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Parafia św. Piotra Apostoła w Wadowicach – parafia rzymskokatolicka wchodząca w skład dekanatu Wadowice – Południe, archidiecezji krakowskiej.

Kościołem parafialnym parafii jest Kościół pw. św. Piotra Apostoła znajdujący się w Wadowicach przy drodze krajowej nr 28.

Historia
Parafia została erygowana 29 czerwca 1985. Terytorium nowej parafii zostały wydzielone z parafii Ofiarowania NMP w Wadowicach.

Pierwszym proboszczem parafii był ksiądz kanonik Michał Piosek, w latach 1976–1985 wikariusz parafii Ofiarowania NMP.

Od 8 grudnia 1993 do 30 czerwca 2022 proboszczem parafii był ksiądz prałat Tadeusz Kasperek. Od 1 lipca 2022 proboszczem jest ksiądz kanonik Jan Dziubek.

Terytorium parafii
W skład parafii wchodzi:
 południowo-wschodnia części Wadowic (ok. 9400 wiernych)
 wsie: Gorzeń Dolny (518 wiernych), Gorzeń Górny (253 wiernych), Chobot (200 wiernych), Zawadka (700 wiernych).

W przyszłości, z części parafii we wsi Zawadka, planowane jest utworzenie nowej parafii pod wezwaniem św. Karola Boromeusza. W Zawadce znajduje się już wzniesiona w latach 1981–1983 kaplica.

Grupy parafialne
Rada Duszpasterska, Róże Różańcowe, Akcja Katolicka, Ruch Światło-Życie, Grupa Charytatywna, chór parafialny, schola, ministranci, lektorzy.

Galeria

Linki zewnętrzne
 Informacja diecezjalna

Parafie pod wezwaniem św. Piotra Apostoła
Parafia św. Piotra Apostoła w Wadowicach


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redpajama_set_name: RedPajamaGithub


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Beirut, 30 October 2018 (Communication and Information Unit)--- The Arab Regional Conference on Population and Development kicked off today in Beirut with a focus on achievements and challenges since the adoption of the Cairo Declaration five years ago, which calls upon Arab States to address issues related to social and economic inequalities and ensure the wellbeing of all people, especially vulnerable groups.
The three-day event, co-lead by the UN Economic and Social Commission for Western Asia (ESCWA), the UN Population Fund Arab States Regional Office (UNFPA-ASRO) and the League of Arab States (LAS), will cover ways to accelerate progress and explore links with the 2030 Agenda for Sustainable Development—the global plan of action for people, planet and prosperity.
"Together, we are here to review the centrality of the ICPD Programme of Action to achieving the Sustainable Development Goals," said Dr. Natalia Kanem, Under Secretary-General and Executive Director of UNFPA, referring to the groundbreaking agreement adopted in 1994 that integrated population issues in the global development discourse.
"Why is it still relevant 25 years later? The 2013 Cairo Declaration in essence, reaffirms a human rights-based sustainable development agenda. Its focus on sound evidence-based population policies that rest on gender equality, investment in young people, and access to sexual and reproductive health services and reproductive rights has resulted in proud achievements across the region," she added.
Ms. Kanem highlighted some of these achievements noting that maternal deaths have fallen in several Arab countries since 2013, such as in Lebanon, Oman and Morocco; in 2017, Tunisia adopted a comprehensive national law to combat all forms of gender-based violence; Palestine ratified the Convention on the Elimination of all Forms of Discrimination Against Women without reservations in 2014; and in Syria, Libya and Yemen healthcare providers have worked around the clock to ensure that women and girls have access to reproductive health services, despite deadly conflicts.
While advances are significant, the chief of UNFPA stressed that the list of challenges is also long. The 2018 regional conference will therefore review persisting gaps in the implementation of the Cairo Declaration across the Arab region and offer a set of recommendations on moving forward.
"I'm pleased to announce the establishment of the Arab Council for Population and Development which will constitute an Arab umbrella to implement the Cairo Declaration and the results of the reviews at our regional conference," said Haifa Abu Ghazaleh, Assistant Secretary General and Head of the Social Affairs Sector at LAS, sharing additional measures to rise above current challenges.
Ms. Abu Ghazaleh stressed that the Council is working to establish regional population policies and track progress from a life cycle approach that includes all stages of life from birth to death. The Council will also be trusted with establishing an Arab Population Observatory to assess policy implementations and provide recommendations based on best practices.
On Tuesday, Arab countries presented their national experiences to create a dialogue on existing and emerging priorities as well as lessons learned. In addition to ministers and high-level officials from relevant ministries and National Population Councils, participants include parliamentarians, representatives of civil society organizations, regional organizations, UN agencies, academics, experts, media and other stakeholders.
"We need an approach that takes into account population dynamics in development planning based on a genuine political will, a clear vision, concerted efforts, detailed and up-to-date information and data, and coordinated, integrated and cross-sectoral programs that include everyone," stressed Mounir Tabet, the Deputy Executive Secretary of ESCWA.
The opening session ended with the launch of the "State of World Population (SWOP) 2018 Report" by Luay Shabaneh, the Regional Director of UNFPA's Arab States Regional Office. The study highlights the power of choice in regard to reproductive rights, stating that the real measure of progress is people themselves—especially the well-being of women and girls, their enjoyment of their rights and full equality, and the life choices that they are free to make.


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Crazy crustaceans: Crayfish are more prepared for the apocalypse than you are
Michiko Manalang January 28, 2020
INVERTS0 Comments 05 min read
Here's a word for the spelling bee: "Speciose", of Latin origin, which means "rich in species", indicates several types of organisms belonging to a single genus. Used in a sentence: "There exist over 500 kinds of crayfish, which indicates that they are speciose."
It's not a word you'll use on the daily, granted, but what a doozy of a fact, right? That sort of statistic normally goes to plants, but it also seems fitting given that the crayfish goes by any number of names, depending on whom you ask.
Some of them even have actual names, like Sebastian—or, in this case, Cranky, as told by our friend Webster Felipe of Pet City.
"I've been into keeping crayfish for quite a while now; maybe four years [give or take]. They're so interesting to keep because of their unique characteristics and ability to survive in low maintenance care. . . As of now, I have more than four pairs of crayfish. The one called Cranky [is kind of my favorite because] he's huge and always a little grumpy," says Felipe.
About half of the species we know of thus far live in North America, but they can really be found almost in any place with bodies of freshwater ranging from two to thirty meters deep. (Sometimes, it doesn't even need to be freshwater; these crustaceans are pretty versatile!)
"Their ideal tank is quite easy," says Felipe. "They don't require a complicated set-up. A 10-gallon tank would be ideal for two;. Put some caves for them to hide in; they like when they have lots of caves to hide. [They're more comfy that way.]"
Despite the obvious strength in numbers, these little guys prefer to keep to themselves, going so far as to burrow in subaqueous sediment—and when you're dab smack in the lower-middle end of the food chain, staying hidden is pretty crucial.
Even in the substrate, they manage to protect themselves rather well, making little chimney-like structures out of mud where their burrow might meet the surface. This keeps more terrestrial predators like snakes from slithering in and wreaking havoc—no one's got that kind of time, after all.
Thankfully, these omnivores aren't super picky; their diet ranges from algae to fish to plant debris. Sometimes, when the mood strikes them, they'll even go for birds that come too close to the water. With meals like that, it's no wonder they can reach up to about 16 centimeters (6 inches) in length in freshwater.
But when you're keeping them, as Felipe does, "Their diet consists of fish pellets and frozen foods like bloodworms; [I give them] mysis shrimps for treats. Sometimes I even give them boiled peas." Guess you've got to have your greens even under the sea!
Mating and molting
Like other crustaceans, crayfish go through periods of molting, shedding their exoskeletons. "Don't be confused when it looks like your [tank has new occupants]," says Felipe. This happens during their mating season in the spring.
During mating season, male crayfish almost magically take on bigger claws, a longer body, sharper spines, and a more durable exoskeleton—clearly built for fighting off other males for the chance to pass on their genes. But it's not all that different from human romance, unfortunately: once it's over and they've done what they needed to do, they revert to their more juvenile forms. (If you feel that shade has been thrown, don't write in.)
Once the female crayfish's eggs are fertilized, they are then attached to her pleopods (appendages specifically for swimming and, presumably, carrying the kids) where they stay for up to five months. Fresh hatchlings will stick around for another two weeks or so, swimming on their own just to practice. Eventually, they'll venture out as adults.
They never seem to lose their sense of adventure, either: "They're so smart; enough that they can escape their own tank [if they feel like it] and recognize who feeds them," says Felipe. "The challenge is when they start fighting sometimes."
Adulthood for crayfish isn't all it's cracked up to be—literally—because they won't fully reach maturity until they've shed their outer layer at least six times. They make up for this with their ability to regenerate limbs, which is undoubtedly cool on pretty much any level. But then, there are few things about these creatures that aren't cool: they can live virtually anywhere, change size, remember human faces… all we're saying is, you might want to watch your back.
This appeared in Animal Scene magazine's November 2019 issue.
– Colorful crustaceans: Purple matano and Sulawesi crabs
– Buying a pet: Tips on avoiding scam artists
– Queen of the desert
Previous ArticleMillennials most likely to put their pup's health before their own
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Michiko Manalang
Michiko Manalang is a contributor for Manila Bulletin's Animal Scene magazine.
World Veterinary Service asks for help aid animals in need across the globe amid coronavirus pandemic
Author March 24, 2020
Horses, farm animals, rescued from Taal Volcano island

