Week 7: Wrapping up CEP 812!
You have to admire these artists. I have no idea how long they have practiced their craft, but I am sure that they've been working hard at honing, developing, and pushing their skills for a long time. They must maintain concentration on their craft in front of an audience whose attention they must work to maintain all while being aware of the other performers on stage and listening to the rhythmic drumming behind them.
To me, teaching is much like this. I'm expected to teach French but know it's not just about the content. I have to be aware of students social/emotional needs while keeping a close check on my own. I am expected to engage, inspire, discipline, instruct, mentor, manage, and love my students—to do what it takes to get them to learn irrespective of my contracted hours. We must reach out to parents and communities, engage in professional development, support school improvement goals, infuse state standards in instruction, keep up with technology, infuse technology into instruction, individualize instruction, be aware of allergies, and assisting in the crafting and support of the exigencies of Individualized Education Plans, students, parents/guardians, administrators, communities, and policy makers… not all of whom respect or even value what you do. Teachers are expected to do all of this and more while supposedly balancing a personal life and family and try to maintain your health and sanity!
As Friedman (2013) wrote, "The winners won't just be those with more I.Q. It will also be those with more P.Q. (passion quotient) and C.Q. (curiosity quotient) to leverage all the new digital tools to not just find a job, but to invent one or reinvent one, and to not just learn but to relearn for a lifetime." Friedman's words help to underline the wicked complexities of life and what it means to be a teacher and a learner in the 21st century. I frequently ask myself how I am supposed to accomplish it all. During this course, we were encouraged to tackle just such wickedly difficult issues by engaging in a questioning process based on Berger's (2014) work. The results lead me to some interesting revelations.
The first question that popped into my head was, "Why aren't I the teacher I want to be?" This surprised me, but then I started thinking about all of those demands placed on teachers that I mentioned previously. I realized how stressed and anxious I've been lately just trying to be the teacher that my students need me to be while worrying about keeping all the other folks vested in education happy. This lead me to wonder, "What if I weren't anxious?" Eventually, I arrived at the following questions: "Who am I as a teacher now?" and "How would this change if I could stop fretting over peripheral matters and just focus on having the best French classes ever?" Admittedly, that might be lofty, but I believe in shooting for the moon!
I've included an infographic here that I hope sheds more light on these questions. Please keep in mind that, in the spirit of Berger (2014), what may appear to be answers are only stepping stones to more questions.
Who I am as a teacher, and who I'd like to be!
Berger, W. (2014). A more beautiful question: the power of inquiry to spark breakthrough ideas (1st ed.). New York: Bloomsbury Publishing.
Greek legend relates the tale of Alexander the Great and the Gordian knot. The story goes that, when he arrived in Phrygia, Alexander saw an elaborate, intricate knot. An oracle had predicted that anyone who could ravel the knot would rule over Asia. After trying in vain for some time to untie the knot, Alexander the Great ultimately solved the conundrum by drawing his sword and slicing the knot in half. Thus, the Gordian knot has come to represent intractable, or as we call them in this course, wicked problem.
However, we soon realized that we could not rethink teaching without rethinking education as a whole. No job exists in a vacuum (well, maybe astronauts, but that's being a bit literal), and this is doubly true of teaching. Teaching and learning are embedded in an intricate web of actors, policies, curricula, procedures, expectations, etc. As a result, we quickly realized that we must take a step back and rethink education from multiple perspectives. We asked ourselves, "What if we could rethink education from the ground up?" To accomplish this, we utilized design thinking and a strategy known as a the circle of viewpoints. We then revisited our questions and engaged in further brainstorming. The results of this fruitful process produced more focused set of questions and potential solutions that would serve as a springboard for our research into rethinking education (presented below in my infographic from Week 4).
We then crafted a survey to augment our own academic research in which we asked primarly fellow educators, staff, and administrators (due to timing and their accessibility) for their views on education and our proposed solutions (A clickable link to our survey is included here. You are welcome to click on it and check out our survey questions!). Our Wicked Problem Survey!
*Please note that while Koehler and Mishra both developed the TPACK framework, Koehler is cited on the TPACK website as having posted the image that is utilized in this Blog post.
Week 5: How do you tackle a wicked problem?
This week, we were asked to come up with solutions for Rethinking Education in the 21st century. Our think tank came up with many solutions, but we focused on a few of the more actionable possibilities.
How can we rethink education to ensure that it is individualized and responsive to the needs of each student while maintaining standards for rigor and effectively utilizes 21st century technological tools?
How can we structure education for teachers to provide ample productive opportunities for collaboration to meet the needs of all students (e.g. lesson studies, curriculum planning, activity coordination and evaluation)?
Instruction should be flipped or blended to allow for self-paced learning.
Instruction should incorporate technologies to enhance individualized learning and collaborative projects.
Instruction should utilize Inquiry Based Learning to ensure that content blends with student interest and research.
Students are assessed on a variety of measures some of which are student-directed while others are teacher-directed.
States will streamline and coordinate standards/curricula/techniques to facilitate interdistrict collaboration among teachers and schools.
Teachers will have established/guaranteed time for self-directed collaboration (horizontally and vertically) within the school, district, and interdistrict.
We then crafted a survey to gather data and opinions about our proposed solutions. This survey was created as a component of an assignment that is part of our graduate programs in educational technology at Michigan State University. We also hope that the results will inform discussions and planning for technology integration in the work we do together and with students.
We would really appreciate your participation! Your answers will be collected anonymously — please do not give your name or any other personally identifiable information.
We will analyze this data and submit them for evaluation to our professors at MSU. We will share our analyses with you once they are complete.
Again, we hope that you will decide to participate, as it will help us gather important data for our future work.
If you choose to participate, please complete this survey no later than Friday, June 23, 2017. Thank you very much for your time and insights!
Week 4: Navigating through a wickedly entangled issue!
This week in CEP 812, my partner Noelle and I teamed up to delve into rethinking education for the 21st Century. As part of our process, we brainstormed questions and engaged in a creative role-taking technique (the circle of viewpoints) in order to explore the complexities of re-imagining education from multiple perspectives.
The process proved very fruitful, as it encouraged us to break free of our own educational experience bubbles, and it helped us narrow our numerous questions into a more focused, manageable list. First, we felt that we needed to have an understanding of why rethinking education is an issue of concern in the first place. Why rethink it at all? Second, we realized that we had to come to some understanding of or agreement upon what teaching and learning "should" look like in this century if we want to prepare students for the world of all of our imminent futures. What does it mean to teach for the 21st Century? Third, if we are to rethink what it means to be a teacher and a student and what it means to teach and learn, then we must also question what is being taught and what school itself looks like. Why can't we restructure education and rethink what is taught? Our fourth and final focus question then became concerned with how rethinking teaching and learning from the ground up could possibly be balanced with the needs of our students and the demands of the public. How do we rethink teaching, maintain balance with standardized testing demands, and ensure that students have multiple paths to demonstrate their learning and have it assessed?
I have included an infographic here for your perusal. We have found some very interesting information and perspectives!
If the embedded infographic does not work for you, click on one of the following links!
Week 3: Bubbles might be pretty, but don't get trapped in one!
I have been taught that a good scientific mind always looks for confounding evidence and is open to myriad possibilities and perspectives. After all as Glesne (2011) explains in her section on "trustworthiness" in qualitative research, one must engage in "negative case analysis–conscious search for negative cases and unconfirming evidence so that you can refine your working hypotheses" (p. 49). Without such diligence, one's research runs the risk of being both myopic and inherently flawed. We have to get out of our insulating bubbles to engage with contexts, viewpoints, and potentialities we would have never otherwise considered. Stated another way (as our instructors noted this week in our course), Gee (2013) underscores our need for seeking out diverse perspectives, "In a healthy society, diversity is honored because diverse people and viewpoints serve the same purpose as variation does in evolution. Such diversity expands the possibilities for new discoveries and survival in the face of change. A closed society, like a species with little genetic variation and too much inbreeding, is doomed" (pp. 117-118).
Taking all of this into consideration, I sought out resources to expand and enrich my information diet that would provide rich texts from varying perspectives for my own teaching practice as well as mine and my partner's research into our wicked problem of rethinking teaching! For instance, I subscribed to the RSS feed of TeachHub.com and Education Week to expand my exposure to the multitudinous facets of teaching and not just high school world language education. Since Educational Pioneers does not take sides in the public/charter debate and focuses instead on improving the education of all students–particularly those from minority and low-income backgrounds–I added their blog to help me ensure that I would not overlook the challenges students from diverse backgrounds confront. In addition, I subscribed to the Partnership for 21st Century Learning (2017), because their mission involves serving "..as a catalyst for 21st century learning to build collaborative partnerships among education, business, community and government leaders so that all learners acquire the knowledge and skills they need to thrive in a world where change is constant and learning never stops." To me, this truly speaks to the issue of re-imagining or rethinking teaching. Furthermore, I added the Christensen Institute (2017) as they are proponents of "Improving the world through disruptive innovation." My following of TeachersofTomorrow.org and TeachforAmerica.org will assist in my investigation of alternative routes to certification which will push me out of my bubble as a traditionally prepared teacher. The Hawn Foundation's website was also added even though they do not have a blog/RSS feed, as their MindUp program speaks to educating the emotional sides of children and not just the acquisition of information.
