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The Year in Hawaiʻi's Public Schools Hawaiʻi State Department of Education | 2018
Kula Kaiapuni Hawaiian Language Immersion Program celebrates 30 years
Hawaiʻi is the only state that has designated a native language, Hawaiian, as one of its two official state languages. In 1987, in light of the Hawaiʻi State Constitution mandate to promote the study of Hawaiian culture, language and history, HIDOE established the Hawaiian Studies Program and the Hawaiian Language Immersion Program.
HIDOE's commitment to the revitalization of the Hawaiian language continues with Hawaiian language immersion education at nearly two dozen schools statewide. Kaiapuni schools deliver instruction exclusively through the medium of Hawaiian language until grade 5, whereupon English is formally introduced.
Hawaiʻi Island senior selected for US Senate Youth Program
Kealakehe High School senior Maya Kiana Gee (left) was selected as one of two students to represent the state at the 56th annual USSYP Washington Week. Lily Katz, a senior at Maui's Baldwin High School (right), was chosen as an alternate.
Challenger Center Hawaiʻi at Barbers Point Elementary marks its 25th anniversary with a special visit from NASA Astronaut Jack D. Fischer.
Astronaut Fischer honored local Hawaiʻi astronaut Ellison Onizuka and the crew of the Space Shuttle Challenger and students from Ewa Elementary ran real-world flight simulations and mission experiments.
Ken Kang, Aiea High's tech coordinator, receives the prestigious 2017-18 Milken Educator Award
Kang's work in Science, Technology, Engineering, and Mathematics (STEM) courses and his leadership in developing the technological infrastructure at Aiea High and six other schools in the Aiea Complex impressed the Milken Family Foundation.
Kang, a proud graduate of Aiea High School returned as a teacher to give back to the students and community, and received the surprise award in a school assembly in front of over 1,000 cheering students, teachers and staff. Regarded as the "Oscar Award of Teaching," the award honors outstanding excellence in education and comes with an unrestricted $25,000 cash prize.
"I totally realized that this warm feeling of working with students, being able to help them focus on their futures, was so much more rewarding thaN just finishing up my project or my design," said Kang. "I felt that much more joy in giving back to our students, who will become our future."
Hawaiʻi School Counselor of the Year honored in ceremony with former First Lady Michelle Obama
Keolu Elementary counselor, Bianca Yanuaria, represented Hawai'i in Washington, D.C., at the American School Counselor Association's 2018 Counselor of the Year ceremony. Yanuaria was selected out of more than 600 public and private school counselors across the state.
"It's an honor to represent the state as the School Counselor of the year. It's humbling to be recognized for doing what I'm passionate about, which is helping students realize their potential and to make sure they are ready to face any challenge life throws their way," shared Yanuaria. "Mahalo to these wonderful counselor associations for this opportunity and for supporting school counselors like me."
Vibrant otherworld captured by Moanalua High 'Creator' earns top art award
Moanalua High Freshman Arianne Javier was named an American Visions nominee in this year's Hawaii Regional Scholastic Art Awards program. The honor is given to the "best in show" works among the 233 selected this year from across the state. Nominated works are eligible for national awards and scholarships in the spring. Arianne said she was astonished to learn of the honor.
Hawaiʻi's Farm to School program gets new name and look
HIDOE and the Office of the Lieutenant Governor unveiled a new logo and name for the Farm to School Initiative. The program's new name – ʻAina Pono Hawaiʻi State Farm to School – and new logo are designed to unite all of the programs operated by HIDOE's School Food Services Branch.
Leilehua High JROTC heads to CyberPatriot National Finals Competition
A team of Leilehua High School JROTC cadets went to the CyberPatriot CP-X National Finals Competition in Maryland. This is the third consecutive Hawaii State CyberPatriot Championship for six of the team members.
Established by the Air Force Association, the CyberPatriot National Youth Cyber Education Program was created to excite, educate, and motivate students toward careers in cyber security and other Science, Technology, Engineering and Mathematics (STEM) disciplines critical to our nation's future.
School Transition Center student mentors share best practices at inaugural conference
Students from Radford High, Leilehua High, Kapolei Middle & Pearl Harbor Kai Elementary shared their past experiences as new students transitioning into unfamiliar schools and outlined how they now work together as Student Mentors at School Transition Centers to help incoming students acclimate smoothly into their new environments at the 2018 Transition Centers Best Practices Conference.
Transition Centers have become a vital part of school designs and welcome all incoming students, especially those who are transferring from other locations, to ensure that they have social supports in place when they arrive so they can remain focused on academic achievement. Hawaiʻi has the highest number of military-dependent children per capita in the nation with the majority of these students attending 45 schools located on or near military installations in Oʻahu's Central, Leeward and Windward School Districts.
Hawaiʻi School for the Deaf and the Blind celebrates Earth Day with beautiful mural dedication
HSDB students wrapped up a week of Earth Day environmental lessons with a celebration with families and friends. A butterfly-themed mural created by former student Kristen Akina was dedicated with a message of inclusion, tolerance and diversity.
Stevenson Middle Principal Linell Dilwith named 2018 Hawaiʻi National Distinguished Principal
"She could be described as a futuristic, 21st century principal who is able to move the past into the present and anticipate the needs of the future through a variety of successful initiatives at Stevenson Middle," said former Complex Area Superintendent Ruth Silberstein.
College, career readiness strengthens at Maui High
A strong commitment to Career and Technical Education and a robust partnership with UH-Maui College is expanding student horizons at Maui High School. More students are earning honors diplomas, finishing a CTE Program of Study, and enrolling in college courses while in high school. More Sabers are going to and staying in college than ever before.
Schools "Purple Up" to recognize military youth
Schools celebrated Purple Up Day (April 27) to recognize military youth for their heroism, character, courage and sacrifices. April is the national "Month of the Military Child."
