ʿAlī b. Mūsā (a) (Arabic: علي بن موسی) (b. 148/765 – d. 203/818) is the eighth Imam of Twelver Shia. His Kunya was Abū l-Ḥasan (Arabic: أبو الحسن) and his most famous title was al-Riḍā (Arabic: الرضا). He (a) was Imam for 20 years. Imam al-Rida (a) was born in Medina and was martyred in Tus.
Al-Ma'mun al-'Abbasi brought Imam al-Rida (a) to Khorasan by force and despite Imam's will made him crown prince. The debate sessions al-Ma'mun al-Abbasi held between Imam al-Rida (a) and personalities of other religions and schools of thought are famous.
He was martyred by al-Ma'mun in Tus. The holy shrine of Imam al-Rida (a) is located in Mashhad and every year millions of Muslims from different countries visit it.
His lineage is mentioned as 'Ali son of Musa son of Ja'far son of Muhammad son of 'Ali son of Husayn son of 'Ali b. Abi Talib. His kunya was Abu l-Hasan (أبوالحسن). His most famous title was al-Rida (الرضا). Some sources said al-Ma'mun gave him this title but Imam al-Jawad (a), in a hadith, said Allah gave his father this title (al-Rida). Al-Sabir (الصابر), al-Radi (الرضي), and al-Wafi (الوافي) are among his titles. He is also known as "the knowledgeable among the progeny of the Prophet (s)". It is reported that Imam al-Kazim (a) would address his children saying: "Your brother, Ali b. Musa, is the the knowledgeable among the progeny of the Prophet (s)."
Imam al-Rida's (a) birthday has been reported to be on Thursday or Friday, Dhu l-Hijja 11, Dhu l-Qa'da, or Rabi' I of 148/765-66 or 153/770. Al-Kulayni reported Imam's (a) birthday in 148/766, which is agreed by most historians.
Al-Shaykh al-Saduq wrote about Imam's (a) mother that, "she was a concubine called Tuktam when Imam al-Kazim (a) owned her. When Imam al-Rida (a) was born, Imam al-Kazim (a) named her Tahirah." Al-Saduq says, "Some have said that the name of Imam al-Rida's (a) mother was Sakan al-Nawbiyya. She was also called al-Arwi, Najma, and Samana; and her Kunya was Umm al-Banin.
In another account it is mentioned that Imam's (a) mother was a pious concubine called Najma who was bought by Hamida, Imam al-Kazim's (a) mother, and gifted to Imam al-Kazim (a) who called her Tahira after she gave birth to Imam al-Rida (a). It has been said that Imam al-Rida's (a) mother was from Nawba.
Imam al-Rida (a) had a wife named Sabika who is reported to be from the family of Maria, wife of the Prophet (s).
In some historical sources, it is reported that Imam al-Rida (a) had another wife beside Sabika; that al-Ma'mun suggested to Imam al-Rida (a) to marry Umm Habib, al-Ma'mun's daughter, and Imam (a) accepted. Al-Tabari mentioned this marriage in the events of 202/817-818. They say that al-Ma'mun's goal from this action was further closeness to Imam al-Rida (a) and having reports about his plans from inside his house. Al-Suyuti has also mentioned the marriage of al-Ma'mun's daughter with Imam al-Rida (a), but he did not mention the name of al-Ma'mun's daughter.
There is a disagreement about the numbers and names of the children of Imam al-Rida (a). Some have reported them as five sons and one daughter with the names of Muhammad al-Qani', al-Hasan, Ja'far, Ibrahim, al-Husayn, and 'A'isha. Sibt b. al-Jawzi said that Imam (a) had four sons with the names of Muhammad (Abu Ja'far al-Thani), Ja'far, Abu Muhammad al-Hasan, Ibrahim, and one daughter he did not mention her name. It has been said that one of the children of Imam al-Rida (a) who was 2 years old or less is now buried in Qazvin known as Imamzada Husayn (a) and Imam al-Rida (a) had been to that city in 193/808-809. Al-Shaykh al-Mufid did not mention any children for Imam al-Rida (a) other than Muhammad (a). Also, Ibn Shahrashub and al-Tabrisi have the same idea. Some have mentioned a daughter for Imam (a) called Fatima.
The period of imamate of Imam al-Rida (a) after his father was 20 years (183/799 - 203/818) which was contemporary with the caliphate of Harun al-Rashid, Muhammad al-Amin (approx. 5 years) and al-Ma'mun [20 years; of which, the first 5 years was contemporary with Imam al-Rida (a)].
Some of those who have narrated Hadiths from Imam Musa b. Ja'far (a) regarding the imamate of his son, 'Ali (a) are: Dawud b. Kathir al-Raqqi, Muhammad b. Ishaq b. 'Ammar, 'Ali b. Yaqtin, Na'im al-Qabusi, al-Husayn b. al-Mukhtar, Ziyad b. Marwan, al-Makhzumi, Dawud b. Sulayman, Nasr b. Qabus, Dawud b. Zirbi, Yazid b. Salit, and Muhammad b. Sinan. Some of these Hadiths are mentioned below.
Dawud al-Raqqi said that, "I asked Imam al-Kazim (a), 'who is imam after you?' He (a) pointed at his son Abu l-Hasan (a) [Imam al-Rida (a)] and said, 'this is your imam after me.'"
Muhammad b. Ishaq b. 'Ammar said that, "I asked Imam al-Kazim (a), 'Do not you guide me that of whom I should ask about [the issues of] religion?' He (a) answered, 'This, my son, 'Ali (a).'"
In addition to many narrative proofs, Imam al-Rida's (a) popularity among Shi'a and his moral and scientific superiority proved his imamate and although the issue of imamate was very difficult and complicated at the end of the life of Imam al-Kazim (a) but most companions of Imam al-Kazim (a) accepted the imamate of Imam al-Rida (a) after him.
After the martyrdom of Imam al-Kazim (a), most Shia accepted the Imamate of Imam al-Rida (a), son of Imam al-Kazim (a) because of his will and other reasons and evidences. These people including the great companions of Imam al-Kazim (a) are called Qat'iyya (قطعیة). But, another group of the companions of Imam al-Kazim (a) did not accept the Imamate of Imam al-Rida (a) for some reasons. They said that, "Imam al-Kazim (a) was the last Imam and did not mention anyone as Imam or at least we are not aware of it." They were called Waqifids.
"Surly, being the crown prince did not add any value to me. When I was in Medina, my order was obeyed in the east and the west and when I passed the alleys of Medina riding on my horse, no one was ever more honorable than me."
"I would sit in the mosque of the Prophet (s) and the scholars of Medina referred to me for their problems when they could not solve a problem and I answered them."
It is said that the immigration of Imam al-Rida (a) from Medina to Merv occurred in 200/815-816 or 201/816-817. The book Hayat-i fikri wa siyasi-i Imaman-i Shi'a (a) says that "Imam al-Rida (a) was in Medina until 201/816-817 and entered Merv in Ramadan of the same year."
It is mentioned in the Tarikh al-Ya'qubi that al-Ma'mun brought Imam al-Rida (a) from Medina to Khorasan and al-Ma'mun's representative to take Imam to Khorasan was Raja' b. Abi Dahhak, a relative of al-Fadl b. Sahl. Imam (a) was brought to Merv from the the way of Basra. The route, al-Ma'mun chose for bringing Imam al-Rida (a) to Merv was specifically planned so that Imam (a) does not pass from Shi'a cities because al-Ma'mun was afraid of Shi'a gathering around Imam al-Rida (a). He ordered not to pass Imam (a) from Kufa, instead they brought Imam (a) from Basra to Khuzestan and Fars to Neyshabur. The path as reported by Atlas of Shi'a is: Medina, Naqara, Nabaj, Hafr Abu Musa, Basra, Ahvaz, Behbahan, Estakhr, Abarquh, Dah shir (Farashah), Yazd, Kharaneq, Robat Posht Badam, Neyshabur, Qadamgah, Deh Sorkh, Tus, Sarakhs, Merv.
Al-Shaykh al-Mufid said, "al-Ma'mun summoned a group of people from the family of Abu Talib from Medina including Imam al-Rida (a)." Contrary to al-Ya'qubi, he introduced Juludi as al-Ma'mun's representative and said that they were brought to al-Ma'mun from Basra. He accommodated them in a house and Imam al-Rida (a) separately and paid him great respect.
Mentioning this hadith in Neyshapur is considered as one of the most important and most documented events of the travel of Imam al-Rida (a).
After Imam (a) settled in Merv, al-Ma'mun sent an agent to his house and told Imam (a) that "I want to depose myself from Caliphate and leave it to you!", and asked Imam (a) about his opinion. Imam (a) seriously opposed his idea. So, al-Ma'mun asked him to accept to be the crown prince after him. Imam (a) again disagreed, then al-Ma'mun summoned Imam (a) to his house and in a session, where there was no one except him, Imam (a) and al-Fadl b. Sahl, and told Imam (a), "I want to leave Muslims' affairs to you and unburden myself from this responsibility and leave it to you."
Imam al-Rida (a) replied, "O Amir al-Mu'minin! For the sake of God! For the sake of God! I neither can tolerate this, nor do I have the capabilities to do it."
Al-Ma'mun said, "I leave princehood to you after myself."
Imam (a) said, "Exempt me from this, O Amir al-Mu'minin!"
At this time, al-Ma'mun said something threatening: "'Umar b. al-Khattab put the council among six people, one of whom was your forefather Amir al-Mu'minin 'Ali b. Abi Talib (a) and made this rule that if anyone of them opposed, he would be beheaded. There is no choice except that you accept what we want you and I see no escape from it."
Imam (a) said, "So, I accept only if I do not give command and do not prohibit, I neither give Fatwa, nor do I judge, I neither assign anyone to any task, nor do I change anything's position."
This way al-Ma'mun gave allegiance to Imam (a) as his crown prince on Monday, Ramadan 7, 201/March 29, 817 and made people wear green instead of black (which was the color of Abbasids, and the green being the sign of Alawids). Al-Ma'mun also wrote the decree for allegiance to surrounding regions and asked them to give allegiance to Imam (a). They began their sermons on the pulpits with Imam's (a) name and coined Dinar and Dirham in his name and there was no one wearing other than green except Isma'il b. Ja'far b. Sulayman b. 'Ali al-Hashimi.
Al-Ma'mun called lecturers and poets and made celebrated this occasion. Among the poets attended in that ceremony was Di'bil b. 'Ali al-Khuza'i to whom Imam al-Rida (a) gave a gift.
Al-Ma'mun sent the order of allegiance with Imam al-Rida (a) to 'Isa Juludi in Mecca. At that time, Mecca was ruled by Ibrahim b. Musa b. Ja'far and he called people to al-Ma'mun and when Juludi came to him with green flag and the allegiance of Imam al-Rida (a), Ibrahim rushed to welcome him and people of Mecca gave allegiance to Imam al-Rida (a) and wore green.
Al-Ma'mun had given the rule of the state of 'Arab Iraq to al-Hasan b. Sahl and he himself stayed in Merv. Some of Alawis rebelled as they were wishful to win the caliphate and since the people of Iraq were not pleased with al-Hasan b. Sahl, many of them followed and obeyed Alawis. Al-Ma'mun became distressful upon hearing this news and consulted with al-Fadl b. Sahl and as he suggested, al-Ma'mun chose Imam al-Rida (a) the crown prince in order to make other Sayyids obey his government.
Calling people to "the pleasant one from the family of Muhammad (s)"
Ruining the increasing love and respect the people had about Alawi families and eliminating this foundation of deep emotional relationship among people and devalue the position of Alawis before people in a way that it does not rise any questions and especially about Imam al-Rida (a) that they wanted to show Imam (a) incompetent for caliphate before people.
When al-Ma'mun was criticized by Hamid b. Mihran and some other Abbasids why he gave Imam al-Rida (a) the position of princehood, he answered them, "This man was hidden from our eyes. He calls people to himself. Therefore, I wanted him to become our crown prince so that all the people he (a) attracts to himself would be in our favor."
Imam al-Rida (a) knew about al-Ma'mun's intention and told him, "you want that people say, 'Ali b. Musa (a) is not uninterested in the world and leadership, but it is the world which is uninterested in him. Do not you see how he (a) has accepted to become the crown prince greedy for caliphate?". He (a) answered those who asked him why he (a) accepted to be the prince, "I accepted that unwillingly and under pressure." The conditions Imam al-Rida (a) declared mentioned for accepting this position were in fact his withdrawal from cooperation in the government of al-Ma'mun, because Imam (a) said that he (a) neither would assign anyone to work, nor would depose anyone; he neither would break a custom, nor would he change anything in the current situation. Even with all the conditions, soon Abbasids rose against al-Ma'mun in Baghdad and gave allegiance to Ibrahim al-Mahdi. On the other hand, Alawis knew that al-Ma'mun did not do this out of faith. Rebellion broke out again and al-Ma'mun had no choice to remove Imam (a).
Al-Ma'mun wanted to draw Imam al-Rida (a) into debate and ruin people's belief about Imams (a) having special knowledge including al-'ilm al-ladunni (God-given knowledge). Regarding this issue, al-Shaykh al-Saduq said, "al-Ma'mun brought high level scholars of different schools against Imam (a) in order to devalue Imam's (a) reasoning and this was out of his envy towards Imam (a) and his scientific and social position. However, none of those scholars met Imam al-Rida (a) except they admitted to his scientific superiority and accepted the proofs Imam (a) brought against them."
These sessions gradually made problems for al-Ma'mun. When he noticed that holding such sessions is dangerous for him, he began to restrict Imam (a). 'Abd al-Salam al-Hirawi is quoted reporting that once al-Ma'mun was informed that Imam al-Rida (a) has held theological sessions and this has made people attracted to him. Al-Ma'mun sent Muhammad b. 'Amr al-Tusi to scatter people from Imam al-Rida's (a) session. Then, Imam (a) cursed al-Ma'mun.
After the princehood of Imam al-Rida (a) (on Ramadan 7, 201/March 29, 817), upon the Eid (apparently Eid al-Fitr of the same Ramadan), al-Ma'mun asked Imam (a) to lead the Eid prayer, but Imam (a) declined due to the conditions he (a) had specified for accepting princehood. Al-Ma'mun insisted and Imam (a) accepted inevitably and said, "So, I will go to prayer the way the Prophet (s) did." And al-Ma'mun accepted. People expected that Imam al-Rida (a) to exit his house in the special manner of caliphs, but surprisingly saw that Imam (a) came out bare-footed reciting Takbir. Upon seeing this, commanders who had come to this event with their official uniforms quickly got off their horses and took off their shoes and walked after Imam (a) while they were saying Takbir and crying. Imam (a) said Takbir three times upon every step.
It is reported that al-Fadl told al-Ma'mun, "If Imam al-Rida (a) continues this manner and reaches the gathering place for holding prayer, people will become so attracted to him! It is better you ask him come back." So, al-Ma'mun sent a person to ask Imam (a) come back. Imam (a) asked for his shoes, put them on, got on his horse and returned.
There is a disagreement over the date of Imam al-Rida's (a) martyrdom and it is said to be on Friday or Monday of the last day of Safar, or on Safar 17, or on Ramadan 21, or on Jumada I 18, or on Dhu l-Qa'da 23, or on the last day of Dhu l-Qa'da in 202 or 203 or 206. But according to the majority of scholars and historians, the martyrdom occurred in 203/818. According to al-Kulayni, it was in Safar of 203 at the age of 55. And according to al-Tabrisi, the martyrdom was on the last day of Safar (September 818 CE)..
Given the disagreements over the dates of his birth and martyrdom, there are corresponding disagreements as to his age from forty seven to fifty seven. According to the majority of scholars, Imam al-Rida (a) lived fifty five years.