While no deletions were made, the expansion to my PLN will truly benefit both my partner and myself in our investigations of rethinking teaching. Furthermore, my revised information diet supports my continued efforts to push myself as a world language educator concerned about his own teaching practice as well as the state of teaching at large. I truly endeavored to find rich and varied sources of information from diverse perspectives.
Yet, I still felt some conflict. Intuitively, I know that investigating all sides of an issue is crucial if we are to become critical consumers of information, but where do we draw the line? At what point is it OK to say, "I'm not going to follow this feed or link to this site due to what it stands for."? For instance, I cannot in good conscience follow Betsy DeVos, as her family is notoriously hostile to LGBTQ people. For me, that is tantamount to supporting hate groups. However, she is the current education secretary. I can divorce her personally from her ideas. However, if I include people like her in my PLN, am I not complicit in legitimizing what she stands for? Perhaps each of us must seek as many perspectives as possible while maintaining our ability to look at ourselves in the mirror each morning.
Here's a Storify with some of the videos and articles I've found on rethinking teaching.
Gee, J. P. (2013). The Anti-Education Era: Creating Smarter Students Through Digital Learning. New York: St. Martin's Griffin.
Glesne, C. (2011). Becoming qualitative researchers: an introduction, 4th ed (4th ed.). Boston, Mass: Pearson.
In his book A More Beautiful Question (2014), Berger explains that student queries drop off dramatically once school begins. As one illustration of this sharp decline, he cites a study that found "Preschool children, on average, ask their parents about 100 questions a day. By middle school, they've pretty much stopped asking" (pp. 43-44). Therefore, he poses the obvious but incredibly provocative question "Why does questioning fall off a cliff?" (p. 42). He cites numerous researchers that proffer different possible explanations from the brain's reduction in the formulation of neural links, to children just not needing to question as much, to societal stratification, to children losing interest in education.
Yet one passage in particular really struck me as speaking to the core issue of the precipitous decline we see in student questioning. Berger writes, "…the more general problem of schools favoring memorized answers over creative questions is nothing new. Some point out that it's built into an educational system that was created in a different time, the Industrial Age, and for a different purpose" (p. 47). This hearkens back to an article I once read by David Labaree (1997) in which he discusses differing, competing goals of American education—democratic equality, social efficiency, and social mobility. Labaree maintains that, as social mobility began to dominate in the American educational system, what one learned became less valuable than what one could get for one's education. He explains: "The value of education from this point of view is not intrinsic but extrinsic, because the primary aim is to exchange one's education for something more substantial—namely, a job, which will provide the holder with a comfortable standard of living, financial security, social power, and cultural prestige." (p. 55) He further elaborates stating that students quickly learn not to value learning but the "credentials" they obtain in schools. "Grades, credits, and degrees—these become the objects to be pursued" (p. 56).
I think that our challenges in education are of our own making. We as educators and as a society emphasize having the "right answer" versus the learning involved. For instance, I routinely have students asking me what they can do to get an A+ or an A over an A-. Furthermore, failure is seen as a complete fiasco, weakness in the individual, and a dereliction of our duty as educators rather than as the natural part of inquiry that it is. Failure can be incredibly instructive and can inspire powerful questions in and of itself. Even in terms of this assignment, we are instructed to compose a response of 500-700 words. Quantity trumps quality. Of course I realize that the course and instructors ARE concerned about substance and that the word count is merely a guideline for students to get a handle on how much is enough of a response. Yet, how often do we outline projects and assignment in terms of quantity vs quality of learning or substance?
I am just as guilty as everyone else in this regard. I think that this credentialization (as Labaree terms it) has pervasively insinuated itself into our educational system. I wonder what might happen if we challenged students by structuring our assignments and grades on how our students demonstrate a deep engagement with a topic, the questions they asked, and their processes for investigating their questions. What if we held them accountable for demonstrating the skills they have begun acquiring, continued to hone, or mastered utilizing higher order thinking skills as opposed to how many pages, how many words, how many examples of something they have provided, or if the response has been formatted appropriately? I suspect all of us would find education much more inspiring, purposeful, engaging, and downright exciting if we did!
Berger, W. (2014). A more beautiful question: the power of inquiry to spark breakthrough ideas. New York: Bloomsbury Publishing.
CEP 812 Week 1: Problems of Practice!
As a point of introduction, I teach French and Italian in the metropolitan area of Sacramento, California. The schools here are typically quite diverse in terms of student ethnicity, language, and socioeconomic status. Since this first assignment asked us to think about a special learning need my students had and how to address it utilizing a technological resource, I wanted to do some deeper thinking about an issue that might be under-addressed in schools in order to have maximal impact on my students' learning and sense of belonging or connectedness to our classroom community. I teach some wonderful students who have myriad learning needs, so deciding which problem to tackle took some time.
Eventually, I decided to delve into how to meet the needs of students from the surrounding migrant farming communities. These students come to school with surprisingly divergent experiences in education. Some have not attended school anywhere regularly. Some have learned in severely under-resourced environments. Others might have educational experiences with frequent interruptions, while still others might have more "traditional" schooling experiences. Not surprisingly, these students have widely varied levels of literacy in their primary languages as well as English.
Students who have multi-lingual backgrounds have so much to contribute to a world language classroom community. The challenge is that this sub-population of English Language Learners (ELLs) frequently only attend our school until the autumn growing season is completed, and they do not return (if they return at all) until middle spring when local farms begin harvesting once again. During their absence, these students lose touch with their schools, classmates, and teachers. As a result, they continue to experience gaps in their learning, difficulties acclimating to the school environment, and challenges in developing peer relationships.
My questions became obvious. How could I help students who experienced frequent interruptions in their education feel some sense of continuity? How could they be empowered to continue their learning when they were not with us? How could we work together to help them feel connected−to feel a sense of belonging– to a classroom where they were actively engaged in valuable learning experiences? For this assignment, we were to select an "ill-structured" problem. I seemed to have gravitated toward questions that proved to be more of the "wicked" variety instead.
I knew that I wanted to evaluate the abilities of the program Duolingo to meet the needs of these students. I selected Duolingo for a variety of reasons. First, it is FREE, so money would not be an issue! Second, it is a well-known, commonly utilized application. Third, it can be downloaded onto any smart phone or used on a computer as well. Fourth, Duolingo has support for schools and teachers who wish to utilize the application in their classrooms. Fifth and finally, the program has numerous languages that could support students from a wide variety of linguistic backgrounds in a variety of settings.
Yet, the vexing nature of these questions I had identified was compounded by the fact that, when I turned to research literature for help, I found almost nothing regarding teaching students who had fragmented educational experiences in the world language classroom. How could I effectively evaluate a program for the needs of my students without grounding my investigation in research?
Ultimately, I turned to an article from DeCapua and Marshall (2010) for assistance in evaluating technological tools that might benefit this student population. Their research focused on a five-month intervention in a high school English class for "students with limited or interrupted formal education (SLIFE)" (p. 50). Admittedly, this was not a world language classroom.; however, the researchers developed an instructional model called the Mutually Adaptive Learning Paradigm (MALP) that proved useful as a framework for evaluating the utility of Duolingo. Through MALP, DeCapua and Marshall outlined what they felt were the basic needs of ELLs who had limited/interrupted formal education. First, these students needed "immediate relevance and interconnectedness" (p. 54). Second, teachers needed to bridge "learning through oral transmission to learning from the written word", and third, teachers needed to "focus directly on academic tasks that help these students develop their critical thinking skills" (p. 54).
Based upon these criteria, I determined that Duolingo would be beneficial in meeting many albeit not all of these criteria. In the first regard, the application has numerous benefits. The vocabulary taught is composed of high frequency words needed in everyday conversation. In addition, it provides some basic grammar information for students. Since the application focuses on real world communication, students will quickly see its relevance. Also since Dulingo can be downloaded for free on their smart phones, the students will have ample opportunity to utilize it no matter where they are. To assist with their sense of interconnectedness and motivation to actually engage with the software on a regular basis, Duolingo offers opportunities for the students to compete against one another through leader boards, to accumulate points and virtual gems, to receive immediate and specific feedback, etc. Since the application is free and online, the students in question could, in theory, continue their learning and some measure of continued connectedness with their peers regardless of their location.
Dulingo is also helpful in terms of helping students bridge learning orally to learning with text. Vocabulary lessons feature pictures, text in English, as well as text and audio in the target language. This is truly helpful for English language learners as the utilization of visuals, bi lingual text, and audio all reinforce each other and what was learned in the classroom. In addition, the brief grammatical explanations also reinforce grammatical concepts learned in class that they can also apply to other classes. This also helps students bridge the gap from learning from orally and auditorly to learning through print. Furthermore, the students could sign up for free for lessons in English for Spanish-speakers for example.
The only aspect of DeCapua and Marshall's (2010) MALP model whose fit with Duolingo was a bit dubious for me was the third. I do think that Duolingo can assist this population of students focus on academic learning. The application reinforces and deepens that done in class. As mentioned previously, it offers immediate feedback and even provides checkpoints for the students. I am not sure how much the program increases critical thinking skills however. In spite of that potential exception, I do believe that English language learners, especially those who have interrupted and/or limited experiences in school would greatly benefit from utilizing Duolingo in the language classroom.
Debate | El PP carga contra Albert Rivera por hacerle "el trabajo sucio a Sánchez"


