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Home UiO Faculty of Educational Sciences Department of Education
UiO UiO University of Oslo Department of Education Faculty of Educational Sciences
Ivar Bråten
Professor - Department of Education
Email ivar.braten@iped.uio.no
Phone +47 22855282
Mobile phone +47 909 10 566
Available hours By appointment
Visiting address Sem Sælands vei 7 Helga Engs hus 0317 OSLO
Short vita Ivar Bråten
Ph.D. in Educational Psychology, University of Oslo, 1990
M.A. in Educational Psychology, University of Oslo, 1980
B.A. in Social Science, University of Oslo, 1975
Professor of Educational Psychology, Institute for Educational Research, University of Oslo, 1997-present.
Professor of Special Education (part-time), Department of Teacher Education, Østfold University College, 2003-present.
Visiting distinguished professor scholarship, Faculty of Psychology, University of Valencia, Spain, 2018-2019.
Visiting scientist scholarship, Department of Developmental Psychology and Socialization, University of Padova, Italy, Fall 2018.
Visiting Scholar, School of Educational Psychology and Pedagogy, Victoria University of Wellington, New Zealand, Fall 2013.
Visiting Scholar, Laboratoire Langage, Mémoire, et Développement Cognitif, Université de Poitiers, France, Spring 2010.
Visiting Scholar, Department of Psychology, College of Liberal Arts and Sciences, Northern Illinois University, USA, Fall 2006, Fall 2007, Fall 2008, Fall 2010, Fall 2011, Fall 2012, and Spring 2015.
Visiting Scholar, Department of Developmental and Educational Psychology, Faculty of Psychology, University of Valencia, Spain, Spring 2006, Spring 2007, Spring 2008, Spring 2011, Spring 2012, Fall 2014, Spring 2016, and Fall 2017, and Spring 2018.
Visiting Scholar, Department of Educational Psychology, College of Education, University of Texas at Austin, USA, Fall 2003.
Associate Professor of Educational Psychology, Institute for Educational Research, University of Oslo, 1991-1997.
Research Fellow, Institute for Educational Research, University of Oslo, 1987-1991.
Program and project administration
Co-PI of project, The Role of Children's Vocabulary Knowledge in Detection of Conflicts and Evaluating Sources when Reading Multiple Internet Texts, 2019-2021 (Spencer Foundation, USD 50, 000; directed by Jason Braasch, University of Memphis, USA).
Advisor and evaluator of project, Missions with Monty: A Game-Based Approach to Comprehension Monitoring with Information Science Text, 2018-present (PI John Nietfeld, North Carolina State University, USA. Funded by the National Science Foundation EHR Core program).
Head of Project, Critical Reading and Learning in the 21st Century, 2013-2018 (University of Oslo, USD 22, 000; Norwegian Research Council, USD 1, 500, 000).
Member of the International Reading Literacy Expert Group for PISA 2018, 2014-2017.
Head of project, Multiple-Documents Literacy: Understanding, Assessing, and Improving Students' Learning from Conflicting Information Sources, 2009-2012 (Norwegian Research Council, USD 1, 000, 000) (co-directed with Helge Strømsø) .
Advisor of project, Catalyzing comprehension through discussion and debate, 2010-2015 (Harvard University, USA. Funded by U.S. Department of Education's Institute of Educational Sciences).
Coordinator of doctoral concentration in Language development, text comprehension, and literacy (National Graduate School in Educational Science), 2008-2014.
Head of Research Group on Text Comprehension—Development, Instruction, and Multiple Texts (TextDIM), 2007-2018.
Head of Project, Learning in a Knowledge Society: Constructing Meaning from Multiple Information Sources, 2006-2008 (Norwegian Research Council, USD 1, 000, 000).
Head of Project, Epistemological Beliefs and the Reading of Multiple Texts, 2002-2005 (co-directed with Helge Strømsø).
Head of Project, Self-Regulated Learning and Text Comprehension (SRLTC), 2000-2005.
Head of Project, Strategic Learning Among College Students, 1996-2000 (co-directed with Bodil S. Olaussen).
Coordinator of the master program in educational-psychological counselling, Department of Educational Research, University of Oslo, 1997-2006.
Tags: Education, Comprehending and learning from text
¤ = Publications from the PISA+ project http://www.uv.uio.no/ils/forskning/prosjekter/pisa-pluss/
Kiili, C., Bråten, I., Kullberg, N., & Leppänen, P.H.T. (under revision). Investigating elementary school students' text-based argumentation with multiple online information resources. Computers & Education.
Bråten, I., Braasch, J.L.G., & Salmeron, L. (in press). Reading multiple and non-traditional texts. In E.B. Moje, P. Afflerbach, P. Enciso, & N.K. Lesaux (Eds.), Handbook of reading research (Vol. V). New York: Routledge.
Bråten, I., Magliano, J.P., & Salmerón, L. (in press). Concurrent and task-specific self-reports. In D.L. Dinsmore, L.K. Fryer, & M.M. Parkinson (Eds.), Handbook of strategies and strategic processing: Conceptualization, intervention, measurement, and analysis. New York: Routledge.
Bråten, I., & Strømsø, H.I. (in press). On the roles of dispositions and beliefs in learning from multiple perspectives. In A. List, P. Van Meter, D. Lombardi, & P. Kendeou (Eds.), Handbook of learning from multiple representations and multiple perspectives. New York: Routledge.
Latini, N., Bråten, I., Anmarkrud, Ø., & Salmerón, L. (2019). Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple document context. Contemporary Educational Psychology, 59, 101797.
Bråten, I., Brante, E.W., & Strømsø, H.I. (2019). Teaching sourcing in upper-secondary school: A comprehensive sourcing intervention with follow-up data. Reading Research Quarterly, 54, 481-505.
Andresen, A., Anmarkrud, Ø., Salmerón, L., & Bråten, I. (2019). Processing and learning from multiple sources: A comparative case study of students with dyslexia working in a multiple source multimedia context. Frontline Learning Research, 7, 1-26.
Andresen, A., Anmarkrud, Ø., & Bråten, I. (2019). Investigating multiple source use among students with and without dyslexia. Reading and Writing: An Interdisciplinary Journal, 32, 1149-1174.
Anmarkrud, Ø., Andresen, A., & Bråten, I. (2019). Cognitive load and working memory in multimedia learning: Conceptual and measurement issues. Educational Psychologist, 54, 61-83.
Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students. Social Psychology of Education, 22, 43-61.
Bråten, I., Brandmo, C., & Kammerer, Y. (2019). A validation study of the Internet-Specific Epistemic Justification Inventory with Norwegian pre-service teachers. Journal of Educational Computing Research, 57, 877-900.
Stang Lund, E., Bråten, I., Brandmo, C., Brante, E.W., & Strømsø, H.I. (2019). Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue. Reading and Writing: An Interdisciplinary Journal, 32, 335-356.
Salmeron, L., Gil, L., & Bråten, I. (2018). Using eye-tracking to assess sourcing during multiple document reading: A critical analysis. Frontline Learning Research, 6, 105-122.
Bråten, I., Brante, E.W., & Strømsø, H.I. (2018). What really matters: The role of behavioral engagement in multiple document literacy tasks. Journal of Research in Reading, 41, 680-699.
Ferguson, L.E., & Bråten, I. (2018). Student teachers' beliefs about learning and teaching: A qualitative study. Teacher Education and Practice, 31, 348-365.
Bråten, I., McCrudden, M.T., Stang Lund, E., Brante, E.W., & Strømsø, H.I. (2018). Task-oriented learning with multiple documents: Effects of topic familiarity, author expertise, and content relevance on document selection, processing, and use. Reading Research Quarterly, 53, 345-365.
Lombard, J., Amadieu, F., Bråten, I., & van de Leemput, C. (2018). Reading multiple documents on tablet: Effects of applications and strategic guidance on performance and acceptance. In P. Zaphiris & A. Ioannou (Eds.), Learning and collaboration technologies: Design, development and technological innovation (pp. 157-169). New York: Springer.
Braasch, J.L.G., Bråten, I., & McCrudden, M.T. (Eds.) (2018). Handbook of multiple source use. New York: Routledge.
Braasch, J.L.G., Bråten, I., & McCrudden, M.T. (2018). Introduction to research on multiple source use. In J.L.G Braasch, I. Bråten, & M.T. McCrudden, M.T. (Eds.), Handbook of multiple source use (pp. 1-13). New York: Routledge.
Bråten, I., & Braasch, J.L.G. (2018). The role of conflict in multiple source use. In J.L.G. Braasch, I. Bråten, & M.T. McCrudden (Eds.), Handbook of multiple source use (pp. 184-201). New York: Routledge.
Brandmo, C., & Bråten, I. (2018). Investigating relations between beliefs about justification for knowing, interest, and knowledge across two socio-scientific topics. Learning and Individual Differences, 62, 89-97.
Braasch, J.L.G., McCrudden, M.T., & Bråten, I. (2018). Reflections and future directions. In J.L.G Braasch, I. Bråten, & M.T. McCrudden, M.T. (Eds.), Handbook of multiple source use (pp. 527-538). New York: Routledge.
Salmerón, L., Gil, L., & Bråten, I. (2018). Effects of reading real versus print-out versions of multiple documents on students' sourcing and integrated understanding. Contemporary Educational Psychology, 52, 25-35
Bråten, I., Stadtler, M., & Salmerón, L. (2018). The role of sourcing in discourse comprehension. In M.F. Schober, D.N. Rapp, & M.A. Britt (Eds.), Handbook of discourse processes (2nd ed., pp. 141-166). New York: Routledge.
Strømsø, H.I., & Bråten, I. (2017). Students' trust in research-based results about potential health risks presented in popular media. Bulletin of Science, Technology, & Society, 37, 3-14.
Andreassen, R., Jensen, M.S., & Bråten, I. (2017). Investigating self-regulated study strategies among postsecondary students with and without dyslexia: A diary method study. Reading and Writing: An Interdisciplinary Journal, 30, 1891-1916.
Bråten, I., Muis, K.R., & Reznitskaya, A. (2017). Teachers' epistemic cognition in the context of dialogic practice: A question of calibration? Educational Psychologist, 52, 253-269.
Braasch, J.L.G., & Bråten, I. (2017). The Discrepancy-Induced Source Comprehension (D-ISC) model: Basic assumptions and preliminary evidence. Educational Psychologist, 52, 167-181.
Bråten, I., Lien, A., & Nietfeld, J. (2017). Examining the effects of task instructions to induce implicit theories of intelligence on a rational thinking task: A cross-cultural study. Zeitschrift für Psychologie, 225, 146-156.
Strømsø, H.I., Bråten, I., Stenseth, T. (2017). The role of students' prior topic beliefs in recall and evaluation of information from texts on socio-scientific issues. Nordic Psychology, 69, 127-142.
Bråten, I., & Braasch, J.L.G. (2017). Key issues in research on students' critical reading and learning in the 21st century information society. In C. Ng & B. Bartlett (Eds.), Improving reading and reading engagement in the 21st century: International research and innovations (pp. 77-98). Singapore: Springer.
Stang Lund, E., Bråten, I., Brante, E.W., & Strømsø, H.I. (2017). Memory for textual conflicts predicts sourcing when adolescents read multiple expository texts. Reading Psychology: An International Journal, 38, 417-437.
Trevors, G.J., Kendeou, P., Bråten, I., & Braasch, J.L.G. (2017). Adolescents' epistemic profiles in the service of knowledge revision. Contemporary Educational Psychology, 49, 107-120.
Bråten, I., Johansen, R.-P., & Strømsø, H.I. (2017). Effects of different ways of introducing a reading task on intrinsic motivation and comprehension. Journal of Research in Reading, 40, 17-36.
