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Tag Archives: High Stakes Testing
High Stakes Testing
N.Y. Regents question standardized test data comparisons
September 19, 2016 jolyn
The Board of Regents actually did a LOT more than just question standardized test data comparisons at their September 2016 monthly meeting according to this article.
The board that sets education policy for New York questioned Monday why the State Education Department touted gains on standardized test scores this year when most agree the data can't be compared against previous years.
The department released the results of the state's 2016 reading and math tests in July, showing that statewide proficiency grew 6.6 percentage points in reading and 1 percentage point in math compared to last year.
Education Commissioner MaryEllen Elia warned against making direct comparisons with results from prior years — a point she would reiterate in weeks to come — since the 2016 tests were shorter than previous years and untimed. But in their first public meeting since the announcement, the Regents expressed concern that comparisons were made at all.
"When we send out a package that says, you know, we're moving up and charter schools did so much better, this goes to the press and then to the political people who make decisions on our behalf sometimes based upon data that can't be compared," said Regent Roger Tilles.
They questioned whether charter school test data is valid because charter schools do not have to follow the same rules as public schools so students might be receiving help with the tests. They also compared the tests to 'child abuse' for students new to the English language and Regent Tilles said "But I really don't like giving those tests, even if we're asked to do so. I would choose to opt out of them."
Board of RegentsCharter SchoolsCommissioner MaryEllen EliaEnglish Language LearnersHigh Stakes TestingNew York State Standardized TestsTest refusal
A New Vision of Education
September 1, 2016 jolyn
The following resolution from the Patchogue-Medford school board on Long Island, New York was reported by Diane Ravitch and is well worth a read through.
A New Vision of Education: A Resolution Passed by the Patchogue-Medford School Board in New York
I will include the resolution as well in case you can not access the link.
WHEREAS, Learning standards must serve as a guide to what all children should develop toward and be based on developmental norms rather than systematic back-mapping of any given college and career readiness benchmark; and that such standards should be created by New York State classroom educators and content area specialists experienced in the grade level for which they are creating standards, with feedback from parents, community members, and where appropriate, students; and that such standards must specify at what level of difficulty a student is expected to demonstrate proficiency on state tests; and that such standards should be based on peer reviewed and evidence based research for each grade level, including lexile benchmarks; and that such standards should serve as a guide to what skills to what skills and concepts are taught at each grade level; and that such standards must be broad enough to allow local teachers, as professionals, to determine methodology, content, and instructional practices and assessments that will best suit the needs of the communities and students they serve; and that such standards must include fine and gross motor skills, including handwriting; and that such standards must broadly address play skills, a well researched and critical aspect of learning for students, to ensure that schools allocate instructional time for self-selected and guided play, particularly in the early grades; and that such standards in all grades must address cultural competencies;
WHEREAS, School districts must be given adequate funding to create or purchase culturally relevant curriculum that meets the needs of the communities and students they serve; and that all schools must have dedicated funding for curriculum-based field trips and project-based, experiential learning; and that music, art, physical education, and technology should be integrated into the curriculum for all students in grades K-12; and that all schools must offer at least one consistent foreign language in grades K-12; and that any state-wide digital learning platforms must be evidence based, piloted, and studied for both efficacy and safety before being implemented; and that all high schools must offer advanced mathematics and science courses as well as advanced electives in all disciplines; and that all schools' curricula should offer significant opportunities for students to exercise choice and direct aspects of their own learning;
WHEREAS, Any federally mandated statewide assessments must be created by New York State classroom educators, including test question construction and reading passage selection; and that in a system that includes local assessment, classroom educators must have the primary role in constructing or selecting the assessments; and that tests must be criterion referenced rather than norm referenced and results must be given back within 4 weeks of administration; and that College and Career readiness benchmarks aligned with test proficiency must be aligned with strong indicators of post-high school success that have been vetted for racial, cultural, and socioeconomic bias; and that any federally mandated statewide assessments must be no longer than one day per subject with time limits established by a committee of classroom educators experienced in the grade level for which the assessment has been developed; and that time limits must be based on grade level expectations for time on task; and that the misuse of assessment data must stop; and that statewide exams must be decoupled from any high stakes including but not limited to teacher and principal evaluations, grounds for school takeover or closure, use as admittance criteria to selective schools, promotion, programs, and retention; and that on any statewide test, all test content, reading passages, and questions must align to the grade level benchmarks and lexile levels for the grade in which it is being administered; and that test scores and high stakes exit exams must not be the only pathway to graduation; and that students must have the opportunity to demonstrate proficiency in other ways such as portfolios and interviews; and that Regents exams must be scheduled in such a way so as to ensure that no student must take more than one Regent exam per day; and that assessments must be subject to full transparency, including the annual release of comprehensive technical reports that provide transparency on specific items; and that all parents and guardians must be notified of their right to refuse standardized tests for their child(ren), with notification must be provided in the parent or guardian's native language;
WHEREAS, New York State must fully and equitably fund our public schools; and that reasonable class size caps (for example, 18 students in K-3, 23-25 in other grades) must be used in aid and funding formulas as the basis for school aid determination; and that all schools must have at least one full time nurse, social worker, and security guard/safety officer, with all security guard/safety officers receiving crisis intervention and cultural competency training; and that all schools must have a well-resourced library and a full time librarian; and that all schools must have adequate counseling support provided by a psychologist, as determined by the overall number of students, the number of students with special needs, and the level of poverty a school is experiencing; and that all schools must have up to date technological infrastructure and resources, where state aid and funds for these resources should not be contingent upon schools increasing their capacity to administer computer-based assessments; and that in conjunction with parents, educators, school board members, and community members, the Board of Regents should develop a framework for what every public school in NYS must have in order to ensure equity and student success, where this framework should help drive the State's accountability system as well as its funding; and that in Pre-K and in grades K-6, all students must have at least 60 minutes of recess per day in addition to the federally mandated 120 minutes of physical education per week; and that all students must be guaranteed at least 30 minutes for lunch, and this time may not be used for instructional purposes; and that all teachers, administrators, and paraprofessionals must receive training in cultural competency, crisis intervention, and restorative justice practices; and that mandatory common planning time should be provided for general education, special education and ENL teachers, and intervention specialists who share students; and that New York State must prioritize the recruitment and retention of teachers from diverse backgrounds that reflect the students they serve, are trained in a fully accredited education program, and have completed a full course of student teaching with a trained mentor; and that all school districts must offer a strong teacher mentoring program to help new teachers navigate their first few years of service; and that schools must provide access to medical and dental services as well as high quality nutrition for ALL students who need them; and that all families must have access to fully funded, high quality Pre-Kindergarten;
WHEREAS, The role of the Individual Education Plan (IEP) must be restored and allowed to drive instruction for the individual student and should be guided by the needs, interests & development of each student; and that the needs of the student must inform IEP goals rather than alignment to learning standards that are currently in flux; and that all special education teachers must receive training in evidence-based methodologies for teaching math and reading to struggling learners; and that all co-taught models must have a full time special education teacher; and that students with disabilities must have access to pathways that lead to a diploma and provide access to vocational training that is aligned with student interest and strengths; and that special education teachers must have time set aside on a weekly or daily basis to engage in differentiated curriculum work, intervention planning, communication with parents, and fulfillment of IEP and special education mandates;
WHEREAS, The following five principles should be incorporated in any law or policy regarding the protection of personal student data in grades preK-12, and after students reach age 18, all these rights, including those related to notification and consent, should devolve to them:
Transparency: Parents must be notified by their children's school or district in advance of any disclosure of personal student information to any persons, companies or organizations outside of the school or district. Once notified, parents to must be able to opt out of the disclosure of their child's personal data. All disclosures to third parties should also require publicly available contracts and privacy policies that specify what types of data are to be disclosed for what purposes, and provide a date certain when the data will be destroyed.
No commercial uses: Selling of personal student data and/or use for marketing purposes should be banned. No advertising should be allowed on instructional software or websites assigned to students by their schools, since ads are a distraction from learning and serve no legitimate educational purpose.
Security protections: At minimum, there must be encryption of personal data at motion and at rest, required training for all individuals with access to personal student data, audit logs, and security audits by an independent auditor. Passwords should be protected in the same manner as all other personal student information. There must be notification to parents of all breaches, and indemnification of the same. No "anonymized" or "de-identified" student information should be disclosed without verifiable safeguards to ensure data cannot be easily re-identified.
Parental/ student rights: No re-disclosures by vendors or any other third parties to additional individuals, sub-contractors, or organizations should be allowed without parental notification and consent (or students, if they are 18 or older). Parents must be allowed to see any data collected directly from their child by a school or a vendor given access through the school, delete the data if it is in error or is nonessential to the child's transcript, and opt out of further collection, unless that data is part of their child's educational records at school. Any data-mining for purpose of creating student profiles, even for educational purposes, must be done with full parental knowledge. Parental consent must be required for disclosure of personal data, especially for highly sensitive information such as their child's disabilities, health and disciplinary information.
Enforcement: The law should specify fines if the school, district or third party violates the law, their contracts and/or privacy policies; with parents able to sue on behalf of their children's rights as well.
BE IT RESOLVED, that the Board of Education of the Patchogue-Medford School District, in agreement with the New York State Allies for Public Education, calls upon the Governor of New York State, the New York State Legislature, the New York State Commissioner of Education, and the New York State Board of Regents, to consider this outline as a new framework for public education in New York State, a framework that serves all students; an equitable public education system in which ALL students can succeed; a vision of public education that prioritizes child-centered and developmentally appropriate learning standards and assessments, research and evidence based practices and policies, equitable resources and opportunities, and an accountability system that supports rather than punishes; what all schools must have in order to foster creative, critically thinking, confident, well-rounded, independent, self-motivated, culturally competent, and well-prepared students who can work cooperatively and excel post-high school, whether they choose to attend college or pursue a vocation. Further, we call on all aspects of public education to be rooted in ethical practices and democratic decision making.
Data Mining/PrivacyHigh Stakes TestingMusicNew York State Standardized TestsNYS Allies for Public Educationspecial educationtechnologyTest refusal
Common Core, High Stakes Testing
Refuse NYS testing because Common Core is broken
April 5, 2016 jolyn
I have read many articles about why parents should refuse the New York State tests this year but this one by William Farmer is the one that I wish I would have written.
Will has captured my belief that the real problem is not the tests but the Common Core standards that the tests are designed to enforce as well as the refusal of many New York State officials, including Governor Cuomo, former NYS Commissioner John King and some members of the NYS Assembly, Senate and Board of Regents, to listen to the concerns raised about the Common Core standards, the tests and other associated educational changes. There are problems with the NYS standardized tests themselves but just fixing the tests will not fix our education problems.
The key here isn't that kids are spending too much time on "test prep" or the tests themselves. Rather, it's that the standards upon which the tests are based are flawed and must be fixed.
It took a massive opt-out for the state to actually discuss correcting the problems they created.
New York state has admitted there are serious problems with the standards and it took four years to get to this point. The Education Department either lied to us or they were grossly negligent when rushing into Common Core.