Kilauea fissures open in residential neighborhood, schools respond to assist impacted students
Near the end of April, significant volcanic activity began near the summit of Kilauea and resulted in lava fissures opening in the Leilani Estates Subdivision on May 3. The four-month event created lava fountains hundreds of feet high, volcanic explosions, ash clouds, toxic gas plumes and earthquakes, and destroyed hundreds of homes as a river of lava forced its way eastward toward the ocean. Schools worked diligently with families to ensure that all displaced students would be able to finish their school years.
Photo Credit: US Geological Survey
Palolo Elementary dedicates new Center for Creative HeARTS, Learning Garden & mural
The new Center for Creative HeARTS Learning Garden includes a weather station, erosion table, dryland taro patch, and STEM watering system that will provide hands-on lessons about environmental sustainability and stewardship.
Funded by a $90,000 School Design Innovation Grant, the Center repurposes an existing section of Palolo Elementary's campus to energize students with new tools and innovative resources.
Oʻahu students rally for Hanalei Elementary, raise funds after severe weather damages school
Students from Pearl City High and Lanakila Elementary raised approximately $2,000 in donations for Hanalei Elementary on Kauai, which was damaged by heavy rains in April. A temporary educational site remains open at Hanalei Colony Resort for students residing in Waikoko, Wainiha and Haena, areas that were heavily impacted by landslides that closed Kuhio Highway.
East Kapolei Middle School breaks ground for first construction phase
The $59 million first phase includes an administration building, library, cafeteria, classrooms, covered and open play courts, and a music building, with completion anticipated for the 2020-21 school year. A second phase will include health and physical education facilities as well as two additional classroom buildings, pending additional funding.
Honowai Elementary named a Green Ribbon School by USDOE
Honowai Elementary was selected for the prestigious award for its innovative efforts to reduce its environmental impacts and utility costs, improve health and wellness, and ensure effective sustainability education. Students learn place-based lessons that incorporate solar energy, computer science and oral history. The school, which serves more than 700 K-6 students, also has a taro patch, and hydroponics and aquaponics systems.
HIDOE receives grant to recruit transitioning and retired military members for teaching positions
HIDOE was awarded a Hawaiʻi Troops to Teachers (HTTT) grant. The federal funds totaling $600,932 over five years will help to align the Defense Department's Troops to Teachers goals with HIDOE's diversified teacher recruiting and retention plan.
"Troops to Teachers is a smart approach to second career recruitment that directs efforts toward a highly skilled workforce who also have deep core values demonstrated through their selfless service to our country," said Superintendent Dr. Christina Kishimoto.
Hawaiʻi public school teachers honored with Presidential Award of Excellence in Mathematics & Science Teaching
Akeyo Garcia of Ewa Elementary (left) and Masaru Uchino of Momilani Elementary (right) were awarded the Presidential Award of Excellence in Mathematics and Science Teaching. It is the highest award K-12 mathematics and science (including computer science) teachers can receive from the US government. Recipients receive $10,000 from the National Science Foundation and engage in education discussions in Washington, D.C.
HIDOE, Korea Ministry of Education and Institute of APEC Collaborative Education partner to host the 8th e-ICON World Contest in Hawaiʻi
The e-ICON contest, which stands for e-learning International Contest of Outstanding New Ages, brought teams together from countries all over the world to participate, including Australia, Korea, Indonesia, Japan, Mexico, Spain and the US. The contest challenged students to create educational mobile apps as tools to achieve Sustainable Development Goals adopted by the United Nations. It was the first time the contest was held outside of South Korea.
Students and teachers representing Hawaiʻi/US this year were from Campbell High, Kapolei High, Waipahu High, Kalani High, Kawananakoa Middle, Ewa Makai Middle, Hilo Intermediate, Kalama Intermediate, Leilehua High and Waialua High & Intermediate.
Honokaʻa High senior Keilani Steele is the inaugural recipient of the Hōkūala Scholarship — $10,000 to attend the college of her choice in pursuit of an astronomy degree. It was made possible by the Maunakea Scholars program, which also announced a dual-credit opportunity for Hawaiʻi Island partner schools to participate in a free online astronomy class starting this school year.
Hawaiʻi science teachers named Albert Einstein Distinguished Educator Fellows
Two science teachers were awarded to the prestigious Albert Einstein Distinguished Educator Fellowship Program, an honor that comes with a one-year federal research appointment in Washington, D.C. Only 14 educators nationwide were granted fellowships in 2018-19.
Kalani High science teacher Bryan Silver (right), will serve at the National Science Foundation's Directorate for Engineering. The branch is charged with supporting and investing in engineering research and education critical to the nation's future.
Hilo Intermediate science teacher Pascale Creek Pinner (left and below), will serve at the US Department of Energy's Office of Science. The office is the lead federal agency supporting fundamental scientific research for energy and the nation's largest supporter of basic research in the physical sciences.
Kaiser High & Niu Valley Middle kick off the new school year with live TV performances
Kaiser High and Niu Valley Middle got School Year 2018-19 off to a rousing start with live interviews and performances by Kaiser's Color Guard and Niu Valley's percussion band.
SchoolMessenger invites parents to opt in to text message alerts
SchoolMessenger, a communication platform used to deliver text messages to mobile phones with important information about school events, closures, safety alerts and other important information, was launched to help keep parents & guardians informed.
Schools persevere through severe weather to remain open for students
School officials worked vigilantly to ensure the safety of students and to assist communities in the face of natural disasters throughout the summer months and into the beginning of the new school year. These threats included Hurricane Lane (a Category 5 storm), a direct hit from Tropical Storm Olivia, the Kilauea lava flow and storm flooding on the Big Island, and destructive brushfires in West Oʻahu and on Maui.
