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Five Strategies to Reduce Overrepresentation of Culturally
and Linguistically Diverse Students in Special Education
ERIC/OSEP Digest #E596
Authors: Cynthia Warger and Jane Burnette
Children from culturally and linguistically diverse backgrounds comprise a large percentage of public school students. Diversity is increasing, and one of the most troublesome issues associated with its growth is the overrepresentation of minority children in special education— is, more minority children are served in special education than we would expect based on their percentage in the general school population.
In the 1960s, at the height of the Civil Rights movement, the issue of disproportionality of minority students in special education first received national attention. Since that time, researchers and practitioners have studied the issue in an effort to understand and explain how the processes used to identify, assess, and place students in special education programs may contribute to the overrepresentation of minority students. In addition, they are identifying processes that successfully prevent inappropriate placement and ensure that the opportunities for educational achievement offered to minority students equal those offered to the majority group.
To this end, researchers Beth Harry and Janette Klingner, with support from the U.S. Office of Special Education Programs (OSEP), are investigating exemplary special education referral and decision making processes for culturally and linguistically diverse students. Although Harry and Klingner are in the early stages of their work, they are finding that professionals generally attribute overrepresentation to one of the following sources: family and community issues, external pressures in schools (e.g., mandated curriculum, high stakes assessments), classroom instruction and management, and teacher perceptions and attitudes. There is widespread recognition that supports provided to teachers and other professionals by the school district are essential to building the capacity of district personnel to work with students of different cultures and languages. This digest provides examples of strategies created by researchers and practitioners to address some of these issues.
Promote Family Involvement and Respect Diverse Backgrounds
Researchers continue to point to family involvement in the school and its operation as a major factor in improving student achievement. However, researchers also show that for successful collaborations to occur, school personnel must respect the cultural background of the family.
Several years ago, the Highland Park School District in Michigan received support from OSEP to develop a demonstration model to prevent emotional disturbance and treat children with emotional disturbance in a culturally competent manner. Family involvement is a key component of the Highland Park approach. Throughout all aspects of the program, families are essential team members. They are key in identifying supports and designing implementation plans for the services they and their children receive. The success of the approach is based on an underlying belief that families are not the source of their children's difficulty, but rather are partners in planning for their children's needs.
Program staff have learned much about being culturally sensitive when interacting with families. LeVann Townsel, director of the program, offers the following recommendations:
Take time to educate the family. Many families do not know what emotional disturbance means. They may not feel comfortable asking questions or they may view the process negatively. It is important to view this situation from the family's perspective.
Go to the family. Whenever possible, meet with the family in the home.
Arrange parent support groups. Help parents come together to support each other. Encourage them to develop advocacy skills.
Find out what the parents need. Often, parents need support or an extra boost. Find out what might help them feel more confident.
Push for parent membership on school and community teams and boards. Parents should be given opportunities to contribute their expertise in ways that are not directly related to their own child.
Encourage parents to talk about their dreams for the child. Don't tell parents what is wrong with their situation. They already know.
Know the difference between the culture of the family and the economic situation of the family. It is important to understand how poverty affects families. For example, families may have experience working with welfare agencies who do business differently than schools. It is important to understand behaviors from many contexts and to take an integrated approach to understanding people.
Learn as much about the family's culture as possible. Find out the values— they view disabilities and mental health issues.
Make the Curriculum Relevant
Children's learning is enhanced when they have opportunities to learn new skills in meaningful contexts. They respond positively to curricula that draw upon their own experiences and celebrate their heritages and cultures. When motivation is high, children tend to be more actively involved in learning.
With OSEP support, Susan Fowler, Dean at the University of Illinois, and her colleague, Beverly Lewman, in the Department of Special Education, have developed and are assessing the impact of a culturally appropriate preschool curriculum. SPARK— stands for Skills Promoted through Arts, Reading, and Knowledge-is a preschool creative arts curriculum for teachers of young children with developmental delays or at risk of developing delays. SPARK is based on stories and resources from many cultural and ethnic traditions. It provides opportunities for preschool children to achieve developmental and school readiness skills by actively attending to stories and participating in activities based on music, art, and drama. Staff members report that the curriculum helps students who speak English as a second language learn English faster than students who were not exposed to the curriculum. Formal evaluations indicate that the curriculum helps children develop early learning skills, particularly increased vocabulary, print awareness, ability to print, and counting.
Build on Students' Strengths
Building on students' strengths has long been a principle of special education, but is a particular challenge in teaching students whose home language is not English. With OSEP support, Robert Jimenez has been studying the literacy strengths and difficulties faced by language minority students with learning disabilities in grades 4 to 6. He has been developing instructional interventions based on teaching the strategies of high-performers to low-performing students, and these interventions have produced excellent results.
Low performing readers often have naive conceptions about the purpose of reading. For example, students from language-minority backgrounds often pursue finishing the task as their primary objective and believe that reading is synonymous with decoding and pronunciation of isolated words. Jimenez supports explicit instruction of strategic reading processes, including how to access what students know in their primary language. Strategies that successful bilingual readers share with successful monolingual readers include making inferences, drawing conclusions, integrating prior knowledge into ongoing meaning construction, and asking questions when comprehension breaks down.
In addition, Jimenez has identified some strategies that he suspects may be indicative of a bilingual schema for reading. Jimenez provides the following example. Searching for vocabulary is a reading strategy that draws on the native-language strength of Spanish-English bilingual students. When students are confronted with unfamiliar vocabulary, they check to see whether they know a related word in their own language. Related bilingual reading strategies include translating, transferring information across languages, and reflecting on text either in Spanish or English. These are strategies that help low performing bilingual students improve comprehension, but they also appear to be indicators of a fairly well developed Spanish-English bilingual scheme for reading.
Take the Teacher Preparation Program to the Community
There is no better way to develop understanding of a culture than to live within it. With OSEP support, the University of Northern Arizona (NAU) is partnering with the Kayenta Unified School District to prepare teachers. Referred to as RAISE (Reaching American Indian Special/Elementary Educators), the project prepares both Navajo and non-Navajo university students to earn dual certification in special and elementary education.
Most of the Navajo students are currently working as paraprofessionals or general educators with the district. Non-Navajo students live in Kayenta, which is a very remote community in the Navajo Nation. The district provides the non-Navajo students housing at no cost, and in return the university students work in the schools daily from 8:00 a.m. until noon.
In addition, a NAU faculty member lives in Kayenta and teaches on site. According to Greg Prater, Program Director, having a faculty member on-site, working and interacting with the students and school district community, provides university students with an increased opportunity to learn more about the culture and the language.
Provide District Support to Build the Capacity of Personnel
With OSEP support, the Tucson Unified School District is designing and implementing a plan to reduce disproportionality. According to Gail Bornfield, Director of Special Education for the district, the goal of this plan is to bring supports to children and instructional staff prior to referral for special education evaluation. The process allows instructional staff to look at children with high expectations and the belief that all children can and do achieve. The first and crucial step was to provide significant training in cultural awareness to instructional staff. As they put their training into operation, the district provides several levels of support:
Behavioral specialists observe children in the classroom, prepare functional behavioral assessments, and work with the teacher to develop behavior management plans.
Social workers work with families around problems that the child is experiencing at school, and in some cases, develop behavioral plans for the home.
Instructional specialists are assigned to the classroom and to individual children as needed. They are responsible for carrying out the behavioral plan and monitoring interventions.
A member from the child's cultural background on the IEP team provides essential information, especially when the team is determining eligibility for services for emotional disturbance.
Teacher tips are written by staff and are available on the web or in print form. The tips offer practical ways to integrate positive strategies to address culture in the classroom and through instruction.
Study area departments are established for each of the following cultural and linguistic groups: African American, Hispanic, Native American, and Asian American. The department provides specialists and tutors.
These support systems provide additional perspectives and approaches to aid teachers and other district staff in developing their ability to work with students of different cultures. Such knowledge is essential if we are to reduce disproportionate representation and offer equal educational opportunity to all American students.
Burnette, J. (November 1999). Critical behaviors and strategies for teaching culturally diverse students. Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education. http://www.hoagiesgifted.org/eric/e584.html (ERIC Number ED435147) Available for a fee through the ERIC Document Reproduction Service (EDRS) 800.443.3742.
Burnette, J. (March 1998). Reducing the disproportionate representation of minority students in special education. Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education. http://www.hoagiesgifted.org/eric/e566.html (ERIC Number ED417501) Available for a fee through the ERIC Document Reproduction Service (EDRS) 800.443.3742.
Jimenez, R. (1997). The strategic reading abilities and potential of five low-literacy Latina/o readers in middle school. Reading Research Quarterly, 32, 224-243. Markowitz, J., Garcia, S.B., and Eichelberger, J.H. (1997, March). Addressing the disproportionate representation of students from ethnic and racial minority groups in special education: A resource document. Alexandria, VA: National Association of State Directors of Special Education. (ERIC Number ED406810.) Available for a fee through the ERIC Document Reproduction Service (EDRS) 800.443.3742.
Santos, R., Fowler, S., Corso, R., & Bruns, D. (2000). Acceptance, acknowledgment, and adaptability: Selecting culturally and linguistically appropriate early childhood materials. TEACHING Exceptional Children, 32(3) 14-22.
ERIC/OSEP Digests are in the public domain and may be freely reproduced and disseminated, but please acknowledge your source. This digest was prepared with funding from the Office of Special Education Programs (OSEP), U.S. Department of Education, under Contract No. ED-99-CO-0026. The opinions expressed in this publication do not necessarily reflect the positions or policies of OSEP or the Department of Education.


