text:
Q: read -a array -d '\n' < foo, exit code 1 If I try to execute
read -a fooArr -d '\n' < bar

the exit code is 1 -- even though it accomplishes what I want it to; put each line of bar in an element of the array fooArr (using bash 4.2.37).
Can someone explain why this is happening

I've found other ways to solve this, like the ones below, so that's not what I'm asking for.
for ((i=1;; i++)); do
    read "fooArr$i" || break;
done < bar

or
mapfile -t fooArr < bar

A: That is the expected behaviour:

The return code is zero, unless end-of-file is encountered, [...]

start cmd:> echo a b c | { read -a testarray; echo $?; }
0

start cmd:> echo -n a b c | { read -a testarray; echo $?; }
1

A: What needs to be explained is that the command appeared to work, not its exit code
'\n' is two characters: a backslash \ and a letter n. What you thought you needed was $'\n', which is a linefeed (but that wouldn't be right either, see below).
The -d option does this:

  -d delim  continue until the first character of DELIM is read, rather
            than newline

So without that option, read would read up to a newline, split the line into words using the characters in $IFS as separators, and put the words into the array. If you specified -d $'\n', setting the line delimiter to a newline, it would do exactly the same thing. Setting -d '\n' means that it will read up to the first backslash (but, once again, see below), which is the first character in delim. Since there is no backslash in your file, the read will terminate at the end of file, and:
Exit Status:
The return code is zero, unless end-of-file is encountered, read times out,
or an invalid file descriptor is supplied as the argument to -u.

So that's why the exit code is 1.
From the fact that you believe that the command worked, we can conclude that there are no spaces in the file, so that read, after reading the entire file in the futile hope of finding a backslash, will split it by whitespace (the default value of $IFS), including newlines. So each line (or each word, if a line contains more than one word) gets stashed into the array.
The mysterious case of the purloined backslash
Now, how did I know the file didn't contain any backslashes? Because you didn't supply the -r flag to read:
  -r                do not allow backslashes to escape any characters

So if you had any backslashes in the file, they would have been stripped, unless you had two of them in a row. And, of course, there is the evidence that read had an exit code of 1, which demonstrates that it didn't find a backslash, so there weren't two of them in a row either.
Takeaways
Bash wouldn't be bash if there weren't gotchas hiding behind just about every command, and read is no exception. Here are a couple:

*

*Unless you specify -r, read will interpret backslash escape sequences. Unless that's actually what you want (which it occasionally is, but only occasionally), you should remember to specify -r to avoid having characters disappear in the rare case that there are backslashes in the input.

*The fact that read returns an exit code of 1 does not mean that it failed. It may well have succeeded, except for finding the line terminator. So be careful with a loop like this: while read -r LINE; do something with LINE; done
because it will fail to do something with the last line in the rare case that the last line doesn't have a newline at the end.

*read -r LINE preserves backslashes, but it doesn't preserve leading or trailing whitespace.

redpajama_set_name: RedPajamaStackExchange


"Enhancing Patient Safety and Reducing Errors in Health Care" will be the theme of a conference set for Nov. 8-10, 1998, at the Annenberg Center for Health Sciences, Rancho Mirage, CA.
This multidisciplinary meeting will build on the highly successful 1996 conference that examined health care errors from a variety of professional and theoretical perspectives.
Participants at this meeting will be exposed to leading research that identifies sources of success and failure in patient safety and applies these findings to achieve measurable improvements. The meeting is expected to generate further research in patient safety and error reduction.
This conference is convened by the American Association for the Advancement of Science, Annenberg Center for Health Sciences, Joint Commission on Accreditation of Healthcare Organizations, National Patient Safety Foundation at the AMA, and the U.S. Department of Veterans Affairs.