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north dumpling island visit
the first one we had was excellent, not to greasy like a lot of outlets tend to do. The Segway appears to be more of a hobby than a good business plan. Average time spent at North Dumpling Island. May be off the coast of CT, but it looks like the island's across the border, part of New York State. Just a comment. Enquire about North Island This place is tucked away near the corner of what, at one time, was a large Kroger plaza. North Dumpling also has its own flag, national anthem and newspaper, the North Dumpling Times. Google Sightseeing is a Rotacoo Production and is powered by WordPress. North Dumpling Island is the northernmost of two islands in Fishers Island Sound, located about 0.3 nautical miles (550 m) north of South Dumpling Island. 1 Reviews. Flying to: • T.F. Kamen says that the island is carbon neutral due to solar panels on every building, a 10 kW wind turbine, and a "little" Stirling engine for backup power. On a map, Dumpling Island doesn't look like an island. The two-acre (8,000 m²) island is privately owned by Dean Kamen, inventor of the Segway Human Transporter and founder of FIRST, and is home to the North Dumpling Lighthouse. It is a mile (1.6 km) off the coast of Connecticut, south of Groton, Connecticut, but is within the territory of the town of Southold in New York State.The island was bought by John Winthrop, son of the governor of the Massachusetts Bay Colony, and owned by the Winthrop family until 1847, when it was sold to the federal government to be the site of a lighthouse. Open 7 Days 9:00 am - 11:00 pm. We will never let you down. Basu Lounge . The USGS (U.S. Geological Survey) publishes a set of topographic maps of the U.S. commonly known as US Topo Maps. South Dumpling is in the Islands category for Suffolk County in the state of New York. I was in the US Coast Guard 1957-9 and was stationed in New London CT. One of my jobs was delivering supplies and people to North Dumpling when it was a manned light house. For example, at my local mall (in Arizona) it is the mode of transportation for all of the security. Dumpling Island, île, Terre-Neuve-et-Labrador. N. Dumpling lies in the waters of Fishers Island Sound, New York State, NOT CT. The island is owned by Segway Human Transporter inventor Dean Kamen. These maps are seperated into rectangular quadrants that are intended to be printed at 22.75"x29" or … The island's electrical system was later converted to a combination of wind and solar power with the help of Fritz Morgan, Chief Technology Officer of Philips Color Kinetics, operating independently of the regional electrical grid. The weather forecasting are available for the town of Fishers Island , that is 3.00 miles far from South Dumpling . North Dumpling Island is a small piece of land just off the coast of Connecticut and the private residence of Dean Kamen, inventor of the Segway Personal Transporter. I know you are all talking about the island., well some of you are. What I simply don't understand: The Segway is very cool, but currently, it can be said that the project completely failed in producing a mass market product. Wikipedia Links: North Dumpling Island & Dean Kamen. This was accomplished by replacing all lighting on the island with LEDs, which resulted in a 70% reduction of in-house energy consumption. Site design and written content are © copyright 2005-2021 Alex Turnbull & James Turnbull. Kamen was denied permission to build a wind turbine on the island, so he allegedly declared that he was seceding from the United States, and he signed a … Google Sightseeing takes you on a tour of the world as seen from satellite or street views using Google Maps. While it definitely didn't take off like maybe he expected, the Segway did not disappear. It is still only a toy for geeks. 16 Reviews. Green Airport (PVD), 17.4 mi (28 km) from The Dumplings • Newport, RI (NPT-Newport State), 5.4 mi (8.7 km) from The Dumplings • North Kingstown, RI (NCO-Quonset State), 8.3 mi (13.3 km) from The Dumplings; Things to See and Do in and around The Dumplings But it really is an island, said Suffolk historian Kermit Hobbs, author of "Suffolk – A Celebration of History." North Dumpling Island. It is known that the Island belongs to Dean Kamen, an inventor of the Segway scooter and medical devices. Busiest days at North Dumpling Island Monday, Tuesday and Sunday. The border in that area runs down the center of Fishers Island Sound (an extention of Long Island [also NYS] Sound and both Fishers Island and N. Dumpling are on the NY side by a considerable distance. He also made a fair bit of money on the iBot, the predecessor to the Segway. Please stay safe and call ahead to get the latest information. Yelp; Toggle navigation. On the north side of Fishers Island are several small islands, the largest two of which are known as the Dumplings. Kamen has also erected a replica of Stonehenge to one corner of his island, where I'm guessing he might drive a Segway around the stones, naked and chanting. North Dumpling Island is a two acre (8,000 m²) island in Fisher's Island Sound off the coast of the U.S. state of Connecticut (although the island itself is actually in New York State). Our team of authors present weird and wonderful sights as suggested by readers. CONTACT NORTH ISLAND PO Box 1176, Victoria, Mahé Seychelles Telephone: +248 4293 100, Fax: +248 4293 150, email: reservations@north-island.com Enquire about your North Island Experience now using link below and one of our representatives will get back to you. The Dumplings is located 1.2 mi (1.9 km) from the heart of Jamestown. 40% of people start their North Dumpling Island visit around 2 PM. Dumpling Island is covered by the Chuckatuck, VA US Topo Map quadrant Free US Topo Map PDF Order Waterproof Printed Topo Map Water Land Man-made × US Topo Map Quadrants. Did you know: If you use the Roadtrippers mobile app, your trips will instantly auto-sync over... Ready for navigation and good times! Photo: DoorFrame, Public domain. Although his independence isn't officially recognised Kamen even signed a non-aggression pact with then-president George H.W. YES 1959 Deactivated: 1959 Foundation Materials: WOOD PILINGS/STONE Construc Attractions normally visited … North Dumpling Island is situated 2100 feet northwest of South Dumpling. Tuesday, 29th May 2007 by James Turnbull. The Winthrop family later sold the island to the federal government for $600. New York Royal Dumpling came recommended to us when we did a search on Chinese takeaways. In addition to North Dumpling Lighthouse, the island has a replica of Stonehenge. View All Destinations » ... he thought the next logical step would be to secede North Dumpling Island from the United States of … Ugly Dumpling, Auckland Central: See 23 unbiased reviews of Ugly Dumpling, rated 4 of 5 on Tripadvisor and ranked #574 of 2,180 restaurants in Auckland Central. Order Online Tickets Tickets See Availability Directions {{::location.tagLine.value.text}} Sponsored Topics. Best Dumplings in Greater Wellington, North Island: Find 8,703 Tripadvisor traveller reviews of THE BEST Dumplings and search by price, location, and more. Improve this listing . (Sean D. Elliot/The Day) That's not necessarily a criticism, but there is no area where they seem to put in a lot of extra effort. NO Automated? North Dumpling Island is the northernmost of two islands in Fishers Island Sound, located about 0.3 nautical miles (550 m) north of South Dumpling Island. Kamen's secession is not legally recognized, but he still refers to the island as the "Kingdom of North Dumpling" and has established a constitution, flag, currency, national anthem, and a navy consisting of a single amphibious vehicle. Now perhps I should find a legitimate link for CT. Best Dumplings in North York (Toronto): See 1,540 Tripadvisor traveller reviews of Dumplings in North York Toronto. North Dumpling Island is the northernmost of two islands in Fishers Island Sound, located about 0.3 nautical miles (550 m) north of South Dumpling Island. Google is a trademark of Google Inc. who are neither associated with this website nor endorse it in any way. Fishers Island Sound, During Prohibition, the keeper of North Dumpling Light was accused of signaling to liquor smugglers. Located on North Dumpling Island, one mile north of North Hill on Fishers Island and 1.5 miles south of Groton Long Point, CT. Comments are owned by whoever posted them and we are not responsible for their content. Privacy policy. The two-acre (8,000 m²) island is privately owned by Dean Kamen , inventor of the Segway Human Transporter and founder of FIRST , and is home to the North Dumpling Lighthouse . 