Featuring free WiFi, Apartments Planeta Yantarya is set in Svetlogorsk, 33 km from Kaliningrad. The Baltic Sea is 1 km away from the property. Free private parking is available on site. All units have a dining area and seating area. The kitchen is equipped with an oven and dishwasher. Yantar Hall is 650 metres from the Planeta Yantarya. Kaliningrad Khrabrovo Airport is 30 km from the property.


text:
The Benton City – Kiona Bridge is a steel box girder and cable-stayed bridge carrying two lanes of Washington State Route 225 over the Yakima River in Benton City, Benton County, Washington. The current span was opened to traffic on July 4, 1957 and measures  by  wide. Two bridges had previously connected the cities of Benton City and Kiona before and were located  downstream. The first bridge was open by 1901, and the immediate predecessor bridge was closed and torn down in 1964. The bridge is owned and maintained by the Washington State Department of Transportation, and was added to the Washington Heritage Register on January 25, 2002.

Description
The Benton City – Kiona Bridge is located about  from the southern terminus of Washington State Route 225 (SR 225) in Benton City, just south of downtown. The unincorporated community of Kiona is just south of concurrent highways Interstate 82 (I-82) / U.S. Route 12 (US 12), where SR 225 terminates. The bridge is  by  wide, carrying two lanes of SR 225, linking Benton City to I-82/US 12. While SR 225 on both sides of the bridge features bicycle lanes, the bridge does not. The bridge does feature  sidewalks raised  above the roadway surface.

The bridge, as well as the remainder of SR 225 are considered a major collector road by the Washington State Department of Transportation (WSDOT), which the Federal Highway Administration defines as linking towns to larger arterials. Every year, WSDOT conducts a series of surveys on its highways in the state to measure traffic volume. This is expressed in terms of average annual daily traffic (AADT), a measure of traffic volume for any average day of the year. In 2012, WSDOT calculated that 9,500 vehicles traveled on SR-225 along the bridge.

History

Earlier spans
The first span recorded was built by 1901. That bridge was destroyed during a flood along the Yakima River in late 1917. This bridge was recorded on the Pasco quadrangle produced by the United States Geological Survey in 1914. The letters "US" were inscribed in one of the approach spans of the bridge as a way marker for travelers through the region. Major flooding happened along the Yakima River near Benton City in 1894, 1917, 1922, 1933, and 1948. A new bridge was built after the original span collapsed in the flood. By 1954 the second bridge was considered no longer sufficient for the traveling public with a roadway less than  wide. The second bridge was torn down in 1964, seven years after the opening of the current bridge.

Current span
The first proposals for the current bridge were submitted in November 1955, with a cost estimate of $140 thousand (equivalent to $ in ). The bridge was designed so that there was a clearance of  higher than the 1933 Yakima River flood level. The new bridge was to be built  downstream from the previous bridge, but was built  upstream instead. The second bridge had been in place for 40 years and was seeing an average of 1,700 cars-per-day over the bridge.  By comparison 9,500 cars on an average 2012 day travel over the current bridge.

Everett McKellar of Chelan won the contract to build the bridge, designed by Homer M. Hadley in 1956. Hadley designed the Lacey V. Murrow Memorial Bridge across Lake Washington and the Third Lake Washington Bridge was named after him. The cost of the bridge came out at just over $196 thousand (equivalent to $ in ), and was opened to traffic on July 4, 1957.

The bridge is believed to be the first steel box girder bridge built in the United States.

The bridge was listed on the Washington Heritage Register on January 25, 2002.

See also

References

External links

 OAHP inventory form

Bridges completed in 1957
Bridges in Benton County, Washington
Road bridges in Washington (state)
Washington Heritage Register
Cable-stayed bridges in the United States
Steel bridges in the United States
Box girder bridges in the United States
Yakima River

redpajama_set_name: RedPajamaWikipedia


text:
1865 - 1866 - 1867 - 1868 - 1869 - 1870 - 1871 - 1872 - 1873
Aceasta este o listă a conducătorilor de stat din anul 1869:

Europa
Anglia: Victoria (regină din dinastia de Hanovra, 1837-1901)
Austria: Francisc Iosif (împărat din dinastia de Habsburg-Lorena, 1848-1916; totodată, rege al Cehiei, 1848-1916; totodată, rege al Ungariei, 1848/1867-1916)
Bavaria: Ludovic al II-lea (Otto Frederic Wilhelm) (rege din dinastia de Wittelsbach, 1864-1886)
Belgia: Leopold al II-lea (rege din dinastia Saxa-Coburg, 1865-1909)
Cehia: Francisc Iosif (rege din dinastia de Habsburg-Lorena, 1848-1916; totodată, împărat al Austriei, 1848-1916; totodată, rege al Ungariei, 1848/1867-1916)
Danemarca: Christian al IX-lea (rege din dinastia de Glucksburg, 1863-1906)
Elveția: Emil Welti (președinte, 1869, 1872, 1876, 1880, 1884, 1891)
Franța: Ludovic Napoleon Bonaparte (Napoleon al III-lea) (președinte, 1848-1870; împărat, din 1852)
Grecia: George I (rege din dinastia Glucksburg, 1863-1913)
Imperiul otoman: Abdul-Aziz (sultan din dinastia Osmană, 1861-1876)
Italia: Victor Emmanuel al II-lea (rege din dinastia de Savoia, 1861-1878; anterior, rege al Sardiniei, 1849-1861)
Liechtenstein: Johannes al II-lea cel Bun (principe, 1858-1929)
Luxemburg: Wilhelm al III-lea (mare duce din dinastia de Orania-Nassau, 1849-1890; totodată, rege al Olandei, 1849-1890)
Monaco: Carol al III-lea (principe, 1856-1889)
Muntenegru: Nicolae (principe din dinastia Petrovic-Njegos, 1860-1918; rege, din 1910)
Olanda: Wilhelm al III-lea (rege din dinastia de Orania-Nassau, 1849-1890; totodată, mare duce de Luxemburg, 1849-1890)
Portugalia: Luis I (rege din dinastia de Braganca-Saxa-Coburg-Gotha-Kohary, 1861-1889)
Prusia: Wilhelm I (rege din dinastia de Hohenzollern, 1861-1871; ulterior, împărat al Germaniei, 1871-1888)
România: Carol I (domnitor din dinastia Hohenzollern-Sigmaringen, 1866-1914; rege, din 1881)
Rusia: Alexandru al II-lea Nikolaievici (împărat din dinastia Romanov-Holstein-Gottorp, 1855-1881)
Saxonia: Johann (Nepomuk Marie Josef Anton Xaver Vinzenz Ludwig Franz de Paula Stanislaus Bernhard Paul Felix Damasus) (rege din dinastia de Wettin, 1854-1873)
Serbia: Milan al IV-lea (I) (principe din dinastia Obrenovic, 1868-1889; rege, din 1882)
Spania: Francisco Serrano y Dominguez (președinte, 1868-1870, 1874; regent, din 1869)
Statul papal: Pius al IX-lea (papă, 1846-1878)
Suedia: Carol al XV-lea (rege din dinastia Bernadotte, 1859-1872)
Ungaria: Francisc Iosif (rege din dinastia de Habsburg-Lorena, 1848/1867-1916; totodată, împărat al Austriei, 1848-1916; totodată, rege al Cehiei, 1848-1916)

Africa
Așanti: Karikari (Kofi Kakari) (așantehene, 1867-1874)
Bagirmi: Abu-Sekkin Muhammad (mbang, 1858-1871)
Barotse: Sipopa Lutangu (litunga, 1864-1876)
Benin: Adolo (obba, cca. 1850-1888)
Buganda: Mutesa I (Mukabaya) (kabaka, 1856-1884)
Bunyoro: Kyebambe al IV-lea (Kamurasi) (mukama, cca. 1852-1869) și Chwa al II-lea (Kabarega) (mukama, 1869-1899)
Burundi: Mwezi al IV-lea Gisaabo (mwami din a patra dinastie, 1852-1908)
Dahomey: Gelele (rege, 1858-1889)
Darfur: Muhammad Hussain ibn Muhammad Fadl (sultan, 1838/1839-1873)
Egipt: Ismail (conducător, 1863-1870; vicerege, din 1867)
Ethiopia: Takle Guiyorguis al II-lea (Uagsum Gobașe) (împărat, 1868-1872)
Imerina: Ranavalona a II-a (regină, 1868-1883)
Imperiul otoman: Abdul-Aziz (sultan din dinastia Osmană, 1861-1876)
Kanem-Bornu: Umar ibn Muhammad (șeic din dinastia Kanembu, 1837-1853, 1854-1880)
Lesotho: Moshoeshoe I (rege, 1818/1820-1870)
Liberia: James Springs Payne (președinte, 1868-1870, 1876-1878)
Lunda: Muteba al II-lea (ya Cikombe) (uzurpator, ?-1874) (?)
Maroc: Sidi Mohammed (al IV-lea) ibn Abd ar-Rahman (sultan din dinastia Alaouită, 1859-1873)
Munhumutapa: Kandeya (rege din dinastia Munhumutapa, 1868-1870)
Oyo: Adelu (rege, 1859-1875)
Rwanda: Kigeri al IV-lea Rwaabugiri (rege, cca. 1865-1895)
Swaziland: interregnum (rege din clanul Ngwane, 1868-1874)
Tunisia: Muhammad al III-lea ibn Hussein as-Sadik (bey din dinastia Husseinizilor, 1859-1882)
Wadai: Ali ibn Muhammad (sultan, 1858-1874)
Zanzibar: Madjid ibn Said (sultan din dinastia Bu Said, 1856-1870)

