Choosing where to go to university can be a life-changing decision and whilst this is exciting it can also be daunting. We hugely value the supporting role that teachers and careers advisors can play in encouraging students to consider their options and make informed decisions.
These pages aim to give you all the information you need to help your students. We encourage you to explore our website widely but hope that you will find the resources here particularly useful. We welcome the chance to talk with teachers and advisers about supporting your students through all aspects of considering, and applying to, Oxford.
sign up to attend one of our many events for teachers, either here in Oxford or around the UK.
contact your link college to discuss bringing a group of students to Oxford, or to arrange for an Oxford representative to come to your school.
subscribe to our termly e-newsletter.
In recognition of the extremely valuable role played by teachers, every year we ask our first-year undergraduates to nominate a teacher who inspired them to apply to Oxford, fostered their passion for a particular subject or supported them through our application process.
Find out more about our annual Inspirational Teachers Award.
We know that supporting an Oxford application means more work for teachers. We want to make it as easy as possible for you to recommend Oxford to your best students. Our dedicated events for teachers are designed to help you to help your most able students. We run teachers' conferences around the country, residential conferences in Oxford and we host many different outreach events specifically for our colleagues in secondary and further education.
Most of these events are completely free of charge, and the Teachers' Summer School can provide funding to allow your school to cover the cost of supply teachers during your absence and travel expenses to attend.
A free CPD accredited, 2-day residential conference in Oxford in July. Academic content as well as guidance on admissions to selective universities.
CPD-accredited, free, one-day conferences held across the UK in May/June.
If there is a specific part of the application process that you feel holds back your students, please contact your link college to talk about the support we can offer.
A 2-day residential conference held in Oxford in February.
Search our events calendar for more events for teachers and students, or visit our international events page to find out about events for prospective applicants, and their teachers and advisers, all over the world.
The following resources offer targeted information for teachers and advisers about the University of Oxford and how to support your students who may be considering an Oxford course.
Oxplore is an innovative new digital outreach portal from the University of Oxford. As the 'Home of Big Questions' it aims to engage those from 11 to 18 years with debates and ideas that go beyond what is covered in the school classroom. Big questions tackle complex ideas across a wide range of subjects and draw on the latest research undertaken at Oxford. Oxplore aims to raise aspirations, promote broad thinking and stimulate intellectual curiosity. Visit Oxplore at www.oxplore.org.
This website provides resources for teachers, as well as opportunities for you and your students to find out more about studying at Oxford or Cambridge. Find out more at https://oxfordandcambridgeoutreach.co.uk.
The Oxford Education Deanery is a research-engaged professional learning partnership, which aims to draw on the expertise of University specialists to support Oxfordshire teachers and improve outcomes for pupils in Oxfordshire schools. The Deanery offers a number of opportunities for teachers to develop their practice through engagement in and with research. For more information please see www.educationdeanery.ox.ac.uk.
The University also offers free teaching materials via TESconnect: more than 100 resources for Key Stages 2-5. This includes a new series of free science podcasts, 'Big Questions', in which a selection of the University's top researchers address important issues in science today. Organised in bite-sized chunks, these resources are ideal for encouraging Key Stage 4 and 5 students to explore and challenge the knowledge that surrounds these fascinating areas.
To support the new Computer Science component of the National Curriculum we offer a free educational program called 'The Turtle System', together with lesson plans and other teaching resources. For further details please see www.turtle.ox.ac.uk.
The new Oxford Mathematics Alphabet is a resource for teachers and anyone fascinated by mathematics. The alphabet starts with 'A is for Aperiodic Tiles' and 'B is for Bayesian Inference', and every letter of the alphabet leads to a short exploration of engaging mathematical ideas and the latest research, written by members of the Oxford Mathematical Institute. Posters are available to download for each subject for you to use in class.
For details please see www.maths.ox.ac.uk/r/alphabet.
Oxford Sparks is a portal for engaging with a wealth of exciting science taking place across Oxford University. It has teaching resources for a range of science topics for Key Stages 3, 4 and 5. Details can be found at www.oxfordsparks.ox.ac.uk.
We appreciate all the hard work that teachers put into supporting students to make applications to Oxford University. Our guide for applicants has comprehensive information about all stages of the Oxford admissions process; on this page we have drawn together further, specific advice for teachers based on the questions we are most frequently asked.
If you have a query that is not covered here or in our applying to Oxford pages, please contact us.
Encourage your students to do their own research on how to make a successful application using all the resources we make available, especially our advice on choosing a course, choosing a college, suggested reading and how to apply.
Course choice is the most important decision students have to make at this stage. The Alternative Prospectus produced by current students provides helpful advice on choosing a course, but as you know your students best, challenge them to consider courses that they might not be aware of but that might ultimately lead them onto careers they are well-suited to. For example a student doing science A-levels who loves Physics, might indeed wish to study Physics at university, but may also like to consider Engineering, Earth Sciences or Materials Science. See our course pages for full details.
Competition for places is high, and so those considering an application need to be realistic about their chances of being offered a place. We are looking for candidates who have a strong academic background: generally this will mean a good performance at GCSE (or equivalent) and predicted A-level (or equivalent) grades that meet the entrance requirements for a particular course. Candidates do not need to have an immaculate record of top grades, but they do need to be amongst the best achieving students from their school. You can find more advice on a range of qualifications on our admissions requirements pages, which includes information on GCSEs and A-level reforms.
All applications must be submitted online via UCAS. There is a wealth of advice on the UCAS website and on the UCAS application page of our website. Remember that Oxford has a much earlier deadline than most universities: 15 October of the year before entry.
The reference does not need to be written by the head teacher or head of sixth form; it is more important that it is written by someone who knows the student well enough to comment on their academic abilities and any personal qualities that will help them to succeed. Often the subject teacher in the most relevant field to the applicant's chosen course is best suited to write the reference. Ideally, the primary content should focus on the academic skills and experiences of the student, with the reference giving prominence to the subjects the student is undertaking that are most relevant to their chosen degree. If this means that the information on the candidate's A-level Biology course is twice that devoted to their A-level in English Literature because they are applying for a degree in Biology, that is highly appropriate.
If the school or college uses a standardised template and/or it is traditionally completed by the head teacher or head of sixth form, it is still useful to receive comments from the most relevant subject teacher which can subsequently be included in the reference.
The reference is a good opportunity to focus on the individual applicant and their particular strengths relevant to their chosen subject. Tutors at Oxford, like other universities, are interested to find out if the student is expected to flourish in an intensive academic environment and how they may cope with a sustained workload; specific examples are useful here. Relating the relevant selection criteria to specific pieces of work, activities, experiences or interactions with the students are helpful indicators and bring the candidate's qualities to life.
The University is aware that under the Data Protection Act UK students can obtain a copy of the UCAS reference if they choose to do so and sometimes this can have an effect on the overall nature of the reference. Whilst it may seem difficult for a reference to include comments which, although accurate, do not portray the applicant positively, it is important to recognise that it is ultimately not in the interests of either the candidate or the referee to overstate a candidate's suitability for study on a demanding course.
The limited space for the UCAS reference is best used to address the individual applicant and their skills, achievements and qualities relevant to the student's chosen subject. The particular strengths and achievements of the school the student attends have more limited value unless they have a direct impact on the particular applicant.
The structure of the reference is an important consideration. Oxford uses information on the educational context of an applicant's school or college, but this is not derived from the reference. A short paragraph about the school at the top of the reference may be important if there are particular issues that may have had a direct impact on the applicant (e.g. high staff turnover, major disruption because of rebuilding work which closed the labs for a term), but if there is more required then it is best to include a more detailed statement on the school website and then include the URL link in the reference. For UK students, information on the school's approach to qualification reform may also be helpful.
When predicting grades, the details you give in the reference on how you (or your school or college) are determining what differentiates this candidate and, for example, what makes them an A* or A grade student is really helpful to tutors. Methods of making predictions will of course vary from institution to institution but tutors value the key role teachers play in providing reliable information about a student's academic potential in a particular subject.
In the UK most students apply to university at the beginning of their final year of school and before they have taken their school leaving exams. Teachers are asked to predict their student's grades in any exams they are yet to take. If their application is successful they will be made a conditional offer, the condition being to achieve the required grades in any outstanding exams. We understand that this is different from the way things are done in other countries and this may be new to you. However it is an important part of the application process to Oxford, and if you do not include predicted grades in the reference, this will significantly decrease your student's chance of getting a place. Please check our international qualifications page.
Please make sure that your student tells us about any disability or specific learning difficulty that my affect their application on their UCAS form, and refer to it in the reference. Our Disability Advisory Service provides support from the point of considering an application right up until graduation. If your student needs extra time or other support for exams, please make sure that this is noted when registering for admissions tests.
Sadly some students have to deal with a serious illness, bereavement, a challenging home life or other extreme difficulty. If your student has experienced extra challenges and yet is still getting top grades and would like to study at a top university, we would like to be made aware of this. Please make sure the situation is mentioned in the teacher's reference. If you or your student needs to provide further details or evidence, in addition to the information provided in the reference, it is best to contact the college which is considering their application (this can be done after the deadline, if the student is making an open application).
From Oxford's point of view, the purpose of the personal statement is to provide additional information in the applicant's own words about why they have chosen the subject and why they think they are suitable for the course. Please direct your student(s) to our guidance on writing your personal statement.
Tutors understand that the UCAS personal statement is written for up to four other university choices and therefore it cannot be tailored specifically for Oxford, especially for those subjects, and combinations of subjects, that few other universities offer. Nevertheless, it is helpful if the student applies to courses that are similar in nature at their university choices, otherwise writing the personal statement becomes more challenging.
Unlike many other universities, Oxford does not use the personal statement alone to make offers, or reject applicants, as tutors have a huge range of more detailed information from the rest of the application beyond the UCAS application.
Most of our courses use admissions tests to help tutors select the most promising candidates for interview in December. Please check if your student needs to take an admissions test and help them to register in plenty of time. To check which test or tests are required for the courses your students are interested in, please use the information on our What test(s) do I have to take page. An overview of all our tests is also available.
Most UK schools are already registered test centres, but you can check whether your school is already a centre by contacting the company that administers the tests, Cambridge Assessment Admissions Testing (CAAT). If your school is not already a test centre, CAAT can help you to register it. This process is free, but can take some time, so please organise this well in advance of the 15 October deadline. Schools outside of the UK can also register to become test centres, and in many countries there are also open centres, although these may charge your student an administration fee. If you are administering tests at your school, you might find this suggested timetable useful.
If your student is applying for Law, the process is different: they take an online test called the LNAT at an external centre in September or early October.
The admissions tests can be quite different in nature, structure, pace and format to the exams which students may be experienced in taking in school, and so some practice can be helpful and improve students' confidence. We recommend that students do two or three practice papers under timed conditions. This will give them a feel for the format of the test, and the pace required to complete it. Encourage them to check where the higher mark questions are, so that they don't spend too long at the lower mark questions. It is useful to save one practice paper to do in the week before the real test. You can download past papers from our tests page. CAAT also provide some preparation materials and advice on their website.
The LNAT is an on-screen test and includes a typed essay component. It is unlikely that a student will have experience of delivering a typed essay under timed conditions, even given the relatively low suggested word count, and so some practice may be beneficial. The nature of the tests also vary, whilst some require and rely on the application of specific knowledge gained through GCSEs or early AS modules, others rely on more generic skills such as problem solving, critical thinking or comprehension. In general those admissions tests focusing towards the physical sciences and mathematics are of the former type, whilst those in arts and humanities tend to focus more on the latter.
Finally it is important that students realise that these exams are difficult and challenging and designed to stretch even the most able candidates. Many of the students who make applications to Oxford regularly achieve in excess of 90% in many of their formal examinations, therefore they are not used to either being unable to answer questions or answering incorrectly, and will expect to answer every question on the papers that they sit. This may not be the case with an Oxford admissions test and students who perform well on these tests may, in general terms, score around two thirds of the marks.
There is no general pass mark for any of the admissions tests, and the range of marks will vary from test to test and year to year, depending on the field of candidates and their relative performance. Also it is important to remember that the test score is only one part of the data we use to make short listing decisions.
Candidates can find lots of advice about the interviews process and how to prepare on our interviews pages. Oxford can now offer travel funding to some students who may find the cost of travel to and from Oxford prohibitive. Details are also available on the interviews pages.
Giving candidates the opportunity to discuss their motivation for the course and their academic interest in the subject for which they are intending to apply will be of great benefit to them. Often students are experienced in expressing themselves coherently and with enthusiasm on paper (as will be demonstrated in their personal statement), but some students may have greater difficulty in vocalising their opinions and academic passions in an academic interview context. A practice interview will help the candidate to gain more experience of talking about themselves and their academic interests in an unfamiliar environment.
You might consider organising one practice interview for your student with a subject specialist and another one with someone the student does not know. You could also contact other schools in your area and arrange to do practice interviews for each other's students.
However, drilling students and asking them to memorise large amounts of pre-rehearsed material or answers will be of little use to them in the interview context, as the Oxford tutors leading the interviews are able to spot this kind of approach very quickly.
If students have studied the subject that they are applying for at school or college, then a solid knowledge of the field will be required, particularly in science subjects. Students should therefore aim to revise topics they have covered at school or college in the past year. Candidates are encouraged to read around their subject and on topics outside their school or college study, as well as developing and extending their knowledge on topics which may have interested them within their A-level (or equivalent) course. The majority of courses have suggested reading lists for prospective students. Please note that these lists are not exhaustive and are designed as possible starting points for further enquiry. Candidates should develop their own passion and commitment for their subject and should undertake further reading which fosters that interest and will be an indicator of their motivation for the proposed course of study at interview.
Wider reading can include newspaper articles, websites, journals, magazines and other publications that relate to their subject, and exploration of their subject could also involve watching relevant TV documentaries or films, visiting museum exhibitions or attending public lectures. They may also wish to explore examples of their subject area in the wider world, such as taking an interest in the scientific or economic theories that underlie news stories. If you know your student has enjoyed a particular aspect of their subject with you at school, then we also encourage you to suggest further reading for them.
It is important to note that reading widely on its own is not enough; students should be encouraged to take a critical view of ideas and arguments that they encounter at school or college, or in the media and think about all sides of any debate. It is better to read fewer books or articles but read them critically and in depth, than read more materials but in a shallower way. Keeping a reading journal can be a useful way of recording their thoughts.
Forming discussion groups of students with similar subject interests can be a good way for your students to gain experience of talking about issues and themes within their subject. If there are not many interested students at your school, consider collaborating with other local schools. Online forums can also be useful places for discussion.
How can students show their passion for a subject they haven't studied before?
If your student is applying for a subject they have not studied before, they should carefully think about the reasons for choosing this new subject, and may wish to undertake some preparatory reading to explore their interest in that area and to ascertain whether it might be the right course for them. However in-depth knowledge of the field is not a requirement. When tutors are assessing candidates who intend to study a subject they have not formally studied at school, they are predominantly looking at the candidate's skills and aptitudes rather than any specific knowledge.
Oxford's outreach officers are happy to arrange school visits, which can include interview workshops. If you are in the UK, you can contact your regional link college to ask about such a visit.
Competition for places is very strong. It is very competitive to get a place at Oxford. We typically receive around six applications per place, though this does vary by course. The success rates are published on each course page.
In late November when they hear whether or not they get through to interview in December.
By mid-January those who were interviewed will be informed if their application has been successful or not.
Most offers are conditional and so it then depends on achieving the relevant grades in their A-levels or other exams.
Applicants can ask for feedback, but must do so from the college which considered their application (unless they applied for Medicine or Biomedical Sciences, in which case they should ask the department). Contact details can be found for each college admissions office on each of our college pages. Feedback may also be provided to the referee or to the Head or Principal of the school/college, either in general terms or in relation to a specific application. However, please note that specific feedback in relation to an applicant can only be given where the applicant has given permission under the Data Protection Act. See further information about feedback.
We hope that students whose applications are not successful will go to other excellent universities and enjoy their studies. Some may then wish to consider a graduate degree at Oxford.
We run many events for teachers, including regional conferences in the UK, a teachers' summer school and an annual conference for international guidance counsellors. You might also be interested in bringing students to one of our student conferences or to an open day. Colleges and departments organise many study days and other events which are listed on ouroutreach events page. Keep up to date with news by signing up for our teachers' e-newsletter.
The University of Oxford organises a range of events for potential applicants. Travelling throughout the UK, we meet with students, teachers, parents and carers. We welcome the chance to talk with interested students about all aspects of applying to, and studying at, Oxford. Where possible, we are keen to encourage schools and colleges to coordinate with other local schools and colleges because this enables us to work with more students over the year and, we believe, enriches students' interaction.
We meet face-to-face with hundreds of teachers and thousands of students every year, both at their own schools and colleges and here in Oxford. We have visits, workshops and talks suitable for students from Year 8 upwards. Our access events calendar has a full listing of what's coming up.
Find your link college. If you can't contact the college for any reason please contact the central Admissions team on liaison@admin.ox.ac.uk or +44 (0) 1865 270554.