text:
All Projects Children's Galleries Cultural Museums History Natural History Science Centers Showcases Specialty Interiors Traveling Exhibits
Children's Galleries
Cultural Museums
Specialty Interiors
Discovery Park of America
Union City, Tennessee
Project Size: 55,000 square feet
Designers: Thinc Design
An Interactive Museum of Everything
Designed with the local community in mind, Discovery Park fulfills an ambitious and philanthropic vision to bring education and entertainment to rural Tennessee with a one-of-a-kind facility. The Discovery Parks features a range of exhibits from natural history to scientific discovery to kid-friendly interactives, united in one space with a sense of artistry and playfulness. The 100,000-square-foot building showcases numerous galleries including: Children's Exploration, Energy, Enlightenment, Military, Native Americans, Natural History, Regional History, Science/Space/Technology, and Transportation. Diverse exhibits include:
the single largest collection of Native American stone tools and lithic points
an authentic wooly mammoth skeleton
a collection of vintage American automobiles
a working replica of the Gutenberg printing press
an interactive starship theater
an earthquake simulator with 270-degree viewing experience
a 20-foot model of a generator
a theater simulation of the 1811-12 earthquakes that shaped the regional landscape
a 20,000-gallon aquarium revealing the underwater life of Reelfoot Lake
a 60-foot replica human body with a 30-foot slide
Since it was opened to the public, the Discovery Park has become a destination for local and out-of-state visitors, offering a Smithsonian-like museum experience in the Deep South.
Complex Coordination
kubik maltbie played an integral role in the project from an early stage, managing the entire exhibition fit-out including fabrication and installation, monitoring and maintaining budget and schedules, and coordinating all architectural and exhibition design. kubik maltbie also managed the integration of all exhibits and artifacts into the base-building and oversaw twenty-two separate subcontractors as well as numerous suppliers and specialty vendors. The impressive two-story 65-foot "human" slide, accessed on the third floor Children's Exploration zone spiraling down to the discovery center's second level, required considerable structural support to install and secure and was made possible through close coordination with the architect and with the general contractor early in the architectural design phase. Similarly, a 20,000-gallon aquarium tank replicating the underwater life found at nearby Reelfoot Lake, had to be fabricated early and installed in the discovery center prior to raising the walls.
The Children's Exploration zone and hands-on interactive elements throughout the museum necessitated the use of durable and safe materials that would hold up under heavy visitor use and not show wear and tear. A diverse scope of work included Pre-Construction Services, built shop drawings, fabrication of exhibitry, casework, project coordination, artifact mounting, dioramas, graphics, lighting, interactives, audiovisual hardware, media shipping, and installation on-site. At the heart of the Discovery Park design are the local people and histories of Obion County; specialty services included recording oral histories from local community members that were incorporating into regional Tennessee history exhibits. Realizing the vision of this complex project required thoughtful coordination between all partners in a turn-key design and fabrication process.
"Discovery Park is so pleased with our experience that we have already discussed contacting with them again for a new exhibit."
Polly Brasher
About kubik maltbie
Established in 1961, kubik maltbie is a preeminent leader in the production of the world's most prestigious museums, visitor centers, and specialty environments. We provide complete turnkey service for every step along the way, from pre-production and cost estimating through close-out.
info@kubikmaltbie.com
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redpajama_set_name: RedPajamaCommonCrawl


text:
Q: How to Interact with a program using WSH -Jscript I am trying to click a button on an application in the systray using WSH. Is this possible? Could somebody provide an example written in Jscript please? THANKS

A: No, it's not possible unless the program itself provides COM instrumentation (Office and IE does this for instance). The large majority of programs cannot be instrumented. And WSH provides very basic shell access, and as far as I know, it provides no access at all to the notification area.
You'll likely want some other tool that does this. While I'm not sure of an exact program, I'm sure google can yield something in the region of "windows automation."


The heart of Christian reality is a society--a Trinity--of persons living with and for one another. God created us to live in bonds of society and friendship, not as lone rangers. The Christian faith presents friendship and hospitality not as luxuries but necessities. God does not save us in isolation but in community with other people. There is no possibility of living to the glory of God apart from godly companions. In this book, Steve Wilkins seeks to call us back to the joyous obligations of friendship and hospitality.