According to Tarikh al-Ya'qubi, al-Ma'mun went to Iraq in 202/817-18 and took Imam al-Rida (a) and al-Fadl b. Sahl with him. When he arrived in Tus, Imam al-Rida (a) passed away after three days of illness in a village called Nawqan at the beginning of 203/818. It is said that 'Ali b. Hisham gave Imam (a) a poisoned pomegranate and al-Ma'mun expressed so much grief over the incident." Al-Ya'qubi continues, "Abu l-Hasan b. Abu 'Ibad told me and said, 'I saw al-Ma'mun wearing a white cloak and (in the funeral) following the body al-Rida (a) was walking between the two poles [carrying the body] bare-headed and said, 'O Abu l-Hasan (a), upon whom shall I rely after you?' He stayed near his grave for three days and they brought him a loaf of bread and a little salt everyday as his food each day and he returned on the fourth day."
Al-Shaykh al-Mufid narrates that, al-Ma'mun ordered 'Abd Allah b. Bashir not to clip his nails to become longer than usual; then, he gave him something like tamarind to rub it into paste form. Then, al-Ma'mun went to Imam al-Rida (a) and called 'Abd Allah and asked him to squeeze pomegranate's juice and gave it to Imam (a) and that killed him after two days.
Al-Shaykh al-Saduq narrated some hadiths with similar meanings in some of which the poison in grapes is mentioned and in some, the poison is mentioned both in grapes and pomegranate. Al-Sayyid Ja'far Murtada has mentioned six different opinions about the martyrdom of Imam al-Rida (a).
Ibn Hibban, a hadith and Rijal scholar of forthth/tenth century, wrote under the entry of 'Ali b. Musa al-Rida (a), "'Ali b. Musa al-Rida (a) was martyred by the poison al-Ma'mun gave him. This happened on a Saturday in 203/818."
After Imam's (a) martyrdom, al-Ma'mun buried the body in the house of Humayd b. Qahtaba al-Ta'i (Buq'at al-Haruniyya) in the village of Sanabad. Today, the holy shrine of Imam al-Rida (a) is located in Mashhad, Iran.
One of the reasons that al-Ma'mun was convinced to Imam al-Rida (a) was Imam's (a) victory over different scholars in sessions of debate.
Another reason mentioned is going of Imam al-Rida (a) to the prayer of Eid. Regarding people's great reception of Imam (a) upon the prayer of Eid, as mentioned above, al-Ma'mun felt the danger and thought that existence of Imam (a) does not only solve any problems of him but it will inflame the situation so much against him. Therefore, he appointed surveillance agents for Imam (a) to prevent him do anything against al-Ma'mun.
Imam (a) was not afraid of al-Ma'mun and most of the time answered him in a way that annoyed him. This made al-Ma'mun angry and increased his enmity towards Imam (a), even though he did not showed it explicitly. It is narrated that when al-Ma'mun was expressing happiness upon one of his military victories, Imam al-Rida (a) told him, "O Amir al-Mu'minin! Fear God about the people of Muhammad (s) and what God has trusted to you. You have spoiled Muslims' affairs…"
Shrine of Imam Rida (a), Mashhad, Iran.
After the martyrdom of Imam al-Rida (a), Ma'mun ordered to bury the body of Imam (a) in the house of Humayd b. Qahtaba al-Ta'i (Haruniyya mausoleum) in the village of Sanabad. Today, the Shrine of Imam al-Rida (a) is located in the holy city of Mashhad in Iran and is visited by millions of Muslims from different countries every year.
Worshiping manner: It is mentioned that in the middle of scientific debates in which great personalities of different religions and denominations participated, Imam al-Rida (a) left the sessions as soon as he (a) heard the call of Adhan and answered to the request of the people for continuing the debates, saying that, "I will pray and come back." There are numerous reports about his worships at night and vigils. When Imam al-Rida (a) gifted his shirt to Di'bil b. 'Ali al-Khuza'i, told him, "take care of this shirt with which I have prayed a thousand rak'as every night for a thousand nights and wearing which, I have finished recitation of the Qur'an for a thousand times." Long prostrations of Imam (a) have also been reported.
Moral Conduct: There are many reports about the good manner of Imam (a) when associating with people. His kind manner and eating with servants even after being the crown prince are among these reports. Ibn Shahr Ashub narrated that one day Imam (a) went to a public bath. A person who did not know Imam (a), asked him to massage and wash his body and Imam (a) accepted and began to do what he asked. Others who saw this, introduced Imam (a) to that man and the man was very embarrassed and ashamed and apologized. Imam (a) calmed him down and continued massaging and washing him.
Upbringing conduct: In the conduct of Imam al-Rida (a), the role of children in the family was emphasized and cases such as the necessity of marriage with righteous spouse, good caring during pregnancy, naming children with good names and respecting them. Regarding Imam al-Rida's (a) care about associating with relatives, it is mentioned that whenever Imam (a) had a free time, gathered his relatives and spoke to them.
Scientific conduct: When Imam al-Rida (a) was in Medina, he (a) used to sit in the mosque of the Prophet (s) and those scholars who had scientific problems asked their questions from Imam (a). After Imam (a) went to Merv, he (a) answered many questions in debates. Moreover, Imam (a) held scientific gatherings in his house and in the mosque of Merv; but when his gatherings became crowded, Ma'mun ordered to shut them down and Imam (a) cursed him.
Imam (a) advised about health and medicine in his narrations. In these narrations, he (a) explained several concepts related to health and medicine and also discussed about preventing disease, proper eating habits, individual hygiene and treatments. Tibb al-Rida (a), also known as Risala al-Dhahabiyya contains pieces of advice in this regard.
Not hiding his opinion about Imamate: The period of Imam al-Rida's (a) Imamate did not require beliefs to be hidden, because the events about emergence of Waqifid movement had seriously endangered Shia community. Moreover, the few remaining followers of Fatahiyya were still active at the time of Imam al-Rida (a). Thus, Imam (a) kept away from the policy of taqiyya to some extent and explained about different aspects of Imamate more clearly. For example, the issue of obligatory obedience of Imam (a) was mentioned in religious and theological gatherings since the time of Imam al-Sadiq (a), but Imams (a) dealt with it by taqiyya. Imam al-Rida (a) introduced himself Muftarad al-Ta'a (obedience of whom is obligatory) without "fearing the oppressor" (as mentioned in hadiths). However, Imam (a) asked Shia to "be God-wary and do not spread our words in public."
Also in answer to a letter of Ma'mun, in which he had asked Imam (a) to write for him about the truth of Islam, Imam (a) began by discussing about the Unity of God and Prophethood of the Prophet (s), Imamate of Imam Ali (a) and the 11 Imams (a) after him and for them, he (a) used the phrase "al-Qa'im bi-amr al-Muslimin" which means "the one responsible for the affairs of Muslims" for Imam (a).
In addition to Hadiths and reports narrated from Imam al-Rida (a) and his answers to people who referred to him for understanding scientific issues (as mentioned in books such as 'Uyun akhbar al-Rida (a) which has mentioned many of such issues), some authors have mentioned and attributed some works to Imam al-Rida (a), attribution of which require sufficient proofs and authenticity of some of which is not verifiable.
Al-Fiqh al-Radawi is among such works which researchers and scholars have not accepted that this book may be written by Imam al-Rida (a).
Another work which has been attributed to Imam al-Rida (a) is Risalat al-Dhahabiyya in Medicine. It is said that Imam (a) sent this treatise to al-Ma'mun in 201/817, and to show its importance, al-Ma'mun ordered to write it by gold and keep it in the treasure house of Dar al-Hikma. This is why they call it Risalat al-Dhahabiyya (the golden treatise). Many scholars have written commentaries on this treatise.
Another work that is attributed to Imam al-Rida (a) is Sahifat al-Rida (a) in Fiqh, attribution of which to Imam (a) is not proved.
Another book which has been attributed to Imam al-Rida (a) is Mahd al-Islam wa shara'i' al-din and apparently there is no certainty that Imam (a) has written it.
Ibn Hajar, "al-Rida (a) had a noble lineage and was a man of knowledge and great merits." Ibn Hajar mentions Abu Bakr b. Khuzayma (a leader of the people of tradition) and Abu Ali al-Thaqafi among other great Sunni scholars who visited the grave of Imam al-Rida (a). The narrator of this story (who narrated it for Ibn Hajar) said, "Abu Bakr b. Khuzayma paid so much respect to this shrine and humbly cried before it that we were surprised."
Al-Yafi'i, "The grand and dignified Imam, from the lineage of noble leaders, Abu l-Hasan 'Ali b. Musa al-Kazim b. Ja'far al-Sadiq b. Muhammad al-Baqir b. Zayn al-'Abidin 'Ali b. al-Husayn b. 'Ali b. Abi Talib is one of the twelve Imams (a), owners of merits and those Twelver Shia are attributed to..."
Ibn Hibban wrote, "His grave is in Sanabad, out of Nawqan beside the grave of Rashid and is being visited; and I have visited it many times and when I was in Tus and I faced no problem except that I visited the grave of 'Ali b. Musa al-Rida (a), may peace by upon him and his forefather, and called God there and my problem was solved and my supplication was answered. I have experienced this many times and I have found it this way. May God make us die having the love of al-Mustafa (s) and his household (a), may Allah's peace be upon him and all his family."
For the full text, see Ziyarah text of Imam 'Ali b. Musa al-Rida (a).
Ibn al-Najjar al-Baghdadi said, "He (a) had such a great position in knowledge and religion that when he (a) was twenty-some years old, he (a) gave fatwa in the mosque of the Prophet (s)."
↑ Mufīd, al-Irshād, vol. 2, p. 261; Ibn Shahr Āshūb, Manāqib Āl Abī Ṭālib, vol. 4, p. 363.
↑ Ṣadūq, ʿUyūn akhbār al-Riḍā, vol. 1, p. 13.
↑ Amīn, Aʿyān al-Shīʿa, vol. 2, p. 545.
↑ Faḍl Allāh, Taḥlīlī az zindigānī-yi Imām Riḍā, p. 43.
↑ Kulaynī, al-Kāfī, vol. 1, p. 486.
↑ ʿĀmilī, al-Ḥayāt al-sīyāsīyya li-l-Imām al-Riḍā, p. 168.
↑ Ṣadūq, ʿUyūn akhbār al-Riḍā, vol. 1, p. 14.
↑ Ṣadūq, ʿUyūn akhbār al-Riḍā, vol. 1, p. 16.
↑ Ṣadūq, ʿUyūn akhbār al-Riḍā, vol. 1, p. 41.
↑ Jaʿfarīyān, Ḥayāt-i fikrī wa sīyāsī-yi Imāmān-i Shīʿa, p. 425.
↑ Ṭabrisī, Iʿlām al-warā bi-aʿlām al-hudā, vol. 2, p. 91.
↑ Kulaynī, al-Kāfī, vol. 1, p. 492.
↑ Yāfiʿī, Mirʾāt al-jinān, vol. 2, p. 10.
↑ Ṭabarī, Tārīkh al-Ṭabarī, vol. 7, p. 149.
↑ Qarashī, Ḥayāt al-Imām ʿAlī ibn Mūsā al-Riḍā, vol. 2, p. 408.
↑ Suyūṭī, Tārīkh al-khulafāʾ, p. 226.
↑ Faḍl Allāh, Taḥlīlī az zindigānī-yi Imām Riḍā, p. 44.
↑ Sibṭ b. al-Jawzī, Tadhkirat al-khawāṣ, p. 123.
↑ Jaʿfarīyān, Ḥayāt-i fikrī wa sīyāsī-yi Imāmān-i Shīʿa, p. 426.
↑ Mufīd, al-Irshād, vol. 2, p. 271.
↑ Qummī, Muntahī al-āmāl, p. 1725-1726.
↑ Ṭabrisī, Iʿlām al-warā bi-aʿlām al-hudā, vol. 2, p. 41-42.
↑ Mufīd, al-Irshād, vol. 2, p. 248.
↑ Jaʿfarīyān, Ḥayāt-i fikrī wa sīyāsī-yi Imāmān-i Shīʿa, p. 427.
↑ Nawbakhtī, Firaq al-Shīʿa, p. 79.
↑ Kulaynī, al-Kāfī, vol. 8, p. 151.
↑ Ṭabrisī, Iʿlām al-warā bi-aʿlām al-hudā, vol. 2, p. 64.
↑ Motahari, Majmūʿih āthār-i ustād shahīd Motahari, vol. 18, p. 124.
↑ Jaʿfarīyān, Aṭlas-i Shīʿa, p. 95.
↑ Mufīd, al-Irshād, vol. 2, p. 259.
↑ Sadūq, Maʿānī l-akhbār, p. 371.
↑ Faḍl Allāh, Taḥlīlī az zindigānī-yi Imām Riḍā, p. 133.
↑ Ṭabrisī, al-Iḥtijāj, vol. 2, p. 396.
↑ Ṣadūq, ʿUyūn akhbār al-Riḍā, vol. 1, p. 152.
↑ See: Ṣadūq, ʿUyūn akhbār al-Riḍā, vol. 2, p. 172.
↑ Jaʿfarīyān, Ḥayāt-i fikrī wa sīyāsī-yi Imāmān-i Shīʿa, p. 443-444.
↑ ʿĀmilī, al-Ḥayāt al-sīyāsīyya li-l-Imām al-Riḍā, p. 169.
↑ Ṭabrisī, Iʿlām al-warā bi-aʿlām al-hudā, vol. 2, p. 41.
↑ See: Qarashī, Ḥayāt al-Imām ʿAlī ibn Mūsā al-Riḍā, vol. 2, p. 503-504.
↑ Yaʿqūbī, Tārīkh al-Yaʿqūbī, vol. 2, p. 469.
↑ Yaʿqūbī, Tārīkh al-Yaʿqūbī, vol. 2, p. 471.
↑ Mufīd, al-Irshād, vol. 2, p. 270.
↑ Ṣadūq, ʿUyūn akhbār al-Riḍā, vol. 2, p. 245.
↑ ʿĀmilī, al-Ḥayāt al-sīyāsīyya li-l-Imām al-Riḍā, p. p. 202.
↑ Ibn Ḥibbān, al-Thiqāt, vol. 8, p. 456-457.
↑ Jaʿfarīyān, Ḥayāt-i fikrī wa sīyāsī-yi Imāmān-i Shīʿa, p. 443.
↑ Jaʿfarīyān, Ḥayāt-i fikrī wa sīyāsī-yi Imāmān-i Shīʿa, p. 444-445.
↑ ʿAṭārudī, Musnad al-Imām al-Riḍā, vol. 1, p. 84-85.
↑ Dakhīl, Aʾimmatu-nā: Sīrat al-Aʾimma al-ithnā ʿashar, vol. 2, p. 76-77.
↑ Ṣadūq, ʿUyūn akhbār al-Riḍā, vol. 1, p. 172.
↑ Ṣadūq, ʿUyūn akhbār al-Riḍā, vol. 2, p. 184.
↑ Ṭūsī, al-Amālī, p. 359.
↑ Ṣadūq, ʿUyūn akhbār al-Riḍā, vol. 2, p. 17.
↑ Ṣadūq, ʿUyūn akhbār al-Riḍā, vol. 2, p. 159.
↑ Ibn Shahr Āshūb, Manāqib Āl Abī Ṭālib, vol. 4, p. 362.
↑ Kulaynī, al-Kāfī, vol. 5, p. 327.
↑ Kulaynī, al-Kāfī, vol. 6, p. 23.
↑ Kulaynī, al-Kāfī, vol. 6, p. 19.
↑ Nūrī, Mustadrak al-wasāʾil, vol. 15, p. 170.
↑ Ṣadūq, ʿUyūn akhbār al-Riḍā, vol. 2, p. 172.
↑ Kulaynī, al-Kāfī, vol. 1, p. 187.
↑ Faḍl Allāh, Taḥlīlī az zindigānī-yi Imām Riḍā, p. 187.
↑ Faḍl Allāh, Taḥlīlī az zindigānī-yi Imām Riḍā, p. 96.
↑ Faḍl Allāh, Taḥlīlī az zindigānī-yi Imām Riḍā, p. 196.
↑ See: Qarashī, Ḥayāt al-Imām ʿAlī ibn Mūsā al-Riḍā.
↑ Ibn Ḥajar al-ʿAsqalānī, Tahdhīb al-tahdhīb, vol. 7, p. 389.
↑ Ibn Ḥajar al-ʿAsqalānī, Tahdhīb al-tahdhīb, vol. 7, p. 388.
↑ Ibn Ḥibbān, al-Thiqāt, vol. 8, p. 457.
↑ Ibn al-Najjār, Dhayl Tārīkh Baghdād, vol. 4, p. 135.
ʿĀmilī, al-Sayyid Jaʿfar Murtaḍā. Al-Ḥayāt al-sīyāsīyya li-l-Imām al-Riḍā. Beirut: al-Markaz al-Islāmī li-l-Dirāsāt, 1430 AH.
Amīn, Sayyid Muḥsin. Aʿyān al-Shīʿa. Beirut: Dār al-Tʿāruf li-l-Maṭbūʿāt, 1418 AH.
ʿAṭārudī, ʿAzīz Allāh. Musnad al-Imām al-Riḍā. Beirut: Dār al-Ṣafwa, 1413 AH.
Dakhīl, ʿAlī Muḥammad ʿAlī al-. Aʾimmatu-nā: Sīrat al-Aʾimma al-ithnā ʿashar. Qom: Muʾassisat Dār al-Kitāb al-Islāmī, 1429 AH.
Faḍl Allāh, Muḥammad Jawād. Taḥlīlī az zindigānī-yi Imām Riḍā. Translated by Muḥammad Ṣādiq ʿĀrif. Mashhad: Āstān-i Quds-i Raḍawī, 1377 Sh.
Ibn al-Najjār, Muḥibb al-Dīn. Dhayl Tārīkh Baghdād. Edited by Muṣṭafā ʿAbd al-Qādir. Beirut: Dār al-Kutub al-ʿIlmīyya, 1417 AH.
Ibn Ḥajar al-ʿAsqalānī. Tahdhīb al-tahdhīb. Beirut: Dār Ṣādir, n.d.
Ibn Ḥibbān. Al-Thiqāt. Hyderabad: Maṭbiʿat Majlis Dāʾirat al-Maʿārif al-ʿUthmānīyya, 1402 AH.
Ibn Shahr Āshūb, Muḥammad b. ʿAlī. Manāqib Āl Abī Ṭālib. Qom: Nashr-i ʿAllāma, n.d.
Jaʿfarīyān, Rasūl. Aṭlas-i Shīʿa. Tehran: Sāzmān-i Jughrāfīyāyi-yi Nīrūhā-yi Musallah, 1387 Sh.
Kulaynī, Muḥammad b. Yaʿqūb al-. Al-Kāfī. Edited by ʿAlī Akbar Ghaffārī. Fifth edition. Tehran: Islāmīyya, 1363 Sh.
Motahari, Murtaḍā. Majmūʿih āthār-i ustād shahīd Motahari. Tehran: Intishārāt-i Ṣadrā, 1381 Sh.
Mufīd, Muḥammad b. Muḥammad al-. Al-Irshād fī maʿrifat ḥujaj Allāh ʿala l-ʿibād. Qom: al-Muʾtamar al-ʿĀlamī li-Alfīyat al-Shaykh al-Mufīd, 1372 Sh.
Nawbakhtī, al-Ḥasan b. Mūsā al-. Firaq al-Shīʿa. Najaf: al-Ḥaydarīyya, 1355 AH.
Nūrī, Ḥusayn b. Muḥammad Taqī al-. Mustadrak al-wasāʾil. Beirut: Muʾassisat Āl al-Bayt li-Iḥyāʾ al-Turāth, 1408 AH.
Qarashī, Bāqir Sharīf al-. Ḥayāt al-Imām ʿAlī ibn Mūsā al-Riḍā. Qom: Mihr-i Dildār, 1429 AH.
Qummī, Shaykh ʿAbbās. Muntahī al-āmāl. Edited by Nāsir Bāqirī. Qom: Dalīl-i Mā, 1379 Sh.
Ṣadūq, Muḥammad b. ʿAlī al-. Maʿānī l-akhbār. Qom: Daftar-i Intishārāt-i Islāmī, 1403 AH.
Sibṭ b. al-Jawzī, Yūsuf b. Qazāwughlī. Tadhkirat al-khawāṣ. Qom: Manshūrāt al-Sharīf al-Raḍī, n.d.
Suyūṭī, ʿAbd al-Raḥmān b. Abī Bakr al-. Tārīkh al-khulafāʾ. Edited by Ḥamdī al-Damirdāsh. Riyadh: Maktabat Nazār Muṣṭafā al-Bāz, 1425 AH.
Ṭabarī, Muḥammad b. Jarīr al-. Tārīkh al-Ṭabarī. Beirut: Muʾassisat al-Aʿlamī li-l-Maṭbūʿāt, n.d.
Ṭabrisī, Aḥmad b. ʿAlī al-. Al-Iḥtijāj. Edited by al-Sayyid Muḥmmad Baqir al-Mūsawī. Mashhad: Nashr-i Saʿīd, 1403 AH.
Ṭūsī, Muḥammad b. al-Ḥasan al-. Al-Amālī. Qom: Dār al-Thaqāfa, 1414 AH.
Yāfiʿī, ʿAbd Allāh b. Asʿad al-. Mirʾāt al-jinān. Beirut: Dār al-Kutub al-ʿIlmīyya, 1417 AH.
Yaʿqūbī, Aḥmad b. Isḥāq al-. Tārīkh al-Yaʿqūbī. Translated by Muḥammad Ibrāhīm Āyatī. Tehran: ʿIlmī wa Farhangī, 1378 Sh.