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The Wallace Foundation / News and Media / Press Releases / Three Cities Join Out-of-School Learning Initiative
Three Cities Join Out-of-School Learning Initiative
Contact: Erin Brownfield
ebrownfield@wallacefoundation.org
THE WALLACE FOUNDATION WELCOMES THREE CITIES TO
ITS OUT-OF-SCHOOL TIME LEARNING INITIATIVE WITH
GRANTS TOTALING UP TO $24 MILLION
Boston, Chicago and Washington, D.C. Each Commit to Citywide Plan to Improve Out-of-School Time for Youth; They Join New York City and Providence in Wallace Initiative
NEW YORK, July 18, 2006 — As a step toward building a stronger citywide system for out-of-school learning in their cities, Boston, Chicago and Washington, D.C. have each received grants of up to $8 million over 3 years. The grants are part of The Wallace Foundation's out-of-school learning initiative to help cities build comprehensive systems for out-of-school time programs that consistently meet high standards for quality.
More than 14 million school-age children in the U.S. are left to fend for themselves after the school day ends — and hours that could be times of learning and development are instead times of boredom and risk. Research from RAND suggests that high-quality programs may be linked to positive outcomes for youth. But a Public Agenda survey also commissioned by Wallace reveals frustration, especially among poor and minority parents and children, about the lack of access to high-quality programs in their neighborhoods. And cities are only beginning efforts to establish ways – including mapping need, developing quality standards, and tracking participation – to improve services.
"Cities across the country are beginning to looking for ways to provide better out-of-school time services, so we think the solutions pioneered by Boston, Chicago and Washington, D.C., will have broad interest," said Wallace President M. Christine DeVita.
"Like New York and Providence, each is committed to re-imagining how resources can be more effectively used to deliver high-quality programs to the kids who need them most. We hope these grants will encourage additional support from every sector of the community and serve as a springboard to the development of the kind of coordinated, citywide systems needed to create lasting and meaningful improvements in the opportunities we provide for children in the hours outside of school."
All five of the cities receiving Wallace grants were selected after a nationwide scan of cities revealed that leaders in these cities were taking significant steps to improve out-of-school time opportunities for children. Wallace then supported a year-long business planning process that allowed each city to develop a well thought-out approach to building the components of a system to sustain quality out-of-school time for children.
"As in many other cities, Chicago's leaders and parents increasingly see the crucial role that high-quality out-of-school time programs play in helping youth succeed, both in school and later in life," said Chicago Mayor Richard M. Daley. "This grant from The Wallace Foundation will assist Chicago's citywide effort to improve the support system that students need to develop skills outside of the classroom. We are committed to ensuring that our youth have every opportunity to develop artistically, academically, professionally and athletically."
In Boston, a national leader in its system-building efforts to support high-quality out-of-school time opportunities, the nonprofit Boston After School & Beyond will pilot an innovative strategy to reach those elementary students attending failing schools and at highest risk of falling behind.
In Chicago, the Department of Children & Youth Services, a city agency, will lead a citywide effort to build a system that supports increased teen participation in high quality out-of-school time services.
In Washington, the nonprofit DC Children & Youth Investment Trust Corporation will lead a citywide effort to build a more effective approach to serving the needs of middle school youth beyond the school day.
New York City and Providence received grants in 2004 and are currently implementing their own city-wide plans to strengthen support for and quality of out-of-school time for children.
Additional information about the cities' plans is available at www.wallacefoundation.org.
The Wallace Foundation is an independent, national foundation dedicated to supporting and sharing effective ideas and practices that expand learning and enrichment opportunities for all people. Its three current objectives are: strengthening education leadership to improve student achievement; enhancing out-of-school learning opportunities; and building appreciation and demand for the arts. More information and research on these and other related topics can be found at The Wallace Foundation Knowledge Center at www.wallacefoundation.org or by calling 212-251-9810.

