures.
On the draw and other teams this year.
St Hilda's plays Tawa College and Tauranga Girls' College on the opening day, Wairarapa College and Epsom Girls' Grammar School on day two and Christchurch Girls' High School first up on day three before the final games in the afternoon.
Eight current and former St Hilda's Collegiate players were in the Otago Sparks team that played the Wellington Blaze at the Basin Reserve recently.
The National Secondary Schools' First XI Cricket Cup for boys began in 1990 and is among the longest-running competitions in secondary school sport. Many first-class and international cricketers have made their name in this tournament.
The 2018 national Boys and Girls finals are being played in Christchurch and Lincoln University in early December. Starting with capital representatives Wellington College, College Sport Media is profiling some of the teams involved.
Devan Vishvaka, Dylan Sharma, Tim Robinson and Hugh Morrison represented Wellington at the U17 national tournament and Vishvaka and Sharma were members of the champion Wellington U19 team last season. Vishvaka, Sharma and Robinson have been joined by Harry Hunter and Tim Campbell in the Wellington U19 team for the December 2018 tournament. Ollie Petersen was not considered for the team due to injury.
This is the first time Wellington College has represented the Wellington region at this tournament for 10 years. Hutt International Boys' School were the Wellington participant last year defeating Wellington College in the regional final. HIBS won the title in 2015 so Wellington will be looking to repeat that feat.
Wellington College are the College Sport Wellington Premier Youth Grade champions, having only lost one match. To qualify for Gillette Cup the team participated in a tournament that is separate to the Premier Youth Grade. Schools were split into two pools and the winner of each pool played each other in the final at The Basin Reserve. After wins against St Pats Town, Tawa and Hutt Valley High School, Wellington College played the final against St Pats Silverstream. Batting first, Wellington scored 260/8 and bowled Silverstream out for 151 to win by a commanding 109 runs.
Wellington College has a batting lineup that is capable of posting a good score with five of the top six batsmen being in the Wellington U19 winter squad but it may well be the ability to contain and take wickets on the Lincoln pitches that determines results, particularly if the wickets flatten up. The team fields well and this will be important against good opposition.
The team has nine returning players from last year and is an experienced squad, with all bar three members in their final year at school in 2018.
A memorable match was a very recent one played against strong rivals, HIBS. After the match was transferred to an artificial wicket at HIBS, Wellington could only muster a score of 139 and only reached that after a 42 run partnership for the final wicket. Wellington then bowled out HIBS for 111. It was a determined and disciplined performance by all in the field and a strong test of character.
Co-Captain Ollie Petersen is also the captain of the Wellington College 1st XI football team, and Dylan Sharma is a member of the same team. Hugh Morrison and Tom Valentine play for the First XI hockey team and Sam Edlund is a member of the First XV rugby team. Tim Robinson excels at athletics where he is the NZ Secondary Schools junior champion in the javelin. Tom Blundell is the latest test cricketer from Wellington College, while 2016 First XI captain Jakob Bhula has debuted for the Firebirds this season.
Rain might have wreaked havoc at the start of the cricket season in many parts of the country, especially in Wellington, but the sun is shining at Lindisfarne College in Hastings after the First XI successfully defended the Hawke's Bay Cricket Association Division 1 Twenty20 title.
In Saturday's final, Lindisfarne accounted for the Cornwall senior men, having tamed Taradale in their semi-final.
After losing their first pool match three weeks ago against Hastings Boys' High School, Lindisfarne rallied to defeat St John's College and Napier Boys' High School to earn a place in the semi-final which was won by seven wickets.
In the final at Cornwall Park, Cornwall batted first and were restricted to 117-9 in their allotted overs. Lindisfarne was polished and aggressive in the field while the bowling effort was spearheaded by Tom Klingender who claimed figures of 4-12 while Brandon Roberts chimed in with 2-8.
Lindisfarne's pursuit of the paltry total wasn't without wobbles, and it one stage it was conceivable the schoolboys would fall short. However Fred Gibson with 32 not out and Sam Moore with 25 not out combined to guide Lindisfarne to a four wicket triumph with eight balls to spare.
The Lindisfarne team in the final was: Sam Ferguson, Fergus Whyte (Sports Prefect), Harry Mowat (captain), Bailey McDonald, Hunter Lowe, Freddie Gibson, Jack Hammond, Sam Moore, Brandon Roberts, Tom Klingender and Fred Mowat. The team was coached by Mr Schaw and Mr Hay.
Amelia Kerr playing for Wellington last summer. PHOTO: Mike Lewis.
Tawa College year 13 student Amelia Kerr set a new world batting record in women's one-day cricket with her unbeaten 232 against Ireland in Dublin overnight.
Kerr, 17, broke the record total during the third match of their series. In an age of bash and smash, she hit just 31 fours, and just two sixes. Opening the batting, she faced 145 balls. She scored her first century off 77 balls and surpassed her previous highest scored for the White Ferns of 81 not out last week in the same series.
If that wasn't enough for her to put her feet up the leg-spinner then took 5-17 with the ball as Ireland were bowled out for 135, chasing 441 to win.
Australia's Belinda Clark had held the record - 229* against Denmark in 1997, three years before Kerr was born.
At 17 years and 243 days, Kerr is also the youngest double-centurion in the format across genders.
Kerr's 232* is the third highest score in ODI cricket history.
India men's player Rohit Sharma is at the top of the pile with his 264 scored against Sri Lanka in 2014, with the unbeaten 237 made by New Zealand's Martin Guptill, against West Indies in 2015, holding second spot.
She was also involved in a 295-run partnership for the second wicket with Leigh Kasperek (113) which is now the second highest partnership in women's ODIs, behind Deepti Sharma and Punam Raut's 320 against Ireland in May 2017. The stand is also the women's ODI record for second wicket and a New Zealand record for any wicket.
Two years ago,Kerr become the first person to score more than one Twenty20 century on the famous Basin Reserve cricket ground in Wellington, scoring 108 off 79 balls.
In February last year, she scored the 100th century scored in the New Zealand's women's domestic One-Day competition - she bet Sara McGlashan to it by 14 minutes. She also became the youngest ever centurion in the competition – a tick over two years younger than Suzie Bates was when she scored 183 not out against Auckland when she was 18.
"At the moment I'm in the New Zealand squad as a bowler, but at every other level I'm considered an all-rounder as well," she told College Sport Media after this feat.
"At the start of the [Wellington] Blaze season I was batting about seven and then I worked my up to be opening.
It appears she has achieved that goal!