As your local Farmers® agent in McHenry, IL, I help customers like you identify the insurance coverage that best fits your needs. This process is straightforward and personalized to help make you smarter about insurance. I have the knowledge and experience to help you better understand your coverage options--whether that's auto, home, renters, life insurance, business insurance and more. Stop in or call, or reach out via email, so we can get to know each other and begin the process of putting together the insurance program that is right for you!
Give me a call at (815) 363-7505 and I'll be happy to answer any questions you might have.


IL-SSA and SSA are working to defeat legislation that would require storage operators to provide income and expense data to the county assessor's office on an annual basis. If you have not done so already, please immediately submit a witness slip here to voice your opposition to the bill. The witness slip will give you the option either include your opposition on the record, provide oral testimony at the hearing, or provide written testimony prior to the hearing.
With the support of its Code Committee, the Self Storage Association successfully pursued several key changes to the 2021 International Building Code.
An exception has been added to IBC Section 2902.3.3 to permit an increase in the location (to greater than every other floor) and maximum distance of travel (to greater than 500 ft) for restrooms. The location and travel distance must be approved by the code official.
The maximum allowable height of sprinklered facilities made of Type IIB materials (unprotected steel) and Type IIIB materials (noncombustible or fire-retardant-treated wood stud exterior walls and any interior construction) has been increased from 3 stories to 4 stories. The Code continues to have total floor and building square footage limits.
Pursuant to modified IBC Section 903.2.9, storage facilities are exempt from the automatic sprinkler system requirement if: (1) the total fire area is 12,000 sq. ft. or less; (2) the combined total fire areas are 24,000 sq. ft. or less; (3) the facility is no greater than one story above grade plane; and (4) all storage spaces are accessed directly from the exterior.
These changes go into effect as they are adopted by local and state governments over the next several years. Prior to the adoption on the local and state level, storage developers can request that the code official rely on the 2021 changes as acceptable alternative methods of construction pursuant to section 104.11 of the existing International Building Code.
Please email Joe Doherty with any questions or to receive supporting documentation for these changes.
Agree not to distribute, sell or reproduce lease agreement to or for any person or entity not entitled to use the Lease.