MELBOURNE – 31 May, 2018: Latitude Financial Services, a leading consumer finance business in Australia and New Zealand, is proud to announce a new partnership with JB HI-FI Group.
JB HI-FI Group includes two of Australia's largest, most respected, home entertainment and household electrical retailers: JB HI-FI and The Good Guys.
JB HI-FI Group will be partnering with Latitude Financial Services to offer a range of promotional interest free offers, providing further flexibility for consumers.
Latitude has more than 1.6 million existing sales finance customers across Australia, who can quickly and easily shop using interest free in any of the approximately 300 JB HI-FI and The Good Guys stores nationally, as well as online with The Good Guys. In addition, new customers can apply quickly and easily at any JB HI-FI or The Good Guys store, or online with Latitude directly.
Latitude Chief Executive Officer, Sean Morrissey, said this announcement provides even more opportunities for consumers.
"We are delighted to be partnering with JB HI-FI Group to provide our customers with further innovative payment solutions.
JB HI-FI Group Chief Executive Officer, Richard Murray, said this further enhances the businesses offerings to its customers.
Latitude Financial Services is a leading consumer finance business in Australia and New Zealand, offering 2.6 million customers a broad range of finance products including personal loans, credit cards, insurance, and interest-free promotional and retail offers. Across Australia and New Zealand, the business currently employs more than 1,600 staff and services its customers through a network of retailer partners, brokers, phone, and the internet. The company offers a full suite of financing solutions for retail partners, managing credit applications, credit authorisation, billing, remittance, and customer service processing. Its products include Gem Visa, GO MasterCard and 28 Degrees Platinum MasterCard.