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Q: How to access a password protected url with special character(backslash) in Java? I'm trying to access a file on a server which is password protected which I've tried setting up a Password Authenticator to handle. However the username has a '\' character right in the middle of it. "foo\bar" which gives an error.
I just can't figure out how to encode the username.
I've tried the following: "foo\bar", "foo%5cbar", and "foo%92bar"
I'm hoping the problem is that I haven't encoded the name correctly, but it might be aproblem with my code. Any help is appreciated.

A: Do you escape slash itself? "foo\\bar"


Black's Law Dictionary defines "resolution" as a main motion that formally expresses the sense, will, or action of a deliberative assembly. Advanced Law Lexicon by P.Ramanatha Aiyar, inter alia, provides that "a resolution is a procedural means available to the members of the Parliament or the State Legislature and the Ministers to raise a discussion in a House on a matter of public interest. It is a substantive motion. It is in the form of a declaration of opinion or a recommendation or in the form so as to record either approval or disapproval by the House of…."The underlying principle of a valid resolution is that it must be the expression of collective will of the resolving body. It is for this purpose that an agenda of the meeting is circulated amongst all members to enable them to participate in the meeting. Invite to all members of the general body to participate in a meeting is essential to ensure that the resolution should be passed unanimously or that each member must be present at the time of voting. What it means is that it should be passed with opportunity to all members to deliberate on the issue. A member may, or may not, participate in a meeting that is his choice. But an invitee must nevertheless be there for him to attend the meeting so that he has opportunity to deliberate on the issue. Board of Trustees v. Registrar, 2018 (126) ALR 296.