95% of people prefer to travel by car while visiting North Dumpling Island . North Dumpling Island to become LED Island. 8 photos. Restaurant … North Dumpling Island is the northernmost of two islands in Fishers Island Sound, located about 0.3 nautical miles north of South Dumpling Island. The Moving Island of the Grey Monks (Island Week 3). Tall tales, trip guides, & the world's weird & wonderful. Call restaurant for current prices and selections. The two-acre (8,000 m²) island is privately owned by The Derskov-Viadalvian state,its Also … South Dumpling is a place of kind Island belonging to the County of ( Suffolk ).. North Island ; Auckland ; Auckland Central ; Auckland Central Restaurants ; Basu Lounge; Search "Frequently visit for the best dumplings in town! Which according to Wikipedia has hallways like mineshafts, a steam engine and a hanger for two helicopters! People usually take around 1 Hr to see North Dumpling Island. Dean Kamen made most of his fortune inventing an automatic insulin pump. I may have mistakenly said it was in CT, but again this was a mistake. It has morphed over the last 5 - 10 years into a mostly Asian-centric plaza. 2008-12-10 00: 32 The three-acre North Dumpling Island off the coast of Connecticut, an independent state is reportedly that installs Philips's LED lighting system. Bush. Dumpling World: My visit to the Dumpling World Restaurant - See 18 traveler reviews, 3 candid photos, and great deals for Petone, New Zealand, at Tripadvisor. I sail in the sound, and sailed out of it in the Navy (sub base). 452 Lake Road | Takapuna, Auckland Central, Auckland 0622, New Zealand +64 9-486 2962. 651 likes. HISTORY: This handsome lighthouse and keeper's house in Fishers Island Sound was built on an island originally owned by John Winthrop, son of the governor of the Massachusetts Bay Colony. In 1986, Kamen bought it. Anyone who is interested in visiting South Dumpling can print the free topographic map and street map using the link above. Everything about North Dumpling is fairly plain - the decor, the furnishings,... etc. If you are looking for real northern chinese cuisine, this is the place you are looking for. China North Dumpling Chinese Restaurant. Best Dumplings in North Shore, Auckland: Find 11,562 Tripadvisor traveller reviews of the best Dumplings and search by price, location, and more. The people of North Dumpling are called "Dumplonians", and Kamen is said to refer to himself as "Lord Dumpling" or "Lord Dumpling II". We published a photo book of the best entries, you should buy a copy. I've been to Dean Kamen's main house (WestWind) several times, and it's quite the house, complete with a observation tower, secret passage, helicopter hangar. Contact Us. Is it because VC companies thought they'd better pile up their (and other's) money in the Segway idea? I looked up Walnut Beach and received Walnut Beach/Devon which are miles apart not many miles but miles enough to be separate places. This is the only one for my tiny state-right or not! Menu & Reservations Make Reservations . Anything you plan or save automagically syncs with the apps, ready for you to hit the road! After Kamen was denied permission to build a wind turbine on the island, he joked that he was seceding from the United States. How to get to North Dumpling Island. now these are indeed worth the visit. North Dumpling Island is a small piece of land just off the coast of Connecticut and the private residence of Dean Kamen, inventor of the Segway Personal Transporter. The closest populated place is that of Fishers Island that is3.00 miles far from South Dumpling.. South Dumpling is also 3.80 miles far from the closest airport or heliport, the Elizabeth Field .. I said it was off the coast of CT! Like this site? North Dumpling Island New York NY 10001. Meet "Big Daddy": Roadtripping US-20, the Longest Road, The ultimate guide to the must-see attractions along I-95, An Atlantic Coast road trip from Boston to Miami, Grab your friends, dig for diamonds, and explore castles, All of the Cool Stops and Attractions on I-40, Beaches, beef and the Bean: 48 Hours in Chicago, An offbeat Orlando road trip guide for weirdos, 48 Hours in Orlando: Things to do that aren't a theme park. In 1959, the beacon was automated and the lighthouse and grounds were sold to a private party. Hours of Operation . Dumpling Island sur le site Mapcarta, la carte libre. " Review of Basu Lounge. Ranked #789 of 2,223 Restaurants in Auckland Central. Other names of companies and products mentioned on this website may be the trademarks of their respective owners. Not sponsored by or affiliated with Google. N. Dumpling is a very short swim from Fishers Island NY but a considerable distance from CT. How did Kamen become so rich? North Dumpling, duluth. And if you think that one's wacky, this is his other house…. The two-acre (8,000 m²) island is privately owned by Dean Kamen, inventor of the Segway Human Transporter and founder of FIRST, and is home to the North Dumpling Lighthouse. James Turnbull develops websites, including this one. Racing off of North Dumpling Island Sailboats can be seen racing Saturday, Sept. 5, 2020, in the waters of Fishers Island Sound just off North Dumpling Island. Like any good inventor it seems Kamen is a wee bit eccentric, having declared the island to be an independent state with its own currency (in increments of Pi) and its own navy, consisting solely of the amphibious vehicle we can see parked beside the north-east building. South Dumpling is displayed on the New London USGS quad topo map. I went from there to Milford CT. South Dumpling Island is the southrenmost of two islands in Fishers Island Sound, located about 0.3 nautical miles (550 m) south of North Dumpling Island. Visit Us: 27 Essex St New York, NY 10002 Call us : (212) 529-2700. Due to the spread of COVID-19, some points of interest may be closed or have restrictions. When I came on here, it was to see where this island was because I live in CT and never heard of it. Thumbnail images are copyright Google and other companies, visit Google for full legal notices. So we started to visit Royal Dumpling for their Bami Goreng. Dumpling House, Toronto : consultez 476 avis sur Dumpling House, noté 4 sur 5 sur Tripadvisor et classé #205 sur 8 489 restaurants à Toronto. I'm sure this isn't the only place it's used by groups or large businesses. The latitude and longitude coordinates of South Dumpling are 41.2828767, -72.016185 and the approximate elevation … On our next visit we elected to go for their dumplings. USA. 07/08/2009 Brian S. Brian S. A real king of a not so real empire North Dumpling Island is a small three acre island about one half mile north of Noank Connecticut. Dumpling Island est située au sud-ouest de Indian Cove. It is a mile (1.6 km) off the coast of Connecticut, south of Groton, … North Dumpling Island Lighthouse Station Established: 1849 Year Current Tower(s) First Lit: 1871 Operational? The two-acre (8,000 m²) island is privately owned by Dean Kamen, inventor of the Segway Human Transporter and founder of FIRST, and is home to the North Dumpling Lighthouse. Southold, 1 Hr. 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redpajama_set_name: RedPajamaCommonCrawl


