text:
Carol Thompson
University of Bedfordshire
Home > Vol 23, No 53 (2019) >	Thompson
Cinderella and Other Stories … An Exploration of Practitioners' Views on Bringing Further Education out of the Shadows
Focus – peer-reviewed
Carol Thompson — University of Bedfordshire (UK) — Contact: carol.thompson@beds.ac.uk
Carol Thompson is a Senior Lecturer in Teacher Education at the University of Bedfordshire and a Research Fellow for the Further Education Trust for Leadership. Her research interests include teacher agency, teaching adults and mentoring. She has had articles published in various journals including Research in Post-Compulsory Education and the Journal of Further and Higher Education and has recently published a book on mentoring The Magic of Mentoring – Developing others and Yourself (Routledge 2019).
Neil Hopkins — University of Bedfordshire (UK) — Contact: neil.hopkins@beds.ac.uk
Neil Hopkins has been working in further and higher education for more than 15 years. As well as teaching on teacher education programmes for further education teachers, he has published a variety of books and articles including Citizenship and Democracy in Further and Adult Education (Springer 2013). He is also the Bedford branch secretary for the Philosophy of Education Society Great Britain. His latest book, Democratic Socialism and Education: New Perspectives in Policy and Practice, will be published by Springer later in 2019.
Further education (FE) has frequently been portrayed as «the Cinderella service» in relation to other phases; a «submerged space» operating below the surface and out of sight of mainstream educational policy in England. A contrasting view depicts a sector often considered a panacea for social concerns. FE is charged with supplying a skilled workforce and has been portrayed as a vehicle for enhancing economic development (DfEE 1998, Leitch 2006). Despite this it has repeatedly suffered funding cuts (Tickle 2014) alongside imposed political change. This research explores the stories of tutors and managers affected by managerial processes in English FE. The findings revealed the impact of corporatisation on leadership as well as on tutor and student agency and explored how professional collaboration enabled practitioners to challenge the prevailing systems-driven culture in ways which would help the sector step out of the shadows.
L'istruzione superiore (FE) è stata spesso considerata come «il servizio Cenerentola» in relazione ad altre fasi; uno «spazio sommerso» che opera sotto la superficie e fuori dalla prospettiva delle principali politiche d'istruzione in Inghilterra. Essa rappresenta una visione contrastante che raffigura un settore spesso considerato una panacea per le questioni sociali di vario genere. FE fornisce una forza lavoro qualificata che spesso rappresenta un veicolo per migliorare lo sviluppo economico (DfEE 1998, Leitch 2006). Nonostante ciò ha ripetutamente subito tagli di finanziamento dal governo (Tickle 2014) oltre che un cambiamento politico imposto. Questo progetto di ricerca esplora le storie di entrambi, tutor e manager, spesso vittima di stessi processi manageriali nel contesto dell'istruzione superiore. I risultati hanno rivelato l'impatto della corporatizzazione sulla leadership e sui tutor e studenti, ed hanno esaminato come la collaborazione professionale ha permesso ai professionisti di sfidare la cultura prevalente in modo da aiutare il settore ad uscire fuori dall'ombra.
Keywords: Agency; Professionalism; Neoliberalism; Social Justice; Collaboration.
3.1 Concepts of Teacher Agency
3.2 Dual Professionalism and Identity in FE
4 Findings
4.1 Corporatisation and Culture
4.2 Tutor and Student Agency
4.3 Leadership style
4.4 And they lived happily ever after …
5 Final Thoughts
Since further education colleges were taken out of Local Education Authorities' control as a result of the Further and Higher Education Act (1992) and expected to operate as independent institutions, there has been an increase in the use of discourse normally associated with private sector leadership and management. This efficiency drive, viewed by some as essential to reduce the wastage associated with public sector organisations, could also be viewed as part of an extended project by successive governments to control and regulate public spending. The result has been a highly managed funding methodology and an increase in a target driven, neoliberalist approach to education. Subsequently, the sector has been depicted as the ignored 'middle sibling' between compulsory and higher education, the 'Cinderella' of English education (Baker, 1989), the poor relation given limited funding and strategic direction (Lucas, 1996). But is this inevitable? And what challenges, if any, are thinkers and practitioners in post-compulsory education providing against this perceived neoliberal hegemony?
One significant outcome of the changes has been the ways in which academic roles within the sector have both expanded and constricted to create a situation in which teaching and learning have morphed into clearly defined products. For teachers this has led to increased value being placed on the craft of teaching and an emphasis on being recognised, by students and managers, as a good teacher. In addition, a prime expectation of teaching has become its ability to support students in achieving their intended aims, described as a 'pass the class' approach (Thompson & Wolstencroft 2012). Whilst these may be commendable aspirations, it seems they have usurped most other aspects of the role and, as a result have created a restricted professional identity in which teachers become 'deliverers' of learning and the passport to student achievement.
Once again, we are in a period of change within the sector and there are some signs that FE is no longer happy to accept the deficit image of the taken for granted Cinderella. Instead it has been likened to the story of the 12 Dancing Princesses, illustrating a more subversive, self-ruling collective determined to do what is deemed important (Daley, Orr & Petrie, 2015).
The research was carried out using focus groups from two diverse organisations within English the post compulsory education. Organisation A is a military training establishment whilst organisation B is a College of Further Education. The sample contained two managers and four tutors in organisation A, and in organisation B there were six tutors and one manager.
In this paper, the concept of neoliberalism is defined as one where organisations in the public sector are required to follow models or philosophies associated with the private sector, using the model of New Public Management (Collini, 2017) alongside practices outlined by Ball (2007). In this model, the emphasis is often on cost efficiencies, performance according to external benchmarks, a focus on employability, and a culture where colleges are expected to compete for students and funding.
According to Biesta et al. (2014), teacher agency is seen as "an important dimension of teachers' professionalism" (2014, p. 625). What is problematic, according to these authors, is how such agency is theorised. The authors state that the use of «change» models (in particular) "tend to both underplay and misconstrue the role of teacher agency in educational change" (2014, p. 625). Building on the work of American pragmatist philosophy, Biesta et al. view agency as residing in what they refer to as an «actor-situation transaction» rather than in individuals per se – "[a]gency … is not something people can have … but is something that people do" [emphasis in the original] (2014, p. 626). Agency, in this sense, is part of the function people play rather than something inherent within them, Biesta et al. also draw on the work of Emirbayer and Mische (1998) in their discussion of a «chordal triad of agency» (2014, p. 626). It is the chordal triad that enables researchers and practitioners to understand the sense of agency within concrete situations such as teaching.
Priestley et al. (2012) also investigate teacher agency through the lens of specific concrete situations. They are critical of the current situation where "[t]eacher agency is often conceived as a slogan to support school-based reform" (2012, p. 195). Conversely, the authors also argue that agency is often rooted in ways that are 'overly individualistic' (2012, p. 195) and "conflated with the concept of autonomy as a form of freedom from constraints" (2012, p. 195). Priestley et al. are sympathetic to a notion of teacher agency as 'a relational effect' (2012, p. 196) – in such a view, agency no longer resides solely in the teacher as a property of her or him as an individual-as-such but consists of the capacity to act within certain educationally-specific situations. Citing the work of Biesta and Tedder (2007), the authors identify the importance of Emirbayer and Mische (1998) but state that the chordal triad of agency 'requires a characterisation of the different temporal-relational contexts within which individual act' (Biesta & Tedder 2007, p. 137).
Agency and identity often act in tandem. In English Further Education, the concept of dual professionalism has been identified as an integral aspect of teacher identity within the sector. A typical definition of dual professionalism is "teachers and trainers who combine occupational and pedagogical expertise, and are trusted and given the time to develop partnerships and curricula with employers" (CAVTL 2013, p. 15). However, this balancing of identities between 'vocational specialist' and 'FE teacher' can create tensions as well as providing genuine benefits. Robson et al. provide complex evidence relating to the connection between vocational expertise, teaching and the working environments within colleges. Their findings depicted FE teachers as "identifying themselves as 'professionals,' concerned to induct trainees into a world of practices and values they themselves esteem" (2006, p. 191), the tendency towards competency-based qualifications in English further education also led some FE teachers to adopt an approach to professionalism as a form of resistance "to a narrow conception of 'training for work' that does not encompass theoretical learning as well as technical and practical skills" (2006, p. 191). Such conceptions of further education as narrowly preparing students for work at the expense of other qualities and skills could been seen as a reflection of the neoliberal culture that has percolated into post incorporation Further Education (Simmons 2006).
The tendency to emphasise the practical and pragmatic in English further education is also identified by Orr and Simmons (2010). The authors carried out research on teachers undertaking teacher education in FE and state: "the perception that learning to teach in FE is about learning to get by in difficult circumstances. However, while expediency is emphasised over flair, the pedagogy and profession of FE teaching cannot develop" (2010, p. 18). This can create a neoliberal perspective of 'getting by' and 'teaching to the test' to ensure organisations maintain funding levels, meet benchmarks and hit performance indicators. As noted above, Robson et al. have suggested some resistance to this tendency (in terms of teacher identity and a sense of vocational professionalism).
Beauchamp and Thomas (2009) make a strong case between agency and identity. Using the work of Wenger (1998), they speak of identity as having five essential characteristics involving experience of self, community involvement and membership, a «learning trajectory», the ability to manage different forms of identity, and involvement in the local and wider world (2009, p. 180) and make a clear connection between agency and what they call "psychological constructs" of self-efficacy and self-concept (2009, p. 183). This is particularly pertinent in relation to further education is when discussing teacher identity as having "multiple dimensions, some stable and some unstable" (2009, p. 183) - FE teachers, through the concept of dual professionalism, inevitably move and change between these multiple identities.
The conclusion from the literature is a complex one. Much of the evidence (Biesta et al., 2014; Priestly et al., 2012) suggests that teacher agency is a transaction between personal capacities and concrete educational environments. However, the climate in FE since 2008 (the advent of cuts in public funding) have created instability and uncertainty within college environments. This challenge, alongside the balancing act of dual professionalism noted by Robson et al. (2006) and Orr and Simmons (2010), has led to teacher agency and identity as problematic within FE institutions. On a more positive note, such changes also encourage opportunities around 'submerged space' for innovation alluded to in the paper's introduction.
Although the FE landscape has evolved since the changes implemented as a result of the Further and Higher Education Act (1992), the drivers of efficiency, effectiveness and economy hold steadfast as pillars of practice. It has been argued that this has transformed the ontology of education and potentially created an 'ethical corrosion' in which the dimension of education has been dominated by the ethics of survival (Dennis, 2016).
Continued reductions in funding have resulted in declines in the numbers of academic staff employed in the sector and recent figures suggest that between 2010 and 2014 the adult learning funding budget was cut by 35% (Tickle, 2014). This appears to be experienced by respondents as a constricting status quo in which job insecurity was omnipresent and processes and rules are the wheels which drive change, or promote stagnation:
People are frightened of losing their jobs so they are conforming to the rules … when you are stressed you revert to a situation where you stick to the rules or a process … so you just keep ticking the boxes.
The fact of the matter is challenging is a lot of effort and when you are already really fatigued, that challenge seems like an impossible task.
In both organisations, there was recognition that the processes underpinning the organisation's activities were founded on economic principles which reduced the freedom of tutors and students alike. The influence of statistics was readily acknowledged, alongside a healthy cynicism about a 'management by numbers' approach:
My best student is straight distinctions for everything, has attendance of 60+% and everyone else can look at these statistics and go «ohh that's pretty awful.. what's being done to punish this one?» but they are literally outperforming in every other thing they do.
In this instance, the apparent academic success of the student was superseded by the need to achieve a given category of success in the form of attendance data. In a similar vein, the expectation for students to demonstrate progress through completion or moving to the next level was also used as an indicator of success, something which the tutors in this study found difficult to reconcile.
Some of them come just for the social side and don't necessarily want to achieve … they show their commitment with 100% attendance but their submissions are non-existent and this will come back to the personal tutor with the manager saying, "what is being done about this student?". It needs to be accepted that some students will just not achieve.
Whilst many of these processes were viewed derisively, there were also some genuine concerns about the impact of management and administrative processes on professional practice. In one example respondents described the potential impact of this in an organisation where teaching was focussed on training future colleagues:
The management work in their own little silos where they know they have got to get a certain number of people through so that's what they are concerned with…and that person who we thought should have failed… you could end up working with them… so we should probably take that view and get rid of them because otherwise we are putting them into this trade group.
Similar worries were highlighted in relation to organisation driven approaches to 'good practice'; interpreted by respondents as a constraint:
I want more freedom and more trust that I know what I am doing. I feel like there is a very narrow view of what teaching is …
The notion of the teacher as an active agent denotes a group of professionals with the ability to make choices about their practice. In this sense agency is seen as a form of personal power in which teachers take individual control of decisions related to teaching. (Biesta, 2012) This was not evidenced in the responses from participants, who in contrast, voiced frustration at increased (and increasing) management intervention and the resulting homogeneity of practice.
There has to be a genuine passion for teaching. There has to be a genuine desire to make a change to see students and think they are not numbers and they are not just sheep… and thinking that «I want these people to become something»…
But you have to be able to see that you can make that change … I don't think you can do this on an individual basis… other people in other positions throughout this building might try but they are not going to succeed either.
These responses have much in common with other literature which describes feelings of being 'disenfranchised' by managerialist practice. (Ainley & Bailey, 1997; Robson 1998) Added to this frustration was the growing awareness that current approaches also had a significant influence on students' agency, evidenced by the prevalence of additional mandatory qualifications such as functional skills, as well as measures which had been put in place to judge students on a range of additional factors. The data also suggested the growing trend to manage students' approaches to their studies in order to evidence ever-increasing success rates.
Say for example you are aiming for 90% success on the course, you hit 90 … right next year is a target of 91 or 92. There is always going to be a point where you reach that cap and it's just not going to be feasible. You have to understand that not every student will achieve. There have been some attitudes in the past where a student has got, for example, 9 assignments overdue and it is still expected that they will complete at the end of the academic year.
Both tutors and managers in this sample acknowledged that failure was not considered an option and that this choice had even been removed from the students. Several examples were cited whereby students who chose to 'opt out' of courses were subjected to a range of processes aimed at encouraging them to stay on programme.
If we are going to transition young people into adults - at some point adults make their own choices and are responsible for themselves….. we are saying like «I know you are 19 and you are trying to quit but it is more convenient for me if you stay … here's the seven things you have got to do… thanks for agreeing to that…I'll see you next week.»
In theory, you can fail this course but if you say you have quit your agency in quitting is not respected you will be kept on and will be constantly contacted …
These findings contradict views that teachers and indeed students are able to be agents of change with an independent ability to act (Priestley et al., 2012), instead they illustrate a scenario whereby close controls had been implemented by the all-powerful data machine which drives the sector's strategic planning, policies and processes.
Resistance to the changes imposed by the corporatisation of Further Education have been well documented (Ainley & Bailey, 1997; Shain & Gleeson, 1999) and the data presented in this paper illustrates continued tensions. As a result, teachers have expressed feelings of being dominated by control mechanisms and managers by the need to produce statistical evidence of achievement. In addition, the added fear of the judgement of external parties is apparent: "What matters is being outstanding: the future viability of the college depends on it. And being outstanding means complying with the detailed specification bestowed by the Office for Standards in Education (Ofsted) according to criteria that change on a triennial basis" (Dennis, 2012). A significant result of such fears is the evolution of a risk-averse culture.
According to the participants in this study, the overall managerial culture is reinforced by the recruitment of managers who appear to replicate, rather than evaluate the espoused values of the organisation:
The [organisation] is terrible for it because the [organisation] doesn't like superheroes or people who fight back … if you fight back.. you won't get promoted… if you don't get promoted … the people in the managerial positions are the 'yes men.'
This suggests an evolving culture reinforcing current norms of practice by removing opportunities for questions or dissent. The ready acceptance of a number of practices which emphasise the surveillance of teaching activity, such as graded lesson observations linked to performance management provides a further example of this. There was also clear acknowledgement that it was not acceptable to question management diktats (referred to here as 'legislation') as doing so would present a threat to the individual:
The forms and documents they sent out last week … I nearly said legislation then…suggest some tutors are not doing a good job and my response was
(…) … which I didn't say and that's why I'm still here.
And further recognition that it was not 'sensible' to raise too many questions. The accepted approach being to acquiesce, even if demands were considered 'impossible':
We have to accept the way things are done to the extent which we shouldn't challenge every decision … If we see a situation for example 'we've got so and so targets to hit which are impossible' it is first accepting that it's impossible then always believing that there is the opportunity to prove that impossible wrong …
Several of the participants referred to management approaches which worked on the premise of dividing teams in order to influence activity.
As a department … you are taken individually to meet with management to discuss how much marking you have done, how you have done it and under which circumstances … do you guys remember that …? literally we were split up …
Similarly, this approach was adopted when concerns were investigated:
That's the response you get … «well you're doing OK … somebody is doing it wrong … but it's not any of you guys».
Overall there was a sense of management teams who were somewhat detached from the day to day paraphernalia of teaching, leading to a slightly distorted perspective of the associated challenges. In both organisations, the senior managers did not teach as part of their day to day activities and as a result were viewed as being 'out of touch.' This observation suggested a situation which allowed them to see the 'big picture' but not reconcile this with the detail required to have a genuine understanding of classroom practice:
I don't understand why they think that the big picture and the small picture are incompatible … you can see both … here are the statistics… and here are the situations that make up these statistics.
It's a bit like having advice on your career and your love life from your grandparents … cos everything they know that was relevant was relevant like 40 years ago.
The evidence presented here illustrates a picture of college life which has been dominated by the values of a market driven economy, leaving little room to question the purpose of the sector. As outlined by Dennis, any professional evaluation and critique of purpose has been relegated to the bottom of a long list of evaluative activities including performance data and reporting processes, referred to as: "…the endless banality of college life …" (Dennis, 2016, p.127).
In the introduction we made reference to the familiar metaphor of Cinderella to describe the sector, a tale which depicts an impoverished protagonist, kept in check by an evil stepmother and two ugly stepsisters. The data presented goes some way to reinforcing this image in portraying a group of professionals who feel disempowered and somewhat disengaged from their professional identity. Yet, there is further evidence to suggest that this is not the whole story and that perhaps, as stated by Petrie (2015) Cinderella is no longer a suitable metaphor as it does not represent the power of the collective. Instead, it is suggested that the story of the 12 Dancing Princesses is more representative. This illustrates "the possibility of subversion, of autonomy in teaching and learning and a collective rather than individualist notion of professionalism; even within repressive contexts." (Ibid, p. 5) But, how can our fairytale move towards this happier ending?
In this study, both tutors and managers voiced concern at the strict processes which have come to guide college life but on an individual basis did not feel able to challenge the current regime. However, as a collective they raised questions about the overall purpose of further education and recognised the importance of its wider role:
There is plenty of evidence to support the fact that teaching in post compulsory education does have a lot of staff who are doing an amazing sociological job helping young people to move into adult life.
Alongside recognition of the tension between process and purpose:
When a line manager is breathing down our necks saying «I want some outcomes here, I want some results, I want some statistics» there's that sort of gap, that tension between government requirement and a really good system.
In the case of the two colleges involved in this study, managers above first line management level did not get involved in teaching activity. This was not viewed positively by respondents who felt that it created a distance between classroom and 'boardroom' activity and diluted managers' understanding of day to day issues and concerns. A suggested way forward was to increase management participation through closer involvement in classroom activity:
I personally think more involvement … and whether that's in observations or communications … team meetings that are actually effective …
And to ensure that managers had current and relevant information to allow them to make the best strategic decisions for the organisation:
People on the front line, they will have their radios … in war if you think about it the people who are experiencing what's going on can basically explain «this is the path that we have got to take» and if that's not taking place … they keep on making the same mistakes.
As it was, managers were unable to see activity on a day to day basis and were limited to making decisions based on the data they received. As a result, the focus on numerical targets was the key motivating force and qualitative data appeared to be largely ignored. According to respondents, this might be addressed by increasing the power of overall teams in decision making:
It's their responsibility to work with the team to find out … how do we make this happen in the best possible way? I think there is that collective understanding that has to be there … it isn't one person with the infinite knowledge, it's the whole team.
It was also felt that tutors should take more ownership by operating as a collective, particularly when there was disagreement with management decision-making.
To change this you have to decide as a team how you are going to do it so whatever they are saying you stick to your guns and say «this is how we are going to do it … » if you stick to it they are not going to get rid of the whole team. But what they do is they divide you and say … you … you … you… If you're not doing it I'm getting rid of you. So as a team you have to decide this is how we want to run the course, this is what we are going to stick to … and you've got to roll it out and do it for a whole year or two years and if we're right, we're right and if we're wrong then we will do it your way.
The conclusions drawn from the literature and the data tell the story of a sector which has become compliant in assuming the role of the underdog; the badly treated servant making do with limited resources in a system which holds the promise of better things. As a result, staff have become confused about their roles, isolated by their managers and inhibited by a diminished sense of agency. Conversely there is a hint of rebellion in which both tutors and managers are beginning to question the limitations of the current regime and, more specifically, the overall purpose of the sector as a vehicle for empowerment. Despite the challenges they face, FE staff are driven by professional values which champion student care and educational achievement and have begun to articulate the desire to defy inane processes and regain the control of teaching through collective efforts. This situation, coupled with the apparent increasing trend for managers to become removed from day to day classroom practice, has the potential to create an increasingly dangerous scenario.
At the risk of mixing metaphors … that reminds us of another story. In 1912, the Titanic set sail from Southampton in calm waters. Above deck the wealthy and privileged enjoyed the trappings of a luxury liner whilst below-deck a fire raged in the coal bunkers. The ship's owner, focused on the overall aim of reaching New York on time, ignored the warnings from below deck and urged the crew to sail at full speed towards their destination; sadly, this turned out to be the north Atlantic, rather than New York. The FE ship has been on fire for many years and yet we continue to ignore the growing flames which envelop her. As outlined by one of the participants in this study … don't ignore the small picture whilst focussing on the big it's small pictures that enable us to chart a course beyond these submerged spaces.
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Copyright © 2019 Carol Thompson, Neil Hopkins
Copyright (c) 2019 Carol Thompson, Neil Hopkins


