text:
Al-Nahrain University
Susan Abed Hassan
Al-Nahrain University · department of architectural engineering
Acoustics and Acoustic Engineering
Environmental Modeling
August 2014 - March 2018
April 2001 - March 2020
October 2004 - June 2008
Iraq Green Buildings Code Effect on Improving Outdoor Thermal Comfort for Residential Complex
Ahmed Hado
Iraq is one of the countries facing a noticeable rise in temperatures caused by climate change in recent decades. This generated an increased feeling of thermal discomfort among humans. Previous studies submitted many research works in the field of outdoor thermal comfort in cities, but the study of the role of the Iraqi green buildings code in imp...
Urban adaptation impact on outdoor thermal comfort in educational complexes
Sarah Mohammed
Motives: This paper investigates the urban adaptation elements (vegetation cover, water bodies, and different shading patterns) effect on the outdoor thermal comfort for pedestrians in the educational complexes. Aims: The aim of the research is to determine the impact of urban elements on outdoor thermal comfort in an educational campus with a hot-...
THE EFFECT OF NOISE EXPOSURE IN RESIDENTIAL BUILDINGS ON STUDENT E-LEARNING DURING CORONA PANDEMIC
Shatha Ibrahim
Mohammed Ali Rasheed
During the past decades, environmental noise and its negative effects on humans in its entire social, economic, and health aspects have been addressed. However, the study of the impact of noise in residential buildings on E-learning for university students during the lockdown period due to the Corona pandemic, specifically in Iraq, had not been suf...
Keep buildings cool as it gets hotter by resurrecting traditional architectural techniques – podcast
https://theconversation.com/keep-buildings-cool-as-it-gets-hotter-by-resurrecting-traditional-architectural-techniques-podcast-190384
Urban climatic design for cities in hot dry climates
Samah Abrahem
Architecture and the environment have been intertwined since ancient times, man built home and city depending on the conditions of the environment in which was present. The cities of the ancient world were distinguished by their different building styles, planning and organization according to the local climatic specificity of each. In this book, w...
Sustainability consideration in multistory car parking design University multistory car parking as an example
Maryam Safaa Husian
Car parking is one of the important contemporary problems in the cities. The increasing number of cars create traffic jams which eventually lead to the need of car parks to accommodate these cars. Many previous studies had searched on the sustainability consideration for buildings, but the sustainability considerations in the multistory car parking...
Interactive Architecture: Concepts, Objectives, Applications Review
Hiyam Siham
The Impact of Rooftop Vegetation on the UHI Phenomenon in Housing Projects: Baghdad City as an Example
This research investigates the impact of rooftop vegetation on the phenomenon of urban heat island (UHI) in hot-aired microclimates with an emphasis on housing projects in the context of Baghdad city. The methodology of this research relies on ENVI-met Headquarter 4.4.5 to create models that simulate and comparatively analyze the effect of rooftop...
Comparatively Analysis of the Effect of Different Building Façades Materials on Outdoor Temperatures and Thermal Comfort
Previous studies showed the effect of building facades materials on the micro-climate of cities. This research comparatively analysis building façades materials the effect on outdoor air temperature that effect negatively on the thermal comfort. Various facade materials were tested (stone, granite, alicobond, concrete, ceramic tiles) in the city of...
The Effect of Vegetation on Improving Microclimate for Public Buildings in Hot Arid Cities
Mohammad Hadi
Recent research focuses on the study of thermal comfort in cities and buildings, but the study of the effect of vegetation planting on improving microclimate for public buildings in hot arid cities were not addressed in simulation method. Two main variables were studied in this research, thermal comfort and vegetation cover, and finding a relations...
The effect of climate change on energy consumption and environmental pollution according to degree days indicator "Baghdad city as an example
The problem of climate change has emerged globally in recent decades. One of its most prominent indicators is the increase in temperatures in all countries, especially in regions with hot and arid climates. This has coincided with the problem of rising energy consumption for cooling needs in cities, especially in the summer season. Also, the increa...
The Effect Of Atrium Retrofit Design On Natural Ventilation For Hot Arid Climate
Mohammed Hazim ALShaker
Effect of water features on the microclimate of residential projects in a hot-arid climate: A comparative analysis
This paper investigated the effect of water features on thermal comfort in a central open space of a residential project in a hot-arid climate. A crowded urbanized area in Baghdad was chosen as a case study a city. The methodology relied on a simulation method using ENVI-met 4.4.5 software to create a model of a residential project and obtain the l...
The Effect of Different Urban Forms on Microclimate in Hot Arid Climates
Safa Sadeq Hyader
Traditional cities are characterized by different urban forms. The transformations in urban formation came in response to human needs over time and technological developments. This research explores the relationship between urban forms and microclimate in hot aired climate cities. A comparative analysis for two selected urban forms patterns in Bagh...
The Role of Healing Gardens in The Landscape Sustainability For Public Gardens
Omar Alkaisi
Hmood Gharbi Khaleefa
There were emergences trends towards achieving sustainability in landscape. But the study of the role of healing gardens in the landscape sustainability for the public gardens had not been studied previously in recent literatures. The research hypothesis is that healing gardens have a role in the landscape sustainability for public gardens. The r...
The Role of The Physical Components Design for Healing Gardens in Promoting Psychological Health The Role of The Physical Components Design for Healing Gardens in Promoting Psychological Health
This research examine the role of physical design elements for healing gardens in promoting the psychological health for the patients. Many studies had presented the role of the landscape in enhancing the psychological aspects of human, and its connection with outdoor environment. Previous studies also provided a definition of healing gardens desig...
The role of the urban soundscape in identification of Baghdad traditional city
Sounds of the city reflect daily life activity, social interaction, and special features. The interaction between people and sounds strengthensthe identity of a place in the city.Each city has its own characteristics and elements of sounds that distinguishit. There were many recent studies that define the city soundscape. The main research problem...
Patterns and forms of Islamic gardens and their relevance to environmental and human requirements
The gardens in Islamic societies have been characterized by their environmental، natural، cultural and social characteristics، which have contributed to the emergence of many special and public patterns، long periods of time and large geographical areas with close climatic characteristics characterized by low rainfall and high temperatures. The pre...
Comparative Analysis of Openings Formation Effect on the Building Natural Ventilations
Previous studies focused on the importance of natural ventilation as a strategy that reduces energy for cooling purpose and improve thermal comfort in buildings from several aspects, but the study of openings design formation impacts on natural ventilations for building in Iraq hot climate had not been addressed yet, which is the main research prob...
The effect of green roof on improving the environmental efficiency for the residential buildings in Baghdad city The effect of green roof on improving the environmental efficiency for the residential buildings in Baghdad city
Ismail Saad
Husain
Previous studies had proposed the environmental advantages of green roofs applications for the cities. This research investigated the effect of the green roof on improving the environmental efficiency for the residential buildings in Baghdad city as an example for hot aired climate. The research studied in practical applications of roof planting wh...
The effect of residential building façade design on energy consumption for hot desert climate The effect of residential building façade design on energy consumption for hot desert climate
One of the most prominent parts of the building envelop that exposed to the external environment is the facade of building due to the pressure of environmental conditions as compare to the rest of building. Previous literatures had presented many researches in this field, but the study of the effect of the residential building façade design in redu...
The Effect of Smart Low Emission Glass Material on Reducing Energy Consumption for Office Building in Hot Arid Climate
There were massive innovations in the field of buildings materials at the beginning of the new millennium especially in the field of smart materials. There were many literatures that searched on the role of the smart materials on reduce energy consumption for buildings. This research problem that there was no obvious studies about the effect of sma...
Impact of Façade Material of Mass Housing on Outdoor Thermal Comfort in Hot-arid Climate
Wurood Khamees
Recent decades witnessed global climate change that effect negatively in all the cities of the world. Many researchers studied the effect of this phenomenon on thermal comfort for cities and buildings in its different sides. But the study of residential projects building's façade materials effects on thermal comfort in Iraq Hot-aired climate didn't...
The effect of the characteristics formation of urban open space on thermal comfort for pedestrian
Samer Qais Ibraheem
Urban spaces are prominent urban configurations for the cities, its important came from its role on encourage human daily social communication and activities. During last decades several studies searched on achieving thermal comfort in cities and urban spaces, the importance of providing thermal comfort at the urban scale in the city had emerged be...
The effect of parking lots distribution arrangements on environmental noise level for the universities campuses
Recent years witnessed wide increased in private car numbers in Baghdad city. Cause of the lack of public transportations. That leads to increase of demands for car parking, which caused many environmental problems. Recent studies focused on the field of environmental noise levels reduction in cities and educational buildings. This research problem...
The Effect of Low Rise Residential Buildings Design Formation on Energy Performance (Iraq Hot Desert Climate as an Example)
Residential buildings design formation varies according to the environmental, constructional and functional requirements. The environmental aspect is the most significant requirements that connect with energy performance. Last decades considerable attentions were made about the energy consumption for residential buildings. Previous studies showed t...
The effect of high commercial buildings on microclimate for hot climate cities
Last decades cities were rapidly growing and continuously changes, the growth of population was increased and life conditions changes. Urban formation for cities changes accordingly, which includes land uses, the geometry of buildings, the heights and density for the built area changes. There is a research gap in studying the effect of high commerc...
The Effect of Urban Fabric Type on the Street Canyon Airflow
Urban fabric types in hot dry climate cities have an impact on microclimate and thermal comfort in the street canyon. Previous studies compared the microclimate for traditional and modern urban fabric, but the study of the airflow speed within the street canyon had not been presented statistical way. There were no obvious studies for the role of ur...
Design of Wind Catcher for Earth Air Heat Exchangers to Rationalize Energy Consumption
Jamal Abed
Wahid Jassim
Baydaa Hussain Maula
Traditional architecture was responsive to climate and environmental considerations. One of the traditional architectural elements in hot dry climate was the Wind catcher that largely contributes thermal comfort inside buildings. However, Modern architectural design has moved away from this vocabulary. This research explores the air heat exchanger...
Comparative Analysis of Housing Cluster Formation on Outdoor Thermal Comfort in Hot-arid Climate
Recent literatures have addressed the effect of building formation on outdoor thermal comfort at urban scale level in various environmental climate contexts. However, there is a research gap in studying the effect of housing clusters formation in specific climate context for Baghdad city as an example of hot arid climate, and its effects on the out...
The Role of Cooling Degree Days on determining the insulation of building Envelop in a hot climate (Iraqi cities as an example) The Role of Cooling Degree Days on determining the insulation of building Envelop in a hot climate (Iraqi cities as an example)
Last decades witnessed rise in global average temperature for cities, consequently with the problem of rising needs for energy results from the growth of populations in cities. Recent studies concentrated on degree days method to calculate energy consumption for buildings, the main problem of this research is the role of cooling degree days on dete...
دور الخصائص المادية للفضاءات الحضرية في التشكيل النفسي للانسان ضمن مدينة بغداد
Nada Azzam Mahmood
Cities in the world were formed by the compatibility and integration of the physical characteristics of the urban environment from buildings and urban spaces and methods and related environmental and economic requirements and other psychological characteristics of individual and community related to the culture of communities and the behavior of it...
The role of multi-story structural building systems on reducing embodied energy consumption and carbon emissions The role of multi-story structural building systems on reducing embodied energy consumption and carbon emissions
During the last decades many structural building systems were implemented in multi-story buildings production. Each of these systems consumes energy and produce carbon emissions from the early stage from the extraction of materials to the construction of a building. The selection of structural building systems with low embodied energy and carbon em...
Doa M. Najeeb
The Environmental Criteria as a Strategy to Adapt Climate Changes in Iraq
The Climate change appears obviously in the world, especially in hot climate regions like Iraq, because of their proximity to the equator and the geographical desert nature, which requires strategies to adapt climate change in effective ways. One of the most prominent of these strategies is the implemented of environmental criteria for buildings, t...
البيئة الصوتية للمدن
تميزت البيئة الصوتية في مدينة بغداد التقليدية بعناصر وعلاقات صوتية محددة عرفت بها بيئة الانسان الصوتية، وكان للاصوات الطبيعية المتمثلة باصوات الانسان والحيوان وغيرها من اصوات الصناعات ووسائل النقل التقليدية الاثر الكبير في حياة الانسان اليومية. الا ان التغيير في مقتضيات الحياة اليومية من ظهور وسائل النقل الحديثة وتطور الصناعات الحديثة المختلفة. راف...
SYMBOL AND SYMBOLIC IN DESIGN OF ISLAMIC GARDENS (UMM AL-QURA MOSQUE AS AN EXAMPLE)
Islamic gardens are an integral part of the urban fabric in Islamic societies, where it accompanied by all its details the requirements of its users and there need for privacy and it has many of symbolic meanings, so these gardens have a great role in the daily life of these communities and a source of inspiration for different artists. The designe...
The Role of Sound Pressure Level and Sound Types in achieving Comfortable acoustic environment for city centers (Al-Karrada as selective district in Baghdad city)
Abstract The Acoustic environment represents all the sound that surrounds mankind and that it can interact with the daily life and communicate with members of the community. The importance of acoustic environment in urban centers cause of the diversity and plurality of the sounds resulting from human activities of daily life. This requires designer...
The University Education in Architectural Engineering Department in Iraq is a Basic Foundation in Sustainable Development for the Society
The university education represents one of the civilized basic foundation for societies , for it bears the scientific development flag, as well as it plays fundamental role in serving society, with submitting fundamentals educational and society and economy and humanity even spiritual and emotional for the society. And has essential role in graduat...
The impact of residential building's design on the energy consumption in hot desert climate (Baghdad city as an example)
Residential Buildings are responsible for a large portion of energy consumption in cities. The study of The Impact of Residential Building's Design on the energy consumption in hot desert climate requires careful examination and evaluating the validity of the commonly known assumptions and for quantifying the effects of building design on energy co...
Water in the Islamic Garden between Function and Symbolic Significance
Water associated with human life in all its aspects. It is the origin of existence and the pillar of life. It is the thought and spirit that cannot be separated. The o Islamic gardens design has shown creative examples in use of water as a functional decorative element that has symbolic connotations derived from human thought and Islamic doctrinal...
The Impact of Green Curtain Louvers in improving The internal environment of buildings in Iraq
The use of green structural surfaces increased recently in green buildings designs, both in the roofs of buildings or on their walls, and extended to include buildings in the most diverse cities in the world to the environmental benefits of urban and individual buildings level. Many studies and research of global and local has advanced study of the...
Acoustical Environment of the Al-Rabat Concert Hall in Baghdad
Aj Shatha
The acoustic parameters (RT 30 , EDT, C 80 , G) and noise rating curves for evaluating background noise levels are measured in the Al-Rabat Concert Hall in Baghdad. The aim of the measurements is to investigate the acoustical environment of the hall and compare the results with ISO 3382. The measurement results indicate that all the parameters that...
Sound environment of Cities
The sound environment in the Traditional Baghdad city specified with sound elements and relationships between sounds that define human sound environment, and had the greatest impact where natural sounds as human voice, animal and natural sound in addition to the voices of the traditional industries and the old means of transportation. The Recent ch...
اليات تشكيل النتاج المعماري والموسيقي المبدعة تجربة فرانك غيري انموذجا
The effect of street design on provide comfortable environment for the pedestrian
Planning of cities show great attention on streets planning as one of the most structural component foundations for cities, that providing many functional needs and connect parts of the city each other, and work as a commercial and services activities centers. Instead of this highly focused on distributing streets with different streets types such...
أﺛﺮ اﺳﺘﺨﺪام ﻣﻮاد اﻟﺘﻐﻠﻴﻒ اﻟﻤﺮآﺒﺔ ) Alucoponed ( ﻓﻲ اﻟﻮﺣﺪة ﺗﺤﻘﻴﻖ اﻟﺒﺼﺮي واﻟﺠﺬب ﻟ اﻟﺘﺠﺎرﻳﺔ ﻼﺑﻨﻴﺔ
تكاملية تصميم البيئة السمعية والبصرية للفضاءات المتخصصة سمعياً
يحاول هذا البحث أن يقدم الأليات التصميمية لمكونات الفضاء السمعي الداخلي بما يحقق الروعة والجمالية البصرية التي تنسجم وتقوي من نمط الأداء الصوتي المقدم وتجعل المتلقي يتفاعل معه بشكل يحقق الراحة النفسية ضمن الفضاء السمعي. لقد تعددت الدراسات التي تناولت تصاميم الفضاءات السمعية ومحدداتها الشكلية والحجمية التي تحقق الكفاءة الادائية الصوتية ومن خلال نقد...
دور المنظومة التقنية في كفاءة الاداء الصوتي للقاعات متعددة الفعاليات
مما لاشك فيه أن التطورات العلمية والتقنية التي شهدها العالم منذ القرن الماضي كان لها الأثر الكبير في تطور النظريات الصوتية الخاصة بتصميم القاعات الصوتية والتي بضوئها تم تفسير السلوك الصوتي في البيئات الصوتية المختلفة ابتداء من الفضاء المفتوح مثل ( المسارح المكشوفة ، الملاعب ، المسابح،… وغيرها ) وحتى الفضاء المعماري المختص مثل (القاعات ، الجوامع ،دو...
Hamid Montazeri
Panagiotis T Nastos
Mats E Nilsson
Cor Jacobs
National Institute for Public Health and the Environment (RIVM)
Sebastien Deck
The French Aerospace Lab ONERA
Eugénio Rodrigues
Elena Bergamini
Italian University of Sport and Movement "Foro Italico"
Anna Castaldo
Adélio Gaspar
Professor (Full)
Susan Abed Hassan's Lab
University of Anbar