Asia

Orientul Apropiat
Afghanistan: Șir Ali Khan (suveran din dinastia Barakzay, 1863-1866, 1869-1879)
Arabia: Abdallah al III-lea ibn Faisal (imam din dinastia Saudiților/Wahhabiților, 1865-1871, 1871-1873, 1876-1885, 1889)
Bahrain: Ali ibn al-Khalifah (II) (emir din dinastia al-Khalifah, 1868-1869), Muhammad I ibn al-Khalifah (II) (emir din dinastia al-Khalifah, 1843-1868, 1869), Muhammad al II-lea ibn Abdallah (emir din dinastia al-Khalifah, 1869) și Isa I ibn Ali (emir din dinastia al-Khalifah, 1869-1923)
Iran: Nasir ad-Din (șah din dinastia Kajarilor, 1848-1896)
Imperiul otoman: Abdul-Aziz (sultan din dinastia Osmană, 1861-1876)
Kuwait: Abdullah al II-lea ibn Sabbah (emir din dinastia as-Sabbah, 1866-1892)
Oman: Azzan ibn Kais (imam din dinastia Bu Said, 1868-1870)
Qatar: Muhammad ibn Thani (emir din dinastia at-Thani, 1868-1876)
Yemen, statul Sanaa: al-Mansur Muhammad (imam, 1853-1890) și al-Mutawakkil al-Muhsin (imam, 1855-1878)

Orientul Îndepărtat
Atjeh: Mansur Șah (sultan, 1836-1870)
Birmania, statul Toungoo: Mindon Min (rege din dinastia Alaungpaya, 1853-1878)
Brunei: Abdul Mumin (sultan, 1852-1885)
Cambodgea: Preah Ang Reachea Vodey Preah Norodom Borommo Ream Teneavottana (rege, 1860-1904)
China: Muzong (Zai Chun) (împărat din dinastia manciuriană Qing, 1862-1874)
Coreea, statul Choson: Kojong (Yi Hyong) (rege din dinastia Yi, 1864-1907; împărat, din 1897)
India: John Laird Mair Lawrence (vicerege, 1863-1869) și Richard Southwell Bourke (guvernator general, 1869-1872)
Japonia: Meiji (împărat, 1868-1912)
Laos, statul Champassak: Chao Kham Suk (Yutti Thammathone al II-lea) (1863-1893/1900)
Laosul superior: Tiantharat (Chantha Kuman) (rege, 1851-1870)
Maldive: Imad ad-Din Muhammad al III-lea (sultan, 1834-1882)
Mataram (Jogjakarta): Abd ar-Rahman Amangkubowono al VI-lea (Mangku-bumi Gatot) (sultan, 1855-1877)
Mataram (Surakarta): Pakubuwono al IX-lea (Bangun Kadaton) (sultan, 1861-1893)
Nepal, statul Gurkha: Surendra Bikram Șah Bahadur Șamșir Jang (rege, 1847-1881)
Rusia: Alexandru al II-lea Nikolaievici (împărat din dinastia Romanov-Holstein-Gottorp, 1855-1881)
Thailanda, statul Ayutthaya: Pra Chulachomklao (Chulalongkorn, Rama al V-lea) (rege din dinastia Chakri, 1868-1910)
Tibet: nGag-dbang bLo-bzang Phrin-las rgya-mtsho (dalai lama, 1858-1875)
Tibet: Panchen dPal-ldan Ch'os-kyi gRags-pa (Chokye Trakpa) (panchen lama, 1857-1882)
Vietnam: Tu Duc (Nguyen Duc-Tong) (împărat din dinastia Nguyen, 1848-1883)

America
Argentina: Domingo Faustino Sarmiento (președinte, 1868-1874)
Bolivia: Jose Mariano Melgarejo (președinte, 1865-1871; dictator, din 1869)
Brazilia: Pedro al II-lea (împărat din dinastia de Braganca, 1831-1889)
Canada: John Young (guvernator general, 1868-1872)
Chile: Jose Joaquin Perez Mascayano (președinte, 1861-1871)
Columbia: Santos Gutierez (președinte, 1868-1870) și Eustorgio Salgar (președinte, 1868-1872)
Costa Rica: Jesus Jimenez Zamora (președinte, 1863-1866, 1868-1870)
Republica Dominicană: Buenaventura Baez (președinte, 1849-1853, 1856-1857, 1865-1866, 1868-1873, 1876-1878)
Ecuador: Juan Javier Espinosa (președinte, 1867-1869) și Gabriel Garcia Moreno (președinte, 1859-1865, 1869-1875
El Salvador: Francisco Duenas (președinte, 1851, 1851-1852, 1852-1854, 1856, 1856, 1863-1871)
Guatemala: Vicente Cerna (președinte, 1865-1871)
Haiti: Sylvain Salnave (președinte, 1867-1869)
Honduras: Francisco Cruz (președinte, 1869-1870)
Mexic: Benito Pablo Juarez (președinte, 1858-1872)
Nicaragua: Fernando Guzman (președinte, 1867-1871)
Paraguay: Francisco Solano Lopez (dictator, 1862-1870)
Peru: Jose Balta (președinte, 1868-1872)
Statele Unite ale Americii: Andrew Johnson (președinte, 1865-1869) și Ulysses Sidney Grant (președinte, 1869-1877)
Uruguay: Lorenzo Battle (președinte, 1868-1872)

Oceania
Hawaii: Kamehameha al V-lea (Lot Kamehameha) (rege, 1863-1872)
Noua Zeelandă: George Fergusson Bowen (guvernator, 1868-1873)
Tonga: George Tupou I (rege, 1845-1893)

1869
1869


A successful digital customer process means that the parties enter into a formal and legally binding agreement that requires personal approval, i.e. signing. With digital signing from Nets, your employees, customers and suppliers can sign contracts, loans and other binding documents online using their Nordic digital identity, e.g. BankID or NemID.
Nets offers various digital signing services adapted to the needs of your business.
Digitising your business processes makes signing easier, smarter and more efficient.
Automating previously manual processes saves you and your customers time.
Digital processes for signing reduce cost and customer churn.
Give your customers a better experience with online self-service.
Is a digital signature legally binding?
A digital signature is as binding as a signature written with pen and ink when given by the holder of the digital signature. When the document is signed, it contains information about who signed the document, when the signature was added, and confirms that the signature was valid when the document was signed. It can later be verified that the document has not been modified after it was signed.
E-Signing Portal is an online signing service where you and your partners can upload documents and distribute them for digital signing.
The documents can be signed by anyone who holds a digital identity in the Nordics, and no user login is required. The portal is a freestanding and easy-to-start online service that works in parallel with your existing business systems.
The service is well suited to ad hoc processes, and has advanced access control features suitable for partner sales.
Nets' E-Signing Web Services provide a powerful, generic and high availability process engine designed to handle digital signing needs in any online business process. This cloud-based service eases the integration of document signing and handles all the cryptographic challenges that accompany digital document signing.
By utilising digital signing features in identity services in the Nordics such as NemID, BankID NO, BankID SE and Finnish Trust Network, your customers can sign contracts, loans and other legally binding documents directly online wherever they are, on any device.
ID-Rights provides you with official signature and procuration rights for all companies in the Nordics based on updated information from public registers, so you can be certain you are entering into agreements with individuals who are authorised to sign on behalf of their company. This reduces the risk of fraud in your company.
Nets Share is a flexible and secure distribution platform for sending documents and information to customers, citizens, employees and suppliers. Nets Share is a Nordic standard solution for distribution to e-Boks, e-mail and mail/print.
Digital processes can make HR departments more efficient and provide control and overview of documents and contracts. Nets Share HR offers efficient and secure handling of HR documents, personal data and signings. In a single workflow, documents can be distributed, signed and archived.


