The University of Minnesota Duluth (UMD) regional university part of the University of Minnesota System located in Duluth, Minnesota. The school offers 12 bachelor's degrees in 75 majors. As well as a two-year program at the School of Medicine and a four-year College of Pharmacy program. UMD offers graduate programs in 19 fields.
The Minnesota State Legislature created the Normal School at Duluth in 1895. In 1921, the institution became the Duluth State Teachers College, and in 1947 it became a coordinate campus of the University of Minnesota.
UMD's campus consists of more than 50 buildings on 244 acres (1 km²) overlooking Lake Superior, all built since 1948. Most UMD buildings are connected by concourses or hallways. UMD is also home for the Tweed Museum of Art; the Marshall W. Alworth Planetarium; Weber Music Hall, and the Marshall Performing Arts Center. Other UMD facilities include the Research and Field Studies Center; Glensheen Historic Estate; the Lower Campus; the Large Lakes Observatory; and the Natural Resources Research Institute.
UMD's athletic teams are called Bulldogs. The school competes in the NCAA's Division II in all sports except hockey. Both the men's and women's hockey programs compete in the Division I Western Collegiate Hockey Association.


At least he tried! Tori Roloff captured video of her son, Jackson Roloff, crashing and burning while playing with a hula hoop, and it's seriously the cutest thing ever. Watch the video above to see it happen and don't forget to subscribe to our YouTube Channel.
Jackson seems to be at an indoor soccer field in the video, and his dad, Zach Roloff, is right by his side. The Little People, Big World star starts to help his son push a hula hoop around on the ground in the clip, and at first, it seems like Jackson has it under control. But as you see in the photos, he hasn't totally mastered the skill of hula hoop wrangling just yet!
Jackson is well on his way to being a soccer star, even if being a hula hoop champ isn't in his future. In fact, on Nov. 28, he had his first soccer class. Zach wrote on Instagram at the time, "Jackson had his first soccer class today! Thanks Coach Todd @indoorgoals." So he's off to a good start!
Plus, Jackson's dad recently competed in the COPA American Talla Baja, "AKA dwarf Wold Cup of soccer," as Tori wrote on Instagram, and his team placed fourth out of nine. That's pretty awesome! And when Zach returned from a trip to Brazil to participate in the competition, Jackson was anxiously awaiting his dad's arrival at the airport with a sign that said "Welcome home, DaDa." How cute is that?
But Jackson is still pretty young yet and has a long way to go before he's off competing in international competitions like dear 'ol dad. For now, he can stick to practicing a little closer to home with his proud family members cheering him on. And if that involves more hilarious hula hoop fails that are caught on video, well…we certainly don't mind! You'll get it eventually, Jackson.


Fall is upon us and we've selected 8 updates that are each under $100 so you can keep up with current trends at an affordable price. Everything from white booties to rich velvet, wine colored accessories and who can't live without leopard. Happy shopping.


They come to me all the time. I bet they come to you, too. Washing dishes, on the bike, cooking. A few magical wisps of a scene appear. A few exceptionally clever lines. An original plot that just begs to be allowed to grow.
I hold it in my head as hard as I dare while finishing the dishes—I'll crush it if I crumple it too hard. And it seems intact when it's done. Until I try to type it out.
I can't seem to lead into it. It's just a wisp or a few lines or a general plot. It has no context. No place to attach itself. Like a single atom, which cannot exist unless bonded with something else.
So I shake my head and smile as the wisp floats away. I don't begrudge its uselessness. It was fun to think about. Fun to chew over. And I've also noticed that when the wisps are breezed away on the wind, they leave a scent that never seems to go away.
Oh man, can I ever relate to this. .except instead of smiling I repeatedly pound the keyboard with my head. .


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text:
Fast opens eyes to world hunger
Kate Sullivan Foley
Thirty hours of fasting has given a local youth group a much more vivid view on world hunger. With only water and juice to sustain them, more than 20 members of the Faith Baptist Church in Stoughton took part in "On An Empty Stomach," a project designed to give participants an idea of what life feels like for some of the world's poorest children and adults.
Thirty hours of fasting has given a local youth group a much more vivid view on world hunger.
With only water and juice to sustain them, more than 20 members of the Faith Baptist Church in Stoughton took part in "On An Empty Stomach," a project designed to give participants an idea of what life feels like for some of the world's poorest children and adults.
A little more than 24 hours after their last meal, the teens began performing community-service work. Sweaty and hot, they mowed grass, cut down a tree and bagged the brush at Weeks Rest Home on Pleasant Street in Stoughton.
"It's hard to imagine having to work this hard and then going home and not having anything to eat," said Jeremie Hurd, 22, a former Stoughton resident who now lives in Everett.
The group raised more than $2,000 for World Vision, a Christian humanitarian group whose mission is to fight hunger, poverty and injustice in more than 100 countries.
The fast also required participants to go without modern conveniences such as cell phones and other electronic devices.
Stoughton teenager Robert Chadwell, 13, said thinking about kids in the world who don't have food makes him feel sad. At a candlelight vigil, the group blew out a candle every seven seconds to further emphasize the impact of world hunger.
"Every seven seconds someone somewhere dies from hunger – it is upsetting," Chadwell said.
This was the group's second year participating in the fast. The Rev. Stanley W. Schulz, Faith Baptist's pastor, said leaders are careful to monitor the group's condition throughout the fast. Plenty of fluids are provided, he said, and all participating members are watched closely for signs of dehydration or other problems.
"There is no danger unless you are not properly hydrated," he said.
At the end of the famine, the group headed back to church to break the fast with a traditional rice and beans meal.
Hurd, who wiped the sweat from his brow as he finished raking leaves at the rest home, said he feels fortunate to be able to go right back to his normal life.
"This was a real eye-opener of what many others have to deal with," he said.

redpajama_set_name: RedPajamaCommonCrawl


Active Citizens programme of British Council links young leaders from 24 countries, including Pakistan and UK. The programme encourages young people to engage with their communities through social action projects. It also provides them with an opportunity to establish linkages with young people from other communities through its national and international exchange visits. I believe it's very important to have a better cultural, economic, social and political understanding of other communities as in today's world – thanks to globalization – we're increasingly encountering different communities, cultures and perspectives.
The tagline "Locally Engaged and Globally Connected" perfectly describes the essence of Active Citizens programme of British Council. I'd been associated with the programme for about two years, but didn't get the opportunity to experience different cultures, i.e. till I got selected for International Study Visit (ISV) to Egypt. I still remember the time when I was sad because I'd missed the deadline to apply for it. Then, fortunately, the deadline for applications was extended. I filled the form with whatsoever no idea that I'd actually end up getting selected. Nevertheless, I was shortlisted for interview, and a few days later, I received an email informing me of my selection. Sometime later, I received another email which indicated my placement at Egypt. It was just another day in my life. I was sitting in my university's common room with my friends. I hadn't been able to talk to them since morning due to soar throat, that is of course till I opened my mailbox. As soon as I got to know that I'd be visiting Egypt, I jumped and screamed with joy. My friends were shocked, but I couldn't help it. No one would have felt as happy about getting to visit Egypt as I did that day. I'd always been inspired by the Arab Spring, and getting to meet Egyptians felt like a dream come true.
My interaction with different communities began as we boarded the plane for Cairo, Egypt via Doha, Qatar. I was accompanied by Jan Muhammad from Quetta and Shuja Umar Qazi from Karachi. The three of us belonged to different regions of Pakistan. It felt great to interact with them and prepare our country presentation for the rest of ISV participants.
As soon as we landed in Cairo, we were approached by British Council's representative. He helped us through the immigration office and drove us to our hotel. It was the first time I experienced right hand traffic, and I just couldn't help chirping excitedly. Jan and Umar made it a point to compare Egypt with Pakistan wherever we went. It was a thought-provoking excerise as observation helped us gain a better understanding of our host country.
At the hotel lobby, we were greeted by the beautiful Salma Hadad from British Council. She helped us with the room assignments, and it felt totally at home.
Although Karam and I faced difficulty in conversing due to our varied English accents, his doodle described me perfectly. This led me to conclude that our similarities will always dominate our differences.
We'd more workshops and community visits planned in the coming days, which helped us gain a better insight of Egypt and other participating nationalities. I noticed that our facilitator Kate Dempster made it a point to spend time with each and everyone one of us. She was a very accommodating and encouraging lady.
To add to that, I was amazed by the similarities South Asians had with each other. We sang the same songs, and laughed at the same lame jokes. It felt sad to realize that we shared a tragic past and years and years of hatred.
The highlight of the visit was the trip to Alexandria. Alexandria had a unique European touch in its infrastructure, and the lovely view of Mediterranean Sea from my room was simply magnificent. Moreover, I was overwhelmed and inspired by the community visits. We visited six communities, and the fact that there are brave young people out there who're contributing to make a difference was truly inspirational.
All in all, it was one of the best experiences of my life. By the time I boarded the plane for Karachi, Pakistan via Doha, Qatar, I could relate to an Egyptian, I knew how Arab countries are positioned on the world map, I felt love for South Asians, and most importantly, I knew amazing people from 13 nationalities with whom I could collaborate. Together we could achieve the vision of making this world a better place to live in.
I cried as the plane took off, because I was sure that I'd never get to spend another one week of my life with this amazing group of energetic people. The experience was now a memory, preserved in my mind to be cherished forever!