redpajama_set_name: RedPajamaCommonCrawl


This is how she began an essay to the AICPA Minority Scholarship committee, going on to "reflect" on a rich career in accounting, partially made possible by being awarded the scholarship. The story included her becoming a partner at Ernst & Young; advocating on clients' behalf to the IRS; and drumming up lots of new business and being cheered by her colleagues. She also imagined herself as chair of the Advisory Council for the School of Accountancy at Georgia State University, her alma mater. Future-Wini excelled in the role, having raised $1 billion to provide for a new building, research opportunities for professors and – of course – scholarships for deserving accounting students.
Well, Wini turned out to be one of those deserving students in the present day. The committee chose to award her the scholarship. How could they not? Beyond her creative and entertaining essay, Wini had a 4.03 GPA, a glowing letter of recommendation from a school Director and tons of leadership experience, including serving as President of Beta Alpha Psi and not only leading, but founding the Women of Robinson, which seeks to advance female students into the corporate world. Her list of awards and achievements is as long as your arm, and considerably stronger.
Sure enough, Wini's vision for the future is coming truer by the day. She already has an offer to go full-time with Ernst & Young in January 2012, by which time she'll likely have her Master of Taxation degree from the Robinson College of Business at Georgia State, as well as her CPA license. The firm has had ample opportunity to recognize how smart Wini is – she interned there. Twice. Then she went back to school, leading great organizations, getting amazing grades and generally impressing everyone around her. While working two part-time jobs. And doing the occasional charity bike ride for breast cancer.
It's somewhat ironic that this mega-achiever, who has scheduling down to a science ("Never underestimate the value of a good to-do list" is a favorite piece of advice) and wrote herself a chapter-by-chapter, day-by-day plan to prepare for the CPA Exam, is actually doing all this in the interest of keeping things open.
Wini seeks a CPA designation because she'd hate to ever be "pigeonholed" into any one area. "I'll have the flexibility to do just about anything in business," she says. "I really enjoy that!" It's a good bet that she'll be just as happy with her choices in 2028.
My "to-do" list is close at hand. Prioritizing and delegating are second nature by now.
Unfortunately, this is one task I can't delegate to anyone else.
And I *never* bail on them. If I tell you I'm going to do something, you can be sure I will.
Gym (Workout) – It's not all about the mental; the physical side of things requires maintenance too. I'll take a bike ride any chance I can get.
As President of Beta Alpha Psi here, I've got a lot of correspondence to attend to.
I started the fall semester with 128 educational hours and 24 accounting hours. By next December I want those numbers to be 155 and 30. Better get cracking.
Maybe catch an episode of "Ugly Betty" if it's on.
That way all the knowledge gets firmly lodged in my brain while I sleep.


Prince Edward Island that is. Without a doubt about it! I am an island girl. Once again I have completely fallen in love with Prince Edward Island! I cannot help it. I love it. Even the particularly voracious mosquitos cannot dull my love (we can discuss the horse flies later).
I was there on a photographic mission. To photograph sandpipers for a commission. The little darlings are so elusive. Literally 1000 photos later and only two little sandpipers. Lots of Ruddy Turnstones. A Short-Billed Dowitcher or ten. Great Blue Heron - and some of them in flight, beautiful! Yep. Only a couple of little sandpipers. And many, many plovers. Question for you. Do you think the person I am doing the commission for would recognize that the plovers are not sandpipers? All shorebirds look alike, right?
And I learned something else. No matter how good your camera is, it is never good enough. I wish I had a longer lens. My "purse" camera has a 30x optic zoom. Sounds impressive. In practicality it does not work well. Sure it zooms - but you cannot hold the blinking thing steady enough to get the shot - and that is if you are lucky enough to actually get the birds located in the display to get the shot with the zoom fully extended.


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Rediscovered images of Māori life are precious taonga
Arts and culture, Faculty of Arts, Doctoral, Business School
Recently retrieved documentary footage, images and documents of Māori life in the early 20th century are a treasure trove for future generations.
Dr Billie Lythberg and Natalie Robertson: rediscovering valuable taonga.
An emotional hui to welcome back Māori soldiers from the First World War is one of four extraordinary events recorded in the earliest days of documentary filmmaking in New Zealand, and rarely seen since.
In another film, politician and scholar Sir Apirana Ngata leads an expedition of Māori and Pākehā to the East Coast to film the traditions and cultural practices of Ngāti Porou, mobilising an ambitious programme of Māori artistic, cultural and economic revitalisation.
A close focus on the film fragments, photographs, sound recordings and written archives of these journeys — created in 1919, 1920, 1921 and 1923 by Wellington's Dominion Museum — is at the heart of a University of Auckland project that investigates how Sir Apirana Ngata, Te Rangihīroa (Sir Peter Buck) and others transformed outcomes for Māori in the early twentieth century.
Distinguished Professor Dame Anne Salmond, leader of the project, has a highly personal involvement with this part of the story. She is the great-granddaughter of James McDonald, the photographer and filmmaker — as well as the Dominion Museum's acting director at the time — whose images have created a lasting cultural legacy for the film's descendants.
Collaborators with Dame Anne on the project, Dr Billie Lythberg from the Mira Szászy Research Centre and doctoral candidate, scholar and artist, Natalie Robertson, say their research has taken them as far as Hawai'i to recover, retrieve and digitise the valuable remaining documents and images from the Dominion Museum expeditions — an extraordinary journey of its own.
"These films and images weren't restored until the 1980s," says Natalie, "and they're such a wonderful interweaving of the relationships that made them possible." She says that although for example, the 1923 film He Pito Whakaatu i te Noho a te Maori i te Tairawhiti — Scenes of Māori Life on the East Coast, has been criticised for 'ethnographic othering' — in other words, viewing Māori through a Pākehā European lens — her research uncovered a different story.
"The fieldwork, from a Ngāti Porou perspective, was assisted and supported by local people. I was able to trace various relationships, through whakapapa or 'kin networks', of hosting and friendship between members of the documentary team and local people. These are what Apirana Ngata calls takiaho or 'relational cords', which are brought to light so that descendants can keep alive these connections through the remaining film fragments, and beyond the frame."
These films and images weren't restored until the 1980s and they're such a wonderful interweaving of the relationships that made them possible.
Natalie Robertson Doctoral candidate in Māori Studies
Natalie's PhD research explores the role of photography in ecological change in the Gisborne district's Waiapu Valley, and she says some of these black and white images, of fish-netting practices for example, provide valuable clues for this generation about the area's river and sea environments.
"It was an image taken in 1923 that probably seemed benign at the time, but which demonstrates the importance of the camera in this narrative," she says. "In 1923, James McDonald photographed what turned out to be the last ever recorded catch of upokororo, the New Zealand grayling, in the Waiapu River. At present, this fish is the only one to have legal protection in New Zealand, and it gained this only after becoming extinct."
For her research, she drew on her whakapapa, community relationships, knowledge of place and tribal sources, as well as the 1923 diaries of Te Rangihīroa (Sir Peter Buck) and one of the Pākehā researchers on the expedition, Johannes Andersen, Chief Librarian at the Alexander Turnbull Library.
Billie Lythberg says the team was particularly delighted to uncover an unpublished document on Māori kinship written by Sir Apirana Ngata, in the archives of Te Rangihīroa at the Bishop Museum, Honolulu.
"We knew Ngata had written several tracts of what he intended to be a doctoral thesis on Māori social organisation, and that our colleague Wayne Ngata, part of Ngata's extended whānau, had worked with some of this material for his own doctorate," she says.
"The document in the Bishop Museum explores the terminology of whakapapa through allusions to meeting houses, weaving, twining and fishing techniques. We were able to reunite this manuscript with others from the Alexander Turnbull Library and the Ngata family collection, as well as an introduction from Dr Wayne Ngata about the value of this genealogical knowledge today, and publish a really rich text on whakapapa and its practical application."
The research team believe these films and related material are a rich treasure trove from a cultural, historical and environmental point of view, and hope this project will make them more widely known and available as a valuable resource for all New Zealanders.
Key findings from this Marsden-funded research have recently been published in a special edition of the Journal of the Polynesian Society, including the Ngata manuscripts from the Alexander Turnbull Library and Bishop archives. Founded in 1892, the Polynesian Society is a non-profit organisation based at the University of Auckland, dedicated to the scholarly study of the history, ethnography, and mythology of Oceania.
Read the special issue
Julianne Evans | Media adviser
Email: julianne.evans@auckland.ac.nz
Māori Studies