text:
Loesenera talbotii é uma espécie vegetal da família Fabaceae.

Pode ser encontrada nos seguintes países: Camarões e Nigéria.

Os seus habitats naturais são: florestas subtropicais ou tropicais húmidas de baixa altitude.

Está ameaçada por perda de habitat.

Referências

Fabaceae

redpajama_set_name: RedPajamaWikipedia


text:
Chapman Taylor designs new Barco Escape Cinema in the UAE
The leading cinema technology brand, Barco, and Reel Cinemas (under Emaar Entertainment), have completed the installation of the Barco Escape Cinema at Marina Mall, Dubai.
Barco Escape Cinema is a premium offering for moviegoers which presents the movie over three screens, giving a totally immersive experience. Barco Escape harnesses the power of 3x DCI Barco Series II projectors and Barco Alchemy processing to deliver a compelling new way to experience the cinema.
Chapman Taylor's Dubai and London studios were involved in designing these state-of-the-art cinemas. Director and cinema specialist, David Wallace, says "This is an exciting opportunity for Chapman Taylor to be involved with these leading installations for the Barco Escape Cinema brand. The effect is totally immersive and unique to Reel Cinemas in the UAE. We are looking forward to using our leisure expertise to help them make an impact in the region."
David Wallace
dwallace@chapmantaylor.com


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Breaking News: you can't do all the things
March 4, 2018 aliciaslifetips
When it comes to prioritization, it's fairly easy to determine which of the items you have to do is the most important and tackle them according to that. But there comes a point where your list simply cannot expand any further and you have to say no… this is where it gets difficult.
There seems to be an infinite number of opportunities out there. I'm often overwhelmed when I stop to look at everything out there that we can accomplish. It's amazing to think that if I decided to spend time on something I could do it, and because there are so many opportunities, the potential is never-ending. This realization is simultaneously empowering and stress-inducing.
Everything you spend your time on is saying yes to doing that in that moment. Simultaneously, you're deciding to say no to every other possible thing you could be doing but are not.
With that in mind, it's easy to slip into the "I want to do all the things" attitude. Wanting so seize every opportunity, do everything for everyone, and be everywhere at all at once – it's simply unfeasible. You can't write a 20 item to do list on a day that can only fit 10, you need to decide to say no.
How do you know what to say no to and when? When it comes to big opportunities (think programs, competitions, clubs you're considering joining, etc.), try using a matrix like this to decide which one you should go for:
Opportunity Factor 1 Factor 2 Factor 3 Factor 4 Factor 5 Total points
Title 1 rank 1-5 rank 1-5 rank 1-5 rank 1-5 rank 1-5 point value
Opportunity Affordable? Interest in program Interest in attending school Conflicts? Excitement level?
Summer program 3 3 2 5 4 17
Using a matrix like this will help you to decide things big or small for those inevitable moments when we inevitably have many opportunities and not a lot of time. You could do this to decide what projects you should start, what you're doing with your summer, which classes to attend, or even what colleges you may want to apply to. If you try to do all the things, you'll begin to be worn out and your work or involvement in those areas you decided to do will be sub-par to say the least.
As a business owner and a competitive college applicant, I'm very familiar with the feeling that I need to do everything. I've been told that I have to do certain things for my business to be successful, but if I do all the things people tell me will make me successful… well, I'd have to invent more hours in the day. Similarly, if I did everything I've been told would get me into an Ivy League school, I'd be a machine with no life and certainly wouldn't be able to find peace or contentment in my daily life.
Point is, you simply cannot do all the things. Only do the things that you're passionate about, that propel you forward in life, and that bring you contentment. That's not to say that everything you do will be fun and great and reject the grunt work – schoolwork is included in this as one of the things that will propel you forward, so I'm sorry but I'm not giving you an excuse to not do your APUSH homework. Sometimes, even when you do narrow it down to those three criteria, you'll have to make sacrifices and say no. That's when you break it down to all the factors in the matrix and decide which is the best decision.
Please, stop trying to do all the things, and being upset at yourself when you can't meet this impossibly high standard. Do what you can, and do it well; and the stuff you can't, stick firm to your no decision and feel confident in that.
Previous postPerfectionism Turns Procrastination
Next postCreating Positive Habits


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Q: includepdf with page numbers: How to move the re-position numbers? I am creating a PDF that includes many external PDFs, and want to insert a ToC page as well as page numbering. Using the following code I can achieve this, but the problem is that the location of the page numbers interferes with the PDFs I am importing.
Is there any straightforward way of putting the page numbers in the far left corner instead? I am aware that this is not a problem of the pdfpages package.
\documentclass{article}
\usepackage{pdfpages}
\usepackage[utf8]{inputenc}

\begin{document}

\tableofcontents

%%% File 1 %%%
\includepdf[pages=-, pagecommand={},addtotoc={
     1,section,1,CV,p1}]
     {CV.pdf}

%%% File 2 %%%
\includepdf[pages=-, pagecommand={},addtotoc={
     1,section,1,Reference 1,p1}]
     {ref1.pdf}

\end{document}

A:
I am explicitly not using the twoside option here, but the page numbers can be printed at the lower left or right corner depending on whether the page number is odd or even.
pagecommand{\thispagestyle{includedpages}} switches into this page style, the regular pages do use the default plain style. (unless changed)
The files CV.pdf and rev.pdf do not contain page numbers and can be generated easily with tex, using blindtext package.
\documentclass{article}
\usepackage[utf8]{inputenc}
\usepackage{pdfpages}

\usepackage[showframe]{geometry}
\usepackage{fancyhdr}

\fancypagestyle{includedpages}{%
  \fancyhf{}%
  \renewcommand{\headrulewidth}{0pt}%
  \fancyfoot[L]{\ifodd\value{page}\else\thepage\fi}%
  \fancyfoot[R]{\ifodd\value{page}\thepage\fi}%
}

\usepackage{blindtext}

\begin{document}

\tableofcontents

\section{Regular content One}

\blindtext[20]

\section{Included content}

%%% File 1 %%%
\includepdf[pages=-, pagecommand={\thispagestyle{includedpages}},addtotoc={1,section,1,CV,cv}]{CV.pdf}

%%% File 2 %%%
\includepdf[pages=-, pagecommand={\thispagestyle{includedpages}},addtotoc={1,section,2,Reference 1,ref}]{ref1.pdf}

\section{Regular content Two}

\blindtext[20]

\end{document}

Code for CV.tex
\documentclass{article}

\usepackage{blindtext}

\pagestyle{empty}
\begin{document}
\section{Beginning \jobname}
\blindtext[50]
\end{document}

redpajama_set_name: RedPajamaStackExchange


text:
Home » Rapper » Why Was Chillinit Arrested? Blake Turnell Charges, Is He Going To Jail?
Why Was Chillinit Arrested? Blake Turnell Charges, Is He Going To Jail?
Why Was Chillinit aka Blake Turnell Arrested?
What Are The Charges On Chillinit?- Get The Updates
Find Out About Chillinit Wife and Mother
People are speculating if Chillinit has been arrested after a video claiming to be recent, surfaced on the Internet. Let's know if it is true or not.
Chillin, real name Blake James Turnell is a rapper from Sydney, New South Wales. In October 2018, he released his debut studio album Women Weed & Wordplay.
A video on Twitter shows Chillinit getting arrested. However, there is no official news about it on the web.
Sources claim that he was buying Christmas presents for his mother. His last Instagram story shows a video from five hours ago.
The video shows a number of police officers in front of a shopping mall. It further shows how the officers search Chillinit while his mother holds the camera to record.
Nothing can be said for certain at the moment as we do not know if the video is real or recent. We might have to wait for some time until we get a more credible source on this matter.
If the video is the recent one, it may not have been a long time since he was arrested. And, according to the clip, it seems it was taken by someone who witnessed the whole scene. The video further shows who looks like Chillinit being searched.
Chillinit was just arrested whilst shopping with his Mother! pic.twitter.com/LeA6hhQEUc
— ausrap (@allaussiehiphop) November 30, 2021
There are no updates about the charges led on Blake Turnell. Official news is yet to appear on the media regarding his arrest as well.
Based on the description on the video on Youtube, he was arrested for not wearing a mask in public. However, it is just hearsay at the moment as no credible source has confirmed the story.
We do not know how credible is the video that has surfaced on Twitter at present. However, once we confirm the news, we will flow the information to you.
Blake Turnell is possibly not married yet but has a mother whom he loves immensely. His mother came from Lebanon with her family to Australia. Her name has been confidential to the public till now.
In October, he released a new song named "Susan's Son" that he credited to his mother. He directly sang the song to his mom and gifted her a $100,000 cheque as well.
The song was the representation of his love for his loved ones and family. In the song's lyrics, he talks about the pain he has given to his mother, but now he raps and runs a rap game.