JK: Well, Tom, you want to go ahead?
TT: I'm just wondering did you get the transcripts?
RH: Yes I did. I got them and I read them and it kinda refreshed my memory that there were some people in the missile area that saw what they thought was a UFO. And I had the meeting with them to put all the facts and information together that we sent on up to SAC and Air Defense Command and the whole place, you know.
TT: Yeah, those guys were pretty impressed to be in a General's office I guess [chuckles].
TT: So, I guess you didn't spend much time down with the crews.
RH: Well as Division Commander I had Minot Air Force Base, I lived there, and I had Malmstrom Air Force Base, and also was phasing out a base called Glasgow, Montana—a B-52 base, so I had 150 missiles at Minot and 200 at Malmstrom. In addition to that, being a General Officer in SAC, you know, we flew Looking Glass. Looking Glass was the airborne Command Post.
TT: So you would go over to Offutt to do that?
RH: I would go to Offutt to do it and I would spend, as I recall it was five days and we would fly on station 8 hours a day. It would take you 30 or 40 minutes to get up to altitude, and then when you were relieved, 30 or 40 minutes to get back down so you killed about 10 hours, you know.
TT: Right. But you also had a couple of planes on alert all the time at Minot and Ellsworth, is that right?
JK: He means backup for the airborne command post. I just received the SAC history and they said they had backup airborne command post planes here and there in case the airborne one was lost.
RH: Well, that's true, and they had most of them, all of them I knew of were at SAC Headquarters, so if the weather was bad—I remember one time the weather was lousy at SAC and visibility was very poor and, you know, the command post airplane was filled with electronics and was a very expensive machine. So, they retrieved us down at Barksdale Shreveport, Louisiana but another plane had taken off and was airborne. It was OK to take off but not to land, see? So yes. But SAC did that for about 30 years you know.
RH: Yes, yes. The other thing I wanted to ask you, I'm sure you've looked up my bio on the Internet?
TT: Right, yeah we have.


text:
Q: Error "Cannot reduce the visibility of a inherited method" while implementing interface I just installed the ta4j Technical Analysis lib .
It has a interface class called TimeSeries.
When I try to implement the first method in TimeSeries
String getName()
I get the following error:

Cannot reduce the visabilty of a inhearted methed from TimeSeries
  implaments org.ta4jcore.Timeserios.GetName

My Code
import org.ta4j.core.*;

public class cMyChartVal implements TimeSeries {
       /**
     * @return the name of the series
     */
    String getName()
    {
        return "TestSet";
    }
    .....
    .....
}

TimeSeries interface class
package org.ta4j.core;

import java.io.Serializable;
import java.time.format.DateTimeFormatter;
import java.util.List;

/**
 * Sequence of {@link Bar bars} separated by a predefined period (e.g. 15 minutes, 1 day, etc.)
 *

 * Notably, a {@link TimeSeries time series} can be:
 *

 *
the base of {@link Indicator indicator} calculations
 *
constrained between begin and end indexes (e.g. for some backtesting cases)
 *
limited to a fixed number of bars (e.g. for actual trading)
 *

 */
public interface TimeSeries extends Serializable {

    /**
     * @return the name of the series
     */
    String getName();

    /**
     * @param i an index
     * @return the bar at the i-th position
     */
    Bar getBar(int i);

    /**
     * @return the first bar of the series
     */
    default Bar getFirstBar() {
        return getBar(getBeginIndex());
    }

    /**
     * @return the last bar of the series
     */
    default Bar getLastBar() {
        return getBar(getEndIndex());
    }

    /**
     * @return the number of bars in the series
     */
    int getBarCount();

    /**
     * @return true if the series is empty, false otherwise
     */
    default boolean isEmpty() {
        return getBarCount() == 0;
    }