Are you honest enough to admit to yourself that you don't know what you don't know? Be honest.
I work with a number of investors and the statement I hear most often is; far too many aspiring entrepreneurs fail to get their business off the ground because they are not adequately prepared to secure funding.
Many have a great idea or concept, maybe even a patent. A patent is not a ticket to success. Let me give you an example: I am a mentor for the University of California Entrepreneurship Academy and I interact with some brilliant young people. The University of California system (ten top research institutions) has 19,244 patents, licenses or pending patents and licenses. Yet 60 percent of the revenue comes from five patents. Five!
Many aspiring entrepreneurs have excellent industry knowledge and often a top notch team. What they don't have is money. Most will not get the money because they do not understand the process. They don't know what they don't know.
I hear the same story from many entrepreneurs. They say we are smart people we don't need to pay for a guide, we'll figure it out. So they throw money down too many rabbit holes trying to piecemeal a strategy. After they run out of money chasing their "I can do it myself model," they give us a call. By that time it is usually too late. The Alligators won.
Investors work best with people they know and trust. They trust people who can work with the entrepreneur early and vet the opportunity to the right investors. They trust people who can take out the hype, lay out the facts, and secure the investment agreement, which is more difficult than you think. They trust people who will continue to work with and advise the business after the funding is secured.
Prepare a strategy that addresses WHY you want to start or expand your business. What value does it provide?
Prepare a business plan, including the key team members, that corresponds with your strategy.
Prepare a branding/marketing/positioning program that differentiates you from the herd.
Prepare an investor strategy that justifies your assumptions. It details how much money you need, when you need it, how the money will be used and when do you expect to be profitable.
Those are the five things investors want presented to them by someone they know and trust. This person is usually not the CEO/owner who they don't know or have a relationship with.
My recommendation to you is contract with someone early who can guide you through the swamp or run the risk of letting the alligators win.
Let me leave you with this: The secret to walking on water is to know where the rocks are.


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Situated at the North of Aviemore, but within a short distance of all the amenities, Tigh na Lochan is a modern and well appointed three bedroom detached bungalow offering luxury self catering accommodation. The property is enclosed within its own private gardens, has two double bedrooms (master en-suite with walk-in shower), a triple bedroom, lounge and separate dining room.
Included in our self-catering packages are linen, towels, gas and electricity costs, hairdryers, ironing facilities, high chair and travel cot (cot linen is not supplied). Also provided are a selection of DVDs, books, toys and games. The property benefits from thermostatically controlled gas central heating.
Sky Cinema package is now included in our price.