Achieving intercultural understanding in schools explores how Australian schools define and incorporate intercultural understanding as part of their educational practice. It compares the definitions and practices to what the Australian Curriculum expects of schools concerning the Intercultural understanding general capability. It uses qualitative data and illustrations from Australian schools involved in the Australia–Asia BRIDGE School Partnerships Project (BRIDGE) as a case study of schools that are committed to fostering intercultural understanding.
Staff develop a thorough understanding of the Intercultural understanding general capability and its component parts within the Australian Curriculum.
Staff become familiar with opportunities to develop students' intercultural understanding through the Australian Curriculum learning areas.
Students and staff engage in consistent and constant cross-cultural engagement at a school level, such as through international school partnerships, overseas trips and exchanges.
Students and staff reflect on their intercultural experiences, with a focus on transforming thinking, attitudes and behaviour towards cultural diversity.
Staff consolidate and develop collegial networks, locally and internationally, to share, reflect on and further develop intercultural teaching and learning practices.
Staff undertake professional learning relevant to intercultural understanding.
AEF's Intercultural understanding toolkit includes information and resources to support teachers to address the Intercultural understanding general capability in the classroom.


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Guiguzi () is a collection of ancient Chinese texts compiled between the late Warring States period and the end of the Han Dynasty. The work, between 6,000–7,000 Chinese characters, discusses techniques of rhetoric. Although originally associated with the School of Diplomacy, the Guiguzi was later integrated into the Daoist canon.

Authorship
There has been much speculation about the identity of the writer of Guiguzi: the origin of his name (literally 'The Sage of Ghost Valley') and the authenticity of the work as a whole. While there has been no final outcome to this discussion, Chinese scholars believe that the compilation reflects a genuine corpus of Warring States period writings on political lobbying. While most writers doubt the assertion that the Guiguzi was written by a single personality, the Records of the Grand Historian do refer to a Guigu Xiansheng (, i.e., Mr. Guigu) who taught persuaders Su Qin and Zhang Yi. Thus, this Guigu is traditionally considered the founder of the School of Diplomacy (; ), a school of thought which was particularly interested in rhetoric. Guigu Xiansheng is also said to have taught famous Warring States generals Sun Bin and Pang Juan. The association of the name Wang Xu () is not generally held to be supported. Whereas books I and II are attributed to the same author, Book III is likely an addition by a later author.  There is no material in the text to support the view held by some that Guiguzi is a book on military tactics.

Contents
Guiguzi comprises three books, with chapters on different strategies of observation and persuasion.

Translations
There have been translations of Guiguzi into modern Chinese, German, English, and Russian (see below).  Almost all modern annotated texts and western translations rely heavily on the explanations of the texts attributed to the Eastern Jin scholar Tao Hongjing.

References

Further reading
蕭登福《鬼谷子研究》. 2001 文津出版社
陈宇《鬼谷子兵法破解》. /E.2024
Guiguzi, China's First Treatise on Rhetoric: A Critical Translation and Commentary. Trans. Hui Wu. Carbondale, Ill.: Southern Illinois University Press, 2016.
Thunder in the Sky: Secrets on the Acquisition and Exercise of Power. Trans. Thomas Cleary. Boston: Shambbala Books, 1994.
Michael Robert Borschat. "Guiguzi': A Textual Study and Translation". University of Washington Ph.D. Thesis, 1985.
Chung Se Kimm, "Kuei-Kuh-Tse: Der Philosoph vom Teufelstal," 1927.
Robert van Gulik: 'Kuei-ku-tzu, The Philosopher of the Ghost Vale", "China", XIII, no 2 (May 1939).
«Гуй Гу-цзы». В кн: Искусство управления. Сост., пер., вступ. ст. и коммент. В.В. Малявина. М.: «Издательство Астрель»: «Издательство АСТ», 2003. С.244-318.
Xu Fuhong. Guiguzi Yan Jiu. Shanghai: Shanghai Classics Press, 2008.
Xu Fuhong. Guiguzi Jijiao Jizhu. Beihing: Zhonghua shuju, 2008.
Chen Puqing, Guiguzi xiangjie. Changsha, Hunan: Yuelu Press, 2005.
Du Yong. "On the Time Record of Guiguzi." Journal of Tianjing Normal University:; Social Science 170.6 (2003): 30-32.
Xiao Yuhan. Guiguzi zhuaqi: Quan jie zhanguo diyi quiren mieguozhishu. Beijing: Tuanjie shubanshe, 2002.
Xiao Dengfu. Guiguzi Yan Jiu. Taibei, Taiwan: Wenjin Press, 2001.
Daniel Coyle. "Guiguzi: On the Cosmological Axes of Chinese Persuasion." Dissertation. University of Hawaii, 1999.
Fang Lizhong. Guiguzi quanshu. Beijing: Shumu wenxian chubanshe, 1993.
Zhang Jianguo. Guiguzi shiyong zhimou daquan. Beijing: Meteorological Press, 1993.
Zhang Shixin. "Demystifying Guiguzi." Journal of Zhejiang Teachers University: Social Science Edition 2 (1990): 42-47.