Attention to detail turns raw words into professional content. Even the most skilled and creative writer won't consistently produce quality work if the final proofreading stage isn't up to scratch, leaving the resulting CV riddled with errors and inconsistencies.
What can you do to boost your proofreading effectiveness when writing a CV?
#1 - Take a break between writing and proofreading. The first activity is mainly creative, the second analytic, and it's very difficult to switch seamlessly from one mind-set to the other. If possible, get away from your desk completely for a while. Take a walk, or enjoy a coffee break elsewhere, so that you can approach proofing with a fresh outlook.
#2 - Make a distinction between editing for style and proofreading for mistakes. Ideally, style issues should be handled as part of your final draft, leaving proofreading to deal with technicalities and errors.
#3 - Change the font face, size, or colour of the text away from your usual writing format. This helps to break out of familiarity and makes errors easier to see.
#4 - Proofread on another device entirely, maybe in another location, for the same reason.
#5 - In your first proofing pass, check for any habitual errors you tend to make. Every writer has weak areas in their technique, so make spotting these recurring problems your first task.
#6 - Concentrate on other aspects one at a time - comma placement, run-on sentences, plural issues, and so on. It's easier to uncover mistakes when you have a specific focus.
#7 - Reading your text aloud is a tried-and-tested proofreading method. It works well because it not only forces you to take a fresh approach, but if you verbally stumble over a section, it's usually a sign there's a problem with either grammar or readability.
#8 - For added effect, try reading your text sentence by sentence in reverse order. This breaks the usual flow of reading, and helps you to notice mistakes in your CV rather than subconsciously correcting them as you go.
#9 - Lastly, when you think you've finished proofreading, take at least one more pass, preferably after a few minutes' break in concentration. You're almost guaranteed to spot one or two lingering issues.
In addition, we often see CVs where the spell check has been set as US English rather than UK English. This results in words such as: "recognized" instead of "recognise" and "color" instead of "colour".
Confusion in the use of "their" and "there"
Not using a capital letter for "I"
Putting "i" and "e" the wrong way round, e.g. "freind", rather than "friend"
Many people find it hard to spot spelling mistakes on their CV when reading text on a computer screen, so it's a good idea to proofread your CV after printing it out on paper.
The effectiveness of the words in your CV can be undone by tiny errors and inconsistencies. Successful proofreading adds the final polish that can turn so-so writing into professional, compelling content.
Thanks to developers within the writing tools space, there are an increasing number of easy-to-use proofreading tools now available to budding wordsmiths. Check out the following roundup of powerful proofreading tools to see which ones can help improve the calibre of your content.
Grammarly is possibly one of the most recognised grammar checkers. Their website claims to be able to identify more than 150 text errors while also highlighting plagiarism.
Proofread Bot checks everything from your writing style and grammar to your spelling and punctuation. Simply paste your content into the Proofread Bot analyser and discover details on writing mistakes you have made.
ProperNounAlyse was created to pick up inconsistencies in proper nouns, such as John Smith vs Jon Smith. It also highlights the exact number of times each occurs throughout the document.
SlickWrite helps to discover grammar errors, sentence structure mistakes, and language choice. Your writing style will improve over time once you start checking your content on a regular basis.
Ginger can be installed as an add-on within Microsoft Word. You can test Ginger for free (limited to 600 words) or opt for a monthly / one-off subscription for their premium version.
SpellingToolkit creates a copy of the CV you're working on and highlights all likely misspellings, including English / US-English inconsistencies, such as organise vs organize.
NounPlus is intriguing writing tool you can try if you want to improve your grammar and your spelling. NounPlus offers writing suggestions on sentence structure, spelling mistakes, and conjunction errors.
A family member, colleague or friend. OK, not a "tool" per-se, but asking a friend, colleague or family member to read over your CV is always a good idea.
Proofreading tools can help improve your writing and teach you basic writing skills you might have overlooked. While none of these tools is fool-proof, they can certainly help you become a better writer if you pay attention to the mistakes you make on a frequent basis.
Be methodical: concentrate on one line and one word at a time.
Cultivate a healthy sense of doubt. If you know you make certain mistakes, keep an eye out for them.
Don't start proofreading your CV straight after writing it.
Read what is ON the page, not what you THINK is on there (maybe the hardest part of proofreading).
Read your CV aloud in a quiet environment, away from any distractions.
The employment market is constantly evolving at a rapid pace. A CV that previously secured you an interview years ago might not be working for you in today's market.