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The third day of this enriching conference challenging perceptions and reminding us of the issues of diversity and race, kicked off with a phenomenal keynote speech from Dr Rowena Arshad. Dr Arshad is currently Head of Moray House School of Education at the University of Edinburgh and Co-Director of the Centre for Education for Racial Equality in Scotland (CERES).
She started by saying that people like ourselves, those gathered in the room at the time, do not need to justify why we do what we do – preserve social justice. Yet, she says, trying to diversify the teaching force is akin to watching soap opera on TV – you can miss a few episodes but the plot never changes. In other words, nothing much has changed in years. Each decade, people lobby to make a difference, but this comes to little, if any, fruition.
In the UK, we are not talking about immigrant populations such as refugee or new to English populations (although we certainly do have those as well): most people have been here for a few generations. In the main, the populations are long staying and there are no acculturation issues. They do not have citizenship or nationality issues, yet the teaching profession is not the profession of choice. Some will say it doesn't pay enough, it's not for them or that that's not where their ambitions lie or might having concerns about discipline issues at schools. Perhaps it's down to their own experiences or having been racially excluded. They might look at the predominantly white British homogenous workforce and think… is it for me?
Workforce, Dr Arshad says, remains mostly female and mostly not diverse. This does not reflect the pupil population – diversity spreads, including in Scotland, well into rural areas.
Dr Arshad proceeded now to speak about her own life experiences related to the issues. She remembers, when she started working, that people were greeting others (white people), but not herself. In such cases, she started to make excuses for them – thinking it was because of her gender, her age or other characteristics. In other words, she points us to how the person affected by such processes can end up blaming themselves for their situation whilst, too often, such go unchallenged. (Note: I recommend that you search Google Scholar for the terms "blatant racism" and "subtle racism" – in Dr Arshad's situation that would be the latter and the subtle racism would present itself as omission or avoidance of a person rather than direct (blatant) accusations or defiance of a person. There is an excellent paper by Pettigrew and Meertens (1995) on this issue. Please see the end of this post for the reference to it.
When Dr Arshad was a lecturer, she noticed that diverse students on their teaching placements appeared to have problems there. Some were actually going through some overt racism difficulties from school staff. She described how she took one of her students to a trade union and the student in question was successfully transferred from one school to another. And yet, twenty years later, more recently, the same story repeated itself. Same school. Same headteacher.
She says that now, thanks to her hard work on these issues, BME (Black and Ethnic Minority) students are now coming forward with advice for university practices improvements and bring stories of being 'othered'. The applications to the University's diversity courses have grown (internationally) in numbers recently as a result. She started asking questions at the University management level about internationalizing their curriculum. Asking how they can benefit international students? How can they better develop supports for international students? She has ensured that their recruitment panels are composed of people who think about diversity and race issues.
She believes that when people talk about diversity, they don't actually think about race. She referred to an ESL professor from the University of Texas who says that white people are not "conditioned to think about race". Thinking back to my Polish growing-up time, I cannot possibly disagree with this – this feels very true. In my experience and memory of popular discourses, race was most frequently talked about in terms of "the others". Dr Arshad asks, therefore: how can this homogenous workforce be expected to widen the diversity approach lens if the non-homogeneity is not part of their lived experience? This reminds me of a teacher with whom I have worked in Scotland, who was actually terrified of dealing with a child with little English from non-Scottish background – this was not a part of her lived experience at all!
Dr Arshad notes that BME communities tend to be blamed for the situation and no moves are made to remedy the situation ("Oh, their parents do not encourage them to become teachers…", "Oh, they do not have ambitions…"). She argues that we need a teacher education programme that will not only teach the required technical skills, but attend to the critical and epistemological areas: one that will change teachers' dispositions. Linear forms of learning need to change (i.e. the placement of teachers with one mentor only) – if we want individuals to change, we need to put them in a position when such preconceived notions are challenged and disrupted.
She calls on the governments to stop being silent about these issues – otherwise, the complacency remains. She calls on all of us to be the warriors for tolerance, equality and peace.
I hope that you will be such a warrior yourself.
In this presentation delivered by Prof Gudjondottir spoke of the experiences of diverse background teachers within the Icelandic education system. She reported on the study exploring the stories of those teachers, aiming to develop an understanding of how they draw on their cultural resources in their teaching, how they develop their identities and respond to the diverse social and cultural background of their students.
The study was conducted using narrative enquiry method with six teachers with immigrant backgrounds – four in primary schools and two in secondary schools in Iceland. Learning the language was found to be one of the main challenges – perhaps unsurprisingly so. The teachers said that in Iceland you need to speak Icelandic to get a good job, sometimes they were learning words by heart at home, every evening.
It required effort on their part to negotiate their linguistic and cultural resources in the context of a new different school culture. All of the teachers took their professional development extremely serious and used many opportunities to develop their practice.
The perceived social status of teachers was strong and their working experiences were positive. All the teachers in the study have social capital (self confidence and knowledge) which they were able to use to overcome obstacles. Cultural beliefs, values, race and ethnic background wasn't a hurdle, although at times it was a challenge. Overall, in Iceland, immigrant teachers were found to have generally acculturated well and live successfully in a bi-cultural context.
Prof Gudjonsdottir, jokingly, concluded her presentation suggesting that perhaps the teachers who decide to move to Iceland are already quite adventurous and ready for the challenge in the first places, given the country's location and distance from other European countries.
Monzó, L.D. and Rueda, R. (2003) 'Shaping education through diverse funds of knowledge: A look at one Latina paraeducator's lived experiences, beliefs, and teaching practice', Anthropology & Education Quarterly. 34(1). pp. 72-95.
As the title of this presentation suggests, it was about how refugee teachers in Scotland and England negotiate their roles and identities. I was particularly interested in this session, given that the Refugee Week is coming up in around 2 weeks' time. Refugee teachers are known to share similar background with some of their students from ethnic minorities and sometimes may be role models for their students and advocates for their students. But, Dr Pietka-Nykaza reminds us, they do experience forms of exclusion related to diverse institutional and cultural barriers; they experience racism, prejudice and stereotyping.
Elements of refugee teachers' professional identities were very clear in the interviews: some, in no uncertain terms, referred to themselves as "teachers" (meaning they considered this aspect to be the defining one of their identity), spoke of how they had worked in the profession for 20 years, said that they were teachers and should always be teachers.
they reported the asylum granting processes and refugee experience processes having a knock-on effect on their ability to re-enter the profession: there were problems with their health, their family was not able to accompany them, they didn't have enough money, described their life as "total mess" and everything was new and different to them.
In conlusion, Dr Pietka-Nykaza has pointed to the permanent struggle between the refugee teachers developing their professional roles and how realistic it was for them to return to their professions. They struggled in relation to their age, gender and their family needs and with the barriers because of the UK teaching profession institutional structures (profession admission criteria). Their career paths are not necessarily results of their individual choices, but reflect their different responses to the barriers encountered, opportunities and personal dilemmas.
At this point, it was time for the last keynote speech at the conference. It was most enlightening talk by Professor Nihad Bunar from the Stockholm University – on the state of provision for immigrant / diverse learners in Sweden. Some of this seems to contradict some of the positive images of Swedish education I have come across in the media in Britain.
Prof Bunar began by drawing a picture of immigration in Sweden for us. 16% of the school population in Sweden are foreign born. 20% of elementary pupils and 20% in pre-schools have a mother tongue other than Swedish. Both large and mid-size cities / towns have become ethnically and socially segregated. Sweden is currently losing ground in international educational achievement comparisons (PISA) and the overall student achievement is declining.
The importance of which school a pupil attends has increased, meaning that school segregation is growing, particularly related to ethnic factors and to 'hidden' factors (expectations, support at home, motivation and peer-effect). There is a huge achievement gap for those newly arrived, and that is even after 7 years at school – when compared to the majority of students in the mainstream.
Next, the speaker drew a picture of the Swedish government's response to these issues. It appears that the entire focus of the new system is on student achievement. The reforms are clearly based on the idea that problems faced by schools originate from lax attitudes and, thus, if achievement levels are to improve, more demands have to be placed on all school actors. The link between an actor's action and consequences have been reinforced and made more transparent (meaning more disciplinary measures). A system of greater accountability and control has been introduced. The system of vouchers, school choice, competition and free schools has been reinforced. (For those of you teaching in England, beginning to sound familiar?) A wide range of measures to enhance teachers professional competencies, principals' leadership has been added.
Here, Prof Bunar began talking about how diversity falls into these reforms. Well – it doesn't look like they do. According to our keynote speaker, the system is completely silent on diversity, anti-racism, anti-discrimination and tolerance. It has stopped talking about them and instead focuses solely on achievement, demands and technicalities. There is no other discourse and no idea present that the presence of more diverse teachers would be an asset to the school system.
In terms of students who are new arrivals: there are hardly any attempts in Sweden to figure out what their previous subject knowledge is. Students enjoy their preparatory classes (where they can spend up to 3 years), but after a while they want to attend a real class in order to get grades in all subjects. Some schools are setting up separate schools for newcomers only! Students praise their students in preparatory classes for their pedagogical and, in particular, social skills (Prof. Bunar said that, in his estimation, the teachers there have more social skills than pedagogical: they try to "shield" them from the mainstream schooling claiming that the "poor kids" would be bullied there, but it certainly does not help these children's educational prospects). Does it actually strike you as a type of pre-Swann Report (1985) times in England when children would be bussed to other language provision centres to learn English instead of being socially included in the school? Wouldn't you say that violates the principles of inclusion?
Those students who are enrolled in ordinary classes, experience the "sink or swim" situation (meaning there is no specific provision for them). They experience cultural shame – they won't raise their hand for the fear they would be laughed at and can be ashamed of being who they are. Teachers in ordinary classes pay no attention to newly arrived students' needs and deficiency discourse is prevalent ("they don't speak Swedish", "they're poor", "their parents can't" – speaking only of difficulties). The mother tongues of the newly arrived students is completely abolished in ordinary mainstream classes.
The new to Swedish students believe that it is important to learn Swedish as quickly as possible, are ambitious, but are in need of help and support – pedagogical and social. They need encouragement and they need to feel they are moving forward within the system (rather than spending 3 years in Swedish preparatory classes!). They feel that in order to be accepted, they need to become more "Swedish-like" and less like the cultures from which they come.
Prof Bunar states that the system does not notice and does not confirm an individual child; rather, the children are labelled as newly arrived, unaccompanied, refugee, Somali, Afghan, etc. These characteristics should not be see as the defining aspect of their individuality – yet, sadly, in Sweden, they are. The Swedish system does not deal with their difficulties in schools, but reduces their entire life world to putting them in preparatory schools for several years, depriving them of social contacts with other kids – we're talking 3-4 years here. No attention is paid to their loneliness, exclusion and cultural shame, but the system is happy with physical integration of all the children in the same building.
In the Q&A session following Prof Bunar's rather gloomy depiction of the Swedish educational system (at least for EAL learners!), Prof Vini Lauder, in the audience, inquired whether the performativity approaches can be seen as violating the rights of a child as enshrined in the UN Convention on the Rights of a Child – as in all of Prof Bunar's examples of the way immigrant children educated in Sweden, the child appears to matter the least and comes last.
What do you think? I think it's a good question!
In this presentation, Prof Alan Benson spoke of his study into how immigrant / bilingual teachers' use of the English language (particularly when it's perceived to be a non-standard English) might undermine their status as teachers. His study was conducted on the outskirts of London with a couple of teachers originating from other countries.
First, he drew our attention to the Standard English and language ideology in English schools. Department for Education (DfE, 2012 Teachers' Standards) insists that teachers should use standard English correctly whatever their specialist subject. Prof Benson states that if you don't speak standard English, it might be pointed out to you that you don't use it properly – the status of native speaker is greater than yours, in such cases. On another note of my own, there are still numerous English as a Foreign Language schools in the UK who advertise for their EFL teacher posts stating that only native speakers of English are eligible to apply.
Pilvi, a Finnish teacher, following saying Hello. My name is Pilvi in her class, felt tearful – language can operate on various scales and have different centres of gravity.
White teachers have a certain invisible power, Prof Benson claims. They can draw power from being white. An Italian teacher, for instance, might be able to talk about football teams, Lamborghini cars or a Ferrari – concepts known to his / her students. Such knowledge reaffirms their power.
So how do diverse teachers go about developing the authority of speech – in other words, how do they learn to speak so they are respected? In the professor's study, Doina said she'd learned to use specific ways of authoritarian speaking, and Semye found out that if she talked about football first, and then gets the children back to work – that works.
Immigrant teachers might also have to deal with imagined communities in the eyes of native speakers (children in their classes). For instance, Dieter (German) kept being asked by his students if he knew and liked (!) Hitler and could not believe that people were still talking about the World War II.
It was a fascinating talk. This, to me, also links to the idea that seems to persist in the UK amongst many (drawing from my own personal experience) that native speaker is a higher status given to one simply by the virtue of being born a native speaker of English – taking no account of the fact that bilingual teachers might very well be extremely well educated in the English language, but often, this bears no weight. In my opinion, such attitudes bear some resemblance to aristocracy perceptions that they are "better" simply by having been born into a "higher up" family. Education seems to have lower status, then, than being born a native speaker – as exemplified by the very existence of EFL job adverts such as this one: http://www.tefl.com/jobs/job.html?jo_id=60789 , which lists "native speaker" as a "qualification".
This challenges difference as a deficit and avoids the disadvantage of considering individual through just one lens – as human beings, we are more complex than that. In creation of the resources, they considered intercultural competencies of learners – defined by Deardorff (2008) as the ability to communicate effectively and appropriately in intercultural situations using a person's intercultural knowledge and skills.
This includes a particularly amazing section with Voices of Immigrant Teenagers in Canada – videos (http://eslinfusion.oise.utoronto.ca/Home/ESL_Video_Resources/index.html) – these can be used for the purposes of social inclusion of learners in mainstream schools; they are videos starring diverse teenagers expressing their feelings in their own words. Here, students are talking about how they feel in schools when surrounded by Canada-born students.
There were also videos were produced locally and all self-funded of immigrant teachers – aiming to improve the understanding about internationally educated teachers (for jurisidictions and school leaders: who they are and what experiences they might have.
All in all, a fantastic set of resources that can easily be used in other parts of the world!
Deardorff, D.K (2008) 'Intercultural competence: A definition, model and implications for education abroad'. In: Savicki, V. (ed) Developing intercultural competence and transformation: theory, research, and application in international education. Stylus.
The Conference concluded with a few speeches, summing up the enormous amount of knowledge, issues and reflections on the state of things related to diversity, immigrant teachers and children across the countries represented by the scholars and speakers. We all walked away from it armed with a feeling of common goal – being the warriors for tolerance and inclusion of diverse teachers and children in our schools. We felt empowered and I strongly believed to be the challengers of the current state of things, wishing to fight for the higher status of immigrant / international teachers and in doing so, wishing to better the lives of our children. We commented on how the results-driven culture of performativity in so many educational systems in different countries has been noticed to be interfering and taking away from the inclusion of ethnic minorities.
We hope that our efforts will lead to the greater inclusion of EAL / ESL children and their teaches in the educational systems across the world, but also believe that it might be a never-ending dedication as there will always been something more to do.