Big Island residents and emergency officials attend a community meeting for Kilauea updates.
Photo Credit: NOAA Central Pacific Hurricane Center
Annual Strive HI performance update shows significant progress in language arts at Hawaiʻi schools
Smarter Balanced test scores showed English Language Arts/Literacy performance gains in all grade levels tested (Grades 3-8 and 11) and Math score increases in four of seven grades tested (Grades 3, 5, 6 and 11).
"We have a great story about what is happening in Hawaii's public education system. Progress over the past three years is promising with our cohorts of elementary school students entering the middle grades better prepared, and Language Arts performance growth across all tested grades," said Superintendent Dr. Christina Kishimoto. "We anticipate that our high impact strategies around Student Voice, School Design and Teacher Collaboration and laser focus on gap areas will increase our momentum into the coming years."
Waikoloa Elementary & Middle School breaks ground for new construction
Construction was officially launched on a new two-story building (Building J) that will include classrooms for general and special education, science labs and art studios. A one-story annex will provide counseling spaces, a conference room and faculty workroom. The $13 million project will serve students in grades 6-8 and is scheduled to open for the 2020-21 school year.
Renderings courtesy of WRNS Studio.
Three Hawaiʻi elementary schools named 2018 National Blue Ribbon Schools
Kalihi Uka, Mililani Uka and Pauoa elementary schools were named 2018 National Blue Ribbon Schools Program award winners by the US Department of Education. The program honors public and private elementary, middle and high schools based on academic performance and progress closing achievement gaps among student subgroups.
Jake Shimabukuro and Music for Life Foundation dedicate Jake's Clubhouse at Ala Wai Elementary
A portable classroom at Ala Wai Elementary School has been transformed into the Jake Shimabukuro Clubhouse for Music Learning and Appreciation to enhance music education for students.
Known as "Jake's Clubhouse," the space is equipped with a range of instruments including more than 100 ukulele, a dozen guitars, four pianos and 15 percussion instruments, a mini recording studio, performance stage, classroom space and ukulele repair workshop.
The ukulele virtuoso and Na Hoku Hanohano Award winner is a former student of Ala Wai Elementary and helped dedicate the classroom along with the nonprofit Music for Life Foundation, which initiated the project.
Kealakehe Intermediate's Mathieu Williams named 2019 Hawaii State Teacher of the Year
Williams received the state's top teaching award from Governor David Ige and Superintendent Dr. Christina Kishimoto. The honor is presented annually to a classroom teacher selected from more than 11,000 educators within HIDOE.
"Mathieu's passion and dedication has accelerated Kealakehe Intermediate's technology and digital media program into a very popular focus among his students and has developed them into a nationally competitive team in two short years," said Superintendent Dr. Christina Kishimoto. "His collaborative work to improve education through the sharing of best practices among his fellow Hawaii District teachers and community-based education programs has been truly inspiring. Mathieu has done amazing work to energize his students, his school and his community, and we look forward to even greater achievements from him in the future."
Williams will represent Hawaii in the National Teacher of the Year program and received a one-year lease of a new Nissan Leaf courtesy of the Hawaii Automobile Dealers Association and Nissan Hawaii.
Williams was among seven District Teachers of the Year and one Charter School Teacher of the Year recognized for their outstanding service.
Shane Albritton, Public Charter Schools, School for Examining Essential Questions of Sustainability (SEEQS)
Brandon Arakawa, Maui District, Kahului Elementary School
Sean Doi, Kauai District, Kauai Complex Area Office
Sam Hankins, Honolulu District, Prince David Kawananakoa Middle School
Gail Izumigawa, Leeward District, Waipahu High School
Mary Ann Kurose, Central District, Radford High School
Debbie Morrow, Windward District, Kailua Elementary School
Students report fewer incidents of bullying, cyberbullying
More than 16,300 public middle and high school students participated in the Hawaiʻi School Health Survey, a joint project of HIDOE, the Hawaiʻi Department of Health and the University of Hawaiʻi. The results show fewer public middle school students say they have been bullied at school over the last two years.
$1 million grant for STEM education at eight West Oahu schools
HIDOE received a $1 million grant from the Department of Defense Education Activity (DoDEA) Partnership that will fund Science, Technology, Engineering and Math (STEM) education for K-8 students at eight military-impacted schools in the Campbell-Kapolei Complex Area over five years. The grant includes Ewa Makai Middle School and seven elementary schools: Ewa Beach, Holomua, Hoʻokele, Iroquois Point, Keoneʻula, Makakilo and Mauka Lani. Each of these eight schools has significant populations of military-dependent students whose parents serve in the various branches of military service.
Niu Valley Middle music teacher Zachary Morita awarded $100,000 grant from Farmers Insurance
Morita's winning proposal to establish what he envisions as the Niu Valley Music Olympic Invitational edged out hundreds of proposals from teachers nationwide competing in Farmers' annual Thank America's Teachers® Dream Big Teacher Challenge®.
He initially was named one of 15 finalists and advanced to the online public-voting phase of the competition. From there, the top five vote-getters in the US each secured $100,000 prizes for their schools.
Stevenson Middle STEM students donate 3D-printed games and toys to children's hospital
Stevenson Middle School students brought some holiday cheer to a nearby children's hospital this week with the delivery of interactive toys the students designed and 3D-printed in their STEM (science, technology, engineering and math) classes.
Nearly 50 seventh- and eighth-graders in Stevenson's STEM and Video Art Computer Technology classes took a field trip to Shriners Children Hospitals – Honolulu to drop off their creations that included infinity cubes, fidget spinners and puzzles.
The project was made possible through an educational grant Stevenson STEM teacher Patricia Morgan won last year through the annual Thank America's Teachers® Dream Big Teacher Challenge®, sponsored by Farmers Insurance.
All photo and video credit to the Hawaiʻi State Department of Education unless otherwise noted.
Site Created by the Hawaiʻi State Department of Education
Hawaiʻi State Department of Education