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#ifndef QSCRIPTDEBUGGERJOB_P_P_H
#define QSCRIPTDEBUGGERJOB_P_P_H

//
//  W A R N I N G
//  -------------
//
// This file is not part of the Qt API.  It exists purely as an
// implementation detail.  This header file may change from version to
// version without notice, or even be removed.
//
// We mean it.
//

#include <QtCore/qobjectdefs.h>

QT_BEGIN_NAMESPACE

class QScriptDebuggerJobSchedulerInterface;

class QScriptDebuggerJob;
class QScriptDebuggerJobPrivate
{
    Q_DECLARE_PUBLIC(QScriptDebuggerJob)
public:
    QScriptDebuggerJobPrivate();
    virtual ~QScriptDebuggerJobPrivate();

    static QScriptDebuggerJobPrivate *get(QScriptDebuggerJob *q);

    QScriptDebuggerJobSchedulerInterface *jobScheduler;
    QScriptDebuggerJob *q_ptr;
};

QT_END_NAMESPACE

#endif

redpajama_set_name: RedPajamaGithub


Archery practice at Angi's Camp.
Composure, Speed, and Precision is a quest available in The Elder Scrolls V: Skyrim. It is an unmarked quest given by Angi at Angi's Camp where the Dragonborn must complete a series of archery tests by Angi.
Let's see if I can teach you a few things about using a bow. Remember, composure and speed. You don't need to see your arrow hit before moving onto your next target. Trust your shot is true.
Angi's camp, southeast of Falkreath.
After talking with Angi she will offer to train the Archery skill for free. The training takes place on a shooting range near her house.
Remain within the boundaries of the practice field.
The training consists of four rounds. Completing all four rounds grants a total of six skill points in Archery. Also, after completing the fourth round, talk with Angi and she will reward you with her bow, Angi's Bow.
The first round is based on composure. It requires shooting the nearest three targets without any time limit. Angi will give a demonstration while giving some insight on her background. There are three targets and every target hit grants 1 skill point in Archery.
My father was rarely home, so it was my mother who actually taught me how to use a bow. She always said composure was the key to a successful archer. If you can remain calm, even in the midst of chaos, your arrow will most likely find its target.
Once the first round has been completed, talk to Angi to begin the second round.
This round is based on speed. It requires shooting the same three targets of the first round, but in 8 seconds. Angi will again give a demonstration while recounting some of her life. She will signal then the start of the round after a countdown. Completing this round grants another skill point in Archery.
This round is based on precision. It requires hitting the furthest target at the back of the range with no time limit. Angi will perform the shot first.
It may be difficult to see the target due to the surrounding foliage. If in doubt feel free to walk over to the target at any time during the round. It may be helpful to use the Magelight spell to mark the target, so it can be seen better. Completing this round grants another skill point in Archery.
This round is based on all of the three previous skills: composure, speed and precision. It requires hitting all the 4 targets in 10 seconds. Again, Angi will show how it is done while giving some final words of advice. The Slow Time shout can be useful here by giving you more time to aim, though using the shout for the first three will take up the shout's duration so it is more advantageous to use it for the more challenging fourth target. Also, having Eagle Eye can be useful.
Completing this round grants another skill point in Archery. In addition, speak with Angi after and she will reward you with Angi's Bow.
Unlike normal skill trainers, the levels you can gain with Angi are not capped at a particular skill level, such as Master Trainers who will only train up to level 90. This makes it possible to train Archery to the maximum level of 100—if starting from Level 94. In summary, for players who seek to maximize Archery as fast as possible, this training is best left until they reach Level 94 as the subsequent levels would take much longer to train if done so in normal combat.
If the bow Zephyr has been acquired from the quest "Lost to the Ages" in Dawnguard, it can be used to shoot more arrows per round of practice, due to the inherent enchantment that allows the bow to be drawn 30% faster. This can be useful during the last two rounds, which are timed. The Bound Bow can also be used in this capacity, as it has a very fast fire rate by switching out the provided Bound Arrows for the Practice Arrows she provides.
As a good rule of thumb, lighter bows are a better choice here, since the bow's fire rate is inversely proportional to the bow's damage. However, heavier bows follow a much more linear trajectory and thus negating the need to compensate for gravity. See the Bows page for more information.
As well as being unmarked, this quest does not have any stages or objectives.
PC 360 PS3 If a dragon attacks after you agree to start a training session, after the dragon's killed she will not go down to the target area, and you do not have the dialogue to request training anymore.
PC 360 PS3 Save before starting her challenges. If you fire a non practice arrow during the challenges the shot will not count and Angi will say "Hey! Watch it!" She may then lock into this mode even after you use practice arrows. You will be unable to complete her challenges then.


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All you need to do is visit DiscountMantra.com to know the best offers and deals available online. DiscountMantra is one of the leading platforms which provide you with the latest coupons, offers and deals available on all the major e-stores free of cost. Rather than browsing for the best offers available, all you have to do is visit DiscountMantra and find coupons and offers from all major online shopping sites in one place. Buying gifts for kids has never been so easy and fun.
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Q: Tree View Context Menu - Pass selected item to command? I'm wondering how to pass the selected item to a command from a treeview / HierarchicalDataTemplate ?
Here is the code that I have so far, it displays the context menu but I haven't bound the commands to it yet. The command binding is the easy part, but how do I tell which node it came from ?
<HierarchicalDataTemplate
    DataType="{x:Type viewModel:UsersViewModel}"
    ItemsSource="{Binding Children}">
    <StackPanel Orientation="Horizontal">
        <Image Width="16" Height="16" Margin="3,0" Source="Images\Region.png" />
        <TextBlock Text="{Binding UserName}">
            <TextBlock.ContextMenu>
                    <ContextMenu>
                        <MenuItem Header="Edit" />
                        <MenuItem Header="Delete"/>
                     </ContextMenu>
                </TextBlock.ContextMenu>
        </TextBlock>
    </StackPanel>
</HierarchicalDataTemplate>

A: Just {Binding} should be the whole item.
(To pass it to the Command bind the CommandParameter, in Execute and CanExecute it will become the method parameter (which you then need to cast to your item-type))