Either option does not inspire parents to place our trust they will now do what is in the best interest of the students.
Like Will, I do not have much faith in the state officials who have discounted the voices of parents for the past four years. Even now Commissioner Elia, while stating that parents do have the right to refuse the state tests, is still committed to the Common Core standards allowing for only minor adjustments as well as to the benefits of standardized testing. I would like to believe that I can trust the promises for change that Commissioner Elia and Governor Cuomo have made but until I see real changes, codified in law, I believe that parents will need to continue to make their voices heard by opting-out/refusing the state tests.
Commissioner John KingCommissioner MaryEllen EliaCommon Core State StandardsGovernor Andrew CuomoHigh Stakes TestingNew York State Standardized TestsTest refusal
No consequences for KCSD test refusal
I have heard from several parents who are concerned that Kingston City School District students will be penalized in some way if they refuse the New York State testing for grades 3-8 which begins tomorrow April 5, 2016.
Some students have been told by teachers that their opportunities for participating in KALP or taking honors courses would be hurt if they did not take the state tests. This is not correct. The state test scores are just one of several factors used in making decisions about KALP and honors courses in Kingston. This has been confirmed with middle school principals and Dr. Padalino so parents/students can opt-out/REFUSE, if that is what they desire to do, without concern for KALP and/or honors course participation.
Many parents are also confused or concerned about refusing the state tests due to the letters sent home this past week from school administrators asking "for your consideration to NOT opt out your students". Most parents want to support their local teachers, schools and administrators and now if parents refuse the state tests, they are going directly against the stated wishes of those local teachers, schools and administrators.
The KCSD administration clearly stated, when they presented the Annual Summary Report to the Board of Education on Wednesday March 30, that they believe the data points they receive from the New York State tests provide them with valuable information to make decisions about how to teach our students. The letters sent home to all elementary and middle school families this past week asked families to allow their students to take the state tests and participate in this collection of data.
I personally believe that the New York State tests actually cause harm to some students by inappropriately labeling them as failures year after year and that the tests have been used to force Common Core upon us and are part of a plan to break public education. Therefore I can not support the state testing or the use of the state tests to generate data even if the data is useful in some ways. This opinion puts me 'in conflict' so to speak with our school district administration but it does not mean that I do not respect our administrators or that I can not work with them. People who care about important issues often disagree with each other and must simply find ways to work together in spite of the disagreements.
I encourage all parents to determine what YOU feel is the right thing for your family to do regarding New York State testing. Examine the information and then proceed with your decision. Do not allow yourself to feel "intimidated" into a decision by anyone (myself included). Also know that there are not supposed to be any rewards for students who take the New York State tests in the Kingston City School District or consequences for students who refuse the New York State tests. If you are aware of a situation where a student is being rewarded or penalized for taking or refusing the state tests, speak to your principal and/or Dr. Padalino so the situation can be rectified.
ELAHigh Stakes TestingmathNew York State Standardized TestsTest refusal
Support notification of parents about Test REFUSAL
March 30, 2016 jolyn
I have a very personal request for friends and parents who are concerned about New York State testing and Common Core.
Please do not assume that everyone knows about the problems with the New York State tests, Common Core, etc. and will therefore REFUSE the tests for their own children and in support of the children around New York State. There are strong efforts all across the state from educators, administrators, newspapers, business people, and on the list goes to decrease test REFUSAL numbers in New York State this year. Also many who have been opposing testing are getting tired as this battle for our children's education drags on.
If you understand the problems associated with the standardized tests, please share that information with other parents.
Also please financially support the fundraiser by Loy Gross and Deb Escobar of United to Counter the Core raising money for a Robocall this Sunday to let parents know about REFUSING the upcoming ELA and Math state tests. A single dollar allows for 25 calls; a $20 donation means the OPT-Out/Test REFUSAL message will reach 500 people.
I donated for the robocall and I hope you will as well.
High Stakes TestingNew York State Standardized TestsTest refusal
Test REFUSAL in Kingston City School District
March 29, 2016 jolyn	3 Comments
Letters went home to parents in at least two elementary schools (Edson and Crosby) in the Kingston City School District today telling parents that changes have been made in the New York State testing program and requesting that parents NOT opt their children out of the testing. I anticipate that similar letters were sent home to parents in the remaining schools in the district or will be sent this week since the NYS ELA test begins next week April 5-7, 2016.
Crosby opt in letter
Edson opt in letter
Even though parents are being encouraged to believe differently, nothing significant has changed with regard to the New York State testing. The tests are shorter by a question or two but many kids will actually spend longer on testing because the tests are now untimed. Pearson still produced this year's test questions even though NYS has signed a new contract with Questar. Who knows what the questions will be like as far as quality? Also every single issue that has existed regarding the adverse impact of the tests for special ed and ELL students still exists.
Please continue to REFUSE the New York State ELA and Math tests for grades 3-8 this April 2016.
By refusing you can be an Upstander. Even if you feel that your kids are not 'hurt' by taking the state tests, other kids are. When you refuse the state tests, you are helping to protect kids all throughout New York State. Jeanette Deutermann clearly shares the reasons for opting-out in this video.
Deborah Torres Henning, a parent from the Wappingers Central School District who I am very proud to stand beside in the fight against Common Core, has also written an excellent piece on why it is important to refuse the state tests.
Instead of asking "why refuse?" we should be asking "why does the state want the children to take them so badly?"
• 240,000 children did not take the New York State Math and English Language Arts assessments last year.
• The tests don't count toward your child's grades or promotional status.
• The tests don't count toward receiving or not receiving special services.
• The tests are age and developmentally inappropriate.
• The tests were already too long, and now they are untimed, making them longer.
• The tests are developed by businessmen and corporations, not teachers.
• The tests are just another form of data mining. Data is the name of the game.
The state wants you to believe it has dramatically decreased the number of test questions and effectively reduced the time it takes to complete taking the tests. The reduction of one or two test questions is not significant, and the tests are now untimed, which means longer, not shorter. New York State Education Department's "changes" are as meaningless as the tests themselves.
For those who say, "My child does well on the tests," what are they doing well on? They are doing well on following orders, filling in bubbles, and navigating an absurd myriad of age and content inappropriate test questions that do not measure what they are learning in class and have no bearing on where they will be placed the following year. All you see is a number (1-4), specific results are not given to school districts or to parents — so there is no information at all on what they've learned, where their strengths are, or where they need improvement. The tests do not have any bearing on whether or not your child will or will not receive Academic Intervention Services or Response to Intervention Plan either.
Refusing the state tests does not mean your child will never have exposure to taking a test, nor does it mean you are teaching your child he or she doesn't have to fulfill academic responsibility. Refusing means you are aware that these tests mean nothing, and you refuse to have your child be a guinea pig for the state and the test manufacturers.
School districts must make the tests available to all students, that does not mean they can force or "encourage" all students to take them. You have the option of refusing. Parents, you are the primary educator of your child, and you have first and final say. Parents' rights supersede the rights of the school. Remember that. Always.
Your child provides free labor and research for the test manufacturers. Your schools have sold your child into indentured servitude in order to get grant money and the test manufacturers are cashing in.
The state Education Department and test manufacturers rely on your obedience to make your child take the tests, and they love to use threats to get you to do so. Don't believe the threats you hear about losing funding or testing counting against your child's teacher, these are scare tactics, and they work on people who don't know the facts.
In a most recent development, our newly appointed Board of Regents Chancellor (and technically Commissioner Elia's boss), Mrs. Betty Rosa, went on record to say, if she were a parent of a 3rd through 8th-grader today, she would refuse the tests. When the agency that supervises state Education Department and Mrs. Elia supports refusals, it is time for everyone to refuse!
I am for tests that measure my child's growth and progress. I am for tests that give teachers and parents a dashboard to look at and pinpoint what questions they are struggling with or excelling in. I am for tests that are staggered throughout their school years and do not last for days. I am for meaningful testing.
I want my children educated when they go to school. I don't send my children to test-taking school — I send them to school, just school. Please stop the rampant, abusive, useless testing and lets get back to educating the whole child. That won't happen unless we all refuse these tests.
refusal_letter_2015-2016__8_
Update 4/4/16: Letters from other KCSD schools
Chambers opt in letter
GW testing letter
GW testing letter in Spanish
JFK opt in letter
Miller opt in letter
Myer opt in letter
Common Core State StandardsData Mining/Privacyelementary schoolHigh Stakes TestingMiddle SchoolNew York State Standardized TestsTest refusal
What NYSED "forgot" to tell you regarding Grades 3-8 NY State Tests
March 6, 2016 jolyn
Reblogging The Rest of the Story
As part of the "tool kit" put together by Commissioner Elia and the NYSED, schools have started to distribute this flyer in an effort to coerce parents into participating in the 2016 Grade 3-8 Math and ELA tests. Much of the information provided is true: but plenty of information has been conveniently omitted from this flyer as the Commissioner continues to try to deceive the public into thinking that these "changes" will benefit children. Parents are not appeased because the bottom line is as such: testing still dominates their child's educational experience.
Let's take a closer look at what NYSED "forgot" to mention …
click here to continue reading
Commissioner MaryEllen EliaHigh Stakes TestingNew York State Standardized TestsTest refusal
Spackenkill Town Hall meeting with Commissioner John King – October 10, 2013
February 26, 2016 jolyn
I wasn't writing Jolyn's Education Corner yet when the Spackenkill Town Hall meeting with New York State Commissioner of Education John King took place on October 10, 2013. However I believe that information regarding this meeting is relevant now that John King is being considered for confirmation as the U.S. Secretary of Education.
I learned of the Town Hall Meeting on Common Core to be held at Spackenkill High School from a friend on facebook on October 3, 2013. I readjusted my family's schedule so I could attend because I was very concerned about Common Core and wanted to hear what Mr. King had to say and have the opportunity to ask a question or make a statement about my Common Core concerns.
I invited other local parents to attend and talked with friends about what questions to ask Mr. King in preparation for the meeting. On October 10, I made the 45 minute drive to Spackenkill High School with another parent from the Kingston City School District arriving early in hopes of being able to sign up to speak at the end of the meeting.
The Town Hall meeting began and it quickly became apparent that it really was just a "ra ra" session to sell Common Core to the parents.
We got lots of "education" about Common Core and how wonderful it was and then questions that had been written on index cards when we arrived were addressed to Mr. King in groups but the answers were very generic and if the audience had any concerns or further questions about the "answers", there was no opportunity to delve into the issues.
Here is the full video of the Town Hall Meeting as well as an edited version highlighting the frustration felt by the parents at the meeting.
If you are not able to watch the entire video, I have noted times for different segments:
0:0 Introductions by New York State PTA President Lana Ajemian
5:27 Welcome by Regent Lester Young
7:00 Commissioner King presents on Common Core
18:50 "Teaching is the CORE" promotional video about Common Core in the classroom
26:30 New York State 2013 Teacher of the Year Greg Ahlquist speaks
32:35 Question & Answers begin with PTA members reading pre-written questions for Commissioner King to answer
1:22:50 (the video notes that approximately 10 minutes of Q&A lost due to battery failure)
1:23:16 Audience statements (I spoke at 1:43:04 and was the final speaker of the night)
Thirty minutes were supposed to be allocated for statements from the audience at the end of the meeting. Fifteen (15) people should have been able to make statements (2 minutes each) but Commissioner King responded to several statements and time was not used efficiently so only seven (7) attendees ended up being able to speak. If you listen to the end of the full-length video you will hear the frustration from the many parents who wanted to speak and did not get the opportunity.
Much to everyone's surprise, the NYS PTA announced the next day that the remaining four Town Hall meetings were canceled. I posted the following on facebook on October 12, 2013 in response to this announcement:
I am very sad that the New York PTA decided to cancel the remaining 4 Common Core Town Hall meetings based on Commissioner King's conclusion that the 'outcome was not constructive for those taking the time to attend'.
I was in attendance at the Spackenkill Town Hall meeting and came to a very different conclusion regarding the meeting. I wrote the following comments yesterday morning before the PTA decided to cancel the forum but had not posted them. I found it very constructive to learn that there were so many parents and teachers who are VERY concerned about different aspects of Common Core and am sad and concerned that many parents at Spackenkill and those around the state who were planning to attend the other forums will not have the opportunity to voice those concerns.