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Home > Artstyle > The most anticipated art events in the 2022 calendar
Artstyle • 12 Jan 2022
The most anticipated art events in the 2022 calendar
#Artist #Contemporary art #Fair
Page from the "Alice Neel. Un regard engagé" catalogue, © Centre Pompidou
To ring in the New Year, there are plenty of art events to mark in your 2022 calendar. To get an overview of the most awaited art events of the year, Artsper's offering you a selection of the most exciting ones, including international art fairs and exhibitions. Once again, the art market will not fail to amaze you!
1. Venice Biennale
© Venice Biennale
The theme of the 59th edition of the Venice Biennale is, "The Milk of Dreams," referring to the children's book written by Leonara Garrington. The prestigious event will meet at the crossroad of metamorphosis and the imaginary…
Where? Venice, Italy
When? April 23 – November 27, 2022
2. London Art Fair
© London Art Fair
The 34th edition of the London Art Fair, one of the UK's biggest modern and contemporary art fairs, is most definitely marked on the calendar of contemporary art lovers and experts.
Where? Business Design Centre, London
When? April 20 – April 24, 2022
3. Van Gogh's Self-Portraits
© The Courtauld Gallery
Discover (or rediscover!) Van Gogh's disturbing work, including the iconic Self-Portrait with Bandaged Ear, in an exhibition devoted to his self-portraits and his unique self-representation style. You should not miss this, as the topic has never been explored from this angle before.
Where? The Courtauld Gallery, London
When? February 3 – May 8, 2022
4. Andy Warhol: Revelation
© Brooklyn Museum
This exhibition offers to dive into the religious upbringing of the king of Pop Art and the impact the Byzantine Catholic Church had on his work. "Andy Warhol: Revelation" reminds the viewers of how easily the artist adapted influences of Catholic art to the codes of pop culture.
Where? Brooklyn Museum, New York
When? November 21, 2021 – June 19, 2022
5. International Contemporary Furniture Fair
© ICFF
The famous International Contemporary Furniture Fair (ICFF) returns this spring for 2 days of exhibitions and panels for the main actors of the design sphere. A great opportunity to get inspired in the heart of Manhattan!
Where? Javits Center, New York
When? May 15 – May 17, 2022
6. FIAC Paris
© FIAC
The prestigious Foire Internationale d'Art Contemporain (FIAC) will once again present a unique selection of modern art, contemporary art and design galleries among the most outstanding on the international scene. FIAC Paris definitely appears on top of the list for all market art enthusiasts.
Where? Grand Palais Ephémère, Paris
When? October 20 – October 23, 2022
7. Scandinavian Design and the USA
© National Museum
"Scandinavian Design and the USA, 1890-1980" is the first exhibition to analyze the dynamics between American and Scandinavian design during the 20th century. Its aim is to tell an international story and to highlight the importance of interculturality.
Where? The National Museum of Art, Architecture and Design, Oslo
When? October 9, 2022 – February 5, 2023
8. Paul Gauguin – Why Are You Angry?
© Alte Nationalgalerie
Through emblematic representations of daily life in French Polynesia, this exhibition questions the relationship that Gauguin once had with Tahiti, the island that inspired him from 1891 until his death. A valuable key to better understand state colonialism and eroticization.
Where? Alte Nationalgalerie, Berlin
When? March 25 – July 10, 2022
9. Alice Neel – Un regard engagé
© Artsper
Mark your calendar because in the fall of 2022, the Centre Pompidou will present a retrospective of Alice Neel's work. She was a painter but also a feminist icon and activist and was one of the first to highlight the intersectionality of different systems of oppression. Her work is showcased through two axes: the class struggle and the gender struggle. It's an event not to be missed.
Where? Centre Pompidou, Paris
When? October 5, 2022 – January 2, 2023
10. Trésors de la fondation des Treilles: Arp, Brauner, Ernst, Picasso, Takis…
© Les Treilles
In the spring of 2022, the Fondation de l'Hermitage will exhibit a selection of the greatest masterpieces from the Fondation des Treilles, which houses the exceptional collection of a patron who was one in a million, Anne Gruner Schlumberger. An extraordinary exhibition where you will be able to admire a hundred works by great names, including Hans Arp, Jean Dubuffet, Pablo Picasso and many more…
Where? Fondation de l'Hermitage, Lausanne
When? January 21 – May 29 2022
And there you have it, our overview of art events to mark in your calendar for 2022. At Artsper, we can't wait to discover what the new year has in store for us… And to keep up to date with the latest news in the art world, don't hesitate to consult this recent article on the top ten arty moments of 2021 in our magazine!
How does an artwork increase in value?
Investing in art has long been an attractive option for the creative minds among us. Join us as we explore how artworks increase in value!
Artistic Trends Not to Miss in 2023
What will the art world look like in 2023? To help you build your collection, discover 4 artistic trends that will mark this new year...
The Most Anticipated Art Events of 2023
To mark the beginning of a new art-filled year, Artsper has compiled a list of the ten most anticipated art events of 2023.

redpajama_set_name: RedPajamaCommonCrawl


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Published on Tuesday, September 15, 2015
On September 18th Dublin will come alive with a cultural buzz as the capital's cultural venues throw open their doors for free visits and tours. Museums, galleries, libraries, parks and more will come alive as they are filled with hundreds of thousands of people. Over 300 venues across the city will welcome visitors for free workshops, readings, demonstrations, performances and tours in an evening that is returning for the tenth year.
Dublin Bus will provide FREE buses every 20 minutes operating from Bachelor's Walk, Aston Quay, College Green and Parkgate St (Bus for Farmleigh) bringing visitors to and from their favourite participating venues. These FREE buses will be fully programmed with on-bus entertainment.
Route A (from 6pm - 11pm): From the Bachelor's Walk stop, buses will travel the route with stops including Parnell Square West, Parnell Square North, Croke Park and Parnell Square East covering venues such as Croke Park Stadium and The Hugh Lane Gallery.
Route B (from 6pm - 11pm): From the College Green stop, buses will travel the route with stops including Leinster Street South, Merrion Square North, Mount St, Northumberland Road, RDS and Westland Row. Key participating venues along this route include Downstairs Dublin, The Book of Kells, Trinity College and The Museum of National History.
Route C (from 6pm - 11pm): From the Aston Quay stop (outside the USIT office), buses will travel the route and include stops on Bridge Street, Thomas St, Military Road, Collins Barracks, Arran Quay and Custom House Quay. This particular route will take culturally hungry citizens to IMMA, The National Museum of Ireland, Collins Barracks and Smithfield.
Route D (from 6pm - 9.30pm): This route is a dedicated shuttle service to Farmleigh and will run from Parkgate Street.
Full details of culture night events, tours, talks and performances are available online here.


Submitted by Dave Hodges on Monday, April 15, 2019 - 11:37.
I recently interviewed Alexandra Daley regarding the a high level of corruption related to the job performance of Senator, and Presidential candidate, Kamala Harris when she was serving as the Alameda County Attorney and the California State Attorney General from 2011-2017. The level of corruption is stunning and if at the end of the interview, you feel like you have been left hanging, it is ok, because Part 2 follows Part 1.