Development Awards Help Get Funding To Train- Learn For Job Placement.
Our Development Awards can help to cover costs such as: course fees, transport or equipment to help you achieve your plan to get into education, training or employment.
If you meet the eligibility criteria, you can receive up to £500.
Tools or equipment for a job or qualification e.g. hairdressing kit, carpentry tools, chef whites.
Childcare costs to help single parents access short term education.
Transport to a new job until first pay cheque.
Fees for courses higher than Level 3, e.g. NVQ Level 4, HNC, HND, Degree or post-grad courses.
We work with 18 to 30-year-olds to turn big ideas into a business reality through our Enterprise programme.
From training and mentoring support to funding and resources, we're with you every step of the way.
If you're eligible, you'll be invited by one of our volunteers to meet with them to discuss making an application before a final decision is made.
Our volunteers give up their time to support the Trust and therefore we advise that you let your volunteer know if your circumstances change and you are unable to attend the meeting or need to change the date.
The whole process can take up to six weeks, although it may be quicker, but we recommend getting in touch with us sooner rather than later.


text:
#include <thrift/lib/cpp2/fatal/container_traits_folly.h>
#include <thrift/lib/cpp2/fatal/traits_test_helpers.h>

namespace test_cpp2 {
namespace cpp_reflection {

TEST(reflection, thrift_sorted_vector_set_traits) {
  apache::thrift::test_thrift_set_traits<folly::sorted_vector_set<int>>();
}

TEST(reflection, thrift_sorted_vector_map_traits) {
  apache::thrift::test_thrift_map_traits<folly::sorted_vector_map<int, int>>();
}

} // namespace cpp_reflection {
} // namespace test_cpp2 {

redpajama_set_name: RedPajamaGithub


How would you portray cloth diapering today in a photograph?
The Willow Store is looking for photographs of reusable cloth diapers in use today by families just like you. They are working on a surprise diapering project that will help answer some of the most common misconceptions about cloth diapering today. The project will be revealed (along with the winners of the photo contest) during a Twitter Party on August 30th.
The Willow Store will select the best 20-30 photographs from those submitted to be used in a surprise cloth diapering project. The photos must incorporate cloth diapers in use; be creative. You may use any diaper that is reusable, any style, variety, color, print, or setting in your photograph.
Contest dates: Submissions will be accepted starting August 10th, 2011 and will close Monday, August 29th, 2011 (midnight ET).
How to submit your photo: Email your images to photos@thewillowstore.com along with your name, email, and Twitter @UserName (if applicable).
Photo guidelines: All images must have a reusable cloth diaper in the photo. Photo must be a minimum of 5″X7″ (or 300dpi). Photo may be landscape or horizontal and preferably not cropped or altered. No anonymous submissions. Submitter must own the rights of the photo and by submitting the photo into this contest the rights will be transferred to The Willow Store. Limit 1 photo submitted per person. For a complete list of rules please visit http://www.willowpads.com/diaperingtoday.
Photo contest prizes: Each of the photos selected as winners (20-30 winners) will each receive a $25 Amazon.com gift certificate compliments of The Willow Store. Winning photographs will be selected by The Willow Store from all of the applicable submissions. Winners will be announced live during the one hour live Twitter Party on August 30th. For more details on the Twitter Party please visit: http://ecochicparties.backtocalley.com/2011/08/diaperingtoday-photo-contest-twitter-party-with-the-willow-store/ You do not have to be present at the Twitter Party to win the photo contest and you don't have to submit a photo to win prizes during the Twitter Party.
To view all current entries visit http://www.willowpads.com/diaperingtoday. Please allow 24 hours for your submitted photo to be on display.
What type of photo will you be taking? One of your baby in cloth diapers? One of you using the diapers? Laundry? A daddy taking over the diaper duty? Be creative and let's see what you can come up with!


text:
Property For Sale in Kenya Successful property investment requires extensive due diligence, irrespective of where you choose to invest. There are many areas with untapped potential across the globe, particularly countries with the capacity and demonstrable demand for growth. Kenya shows this promising growth potential, and serious investors should consider it when growing their worldwide property portfolios. In this article, we will look at property for sale in Kenya, the costs, and reasons to invest in the nation. In 2020, Kenya was home to 53,771,300 residents, dispersed across a healthy range of demographics. 13.1 per cent of Kenya's population (the largest part of its population bracket) comprises children under the age of 4. The population pyramid of Kenya's demographics, combined with the average fertility rate of 3.5 births per woman, promises decades worth of generation growth. This, in turn, will create and drive further demand for real estate in large cities s...
Property For Sale in Kenya
Successful property investment requires extensive due diligence, irrespective of where you choose to invest. There are many areas with untapped potential across the globe, particularly countries with the capacity and demonstrable demand for growth. Kenya shows this promising growth potential, and serious investors should consider it when growing their worldwide property portfolios. In this article, we will look at property for sale in Kenya, the costs, and reasons to invest in the nation.
In 2020, Kenya was home to 53,771,300 residents, dispersed across a healthy range of demographics. 13.1 per cent of Kenya's population (the largest part of its population bracket) comprises children under the age of 4. The population pyramid of Kenya's demographics, combined with the average fertility rate of 3.5 births per woman, promises decades worth of generation growth. This, in turn, will create and drive further demand for real estate in large cities such as Nairobi.
Furthermore, Kenya plays a key role in contributing significant exports across the globe. Tea, coffee and tropical fruits are among the main items exported by the country, which provides a driving force in employment opportunities. In turn, the growing number of jobs in the country provides financial security for the residents and gives investors a wealth of prospective residents for any properties they invest in.
Infrastructure and development are crucial to a nation's economic engine, and cities such as Mombasa and Nairobi are proving to be key drivers of this. Mombasa, the second-largest city in Kenya, is full of fast-paced infrastructure developments. While other nations worldwide restrict road access or fail to invest, Nairobi's traffic is continuous, with expansive roads carrying residents to their destinations.
How much do houses cost in Kenya?
As with all properties, some factors determine the value and cost of a property in Kenya. Properties in rural locations that are further away from up and coming developments and local amenities are commonly cheaper than houses and apartments situated in built-up residential areas.
The HassConsult Database lists the average price of a property in Kenya at
Nairobi has 29.3 per cent of the nation's online property searches. When splitting the city across its various areas, the average price fluctuates. Muthaiga, an affluent suburb of Nairobi, has an average property price of KSH 430,000,000. This equates to $3.7m, or £2.7m.
On the other side of the scale is Embakasi, one of the fastest developing areas. The current average property price here is KSH 11,500,000, which equates to $101,000 or £74,000. Given the developments in this particular area, property prices are anticipated to rise significantly in the coming years as demand also grows.
Cheap Property For Sale Kenya
There are also purpose-built housing districts such as Komarock, a mortgage-housing scheme that was developed by Kenya Building Society (KBS) under sponsorship from the Housing Finance Company of Kenya (HFCK). There are 2,700 three and four-bedroom housing units in the district at present, with an average price of KSH 7,800,000. This equates to $68,000, or £50,000.
Can foreigners buy property in Kenya?
The common concern with buying property in Kenya and investing abroad, particularly for the first time, relates to legislation surrounding foreign investment.
In simple terms, yes, foreigners can buy property in Kenya.
Investing in property and land in Kenya gives you the same legal rights and protections as Kenyan citizens. The catch, however, is that these are subject to restrictions relating to the sort of tenure held in the land. Foreigners are also prevented from owning or dealing with agricultural land, which contributes to Kenya's economy.
The restrictions on land ownership by foreigners are contained in Kenya's Constitution and the Land Control Act.
The Land Control Act restricts the ownership by foreign overseas property investors and non-citizens of agricultural land or land within designated land control areas. This land, in general terms, is land that is situated outside a municipality, a township, or a market or land that the Minister of Lands designates as being controlled and subject to the protections in the act.
Many properties in areas of Kenya are not registered, so it is important to carry out a title search prior to purchasing. The typical time frame from carrying out a title search on a property in Kenya through to completion is 72 days.
Highly Skilled Workforce
Kenya is home to over 50 million people, 48% of whom constitute the working population. Additionally, the country has the highest literacy rates of any other country in the region (approx. 90%). The country has well over 30 public universities which churn out a huge number of graduates who are qualified to work in all sectors of the economy.
How much does land cost in Kenya, Africa?
The cost of land, much like properties, can vary depending on certain factors. Size, location and demand all contribute to the pricing of land available for investors to purchase.
Kenya Property Centre reports that the average cost of a plot of land in Kenya is currently KSH 2,800,000. This equates to $24,000, or £18,000. Prices for land have been reported for as low as KSH 395,000 per plot ($3,400 or £2,500), and extend all the way through to KSH 280,000,000 ($2.4m or £1.8m). Many popular land developments are sold by the side of Kenya's vast array of rivers, which typically see bar/restaurant style amenities built on them.
Living and investing in Nairobi Kenya
What are the 5 biggest cities in Kenya?
Cities and towns in Kenya
Nairobi, Kenya's capital and largest city.
Mombasa, Kenya's oldest and second largest city.
Kisumu, Kenya's third largest city.
Nakuru, Kenya's fourth largest city.
Eldoret, Kenya's fifth largest city and largest in the North Region.
Malindi, the second largest urban centre in the Coastal Region.
Nairobi 7
Mombasa 6
Kilifi 2
Lamu 2
Diani Beach 1
Mtwapa 1
Kikuyu 1
Kitale 1
Video Guide to Kenya

redpajama_set_name: RedPajamaCommonCrawl


text:
layout: post
title:  "Rebasing in Git"
date:   2015-05-25 21:00:00
categories: technical
tags:
- git
- rebase
---
There are powerful commands in Git that give you precise control over your workflow and commit history. One such command is `git rebase`. It offers some clear benefits over a standard merge.

A common workflow in git is to create a branch to develop and test a new application feature. For the sake of this post, let's say that your main development branch is master. Your feature branch is forked off of master at a particular commit. You then work on the feature branch until you are ready to submit your changes back to master for review and incorporation.