I appreciate that the New York State PTA recognized the many concerned parents and teachers with regards to Common Core and is hosting these Town Hall meetings. However I was disappointed with how the meeting last night, October 10, turned out and I have a couple suggestions that I hope you will consider for the remaining Town Hall meetings.
It very much felt like Commissioner King was a politician trying to 'sell' the audience on Common Core and not there to truly answer the questions being asked. Hopefully at the next forum, the questions can be answered directly as I am sure there were specific reasons why each decision has been made and each action taken with regards to the implementation and roll out of the Common Core Standards and supporting programs/materials. Also since the state department of education has now had the opportunity to present their 'case for Common Core' and answer a number of questions, perhaps the initial presentation time and question time can be shortened at the next forum (assuming the video from the Spackenkill forum is available for all to review) allowing more time for the audience statements.
Please consider asking all who are signed up to make statements to line up at the beginning of the statement time and then just approach the mic as their name is called so that time is not taken waiting for each speaker to struggle out of their seat after their name is called. Also please only allow the number of speakers who will actually be able to give statements to sign up and if something does occur to take time away from statements that is not the fault of the audience, like Commissioner King stopped the speakers to rebut the comment regarding the Montessori program, please extend the statement time so that the speakers do get the allotted time to make statements.
I have included the text of an article from the Poughkeepsie Journal about the Town Hall meeting below as well as various responses to cancellation of the Common Core forums for your reference.
The story didn't end for me with the cancellation of the remaining four Town Hall Meetings however. Commissioner King announced that the reason he would not continue with the meetings was because the forums were "co-opted by special interests whose stated goal is to 'dominate' the questions and manipulate the forum". Those of us who spoke at the Town Hall meeting did not appreciate being spoken of in such a way, particularly since it wasn't true. We managed to find each other, thanks to the wonders of social media, and put out a statement clarifying that we were NOT a 'special interest group' and our only possible special interest was our kids who were being harmed by Common Core.
Unfortunately communication with Commissioner King never got any better as you can read from the reactions when his resignation was announced in December 2014.
Responses to cancellation of the remaining Town Hall Meetings:
Why John King canceled all future PTA meetings: "Special Interests" took over – October 13, 2013
How New York's education commissioner blew it big time – October 13, 2013
Parents upset by King's cancellation of Common Core meetings – October 14, 2013
NYSAPE calls for resignation of NYS Commissioner of Education John King – October 15, 2013
Common Core vs. Common Sense: Which will win? (commentary) – October 16, 2013
Poughkeepsie Journal report on the Spackenkill Town Hall meeting (no longer available online)
Commissioner King addresses big, critical crowd on Common Core
Oct. 10, 2013 10:56 PM
Written by Craig Wolf Poughkeepsie Journal
State Education Commissioner John King faced a critical and often loud crowd Thursday evening as he defended the state's Common Core curriculum initiative that all students, educators and parents are coping with and that has become increasingly controversial.
King was sponsored by the state PTA, which has been collaborating with King to spread the word statewide and answer questions.
The Spackenkill High School auditorium filled with a capacity crowd.
King said, "The Common Core is about college and career readiness." He said a quarter of students entering high school don't finish.
"The Common Core is not about assessment, although assessment must be a part of the work that we do," King said.
The session was at Spackenkill High School in the Town of Poughkeepsie.
Participants filed questions in advance. At times, the audience grew loud and boisterous as parents and teachers complained about the new system.
Common Core is a set of standards adopted by many states to raise the education level in all grades. A key goal is to help students learn to think and reason more. The standards were developed by the National Governors Association and the Council of Chief State School Officers.
The standards come with a tougher set of tests.
One question that brought loud applause was, how can I protect my children's data from vendors?
King said there is encryption and there are rules protecting such data.
Another prefiled question was, how can I help my children with homework when I don't understand it? That was greeted with laughter and applause. King said there are portals on the Internet for the state Education Department that can help.
Some attendees held signs saying, "Students are more than a test score."
Another prefiled question was, how will we know the Common Core is working overall?
King said we will need to ask, in five years, "Are employers still saying, we can't find the workforce that we need?" If not, they will say, "We will take the work to other states or move overseas."
One questioner asked how New York will attract good teachers when the career has been made less attractive by Common Core.
King cited progress made in Massachusetts when they raised standards beginning 20 years ago,"t took time to do that," King said.
On the tougher tests, King said, "Let's be clear: We don't use student performance as the sole measure of student performance," or of teacher or administrator performance.
Another theme from the audience was a feeling that so much emphasis is being placed on math and English that "other subjects like math and science have gone by the wayside."
King said the other subjects are important, too, noting that research has found that students do better on English when they have a rich background of knowledge. "They have to build a rich background of knowledge," he said.
The crowd grew boisterous after several public statements critical of Common Core.
One man pointed out that King's children go to private Montessori schools.
King said those schools also have Common Core standards. He also said his kids are not fair game.
Commissioner John KingCommon CoreCommon Core State StandardsHigh Stakes TestingParent WorkshopPTO/PTA
How the Grinches made Common Core
For all the parents and kids discouraged by the damage wrought by Common Core in New York State, read this poem, chuckle and be encouraged to keep up the fight.
This poem was written by H. Brooks, an 11-year-old student on Long Island, whose mother is active in the Opt Out movement.
A poem by H. Brooks, Inspired by Dr. Seuss
In Honor of the Common Core push-back, and my mommy
There once lived some people,
on top of Mount Gov.
Their name was the Government,
and they sure did love
to make education
so wrong for the kids,
those kids down in Yorkville,
in the state of New Ziz.
The Yorks, however, felt something was strange,
so they traveled up
the whole mountain range,
just to get to the top, to go try and stop,
those nasty old grinches
at the top of Mount Gov.
But the grinches said NO! We'll fight till you obey.
We won't let up on Core and testing! We MUST get our way!
So the Yorks went down, feeling somewhat defeated.
And the very next weekend, the York council meeted.
They talked about art, about social studies, and trees,
They talked about awful buzz-stinging bees.
But most of all, they talked about testing and Core,
The Yorks wanted less; the Gov wanted more.
The Yorks asked the little Yorks what they thought of school.
The little Yorks said, "It used to be fun, but now it's not cool."
So the Yorks went to Albany, to see those old meanies,
But compared to the Government, the York protest seemed teeny!
The grinches said, "We won't change a bit!
It simply won't help, it will just cause more fits!"
The Yorks tried very hard to set the Gov straight,
But the Gov said, "Go home! It's getting quite late."
The Yorks fought for months and months and weeks and weeks and weeks,
and what do you think happened next at that peak,
the peak of Mt. Gov, where the Government sat?
Finally, the King was sent out. At last!
With less grinches left, maybe it would be easier,
to convince the grinches not to be so sleezy-er.
But then – oh no! – the head Grinch was re-elected,
four more long years – and he's clearly ineffective!
But wait – what is this? What's happening in York?
Forums and meetings and opt outs galore!
And all this because of some hopeful dads and moms
Who came together on Facebook to keep their kids calm.
Oh me, oh my, lots of depressing things went by,
for those hopeful parents who really did try.
For out of the blue, from behind closed doors,
a Gov to replace King – who also loves testing and Core.
Now this new Gov was infamous around town,
And she made sure that all of her thoughts got around.
She made speeches and interviews and told people things
that were about as true as monkeys with wings.
Then suddenly, all at once, Yorks started to see,
The Head Gov's making speeches, about failing CC.
And all of a sudden, they say there's a right to Opt Out,
Have these parents done their work right? We have no doubt!
Now parents from everywhere (except the South Pole)
are fighting back, with heart, and with soul.
Kids and teens, and in betweens,
are Opting Out by the thousands. Oops! REFUSING, I mean.
And maybe – just maybe, if the Gov took these tests,
They'd opt their kids out too, I bet.
But they're too arrogant, too greedy, too yuck!
Maybe they'll slightly agree, if the Yorks have some luck.
Could they come down to our schools? Could they see kids read and write?
Could they finally understand why the Yorks put up such a fight?
Could they put in some more science? Could ELA non-fiction be mashed?
Could they do good for our students? Or will they just waste our cash?
This story's not finished, there's more yet to come.
There's still too much testing, and Core's on the run.
So remember, dear people, as you read this story,
Have hope for the Yorks, that they'll soon get their glory.
Deborah Abramson Brooks, Esq.
Co-founder, Port Washington Advocates for Public Education; https://www.facebook.com/groups/1596839960529301/
Member, New York State Allies for Public Education; http://www.nysape.org/
Member, National Parent Coalition for Student Privacy; http://www.studentprivacymatters.org/
http://www.longislandweekly.com/student-privacy-doesnt-make-the-grade/
http://portwashington-news.com/moms-for-privacy-rights-fight-on/
Commissioner John KingCommissioner MaryEllen EliaCommon CoreHigh Stakes TestingTest refusal
Unlimited State Testing Time?
February 3, 2016 jolyn	1 Comment
Commissioner Elia announced last Wednesday during the New York State budget hearing that there would be no time limits on the New York State tests this year.
Students in grades 3-8 will have as much time as they need to complete their state-mandated tests this year — as long as they are "working productively," state Education Commissioner MaryEllen Elia said Wednesday.
This announcement has been received with disbelief and horror by parents who having been saying over and over that the tests are too long due to the stress they place on many children.
I attended the parent meeting with Commissioner Elia in New Paltz New York on December 8, 2015. She asked us to raise our hand if we thought students should be allowed to have more time for the state tests. A parent/teacher had commented about the stress on students who were not able to finish the tests in the allotted time. Many parents did raise their hands. However the hand-raising was not a response to the presentation of a well-thought out proposal but a response to a question that seemed to have just occurred to the Commissioner in response to the comment that was presented.
My response to the 'not enough time' problem would be to fix the tests so they could be completed in a reasonable amount of time so I was rather surprised when the Commissioner asked us to vote to allow students to take even longer than the currently allocated testing time. A report at our our local board of education meeting on December 9 indicated that the Commissioner talked to the school board members about extending testing time when she met with them on December 8.
Kingston parent/board member Dr. Robin Jacobowitz was sitting beside me during the parent meeting with Commissioner Elia and tried to get Commissioner Elia's attention to present a report Time on Test: The Fixed Costs of 3-8 Standardized Testing in New York State BEFORE the parent hand vote was taken but was not able to speak until after the vote.
The Time on Test report details the additional time spent on testing outside the actual time that the students are engaged in answering questions on the tests. These "fixed costs" of testing do not lessen if a few questions are removed from the tests. Many parents also do not realize how much additional time these activities take away from classroom instruction time.
The time for 3-8 testing in NYS, including the test itself and the fixed costs consume approximately 2 percent of the "required annual instructional hours." This exceeds and is already double the 1 percent standard that was passed by the legislature.
Elected leaders and appointed policy makers have been talking about shortening the exams (Harris, 2015, Sept 16; NYSSBA, 2015). We agree it is a good idea to reduce the time given to these tests. But as our research demonstrates, reducing the duration of each test will have minimal effect; less time will be spent on each exam, but the fixed costs remain and will still detract from instruction on those days. Moreover, apportioning the tests over six days means that those "fixed costs" – and the time given to them – are replicated with each administration. The only way to eliminate these fixed costs is to reduce the number of exam days.
A final contextualizing comment: the "1 or 2 percent for tests" paradigm is arbitrary. It is grounded less in science and more in rhetoric. We believe that where time on testing is concerned, our students would be better served by thoughtful, deliberative testing policies that account for time as it relates to the loss of instruction as well as the capacity of our children to sit for an exam. And while we agree a reasonable amount of testing might be necessary to assess our efficacy in educating our children, the cost to instruction, and student emotional health, must be considered.
We in New York State, give a lot more time to testing than we think we do. We need to be concerned about the amount of instructional time that is lost, and resources diverted, in this process.
In fact time was so short in the parent meeting that Dr. Jacobowitz was able to say very little about the report other than to present a copy to Commissioner Elia. She did not say all that I have included above. The Commissioner did not ask for a revote after the "Time on Test" report was presented.
I believe that if the parents/teachers at the meeting had heard the details of the report before they voted, the hand vote would have been much different.
Parents do not want their students sitting for even longer than they already sit for the state testing! Commissioner Elia's announcement leaves parents even more resolute in their need to continue to REFUSE the state tests.
Commissioner MaryEllen EliaHigh Stakes TestingNew York State Standardized Tests