We have two super happy dogs as part of the collection of loonietics that we call our family. You just have to look at them and their tails start wagging. We are all trying to chase happiness and fulfillment as the ultimate goals behind working towards FIRE. These two beasts seem to be living it out. I used to think it was because they could lick themselves anytime, any place. But really, it's just that they have it together and we could learn from them.
When looking at the RE-focusing aspect of my own version of the pillars of FIRE, I aspire to emulate my dogs.
Mindfullness: While we are often focusing on the future, recycling a series of dreams, worries and concerns, my dogs are living in the now.
I used to scoff at "mindfulness" because I had visions of a bunch of Hollywood types running around in the desert trying to find themselves or some gurus sitting still while birds perch on them. What has changed my mind has been both experience and science.
Mindfulness is loosely defined as a psychological process of paying attention to your present moment thoughts and experiences. Achieving it could be as simple as pausing to enjoy the sensory stimuli around you like the heat of the sun on your black fur, the smell of freshly dug dirt, or the wind blowing in your face while driving with the windows open. It can be pausing to savour the moment of being with good friends and loved ones.
There are also more formal methods, with meditation and yoga being the prototypical ones. These have actually been studied and a growing body of evidence supports their effectiveness. My dogs don't do science, so we will explore the science in detail in another post.
Being mindful will also help you to be more in tune with the emotions of others.
This is a critical skill both for your personal life and if you deal with other people. This is particularly important in fields where emotions can run high like in healthcare – but it also applies to your personal relationships as well. The closer the relationship is, usually the stronger the emotions are.
Be mindful of the language, tone, and body language of those around you. My dogs know very few words, but if someone in our family is upset, they are there like glue providing extra emotional support. The golden retreiver is really purpose-built for this role with his squishy stress-ball like head and tear-absorbent fur.
Make sure that your love for your pack is unconditional.
Our golden loves all of his pack-mates, even those he would normally want to eat.
Dogs love unconditionally and accept their pack-mates for who they are. We strive to do this as spouses and parents, but it is not easy. My wife's love for me (fortunately) is not conditional on me putting the laundry on the floor on my side of the bed into the hamper, but it may help [done, dear;)]. It would be a good thing for me to do, and she does supportively encourage me to improve myself. How we do this, is particularly important for our kids.
We all carry scripts of what our childhood was like, how we were raised, and how we dealt with growing up. It is easy to be supportive when our kids have a very similar personality or disposition to us because they follow those scripts readily. We need to be careful to be equally supportive when our kids approach things differently. They need our unconditional support to help them develop their own unique strengths and find their own paths to success. This builds a strong dependable pack that raises resilient independent children.
Make sure your affection is unequivocally communicated.
It doesn't matter what they are doing (except perhaps begging for cheese) – when one of us comes through the door to the house, the dogs run to greet them. The bad stuff that happens at work is easy to check at the door when the first thing you encounter are two beings so ecstatic to see you that their whole bodies shake and wiggle, while they press their heads up against your legs and look up at you. Physical contact communicates affection. Don't forget this and don't neglect it.
Prioritize spending time with your loved ones.
Another part of making sure your affection is unequivocally communicated is by prioritizing to make sure you spend time with each other. When they aren't outside hunting mice, my dogs are predictably with one of the other family members. Our black Lab invariably finds a spot near my wife and I to lay down and hang out while we go about our day. Our golden retriever is usually found snuggled up on the couch with whomever is sitting there.
Conserve your energy for the hunt.
Our black Lab has the ability to completely relax her body and mold it to become one with most pieces of furniture. It is easy to construe this as laziness. However, when outside she is a ball of energy. I have seen her sprint faster than a deer – she chased it across our field, but didn't know what to do when she caught up to it, so just kept going beside it. She also has endurance and can spend hours hunting and digging for mice in the fields around our house.
Sometimes it is easier said than done in a 24h/day professional world, but get enough sleep. It will make the time you do spend on tasks more efficient and effective. You can't get more time in a day, but you can make the most effective use of what time you have.
There is a time to relax and a time to turn on the afterburners. Be sure to do both.
Exercise daily and enjoy it.
These two do Crossfit workouts everyday and love it. The fresh air and feeling of running around flat out energizes them. It is part of our habit too. Every morning after breakfast, as well as every afternoon, it is walk time. The dogs play extensively outside on their own, but still expect the whole pack to patrol the perimeter of our territory twice per day. They are like live-in personal trainers that don't take no for an answer.
Play with sticks. You don't need fancy toys. Use nature as your toy box whenever possible.
When these two play, they play hard and the toy eventually will be broken or gutted. More complex toys just make a bigger mess and usually don't last as long. Their favourite toy is whatever stick they have found. The beauty is that whenever it breaks, no problem, just find another one. The fancier the toys that we own are, like luxury vehicles for the adults, or complex radio control drones for the kids, the more components they have to break and the more costly the repair. I haven't seen a strong correlation between the cost of the toy and the pleasure derived from it.
Another aspect of this is that we should use the natural environment for our toy box a much as possible. My kids build forts out of branches and set up shops that sell various rocks they have found for hard currency like pine cones. I've watched my son painstakingly make a "sword" by carving and polishing a branch with a rock for an hour. It went up for sale in his weapons shop (a large rock displaying his wares). There is a significant body of literature showing that kids who play outside are smarter, happier, more attentive, and less anxious than kids who spend more time indoors. The evidence is similar for adults in terms of mood, physical health, stress reduction, and resilience when faced with new stresses.
It's not easy being a dog.
I am trying to be more like my dogs. Now that I work less than I have in the past, with FI giving me the breathing room to reflect and RE-focus on these aspects of my life, I think I am making headway.
It is a work in progress. There are setbacks. When those happen, I remind myself of another lesson from my dogs. Perseverance.
Apparently a chipmunk thought this downspout would make a good escape route.
It underestimated my dog's perseverance. Of course, the corollary is to not be so singularly focused on a single task that you miss the chipmunk sneaking out the other end. I would like to envision my other dog laying at the other end of the pipe with his mouth open waiting, but he's honestly not that smart. Loving – yes, killer instinct – nope.
The other cautionary note from this tale – don't hurt yourself trying to persevere when there will always be another chipmunk.
It usually pays to pause and RE-focus. Having financial independence makes it easier to do that by removing physical hunger for the chipmunk from the equation. My dogs are well fed. But let's face it, there is a lot of fun in the hunt whether it is in life or in your career. Focus on that aspect and enjoy it.
Dogs are a big commitment, but they really have given us so much. Our previous dogs did influence us in our housing. The big issue for travel for us was that the kids always wanted to go home around day five because they missed the dogs – we ended up getting a motorhome to travel and bring them along.