3 Who can Apply for this competition?
4 How to Apply for India Skills Competition 2018?
WorldSkills India is an comprehensive initiative of the National Skill Development Corporation (NSDC) and supported by the Ministry of Skill Development and Entrepreneurship, Government of India. NSDC, with this WorldSkills India initiative is preparing the youth for the active participation at WorldSkills International competitions since 2011.
NSDC is helping out the youth to polish their skills so that they can finally represent India at the WorldSkills International Competitions.
The next WorldSkills Competition is going to be held in August 18, 2019 to August 23, 2019 in Kazan, Russia.
The main aim of this India Skill India initiative by National Skill Development Corporation is to motivate the youth to pursue vocational education and to provide global exposure to them.
This initiative will provide a chance to the youth to demonstrate their talent at India Skills Competition 2018.
Who can Apply for this competition?
There is no bar of education.
The various categories in which youths can showcase their talent are as follows: Wall & Floor Tiling, Cooking, Electronics, Wielding, Brick Laying, Graphic Designing, Beauty Therapy, Web Designing, IT Software Solution for business, etc. There are a total of 52 skills in which a candidate can participate.
How to Apply for India Skills Competition 2018?
The last day for registration is 10th February 2018.
You can also apply directly by following instructions given in this link.


text:
package com.linkedin.parseq.example.composite.classifier.client.impl;

import java.util.HashMap;
import java.util.Map;
import java.util.Set;

/**
 * @author Chris Pettitt (cpettitt@linkedin.com)
 */
public class TruthMapRequest extends AbstractRequest<Map<Long, Boolean>>
{
  private final String _name;
  private final int _remainder;
  private final Set<Long> _memberIds;

  public TruthMapRequest(final String name,
                         final int remainder,
                         final Set<Long> memberIds)
  {
    _name = name;
    _remainder = remainder;
    _memberIds = memberIds;
  }

  @Override
  public Map<Long, Boolean> getResponse()
  {
    final Map<Long, Boolean> result = new HashMap<Long, Boolean>();
    for (Long memberId : _memberIds)
    {
      result.put(memberId, memberId % 10 == _remainder);
    }
    return result;
  }

  @Override
  public String getName()
  {
    return _name;
  }
}

redpajama_set_name: RedPajamaGithub


text:
CXFA_ContentLayoutItem::CXFA_ContentLayoutItem(
    CXFA_Node* pNode,
    std::unique_ptr<CXFA_FFWidget> pWidget)
    : CXFA_LayoutItem(pNode, kContentItem), m_pFFWidget(std::move(pWidget)) {
  if (m_pFFWidget)
    m_pFFWidget->SetLayoutItem(this);
}

CXFA_ContentLayoutItem::~CXFA_ContentLayoutItem() {
  if (m_pFFWidget)
    m_pFFWidget->SetLayoutItem(nullptr);

  RemoveSelf();
}

CXFA_ContentLayoutItem* CXFA_ContentLayoutItem::GetFirst() {
  CXFA_ContentLayoutItem* pCurNode = this;
  while (auto* pPrev = pCurNode->GetPrev())
    pCurNode = pPrev;

  return pCurNode;
}

CXFA_ContentLayoutItem* CXFA_ContentLayoutItem::GetLast() {
  CXFA_ContentLayoutItem* pCurNode = this;
  while (auto* pNext = pCurNode->GetNext())
    pCurNode = pNext;

  return pCurNode;
}

void CXFA_ContentLayoutItem::InsertAfter(CXFA_ContentLayoutItem* pItem) {
  CHECK_NE(this, pItem);
  pItem->RemoveSelf();
  pItem->m_pNext = m_pNext;
  pItem->m_pPrev = this;
  m_pNext = pItem;
  if (pItem->m_pNext)
    pItem->m_pNext->m_pPrev = pItem;
}

void CXFA_ContentLayoutItem::RemoveSelf() {
  if (m_pNext)
    m_pNext->m_pPrev = m_pPrev;
  if (m_pPrev)
    m_pPrev->m_pNext = m_pNext;
}

CFX_RectF CXFA_ContentLayoutItem::GetRect(bool bRelative) const {
  CFX_PointF sPos = m_sPos;
  CFX_SizeF sSize = m_sSize;
  if (bRelative)
    return CFX_RectF(sPos, sSize);

  for (CXFA_LayoutItem* pLayoutItem = GetParent(); pLayoutItem;
       pLayoutItem = pLayoutItem->GetParent()) {
    if (CXFA_ContentLayoutItem* pContent = pLayoutItem->AsContentLayoutItem()) {
      sPos += pContent->m_sPos;
      CXFA_Margin* pMarginNode =
          pContent->GetFormNode()->GetFirstChildByClass<CXFA_Margin>(
              XFA_Element::Margin);
      if (pMarginNode) {
        sPos += CFX_PointF(pMarginNode->JSObject()->GetMeasureInUnit(
                               XFA_Attribute::LeftInset, XFA_Unit::Pt),
                           pMarginNode->JSObject()->GetMeasureInUnit(
                               XFA_Attribute::TopInset, XFA_Unit::Pt));
      }
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    }

    if (pLayoutItem->GetFormNode()->GetElementType() ==
        XFA_Element::ContentArea) {
      sPos +=
          CFX_PointF(pLayoutItem->GetFormNode()->JSObject()->GetMeasureInUnit(
                         XFA_Attribute::X, XFA_Unit::Pt),
                     pLayoutItem->GetFormNode()->JSObject()->GetMeasureInUnit(
                         XFA_Attribute::Y, XFA_Unit::Pt));
      break;
    }
    if (pLayoutItem->GetFormNode()->GetElementType() == XFA_Element::PageArea)
      break;
  }
  return CFX_RectF(sPos, sSize);
}

size_t CXFA_ContentLayoutItem::GetIndex() const {
  size_t szIndex = 0;
  const CXFA_ContentLayoutItem* pCurNode = this;
  while (auto* pPrev = pCurNode->GetPrev()) {
    pCurNode = pPrev;
    ++szIndex;
  }
  return szIndex;
}


text:
Latin Trade
Business Chile
Colombian politics drifts as Duque faces reality of government
Colombian deaths form latest twist in Odebrecht drama
Inside Facebook's dating experiment in Colombia
President's first 100 days marked by protests, tax reform failure and falling ratings
Gideon Long in Bogotá
When Iván Duque was sworn in as Colombia's president in August, hopes for his government were high.
A fresh-faced 42-year-old with years of experience at the Inter-American Development Bank, he was one of several pragmatic centre-right leaders to win power in Latin America as the leftist "pink tide" of the past decade retreated.
But three months on, and despite a relatively steady economy — with inflation within the central bank target at 3.3 per cent and growth of about 3 per cent expected next year — Mr Duque is finding governing the country far harder than winning the election.
Venezuelans fleeing crisis could reach 8m by end of 2020
FT interview: Colombia's president on Maduro, drugs and the economy
Colombia's Duque copes with region's worst neighbour
I'm the Andean Correspondent for the Financial Times, covering Colombia, Venezuela, Peru, Ecuador and Bolivia. I'm based in the Colombian capital Bogotá, where I've worked for the FT since May 2017. For the previous decade, I was based in Chile, working on a freelance basis for the BBC, The Economist and other major media outlets. I started as a journalist as a graduate trainee at Reuters in 1993. During 14 years there, I worked as a correspondent in Madrid, Rome, Dublin and Santiago as well as London. In 2005 and 2006 I worked on secondment in Iraq and Lebanon, covering the aftermaths of conflicts in both countries. I've also worked as a sports journalist, covering four football World Cups, two Copa Americas and the Olympics Games in Sydney, Athens and Turin.
You can contact me at:
gideon.long@ft.com
I'm the Andean Correspondent for The Financial Times, covering Colombia, Venezuela, Peru, Ecuador and Bolivia from the Colombian capital Bogotá. I've been doing the job since 2017. To access my FT work in full you'll need a subscription due to the newspaper's paywall policy. Aternatively you can browse my other freelance work here. If you have any questions, just ask!.
+Sports
+TV
© 2018 Gideon Long. All Rights Reserved

redpajama_set_name: RedPajamaCommonCrawl


text:
<TITLE>Review for Made (2001)</TITLE>
<LINK REL="STYLESHEET" TYPE="text/css" HREF="/ramr.css">