Sandoval, W.A., Greene, J.A., & Bråten, I. (2016). Understanding and promoting thinking about knowledge: Origins, issues, and future directions of research on epistemic cognition. Review of Research in Education, 40, 457-496.
Bråten, I., Strømsø, H.I., & Andreassen, R. (2016). Sourcing in professional education: Do text factors make any difference? Reading and Writing: An Interdisciplinary Journal, 29, 1599-1628.
Bråten, I., Salmerón, L., & Strømsø, H.I. (2016). Who said that? Investigating the Plausibility-Induced Source Focusing assumption with Norwegian undergraduate readers. Contemporary Educational Psychology, 46, 253-262.
Stenseth, T., Bråten, I., & Strømsø, H.I. (2016). Investigating interest and knowledge as predictors of students' attitudes towards socio-scientific issues. Learning and Individual Differences, 47, 274-280.
Strømsø, H.I., Bråten, I., Anmarkrud, Ø., & Ferguson, L.E. (2016). Beliefs about justification for knowing when ethnic-majority and ethnic-minority students read multiple conflicting documents. Educational Psychology: An International Journal of Experimental Educational Psychology, 36, 638-657.
Bråten, I. (2016). Epistemic cognition interventions: Issues, challenges, and directions. In J.A Greene, W.A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 360-371). New York: Routledge.
Greene, J.A., Sandoval, W.A., & Bråten, I. (2016). An introduction to epistemic cognition. In J.A. Greene, W.A. Sandoval, & I. Bråten, (Eds.), Handbook of epistemic cognition (pp. 1-15). New York: Routledge.
McCrudden, M.T., Stenseth, T., Bråten, I., & Strømsø, H.I.(2016). The effects of author expertise and content relevance on document selection: A mixed methods study. Journal of Educational Psychology, 108, 147-162.
Kendeou, P., Braasch, J.L.G., & Bråten, I. (2016). Optimizing conditions for learning: Situating refutations in epistemic cognition. Journal of Experimental Education, 84, 245-263.
Greene, J.A., Sandoval, W.A., & Bråten, I. (2016). Reflections and future directions. In J.A. Greene, W.A. Sandoval, & I. Bråten, I. (Eds.), Handbook of epistemic cognition (pp. 495-510). New York: Routledge.
Greene, J.A., Sandoval, W.A., & Bråten, I. (Eds.) (2016). Handbook of epistemic cognition. New York: Routledge.
Bråten, I., Strømsø, H.I., & Ferguson, L.E. (2016). The role of epistemic beliefs in the comprehension of single and multiple texts. In P. Afflerbach (Ed.), Handbook of individual differences in reading: Text and context (pp. 67-79). New York: Routledge.
Bråten, I., Braasch, J.L.G., Strømsø, H.I., & Ferguson, L.E. (2015). Establishing trustworthiness when students read multiple documents containing conflicting scientific evidence. Reading Psychology: An International Journal, 36, 315-349.
Bråten, I., & Ferguson, L.E. (2015). Beliefs about sources of knowledge predict motivation for learning in teacher education. Teaching and Teacher Education, 50, 13-23.
Bråten, I., & Ferguson, L.E. (2014). Investigating cognitive capacity, personality, and epistemic beliefs in relation to science achievement. Learning and Individual Differences, 36, 124-130.
Braasch, J.L.G., Bråten, I., Britt, M.A., Steffens, B., & Strømsø, H.I. (2014). Sensitivity to inaccurate argumentation in health news articles: Potential contributions of readers' topic and epistemic beliefs. In D.N. Rapp & J.L.G. Braasch (Eds.), Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences (pp. 118-137). Cambridge, MA: MIT Press.
Strømsø, H.I., & Bråten, I. (2014). Students' sourcing while reading and writing from multiple documents. Nordic Journal of Digital Literacy, 9, 92-111.
Bråten, I., Ferguson, L.E., Anmarkrud, Ø., Strømsø, H.I., & Brandmo, C. (2014). Modeling relations between students' justification for knowing beliefs in science, motivation for understanding what they read in science, and science achievement. International Journal of Educational Research, 66, 1-12.
Braasch, J.L.G., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2014). Incremental theories of intelligence predict multiple-documents comprehension. Learning and Individual Differences, 31, 11-20.
Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2014). Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents. Learning and Individual Differences, 30, 64-74.
Steffens, B., Britt, M.A., Braasch, J.L.G., Strømsø, H.I., & Bråten, I. (2014). Memory for simple scientific arguments and their sources: Claim-evidence consistency matters. Discourse Processes, 51, 117-142.
Bråten, I., Ferguson, L.E., Strømsø, H.I., & Anmarkrud, Ø. (2014). Student working with multiple conflicting documents on a science issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays. British Journal of Educational Psychology, 84, 58-85.
Hagen, Å.M., Braasch, J.L.G., & Bråten, I. (2014). Relationships between spontaneous note-taking, self-reported strategies, and comprehension when reading multiple texts in different task conditions. Journal of Research in Reading, 37, 141-157.
Bråten, I., Anmarkrud, Ø., Brandmo, C., & Strømsø, H.I. (2014). Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension. Learning and Instruction, 30, 9-24.
Ferguson, L.E., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2013). Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict. International Journal of Educational Research, 62, 100-114.
Bråten, I., Ferguson, L.E., Strømsø, H.I., & Anmarkrud, Ø. (2013). Justification beliefs and multiple-documents comprehension. European Journal of Psychology of Education, 28, 879-902.
Andreassen, R., & Bråten, I. (2013). Teachers' source evaluation self-efficacy predicts their use of relevant source features when evaluating the trustworthiness of Web sources on special education. British Journal of Educational Technology, 44, 821-836.
Strømsø, H.I., & Bråten, I. (2013). Multiple documents literacy. In L. Meyer (Ed.), Oxford bibliographies in education. New York: Oxford University Press.
Strømsø, H.I., Bråten, I., Britt, M.A., & Ferguson, L.E. (2013). Spontaneous sourcing among students reading multiple documents. Cognition and Instruction, 31, 176-203.
Anmarkrud, Ø., McCrudden, M., Bråten, I., & Strømsø, H.I. (2013). Relevance judgments, strategy use, and written argumentation in multiple documents comprehension. Instructional Science, 41, 873-894.
Braasch, J.L.G., Bråten, I., Strømsø, H.I., Anmarkrud, Ø., & Ferguson, L.E. (2013). Promoting secondary school students' evaluation of source features of multiple documents. Contemporary Educational Psychology, 38, 180-195.
Bråten, I., Ferguson, L.E., Anmarkrud, Ø., & Strømsø, H.I. (2013). Prediction of learning and comprehension when adolescents read multiple texts: The roles of word-level processing, strategic approach, and reading motivation. Reading and Writing: An Interdisciplinary Journal, 26, 321-348.
Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H.I. (2013). The role of Internet-specific epistemic beliefs in laypersons' source evaluations and decisions during Web search on a medical issue. Computers in Human Behavior, 29, 1193-1203.
Ferguson, L.E., & Bråten, I. (2013). Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension. Learning and Instruction, 25, 49-61.
¤ Bråten, I., & Anmarkrud, Ø. (2013). Does naturally-occurring comprehension strategies instruction make a difference when students read expository text? Journal of Research in Reading, 36, 42-57.
Ferguson, L.E., Anmarkrud, Ø., Strømsø, H.I. , & Bråten, I. (2012). Profiles of epistemic beliefs and knowledge when reading multiple texts. In M. Cantoia, B. Colombo, A. Gaggioli, & B.G. De Marco (Eds.), Proceedings of the 5th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition (pp. 34-35). Milan, Italy: EDUCatt.
¤ Anmarkrud, Ø., & Bråten, I. (2012). Naturally-occurring comprehension strategies instruction in ninth-grade language arts classrooms. Scandinavian Journal of Educational Research, 56, 591-623.
Ferguson, L.E., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2012). Adolescent profiles of knowledge and epistemic beliefs in the context of reading multiple texts. In J. van Aalst, K. Thompson, M.J. Jacobson, & P. Reimann (Eds.), The future of learning: Proceedings of the 1oth International Conference of The Learning Sciences (Vol 2, pp. 479-480). International Society of the Learning Sciences: Sydney, NSW, Australia.
Bråten, I., & Strømsø, H.I. (2012). Knowledge acquisition: Constructing meaning from multiple information sources. In N.S. Seel (Ed.), Encyclopedia of the sciences of learning (Part 11, pp. 1677-1680). Heidelberg: Springer.
Ferguson, L.E., Bråten, I., & Strømsø, H.I. (2012). Epistemic cognition and change when students read multiple documents containing conflicting scientific evidence: A think-aloud study. Learning and Instruction, 22, 103-120.
Bråten, I. (2011). Personal epistemology in education. In V.G. Aukrust (Ed.), Learning and cognition in education (pp. 52-58). Oxford: Elsevier.
Bråten, I., & Strømsø, H.I. (2011). Measuring strategic processing when students read multiple texts. Metacognition and Learning, 6, 111-130.
Andreassen, R., & Bråten, I. (2011). Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms. Learning and Instruction, 21, 520-537.
Strømsø, H.I., & Bråten, I. (2011). Epistemic beliefs in higher education: Teachers' beliefs and the role of faculty training programs. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Personal epistemology in teacher education. New York: Routledge.
Bråten, I., Gil, L., & Strømsø, H.I. (2011). The role of different task instructions and reader characteristics when learning from multiple expository texts. In M.T. McCrudden, J.P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text. Greenwich, CT: Information Age Publishing.
Strømsø, H.I., Bråten, I., & Britt, M.A. (2011). Do students' beliefs about knowledge and knowing predict their judgement of texts' trustworthiness? Educational Psychology: An International Journal of Experimental Educational Psychology, 31, 177-206.
Bråten, I., & Britt, M.A., Strømsø, H.I., & Rouet, J.-F. (2011). The role of epistemic beliefs in the comprehension of multiple expository texts: Towards an integrated model. Educational Psychologist, 46, 48-70.
Bråten, I., & Strømsø, H.I., & Salmeron, L. (2011). Trust and mistrust when students read multiple information sources about climate change. Learning and Instruction, 21, 180-192.
Bråten, I., & Strømsø, I. (2010). When law students read multiple documents about global warming: Examining the role of topic-specific beliefs about the nature of knowledge and knowing. Instructional Science, 38, 635-657.
Andreassen, R., & Bråten, I. (2010). Examining the prediction of reading comprehension on different multiple-choice texts. Journal of Research in Reading, 33, 263-283.
Salmeron, L., Gil, L., Bråten, I., & Strømsø, H.I. (2010). Comprehension effects of signalling relationships between documents in search engines. Computers in Human Behavior, 26, 419-426.
Gil, L., Bråten, I., Vidal-Abarca, E., & Strømsø, H.I. (2010). Summary versus argument tasks when working with multiple documents: Which is better for whom? Contemporary Educational Psychology, 35, 157-173.
Strømsø, H.I., & Bråten, I., & Britt, M.A. (2010). Reading multiple texts about climate change: The relationship between memory for sources and text comprehension. Learning and Instruction, 18, 513-527.
Strømsø, H.I., & Bråten, I. (2010). The role of personal epistemology in the self-regulation of Internet-based learning. Metacognition and Learning, 5, 91-111.