I was in need of a clock divider when I realised that my grids has everything that's needed for a nice voltage controlled clock divider module. So I quickly added a new output mode to the firmware.
You can enter the mode by long-pressing the tap button to enter settings mode. Then turn the "map x" knob to adjust the output mode. All leds off is euclidean drum mode, all leds on is grids default mode. I added the clock divider as a third mode (BD and HH leds on).
There are three independent clock division channels that are derived from the master clock.
The density knobs control the clock division from 1 to 32, giving you everything from 1clock/bar to a 32th note clock.
The other three knobs (mapX, mapY and chaos) control each channels offset from the pattern start. Example: Clock devision set to 16. Full CCW means: No offset. Full CW means: Trigger is send delayed by 15 pulses of the main clock. Center means: Trigger is delayed by 8 pulses.
Right now, I don't really know what to do with the accent outputs. I have my grids set to relay the clock and reset signals (there's a setting in the factory firmware to enable this).
Here is a fork of the source code on github. You can find attached the *.wav file. Power the module on with the tap button depressed and play the file to the clock input. Try it at your own risk.
I don't have a Grids but that's really cool !
clock dividers sure are useful, but so are clock multipliers.
would it be possible to add clock multiplication – i.e. make the 'fill' knobs (and cv) go from 16/1 through 1/16 (with 1/1 at the 12 o' clock knob setting)?
if the trigger outputs are divider outputs with an offset, why not make the accent outputs divider outputs without the offset?
Nice. Maybe make the extra channels some boolean combinations of the main outputs? Or (without thinking to hard about usefulness) as a kind of "inverted" outputs at (division – offset).
good idea about the boolean acc outputs!
so which ones would make most sense? AND, OR and XOR?
Thanks for the suggestions. Boolean outputs sounds good indeed.
I'd say AND'ing the three channels together doesn't make much sense – with divisors of e.g. 4, 9 and 23, chances are really low that all three channels are "on" at the same time – which means that the output would be 0 practically all the time. For more "even" divisors like 2, 4 and 8, it doesn't make much sense as well, because it would simply mimic the slowest channel (in this example: 8).
However, XOR and OR sounds like a fun way to combine the three channels. So that would be 2/3 outputs. What could we do with the third?
Re clock multiplication: IMO it doesn't make much sense to multiply the clock in this case. Grids internal clock is running at 32th notes and frankly, a 32th note clock x16 yields 512th notes, that's 256 triggers per second for 120bpm. I don't think that's very usefull. Right now, the output can be 1 trigger per bar (on the /32 position) up to 32th notes (on the /1 position). That's a very usable range, I think.
@TheSlowGrowth ah, true if you're using the internal clock. Multiplication is handy if you're using an external clock though.
Perhaps the 3rd Accent output could simply output the undivided clock.
You can overwrite two of the accent outputs with the internal undevided clock and the reset trigger by enabling one of the settings. That's already there in the factory firmware.
ah ok, i wasn't aware that this uses an internal clock – when i read 'clock divider', i thought it was about processing an external clock signal.
Yeah, AND seems kind of rare. Other candidates are the complementary NOR or XNOR for something that's on more often that not?
> but then, how does that internal clock relate to the external clock signal?
The clock speed knob adjusts the speed of the internal clock. When you turn it all the way CCW, it runs off an external clock patched to its clock input.
So, yea, my modification is technically a clock divider, but because grids uses an internal clock that can be slaved to an external clock, it's a little bit different from your average clock divider. One of the differences is that the clock input of grids can be switched between different clock speeds (namely 4, 8 and 24ppqn). So only when it's set to 8ppqn you will get a true 1:1 ratio between incoming clocks and outgoing clocks when you select the /1 division ratio.
For me, this firmware is mainly usefull to create different slower clocks from a single master clock (which is coming from yarns in my case). The voltage control over that is a nice extra compared to a vanilla clock divider.
If you want a "real" clock divider, you must enable the external clock input by turning the tempo knob all the way CCW and selecting the 8 pulses per quarter note (ppqn) setting for the clock input.
> What could we do with the third?
I think a dedicated 1:1 clock is a decent candidate – it never hurts to have an extra source for the master clock, and it's especially useful if the internal clock is in control.
I finally found the time to finish the clock divider mode.
- ACC1 now outputs the result of an OR operation of all the outputs (= it's 1 if at least one of the regular outputs is 1).
- ACC2 now outputs the result of an XOR operation of all the outputs (= it's 1 if an odd number of regular outputs is 1).
I spent the better part of this afternoon trying to find out why my code changes didn't work. After 2h of painfully inserting debugging instructions everywhere in the code, I realized that the *.wav upload isn't working right (I was only using ISP before). Sure enough, once I used my ISP adapter, all was working as expected.
Has anyone actually gotten the .wav bootloader working? I can access it, I can also play the wav-file and the lights make nice shiny flashy patterns – but at the end, nothing has changed. As if all the packets were discarded due to checksum mismatches or something like that.
Here is the wavefile, nonetheless. Would be cool to know if anyone of you can get it to run. Please only do this if you know how to recover your module in case of a problem.
Nice! I'll test this out tomorrow.
That was funny and made sense with Sheep and Tides. But I don't get why every alternative firmware name should get a reference to Drowning by Numbers. Also: Sheep was a complete different firmware from Tides. Whereas for example this one and others like Parasites are additions to the original firmware.


text:
When 300,000 Torontonians say they have no one
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text:
Eduard Artyomovich Markarov ( (Eduard Artyomovics Markarov; Baku, Szovjetunió, 1942. június 20. –) örmény-orosz-azeri labdarúgócsatár, edző. Jótszott a Torpedo Armavir, a bakui Neftçi PFK és az FA Ararat Jerevan csapatainál. Három alkalommal szerepelt a szovjet válogatottban. 2011 óta az örmény Mika Jerevan edzője.