While you are working on your feature branch, commits might also be occurring on the master branch. These commits move the HEAD of the master branch past the originating commit of your branch. When you merge your changes into master, you potentially introduce merge conflicts as your branch is out-of-date with master.

Additionally, the commit history becomes jumbled because there are two parallel workflows that are being merged together. The result is a non-linear commit history that is hard to follow.

Git rebase is a way to address these issues. It basically snips your feature branch off of the master branch from the originating commit and reattaches it to a later commit on master. All of the current changes from master are incorporated into your feature branch commits.

To use rebase, you checkout your feature branch and type the following command:

{% highlight bash %}
git rebase <commit reference>
{% endhighlight %}

You can provide a commit reference in multiple ways including a \*SHA, a branch name or a version tag.

One side effect of this is that all of the commits on your feature branch will change in terms of the SHA and potentially the code content.

So what are the potential pitfalls of rebasing?

When you rebase, you are essentially removing one or more commits from the commit history of the project and replacing them with new commits.

If someone forked your repo and was working from one of the commits that you removed, you would be creating a complicated upstream problem for them. The parent commit of their fork would be gone.

For this reason, rebasing in public repos is discouraged and considered bad practice.

\*Interesting side note: The "SHA" mentioned above refers to [SHA-1](http://en.wikipedia.org/wiki/SHA-1 "Link to wikipedia article on SHA-1") which is a "Secure Hash Algorithm". It is sometimes used for hashing data in security, but Git uses it to create a unique identifier that guarantees the uniqueness and consistency of the data snapshot in the commit.


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On the other hand, I find myself a bit cheesed off at opportunities missed and a bit of laziness in the laughs.
In the first episode, sending Adam on 'Retreat' was great but so much more could have been made of that that they did. I did enjoy the constant refrain of 'it's not a holiday'. So true.
In the second episode, we saw Curate Abi arrive. I was interested to read Jody's take on things today as someone who knows a thing or two about being a young female curate.
But what an opportunity missed. They could have slowburned Abi's arrival – she could have become a regular part of the parish – with plenty to contribute and plenty for us to laugh at with Adam. As someone not far removed from a curacy myself, there was plenty to relate to in both Abi's wide-eyed blindness and naivety as well as the dynamics between Vicar and Curate.
But what a waste! She was gone before she'd arrived. I know this isn't real but no-one moves that fast in and out of a curacy. Quite apart from real-life dynamics, what a waste to turn the whole aspect of curacies and being a training Incumbent into just one episode.
Does this tell us that series two is the last series? Trying to cram all the subjects in and then begone? I do hope not. I was also annoyed by the whole 'ecstasy' thread. That's a cheap, lazy laugh. I know they say they get all these stories from real life Vicars but really? Seriously?
The aspect of prayer which was so crucial to the last series seems to have been toned down somewhat. Please don't let it be so. Although I was glad for the bright spot – baptising Colin, bless his heart.
I'm enjoying it, but I'm frustrated too. Don't go off the boil, 'Vicarage'! Lord, let episode three be a good'un.
i completely agree – it made abi look like she was chasing a career and had the archdeacon in her backpocket too.
the wide-eyed thing didn't quite fly, because it was a second curacy (a second curacy also being a thing of the past for most of us…). it ended up making her look manipulative instead of innocent.
Thankyou, you've put into words exactly how I felt about the episode.
Hi, I haven't picked up on this show yet but looking forward to seeing it. Some of the funniest and hard to believe stuff is from real life and if you get a good writing team then it's gold.


In this role the artist takes in content that is 95% complete form outsourced studios and applies the final polish in preparation for testing. These tasks may include; addition of animations, proprietary markup of content and applying the final polish pass to the content for best in-game presentation. While they work with assets entirely authored offsite, some UV unwrap, mapping, texture creation and modeling of objects can also to be expected. The Vehicle Artist also fixes all content bugs and prepares the assets for ship. The candidate will have a strong knowledge of current generation video game art production and authoring skills. Must have shipped titles or experience working in a game development environment.


text:
package net.anotheria.moskito.webui.shared.bean;

import java.util.ArrayList;
import java.util.List;

/**
 * A class that represents some graph data.
 * @author lrosenberg.
 *
 */
public class GraphDataBean {
	/**
	 * Graph caption.
	 */
	private String caption;
	/**
	 * Name of the javascript variable.
	 */
	private String jsVariableName;
	/**
	 * List of values.
	 */
	private List<GraphDataValueBean> values;

	public GraphDataBean(String aJsVariableName, String aCaption){
		caption = aCaption;
		jsVariableName = aJsVariableName;
		values = new ArrayList<GraphDataValueBean>();
	}

	public void addValue(GraphDataValueBean value){
		values.add(value);
	}

	public List<GraphDataValueBean> getValues(){
		return values;
	}

	public String getCaption(){
		return caption;
	}

	public String getJsVariableName(){
		return jsVariableName;
	}

	public String getJsArrayValue(){
		StringBuilder ret = new StringBuilder();
		ret.append('[');
		for (GraphDataValueBean value : values){
			if (ret.length()>1)
				ret.append(',');
			ret.append(value.getJsValue());
		}
		ret.append(']');
		return ret.toString();
	}
}


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On 06/02/2019, Collector Office Janjgir Champa announced Job notification to hire candidates who completed 8TH for the position of Driver.
Qualification: Candidates Should Pass 8th, with motor vehicle driving licence from any recognized board or institution can apply.
The Application Can Send to the Collector (Establishment Branch) Collectorate, DistrictJanjgir-Champa on or before 17- 02-2019.


Parks Associates releases whitepaper "Trends in Digital Gaming: Free-to-Play, Social, and Mobile Games"
The percentage of U.S. gamers who regularly download games or gaming apps to their mobile devices increased from 7% in 2008 to 18% in 2011, growing in parallel with rising adoption of smartphones and tablets, according to a new whitepaper from Parks Associates. Among tablet owners, 71% of adults and 79% of teens play games on the device at least one hour per month. This growth of mobile gaming is expanding the revenue stream for Facebook games, where gamers already spend $29 per month, and free-to-play games, where gamers spend $21 per month to purchase virtual goods and upgrades.
The whitepaper "Trends in Digital Gaming: Free-to-Play, Social, and Mobile Games" shows the game industry is poised for a significant shift in revenue models as smartphones and tablets are changing the gaming population and how players pay for games. Players can easily make in-game purchases, without having to create a new, separate account, because the game payment system is integrated with their established mobile and app-store accounts.
"In-app purchases greatly expand monetization of the free-to-play model, thanks to seamless payments," said Pietro Macchiarella, Research Analyst, Parks Associates. "Already, most of the top grossing games on iTunes and Android can be downloaded for free and generate the majority of their revenues via virtual purchases. While mobile players are often characterized as 'casual gamers,' they spend a comparable amount of money on free-to-play titles as their peers spend on console games."
As tablet penetration increases, the availability of more complex games will facilitate higher monetization of games running on these devices.
"Games running on smartphones and tablets have a significant advantage in the free-to-play business model, compared to their counterparts on PCs," Macchiarella said.
Download "Trends in Digital Gaming: Free-to-Play, Social, and Mobile Games" at www.parksassociates.com/trendsingaming. Contact sales@parksassociates.com, 972-490-1113.


Throwing Program Inseason for Position Players?
Let me know what kind of stuff you guys would do.
Velocity starts by playing catch. Before practice and before games. That's where velocity comes from. Throw until you're one-hopping your partner.


Helmut Newton's Private Property Collection "Suzy Dyson, Paris" original fine art shot in 1976 featuring Suzy Dyson.
This collection of vintage prints were gifted to Newton's agent Norman Solomon, in recognition of the work he had carried out in promoting Newton's "Private Property" series of exhibitions in 1985. This vintage fine art photograph comes with a Certificate of Authenticity signed by Norman Solomon. The ownership rights of this vintage print are supported by an original agreement with Newton in 1984, and supplemented by a further agreement with The Helmut Newton Estate in 2012. This print has been stored in conservation condition.