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Classroom Ideas, Current Event Connection, Main
Who was the First Person in History?
The first name in recorded history isn't a king. Or a warrior. Or a poet. He was an accountant, Kushim. (National Geographic Phenomena)
Use our resources to learn more about ancient civilizations.
Teachers, scroll down for a quick list of key resources in our Teachers' Toolkit, including a link to today's simple MapMaker Interactive map.
According to the good folks at the Met, "this tablet most likely documents grain distributed by a large temple, although the absence of verbs in early texts makes them difficult to interpret with certainty. The seal impression depicts a male figure guiding two dogs on a leash and hunting or herding boars in a marsh environment."
Photograph courtesy the Metropolitan Museum of Art
Take a look at the gorgeous clay tablet above. Just like the Kushim tablet, it's a record of Sumerian civilization of Mesopotamia. Where is Mesopotamia?
Mesopotamia is an ancient name for the rich valley of the Tigris-Euphrates river system. In fact, Mesopotamia means the "land between the rivers." Take a look at this video to learn more about Mesopotamia, the "cradle of civilization."
The Tigris-Euphrates river system includes most of modern-day Iraq, and parts of Kuwait, Iran, Turkey, and Syria.
Today's MapMaker Interactive map is a simple locator map of the Mesopotamian region and the ancient city of Uruk. We used the "Ocean/Water" base map to show how the "cradle of civilization" was utterly dependent on its network of rivers, dominated by the Tigris and Euphrates.
The writing system used throughout modern Mesopotamia is Arabic. What writing system does the Kushim tablet use?
What it is: It's an pictographic script simply named "Uruk III." (Bonus points if you got that one.) Pictographic script describes a writing system that communicates meaning through a resemblance to a physical object. The pictograms for grain in the Uruk tablet above, for instance, actually look like little stalks of grain. The video above calls Uruk III the "birth of the rebus writing system."
What it is not: Hieroglyphics. Hieroglyphs are not really pictographs. Instead of a picture representing an object, a picture represents a word or morphemes. Morphemes are components of words. ("Morphemes," for example, has two morphemes: the word itself, morpheme, and s, which makes the word plural.)
What it is not: Developed cuneiform. Sumeria's most famous writing system, the wedge-shaped cuneiform, was still evolving when the Kushim tablet was written. Take a look at this terrific example of how the cuneiform sign for "head" evolved from the Uruk period (3000s BCE) to around 1 CE.
Robert Krulwich, the author of the Nat Geo blog, says the name of a king doesn't show up until several generations after Kushim, our historic beer-brewing accountant. Who was this king, and where do you think he was from?
Iry-Hor was a pharaoh of Upper Egypt in the 3200s BCE. (Upper Egypt is the southern part of the modern country. "Upper" refers to the region's proximity to the sources of the Nile River. The Nile Delta region, on the other hand, is Lower Egypt.)
Who do you think was the first named woman in world history?
It could have been Kushim, although it's unlikely. The name of someone who was definitely a woman was first written around 3200 BCE. Neithhotep was the wife of Namer, pharaoh of the 1st Dynasty in ancient Egypt. Narmer and Neithhotep probably united the kingdoms of Upper and Lower Egypt into a single powerhouse civilization.
Nat Geo: Who's the First Person in History Whose Name We Know?
Nat Geo: Uruk, Sumeria, Mesopotamia map
Nat Geo: Mesopotamia video
The Schoyen Collection: Beer Production at the Inanna Temple in Uruk (the Kushim tablet)
Metropolitan Museum of Art: Cuneiform tablet: administrative account of barley distribution with cylinder seal impression of a male figure, hunting dogs, and boars
LandmarkMedia: Written Word—Birth of Writing video
Earliest evidence of human individuality website
carylsue 08/20/2015 12/04/2015 history, krulwich, language, MapMaker Interactive, mesopotamia, names, National Geographic News, sumeria, the world, writing
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Hove student charged after swinging flag from Cenotaph
Posted On 27 Jan 2011 at 10:08 pm
A Hove student is to appear in court on charges of violent disorder and theft after he was pictured swinging the Union Flag from the Cenotaph during a protest against tuition fees.
Charlie Gilmour, 21, the son of Pink Floyd star David Gilmour and author Polly Samson, has been summonsed to appear at the City of Westminster Magistrates' Court on Thursday 10 February.
Photographs of the former Lancing College pupil, whose family have a home on Hove seafront, appeared in several newspapers and on television after the protest in December.
Gilmour, a Cambridge University student, was arrested afterwards on suspicion of violent disorder and stealing a mannequin leg.
Gilmour apologised publicly for what he described as his "moment of idiocy" and said that he had not realised that the Cenotaph in London was a memorial to Britain's war dead.
The demonstration was held to oppose the Conservative and Liberal Democrat coalition government's proposed rise in university tuition fees to up to £9,000 a year for university students.


text:
Q: How to safely save user inputed code to the database I have section on my site where users can submit code. I want to safely store to the database.
I am using php. I tried using html purifier to save data to the database, but it removes all the code.
I appreciate any help.
Thanks.

A: When you save to the database using cakephp's save method, you are automatically protected from SQL injection.
Useful Link:

http://nuts-and-bolts-of-cakephp.com/2009/08/06/save-now-sanitize-later/

redpajama_set_name: RedPajamaStackExchange


Neither of these two statements seems to be correct as they stand, I have units built up to level 2 in Rostov/Bataysk and the closest German unit is still over 28 hexes away.
This now appears to be no longer true. Correct?
Could you please clarify what the term 'Dense Terrain' means when applied to level 3 and above forts?
Last one, I know level 4 & 5 forts do not require units to maintain them. What about level 3 forts?
Status: offline If you are allowed to build higher fort level, then you may do so, even if conditions for lower fort levels are not met. Therefore in Rostov you can build up to level 3 without building a fort (4 with a fort).
"dense terrain" - CV from AFV/AC/SPW elements is halved, CV from infantry elements is doubled when fighting in such terrain (applies to attacker and defender, based on defender's hex).
If you are allowed to build higher fort level, then you may do so, even if conditions for lower fort levels are not met. Therefore in Rostov you can build up to level 3 without building a fort (4 with a fort).
Got it, the ability to build a higher fort level takes precedence.
What about the hex range and fort maintenance questions?
Status: offline Hex ranges as are described in new fort level rules, so range 20 for level 1 and range 3 for level 2 (unless other fort rules trigger and allow that or higher fort level).
I think fort level 3 detoriates as normal.
Hex ranges as are described in new fort level rules, so range 20 for level 1 and range 3 for level 2 (unless other fort rules trigger and allow that or higher fort level).
Status: offline Is this level 5 fort construction working as intended?
Rule is: Fort level 5 can be built only in cities with large port containing a fort unit.
But this is not a city, its a town but a level 5 fort is being constructed.


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GWP's VISION is a water secure world. Our MISSION is to advance governance and management of water resources for sustainable and equitable development.
Our VALUE PROPOSITION: We're a large, diverse, inclusive, multi-stakeholder partnership that supports communities and countries to improve the way they manage water. Put simply, we're about bringing water users together (that's everyone) to solve water problems.
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The actions of GWP's multi-stakeholder partnership support improved water governance so that communities and countries manage water for peoples' health, economic development, and environmental sustainability.
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GWP creates and communicates information about integrated water resources management which contributes to improved water governance and, ultimately, water security.
Together with our Partners, we provide knowledge resources and capacity building activities for solving water problems.
Institutional Partners are the basis of GWP's multi-stakeholder partnership. A strong, diverse partnership can bring about the changes needed to achieve a water secure world. In this section, learn about the benefits of being a Partner and meet a few who already are. We invite like-minded organisations to join us!
GWP launches Water Resilience Frontiers at COP25
In one of its key activities at COP25, GWP announced a new collaboration with the United Nations Framework Convention on Climate Change (UNFCCC) and other partners, to create plausible water solutions for a climate-resilient future in 2030 and beyond. The initiative is called "Water Resilience Frontiers: Pathways for transformational Climate Resilient Water Security in 2030 and Beyond".
Building resilience to the adverse effects of climate change on water requires a comprehensive approach and a long-term outlook.The Water Resilience Frontiers Initiative is part of an interagency effort, coordinated by the UNFCCC's Nairobi Work Programme, called the Resilience Frontiers Initiative, which deals with questions on how to maximize our resilience to climate change beyond 2030. This is done by addressing opportunities and challenges in harnessing the potential of disruptive frontier technologies and emerging social trends towards sustainability.
"As Global Water Partnership, if we have learnt anything from our work spanning more than 20 years, is that you can't apply stationary thinking when it comes to solving water issues of today. You have to think long term. Water investments, water planning, water legislation, and policies take a long time, so you need a long-term perspective. And in 2030, it is going to be a very different world," said Alex Simalabwi, Global Head of the GWP climate team. He pointed out that when planning for the future, you need to bear in mind, for instance, that new technology will have developed that may solve issues that aren't possible today.
"2030 is over ten years away, and it takes longer than that to do proper planning and get investments in place for water management. We must apply a very different way of thinking, and this is where Resilience Frontiers becomes a useful framework for GWP to reimagine the future and forget about today's thinking. It is useful to reflect on the mistakes we have made and learn lessons from there, but we need to have a completely new way of thinking for 2030 and beyond," says Simalabwi.
GWP Executive Secretary Monika Weber-Fahr introduced the new initiative in her high-level statement to the final plenary session of COP25 and she promised: "Together with our partners, we will identify ideas and concrete actions that can contribute to climate resilience through water – well beyond 2030."
In addition to the Water Resilience Frontiers Initiative, GWP launched new publications at COP25. The Untold Story of Water in Climate Adaptation – Part II: 15 Countries Speak was done in collaboration with the Overseas Development Institute (ODI). It is based on an in-depth analysis of 15 countries, examining whether and how their Nationally Determined Contributions (NDCs) and National Adaptation Plans (NAPs) build climate resilience through work on water issues. The research also looks at the countries' Sustainable Development Goals (SDGs) strategies to see how they depend on and harness the availability – in quantity and timing – and the quality of water. This publication was launched at an event in the NDC Partnership Pavilion on 7 December.
Monika Weber-Fahr said that in the new analysis, few countries demonstrate understanding of how integrated approaches to water resources management can support sustainable development in the face of climate change. She summed up some of the key findings: "It's messy - nowhere is there real integration, even where countries self-rate "high" on water governance - though everyone is trying. Transboundary management is also dramatically absent. Leadership is what can break this circle, we've seen this in for instance Bangladesh, Chile and Grenada, and management tools serve to help integration. By and large, the final big conclusion is that water governance and management can be an entry point to bring the agendas together."
In addition to the GWP-ODI report, GWP recently published Mobilising Change Makers, which was officially launched at COP25 on 10 December, at the U.K. Pavilion. This publication tells the stories of people and institutions from 10 countries who keep our waters safe and who are instigating changes at all levels to improve climate resilience – paving the way to protect hundreds of thousands of people from climate change-induced damage and destruction.
The final publication that was introduced at the climate conference – while formally launched already in April 2019 – was Addressing Water in National Adaptation Plans – Water Supplement to the UNFCCC NAP Technical Guidelines. Acknowledging that well-planned climate-responsive water management strategies and actions provide significant opportunity to build resilience, the NAP Water Supplement offers guidance for integrating water perspectives in countries' NAP processes.
The GWP delegation summarized its COP25 activities and findings in a press conference on 11 December, under the headline NDCs and SDGs: water as a connector to increase ambitions and accelerate implementation. A recording of the full press conference is available on demand:
Top photo: the full GWP delegation at the COP25 venue in Madrid.
Water Resilience Frontiers: Pathways for Transformational Climate Resilience Water Security in 2030 and Beyond
About the Resilience Frontiers Initiative - and Water Resilience Frontiers
New publications - click image to access
About the Untold Story of Water in Climate Adaptation: 15 Countries Speak
GWP at COP25
Connecting Climate and Development through Water
GWP Approved to Support Countries with GCF Readiness
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text:
Q: New codes prevent old codes from working? This Excel file tracks engine status from Sales and Production departments. Columns A - M in the workbook contain data necessary to deem the engine status. Columns N - AS are used to track engine status with the following column order: Sales, Production, Day 1, Status. That repeats till Day 8 (i.e. Sales, Production, Day 8, Status).
Those 8 Days represent the last 8 days of the month and data gets updated to columns A-M every day during that period. However,let's say it's the 2nd day today, though the data is very likely to get updated in columns A - M, data in Day 1's columns (Sales, Production, Day 1, Status) stay the same. Then, we continue on putting down status for Day 2.
And here is my problem, I was trying to get the Macro to do: If "Shipped" in column AV, then the empty remaining Days will have "Rollup" in both Sales and Production columns.
Can you please advise why after adding the following lines to Master Worksheet, the Macro no longer returns values in Day columns (per the IF statements from Module) though it did before adding those codes?
Dim lastColumn As Long
Dim counter As Long