External links

 Guiguzi on Ctext

Chinese philosophy
History of Zhengzhou
Chinese literature

redpajama_set_name: RedPajamaWikipedia


Growing up, The Chronicles of Narnia was one of my all-time favorite book series. C.S. Lewis' classic books are imaginative, memorable and enthralling, especially for fantasy loving-kids like me. As I got older, I discovered the more adult appeal of the books as well: room for intelligent debate about religion, childhood and the cliche of good vs. evil.
But I think what always remained consistent for me in my love of Narnia and especially the original book in the series, The Lion, the Witch and the Wardrobe, was the beauty depicted through words. Narnia and its surrounding lands are magical, wondrous places full of snowy forests, vast deserts and rolling oceans (that drop off at the edge of the world!) Through the decades, many different book covers attempted to capture the magic of Narnia. These are a few of my favorites!
I grew up with the 1990s version so I'm rather partial to it but I also really like the 1980s cover and the recent 2010s cover features such a lovely, approachable Aslan. Which is YOUR favorite?


text:
Болгатанга () — город на севере Ганы, административный центр Верхней Восточной области. Город расположен на высоте 177 метров над уровнем моря.

Большая часть города представляет собой протяжённый поселок с глиняными постройками, каждая из которых окружена полями. Город занимает площадь около 410 квадратных километров. Основными занятиями жителей являются выращивание основных культур и животноводство. Болгатанга — известный центр ремесел: там делают соломенные шляпы и корзины, изделия из кожи и металла, ювелирные изделия. Оживлённый рынок в Болгатанге известен красочными плетёными изделиями.

Через город проходит национальная дорога , «Великая северная дорога» (Great North Road), связывающая автомобильным сообщением юг и север страны. Дорога из Аккры на побережье Гвинейского залива на север через административные центры областей (Кофоридуа, Кумаси, Тамале) ведёт в Буркина-Фасо и является транспортным коридором для выхода к морю Буркина-Фасо, Мали и Нигера.

В регионе Северные территории британской колонии Золотой Берег в 1907 году (по другим источникам в 1900 году) была начата прокладка дороги. Начало строительства дороги с юга страны в Тамале связано с переносом центра британской администрации Северных территорий в 1907 году в Тамале из города . Дорогу строили африканские рабочие под контролем европейцев. Часть рабочих были наемными, большая часть — мобилизованными. Строительство было сопряжено с большими трудностями из-за природных условий, болотистой местности, нехватки инструментов и продовольствия, недостатка контроля и технических знаний, а также ухода рабочих на более выгодные работы. В строительстве участвовали племена , вала, гонжа, дагари,  и  (канджага). Из-за дождей, которые смывали дорогу, и пожаров, при которых сгорали и обрушивались деревянные мосты, дорогу приходилось строить заново. Из-за начала Первой мировой войны строительство замедлилось. К 1920 году участок дороги Кумаси — Тамале был завершён. Первым по нему проехал , губернатор Золотого Берега (1919—1927).

Демография
Население города по годам:

Примечания

Города Ганы
Верхняя Восточная область


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Victorians are being urged to take extra care around water this summer, with Life Saving Victoria (LSV) concerned a number of trends in the latest drowning figures could be exacerbated by a lack of preparedness for water activities over the warmer months.
The Victorian Drowning Report for 2019-20, released today as part of Water Safety Week (30 November – 6 December), shows there were 34 drowning deaths in Victoria and 100 non-fatal drowning incidents last financial year.
LSV's Principal Research Associate Dr Bernadette Matthews said while this was a 23 per cent decrease on the drowning rate compared to the 10-year average, there were some worrying trends that highlighted the importance of not being complacent about water safety.
"Every drowning death is one too many, and unfortunately this year's statistics paint a picture that suggests people aren't adequately preparing themselves for a day out on or around the water or may be underestimating the risks," Dr Matthews said.
"Males continue to be overrepresented in the drowning statistics and are four times more likely to drown than females, with men aged 25-44 years making up more than a quarter of all drowning deaths for the 2019-20 year.
"Another age group showing an increase in drownings is the 15-24 year age group, which has seen a 22 per cent increase in the drowning rate on the 10-year average. We know drinking alcohol around water remains a high-risk activity for all age groups that should be avoided."
Of additional concern, looking ahead to the summer, was the increase in drowning incidents since the start of this financial year, with 18 reported drowning deaths in Victoria between 1 July 2020 and 11 November 2020.
"This is six more than the five-year average and seven more than the 10-year average. Behind all these numbers, what we're really talking about is life-changing tragedy for many Victorian families," Dr Matthews said.
The Play It Safe By The Water (PISBTW) group of agencies has worked diligently to ensure all Victorians got the message about the need to be extra safe by the water this summer.
"If you're planning to visit a beach, inland waterway or pool this summer, prepare to stay safe around the water, as well as staying COVIDSafe," Dr Matthews said.
"We are facing a summer where most Victorians have had limited or no exposure to
waterways and aquatic recreation in almost a year, so it's crucial to be prepared before a day out on or around the water.
"Before you head to the beach, check the beachsafe.org.au website to find a patrolled beach, be aware of your abilities – especially if you have had a lengthy period away from the water or a trying a new aquatic activity – and be well prepared for the weather and the conditions.
"Once you're there, read the safety signs, swim between the red and yellow flags and always supervise young children near water.
"We encourage Victorians to prepare by taking advantage of LSV's new Virtual Reality resources, launched today, that invite viewers to explore at-risk aquatic environments while learning about key water safety messages designed to keep them safe.
"We're also pleased today to see acknowledgement at a national level of a day dedicated to water safety, with December 1 becoming the country's inaugural National Water Safety Day.
"It's a further reminder to all Australians, just like Victorians, to play it extra safe while enjoying the water this summer."
Triathlon Victoria is proudly apart of the Play It Safe By The Water agency community. We encourage all clubs to please support and promote this important message.