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279723 Wittenberg è un asteroide della fascia principale. Scoperto nel 1991, presenta un'orbita caratterizzata da un semiasse maggiore pari a 2,5668445 UA e da un'eccentricità di 0,2999839, inclinata di 3,02543° rispetto all'eclittica.

Collegamenti esterni

Wittenberg
Corpi celesti scoperti nel 1991

redpajama_set_name: RedPajamaWikipedia


I called my best friend last November, a month before becoming a mother.
When our newborn baby boy arrived through foster care a month later my world turned on its axis. Meditation didn't make it into my schedule but putting on a clean shirt and pants usually did.
Fast forward to today - I'm a mother of an almost one year old little boy and a yoga teacher and co-founder of a company who travels monthly, sometimes twice, to teach. I've since reclaimed my self care rituals, though they've changed, and adopted self care that feels doable but also nourishing.
+ A big delicious superfood coffee or tea with coconut milk, collagen peptides and cacao butter.
+ A bubble bath, whenever possible.
Though I may not have hours to spend at the spa as of late I am an absolute believer in conscious self care. I indulge in a bath at least a couple of times a week, usually with a good book and giant mug of tea.
I've recently fallen head over heels for Kneipp®, a plant-based bath and body collection.
The company's founder, Sebastian Kneipp, was a pioneer in the naturopathic and hydrotherapy movements. He formulated hydrotherapy treatments by applying water through various methods, temperatures and pressures, alongside plant oils, which had therapeutic effects. These treatments still inspire the Kneipp® collections today, especially for their uses in and after a shower or bath.
All the products are made from plant-based ingredients, vegan, dermatologist tested and recommended, cruelty free and contain no preservatives, paraffins, silicones, or mineral oils.
Here are my favorites from this unbelievable line of natural products. All formulas are developed using top quality, plant based functional ingredients.
Natural essential lavender oil and vanilla extract develop a gently harmonizing fragrance which invites you to dream as it prepares you for a restful night's sleep. As your tub fills with beautiful hues of blue, you will drift off into a relaxed mindset, making this bubble bath the perfect nighttime ritual. Natural nourishing oils of evening primrose and orange peel makes the skin soft and smooth.
Their bath salts are high in thermal spring salt, a natural crystal in pure form, free of any chemical additives and pollutants. Their salts not only nourish and detox the skin with natural minerals but also gently clean it while you soak. The bath crystals are then loaded with valuable lavender essential oil to stimulate the senses and provide a solution to those in need of peace and wellness. These high quality bath salts are obtained from the depth of a 250 million year-old ancient ocean to bring you wellness in its purest form.
Experience the refreshing activity of mint and eucalyptus to stimulate the mind. When mixed with water, the gel transforms into a unique, creamy foam to lather up your body with a beautiful blends of essential oils.
Check out their products by clicking here.


Urban Fitness Studio came to us in need of social media management and website maintenance.
They had an excellent social media presence but lacked the time they wanted to devote to growing their social reach.
We work with UFS monthly providing ongoing social media marketing and management. We also work with UFS on custom blog posts on the blog section of their website.


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2022 Aug September 2023 Oct 2024
Watchman Prayer Ministry 9:00 am
Bible Study Fellowship 9:45 am
Sep 3 @ 9:45 am – 10:45 am
Sep 3 @ 11:00 am – 12:00 pm
Evening Worship Service 6:30 pm
Sep 3 @ 6:30 pm
Wednesdays At The Grove 6:00 pm
Wednesdays At The Grove
Join Us For Wednesdays At The Grove! Up in the pavilion. Food, Music, Fellowship.
Sep 10 @ 9:00 am – 9:30 am
Sep 10 @ 9:45 am – 10:45 am
Sep 10 @ 11:00 am – 12:00 pm
Medical Clinic 4:00 pm
Medical Clinic @ Pleasant Grove Baptist Church
Brotherhood Breakfast in Fellowship Hall 8:30 am
Brotherhood Breakfast in Fellowship Hall