text:
About those aircraft carriers for Ira_
Just to review.
Though the Bush administration recently announced more money and the beefing up of troops in Afghanistan it is interesting to note this from Stars and Stripes…
Despite the surge in violence, the aircraft carrier USS Dwight D. Eisenhower was called away from providing air support to coalition forces in Afghanistan to be part of the U.S. Navy presence off the Horn of Africa.
A second carrier, the USS John C. Stennis, has been dispatched to the U.S. Central Command theater of operations.
And though the Eisenhower was needed in Afghanistan these movements are about Iran now. From WaPo..
Vice President Cheney said the deployment this month of a second
aircraft-carrier [Stennis] task force to the Persian Gulf delivered a "strong
signal" of the United States' commitment to confront Iran's growing influence in the region.
The Eisenhower is still in the Gulf. The Stennis is under way to join it and will be there later this month.There have not been 2 aircraft carriers in the Mideast since the invasion of Iraq in 2003. When all is said and done there will be "50 warships in the Mideast."
This is all very dangerous…
As the rhetoric grows
more strident, a U.S. military official in the Gulf likened the
U.S.-Iran standoff to the buildup in hostility in Europe before World
War I, when the assassination of the heir to the Austrian throne
triggered a tragic war that engulfed a continent.
"A mistake could be made and you could end up in something that
neither side ever really wanted, and suddenly it's August 1914 all over
again," the U.S. officer said on condition of anonymity, because of
the sensitivity of the issue. "I really believe neither side wants a
fight."
Iranian coast guard vessels recently veered into territorial waters on
the Arab side of the Gulf, an event that could have been viewed as
either a mistake or a provocation, the officer said. Both sides are on
tenterhooks. "A boat crosses a line … but what does it mean? You've
got to be very careful about overreacting," the officer said.
I doubt there would be any 'accidents' before the Stennis arrives in the Gulf. But once that occurs, be worried…be very worried.
February 2, 2007 February 27, 2015 scoutprime2014
7 thoughts on "About those aircraft carriers for Ira_"
WitchWay11 says:
leinie, ditto to Scout…we all are. Congress needs to stand up already – jesus, let's get these people home, for God's sake. Blessings.
Scout Prime says:
leinie…I'll be thinking good thoughts for your son but like you this worries me
leinie says:
Yes, the Stennis is on its way, with my son aboard. He keeps telling me that he will be fine, and I shouldn't worry. Every day I look at the news, and I watch how they are playing this fucking game again, and I see how they are trying to provoke things, and I get more tense, and more nervous, and I can't understand why the Congress just doesn't seem to give a damn.
Bush is dangerous. He somehow thinks that Iran is his mulligan for the clusterfuck that he's created in Iraq, that if he can just start over, he'll get it right this time. He's delusional, and he's arrogant, and he's a war criminal. Selfish of me I know, but I don't want my kid added to his body count. If this administration, and this Congress, don't think that the world won't sit up and take notice this time, and move to stop the rogue nation, they are as delusional as Bush is.
Palolo lolo says:
Dust off the good old Gulf of Tonkin resolution. Vietnam here we come! Oops,wrong invasion,sorry
piegrrrl says:
There are not enough cursewords in the universe to describe how I feel about these warmongers.
Yup…this is madness.
Grandmère Mimi says:
Bush is determined to go after Iran. There will be a trumped up incident that requires an immediate response "to protect the troops", and Bush will not go to Congress before makes his move.
The US Congress is the only recourse to stop this madness, and they seem pretty slow-moving. I believe the only recourse is impeachment, because Bush won't listen to anyone who doesn't agree with him. Then Cheney will have to be impeached.
BUSH WILL NOT ASK PERMISSION TO DO WHAT HE WANTS! Congress must wake up.
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School Engagement and Positive Youth Development: A Relational Developmental Systems Perspective
by Yibing Li, Jennifer P. Agans, Paul A. Chase, Miriam R. Arbeit, Michelle B. Weiner & Richard M. Lerner - 2014
This chapter explains the links between relational developmental systems theory and the strength-based, positive youth development (PYD) perspective. The Five Cs model of PYD (involving competence, confidence, connection, character, and caring) is used to assess the role of school engagement in PYD.
Purchase School Engagement and Positive Youth Development: A Relational Developmental Systems Perspective
This article originally appeared as NSSE Yearbook Vol 113, No. 1
Cite This Article as: Teachers College Record Volume 116 Number 13, 2014, p. 37-57
Changing Patterns of Engagement in the Transition to High School
Introduction to Engaging Youth in Schools
The Role of Gratitude in Fostering School Bonding
Student Engagement in High-Performing Schools: Relationships to Mental and Physical Health
The Influence of Teacher and Peer Relationships on Students' Classroom Engagement and Everyday Motivational Resilience
Scaffolding Collective Engagement
Yibing Li
YIBING LIi is a quantitative research analyst at the American Institutes for Research in Washington D.C. She studies school engagement and positive youth development. Her recent publications include an article in Developmental Psychology titled �Trajectories of School Engagement During Adolescence: Implications for Grades, Depression, Delinquency, and Substance Use.�
Jennifer Agans
JENNIFER P. AGANS is a doctoral student in child development at Tufts University. She studies the dynamic relations involved in participation in sports and other organized movement activities that foster positive youth development. Her recent work includes an article in Applied Developmental Science titled �Trajectories of Participation in Athletics and Positive Youth Development: The Influence of Sport Type� and a forthcoming chapter in Advances in Child Development and Behavior titled �Positive Movement Experiences: Approaching the Study of Athletic Participation, Exercise, and Leisure Activity Through Relational Developmental Systems Theory and the Concept of Embodiment.�
Paul Chase
PAUL CHASE is a doctoral student in the Eliot-Pearson Department of Child Development at Tufts University. He studies the impact of intentional self-regulation on academic achievement in adolescence, and the evaluation of youth programs. He recently coauthored a chapter in the Handbook of Resilience in Children, entitled �Resilience and Positive Youth Development: A Relational Developmental Systems Model.�
Miriam Arbeit
MIRIAM R. ARBEIT is a doctoral student in child development at Tufts University. She studies adolescent sexuality development, with specific attention to how school-based and out-of-school-time programs can foster skill building and critical thinking in relation to sexuality and sexual health. Her recent work includes a presentation titled, �Exploring the Role of Personal Agency in Adolescent Sexual Health: Goal Pursuit Skills and the Use of Protection,� at the Society for the Study of Human Development.
Michelle Weiner
MICHELLE B. WEINER is a doctoral student in child development at Tufts University. She studies the individual and contextual factors associated with the development of entrepreneurial intent, characteristics, and interests. Her recent work includes a chapter in the Handbook of Resilience in Children titled, �Resilience and Positive Youth Development: A Relational Developmental Systems Model� and a poster titled, �The Young Entrepreneurship Study: Characteristics of Young Entrepreneurs� presented at the New England Psychological Association conference.
Richard Lerner
RICHARD M. LERNER is the Bergstrom Chair in Applied Developmental Science and the director of the Institute for Applied Research in Youth Development at Tufts University. He studies positive development among diverse youth, nationally and internationally. His recent publications include editing, with Jacqueline V. Lerner and Janette B. Benson, Positive Youth Development, Volume 41 of Advances in Child Development and Behavior.


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Sunday, Oct. 7, 7 p.m.
Dr. John Falskow will conduct the premiere concert of Brass Band Tacoma. The band consists of some of the strongest brass and percussionists from South Puget Sound. Featured soloists are – Jason Gilliam (euphonium), and Denise Cline (alto horn).
For more information, visit www.facebook.com/events/1851573318272093.
Classical Tuesdays is excited to bring a Brass Quintet to Slavonian Hall. The free concert starts at 7 p.m. The Choppers Brass Quintet members are active throughout the NW region: Shelly Devlin, trumpet; Denise Cline, trumpet; Stacey Eliason, French horn; Barry Ehrlich, trombone; Jameson Bratcher, tuba. They'll play works by popular American composers including Eric Ewazen, Leonard Bernstein and others. Join Classical Tuesdays in Old Town for coffee and cookies before the music starts.
For more information, visit www.facebook.com/events/278462809641365.