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José Alves Bezerra, mais conhecido como J. Bezerra (Carolina, 08 de fevereiro de 1939) é um pintor e ilustrador brasileiro.

Biografia
J. Bezerra nasceu no interior do Maranhão, na cidade de Carolina, a 08 de fevereiro de 1939, sendo filho de Artur Alves Bezerra e Laudelina Alves Bezerra.

Ainda adolescente muda-se para o Rio de Janeiro, onde a partir de 1957 começa a trabalhar como ilustrador de uma editora de livros infanto-juvenis.

Entre 1960 a 1973 trabalhou para várias editoras, dentre elas a Rio Gráfica Editora, como ilustrador e desenhista de histórias em quadrinhos. Também escreveu (e ilustrou) contos infanto-juvenil. Ilustrou enciclopédias, livros didáticos, obras de autores clássicos e modernos além de obras poéticas e filosóficas. Trabalhou em agências de publicidade como ilustrador, programador visual e design.

Como pintor, sob influência de artistas chineses e europeus, iniciou seus primeiros trabalhos em 1964.

Manteve amizade íntima com alguns intelectuais, dentre eles Paschoal Carlos Magno, de quem ilustrou o livro de poemas Cantigas do Cavaleiro (1981).

Possui obras em coleções públicas e particulares no Brasil, Estados Unidos, Canadá, diversos países da Europa e Oriente Médio.

Realizou exposições no Museu de Arte de São Paulo - MASP (1967, 1977 e 1978), dentre várias galerias ao longo dos anos. Na Alemanha participou da exposição Brasilianische Kunst (1980), das exposições Peintres Brésiliens (1981) e Semaine de L'Art Brésilien (1982), na França e Canadá, respectivamente. Ainda na França, em 1986, expôs no Nouveau Salon de Paris'', do Centre International D'Art Contemporain.

É ocupante da cadeira de n.º 5 da Academia Brasileira de Belas Artes, tendo sido admitido em 2010.

Atualmente reside no Rio de Janeiro, com sua esposa Iracema Bezerra, com quem teve os filhos Gessé, Jeremias, Joás, Joel, Joede, Sheila, Iracema e Isaias.

Ligações externas

Ilustradores do Brasil
Pintores do Brasil do século XX

redpajama_set_name: RedPajamaWikipedia


The man who once led the Labor Party to an election, Mark Latham, has announced a return to politics and will run for NSW Parliament for Pauline Hanson's One Nation Party.
Warning "men" and "white people" are being discriminated against, Mr Latham confirmed on Wednesday he would run for the NSW Legislative Council.
He billed his political comeback to broadcaster Alan Jones as a "fight for civilisational values".
"This is a fight for our civilisational values. Free speech, merit selection, resilience, love of the country all of them under siege from the Left," he told Mr Jones on 2GB radio.
Ms Hanson said she was excited that Mr Latham was taking a leadership role.
Mr Latham, a political pensioner, 57, will draw a taxpayer-funded stipend for life, because he secured his superannuation under the old scheme before he pressured John Howard into axing the arrangements for future MPs.
"The Daily Telegraph reported Tuesday that Mr Latham would "take on a leadership role as head of One Nation in NSW – he will not be on the Senate ticket".
Senator Hanson's chief of staff James Ashby recently left the door open to Mr Latham becoming a future leader of the party, but his observations were subsequently hosed down by Ms Hanson.
In July, he joined Pauline Hanson's campaign for the Queensland seat of Longman with a robocall urging voters to retaliate against the Labor Party.
Labor retained the seat, but One Nation scored 16 per cent of first-preference votes in the seat – a big rise from 9.4 per cent in 2016 that hit the Liberal Party candidate's primary vote.
After leading the Labor Party to a crushing defeat in 2004, Mr Latham shaved his head before appearing in a suburban park to announce he was quitting Parliament and politics.
He also published The Latham Diaries, a scathing memoir where he described the respected former Labor leader Kim Beazley as "a dirty dog" who is "not fit to clean the toilets at Parliament House".
In the book, he described former Prime Minister Kevin Rudd in the book as "a fanatical media networker" claiming he was "addicted to it, worse than heroin".
The former MP joined Sky News' Outsiders program in 2016, before he was sacked after calling students at Sydney Boys' High "dickheads" and speculating that he thought one teenager "was gay".
Previously, he was sacked by The Financial Review, after it was revealed he had used Twitter to abuse domestic violence campaigner and 2015 Australian of the Year Rosie Batty.
Mr Jones and Mr Latham wrote a cookbook together, Conversations in the Kitchen, a no-frills cookbook for men described by The Sydney Morning Herald as "Women's Weekly for men's rights activists".