Források

 edeuardmarkarov.com

1942-ben született személyek
Örmény labdarúgók
Szovjet labdarúgók
Orosz labdarúgók
Azeri labdarúgók
Az 1966-os világbajnokság labdarúgói
Labdarúgócsatárok
Orosz labdarúgóedzők
Élő személyek
Bakuiak

redpajama_set_name: RedPajamaWikipedia


There are so many great episodes of The Simpsons in season 22, but which are your absolute favorite? This list ranks every episode of The Simpsons season 22 from the best to worst, with the help of your votes.
The twenty-second season of The Simpsons premiered September 26, 2010 and consisted of 22 episodes. Guest stars during season 22 of The Simpsons included Ken Burns, Martin Landau, Alyson Hannigan, and Cheech & Chong.
Which The Simpsons season 22 episode did you like better, "Flaming Moe" or "The Ned-Liest Catch"? Vote up the best episodes from The Simpsons season 22 that you'd like to see at the top of the list.
"Lisa Simpson, This Isn't Your Life" is the fifth episode of The Simpsons' 22nd season. It first aired on the Fox network in the United States on November 14, 2010.


text:
<?php

namespace Bankiru\Seo\Entity;

use Bankiru\Seo\ConditionInterface;
use Bankiru\Seo\Exception\ConditionException;
use Bankiru\Seo\TargetDefinitionInterface;

abstract class AbstractCondition implements ConditionInterface
{
    /**
     * @var string
     */
    private $code;

    /**
     * @var TargetDefinitionInterface
     */
    protected $target;

    /**
     * AbstractCondition constructor.
     *
     * @param string                    $code
     * @param TargetDefinitionInterface $target
     */
    public function __construct($code, TargetDefinitionInterface $target)
    {
        $this->code   = $code;
        $this->target = $target;
    }

    /** {@inheritdoc} */
    public function attach(TargetDefinitionInterface $target, $code)
    {
        $this->code   = $code;
        $this->target = $target;
        $this->target->setCondition($this->code, $this);
    }

    /** {@inheritdoc} */
    public function match($object)
    {
        if (!$this->supports($object)) {
            throw ConditionException::unsupportedArgumentToMatch($this, $object);
        }

        return $this->doMatch($object);
    }

    /**
     * @return string
     */
    public function getCode()
    {
        return $this->code;
    }

    /**
     * @return TargetDefinitionInterface
     */
    public function getTarget()
    {
        return $this->target;
    }

    /**
     * Checks whether the object is valid argument to perform matching
     *
     * @param mixed $object
     *
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     */
    abstract protected function supports($object);

    /**
     * Verify that object matches according to condition configuration
     *
     * @param $object
     *
     * @return int|null
     */
    abstract protected function doMatch($object);
}

redpajama_set_name: RedPajamaGithub


text:
Home » The New Better Off: Reinventing the American Dream (Hardcover)
The New Better Off: Reinventing the American Dream (Hardcover)
By Courtney E. Martin
Courtney E. Martin is an author, entrepreneur, and weekly columnist for On Being. She has authored five books, including Do It Anyway: The New Generation of Activists, and Perfect Girls, Starving Daughters: How the Quest for Perfection is Harming Young Women, and her work appears frequently in national publications such as the New York Times and the Washington Post. Martin speaks widely at colleges and conferences, including TED, and has appeared on the TODAY Show, Good Morning America, MSNBC, and The O Reilly Factor. She is the co-founder of the Solutions Journalism Network and The Secret Society for Creative Philanthropy and a recipient of the Elie Wiesel Prize in Ethics. She lives with her family in Temescal Commons, a co-housing community in Oakland. Read more about her work at courtneyemartin.com."
Publisher: Seal Press
Business & Economics / Motivational
Business & Economics / Careers
Kobo eBook (October 3rd, 2016): $15.99


text:
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Bay Area Climate Collaborative has merged with Prospect Silicon Valley (ProspectSV). ProspectSV provides commercialization assistance to emerging technology companies, drawing together government, business and institutional leadership to catalyze the adoption of new technologies in the Bay Area.
Accelerating the clean energy economy with over 100 million lbs. of CO2 committed.
BACC was founded by the Silicon Valley Leadership Group. It is a program of Prospect Silicon Valley (ProspectSV), the first nonprofit, Silicon Valley-based technology commercialization catalyst for smarter, cleaner cities globally. ProspectSV supports emerging technology companies with access to facilities, platforms, partners, and market connections, including its Demonstration Center, a $12 million, 23,000 sq. ft. facility with industrial and lab space, office and meeting rooms, promotional space and commercialization support staff.


Welcome to this eleventh day of March, 2015. I'm John "Boomjack" Hoskin and this is Here Comes The Boom – EP #31.
It's Friendly Wednesday. If only every day was friendly. Reddit, I'm looking at you!
Here's to being friendly. I personally go for #5 every day, though "a corndog for you and a corndog for you" seems like a brilliant idea.
My friends at Wargaming.net have a fancy new beta coming out tomorrow. You've probably played World of Tanks and if not, you should give it a try. I'd like to know what you think of it. Regardless, World of Warships is hitting closed beta on the 12th (tomorrow). I'm not a war buff, nor am I a seafaring type, but this game appeals to me.
My only concern is that ships in games always feel unresponsive and slow to me. How does World of Warships overcome that?
Did anyone get in and try World of Warships on the open beta weekends?
My friends at my.com (see what I did there?) announced that closed beta for Skyforge will start today!
You can get in by normal means, like signing up and hoping that the RNG Gods smile on your or you can grab a Founder's Pack.
There are three different types of Founder's Packs.
They include the following bonuses.
Will you be checking either of them out? If not, then what are you playing? I hit up Heroes of the Storm and Homeworld Remastered yesterday.
HCTB 30: Newbie-Tuesday: Comics, Where Do I Start?
Thanks again. I appreciate your support.
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About pancreatic cancer
Diagnosis of pancreatic cancer
Stages of pancreatic cancer
Pancreatic Cancer Facts
Pancreatic cancer and research
Treatment options for pancreatic cancer
Treating symptoms of pancreatic cancer
Patient information booklets
Pancreatic Enzyme Replacement Therapy (PERT)
Diet and chemotherapy
Patient pathway
I'm concerned
Diagnosed with pancreatic cancer
Palliative and end of life care
Grief Chat
Patient and carer stories
Surgery for operable pancreatic cancer
Treatments to control symptoms
Chemotherapy treatment
Patient recipe book
Eating after a duodenal stent
Cysts and cystic tumours
£0.00 Shape
Free awareness materials
Jewellery for cancer
Pansy In Memory range
Fundraise for early diagnosis
Book a workplace talk
Text PANCAN and the amount you'd like to donate to 70085 (up to a maximum of £20)
Team Action Funds
What we do: Early diagnosis
Pancreatic Cancer Awareness campaigns
Campaign and Influence
Free patient information booklets
Our founder, Ali Stunt
Our patrons and ambassadors
Why we focus on early diagnosis
Home About Us Support from Trusts and Foundations
Team PCA
Support from Trusts and Foundations
We are extremely grateful for all the support we have received over the years from Trusts and Foundations, both in the UK and from overseas. Support from Trusts and Foundations enables us to continue to fund our valuable work.
There are a number of ways to support us. Some foundations and charitable trusts work in partnership with us on particulars project while others may give unrestricted donations towards our core costs.
As an organisation we will continue to focus on the early diagnosis of pancreatic cancer and are committed to improving the survival rates of the disease. Working towards the day when everyone is diagnosed early and survives pancreatic cancer.
Please do get in touch if you are a trustee, or have a link with a Trust or Foundation who may be able to help us.
We fund the Early Diagnosis Challenge Award, where we offer grants to UK based post-doctoral researchers in the UK worth up to £40,000 per project. By seed funding innovative ideas we are looking for an early detection method to improve early diagnosis of pancreatic cancer.
We are working on a project to target at-risk groups who are more at risk of developing pancreatic cancer to ensure that they are receiving and responding to awareness materials.
We are looking to run a GP Audit to further research the link with Type 2 diabetes and pancreatic cancer.
We provide e-learning for GP's and Pharmacists to increase their knowledge about pancreatic cancer. We are currently looking to revise and update our e-learning module for hospital doctors accredited by the British Medical Journal.
Public Awareness Campaigns
Half of the pancreatic cancer patients have not heard of the disease before their own diagnosis. We provide awareness materials and create award winning campaigns to help raise awareness of the disease.
We are looking to continue our awareness campaigns targeting Wales in 2020. By targeting the public, GP's and Pharmacists we can ensure that more people are aware of this disease leading to greater awareness and improved survival rates.
We would like to eventually cover the whole of the UK with an awareness campaign.
We hope that these projects have inspired you to find out more about working with us to help us achieve our aims. For more detail about what we do please visit the "What we do" section on our website.
Please contact roz@panact.org or fundraising@panact.org or call 0303 040 1770 for further information.
© 2020 Pancreatic Cancer Action. Registered Charity in England & Wales (1137689) and Scotland (SC049777). A Company limited by guarantee, registered in England & Wales No. 07272699. Registered address: Pancreatic Cancer Action, Unit 10, Oakhanger Farm Business Park, Oakhanger, Hampshire, GU35 9JA | Website Design by Jolora