Made (2001)

reviewed by
Laura Clifford

MADE
----

Bobby (Jon Favreau, "Swingers") is an aspiring boxer who's intensely loyal
to his boyhood screwup buddy Ricky (Vince Vaughn, "Swingers"), his stripper
girlfriend Jess (Famke Janssen, "Rounders") and her young daughter Chloe
(Makenzie Vega, "The Family Man").  Bobby works as Jess's driver, but hates
having to watch her work.  When a guy gets too grabby at a private party,
Bobby boils over and a brawl ensues.  He's called in by Max (Peter Falk),
the local mob boss both he and Jess work for, and is given one last chance.
Against his better judgement (and a grudge for stolen carpet cleaning van),
Max allows Bobby to talk him into letting him partner with Ricky, but only
if he'll vouch for him, in writer/director Jon Favreau's "Made."

Favreau brings together elements of his "Swingers" success and a good dose
of the cast of "The Sopranos" for his feature directorial debut, "Made."
While the sharp dialogue that made his "Swingers" script such a success
can be found in Bobby and Ricky's banter, the writer/director's story stumbles
for lack of character background.

"Made" is" a comedic buddy road movie where two disparate green guys are
sent to the Big Apple as hired thugs to play in the big leagues of what
they believe to be a major drug drop.  While Bobby is level-headed and
responsible, Ricky is an impulsive, none too bright, self-serving blow
hard who can only be counted on to screw up any situation in as spectacular
a manner as possible.

The first recipient of their Mutt and Jeff routine is their flight attendant,
who finally puts Ricky in his place when he attempts to have her round up
women for their first class convenience.  Driver Jimmy (Vincent Pastore,
Big Pussy in "The Sopranos") amazedly keeps darting his eyes in the rear
view as Ricky plays with opening and closing the barrier between limo driver
and passengers.  Jimmy acts big with their bell boy (Sam Rockwell, "Box of
Moonlight"), flashing money for a room upgrade.  He begins squandering
their per diem by ordering room service - from Bobby's room, of course.

They're brought to meet Max' client Ruiz (Sean 'Puffy' Combs), whom
Ricky immediately riles.  Given a second chance, Ruiz' right hand man
Horrace (Faizon Love, "The Replacements") tries to help the duo out, but
is horrified when Ricky uses the inside info he's given him on their
drop 'the Welshman' (David O'Hara, "Braveheart"), making fools of them
all.  Eventually, they do all make their way to the final meet in
Brooklyn with surprising results, only to be met with even more surprising
results on their return home to Jersey.

Favreau and Vaughn reprise their "Swingers" personas and their banter is
always entertaining.  However, Ricky's character is such a total jerk and
so completely unreliable that it's nonsensical that Bobby would ever
vouch for the guy.  Favreau the writer never provides anything that would
explain why Bobby would be so beholden to Ricky, an essential flaw of
his story, unless he means to portray Bobby as a complete patsy.  This
last supposition isn't implausible, given how Bobby's other relationships
are resolved and while the final scene provides a funny wrapup, the film
itself becomes instantly forgettable.

Favreau's blessed with a supporting cast who can't be faulted for his
story flaws.  Sean Combs is surprisingly natural as Ruiz, smooth and
intimidating, but not too intimidating.  Faizon Love is likeable as
Horrace and Pastore has reassuring presence as Jimmy.  Janssen is as
good as she can be with her underwritten character.  Makenzie Vega is a
child actress to watch.  Falk is stern and little else.  The film also
features Federico Castelluccio (Furio in "The Sopranos") as a bouncer
and Drea de Matteo (Adriana in "The Sopranos") as a party girl.  Jennifer
Esposito ("Summer of Sam") is the girl who changes her mind about Ricky.

Favreau employed no less a cinematographer than Christopher Doyle whose
stylish work in Wong Kar Wei's "In the Mood for Love" is replaced by meat
and potatoes treatment here.

Bobby and Ricky's squabbling routine is funny stuff.  Too bad Favreau's
"Made" never gives them a reason for being together.

C

For more Reeling reviews visit www.reelingreviews.com

laura@reelingreviews.com
robin@reelingreviews.com

==========
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Isocyanates are starting materials for polyurethane, which is used among others in varnishes, adhesives and polyurethane foam. Occupational exposure to isocyanates can lead to allergic respiratory complaints. The aim is to limit this risk to 1%.
The Expert Committee on Occupational Safety (DECOS) of the Health Council of the Netherlands has estimated the isocyanate air concentration corresponding with this risk level. The Committee recommends for di- and triisocyanates (isocyanates with two or three NCO-groups) a concentration of 0.1 µg NCO/m3. NCO represents the reactive group that is present in all types of isocyanates. The Committee further recommends to take into account that dermal contact can contribute to the development of allergic complaints.


text:
Radio Vitez je regionalna radijska postaja čije je sjedište u Vitezu. Emitira na hrvatskom jeziku na 91,3 MHz stereo. Postaja se čuje na prostoru Lašvanske doline.

Povijest
Eksperimentalni program počeli su emitirati travnja 1992. godine iz podrumskih prostorija zgrade općine Viteza. Postaja se održavala entuzijazmom novinara – amatera i vrlo malim brojem profesionalnih radnika, uz oskudnu tehniku za emitiranje. I u takvim uvjetima postaja je odigrala važnu ulogu u najtežim godinama rata na području Lašvanske doline. Nakon dva mjeseca pokusna faza je bila gotova i kao službeni nadnevak početka rada Radio Viteza uzima se 15. lipnja 1992. godine, od kada se radi na profesionalnijoj opremi i u drugim uvjetima.

Program emitira i na internetu. Radio Vitez proizvodi vlastiti 24 - satni program, uz suradnju s brojnim poznatim radijskim kućama iz zemlje i inozemstva. Programsku shemu čine: informativne emisije koje daju lokalne vijesti, vijesti iz BiH, vijesti iz svijeta, zanimljivosti, šport, glazba, kontakt programi, politike, obrazovanja, kulture. Radio Vitez je u svojim studijskim emisijama ugostio mnoge značajnije osobe političkog, kulturnog, gospodarskog, športskog i društvenog života. Glazbeni program čini inozemna i domaća zabavna glazba. Teže program profilirati program prema mlađoj, aktivnoj populaciji i poslovnim ljudima.

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 Službene stranice
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Radijske postaje na hrvatskom jeziku u Bosni i Hercegovini