    /**
     * Warning: should be used carefully!
     *

     * Returns the raw bar data.
     * It means that it returns the current List object used internally to store the {@link Bar bars}.
     * It may be:
     *   - a shortened bar list if a maximum bar count has been set
     *   - a extended bar list if it is a constrained time series
     * @return the raw bar data
     */
    List<Bar> getBarData();

    /**
     * @return the begin index of the series
     */
    int getBeginIndex();

    /**
     * @return the end index of the series
     */
    int getEndIndex();

    /**
     * @return the description of the series period (e.g. "from 12:00 21/01/2014 to 12:15 21/01/2014")
     */
    default String getSeriesPeriodDescription() {
        StringBuilder sb = new StringBuilder();
        if (!getBarData().isEmpty()) {
            Bar firstBar = getFirstBar();
            Bar lastBar = getLastBar();
            sb.append(firstBar.getEndTime().format(DateTimeFormatter.ISO_DATE_TIME))
                    .append(" - ")
                    .append(lastBar.getEndTime().format(DateTimeFormatter.ISO_DATE_TIME));
        }
        return sb.toString();
    }

    /**
     * Sets the maximum number of bars that will be retained in the series.
     *

     * If a new bar is added to the series such that the number of bars will exceed the maximum bar count,
     * then the FIRST bar in the series is automatically removed, ensuring that the maximum bar count is not exceeded.
     * @param maximumBarCount the maximum bar count
     */
    void setMaximumBarCount(int maximumBarCount);

    /**
     * @return the maximum number of bars
     */
    int getMaximumBarCount();

    /**
     * @return the number of removed bars
     */
    int getRemovedBarsCount();

    /**
     * Adds a bar at the end of the series.
     *

     * Begin index set to 0 if if wasn't initialized.

     * End index set to 0 if if wasn't initialized, or incremented if it matches the end of the series.

     * Exceeding bars are removed.
     * @param bar the bar to be added
     * @see TimeSeries#setMaximumBarCount(int)
     */
    void addBar(Bar bar);

    /**
     * Returns a new TimeSeries implementation that is a subset of this TimeSeries implementation.
     * It holds a copy of all {@link Bar bars} between <tt>startIndex</tt> (inclusive) and <tt>endIndex</tt> (exclusive)
     * of this TimeSeries.
     * The indices of this TimeSeries and the new subset TimeSeries can be different. I. e. index 0 of the new TimeSeries will
     * be index <tt>startIndex</tt> of this TimeSeries.
     * If <tt>startIndex</tt> < this.seriesBeginIndex the new TimeSeries will start with the first available Bar of this TimeSeries.
     * If <tt>endIndex</tt> > this.seriesEndIndex the new TimeSeries will end at the last available Bar of this TimeSeries
     * @param startIndex the startIndex
     * @param endIndex the endIndex
     * @return a new BaseTimeSeries with Bars from startIndex to endIndex-1
     * @throws IllegalArgumentException e.g. if endIndex < startIndex
     */
    TimeSeries getSubSeries(int startIndex, int endIndex);
}

A: All method declarations in an interface, including static methods, are implicitly public. And it's usually omitted.
The implementation class should keep this modifer, instead of using default class method modifer( package level).
You can change it to:
public String getName()
{
    return "TestSet";
}