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Q: About .net and winRT I'm used to code in .net but I'm kinda new to winRT and have a couple of questions:

*

*When I create a Metro windows store app in c# using winRT and the subset of .net for windows store apps, is this a managed application? (hosted by the clr?) or is it unmanaged and the .net part is simply mapped to winRT.

*What happens when there is a reference to a windowsRT component written in c# from an unmanaged language like c++? It makes use of the CLR or is it 100% native?

A:
is this a managed application?

A WinRT app runs as an out-of-process COM server.  Large parts of the code you use is unmanaged, anything you use in your XAML for example was written in C++.  But that is an implementation detail that is pretty hard to see, it has all been wrapped carefully by the language projection built into the CLR.  Which makes all the WinRT interop look like managed classes.  Not unlike the way you can add a reference to a COM component and it will look like managed code as well.
For all practical purposes you can call your app a managed app and you'll use the managed debugger to fix bugs.

It makes use of the CLR or is it 100% native?

Native C++ is 100% native.  Same scenario in reverse if you write a WinRT component in C# and it is used in a C++ or Javascript app, those apps have no idea that you wrote your code in C#.  It is COM that's underneath it, the universal glue that Microsoft uses to allow different languages to talk to each other.  The CLR takes care of the interop, just like it does if you write an add-in for an Office app or use Microsoft.Office.Interop.Excel to automate Excel.
Note how a .winmd file is pivotal to bridge the gap, the exact equivalent of a COM type library or .NET metadata that tells a compiler what the interfaces look like in a language-independent way.  Also visible in some of the restrictions when you write your own WinRT component, your class needs to be sealed since COM does not support implementation inheritance.  And cannot be generic.  And you can expose a DateTimeOffset but not a DateTime, etcetera.

redpajama_set_name: RedPajamaStackExchange


A serene and unrelated photo from my recent trip to Kyoto.
Way back in the day, several blogs ago and when I was in college, a close offline friend that I shared my blog with commented that she found it "surprising". Specifically, she was startled that I had so much to say when I came across so quiet in person.
Not only do I enjoy all this "talking" (by which I mean, internet-based writing) related to my blog, I also have a voracious hunger for internet-based conversations elsewhere about the topics I'm interested in. Over the years here, I often link to discussions on Reddit or on much larger blogs like Corporette or internet publications like Refinery29. I'm generally following along with various discussions in all those places on an almost daily basis, concurrently with the writing and commenting I do as a blogger. Privately, I like to think of all this as a talent of a sort, that I can be thinking about and writing about so many topics in my limited free time. In actuality of course, I know that's silly of me. Having this kind of internet habit definitely does not make me special! Among other things, although I'm not an avid participant on, say, Twitter or Instagram, I understand enough to know that many people happily use them for a dizzying amount of substantive discourse every single day (for example, with the recent #ethicalfashionrepresentationmatters discussions on Instagram), even if I largely lack the know-how or will to jump into the fray on those platforms myself.
So I've been trucking along with all these habits of mine for years now, throughout all the time I've blogged here, without too much of a break, except for a hectic few months here and there, including when I studied for the bar. And I've never been tired of any of it. I was even a little proud of my inexhaustible energy for internet-based discussions. I talk about some of the topics I write about here with offline friends sometimes, of course, but not that often. I can be a bit "too much" about it all and can quickly exceed other people's interest in the topics I want to chatter on about at length. Most recently, offline friends were slightly perplexed by my determination to discuss Tara Westover's Educated (affiliate link) with them before any of them had even read it. I did at least convince my sister to read it, and she devoured it even more quickly than I did, so I consider that a win!
Except, all of a sudden, I've started getting kind of... tired. Spoiler alert (being presumptuous for a moment and assuming that people would miss me): I'm totally not going anywhere! I'll still be blogging, and I'm still eager to follow along with everyone else's blog and chime in to discussions everywhere. I just think the frequency of my writing here and my blog commenting elsewhere might drop for a while, until I'm back in the mood. And I think I need to spend less time reading certain anonymous internet discussions out there if I know they're not a great influence on me, or a good use of my time, namely things like Refinery29 Money Diaries comments sections and certain types of discussions on Twitter or Reddit. Yes, I did just sign up for Twitter again, but I'll be careful about who I follow.
It should be obvious that if I know something on the internet or on social media isn't good for me, if it consistently tends to make me less happy in an irrationally intense way, I should stop looking at it. I had thought I was very good about taking steps to do that too, especially on Facebook, where I have a hard-line zero tolerance policy for things that annoy me even a little bit. The moment I notice that someone's posts make me unhappy or angry, they're gone. I immediately hit unfollow and never think about their posts again.
Similarly, I only follow or link to blogs I genuinely like. Regardless of whether they're monetized, they're all people I think are smart and interesting and wonderful, and whose recommendations I trust as being true to their own tastes. So I'm basically never directly exposed to blog posts I don't enjoy, or that I find inauthentic or overly commercial. And well, I've also mentioned that I feel like I don't understand Instagram (I barely "get" how to use hashtags, for crying out loud!) well enough to really feel bad about myself because of it. I do get self-conscious about the extreme weakness of my photography skills in comparison to just about everyone else's, but that mostly just makes me more appreciative of the talent and effort that others put into their feeds.
So it came as a bit of a shock for me recently to suddenly realize that, actually, maybe I'm starting to feel a few twinges of feeling bad about myself because of social media, for the first time since I was in my earlier mid 20s. And I'm just like, "seriously?!" I have no idea where these first twinges came from, they seemed to arise spontaneously in the last few weeks or so, even though I didn't change any of my Instagram or other habits before it happened. I'm really quite confused.
I guess these faint first twinges of renewed "comparison is the thief of joy"-type feelings is a little bit because, if I really think about how much the world of social media has developed in ways largely beyond my wildest imagining (and how the goalposts for what's considered a "good" or "big" number of subscribers have moved far beyond numbers I had ever contemplated), doesn't it make all the time I spend writing here, in this very old-fashioned, 2008-ish blogging way, seem a little... strange? Like it might not be an efficient use of my time?
And then I feel super-silly that the thought crosses my mind at all. I mean, I've known for years, maybe even close to a decade, that blogging (and then other, newer social media platforms) were developing far too fast and in too big a way for me to really keep up as anything more than a casual hobbyist. When I started up here at this version of Invincible Summer, I made the conscious decision to blog in a rather "old school", "mirror selfie outfit photos" way because that's what I enjoy reading and seeing, and it was what I missed most after I stopped following blogs for a while around 2009 or 2010. Anyway, I think I'll quickly get over this strange little bout of insecurity.