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text:
Pearson BTEC National Applied Generals (reformed)
The QIP covers all Pearson BTEC National Applied General qualifications that meet the full requirements set by the Department for Education (DfE) and contribute towards performance measures from 2018.
Wales (Wales now has a separate approval process and so it may be that not all BTEC Nationals are approved for use in Wales)
The Department for Education (DfE) describe Applied General qualifications as follows:
Applied General qualifications are rigorous advanced (level 3) qualifications that allow 16 to 19 year old students to develop transferable knowledge and skills. They are for students who want to continue their education through applied learning. Applied general qualifications allow entry to a range of higher education courses, either by meeting the entry requirements in their own right or being accepted alongside and adding value to other qualifications at level 3 such as A levels. Higher education institutions, such as universities, have pledged support for all approved applied general qualifications listed.
Some vocational qualifications offered at Level 3 have been reformed as a result of changes to school performance tables. Vocational qualifications must meet the criteria set by the Department for Education (DfE) in order to count towards school performance tables. These reforms mean that 91% of the Level 3 qualifications that previously counted towards school performance tables were removed from performance tables in 2016.
For accountability purposes, vocational qualifications are now be classified as:
Applied General qualifications: The purpose of these qualifications is to provide a broader vocational education. They 'are designed for students wanting to continue their education through applied learning.' These qualifications must meet a number of criteria, including endorsement by at least three universities and colleges.
Tech Level qualifications: The purpose of these qualifications is to lead to a 'recognised occupation'. Examples provided by the DfE include engineering, accounting, construction, manufacturing, agriculture and IT. These qualifications must meet a number of criteria, including the endorsement of five employers registered at Companies House.
The reform to vocational qualifications is being conducted in two stages: an interim stage and full stage. Each of these stages introduced new criteria for vocational qualifications to meet in order to count towards school performance tables.
The first teaching of the qualifications reformed on an interim basis was from 2014 and these counted towards school performance tables in 2016. Only qualifications that meet the full criteria count towards performance tables from 2018. Schools and colleges may offer qualifications that are not included in the performance tables, if the qualifications are approved for teaching by the Secretary of State under Section 96:.
Read Section 96
The characteristics that must be met by Applied General qualifications as detailed in the DfE criteria are as follows:
Interim Requirement (for qualifications counting in 2016 performance tables)
Full Requirement (for qualifications counting in 2018 performance tables)
A. Declared Purpose
B. Size
C. Recognition
D. Synoptic Assessment
E. External Assessment
F. Grading
G. Employer involvement (Technical Level Qualifications only)
H. Progression
I. Proven Track Record
These changes include, but are not limited to:
Size: Applied General qualifications must require at least 150 guided learning hours (GLH). Tech Level qualifications must require at least 300 GLH.
Appropriate content: A qualification specification must state the specific content that students must pass to achieve the qualification. Mandatory content and the associated contribution to the overall grade must make up at least:
60% of an Applied General
40% of a Tech Level
Appropriate assessment: Applied General must have at least 40% external assessment. Tech Levels must have 30% external assessment. Students will also be given one opportunity to resit.
Synoptic assessment.
Grading: All vocational qualifications must be graded using three grading points or more, such as Distinction/Merit/Pass.
Further information about Applied General qualifications, and the range of qualifications that meet these requirements, can be found on the DfE website.
Read more information on the DfE website
Regulation of Applied General and Tech Level qualifications
The regulation of Applied General and Tech level qualifications delivered in England is the responsibility of Ofqual.
The regulatory approach undertaken for Applied General and Tech level qualifications differs to A levels. This is because there are no specific qualification-level criteria for Applied Generals, as there are for GCSEs, AS and A levels currently. Applied Generals is a category introduced by the Department for Education for accountability purposes rather than a specific type of regulated qualification. To be included in the Applied General category, qualifications have to demonstrate particular features outlined in the table above.
Applied General qualifications must comply with Ofqual's general rules, as is the case with all regulated qualification.
Pearson (Edexcel)
Qualification codes
601/9042/5 (Pearson BTEC Level 3 National Certificate in Applied Law (180 GLH))
603/3057/0 (Pearson BTEC Level 3 National Certificate in Applied Psychology (180 GLH))
601/7434/1 (Pearson BTEC Level 3 National Certificate in Applied Science (180 GLH))
603/0448/0 (Pearson BTEC Level 3 National Certificate in Art and Design (180 GLH))
601/7155/8 (Pearson BTEC Level 3 National Certificate in Business (180 GLH))
603/0446/7 (Pearson BTEC Level 3 National Certificate in Computing (180 GLH))
603/1197/6 (Pearson BTEC Level 3 National Certificate in Engineering (180 GLH))
601/7413/4 (Pearson BTEC Level 3 National Certificate in Enterprise and Entrepreneurship (180 GLH))
601/7193/5 (Pearson BTEC Level 3 National Certificate in Health and Social Care (180 GLH))
601/7574/6 (Pearson BTEC Level 3 National Certificate in Information Technology (180 GLH))
603/3027/2 (Pearson BTEC Level 3 National Certificate in Music Performance (180 GLH))
601/7231/9 (Pearson BTEC Level 3 National Certificate in Performing Arts (180 GLH))
603/0458/3 (Pearson BTEC Level 3 National Certificate in Sport (180 GLH))
603/1224/5 (Pearson BTEC Level 3 National Certificate in Travel and Tourism (180 GLH))
603/3040/5 (Pearson BTEC Level 3 National Extended Certificate in Applied Human Biology (360 GLH))
601/9043/7 (Pearson BTEC Level 3 National Extended Certificate in Applied Law (360 GLH))
603/3058/2 (Pearson BTEC Level 3 National Extended Certificate in Applied Psychology (360 GLH))
601/7436/5 (Pearson BTEC Level 3 National Extended Certificate in Applied Science (360 GLH))
601/7228/9 (Pearson BTEC Level 3 National Extended Certificate in Art and Design (360 GLH))
601/7159/5 (Pearson BTEC Level 3 National Extended Certificate in Business (360 GLH))
601/7569/2 (Pearson BTEC Level 3 National Extended Certificate in Children's Play, Learning and Development (360 GLH))
601/7341/5 (Pearson BTEC Level 3 National Extended Certificate in Computing (360 GLH))
601/7467/5 (Pearson BTEC Level 3 National Extended Certificate in Creative Digital Media Production (360 GLH))
601/7584/9 (Pearson BTEC Level 3 National Extended Certificate in Engineering (360 GLH))
601/7414/6 (Pearson BTEC Level 3 National Extended Certificate in Enterprise and Entrepreneurship (360 GLH))
601/7197/2 (Pearson BTEC Level 3 National Extended Certificate in Health and Social Care (360 GLH))
601/7575/8 (Pearson BTEC Level 3 National Extended Certificate in Information Technology (360 GLH))
601/7090/6 (Pearson BTEC Level 3 National Extended Certificate in Music Performance (360 GLH))
601/7233/2 (Pearson BTEC Level 3 National Extended Certificate in Performing Arts (360 GLH))
601/7218/6 (Pearson BTEC Level 3 National Extended Certificate in Sport (360 GLH))
603/0444/3 (Pearson BTEC Level 3 National Extended Certificate in Sport and Exercise Science (360 GLH))
601/9023/1 (Pearson BTEC Level 3 National Extended Certificate in Travel and Tourism (360 GLH))
601/7438/9 (Pearson BTEC Level 3 National Foundation Diploma in Applied Science (510 GLH))
601/7230/7 (Pearson BTEC Level 3 National Foundation Diploma in Art and Design (510 GLH))
601/7161/3 (Pearson BTEC Level 3 National Foundation Diploma in Business (510 GLH))
601/7343/9 (Pearson BTEC Level 3 National Foundation Diploma in Computing (510 GLH))
601/7468/7 (Pearson BTEC Level 3 National Foundation Diploma in Creative Digital Media Production (510 GLH))
601/7591/6 (Pearson BTEC Level 3 National Foundation Diploma in Engineering (540 GLH))
603/0301/3 (Pearson BTEC Level 3 National Foundation Diploma in Enterprise and Entrepreneurship (510 GLH))
603/0251/3 (Pearson BTEC Level 3 National Foundation Diploma in Forensic Investigation (510 GLH))
601/7199/6 (Pearson BTEC Level 3 National Foundation Diploma in Health and Social Care (510 GLH))
601/7576/X (Pearson BTEC Level 3 National Foundation Diploma in Information Technology (510 GLH))
601/7235/6 (Pearson BTEC Level 3 National Foundation Diploma in Performing Arts (510 GLH))
601/7220/4 (Pearson BTEC Level 3 National Foundation Diploma in Sport (540 GLH))
603/0443/1 (Pearson BTEC Level 3 National Foundation Diploma in Sport and Exercise Science (510 GLH))
601/9024/3 (Pearson BTEC Level 3 National Foundation Diploma in Travel and Tourism (510 GLH))
601/7435/3 (Pearson BTEC Level 3 National Diploma in Applied Science (720 GLH))
603/0447/9 (Pearson BTEC Level 3 National Diploma in Art and Design (720 GLH))
601/7157/1 (Pearson BTEC Level 3 National Diploma in Business (720 GLH))
603/0445/5 (Pearson BTEC Level 3 National Diploma in Computing (720 GLH))
601/7528/X (Pearson BTEC Level 3 National Diploma in Enterprise and Entrepreneurship (720 GLH))
603/0246/X (Pearson BTEC Level 3 National Diploma in Forensic and Criminal Investigation (720 GLH))
601/7194/7 (Pearson BTEC Level 3 National Diploma in Health and Social Care (720 GLH))
603/0455/8 (Pearson BTEC Level 3 National Diploma in Information Technology (720 GLH))
601/7232/0 (Pearson BTEC Level 3 National Diploma in Performing Arts (720 GLH))
603/0460/1 (Pearson BTEC Level 3 National Diploma in Sport (720 GLH))
601/7421/3 (Pearson BTEC Level 3 National Diploma in Sport and Exercise Science (720 GLH))
601/7437/7 (Pearson BTEC Level 3 National Extended Diploma in Applied Science (1080 GLH))
601/7229/0 (Pearson BTEC Level 3 National Extended Diploma in Art and Design (1080 GLH))
601/7160/1 (Pearson BTEC Level 3 National Extended Diploma in Business (1080 GLH))
601/7342/7 (Pearson BTEC Level 3 National Extended Diploma in Computing (1080 GLH))
601/7469/9 (Pearson BTEC Level 3 National Extended Diploma in Creative Digital Media Production (1080 GLH))
603/0303/7 (Pearson BTEC Level 3 National Extended Diploma in Enterprise and Entrepreneurship (1080 GLH))
603/0247/1 (Pearson BTEC Level 3 National Extended Diploma in Forensic and Criminal Investigation (1080 GLH))
601/7198/4 (Pearson BTEC Level 3 National Extended Diploma in Health and Social Care (1080 GLH))
603/0454/6 (Pearson BTEC Level 3 National Extended Diploma in Information Technology (1080 GLH))
601/7234/4 (Pearson BTEC Level 3 National Extended Diploma in Performing Arts (1080 GLH))
603/0459/5 (Pearson BTEC Level 3 National Extended Diploma in Sport (1080 GLH))
601/7422/5 (Pearson BTEC Level 3 National Extended Diploma in Sport and Exercise Science (1080 GLH))
There are five different sizes of Pearson BTEC National qualifications:
Extended Certificate
Extended Diploma
Not all subjects have qualifications at each size.
The specifications are modular in structure and are made up of a series of units, categorised by their guided learning hours (GLH).
For more detailed information on the units/structure of a Pearson BTEC National, you should review the specification of the individual qualification you are interested in on the Pearson website.
Visit the Pearson website
Applied law
Childcare and development
Enterprise and entrepreneurship
Sport and exercise science(s)
Forensic & criminal investigation
Applied science has pathways in biomedical science, analytical & forensic science and physical science
Art & design has some units in common with Tech Levels in photography, graphics, 3D design & crafts, fashion design & production.
Computing has some units in common with Tech Levels in computing for creative industries, computer science, computer systems & network support and business information systems.
Creative digital media production has some units in common with Tech Levels in film & television production, film & television visual effects, sound production, interactive publishing and digital games design & development.
Engineering has units in common with Tech Levels in engineering, aeronautical engineering, computer engineering, electrical & electronic engineering, manufacturing engineering and mechanical engineering.
Enterprise & entrepreneurship has some units in common with business
Forensic investigation and forensic & criminal investigation have units in common with applied science
Health & social care has a pathway in health studies.
Performing arts has pathways in acting, dance and musical theatre.
Sport has units in common with the Tech Level in fitness services.
Level 3 qualifications are regulated to the Regulated Qualifications Framework (RQF).
Internally assessed units are graded Pass (P), Merit (M), and Distinction (D).
Externally assessed units are graded Near Pass (N), Pass (P), Merit (M), and Distinction (D).
The grades for each unit are allocated points, which are proportionate to the size of the unit. The unit grades achieved by a student are converted into points and added together to determine the final overarching qualification grade.
The overall qualifications are graded as follows:
Certificate: P, M, D, D*
Extended Certificate: P, M, D, D*
Foundation Diploma: P, M, D, D*
Diploma: PP, MP, MM, DM, DD, D*D, D*D*
Extended Diploma: PPP, MPP, MMP, MMM, DMM, DDM, DDD, D*DD, D*D*D, D*D*D*
As noted in Education Context, to be classified as an Applied General qualification the qualification in question must meet certain criteria. This includes:
A minimum of 40% external assessment
A minimum of 60% mandatory core content
An element of synoptic assessment
There is a single resit opportunity
For BTEC Nationals, units are designated as internally, externally or synoptically assessed. Internally assessed units are 60 or 90 GLH and externally assessed units are 90 or 120 GLH.
Externally assessed units are set and marked by Pearson, and at least a part of the assessment is carried out under supervised conditions.
External assessments may include:
tasks involving an additional activity (e.g. research or an investigation) prior to the supervised part of the assessment
tasks carried out under supervision over a number of sessions (students have no access to their materials between sessions)
Internally assessed units are assessed by teachers. They are contextualised using realistic, work-related scenarios, and may be provided by local employers. These units usually involve assignments, but may be exams. They may be in the form of:
written reports/business proposals,
solving and explaining a mathematical problem
reporting on the findings of a practical investigation
Each unit in a qualification has specified assessment and grading criteria. Assessment and grading are subject to external standards verification.
For more detailed assessment information, you should review the specification of the individual qualification you are interested in on the Pearson website.
All BTEC National Applied General qualifications have a minimum of 40% external assessment.
To achieve a Pass on a BTEC National qualification, students must achieve:
the points threshold for the Pass grade for the specific size of qualification
at least an N grade on all externally assessed units
at least a Pass grade on all of the internally assessed mandatory units
For specific grade ranges and unit information, you should review the specification of the individual qualification you are interested in on the Pearson website.
Externally assessed units
Students are allowed two resit opportunities
Internally assessed units
Only one resubmission of an assignment is allowed for internally assessed units. This must be done in the same academic year, within 15 working days of the student receiving the initial result.
Students who have failed their resubmission may retake the assessment by doing a different assignment, but achievement on this retake is capped at Pass grade only.
Certificate: 180 GLH
Extended Certificate: 360 GLH
Foundation Diploma: 510 or 540 GLH (depending on the subject)
Diploma: 720 GLH
Extended Diploma: 1080 GLH
Pearson BTEC Level 3 National Certificate (first teaching from September 2016)
D* 28
Pearson BTEC Level 3 National Extended Certificate (first teaching from September 2016)
Pearson BTEC Level 3 National Foundation Diploma (first teaching from September 2016)
Pearson BTEC Level 3 National Diploma (first teaching from September 2016)
D*D* 112
D*D 104
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
D*D*D* 168
D*D*D 160
D*DD 152
DDD 144
DDM 128
DMM 112
MMM 96
MMP 80
MPP 64
PPP 48
Applied General qualifications are advanced (Level 3) qualifications, mainly taken by 16-19 year old students who want to develop transferable knowledge and skills.
Popularity of Applied Generals has risen over recent years. The entry rate for the combined BTEC only and A level and BTEC groups was 6.0 per cent in 2016, up from 5.8 per cent in 2015.
There are a number of key considerations for HEPs when reviewing Applied General qualifications that meet the full DfE criteria from 2018:
These qualifications are fundamentally different to their predecessors and likely to result in students developing different skills and aptitudes. HEPs should review their understanding of these qualifications to ensure it remains up to date.
The dual running of the qualification may result in applicants declaring the incorrect version within their application. UCAS will be working to support applicants and advisers in this area.
The fully-reformed qualifications include both external and synoptic assessment, as well as changes to resit processes. These changes are likely to result in fewer students passing the qualification. Equally, it is likely that grade distributions will change. In light of this, HEPs may wish to review their entry requirements, offer making and decision-making strategies in relation to these qualifications.
Fully-reformed and interim-reformed qualifications will be delivered by schools and colleges at the same time (see 'Education context'). Therefore, HEPs may wish to consider their approach to setting and listing entry requirements for the specific qualifications.
A larger mandatory core means that HEPs who require certain levels of achievement in particular units or ask for specific units to satisfy subject knowledge requirements should familiarise themselves with the new content specifications to ensure that these requirements are still valid. It should be noted that not all students will be able to choose their optional units as they may be prescribed by the school or college, therefore HEPs should be cautious if requiring achievement in optional modules as part of their entry requirements, offer making and decision-making strategies.
External assessments are available twice a year, in December/January and May/June.
Most students will be taking at least one external assessment in the summer series of the second year of their programme. Therefore, HEPs will receive the vast majority of results for students taking these BTEC Nationals in August, at around the same time as they receive A level results.
Starting from 01 Sep 2016
These are current qualifications.
The results of Pearson BTEC National qualifications are reported to UCAS through Awarding Body Linkage (ABL).
View the results available through ABL
Pearson BTEC National qualifications differ in size; some may meet the entry requirements for higher education in their own right in a related area and some may need to be offered in conjunction with other Level 3 qualifications, for instance A levels. In addition, some higher education courses may require specific levels of achievement in particular units or ask for additional qualifications to satisfy subject knowledge requirements.
View DfE's technical guidance
Read the qualification specifications on the Pearson website