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Gunnar Jonas Fredrik Myrstrand, född 25 september 1960 i Täby, Stockholms län, är en svensk regissör, manusförfattare och filmcurator.
Jonas Myrstrand har studerat på Birkagårdens folkhögskola 1983-84, Filmakademin i Göteborg 1988-89 och tog examen vid Göteborgs universitet 2011. Han är verksam med eget filmproduktionsbolag. Hans film Confession 2001 var nominerad till Best Swedish Short på Göteborg Internationella filmfestival.

Regi
 Confession (2001
 Jobba hem, Jobba hem (2002)
 Den Sjungande Korpen (2009)

Filmmanus
 Zaza och Håkan (dok)
 Hallå (tv-short)
 Tinnitus Blues

Producent
 Historiens Skuggor (2013)

Källor
Svensk Filmdatabas
IMDB
Av och om Jonas Myrstrand på svenska bibliotek, Libris

Svenska filmproducenter
Svenska filmregissörer
Svenska manusförfattare under 2000-talet
Personer från Täby socken, Uppland
Födda 1960
Levande personer
Män
Svenska regissörer under 2000-talet


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/*
 Modified by Denis Zamataev. 2014
 */

#import <Foundation/Foundation.h>

#import "HTMLReader.h"

#import "DZReadability_constants.h"

typedef void (^GGReadabilityParserCompletionHandler)( NSString * content );
typedef void (^GGReadabilityParserErrorHandler)( NSError * error );

@interface GGReadabilityParser : NSObject {

    float loadProgress;

@private
    GGReadabilityParserErrorHandler errorHandler;
    GGReadabilityParserCompletionHandler completionHandler;
    GGReadabilityParserOptions options;
    NSURL * URL;
    NSURL * baseURL;
    long long dataLength;
    NSMutableData * responseData;
    NSURLConnection * URLConnection;
    NSURLResponse * URLResponse;

}

@property ( nonatomic, assign ) float loadProgress;

- (id)initWithOptions:(GGReadabilityParserOptions)parserOptions;
- (id)initWithURL:(NSURL *)aURL
          options:(GGReadabilityParserOptions)parserOptions
completionHandler:(GGReadabilityParserCompletionHandler)cHandler
     errorHandler:(GGReadabilityParserErrorHandler)eHandler;

- (void)cancel;
- (void)render;
- (void)renderWithString:(NSString *)string;

- (HTMLElement *)processXMLDocument:(HTMLDocument *)XML baseURL:(NSURL *)theBaseURL error:(NSError **)error;
@end