text:
This Cult Fashion Collective Is Korea's Answer to Vetements
By Monica Kim
korean vetements
Photo: Courtesy of Ader / @ader_error
Tucked away on an unmarked block of Itaewon on a winding back alley up a rather steep hill is a no-frills showroom with a line of Swedish and Japanese schoolgirls clamoring in front of the glass. This underground shopping spot is Ader Error, the South Korean design collective that has its finger on the pulse of youth culture, and those girls have arrived to excitedly eye the sculptural ballet pink sweatshirts and teddy bear flares on display.
The word "collective," of course, draws inevitable comparisons to Vetements, the insanely successful venture from Demna Gvasalia and company, but in fact, Ader was born at the exact same time: 2014, when a ragtag band of Seoul-based friends decided to craft not just unisex clothes, but also to bestow them with graphics, illustrations, and all manner of cheeky designs. Wandering through the industrial cement-block space on a recent visit, I pass by a rack of reworked denim—waistbands flipped and shredded, paper-bag cuffs—and the Ader Market wall, where neat stacks of white athletic socks come with hams or green onions stitched on the side. Elsewhere, pointed statements play out across your body—"Your Life Is a Joke" plastered over your Achilles, or "Not Yet," scrawled across an unzipped fly.
Yet where Vetements has shed its initial anonymity to reveal the brothers Gvasalia as its main masterminds, the Ader team remains entirely unknown, going by nicknames: fashion designers from Central Saint Martins, the Fashion Institute of Technology, and ESMOD, along with a host of graphic designers, illustrators, marketers, and merchandisers, who complete each collection by a mass group brainstorm. "Here, we do it all together, from top to bottom, talking and talking until it develops," explains a brand representative who introduces himself as Kevin. "For us, it's more about making what we love."
The word "Ader" is the phonetic Korean pronunciation of "other," and plays into the brand's search for unorthodox style and "near-missed things"—or the things that we almost take for granted. "There are things from our childhood that, when we look at them again as adults, we find they have new value," explains Jeon, an Ader board member. "We're returning to the clothes we wore when we were young—easy-to-wear, everyday items like sweatshirts and hoodies—but seeing them in a new way, and appreciating their design."
And so, they apply fine cutting and tailoring techniques to simple fabrics—a pintucked seam on the back of tapered Korean denim, the structured lines of an ankle-grazing tangerine wool coat—preferring thick knits, denim, corduroy, and cottons. "We've always seen these fabrics, we always wear them, but we want to use them in a fun way," Kevin says. He reaches for a boxy black hoodie and turns it inside out to reveal a subtly coated lining. "Cotton wrinkles easily, right?" he says, tugging at the seams. "We added special bonds to the fabric, so that it will keep its shape."
Small wonder that Ader is winning such buzz, having become a street style and Instagram phenomenon this past year (that sliced-and-diced denim, especially) and a particular favorite among Vogue.com editors, who now pride themselves on being able to recognize it on sight. Rummaging through the pocket of one last fleece kangaroo sweatshirt before heading off, I unearth a baby pink lighter, stowed away and long forgotten. It's a beautiful thing—almost missed.
TopicsVetementsSeoul Spring 2017
The Fresh Style Stars to Watch From the Menswear Shows
By André-Naquian Wheeler
The Most-Viewed Men's Autumn/Winter 2023 Shows on Vogue Runway
Unpacking the Double Cleansing Method—Plus, Top-Rated Face Washes for Each Step
Interested in K-beauty? These Are the Products to Know
J-Hope Does Elevated Camouflage at the Louis Vuitton Men's Show


Individuals from Cotsco can exploit the central command's markdown vehicle rental instruments and administrations. The "low value discoverer" aggregator, for example, makes it simple to look at rental rates from numerous providers.
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text:
Social Studies Revived
Elliott Seif
A Model for Change
The Program in Action
A Backward Design Standards Approach
A Performance Task Approach
A Curriculum Mapping Approach
Implications for Classroom Instruction
Transforming the Classroom
Leading students to a deep understanding of content means designing curriculums that tackle the big ideas.
Is history always biased? Is there too much or too little national power? When is a law unjust? Can a government balance liberty and security? Is U.S. history a history of progress?
These questions should give you pause. They pose dilemmas, they go to the heart of a discipline, they raise other essential questions, and they get people thinking. And thinking about important issues and ideas is exactly what we want students to do.
There has never been a greater need for history and social studies programs to prepare students for the future. In a 21st century world, students need to understand key historical ideas and events, major economic and social forces, the effect of geography on people's lives, political forces in a democratic society, and a variety of global issues and challenges. Core processes and skills—such as decision making and problem solving, reading comprehension, discussion and debate, and a familiarity with ethical perspectives—help students become active, involved citizens who are ready for the world of both today and tomorrow.
Current social studies programs based on state standards, traditional textbooks, and the lecture model do not adequately prepare U.S. students for productive citizenship in the 21st century. A recent report indicates that most state social studies and history standards do not sufficiently address the core civic topics and ideas that students must learn to understand what it means to live in a democratic society (Gagnon, 2003). Even when social studies teachers use active and cooperative forms of learning, such as the Internet and simulations, they do not necessarily focus on meaningful core ideas and processes. Moreover, at a time when a meaningful social studies program is crucial at every level, informal and anecdotal data indicate a reduced emphasis on social studies and history in the primary and upper elementary grades as a result of No Child Left Behind's emphasis on reading and mathematics achievement.
How, then, do teachers at all levels go about creating powerful, significant, and focused curricular programs in history and social studies? One approach is Understanding by Design (Wiggins & McTighe, 1998), a program that provides educators with guidelines for redesigning curriculums to facilitate meaningful student learning. Understanding by Design helps teachers design curriculums that engage students through the exploration of important ideas and questions, create assessments that reflect the true extent of students' understanding, and develop effective instructional practices.
Understanding by Design incorporates a three-stage unit, course, and program design process called backward design. The teacher starts with the desired results—the goals or standards—and then works backward to design a curriculum that satisfies those goals. This approach helps avoid the twin problems of textbook coverage and activity-oriented teaching that set no clear priorities.
Understanding by Design encourages teachers to develop big ideas—enduring understandings—and essential questions. For example, students study the signing of the Magna Carta not as some discrete event that they will soon forget about but as a significant link to larger ideas, such as the rule of law, and to such concepts as due process. Big ideas focus learning, deepen student understanding, and foster inquiry into important ideas and issues.
In a second stage, teachers use these key ideas and questions to assess how well students have learned the material and to determine whether students can apply the knowledge and skills they have learned within authentic and relevant contexts. In a unit on the Magna Carta and on other documents and events related to the rule of law, teachers might ask students to create a museum that focuses on the development of the rule of law, explain why they would include the Magna Carta, and write a narrative about the Magna Carta that would be part of the museum display.
In a final stage, teachers foster effective instruction through a planning model that calls for activities and resource materials to support active, engaging learning and promote understanding of the big idea in question. Together with the teacher, students might read and interpret the Magna Carta to discuss how the document contributed to the rule of law. They might tackle the controversy surrounding the acceptance of this document. Or they might conduct research on current issues, such as the debate in Iraq over the development of a constitution.
Explaining what they have learned,
Interpreting a given document,
Applying their knowledge to a real-life situation,
Approaching a problem from different viewpoints and perspectives,
Empathizing with others, and
Reflecting on how their learning helps them understand more about their strengths, abilities, interests, and civic responsibilities.
Understanding by Design also enables educators to make sense of standards by unpacking the standards' big ideas, understandings, processes, and related facts and skills, thus affording educators a common framework for working with the myriad standards in place throughout the United States. Texas and Virginia, for example, have created social studies frameworks using the model.
A number of school districts in Bucks County, Pennsylvania, have had significant training in Understanding by Design and are working to create new history and social studies programs using the backward design model. The following examples illustrate three different approaches.
The Quakertown Community School District has a districtwide Understanding by Design initiative in all subject areas, with 90 staff members—approximately one-third of its teachers and administrators— currently trained in the model. In 1999, after initial training in Understanding by Design, a group of secondary social studies coordinators, elementary advocates, and history/social studies teachers in the district met to create a framework of enduring understandings and essential questions to guide the development of the entire K–12 program.
The group began with the district's K–12 social studies standards, a document closely paralleling the standards developed by the National Council for the Social Studies (1994). After considerable brainstorming, discussion, and debate, the group developed a set of enduring understandings and essential questions for each standards theme. For example, for the cultural theme, teachers decided on the following enduring understanding: "Cultural similarities and differences exist because of physical and social environments. Recognizing these similarities and differences promotes understanding." This understanding gave rise to a number of essential questions: Can societies erase racial division? Does cultural diversity enhance the quality of one's life? How does the environment affect culture? Educators in the district are currently using the standards-based overarching understandings and questions to guide the district's history and social studies curriculum development at each level.
Using this K–12 framework, teachers at the middle and high school levels have begun the process of transforming the curriculum by creating course and unit-based understandings and questions. Middle school teachers have made the greatest progress in creating redesigned drafts of their courses and units of study. For example, the first 8th grade U.S. history unit, Early Modern Europe: Exploration and Enlightenment, now focuses on the following essential questions: What happens when cultures meet? How does one culture evaluate the morality of another culture? What kinds of interactions benefit humanity? What kinds of interactions create conflict?
A later 8th grade unit, Regional Development of the United States, 1800–1850, deals with a strikingly different, but no less important, set of essential questions: What effects do a nation's resources have on its development? How have societies adapted to meet changing needs? How do people get what they need and what they want?
The restructuring of the Neshaminy School District's K–12 history and social studies program also began in 1999 when a consortium of districts in Bucks County met to redesign the 9th grade history and social studies curriculum around outcomes and performance tasks grounded in specific knowledge and skills. Understanding by Design training supported this approach. Under the leadership of the history and social studies K–12 supervisor, the district embarked on an ambitious program to restructure all history and social studies courses using the Understanding by Design framework. As a result, teachers have developed courses and units at each grade level on the basis of enduring understandings and essential questions. They have designed common districtwide performance tasks for selected units at each level, streamlined the number of units taught at each level, and used the six facets of learning to help develop instructional activities and assessments.
For example, developing core understandings and essential questions for the 11th grade U.S. history program enabled teachers to condense their yearlong program into five units from an original set of 18. After considerable debate, teachers decided on four essential questions: How did democracy evolve in the United States in the 20th century? How has the United States evolved socially, economically, politically, and culturally in modern times? How did geography shape the people of the United States in the 20th century? What is the relationship of the United States to other nations and to world affairs? These questions, along with knowledge of the understandings and questions that focus the 8th grade curriculum, helped the 11th grade teachers eliminate units that duplicated information learned in 8th grade. As a result, the teachers were able to condense the 11th grade program into the following five units: transitioning from the 19th to the 20th century; the 1920s; the Great Depression, the New Deal, and World War II; the postwar United States; and the contemporary United States. Focusing on the four essential questions not only enabled teachers to streamline their units but also resulted in a more in-depth history program that develops key understandings and skills for lifelong learning. And through brainstorming activities derived from the six facets of learning—explanation, interpretation, application, perspective, empathy, and self-knowledge—teachers developed activities related to each unit's essential questions.
A key element in Neshaminy's approach is developing common performance tasks at each level and for each course. Many teachers use these tasks as a component in the development of their final exam grade. For example, once teachers developed these questions and units, they created a districtwide performance task for their 11th grade social studies students on the basis of a big idea: the dynamic tension between isolationism and interventionism that permeates modern U.S. history. Teachers presented students with a scenario—a crisis between China and Taiwan. Students needed to decide on the role that the United States should play in this crisis, using research on the China-Taiwan conflict and incorporating explanations and analyses of past U.S. successes and failures of isolationism and interventionism.
An approach that encourages teachers to design curriculums based on overarching understandings and questions—on the big ideas—will necessarily influence the choice of textbooks and classroom resources. Recently, the district extensively reviewed the elementary social studies textbook series. Teachers developed a rubric for selecting materials for the history and social studies program that included specific criteria directly related to Understanding by Design. In addition to looking for materials that were developmentally appropriate, engaging, teacher-friendly, and sensitive to varied learning styles, teachers also required that textbooks and other resources focus on big ideas or essential questions, include opportunities to apply knowledge and skills, use ancillary resources, and lead to the acquisition of skills in other disciplines. This rubric guided the choice of elementary and secondary textbooks and other resources, including a new elementary textbook series.
New Hope/Solebury is a small district in Bucks County with approximately 1,000 students. With 70 percent of its staff trained in the Understanding by Design model, the district is restructuring the entire curriculum and purchasing curriculum materials that support such a framework.
The district began an initial redesign of the history and social studies curriculum through a K–12 curriculum mapping process, which enabled teachers at each grade level to analyze their curriculum in terms of understandings, essential questions, and performance assessments. After this mapping analysis, middle and high school social studies teachers met and used the backward design framework from Understanding by Design to revise their curriculum.
To accomplish this revision, the district developed a course framework consistent with Understanding by Design; teachers are currently redesigning history and social studies courses and units of study to align with that framework. The 8th grade U.S. history course now focuses on the idea that citizens in a constitutional democracy have options when they believe their rights have been violated and that civil war creates long-lasting divisions within a nation. The power of both the enduring understandings and the essential questions now drive unit development, with significant processes and skills built into the framework.
The district is developing additional components to support this work, using the Rubicon Atlas technology mapping system (www.rubiconatlas.com) to create an online system of courses, units, and performance tasks that educators can share across the district. The district has also focused on changing the culture of the classroom from a traditional textbook format to teaching and learning for understanding. A group of teachers and administrators is currently developing a set of Understanding by Design indicators and criteria to use for both supervision and classroom and school analysis.
Revising the history and social studies curriculum on the basis of the Understanding by Design model has led, in these districts and in others, to both small and dramatic changes in instructional practices. Rather than cover content standards, teachers have learned how to make sense of these standards by concentrating on big ideas and related essential questions. Many teachers post the understandings and questions around their rooms when beginning a unit, discussing them with students in advance of learning. Teachers periodically return to these questions and understandings to show the connections between student learning and the unit's goals and questions, and they emphasize performance tasks that promote application of knowledge.
The Understanding by Design instructional planning model encourages teachers to develop motivating, engaging activities that help students explore, reflect on, and revisit big ideas, key concepts, and essential questions over time. Activities tend to be interactive and open-ended, with ample opportunities for students to explain, interpret, apply, learn multiple perspectives, empathize, and learn about themselves. Teachers often use materials other than a textbook to explore, discuss, and debate ideas. Some districts and teachers have focused on implementing alternative strategies that are compatible with the Understanding by Design framework, such as problem-based learning, Socratic seminars, and the interactive strategies developed by the Teachers Curriculum Institute in its History Alive! and Social Studies Alive! programs (www.historyalive.com).
Educators can transform history and social studies from traditional coverage or activity-based courses into powerful programs built on a foundation of enduring understandings, essential questions, and lifelong learning skills. The Understanding by Design model helps districts develop relevant and powerful K–12 program and course frameworks, unit designs, curriculum maps, performance tasks, and instructional plans. It can identify textbooks, materials, and programs that focus on important ideas, processes, and skills. This model also enables districts to unpack history and social studies standards in a meaningful way while meeting students' educational needs for tackling the challenges of life in a 21st century world.
Gagnon, P. (2003). Educating democracy: State standards to ensure a civic core. Washington, DC: Albert Shanker Institute.
National Council for the Social Studies. (1994). Curriculum standards for the social studies. Washington, DC: Author.
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: ASCD.
1 See www.ascd.org/cms/index.cfm?TheViewID=909 for more information.
2 For more information about how Texas and Virginia have created social studies frameworks using the Understanding by Design model, visit www.tea.state.tx.us/resources/ssced/toolkits/html/toc_ubd.htm (Texas) and www.pen.k12.va.us/VDOE/Instruction/History/hist_ss_Framework.html (Virginia).
Elliott Seif has been a contributor to Educational Leadership.
How to Enhance Every Student's Voice
Naomi Thiers
Developing Self-Directed Learners by Design
Jay McTighe & Catlin Tucker
Independent Learning Was Amazing—Until It Wasn't
Kyle Redford
Writing by Choice
Lauren Katzman
Mastery Learning, Flipped
Jonathan Bergmann
New Needs, New Curriculum