Remodels, ocean views, backyards that double as an adventure park—we've gotten the inside scoop on some of the most impressive real estate in the city. In the spirit of our "Best of" issue, we're rounding up our favorite rooms, details, and more from the last year. Come on in!
Much of the decor in the Piper–Jordan family's Del Mar home is European-inspired. Here, a custom rug adds that je ne sais quoi, while the color has special meaning. "[Our architect and designer] Bill Bocken knew my favorite color and subtly infused it throughout the house," says Robyn Piper. The custom armchairs are by Ligne Roset with a coffee table and sofa by Hold It Contemporary Home.
Restaurateur Brian Malarkey and his wife found authentic French bistro cafe chairs from TK Collections for their Point Loma abode.
BottleCloth founder Brenda Sacks and her husband, Jeff, let the Windansea seascape do most of the talking in their La Jolla stunner. "In the beginning I spent a lot of time planning and looking out onto the ocean, spending time with nature," says Brenda, who works from home but now in a separate office space. The desk is a Pottery Barn purchase with DIY handiwork.
In Leucadia, Smid Design Studio's Betsy Vonn Ginn gave new life to her childhood bed with some high-gloss color—a splash of Unmellow Yellow by Behr.
When the Westlake family moved into their Mount Soledad home, the lower level of the backyard was just dirt and six hibiscus trees. But with the help of Temecula-based MS + Larq Landscape Design and Construction, they now have a play structure, including a rock climbing wall, swing set, and slide that drops from the top level to the bottom. Ride on!
See the rest of these homes and more here.