Bråten, I. (2010). Personal epistemology in education: Concepts, issues, and implications. In E. Baker, B. McGaw, & P. Peterson (Eds.), International encyclopedia of education (Vol. 5, pp. 211-217). Oxford: Elsevier.
Strømsø, H.I., & Bråten, I. (2010). Learning from multiple information sources. In E. Baker, B. McGaw, & P. Peterson (Eds.), International encyclopedia of education (Vol. 5, pp. 191-196). Oxford: Elsevier.
Bråten, I., Amundsen, A., & Samuelstuen, M.S. (2010). Poor readers—good learners: A study of dyslexic readers learning with and without text. Reading and Writing Quarterly: Overcoming Learning Difficulties, 26, 166-187.
Gil, L., Bråten, I., Vidal-Abarca, E., & Strømsø, H.I. (2010). Understanding and integrating multiple science texts: Summary tasks are sometimes better than argument tasks. Reading Psychology: An International Journal, 31, 30-68.
Bråten, I., & Strømsø, H.I. (2010). Effects of task instruction and personal epistemology on the understanding of multiple texts about climate change. Discourse Processes, 47, 1-31.
Bråten, I., Gil, L., Strømsø, H.I., & Vidal-Abarca, E. (2009). Personal epistemology across cultures: Exploring Norwegian and Spanish university students' epistemic beliefs about climate change. Social Psychology of Education, 12, 529-560.
Strømsø, H.I., & Bråten, I. (2009). Beliefs about knowledge and knowing and multiple-text comprehension among upper secondary students. Educational Psychology: An International Journal of Experimental Educational Psychology, 29, 425-445.
Lervåg, A., Bråten, I., & Hulme, C. (2009). The cognitive and linguistic foundations of early reading development: A Norwegian latent variable longitudinal study. Developmental Psychology, 45, 764-781.
¤ Anmarkrud, Ø., & Bråten, I. (2009). Motivation for reading comprehension. Learning and Individual Differences, 19, 252-256.
Bråten, I., Strømsø, H.I., & Britt, M.A. (2009). Trust matters: Examining the role of source evaluation in students' construction of meaning within and across multiple texts. Reading Research Quarterly, 44, 6-28.
Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2008). Effects of task, topic-specific personal epistemology, and prior knowledge on superficial and deep understanding of multiple texts. In J. Cañas (Ed.), Proceedings of the Workshop on Cognition and the Web: Information Processing, Comprehension, and Learning (pp. 133-138). Granada, Spain: University of Granada.
Bråten, I., Strømsø, H.I., & Samuelstuen, M.S. (2008). Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts. Contemporary Educational Psychology, 33, 814-840.
Strømsø, H.I., Bråten, I., & Samuelstuen, M.S. (2008). Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding. Learning and Instruction, 18, 513-527.
Bråten, I., & Strømsø, H.I. (2008). Job values in professional education: The role of achievement goals. Scandinavian Journal of Educational Research, 52, 259-277.
Bråten, I. (2008). Personal epistemology, understanding of multiple texts, and learning within Internet technologies. In M.S. Khine (Ed.), Knowing, knowledge, and beliefs: Epistemological studies across diverse cultures (pp. 351-376). New York: Springer.
Samuelstuen, M.S., Bråten, I., & Valås, H. (2007). Context effects in Norwegian 10th-gradestudents' reports on learning strategies using the Cross-Curricular Competencies instrument. Scandinavian Journal of Educational Research, 51, 511-529.
Bråten, I., & Samuelstuen, M.S. (2007). Measuring strategic processing: Comparing task-specific self-reports with traces. Metacognition and Learning, 2, 1-20.
Samuelstuen, M.S., & Bråten, I. (2007). Examining the validity of self-reports on scales measuring students' strategic processing. British Journal of Educational Psychology, 77, 351-378.
Bråten, I., & Olaussen, B.S. (2007). The motivational development of Norwegian nursing students over the college years. Learning in Health and Social Care, 6, 27-43.
Bråten, I., & Strømsø, H.I. (2006). Effects of personal epistemology on the understanding of multiple texts. Reading Psychology: An International Journal, 27, 457-484.
Bråten, I., & Strømsø, H.I. (2006). Constructing meaning from multiple information Sources as a function of personal epistemology: The role of text-processing strategies. Information Design Journal, 14, 56-67.
Bråten, I., & Strømsø, H.I. (2006). Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. Computers in Human Behavior, 22, 1027-1042.
Bråten, I., & Strømsø, H.I. (2006). Predicting achievement goals in two different academic contexts: A longitudinal study. Scandinavian Journal of Educational Research, 50, 127-148.
Bråten, I., Strømsø, H.I., & Samuelstuen, M.S. (2005). The relationship between Internet-specific epistemological beliefs and learning within Internet technologies. Journal of Educational Computing Research, 33, 141-171.
Bråten, I., & Strømsø, H.I. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian post-secondary students. British Journal of Educational Psychology, 75, 539-565.
Bråten, I., & Olaussen, B.S. (2005). Profiling individual differences in student motivation: A longitudinal cluster-analytic study in different academic contexts. Contemporary Educational Psychology, 30, 359-396.
Samuelstuen, M.S., & Bråten, I. (2005). Decoding, knowledge, and strategies in comprehension of expository text. Scandinavian Journal of Psychology, 46, 107-117.
Olaussen, B.S., & Bråten, I. (2004). Development and change in motivational beliefs among Norwegian business administration students: A two-year longitudinal investigation of student motivational profiles. In H.W. Marsh, J. Baumert, G.E. Richards & U. Trautwein (Eds.), Self-concept, motivation, and identity: Proceedings of the Third International Biennial SELF Research Conference (pp. 751-759). The SELF Research Centre, University of Western Sydney, Australia.
Bråten, I., & Strømsø, H.I. (2004). Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology, 29, 371-388.
Bråten, I., & Samuelstuen, M.S. (2004). Does the influence of reading purpose on self-reports of strategic text processing depend on students' topic knowledge? Journal of Educational Psychology, 96, 324-336.
Bråten, I., Samuelstuen, M.S., & Strømsø, H.I. (2004). Do students' self-efficacy beliefs moderate the effects of performance goals on self-regulatory strategy use? Educational Psychology: An International Journal of Experimental Educational Psychology, 24, 231-247.
Strømsø, H.I., Bråten, I., & Samuelstuen, M.S. (2003). Students' strategic use of multiple sources during expository text reading: A longitudinal think-aloud study. Cognition and Instruction, 21, 113-147.
Bråten, I., & Strømsø, H.I. (2003). A longitudinal think-aloud study of spontaneous Strategic processing during the reading of multiple expository texts. Reading and Writing: An Interdisciplinary Journal, 16, 195-218
Bråten, I., Strømsø, H.I., & Olaussen, B.S. (2003). Self-regulated learning and the use of information and communication technology in Norwegian teacher education. In D.M. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning (Vol. 3): Sociocultural influences and teacher education programs (pp. 199-221).Greenwich, CT: Information Age Publishing.
Olaussen, B.S., & Bråten, I. (2003). Norwegian student teachers' beliefs about the social origins of their self-regulatory strategy use: Who were influential and in what way? In I. Idalovichi (Ed.), Proceedings of the Fourth International Conference on Teacher Education. Tel Aviv: Mofet Institute.
Lervåg, A., & Bråten, I. (2002). Effects of memory load on word recognition: Are there dual-routers in Norway? Reading and Writing: An Interdisciplinary Journal, 15, 233-259.
Strømsø, H.I., & Bråten, I. (2002). Norwegian law students' use of multiple sources while reading expository texts. Reading Research Quarterly, 37, 208-227.
Bråten, I., & Olaussen, B.S. (2000). Motivation in college: Understanding Norwegian college students' performance on the LASSI Motivation subscale and their beliefs about academic motivation. Learning and Individual Differences, 12, 177-187.
Olaussen, B.S., & Bråten, I. (1999). Students' use of strategies for self-regulated learning: Cross-cultural perspectives. Scandinavian Journal of Educational Research, 43, 409-432.
Bråten, I., Lie, A., Andreassen, R., & Olaussen, B.S. (1999). Leisure time reading and orthographic processes in word recognition among Norwegian third- and fourth-grade students. Reading and Writing: An Interdisciplinary Journal, 11, 65-88.
Bråten, I. (1998). Cognitive strategies in mathematics: I. On children's strategies for solving simple addition problems. Scandinavian Journal of Educational Research, 42, 5-24.
Bråten, I., Lie, A. & Andreassen, R. (1998). Explaining individual differences in reading: On the orthographic component of word recognition. Scandinavian Journal of Educational Research, 42, 391-401.
Bråten, I., & Olaussen, B.S. (1998). The relationship between motivational beliefs and Learning strategy use among Norwegian college students. Contemporary Educational Psychology, 23, 182-194.
Bråten, I., & Olaussen, B.S. (1998). The learning and study strategies of Norwegian first-year college students. Learning and Individual Differences, 10, 309-327.
Bråten, I., & Throndsen, I.S. (1998). Cognitive strategies in mathematics: II. Teaching a more advanced addition strategy to an eight-year-old girl with learning difficulties. Scandinavian Journal of Educational Research, 42, 151-175.
Olaussen, B.S., & Bråten, I. (1998). Identifying latent variables measured by the Learning and Study Strategies Inventory (LASSI) with Norwegian college students. Journal of Experimental Education, 67, 82-96.
Bråten, I., & Olaussen, B.S. (1998). Motivational beliefs and learning strategy use. In H. Nissen (Ed.), Transactions from the Royal Norwegian Society of Sciences and Letters, No 4 1998: Learning strategies and skill learning. Trondheim: Tapir.
Bråten, I. (1995). Spelling remediation: A systematic long-term approach to teaching spelling to an aphasic boy. Educational Psychology: An International Journal of Experimental Educational Psychology, 15, 69-87.
Bråten, I. (1994). Learning to spell. Training orthographic problem-solving with poor spellers: A strategy instructional approach. Oslo: Scandinavian University Press.
Bråten, I. (1993). Cognitive strategies: A multicomponential conception of strategy use and strategy instruction. Scandinavian Journal of Educational Research, 37, 217-242.
Bråten, I. (1992). Vygotsky as precursor to metacognitive theory: III. Recent metacognitive research within a Vygotskian framework. Scandinavian Journal of Educational Research, 36, 3-19.
Bråten, I. (1991). Vygotsky as precursor to metacognitive theory: II. Vygotsky as metacognitivist. Scandinavian Journal of Educational Research, 35, 305-320.
Bråten, I. (1991). Vygotsky as precursor to metacognitive theory: I. The concept of metacognition and its roots. Scandinavian Journal of Educational Research, 35, 179-192.
Published Aug. 6, 2010 9:32 AM - Last modified Oct. 19, 2019 12:10 PM
Epistemic Justification in Multiple Document Literacy (Just MDL)
Multiple-documents literacy: Understanding, assessing, and improving students' learning from conflicting information sources
Understanding and Promoting Upper-Secondary School Students' Critical Reading and Learning in the 21st Century Information Society
Cognitive and motivational processes in multiple-documents literacy
Show completed projects
Text Comprehension: Development, Instruction and Multiple Texts (TextDIM)
Department of Education > People >
Helga Engs hus (map)