text:
from collections import OrderedDict

from whoosh.analysis.filters import StopFilter
from whoosh.analysis import (KeywordAnalyzer, StandardAnalyzer)
from whoosh.filedb.filestore import FileStorage, RamStorage
from whoosh.fields import Schema, KEYWORD, ID, TEXT
from whoosh.qparser import QueryParser
from whoosh.writing import AsyncWriter

from .textindexbase import TextIndexBase

KWAnalyzer = KeywordAnalyzer(lowercase=True) | StopFilter()
Analyzer = StandardAnalyzer()

ApiSchemaFields = OrderedDict((
    ('api_id', ID(unique=True, stored=True)),
    ('title', KEYWORD(analyzer=KWAnalyzer)),
    ('description', TEXT(analyzer=Analyzer)),
    ('geographies', KEYWORD(analyzer=KWAnalyzer)),
    ('concepts', KEYWORD(analyzer=KWAnalyzer)),
    ('keywords', KEYWORD(analyzer=KWAnalyzer)),
    ('tags', KEYWORD(analyzer=KWAnalyzer)),
    ('variables', KEYWORD(analyzer=KWAnalyzer)),
    ('vintage', ID),
))

VariableSchemaFields = OrderedDict((
    ('api_id', ID(stored=True)),
    ('variable', ID(stored=True)),
    ('group', ID(stored=True)),
    ('label', TEXT(analyzer=Analyzer)),
    ('concept', KEYWORD(analyzer=Analyzer)),
))

class WhooshIndex(TextIndexBase):
    """Census API metadata indexer."""
    def __init__(self, name, fieldset, dflt_query_field, path=None):
        """Initialize Whoosh index specified fields.

          Arguments:
            * fieldset: the string "API" or "Variable", to select a
              schema.
            * path: if specified, the path in which to create a
              persistent index. If not specified, index to RAM.