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Les litofanies o transparències de Berlín són unes plaques fines de porcellana amb una imatge en baix relleu, que només en il·luminar-se pel darrere aconsegueix una sensació de realitat i profunditat que sorprèn l'espectador, i on la gradació de blancs i grisos està determinada pels diferents gruixos de la placa.

Història
Ja segles enrere a l'Extrem Orient es va fer servir les capacitats translúcides de la porcellana, al món occidental apareix amb la patent registrada el 1827 pel baró francès Paul de Bourguignon. Aquest, en no poder explotar-la, en vengué els drets a diferents artesans, el que va permetre que la tècnica és va difondre a tot Europa. Des d'aleshores, la producció en va créixer i s'en va registrar el punt àlgid a mitjan . A poc a poc va perdre popularitat fins que gairebé va desaparèixer a la fi del segle.

En un primer moment, les litofanies es feien servir com a pantalles per a làmpades, de les quals hom podia gaudir de nit, o bé penjades prop d'una llar de foc o d'una finestra, on la llum exterior descobria la imatge a contrallum. L'enginy dels productors permeté l'aparició d'aquesta simpàtica tècnica en altres peces quotidianes, com per exemple al fons de vasos i tasses, bàsicament en gerres de porcellana per a cervesa, que animaven el bevedor a acabar-se la consumició per descobrir la imatge. En aquest mateix sentit, ja al , els japonesos incorporaren al fons de les tasses de té una litofania que solia representar una geisha.

L'ús de la litofania, però, es pot trobar també en objectes més sofisticats, com per exemple els escalfadors de te. Consistien en un cub de porcellana de quatre costats amb litofanies i amb una obertura a la part inferior que permetia encabir-hi una espelma, que, encesa, il·luminava la peça i donava vida a les imatges, i alhora escalfava una tetera, també de porcellana, disposada en la part superior del cub.

Es tractava de peces cares i delicades, atesa la dificultat tècnica i llur naturalesa fràgil. Els temes representats foren diversos, però no excessivament nombrosos: escenes rurals i costumistes, retrats de personatges coneguts, còpies de quadres famosos, escenes religioses i vistes panoràmiques.

Les litofanies es conegueren també com transparències de Berlín, perquè en aquesta ciutat hi havia una de les fàbriques que més èxit va obtenir amb aquest producte, la Königliche Preussische Manufactur, que identificava els seus treballs amb la marca KPM. Alemanya, d'on es coneixen diverses fàbriques, fou un dels països que més i millor elaborà aquest producte, però n'havia també de productors de peces de qualitat a altres països, com França o Anglaterra.

A Elmore a l'estat d'Ohio, hi ha el museu Blair Museum of Lithophanes, on s'exposen obres de la col·lecció de Laurel Gotshall Blair (1909-1993), que conté més de 2300 litofanies.