In a ruling which is likely to have positive implications for a possible Brexit deal, the European Court of Justice (ECJ) on the 16 May 2017 opened up the ability of the EU institutions to negotiate free trade agreements without the approval of individual Member State legislatures.
The case, which involved a Singapore-EU trade deal agreed some years ago but not yet ratified, is being seen as a blueprint for a way to get a future Brexit deal through the EU without the threat of a rogue national Parliament blocking the deal.
The European Court ruling involved a power struggle between the EU Institutions of the EU Commission and EU Parliament on the one hand and the Member States (as represented in the Council of the European Union) on the other. The Council was arguing that the EU could not conclude the Singapore agreement without reference to the Member States because certain parts of the agreement fall within a competence shared between the EU and the Member States or within the exclusive competence of the Member States.
On 16 May the European Court ruled that the trade agreement would need the support of both the individual Member States and the EU itself because it contained provisions relating to areas where competence was shared with Member States, those areas being non-direct foreign investment and the regime governing dispute settlement between investors and States.
The above ruling sets out a demarcation of the rights and competences of the EU and those of the Member States. As a corollary therefore, the ruling is seen as a precedent which would allow the EU alone to negotiate and approve a foreign trade deals as long as it does not include Member State competencies.
The whole Brexit process is haunted by the way an aggrieved national Parliament could hold the trading block and the UK to ransom over a future trade deal. This happened recently with the EU's agreement with Canada when a Belgium regional Parliament did precisely that. Therefore this development is being seized upon as a possible way to get a more limited Brexit agreement through the EU, avoiding such a situation.
As well as trade/tariff issues, the other areas of EU only competence mentioned by the Court included substantial areas such as provisions concerning IP, provisions targeting anti-competitive activity and access to the EU market for goods and services.
However others argue that a Brexit agreement done in stages (to stop it being held hostage by aggrieved national parliaments) is not likely to find favour. An agreement to address the issues thrown up by many decades of integration will probably require a wide ranging agreement which will inevitably involve the support and votes of the Member States.
Robert Bell, Head of EU & Competition Law at international law firm Bryan Cave, commented: "depending upon how the Brexit agreement is eventually structured this Court ruling could have a beneficial effect on the approval of a future trade deal between the UK and the EU".
Nevertheless a note of caution serves to dampen down such optimism: given that the UK has been a member of the Community for nearly 45 years the issues which need to be addressed in any future EU /UK deal place it in a league of their own.
The ECJ press release can be found here.