Application.EnableEvents = False

' Check if header is "MB51 Shipped"
If Me.Cells(1, Target.Column).Value = "MB51 Shipped" Then

    ' Get last column based on first row
    lastColumn = Me.Cells(1, Me.Columns.Count).End(xlToLeft).Column

    ' Check all cells in row and find matches for Sales and Production
    For counter = 1 To lastColumn

        ' Check if header match and cell is not empty
        If (Me.Cells(1, counter).Value = "Sales" or Me.Cells(1, counter).Value = "Production") And Me.Cells(Target.Row, counter).Value = vbNullString Then

            Me.Cells(Target.Row, counter).Value = "Rollup"

        End If

    Next counter

End If

Application.EnableEvents = True

Thank you! And my apology for putting a lot of codes down here since someone has advised not to include a Macro enabled link.
Here is what I currently have in my Master Worksheet tab:
Option Explicit

    Private Sub Worksheet_Change(ByVal Target As Range)
        Dim r As Range, r1 As Range

        Dim lastColumn As Long
        Dim counter As Long

    Application.EnableEvents = False

    ' Check if header is "MB51 Shipped"
    If Me.Cells(1, Target.Column).Value = "MB51 Shipped" Then

        ' Get last column based on first row
        lastColumn = Me.Cells(1, Me.Columns.Count).End(xlToLeft).Column

        ' Check all cells in row and find matches for Sales and Production
        For counter = 1 To lastColumn

            ' Check if header match and cell is not empty
            If (Me.Cells(1, counter).Value = "Sales" Or Me.Cells(1, counter).Value = "Production") And Me.Cells(Target.Row, counter).Value = vbNullString Then

                Me.Cells(Target.Row, counter).Value = "Rollup"

            End If

        Next counter

    End If

    Application.EnableEvents = True

        Set r = Intersect(Target, Cells(1, 1).CurrentRegion, Columns(colSales1).Resize(, 3))
        If Not r Is Nothing Then Call DoCells(r)

    End Sub

    Private Sub DoCells(r As Range)
        Dim r1 As Range
        For Each r1 In r.Cells
            With r1
                Select Case .Column
                    Case colSales1
                        Call MasterChange(.Resize(1, 3))
                    Case colProduction1
                        Call MasterChange(.Offset(0, -1).Resize(1, 3))
                    Case colDay1
                        Call MasterChange(.Offset(0, -2).Resize(1, 3))
                End Select
            End With
        Next
    End Sub

And this is on the Module:
Option Explicit

Public Const colSales1 As Long = 14
Public Const colProduction1 As Long = 15
Public Const colDay1 As Long = 16
Public Const colStatus1 As Long = 17

Sub UpdateMaster()
    Dim r As Range
    Dim wsMaster As Worksheet, wsSAP As Worksheet

    If MsgBox("Do you want to update 'Master Worksheet' from 'SAP'?", vbYesNo + vbQuestion + vbDefaultButton2, "Update Master") = vbNo Then
        Exit Sub
    End If

    Set wsMaster = Worksheets("Master Worksheet")
    Set wsSAP = Worksheets("SAP")

    'IMPORTANT -- turn off events
    Application.EnableEvents = False

    'get rid of old data
    wsMaster.Cells.Clear

    'copy SAP
    wsSAP.Cells(1, 1).CurrentRegion.Copy wsMaster.Cells(1, 1)

    'add formulas - double "" inside string to get one
    Set r = wsMaster.Cells(1, 1).CurrentRegion.Columns(colStatus1)
    Set r = r.Cells(2, 1).Resize(r.Rows.Count - 1, r.Columns.Count)
    r.Formula = "=IF(O2=N2,""Sales/Production"",IF(P2=O2,""Production"",IF(P2=N2,""Sales"","""")))"

    'IMPORTANT -- turn on events
    Application.EnableEvents = True

End Sub

Sub ClearMaster()
    Dim ws As Worksheet
    Set ws = Workbooks("SampleReport03.xlsm").Sheets("Master Worksheet")
    ws.Rows("2:" & Rows.Count).Clear
End Sub

Sub ClearSAP()
    Dim ws As Worksheet
    Set ws = Workbooks("SampleReport.xlsm").Sheets("SAP")
    ws.Rows("2:" & Rows.Count).ClearContents
End Sub

Public Sub MasterChange(SPD As Range)
    Dim rSales As Range
    Dim rProduction As Range
    Dim rDay As Range

    Set rSales = SPD.Cells(1, 1)
    Set rProduction = SPD.Cells(1, 2)
    Set rDay = SPD.Cells(1, 3)

    Application.EnableEvents = False
    If rSales = "Rollup" And rProduction = "Rollup" Then
        rDay = "Rollup"
    ElseIf rSales = "Rollup" And rProduction = "Green" Then
        rDay = "Green"
    ElseIf rSales = "Rollup" And rProduction = "Yellow" Then
        rDay = "Yellow"
    ElseIf rSales = "Rollup" And rProduction = "Red" Then
        rDay = "Red"
    ElseIf rSales = "Rollup" And rProduction = "Overdue" Then
        rDay = "Overdue"
    ElseIf rSales = " " And rProduction = " " Then
        rDay.ClearContents
    End If
    Application.EnableEvents = True
End Sub

Here is what in my spreadsheet:

| Title  | Engine   Family  | Market Segment | Customer | Engine Model | S/N | Build Spec | ACTL.FINISH | Sales Order | Item  | Committed Date | EPS Date   | Target    | Sales | Production | Day 1  | Status           | Sales  | Production | Day 2 | Status           | Sales  | Production | Day 3 | Status           | Sales  | Production | Day 4 | Status           | Sales  | Production | Day 5 | Status           | Sales  | Production | Day 6 | Status           | Sales  | Production | Day 7 | Status           | Sales  | Production | Day 8 | Status           | Status           | Comments | MB51 Shipped | FPS? | Plant | Title Transfer |
|--------|------------------|----------------|----------|--------------|-----|------------|-------------|-------------|-------|----------------|------------|-----------|-------|------------|--------|------------------|--------|------------|-------|------------------|--------|------------|-------|------------------|--------|------------|-------|------------------|--------|------------|-------|------------------|--------|------------|-------|------------------|--------|------------|-------|------------------|--------|------------|-------|------------------|------------------|----------|--------------|------|-------|----------------|
| Rollup | PS               | APU            | HAC      | T-62T-46C12  | 1   | BS1        | 0000-00-00  | 0           | 0     | 2019/12/31     | 2019/12/31 | Rollup    | Green | Yellow     | Yellow | Production       | Rollup | Rollup     |       | Sales/Production | Rollup | Rollup     |       | Sales/Production | Rollup | Rollup     |       | Sales/Production | Rollup | Rollup     |       | Sales/Production | Rollup | Rollup     |       | Sales/Production | Rollup | Rollup     |       | Sales/Production | Rollup | Rollup     |       | Sales/Production | Sales/Production |          | Shipped      |      |       |                |
| Rollup | PS               | APU            | SA       | S2300        | 2   | BS2        | 2019/06/25  | 1           | 380   | 2019/06/24     | 2019/06/25 | Available |       |            |        | Sales/Production |        |            |       | Sales/Production |        |            |       | Sales/Production |        |            |       | Sales/Production |        |            |       | Sales/Production |        |            |       | Sales/Production |        |            |       | Sales/Production |        |            |       | Sales/Production | Sales/Production |          |              |      |       |                |
| Yellow | PS               | APU            | AOG      | PS3200       | 3   | BS3        | 0000-00-00  | 2           | 1     | 2019/12/16     | 2019/12/20 | Yellow    |       |            |        | Sales/Production |        |            |       | Sales/Production |        |            |       | Sales/Production |        |            |       | Sales/Production |        |            |       | Sales/Production |        |            |       | Sales/Production |        |            |       | Sales/Production |        |            |       | Sales/Production | Sales/Production |          |              |      |       |                |

As you can see, after entering status in Column N, O, my macro did return Yellow with no trouble or error. Then I put Shipped in column AV, the Macro did automatically return Rollup for both Production and Sales columns, however, Macro no longer worked in Day columns.
Please let me know if you need more info and thank you very much for any help!