redpajama_set_name: RedPajamaCommonCrawl


A fresh, modern scent with a hint of musk that lingers on the skin in the most delightful way.
With the crispness of clean, white cotton this fresh fragrance is pure and simple in the best way possible. Universally pleasing with a blend contemporary of bergamot, water lily, lavender, jasmine, cool greens and musk.


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Canal Saint-Denis är en kanal i Paris i Frankrike som öppnades för trafik 1824.

Kanalerna Saint-Denis och Saint-Martin planlades redan på 1700-talet för att korta ned transporttiden för fartygen på Seine genom att skära igenom en krök på floden. Beslutet att inleda bygget fattades av Napoleon I 1802 men kom inte igång förrän 1825 respektive 1821.

Kring Saint-Denis har den industriella karaktären bevarats och dess övergivna kajer med sina småindustrier påminner ofta om scener i en fransk film noir.

Kanaler i Frankrike
Paris

redpajama_set_name: RedPajamaWikipedia


For the fifth straight year, Sporting KC will host a US Open Cup game at Sporting Park, tonight was the draw to see which teams KC could be matched up with when KC enters the tournament in its fourth round.
As most fans expected, Sporting KC will match up against the winner of USL side St. Louis FC and NASL side, Minnesota United. Those two teams play next week in St. Louis at St. Louis Soccer Park. The winner will travel to play at Sporting Park on June 16th.
It could be the second straight year that KC and Minnesota meet in the Open Cup as KC won the match up last year 2-0 with two second half goals in a game that saw Sporting switch to their training jerseys at half time due to color conflicts with the visitors. It'll actually be the fourth time that KC will play a team from Minnesota, KC lost to the Minnesota Thunder in 2005, then defeated the Thunder in 2009 on penalty kicks 4-2 after a 3-3 draw before last year's game.
A match up against St. Louis FC would see KC play their first competitive game against a team from the opposite side of the state of Missouri. Sporting back when they were the Wizards played a home and away friendly series against then US Soccer D2 side, AC St. Louis in 2010 winning the two games 2-0 and 2-1 is the last time KC has played against a team from St. Louis.
It is a little disappointing with the regional set up of the tournament that KC could see themselves matched up with the team they played last year, but it's an understandable one. Sorry to my Minnesota friends, but I'm cheering for a match up against St. Louis FC.


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WatchTime Blog
Monochrome Monday: Previewing the Jaeger-LeCoultre Master Calendar with Meteorite Dial
Brice Goulard
The Jaeger-LeCoultre Master Calendar isn't technically a new watch in the brand's catalog, having first appeared at the 2013 SIHH watch fair. It has a very classical display and a very restrained design. So, how to bring new attention to an already known model and add some freshness? By introducing new dials! And the dials that Jaeger-LeCoultre chose are pretty interesting indeed. Here is a look at the Jaeger-LeCoultre Master Calendar Meteorite dial, which makes its official debut at SIHH 2015, courtesy of the team at Monochrome Watches.
The Jaeger-LeCoultre Master Calendar is an appealing but very classical dress watch, with its round case, slim profile and extremely balanced design. Everything here is made to be discreet, elegant and efficient. It brings back an old layout, used in the 1950s and 1960s, which display a complete calendar in a very specific way: date on the external part of the dial (indicated by a hand), day and month discreetly displayed in apertures at 12 o'clock for high legibility, and moon-phases at 6 o'clock. Clear and practical, this complete calendar gives all the required indications. Just keep in mind that it is a simple calendar, not a perpetual or annual calendar, that won't take into account whether a month has 30 or 31 days (nor will it compensate for the 28 days of February or the leap years). Thus, it will require a correction every two months. However, it remains a very practical complication at a reasonable price level.
What makes the new 2015 models of this watch interesting are those new dials, which are made of a rather unusual material: meteorite, a rare and extremely old material. Meteorite has a unique appeal due to its origins – million-years-old, non-terrestrial stones sourced from falling stars – and due to its very specific crystalline structure. The one used for the Jaeger-LeCoultre Master Calendar Meteorite comes from an asteroid belt located between Mars and Jupiter and was collected somewhere in Sweden. Once prepared, this stone has to be cut in thin plates to create dials – do keep in mind that meteorite is both extremely hard and fragile to prepare – and then polished to reveal its structure, which is unique to each dial. Depending on the edition, it presents a light gray or anthracite color. On top of these dials are applied silvery or gilded indexes, which match the hands.
The Jaeger-LeCoultre Master Calendar Meteorite comes in an elegant, 39-mm case made of stainless steel or 18k rose gold, fully mirror-polished and reasonably thin – 10.6 mm. It has two sapphire crystals, including one on the back to admire the movement, Jaeger-LeCoultre's Calibre 866. It is a self-winding engine, with 43 hours of power reserve, made in-house. It has a clean and pleasant finish, with Geneva stripes, blued screws, beveled angles and a gold insert on the rotor.
The Jaeger-LeCoultre Master Calendar Meteorite is a nice addition to the Master catalog, using a rare material found on only a few other watches, including versions of the Rolex Daytona and Omega Speedmaster. Prices will be officially released during SIHH 2015, but the standard versions, with silvery dial in stainless steel or 18k rose gold are priced at, respectively, 8,800 euros and 19,700 euros. With the addition of a meteorite dial, we would expect that prices would come in around 10,500 euros in steel and 21,500 euros in 18k gold.
Tags: Jaeger-LeCoultre, Luxury Watches, Moon Phase Watches, SIHH
Bovet Partners with Automobili Pininfarina ...
The Traditionalist: Hands-On With the Rolex ...
Screen Time: 5 Watches That Pay Tribute to ...
TAG Heuer Celebrates 60 Years of the Autavia with Three New Watches January 19, 2022


text:
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type Document05900104 struct {
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func (d *Document05900104) AddMessage() *NotificationToReceiveStatusReportV04 {
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	return d.Message
}

// Scope
// The NotificationToReceiveStatusReport message is sent by an account servicing institution to an account owner or to a party acting on the account owner's behalf. It is used to notify the account owner about the status of one or more expected payments that were advised in a previous NotificationToReceive message.
// Usage
// The NotificationToReceiveStatusReport message is sent in response to a NotificationToReceive message and can be used in either a direct or a relay scenario. It is used to advise the account owner of receipt of the funds as expected. It is also used to notify the account owner of non-receipt of funds or of discrepancies in the funds received.
type NotificationToReceiveStatusReportV04 struct {

	// Set of elements used to provide further details on the message.
	GroupHeader *iso20022.GroupHeader60 `xml:"GrpHdr"`

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	OriginalNotificationAndStatus *iso20022.OriginalNotification7 `xml:"OrgnlNtfctnAndSts"`