If your child constantly complains that his/her legs ache or burn at night, then they are most likely experiencing the neuralgia of growing pains. About one third of children experience growing pains, mostly later in the day and sometimes at night. Growing pains do not necessarily occur during puberty and the "growth spurt." Your child is likely to have 2 waves of pain: at 3-5 years of age and then again at 8-12.
Whilst it may sound obvious that growing causes growing pains, it is not necessarily bone growth that causes your child's legs to ache. It is more likely to be muscle formation. Pain will be concentrated at the front of the thighs and shins and also behind the knees, areas where there is a greater concentration of muscle.
Mobilisation and Manipulation – gentle and controlled stretching of the affected muscles will reduce the tingling pains.
Rest – symptoms are often more severe when your child has been very active, so make sure he/she gets plenty of rest and quiet time.


Your new home requires permits and inspections in order to ensure that it is safe for your enjoyment. We encourage you to review our residential code compliance guidelines.
Note: Roane County requires you to have a Septic Permit which will require you obtaining an E-911 865-354-0704 address and a Driveway Permit Application before applying for a Building Permit.
Your new home will require a variety of permits to ensure that it is safe and up to code, including a Septic Permit Application ,Building Permit Application ,Plumbing Permit and Mechanical Permit. Please gather the construction documentation specified below and submit an owner/contractor affidavit and a building permit application. (Please note that contractors must be licensed by the State of Tennessee). After the building permit application is filed, have your state licensed plumber submit a plumbing permit application also have your state licensed HVAC installer submit an application. For an Electrical Permit check with your local provider. You will need to contact the Department of Conservation for a septic inspection. Please see our office for your Septic Application and Permit.
2. Floor plan for each level with all rooms labeled with the proposed use and structural details.


Ooh-la-la! What have we here? A luscious perfumed oriental lily bouquet for Easter in either pink or white, and a scrumptious box of assorted creme and truffle filled epicurean chocolates (100g). Our florist team will endeavour to include as many tight, yet-to-open buds as possible to ensure maximum longevity of these elegant flower stems. Love, love, love! Order your Easter flowers and chocolates via our online florist shop or call 1800 66 66 46.


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text:
ARPANET fue una red de computadoras creada por encargo del Departamento de Defensa de los Estados Unidos (DOD) para utilizarla como medio de comunicación entre las diferentes instituciones académicas y estatales. El primer nodo se creó en la Universidad de California en Los Ángeles (UCLA) y fue la espina dorsal de Internet hasta 1990, tras finalizar la transición al modelo de protocolos TCP/IP, iniciada en 1983.

ARPANET son las siglas de Advanced Research Projects Agency Network, es decir, la Red de la Agencia de Proyectos de Investigación Avanzada, organismo conocido ahora como Agencia de Proyectos de Investigación Avanzados de Defensa.

Orígenes
El concepto de una red de ordenadores capaz de comunicar usuarios en distintas computadoras lo formuló en abril de 1963 Joseph C. R. Licklider, de Bolt, Beranek y Newman (BBN), en una serie de notas que discutían la idea de «red galáctica». En octubre del mismo año, Licklider fue convocado por la ARPA (Agencia de Investigación de Proyectos Avanzados), organismo perteneciente al DOD. En este foro, convenció a Ivan Sutherland y Robert «Bob» Taylor de la importancia del concepto antes de abandonar la Agencia y antes de que se iniciara trabajo alguno. Mientras tanto, en la RAND Corporation desde 1958, Paul Baran estaba trabajando en una red segura de comunicaciones capaz de sobrevivir a un ataque con armas nucleares, con fines militares. Sus resultados se publicaron a partir de 1960, y en ellos se describían dos ideas clave:
 El uso de una red descentralizada con múltiples caminos entre dos puntos;
 La división de mensajes completos en fragmentos que seguirían caminos distintos.
La red estaría capacitada para responder ante sus propios fallos. El resumen final de este esquema se presentó en 1962 y se publicó en 1964.

En la misma época, Leonard Kleinrock ya trabajaba en el concepto de almacenar y reenviar mensajes en su tesis doctoral en el Instituto Tecnológico de Massachusetts (MIT). En él se incluía un importante análisis de la teoría de colas aplicada a las redes de comunicaciones (publicado como libro en 1964). Su trabajo aún no incluía la idea de fragmentación en paquetes de datos.

Por último, Donald Davies, del National Physical Laboratory (NPL), comenzó a relacionar todos estos conceptos en 1965, después de asistir a una conferencia en el Reino Unido sobre multiplexación en el tiempo. Su investigación tuvo lugar independientemente de los trabajos de Baran, de los que no tuvo conocimiento hasta 1966. Casualmente, fue Davies quien empezó a usar el término «paquete».