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Dragon's Dogma quest guide
By Jeff McAllister published 15 June 12
Dragons aren't the only thing you have to worry about
Act II: Side Quests
Deeper Trouble
Reward: 6,000xp/8,000g
When you return to Cassardis, you will hear a voice coming from the well you already cleared out. Hop down and you will find there are more monsters in the well. And, of course, they need to be cleared out. Go back to where you first fought the Saurians and you will see there is now another cave opening there. Enter it and you will find a whole slew of Saurian eggs on the walls. Get to destroying them and all the Saurians that show up, including the big momma. Once they are all smashed, return to the entrance of the well and talk to Rorric to complete the quest.
Reward: 10,000xp/20,000g
When you return to the Fountain Square after your first meeting with the Duke, talk to Brice and he will tell you that Selene is in trouble. Head all the way south to Witchwood, and when you reach Selene's hut a golem to the right will awaken. To take it down hit the glowing discs on it until they all shatter. Once it's down, go through the door that it was blocking and follow the river around to the Guardian's Grave. Speak to Selene and Sofia to learn more about the role of pawns. Once the conversation is over, the quest will be complete.
Nameless Terror
There will be a time during the second act when you leave Gran Soren and a guard named Ser Rickert will stop you. He will warn you that a strange character approached him asking about your whereabouts. Rickert warns you to be wary of an ambush, and rightly so. To find these foes, you will need to visit 5 locations at night and get ambushed by them. You will know that they are the enemies you need to defeat for the quest because they will have proper names to them when they speak as opposed to "bandit." The locations where you can find them are:
Outside the Ancient Quarry mines at night, near the mining hut, south of the Withered Forest.
Just over the bridge to the north of Gran Soren that crosses the river and leads to the Conquest Road.
On the road between the Encampment and Cassardis, next to the Unusual Beach.
Just north of the Mountain Waycastle on the path that leads to Gran Soren through the mountains.
For the final ambush, which will only appear after the first 4 have been dealt with, is only a small battle against one enemy named Zero. To find him, travel to the entrance of Cassardis and he will appear while taunting you. Take him down and this quest will finally be over.
An Innocent Man
Inquire around Gran Soren about Tomlin's Father
Reward: 6,000xp/10,000g
When you visit Cassardis, head down to the beach to find Tomlin roaming about. He will talk about his father being a gardener in Gran Soren at the castle and he has gone missing. Head back to the castle and talk to the guard there. He will mention a fellow was locked up in the dungeon, so head there through the castle and talk to Ansell in his cell. Use a skeleton key to open his cell and then lead him out to the aqueduct where he will meet up with Tomlin to finish the quest.
Honor and Treachery
Reward: 15,000/40,000g
After talking to Aldous, leave Gran Soren to help some soldiers at the Mountian Waycastle. Go to the Waycastle and speak to the guard there and he will tell you to go back to Gran Soren. Use a ferrystone to make it faster and then head to the field area. A cockatrice will be attacking the area. For this battle you will want to have plenty of secret softener in case the cockatrice uses Petrify on you. If you do get hit, you will slowly start to turn to stone and eventually die. To defeat the cockatrice a bit easier, use the barns and buildings as shelter and obstacles to quickly hide from its breath attack. Once you have hit the giant bird enough, go and talk to Aldous and you will complete the quest.
Idol Worship
When you see that Caxton has his quest available by the "?" over his head, all you need to do is give an idol to him. Which idol you give is up to you. There's the gold idol you receive from Symone in the previous quest, the silver from the Pawn Guild Notice Board quest for killing the Cyclops, and the bronze idol from the Dragonforged's cave. Once you give him the idol, the quest will complete.
No Honor Among Thieves
Reward: Badge of Amity/3,500xp/4,000g
When you talk to Maul at the Ruins of Aernst Castle, he will offer you a quest to earn his admiration. Head northwest of Gran Soren, towards the Heavenspeak Fort and along the way you will come across all-female bandits. Kill ten of them and then return to Maul and he will give you his Badge of Amity as the quest is completed.
Much like the quest you went on to prove yourself to Maul, you will need to do the same for Ophis. Talk to her across the bridge in Heavenspeak Fort and she will want you to go to the south of Gransys to kill 10 bandits. If you haven't been to the fort before, you will either need to have all females with you or have your males dressed as females. If not you will get attacked on site when you enter. Once you kill the bandits, return to Ophis to get the amity for your troubles.
Arousing Suspicion
When you enter the castle after the verdict for Fournival has been read, Mirabelle will just be inside the first set of doors. Talk to her and she will tell you that the Duchess wants to talk to you. You need to meet Mirabelle at night in the garden to get more info. Go to the garden when the sun sets and Mirabelle will tell you to meet the Duches in her room. Enter her tower and a scene will play. After it's over, you can choose to help her or not. If you do, you will get put in the dungeon and another scene will play. Make your way out to the slums through the passage at the far end and you will complete the quest.
The Conspirators
When you are walking around the castle, a soldier named Fedel will ask to meet you at night to discuss something. Go to meet him at night in the castle garden, and he will ask you to retrieve a letter from Soulflyaer Canyon. The letter is at the same place that the parcels are for the Parcel Service Quest (an Act II notice board quest), oddly enough. Head north to the canyon and enter from the west entrance near the Greatwall. When you enter, go to the left and up the slope with the Cyclops on it. Go to the right and slide down to the left side. Make the turn again and slide down another water slope that splits left and right, but this time stick to the right. Walk along the ledge there to find the packages waiting for you there. Return the letter to Fedel to complete the quest.
Reward: 8,000xp
If you enter to Madeline shop, the woman in there will tell you that Madeline has left town due to some criminal reasons, but that some people around town may know what happened to her. Talk to Nettie and Arsmith at the Alehouse and they will say that she is somewhere in the city. Next, go to the Aqueduct and see her flee to the outside of the castle. Exit outside to follow her and make your way to the right to find her crouched up. Talk to her and she will babble on for a bit as some guards come to arrest her. Tell the guards you haven't seen her and then throw Maddy some gold for being so pretty and the quest will complete.
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Area 6: Download a printable PDF version of this map.
Area 106: Download a printable PDF version of this map.
Crab 6,106 Reminder Combined daily limit for Dungeness crab, red rock crab, box crab, Puget Sound king crab and all other king crab is 6.
Kitimat River Tidal waters of the Kitimat River upstream of a line from the old Eurocan dock at 53 degrees 59.600 minutes N 128 degrees 40.733 minutes W to the kiosk at MK Bay marina at 53 minutes 58.841 minutes N 128 degrees 39.144 minutes W.
Herring 6,106 Reminder Harvesting of herring roe from marine plants or plants placed in the water for the purpose of harvesting herring roe is prohibited.
Codfish 6,106 Reminder Species includes: Pacific cod, Pacific tomcod, pollock and hake but does not include lingcod.
Central Reefs MPA Zone A Central_Reefs_MPA_Zone_A.jpeg Central Reefs MPA Zone A core protection zone: Those waters of Subareas 106-2 and 107-1 below a depth of 120 m below the sea surface that lie inside a line that begins at 52°14'03.4"N 129°38'33.2"W, then southerly to 52°16'54.8"N 129°43'13.4"W, then to 52°21'57.1"N 129°43'56.5"W, then to 52°24'24.5"N 129°47'22.8"W, then to 52°29'05.9"N 129°50'59.4"W, then to 52°31'05.2"N 129°50'13.9"W, then to 52°31'06.7"N 129°47'40.9"W, then to 52°27'42.0"N 129°40'25.1"W, then to 52°25'22.9"N 129°37'24.0"W, then to 52°19'47.0"N 129°32'43.2"W, then to 52°16'18.2"N 129°33'22.8"W, then to the beginning point.


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Omega Speedmaster Professional Moonlight Golden Moon Watch Personal Experience
Let me play among the stars.
Yesterday, Omega replica announced a series of new models in Miami, including the new Ultra Deep, two new colorways of the Aqua Terra series and the new generation Speedmaster '57. For all of this (and more), we have stories of our own experience, but I want to start with my new favorite release: Speedmaster Moonwatch Moonshine Gold.
The last time I was in Miami was in the spring of 2019, when Omega showed off the first Speedmaster, Moonshine Gold, in its proprietary 18k yellow gold alloy. It's a jaw-dropping tribute to the 50th anniversary of Apollo 11. And, as Speedy fans have pointed out, since then, Omega has updated its core steel Moonwatch collection with the 3861 Speedmaster Professional movement.
The watch you see here basically combines the above two steps of the Speedmaster series. The result is a fully bootlegged 3861 Speedmaster that joins the current ranks with Sedna and Canopus Gold Speedies. It's easily my favorite precious metal Speedmaster trio.
For those who don't know your proprietary brand alloy, Moonshine Gold was developed by Omega and launched in 2019 as a higher performance alternative to traditional 18k gold. Moonshine Gold uses a mixture of gold, silver, copper and palladium for a cooler and unique color than more common alloys, and its composition is designed to prevent the metal's color and luster from fading over time.
The new Speedmaster Moonwatch Moonshine Gold (I'm going to choose the Moonshine Speedmaster because I'm not getting anything in return) is available in two dial styles with a matching gold bracelet or a lovely rubber strap. Moonshine gold dial with black subdials and decorations and black ceramic bezel, or PVD green dial with gold decorations and green ceramic bezel.
I'm a total sucker for gold when it comes to precious metal sports watches, and while I'm recorded as not being a huge Speedmaster guy, if we're talking about gold it's a whole different story. The Steel Speedmaster is undoubtedly an incredible watch with amazing pedigree, but for me, gold makes it all the more special, unusual and interesting.
Like the full-fledged 3861 model, the Moonshine Speedmasters are 42mm wide, 13.18mm thick and 47.5mm lug-to-lug. The 3861 is a hand-wound Co-Axial Master Chronometer that is METAS certified, runs at 3 Hz, offers a 50-hour power reserve, and has the same technical specifications as the 3861 Speedmaster we've seen in past iterations. Like most Speedmaster models, the Moonshine Speedmasters feature sapphire crystal on the front and sapphire glass on the back for display.
Of the two new models, if I found myself in such a wonderful predicament, I still don't know which one I'd choose. The black and gold colorway of the Panda Edition is very classic to me, and it works just as well on a rubber strap as it does on a bracelet. But green is so dark and rich that it's hard for me not to think it's the more special and unique of the two. If you have a clear choice between the two, hit the comments and let me know why you prefer one or the other.
Speaking of bracelets and rubber straps, if you have the means to own one of these gold Speedies, I recommend getting both. The bracelet is simply fantastic. Mostly brushed, it's thin, with rounded links that taper from 20mm at the lugs to 15mm at the clasp. The clasp isn't particularly bulky, but thankfully, Omega managed to integrate a two-digit (2.3mm) extension on their buttons.
The rubber is thin and soft with minimal shape molding, it tapers to 16mm and flows nicely into the Moonshine Gold folding clasp. The tail runs underneath and the rubber feels comfortable. As an added lunar watch treat, the inside of the strap is decorated to look like the lunar surface around the lunar landing site.
What else is there to say? I'll save the rest for these photos. Because the truth is, this Moonshine Gold is an aesthetic treatment with no real benefit over steel – it all depends on how it looks and how it makes you feel. Moonshine Speedy feels great for a collection launched against the bold and colorful backdrop of Miami.