redpajama_set_name: RedPajamaCommonCrawl


QuoVadis S/MIME certificate solutions provide a variety of deployment methods facilitating their rollout and simplified use for secure email, client authentication, and document signing.
QuoVadis is an EU Qualified Trust Service Provider and maintains other accreditations to reinforce the trust that our users may place on digital certificates.
QuoVadis is an accredited Trust Service Provider delivering EU Qualified Digital Certificates and digital signature services.
QuoVadis Trust/Link allows organisations to easily manage the full lifecycle of their SSL certificates, from issuance through renewal or revocation, across numerous departments and locations.


text:
package edu.cmu.sv.trailscribe.controller;

import java.util.ArrayList;
import java.util.List;

import android.os.AsyncTask;

import com.google.gson.GsonBuilder;
import com.google.gson.JsonArray;
import com.google.gson.JsonElement;
import com.google.gson.JsonObject;
import com.google.gson.JsonParser;

import edu.cmu.sv.trailscribe.dao.KmlDataSource;
import edu.cmu.sv.trailscribe.dao.MapDataSource;
import edu.cmu.sv.trailscribe.model.AsyncTaskCompleteListener;
import edu.cmu.sv.trailscribe.model.data.Kml;
import edu.cmu.sv.trailscribe.model.data.Map;
import edu.cmu.sv.trailscribe.model.data.SyncItem;
import edu.cmu.sv.trailscribe.utils.BackendFacade;
import edu.cmu.sv.trailscribe.utils.SyncItemSerializer;
import edu.cmu.sv.trailscribe.view.TrailScribeApplication;

public class SynchronizationCenterController
extends AsyncTask<String, Void, Void> implements AsyncTaskCompleteListener<String>{

	private final String endpoint = "http://trail-scribe.mlep.net/sync/";
	private AsyncTaskCompleteListener<ArrayList<SyncItem>> mTaskCompletedCallback;
	MapDataSource mMapsDataSource = new MapDataSource(TrailScribeApplication.getDBHelper());
	KmlDataSource mKmlsDataSource = new KmlDataSource(TrailScribeApplication.getDBHelper());
	BackendFacade mBackendFacade;

	public SynchronizationCenterController(AsyncTaskCompleteListener<ArrayList<SyncItem>> callback){
		this.mTaskCompletedCallback = callback;
	}

	// This method is invoked by the BackendFacade once the response from the backend is available
	@Override
	public void onTaskCompleted(String syncResult) {
		if(mBackendFacade != null){
			mBackendFacade.cancel(true);
		}
		ArrayList<SyncItem> itemsToSync = null;

		JsonParser jsonParser = new JsonParser();
		JsonElement jsonElement = jsonParser.parse(syncResult);

		// Unless there is an error in the communication, jsonElement should not be null
		if (!jsonElement.isJsonNull()) {
			JsonArray syncResultJson = (JsonArray)jsonParser.parse(syncResult);
			itemsToSync = new ArrayList<SyncItem>();
			for (JsonElement item:syncResultJson) {
				String model = item.getAsJsonObject().get("model").getAsString();
				JsonObject syncItemJsonArray = item.getAsJsonObject().get("fields").getAsJsonObject();

				// Parsing maps and kmls differently given their attributes are not quite the same
				if(model.equals("sync_center.map")){
					itemsToSync.add(parseMapInformation(item, syncItemJsonArray));
				}
				else if(model.equals("sync_center.kml")){
					itemsToSync.add(parseKmlInformation(item, syncItemJsonArray));
				}
			}
		}
		mTaskCompletedCallback.onTaskCompleted(itemsToSync);
	}

	private Kml parseKmlInformation(JsonElement item, JsonObject syncItemJsonArray) {
		Kml kml;
		kml = new Kml();
		kml.setName(syncItemJsonArray.get("name").getAsString());
		kml.setId(item.getAsJsonObject().get("pk").getAsLong());
		kml.setFilename(syncItemJsonArray.get("filename").getAsString());
		kml.setLastModified(syncItemJsonArray.get("last_modified").getAsString());
		return kml;
	}

	private Map parseMapInformation(JsonElement item, JsonObject syncItemJsonArray) {
		Map map;
		map = new Map();
		map.setId(item.getAsJsonObject().get("pk").getAsLong());
		map.setMinX(syncItemJsonArray.get("min_x").getAsDouble());
		map.setMaxZoomLevel(syncItemJsonArray.get("max_zoom_level").getAsInt());
		map.setMaxY(syncItemJsonArray.get("max_y").getAsDouble());
		map.setName(syncItemJsonArray.get("name").getAsString());
		map.setFilename(syncItemJsonArray.get("filename").getAsString());
		map.setProjection(syncItemJsonArray.get("projection").getAsString());
		map.setLastModified(syncItemJsonArray.get("last_modified").getAsString());
		map.setMinZoomLevel(syncItemJsonArray.get("min_zoom_level").getAsInt());
		map.setMaxX(syncItemJsonArray.get("max_x").getAsDouble());
		map.setMinY(syncItemJsonArray.get("min_y").getAsDouble());
		return map;
	}

	@Override
	protected Void doInBackground(String... params) {
		List<SyncItem> syncItems = new ArrayList<SyncItem>();
		syncItems.addAll(mMapsDataSource.getAll());
		syncItems.addAll(mKmlsDataSource.getAll());

		GsonBuilder gson = new GsonBuilder();
		gson.registerTypeAdapter(ArrayList.class, new SyncItemSerializer());
		String json = gson.create().toJson(syncItems);

		mBackendFacade = (BackendFacade) new BackendFacade(endpoint, this, json);
		mBackendFacade.execute();
		return null;
	}
}

redpajama_set_name: RedPajamaGithub


Aging seniors face major transitions, and their family dynamic needs to evolve with the changing realities. Increasingly, families are choosing mediation as a private, inexpensive forum for making decisions about sensitive issues.
In mediation, family members, the senior and often peripherally involved individuals like caregivers have a venue for expressing their interests and concerns during a productive and directed conversation. The parties agree to try to forge their own agreement. A neutral third party (the mediator) assists the parties in clarifying the issues, creating and evaluating options and choosing the best solution for moving forward. After a successful mediation, the parties leave with not only an agreement but communication strategies they can employ in addressing future issues that may arise.
Why Mediate Conflicts Involving Seniors?
Sensitive issues are kept within the family.
We address issues that affect you, and seek solutions that work for everyone involved. We can hold the mediation at a place and time convenient for all parties, particularly the elder. We can even mediate in your home if the elder wants to participate but accessibility is problematic.
When people in conflict participate in the process and agree to the terms, rather than having them inposed by a judge or other decision maker, they are more likely to abide by the agreement in the future. and even more significantly, participants are oftern able to use communication techniques they learn in mediation to resolve future conflicts.
The elderly man became increasingly alarmed as the battles among his five grown children grew acrimonious. His two daughters, worried that he wasn't taking proper care of himself, wanted him to move to a retirement community. His three sons balked, insisting that he was managing fine in his own home.
Should You Hire an 'Elder Mediator'?
These days, a growing number of families are hiring elder mediators to help them resolve disputes that relate to the care of older adults or their finances. As an alternative to litigation, mediation can be cheaper.
It's tough enough making decisions about elderly parents. What if you don't like the siblings you have to agree with? Even among siblings with good relationships, old hurts, old patterns, old disagreements can erupt again, disguised as fights over whether Dad really needs a nursing home or how to divide up the Royal Doulton figurines.
A small but growing number of mediators (people who help resolve disputes, typically outside a courtroom) now specialize in elder affairs. They help families work through concerns — and fights — involving care giving, inheritance, living arrangements, estate planning and related issues.
They are disputes that can split apart families: Mom's left a pot on the stove again, so her daughters want her to give up her house. Dad's got more scrapes on his car, so his kids want to take away the car keys.


text:
Photo Travelogue
Lake (the poem)
Peace Corps Writers Review
Gestalt Magazine
Jeff Fearnside
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
WELCOME | NEWS | WRITING WORKSHOPS | READINGS | BIO | LINKS | CONTACT
Dec. 31, 2018: I can hardly believe the end of another year is here! This past year was a good one for me both personally and regarding my writing and publishing. Many thanks to those of you who supported this—you know who you are! Here are some highlights since my last updates:
My short story "Accomplices to a Tradition," which originally appeared in Rosebud Magazine, was reprinted in the anthology Out of Many: Multiplicity and Divisions in America Today (Binghamton, NY: Cat in the Sun Press, 2018), edited by Camille Goodison and Racquel Goodison.
My writing manifesto "Wrighting Rules and Notes," which originally appeared in Journal of Compressed Creative Arts, was reprinted in the anthology CREDO: An Anthology of Manifestos and Sourcebook for Creative Writing (Winston-Salem, NC: C&R Press, 2018), edited by Rita Banerjee and Diana Norma Szokolyai.
My poem "Bright Tapestry" appeared in Cirque: A Literary Journal for the North Pacific Rim (Summer 2018).
I had a suite of five poems appear in ISLE: Interdisciplinary Studies in Literature and Environment (Summer 2018), one of which, "After Blackberry Picking," was selected as an Editor's Choice for that issue by editor Scott Slovic.
I had two poems appear in Bluestem. The first, "Death of a Snag," appeared in the print version (Spring 2018), while the second, "Ghostly Amphibian," appeared in the online version (May 2018).
As a special note, seven of the eight poems mentioned above were written either at the Andrews Experimental Forest or the Shotpouch Cabin, and I am extremely grateful to the Spring Creek Project for the writing fellowship and retreat opportunities that made it all possible!
Onward! My poem "The Heads" appeared in The Poeming Pigeon (Fall 2018).
My short story "Nuclear Toughskins" was named a Finalist for The Best Small Fictions 2017 (Braddock Avenue Books, 2017). It was nominated by the Stephen F. Austin State University Press from my short story collection. The guest editor for this edition in the series was Amy Hempel.
My short story "In Borrowed Light" appeared in North Dakota Quarterly (Summer/Fall 2017).
To finally catch up on the news here, my poem "The Last Judgment" was accepted for publication in the anthology Ekphrasis Poems on the Paintings of Hieronymus Bosch and Pieter Bruegel the Elder, edited by David Sullivan and Margaret Sullivan. This book is still forthcoming (the title above is tentative). My poem is based on the Bosch painting of the same name.
PLEASE SCROLL DOWN the page to read my news updates for this year. To access updates for each year going back to 2006, when I first created this webpage, click on the links to the right.


text:
L'aeroporto Moulay Ali Cherif (in arabo : مطار مولاي علي الشريف) (IATA: ERH, ICAO: GMFK) è un aeroporto situato a al-Rashidiyya, un comune nella regione del Drâa-Tafilalet in Marocco.