	// Additional information that cannot be captured in the structured elements and/or any other specific block.
	SupplementaryData []*iso20022.SupplementaryData1 `xml:"SplmtryData,omitempty"`
}

func (n *NotificationToReceiveStatusReportV04) AddGroupHeader() *iso20022.GroupHeader60 {
	n.GroupHeader = new(iso20022.GroupHeader60)
	return n.GroupHeader
}

func (n *NotificationToReceiveStatusReportV04) AddOriginalNotificationAndStatus() *iso20022.OriginalNotification7 {
	n.OriginalNotificationAndStatus = new(iso20022.OriginalNotification7)
	return n.OriginalNotificationAndStatus
}

func (n *NotificationToReceiveStatusReportV04) AddSupplementaryData() *iso20022.SupplementaryData1 {
	newValue := new(iso20022.SupplementaryData1)
	n.SupplementaryData = append(n.SupplementaryData, newValue)
	return newValue
}


text:
Archives for category: Supporting public schools
Johaan Neem: Will Public Schools Survive the Pandemic?
Johann Neem, historian of education at Western Washington University, wrote an article in USA Today about the threat that COVID-19 poses to the future of public education. Affluent parents, he notes, are making their own arrangements. Some have created "learning pods" and hired their own teachers. Others will send their children to private schools, which have the resources to respond nimbly to the crisis. He recounts the early history of public schools and points out that they became essential as they served an ever-growing share of the community's children.
Neem writes that the increase in the number of charter schools and vouchers, as well as Betsy DeVos's relentless promotion of charters and vouchers, has already eroded the stature of public schools.
He warns:
We are at a moment of reckoning. The last time public schools were closed was when Southern states sought to avoid integration. The goal then was to sustain racial inequality. Even if today the aim is not racist, in a system already rife with economic and racial inequality, if families with resources invest more in themselves rather than share time and money in common institutions, the quality of public education for less privileged Americans, many of whom are racial minorities, will deteriorate.
His warnings are timely. Others warn that home schooling will increase so long as pinprick schools stay closed or rely on remote learning.
But there is another possibility: Eventually, schools will open for full-time, in-person instruction, when it is safe to do so.
How many parents will continue home schooling when their children can attend a real school with experienced teachers and a full curriculum and roster of activities? How many parents will pay $25,000 or more for each child when an equivalent education is available in the local public school for free? At present, only 6% send their children to charter schools. How likely is that to increase when new charters close almost as often as they open?
How many parents want vouchers for subpar religious schools, when only a tiny percentage chose them before the pandemic?
My advice: Don't panic. Take care of the children, their families, and school staff. Fight for funding to make our public schools better than ever. After the pandemic, they will still be the best choice because they have the best teachers and the most children.
Categories Betsy DeVos, Charter Schools, Curriculum, Democracy, Education Industry, For-Profit, Privatization, School Choice, Supporting public schools, Teachers and Teaching, Vouchers
Bruce Baker and Preston Green: What Happens After the Espinoza Decision?
Two of the nation's leading education experts ponder the implications of the U.S. Supreme Court's Espinoza decision. Bruce D. Baker of Rutgers University is a school finance expert. Preston C. Green III of the University of Connecticut specializes in education law.
I confess that I was relieved that the Espinoza decision was limited in scope. I was afraid that the religious zealots on the Court might sweep away all barriers to public funding of religious schools. It did not. But Baker and Green persuade me that I was wrong, that Espinoza was another step towards breaking down the Wall of Separation between church and state and should be viewed with alarm.
I urge you to read their analysis of where we are going, how it involves not only vouchers but charter schools, and what states must do to protect public schools.
Categories Accountability, Charter Schools, Equity, Justice, Religion, School Choice, Separation of church and state, Supporting public schools, Vouchers
In the Public Interest: The Pandemic Reminds Us of the Importance of Public Schools
Donald Cohen of "In the Public Interest" writes that the pandemic reminds the public of the importance and value of public schools. They serve the entire community. They are public, and they belong to the public, not to corporate chains or entrepreneurs.
The worst of the COVID-19 outbreak is likely yet to come. But it's worth taking a moment to think about why it took so long to close the nation's public schools.
School districts nationwide finally began to close brick and mortar schools at the end of the second week of March, a full week after many college and universities sent students home.
Students, teachers, and parents are now embarking on the largest experiment in online instruction this country has ever seen—and many important questions remain. Will there still be standardized testing? What about kids who don't have reliable internet access? How will districts ensure data privacy for students and families?
Another question: why'd it take so long to begin the experiment?
It's simple. Public schools are public goods. They provide basic educational, social, emotional, and even physical needs to not only students and families but also entire communities. Closing them has effects that ripple out beyond school doors. As Erica Green wrote in the New York Times, mass school closings could "upend entire cities."
Just look at the numbers:
The nation's public school system serves more than 50 million students, many of whom have parents who work and need childcare during the day.
The federal National School Lunch Program serves food to over 30 million kids annually. Many families rely on school to feed their children meals throughout the school year.
There are more than 3.1 million public school teachers, many of whom are already struggling to get by. Teachers, paraprofessionals, front office workers, bus drivers, janitors, and other school staff rely on public school jobs to make ends meet.
But perhaps most importantly, public schools provide kids with the opportunity to learn alongside their peers. Schools are where the community comes together to learn and grow regardless of skin color, income level, sexual orientation, or any other difference.
Only public institutions—not private markets—can make sure that these basic needs are available to everyone.
The next few days, weeks, and months are uncertain, but one thing's for sure: we'll be learning how much public schools really matter to all of us. Some—teachers, administrators, and school staff—already know how important they are…
The Network for Public Education is compiling stories of how the public school community is serving the nation during the outbreak.
Public schools matter because we all benefit from them regardless of whether we have a kid in school. Public schools matter because they're public goods.
Categories Supporting public schools
The Pandemic Reminds Us of the Value of Public Schools
The global coronavirus pandemic reminds us of the importance and value of strong, effective public institutions. We are all in this together. "Everyone for himself" is a recipe for disaster. None of us can solve the problems on our own. The only way to address the disease is by collective action and public leadership.
The widespread closure of schools has made parents and communities aware of the crucial importance of these institutions.
Donald Cohen of the nonpartisan "In the Public Interest" asks why school districts were reluctant to close the schools.
He answers:
The next few days, weeks, and months are uncertain, but one thing's for sure: we'll be learning how much public schools really matter to all of us. Some—teachers, administrators, and school staff—already know how important they are.
Categories Accountability, Education Reform, Privatization, Supporting public schools
Stuart Egan: Teachers in North Carolina Raised All the Right Issues When They Protested Last Year
Stuart Egan, an NBCT high school teacher in North Carolina, reminds us of why teachers protested last year and how the elected officials responded (mostly with silence).
Fortunately, the people of North Carolina have a chance to change the state's direction by electing a genuine and experience advocate for public education as state superintendent: Jen Mangrum won the Democratic nomination and she will campaign vigorously to restore the state's once-esteemed public schools as great places for students and teachers and communities.
If you live in North Carolina and you are tired of politicians tearing down the public schools and shifting public money to entrepreneurs and religious schools, vote for Jen Mangrum in November.
Categories Education Reform, North Carolina, Supporting public schools
Nancy Bailey: Online Learning Can Never Replace Human Teachers
Nancy Bailey wisely explains the lesson of the current emergency and boils it down to this fact:
Online learning can never replace human teachers and support staff.
Parents who are staying home with their children have taken to Twitter to express their admiration for teachers. "How do teachers do this all day with 30 children," they wonder.
Be sure to open her post and check out the links as well as the stuff I did not include here.
Bailey worries that the Ed-tech industry is zooming in to search for profits.
"While Covid-19 is of utmost concern, parents and educators, who've worried about the replacement of brick-and-mortar schools and teachers with anytime, anyplace, online instruction, wonder what this pandemic will mean to public education long term. Will this disaster be used to end public schools, replacing instruction with online competency-based learning?
"We're reminded of disaster capitalism, a concept highlighted by Naomi Klein in The Shock Doctrine: The Rise of Disaster Capitalism, how Katrina was used in New Orleans to convert traditional public schools to charter schools. Within nineteen months, with most of the city's poor residents still in exile, New Orleans' public school system had been almost completely replaced by privately run charter schools. (p. 5-6). Who thought that could happen?
"The transitioning of technology into public schools, not simply as a supplemental tool for teachers to use at their discretion, but as a transformative means to remove teachers from the equation, has been highlighted with groups like Digital Promise and KnowledgeWorks. Both promote online learning and it's difficult to find teachers in the mix.
"Combining this with the intentional defunding of public schools, shoddy treatment of teachers including the unwillingness to pay them appropriate salaries, inadequate resources and support staff, crumbling buildings, and the destruction of public schooling in America, should we not question what placing students online at this strange time will mean in the future to our schools?
The pandemic has demonstrated the importance of brick-and-mortar public schools, she writes.
"In "Coronavirus Has Shown Us the Vital Role Schools Play, But Will America Listen?" Glenda Cohen outlines how parents and the nation need public schools for survival. I have added some additional services and citations.
"Public schools are on the frontline fighting against childhood hunger. According to a CNBC report: Each day, the National School Lunch Program serves over 30 million children. The fact that many children will go hungry without their public school should give us pause.
"Students rely on school counseling. Students rely on school counselors for support.
"Parents need childcare so they can work. Working parents need schools to take care of their children so they can work. When schools close, parents are unable to do their jobs. This has a negative effect on the overall economy.
"Schools provide homeless children with stability. As Cohen points out, many homeless children rely on public schools. U.S. News and World Report claims 1.36 million students in the 2016-17 school year were homeless.
"Students with disabilities need accommodations and services. Most guidelines indicate that during the Covid-19 crisis, students with disabilities must have access to the same services as students without disabilities, but this leaves out accommodations that address the differences. Here are questions and answers from the Department of Education. How will students with autism, ADHD, and many other disabilities get the services they need?
"Shortcomings of Online Instruction
"Many children don't have access to Broadband. Nearly 12 million children, many living in rural settings, lack access to an Internet connections. While ed-tech enthusiasts will claim it's a matter of time before everyone has Broadband, looking for funding to do so indicates it will take time for this to occur.
"What happens with student privacy and information? Parents already worry about their child's online personal identifiable information when they work online at school. How is a student's online information protected when they work online at home during a public heath crisis? Here's information about Covid-19 and FERPA.
"Socialization is missing. Speaking to someone on a screen is better than nothing, but it's still isolating.
"Students work online alone. Many students need guidance and might not be able to focus on screens.
Children enjoy social gatherings that schools provide. The Covid-19 virus has left students agonizing over the field trips and school social events that they will miss, that cannot take place online.
How good is the instruction? There's no research to show that working only online is better than teacher instruction.
"Parents have to supervise their children. Usually parents have to monitor their student's work and make sure they stay on task.
"Teachers Are Loved and Respected.
"A college student whose classes were cancelled and switched to online stated they would miss their teacher who had provided extra help and whose class everyone enjoyed.