redpajama_set_name: RedPajamaCommonCrawl


Okay, I got one mosaic done tonight. I wasn't planning on posting this tonight but decided to stay up and watch the season premiere of Battlestar Galactica that I missed last night as well as the last couple of episodes from last season (hey, it has been a year since last season).
This mosaic is from Galileo's I27 flyby of Io that took place on February 22, 2000. This mosaic shows the Amirani lava flow at 207 meters (680 feet) per pixel. This mosaic was released at the time as PIA02567. I have created three separate versions of this mosaic. The first is a three-frame, green-filter mosaic covering the entire main flow field except the extension out west for the old Voyager-era Maui plume. The second is a single-frame, three-color (violet, green, and IR-756) composite over the center of the flow field. The third is a composite of the green-filter mosaic, the three-color composite, and low-resolution color data from C21 (shown at left).
The Amirani flow field is a composite basaltic flow field. Basically, the flow field is a build-up of smaller flow breakouts. You can see here the main flow field in green with recent (as of February 2000) flows in darker greens and black. The green color is the result of a chemical interaction between condensing sulfur and the cooling lava flows. As the flows cool, more sulfur and sulfur dioxide can condense on them, brightening the flow field as it cools and ages. The lava at Amirani starts out at a patera near lower left and is then funneled east via a narrow lava channel or lava tube. The plume at Amirani erupts from the dark spot near the boundary between the middle and bottom frames in the mosaic.


text:
import os
from setuptools import setup, find_packages

with open('README.rst') as f:
    README = f.read()

with open('docs/changelog.rst') as f:
    CHANGELOG = f.read()