L'aeroporto si trova ad un'altezza di  metri sopra il livello medio del mare. Ha una pista designata 13/31 con una superficie di asfalto che misura dimensionalmente  per 45 metri.

Note

Moulay Ali Cherif

redpajama_set_name: RedPajamaWikipedia


text:
Posted in # Save Malaysia
Ethnic minorities better represented in conservative govt
Posted on September 7, 2022 September 9, 2022 by Helen Ang
There's a new occupant in No.10 Downing Street.
Also, the cabinet of new conservative UK prime minister Liz Truss has a quite lot of female faces.
Prime Ministers to have served under Larry The Cat:
– Cameron
– Johnson
– Truss@Number10cat pic.twitter.com/YClbUyBb1F
— Charlie Proctor (@MonarchyUK) September 6, 2022
PM Truss is the third Tory woman to become Britain's top leader. Earlier women PMs – the late Margaret Thatcher and Theresa May – were/are Tories.
Truss has appointed another woman too, Therese Anne Coffey, as her deputy prime minister.
Liberals in Britain have never appointed a woman as PM or DPM, much less for both jobs together in a bundle — as is the present package with the UK Tory government.
BELOW: New man headed to No.11, Downing Street
Kwasi Kwarteng (pix above) is the newly minted Chancellor of the Exchequer aka Finance Minister. His parents arrived in the UK from Ghana.
In the previous Tory cabinet, then PM Boris Johnson picked Nadhim Zahawi (ethnic Kurd) and before him, Rishi Sunak (ethnic Indian) as his Finance Ministers.
Note: Nadhim Zawawi has been included in the Truss cabinet
Johnson's conservative predecessor PM Theresa May had selected Sajid Javid (ethnic Indian) as her Finance Minister.
Liberals in Britain have never appointed a non white as Finance Minister. Nor were the British liberal cabinets ever this ethnically diverse either.
BELOW: Liz Truss' top cabinet people
The Truss cabinet has as Home Secretary, pictured above, Suella Braverman (ethnic Indian). FYI: 'Braverman' is her married name.
Former PM Johnson's Home Secretary was Priti Patel, also an ethnic Indian.
James Cleverly (pictured above, left) – whose mother immigrated from African country Sierra Leone – is the new British Foreign Minister.
The Truss cabinet also includes Kemi Badenoch, Alok Sharma and Ranil Jayawardena.
Yet when liberal propaganda portrays conservatives as white supremacists, misogynists and racists, the Sam Harrises of the world swallow such misinformation hook, line and sinker.
Meanwhile in Malaysia, the group most easily taken in by propaganda is DAP supporters.
Dapsters incapable of processing real data
In our country, many pro-opposition Malaysians reflexively believe that the Harapan government was more multiracial than previous BN governments.
This belief is factually wrong.
BN had more non-Malay, non-Muslim MPs than Harapan, actually — see full name list comparison HERE • ['Where do Nons get their (mistaken) idea Harapan was most 'multiracial' govt ever?']
The Badawi cabinet also had more Chinese ministers and deputies than the Mahathir-Harapan cabinet — compare full name lists and their designations HERE • ['More Chinese cabinet ministers under BN than during Harapan interregnum']
After Mahathir was temporarily sidelined in 2004, BN chairman Abdullah Ahmad Badawi led the long-ruling coalition to its most multiracial elected representation.
This is because Mahathir was, and still remains, a highly toxic racial element.
BELOW: Syed Saddiq's BFF are all three DAP Christians
Future-proofing Malaysia together🇲🇾
The 3 great women shaping Malaysian politics.
But a little bit stress la.
"Aunties" kept on asking when i'll get married 😆
Aiyo.@hannahyeoh @yeobeeyin @TeoNieChing pic.twitter.com/yOxco2etvg
— Syed Saddiq (@SyedSaddiq) August 4, 2022
Yet Chinese voters were prepared to anoint Mahathir as their PM 2.0 and are currently pinning great hopes on Mahathir protege Syed Saddiq.
And Cina DAP, who claim to be strongly anti corruption, are the staunchest defenders of Saddiq who is in court for corruption charges.
Tagged: ethnic representation, smarter conservative voters
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13 thoughts on "Ethnic minorities better represented in conservative govt"
HY says:
not a fair comparison. liberal except lloyd george, not really a main force in uk politics. even lloyd george have the backing of conservative. 2, liberal ideology is more on economic and worker, and perhaps less colonial centred. anyhow i dontknow much about uk, i learn most of it when i read churchill biography. dap is (supposedly) a socialist party, maybe labour party is a better match.
msia no liberal party, we have only malay chinese indian and muslim party.
Yes, leaning more to Labour party Corbynistas.
I used the word 'liberal' (= woke !!) as opposed to the 'conservative' ideology. Not referring to Lib Dems per se.
Your clarification is useful for my readers. Thanks.
AK47 says:
Malaysian politicians are way behind the British The root cause which many have forgotten was the lengthy 22 year Administration when nothing was done to improve ourselves politically but overwhelmed by the filthy lucre – like a lost child lost in a dark woods from the Grimm's fairy tale. Now we pay for such neglect in spades. I really do not dare to think when we should be proud of our home-grown politicians again. It is alleged even those who were educated at Oxbridge could sell their grannies down river to Singapore of all places. In this instance no necessity for the Trojan Horse ! You know what I mean. Malaysia lost at least 42 years in our political development 22 years + 20 years. We had plenty of talent too. Unlike now when the talent pool is dried up and we have to beg them to return home but none will. As for Britain's latest menu of a Cabinet, which side of the penny should we look at ? Britain's success in diversity or the many foreigners within its gates ? In 1982, the History Fellow of Jesus College, Cambridge told me when I asked him why there were so many foreigners in Britain, ' The fall of Rome was because there were so many foreigners within its gates.' In the case of Malaysia, Malaya began her Merdeka as a land of Diversity not Homogeneity ! Believe it or not ! Whilst Britain ended up as a Land of Diversity from Homogeneity – that's the difference. with a hodgepodge of politicians elected from different ghettoes which is Great Britain today !
uncle, the so called gb diversity is more on indian, not black. i read some books from ethnicity indian vs naipaul though he was not born in india, i notice the indian elite class are more easily integrated into the british life compare to a chinese, basing on yr life in cambridge, is it due to cultural or colonisation? even msia also quite same, for eg the 22 yrs ruler.
Naipaul was either a British Guiana or Trinidad & Tobago Indian. There are also Hakka Chinese communities in these places and Jamaica. The Indians mainly Gujeratis immigrated into Britain from Kenya, Uganda and Tanganyika at the point of their Independence. The first West Indians arrived in Britain in 1954. There were no visible signs of Indians in the 1950s or the 1960s. By the 1980s, the Gujeratis have taken over all the English 24 hour shops and the US motels !. It is their descendants now in Whitehall or the Parliament. Because of the Indian Caste system, there are no Indian elites in Britain but only in India. Rich Indians in Britain are not from India. The British Indians we see today were born and bred in Britain. The lack of British political talent arose from the fact that in the 1980s, the Britons eschew politics and headed for the City where the money is. With the varied distribution of Power in the British Government, it remains to be seen where Britain is heading. For some years, I have proposed that the now naked Singapore with no human and natural resources but only their largesse from their Cold War Trades 1948-1989, to confederate with the United Kingdom or Scotland or else she be taken over by the Indians in the next generation like in the US and Britain. Then, Singapore will have the World's First Tele-Parliament of the Singapore-United Kingdom Confederation in keeping with their penchant of doing the first things in the World next to these United States ! Singapore has the money and the Asian connection and Britain the talent and technical know-how of all kinds. Our beloved Malaysia will have the advantage and benefit of the United Kingdom on our door-step. As it is, we have a poor neighbour which kept grabbing things from us, the 1962 Water down to the loss of our KTM huge assets which ended up as half an office building in downtown Singapore plus those precious Jurassic rocks before Singapore was founded in 1819 etc.etc. We should have our heads examined by a competent psychiatrist or psychologist for enjoying being screwed by a small timer always ! Or money talks ?
i believe there are many educated chinese that move to gb especially hker during the 80s and 90s, and equally many chinese msian and sporean that prefer a more progressive society who did the same. however we rarely see them having a prominent role in politics as compare to indian. i still think it have much to do with culture and characteristic. i guess in politics of the western and democracy world, there is less element of patriarchy, authoritarian and prestige, and less chances of making tons of money, thus its not a aspiring job for the chinese, what do you think?
HY. You hit the nail right on the head ! I deliberately left out the BBCs or British born Chinese and the Singaporeans or Malaysians who settled in the UK to pursue their esoteric interests. Some Malays have done well in Britain. I remember a Malay who established a successful tutorial college. He passed away recently. But generally, , the Chinese began in the UK by jumping ship in Liverpool during the pre-World War II days.. Then, post-War, the many students from Singapore and Malaya who were mainly law students from the late 1940s-1960s. All Chinese were professionally inclined with no thought of staying. There were not many Chinese restaurants before the 1970s which were mainly owned by the Hong Kong Chinese. The Chinese kept to solid businesses like restaurants or the professions. How many Malaysians know that the following Malaysians are World Class and not a single Singaporean ? They do not boast ! The second son of our MCA Minister Khaw Kai Boh is World Class in his field of Paediatrics ! He was knighted by The Queen. He was awarded by all the best universities in the World for his research and innovations at the World famous Great Ormond Street Children's Hospital, London. His list of World Class Awards and Achievements filled volumes. Then, we have Professor Charles Loke, Towkay Loke Yew's grandson who is not only a Senior Fellow and Professor of King's College, Cambridge but an expert in birth control arising from his research into the human placenta . And the first Malaysian to achieve this distinction ! Many years ago, he was invited by Beijing to host a scientific forum. We must not forget Professor Khaw's sister who is also a Professor of Geriatrics at Cambridge. My classmate from the Methodist Boys' School, KL became a World Class Laboratory Technologist in the University of Toronto, Canada. He was so good in his field that his Jewish Professor colleague could not do without him. Another classmate became the Chief Engineer, Deptford, Kent, England. My list of successful Malaysian Chinese professionals run into hundreds. They do not boast and contented with their careers as all have no politics on their minds. One Malaysian Chinese from Seremban with a British spouse has a son who is a Gold Medallist in Pentathlon, Tokyo Olympics 2021 whilst his fellow BBC Yee whose father was from Hong Kong and mother British, was a Triathalon athlete Gold Medallist, Tokyo Olympics 2021. The Chinese have done well in the professions in the West and the United States. Their success is in the Academia where their abilities are highly appreciated and never politicized ! The Malaysian Chinese overseas have done our beloved Malaysia proud because they ventured overseas of their own volition !. What do we Malaysians know about them ?
Yes ! I nearly forgot. My close Malaysian Chinese friend who was at college with me was very upset when he was kicked up stairs to be an Adviser and not promoted to be the CEO of Australia's biggest telco. He told me he would have made a lot of money if he had stayed behind in Malaysia.. His contemporary was the founder of Sapura, a Colombo Scholar at Brighton College, England. His 2 children became doctors from Australian Government scholarships and the family are devout Methodists. I made no comment ! That was in the early 1990s.
HY. I know of 2 doctors who returned to our beloved Malaysia on retirement. One from Vancouver who settled in TTDI or Taman Tun Dr Ismail, Kuala Lumpur. The other returned to Penang from Hong Kong. We really cannot tell where the overseas Malaysian Chinese will settle on their retirement depending on the circumstances. For easy living, Malaysia is the best in the World. Believe it or not !
Here is a true tale of human endeavour and gratitude which moved my heart. It is from Tamil Nadu, India. In 1888, a British engineer built a dam which could irrigate up to 340,000 acres of land in southern Tamil Nadu to provide 2 harvests a year.. It was completed in 1895. To this day, the people still remember his name Pennycuick who was born in Pune in 1841. In gratitude, they would name their children after him or celebrate his name at temples. However, the dam is situated in neighbouring Kerala which objects to its presence. But eventually the Indian High Court ruled in favour of Tamil Nadu. In its gratitude, recently the Government of Tamil Nadu has presented a statue of Pennycuick whose body is buried in Camberley, a town 30 miles south of London, to be placed in the garden where he is buried.. His great grand son recalled that there was no record of Pennycuick ever used his own money to build the dam. A student named after him Pennycuick, said his dream would be to travel to London to see the statue. Like the Chinese, the Indians too never forget ! Vide BBC.
Finally, we must remember that Kwasi Kwanteng, Nadhim Zawavi and Suella Braverman were educated by the best universities in Britain and qualified at the top and had worked for at least more than 10 years in non-political agencies before they became active in the British Government. These British elites were trained and monitored from young and did not achieve their status through patronage. Their minority status does not reduce the recognition of their abilities by one iota ! . Kudos to the British for appointing the best and not the rubbish ! These 3 are not the only ones. There are many more who can also do the job. This is known as maturity in good governance in a normal democracy. What more can we learn from others ?
Syed Saddiq is all flash and no substance. Most fitting that Cina DAP should be so enamoured of him.
Sad. He should have taken his PPE Oxford degree instead of being used by the BACs or born again christians. He may end up as another aspirant for the PM at the age of 73 !