text:
import os
import re
import json

def tree_encode(obj, encoding='utf-8'):
    type_ = type(obj)
    if type_ == list or type_ == tuple:
        return [tree_encode(e, encoding) for e in obj]
    elif type_ == dict:
        new_obj = dict(
            (tree_encode(k, encoding), tree_encode(v, encoding))
            for k, v in obj.iteritems()
        )
        return new_obj
    elif type_ == unicode:
        return obj.encode(encoding)
    else:
        return obj

def sent_splitter_ja(text, delimiters=set(u'。.?!\n\r'),
                     parenthesis=u'()「」『』""'):
    '''
    Args:
      text: unicode string that contains multiple Japanese sentences.
      delimiters: set() of sentence delimiter characters.
      parenthesis: to be checked its correspondence.
    Returns:
      generator that yields sentences.
    '''
    paren_chars = set(parenthesis)
    close2open = dict(zip(parenthesis[1::2], parenthesis[0::2]))
    pstack = []
    buff = []

    for i, c in enumerate(text):
        c_next = text[i+1] if i+1 < len(text) else None
        # check correspondence of parenthesis
        if c in paren_chars:
            if c in close2open:  # close
                if len(pstack) > 0 and pstack[-1] == close2open[c]:
                    pstack.pop()
            else:  # open
                pstack.append(c)

        buff.append(c)
        if c in delimiters:
            if len(pstack) == 0 and c_next not in delimiters:
                yield ''.join(buff)
                buff = []

    if len(buff) > 0:
        yield ''.join(buff)

if os.environ.get('SUMMPY_USE_JANOME') is not None:
    from .misc.janome_segmenter import word_segmenter_ja
else:
    try:
        from .misc.mecab_segmenter import word_segmenter_ja
    except ImportError:
        from .misc.janome_segmenter import word_segmenter_ja