# Load package meta from the pkgmeta module without loading the package.
pkgmeta = {}
pkgmeta_file = os.path.join(os.path.dirname(__file__), 'sigal', 'pkgmeta.py')
with open(pkgmeta_file) as f:
    code = compile(f.read(), 'pkgmeta.py', 'exec')
    exec(code, pkgmeta)

setup(
    name='sigal',
    version=pkgmeta['__version__'],
    url=pkgmeta['__url__'],
    license='MIT',
    author=pkgmeta['__author__'],
    author_email='contact@saimon.org',
    description='Simple static gallery generator',
    long_description=README + '\n' + CHANGELOG,
    packages=find_packages(exclude=['tests*']),
    zip_safe=False,
    include_package_data=True,
    platforms='any',
    install_requires=['blinker', 'click', 'jinja2', 'Markdown', 'Pillow',
                      'pilkit'],
    test_requires=['pytest'],
    extras_require={
        'CSS':  ['cssmin'],
        'S3': ['boto']
    },
    entry_points={
        'console_scripts': ['sigal = sigal:main']
    },
    classifiers=[
        'Development Status :: 5 - Production/Stable',
        'Environment :: Console',
        'License :: OSI Approved :: MIT License',
        'Operating System :: OS Independent',
        'Programming Language :: Python :: 2',
        'Programming Language :: Python :: 2.7',
        'Programming Language :: Python :: 3',
        'Programming Language :: Python :: 3.3',
        'Programming Language :: Python :: 3.4',
        'Topic :: Internet :: WWW/HTTP',
        'Topic :: Multimedia :: Graphics :: Viewers',
        'Topic :: Software Development :: Libraries :: Python Modules',
    ],
)

redpajama_set_name: RedPajamaGithub


text:
De buikdans, raqs sharqi of oriëntaalse dans is een dansvorm afkomstig uit het Midden-Oosten en Noord-Afrika waarbij de verschillende lichaamsdelen veelal onafhankelijk van elkaar bewegen. In tegenstelling tot wat men vaak denkt, is het geen isolatiedans. De bewegingen kunnen er geïsoleerd uitzien, maar bij iedere beweging worden alle lichaamsdelen gebruikt om te bewegen of ontspannen. In het hele lichaam zit energie. Dit is voor het ongetrainde oog vaak moeilijk te zien. Daarom wordt er in het Westen soms gedacht dat buikdans om de isolaties gaat. De nadruk van de bewegingen ligt daarbij op de heupen en het bekkengebied: het centrum van de dans en energie. De naam buikdans is dus eigenlijk niet goed en de Arabische en Turkse en Iraanse benaming betekent letterlijk vertaald oosterse of oriëntaalse dans.

Stijlen

Er bestaan veel vormen binnen de buikdans en ieder land en vaak iedere streek heeft zijn eigen stijl ontwikkeld. Zo zijn er dansen die meer op volksdansen lijken, zoals de Egyptische 'Saidi' stokdans, of de Turkse Romadans. Als gevolg worden er veel verschillende kostuums gedragen. Zo zijn er kostuumstijlen ontstaan in Europa en de Verenigde Staten. Een duidelijk voorbeeld van de laatste is de 'tribal bellydance'. Er zijn ook vele stijlen van 'fusion bellydance'; dat zijn stijlen waar elementen uit andere dansen, zoals Indiase Bollywood dans of flamenco, in zijn verwerkt.

Oorsprong

Er wordt verondersteld dat buikdans een van de oudste dansen is en wel minstens 5000 jaar oud. Het zou dan teruggaan op de dans van priesteressen en later tempeldanseressen, die in grote verfijning er mythologische verhalen mee uitbeeldden. Met dansende bewegingen van de buik zou de Indiase vruchtbaarheidsgodin Sarasvati bijvoorbeeld de beweging van planeten en sterren aangeven. Er is echter weinig concreets over de geschiedenis bekend. Er zijn vele ideeën over hoe deze dans ontstaan kan zijn, maar er zijn weinig bewijzen dat het zo ook echt is gegaan. Een van de theorieën is dat de dans via Roma meegebracht zou zijn uit India en het Perzische Rijk. Er zijn inderdaad veel overeenkomsten met dansvormen in India, zoals de sierlijke arm- en handbewegingen. Nadat deze Roma hun dans en muziek hadden meegebracht naar het Westen, zouden er allerlei dingen zijn toegevoegd, en zijn de dansers met hun bewegingen en muziek verder de wereld rond getrokken, zodat de buikdans geworden is zoals we die nu kennen: een verzameling van bewegingen uit verschillende landen en culturen.

Oriëntalisme
Sommigen denken dat het een erotische dans is, of een dans die oorspronkelijk bedoeld was voor haremvrouwen om de sultan te verleiden. Dit is echter ontstaan door Oriëntalisme, ofwel hoe men hier dacht/hoopte dat het eraan toe ging in het Midden-Oosten en het Perzische Rijk. Mensen denken ook vaak aan de zogenaamde 'dans met de zeven sluiers' die in het Oude Testament zou staan. Dit is echter niet waar; het idee van de dans met de zeven sluiers stamt uit het theaterstuk Salome van Oscar Wilde (1905). Wat ook een rol speelt bij het verkeerde beeld dat mensen hebben van buikdansen, is hoe de danseressen geportretteerd worden op de televisie, in films en in videoclips.

Nog een ander misverstand is dat deze dans uitsluitend door vrouwen gedanst zou worden. Hoewel er niet veel mannelijke buikdansers zijn, zijn er toch enkele zeer goede en bekende. Het is moeilijk precies te achterhalen waarom het er zo weinig zijn. Het lijkt te komen doordat de dans sowieso niet zo populair is onder mannen, maar ook omdat buikdansen als iets alleen voor vrouwen 'gezien' wordt.

Literatuur
Carla Goos: Dansen met slangen en vuur: de avonturen van buikdanseres Samiera.  Uitg. Elikser,  Leeuwarden, 2020.