Painted kitchen units are a practical choice. Thanks to their durable finish, they rarely show scratches and other signs of daily wear and tear. Available in matt, satin and gloss finishes, it's also a versatile option. It's soft finish makes it ideally suited to traditional cabinetry, but painted units will also sit happily in a modern design.
Whether you choose a bold all-over shades or just a few bright highlights, bringing colour into the kitchen will raise everyone's spirits and create a welcoming space where you'll want to spend time and gather with family and friends.


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William Granger Johnson
William Granger Johnson net worth, birthday, age, height, weight, wiki, fact 2021-22! In this article, we will discover how old is William Granger Johnson? Who is William Granger Johnson dating now & how much money does William Granger Johnson have?
Date of Death 1978 (aged 78) Australia
Place of Birth Suva, Fiji
Horoscope Leo
William Granger Johnson Biography
William Granger Johnson is a famous , who was born on July 28, 1900 in Suva, Fiji. According to Astrologers, William Granger Johnson's zodiac sign is Leo.
William Granger Johnson (28 July 1900 – 1978) was a Fijian businessman and politician, serving as a nominated member of the Legislative Council in two spells during the 1940s and 1950s.
Many peoples want to know what is William Granger Johnson ethnicity, nationality, Ancestry & Race? Let's check it out! As per public resource, IMDb & Wikipedia, William Granger Johnson's ethnicity is Not Known. We will update William Granger Johnson's religion & political views in this article. Please check the article again after few days.
Granger was born in Suva in 1900, the only son of Australian Blance (née Wadeson) and Canadian William Henry "Tavua" Johnson. Growing up, he was given the nickname Tui (chief), becoming known as Tui Johnson. He married Val, with whom he had five children, and also joined the Fiji Defence Force, becoming a lieutenant. In 1930 he was appointed German consul in Fiji.
William Granger Johnson Net Worth
His net worth has been growing significantly in 2021-2022. So, how much is William Granger Johnson worth at the age of 78 years old? William Granger Johnson's income source is mostly from being a successful . He is from Fiji. We have estimated William Granger Johnson's net worth, money, salary, income, and assets.
He went into business and after working at Brown and Joske, he joined W.R. Carpenter in 1937, going on to become managing director. He later served as chairman of the Suva Chamber of Commerce.
William Granger Johnson Height, Weight & Measurements
At 78 years old, William Granger Johnson height not available right now. We will update William Granger Johnson's Height, weight, Body Measurements, Eye Color, Hair Color, Shoe & Dress size soon as possible.
Following the 1944 elections, he was appointed to the Legislative Council by Acting Governor John Fearns Nicoll as one of the two nominated European members. In 1945 he was an acting member of the Executive Council, covering for the absent Hugh Ragg. Although he was not reappointed following the 1947 elections, he was nominated to the Legislative Council again in 1953, serving until the 1959 elections. He also served on Suva Town Council, representing the Muanikau ward until retiring in 1955.
Who is William Granger Johnson dating?
Johnson retired in 1970 and moved to Queensland in Australia. He died in Australia in 1978 at the age of 78.
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Špedicija (latinski expedire, otpremiti) je gospodarska djelatnost koja se bavi organizacijom otpreme i dopreme robe te provozom robe kroz neku zemlju i ostalim poslovima koji su s tim u vezi.

Špediter se još može definirati i kao gospodarstvenik, pravna ili fizička osoba koja se isključivo i u obliku stalnog zanimanja bavi organizacijom otpreme, dopreme i provoza robe svojih nalogodavatelja pomoću prijevoznika, te drugim poslovima koji su u vezi s otpremom, dopremom i provozom robe. Nadalje, podšpediter je drugi špediter na kojega je glavni špediter prenio u cjelini izvršavanje špediterskog posla, dok je međušpediter drugi špediter na kojega je glavni špediter prenio realizaciju dijela špediterskog posla.
Špediciju kao aktivnost možemo opisati kao skup specifičnih funkcija, poslova, operacija, vještina i pravila koja djelotvorno omogućuju otpremu, dopremu i provoz materijalnih dobara svim prijevoznim sredstvima, svim prijevoznim putovima, u konvencionalnom, kombiniranom i multimodalnom transportu. Međunarodna špedicija se odnosi na skup specifičnih funkcija, poslova, operacija i pravila koja djelotvorno omogućuju otpremu robe iz vlastite u strane države, dopreme robe iz stranih u vlastitu državu i provoz robe između stranih država preko vlastite države.

Poslove koje špediter obavlja u sklopu svoje djelatnosti dijele se u dvije skupine.
Prva skupina su osnovni špediterski poslovi, a oni su:

 stručni savjeti i sudjelovanje u pregovorima radi sklapanja ugovora o međunarodnoj kupoprodaji;
 instradacija;
 doziv robe;
 sklapanje ugovora o prijevozu robe na klasičan način - uporaba prijevoznog sredstva jedne prometne grane;
 sklapanje ugovora o multimodalnom transportu robe i organiziranje transporta "od vrata do vrata"
 prihvat robe radi otpreme;
 otprema, doprema i provoz robe u užem smislu;
 sklapanje ugovora o ukrcaju, iskrcaju i prekrcaju robe;
 sklapanje ugovora o transportnom osiguranju;
 sklapanje ugovora o skladištenju i skladištenje robe;
 ispostavljanje i pribavljanje prijevoznih i drugih dokumenata;
 obavljanje poslova u vezi s carinjenjem robe;
 kontrola ispravnosti dokumenata i obračuna vozarine, carine i drugih pristojbi i troškova;
 informiranje nalogodavatelja.

Druga skupina su specijalni poslovi, koje špediter obavlja povremeno, odnosno samo u posebnim prilikama kada pomoću njih kompletira paket svojih usluga:

 sklapanje ugovora o pakiranju i signiranju, te obavljanje tih poslova;
 sklapanje ugovora o vaganju i sortiranju, te obavljanje tih poslova;
 izdavanje jamčevnih pisama;
 izdavanje špediterskih potvrda i drugih FIATA dokumenata;
 uzorkovanje robe;
 zastupanje nalogodavatelja u regresnom postupku prema trećim osobama;
 zastupanje nalogodavatelja u slučaju zajedničke havarije;
 ugovrna kontrola kvalitete i kvantitete robe u međunarodnom prometu;
 hranjenje i pojenje živih životinja;
 doleđivanje robe;
 sajamski poslovi;
 leasing poslovi;
 međunarodni pomorski prometno-agencijski poslovi;
 kreditiranje nalogodavatelja;
 otprema, doprema i provoz zbirnog prometa;
 drugi propisani ili uobičajeni poslovi u vezi s otpremom, dopremom i provozom robe.

Vanjske poveznice

Tercijarne djelatnosti
Teretni promet
Logistika


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Relatable Yet Fun, MX Player's 'Hey Prabhu 2' Is A Must-Watch For Every Millennial
AllBollywoodCelebscoopHollywoodOriginals
2 min read 3.2 K Shares
Snigdha KackerUpdated on Mar 26, 2021, 15:29 IST
Who are millennials and what are their #LifeKeLoche?
Every 24–39-year-old is defined as a millennial. But beyond this definition, every single one of us "millennials" is an adult who is stuck in the endless cycle of keeping a job, paying bills, meeting parents' expectations and having some semblance of a love life. Don't think it sounds hard? Well, it is.
Just like us, Tarun is also struggling to keep up with the hurdles life is throwing at him. We were with him in the first season of MX Player's Hey Prabhu where he went from being a social media influencer to someone who had to struggle to find his place in the real world.
Well, now he is back with a second season and his problems are getting bigger by the minute. Rajat Barmecha is back as Tarun and the show definitely went to a new height with mind-boggling OMG moments.
The show is a light-hearted comedy that deals with some real-world issues which are what made it a fun and enlightening watch. I pretty much binged all 10 episodes in one sitting. After watching Rajat Barmecha take on the role of a troubled, young kid in Udaan, seeing him don a whole new character in Hey Prabhu 2 definitely added another layer to his acting prowess.
Rajat made sure that he maintained his boyish charm but added a little more intensity to it. Be it office rivalry with a new hire, problematic love life or a confusing personal problem, Tarun is being bombarded from all sides, does he sink, or swim is something I cannot tell you without spoiling the story.
The rest of the cast includes Parul Gulati, Achint Kaur, Jasmeet Singh Bhatia, Sonyaa Ayodhya, Pryanca Talukdar, Rituraj Singh, Grusha Kapoor, Dev Dutt, Ashish Bhatia, Raj Bhansali and Neha Panda made sure that the story did not fall flat at any moment.
The direction and writing were definitely at par with everything else MX Player has produced in the past year and the content just keeps on getting better. So, kick off your long weekend with a fun, relatable and light-hearted show like Hey Prabhu 2 which is streaming on MX Player now!