if __name__ == '__main__':
    pass

redpajama_set_name: RedPajamaGithub


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text:
Best European Castles to Stay
When planning your next trip to Europe, find some of the most unique and luxurious places to stay. A castle hotel is an excellent choice to indulge yourself.
Castles are no longer limited to the aristocracy. They are found all over Europe and restored and upgraded from stone fortresses to luxury hotels with four-poster beds and idyllic gardens while keeping many of their original features such as moats and towers.
Top Castles in Europe
The drawbridges lowered, and the gates remain open for all who wish to experience a fairy-tale dream, come to life. Find your ideal castle hotel in the list provided and return home feeling like royalty.
Castel Monastero, Italy
Rooms: 74 guest rooms and one villa
Price per night: €459
Originally built as a monastery in the 11th Century, Castel Monastero was later transformed into an enchanting castle and used as a country residence by an Italian noble family. Today the extravagant hotel literally has it all!
Surrounded by the famous picturesque vineyards and countryside of Tuscany, it offers its guests a full-service spa, two outdoor pools, and a Gordan Ramsey restaurant. If that doesn't scream luxury, how about local guided tours, cooking classes, and hot air balloon rides?
Waterford Castle Hotel and Golf Resort, Ireland
Rooms: 13 rooms
Price per night: starting at €199
Located on a private island, the peaceful 16th-century Waterford Castle Hotel offers guests an authentic and romantic stay from the moment you arrive, as the hotel is covered in ivy. You'll feel like you have stepped back in time as the decor remains similar to the era of its construction. However, updates and renovations provide guests with the comforts of the modern world.
The rooms range from "classic 16th-century elegance" to "old world style on a grand scale." Resort activities include walking along the nature trails, golf, tennis, lawn croquet, and falconry.
Pousada Castelo Alcácer Do Sal, Portugal
Price per night: approximately €85
This Portuguese castle is located 90km from Lisbon and is an incredible 5,000 years old. The lavish hotel, Pousada Castelo, dominates the skyline and overlooks the River Sido. While the hotel is relatively modern, much of the original structure remains, such as the defensive walls, towers, and ancient stonework. After a day of horse riding, shooting, or exploring the local Roman Ruins of Troia, you can relax in the hotel's outdoor pool and eat typical Portuguese cuisine in the hotel's restaurant.
LUXURY TRAVEL GUIDE
6 Luxurious Vacations to take in 2021 & 2022
Luxury travel ideas for those seeking the ultimate experience and exclusive access - from customized itineraries to the latest luxury ships.
Get Your Guide Today
Ashford Castle, Ireland
Rooms: 83 rooms, suites, and Hideaway Cottage
Price per night: from €325
In addition to being Ireland's first Forbes Five Star Hotel, the medieval and victorian hotel, Ashford Castle, has become popular among the rich and famous. Over the years, notable guests have included President Ronald Reagan, John Wayne, Oscar Wilde, and Brad Pitt.
The attention to detail in every elegant room, including decor, bedding, toiletries, and fixtures coupled with the hotel's vast array of activities, makes this castle hotel a real work of art.
Warwick Castle, England
Rooms: 4 private chambers
Price per night: from £600
One of the best-known castles in England, Warwick Castle, is a once-in-a-lifetime experience. It was built from stone at the request of William the Conqueror in the 12th Century. The exclusive suites hidden within Caesars Tower are private chambers fit for a king and queen. To access your room, you will climb a spiral staircase within the 14th-century tower. Your stay also includes:
Champagne on arrival
Tickets to Warwick Castle, with unlimited snacks and refreshments
Hotel breakfast
A private tour of the castle
Castillo del Buen Amor, Spain
Rooms: exact amount unavailable, but it is a large hotel.
Price per night: from €96
Built-in the 15th Century, the Castillo del Buen Amor has undergone many restorations to keep the original features intact, such as the Gothic-Renaissance courtyard, moat, brick archways, and stone murals. There are seven different room choices throughout the castle, ranging from the standard room in the castle's old defensive passages to the Fonseca Grand Suite in the Palace Fort.
Onsite activities and facilities include an outdoor swimming pool, gardens with a maze, archery, restaurant, bar, terrace, hiking trails, and a library. If you want to explore, the vibrant city of Salamanca is only 30km away.
Burghotel Auf Schönburg, Germany
Rooms: 27 rooms and suites
An incredible experience can be found at the Castle hotel Schoenburg in Germany. Most of the uniquely decorated rooms have a balcony or terrace overlooking the River Rhine. The room rate includes a welcome sherry, breakfast, 4-course dinner, and exclusive access to the castle gardens.
During your stay, discover the myth of the seven virgins and the medieval castle's turbulent history, which was first mentioned in the year 911. From family feuds, an attack from the French, and a devastating fire, you'll get a thrill from its wealthy history.
For more tips and advice on luxury, subscribe to the Endless Routes Travel newsletter below or download your travel guide for 2021 & 2022 by clicking here.
For more reading, check out:
article #1
5 Great Stops in Dubrovnik for Game of Thrones Fans
Top 7 Reasons To Travel With Young Kids
Best Greek food to experience
Why You Should Travel to Hungary
Lapland – visitor guide to a winter wonderland
Europe vacation to Croatia: itinerary for Families
Prague: A City of Old World Luxury
Best Christmas Markets to Visit in 2022
Exploring European Wines One Vineyard at a Time: Northern Italy Edition
Jennifer Awarded Top Agent in 2020
Best Places to See the Northern Lights in 2021 & 2022
A Luxury Traveler's Guide to the Greek Isles
Lapland - visitor guide to a winter wonderland

redpajama_set_name: RedPajamaCommonCrawl


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text:
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Newcastle University > Centre for Latin American and Caribbean Studies > About
The Centre for Latin American and Caribbean Studies (CLACS) is an interdisciplinary Newcastle University Research Centre.
Centre Organisation
Members of CLACS engage in research in Latin America and the Caribbean from a range of disciplinary perspectives, representing work in the Faculties of Humanities and Social Sciences (HASS), Science, Agriculture and Engineering (SAGE), and the School of Biomedical Sciences within the Faculty of Medical Studies.
CLACS members have expertise in history, politics, human geography, sociology, literature, film studies, cultural studies, Spanish, Portuguese and Quechua languages, architecture and urban planning, marine biology, environmental sciences, civil engineering, neuroscience, and education.
The Centre is supported by a steering group and an external International Advisory Board.
We also have strong links with Non-Government Organisations (NGOs) and interest groups based in the North East.
CLACS is represented at the Standing Conference for Centres of Latin American Studies. This is convened by the Society for Latin American Studies (SLAS).
Our members have strong links with wider Areas Studies communities. We take part in and co-host conferences, workshops and seminars.
We lead and serve on the steering committees for important learned societies and their specialist study groups. These include:
The Society for Latin American Studies
The Caribbean Studies Association
Latin American Studies Association (Race, Ethnicity and Indigenous Peoples)
Royal Geographical Society
Newcastle University, NE1 7RU, United Kingdom,
Telephone: (0191) 208 6000 From outside the UK dial +44 191 208 6000.
Last updated 31 January 2020 © Newcastle University


text:
Deanna Durbin Classics and "Zack Synder's Justice League" Highlight New Releases
09.09.21 | Chris Cummins | Tags: Adolphe Menjou, Amanda Seyfried, Angela Lansbury, Ben Affleck, Bruce Dern, Charles Laughter, Christopher Lloyd, Deanna Durbin, Diana Rigg, Ed Helms, Edmond O'Brien, Frank Grillo, Gal Gadot, George Takei, Katharine Hepburn, Keith David, Kevin Bacon, Kirstie Alley, Leonard Nimoy, Olivia Munn, Ricardo Montalban, Spencer Tracy, Star Trek, Tig Notaro, Van Johnson, Vincent Price, William Shatner, Young Sheldon, Zack Synder | no comments
From classic Hollywood to comic books, there are new releases for every taste making their physical media debuts this week. Take a look at the terrific new Blu-ray, DVD and 4K Ultra HD titles that are now available! Can't Help…
"There's Always Tomorrow" and More of This Week's New Releases!
08.25.20 | Chris Cummins | Tags: Barbara Stanwyck, Cecil B. DeMille, Charles Gray, Christian Slater, Clint Eastwood, Criterion Collection, Debbie Harry, Endeavour, Frances Langford, Fred MacMurray, Grant Gustin, Hal Roach Studios, Joan Bennett, Judd Apatow, Katharine Hepburn, Kay Lenz, Lucille Ball, Lucio Fulci, Marisa Tomei, Michael Gambon, Mick Jagger, Noah Beery Jr., Pete Davidson, Peter Cushing, Reginald Denny, Spencer Tracy, The Flash, Warner Archive Collection | no comments
Classics to cult hits, art house favorites to TV season sets. There's a potpourri of perfection when it comes to this week's new Blu-ray and DVD titles. Take a look at what releases are now available. Your home video library…
Henry Stephenson: A Lovable Old Gent
04.15.20 | Constance Metzinger | Tags: Betty Grable, Character Actors, Deanna Durbin, Don Ameche, Errol Flynn, Henry Stephenson, Katharine Hepburn, Little Women, Mutiny on the Bounty | no comments
What would classics such as Gone with the Wind be without the likes of Thomas Mitchell or Hattie McDaniel? What would It's a Wonderful Life be like without character actors Beulah Bondi, Henry Travers, Lionel Barrymore, or Samuel S. Hinds?…
"Joker" and More Must-See New Releases
01.07.20 | Chris Cummins | Tags: Adam Scott, Alexander Skarsgård, Awkafina, Cary Grant, Chuck Conners, Colm Meaney, Danica McKellar, Doug McClure, Emma Roberts, George Cukor, Hallmark Channel, J, Joaquin Phoenix, Katharine Hepburn, Ken Wahl, Laura Dern, Marc Maron, Meryl Streep, Milla Jovovich, Nicole Kidman, Reese Witherspoon, Robert De Niro, Robert Eggers, Robert Pattinson, Shailene Woodley, Todd Phillips, Willem Dafoe, Zoë Kravitz | no comments
There's no kidding around when it comes to monstrous megahits making their DVD and Blu-ray debuts this week! From blockbusters to cult hits and beyond, here's a rundown of the new releases you'll be talking about this week! Joker (2019)…
Spencer Tracy and Katharine Hepburn Find Laughs and Love in "Desk Set"
08.30.19 | Chris Cummins | Tags: 1950s Films, Desk Set, Katharine Hepburn, Spencer Tracy | no comments
Talk about computer dating! Spencer Tracy and Katharine Hepburn teamed up on the silver screen for the eighth time in 1957's Desk Set, a hilarious comedy classic. Here's the synopsis: Katharine Hepburn and Spencer Tracy star in this spry comedy…
"Shazam!," "Klute," and Other Noteworthy New Releases!
07.16.19 | Chris Cummins | Tags: Betty Buckley, Charles Boyer, Criterion Collection, DC Cinematic Universe, Dick Van Patten, Donald Sutherland, Gugu Mbatha-Raw, Idris Elba, Jane Fonda, Katharine Hepburn, Martin Landau, Michael Douglas, Nick Nolte, Olivia de Havilland, Paulette Goddard, Ronald Reagan, Russell Johnson, Shazam!, Space: 1999, Tessa Thompson, Warner Archive Collection, Zachary Levi | 2 comments
To quote Gomer Pyle, well Shazam! The high-flying DC superhero's cinematic debut jumpstarts this latest batch of new releases. Other notables include classics from the Warner Archive Collection, two great selections from the Criterion Collection, several TV series making their…
"Keeper of the Flame" Reunites Tracy and Hepburn for a Controversial Drama
06.30.19 | Chris Cummins | Tags: 1940s Films, George Cukor, Katharine Hepburn, Spencer Tracy | 1 comment
It was January of 1943 that the moviegoing first had the opportunity to see Spencer Tracy and Katharine Hepburn team up for the second time onscreen in Keeper of the Flame. Based on the novel by I.A.R. Wylie, the movie…
Katharine Hepburn and "Olly Olly Oxen Free"
01.30.19 | Constance Metzinger | Tags: 1970s Films, family films, Katharine Hepburn, Olly Olly Oxen Free | no comments
There are certain films that you have watched in your childhood that need to be revisited as an adult. Olly Olly Oxen Free is one such film. It has everything in it that would appeal to children – air balloons,…