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The Actor Who Plays Ed Kemper In 'Mindhunter' Looks SO Different IRL
By Angelica Florio
For everyone who watched Netflix's Mindhunter, the serial killer from the show's second episode likely stuck out to you. The episode introduced Edmund Kemper, the serial killer based on a real-life criminal known as "Big Ed" or the "co-ed killer." What makes this all even more terrifying is that the speech Kemper gave in the episode was basically word-for-word what the real Ed Kemper said in interviews. However, the actor behind that performance, Cameron Britton, looks so different from his Mindhunter role in real life. Like, really, really different. Thankfully.
You see, the actor resembles a young Seth Rogan when he's not busy portraying creepy AF serial-killers. This speaks volumes about both Britton's acting chops and Mindhunter's hair and makeup department. In fact, he looks so drastically different from the character he played in Netflix's true-crime drama that you probably wouldn't even recognize him in another role you might know him from — Chet in Grace Helbig's movie, Camp Takota.
Britton also starred in the sci-fi crime show, Stitchers, which just ended after three seasons. It's a bit closer to his role in Mindhunter, but, still, much less menacing. In Stitchers, the actor looks much more like himself, which, as you can see from the photo below, is more cuddly bear than serial-killer.
In a 2015 interview with Talk Nerdy With Us, Britton revealed that he's not really used to playing a serial killer — but, then again, is anyone? "Because of my size and hairiness and general attitude, I play a lot of engineers, crewman workers, techies, roadies or things like that," he said.
In Mindhunter, Britton doesn't fix the audio on a rockstar's amp, no; he does much worse things, like talk about the "fantastic passion" he feels when killing someone. And, yes, that was a real quote from Ed Kemper in an interview from 1984, according to Vulture. In the show, the character utters other horrendous things that the real Kemper said in interviews, like, "I knew a week before she died I was going to kill her," and "I'm just an extremely accomplished murderer." If there was one part of Mindhunter to keep you up at night, Kemper's interview would likely be it.
Once you watch the two videos of real-life Kemper and Britton's portrayal of him, the show immediately becomes way more realistic and all the more haunting. You might need to immediately follow it up with a viewing of Britton's other role in Camp Takota to remind yourself that it's all just a show. Even if it's a show based on a real gruesome history.
The real-life Kemper, who was convicted of eight counts of first-degree murder, is one of the most famous serial killers, and his vile crimes have been well-recorded over time. He got his nickname, the "Co-Ed killer," because he preyed upon college students. In an interview from 1984, Kemper explained that he picked up victims in his car, which had a university permit on it because his mother worked on the campus. He famously defiled and dismembered his victims, which his grandparents, whom he killed at 15.
After murdering his mother and her friend when he was 24, he called the police to confess what he'd done and, after his arrest, confessed to his other crimes. So, yeah, everyone who watched Mindhunter immediately upon its mid-October release is probably still trying to forget the show's interviews with the serial killer.
It's helpful to remember that the real person from the show is actually a nice, normal guy who even posts cute pictures of himself holding a baby on Instagram. After all, one of the best parts of watching true-crime shows and movies is being able to research the actors who play the bad guys and remind yourself that it's all hair, makeup, and creepy speech patterns.