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Padmaparna Chaudhuri, PhD
Director of Technical Research
Farcast Biosciences (2017-2020)
Bangalore, India | Director R&D, Intellectual Property
General Electric (2010 - 2017)
Bangalore, India | Lead Intellectual Property Professional
Brigham & Women's Hospital, Harvard-MIT Division of Health Science and Technology (2007 - 2010)
Cambridge, MA | Post-doctoral fellow
Indian Institute of Science (2002-2007)
PhD | Organic Chemistry
Indian Institute of Science (1999 - 2002)
Master of Science | Chemical Sciences
Padmaparna joined Sands Capital in 2022 as the Director of Technical Research, reporting to Parker Cassidy. Prior to that, Padmaparna spent 12 years in large multi-national and startup companies, working across different life sciences tools and diagnostic programs. In those roles, she has led the creation of patent portfolios and performed technology and intellectual property analysis to identify R&D and inorganic growth opportunities. The work contributed to initiation and shaping of various internal research programs, and led to some key collaborations/acquisitions. Padmaparna did her PhD from Indian Institute of Science (India) in Bioorganic Chemistry and her post-doctoral research in Harvard Medical School/Brigham & Women's Hospital in the area of targeted drug delivery in cancer.


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Search Announcement
Mitratech, Global Technology Partner for Legal, Risk and HR Management Solutions, Hires Rene Barreda as Chief People Officer
Mitratech, the leading provider of legal, compliance and HR software, has appointed Rene Barreda as Chief People Officer (CPO). Mitratech worked with Frederickson Partners on the executive search.
As CPO, Barreda will be responsible for building and leading the People function within the organization. He will help develop and implement People programs and strategy for talent acquisition, performance management, compensation, change management and culture. Reporting to the company's CEO, Mike Williams, Barreda will also act as a culture steward, building upon Mitratech's strong culture and establishing team synergies that allow the company to maintain its action-oriented values.
Barreda brings over 25 years of HR leadership experience to Mitratech. He was most recently the Chief People and Legal Officer at Corel Corporation, where he led both People and Legal Practices globally. Prior to Corel, Barreda held HR C-level roles at companies including Marlin Equity Partners, Forcepoint and ResMed. His earlier HR roles include Executive Director of Global HR at Dell, Regional Vice President of HR at BMC Software and HR Advisor at Mobil Oil, among others. Barreda holds a M.S. in Legal Studies from the University of San Diego School of Law, and a B.B.A in Finance from the University of Texas at Austin.
Mitratech is a proven global technology partner for corporate legal, risk and compliance, and HR professionals seeking to maximize productivity, control expense, and mitigate risk by deepening operational alignment, increasing visibility, and spurring collaboration across their organization. Mitratech's investments in leading-edge technology support its accelerated growth strategy and allows them to continue to solve the evolving needs of their customers.
Frederickson Partners recruits high impact human resources leaders for innovative companies. Frederickson matches startups, tech unicorns, and the Fortune 500 with world-class full-time and project-based talent. The country's leading People executive search firm, Frederickson Partners is headquartered in Silicon Valley with offices nationwide. Clients include Alphabet, Creative Artists Agency (CAA), Gartner, Gilead, Intel, Pinterest, Qualtrics, Roche, ServiceNow, StockX, The Nature Conservancy, Twitter, Uber and Workday.
Follow us on LinkedIn at https://www.linkedin.com/company/fredericksonpartners/


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Why Toca?
Florida Everglades
The Florida Everglades start at the Kissimmee River, which discharges into the vast but shallow Lake Okeechobee. In the wet season, the water leaving the lake forms a slow-moving river 60 miles wide and over 100 miles long, flowing southward across a limestone shelf to Florida Bay at the southern tip of the peninsula.
Along its journey to Florida Bay, the water from the lake brings life to different environments that conform an intricate labyrinth of interdependent ecosystems including cypress swamps, the estuarine mangrove forests of the Ten Thousand Islands, tropical hardwood hammocks, pine Rockland, and the marine environment of Florida Bay. Each is hauntingly beautiful in its own way: landscapes that cannot be replicated anywhere else. This fascinating corner of the planet is life giving and life affirming, a primordial landscape that should be protected.
Pahayokee—Seminole for Everglades—was a pristine environment where the swamps and forests were not obstacles but a natural bounty. Calusa, Tequesta, Miccosukee, Seminole, and later Gladesmen occupied and lived off the land. The Calusa maintained a highly organized society and left behind many traces of their civilization, including large-scale architectural shell works, shell tools, carved wood, and long distance canoe trails. After the native population was exterminated by wars or exotic illnesses, Florida's land boom promised cheap swamp land for agricultural or community development. That decision doomed the Everglades.
In her seminal monograph The Everglades: River of Grass, Marjory Stoneman Douglas attempts to redefine the modern perception of the Everglades from a worthless swamp to a life-giving river. The resilient southern end of this unique ecosystem is what we know today as The Everglades Natural Park. Declared a World Heritage Site by UNESCO, the park's mission is to preserve and protect the unique and abundant flora and fauna within its jurisdiction.
Everglades National Park covers between 1 and 1.5 million acres. It is the largest subtropical wilderness in the US. hosting an incredibly rich mixture of plant and animal habitats. It is also a beautiful place to visit, an invitation for our children to discover the incredible power of nature, the beauty of a glorious sunset over Flamingo–the southernmost town on the Florida mainland–or the enchantment of endless rainbows during the rainy season. Photo safaris are equally as attractive since many of the species of plants and animals are endemic to the area and cannot be found anywhere else. Feel free to canoe through he haunting cypress swamps observing the broad variety of birds, medium and large mammals like the elusive Florida panther, and, of course, the ubiquitous American alligator and American crocodile.
While most of the park is remote and inaccessible, there are plenty of spots within a few minutes from Miami or Naples, where you can get a feel for the "River of Grass". The Park has three main entrances: Shark Valley, near Miami; Royal Palm in Homestead, and Everglades City in Florida's West Coast. Each will lead you to a different, unforgettable encounter with nature, something we all need to do more often. The best way to see the park is to take the time to walk the boardwalks and trails along the main park road to join in ranger-led events. Naturalists give talks, and lead hikes, canoe trips, tram tours, and campfire programs, as well as narrated boat tours to explore the pristine Ten Thousand Islands and coastal mangrove.
I remember that as a child growing up in Miami, I thought of the Everglades as civilization's frontier. On one side there was progress, roads, malls, suburbs—our habitat. Beyond the city limits lay myth and lore, a land of monstrous lizards, giant serpents, mystery, and ghosts. I was disconnected from my immediate natural environment and devoid of the fundamental connection and sense of pride and ownership of the place where I lived. This shared belief contributed to the neglect of the glades. In the Everglades, there are not epic vistas or high snow covered peaks. This park is more intimate, more personal, unique, and discreet, but its overwhelming beauty will change your life.
If you are not comfortable venturing into the Everglades by yourself, there are several operators that will take care of all your needs and concerns. These include Dragon Flies Expeditions with a comprehensive Everglades Backwater Tour. And if you think the Everglades are only about nature and not art, we invite you to visit Clyde Butcher's Big Cypress Gallery located on 13 acres in the middle of the Everglades on Tamiami Trail. Butcher is an award-winning photographer and environmentalist who has produced some of the most iconic images of the river of grass.
As it has been since the mid 19th century, the Everglades face continuous challenges. The latest problem is the growing population of invasive species like Burmese pythons, purple swamp hens, Cuban frogs and Australian pines, among others. This is the result of an ill-regulated exotic pet trade. These species compete with native plants and animals for resources and habitat. The expansion of the sugarcane industry, other agricultural endeavors, loss of habitat to real estate development, and supplying clean water to mores than 7 million South Floridians are stress factors that have to be dealt with if we want to protect this environment. Some call the Everglades a fragile ecosystem. We call it the most resilient treasure in the southernmost corner of the United States.
www.tocaevents.com
Back to Life, Back to (Virtual) Reality
Yachting in Cuba with TOCA Trips
New Event Planners in Las Vegas: TOCA opens its doors in the city
The Wonder of Japan's Cherry Blossom Season
Tanzania Tour with TOCA Trips!