"Teachers have been the unsung heroes during this Covid-19 crisis. They have struggled the last few weeks to take care of their students, cleaning and disinfecting their classes due to an overwhelmed custodial staff, along with keeping students calm, comforting confused children and teens.
Now they struggle to go online to provide lessons from home. As blogger Nancy Flanagan notes in "Once Again Teachers are First Responders:"
"Keeping a functional learning community together is job #1. Meaning: every child, K-12, who is out of school involuntarily, knows for sure that the adults who have been his/her teachers, playground supervisors or joke-around buddies in the hallway, still care. Staying connected and checking in matter much more than reviewing fractions or watching a dissection video.
"Online learning can never adequately replace public schools and teachers. In such a desperate time, closing public schools due to this pandemic is showing Americans how reliant we are upon those schools to fulfill, not just an educational purpose, but the real social and emotional needs of children and families.
"We're left with stark revelations about this country's shortcomings, while at the same time we witness the heroism of teachers and staff who care for all children at this dark time. It is that caring and love that have always been the hallmark of what teaching and public schools have been all about. It is and will continue to be what saves public education and the teaching profession.
"This crisis will not throw students into a future of nothing but online learning. It will instead remind parents and students of how much their public schools and teachers mean to them.
"Or, as American television producer, television and film writer, and author @shondarhimes lamented on Twitter: been homeschooling a 6-year old and 8-year old for one hour and 11 minutes. Teachers deserve to make a billion dollars a year. Or a week.
"We must have hope for the future, hope for our democracy, and the great and enduring role of teachers and brick-and-mortar schools, which are temporarily closed."
Categories Education Reform, Students, Supporting public schools, Teachers
Teacher Responds to Review of SLAYING GOLIATH in "The New York Times"
I confess that I was very disappointed by the review of my new book in the New York Times. The reviewer thought that I should have presented "both sides," not argued on behalf of public schools, which enroll 85-90% of American children. If we starve the public schools that enroll most children, we harm them and the future of our society. I debated whether to respond on this blog but then decided against it. Sometimes it is best to remain silent.
Happily, Neil Kulick, a teacher, critiqued the review. He posted his comment here.
Thank you, Neil!
Your new book gives public school teachers (like me) hope. You are truly our champion. Thank you.
A while back, I read the review of "Slaying Goliath" in the NY Times. I did not quite like the review. Here is my reply to it:
Readers of Annie Murphy Paul's review of Diane Ravitch's "Slaying Goliath" (in the February 2 NYT Book Review) can be forgiven for thinking that Professor Ravitch has lost her way and written a book in which she exults in the failures of all who are interested in strengthening our public schools.
In fact, "Slaying Goliath" is a work of meticulous scholarship that chronicles the failure of every single "reform" in recent decades, most of them market-based (as if children or their teachers were commodities, or schools factories) and virtually all funded by billionaires who know little about teaching and learning but are glad to call the shots when it comes to our schools. Professor Ravitch is not against reform but rather the particular set of "reforms" that have been foisted on our public schools and our teachers and students, including so-called merit pay and the oddity of evaluating teachers based on their students' test scores. Her book ends with a call for genuine reform, which would require adequately funding our public schools so that they have a fair chance of educating a population that includes so many children born into poverty and who come to school already behind and lacking the supports at home of their more affluent peers. It would also require funding programs to support impoverished families. Our public schools are not broken; our society is.
Professor Ravitch accurately terms those who push (and, astonishingly, continue to push) for these failed reforms "disrupters," because the purpose or effect of their actions is to undermine the very institution of the public school. And yes, Professor Ravitch does name names. Secretary of Education Betsy DeVos, for one, is not an advocate of public schools. Rather she favors "choice," as if that were an end in itself. But that choice does not include a well-funded public school for every child, though if Secretary DeVos had her way it would include a charter school. Charter schools, unfortunately, are generally no better than public schools, and some are militaristic, so that students learn not to question but to obey. Nor are charters known for serving the needs of children with learning disabilities or who have emotional or behavioral problems or for whom English is not their first language. They do, however, succeed in draining money from public schools.
Ultimately, Professor Ravitch is optimistic, believing that today's "reformers" will inevitably lose, despite their vast wealth, because the "resisters" — parents and grandparents, schoolchildren, and their teachers — are multitudinous and motivated by passion. And they cannot be bought. As a public school teacher, I hope Professor Ravitch is right.
Some might wonder why public schools matter. Apart from the fact that the vast majority of American schoolchildren attend them, public schools are our best hope for a flourishing democracy. In public schools, children from diverse backgrounds come together as one community. They learn together, and they learn from each other. John Dewey understood how essential public schools are to our way of life: "A democracy," he wrote, "is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience."* It is just this "conjoint communicated experience" that public schools afford.
Categories Accountability, Charter Schools, Corporate Reformers, Disruption, Education Industry, Education Reform, Privatization, Supporting public schools, Testing, Vouchers
In the Public Interest: Why We Must Protect the Public Sector
Donald Cohen, executive director of "In the Public Interest," explains a new direction that the organization will take. Not just to say that privatization is bad public policy, but to explain why the public sector can be more efficient and effective at the things it does best. In education, we have seen how privatization exacerbates segregation by race, religion, and social class; we have also seen how it opens the public purse to exploitation by profiteers and grifters who take advantage of public money without public accountability.
Over the last ten years, In the Public Interest has educated organizations, leaders, and journalists nationwide about the perils of privatization—how private interests are increasingly gaining control over vital public goods.
We're going to continue to do that. But we're also going to start showing what public control over public goods means and looks like—both a governing vision and practical examples from across the country.
Like Kansas City, Missouri, making public transit free for all. Or the Puerto Rican public school that assigned a social worker to every student. Or the small Florida town that opened its own grocery store.
Becoming "pro-public" means a few things:
Reclaiming the ideal of the public in a free, democratic society.
Arguing that there are market things and public things. They're different things, like apples and oranges.
Ensuring public goods have adequate resources—a more progressive tax system is a must.
So, what are we actually going to do?
We'll continue to help build a pro-public movement that can effectively compete to govern in a way that puts public over private and creates public institutions that deliver on that promise.
Everything we do—our research, writings, trainings, policy work—will be oriented towards creating a larger, more inclusive, educated, connected, and active movement competing to govern across the country.
We'll create tools and conduct training for leaders, organizers, and activists to fully use the tools and powers of governance.
We'll develop and support new rules and revenue generators to expand access to public goods, rebalance economic power, and eliminate the corrupting influences of money in democracy.
We'll lift up good things government does and has done—there's plenty of that too.
And, of course, we'll do everything we can to stop the spread of reckless privatization schemes.
Stay tuned. And send us ideas: info@inthepublicinterest.org
Read more about our shift to becoming a "pro-public" organization here.
Thanks for being in the fight with us,
Donald Cohen
In the Public Interest
Categories Accountability, Corporate Reformers, Education Industry, Education Reform, Privatization, Supporting public schools
North Carolina: The News From Public Schools First
North Carolina has critical needs that the state's General Assembly has made worse. A court decision—called Leandro—requires the state to improve its schools. One of its recommendations is to:
provide a qualified and well-prepared, and diverse teaching staff in every school. Working conditions and staffing structures should enable all staff members to do their job effectively and grow professionally while supporting the academic, personal and social growth of all their students.
Highlights of Findings
#1 Teacher supply is shrinking and shortages are widespread. Budget cuts have reduced the total number of teachers employed in North Carolina by 5% from 2009 to 2018 even as student enrollments increased by 2% during that same time period.
#3 Experienced, licensed teachers have the lowest annual attrition rates. Teach for America teachers, on the other hand, had the highest attrition rates. National trends show that teachers without prior preparation leave the profession at two to three times the rate of those who are comprehensively prepared.
#4 Teacher demand is growing, and attrition increases the need for hiring. The total number of openings, including those for teachers who will need to be replaced, is expected to be 72,452 by 2026….
1.Increase pipeline of diverse, well-prepared teachers who enter through high-retention pathways and meet the needs of the state's public schools.
2. Expand the NC Teaching Fellows program. [The General Assembly cut the funding of the NC Teaching Fellows program to prepare career teachers and transferred its funding to TFA.]
3. Support high-quality teacher residency programs in high-need rural and urban districts through a state matching grants program that leverages ESSA title II funding.
4. Provide funding for Grow-Your-Own and 2+2 programs that help recruit teachers in high-poverty communities.
5. Significantly increase the racial-ethnic diversity of the North Carolina teacher workforce and ensure all teachers employ culturally responsive practices.
6. Provide high-quality comprehensive mentoring and induction support for novice teachers in their first 3 years of teaching.
7. Implement differentiated staffing models that include advanced teaching roles and
additional compensation to retain and extend the reach of high-performing teachers.
8. Develop a system to ensure that all North Carolina teachers have the opportunities they
need for continued professional learning to improve and update their knowledge and practices.
9. Increase teacher compensation and enable low-wealth districts to offer salaries and other
compensation to make them competitive with more advantaged districts.
Supporting public schools through information,
education, and engagement.
publicschoolsfirstnc.org
Teacher Pipeline
North Carolina's teachers are dedicated and hardworking, and their professionalism has made our public school system a jewel among Southern states. North Carolina leads the nation in number of teachers who have earned certification from the National Board for Professional Teaching Standards. Disappointingly, we do not compensate our educators accordingly. The average teacher salary was $53,975 for 2018-19, according to the NEA, $7,755 less than the national average of $61,730.
It is also critical to remember that this average includes the salaries of veteran teachers who receive longevity and master's pay, which newer teachers do not. With reduced job security, low pay and no incentive to get advanced degrees, the appeal of a teaching job has been significantly reduced in North Carolina.
Enrollment in undergraduate education programs across the UNC system is down, negatively impacting our once vibrant teacher pipeline. There are 15 UNC system schools with teacher preparation programs, and all are reporting declines in enrollment in their degree and licensure programs. The severe shortage of math and science teachers and middle school teachers for all subjects is a critical and growing problem.
As the WestEd report shows, we must work to provide a qualified and well-prepared, and diverse teaching staff in every school. For our students living in poverty, with little access to educational opportunities, an effective, experienced and qualified teacher is critical to their educational success. We must all work together to make this a reality.
We know that teachers and students depend on and benefit from our school support staff. These hardworking, valuable, dedicated individuals have been left out of pay increases for far too long. It is imperative we press lawmakers to pay them a living wage and start showing them the respect they deserve!
Leandro: A Recap
If you're just tuning in, here's a brief summary of Leandro and the recently released WestEd report. You can find more information on our website.
In 1994, in Leandro v. State, parents, students and school districts in low-wealth, rural counties filed a lawsuit alleging that students in these counties were denied their right to a sound basic education under the NC constitution.
The case affirmed that inequitable and inadequate school funding bars access to a sound and basic public education. In 2002, the court found that there was a violation of students' rights to a sound, basic education and ordered the State to remedy this violation.