text:
← Cartographies of COVID-19: Our Unclear Path Forward
Bats over Urban Skylines →
June 5, 2020 · 12:59 pm
Distance Learning, Disrupted Learning & Social Eruptions
20. Increased anxiety at a pandemic was of course absent from the playbook which insisted on school closures as a preventive measure. Without much reflection or public debate, school closures had become part of the non-pharmaceutical response to pandemic since the days of H1N1 and the fears of and infectious outbreaks, long before the pandemic, as fears of the Avian Flu grew in a nation where 9/11 cast long shadows.
Whether public school closures provided the best way to ensure social distancing–or promised uncertain losses in a time when social infrastructure was increasingly frayed, and when pronounced social inequalities would become revealed as increasingly pronounced. The trauma of his disconnect was already oddly accentuated by the absence of much sense of continuity or socio-emotional context that schools may have once provided; the disruption of the school as a site of socio-emotional learning was, let's say, discounted in the fear of the virulence that the Bush team was trying to curtail. While the move to close the schools seemed evident, was there a lack of imagination in not moving to hybrid situations of alternate school-days, or transitioning to dividing the school to be able to visit the campus on different days?
Data on educational inequalities is abunant. But lack of imagination failed to see schools as possible sites of counseling, testing, and outreach, as well as needed food supplies. Although we are only coming to terms with the steep neurological implications of COVID-19 and the "coronavirus shutdown," the absence of any ways to mitigate or manage the psychological impact of the pandemic is striking, as the disparate rates of depression that it has provoked. We might ponder if better consideration of the data on educational inequalities might not have alerted members of the administration of the direct ties that school closures and increased learning gaps would pose to the inequalities that already existed throughout the American educational system, in which the place of public schools has come under such sustained attack: slated reductions of funding in the expansion of government aid to charters and private schools, partly under the banner of Educational Choice, will indeed intersect with the funds needed to ensure reopening of safe spaces of education in more distributed spaces with more personal protective equipment, including masks, sanitizer, and hall monitors, and nursing staff. Yet school counsellors are more apt to invite kids to consider on their own what the experience of removed learning offers, as if it was another world to explore, and a piece of quaint memorabilia that they might keep for their future families, in order to instill a sense of normalcy–even as many suspect that the world has changed, as the globe itself is hard to be seen but as being crowed by the spikes of the virus is distinguished by, unlike global maps of the past.
Was there not a danger that the so-called "digital divide" that cuts across the globe in no uncertain terms, point deep problems for developing nations who face a truly Sisyphean uphill struggle of mastery which we must be careful is not designed to leave them in the dust, inflicted by a global digital divide–
UNICEF Data on Percentages of Population without Internet, 2015-19, datareportal.com
–the mid-March geography of school closures or recommendations for closure hit areas that lack WIFI or which have high learning needs in the United States, and particularly in the southern United States, or uneven high-speed internet; closure into April in some states may have reflected fear of shifting to online instruction on a permanent basis in many states.
EdWeek, March 6, 2020–COVID School Closures/Black Closed for Academic Year
And what of social emotional learning that the site of embodied in school sites might offer, either implicitly or in practice? In research from 194 Chinese cities ascertaining mental resilience to the pandemic COVID-19 across 194 Chinese cities, almost a third (28.8%) claimed heightened anxiety and over half (53.8%) moderate or severe psychological impact, and 16.5% moderate to severe depression, but the effects of the novel coronavirus on families and family well-being were not addressed in the United States.
The gruesome video of the altogether needless death of George Floyd at the hands of a police officer provided not only a sanctioning of disproportionate use of force against a black man, but the tragedy of a death foreseen by the crowd who assembled around the confrontation outside Floyd's parked car, and anyone who viewed the footage in different forms across the nation: that it provoked a cathartic release of protest at the poor conditions state violence, and of the multiplication of what seemed endless deaths, due to the lack of any state policy for limiting or constraining infections by COVID-19, or providing health care equipment that might protect health workers who were increasingly susceptible to infection: the utter needlessness of Floyd's death made it not only an intersectional site of mourning but of rebelling against the racialized violence of the state and augmented policing.
21. But the deep moral insecurity and lack of compass that may afflict not only our nation but the world suggests the need to ask deep questions of the dangers of setbacks of development, lest we wistfully refer, in hushed tones, like William Gibson's twenty-second century London, to the massive and sustained erosion of economy, health, and public government before stark inequalities, referring to a cascade of multi-causal interlinked disasters, embracing climate change, crop shortages and the inadequacy of antibiotics for "diseases that were never one big pandemic but big enough to be historical events in themselves." The Jackpot–an actual apocalyptic event of global history–leaves Gibson's mid twenty-second century denizens rudderless, wistfully regarding the past, dependent on super-computers to create alternate presents to forestall disasters after 80% of the human population died, the survivors past grieving in the post-Anthropocene.
Minnesota Attorney General Keith Ellison had a premoniition, before George Floyd was killed, and the wave of protests followed, the extent to which Minneapolis residents were already in "a different space and a different place." And this space and place demands to be examined, for it was not a place that was comforting or reassuring, but one of the generalized abandonment that COVID-19 has produced, in the aftershocks of the "remedy" revealed not only more extreme for its effects on the GDP than the coronavirus pandemic, but the aftershocks of the lack of policy repsonse to the pandemic, which has so far not produced similar shock waves in places where more coherent responses existed. The shocks of massive employment, isolation and increased consciousness of poor health care and increased vulnerability and precarity accelerated with a sense of powerlessness.
If passing off a fake twenty was the offense that was being policed, the deputization of the police and the salesman at the convenience store who telephoned the police as agents of policing is impossible to separate from the tensions of a world where the convenience store worker was lucky to have a job and needed to retain it: unemployed had been severely short of cash two months into COVID-19 and without any sense of a change in social assistance, possessed by "a coiled sort of anxiousness ready to spring" in Minneapolis, Ellison felt; the intensity social abandonment was evident in the unemployment lines and closure of community school networks which met increasingly pronounced needs for families as cutbacks in public services and an absence of public investment in the nation grew.
Filed under Coronavirus, COVID-19, education policies, remote learning, school closures
Tagged as American inequalities, American schools, California, civil liberties, contagion, distance learning, educational inequalities, infectious diseases, Oakland, public schools, remote learning, SARS, school policy, social distancing, social protest


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text:
Q: Divergent outcome from the IVF and PVF compilers I encounter a problem when I try to compile a source code with the following module: the Intel Visual Fortran compiler would show a runtime error saying that

error#8169: The specified interface is not declared. [FUNCTION_TEMPLATE] at line 15

while the Portland Visual Fortran compiler could run it without issuing any warning. What is wrong?
01  MODULE toolbox
02      IMPLICIT NONE
03      ABSTRACT INTERFACE
04          FUNCTION function_template(x) RESULT(y)
05          IMPLICIT NONE
06          REAL, DIMENSION(:) :: x
07          REAL, DIMENSION(SIZE(x)) :: y
08          END FUNCTION function_template
09
10          FUNCTION penalty_template(x,fvec_p,proc_p) RESULT(y)
11          IMPLICIT NONE
12          REAL, DIMENSION(:) :: x
13          REAL, DIMENSION(:), POINTER :: fvec_p
14          REAL :: y
15          PROCEDURE(function_template), POINTER :: proc_p
16          END FUNCTION penalty_template
17      END INTERFACE
18  CONTAINS
19      ...
20  END MODULE toolbox

A: In Fortran 2003 interface bodies do not, by default, inherit entities defined in their host scope.  Therefore, while the name function_template is defined in the host (through the first interface body), it is not defined in the second interface body.
You can import declarations from the host using an IMPORT statement.  An IMPORT statement before the IMPLICIT NONE directs that all entities from the host scope are inherited by the interface body.  You can restrict what is imported by listing the relevant identifiers after the import keyword which, from a style and code documentation point of view, I think is a good idea.
The Portland compiler is in error if it does not diagnose this.
(In Fortran 2008 interface bodies for separate module procedures do inherit from their host, but that is not applicable here.)

redpajama_set_name: RedPajamaStackExchange


What are black holes? These enormous monstrosities are scattered by the dozens in our universe. They are so powerful that they can bend space and time, and even pull light with its gravitational pull. After a group of scientists released the first pictures of the black hole, we have had the rarest opportunity to see how it looks like for the first time. The more you learn about this astronomical phenomenon, the more intrigued you will be. Here are some interesting facts about the black hole.