Externe links
 Raqs wa Risala, Nederlandstalig vakblad voor oriëntaalse dans

redpajama_set_name: RedPajamaWikipedia


text:
A blog about 20th Century London
« Camden Town, Verlaine and Rimbaud, a toilet, Sid Sods Off and the McAlpine Fusiliers
Belgravia, Brian Epstein and the traitor John Amery »
Vauxhall, Julie Driscoll, The Angry Brigade and Mr Archer
Julie Driscoll in 1968
Years ago my neighbour Fred once said to me 'Julie Driscoll used to live just down the road you know', his eyes sort of glazed over and he wistfully sighed 'Ah, Jools…'. I'd heard of her but I wasn't entirely sure where or why, but went and bought a couple of her CDs all the same. Fred had done me a favour because Julie Driscoll made some really good music – her most famous track being a cover of Bob Dylan's Wheels On Fire when she was part of The Brian Augur Trinity which was subsequently used as the theme music for Absolutely Fabulous.
She was one of the faces of the sixties with short cropped hair, bewitching eyes and was described as 'the coolest of the cool' and 'The Face' by the contemporary music press.
In 1969 she recorded her first solo album called 1969 (it was actually released a couple of years later) and included on the collection was a weird, but in my opinion a rather fantastic track called Vauxhall to Lambeth Bridge – which would be a short walk of about half a mile between two adjacent bridges that span the river Thames.
It's actually a journey, being rather local, that I've made in one form or other hundreds of times. The south bank of the Thames here is known as the Albert Embankment and was built on reclaimed land from the river by Joseph Bazalgette, the man famous in London for being responsible for building London's sewer system in the mid-19th century, most of which still exists to the present day.
View from Vauxhall Bridge, 2008
If you can get past the bit in the song where Big Ben is winking and smiling at Julie (it was the sixties after all), the song is about an evening walk along the riverside where she meets a man looking into the dark and black water of the Thames searching for something in the impenetrable depths – presumably, I suppose, searching for the meaning of life and not his watch or whatever. I'm not sure if Jools ever wanders down the same bit of river these days, I hope so, because if she does she probably sees me doing the same thing from time to time.
Julie in Vogue with a couple of pet cats, 1968
Vogue 1969
Julie, in the early sixties was working with the Yardbirds fan club when she was encouraged by the band's then manager, Georgio Gomelsky, to try singing as a career. In 1963 at the age of 16 she released her first single , 'Take Me By The Hand' and in two years she was singing with a rhythm and blues group called Steam Packet which included Long John Baldry, Rod Stewart and and Brian Augur – the band was a sort of precursor of the late sixties supergroups. Well, it would have been if all the members weren't complete unknowns at the time.
Rod, Long John Baldry, Julie and Brian Auger
Steampacket
Eventually, Rod Stewart and Long John Baldry went off to try and be famous, with various degrees of success, and Julie continued singing with organist Brian and his Brian Auger Trinity. In 1968 they had a top five hit with Bob Dylan's 'This Wheel's On Fire'. It remained their and Julie's biggest hit although they released several fantastic singles including Donovan's Season Of The Witch.
Streetnoise, the album that features Vauxhall to Albert Bridge.
Julie, is still performing, singing slightly more avant-garde material these days, and is now known as Julie Tippetts married to the jazz musician Keith Tippet who played on Streetnoise – the 1969 album on which Vauxhall To Lambeth Bridge is featured.
This time not with Julie but too good not to put up here. This promo 'video' of the Brian Auger Trinity was ridiculously ahead of its time.
Buy Julie Driscoll, Brian Auger & The Trinity stuff here and here
Mind Your Own Music (Keith Tippett and Julie Tippetts website)
www.brianauger.com
The Brigade Is Angry
"The Police computers cannot tell the truth. They just record our `crimes'. The pig murders go unrecorded.
(Communique No. 9, following the bombing of Tintagel House)
The Angry Brigade
A couple of years after Julie sang about wandering along the river between Vauxhall and Lambeth Bridge an urban guerilla group known to the press as The Angry Brigade in May 1971 bombed the police computer at Tintegel House on the Albert Embankment of the Thames. Their ninth communique was released the same day.
The Angry Brigade is the man or woman sitting next to you.
They have guns in their pockets and hatred in their minds.
We are getting closer…
Power to the People.
America had the Weather Men, Italy the Red Brigades, Japan the Red Army Fraction, Germany the Baader-Meinhof gang but here in the UK we had the Angry Brigade. Today though, Britain's first urban guerilla group have almost been forgotten – even their name seems a sort of pythonesque joke. Yet this disparate group of anarchists managed over about three years to explode 25 bombs between 1968 and 22 May 1971. The targets included senior policemen and politicians, a Territorial Army drill hall but also the less obvious Biba – the fashionable swinging London boutique which the Angry Brigade, rather a head of time, saw as exploiting sweatshop labour.
The Angry Brigade, with better luck than judgement, caused no fatalities, although someone once got slightly hurt, and the damage they caused was pretty minimal. Nonetheless the establishment were panicked due to the lack of evidence they could find on the initially nameless terrorists. Evidence of a sort at last arrived after the first 'communique' was issued by the Angries. It followed a bomb at the police commissioner Sir John Waldron's home in August 1970. It was signed Butch Cassidy and The Sundance Kid.
bomb at Gant's Hill
The aftermath of the bomb at the minister's house
The next communique stayed in the wild west and was signed 'the Wild Bunch'. However on 12 January 1971, Robert Carr, the Tory secretary of state for employment and productivity, was the target and the subsequent communique's signature was stamped with a children's John Bull printing kit and read 'The Angry Brigade'. It was a title grabbed gleefully by the popular press and it became the name the anarchic urban guerilla group were to be forever known.
Tintagel House on the Thames south bank
The bomb at Tintagel house (a Metropolitan Police office block), just down from Vauxhall Bridge and a couple of buildings away from where is now the rather over-the-top MI6 building (officially known just as 85 Vauxhall Cross), was aimed at the police computer – a 'state of the art' UK designed ICT 1301 mainframe. As usual the explosion caused minimal damage and even though the computer was size of a house it seemingly could do nothing but add two and two together anyway.
1301 mainframe Computer
The computer in question was completely British and was built jointly by GEC Telephones of Coventry and the British Tabulating Machine company who held all the rights to IBM technology throughout the British commonwealth. However, and with hindsight not exactly sensibly, they decided to give up these rights and build the 1301 in competition with IBM – then the Microsoft (sort of) of the day. The biggest selling point of the ICT 1301 was that it could add and subtract pounds shillings and pence, and to be able to multiply sterling amounts by decimal numbers.
The computer was about 20 ft wide and 22 ft long, weighed five tons, and had an internal memory of about 72 kilobytes (a Word document a few pages long). Each of the Ampex 1″ tape units in the background on the right could store about 9 megabytes of memory (about a couple of mp3s).
A few months after the Tintagel House bombing the police raided a house in Stoke Newington finding various explosives, ammunition and guns but most damning of all a John Bull printing kit. Gradually eight supposed members of The Angry Brigade were arrested, subsequently becoming known, rather imaginatively by the press, as the 'Stoke Newington Eight'.
The Angry Brigade's campaign came to a definite end after the longest criminal trial in English history (it lasted from May 30 to December 6 1972) was concluded with John Barker, Jim Greenfield, Hilary Creek and Anna Mendleson each receiving prison sentences of ten years. Other defendants, however, were found not guilty including Stuart Christie, who had formerly been imprisoned in Spain for carrying explosives with the intent to assassinate the dictator Franco, and Angela Mason, who went on to become the director of Stonewall and the Government's Women and Equality Unit and who was awarded an OBE in 1999.
London' s finest at Tintagel House on the Albert Embankment in 1971
Cold, Unloving, Rubber-Insulated Sex
Jeffrey atop of his penthouse apartment on the Albert Embankment
Next door to Tintagel House is a rather nondescript sixties tower block called Peninsula Heights but formerly known as Alembic House. Jeffrey Archer owns the penthouse at the top of the building and it was here that he held his infamous shepherd's pie and Krug parties. The apartment was formerly owned by Bernie Eccleston, the Formula One baron and before that John Barry the James Bond theme composer and a host of other fantastic pieces of music.
Apparently Peter Stringfellow has the flat downstairs. It was also the groovy sixties location when the plans were organised for the Italian Job and it also featured in Sweeney! – the feature film version of the famous television series.
Interior of Jeffrey's penthouse suite
The journalist Deborah Orr visited Archer's apartment just before his trial in 2001 and described it as having "no bookshelves in the living room, as all the available wall space is given over to Lord Archer's much written about collection of art. This was dismissed airily by one of his acquaintances as 'All the right names, all the wrong pieces'…But there are bookshelves upstairs, which at a glimpse can be seen to hold books not spine out but front out. The books, from this limited perspective, all seem to be Jeffrey Archer hardbacks.
Most disconcerting… is the preponderance of heavy, gilded, Empire furniture around the place. The general effect is that Frasier has been forced to sub-let to a minor but wealthy admirer of the Third Reich."
Monica Coghlan
I've only been in the public gallery of a court case once in my life, but in 1987 I visited the High Court in the Strand, and actually watched the judge summing up the libel trial Archer v Express Newspapers in Court 13. It was the case where Jeffrey Archer had taken The Star to court after the newspaper had alleged that Jeffrey Archer had had sex with the prostitute Monica Coghlan.
I can still remember the intake of breath from people in the public gallery at the description the judge (Mr Justice Caulfield) gave of Mrs Archer in his jury instructions:
Remember Mary Archer in the witness-box. Your vision of her probably will never disappear. Has she elegance? Has she fragrance? Would she have, without the strain of this trial, radiance?
The judge went on to say of Jeffrey Archer, "Is he in need of cold, unloving, rubber-insulated sex in a seedy hotel room..?" It looks like he was in need of exactly that because, ironically, it is now known that Jeffrey and and Mary Archer were then living largely separate lives.
Unfortunately I wasn't in the court room when the tiny Monica Coghlan, who at a mere 4 feet 11 inches could hardly see over the witness box, when she pointed out Archer as the man who ten months earlier had paid her £70 for sex.
I had no difficulty seeing his face. I was lying on top of him the whole time. He commented on how lovely I was. He was quite surprised by my nipples. It was over very quickly – about 10 minutes, what with getting undressed and the actual sex. Because it was over so quickly, I suggested that he relax for a while and he could try again. I lit a cigarette and I laid down on the bed with him. I asked him what he did for a living. He said, 'I sell cars,' and he had no sooner said that than he jumped off the bed and said he should go and move his car.
Extraordinarily, considering there was a tape of Archer offering Monica Coghlan £2000 to leave the country played in court (incidentally I have heard this tape and Coghlan sounded like a confused, frightened rabbit and the Archer and Coghlan certainly didn't sound like strangers), Jeffrey Archer won the case and was awarded, what was then, a record £500,000 damages. He said he would give this to charity but of course there is no record that this actually happened.
Jeffrey and Mary outside court
On 19 July 2001 Archer's former friend Ted Francis told the News Of The World that he supplied a false alibi for Archer at the time of the 1987 trial and Archer was subsequently tried and found guilty of perjury and perverting the course of justice. To the sound of cheering throughout the land he was sentenced to four years in jail.
Monica Coghlan died a week before her 50th birthday when she was involved in a bizarre hit and run accident by a man who had just robbed a nearby pharmacy. Before she died she told the press:
Jeffrey Archer took everything away from me, I lost my home, my dignity, my self-respect and any hope of the future. While I was scrimping and scraping, he was clawing his way back to power and lording it up in his manor house. It just wasn't fair, simple as that." She also added "I have never denied what I was. I was a prostitute.
This entry was posted on Saturday, February 16th, 2008 at 4:29 pm	and is filed under South London, Vauxhall. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.
5 Responses to "Vauxhall, Julie Driscoll, The Angry Brigade and Mr Archer"
londonlee says:
Wonderful blog you've got here, only just found it. I love these kind of hidden/forgotten histories, especially about London.
I just wrote a post on Biba, didn't mention the Angry Brigade though.
I must put a link to you on my blog.
Your post Vauxhall, Julie Driscoll, The Angry Brigade and Mr Archer was very interesting when I found it over google on Saturday by my search for vauxhall. I have your blog now in my bookmarks and I visit your blog again, soon. Take care.
Hello – Absolutely love your blog and will link to it from our History section on the Vauxhall Society website. Are there any images I can use to go with the story?
Enjoyed the blog tremendously and this piece especially, as a local resident. I once had cause to visit Archer in his penthouse and it is much as described. He's clearly v proud of the view – he turned the lights off to show it to best effect and boasted that he paid £100k for the place at a time when all his friends were living in Chelsea and couldn't understand why anyone wd want to live in what was then an industrial wasteland, south of the river.
He has kept John Barry's old number, the last three digits of which are 007!
Frazer says:
Great blog, enjoyed it immensely. Really ? Mr Archer (only a Mr back then) only paid £100k for the place ? My failing memory seems to recall a Daily Mail article around the time of Kane and Abel suggesting he paid £400k, a kings ransom at the time. Guess we'll never know. See the prices today, you need £2.60 million for a second floor apartment. How much for the penthouse(s) ( is there more than one ??) now ? Lord Archer, if you're reading this perhaps you'd settle the question ? Be a sport…..
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The Story Behind This Irish Couple Meeting Kim Kardashian's Makeup Artist Is Too Adorable
By Shirleydonlon
It's not every day that Kim Kardashian's makeup artist dedicates an Instagram post to someone from Ireland.
So when he posted a series of photos of himself with an elderly Irish couple, we were intrigued to know what had brought them together.
Alongside the collection of Instagram photos, Mario explained the reasoning behind their encounter, saying that a few months ago he heard the heart-warming story of Des and Mona.
A post shared by MAKEUP BY MARIO (@makeupbymario) on Apr 8, 2018 at 12:38am PDT
He explained that after Mona began losing her eyesight, her husband Des began taking makeup classes at Benefit so that he could do her makeup for her every day.
Mario wrote: "Mona began losing her eyesight and her husband Des began taking makeup lessons at Benefit with Rosie O'Driscoll so he could learn to apply her makeup for her."
He added: "I called my manager and told her I wanted to invite Des, Mona and Rosie to #TheMasterClass and we had to make it happen."
"My heart felt so full seeing them there in front of me."
The makeup artist said that meeting the couple was not only the highlight of the event, but the highlight of his entire year.
If that isn't the most adorable thing you've heard this morning, we just don't know what is.
READ MORE: One Of The New York's Most Famous Bars Is Launching A Brand New Whiskey In Ireland Tomorrow