On December 10, 2019, the WestEd report was finally released confirming what educators and public school advocates believe: our public school system does not meet the educational needs of all children. High poverty, high needs school districts bear the brunt of these inequities.
The report estimates the state will need to spendnearly $7 Billion to properly address education funding. The report detailed the following critical needs. Over the next several weeks, we will be taking a deeper dive into each one.
1. Revise the state funding model to provide adequate, efficient, and equitable resources.
2. Provide a qualified, well-prepared, and diverse teaching staff in every school.
3. Provide a qualified and well-prepared principal in every school.
4. Provide all at-risk students with the opportunity to attend high-quality early childhood programs.
5. Direct resources, opportunities, and initiatives to economically disadvantaged students.
6. Revise the student assessment system and school accountability system, and statewide system of support for the improvement of low-performing and high-poverty schools.
7. Build an effective regional and statewide system of support for the improvement of low-performing and high-poverty schools
8. Convene an expert panel to assist the Court in monitoring state policies, plans, programs, and progress.
What happens next? Public education advocates are waiting to see if: 1) Judge Lee will order the NCGA to fund WestEd recommendations and/or 2) Will the NCGA take action on their own to fund the recommendations? Stay tuned!
Highlights From Recent Education News
The State Board of Education is considering changes to how it approves contracts after North Carolina Superintendent Mark Johnson signed a $928,000 contract late Tuesday night without the board's knowledge.
Lawmakers return Tuesday. Will they finally vote on a budget?
On the education front, NC can invest in early childhood education and "commit to North Carolina's constitutional responsibility to deliver a sound, basic education."
A Charlotte voucher school announced it would not open for the second semester, leaving 145 students in limbo. The school is a former charter school that closed and reopened as a private school.
State Superintendent Mark Johnson charged Wednesday that thousands of third-grade grade students have been improperly promoted to the fourth grade when they aren't proficient in their reading skills.
In the 2020-21 school year, high school freshmen will be required to take an economics and personal finance course before they graduate. To accommodate this class, the State Board of Education adopted new graduation requirements Thursday that say high school students will take one U.S. history course, instead of two.
Impact of Charter Schools Webinar
Sun, Jan 19, 2020 7:00 PM – 8:00 PM EST
Join us for an in-depth look at the impact of charter schools on the Northeast school districts in Wake County. Our panelists are the Wake Board of Education representatives for Northeast Wake County: Roxie Cash and Heather Scott. They will share data on Northeast Wake Schools and participate in a conversation about how to best balance school choice in public education without damaging the economic vitality of traditional public schools in the same geographic area.
The House and Senate are scheduled to reconvene January 14. Will they finally vote on a budget?
Leandro #2nd Recommendation: Teachers Critical to Student Success
Before winter break, WestEd released their report on the Leandro case. The report outlined 8 critical needs the state must address in order to fulfill its constitutional obligation to deliver a sound, basic education to all children.
The second critical need identified by the WestEd report is to provide a qualified and well-prepared, and diverse teaching staff in every school. Working conditions and staffing structures should enable all staff members to do their job effectively and grow professionally while supporting the academic, personal and social growth of all their students.
#5 Salaries and working conditions influence both retention and school effectiveness.
Teacher attrition is typically predicted by the following 4 factors:
The extent of preparation to teach
Extent of mentoring and support for novices
The adequacy of compensation
Teaching and learning conditions on the job
The report explained that teacher pay, after climbing for many years, began falling in 2008. Findings also show that the amount of the local supplement paid to teachers does influence retention.
#6 Although there has been an increase in the number of teachers of color in teacher enrollments, the overall current teacher workforce does not reflect the student population. Many teachers of color enter through alternative routes, which have higher rates of attrition than more comprehensive paths. Additionally, teacher education enrollments dropped by more than 60% between 2011 and 2016 in minority-serving institutions.
#7 Disadvantaged students in North Carolina have less access to effective and experienced teachers.
For students who come from under served populations, an effective, experienced and qualified teacher is even more critical to their educational success.
2.Expand the NC Teaching Fellows program.
3.Support high-quality teacher residency programs in high-need rural and urban districts through a state matching grants program that leverages ESSA title II funding.
5.Significantly increase the racial-ethnic diversity of the North Carolina teacher workforce and ensure all teachers employ culturally responsive practices.
It is anticipated the recommended actions would result in:
Increased number (5,000 annually) of in-state trained and credentialed teachers
Increase in teachers of color in the teacher workforce to better reflect the student population (from 20% to 40%)
Comprehensive mentoring and induction support provided for all first-, second-, and third-year teachers (approximately 15,500)
Competitive teaching salaries in all North Carolina LEAs
Teacher attrition statewide at 7% or lower
Increased number (annually 1,500) of Teaching Fellows awards
Increase in experienced, effective, and certified teachers in high-poverty schools
Improved teacher retention in high-poverty schools
Improved capacity in districts and schools to provide high-quality, job-embedded professional learning
Increased student achievement.
We must restore our teacher pipeline and make teaching a viable, attractive option for students considering career paths. The state must work to restore adequate teacher pay and support. It is also crucial that our teachers reflect the diversity of their classrooms. It will require lawmakers to work together to prioritize adequate funding public education.
This is where you can help. Talk to your community about the importance of this report! Tell your representatives in the NCGA how important it is to fully fund schools for all children. Stay tuned for more advocacy ideas from us and our partners in education advocacy!
Teacher Diversity
There has been a great deal of research in the past few years showing the many benefits of a diverse educator workforce. The benefits are both academic and socioemotional and prepare students for the world they will be working and living in.
An article from the New York Times states "The homogeneity of teachers is probably one of the contributors, the research suggests, to the stubborn gender and race gaps in student achievement: Over all, girls outperform boys, and white students outperform those who are black and Hispanic."
Researchers from Johns Hopkins University and American University found black students who'd had just one black teacher by third grade were 13 percent more likely to enroll in college—and those who had two were 32 percent more likely.
There are increasing numbers of students of color in our public schools, but the teaching force is still comprised of mostly white women. It is crucial that our state work to make teaching an attractive, tenable option once again and work towards diversifying our teaching staff.
Early Childhood Grant
The preschool years of a young child's life are a crucial time in their social, emotional and cognitive development. A high-quality early education program sets up children for academic success.
On January 9, Governor Roy Cooper announced that North Carolina will receive $56 million in federal funding over the next seven years to support children's health and well-being, improve access to high-quality early learning for families across the state and invest in the state's early childhood workforce.
The PDG grant invests in the people who shape young children's healthy development – parents and early childhood professionals. It will help early childhood teachers build the skills needed to support children's optimal development without having to leave the classroom. By providing job-embedded professional development and coaching, the grant removes barriers that make it difficult for teachers to pursue higher education.
In addition, the grant funds a partnership with the Smart Start network to expand access to Family Connects, a nurse home visiting program for parents of newborns; support for families as their children transition into kindergarten; and expanded access to high-quality child care for infants and toddlers. This is the state's second PDG grant. In 2018, the NCDHHS was awarded a one-year $4.48 million PDG planning grant.
Read the full press release here and view the North Carolina Early Childhood Action Plan here.
Public Schools First NC, the NC Parent Teacher Association, the Public School Forum of North Carolina, and the NC League of Women Voters are pleased to co-sponsor a candidate's forum for the March primary for NC Superintendent of Public Instruction. This live screening will be held on February 6th, 2020 from 7 PM – 9 PM.
David Crabtree, WRAL anchor/reporter, will moderate the forum. The Republican primary candidates will be presented from 7pm-8pm and the Democratic primary candidates will be presented from 8pm-9pm.
We will be streaming the forum LIVE (provided by WRAL). You will find the link at wral.comcloser to the event. Please note that this a livestreaming event only, NO TICKETS available to the public.
We look forward to a stimulating exchange of ideas about the issues facing public education and hope you'll join us.
Webinar- Legislative Update
Missed our webinar? Click here to listen
The NC General Assembly will reconvene on January 14, 2020. In the meantime, we have an update on the public education bills that passed this session and those bills still under consideration.
Legislators also provided an overview of funding so far for Pre-K to 12th grade education.
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Public Schools First NC is a small 501(c)(3) nonprofit. We work to educate and inform North Carolinians about critical issues that affect our public schools, our teachers, and our students.
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Categories Accountability, Education Reform, North Carolina, Supporting public schools, Teach for America, Teacher Pay, Teacher Shortage, Teachers
John Merrow: The Governor's Inaugural Address That You Have Been Longing to Hear
John Merrow writes here about the Governor's Inaugural Address. It could be delivered in any state. It should be delivered in every state.
It is about the importance of education to creating the future we all hope for.
Read the entire address and email it to your governor. Perhaps he or she will crib a few lines.
Let's remind ourselves that public education serves an important public purpose. Yes, of course there is an undeniable private benefit to getting education: children who finish high school and college will earn significantly more over their lifetimes than high school dropouts. Parents know that, which is why they seek out communities reputed to have 'the best schools.'
However, in addition to the individual's private gain, education provides significant public benefits. Investing in one child's education helps all of us.
Think about it: Educated citizens have better jobs, pay more taxes, are more likely to vote, get involved in civic life, and work cooperatively with their neighbors. Educated citizens are less likely to be on welfare, live in homeless shelters, or require public benefits.
It's a win-win when people are educated. That's why we–government–cannot stand by and leave it to parents to see their children get educated. We need to enable, and we need to provide. And we need to pay the bills!
Let me remind you that, until fairly recently, America understood that. The GI Billpaid for the college education of millions of returning World War II veterans, creating the middle class and the greatest economic boom in history. In the mid-1960's generous Pell Grants opened the door to college opportunity for millions of low income young people, creating another economic surge.
But during the Reagan years government walked away from a public commitment to education. Pell Grants were cut. States cut their commitments to their public colleges and universities. Government began making students borrow for college, rather than using public dollars to help them. Basically, we swapped grants for loans, and now student debt is over $1.5 trillion!
There have been other harmful changes. For the past 20 or more years, those controlling public education have emphasized test scores to the detriment of just about everything else. Adding to those bad policies, two major economic downturns did serious damage to school budgets, harm that most of our communities have not yet recovered from. School spending here in _______ is down from 2008, just as it is in 31 other states. And because too much money is being spent on testing and too much time on test-preparation, our young people are not enjoying art, music, drama, physical education, field trips, and other extra curricular activities–all the good stuff that (at least for me) made school enjoyable.
Schools need less testing and more money. Making that happen will require the courage cited in the 'Serenity Prayer,' because we also must change how we pay for schools here in _______. Back in 1973, the US Supreme Court ruled that education is not a federal constitutional right; it's the job of individual states to educate its citizens. As in most states, here in ______ we have passed down the job to cities and towns and let them figure out how to pay for it.
Categories Accountability, Funding, Supporting public schools
Mathematics: Why the iReady Assessment Is "Dangerous"