En este estado de las cosas, cuatro centros de investigación independientes (DARPA, la RAND, el MIT y el NPL del Reino Unido) fueron los primeros nodos experimentales de ARPANET.

Mientras todo esto ocurría, la ARPA y Taylor seguían interesados en crear una red de computadoras. Al final de 1967, Taylor contactó a Lawrence G. Roberts (del Laboratorio Lincoln, en el MIT) con el objeto de que liderase el proyecto de creación de la nueva red. Roberts ya conocía a Davies gracias a la mencionada conferencia sobre multiplexación. El concepto original de Roberts consistía en utilizar la técnica de multiplexación en el tiempo, uniendo máquinas directamente con cables telefónicos. En una de las primeras reuniones (1967), muchos participantes no estaban dispuestos a que sus computadoras tuvieran que gestionar líneas telefónicas. Uno de estos participantes, Wesley A. Clark, tuvo la idea de usar pequeñas computadoras dedicadas solo a gestionar los enlaces de comunicaciones. Esta idea permitió descargar de trabajo a las computadoras principales, además de aislar la red de la distinta naturaleza de cada computadora. Sobre esta base comenzó el diseño inicial de ARPANET. Roberts presentó su primer plan en un simposio en 1967. En este mismo evento se encontraba presente Roger Scantlebury, colaborador de Davies. Gracias a este encuentro discutieron la idea de la conmutación de paquetes y permitió a Roberts conocer el trabajo de Baran.

Nacimiento de ARPANET

En el verano de 1968 ya existía un plan completo y aprobado por ARPA de manera que se celebró un concurso con 140 potenciales proveedores. Sin embargo, solamente doce de ellos presentaron propuestas. En 1969, el contrato se adjudicó a la empresa Bolt, Beranek y Newman (conocida como BBN Technologies o simplemente BBN), con quienes había trabajado Licklider, creador del concepto de «red galáctica». El 29 de octubre de 1969 se transmite el primer mensaje a través de ARPANET y en menos de un mes (21 de noviembre) se establece el primer enlace entre la Universidad de California (Los Ángeles) y el Instituto de Investigaciones de Stanford.

La oferta de BBN seguía el plan de Roberts rápidamente. Las pequeñas computadoras se denominaron «procesadores de la interfaz de mensajes» (IMP) e implementaban la técnica de almacenar y reenviar. Utilizaban un módem telefónico para conectarse a otros equipos (a una velocidad de 50 kbits por segundo). Las computadoras centrales se conectaban a los IMP mediante puertos en serie a medida.

Los IMP se implementaron inicialmente en computadoras DDP-516 de Honeywell. Contaban con 24 KB de memoria principal con capacidad para conectar un máximo de cuatro computadoras centrales y comunicarlas con otros seis IMP remotos.

BBN tuvo disponible todo el hardware y el software necesario en tan solo nueve meses.

Primer despliegue
La ARPANET inicial constaba de cuatro IMP instalados en:

 La UCLA, donde Kleinrock creó el Centro de Medición de Red. La primera en conectarse fue una computadora SDS Sigma 7.
 El Augmentation Research Center, en el Instituto de Investigación de Stanford, donde Doug Engelbart creó el novedoso sistema National Language Services (NLS), un incipiente sistema de hipertexto. Una computadora SDS 940 fue la primera en conectarse.
 La Universidad de California, con una computadora IBM 360.
 El Departamento Gráfico, de la Universidad de Utah, donde se trasladó Ivan Sutherland, con una PDP-10 inicialmente conectada.

El primer enlace de ARPANET se estableció el 21 de noviembre de 1969 entre UCLA y Stanford. El 5 de diciembre del mismo año, se había formado una red de 4 nodos al añadirse la Universidad de Utah y la Universidad de California en Santa Bárbara. En marzo de 1970, ARPANET cruzó hasta la costa este cuando la propia BBN se unió a la red. En 1971, ya había 24 computadoras conectadas, pertenecientes a universidades y centros de investigación. Este número creció hasta 213 computadoras en 1981, con una nueva incorporación cada 20 días en promedio, y llegaron a alcanzar las 500 computadoras conectadas en 1983.

Software desarrollado y personajes destacados
El protocolo NCP (Network Control Program, «Programa de Control de Red») fue la base de las comunicaciones entre sistemas pertenecientes a ARPANET hasta 1981, cuando se diseñó TCP/IP para permitir un mejor crecimiento de la red. Se desplegó por primera vez hacia 1970.

En 1972, Ray Tomlinson, de la BBN, inventó el correo electrónico.

En 1973, el File Transfer Protocol (FTP) ya estaba definido e implementado y facilitaba el movimiento de ficheros en ARPANET. Para entonces, el 75 % del tráfico ya se debía al éxito del correo electrónico.
 Will Crowther: Programador de ARPAnet

 Dough Engelbart: Administrador de ARPAnet en Stanford; inventor del ratón.

 Frank Herat: Administrador del equipo de desarrollo de ARPAnet.

 Bob Kahn: Desarrollador de ARPAnet. Coinventor de TCP/IP.
 Severo Ornstein: Ingeniero de sistemas en ARPAnet.
 Jonathan Postel: Editor de los RFCs en ARPAnet.
 Ivan Sutherland: Director de la Oficina de Técnicas de la Información en ARPA.
 Dave Walden: Ingeniero de sistemas en ARPAnet.

También se especificó un protocolo para transmisión de voz (RFC 741), que llegó a implementarse pero fue un fracaso por motivos técnicos. Esto no vio la luz hasta varias décadas más tarde.

El «mito» de los ataques nucleares

La creencia de que ARPANET se construyó para sobrevivir a ataques nucleares sigue siendo muy popular. Sin embargo, algunos creen que este no fue el motivo. Si bien es cierto que ARPANET fue diseñada para sobrevivir a fallos en la red, argumentan que la verdadera razón para ello era que los nodos de conmutación eran poco fiables, tal y como se atestigua en la siguiente cita:

No obstante lo anterior, la opinión mayoritaria en la actualidad conecta el esfuerzo inicial de la Corporación RAND con los del MIT y la UCLA, lo cual se puede evidenciar en esta cita:

Sin embargo, ARPA era un programa financiado por el Pentágono, lo que da cuenta de que había intereses militares en la creación de ARPANET. Asimismo, los trabajos de Paul Baran, pioneros en la creación de la red, también atestiguan que parte de los intereses del Pentágono era lograr sistemas eficientes en posibles defensas que el país tuviera que realizar ante diversos ataques, entre ellos nucleares.

Véase también

 Historia de Internet

Referencias

Bibliografía

Publicaciones generales

 Abbate, Janet. Inventing the Internet (MIT Press, Cambridge, 1999) pp. 36-111
 Bolt, Beranek & Newman (BBN). A History of the ARPANET: The First Decade (1981)
 Ferreyra, Gonzalo C.  Internet paso a paso: hacia la autopista de la información. (Alfa Omega, 1996 México.)
 Hafner, Katie.Where Wizards Stay Up Late (Simon and Schuster, 1996)
 Norberg, Arthur & Judy E. O'Neill. Transforming Computer Technology: Information Processing for the Pentagon, 1962-1982 (Johns Hopkins University, 1996) pp. 153-196
 Salus, Peter H. Casting the Net: from ARPANET to Internet and Beyond (Addison-Wesley, 1995)
 Waldrop, M. Mitchell. The Dream Machine: J.C.R. Licklider and the Revolution That Made Computing Personal (Viking, New York, 2001)

Referencia técnica detallada

 Baran, Paul. On Distributed Communications
 Baran, Paul. On Distributed Communications Networks (IEEE Transactions on Communications Systems, March 1964)
  Carr, Stephen; Stephen Crocker, Vinton Cerf. Host-Host Communication Protocol in the ARPA Network (1970 Spring Joint Computer Conference, AFIPS Proc. Vol 36, pp. 589-598, 1970)
 Feinler, E. & Postel, Jon B. ARPANET Protocol Handbook (Network Information Center, Menlo Park, 1978)
 Heart, Frank; Robert Kahn, Severo Ornstein, William Crowther, David Walden, The Interface Message Processor for the ARPA Computer Network (1970 Spring Joint Computer Conference, AFIPS Proc. Vol. 36, pp. 551-567, 1970)
 Kleinrock, Leonard. Communication Nets: Stochastic Message Flow and Design (McGraw-Hill, 1964)
  McQuillan, John; William Crowther, Bernard Cosell, David Walden y Frank Heart, Improvements in the Design and Performance of the ARPA Network (1972 Fall Joint Computer Conference, AFIPS Proc. Vol. 41, Pt. 2, pp. 741-754, 1972)
  Ornstein, Severo: Frank Heart, William Crowther, S. B. Russell, H. K. Rising y A. Michel, The Terminal IMP for the ARPA Computer Network (1972 Spring Joint Computer Conference, AFIPS Proc. Vol. 40, pp. 243-254, 1972)

Enlaces externos

En inglés
 Looking back at the ARPANET effort.
 The Computer History Museum Imágenes y mapas de la ARPANET de 1964 en adelante.
 Mapas de la ARPANET de 1967 a 1977.
 Anécdota personal del primer mensaje enviado por la ARPANET.
 The Internet Society History Page.
 Historia del Hipertexto: el proyecto.