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smw centralmario fan games galaxysmbx community
General Planning Thread
S1eth
Re: General Planning Thread
Postby S1eth » 4 years ago
Dragon Fogel wrote: That HUD looks pretty neat to me - the one issue is that it's above the item box, which looks a bit weird. Maybe move it below the life counter?
Below the life counter is usually the star counter (not visible because I haven't collected any stars), so it'd have to be even further down.
Dragon Fogel wrote: Or keep it above but move the life counter down.
I didn't even know you could move the parts of the HUD itself. How?
Oh, sorry, I was under the impression the HUD could be varied more with Lua code. I haven't gone poking around in the details of Lua at all, though. (I feel like I should at some point, but I haven't gotten to there yet.) And I forgot about the star counter, whoops.
By my count, we've got 32 levels submitted now and I'm thinking it's at a point where we need a better way to keep track of them all. I remember something about A2XT using a wiki; is that a good idea here, or does somebody have another suggestion?
cutest girl 2023
Contact Pyro
Postby Pyro » 4 years ago
Yeah, A2XT has its wiki for planning. A wiki would be helpful for this as well, especially with organizing levels into the worlds.
Also, you probably want to delete that outdated list in the name claiming thread. The spreadsheet serves the exact same purpose and more.
I was never a fan personally of having to go sign up at some other site or whatever to do a thing for A2XT... but I don't really have any better ideas at the moment other than another spreadsheet so idk
Pyro wrote: Also, you probably want to delete that outdated list in the name claiming thread. The spreadsheet serves the exact same purpose and more.
I specifically left that list in when I made the spreadsheet in case we had any instances of somebody not being able to access the spreadsheet because Google Sheets, but given that that hasn't happened yet we're probably alright to delete it at this point, yeah.
On the subject of the hub, the capital city might end up not actually having much overlap with MaGL X2. So far it's been Verdant Avenue, the Train Station, Parking Garage, Shopping Mall (which was actually a melon farm), Church of MaGL and the Hospital. And from the looks of the map, it looks like Episode 2 might be in a huge tower (although I could be wrong). For worlds I was thinking along the lines of something you would only see in a capital city instead of just a city, like a massive library, a museum, the legislative building, the park (with a fountain and such), and the raocow Monument. tl;dr personally I think we can still have a city hub that has minimal overlap with MaGL X2.
romajiQuadhash
typos "raocow" as "roacow" (and I TAS)
First name: Romaji Quadhash
Pronouns: ke/keh/ker
Location: ""Canada""
Postby romajiQuadhash » 4 years ago
Pyro wrote: On the subject of the hub, the capital city might end up not actually having much overlap with MaGL X2. So far it's been Verdant Avenue, the Train Station, Parking Garage, Shopping Mall (which was actually a melon farm), Church of MaGL and the Hospital. And from the looks of the map, it looks like Episode 2 might be in a huge tower (although I could be wrong). For worlds I was thinking along the lines of something you would only see in a capital city instead of just a city, like a massive library, a museum, the legislative building, the park (with a fountain and such), and the raocow Monument. tl;dr personally I think we can still have a city hub that has minimal overlap with MaGL X2.
That sounds reasonale
This is a sig
So given the sheer volume of levels we've seen in MaGL X and X2 that were cut off or left unfinished in some fashion, the idea occurred to me that maybe we should have a bonus world of some sort for such levels to be included in all their finished 'hopefully glory?' rather than leave them to maybe be submitted to A2XT maybe if their designers ever bother to finish them and then maybe get into episode 2 or 3 in like 3-5 years. The trouble with that being, of course, that between that, the regular reused level name world, and the MaGL 1/2 zebraspaces, that'd be rather a lot of bonus worlds.
Also where would that even be put, if the regular reused name world is the postgame and the MaGL 1/2 reused name world is the zebraspace. I'm given to understand the technology does exist to check into any MaGL X2 save that may exist in one's SMBX installation and do lua things depending on stuff in it, but then if we did go that route would we want all the reused names in there or just the 'reused' reused names (i.e. not the 'finished-up levels' ones) or what?
I feel like that's not an issue until we see how many people we can get who want to finish their levels. If there's just one or two, then it's not that big a deal to just put them in the regular bonus world. If it's more like eight or something, then we look at a bonus world.
If we get significantly more than that, we could look at just a small separate episode with the "finished/refurbished" levels that warrant it.
Also, I don't think I specifically said this, but I've been thinking the best way to handle the Zebraspace levels might be to just hold off on doing anything with them until we have the rest mostly done. Then I'll make a thread with the MAGL 1 and 2 names, people claim them, and we work out which worlds they go in once they're done. Seems easier than trying to guess how many worlds are going to need Zebraspace levels before we know how many levels we're ending up with.
Dragon Fogel wrote: I feel like that's not an issue until we see how many people we can get who want to finish their levels. If there's just one or two, then it's not that big a deal to just put them in the regular bonus world. If it's more like eight or something, then we look at a bonus world.
So uh yeah about this. I kinda had a discussion (read: one-sided rambling session) about the matter in skypehaus, and it occurred to me that what I am proposing is in essence a world of what Sniggerb0bble asked if he could do like four months ago, at which time the consensus was that remakes and redesigns of the original levels didn't really 'belong' in the game since the entire point of the reused names was to reinterpret them into new and different levels from the originals.
I stand by that statement, and thinking about it in that way it does seem decidedly against the spirit of the project. But I still wanna have a space for this sort of thing.
So the idea I came up with - which I may have mentioned as an option in my original post actually it was a while ago and I forget - is, assuming we have enough interested parties, to include the finished/redesigned levels in a save bonus world sort of thing accessible if you have a save from MaGL X2 (and maybe MaGL X1 for those levels if we get the Lua shenanigans working with that). This way the world of remakes comes across as distinctly 'Not Really Part of the Game Per Se' as a neat little bonus zone rather than feeling out-of-place in the actual 'game' game somewhere, we have a lot more freedom with what we can allow in there since we no longer have to worry about if it's new and fresh level content (so Sniggerb0bble could indeed do the tightened-up redesign he wanted to do back then, for instance), and we don't end up having two postgames or something weird like that.
That'd probably be the way to go, yeah.
So here's some ideas I had for some hub areas.
World Ideas
- Talkhaus University
Music: https://www.youtube.com/watch?v=dTnZqMpWttY
Description: A college where various classes are taught. You enter the doors to the classes.
Flavor Text: "This class teaches..."
Boss Text: "Inside they are taking a test on..."
- The Observatory
Music: The pm-shivermountain.mp3 file in the a2xt devkit
Description: A big dome thingy where you can observe space. To go in a level, you enter a telescope.
Flavor Text: "Gaze into the stars and observe..."
Boss Text: "You see a bright star named..."
- The Park
Music: https://www.youtube.com/watch?v=GfHbnOPMbCE
Description: A large, flowery park with a large fountain with a statue of Demo in the center. A flower festival is taking place in this area, and you can smell various flowers (press up to enter them).
Flavor Text: "This flower emits a beautiful smell of..."
Boss Text: "This is a particularly rare flower..."
- The Museum
Music: https://www.youtube.com/watch?v=_t0UQrRRTMY
Description: A museum that has interactive exhibits displayed on various floors. The exhibits are actually the levels. Plot twist.
Flavor Text: "This exhibit displays..."
Boss Text: "This is a special exhibit..."
- The Statue of raocow
Music: ???
Description: A massive statue of raocow (do not steal) with a spiraling staircase to the very top. There are evil capitalists trying to sell you the levels on your way up. The boss would preferably be at the top and be the entrance to the souvenir shop.
Flavor Text: "Hey there! Do you want a look at..."
Boss Text: "Oh no! It's a souvenir shop!"
- The Ivory Tower
Description: A tower where all of the executive decisions for the city are made. The levels are proposed bills laying on lecterns. If this was taken as a world, it would probably be the final world and as such not have a normal boss at the end.
Flavor Text: "The proposed bill involves..."
Boss Text: N/A
- The Library
Music: https://www.youtube.com/watch?v=92T-fDW9xAw
Description: A large library filled with documents and books about many things. You enter parts of the shelves to get to the levels.
Flavor Text: "The book is titled..."
Boss Text: "Someone's tampered with this book -"
I'm not entirely sure about the music I put down. I feel like I'm biased towards specific series.
edit: Also, do you guys think we should include a garbage world? We already have two joke levels (
Mission: Proud Star
And Wario Said Unto Them, 'Warm the Education'. And It Was So.
I'm not inclined to have a garbage world, myself.
Personally, I think we shouldn't have too many pure joke levels and we should place them where the joke will have the most impact. For Mission: Proud Star in particular, I think it works best if we have it partway through World 1, set after a few genuine early-game levels to establish the idea that the game is taking itself seriously as a game. And then you get to that level.
Hey so I got bored and made a userbar for like promotion and stuff.
Just drop the contents of this code tag thing here into your sig and it'll be in there and linking to the subforum and everything.
[url=http://talkhaus.raocow.com/viewforum.php?f=64][img]http://i.imgur.com/C5wzeTI.png[/img][/url]
And KayhemMaus also made a sig thing if you'd like a fancier and slightly larger thing.
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So, CloudyCloud was asking for help doing a gimmicky thing in a level with six dragon coins, and that has me wondering if it's a good idea to allow that in the first place if we're having dragon coin indicators.
My general inclination for the project as a whole is "let people make their levels and do whatever". But if dragon coins are going to be a completion thing, then I feel like they should be a bit more regulated.
Proposed rules:
-Have either exactly five dragon coins in your level, or none at all.
-Graphic replacements for dragon coins are allowed.
Unreasonably hard dragon coins should be weeded out in testing, so there'd be no formal rule about that.
What are people's thoughts here? I don't really have strong feelings on this myself.
Dragon Fogel wrote: So, CloudyCloud was asking for help doing a gimmicky thing in a level with six dragon coins, and that has me wondering if it's a good idea to allow that in the first place if we're having dragon coin indicators.
More than 5 dragon coins can be necessary when a level splits up into 2 separate paths, and you should be able to collect 5 dragon coins no matter which path you take. I think SMW has a level like that.
I think the dragon coin completion is OK when it's only "collect all dragon coins in your path", which does not include any unreachable dragon coins. But there should be exactly 5 reachable dragon coins per level.
Well, for my level, I intend it to be just a small easter egg for people to discover. It won't affect your completion rate even if you cannot get all 5 dragon coins.(As in, it is not even leading to a secret star, just an easter egg for the perfectionist/secret-finder.)
Yes, but the plan right now is that the game as a whole will record whether you got all the dragon coins in a level. So a five-out-of-six thing like you're planning would complicate that.
I hadn't thought about branching paths, if you can't do more than one on the same run through a level then it's definitely fine to have dragon coins on both.
As a dumb selfish person who's been tied up with work and hasn't checked this subforum in months, is there a general tl;dr on what Lost Levels is doing? Like is it going to be part of the MaGL X2 LP or part of A2XT and is there a creeping time limit coming up? <_> I want to finish the level I started in the spring but I'm a butt and don't want to read through the threads for info.
Pikabread
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Postby Pikabread » 4 years ago
RenaTurnip wrote: is there a general tl;dr on what Lost Levels is doing? Like is it going to be part of the MaGL X2 LP or part of A2XT and is there a creeping time limit coming up?
the short answer is no
the long answer is nooooooooooooo
the even longer answer is lost levels is an independent project that rao will play upon completion with no current deadline set AFAIK.
avatar by unaniem
Yeah, this is its own project, it will be an entirely separate SMBX episode that we'll release when we're ready to say it's finished.
At some point, ideally within the next year, we'll say "OKAY PEOPLE TIME TO FINISH YOUR LEVELS OR ELSE" but we aren't there yet. When we are there, I expect to make it very clear. You won't have to ask because there will be a stickied thread saying "DEADLINE COMING UP" and PMs being sent out to people with claimed names and basically anything else I can do to make it clear that there is a deadline looming.
That said, I do look forward to seeing your finished level when you can find the time.
I'll probably get to work on it by the end of the month, then. My level was mostly done but I still had to sort a Lua thing out and I'll need a bit of time to remember what the Lua thing actually was :'D
Seeing all the activity over on the A2XT project forum has gotten me thinking that maybe we could stand to be a little bit more organized over here.
So far, the level-reviewing process has been very informal. I think I want to make it a bit more formal, but I don't want to lose what I consider essential points of this project.
The main point here for me is that I don't want to reject a level. That feels against the spirit of MAGL X. (Barring an extreme case, like, I don't know, a level that just spells out various slurs with its geography.) If someone makes a level and it's not good enough, I want it to be changed to be good enough. That may take significant changes, but as long as the basic idea of the level is intact, it should be fine. Now, when we eventually start talking deadlines I may get a bit stricter about this, but the point is that this is my general guiding principle.
But, right now there's no real categorization difference between "a level that doesn't need any more changes" and "a level that needs a few changes maybe" and "a level that needs a lot of changes", or even "a level that's posted but unfinished". So I feel like it might be good to formalize that a bit.
So! I'm thinking that reviewers can vote to "finalize" a level. If three people (other than the creator) review a level and agree to put it in the game at its current version, it's in. (This is not to say we won't have one final round of testing to catch bugs and balance issues that got overlooked, but this would let us actually work on putting together a playable version of the full game.)
As always, I welcome everyone's thoughts on this - reasons not to do it, improvements to the idea, relevant suggestions, whatever else comes to mind.
It would be nice if we had something centralized to keep track of level versions, change logs, reviews (with version number), level status.
When I look through level submissions, I don't know which levels are already outdated, how many reviews a level has gotten already, if it has been changed since the last review, if the level is unfinished, or if a level doesn't need reviews anymore.
There's only the google doc currently, which only shows a long list of names, and "completed". But what levels count as completed?
I also noticed, at least for my level: The download link on "Unused Names" links to my current version, and the link on "Completed Levels" links to an outdated version.
All right. Things have been slow here, but I think it's the sort of thing where we just need to get enough activity to keep people's interest up so they're more motivated to work on this.
One immediate thought that comes to mind is video reviews of submitted levels. Is anyone up for doing those? I think they would be a big help, both in terms of providing feedback to level makers and in giving us more to talk about, because even non-reviewers could take a look at the levels in progress.
Obviously the big things that need to be done are making and testing levels, but if people have ideas for other little things that can be done to keep things moving around here, feel free to share them.
Dragon Fogel wrote: All right. Things have been slow here, but I think it's the sort of thing where we just need to get enough activity to keep people's interest up so they're more motivated to work on this.
I could, just, be warned, I'm bad at SMBX