A: The changes below restore the lost functionality (as I understand it from your comments).  There are comments to describe what & why the changes were made.
Option Explicit

    Private Sub Worksheet_Change(ByVal Target As Range)
        Dim r As Range, r1 As Range

        Dim lastColumn As Long
        Dim counter As Long

    Application.EnableEvents = False

    ' Get last column based on first row
    '*** Need to set lastColumn outside of the Me.Cells(1, Target.Column).value = "MB51 Shipped" statement
    '*** so that the Intersect function does not fail (blow-up) if a cell in a column other than "MB51 Shipped" is modified .
    '*** Perhaps the Intersect call belongs within the If statement?
    lastColumn = Me.Cells(1, Me.Columns.Count).End(xlToLeft).Column

    ' Check if header is "MB51 Shipped"
    If Me.Cells(1, Target.Column).value = "MB51 Shipped" Then

        ' Get last column based on first row
        'lastColumn = Me.Cells(1, Me.Columns.Count).End(xlToLeft).Column

        ' Check all cells in row and find matches for Sales and Production
        For counter = 1 To lastColumn

            ' Check if header match and cell is not empty
            If (Me.Cells(1, counter).value = "Sales" Or Me.Cells(1, counter).value = "Production") And Me.Cells(Target.Row, counter).value = vbNullString Then

                Me.Cells(Target.Row, counter).value = "Rollup"

            End If

        Next counter

    End If

    Application.EnableEvents = True
        '***In the posted code, The Intersect() function was never returning a non-null Range
        '***I think your intent was to find the intersection of the colSales1 column and the Target row
        'Set r = Intersect(Target, Cells(1, 1).CurrentRegion, Columns(colSales1).Resize(, 3))

        '*** This Intersect() call provides the range that I think you intended
        Set r = Intersect(Range(Cells(Target.Row, 1), Cells(Target.Row, lastColumn)), Cells(1, 1).CurrentRegion)

        If Not r Is Nothing Then Call DoCells(r)

    End Sub

    '*** DoCells was only attempting to operate on three columns, colSales1, colProduction1, and colDay1
    '*** And...each of the Case statements is sending the same range to MasterChange -> so, it was doing the same operation 3 times
    '*** I believe the intent was to call each Sales/Production/Days group and update...so, replacing the Select Case with
    '*** the following if statement updates all the Sales/Production/Days groups.
    Private Sub DoCells(r As Range)
        Dim r1 As Range
        For Each r1 In r.Cells
            With r1
                'Find each "Sales" column.  Call MasterChange only once for each group
                If Me.Cells(1, colSales1).value = r1.Offset(-1, 0).value Then
                    MasterChange .Resize(1, 3)
                End If
                'Select Case .Column
                '    Case colSales1
                '        Call MasterChange(.Resize(1, 3))
                '    Case colProduction1
                '        Call MasterChange(.Offset(0, -1).Resize(1, 3))
                '    Case colDay1
                '        Call MasterChange(.Offset(0, -2).Resize(1, 3))
                'End Select
            End With
        Next
    End Sub


text:
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jem Home » 1997 Archive » 20 October » 186 (8): 1223
Survival of Mature CD4 T Lymphocytes Is Dependent on Major Histocompatibility Complex Class II–expressing Dendritic Cells
Thomas Brocker
DOI: 10.1084/jem.186.8.1223 | Published October 20, 1997
Thymic T cell development is controlled by T cell receptor (TCR)–major histocompatibility complex (MHC) interactions, whereas a further dependence of peripheral mature T cells on TCR–MHC contact has not been described so far. To study this question, CD4 T cell survival was surveyed in mice lacking MHC class II expression and in mice expressing MHC class II exclusively on dendritic cells. Since neither of these mice positively select CD4 T cells in the thymus, they were grafted with MHC class II–positive embryonic thymic tissue, which had been depleted of bone marrow derived cells. Although the thymus grafts in both hosts were repopulated with host origin thymocytes of identical phenotype and numbers, an accumulation of CD4+ T cells in peripheral lymphoid organs could only be observed in mice expressing MHC class II on dendritic cells, but not in mice that were completely MHC class II deficient. As assessed by histology, the accumulating peripheral CD4 T cells were found to be in close contact with MHC class II+ dendritic cells, suggesting that CD4 T cells need peripheral MHC class II expression for survival and that class II+ dendritic cells might play an important role for the longevity of CD4 T cells.
The author would like to thank K. Hafen and M. Riedinger for expert technical assistance, H.P. Stahlberger for graphic artwork, and Drs. Isabelle Chrétien, Joerg Kirberg, and Raul Torres for carefully reading the manuscript.
The Basel Institute for Immunology was founded and is supported by Hoffmann-La Roche Ltd. (Basel, Switzerland).
1 Abbreviations used in this paper: DC, dendritic cell; dGuo, 2′-deoxyguanosine; HSA, heat stable antigen; IDC, interdigitating cell; TG, thymus graft.
Submitted: 4 June 1997
Revision received 12 August 1997
© 1997 Rockefeller University Press
Journal of Experimental Medicine Oct 1997, 186 (8) 1223-1232; DOI: 10.1084/jem.186.8.1223
Volume 216, No. 7
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Copyright © 2019 JEM by Rockefeller University Press