Janie Major Service Details - Greenville, South Carolina | Watkins Garrett & Woods Mortuary Inc.
Mrs. Janie Mae Major, 81, of Greenville, South Carolina, departed this life on Saturday, October 13, 2018, at Southpointe Healthcare. She was a daughter of the late Leola Guy.
She was a retiree of the Greenville County School District.
She was preceded in death by her mother; her husband, Glenn Dewitt Major, Sr.; a daughter, Vickie Laverne Major; and a brother, Louis House.
Left to cherish many fond and loving memories are her children, Joan Marie Major and Glenn Dewitt Major, Jr., both of Greenville; one sister, Mary Williams of Greenville; one brother, Ruben Guy of Greenville; three grandchildren, Sonya Major, Civia Young and Nicholas Ladson; five great-grandchildren, Breaunna Major, Breashia Morgan, Jaquavius Major, Lavarius Vernon and Erlandis Vernon; one great-great-grandchild, Javiaunna Beeks; and a host of other relatives and friends.
We encourage you to share any memorable photos or stories about Janie. All tributes placed on and purchased through this memorial website will remain on in perpetuity for future generations.
My deepest sympathy in the loss of your beloved family member. Death of a loved one is very difficult. The deep emotional pain hurts so much. Our loving heavenly father feels the pain as well. In his word the Bible, there are beautiful scriptures of comfort. Psalm 34:18 is one that has comforted me. It says: Jehovah is close to the brokenhearted; He saves those who are crushed in spirit. Also Isaiah 25:8 has this promise from God for the future; He (God) will swallow up death forever. And the Sovereign Lord Jehovah will wipe away the tears from all faces. For more comfort, please visit our website: jw.org and view the comforting video; Is There Hope for the Dead?
While it may be hard saying goodbye to Janie, may you find comfort in knowing that God will soon restore endless life to all those in his memory by means of the resurrection (Isaiah 26:19; John 5:28,29). May you find comfort in Jehovah God's promise of a resurrection.


Grosse Pointe Library's "Night In The Stacks" events return on Saturday, February 16th at 7:00PM with a presentation from Deborah Kawsky about her book, "Alexander Girard: Architect." The evening will begin with light refreshments, and a cash bar will be available. Following her presentation, Dr. Kawsky will be available to sign books. Admission is free, but reservations are requested. Make them here. The event will be held at the central branch of the Grosse Pointe Library: 10 Kercheval Avenue, Grosse Pointe Farms. The Book Beat will be providing books at the event. If you'd like to reserve copies, please call us at (248) 968-1190.
"Showcases the bold, innovative, and colorful architectural designs of Alexander Girard. During the midcentury period, Michigan attracted visionary architects, designers, and theorists, including Alexander Girard. While much has been written about Girard's vibrantly colored and patterned textiles for Herman Miller, the story of his Detroit period (1937-53)–encompassing interior and industrial design, exhibition curation, and residential architecture–has not been told. This is the first comprehensive study of Girard's exceptional architectural projects, specifically those concentrated in the ultra-traditional Detroit suburb of Grosse Pointe. One exciting element of the book is the rediscovery of another Girard masterpiece – the only surviving house designed entirely by Girard, and former residence to Mr. and Mrs. John McLucas. Restored in consultation with iconic midcentury designer Ruth Adler Schnee, the McLucas house represents the culmination of Girard's Detroit design work at midcentury. Stunning color photographs capture the unique design elements-including the boldly colored glazed brick walls of the atrium-reminiscent of Girard's role as color consultant for the GM Tech Center. Original Girard drawings for the building plan, interior spaces, and custom-designed furniture document the mind of a modernist master at work and are made available to the public for the first time in this beautiful book."–Provided by publisher.
Books will be available, provided by The Book Beat.


The Victorian era is famous for producing ornate jewelry designs, often inspired by the beauty of the natural world. Thanks to Queen Victoria, some popular designs included serpentine-style rings and necklaces featuring colorful gemstone accents. Brooches were popular during this era, because they gave Victorian ladies an easy way to add some sparkle to their flowing frocks.
To recapture the look of this romantic time period, check out this 14k Yellow Gold Diamond Ruby Flower Brooch from Tiffany and Co. Perfect for pinning on your jacket, sweater or handbag, this sparkling floral-theme brooch features brilliant diamonds intermingled with deep rubies.
Famous for its bright colors, geometric shapes and bold yet classic designs, the Art Deco period remains an inspiration for jewelry designers today. To recapture the eye-catching beauty of this era, go for jewelry pieces with sleek lines and rich colors. Diamonds paired with intricate details are characteristic of this time period, especially from designers like Van Cleef & Arpels, Tiffany and Co. and Cartier.
To bring Art Deco glamour to your jewelry collection, consider this Vintage Estate Art Deco Platinum 15ct Diamond French 22" Long Necklace — featuring amazing craftsmanship and detail. Brilliant VS quality round-cut center diamonds.
Transition is the keyword that defines the Retro Era — the world was a rapidly-changing place after World War II, and the fashion of the time period is certainly a reflection of this. Because platinum was restricted during wartime, the jewelry designs of this era heavily featured gold in gorgeous shades of yellow, rose and green. Despite their classic lines, retro jewelry pieces have an unmistakable femininity.
A perfect example of retro style is the stunning Van Cleef & Arpels Rose de Noel 18k Gold Diamond Coral Medium Brooch. This colorful gold brooch features bright petals of coral, accented with brilliant-cut round diamonds.
At Fortrove, you'll find a wide variety of vintage and modern jewelry items from the world's most famous designers. Thanks to the massive selection, you're sure to find the perfect piece to suit your style!


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AMSOIL Series 3000 Synthetic 5W-30 Heavy Duty Diesel Oil is compatible with conventional and synthetic motor oils. Mixing AMSOIL motor oils with other oils, however, will shorten the oil life expectancy and reduce the performance benefits. AMSOIL does not support extended drain intervals where oils have been mixed.
AMSOIL Synthetic 5W-30 Heavy Duty Diesel Oil (HDD) is recommended for extended drain intervals in engines that are unmodified and in good operating condition.
Normal Service – Up to 25,000 miles or one year, whichever comes first, or longer based on oil analysis.
Severe Service – Up to 15,000 miles or one year, whichever comes first, or longer based on oil analysis.
AMSOIL Ea and Donaldson Endurance full flow oil filters are designed for extended drain intervals. They stop smaller particles, have less restriction and last longer than regular filters. For best performance, use AMSOIL Ea or Donaldson Endurance oil filters.
AMSOIL Ea By-Pass Oil Filters are specialized for the removal of small, wear-causing dirt particles, thereby extending engine life. AMSOIL encourages using an AMSOIL Ea By-Pass Filtration System for maximum engine and oil life.
Oil Analyzers Inc. (715-395-0222) is a division of AMSOIL that provides cost-effective, quality oil analysis services.
This product is not expected to cause health concerns when used for the intended application and according to the recommendations in the Material Safety Data Sheet (MSDS). An MSDS is available upon request at 715-392-7101 or simply click here for a PDF version. Keep Out of Reach of Children. Don't pollute. Return used oil to collection centers.


http://www.ClearShieldAutoGlassUtah.com in this video we're working on a 1999 - 2007 Ford F-250 / F-350. There's 4 types of Windshields that work with this body style of Ford F-250 / F350, the most common Windshield being used on this car is DW1505. The molding comes with the Windshield so there's no need for an aftermarket molding. You can try to use a Cold Knife on this type of Windshield Replacement but you'd have to cut out the original molding which is very hard and time consuming. Me personally I'd only do this car with an Extractor all the way around the Windshield. With an Extractor it shouldn't take more than an hour to hour and a half to fully complete this service (depending on if there's rust underneath the Windshield on the pinchweld).


text:
<?php namespace Mars\Admin;

use Illuminate\Support\ServiceProvider;

class AdminServiceProvider extends ServiceProvider {

	/**
	 * Indicates if loading of the provider is deferred.
	 *
	 * @var bool
	 */
	protected $defer = false;

	/**
	 * Bootstrap the application events.
	 *
	 * @return void
	 */
	public function boot()
	{
		$this->package('mars/admin');

		//define a constant that the rest of the package can use to conditionally use pieces of Laravel 4.1.x vs. 4.0.x
		$this->app['administrator.4.1'] = version_compare(\Illuminate\Foundation\Application::VERSION, '4.1') > -1;

		if (!class_exists('AdministratorBaseController')){ // Verify alias is not already created
			if ($this->app['administrator.4.1'])
				class_alias('Illuminate\Routing\Controller', 'AdministratorBaseController');
			else
				class_alias('Illuminate\Routing\Controllers\Controller', 'AdministratorBaseController');
		}

		include __DIR__.'/../../viewComposers.php';
		include __DIR__.'/../../routes.php';
	}

	/**
	 * Register the service provider.
	 *
	 * @return void
	 */
	public function register()
	{
		//
	}

	/**
	 * Get the services provided by the provider.
	 *
	 * @return array
	 */
	public function provides()
	{
		return array();
	}