Introducciones relacionadas a la ciencia de la computación de 1969

redpajama_set_name: RedPajamaWikipedia


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Q: How do I suppress warning : "struct xxyy declared inside parameter list"? I want to use one of the options provided in the link below to suppress the warning:

warning : struct xxyy declared inside parameter list

https://gcc.gnu.org/onlinedocs/gcc-4.4.5/gcc/Warning-Options.html
My requisite is to suppress this warning, not to fix it. Which option can I use from the above link?

A: Just remove the warning fixing the issue. If the warning comes from something like:
void function(struct foo *x);

just put this line before:
struct foo;

redpajama_set_name: RedPajamaStackExchange


text:
Meet Glenn Scott, Our August Veteran of the Month
Ashli Overlund
Ashli Overlund Published: July 28, 2016
Meet Glenn Scott from Monticello, he's our August 'Veteran of the Month.' Scott was nominated by his son Josh who had this to say about him;
My dad has always been there for me and I'd like to show my appreciation to that by nominating him for the veteran of the month for his time in Vietnam."
Scott joined the United States Marine Corps just out of high school in 1974. It was toward the end of the Vietnam War because he wanted to travel the world. He didn't have any family ties to the military and he didn't have friends who were enlisted. He says he signed up and joined all by himself.
Ashli Gerdes
Scott is a Minnesota native who grew up farming. He decided that he wanted to try something a little different. He went to basic training in Arizona before he was sent to Okinawa, Japan. He was also stationed in the Philippines for a short time. He says life was different than what he was used to in Minnesota. It was a different climate and a different culture. Scott spent just over two years serving his country. He says he's grateful for his experience, but was happy to finally come home. Today, he keeps his family tradition of farming alive by working on a potato farm.
The 'Veteran of the Month' is brought to you by the Clearwater Travel Plaza – on 98-1 Minnesota's New Country.
Filed Under: august veteran of the month, glenn scott, veteran of the month
Meet Ryan Klimek, He's Our March 'Veteran of the Month' [WATCH]
Meet Ken Schroeder, He's Our February 'Veteran of the Month' [WATCH]
Meet Jerry Lang, He's Our November 'Veteran of the Month' [WATCH]
Meet Rachel Babcock, Our October 'Veteran of the Month' [WATCH]
Meet Kaleb Stroud, He's Our September 'Veteran of the Month' [WATCH]
Meet Josh Brummond, Our July Veteran of the Month
Meet Tom Goodrich, Our June Veteran of the Month [WATCH]
Meet Kevin Johnson, Our May Veteran of the Month [WATCH]

redpajama_set_name: RedPajamaCommonCrawl


text:
Press Release, Welfare-to-Work Programs Need to Integrate Remedial and Job Skills, September 20, 1990
ערוך Press Release, Welfare-to-Work Programs Need to Integrate Remedial and Job Skills, September 20, 1990
Rockefeller Foundation, Press Release, "Welfare-to-Work Programs Need to Integrate Remedial and Job Skills," September 20, 1990, Box R3062, Folder 1992-94, RAC.
To the extent that the donor owns copyright in these materials, he/she has given the Rockefeller Archive Center the authority to grant permission to cite and publish material from the collection for scholarly purposes; however, copyright in some items may be held by their respective creators. Please consult an archivist for further details.
Rockefeller Foundation, Press Release, "Welfare-to-Work Programs Need to Integrate Remedial and Job Skills," September 20, 1990, 100 Years: The Rockefeller Foundation, accessed January 29, 2020, https://rockfound.rockarch.org/digital-library-listing/-/asset_publisher/yYxpQfeI4W8N/content/press-release-welfare-to-work-programs-need-to-integrate-remedial-and-job-skills-september-20-1990


Shillong Cantonment is a Military establishment in Meghalaya, while it is considered a romantic city and important tourist destination of North East of India, often mentioned as the Scotland of the East because of its striking similarity with the landscape of Scotland, the hill station Shillong is always being admired for its ever green panorama and moderate climate, with the exception of deep winter times.
Shillong Cantonment is a Military Cantonment established in the year 1885CE in the East Khasi Hills district in the Meghalaya State of India, Shillong being the Capital of the State, lying in an altitude of 4990 ft. above sea level, the town formed originally in the year 1864, but was rebuilt again inn 1897 due to an earthquake destroyed the entire place.
Shillong is a beautiful Hill station, particularly for Honeymoon couple, while the Shillong Cantonment is in the midst of Shillong Municipal area and the National Highway NH40 passes through the Cantonment area.
Shillong neither has rail links nor a proper air connection; however Shillong is having motorable roads linking all major northeastern states, public transport buses running frequently, although one can reach Shillong after a picturesque drive of 128 kms from Gauhati airport.
There are two major National Highways passing through Shillong, which are National Highway 40 linking Guwahati and National Highway connecting Tripura & Mizoram -NH 44A.
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As per 2001 Census of India Shillong Cantonment 's population of 12,385, Males accounting for 57%, female population 43%, with Shillong Cantonment having an average literacy level of 74%, which is higher than the national average, 12% of the population under 6 years of age.
Shillong's St. Edmund's College is a century-old educational institute which has brought out many eminent personalities in different spheres.


text:
Archive for the 'Al Jolson' Category
Swaaaneee, how I love ya, how I love ya …
It looks like the tazering incident at the University of Florida was a bit of vaudeville theater. Al Jolson would have blushed. The kid's no Abe Foxman though.
Tasered student may perform at Hillel
Jewish Telegraph Agency
A Jewish student at the University of Florida who gained national fame for being Tasered may perform with Hillel.
Andrew Meyer, who was forcibly subdued Tuesday during a speech by U.S. Sen. John Kerry (D-Mass.), was seen performing recently by two Florida Hillel staffers, Rabbi Yoni Kaiser-Blueth told JTA, and Meyer has been considered for a performance at an upcoming Hillel open-mic event.
In the wake of the Taser episode Kaiser-Blueth, the Florida Hillel's associate director of Jewish student life, said his staff had yet to discuss whether Meyer would still be considered. He reportedly was arrested on charges of resisting an officer and disturbing the peace, and released on his own recognizance.
Meyer, an aspiring journalist, was "nominally affiliated" with the campus Jewish group, Kaiser-Blueth said. He is also a contributing writer for the campus Jewish newspaper, The Shpiel.
Kaiser-Blueth said Hillel was trying to reach out to Meyer, but was having little luck reaching him.
"CNN is a little more pressing than the local Hillel here," Kaiser-Blueth said.
http://www.jta.org/cgi-bin/iowa/breaking/104221.html
[The Anti Defamation League of B'nai B'rith] provides a number of specific services to Hillel foundations and other segments of the Jewish community on campus …
http://www.adl.org/Sih/SIH-oncampus.asp
Posted in Al Jolson, Andrew Meyer, Charade, Hillel, Theater | Leave a Comment »
You are currently browsing the archives for the Al Jolson category.


Captain Fawcett's Award Winning* Beer'd Shampoo® as made with his preferred IPA is a reassuringly gentle, cleansing concoction designed to not only wash away the detritus of the day, but further to leave your hirsute pride & joy looking simply splendid & in tip-top condition to boot. This rather magnificent formula includes over 80ml of fine ale (malt, hops & brewers yeast) & has a rather enticing aroma.
Please note that however tempting one should at all costs avoid quaffing or run the real risk of forever blowing bubbles... Carry On.
Directions: Wet your beard, apply shampoo & work through to a rich lather before rinsing thoroughly, repeat if required.
NB: A bottle of our fine ale is sadly not included when purchasing a bottle of Beer'd shampoo.
*Bronze Award for "Best New Male Hair Product"