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text:
We will not be intimidated
By Gwenn Quinn
Although the book of Ezra is primarily about how the Jewish exiles returned from Babylonia to Jerusalem, it also has a wonderful underlying story about how God works in the heart of kings to accomplish His purposes.
In fact, the book of Ezra starts out with this statement:
Now in the first year of Cyrus king of Persia, in order to fulfill the word of the Lord by the mouth of Jeremiah, the Lord stirred up the spirit of Cyrus king of Persia, so that he sent a proclamation throughout all of his kingdom, and also put it in writing…
Notice that in the very first year of Cyrus's reign, God had him doing exactly what He desired. He was putty in God's hand, because, as it says in scripture, we are the clay, and He is the potter. God simply had to "stir up his spirit" to get him to do His will. It made no difference if he was the king or a pauper; all are subject to God's will.
God's will in this case was for the Jewish exiles to rebuild the temple that King Nebuchadnezzar had torn down before he dragged the Jews away to Babylon. So King Cyrus put out a proclamation that the work would begin, and that the people would support the work with silver and gold, and various other goods that were needed.
It wasn't long before the enemies of the Jews–the people of the land–came against them to thwart their work. Satan certainly wouldn't want the temple to be rebuilt without a fight. So the enemies frightened them from building and hired counselors against them to frustrate them–and they did so until the end of King Cyrus's reign, and two years into the reign of King Darius. Cyrus's reign lasted approx. 30 years, so they were intimidated for 32 years.
Then God apparently spoke to His people through two prophets Haggai and Zechariah, and told them to resume work, and so they did. Then their enemies rose up again and threatened them, but this time, they had grown bolder, and they made it clear they wouldn't stop the work until they got a proclamation from King Darius. Look at this wonderful verse in Ezra:
But the eye of their God was on the elders of the Jews, and they [the elders] did not stop them until a report should come to Darius, and then a written reply be returned concerning it. (Ezra 5:5)
So the Jews' adversaries asked them who had issued them a decree to build the temple. It had been 32 years since Cyrus had issued the decree. The Jews gave them a rundown of the history of the temple and proclaimed that Cyrus' decree was surely held somewhere in the records of the palace. So the enemies went to Darius, perhaps hoping that the decree would have died with Cyrus, or that Darius would overturn it. However, to their surprise, he issued a command that a search be made, and of course, as God would have it, the decree was found.
And after King Darius reviewed it, the enemies of the Jews were more than a little surprised with his response:
"Now, therefore, Tattenai, governor of the province beyond the River, Shethar-bozenai, and your colleagues, the officials of the provinces beyond the River, keep away from there. Leave this work on the house of God alone; let the governor of the Jews and the elders of the Jews rebuild this house of God on its site…And I issued a decree that any man who violates this edict, a timber shall be drawn from his house and he shall be impaled on it and his house shall be made a refuse heap on account of this."
Darius may have written these words, but you can be sure they came straight from the mouth of God. He had had enough of the people who had been terrorizing His people, and He was cutting to the chase. I love the fact that Darius actually named the two biggest rabble rousers– Tattenai and Shethar-bozenai–and he made it clear that they needed to back off or else.
What I find intriguing about this story is that the Jews had a proclamation from the king to rebuild the temple. There was no higher authority in the land (except, of course, God, who had also given them the go-ahead). So why did they cower? Why did they let their enemies turn them away from their mission for 30 long years, when they had absolute authority granted by God and his servant, King Cyrus?
I believe it's because Satan specializes in distraction. He's the fly buzzing around our nose, annoying us and turning our eyes away from the One in Authority. He's the evil individual who whispers threats under his breath ominously, making us feel afraid. He's the terrorist carrying the weapon, intent on making the world afraid of him so he can push his evil belief system.
Satan wants us to forget that we already have the permission, the signed proclamation–the Bible–that says we can go about God's work. We are under God's authority and everyone who comes against us is, well, putty in God's hands. All we need to do is pray that God will "stir up the spirit" of our adversaries…and make them move in the direction of His will or get the heck out of the way.
If we are moving within the will of God, nothing and no one can stand in our way–not even kings, presidents or terrorist groups. God will sweep them out of our way if we would but stand in His might and not cower. How many times in the Bible has God told His people to stand and watch the Lord fight for them?
But Moses said to the people, "Do not fear! Stand by and see the salvation of the Lord which He will accomplish for you today…" (Exodus 14:13)
"Even now, take your stand and see this great thing which the Lord will do before your eyes." (1 Samuel 12:16)
"You need not fight in this battle; station yourselves, stand and see the salvation of the Lord on your behalf, O Judah and Jerusalem.' Do not fear or be dismayed; tomorrow go out to face them, for the Lord is with you." (2 Chronicles 20:17)
If you're in a battle with the devil, or someone who is evil, don't cower, don't back up and don't let them intimidate you. Simply stand and ask God to fight for you. If He can move kings for His purposes, He can certainly move anyone else. Even our president or other heads of state.
And pray that God would move against the current enemy of Israel–president of Iran, Ahmadinejad–who wants to annhilate them. Stand and pray for Israel, that they would see the salvation of our God.
About Gwenn Quinn
Gwenn has been a freelance writer for over 20 years and has published a book called God, Up Close and Personal.