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text:
Right of Way: Race, Class, and the Silent Epidemic of Pedestrian Deaths in America (Paperback)
By Angie Schmitt, Charles T. Brown (Foreword by)
The face of the pedestrian safety crisis looks a lot like Ignacio Duarte-Rodriguez. The 77-year old grandfather was struck in a hit-and-run crash while trying to cross a high-speed, six-lane road without crosswalks near his son's home in Phoenix, Arizona. He was one of the more than 6,000 people killed while walking in America in 2018. In the last ten years, there has been a 50 percent increase in pedestrian deaths.
The tragedy of traffic violence has barely registered with the media and wider culture. Disproportionately the victims are like Duarte-Rodriguez—immigrants, the poor, and people of color. They have largely been blamed and forgotten.
In Right of Way, journalist Angie Schmitt shows us that deaths like Duarte-Rodriguez's are not unavoidable "accidents." They don't happen because of jaywalking or distracted walking. They are predictable, occurring in stark geographic patterns that tell a story about systemic inequality. These deaths are the forgotten faces of an increasingly urgent public-health crisis that we have the tools, but not the will, to solve.
Schmitt examines the possible causes of the increase in pedestrian deaths as well as programs and movements that are beginning to respond to the epidemic. Her investigation unveils why pedestrians are dying—and she demands action. Right of Way is a call to reframe the problem, acknowledge the role of racism and classism in the public response to these deaths, and energize advocacy around road safety. Ultimately, Schmitt argues that we need improvements in infrastructure and changes to policy to save lives.
Right of Way unveils a crisis that is rooted in both inequality and the undeterred reign of the automobile in our cities. It challenges us to imagine and demand safer and more equitable cities, where no one is expendable.
Angie Schmitt is one of the country's best known writers and experts on the topic of sustainable transportation. She was the long-time national editor at Streetsblog. Her writing and commentary have appeared in the New York Times, The Atlantic, and National Public Radio. She is the founder and principal at 3MPH Planning and Consulting, a small firm focused on pedestrian safety. She lives in Cleveland with her husband and two children.
"In a book that will sit comfortably on the shelf next to Ralph Nader's Unsafe at Any Speed, Schmitt provides an exhaustively researched study of the intersection of automobiles and pedestrians…[Right of Way] bravely exposes the human cost of public and political indifference toward pedestrian safety."
"An exposé drawing upon comprehensive reporting to articulate the root causes of a public health crisis."
"In a thoughtful, accessible style, Schmitt examines the factors contributing to rising pedestrian deaths and offers practical solutions to help make America's streets safer and more walkable."
— Shelf Awareness
"An excellent new book"
— Planetizen
"There are many reasons to read Right of Way… Schmitt is one of the very best contemporary journalist-advocates writing on the built environment, whose skills are most obvious when digging beneath the numbers to tell the stories of humanity, not only to the illuminating the faces and lives of the departed, but also to the specific design and political failures that allow this carnage to continue unabated."
— Planetizen: Top Urban Planning Books of 2020
"I am most often asked by well-meaning persons, usually racialized white persons, 'What can I/we do as allies to aid in the eradication of pedestrian injuries and fatalities in low-income and minority communities across America?' My short answer usually stresses the importance of intentionality, empathy, and the courage to act expeditiously. Henceforth, I will add to my list, 'Follow Angie'."
— Charles T. Brown, MPA, CPD, Senior Researcher and Adjunct Professor, Voorhees Transportation Center, Rutgers University
"Other countries have cars, other countries drive a lot, but no advanced nation succeeds quite like ours in murdering its citizens with automobiles. The reason behind this fact is deep yet simple: our urban streets are engineered to kill. Nobody explains this better than Angie Schmitt."
— Jeff Speck, author of "Walkable City" and "Walkable City Rules"
Publisher: Island Press
Publication Date: August 27th, 2020
Architecture / Urban & Land Use Planning
Social Science / Discrimination & Race Relations
Kobo eBook (August 26th, 2020): $27.99