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https://www.teacherpowered.org/files/11.jpg
Learn more about each of these schools from the experts themselves—the teachers working daily at the school site. Here teacher leaders from the Teacher-Powered Schools Initiative share their beginnings, challenges, and triumphs in these short reports about their schools.
Read on, or jump directly to one of the stories using the links below. You can also find more in-depth case studies on several teacher-powered schools in our guide for teachers.
Avalon School (a teacher-powered charter school)
Chrysalis Charter School (a teacher-powered charter school)
Denver Green School (a teacher-powered district school)
Mission Hill K-8 School (a teacher-powered district pilot school)
Social Justice Humanitas Academy (a teacher-powered district pilot school)
Avalon School empowers teachers to go beyond "sage on a stage" education
(St. Paul, Minnesota)
Teacher-Powered arrangement: Chartered school contract and/or bylaws
States, counties, and school districts authorized chartered school contracts knowing that the contracts were written to formally authorize teacher autonomy. For some chartered schools, autonomy is not granted via the contract but is instead made formal via the schools' governing bylaws. Avalon School has teachers' authority written into its chartered school bylaws. Avalon teachers also maintain their authority because they have the majority of the school board, which is allowable under Minnesota statute.
When teachers in St. Paul, Minnesota pursued the idea of a teacher-powered school, they wanted full autonomy and authority to decide every aspect of the school structure—from hours to curriculum, from budget to selecting colleagues, and from leadership structure to discipline policies. The group of teachers decided to pursue a chartered school—one designed by teachers, operated by teachers, and inspired by students in grades 6-12. This led to the opening of Avalon, a teacher-powered charter school.
Avalon School opened in 2001, and is focused on providing all teachers and staff within the school a voice in all school-based decisions that impact student learning. Regardless of job title—whether teacher, office manager, or social worker—at Avalon, each staff and faculty member has a seat at the table and a vote on policies. The school governance operates using a 1 to 5 voting scale, in which all decisions must receive a 3 or higher rating on average to be considered for moving forward. The process, as teacher and program coordinator Carrie Bakken noted, has the respect of all involved and has never been intentionally delayed.
Student working with an advisor at Avalon
"The process has led to high retention. We've maintained about a 95 percent or higher retention rate," noted Bakken. "We also have a lot of pre-service teachers who train at Avalon and want to stay."
The school utilizes pre-service teachers or those in transitional teaching programs as educational assistants in the classroom.
"For many, this is what they always thought teaching was like or should be," said Bakken.
That's exactly what Gretchen Sage-Martinson envisioned when she joined Avalon in its first year, after six years in a traditional school district.
"I saw my job in a big district as something similar to an assembly line job. People were telling me what, where, when, how to teach," said Sage-Martinson. "I did not feel like I had entered a profession, but rather that I had become a civil servant—which isn't in itself a bad thing, but was not what I had signed up for."
At Avalon, Sage-Martinson spends her time as a project development facilitator to 9th through 12th grade students, helping them learn how to find reliable resources and understand the research process.
"I rarely spend time as 'the sage on the stage' presenting knowledge and insight for my students to digest," she said. "I am very much a partner in their learning experience—trying to guide them ever closer to being in charge of their learning, with me as an interested, engaged bystander of the process. That's the end goal."
Avalon implements a self-directed, project-based learning curriculum to inspire students. Bakken believes that the self-directed learning has helped students see the relevance of their classroom learning.
Bakken and Sage-Martinson observed that students approach their learning and their teachers differently than in traditional school settings—noting that students are more cooperative, respectful and engaged in the classroom. At Avalon, students have a voice in what they learn and teachers have control to plan and adapt what they teach to students' interests and needs. According to Sage-Martinson, students often become so engrossed in their individual projects that they become teachers to others.
Despite the obstacles over the years, such as transitioning to a new building and significant budget cuts, the school continues to thrive under its democratic process. Although, as Sage-Martinson noted, maintaining the environment while growing the school has had its challenges.
When teachers realized they needed someone who could take on more of the day-to-day administrative duties, "heated" discussions took place, at times, about what the responsibilities of a new position would mean. Faculty and staff agreed they did not want to jeopardize the collaborative nature of Avalon by creating a hierarchical position. With assistance from an outside facilitator, the group reached consensus and found a structure that has effectively served the school for more than a decade.
"It takes time and energy, which is then not directed to teaching and working with kids. You need to find that division of labor within yourself, as well as within the school," Sage-Martinson said. "Also, you have to nurture the community, and constantly pay attention to the health of the co-op. "
Now in its thirteenth school year, Avalon's school community is thriving in a larger school and with a greater number of students, and as one of over 120 teacher-powered schools across the nation.
"Our environment here is so healthy," Sage-Martinson said. "We—students, staff, teachers, social workers, educational assistants—are all engaged learners working toward common goals together."
Chrysalis Charter School allows the light within each student to shine brighter
(Palo Cedro, California)
By Alysia Krafel
States, counties, and school districts authorized chartered school contracts knowing that the contracts were written to formally authorize teacher autonomy. For some chartered schools, autonomy is not granted via the contract but is instead made formal via the schools' governing bylaws. Chrysalis Charter School has teachers' authority written into both its chartered documents and school bylaws.
Chrysalis Charter School in Redding, California, opened in 1996 with a vision of creating a science and nature studies school where students could learn outdoors and in local museums, the community, and the classroom. Chrysalis' goal is for students to have life experiences that confirm the world is a beautiful and fascinating place and that life is an amazing gift.
Chrysalis was intentionally created as a teacher-powered school where teachers have full autonomy and freedom to create and manage the school for the benefit of students. This autonomy was secured in the school's charter documents and by-laws. Chrysalis teachers have control of the budget, hiring and releasing of staff and support personnel, school organization, class size, evaluation, curriculum, and the day-to-day experience of everyone in the school.
With the autonomy granted to them, teachers have created a mission statement that includes "to encourage the light within each student to shine brighter." This means that the whole child is valued as a unique human being whose daily wellbeing at school is paramount.
Science class in the natural world
Chrysalis teachers have served this mission by creating:
a school community with a culture of kindness and gentleness
small class sizes with aides available to all teachers
a child-centered curriculum that strongly stresses science and mathematics and is based on hands-on experience
weekly field study trips out into the natural world
an age-appropriate curriculum that values understanding over memorization and depth over breadth
a school structure that is responsive to individual needs
a community of parents who are invited to participate by assisting in the classroom, teaching elective classes, sitting on the executive board, and joining the Parent Club
In short, Chrysalis teachers have created a school that kids love to attend.
In the early years of Chrysalis' operation, teachers did not have this cooperative structure. Each teacher functioned like a small business, with nearly 100 percent autonomy. The central structure served only as a shared administration. However, this structure did not allow for enough group cohesion and offered a weak mechanism for individual accountability to the group. Teachers found that this structure did not serve the school community the way they wanted, so in the 10th year of operation, a teacher cooperative structure was created.
Today, the teacher cooperative is overseen by the Chrysalis Charter School Non-profit Executive Board. This self-selected board is comprised of the school administrator, two teachers, two parents, and two at-large community members. California statute requires that the teachers on this board do not have a majority. This board has fiduciary responsibility, but they also understand that they are responsible for protecting teachers' cooperative autonomy to lead the school.
The entire operation of the school is overseen by a charter-authorizing agency, the Shasta County Board of Education. This board provides oversight on every part of the school, but especially financial and compliance issues. They also provide business services and are trusted allies.
The school uses full-time aides in the primary grades and shared aides for upper-grade classes. "Parent teachers" are also invited into the classrooms to help out on a regular basis. Occasionally, pre-service teachers or other interns work in classrooms as well.
Chrysalis has a very high teacher retention rate. When the teachers are asked why they stay—even though the workload can be high—they typically mention autonomies like personalized instruction and academic freedom. Casey Link, a fifth-grade teacher, said, "I work at Chrysalis because I love having the freedom to meet the needs of my excited students in the immediate time frame of now." Corrine Abert, a kindergarten teacher, added, " I work so hard at the teacher-powered part of the school because I highly value the academic freedom in the classroom that Chrysalis gives me. It makes my work challenging but so fun."
"Frequent and sustained immersions in
nature nourish the learning mind in profound ways."
-Chrysalis, educational philosophy
One unique feature of Chrysalis' original charter document was the "Deep Rules," which denote the school's organizational and cultural characteristics. Chrysalis was intentionally designed to act as a chaordic organization. This idea was created by Dee Hock, a former chairman of Visa International and the author of The Chaordic Age.
The basic idea of a chaord is that it exists in the overlap zone between order and chaos. In this space, the dance of creative growth can happen within an organization. The most important aspect of the chaordic idea as it applies to Chrysalis is that it is durable in principle but flexible in form and function. It allows innovation, shared power, and organizational learning. It is also compatible with the human spirit and the way nature works. Much of this philosophy is encapsulated within a quotation from Complexity by Michael Waldrop: "Use local control instead of global control. Let the behavior emerge from the bottom up, instead of being specified from the top down. And while you're at it, focus on ongoing behavior instead of the final result. As Holland loved to point out, living systems never really settle down."
These concepts drive teachers at Chrysalis to focus on ongoing behavior (Is the light shining within each student?) instead of the final result (standardized test scores). This intentional chaordic structure and culture has allowed the school to flow in a fluid form around obstacles and has enabled new people to change the way the school works. Chrysalis is expected to change and adapt to new situations, and as a result, the form of the school today is quite different from the school that started in 1996. Had it not been for this organizational aspect, teachers believe the school would not have survived the turmoil of California's continually revised charter school laws, budget cuts, or the loss of school facilities. Instead, Chrysalis continues to successfully adapt and flow to meet the ever-changing landscape of American education while keeping students at the center of its focus. Chrysalis' teachers are determined to always treasure and protect students' love of learning and their growth as human beings.
Denver Green School seeds a brighter future for its students and teachers
(Denver, Colorado)
Teacher-Powered arrangement: MOU & state waiver
The Math and Science Leadership Academy (MSLA) in Denver, which opened in 2009, has an MOU with the teachers union, through the Denver Public Schools school board, to have a lead teacher instead of a principal. Denver Public Schools also, specifically for MSLA, requested and received a waiver from the state of Colorado so the lead teacher has autonomy to manage the school, deal with suspensions, and do teacher evaluations. De facto the lead teacher approves decisions made collectively by MSLA teachers. This model was replicated by the Denver Green School in 2010.
After MSLA was first approved, Colorado enacted the Innovation Schools Act of 2008. The Act allows a public school or group of public schools to submit an innovation plan to its school district board of education to implement innovations that "result in improved student outcomes." Once approved, school district boards of education must submit the innovation plans and waiver requests to the Colorado State Board of Education for ratification.
Denver Green School (DGS) opened in 2010 with the goal of innovating student learning experiences through a project-based and service learning curriculum. As one of over 120 teacher-powered schools across the country, the collective leadership—made up of seven founding partner teachers and six full partner teachers—chooses and designs their own curriculum based on math and reading, while incorporating elements of green lifestyles.
"Our school is about creating a lasting, generative impact and teaching students how to make the world a better place," said Jeff Buck, a founding partner and sustainability coordinator at Denver Green School. "We focus on helping students learn skills like reading, writing, how to calculate and analyze information; and then, taking what they've learned, applying it to a solution to make positive change."
Part of that lasting impact comes from the vision of Andrew Post, a colleague and friend of founding partner Mimi Diaz, who passed away before the school could open. As a tribute to his life, sixth-grade students designed a master plan for an outdoor memorial at the school—aptly named Andrew's Garden — during their "summer of service" program in 2010. When DGS opened its doors that fall, students, colleagues, family and friends attended the dedication ceremony. Today, teachers have worked with experts to design curricular materials and lessons that allow students to cultivate the garden and Andrew's teaching dream.
In 2011, DGS began a partnership with local farmers at Sprout City Farms, to house a one-acre farm site on the school property. Students participate in educational activities, summer internships, and volunteer opportunities on the grounds, while the farm provides fresh produce to the school and local needy families and food banks.
Recently, the school began another program for hands-on learning at DGS: their field studies program. A goal of the founding partners since conception of the school, teachers now take their students outside the classroom to enhance the authentic application of knowledge and skills learned in the classroom. Students visit the State Capitol, parks, go camping, and travel to learn the impact they have with those skills on a global scale.
However, making all this happen wasn't easy.
To achieve the authority and autonomy needed to design DGS, the founding partners sought waivers through Colorado's Innovation Schools Act, which allowed teachers to move away from the traditional school governance structure of principal management. Their local district held a seminar on proposal writing, which helped the founding partner teachers create the vision for their teacher-powered school. Once their proposal was submitted and approved by state law, teachers sought waivers from local district policy, as well as collective bargaining agreements, in order to maintain a high level of autonomy in Denver Green School.
With a focus on sustainability, the school (like other teacher-powered schools) has redesigned the schedule by extending the school day four days per week and shortening the day at the end of each week to make time for collaboration in shared governance. The teachers also designed their teacher-powered school to serve Pre-K through eighth-grade students, as well as students with special needs through its Autism Center.
Although the school's program design must be approved by the Denver School Board, the teachers maintain a high level of authority over school operations; and their decisions have never been vetoed. Decisions about budget, schedule, curriculum, and personnel are made by the 13 full partners of the school, said Buck, but other teachers have full authority to decide how to teach in their classrooms and meet the needs of their students. The school's partners gather input from what they refer to as the "big house," or the entirety of school personnel, parents, students, and local leaders.
The success of Denver Green School is of no surprise when looking at their core values of community, equity, engagement, high expectations, shared leadership, stewardship and relevance. The students, teachers, and greater DGS community continue to find ways of innovating learning while creating a lasting impact.
Shared leadership at Minnesota New Country School
(Henderson, Minnesota)
Teacher-Powered arrangement: Charter-TPP Contract
EdVisions Cooperative, established in 1994, is a teacher professional partnership that enters into contracts with chartered school boards. It does so across the state of Minnesota, accepting accountability for school success in exchange for its teacher-members' authority to make decisions about the school.
With their authority the teachers determine curriculum, set the budget, choose the level of technology available to students, determine their own salaries, select their colleagues, monitor performance, and sometimes hire administrators to work for them. Each school board transfers a lump-sum to EdVisions Cooperative to carry out the contract, and expects that EdVisions will provide and oversee a site team of teachers that will carry out the EdVisions model, including project-based learning, there.
As the Teacher-Powered movement continues to gain momentum, the usual methodology for education professionals is to "follow the script." As you read about our leadership model at Minnesota New Country School (MNCS), there are some important factors you have to know about our school community, which just celebrated its 25th year of operation:
We need to have a sustainable model that allows staff members to work from strengths (think of learning styles for students).
If we all share the load of administrative duties; we don't rely on one person for the success of our school.
Our environment is non-traditional, so the traditional leadership hierarchy was never really considered.
We weren't able to find a person that was able to replace our outgoing, all-world educator and administrator.
A little background for context: In December of 2013, one of our founders and educator extraordinaire, Dee Thomas, retired. She was a rare superhuman who exudes passion personally and professionally. She not only served as MNCS' administrator, but spent 20 years in our school owning her work, including: advocacy for and promoting project based learning, connecting and promoting our school, speaking, organizing, filling out paperwork, fighting the traditional mindset of education, dealing with personnel matters, the list goes on.
Did I mention that she was an amazing, resourceful advisor (teacher) that did amazing work with students? Looking back, she was always busy in the vital work of mentoring all of us to "take over" when she left. The summer after she left, we considered and interviewed administrators as the common mantra was "we need to have someone with an administrative license." What we found out through these conversations with candidates was that we knew our school (collectively speaking) better than anyone we could bring in. We also had to consider the salary we would have to pay someone to teach them how our school runs.
As we still needed to come up with a way to get all the work done that Dee did (including some work that we didn't even realize she did), we discussed a great deal and finally came up with an idea to run the school by committees that would then report to the school board. Since the inception of this idea, the committees have had to become more and more accountable for their goals, plans, and work completed. This structure also allows us to prioritize work and aim efforts towards long term, academic, and non-academic goals. We allow movement on teams/committees once per year at our May staff retreat. Here is a breakdown of teams:
Professional Development Teams (PDP): Focused on students, both academic and non-academic (whole child). Includes: Math, Arts & Literature, Project Based Learning, Health & Wellness, High School/ Elementary Connections, Supporting Students Together (focused on Intervention).
Site Based Management Teams (SBM): Focused on strategic planning/goals. Includes: Personnel, Finance, Outreach, Career/Future/Technology Education, Transportation, Building, Assessment, Q-Comp, Nutrition & Composting.
Team Best Practices Include:
All teams must elect a lead and a secretary. The lead is responsible for leadership of the group and tracking progress towards goals. The secretary takes notes for every meeting and shares highlights with the school board by the 1st Monday of the month.
PDP teams must meet for 45 minutes every week and establish a regular, predictable meeting time (example would be Tuesdays after school at 3:30 p.m.); staff members are required to serve on at least one PDP team.
SBM teams meet at least monthly (and as needed) during our Early Outs. These meetings are scheduled during All Staff Meetings to prevent conflicts. Staff can serve on up to two SBM teams.
No matter the role at MNCS (teacher, para, etc.) we value your input and ask for your help in making our school successful.
Case Study on the Nutrition and Composting Team
Based on a strategic planning survey sent out to parents, staff, and students, a five year plan developed three years ago included a goal of improving and upgrading our kitchen facilities (including looking at making our own food with an emphasis on local, healthy food and becoming a more environmentally sustainable school). As these concepts have all been tinkered with by individuals, no one really owned this initiative.