If you select a list of contacts in Salesforce and the number of contacts added to the dial session is less than the number selected, check to make sure the contacts all have phone numbers. Contacts/Leads in Salesforce that do not have a phone will not be added to the list to call.
Also check to make sure that the phone number is not in a custom field that is not mapped in the phoneburner salesforce integration settins.
What Does the PhoneBurner Window Look like in Salesforce ?


text:
New Medical App Launched To Save Seafarer Lives
Gard and the Norwegian Centre for Maritime and Diving Medicine have launched an innovative digital medical guide to improve medical treatment onboard and potentially save seafarers' lives.
The Mariners Medico Guide is a unique app, designed and tailored for seafarers. Developed in collaboration with the Norwegian Centre for Maritime and Diving Medicine, it provides step-by-step guidance for treating crew onboard. Fully downloadable, it can be used mid-ocean and in remote parts of a ship – even without a signal.
"The world's seafarers are the beating heart of global trade, and we need to ensure their safety and wellbeing. That is what this app is all about – investing in every seafarer to ensure that they feel safe and that they get the best possible health care at sea," said Gard CEO Rolf Thore Roppestad.
Representation Image
75 per cent increase
The strain and pressures experienced by seafarers have increased over the last few years. Gard alone saw the number of claims related to crew illness or death increasing by almost 75 per cent from 2018 to 2021. In 2020, the year the Covid pandemic broke out, the number of cases classified as mental disorder claims increased by 34 per cent. Sadly, the number of deaths and suicides has also increased.
"These are highly worrying numbers, and a stark reminder that we need to do more to ensure the safety and welfare of our seafarers," Roppestad added.
Symptom-based
The Mariners Medico Guide differs from other ship medical guides in several ways. As it is digital, it can be quickly and easily updated. Moreover, it covers both physical and mental health issues, using a symptom-based approach. Designed and written by doctors specialised in maritime medicine, guidance is set out in simple steps and language, for users with limited medical experience and reduced accessibility to medications and medical equipment.
"We have used our knowledge about crew claims to promote this tool for better medical treatment on board. I am immensely proud of the Mariners Medico Guide and truly believe it can make a difference to crew health and wellbeing. I really hope it will be actively used to the benefit of the many thousands of seafarers exposed to the risk of illness and injury," said Christen Guddal, Chief Claims Officer and project sponsor.
His message was echoed by Dr Jon Magnus Haga, leader of the Norwegian Centre for Maritime and Diving Medicine at the University Hospital in Bergen, who said the app would complement their telemedical services and "facilitate better access to basic health care for all seafarers."
Flag State approved
The MMG is a Flag State approved by the Norwegian Maritime Authority as its national equivalent to the 2007 WHO International Medical Guide for Ships. Knut Arild Hareide, Director General of Shipping and Navigation at the Norwegian Maritime Authority said the App was a much-welcomed innovation.
The Mariners Medico Guide is available free of charge on both desktop and mobile (Apple App Store and Google Play).
For more information, please visit www.medicoguide.no and www.gard.no


This really is an almost pitch-perfect marketing promo, and goes a long way to infusing the RXh with some real personality. Also, I'm assuming that Welcome to Forward Living will be RXh's tagline, and this video certainly captures the sentiment.
Update: No wonder this looks so good, it was filmed by Top Gear director Nigel Simpkiss. Makes total sense now.


Review and update your Leadership Profile, linked in the Resources. You will be prompted to make updates. Congratulations on your progress!
For your initial post, reflect on what you have learned about yourself as a leader this quarter, as illustrated in your Leadership Profile. What are your greatest strengths as a leader, and what are some areas where you may have the most challenges as a leader?
Respond to at least one learner. Compare and contrast your own experiences as a leader, and if possible, offer specific suggestions for addressing challenges as a leader.


Coursera meets the criteria of a learner-centered environment by allowing students to choose their own learning pathway. Students can enroll in courses and choose to either deeply engage or selectively delve into course content, without repercussions in terms of grades or other forms of evaluation. Students can take courses – either for credit (or no credit) – in an attempt to bolster their understanding on a multitude of subjects. In this manner, Coursera serves as a supplemental instructional aid for students who are struggling in a traditional classroom, with access to assistance from faculty and students in peer-led forums, in a pressure-free environment.
Coursera is recognized as one of the largest providers of MOOCs (Massive Open Online Courses). It has established partnerships with 140 universities in offering more than 1,500 courses across a range of subjects: engineering, medicine, computer science, social sciences, foreign languages, and the humanities. All courses are offered for free. There is an option to pay for a certificate of completion, ranging from $29-$99.
Background: Coursera began in 2011 as a for-profit venture by two Stanford University computer scientists. Coursera was launched after the successful pilot of an artificial intelligence course offered at Stanford, with students from over 190 countries taking the course. In its first year of operation, Coursera enrolled 680,000 students in courses offered by Princeton, Stanford, University of Michigan, and the University of Pennsylvania.
Access: Coursera is accessible on any web browser. In addition, there are mobile app versions of Coursera available for smartphones and tablets running Apple, Android, and Windows operating systems. Some courses require the use of a flash plug-in. To access the full course (lectures, videos, and supplemental materials), learners need to be registered users. For students who live in areas with unpredictable or limited internet bandwidth, there is an option to download lecture videos and other course materials for viewing offline. The majority of courses are offered in English. Increasingly, more courses are offered in other languages, including Chinese, French, Russian, Spanish, Portuguese, Turkish, Ukrainian, German, Arabic, Italian, Japanese, Hebrew, and Italian. Technical support is offered via a learner help center and through peer-led help forums. There is no dedicated help desk or phone number for technical issues.
ISTE Standards: The Empowered Learner ISTE standard is met as evidenced by Coursera's freedom in allowing students to set their own learning goals in terms of course selection and engagement. The Global Collaborator standard is met, as students are expected to interact with peers who hail from more than 190 countries in course discussion forums.
Cost: As mentioned earlier, all courses are offered at no cost. However, students who wish to earn a certificate of completion must pay fees that range per course.
Workflow: The time investment needed to become proficient in navigating Coursera is minimal. Menus, visual displays, and icons are easy to access and intuitive. Students enrolled in more than one course can easily jump from one course to the next, based on individual preferences. All courses contain pre-recorded lectures and other materials freely available for download. These materials can include lecture notes, quizzes, presentation slides, exams, readings, links to other content not available on Coursera, and access to discussion forums. The discussion forums allow students to post questions and to engage in scholarly dialogue with peers and course faculty. Students can progress through the course at their own pace. If students wish to earn college credit or a certificate of completion, then students must adhere to set dates as designated by the course faculty.
Accessibility: Coursera makes numerous accommodations for learners with special needs. For students who have hearing difficulties, transcripts and subtitles are made available. A significant portion of Coursera's content can be accessed by screen reading software. Those students with learning disabilities can save their work multiple times as drafts before submitting the final version. In addition, students can complete quizzes and exams multiple times without penalty.
Equity: Coursera allows students anywhere in the world to experience a large, self-paced educational opportunity with world-class faculty. Coursera's model of providing certificates of completion can make a university education accessible to populations who may live in remote areas or in parts of the world that have limited resources (e.g., war-torn regions).
Neuroscience: A nurse practitioner is contemplating changing her clinical practice from rheumatology to neurology. She decides to complete a Duke University course on neurophysiology to determine if she can bridge her current clinical expertise to the content taught in the course.
Emotional Intelligence: College-bound high school students who are balancing numerous demands to be top students, athletes, and emerging leaders can benefit from an award-winning course on happiness, taught jointly at the Indian School of Business and the University of Texas at Austin. While the course was designed by business professors, it will have meaning and utility for all types of students. The course syllabus promises students that happiness can be achieved by completing the course, which will also help them address the following questions: "Why aren't the smart-and-the-successful as happy as they could, or should, be? What are the "7 Deadly Happiness Sins" that even the smart and the successful commit? What are the "7 Habits of the Highly Happy" and how can you implement them in your life?" The student completes the course and finds it transformational. His mood improves, and he is able to regain her sense of purpose.
Organizational Leadership: A service organization recently experienced upheaval and turmoil among the ranks of executive leadership. A group of mid-career employees are looking to find ways to lead the organization through a time of chaos and conflict. The employees are interested in developing new leadership skills that can help the organization transition successfully in this new realm. The employees discover a course offered by Case Western University on appreciative inquiry, which can assist them in developing competencies in building organization-wide strengths, rather than dwelling on weaknesses.
The site requires all users to create a free account.
Complete the free account online form.
Coursera will send new users an e-mail to verify the account. Click on the verification link provided in the e-mail.
After signing in with account credentials, the user home page provides a series of steps on how to search and enroll in a course.
Courses are organized according to discipline. Alternatively, users can search the site using keywords of interest.
Select the course that is of interest. Browse the course page, peruse the syllabus, read the instructor's biography. Click on the green enroll button.


Add two different maze backgrounds of your own choice from the file, named as Level One and Level Two respectively.
Add four different sprites from the library, making sure to add two different sprites for each level.
Insert the commands as shown in the pictures below in the script of each sprite to run the game.
When level one will be completed '"I WON!!" would show on the screen and would automatically shift to level two.
When level two will be completed "I WON!!" would show on the screen and the game will automatically stop.
To play the game, click on the Green Flag.
click on a new sprite option and select a new sprite such as a flying cat.
add one more sprite of cheese puffs.
add a new backdrop and stretch the backdrop to the size of the screen.
place the sprites on their original position.
select the cheese puff sprite and use the option of when backdrop changes to level 1 hide and when backdrop changes to level 2 show.
same should be repeated with the rest 3 sprites.
the flying cat sprite should be made according to the sprite 1 commands.
click on the green flag to run the game.


text:
Date of Incident: October 04, 2022
Attack Types: Imprisonment
Institution(s):Al-Biruni University
Region & Country:Southern Asia | Afghanistan
On October 4, 2022, Taliban forces arrested 40 students during a protest at Al-Biruni University in response to the bombing of an educational facility.
On September 30, 2022, a suicide bomber carried out an attack on Kaaj Education Center, a facility in a minority Hazara neighborhood within Kabul (the Hazara have historically faced widespread persecution in Afghanistan). The attack left 53 dead and 110 injured (see report). Most of the victims were young women; many were Hazara. The incident triggered a series of protests at campuses in the region, in which students demanded an end to persecution of members of the Hazara minority. At Al-Biruni University, students chanted slogans calling for unity; police reportedly arrested 40 of the protesters in response.
Scholars at Risk is concerned about the arrest of students in apparent retaliation for the nonviolent exercise of the right to freedom of assembly, freedom of expression, and academic freedom – conduct which is protected by international human rights instruments, including the Universal Declaration of Human Rights and the International Covenant on Civil and Political Rights, to which Afghanistan is a party. In addition to harm to the immediate victims, the arrest of students undermines academic freedom, university autonomy, and democratic society generally.
https://aamajnews24.com/kapisa-32/
https://8am.media/eng/students-march-at-al-biruni-university-in-condemnation-of-continued-attacks-on-hazaras-met-repression-by-taliban/
https://www.afintl.com/en/202210042222


Services: Corporate brand identity development, product/resort naming, marketing strategy, collateral creation, large-scale environmental experience design.
Takeaway: A good brand not only distinguishes you from your competitors but can help you redefine your category.
Story: GPR is one of the largest timeshare resort companies in the western US. Our initial work with them included the development of a new brand identity, as well as assistance in creating a new approach to selling timeshares, one based more on cultivation and living out a consistent brand rather than predominantly relying on customer acquisition through telemarketing. Since that time, GPR has grown particularly in light of an environmental experience we recently created for their partnership with Hilton. The result of this interactive experience was an immediate 20% increase in corresponding sales.
The lesson learned here is that a branded approach to sales and marketing, even in a difficult industry such as timeshares, can provide the unity and direction needed to make you stand out from your competitors.