The bank stock crisis was a financial crisis that occurred in Israel in 1983, during which the stocks of the four largest banks in Israel collapsed. In previous episodes of share price weakness, the banks bought back their own stocks, creating the appearance of constant demand for the stock, and artificially supporting their values. By October 1983, the banks no longer had the capital to buy back shares and support the prices. Bank share prices collapsed. The Tel Aviv Stock Exchange closed for eighteen days beginning October 6, 1983. As a consequence, these banks were nationalized by the state.
During the 1970s, Bank Hapoalim, and its dominant manager, Yaakov Levinson, began attempting to control the bank's stock price on the Tel Aviv Stock Exchange. To this end they recommended to their customers to invest in the bank's stocks by fraudulently providing guarantees that the prices of shares in the banks would rise indefinitely. These investments allowed the bank to increase its available capital for investments, loans, etc. The bank also gave out generous loans to allow the customers to continue their investments, also profiting from the interest.
Other banks joined the practice, called adjustments. Eventually all major banks manipulated their stock price this way, among them Bank Leumi, Discount Bank, Bank Igud, Bank HaMizrachi, and Bank Clali (General Bank, now U-Bank). The only prominent bank not to join the adjustments frenzy was First International Bank of Israel (FIBI).
The adjustments were performed through the use of other companies. For example, Bank Leumi used the "Holdings and Development of The Jewish Colonial Trust Company". The funding for these actions originated in loans from the bank's pension funds and similar sources. Sometimes the banks would practice mutual purchases – one bank would sell its stocks to a second bank, and buy the second bank's stocks for a similar sum.
Under the pressure of the Israeli Securities and Exchange Commission, the banks reported the adjustments in their reports, but these reports were partial, misleading, and sometimes even false. Toward their clients the bank's acted in manner later described by the Beisky Commission as based in their own interests, ignoring the clients' interests.
The adjustment were made possible, in large part, due the banks' ownership structure. Bank Hapoalim was controlled by the Histadrut labor union's Workers Company (Hevrat HaOvdim) and Bank Leumi by the "Jewish Colonial Trust". The Hapoel HaMizrachi organisation had almost none of Bank HaMizrachi's stocks, but all of its control shares. The owners' representatives were usually members of the ruling political parties (especially Alignment, and the National Religious Party, or close to them). The banks' managers ran the banks for owners who understood little of banking, and did not involve themselves in these actions. The fourth major bank to join this practice, Discount Bank, was different insofar as management and control had not been ceded to outside managers.
Also contributing to the possibility of the adjustment was the capital structure of the Israeli market. During the years following the establishment of the State of Israel, the governments used the banks as a channel for procuring capital, and instructed them on how to invest their funds. This level of control, coupled with the control of interest rates, allowed the government to effectively "print money", by getting the banks to buy government bonds. Additionally, the banks usually assumed that since their investments and loans in major players of the Israeli market, such as the Kibutzim, were according to the government's wishes, the government would guarantee these loans.
Due to these reasons, the banks used the adjustments to issue more and more stocks, until, during the 1980s, the banks' stocks accounted for more than 90% of all issued stocks in the stock market. They used the capital thus gained to give out loans and invest. Also, the banks grew exponentially, building hundreds of new branches and hiring thousands of new employees.
The large banks got addicted to the easy capital, but this method soon became a trap. Like the government, fearing recession, the banks avoided any move to limit their expenses. They feared for the pockets and jobs of the managers, but also the fact that the first bank to make such a move would appear inferior compared to the other banks.
All of the regulatory bodies were well aware of the adjustments regime, but aside from slight warnings, easily dismissed by the banks' managers, did nothing, failing even to warn the public. The Minister of the Treasury, Yoram Aridor, even remarked on television that had he had the funds to do so, he would invest in the stock market.
The adjustments were based in the promise of a constant rise in the banks' stock prices, irrelevant of the economic situation. The artificial prices thus achieved created an Economic bubble, where everyone involved continued investing growing sums of money for lesser returns. Every new issue of bank stocks further destabilized them, since more of the capital was invested in maintaining the adjustment regime, instead of profitable loans. Also, as the bank stock market share grew, the adjustment became weaker, as every cent (agora, actually) invested by them became a smaller part of the total invested capital.
The real gain (i.e. over and above the Consumer price index) by investing in the banks' stocks diminished, from a 41% gain in 1980, to 34% in 1981, to 28% in 1982. Other investment options, especially purchasing US Dollars became more appealing, and the banks had to transfer more and more funds from their offshore tax havens to keep maintaining the illusion of safety of investing in their stocks.
In early 1983, the Tel Aviv stock exchange suffered share price weakness across all non-financial stocks. The banks invested heavily in all issues, hoping to maintain liquidity in the market. In January through March, some regulators, among them the Minister of Treasury, Aridor, and the Governor of the Bank of Israel, Mendelbaum, approached the banks several times, trying to get them to gradually reduce their adjustments. Although some bank managers realized they could not continue this for long, they did not stop. Fearing a market collapse, Ministry of Treasury officials kept knowledge of this from the public.
Failing to stop the banks, Ministry of Treasury heads wished to execute a large devaluation of the Shekel, serving as an excuse to stop the adjustments. However, the August 8% devaluation was far too small for that end. Additionally, the supplies in the stock market grew steadily, and reached new heights in September. The public unremittingly sold bank stocks, and purchased US Dollars.
Bank stocks remained under pressure. On October 2, the first day of trade after the Sukkot holiday, the public sold more bank stocks than in the entire month of September. On October 4, the Minister of Treasury appeared on television saying "We will not let the public dictate our moves", to say the large supplies would not bring about a devaluation or change of policy.
During those years the public trust in the Minister of Treasury's promises was non-existent. Most of the public assumed the minister would lie at any time, and gave no attention to his statements. Most of all, Aridor's denial made it clear that at this point the public was dictating the government's moves.
Later Aridor met with the banks' managers, who demanded the government limit the public's purchases of US Dollars, and allow it only for plane tickets. They assumed that without an option to save the money themselves, due to the high inflation, the public would be forced to invest in the banks' stocks. Even if their thesis was correct, one can assume such a move would only fuel the panic, and exacerbate the current crisis.
On October 5, the stock exchange again opened with large numbers of sell offers, and on October 6, 1983, nicknamed "Black Thursday", was an onslaught of sales. It was clear a collapse was a matter of days away at most, since the banks declared that day they would be unable to absorb additional supplies without government assistance.
That night, in a meeting in Aridor's home, it was decided that the government would purchase the banks' stocks from the public, to prevent the loss of their investments. On Sunday, October 9, the stock exchange remained closed, and stayed closed till October 24. In the meantime a devaluation of 23% was executed. The stocks sold by the public were bought by the Bank of Israel (the nation's central bank) at an average loss of 17%. Eventually, 35% of the stocks' value was lost.
The immediate consequences of the crisis were the loss of a third of the public's investments in them, the acquisition of the banks by the government, at a total cost of $6.9 billion (for reference, Israel's entire GDP in 1983 was about $27 billion), and the nationalization of the major banks (Leumi, Hapoalim, HaMizrachi, Discount, and Clali).
Executives of each of the banks were convicted of criminal charges. Raphael Recanati of Discount Bank and Mordechai Einhorn of Bank Leumi were both sentenced to 8-month prison terms. Recanati's sentence was suspended on appeal when one of five charges was quashed. As part of the settlement, the controlling interest in Discount Bank, as well as the other banks, was ceded to the government.
Following the scandal, in 1984, the State Comptroller issued a report on the crisis, causing the State Review Committee of the Knesset, on January 7, 1985, to decide on establishing a national commission of inquiry. Heading the commission was Judge Moshe Bejski. The commission presented its findings on April 16, 1986.
The Bejski Commission came to the conclusion that the October 1983 crisis was a direct result of the stock adjustment. The commission pointed to four criminal offenses allegedly performed during the adjustment: financing and giving loans for the purchase of bank stock by the banks themselves; fraud and deceit of the client to get them to purchase stocks; conditioning one service on another; and perjury before the commission.
The commission's report states the regulatory bodies acted negligently and irresponsibly, but there were no recommendations for actions against them. Following the commission's conclusions, and after a long struggle, the banks' managers were dismissed, but no criminal charges were brought against them initially, as there was no "public interest" in that, according to the State's Attorney. In 1990 the Supreme Court decided to bring to trial the banks' managers, and the accountants who lied to the commission.
On the administrative side, the commission concluded that investment recommendation should be separated from ownership, that is, the banks should be separated from the Pension Funds and Trust Funds. These recommendations were not executed, due to the banks' pressure, and the government's conflict of interest, as the banks' owner at the time.
The government later sold some of the banks to private investors, selling Bank Hapoalim in 1996, and HaMizrachi in 1998. The government also sold a major part of its stock in Leumi bank in 2005, and of Discount in 2006.
In the early years of the 21st century, some of the commission's recommendations were finally put into place. After all four banks were sold by the mid-2000s, the recommendations of the subsequent Bach'ar commission, which reached the same conclusions regarding separating the banks' depository and investment banking/fund management operations as the Beisky commission's were finally carried out as well. It may be argued that the timing of the crisis may have also had some additional positive effect as the implementation of the subsequent tough banking regulations and reforms, albeit somewhat belatedly, were put in place just in time to help Israeli banks avert many of the problems experienced by banks in many other Western countries during the late-2000s financial crisis – by limiting Israeli banks' exposure to risky activities. This helped ensure a stable domestic banking sector which contributed significantly to the relative resilience of the Israeli economy in face of the late-2000s recession.
^ a b Blass, Asher A.; Grossman, Richard S. (May 1996). "A Harmful Guarantee? The 1983 Israel Bank Shares Crisis Revisited" (PDF). Research Department, Bank of Israel.
^ Lipson, Nathan (October 12, 2008). "The Losses of Leon Recanati". Haaretz. Retrieved 24 December 2017.
^ Shindman, Paul (April 10, 1994). "Israeli bank officials sentenced". UPI. Retrieved 23 December 2017.
^ a b Levin, Elazar (31 May 1999). "Mister Raphael". Globes. Retrieved 23 December 2017.
^ Brilliant, Moshe (April 21, 1986). "Israeli Bankers Assailed". New York Times. Retrieved 24 December 2017.
^ WROBEL, Sharon (January 4, 2010). "ISRAEL DISCOUNT BANK NAMES YOSSI BACHAR ITS NEW CHAIRMAN". Jerusalem Post. Retrieved 23 December 2017.
Blass, A.; Grossman, R. (2001). "Assessing Damages: The 1983 Israeli Bank Shares Crisis". Contemporary Economic Policy. 19: 49–58. doi:10.1111/j.1465-7287.2001.tb00049.x.
Gozansky, Tamar (2004). "The Roots of Israel's Economic Crisis". In Dan Leon. Who's Left in Israel. Sussex Academic Press.
Blass, Asher A.; Grossman, Richard S. (April 1998). "Who needs Glass-Steagall? Evidence from Israel's Bank Shares Crisis and The Great Depression". Contemporary Economic Policy. 16: 185–196. doi:10.1111/j.1465-7287.1998.tb00511.x.
This page was last edited on 18 February 2019, at 10:31 (UTC).