        """
        if fieldset == 'API':
            self.schema_fields = ApiSchemaFields
        elif fieldset == 'Variable':
            self.schema_fields = VariableSchemaFields
        else:
            raise KeyError(f'"{fieldset}" is not one of "API" or "Variable"')
        # Initialize index
        fs = FileStorage(path).create() if path else RamStorage()
        if fs.index_exists():
            self.index = fs.open_index(name)
            schema = self.index.schema()
        else:
            schema = Schema(**self.schema_fields)
            self.index = fs.create_index(schema, name)
        self.qparser = QueryParser(dflt_query_field,
                                   schema=schema)
        self.writer = None

    def __enter__(self):
        self.writer = AsyncWriter(
            self.index, writerargs=dict(limitmb=1000))
        return self

    def __exit__(self, exc_type, exc_value, traceback):
        if exc_type:
            self.writer.cancel()
        else:
            self.writer.commit()

    def add(self, iterator, **kwargs):
        """Add entries to the index

        Arguments:
          * iterator: iterator over tuples of field metadata, viz.
            api_id, title, description, variables, geographies, concepts,
            keywords, tags, and vintage.
        """
        for vals in iterator:
            self.writer.add_document(
                **dict(zip(self.schema_fields, vals)))

    def query(self, querystring):
        """Find API IDs matching querystring"""
        query = self.qparser.parse(querystring)
        with self.index.searcher() as searcher:
            results = searcher.search(query, limit=None)
            ret = []
            for hit in results:
                val = dict(hit.items())
                val['score'] = hit.score
                ret.append(val)
            return ret


text:
Q: How to deploy a Rails app with Capistrano (different Ruby version on the server) My server has Ruby 2.6.5 and there are some Rails applications which run on this server. I would like to deploy another Rails application to this server. My local machine (development machine) has Ruby 3.1.2 which is installed by rbenv. I use Capistrano to be able to deploy.
Questions:

*

*Should I install Ruby 3.1.2 on my server to be able to deploy my new application?

*which version of Ruby should be set inside deploy.rb file in Capistrano for rbenv? It should be my server Ruby version or my local Ruby version?

A: First of all it is better to use same version of Ruby for development and production in order to avoid unforeseen problems. If not exactly the same at least versions should be close. 2.6.5 and 3.1.2 were released 3 years apart.
I would suggest to install rbenv on your server as well and use capistrano-rbenv found here https://github.com/capistrano/rbenv in order to deploy using capistrano and rbenv to match the version you are developing.
To conclude, using rbenv and capistrano-rbenv to deploy, you should use the same version of Ruby for both development and production.

A: You should not be developing/testing on another Ruby version as this is known to cause problems when the code is actually deployed. You want to find out about incompatibilities or inconsistencies by tanking your production server.
This is very likely if you're not even using the same major version. Between Ruby 2.6 and 3.0 there was a lot of changes to how keyword arguments are handled and new features were introduced like argument forwarding which are breaking changes.
You need to achieve dev/prod parity either by changing the Ruby version used in the production environment or development/testing so that they match.

Should I install ruby 3.1.2 on my server to be able to deploy my new application?

Yes. Ruby 2.6 was EOL:ed 31 Mar 2022.

redpajama_set_name: RedPajamaStackExchange


text:
Official Secrets movie review: blow all the whistles
Mon, Sep 23, 2019
Not a spy thriller but a story of emotional and intellectual suspense wrangling with matters of patriotism and of conscience, and of just how far journalism's watchdog role can and should take it.
Snowden movie review: the system's self-correction
A gripping précis of what Edward Snowden learned at the CIA and NSA, why he went public, and why it matters. Entertaining yet also deeply unsettling.
Madame Bovary movie review: why woman why cry?
Thu, Jun 11, 2015
A cold, sterile film, bereft of the spirit and danger Gustave Flaubert's groundbreaking novel demands.
The Amazing Spider-Man (review)
Mon, Jul 02, 2012
The Amazing Spider-Man? That's a stretch. More like the Halfhearted Spider-Man. The Just-Sorta-There Spider-Man. The Familiar Spider-Man…
Anonymous (review)
Thu, Oct 27, 2011
A tale told by an idiot, full of sound and fury, signifying nothing. It is a fusty nut with no kernel. It speaks an infinite deal of nothing.
female gazing at: Rhys Ifans
The Men of Harry Potter Fortnight continues with Rhys Ifans, because he is way cuter than you think if you remember him only as the scuzzy roommate in Notting Hill…
Nanny McPhee Returns (aka Nanny McPhee and the Big Bang) (review)
There is a sorry tradition among children's movies of late that dictates that bratty kids are adorable…
trailer break: 'Nanny McPhee and the Big Bang'
Take a break from work: watch a trailer… Okay, so: belching and pooping and, basically, the same movie all over again (not that that would be so bad, since the first one was fantastic). But also baby pigs and baby elephants, Rhys Ifans and Bill Bailey, Emma Thompson and Maggie Gyllenhaal, and Ralph Fiennes in … more…
Pirate Radio (aka The Boat That Rocked) (review)
Mon, Nov 09, 2009
Richard Curtis appears to have nothing at all to say *about anything at all* in this mess of a misbegotten would-be comedy.
U.K. box office: 'Monsters vs. Aliens' invades Britain
Ahhh! It's a giant 3D movie! 1. Monsters vs. Aliens: £4.3 million (NEW) 2. The Boat That Rocked: £1.8 million (NEW) 3. Knowing: £.97 million (2nd week; drops 61%) 4. Marley & Me: £.82 million (4th week; drops 51%) 5. The Haunting in Connecticut: £.75 million (2nd week; drops 33%) (actual numbers, not estimates) I … more…


With our large selection of materials as well as the wide range of seals and rotors, we are able to build pumps which are perfectly suited to every single application. Our rotary lobe pumps can be manufactured in ATEX-, TA-Luft-, or API 676-compliant design. A design compliant with other guidelines is possible as well. Thanks to a long service life and extremely short maintenance times, our rotary lobe pumps ensure an increased productivity of your processes.
An industrial company decided on a Boerger Rotary Lobe Pump for conveying lime milk. Fully elastomer-coated pistons and silicon carbide mechanical seals meet the requirements of highly abrasive pumping medium in an ideal manner. The low speed ensures gentle pumping and a long service life of the medium-wetted parts.


I didn't set out to be a journalist.
I always enjoyed reading and writing, so I studied English at university. I worked on a magazine in Birmingham while I was still as university and the summer after graduating. Then I spent a year in Athens teaching English. I deliberately chose a big language school that had a textbook department - it was good experience in publishing. Back in London I interned at Bloomsbury Books, then I got a job at Marshall Cavendish, a company that publishes part works – magazines you collect over years and put together in binders. After about a year I got a job on a website. Then the internet boom busted and I was made redundant, which was a tough experience.
Following that, I worked on a financial magazine for three and a half years. I didn't find the subject matter that interesting but it was well paid. BJP was part of the same company. I've always been interested in art and photography, so I became friendly with the girl who was Features Editor. One day she told me, "I'm leaving – why don't you apply for my job?" So I did and got it.


Highly trained and motivated healthcare and other service providers staff the Clinic.
The CEO of the clinic is Walter Lam. Mr. Lam is also the CEO and founder of the Alliance for African Assistance. The Medical Director is Dr. Richard Butcher who is a renowned General Practitioner with years of experience in San Diego. The administrator of the Clinic is Simin Khadivi, who was formerly the Director of Finance for the Alliance for African Assistance.


Farmer Fred's Adventure Play Barn01485 579526work Children's Activity CentreState-of-the-art indoor play centre for kids 0-12 years.
Stimulating 3D play experience transports kids to a world of adventure and fun. Giant slides, ball mazes, 2-4s low ropes adventure course and dedicated 0-2s area.
Healthy menu using quality local produce.
State-of-the-art indoor play centre for kids 0-12 years.
Open: daily, weekdays 9.30am-6pm, weekends 10am-6pm.
Play may be limited to 2 hour time slots at busy times.


text:
import { flags, SfdxCommand } from '@salesforce/command';
import { Messages } from '@salesforce/core';
import { AnyJson } from '@salesforce/ts-types';
import { get } from 'request-promise';

// Initialize Messages with the current plugin directory
Messages.importMessagesDirectory(__dirname);

// Load the specific messages for this file. Messages from @salesforce/command, @salesforce/core,
// or any library that is using the messages framework can also be loaded this way.
const messages = Messages.loadMessages('sfdx-waw-plugin', 'waw');

export default class ApexLogGet extends SfdxCommand {
  public static description = messages.getMessage('codeclean.results.description');
  public static examples = [];

  public static readonly flagsConfig = {
    id: flags.string({
      char: 'i',
      description: messages.getMessage('codeclean.flags.id'),
      required: true
    })
  };

  public async run(): Promise<AnyJson> {
    const jobId = this.flags.id;
    const checkApi = `https://sfcodeclean.herokuapp.com/api/job/${jobId}`;

    const options = {
      uri: checkApi,
      method: 'GET'
    };

    const body = await get(options);
    this.ux.log(body);
    return { body };
  }
}