Steve Rowe marked his first full quarter as M&S chief executive with reporting some very bad numbers, especially in clothing.
Like-for-like sales drops for clothing and home are not as bad as they look.
Rowe reported a huge 8.9% like-for-like drop in the all-important clothing and home category, and a 0.9% fall in food like-for-likes. Overall, like-for-likes fell 4.3%.
But Rowe took the bull by the horns this morning, saying: "I want to be candid with you about our results today: these are not the numbers I wanted to see in relation to our clothing and home performance by any stretch.
Here are five things we learned from M&S' first quarter update.
The steep 8.9% like-for-like drop in Steve Rowe's newly christened clothing and home division looks very bad.
In fact, like-for-likes haven't dipped this badly since 2005/2006 when they fell by 11.2%.
The crucial point is that, according to chief financial officer Helen Weir, the impact of the summer sale being moved from quarter one to quarter two is five percentage points. Meaning that underlying like-for-likes actually fell by more like 3.9%.
Also important is the impact of Rowe's new pricing strategy – more on that later – and the effect of the horrible weather over M&S' first quarter.
Primark, which released its third-quarter trading update today, said that its own like-for-likes were "adversely affected by unpredictable weather patterns".
So, definitely not the headline figure Rowe wanted to present this morning – but not as bad as on first glance.
Rowe has made a huge move away from discounting and that, as alluded to above, has had a negative impact on sales.
But he was resolute: "I have been very clear that we must break this [discounting] cycle. It is damaging our business and not sustainable in the long term so we have taken action to address this.
Rowe has trimmed discounting significantly: in its previous financial year M&S had nine clearance sales. This year there will be six, and next year Rowe is trimming it to four.
At the same time, he has introduced an everyday low pricing strategy. Last quarter the average price drop was 12% across reduced items. This quarter that has accelerated to 17%.
Rowe is pleased with the increase in sales volumes that have been associated with that. He gave the example of women's leggings going from a rather steep £19.50 to a more reasonable £15 and sales volumes increasing 149%.
However, the average price reduction for the first quarter was just 3%, which Rowe said was due to the fact the price startegy had only just been implemented.
Analyst Honor Strachan at Verdict raises an interesting point, saying that although Rowe is committed to everyday low pricing, Brexit could stymie that.
"Lowering prices will become harder over the next 18 months as inflationary pressures will rise following Brexit," she says.
Rowe himself admitted that growing like-for-likes would take time.
He said: "I think we are going to have substantial changes to product in the autumn but it takes time for customers to notice these things and it is too early to say when we will see the changes taking effect".
Rowe scrapped five of six 'cyber days' – online promotional events – for this quarter; another reason for the drop in like-for-likes.
Cyber days saw products being sold more cheaply online than in-store, and Rowe wasn't a fan.
He added that cyber days were the "most damaging in terms of our perception to our customers".
Rowe said today that M&S saw consumer confidence begin to experience tremors in November, and that it steadily worsened in the run up to Brexit.
Rowe spoke of the "noise" in sales figures which came from a promotion at this time last year, saying that it was very difficult to measure comparable sales for the post Brexit period. He did, however, say that shopper numbers have held firm since Brexit.
Weir went further, saying that she believed "the actions we are taking are even more important in terms of market we are seeing, I think it is exactly on track".
The early Easter hit M&S food sales but Rowe was unconcerned about the drop this morning and said he was "comfortable" with future trading prospects.
The Simply Food model continues to be rolled out: 575 stores exist so far, with 11 opening so far this year and 200 more to come over the next three financial years.
Across the business, the next few quarters will be more illuminating, and will show whether this quarter is a painful one-off required to turn the M&S ship around, or whether Rowe's strategy is not the right path. Rowe may yet regret his comment on starting the job that retail is "a very simple business".
Marks & Spencer has unveiled a drop in pre-tax profits as Steve Rowe revealed his plans for the retailer. This is what the analysts said.
Analysis: How is M&S's new boss Steve Rowe refocusing the business?
M&S's new chief executive Steve Rowe today claimed retail is "a very simple business" as he unveiled plans to revitalise its ailing clothing arm.
The honeymoon period is over for M&S boss Steve Rowe after he revealed a sharp fall in profits and saw the retailer's share price dive last week.


text:
Revolutions and the avant-garde: visual footnotes of the great and the damned October Revolution
https://www.tttdebates.org/assets/ChashnikThumb326-1.jpg 326 326 Time To Talk Time To Talk https://www.tttdebates.org/assets/ChashnikThumb326-1.jpg 08/11/2017 02/08/2018
At 18:30 EET on Tuesday the 8th November 2017, The Red House hosted a discussion about the artistic revolution of 1917, asking how did the revolution change imagery and how much the image itself affects our perceptions of history.
A full-length Bulgarian-language recording of this event can also be accessed by clicking here
Revolutions and their children
November is the month that is marked by two key historical events – the Bolshevik Revolution of 1917 and the Revolutions of 1989. What legacies do these revolutions have and what is the fate of their children? What is the place of the October Revolution in Putin's Russia? What role have the Revolutions of 1989 played in the development of Eastern Europe as part of the European Union? These are just a few points of reference for the great debate about revolutions, counter-revolutions, conservative and postmodern revolutions in the framework of the bigger, enduring question: what is progress?
Radical utopias are unthinkable without social, political and artistic imagination. How did the 1917 Revolution affect imagery? Have new assessments, political analyses and historical details changed the way we see the historical event of the revolution? How can iconophilia and iconoclasm be recognised through the question of how imagery influences our perception of the revolution? How does how we struggle with images change or fail to change perceptions of history? And, what is the impact of revolutions on art?
Find out more by watching the English-language highlights video at the top of this page.
Iara Boubnova is an art historian and one of the founders of the Sofia Institute for Contemporary Art. She has been the curator of several leading art projects in the field of contemporary art and holds a doctorate in the history of contemporary art from the Russian Academy of Arts.
Series and support:
The Red House's Revolutions and their Children discussions are part of a Time to Talk series of debates looking at revolution today, 100 years after the Russian Revolution.
This series has been realised with the support of the Europe for Citizens programme of the European Union.
art of the revolution
artistic revolution
Iara Boubnova
October Revolution
Can European values be bought with EU funds?
https://www.tttdebates.org/assets/326Thumb_EuroImage.jpg 326 326 Time To Talk Time To Talk https://www.tttdebates.org/assets/326Thumb_EuroImage.jpg 27/06/2018 01/08/2018
Should we be afraid of populism? A conversation with Peter Volgin
https://www.tttdebates.org/assets/VolginThumb326.jpg 326 326 Time To Talk Time To Talk https://www.tttdebates.org/assets/VolginThumb326.jpg 12/06/2018 01/08/2018
What is Europe to us and what are we to Europe?
https://www.tttdebates.org/assets/Thumb326-7.jpg 326 326 Time To Talk Time To Talk https://www.tttdebates.org/assets/Thumb326-7.jpg 10/04/2018 26/06/2018
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"Sierra Leone Cultivable land Stats, NationMaster." 1961-2007. <http://www.nationmaster.com/country-info/profiles/Sierra-Leone/Agriculture/Cultivable-land>.
"Sierra Leone Cultivable land Stats", NationMaster [Internet]. 1961-2007. Avaliable from: <http://www.nationmaster.com/country-info/profiles/Sierra-Leone/Agriculture/Cultivable-land>.
"Sierra Leone Cultivable land Stats", NationMaster. Avaliable at: nationmaster.com. Assessed 1961-2007.


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Lifeboat crews honoured in Youghal
They have saved lives and served their community for decades - now they have been honoured by the RNLI.
RNLI stalwarts Thomas Cliffe, Breda Gardiner, Susan Mason, Noreen Varney, Pat O'Keefe and Anne Muckley
The RNLI - and the town of Youghal - has recognised the long, selfless service of six of the most stalwart lifeboat volunteers on the south coast.
Their dedication to the charity was marked in a simple but special ceremony in Youghal yesterday, as they reached the end of their long service.
Anne Muckley spent 37 years as part of the fundraising team holding many different roles, including treasurer and secretary of Youghal RNLI, making lifelong friends and enjoying the camarderie.
Noreen Varney first joined Youghal RNLI 30 years ago as one of the first female volunteer crew members. She spent six years on the lifeboat, and later she held many different roles within the station and on the fundraising team.
Susan Mason and Breda Gardiner both began volunteering as fundraisers in 2000. Susan has many fond memories including the first ever reindeer run whilst Breda recalls the time the Duke of Kent came to visit the station in 2013.
Pat O'Keefe came onboard in 2010, spending the last few years as chairman of the fundraising committee. A highlight for him was seeing the local community come out in support when the current inshore lifeboat, Gordon and Phil, arrived in 2016.
Mark Nolan, Noreen Varney, Eric Brooks, Derry Walsh and Brendan O'Driscoll of Youghal RNLI
Thomas Cliffe served as a volunteer lifeboat crew member from 2000-2018, during that time he was involved in the rescue of 14 lives from a shipwreck.
All six volunteers had different roles, but all contributed towards making the Youghal lifeboat station a happy and effective operation - a great resource for the local community and those at sea around East Cork.
Youghal Lifeboat In Action (Image: Nicholas Leach)
Derry Walsh, Youghal RNLI Lifeboat Operations Manager said: "We are indebeted to these six volunteers for selfless and dedicated contribution to helping the RNLI to save lives at sea. It has been a pleasure to work alongside them and it is sad to see them go but we wish them all the best for the future."