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Paul Feig interview: Bridesmaids, Freaks And Geeks, Bridesmaids 2, Rose Byrne and more
We try and persuade the director of Bridesmaids, Paul Feig, to put together a 20th anniversary Freaks And Geeks reunion. And we ask him lots about Bridesmaids, too.
By Simon Brew | June 22, 2011 |
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It's been a long time coming, but with Bridesmaids finally hitting big, Paul Feig has a significant hit to his name. It's well deserved, too, and follows the likes of the mighty Freaks And Geeks earning massive acclaim, but promptly being cancelled, by people time has proven should have known better.
As Bridesmaids finally arrives in the UK, we caught up with Paul Feig to ask him a few questions…
I've followed lots of your stuff over the years, and I think it's fair to say that you've never had anything that's come close to doing $136m at the US box office?
No, definitely not! I'm not used to it at all!
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Is it an odd feeling now, and is that commercial success important to you? Or is it a case of this is the nice bit at the end?
It's definitely a nice feeling, because it's been very hard for me to get things made. More often than not, I seem to do well critically, which is fantastic. But unless you're making people money, they're not happy to have you do stuff.
For me, it hopefully will give me the freedom to get other projects made, more than I have in the past.
Have you got a 15-20 year bucket list of films you've been dying to make, but couldn't?
[Laughs] I'll pull out everything I've ever tried to get made! No, there's some pet projects that I've wanted to get done. But what I don't want to do is dive right into one of my small, pet project films.
It would be nice to do something a little bigger in scale, hopefully to lock in the feeling that what you do is more financially viable. I've got a couple of projects I'm really excited about.
There's one that's been doing the rounds in the trades, with Judd Apatow?
Yeah, and that's a real pet project of mine. So, hopefully, I can shoot that the following summer. There's still a lot of development to do, and there's actor availabilities. So, finger's cross.
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One thing that's got me about Bridesmaids, is that a lot of the press seems to think it's a surprise that women can be funny. As if lots of people went to see Romy And Michelle's High School Reunion in a bad mood all those years ago, didn't laugh, and reached their conclusions. Did the gender angle particularly matter to you?
Honestly, it did. You talk to Judd and Kristen and they don't feel that swayed them at all. They just wanted to make a funny movie. For me, I came in a little bit later in the process, and I watched Judd get falsely accused of writing terrible female movie characters, and all that.
So, a) there's a part of me that thinks we can make this film to dispel this myth about him, and also b) I've worked with so many funny women over the years, and I'm friends with so many funny women, that I felt when I watched those movies where women don't get to be very funny, or they're the nagging wife, or needy girlfriend, I'm thinking, "Fine, those parts are there, but is that all they get to play?"
So, it was a bit of a cause for me, to get in there and reinvent the wheel a little.
There's a performance in the film that I don't think has been talked about enough. I don't think that Rose Byrne has got the amount of praise she deserves for this. I thought she was outstanding.
I one hundred percent agree with you.
I really thought she was going to be the one that people were clambering about. She does such an amazing job, and it feels so effortless. What she did is really hard.
She's a woman who wants to do comedy, who is really excited about doing comedy, but isn't known for doing it. And in some ways she has the hardest role, next to Kristen, because she has to be very grounded.
Going into this film, the thing I was preaching about was that you can't have the villainous woman in this. You can't have the 'she's terrible', 'she's a bitch', 'she's plotting behind her back', because that's what you've seen so many times. And it turns it into one of these soap opera-y cat fight female films. It's one of the reasons why none of us like "chick flicks".
We saw so many funny women for this role, but they all carried that archness to it. And we said that we need to get a real actress. And that's right when Judd had done Get Him To The Greek with Rose, so I took a look at her scenes. And I was, "Wow, this woman knows what's funny."
She really surprised me, as she's the kind of improviser that Steve Carell is, because what people do is find the very grounded centre of the character, and are able to talk like that person. She did a lot of improv in this film, and was able to keep up with the girls. That scene where she has a breakdown in the car was a masterful bit of acting.
You mentioned Get Him To The Greek, and what Judd Apatow did there was take characters from another film into a non-direct sequel. I'd quite like to see the women of Bridesmaids again. Are you tempted to go back and explore them further?
Oh, very much so. As actresses I love them, and I'd love to work with them in different plans. I'm planning on doing that. But yeah, even this group of characters I'd love to explore again.
Even though we ran for two hours, I felt we just scratched the surface of several of them. So, there's always sequel talk, and there's a part of me that would love to do that.
At the same time, though, this movie was driven by this relatable small story of a woman living her life, and sorting it out. The danger is that the second one is a crazy romp about a wedding. And you need to find a relatable story at the core that works dramatically, for the comedy to work.
Can't you just do the same film again, but take them to Thailand? Isn't that the done thing?
[Laughs] I thought about that, but somebody's done it!
You drop in the name George Glass in the film. That's surely a Brady Bunch reference? I remember it from A Very Brady Sequel?
Oh yes! It's from an actual episode of The Brady Bunch.
A Very Brady Sequel is a massively underrated comedy. That's where I got it from!
Oh yeah, I love that one! I was referencing the actual show, of which I'm quite an expert!
It's clear you've got a very improvisational cast with Bridesmaids, and I can only imagine how much material you've got left on the cutting room floor. Are we likely to get an Anchorman-style extra movie, Wake Up, Annie Walker anytime soon?
Well, the DVD definitely has a lot of extra stuff on it. When you work with this many funny women, who are great at improv, the amount of material generated is mind-blowing.
Fortunately, I have a great editor, who can go through and sort through it first, and whittle it down. There's definitely lots extra on the DVD.
And also, if you go to FunnyOrDie.com, there's an outtake reel on there, which just scratches the surface of the funny stuff that happened!
I thought Bridesmaids also offered a lovely final role for the late Jill Clayburgh, and I don't think much has been said about that. I wonder if you could just talk a little about working with her on this?
Oh, it was great. She was such a sweet person. With that, we were trying to figure out who to cast as the mom, and either her people contacted Judd, or Judd worked out she was keen to do a comedy, and really wanted to be in one of Judd's movies. And I've been megafan of hers since I was a teen. I had a mega crush on her, so much so that I dated a girl that looked exactly like her. It was a nightmare!
It just seemed like a no-brainer. She just looked like she could have been Kristen's mom. They had a very similar look. And she was just a joy.
We were doing a lot of insane stuff, some very dirty things, and we were all wary that the last movie she was doing had some very dirty stuff. But every time, all of a sudden, we said, "We're sorry we keep making you do this," she'd say, "I love it". She just had the best time.
And it was so, so sad to me that she didn't get to see the final product.
The last question I wanted to ask you about is Freaks And Geeks, which did sort of make it to Britain. A lot of us spent an inordinate amount of money to import the DVD boxset all those years ago.
I appreciate that!
You put so much bloody music in it that they couldn't clear the rights to, that nobody will ever release it in the UK!
I think even their window on releasing in the States is winding down.
It's a show, though, where I just wonder if the cancellation has turned into something of a blessing longer term. And, if we raise enough money, will you bring everyone back for a twentieth anniversary special?
[Laughs] I don't think any of us can raise enough money to get that cast back together, because they're all stars now!
They'd work for scale. I asked them all.
Oh good! That's a very interesting thing you asked, though, because there is a part of me that does think we were better off getting cancelled.
That was the hardest job I ever had, doing Freaks And Geeks, because we were trying to make it so good. We were working every episode like it was a little independent film. It really took its toll on everybody, and when we got cancelled, I was just exhausted. But at the same time, I was very sad not to see those characters play themselves out.
People bring up whether we can do a sequel, or a reunion, but I'm very hesitant, because it might mess up what we had.
That said, if we ever came up with an idea that we thought was great, we might try and give it a shot.
I reckon it's you who's the expensive one now. After Bridesmaids, it's your fee that will cripple the project.
Yes, exactly! I am the budget killer!
That's what $136m at the box office does for you.
Yeah, that's right!
Paul Feig, thank you very much.
Locked Down Review: Anne Hathaway and Chiwetel Ejiofor Pioneer the COVID Rom-Com
By David Crow
Outside the Wire Review: Anthony Mackie Takes on Military Sci-Fi, Netflix Style
By Don Kaye
Tarung Sarung: The Karate Kid of Jakarta
By Gene Ching
Bridesmaids is out in the UK today. Our review is here.
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Simon Brew	| @SimonBrew
Editor, author, writer, broadcaster, Costner fanatic. Now runs Film Stories Magazine.
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Home Photos Features Time to tap KP's 30,000 MW hydropower potential for sustainable economic, industrial...
By Fakhar Alam