After the surveys and strategic planning goals were identified, we created the Nutrition and Composting team three years ago to blend people's energies and to work on our strategic goal of upgrading our facilities—not to mention, to own these initiatives. Oversight-wise, we are accountable to our Charter School Authorizer to both show that we are planning and meeting our strategic goals.
We have many staff members and parents who are passionate about our food, particularly giving our students healthy options to nourish their bodies. Equally important: we had people on staff who were passionate about making our school more environmentally friendly, including focusing on things like recycling, composting, and reducing waste. While the team has inevitably gone down some dead ends in regards to having an in-house, sustainable food program, they have many accomplishments to celebrate over the last three years, including:
Making mock menus and recipes that included pricing and taste testing;
Connecting with resources in the community to further explore local food partnerships;
Thanks to the herculean efforts by Carrie Rice (General Education Para), we moved to reusable/sustainable serving trays and utensils rather than using paper plates and plastic utensils;
A faculty member obtained their Food Safety certification;
We saved 7,000 plates, bowls, and plastic utensils from going into landfills during the 2018-19 school year;
Kitchens at both the Elementary and High School have been updated with proper requirements for washing dishes (hand washing sinks, triple sinks, dishwasher);
Both sites compost food waste, and;
We have free breakfast options for every student K-12.
While the efforts of the Nutrition and Composting team were tremendous, they also inspired other staff members and teams to accomplish their work. To have the funding, the team had to work with both the Building and Finance teams to move forward. We are moving closer and closer to having our own in-house option for student meals.
All of the above goals happened because people owned the work and put huge efforts in making them happen. Too often, hierarchical leadership models dissuade initiative as people at the top take the credit for the ideas and goals that get accomplished. It is the space between the idea and accomplishment that we also celebrate. MNCS has always operated on the idea that if you see a problem that needs to be fixed, you have to be willing to help solve the problem and try ideas—to put your money where your mouth is.
Does Collective Leadership Work?
It is definitely a more sustainable model to operate an organization. We make better decisions when we get the input of colleagues. While we continue to tweak our leadership model, we do have leaders who have risen to the top of the organization. Essentially, these are teachers who have exemplified "owing the work." We have been looking at other schools' models of leadership and trying to come to a consensus on whether we need to make a change. This leadership conversation will continue to go through tweaks, side conversations, and initiatives as the years go by. Some ideas that we have been considering as a staff are based on schools like Avalon School in St. Paul:
Create Co-Administrator positions for up to 3 teachers who would share identified administrative duties, as well as continuing to serve as a teacher (to stay connected to students);
Let the Co-Administrative positions be three year terms, as to provide staffing flexibility and to prevent burnout;
Come up with a method that is fair for identifying the teachers to serve in the Co-Administrative role, and;
Consider what strengths we want to prioritize for these positions, like data savvy, organization, ability to deal with parents, student relationships, staff relationships, etc.
Teacher-powered Mission Hill K-8 School embraces expansion and success
(Jamaica Plain, Massachusetts)
Teacher-Powered arrangement: Pilot school agreements
In 1994, Boston Public Schools (BPS) designed "pilot schools" in an effort to retain teachers and students after the Massachusetts Legislature passed a state chartering law in 1993. Under the pilot agreement, the BPS superintendent delegates authority to pilot schools' governing boards to try new and different means of improving teaching and learning in order to better serve at-risk, urban students. Sometimes governing boards delegate the authority to teachers at the school. All Boston Pilot Schools take part in a network led by the Center for Collaborative Education (CCE). The CCE provides schools with coordination support and assistance, including coaching services, professional development, advocacy, and research and evaluation. As part of this work, CCE developed the Five Conditions of Autonomy for schools.
In the late 1990s, teacher Deborah Meier decided to team up with colleagues to create a school that allowed all adults involved in education the opportunity to participate equally in positively influencing student learning. Meier, who had taught for decades in Chicago and New York City, came to the Boston area in 1995. She quickly developed a local reputation for success in education, which proved to be critical for this new school being accepted by local district leaders and the community.
Students working independently at Mission Hill
Meier and her colleagues wanted the school to model principles of democracy, honoring the voices of all with the shared goal of educating children to become knowledgeable, thoughtful, resilient, innovative, respectful, and engaged citizens. With support from parents, community leaders and their school district, their goal was achieved.
Mission Hill K-8 School opened its doors in 1997 as a democratically-run, teacher-powered school. Over the past 17 years, Mission Hill has served kindergarten to grade 8 students in their urban district. The school has been praised as one of the most successful schools in the United States, and in 2013 the documentary A Year at Mission Hill was released, detailing the daily challenges and successes of this teacher-powered school.
As a pilot school, Mission Hill still remains a part of its local district; it also has additional autonomy that some other district schools do not.
A governing board, consisting of a council that represents parents, faculty, students, and other community members, oversees the school to ensure the teacher team continues to meet the needs of students effectively; but the board entrusts decision-making authority to the teacher team. The teachers and a principal (who the teachers jointly select) collaborate on all decisions, including curriculum, staffing, and the school's schedule. They involve all local education stakeholders in decisions regarding principal selection, determining the school's mission, and approving staff-developed budgets and human resources plans.
Mission Hill, despite its success, isn't without its own challenges as one of over 120 teacher-powered schools across the U.S.
Ayla Gavins, Mission Hill's current principal, has witnessed growing pains in recent years as the school has developed and expanded enrollment. What was once a small, connected culture now faces challenges similar to what larger district schools face — staff expansion and physical distance in larger buildings.
"We have to be very thoughtful and strategic about how we communicate among the staff now," said Gavins. "We created an organizational chart to show how we cross-pollinate information from meeting to meeting so that no one is out of the loop."
Gavins also said that while teacher retention is high at Mission Hill, the school has brought in new staff, over time, with different interpretations of the school's mission. Yet the team remains committed to developing a shared purpose and using that purpose as a basis of their decision-making.
"We keep discussing new ideas and including those that the teacher collective feels strongly will improve learning for students," said Gavins.
For more information on Mission Hill, check out this in-depth story by PBS Learning Matters.
Teacher-powered Social Justice Humanitas Academy
(Los Angeles, California)
By Jeff Austin
In 2007, the United Teachers of Los Angeles (UTLA) and the surrounding community launched the Belmont Zone of Choice, modeled after Boston Pilot Schools. After initial success, UTLA "overwhelmingly" voted to expand the number of schools in 2009. In 2010 a new Kennedy Zone of Choice emerged and in 2013 a third option opened in the Sotomayor Zone of Choice. In 2015, there are now 18 Zones of Choice that house small school options for students including 50 pilot schools in Los Angeles. Some of these pilot schools have chosen to have teacher-powered school governance structures.
The Center for Collaborative Education (CCE) developed the Five Conditions of Autonomy for schools that are espoused in both the Boston and Los Angeles pilot school agreements (memorandums of understanding, or MOUs), which are arranged between the school district and the union. The five conditions include: staffing, budget, curriculum & assessment, governance, and school calendar. In addition to the MOU, teachers at each Boston and Los Angeles pilot school collectively write an Elect to Work Agreement (EWA) for their site on an annual basis that outlines the working conditions at the school. In Los Angeles, these EWAs are also approved by their union, UTLA. This is a means to exercise more autonomy at the school level, at the will of the teachers.
The EWA is voted on by the teachers at the site, and teachers who do not agree to work under the conditions will enter the district's hiring pool and default to the working conditions outlined in the existing collective bargaining agreement.
Part of the Los Angeles Unified School District (LAUSD), the Social Justice Humanitas Academy (SJHA) is one of four high schools on the Cesar E. Chavez Learning Academies campus in San Fernando, CA. SJHA is a teacher-powered pilot school serving 520 students in grades 9-12. Its student body is 94% Latino, with 87% qualifying for free or reduced lunch and 80% speaking English as a second language. SJHA students face not only the poverty and language barriers visible in the numbers, but also many of the challenges associated with low-income communities – gangs, drugs, violence, lack of access to resources, and the consistent low expectations within and outside their community.
Despite low expectations within and outside their community,
SJHA students and teachers boast a 94% graduation rate
SJHA started in 2000 as the Multimedia Academy Small Learning Community at Sylmar High School. Initially, the school consisted of three teachers who taught interdisciplinary lessons in English, Art, and History. Sixty students voluntarily chose to be part of this alternative program. The Multimedia Academy changed to the Humanitas Academy after partnering with Los Angeles Education Partnership's (LAEP) Humanitas Network of schools, and expanded to three grade-level teams in 2006. In 2010, it became a full 9-12, semi-autonomous academy, serving approximately 500 students.
LAUSD first permitted the creation of Pilot Schools in 2007 through a Memorandum of Understanding (MOU) with United Teachers Los Angeles. In 2009, this program expanded with the Public School Choice program that opened up management of new schools to any groups who submitted applications and completed a public voting process. Humanitas teachers learned about this opportunity for greater autonomy and began pushing for this option with Ramon Cortines, the superintendent at that time. Because there was a cap on the number of pilot schools, Humanitas teachers and other teacher groups in the LAEP Humanitas network advocated for a cap increase with the UTLA House of Representatives.
After a heated battle, the cap was increased and the opportunity for Humanitas to become a pilot school became a reality. Humanitas teachers wrote a proposal in response to a Request For Proposals outlined in LAUSD's Public School Choice 2.0 process. Eleven teams, including teacher teams, teams of district administrators and charter operators, sought the opportunity to directly manage and direct the vision of four new small schools to be opened on the Cesar E. Chavez Campus in LAUSD's Northeast Valley Zone of Choice (ZoC). After a series of community meetings and a round of voting, the SJHA proposal was recommended by Cortines and then approved by the LAUSD school board, along with two other pilot schools and one district-led small school. SJHA opened its doors to 510 high school students in the fall of 2011.
Today, students are admitted to SJHA through the ZoC. Students living within the boundaries of the ZoC can choose to attend any of the seven high schools in that zone. As students complete eighth grade, their schools assist them in filling out online applications and listing their high school preferences. The parents sign a printed copy, and applications are then entered into a random, computer-generated draw. Students are also allowed a one-time transfer after completing ninth grade.
A painted hallway at SJHA: teachers have created a student-centered
school by taking advantage of curriculum and assessment autonomy
A Memorandum of Understanding between LAUSD and the teachers' union, United Teachers Los Angeles (UTLA) waives aspects of the collective bargaining agreement to provide that SJHA can have its own governing board that makes decisions using the five pilot school autonomies: budget, governance, staffing, curriculum and assessment, and calendar. These five autonomy areas were originally defined as essential by the Center for Collaborative Education (CCE) as a result of its observations of successful Boston pilot schools, some of which have been in existence since the mid-1990s. At SJHA, the governing board informally transfers its decision-making authority to teachers, but provides oversight to ensure that SJHA teachers are meeting their mission, vision, values, and goals, which include accountability for the outcomes of their decisions.
How does this play out in practice? Using their governance autonomy, SJHA teachers define their own working conditions annually in an Election-to-Work Agreement (EWA). The team then seeks approval for their agreement from UTLA (which has never been a problem), and each individual is asked to sign on to the terms each year. At SJHA, the teacher team has decided the terms include the following: creating specific curricular requirements, working additional hours to support students, taking on leadership roles within the school, and beginning the National Board Certification process by their fifth year at the school. Each year, teachers can choose not to sign the EWA, or the school can choose not to offer an EWA to a teacher, both resulting in the teacher moving to another LAUSD school. The EWA is probably the most significant tool SJHA has to do things differently from most LAUSD schools.
SJHA teachers have taken advantage of curriculum and assessment autonomy to create a student-centered school with a rigorous and engaging curriculum presented with thoughtful, researched instructional techniques. Compared to previous experiences in a traditionally-governed school, teachers are now able to be more responsive to student needs in purchasing textbooks, choosing course offerings, and making University of California A-G requirements the standard for high school graduation.
The staffing and governance autonomies allow SJHA Leadership to have increased (although still limited) control over staffing of the school, including administration. Each year the Governing Council evaluates the Principal (and a new administrative position opening in 2015-16) and decides whether he/she will be retained. Any member of the teaching staff who does not meet the requirements can also be "excessed" back into the LAUSD hiring pool. The current principal, who became a principal to get this position and believes in a teacher-powered vision, has been retained every year, and no teachers have been excessed. The goal of SJHA Leadership is to build a cohesive team that increases its instructional and leadership capacity every year. This could not be done if the school continually replaced members of the teaching staff.
With budget autonomy, the teaching team is able to selectively allocate all the funds that come to SJHA according to the district per-pupil funding model. Other LAUSD schools are mandated to purchase certain teacher and school administrator positions using standardized position costs—in other words, all teachers cost the same despite their actual salaries, and some positions are automatically created at the school site based on the number of students. At SJHA, teachers decide to count only actual salaries (as they are defined by the district-union contract) when creating the school budget. The team also allocates funds for positions needed for student success. This means there is an incentive for the school to hire new, inexperienced teachers. However, SJHA and its staff are committed to building the strongest teaching team possible. Making hiring decisions based on potential salary would be contrary to the vision and mission of this school. Indeed, many of the teachers who started SJHA are also the most expensive. The staff has become a mix of experienced SJHA teachers and teachers both new to SJHA and new to teaching. Experienced staff bring a depth of institutional knowledge of the ideas, structures, and plans (those that succeeded and those that failed) that led the school to where it is today while newer teachers bring a fresh, energetic perspective based on their experiences at other schools. Together, these two groups make up a staff with multiple perspectives, all empowered to lead the school towards the vision.
SJHA teacher teams embrace the mindset that
everyone is an "ally in waiting," as they must
constantly advocate for using autonomies
afforded to them through the pilot agreement.
The wall hanging can be found in the school's
Collaboration Room, which is open to both
teachers and students.
The autonomies afforded to SJHA through the pilot agreement have, in many ways, allowed the teacher team to create the kind of school it has always suspected would lead to student success. Yet it's not all moonlight and roses. SJHA is a pioneer in this work at LAUSD, and that means the teaching team must constantly advocate for itself to show how its unconventional decisions are within the purview of the school's five autonomies. In other words, the team must consider district and union politics as well as the time and energy required to advocate for these autonomies. In this sense, SJHA teachers are only able to use the autonomies to an extent. This is a common experience for teacher-powered schools that function in district and union settings. The SJHA team knows this is part of the work of change, and even embraces the mindset that everyone is an "ally in waiting." Still, the team experiences highs and lows through its successes and struggles in this aspect of its duties.
One struggle has been the team's perception that LAUSD and union leaders have been slow to adjust management structures and policies to accommodate the intentional diversification of how schools are governed. For example, although LAUSD refers to pilot schools as teacher led (meaning, collaboratively led by the team of teachers), its management structures and policies still put the administrator at the heart of every decision. Although it has been eight years, when someone from central office or UTLA calls the school, he asks to talk to the principal (who, in practice, is selected by the teacher team). Perhaps due to a conservative interpretation of how the pilot autonomies can be used, district administrators assert that teachers can only counsel one another on issues of curriculum and instruction. When there are issues involving non-curricular guidelines, teachers are not allowed to officially counsel each other. When teachers struggle with instruction, collaboration with their colleagues, or in building relationships with students, administrators are expected to unilaterally document and take administrative action, instead of building capacity in collaboration with the entire school staff.
The SJHA team does not believe that district and union leaders have a deliberate intention to sabotage the changes the team is advancing inside its walls. There does, however, seem to be an expectation on the part of district-level administrators that all schools run the same way. Dealing with that expectation becomes a significant part of what pilot schools do. The SJHA team prefers to make the time and energy investment about whether the district understands this problem and is actively seeking solutions. In the team's ideal world, district and union leaders would be consulting regularly with pilot school teams to learn how to support them better in the pilot school agreements and the management practices.
Despite these struggles, the numbers show that teachers' hard work—including their decisions about how to best use the five autonomies--is paying off. SJHA boasts a 94% graduation rate, the highest student and teacher attendance in LAUSD, 80% university eligibility, and California Exit Exam pass rates well above the LAUSD average. SJHA is one of LAUSD's Restorative Justice model schools – having only had two suspensions and zero expulsions in four years of operation, and in 2015 was named a National Community School of Excellence. The school has been featured in several publications including Corwin Press's Growing Into Equity. Members of the staff have spoken at several national conferences, and staff members have had their own writing published by educational press.
The less quantitative data shows even more: the resiliency of SJHA students, the relationships between staff and students, and students who describe the school as their home and SJHA's staff members as their family. This belief in relationships has allowed SJHA to move closer to its vision by having teacher leaders with close knowledge of student needs while being empowered to make the changes at the school level to meet those needs. This has helped SJHA become an incredibly successful teacher-powered school with students who experience academic rewards and achievement.
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Viktor Aleksandrovich Pishchaev
9 April 1945 – 4 May 2007
The biographical facts that are available (provided online by his daughter) are somewhat cloudy. He had studied voice at the Rimskij-Korsakov Conservatory in Leningrad, and he was a member of the Malij Theater (then called Musorgskij Theater, now Mikhajlovskij Theater) in Leningrad/St. Petersburg from 1985 onwards. Well... but he was 40 in 1985! What had he done before?
In the course of his career, he also sang at the Mariinskij, the Bolshoj (he sang Andrej in Mazepa there), in Italy, Germany, France, the Netherlands, the USA and Japan. But was this prior to his residence at the Malij? Or did he get a really late start as a singer, and made all those guest appearances while already a member of the Malij? I have no idea.
In any case, he sang into the 21st century, and he was also a voice teacher. He had no relationship with Gennadij Pishchaev.
Important roles: German, Grigorij, Cavaradossi, Vodemon, José Pinkerton, Andrej Khovanskij, Otello, Don Carlo, Duca, Vladimir Igorevich.
Viktor Pishchaev sings Tosca: Recondita armonia