text:
NYC subway fare dodger dies over $2.75 fee, after smashing his head while trying to jump turnstile
January 3, 2022 | Robert Jonathan | Print Article
A New York City man who allegedly was trying to avoid paying a $2.75 subway fare died at a Queens transit station reportedly owing to a head injury in the early morning hours of New Year's Day.
In what is being described as a "freak accident" that was caught on surveillance video, the man appears to laboring in an attempt hop over the turnstiles before apparently losing his balance and tragically crashing to the concrete.
First responders were summoned to the scene at a Forest Hills station on a call about an unconscious man on the floor of the station.
"The footage, from 6:30 am, also showed the man stumbling around and struggling to lift his body over the entrance as if he's drunk…The 28-year-old was pronounced dead at the scene and it is believed that he died when his head struck the floor. However, a city medical examiner has yet to release a cause of death as of Monday morning," the Daily Mail reported.
(Video: Daily Mail)
According to an April 2021 "fare evasion" report from the office of the New York State Comptroller, the elected official in charge of government financial audits, "Riders who enter the subway system or ride buses without paying the fare are subject to a $50 or $100 fine. However, [Metropolitan Transit Authority] officials stated that it is not the MTA's goal to give summonses to fare evaders; rather, it is the MTA's goal to get its riders to pay the appropriate fare."
MTA officials indicated that "it lost more than $300 million to fare evasion in 2019," despite a law enforcement task force launched to reduce fare evasion in the public transportation system.
In the third quarter of 2021, the NYPD noted that it issued a mere 7,000 or so fare evasion summonses. Q4 statistics are apparently unavailable at this juncture.
"The freak accident comes in the first days of 2022 after a year of violence in the Big Apple. However, nothing seems to be changing in the new year, although newly-inaugurated Mayor Eric Adams has vowed to take a tougher stance on crime than his predecessor Bill de Blasio," the Daily Mail added about the suspected fare evader incident.
Under the far-left de Blasio, crime ran rampant along with an accelerated decay in the city's overall quality of life.
Elsewhere in Queens, unfortunately, the city marked its first murder of the year when a woman in her 40s was stabbed to death at about 9 p.m. on January 1.
The aforementioned Adams, an ex-NYPD captain and Brooklyn Borough President, campaigned on bringing back law and order to NYC, and won the multi-candidate Democrat mayoral primary in the process.
He went on to easily defeat GOP standard-bearer Curtis Sliwa, the Guardian Angels founder and radio personality, in the November 2, 2021, general election, in the city where Democrats have an enormous registration advantage.
'No!' NYC Mayor-elect Eric Adams hits back at progressives who demand he abolish solitary confinement https://t.co/lhhbM6WJvh
— Jack Furnari (@JackBPR) December 23, 2021
Although Adams claims he is a business-friendly Democrat, he is a liberal/progressive on most issues. In the early days of his administration, he has decided to maintain de Blasio's COVID-19 vaccine mandate and vaccine passport policies.
He is also considering requiring municipal workers to get a booster jab.
In his inaugural address on January 1, Adams vowed to govern in a "radically practical" manner and "get stuff done" in his first 100 days.
Watch an "Inside Edition" report embedded below on what the news program characterized as a nationwide fare-jumping epidemic in 2019.


One aim of developmental biology is to learn how a healthy body arises from the genetic material of an organism, also known as a genome. Another goal is to understand why development sometimes goes wrong. Mutations may produce organisms with harmless—or potentially beneficial—characteristics such as extra fingers. Other times they can lead to fatal developmental defects, or problems that make it impossible for someone to lead a healthy life. They are also the reason that new species can arise. Over the past few years, research has drawn together development, medicine, and several other branches of biology in a new way of thinking about organisms that many people are still not familiar with.
Aimed at high school students and nonscientists interested in this timely topic, Developmental Biology, Second Edition is a guided tour of humankind's embryological journey. It examines not only the embryo but also the triumphs and tribulations of biologists—from the earliest history of embryology to the latest theories in this fascinating field. Bringing readers up to date with current research on the topic, this volume explores everything from stem cell regeneration to developmental mechanisms across evolutionary time scales.
Russ Hodge is a writer and science education expert at the Max Delbrück Center for Molecular Medicine (MDC) in Berlin, Germany, one of the world's leading biology institutes, where he writes books about science for the public and develops new teaching materials for high school students. He has written hundreds of articles for the press, including published interviews with world-renowned scientists such as Nobel Prize winners James Watson, Max Perutz, Roald Hoffmann, and Christiane Nüsslein-Volhard, as well as Stephen Jay Gould, Luigi Luca Cavalli-Sforza, Stephen Rose, Philip Campbell, and Harold Varmus.


Do you need your daily helping of avocado, but are sick of avocado toast? Luckily, we have the five Avocado Lunch Recipes you need to mix up your midday meal routine. Some might surprise you, but none will bore you!
Avocado toast – been there, done that. But have you seen these recipes yet? Avocado just got a whole lot more exciting! These five Avocado Lunch Recipes will have you running to the grocery store for as many of these funny fruits as you can handle.
Sometimes an everyday occasion can turn into a special occasion which is why you need this recipe for Avocado Egg Salad Finger Sandwiches. Traditional egg salad just got a healthier makeover!
Treat your mouth and your stomach to a healthy taste explosion when you prepare this Turmeric Dressing Citrus Avocado Salad recipe for lunch. Full of color and healthy benefits, this meal is sure to delight the senses.
This awesome Grilled Avocado Guacamole is perfect on sandwiches, wraps, or topping your favorite veggie bowl. Always the life of the party, you need this dip at your next tailgating party.
This colorful and inviting Strawberry and Avocado Summer Fruit Salad is a refreshing snack that will have you wishing the days would stay long and sunny.
We hope you love these five Avocado Lunch Recipes as much as we do. If you enjoyed these quick and tasty lunch ideas, be sure to stop by our Lunch section for more like them. We even have avocado toast recipes just in case you can't break the habit! For daily recipe inspiration, subscribe to our newsletter, like us on Facebook, and follow us on Pinterest. Enjoy!


Trish is the co-founder and owner of Trischel, a company dedicated to bringing communication and effective speaking skills to individuals, businesses and organisations.
An award winning trainer, mentor and author, Trish has spoken on national and international stages and she is passionate about creating confident communicators.
In addition to be awarded the National Edupreneur 2015 Award in the Professional Speaking Category, Trish was also a Finalist in the ILAB Global Impact 2015 Awards and has been nominated for the Telstra Business Awards. Trish also has been awarded Toastmasters International Excellence in Marketing and Excellence in Education and Training Awards.
The Book of Success: a life-changing book that offers precious, practical and thought-provoking insights that will inspire you to be the best you can be at home, at work, and everywhere in between.
Most importantly Trish loves what she does and she is having fun doing it.


16 Apr 2019 / 23:29 H.
DUBAI: The Gulf state of Bahrain Tuesday jailed 138 people and revoked their citizenship for plotting to form a "terror" group with links to Iran's Revolutionary Guards, the public prosecutor said.
The verdict was swiftly condemned by the Bahraini opposition, while human rights group Amnesty International decried the "mockery of justice" and "mass arbitrary denaturalisation".
A judicial source said all the convicts are members of the Shiite community in the Sunni-ruled Gulf state.
Amnesty International described the sentences as "outrageous" and a sign of Bahrain's authorities' disregard for international judicial standards.
The trial "demonstrates how Bahrain's authorities are increasingly relying on revocation of nationality as a tool for repression," said Lynn Maalouf, Middle East research director at Amnesty.
The small Gulf state, a key US ally located between rivals Saudi Arabia and Iran, has been gripped by bouts of unrest since 2011, when authorities cracked down on Shiite-led protests demanding political reform.
Since then, hundreds of protesters have been jailed or stripped of their nationality, with Bahrain claiming Iran trained and backed demonstrators in order to topple the Manama government — an accusation Tehran denies.
All opposition groups have been banned and disbanded.
The king last year signed off on a decree granting military courts the right to try civilians accused of "terrorism".
In June, Bahrain amended its law on political rights, prohibiting leaders and members of dissolved political associations from running in legislative elections.
Ninety-six of the defendants were also fined 100,000 Bahraini dinars (US$265,000) each.
The opposition Bahrain Institute for Rights and Democracy (BIRD) said the mass sentencing was "the largest single incident" since the Bahraini government began revoking nationalities of opponents in 2012.
Since then, Manama had stripped the nationalities of 990 people, including 180 this year, the institute said.
"BIRD condemns the outcome of this deeply unfair trial in the strongest possible terms and urges the authorities to quash the sentences and restore the citizenships," the group said in a statement.
"This is not the first incident where the Bahrain judiciary has held a mass trial to convict individuals on terrorism-related offences," it said.
In May 2018, 115 individuals were sentenced to prison and their citizenships were revoked, it said.
In other recent high-profile trials, Bahrain's prominent rights defender Nabeel Rajab in December lost his final appeal against a five-year jail term for writing tweets deemed offensive to the state.


Living By Lysa: Had a Great Time!
My sister-in-law, Joyce, who has been with me in Croatia for two weeks, sent this to her family as one of her last "Snapchats" from Hvar.
Indeed, we sure did have a great time here!!
While our "sister soul spa" isn't quite over, we did have a ferry to catch over to the mainland for our last couple of days together.
But not before meeting up with someone AT the ferry!
If you've been a reader of my blog for a few years, you might recognize that van. It used to belong to our family, but now lives in Poland with the Hash family! And that's who we were meeting up with!
Dan and Laura arrived on the ferry this afternoon with Dan's mom, brother and sister to spend a family week here.
Joyce has known the Hash's her whole life! Dan's parents and hers were founders of Cadence International (formerly OCSC) in the mid 1950's, and served together for many, many years! Today Joyce's husband, David, is the president of Cadence, and has been for the past 25 years. So there is some long and special history in Cadence between the Hash and Patty family!
After a quick catch up and then goodbyes with them, we got on the ferry that they had just arrived on, and headed for Split.