You're probably thinking "4 months left in 2016!". But really I'm talking about the fact that there are only 4 months left until my 30th birthday (woof.). And yes, I guess there are only 4 months left in the year too.
I don't know how it's already September, but I guess time really does fly when you're having an absolute blast. This year has been so jam packed, but so amazing. It's a little early to start fully reminiscing but maybe because I'm about to say sayonara to my 20's I've felt myself growing up a bit as of late.
As much as things have been changing in life lately on the exterior I've felt it carry through in other ways. I've stopped buying as many impulse, one and done pieces and found myself using extra money and gift cards towards bigger purchases that I know I'll use and wear a lot, like these booties I've ordered to get myself excited for fall!
This summer flew by and we didn't have as much time as I had hoped to knock some things off of the NYC Bucket List. The good news is we already have a few things lined up to check off in the next few months. We moved down near the Brooklyn Bridge, so that'll be an easy one and I'm hoping to make it to my first Giants game now that football season is finally here.
I didn't make a bucket list for turning 30 and as it's getting closer I started feeling like "wait, did I do it all?". But then I started realizing how much I've done in my 20's and how it wasn't a sprint it was quite the marathon and one that I have no regrets about. I think the only thing left that I'd like to do is something extra spontaneous and thrilling. Who knows, maybe we'll take a midweek trip somewhere for 48 hours and gamble a bunch and come home broke!
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Vinay Tiwari () is an Indian politician and a member of the Sixteenth Legislative Assembly of Uttar Pradesh in India. He represents the Gola Gokrannath constituency of Uttar Pradesh and is a member of the Samajwadi Party political party.

Early life and education
Vinay Tiwari was born in Lakhimpur Kheri district. He attended the Public Inter College in Gola Gokaran Nath and is educated till twelfth grade.

Political career
Vinay Tiwari has been a MLA for one term. He represented the Gola Gokrannath constituency and is a member of the Samajwadi Party political party.

He lost his seat in the 2017, again he lost in 2022 Uttar Pradesh Assembly election to Arvind Giri of the Bharatiya Janata Party Again he lost the seat to Aman Giri,  by election held after the demise of Arvind Giri in 2022 .

Posts held

See also

 Gola Gokrannath (Assembly constituency)
 Sixteenth Legislative Assembly of Uttar Pradesh
 Uttar Pradesh Legislative Assembly

References

Samajwadi Party politicians
Uttar Pradesh MLAs 2012–2017
People from Lakhimpur Kheri district
1969 births
Living people