}


There are lots of blogs and books out there that attempt to "Teach You How To Be Rich," but let's be honest: most of us aren't in a position to make bookoo amounts of money or start a new business to cash flow an extravagant lifestyle. That's just not reality.
What is possible though, is taking a few steps to make what you have go a little further. It's easy to feel overwhelmed by personal finance and it can be hard to know where to start when it comes to managing your money. There seem to be endless blogs and books about what we should be doing but what strategies are the most important? And what strategies can we really incorporate into our already busy lives?
Here are a few simple, easy to employ tips to take control of your finances in 2018. Disclaimer: these are not 'stop the press' industry secrets. I'm not reinventing the wheel, just trying to emphasize practical steps that have been proven to work.
Open up a savings account somewhere other than where your checking account is.
Setup a recurring, automatic transfer from your checking account to your new savings account for $20 a week (or $40 the Monday after every Friday paycheck).
Don't even touch this account unless it is a LEGIT EMERGENCY.
Many of us have been there. You get to the end of a few months and realize, "Wait, my credit card balance is HOW much?!" The key is to get to a point where you are paying off your bill every month, or (if you have self-control issues) just using cash only.
Credit card interest is stupid high, so paying interest charges every month really impacts how much of a dent you can make in your balance. If you're carrying an even larger balance on your CC, it might even be time to look into transferring that balance to a card with a 0% offer. There are a lot of these offers out there and they might help you stop paying monthly interest for long enough to get that balance paid off and your feet back under you. And not having to pay something for no reason feels reeeeally good.
This one is more psychological than anything. Look, I get it: We all need a few nice things for our sanity. My wife loves me, I think, but she would go full Kathy Bates on me if I ever cancelled Netflix to save money. I'm not here to tell you how to budget yourself because we're all so different. But there is one thing so pervasive in our culture that it's easy to get swept up in it: the mass marketing of STUFF.
We're constantly being sold something, whether it's in stores, online or watching tv. It's so easy to want things that we don't need, more specifically, things we think others already have. Money guru Dave Ramsey has a great line I've always liked: "Don't try to keep up with the Joneses, because the Joneses are broke." No, I don't need a $400 watch that tells me when my phone is ringing. My phone does that itself, thanks.
So next time you feel yourself about to drop some dough on something, ask yourself, "Do I really need this?" If the answer is yes, great, get it. If not, take half of what you would have spent on it and add it to your savings. Little mental tricks like that add up fast, and can boost your financial confidence too.
So add these three things to your new years resolution list. Even these small steps can add up!
Jay Williams is a Financial Strategist for McKinley Carter Wealth Services in Charleston, and a West Virginia 'lifer'. Jay is a big fan of IPA's, Kinship sweatshirts, and (unfortunately) the Miami Dolphins. Jay and his wife Breana are West Virginia Wesleyan grads that love east coast road trips with their son Martin, and hanging out at home with their dog, Owen, and cats Hazel and Tyson.
BUDGET: It doesn't have to be so hard.
UNDEBT IT: Live debt free.
McKinley Carter Wealth Services, Inc. ("McKinley Carter") is an SEC-registered investment adviser with its principal place of business in the State of West Virginia. For additional information about McKinley Carter, including fees and services, send for our disclosure brochure as set forth on Form ADV using the contact information below. Please read the disclosure brochure carefully before you invest or send money. For information pertaining to our registration status, refer to the Investment Advisor Public Disclosure website: www.adviserinfo.sec.gov.


text:
Luxco Announces Donation to the Center for Disaster Philanthropy's COVID-19 Response Fund
St. Louis, (March 27, 2020) — Luxco®, which owns and produces Everclear® Grain Alcohol, announces a donation of $100,000 to the Center for Disaster Philanthropy (CDP) COVID-19 Response Fund. The Fund focuses on supporting nonprofit organizations working directly to respond to the communities most vulnerable to the health and economic impacts of the pandemic.
"Recently we have seen an increase in demand for Everclear Grain Alcohol in response to the COVID-19 pandemic" says Donn Lux, Chief Executive Officer of Luxco. "During this time of need, we want to do the right thing and give back to our community by working with the Center for Disaster Philanthropy."
The donation from Luxco will be directed to the United States and to locations most impacted by COVID-19.
"We are grateful to Luxco for their generous support," said Patricia McIlreavy, president and CEO of the Center for Disaster Philanthropy. "Our Fund is already providing critical resources for people and organizations on the frontlines of the crisis. Luxco's donation will help us continue this important work."
Since its founding in 2010, CDP has raised funds, developed and granted resources, and engaged the philanthropic community in strategic approaches to build effectiveness in disaster response and medium- to long-term recovery.
About Luxco
A leading producer, supplier, importer and bottler of beverage alcohol products, Luxco's mission is to meet the needs and exceed the expectations of consumers, associates and business partners. Founded in St. Louis in 1958, Luxco remains locally owned and operated by the Lux family. Lux Row Distillers brings the family's legacy to the heart of Bourbon Country in Bardstown, Kentucky and is now the home of Luxco's bourbon portfolio, including Rebel Yell, Blood Oath, David Nicholson, Daviess County and Ezra Brooks. Luxco has also built a new distillery in the highlands of Jalisco, Mexico – Destiladora González Luxco – where the company's 100 percent agave tequilas, El Mayor and Exotico, will be produced. Luxco's innovative and high-quality brand portfolio also includes Everclear Grain Alcohol, Pearl Vodka, Saint Brendan's Irish Cream, The Quiet Man Irish Whiskey, and other well-recognized brands. For more information about the company and its brands, visit www.luxco.com.
About the Center for Disaster Philanthropy (CDP)
The Center for Disaster Philanthropy's mission is to leverage the power of philanthropy to mobilize a full range of resources that strengthen the ability of communities to withstand disasters and recover equitably when they occur. CDP is currently managing six domestic and international Disaster Funds on behalf of corporations, foundations and individuals through targeted, holistic and localized grantmaking. For more information, visit: http://disasterphilanthropy.org, call (202) 464-2018 or tweet us @funds4disaster.
Pia Reinhold
pia@commongroundpr.com


text:
Kota mandal is one of the 34 mandals in Tirupati district of the state of Andhra Pradesh in India. Its headquarters are located at Kota. The mandal is bounded by Muthukur mandal, Chillakur, Ojili, Chittamur, Vakadu mandals and it also borders Nellore district.

Demographics

 census, the mandal had a population of 55,226. The total population constitute 28,337 males and 26,889 females —a sex ratio of 949 females per 1000 males. 5,496 children are in the age group of 0–6 years, of which 2,773 are boys and 2,723 are girls —a ratio of 982 per 1000. Scheduled Castes and Scheduled Tribes constitute 16,505 and 8,963 respectively. The average literacy rate stands at 66.07% with 71.8% among males and 60.08% among females.

Administration
Kota mandal was a part of Nellore district until 2022. It was made part of the newly formed Tirupati district effective from 4 April 2022. It is a part of Gudur revenue division

Towns and villages

Kota is the most populated settlement and Illukurupadu is the least populated settlement in the mandal.  census, the mandal has 19 settlements, that includes:

Sources:
 Census India 2011 (sub districts)
 Revenue Department of AP

Politics
Kota mandal is a part of Gudur Assembly constituency and Tirupati Lok Sabha constituency. , the mandal had 29,925 eligible voters with 14,822 male voters and 15,103 female voters.

References

Mandals in Tirupati district

redpajama_set_name: RedPajamaWikipedia


↑ For Serbian, van Gelder, Hilde (2008). Photography between poetry and politics. Leuven University Press. प॰ 54. आइएसबिएन 9789058676641. http://books.google.rs/books?id=IbYVc6nGK0wC&pg=PA54.
Salter (2010). Entangled: technology and the transformation of performance. MIT Press. प॰ 244. आइएसबिएन 9780262195881. http://books.google.rs/books?id=ZBJbIP0fMr0C&pg=PA244.


I am so behind on these posts. I'm trying to really document things now--I feel like I used to be a much better blogger when I was using Livejournal. Time to get back in the saddle! I'm starting to take my camera everywhere again, so beware the frequent posting!
This was my burrito outfit. On my day off, my schedule revolved around getting that dang ol' burrito from Taco Fiesta.
I would like to vouch for this white dress. White dresses usually get a lot of wear in my wardrobe because they go with everything. Not so great when burrito-ness gets on them though. I love the pleats on the skirt of this thing. It's kicky and fun.
hoodie- Target boys section, Hanes. I think it was on clearance for about $10?
The denim jacket/hoodie combo is a huge staple in my wardrobe.


the ProxyFrame the server can't find the servlet directory.
change "Root Name" parameter from "proxy" to "root"
Then the servlets are found and work, but proxying is disabled.
Any guesses at potential workaround strategies?
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An open floor plan with neutral pattern, bright & airy are awesome appeal of the home; to name a few.
Ample size private backyard. Designed for entertainment & where kids can securely play.
Aerial view of Avonlea Park. There is no boring moment for your family in Eastvale community. Activities are held whole year round. From sport events, entertainment to summer free movies with free food & drinks in the parks.
gazebo where family picnics are held.
State of the art Eastvale Community Center, where sports & social activities are held.
Welcome to Avonlea, a sought after desirable community of Eastvale. Dont miss this opportunity to own this gorgeous corner lot, move in ready single story home with 3 bedrooms plus den with 2 full bath. As you enter, you will notice the upgraded flooring, crown molding, neutral paint scheme and modern fixtures of this home. The open floor plan features a large and open kitchen with an island with built in large sink, plenty of cabinets, granite counters complete with custom backsplash. The elegant master suite is light and bright that leads to the beautiful master bathroom featuring a walk-in closet, dual vanities, upgraded tile flooring and walk in glass shower. Indoor laundry room located along the hallway. Tank less water heater and direct access to 3-car tandem garage. The third car bay can be converted into a "studio" or bonus room, home office, man cave, storage and more. The large low maintenance customized private backyard is great for entertainment. Close to the exclusive Avonlea Park with walk paths, children's playground, picnic ground and basketball court. Must see to appreciate!