We are at the point where we need to update our list of smartphones in this certain price range.
Under 10K at Android Zone!
Disclaimer: There is no particular order in this list. We are just randomly listing down these devices of which we think has the best to offer.
1. Xiaomi Redmi S2 - The Redmi S2 is the most affordable selfie-focused smartphone of Xiaomi. It has a 5.99-inch HD+ screen, Snapdragon 625 SoC, 3GB RAM, 32GB storage, 3,080mAh battery, 12MP + 5MP dual cam, and a 16MP AI selfie cam. It is priced at just PHP 8,490.
2. Xiaomi Redmi 5 Plus - The Redmi 5 Plus is the higher-end and bigger version of the Redmi 5. It has a 5.99-inch FHD+ screen, SD625 chipset, 3GB RAM, 32GB storage, and 4,000mAh battery. It is priced at just PHP 8,490.
3. Huawei Nova 2 lite - The phone has a 5.99-inch HD+ 2.5D glass with 18:9 screen aspect ratio. It is powered by Qualcomm's 64-bit Snapdragon 430 octa-core processor clocked at 1.4GHz, Adreno 505 GPU, 3GB RAM, 32GB storage, and 3,000mAh battery. It sells for pHP 8,990.
4. Huawei Y6 2018 - The Huawei Y6 2018 is equipped with a big 5.7-inch HD+ 18:9 screen with smaller bezels on a small frame. It boasts a 1.4GHz 64-bit Snapdragon 425 quad-core processor with 2GB RAM and 16GB ROM. You can get it for PHP 5,990.
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6. Samsung Galaxy J6 - It boasts a 5.6-inch HD+ Super AMOLED 1480 x 720 resolution Infinity Display. Inside, it has 64-bit Exynos 7870 octa-core processor with 3GB, 32GB expandable via microSD card slot up to 256GB, and 3,000mAh. It also has a 13MP f/1.9 camera at the back, 8MP f/1.9 selfie camera, fingerprint scanner, 4G LTE connectivity, and Android 8.0 Oreo OS w/ Samsung Experience 9.0 skin. You can get it for only PHP 9,990.
7. OPPO A39 - It sports a 5.2-inch screen, MT6750 SoC, 3GB RAM, 32GB internal memory, 13MP rear and 5MP selfie cameras. It is packed with 2,900mAh of battery that sells for only PHP 9,990.
8. OPPO A3s - This one features a 6.2-inch 2.5D curved, Snapdragon 450 SoC, 2GB RAM, 16GB ROM, with 4,230mAh of battery. It sports a 13MP rear and 8MP selfie cameras. Get it for only PHP 6,990!
9. Vivo Y81 - It features a 6.22-inch 19:9 display with 1520 x 720 resolution at around 270 pixels per inch. Under the hood, it goes with a 64-bit Helio P22 octa-core processor clocked at 2.0GHz and PowerVR GE8320 GPU. It is coupled with 3GB RAM, 32GB expandable storage, and 3,260mAh battery capacity. It sells for PHP 9,999.
10. Vivo Y71 - This one features a 6-inch HD+ with 18:9 display, 3,360mAh battery, 13MP rear, and 5MP selfie camera. It has 3GB RAM, and 16GB expandable internal memory. You can get it for only PHP 8,990.
11. ASUS ZenFone 4 Selfie - It has 5.5-inch screen, Snapdragon 430 octa-core processor, 4GB RAM, 64GB expandable internal memory, and 3,000mAh of battery. It sports a 16MP rear camera and 20MP + 8MP selfie cameras. Get it for only PHP 9,995.
12. ASUS ZenFone Max M1 Plus - It's packed with 4,130mAh battery paired with the trendy 18:9 screen aspect ratio and 16MP + 8MP dual rear camera setup.
13. Hyundai Aero Plus - This one has 5.5-inch FHD screen with 4GB RAM and expandable 64GB internal memory. It runs on the 64-bit Helio P10 octa-core processor. It sports a 21MP rear camera and 8MP selfie camera. Get it for only PHP 5,999.
14. Cloudfone Next Infinity Plus - One of the most affordable 18:9 screen display smartphones. It features a 5.99-inch HD+ screen, Snapdragon 425 SoC, 3GB RAM, 32GB internal memory, 13MP rear camera, 16MP selfie camera, and 3,000mAh of battery. Buy it for only 5,999.
15. Cloudfone Next Infinity Pro - PHP 6,990, the Cloudfone Next Infinity Pro comes in a sleek design with beautiful red paint finish and a trendy looking 5.7-inch HD+ 18:9 screen aspect ratio with narrow bezels. It comes with 16MP PDAF main camera and a 20MP + 8MP dual selfie camera setup with portrait mode, wide angle, and softlight LED flash.
There you go, you can find these picks at Android Zone stores near you! Will you be getting any of these smartphones?


text:
FMRS US
The World after Brexit and Trump
#FMRS17 March 16 - May 23 | 45 cities - 11 weeks
Speakers List
Rogers, Carlyle
Carlyle Rogers
Carlyle K Rogers MBA, LLM is a barrister based in Anguilla who practices in the areas of corporate and financial services law and owns and manages the Stafford Group of Companies which provides corporate/trustee and other services to international clients. Mr. Rogers studied law in London at Queen Mary and Westfield College, University of London, where he obtained an LLB (Hons) degree in 2001 and with the University of London (International Programme) from which he obtained an LLM degree in Corporate and Commercial Law in 2005.
Show More (106 More Words)
He completed the Legal Education Certificate (LEC) at the Hugh Wooding Law School in Trinidad in March 2013 and was admitted as a barrister of the Eastern Caribbean Supreme Court in Anguilla and BVI in 2013 and St. Kitts/Nevis in 2014. He holds an MBA in Finance degree from City, University of London (CASS Business School) awarded in 1996 and a BA in Business Administration and AA in Business Management from the University of the Virgin Islands conferred in 1995.
Carlyle writes and speaks regularly on issues affecting the international financial services industry and is a regular contributor to Offshore Investment and the Cayman Financial Review: http://www.caymanfinancialreview.com/author/carlylekrogers/
Ernst 2017-02-28T00:39:30+00:00
Copyright © Austrian Economics Center | All Rights Reserved.


text:
magento
=======

This is the Adyen Payment plugin for Magento. The plugin supports the Magento Community and Enterprise edition.

We commit all our new features directly into our GitHub repository.
But you can also request or suggest new features or code changes yourself!

Setup Module

Click here to see the video how to setup your Adyen Magento module and the Adyen backoffice

Click here to download the Magento Quick Integration Guide how to setup the basics for the Adyen Magento module and the Adyen backoffice

For a more advanced manual click here

Support

You can create issues on our Magento Repository or if you have some specific problems for your account you can contact magento@adyen.com  as well.

Current Release

2.1.1

Features

* Make installments possible for the OneClick Payments
* Added cash express checkout button on the shopping card for easy pay with cash
* Added possibility to open cash drawer after cash payment
* Cancel the order in Adyen as well when order is cancelled in Magento
* Automatically create shipment for cash payment and added setting to do this for POS payments as well
* Added checkbox for shoppers in CreditCard payments to not save their creditcard data for OneClick payments
* Added Setting to disable payment method openinvoice(Klarna/AfterPay) when billing and delivery addresses differ
* Show the payment method in Payment Information block of the order
* After canceling payment on Adyen HPP reactivate current quote instead of creating a new quote
* Added client side validation on "delivery_days" on the settings page in Magento
* HPP Payment method show correct label in payment information panel in the Magento checkout page
* POS now acts on CAPTURE notification instead of AUTHORIZATION
* CANCEL_OR_REFUND improvements for POS
* Improved support for Scanners that press enter after scanning barcode
* OneStepCheckout improvments

Fixes

* Fixed that OneClick will not breaks when creditcard name has special characters
* Fixed that the extra fee totals in the order confirmation email is not visible when the amount is zero.
* Fixed Directory Lookup for amounts under the one euro and improved error messages when payment methods cannot be shown because of incorrect settings
* Fixed that PaymentMethod is shown if you print the invoice
* Fixed incorrect rounding in tax for OpenInvoice payment method
* Fixed that GetInstallments call is not executed when installments are disabled
* Fixed Client side validation for JCB, Maestro and CarteBlue
* Fixed that in the backend the configuration are loaded from the store view where the order has been made instead of the default settings
* Fixed that BankTransfer and SEPA are always auto captured because you can't capture the payment method
* Fixed that DeliveryDate For Boleto is now correctly send to Adyen platform
* Fixed that Ajax calls now support the HTTPS protocol

Previous Releases

2.1.0

Features & Fixes

 * Show OneClick payments in Magento checkout
 * New API payment method SEPA
 * Add discount for the payment method open invoice (karna/Afterpay)
 * Optimized UI in the payment step (for the default OnePage checkout and the OneStepCheckout module)
 * Build in scan functionality for using Magento as cash register solution
 * express checkout button for payments through the Adyen Shuttle
 * Creditcard installments can now be setup foreach creditcard type
 * Installment rate (in %) is now added to the installment setup
 * For Klarna it is now possible to show date of birth and gender only when you select payment method open invoice
 * Multicurrency problem with Api Payments solved
 * Show reservationNumber for Klarna and AfterPay in the payment information of the order
 * Directory lookup call to retrieve the payment methods shown in the payment step can now be cached for better performance
 * Payment methods can now be sorted in the front-end
 * Boleto firstname and lastname automatically filled in based on billing information
 * For Boleto payments the paid amount is now shown in the payment information of the order detail page
 * Possible to select different status for Boleto if the payment is overpaid or underpaid
 * Full refund will send in Cancel\Refund request to Adyen if payment is not yet captured the order will be cancelled
 * For payment method Klarna and after pay the fields are disabled on the Adyen HPP
 * Payment methods in the checkout give back the language specific payment method text
 * Add after pay logo in magento checkout
 * Plugin version number and links for setting up now visible in the Adyen General settings sections

2.0.3

Features & Fixes

 * HPP payment method selection now automatically loaded from the selected skin (Adyen calls this directory lookup)
 * Module namespace and module name is now Adyen/Payment instead of Madia/Adyen
 * CSE now better support for the onestepcheckout modules as well
 * CSE IE8 Fix
 * Possible to make Cash payments

1.0.0.8

Features and Fixes:

 * Recurring contract default is ONECLICK and fully changeable
 * OpenInvoice payment method supports afterpay and Klarna
 * API payments available in the backend
 * Bank transfer (incl. international) added as HPP payment options
 * Adyen AUTHORIZATION status (succeeded/failed) visible in order overview
 * Saving configuration removes spaces in front and end of input value
 * DeliveryDate for Boleto payments is now configurable
 * Completion email is now triggered when notification AUTHORIZATION is received
 * Added payment method POS. Automatic redirect to Adyen app for the payment
 * Payment to applicable countries now available for all payment methods
 * Fixed time-out in notification (removed the filelock system).