Referències

Ceràmica


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Understanding the Process for Employee Sexual Harassment Claims
September 6, 2010	Jimerson Birr	Professional Services Industry Legal Blog
Frequently our clients ask us general questions regarding the day-to-day operations of their business. In order to prepare a client for how to form corporate policies reacting to sexual harassment claims, we first had to educate them on the process of how an aggrieved employee goes about pursuing a claim. What follows is an overview of the claim filing process. Knowing the process of how employee complaints are made will help your business in formulating a defense if that time should ever come.
In order for an aggrieved employee to file a sexual harassment claim, that employee must file the claim with the Florida Commission on Human Relations (FCHR) and with the Equal Employment Opportunity Commission (EEOC) within a statutorily prescribed period. A proper claim is founded upon the provision that "all individuals within the state [are provided] freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status" and that all persons have a right to "protect their interest in personal dignity, to make available to the state their full productive capacities, to secure the state against domestic strife and unrest, to preserve the public safety, health, and general welfare, and to promote the interests, rights, and privileges of individuals within the state." Fla. Stat § 760.01(2).
Under Federal Law, Title VII of the Civil Rights Act of 1964 provides that sex discrimination and sexual harassment in the workplace are prohibited. 42 U.S.C.A. § 2000e-2. Section 703 of Title VII, 42 U.S.C.A. § 2000e-2, makes it an unlawful employment practice for an employer "to discriminate against any individual with respect to his . . . terms, conditions, or privileges of employment because of such individual's . . . sex." Id. As a prerequisite to filing a Title VII court action, an aggrieved person must first file a timely "Charge of Discrimination" with the EEOC setting forth the facts giving rise to the sexual harassment. See The U.S. Equal Employment Opportunity Commission internal guidelines on charge processing procedures. [i]
In Florida, this charge must be filed within 300 days from the date of the illegal act. The EEOC has 180 days to investigate the claim. Id. In reviewing a charge, the EEOC may make written requests for information, interview people, review documents, and as needed, visit the facility where the alleged discrimination occurred. Id. The charge may be selected for the EEOC's mediation program if both the charging party and the employer express an interest in this option. Id. Mediation is offered as an alternative to lengthy investigation. Participation is confidential and voluntary, and if mediation is unsuccessful, the charge is returned for investigation. Id. A charge may be dismissed at any point if, in the EEOC's best judgment, further investigation will not establish a violation of the law. Id. When a charge is dismissed, a notice, or "Right to Sue" is issued in accordance with the law, which gives the charging party 90 days in which to file a lawsuit on his or her own behalf. Id.
If the evidence gathered establishes that discrimination has occurred, the employer and the charging party will be informed of this in a letter that explains the finding. Id. The EEOC will then attempt conciliation with the employer to develop a remedy for the discrimination. Id. If the EEOC is unable to successfully conciliate the case, the agency will decide whether to bring suit. Id. If the EEOC decides not sue, it will issue a "Right to Sue" letter closing the case and giving the aggrieved party 90 days in which to file a lawsuit on his or her own behalf. Id. A "Right to Sue" letter from the EEOC is a procedural prerequisite to filing a lawsuit on the claim of sexual harassment. Litigation must be filed within 90 days of receipt of the "Right to Sue Letter;" otherwise, the Title VII case may be time-barred and therefore lost forever. Id.
On the state leve, sexual harassment is a violation of the Florida Civil Rights Act of 1992. See Fla. Stat. §760.10. In order to bring a cause of action under the Florida Civil Rights Act, the party must initially file a charge of discrimination with the Florida Commission on Human Relations ("FCHR") within 365 days of the last act of sexual harassment. See Fla. Stat. §760.11 (1). Within 5 days of the complaint being filed, the FCHR must send a copy of the complaint to the person who allegedly committed the violation. Id. The accused person may then file an answer to the complaint within 25 days of the date the complaint was filed with the FCHR. Id.
After conducting its investigation, if the FCHR determines that there is reasonable cause to believe that discrimination exists, and issues a "Right to Sue" letter, the employee may bring a civil action for damages against the wrongdoer and/or employer within 1 year. See Fla. Stat. §760.11 (5). Much like the EEOC, the FCHR has 180 days to investigate the claim. See Fla. Stat. §760.11 (3). In lieu of a civil action, the aggrieved person may request an administrative hearing, which shall serves as an exclusive remedy. See Fla. Stat. §760.11 (4).
If the FCHR dismisses the complaint for lack of reasonable cause and proof of violation, the dismissal may be appealed by the aggrieved party within 35 days, or else the claim will be barred. See Fla. Stat. §760.11 (7).
Florida does not recognize a common law cause of action for sexual harassment. Footstar Corp. v. Doe, 932 So. 2d 1272 (Fla. 2nd DCA 2006). (Per specially concurring opinion of Casanueva, J., for a majority of the court.).
Under both Florida and Federal law, an employee who is subject to sexual harassment is entitled to recover, among other remedies, mental anguish, embarrassment, psychological and psychiatric injuries, emotional pain and suffering, as well as punitive damages and reasonable prevailing party attorneys' fees. See 42 U.S.C. § 2000e–5; Fla. Stat. §760.11 (5).
[i] http://archive.eeoc.gov/charge/overview_charge_filing.html

redpajama_set_name: RedPajamaCommonCrawl


The populations Finnish of archipelago birds have mostly been increasing since their systematic monitoring was begun the 1930s. At their peak at the turn of the millennium an estimated total of 500 000 duck, gull, tern, auk and wader pairs bred along the Finnish coastline. This figure is ten-fold compared with the breeding pair number of the 1930s. The number of species has also increased from 25 in the 1940s to 32 at present. Recent years, however, have seen a decline especially in the number of ducks. This is mainly due to the decline of Common Eider, which is by far the most numerous of the sea duck species.
The current population of Common Eider has been estimated at 80 000 to 100 000 pairs. More detailed data exist on Common Eider since 1986. During the past two decades the trends of Eider populations have been quite different in different parts of the Baltic Sea. In southwest archipelago the numbers of Eiders increased until the end 1990s and started to decline quite steeply after that. In the Gulf of Finland Eider numbers have been declining steadily since 1986. The combined index for all populations increased moderately until the late 1990s and has started to decrease since. Especially the last few years show alarming trends.
The overall development of Gull populations has been mostly stable although there are notable differences between species. Common Gull populations have clearly increased since 1986 whereas the Lesser Black-backed Gull populations of have decreased quite dramatically. The steepest decline of latter species took place already at the beginning of monitoring period and the 1990s and 2000s have been almost stable. Herring Gulls and Great Black-backed Gulls show year-to-year variation without clear trends.
This indicator will be updated annually in May-June.