text:
February>
Charity Benifits>
The Gift of a Gi Is More Than Just a Uniform
Kris Shaw
Five year old donates his too small gi and receives an new one thanks to the Give a Gift of a Gi Program.
Nicholas father died when he was just 18 months old. Nicholas' mother Satu Immermann was widowed three years ago when her husband had a heart attack while in the backyard playing with the kids. This left Satu to raise three small children on her own.
Jammin' BJJ is a branch of the non-profit organization The Carly Stowell Foundation (CSF). The CSF provides enhanced education in sports and music to young people who demonstrate passion for learning and a commitment to excel. The Give the Gift of a Gi program is part of the organization that takes donated gis and repurposes them. Most gis are given to children who wouldn't otherwise be able to afford one. Some of the badly tattered gis are sewn into gi bags and a few, the worst of the worst, are sold in bulk as raw cotton to help cover the cost of shipping.
Elena Stowell is the founder of the Jammin BJJ Foundation. She was moved to create the foundation after the sudden death of her 15-year-old daughter, the subsequent depression and finding Jiu-Jitsu to help cope with the loss. "Passion", states Elena. Elena has written book 'FLOWING WITH THE GO: A Jiu-Jitsu Journey Of The Soul' about her journey to her blue belt and her path to acceptance of the loss of her daughter.
Nicholas, the 18-month-old, is now 5 and in kindergarten. He has been training Brazilian Jiu-Jitsu for two years through a neighborhood program. The class is taught by Professor Kris Shaw who is black belt under Tinguinha and a mother of four young girls. The class is held at Carlson Gracie OC even though Kris has no affiliation there. Troy Acker, the academy owner and black belt under Franco De Camargo, rents the space at a reduced rate so the class can take place.
In the months before Satu's husband died, she was diagnosed with stage 4 breast cancer. When her husband passed, it left the family financially struggling. Despite a long, drawn out foreclosure and eventual short sale, Satu and the children are doing ok.
Nicholas quickly out grew his M0000. It was a hand-me-down and never quite fit him anyway. The Jammin BJJ Foundation heard about his family and his willingness to learn, listen and train and found him a new M00 with lots of growing room. Best part is that he traded in his M0000 and now another deserving (little) kid gets to train.
Nicholas' new gi was donated by Marcelo Alonso's team and has a Marcelo Alonso patch on it. It's an interesting turn of events because Marcelo, Troy, and Franco are all part of the Carlson Gracie Team and classes are held at a Carlson Gracie academy. (Carlson Gracie OC)
If you would like to donate an old gi or organize a kid's seminar please contact
Elena Stowell at the
Carly Stowell / Jammin' BJJ Foundation
16915 272nd St SE
Suite 100 Box 101
Facebook: https://www.facebook.com/jamminbjj
Find out about the programs at Jammin BJJ here
http://www.jamminbjj.org/
More on the Carly Foundation here
http://carlystowellfoundation.countmein.com/default.aspx
Read about Elena's book here
http://www.amazon.com/FLOWING-WITH-THE-GO-Jiu-Jitsu/dp/1937084620
Read more about Satu's story here
http://www.ocregister.com/articles/struggling-242684-elysse-tustin.html
Carlson Gracie OC http://www.carlsongracieoc.com/
{gallery}1233{/gallery}
Tags: carlson gracie oc, Elena stowell, franco de camargo, give the gift of a gi, jammin bjj, Kris Shaw, Marcelo Alonso, satu immermann, Tinguinha, troy acker
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The faith of a brain injury survivor may play a substantial role in recovery.
Faith is intangible, but noticeable.
Faith impacts performance, interactions, and often, outcomes.
Caregivers and survivors develop a faith relationship with a Power greater than self that is a reliable source of strength and ever present in all circumstances.
A brain injury, disease, disability, or even death, tests the foundations of faith of everyone.
Cathy Powers was invited to the Premier of a video created by POLYTRAUMA REHAB IN THE VA: COMPASSIONATE CARE.in Richmond VA., where her son had received care for his TBI.
Click Here to view the promotional video "Polytrauma Rehab Promo Long 1."
Click Here to view promotional video -- "Polytrauma Rehab Promo Long 2."


text:
Home News Cancer News Uptake Low for COVID-19 Vaccine Boosters in Immunocompromised Adults
Infectious Disease News
OBGYN & Women's Health
Senior Health News
Uptake Low for COVID-19 Vaccine Boosters in Immunocompromised Adults
Authors found low adherence to CDC recommendations for boosters, with older adults more likely to receive at least four mRNA COVID-19 vaccine doses
TUESDAY, Jan. 24, 2023 (HealthDay News) — For immunocompromised adults, adherence to U.S. Centers for Disease Control and Prevention mRNA monovalent COVID-19 booster dose recommendations is low, according to a study published online Jan. 20 in JAMA Network Open.
Sara Y. Tartof, Ph.D., M.P.H., from Kaiser Permanente Southern California in Pasadena, and colleagues examined mRNA COVID-19 vaccine uptake and factors associated with uptake among immunocompromised adults from Dec. 14, 2020, through Aug. 6, 2022, in a cohort study. A total of 42,697 immunocompromised individuals met the eligibility criteria.
The researchers found that 78.0 percent of the immunocompromised individuals had received a third dose of mRNA COVID-19 vaccine, while only 41.0 percent had received a fourth dose, corresponding to a primary series and monovalent booster dose. Following the CDC recommendation to receive a second monovalent booster (fifth dose), only 0.9 percent had uptake. The likelihood of receiving at least four doses was increased for adults aged 65 years or older compared with those aged 18 to 44 or 45 to 64 years (hazard ratios, 3.95 and 2.52, respectively). The likelihood of receiving at least four doses was lower for Hispanic and non-Hispanic Black adults versus non-Hispanic White adults (hazard ratios, 0.77 and 0.82, respectively), for individuals with prior documented severe acute respiratory syndrome coronavirus 2 infection versus no infection (hazard ratio, 0.71), and for those receiving versus not receiving high-dose corticosteroids (hazard ratio, 0.88).
"Given the vulnerability of this population to develop severe COVID-19, a renewed focus on targeted and tailored efforts to ensure that immunocompromised individuals remain up to date with continuously evolving COVID-19 booster dose recommendations is warranted at this stage of the pandemic," the authors write.
Several authors disclosed financial ties to biopharmaceutical companies, including Pfizer, which funded the study.


Child's Play 3 is my least favorite of the entire Child's Play/Chucky series, but it's hard to deny that the "Pizza Face" appearance Chucky sports at the end of the movie, as he's terribly disfigured in a carnival ride showdown, is one of the character's most striking looks. This new Mega Figure vividly recreates that look, allowing you to really study just how wonderfully horrific it is, including Chucky's barely held-in eye. This quickly became my favorite among the Chucky Mega Figures, only added to by the quotes from the movie the talking figure can say. My only complaint is the lack of him saying the oh-so amazing Child's Play 3 line, "Don't f**k with the Chuck!" Otherwise, this is another excellent Chucky Mega Figure that has perhaps the most attention-getting visuals so far.


text:
Program to reverse a Two Dimensional Array using C++
By Kanwaljeet Singh
In this tutorial, we will focus on how to reverse a 2D array in C++.
Matrix is an inevitable part of mathematics. It is used in many statistical as well data storage systems. Simplicity and use of less storage space make matrices a good medium to of storing information.
How to reverse a 2D array in C++
If the data stored is in the form of matrices, it is necessary to modify the contents of the matrices. Manipulation in the contents of the matrix will result in modification of the data.
This article is a tutorial for reversing a two dimensional array.
The Libraries included
#include<iostream.h>
There are only two libraries included in this program. <iostream.h> and <conio.h> for input and output operations.
The main() program
Let's divide the program into two parts for convenience.
int a[i][j],i,j;
for(i=0;i<3;i++)
cout<<"Enter Number";
In this part, first we use clrscr() function to clear the screen before executing program. Then a two dimensional array is initialized, the two dimensions of the array 'a' are 'i' and 'j' written within square parenthesis.
Later, a 'for' loop is initialized with the conditions for 'j' within a 'for' loop of variable 'i'. The basic algorithm of these 'for' loops is to take inputs for a[0][0], a[0][1], a[0][2], a[1][0] and so on…
First, the value of 'i' will be set to 1 and values of 'j' will be set to 0,1 and 2 simultaneously. After exiting the 'for' loop of variable 'j', The value of 'i' will be incremented to 1 and the same procedure of 'j' loop will occur.
With this, a 3×3 matrix will be formed. If a smaller or a bigger matrix is to be used, the final values of 'i' and 'j' in the for loop must be modified.
for(i=2;i>=0;i--)
for(j=2;j>=0;j--)
cout<<a[i][j]<<"\t";
cout<<endl;
In this part, two 'for' loops are initialized in the same fashion. In these 'for' loops, the variables of the array which were added in the previous step are displayed in the exact reverse form, the variable stored first becomes the last term of the matrix whereas the last term becomes the first term.
For this to happen, the terms 'i' and 'j' are initialized as 2 and decremented till they become equal to zero, using 'for' loop. And single array terms are displayed simultaneously. The 'tab' command is used to add space between each term of the matrix.
Then, in the 'i' 'for' loop a command 'endl' is used to end the line and switch to the next to make the array look like a matrix.
Further, getch() is used to hold on the console screen until the whole program is executed.
Example:(Output)
Enter the number
9   8   7
3   2   1
This is how we reverse a 2D array in C++.
Print the corner elements of the matrix using C++
« Implementation of nested function in Python
Convert feet to meter in C++ programming »
How to insert an element in an array in C++
Addition of two matrices in C++
Quick Sort in C++
Rotate a Matrix in C++ ( Clockwise and Anticlockwise )
Insertion Sort in C++