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Y'all, You'uns, Yinz, Youse: How Regional Dialects Are Fixing Standard English
The real enemy? "You guys."
by Dan Nosowitz October 13, 2016
Uncle Sam wants you - singular or plural, because in English there is no distinction in the pronoun "you". Library of Congress/LC-USZC4-595
There is perhaps no greater argument that American English is a deeply flawed, infuriating, and difficult language than the simple phrase "you guys."
"You guys" is the most common way Americans refer directly to a group of people; it is a de facto pronoun, duct-taped together. If you remember your high school linguistics, you might also remember that this pronoun would be the second-person plural. (First person is "I," second person is "you," third person is "he/she".) The need for a pronoun to directly refer to a group of people is not a small one, or one that can simply be brushed aside; this is one of the most basic elements of language.
And American English is terrible at it.
Lewis Hines Wickes' photograph of students in class in Boston, 1909. (Photo: Library of Congress/LC-DIG-nclc-04529)
In "standard American English," meaning, essentially, schoolroom English, the second person pronoun is "you," for either singular or plural. Talking to your spouse? Use "you." Talking to your spouse and his or her entire family, at the same time? Use…well, also use "you." It is a huge, strange weakness in American English: when someone is talking to a group of people, we have no way of indicating whether the speaker is talking to only one person or the entire group. Peeking your head out from the kitchen at a dinner party and asking, "Hey, can you get me a drink?" is likely to score you a look of confusion. Who are you talking to, exactly?
"Why would we have one word for something as fundamental as singular and plural? That just screams 'fix this,'" says Paul Reed, a linguist at the University of South Carolina who, as a native Southern linguist, spends a lot of time thinking about the second-person plural pronoun. "And dialect speakers have." In place of any standardized second-person plural pronoun, English speakers around the world have been forced to scramble to make something up. You've heard the solutions: y'all, youse, you guys, yinz, you'uns.
These are widely seen as incorrect, or nonstandard. The most famous, of course, is y'all. So what's the history of y'all? How did such an amateur linguistic fix become a pillar of everyday speech?
Ancestral varieties of English do, strangely, have words to distinguish between second-person singular and plural pronouns. Sara Malton, a professor at Canada's Saint Mary's University, has a great essay on the strange transition in pronouns from Old to Middle to Modern English. The basic history is thus: Old English, which would sound to modern ears more like German than English, did in fact have singular/plural distinctions.
Even crazier, they not only had basic one/many distinctions, but got even more granular: Old English had a third category, for dual pronouns, used for talking about or to a group of specifically two people. Old English's nominative second person—nominative refers to the subject, like the "you" that is doing something—is þū. As for pronunciation: that first letter is pronounced with something dental (like a "t" or "th" or "d," dental meaning a consonant that's made with the tongue pressing against the teeth) followed by a high-back vowel (high-back referring to the position of the tongue within the mouth, like "oh" or "ooh" or "uh").
For plural, the Old English version of "you" was gē, pronounced something like "yih." And the dual form, which was completely thrown in the garbage by the transition to Middle English, was git, pronounced like "yit."
Following the Norman Conquest in 1066, heavy influence from French speakers began to quickly change the nature of English, marking the move to Middle English. That dual form vanished, and the singular and plural forms changed. Within a couple of centuries, the dominant singular version of "you" was "thou," and the plural was "ye." Those each had their own families of related pronouns, like "thy" and "thine" and, interestingly, "you" and "your." (The former is singular, the latter plural.)
The first page of the Peterborough Chronicle, one of the Anglo-Saxon Chronicles, originally written in Old English which did have singular and plural distinctions for "you". (Photo: Public Domain)
Thou and ye is a perfectly fine arrangement of second-person pronouns, and we'd all be better off if they'd stuck around, but they didn't. Nobody exactly knows why, but scholars have focused on the mid-17th century work of Shakespeare to help tell us how people were talking to each other and what pronouns they were using.
What changed around this point is that the singular/plural division between thou and ye became, we think, less important than the formal/informal divide. Thou became informal, and ye became formal. The general belief is that this change came from the French, thanks to the Norman Invasion: French has and had a firm formal/informal divide in its pronouns. "As is often the case in Middle English, English speakers like to say, 'we have the French to blame,'" says Malton. If you remember your classroom French, you'll remember the formal/informal pronouns: tu is informal, vous is formal.
Because of that rising influence of French, English began to show some formal/informal divide as well. We can see this in Shakespeare's work, when he sometimes used it as a subtle dig: in Twelfth Night, Shakespeare has a noble refer to another noble with "thou," which would have been a sign of slight but clever disrespect.
The formal/informal thing is also why "thou" makes so many appearances in the King James Bible, as in "thou shalt not (do anything)." "When you're talking to God you want it to be this intimate thing, so that's why the authors of the King James Bible used thou," says Reed. But as Malton notes, this is really all just a guess; it's not that clear that Shakespeare's dialogue was really (or even meant to be) an accurate depiction of the way people really talked. Using it as a linguistic source has its difficulties! But we also don't really have much better data, so.