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text:
About Keith
Analysis by Sport
Analysis Archives
Clyde Street
Home Communication #Microcontent
#Microcontent
Keith Lyons
Introduction to Microcontent
This is a microcontent introduction to microcontent.
Mobile technologies have transformed the way we access information. Michael Lindner (1) points out that we have the opportunity to access content "like a digital extension of mind: like being surrounded by a cloud of microcontent dynamically gathering and re-structuring in every moment".
Our use of microcontent in 2016 as "low cost, high value content" (2) has some important precursors that have been enabled by the emergence, refinement and extension of the social (3) and semantic Web. As Arnaud Leene points out, microcontent is not new, it has been with us for centuries "We just did not call it that way"(4).
The precursors include:
George Miller's (5) discussion of information processing. He proposes:
we must recognize the importance of grouping or organizing the input sequence into units or chunks. Since the memory span is a fixed number of chunks, we can increase the number of bits of information that it contains simply by building larger and larger chunks, each chunk containing more information than before. (My emphasis)
His conclusion lays a foundation for subsequent conversations about microcontent:
the span of absolute judgment and the span of immediate memory impose severe limitations on the amount of information that we are able to receive, process, and remember. By organizing the stimulus input simultaneously into several dimensions and successively into a sequence of chunks, we manage to break (or at least stretch) this informational bottleneck. (5:12)
Jakob Nielsen's (6) suggestion that microcontent "needs to be pearls of clarity" and should be "an ultra-short abstract of its associated macrocontent". His interest in the usability of human-made objects encouraged him to recommend that online headlines "must be absolutely clear when taken out of context", written in plain language and able to stand on their own. This clarity should be available in the first 11 characters of text (12).
Anil Dash (7) extended the term 'microcontent' to be used as "a more general term" and defined microcontent as:
information published in short form, with its length dictated by the constraint of a single main topic and by the physical and technical limitations of the software and devices that we use to view digital content today.
David Weinberger (8) indicated that this publication of information has been made possible by the Web's facilitation of "small pieces loosely joined". He observes:
The Web is binding not just pages, but us human beings in new ways. We are the true 'small pieces' of the Web, and we are loosely joining ourselves in ways that we're still inventing.
Microcontent is one of the ways in which we are loosely joining ourselves.
Nova Spivack (9) sought to resolve some of the emerging definition issues about microcontent. He proposed:
It is a finite collection of metadata and data that has at least one unique identity and at least one unique address on the network, and that encapsulates no more than a small number of central ideas, where the number of central ideas encapsulated is usually 1.
He noted that microcontent is "small self-describing content" that has "a unique identity and URI, that may be published, subscribed to, and linked across the network". He suggested "There are many reasons why we might want microcontent to be distinct and addressable even when embedded in other content".
These precursors have given researchers the opportunity to look at the use of microcontent in microlearning (10).
Microcontent
Ilona Buchem and Henrike Hamelmann (11) provide a summary of the ways in which microcontent can support professional learning:
Table 1: Adaptation of Buchem and Hamelmann's (11) comparison of macrolearning and microlearning. (The original Table is here.)
Ilona and Henrike have also identified five essential design principles for microcontent units:
They should be designed as small formats enabling immediate perception.
They should have a clear focus and express particular topic or an idea.
They should be self-contained.
They should comprise at least such elements as title, topic, author, date, tag, URL.
They should be designed as a single Internet resource with a possibility of direct reference by a URL.
For an extended discussion of these principles see Amaud Leene (4).
Creating Your Own Microcontent
As you reflect on this resource, you might have been informed about:
The origins of the term.
The use of the term in learning contexts.
A five-point framework to develop your own microcontent.
Links to some of the literature that provides additional information.
Michael Lindner (2006). Use Your Tool, Your Mind Will Follow.Learning in Immersive Micromedia & Microknowledge Environments. Accessed 14 May, 2016.
Danyl Bosomworth (2014). Micro content – what is it and how to leverage it. Accessed 14 May, 2016.
Bryan Alexander (2006). Web 2.0: A New Wave of Innovation for Teaching and Learning? Accessed 14 May, 2016.
Arnaud Leene (2006). MicroContent is Everywhere!!! Accessed 14 May, 2016.
George Miller (1955). The Magical Number Seven, Plus or Minus Two Some Limits on Our Capacity for Processing Information. Accessed 14 May, 2016.
Jakob Nielsen (1998). Microcontent: How to Write Headlines, Page Titles and Subject Lines. Accessed 14 May, 2016.
Anil Dash (2002). Introducing The Microcontent Client. Accessed 14 May, 2016.
David Weinberger (2002). Preface of Small Pieces Loosely Joined. Accessed 14 May, 2016.
Nova Spivack (2003). Defining Microcontent. Accessed 14 May, 2016.
See, for example, Hug, 2005; Bruck, 2006; Lindner, 2006; Hug, 2007; Mark, 2007; Schmidt, 2007; Bruck, Motiwalla and Foerster, 2012; Job and Ogalo, 2012; Krämer, Hupfer and Zobel, 2015. Accessed 14 May, 2016.
Ilona Buchem and Henrike Hamelmann (2010). Microlearning: a strategy for ongoing professional development. eLearningpapers, 21, 1-15, September. Accessed 14 May, 2016.
Jakob Nielsen (2009). First 2 Words: A signal for the Scanning Eye. Accessed 14 May, 2016.
About this Microcontent Resource
This was drafted by Keith Lyons, on 14 May 2016. It is curated as a Google Doc at this URL address. It is estimated that the reading time for this resource is ten minutes. This resource is tagged #microcontent The resource has a CC BY 4.0 license.
It is microcontent resource reference m0001.
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