1.0.0.7

Features:

 * CC with client side encryption
 * CC with 3D secure
 * new Boleto payment method (Brazilian market)

Fixes:

 * notification receival now works properly on NFS
 * improved logging

redpajama_set_name: RedPajamaGithub


Many chronic or progressive diseases, such as Parkinson's disease, put you at risk for developing infections. The diseases themselves aren't fatal, but their effects can be. For example, as Parkinson's disease progresses, it can become increasingly difficult for you to swallow food and drink without choking. You may aspirate the food or drink, which means it goes into the lungs instead of your stomach. When you aspirate, you can develop pneumonia, an infection that can trigger sepsis.
People with movement disorders like Parkinson's disease are at risk of falling and their skin being cut or scraped. These injuries can become infected. Falls can also cause fractures, such as a broken hip. If a fracture breaks through the skin (an open fracture) or needs surgery for the bone to be set, again, there is the chance of infection.
When you have a chronic or progressive illness, being admitted to a healthcare facility, a hospital or rehabilitation facility, isn't unusual. This puts you at risk for developing healthcare-acquired infections (HAIs), most frequently, infections such as MRSA and C. difficile.
There are many ways someone with a chronic or progressive can develop an infection, so it's important to always be aware of the possibility, and to watch for the signs and symptoms of sepsis. Quick recognition and treatment is the key to survival.
Parkinson's disease is often diagnosed by examining you for the typical signs and symptoms related to the disease. There are no specific tests for Parkinson's disease. However, your doctor may send you for other tests, such as magnetic resonance imaging (MRI) and other imaging tests to rule out any other conditions that may be causing your symptoms.
Parkinson's disease is not curable. Treatments focus on relieving symptoms as much as possible and allowing you to remain as independent as possible for as long as possible.
There are different types of drugs, such as levodopa/carbidopa (Sinemet), ropinirole (Requip), and amantadine (Symmetrel), which may help relieve or lessen tremors and make it easier to control muscle movement.
There also has been some success with deep brain stimulation for some patients.


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These 'Bridgerton' Stars Were Also in 'Harry Potter'
Since moving from ABC, Bridgerton the first series debated under Shondaland 's Shonda Rhimes banner on Netflix, and although it took a while to get started, it was well worth the wait.
Rhimes 'reports that a $ 150 million contract with the streaming service is already paying off with the elegant 19th-century set. Of course, fans of the series will no doubt recognize some of Daphne Bridgerton's (Phoebe Dynevor) bestsellers from a series of love films.
These are Bridgerton there were real stars Harry Potter As well.
Regé-Jean Page as Simon Basset and Phoebe Dynevor as Daphne Bridgerton in the Netflix series 'Bridgerton.' | LIAM DANIEL / NETFLIX © 2020
'Bridgerton' is one of Netflix's greatest songs
Clearly, Netflix's bet on Rhimes has paid off handsomely. Although the series has just dropped on Christmas Day 2020, it is already one of the biggest series ever to be streamed on the streaming platform.
"Approximately 63 million homes are expected to have seen the show in the four weeks since the release of Christmas Day, making it one of the largest original series ever launched," said Vanity Fair reported.
Season 1 of the series, which is directed Anatomy Gray and Scandal writer Chris Van Dusen focuses on the oldest Bridgerton Daphne's first daughter at the London wedding market in the summer of 1813.
After being spoiled by her older brother who is pregnant and sexually, she comes up with a scheme that reveals she has fallen Simon Basset, Duke of Hastings (Regé-Jean Page), the bachelor most suitable in society.
In their first four weeks, 63 million households are expected to have courted Bridgerton at Shondaland and 44 million households will have qualified for Robert Rodriguez's We Can Be Heroes, making it this is our biggest show week between Christmas and the New Year! pic.twitter.com/dWoLCWn6NO
– Netflix (@netflix) January 4, 2021
Netflix's 'Bridgerton' may have eight seasons
Although Netflix hasn't announced an update yet, with such large numbers of fans believe the news is imminent for the series. Plus, a lot of fans are speculating that we might get seven more seasons.
After all, Bridgerton based on Julia Quinn's Bridgerton novels featuring the Bridgerton eight sisters in search of love.
"As this is a family of eight children and consists of eight books, I would like to be able to focus on stories and love stories and tell them to all the Bridgerton sisters," said Van Dusen. Collider. "For every character, for sure."
Eight seasons have not been confirmed so far, but we can expect Season 2 to focus on Anthony (Jonathan Bailey), Bridgerton 's eldest son. In fact, Quinn's second book, The Lord who loved me it's about.
Is that the Duke I see as something extra in Harry Potter (Deathly Hallows Part 1) ?? #Bridgerton @NetflixUK pic.twitter.com/ux9sejmMpw
– Alison (@alisonvanrijn) 31 December 2020
These 'Bridgerton' stars also appeared in 'Harry Potter'.
While we were all thrilled with it Bridgerton, was a reunion for many of the actors in the series who were also in some of the Harry Potter movies. There was a page in 2011 Harry Potter and the Deathly Hallows Part 1 as an addition.
Daphne's another lawyer, Prince Friederich (Freddie Stroma), appeared in 2009 Harry Potter and the Half-Blood Prince and Harry Potter and the Deathly Hallows as Cormac McLaggen. We are happy to see.
The major acting credits also expanded to shows such as Doctor Who, Fall, EastEnders, Law & Order: UK, Broadchurch, Silent Evidence, Death in Paradise, Crown, and Line of Duty.
'Little House on the Prairie': Nellie Oleson Actor Said Mary Ingalls Actor Threatened To Hit Her Behind the Scenes: 'I'm Really Going To Hit You, You Know'
BTS's Jungkook Had an Insightful Response When a Fan Asked If He Believed in Destiny


In the previous three chapters we've covered the impact our genetics can have on our health. In this final chapter we reverse this and look at the exciting field of gene therapy. In the Viral Gene Therapy simulation, you will learn about the use of modified viruses and how we can manipulate their genetic code to fix mutations inside our own bodies. Based on recent exciting research findings you'll investigate the role of genetics in heart failure. Will you be able to design a virus that can help to improve the symptoms of heart failure in patients?


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B. Kočího Malý slovník naučný je všeobecná česká encyklopedie vydaná nakladetelem Bedřichem Kočím ve dvou svazcích v letech 1925 a 1929. Dohromady obsahuje kolem 100 000 hesel na 2132 stranách. Hlavním redaktorem byl František Antonín Šídlo. Celkem na něm pracovalo 71 spolupracovníků.

Kočího cílem bylo, aby byla encyklopedie dobře dostupná širokému lidu. Vycházela proto i v sešitech či obsahuje i praktické informace v heslech jako "utonutí". V letech 1929 a 1930 vyšla i v kapesním vydání. Cena dvou vázaných svazků kapesního vydání byla 80 Kč a poštovné. Pro ušetření místa jsou hesla telegraficky krátká a s velkým množstvím zkratek, což snižuje jejich čitelnost.

Její obsah byl popsán takto: "V duchu redaktorova světového názoru jsou akcentovány momenty soudobého pacifismu jako životního stylu, otázky vegetariánství, abstinence a jejich průkopníků."

V doslovu druhého dílu jsou přislíbené dva sešity s doplňky, které ale nikdy nevyšly.

Encyklopedie vyšla i v kapesním vydání s identickým obsahem, ale v menším formátu (původní vydání má 16x23cm, kapesní 9x13.7cm).

Svazky

Související články

 Masarykův slovník naučný
 Komenského slovník naučný
 Ottův slovník naučný
Seznam českých encyklopedií

Externí odkazy

 Slovník je dostupný online v Národní digitální knihovně.

Reference

České encyklopedie
Knihy z roku 1925
Knihy z roku 1929


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Genyochromis mento – gatunek słodkowodnej ryby z rodziny pielęgnicowatych (Cichlidae), jedyny przedstawiciel rodzaju Genyochromis.

Występowanie
Gatunek endemiczny jeziora Malawi w Afryce.

Opis
Osiąga w naturze do 12 cm długości. Żywi się łuskami innych ryb.

Przypisy

Linki zewnętrzne

Haplochromini
Gatunki i podgatunki zwierząt nazwane w 1935 roku


This rather surreal project celebrates colourful sponges and cleaning products. The art direction is by Pablo Alfieri, and the aim of the series is to explore texture in a playful and colourful way. What's not to love?
Based in Buenos Aires, Argentina, Alfieri is no stranger to the exploration of our senses. Previous projects include The Balloon Series, Playful Portraits and Hands. In a similar vein to Softness, texture and colour are examined in a fun and engaging way.
To see more of the artist's work, visit Instagram.