A 1903 performance of Shakespeare's Twelfth Night, which contains use of an informal pronoun. (Photo: Folger Shakespeare Library/cropped/CC BY-SA 4.0)
By the beginning of the 18th century, "thou" began exiting the language completely. "Ye" stuck around, but changed slightly to become "you." Nobody really knows how this happened; it's possible that nobody really wanted to use any noun that was associated with the informal lower classes, and it's possible that the colonization of North America, and subsequent desire for separation from England, led new Americans to spurn these social hierarchy language formations. There's also the potential that the existence of the colonies, with suddenly possible upward social mobility, left little desire to use any informal pronoun at all.
"We all aspire to 'you,'" says Malton. But that's really all just guesswork based on how stuff turned out. All we know is that "thou" rapidly disappeared.
As the previously plural, formal "ye" became the universal "you," English speakers worldwide became aware pretty quickly that losing a singular/plural distinction is…bad. So around the world, solutions began popping up.
"Y'all" is easily the most famous solution. Its provenance is unclear, but certainly it comes from the American South. The two possible ancestors of y'all are the Scots-Irish ye aw, which means "you all," and the West African/Caribbean you all (a calque, or borrowed word, from England), which means, as you might expect, "you all." Because these two phrases are basically the same, and because something was needed to fill that gap, and because both the Scots-Irish and the newly dumped African slaves both lived in the same region, eventually the two phrases were combined and shortened. Hence: y'all.
The water tower at Florence Mall in Florence, Kentucky. (Photo: madaise/CC BY-ND 2.0)
But y'all isn't the only solution regional dialects have come up with. Reed grew up using "you'uns," common in Appalachia, is a slight shortening of the Scottish "you ones." "Ones," in some forms of Scottish English, is a plural marker, like the American "guys," so you can say "you ones" or "we ones."
"You'uns" gets even shorter just north of the Appalachians, where it's been turned into "yinz" by the residents of Pittsburgh and Western Pennsylvania. Yinz, like y'all, has become a sort of emblem of the area from which it comes; Pittsburgh residents sometimes refer to themselves as Yinzers, to honor the unique pronoun native to their fine city.
A simpler version comes from the other side of Pennsylvania, in Philadelphia, and has also bled up to parts of New York City: "youse." This is an understandable creation: you normally add the letter "s" to things to make them plural, right? And the word "you" needs to be plural. So, I don't know, add an "s" to it. Youse.
Which brings us to the most popular and worst plural form: "you guys." This solution has so, so many faults. For one thing, it's gendered; taken by itself, "guy" refers to males, and it's both inexact and distinctly sexist to use that word to apply to a group of people of any gender. It's also just kind of awkward, the most transparently stapled-together solution to the second-person plural problem we have. "You, uh…guys. All the guys." It's informal in a way that feels, in many situations, entirely too casual. (The word "guy" in English seems to originate from the Gunpowder Plot, a failed assassination attempt, and one of its plotters, Guy Fawkes. Eventually, in England, "guy" came to refer to the effigies burned in remembrance on Guy Fawkes Night, and eventually to any male.)
A sign using "Yinz", a version of the plural pronoun found in Pittsburgh and Western Pennsylvania. (Photo: Sage Ross/CC BY-SA 2.0)
Elsewhere in the English-speaking world, solutions vary. "Ye," somehow, actually persists in some parts of Ireland, as well as in the strangely cockney dialect of the Canadian province of Newfoundland and Labrador. But it's also changed; "ye" is now plural, and "you" is usually the singular.
In England, the most popular version is "you lot," essentially the English version of the American "you guys," and just as awkward.
Though Quakers are stereotyped for their use of "plain speak," which is said to include words like "thou" and "thee," theoretically helping them to distinguish between singular and plural, in fact very few Quakers still actually use these words. Oh well. They're good words.
Perhaps the most interesting thing about the second-person plural pronoun is what it tells us about the entire idea of "standardized" languages. Standard English doesn't have a singular/plural distinction, and this is what's taught in schools, drilled into our heads through newscasters and books and media. At the same time, it's self-evidently a weakness; there is absolutely no advantage to lacking a second-person plural, and plenty of reasons to have one.
Regional dialects around the world have filled in the gaps, with y'all and youse and yinz and you lot, but due to the weird tyranny of standardized language, these aren't seen as clever solutions to a problem we all face: they're seen as wrong. Incorrect. Maybe the speakers are perceived as dumb or uneducated.
A sign in Orlando, Florida, using the plural "y'all." (Photo: Katy Warner/CC BY-SA 2.0)
Partly that's due to stigmatization of the groups that created them.; "There's always the underlying thought that something from the South might be somewhat lesser, or something from African-Americans might be somewhat lesser, because of the history of our nation," says Reed. The same thing colors our national reaction to you'uns (it comes from poor rural areas), youse (poor urban areas) and yinz (Pittsburgh).
And this is all ridiculous, if difficult to change. Y'all is not wrong or dumb; it's a solution to a problem endemic to the "correct" dialect. "People that we would consider non-mainstream speakers kind of led the way," says Reed. "They filled the gap that standard language, however we want to define it, left. And their language can be considered richer from that viewpoint." Y'all is a beautiful word. It's "you guys" that's the problem.
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