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Category Archives: Announcements
Category "Announcements"
Village of Vicksburg – Government YouTube Channel
AnnouncementsBy Alex Lee October 1, 2021
The Village of Vicksburg has seen great success on social media. Our Facebook page has well over 4000 followers. Thank you for keeping in touch via social media. We would like to enjoy the same success on YouTube. Subscribing to our government YouTube channel is easy. Log into YouTube, search for Village of Vicksburg Government,…
Updated Water Shut Off Map For 9/28/21
AnnouncementsBy Alex Lee September 27, 2021
Here is an updated map for water shutoffs for Tuesday 9/28/21. The shutoffs will include Main Street downtown to Washington and North Main Street, and Prairie from Main to Michigan. The water will be off from 8 a.m. to approximately noon. Please note that the Rise N Dine will be closed Tuesday 9/28/21.
The Richard Piet Show Looks at the Revitalization of Oswalt Park.
The latest episode of the Richard Piet series on the Village of Vicksburg is now live. This episode focuses on the revitalization of Oswalt Park. Listen at: https://richardpietshow.com/vicksburg-visit-4-oswalt-park-restoration-moving-forward/ Be sure to scroll down the page to the episode and click on the green arrow button to listen.
Bike Friendly Kalamazoo's Fall Bike Celebration Returns to Vicksburg This Weekend
The Vicksburg Historic Village will be hosting a number of activities over the weekend as The Fall Bike Celebration returns to Vicksburg. Listen in to Fox 17 News and BFK President Paul Selden discuss the event at https://www.fox17online.com/news/morning-news/video-fall-bike-celebration-in-kalamazoo
The Harvest Festival will return to Vicksburg, after a two-year hiatus, for the 11th annual celebration.
AnnouncementsBy Alex Lee August 24, 2021
Fantastic fun for the whole family, the Harvest Festival is organized by the Vicksburg Historical Society and will be held on Sunday, Sept. 26 from 11 a.m. to 4 p.m. at the Historic Village on N. Richardson Street. As always, it is a free event. There will be free hay wagon rides pulled…