Ants can navigate over long distances between their nest and food sites using visual cues [1, 2]. Recent studies show that this capacity is undiminished when walking backward while dragging a heavy food item [3-5]. This challenges the idea that ants use egocentric visual memories of the scene for guidance [1, 2, 6]. Can ants use their visual memories of the terrestrial cues when going backward? Our results suggest that ants do not adjust their direction of travel based on the perceived scene while going backward. Instead, they maintain a straight direction using their celestial compass. This direction can be dictated by their path integrator  but can also be set using terrestrial visual cues after a forward peek. If the food item is too heavy to enable body rotations, ants moving backward drop their food on occasion, rotate and walk a few steps forward, return to the food, and drag it backward in a now-corrected direction defined by terrestrial cues. Furthermore, we show that ants can maintain their direction of travel independently of their body orientation. It thus appears that egocentric retinal alignment is required for visual scene recognition, but ants can translate this acquired directional information into a holonomic frame of reference, which enables them to decouple their travel direction from their body orientation and hence navigate backward. This reveals substantial flexibility and communication between different types of navigational information: from terrestrial to celestial cues and from egocentric to holonomic directional memories.
The salient feature of liquid crystal elastomers and networks is strong coupling between orientational order and mechanical strain. Orientational order can be changed by a wide variety of stimuli, including the presence of moisture. Changes in the orientation of constituents give rise to stresses and strains, which result in changes in sample shape. We have utilized this effect to build soft cellulose-based motor driven by humidity. The motor consists of a circular loop of cellulose film, which passes over two wheels. When humid air is present near one of the wheels on one side of the film, with drier air elsewhere, rotation of the wheels results. As the wheels rotate, the humid film dries. The motor runs so long as the difference in humidity is maintained. Our cellulose liquid crystal motor thus extracts mechanical work from a difference in humidity.
Essential to spatial orientation in the natural environment is a dynamic representation of direction and distance to objects. Despite the importance of 3D spatial localization to parse objects in the environment and to guide movement, most neurophysiological investigations of sensory mapping have been limited to studies of restrained subjects, tested with 2D, artificial stimuli. Here, we show for the first time that sensory neurons in the midbrain superior colliculus (SC) of the free-flying echolocating bat encode 3D egocentric space, and that the bat's inspection of objects in the physical environment sharpens tuning of single neurons, and shifts peak responses to represent closer distances. These findings emerged from wireless neural recordings in free-flying bats, in combination with an echo model that computes the animal's instantaneous stimulus space. Our research reveals dynamic 3D space coding in a freely moving mammal engaged in a real-world navigation task.
Sensorimotor control in vertebrates relies on internal models. When extending an arm to reach for an object, the brain uses predictive models of both limb dynamics and target properties. Whether invertebrates use such models remains unclear. Here we examine to what extent prey interception by dragonflies (Plathemis lydia), a behaviour analogous to targeted reaching, requires internal models. By simultaneously tracking the position and orientation of a dragonfly's head and body during flight, we provide evidence that interception steering is driven by forward and inverse models of dragonfly body dynamics and by models of prey motion. Predictive rotations of the dragonfly's head continuously track the prey's angular position. The head-body angles established by prey tracking appear to guide systematic rotations of the dragonfly's body to align it with the prey's flight path. Model-driven control thus underlies the bulk of interception steering manoeuvres, while vision is used for reactions to unexpected prey movements. These findings illuminate the computational sophistication with which insects construct behaviour.
Natural composites exhibit exceptional mechanical performance that often arises from complex fiber arrangements within continuous matrices. Inspired by these natural systems, we developed a rotational 3D printing method that enables spatially controlled orientation of short fibers in polymer matrices solely by varying the nozzle rotation speed relative to the printing speed. Using this method, we fabricated carbon fiber-epoxy composites composed of volume elements (voxels) with programmably defined fiber arrangements, including adjacent regions with orthogonally and helically oriented fibers that lead to nonuniform strain and failure as well as those with purely helical fiber orientations akin to natural composites that exhibit enhanced damage tolerance. Our approach broadens the design, microstructural complexity, and performance space for fiber-reinforced composites through site-specific optimization of their fiber orientation, strain, failure, and damage tolerance.
A modular molecular kit for the preparation of crystalline molecular rotors was devised from a set of stators and rotators to gain simple access to a large number of structures with different dynamic performance and physical properties. In this paper, we have accomplished this with crystalline molecular rotors self-assembled by halogen bonding of di-azabicylo[2.2.2]octane (DABCO), acting as a rotator, and a set of five fluorine-substituted iodobenzenes that take the role of the stator. Using variable temperature 1H T1 spin lattice relaxation measurements, we have shown that all structures display ultrafast Brownian rotation with activation energies ranging from 2.4 to 4.9 kcal/mol and a pre-exponential factors of the order of 1-9 x 1012 s-1. Lineshape analysis of quadrupo-lar echo 2H NMR measurements in selected examples indicated rotational trajectories consistent with the 3-fold or 6 fold symmetric potential of the rotator.
Gaze stabilization is an almost ubiquitous animal behaviour, one that is required to see the world clearly and without blur. Stomatopods, however, only fix their eyes on scenes or objects of interest occasionally. Almost uniquely among animals they explore their visual environment with a series pitch, yaw and torsional (roll) rotations of their eyes, where each eye may also move largely independently of the other. In this work, we demonstrate that the torsional rotations are used to actively enhance their ability to see the polarization of light. Both Gonodactylus smithii and Odontodactylus scyllarus rotate their eyes to align particular photoreceptors relative to the angle of polarization of a linearly polarized visual stimulus, thereby maximizing the polarization contrast between an object of interest and its background. This is the first documented example of any animal displaying dynamic polarization vision, in which the polarization information is actively maximized through rotational eye movements.
As raw sensory data are partial, our visual system extensively fills in missing details, creating enriched percepts based on incomplete bottom-up information. Despite evidence for internally generated representations at early stages of cortical processing, it is not known whether these representations include missing information of dynamically transforming objects. Long-range apparent motion (AM) provides a unique test case because objects in AM can undergo changes both in position and in features. Using fMRI and encoding methods, we found that the "intermediate" orientation of an apparently rotating grating, never presented in the retinal input but interpolated during AM, is reconstructed in population-level, feature-selective tuning responses in the region of early visual cortex (V1) that corresponds to the retinotopic location of the AM path. This neural representation is absent when AM inducers are presented simultaneously and when AM is visually imagined. Our results demonstrate dynamic filling-in in V1 for object features that are interpolated during kinetic transformations.
Information about translations and rotations of the body is critical for complex self-motion perception during spatial navigation. However, little is known about the nature and function of their convergence in the cortex. We measured neural activity in multiple areas in the macaque parietal cortex in response to three different types of body motion applied through a motion platform: translation, rotation, and combined stimuli, i.e., curvilinear motion. We found a continuous representation of motion types in each area. In contrast to single-modality cells preferring either translation-only or rotation-only stimuli, convergent cells tend to be optimally tuned to curvilinear motion. A weighted summation model captured the data well, suggesting that translation and rotation signals are integrated subadditively in the cortex. Interestingly, variation in the activity of convergent cells parallels behavioral outputs reported in human psychophysical experiments. We conclude that representation of curvilinear self-motion perception is widely distributed in the primate sensory cortex.


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Exposed by Kimberly Marcus
Interview (of sorts) with Maggie Stiefvater, Meg C...
Title Announcement (And another contest!)
Love Story by Jennifer Echols (And Giveaway!)
The Hourglass Door by Lisa Magnum
Waiting on Wednesday (8)
Texas Gothic by Rosemary Clement Moore
Witches of East End by Melissa De La Cruz: giveaway!
Mini-Reviews: From the Back of my Bookshelf
Top Ten Tuesday (5): Authors I'm Dying To Meet!
Wildefire by Karsten Knight
Supernaturally by Kiersten White
Top Ten Tuesday (4): Rebels in Books !
A Big Announcement!
Contest: Supernaturally by Kiersten White!
So i'm taking the oppurtunity today to write mini-reviews of books that I either read before I started blogging or that I read and just never ended up writing a review for! These won't have any set dates but will probably do it once a month. (This is hosted by Katie's Book Blog and The Book Cellar)
XVI by Julia Karr
Nina Oberon's life is pretty normal: she hangs out with
her best friend, Sandy, and their crew, goes to school, plays with her little
sister, Dee. But Nina is 15. And like all girls she'll receive a Governing
Council-ordered tattoo on her 16th birthday. XVI. Those three letters will be
branded on her wrist, announcing to all the world-even the most predatory of
men-that she is ready for sex. Considered easy prey by some, portrayed by the
Media as sluts who ask for attacks, becoming a "sex-teen" is Nina's worst fear.
That is, until right before her birthday, when Nina's mom is brutally attacked.
With her dying breaths, she reveals to Nina a shocking truth about her past-one
that destroys everything Nina thought she knew. Now, alone but for her sister,
Nina must try to discover who she really is, all the while staying one step
ahead of her mother's killer.
I have to say, I neither loved nor hated this book. It was okay and a read that wasn't entirely too memorable. The concept was wonderful and I really wanted to see how Julia combined teenage sexuality and media. And the things was: I didn't get any background noise. I like knowing the history behind why things happen, what made it come to that point, etcc. But I didn't get any of that, which didn't let me fully enjoy what I was reading. I liked the characters, especially Wei and Sal, and Nina was a good character to read about. The end of the book did lift itself up for me, getting a lot more action-packed but in the end, it was simply an enjoyable read.
Uglies by Scott Westerfeld
Tally is about to turn sixteen, and she can't wait. Not
for her license -- for turning pretty. In Tally's world, your sixteenth birthday
brings an operation that turns you from a repellent ugly into a stunningly
attractive pretty and catapults you into a high-tech paradise where your only
job is to have a really great time. In just a few weeks Tally will be there.
But Tally's new friend Shay isn't sure she wants to be pretty. She'd rather
risk life on the outside. When Shay runs away, Tally learns about a whole new
side of the pretty world -- and it isn't very pretty. The authorities offer
Tally the worst choice she can imagine: find her friend and turn her in, or
never turn pretty at all. The choice Tally makes changes her world forever.
This is the book that awakened my love for Scott's books! Another dystopian, Uglies is what happens when people become so obsessed with beauty and image that it tears society apart. In Tally Youngblood's world, at sixteen you have a surgery to cure any imperfections and you move to the other side of town. That's where all the "pretty" people live and you don't have to work, go to school, or really do anything besides be beautiful and go to parties. But because of her friend Shay, she gets thrown on a wild adventure into the Smokes, where Uglies who don't believe in the operation run from this crazy government! These books are amazing and the characters in it are as well. I liked how Tally's opinions changed over the course of the book, as well as what she wanted for herself!
The concept was beautiful and the development of not only the plot, but the characters throughout the books, really made the story for me. Pretties was the least favorite of the four but definitely don't let it make you quit because Specials is the best one!
-Harmony