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text:
Follow the Money • Youth Justice: Healing Not Punishment
Fed Up With Probation's Ongoing Failure to Spend Juvenile Justice $ Millions on Proven Programs for LA County's Kids, the Supes Make a Radical Move
by Celeste Fremon
Written by Celeste Fremon
On Tuesday afternoon, the Los Angeles County Board of Supervisors passed a new motion that will put most of the power to choose how a large pot of state money gets spent into the hands of the county's Juvenile Justice Coordinating Counsel (JJCC), a mostly unknown voting body that is crammed with youth experts and advocates. Prior to this shift, the funds were almost entirely controlled by LA County Probation, a situation that the board decided wasn't working.
"I find it unacceptable," said Supervisor Janice Hahn before the vote, "that our community-based organizations" which are "on the ground doing the work, providing programs for our young people, are underfunded while millions of dollars lie unused."
The rest of the board agreed. Yet, the multi-year road to that precedent-breaking vote was long, winding, and filled with drama—plus an act of mutiny.
Each year Los Angeles County receives approximately $28 to $31 million in Juvenile Justice Crime Prevention Act funds that are supposed to be spent toward creating a "comprehensive plan of community-based youth services and programs" that focus on keeping LA County's at-risk kids away from the justice system.
Some of this JJCPA money can also be spent on related programs to help kids already in the system with reentry, so that they are able to move forward toward success in their lives upon release from juvenile halls or camps, instead of bouncing back into contact with cops and/or courts after they go back home.
Yet, for years, large percentages of these funds allocated by the state have either been allowed to pile up unspent or, in some cases, spent on questionable programs like so-called voluntary probation, all of which has caused ongoing frustration among local youth advocates and the board of supervisors, among others.
WitnessLA has been writing about various problems with the way the county spends—or fails to spend—its JJCPA millions since July 2015.
(For instance, there was the memorable case of the $400,000 in juvenile justice cash that probation spent yearly on a youth program that, for a bizarrely long period of time, served zero kids.)
In the fall 2017, concern about the way LA was using the JJCPA funding stream reached Sacramento and, in October of that year, then California Assemblymember Raul Bocanegra, expressed his dismay in a detailed letter to LA County Probation Chief Terri McDonald (who inherited the mess), telling her that if he didn't get answers to a list of 12 questions about the department's use of the JJCPA millions, he would ask the state legislature to get that information via an audit.
Bocanegra had his own problems to handle by December 2017, thus the audit was put on indefinite hold.
In the last year or so, however, matters were measurably improving when it came to the use of JJCPA funding. The "voluntary probation" program was shut down. And the county's Juvenile Justice Coordinating Counsel (JJCC), the group tasked with approving each year's JJCPA budget, went from a passive group willing to sign off on any spending plan the probation department set in front of it, to a truly dynamic voting body.
Yet, at the most recent JJCC meeting on held on Monday, March 18, the much-valued improvements seemed suddenly endangered.
The events of the March 18 meeting (which we'll explain in a minute), along with the fact that, right now LA County Probation has $79 million in JJCPA cash lounging seemingly unproductively in the bank, triggered the introduction of a new motion sponsored by Supervisors Janice Hahn and Mark Ridley-Thomas, that aspires to fix the JJCPA funding allocation problem once-and-for-all.
Among other things, the Ridley-Thomas/Hahn motion directs the county's Juvenile Justice Coordinating Council to align FY 2019-2020 JJCPA dollars—and all such future dollars—with a new Comprehensive Multi-Agency Juvenile Justice Plan (CMJJP), which was written by a special task force appointed a year ago specifically to create an evidence and research-based strategy for how the JJCPA funds could best be spent.
The motion was scheduled for a vote, on the afternoon of Tuesday, March 26.
But it was far from clear that it was going to pass.
The far-sighted creation of stable funding
Before we get to the rest of the story, here's quick JJCPA primer.
The Juvenile Justice Crime Prevention Act (JJCPA), was itself created by the Schiff-Cárdenas Crime Prevention Act of 2000 (AB 1913), in order "to provide a stable funding source for local juvenile justice programs aimed at curbing crime and delinquency among at-risk youth."
The funds, which are allocated on a per capita basis to the state's 56 participating counties (Alpine and Sierra counties have traditionally opted out), are mandated to be spent to fund a range of evidence-based programs, meaning programs "that have been demonstrated to be effective." The largest part of the funds are supposed to be allocated to community-based organizations (CBOs) that have proven track records for helping kids.
Each of the 56 counties that gets a pot of JJCPA money is required to form a Juvenile Justice Coordinating Council—or JJCC—which is, in turn, tasked with deciding how their jurisdiction should spend their JJCPA cash.
The state further mandates that the JJCC should have a certain make-up, which must include:
…the chief probation officer, as chair, one representative each from the district attorney's office, the public defender's office, the sheriff's department, the board of supervisors, the department of social services, the department of mental health, a community-based drug and alcohol program, a city police department, the county office of education or a school district, and an at-large community representative. … [The] coordinating council shall also include representatives from nonprofit community-based organizations providing services to minors.
LA County as scofflaw
Most counties follow those rules.
Yet, for around 15 years, Los Angeles was a scofflaw when it came to being in compliance with how the JJCC was supposed to be constituted.
For instance, probation, which ran the JJCC, included no representatives from the LA County Board of Supervisors on the panel, nor did it include anyone from social services (Department of Children and Family Services), from any community based drug and alcohol program, or any "at-large community representative." And, most importantly, it didn't include anyone from the community based organizations that were supposed to make up a significant chunk of the membership of LA's Juvenile Justice Coordinating Council.
To make matters worse, some of the existing members didn't bother to show up to most of the meetings.
And those who did show up, reportedly, did little more than simply rubber stamp whatever yearly spending plan that LA County Probation presented.
Then, at one JJCC meeting in April 2016, something weird happened. There was a mutiny among several of the JJCC members who were tired of being irrelevant, and serving on a body that was not terribly legal.
During the meeting, the mutiny spread until, when it came time to rubber stamp the yearly must-pass JJCPA spending plan given the JJCC group by probation, the majority of the members wouldn't do it until they had a real Council with all the required groups and county agencies represented.
Between 2016 and now, the mutiny resulted in the creation of what is now a very active 27-member JJCC that, through its own special task force, has hammered out a "Comprehensive Multi-Agency Juvenile Justice Plan (CMJJP)" that is meant to determine how JJCPA funds are spent.
At least that's what it said in the summary of the carefully crafted draft of the new CMJJP—now known as the Plan—which was supposed to be voted on and approved at a Monday, March 18, meeting, along with a corresponding FY 2019-2020 budget, the formation of which, was to be guided by—at least to a meaningful degree—by the above-mentioned CMJJP.
But that's not what happened.
There was indeed a "Comprehensive Multi-Agency Juvenile Justice Plan" presented that was to guide the budget, and which the voting members of the JJCC embraced. This Plan prioritized prevention and community-based interventions, and included a framework for updating itself each year.
Within the same meeting, the county also presented an "Annual Juvenile Justice Crime Prevention Act Budget," which appeared to have almost nothing at all to do with the newly presented Plan," never mind that the Plan's entire raison d'être was to direct how the JJCPA dollars would be spent.
Yet, instead of following the Plan's recommendation, the new budget made such funding choices as allocating 40 percent of the year's JJCPA funds—or $11.2 million—to paying the salaries of the county's "school based" juvenile probation officers, instead of letting those officers' salaries come out of the probation department's nearly $1 billion budget.
Peculiarly, another major line item was $4.2 million for a risk assessment tool to be used on the county's kids, another expenditure that youth advocates said belonged in the department's own budget.
So, a very subdued JJCC unanimously voted to accept the forward looking, evidence-based new Plan that had been painstakingly hammered out by the special JJCC task force.
At the same time, they decided not to vote at all on the business-as-usual budget for spending the JJCPA funds—at least not on that day.
The budget would be revisited at a meeting in early April.
A few days after the unnerving meeting, the Ridley-Thomas/Hahn motion showed up on the Supes agenda.
So who controls the JJCPA budget?
While the motion praised probation for pursuing "some innovative strategies…including investing in the Public Private Partnership program and youth diversion," it criticized the department for allowing $79 million in JJCPA funds to just sit in the bank.
It also made clear that it wanted the JJCC's Plan to guide the JJCPA budget.
Unsurprisingly, the motion has been very warmly welcomed by the JJCC members we were able to reach on the matter.
"The board motion affirms that our work as a more diverse, engaged JJCC to develop and implement an approximately $30 million spending plan is both appreciated and has to go farther," said Patricia Soung, director of youth justice policy and senior staff attorney for the Children's Defense Fund of California.
Soung is also the co-chair of the JJCC task force that created the Comprehensive Multi-Agency Juvenile Justice Plan.
"This past Monday," Soung said, referring to the March 19 meeting, "for the first time since JJCPA funds were created in 2001, the JJCC adopted an overhauled plan that is grounded in data and prioritizes serving youth early and outside of the justice system whenever possible. But the Board's instruction is clear that the budget presented so far falls short."
Josh Green, director of criminal justice, and senior staff attorney, for the Urban Peace Institute, and another member of the JJCC member, and the task force, described how the new Plan is designed to direct the JJCPA funds "to the type of programming that's going to support the youth across a continuum in the county."
As for the board motion, Green said it "reminds the JJCC that this is the role it plays for the board." It also, he said, "empowers the JJCC to help the department" with some of its "historic problems" such as the "accumulation of unspent funds…"
It's not clear whether or not the department feels the same way.
In the last few days, we have heard from several sources that some of probation's higher ups have met with members County Counsel to determine if the department has the ability to set the JJCPA budget on its own, rather than with the JJCC.
In the statement that probation spokesman, Adam Wolfson, sent to WLA in response to our questions, he didn't mention the Hahn/Ridley-Thomas motion, but described the "…guiding principles, outlined in the CMJJP," which require that "programs and services, funded by JJCPA, utilize a collaborative youth development approach, leverage other county resources to avoid duplication, and increase allocations to non-profit community-based organizations (CBO). The Probation Department," Wolfson wrote, "is committed to administering the JJCPA funds in accordance with the approved strategies and funding parameters."
Does that mean that the JJCPA is now merely advisory?
Wolfson also added that the JJCC will meet again on April 15th "to vote on the revised plan as recommended by the CMJJP Task Force."
He did not mention the the JJCC would be voting on the budget on April 15, as had originally been planned at the end of the March 18 meeting.
Wolfson further added that, regarding the $79 million in banked JJCPA funds, it is all basically allocated.
When the motion finally came up for the discussion, Hahn and Ridley-Thomas made strong statements about the necessity of the move.
"I find it unacceptable," said Hahn, "that our community-based organizations that are on the ground doing the work, providing programs for our young people, are underfunded while millions of dollars lie unused."
The other three other supervisors, at first, mostly had questions about how all this would work, if the motion passed.
"I think the board should be aware," Probation Chief Terri McDonald said after the board members had spoken, "that we probably need a legal opinion" about whether or not the JJCC has "the statutory authority" to "direct the Chief Probation Officer. I don't even direct the funds," McDonald said. "The board ultimately decides about expenditures. So does the JJCC have the legal authority to, say, allocated $2 million to Program X?"
After the chief spoke, next up was Chief Deputy Probation Officer, Sheila Mitchell, who is in charge of the youth side of the department. Then there was the string of youth advocate speakers with Patricia Soung and Josh Green featured prominently.
Supervisor Sheila Kuehl, who'd seemed wobbly on the motion in the beginning, spoke again near the end, shortly before the vote.
"My opinion," she said, "is that too much money runs through probation—not because they've done something wrong," but because the whole attitude in the state and the nation is to do things that way when we deal with juveniles—instead of through health or social services. So I think being part of the change is a very important thing. This is, some would say, a small step. I don't know if it's so small. But I certainly support it. Thank you for bringing this motion."
They would still need more answers, said Hahn after Kuehl finished. But she hoped the "report back" built into the motion would give them that.
"These youngsters are precious to us all," Ridley-Thomas said in an earlier part of the discussion. "We know they need help. It is baffling as to why there are still delays. We can't get stuck in the status quo! We need to move!"
And so the board did. Unanimously.
Get this and other essential justice stories delivered directly to your inbox by subscribing to The California Justice Report, WitnessLA's weekly roundup of news and views from California and beyond. Read past editions – here.
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A look at how the CA Supreme Court came to rule unanimously that 14 & 15-year-old kids can't be tried in adult court


text:
O Centro Esportivo do Pina (mais comumente conhecido como, Pina), é uma agremiação de futebol amadora brasileira da cidade do Recife, sediada no bairro homônimo na capital de Pernambuco. Foi fundado em 3 de março de 1934 e suas cores, presentes no escudo oficial, são o verde e preto. No Brasil, só há dois clubes federados com as cores verde e preto: o  e o próprio Pina (vale ressaltar que o Tupy Sport Club, clube de futebol do Rio de Janeiro, também possui as as cores verde e preto. Contudo, encontra-se licenciado).

Tem como modalidade esportiva principal o futebol, com um dos clubes mais vencedores do futebol amador de Pernambuco. Seus títulos mais importantes conquistados no futebol amador são os Campeonatos Pernambucanos Amadores de 2017, 2018 e de 2021, os títulos da Segunda Divisão Amadora de 1973 e 1977 e os títulos da Terceira Divisão Amadora de 1983, 1985, 1990, 1992, 1993, 2002, 2003, 2006, 2008, 2009 e 2010.