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Q: Setting up xampp and live reload with ssl port 35729 I am trying to set up grunt watch with livereload.js and XAMPP on Linux Mint.
The reason for this set up is it allows me to develop php/MySQL and maintain grunt functionality.
I have done this before on MAMP and a Mac all I had to do was in MAMP setting set SSL to 35729 and livereload worked with grunt watch.
However XAMPP does not have this setting and as such I have tried to manually edit the XAMPP ssl conf file (/opt/lampp/etc/extra/https-ssl.conf) by changing settings:
Listen 443 to Listen 35729

&
<VirtualHost _default_:443> to <VirtualHost _default_:35729>

However then if I use grunt watch I receive:
Fatal error: Port 35729 is already in use by another process.

I don't know what MAMP does differently but some how I need to emulate that functionality.
Any insight would be highly appreciated thanks in advance.

A: You dont have to let your Apache Webserver listen to grunts watch-port. Watch spans its own tiny webserver to deliver the update-javascript, you only have to include it in your website (manually or with the livereload browser extensions)
Dont know why you wanna do this?

redpajama_set_name: RedPajamaStackExchange


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La autoexploración mamaria es un método sencillo que implica que la propia mujer palpe sus senos en busca de posibles cambios, bultos, pliegues o hinchazones.

Aunque fue un método ampliamente recomendado para el cribado del cáncer de mama, varios metaanálisis han puesto en duda su efectividad al no poder demostrar una disminución en la mortalidad por cáncer. En cambio, se ha observado un aumento del número de procedimientos invasivos como biopsias. La Organización Mundial de la Salud no recomienda la autoexploración mamaria en lugares donde existan programas de cribado, mientras que la American Cancer Society apoya su práctica en algunos casos como en pacientes de riesgo, aunque advierte de su dudosa utilidad.

Véase también
 Seroma
 Autoexploración testicular

Referencias

Enlaces externos
 Cómo realizar una autoexploración mamaria
 Técnica de la autoexploración mamaria
 Detección del cáncer de mama: Actualización de la revisión sistemática de la evidencia para el Grupo de trabajo de servicios preventivos de EE. UU.

Ginecología
Diagnósticos en medicina
Cáncer de mama
Mama