IPESHAWAR, Jan 10 (APP):Naturally blessed with enormous hydropower resources, Khyber Pakhtunkhwa is a unique province where 30,000 Megawatt (MW) of hydropower potential has been identified that could easily meet the energy demands of domestic, agriculture and industrial sectors besides making Pakistan energy surplus.
Out of 30,000 MW hydropower potential identified by the KP Energy Department, only 6,000 MW (33,000 Gigawatt hours (GWh) having generation cost of Rs63 billion) has been generated so far and approximately 10,000 MW is in different stages of implementation with potential to generate about Rs100 billion revenue annually whereas 14,000 MW still remain untapped due to which the country is facing problem of load-shedding.
Muhammad Zubair Khan, Secretary Energy and Power KP told APP ," Currently the province contributes about 2,800MW to national grid, adding the energy demand of the province stands at 1,800MW and we are currently facing a shortfall of 500 MW."
He says if the due share of 1000 MW is provided to KP the load-shedding issue could be addressed as
well as the province would become self-sufficient in meeting the domestic, agricultural and industrial demands.
The Secretary said unfortunately KP could not realize its full economic and industrial potential, which should be estimated 16pc as compared to other province, mainly due to its geographic location, adding KP Government was determined to offset this locational disadvantage by expeditious development of energy resources and providing inexpensive electricity and gas to industrial sector to keep the economic and industrial wheel moving fast.
To revive the economy, increase revenue generation and create employment opportunities, he said the KP Government had undertaken key initiatives including institutional and policy reforms, safeguarding provincial rights, ensuring commercial and financial stability, mainstreaming of merged areas and development of oil and gas sector in last two years in the province, yielding positive results.
"We have introduced first-ever successful Auction and Wheeling of Power Model for 18MW Pehur hydroelectric station on June 5, 2020 to supply cheap electricity at strike price rate of Rs7.5 per kwh to five industrial consumers to offset the locational disadvantage faced by industrial sector of KP," he said.
"This model would help contribute about Rs305.38 million per annum to provincial kitty, which is Rs146.57 million per annum more than sale of electricity to national grid," he informed.
Following successful launch of Phase-I of the Wheeling Model, he said KP Government had initiated Phase-II, which entails supply of 148MW from Machai, Malakand-III, Ranolia, Daral Khwar, Karora and Jabori hydropower projects (HPPs) to industrial consumers of the province, "Till date, over 66 industries have applied for this facility in phase-II," he said.
The Secretary said work on 496MW Lower Spat Gah HHP has been initiated under Public Private Partnership (PPP) with assistance of Korea Hydro and Nuclear Power Company (KHNP) whereas International Finance Corporation (IFC), a sister organization of World Bank Group, had been engaged for transaction advisory services to help assist Pakhtunkhwa Energy Development Organization (PEDO) for arranging necessary financing for development of HPPs under PPP mode.
Similarly, 300 MW Balakot HPP worth Rs 88 billion started with collaboration of Asian Development Bank (ADB) is at advanced stage of implementation and is expected to generate Rs1.3billion revenue per year besides creating 1,000 direct jobs for youth.
Two HPPs namely 88MW Gabral Kalam and 157 MW Madyn in Swat were being executed with assistance of World Bank costing Rs 142 billion, he said adding World Bank would provide US $ 450 million while KP Govt would contribute US $ 151 million besides US $ 185 million to be arranged through commercial financing would be raised by World Bank. It is expected that Rs10 billion revenue would be generated from these two mega projects besides feasibility studies for 10 HPP sites would also be conducted.
Similarly, construction work on 10.5MW Chapri Charkhel HPP in Kurram district worth Rs4.378 billion having generation capacity of 73.56GHW and Rs838.41 million annual revenue, have been started besides mini macro schemes worth Rs838 million having about 3,000 KW generation capacity in merged districts are in various stages of implementation.
The Secretary said KP Govt was engaged with UK Foreign Commonwealth and Development Office (FCDO) through Sustainable Energy and Economic Development Program (SEEDP) under which technical assistance would be provided for innovative financial solutions, energy business plan, auction and wheeling management and transaction advisory services to IPP projects besides resolving tariff issues.
Malik Luquman, Chief Planning Officer (CPO), Energy and Power Department told APP that Prime Minister's Access to Clean Energy Investment Program (PM ACENIP)' worth rupees 18 billion had been initiated with financial assistance of Asian Development Bank (ADB) under which 1,028 mini macro HPPs are being constructed in two phases in northern districts of the province.
PM ACENIP's Phase-I would be completed in the current financial year wherein out of 332 mini macro power projects of about 32 MW capacity as announced by PM Imran Khan as Chairman PTI in 2014, he said, 311 such projects were completed so far and the rest would be completed by June this year.
Work on Phase-II to construct 672 mini macro HHP having capacity 53MW has already been initiated that will be completed by 2023. Under PM ACENIP, he said, a project costing Rs4347 million having 12 MW capacity was launched with assistance of ADB for solarization of 8,000 schools and 187 BHUs in the province.
"The aggregate power generation capacity of these solorization schemes was 2.85 MW with accumulative savings of 5.6 million energy units per year with Rs 88 million annual savings. Civil and Chief Minister Secretariats and CM KP House were converted to solar energy through net metering mechanism besides solarization of 5,700 households and 300 mosques in the province.
Himayatullah Khan Mayar, Advisor to the Chief Minister for Energy and Power said 18 projects had been approved for merged areas where up-gradation and installation of feeders, rehabilitation of grid stations and installation of transformers in industrial zones would be achieved with Rs 6.8 billion cost to address problem of load shedding and facilitate industrial units manifolds.
With completion of these projects, he said overloading on 11 KV lines, 132 KV transmission lines and grid stations would be significantly reduced and electrification facilities to additional 18pc population of merged areas would be provided.
The CM aide said Rs35.5billion Accelerated Implementation Program (AIP) including Rs 20.5 billion for oil and gas exploration in eight blocks to be invested by KP Oil and Gas Development Company Limited (KPOGDCL), would be achieved in next three years.
Similarly, Rs15 billion investment plan for next 10 years, which would be funded from Oil and Gas Royalty, were approved for merged and settled districts of the province having an expected revenue of Rs13 billion and generation of over 2,000 jobs for locals. Five years Kohat Area Development Program (KADP) had been approved that would be executed with financial assistance of UNDP in Kohat Division under Gas Royalty's share and was handed over to the Planning and Development Department KP for speedy implementation.
Under KADP, he said eight small dams, rehabilitation of eight existing irrigation and 100 rural roads schemes, operationalization of 39 existing water schemes, provision of missing facilities for 135 girls primary schools and 65 BHUs would be achieved.
He said Federal Govt had approved Rs11 billion for gasification schemes for Karak, Kohat, Hangu, Peshawar and Charsadda districts that would help provide gas to over 8,000 households including four lakh individuals and address low gas pressure problems in Peshawar and Charsaddda districts. "KP Govt has agreed to provide Rs 4.7 billion for this mega project and already paid its due share of Rs850 million to SNGPL for early completion of these gas projects in these districts.
The natural gas has been discovered at Dhok Husain Well-I in Karak, injecting 15MMCFD gas to the national pool." For the first time, he said KP Govt had taken up issue of representation in Board of Directors of important federal entities including PESCO, NTDC, CPPA-G, AEDB, OGDCL, PPL, SNGPL, PSO, PPPIB, GHPL etc with Federal Government and was succeeded to get representation in SNGPL, GHPL and OGDCL while efforts were underway to get access to remaining boards to protect the province's interest.
The CM aide said the 10- year long issue of signing of pending energy purchase agreements (EPAs) were resolved and EPAs were signed in May 2019 for 18 MW Pehur, 17MW Ranolia and 36.6 MW Daral Khwar HPPs, having the potential to generate Rs2.1 billion per year for the provincial kitty.
The previous PTI Govt has succeeded to uncap Net Hydel Power Profits (NHP) of Rs six billion per year to Rs18.7 billion annually with five percent indexation for financial year 2015-16 while Chief Minister Mahmood Khan was able to convince Common of Council Interest (CCI) on Rs128 billion for financial year 2016-17 under AGN Qazi formula. In addition to reconstruction of Oil and Gas Company, establishment of LPG Marketing Department at KPOGCL, increasing efficiency of Electric Inspectorate, restructuring of PEDO, establishment of KP Transmission and Grid Company (KPTGC), strengthening of Energy and Power Department, KP Transmission and Grid Company have been achieved.
Likewise, a state-of-the art Institute of Petroleum Technology (IPT) was being established in Karak district under PSDP with a cost of Rs2 billion. Besides generation of Rs168.9 billion revenue including Rs87.602 billion during 2018-19 and Rs81.298 billion from various heads, he said an internship policy had been approved under which 50 internees would be engaged per year with provision of Rs26,000 stipend per month, adding this facility had been provided to 186 young professionals during last two years.
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In honor of the anniversary the outpost has been divided into four great houses! They are Andrador, Octavyan, sonatapuff and Iainclaw! Each house was named after a founder of our Outpost.
Each member of the outpost will thus forth belong to one of the four noble houses. Find out what house you belong too!