O Pina, é a equipe pernambucana com o maior número de títulos amadores de abrangência estadual conquistados, obtendo a maioria das competições oficiais que disputou criadas no no estado, inicialmente pela Associação Suburbana de Desportos Terrestres (A.S.D.T.) e, a partir de 1942 após à absorção da Federação Pernambucana de Desportos (atual FPF). O Verde-negro possui 16 conquistas deste porte, com destaque maior para seus três títulos do Campeonato Pernambucano Amador: 2017, 2018 e 2021, sendo os dois últimos conquistados de forma invicta e com cem por cento de aproveitamento.

História
A História do Centro Esportivo do Pina começa no dia 3 de março de 1934, quando o clube foi fundado após a dissidência da diretoria do Clube Esportivo Pina, clube este que já existia no bairro do Pina e que já havia participado dos campeonatos suburbanos e da Segunda Divisão, em 1925. Esses dirigentes foram: Francisco Marques, Bartolomeu de Figueiredo, Nestor Gonçalves Maia, Abelardo Brito Rio e Adalberto Oliveira Dantas. Em 1973, o clube se filiou a Federação Pernambucana de Futebol (FPF), e de cara, se sagrou campeão de forma invicta, o Campeonato Pernambucano Amador da Segunda Divisão ao bater o Universidade Católica. Quatro anos depois, o Centro Esportivo do Pina repetiu à dose, faturando o Bicampeonato ao bater o Bom Sucesso e terminando a competição com uma bela campanha.

Após a absorção da Associação Suburbana de Desportos Terrestres — (A.S.D.T.) em 1942 pela então FPD-PE (atualmente FPF) o clube entrou em um hiato de competições, onde esteve voltado apenas apara a realização de amistosos contra clubes suburbanos e os clubes amadores dos profissionais e também emprestando seu campo para outros clubes jogarem, o clube retornou as competições apenas na década de 1960 pelo Campeonato do Pina, onde o mesmo conseguiu o título no ano de 1965 de forma antecipada.

A partir da década de 1980, quando a segunda divisão amadora passou a ser a Terceira divisão amadora de Pernambuco, o Pina simplesmente deslanchou e conquistou muitos títulos. O Centro Esportivo do Pina promove em seu campo, campeonatos de futebol infantil, juvenil e veteranos, além de colaborar com a permanência da pelada dos Cansadinhos do Pina, que existe há mais de quarenta anos e é constituída de ex-jogadores de futebol profissional.

Títulos

 Campeão invicto

 Outros títulos

 Categoria de Juniores:
1984, 1985 e 2003

Estatísticas

Campanhas de destaque

Participações

Ídolos
Ao longo de sua história, o Pina sempre contou com grandes jogadores revelados que fizeram histórias no cenário nacional, jogando nos principais clubes do país e até mesmo na seleção. Dentre os mais conhecidos, estão na lista asseguir:

 Leduar ()
 Siduca ()
 Moacir Xaxá (Tramways)
 Rubens Pezão ()
 Ananias ()
 Erick (, , ,  e )
 Dema (, ,  e Portugal)
 Lia (,  e )
 Tadeu (,  e )
 Maro Cumuju (, )
 Talo ()
 Roberval ()
 Paulo Carneiro (,  e )
 Paulo Silva (, )
 Marcos Chinês (,  e )
 Rooselvelt (),
 Breno (, )
 Garrafa ()
 Joca da Luz ()
 Tando ()

 Cidinho ()
 Fio Boleiro ()
 Antônio Carlos – "Fio" (, ,  e )
 Fabinho (, Santo Amaro-PE)
 Henriques(, )
 Jorge de Amadeu (FERROVIÁRIO, )
 Leto (, ,  e Portugal)
 Marcelinho (, Portugal)
 Adelson ()
 Bosco ()
 Marcos Nequinho ()
 Marcos Lateral ()
 Pingo (, )
 Adé ()
 Marcos Pulga ()
 Bié()
 Thiago ()
 Ricardo ()
 Ivo ()
 Niltinho (, )

Entre os jogadores mais conhecidos revelados pelo clube, dois deles tem maior destaque na seleção brasileira; o Ademir de Menezes — "O Queixada", que foi o artilheiro da Copa do Mundo FIFA de 1950 e Vavá que foi bi-campeão mundial em 1958 e 1962, onde no qual saíram do Centro Esportivo do Pina direto para o Sport Club do Recife, e posteriormente Vasco, sendo que o Vavá foi jogador da base do .

Clubes de futebol de Pernambuco
Clubes de futebol fundados em 1934
Fundações no Brasil em 1934

redpajama_set_name: RedPajamaWikipedia


text:
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MCN Wonder Women
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MaxLinear Talks Up Entropic Marriage
By Jeff Baumgartner published 4 February 15
Execs with MaxLinear and Entropic Communications used a conference call on Tuesday afternoon to amplify the reasons why they think a proposed merger makes sense, holding that they complement each other technologically and financially and, together, will strengthen their position in the connected home.
So far, Wall Street seems to like the deal and the potential it will give the combined entity to pursue a broader addressable market. In mid-afternoon trading Wednesday, Entropic shares were up 35 cents ($12.78%) to $3.05 each, while MaxLinear shares enjoyed 24 cent rise (2.82%) to $8.76.
The financial terms of the deal value Entropic at $3.01 per share, based on MaxLinear's closing price on February 2, so it's already trading above that.
And the value of the deal is already receiving some static. A handful of securities and shareholder rights law firms, including Tripp Levy, Rigrodsky & Long, Johnson & Weaver, and Brower Piven, have already swooped in to announce they are investigating the proposed deal, holding that MaxLinear's offer undervalues Entropic. Some cite analyst projections that the stock is worth at least $5 per share.
Back to the call, Dr. Kishore Seendripu, MaxLinear's CEO, discussed the parallels and complementary assets each side brings to the table, noting that the combined entity have several shared customers, including Arris, Cisco Systems, Comcast, Cox Communications, DirecTV, Dish Network, Time Warner Cable and Pace, among others.
"Financially, this is a great fit," he proclaimed, presenting data showing that MaxLinear and Entropic are similar in scale and both are well capitalized -- $185 million in cash between them ($79 million from MaxLinear and $106 million from Entropic).
While use of WiFi for video distribution continues to surge, MaxLinear still sees plenty of potential for Entropic's Multimedia over Coax Alliance (MoCA) technology – used as a high-speed IP backbone for whole-home DVRs and home networking adapters. "We see MoCA as the connectivity technology of choice in north America from a quality of service perspective," Seendripu said, citing MoCA's adoption by cable operators and telco and satellite TV operators.
He also said MaxLinear intends to follow through with Entropic's current plans for set-top systems-on-chip (SoCs) – to support current products and design opportunities, but won't invest in the development of new set-top box SoC products.
Dr. Ted Tewskbury, Entropic's interim president and CEO, said his company conducted an extensive review and "believes this to be best outcome for Entropic shareholders."
While it's business as usual for Entropic as the deal gets reviewed, Tewksbury did note that Entropic's near-term potential is being driven by SoCs in HD-DTA devices, "which are showing a great deal of strength." Entropic got into the set-top SoC game in 2012 via a $65 million acquisition of Trident Microsystems. At the time, it was viewed as a deal that would position Entropic to tangle with Broadcom.
With SoCs not to be a part of the game plan long term, Seendripu downplayed such comparisons, calling it a "misconception" that a driver of Entropic acquisition is about pitting MaxLinear against Broadcom.
"We respect what Broadcom has done…they're an incredible company to look up to, actually," he said, adding that MaxLinear will be sticking to its core strategy to be a "world-class RF mixed signal PHY company."
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redpajama_set_name: RedPajamaGithub


text:
IRON CUP FINAL HOME GAME
Friday, February 4th 7 pm.
Final Home game against the biggest rival.
Alabama Hockey D1 will play Illinois on the road Jan. 28th and 29th.
Donate Here.
ALABAMA HOCKEY
RECRUIT INFORMATION
Primary Recruit Contact:
Phil Tesoriero, D1 Head Coach
Primary Media Contact:
alabamahockeystaff@gmail.com
The University of Alabama Hockey Club didn't have to look too far or too long to find Coach Kyle Richards's replacement, as it is naming Phil Tesoriero the head coach of the Division One team.
After beginning his college career at The University of Minnesota-Crookston, Tesoriero finished it at Davenport University before going on to enjoy a seven year professional hockey career. Notable stops for Tesoriero include playing for the Denver Cutthroats of the Central Hockey League to begin his career, the innaugural season for the Birmingham Bulls and the Knoxville Ice Bears of the SPHL.
Tesoriero served last year as the club's Division Three head coach, leading the revived team to a 10-9-1 record, including a thrilling 4-3 overtime win against the Auburn Tigers to preserve the Tide's undefeated home record against their rival. The Tide also had a good showing at the Annual Vanderbilt Scholar Shootout, going 2-1 with wins against High Point and Vanderbilt.
Tesoriero will be taking over a young squad with plenty of potential. The Tide will return their second leading points scorer from last season, Nick Messina who had 6 goals and 13 assists and will be looking to end his time with the Tide with a bang. Combine that with returning freshman like Chandler Bilodeau and John Chiarelli and the Division One Tide look to be set for success in their first year under coach Tesoriero.
Oh, he can also do this.