January 29, 2015 • The Cleveland Clinic has seen its Medicare penalties go down, while those paid by hospitals that serve many of Cleveland's poorer residents have gone up.
January 22, 2015 • Medicare is giving hospitals financial incentives to provide better care. But so far about half of the hospitals that got incentive payments found them canceled out by other quality programs.
January 22, 2015 • NPR and ProPublica have been reporting about nonprofit hospitals that seize the wages of lower-income patients. Sen. Chuck Grassley says hospitals doing that could be breaking the law.
January 20, 2015 • Hospitals in the state are among the leaders in developing alternatives to medical liability litigation. A recently enacted law helps consumers who want to challenge hospitals and doctors.
January 14, 2015 • Community groups getting federal funds to reduce hospital readmissions made little improvement, an early evaluation finds. The experiment will run for five years.
January 5, 2015 • Journalist Steven Brill's latest book critiques the Affordable Care Act, which he calls "unsustainable." In the next few years, "something is going to snap," he says. "We cannot pay for this."
December 30, 2014 • In negotiations over the Affordable Care Act, hospitals agreed to cuts in federal payments for uncompensated care in the expectation that millions of people would get Medicaid coverage.
December 19, 2014 • Medicare will cut payments to hospitals with high rates of patient infections and injuries. Half of the nation's academic medical centers will be docked for making too many medical mistakes.
December 15, 2014 • Around the world, patients acquire new infections simply from spending time in a hospital. One way to fight back: replacing hospital bed rails with copper, a natural infection-killer.
November 15, 2014 • A patient's portion of a health care bill is the result of a complicated equation. But it's simple compared with the variety of deals insurers negotiate with hospitals and doctors.
November 11, 2014 • When Jennifer Hopper's husband was hit in the eye with a baseball, she rushed him to a hospital she knew was within their insurance plan. Then the ER doctor sent her an extra bill for more than $700.
November 10, 2014 • Wages and benefits are usually the big sticking points in labor negotiations. But so far both sides are focusing on things like Ebola preparedness, separating patient care from economics.
October 29, 2014 • The same Atlanta hospital that treated the first U.S. Ebola patient in August discharged its fourth patient Tuesday. All survived. Patients in isolation need extra emotional support, the team says.


G. C. Wen, Conformal Mapping and Boundary Values Problems, vol. 106 of Translations of Mathematical Monographs, American Mathematical Society, Providence, RI, USA, 1992, English translation of Chinese edition, 1984.
Z. Nehari, Conformal Mapping, Dover, New York, NY, USA, 1952.
P. Henrici, Applied and Computational Complex Analysis. Vol. 3, Pure and Applied Mathematics, John Wiley & Sons, New York, NY, USA, 1986.
L. N. Trefethen, Ed., Numerical Conformal Mapping, North-Holland, Amsterdam, The Netherlands, 1986.
A. H. M. Murid, Boundary integral equation approach for numerical conformal mapping [Ph.D. thesis], Universiti Teknologi Malaysia, 1999.
A. W. K. Sangawi, A. H. M. Murid, and M. M. S. Nasser, "Annulus with circular slit map of bounded multiply connected regions via integral equation method," Bulletin of Malaysian Mathematical Sciences Society. In press.
F. D. Gakhov, Boundary Value Problems, Translation edited by I. N. Sneddon, Pergamon Press, Oxford, UK, 1966, English translation of Russian edition, 1963.


ANADARKO, OK (KSWO) -Police say one of the two suspects in a recent Anadarko homicide has turned himself in.
Officers took Christian Rolon-Medina into custody Tuesday. He's a person of interest in shooting death of 17-year-old Bradley Bohay Sunday night. At last check, investigators were still looking for Kaleb Knipp.
Anadarko police were called to a home on the 400 block of East Texas Street around 8:14 p.m. Sunday, Feb. 7, after someone called saying they heard gunshots. When police arrived at the home, they found Bohay in a drainage ditch with a single gunshot wound. He was taken to a local hospital were he was pronounced dead.


text:
Last edited by Moogugrel
3 edition of Common sense found in the catalog.
By-stander.
in some free remarks on the efficiency of the moral change. Addressed to those who deny such efficiency to be moral. By a by-stander. [Eight lines of quotations].
by By-stander.
Published 1772 by Printed by Samuel Inslee and Anthony Car in New-York .
Series Eighteenth century -- reel 2673, no. 2.
Pagination 43[i.e., 52]p.
Free kindle book and epub digitized and proofread by Project Gutenberg. Benjamin Spock, in full Benjamin McLane Spock, byname Dr. Spock, (born May 2, , New Haven, Connecticut, U.S.—died March 15, , La Jolla, California), American pediatrician whose books on child-rearing, especially his Common Sense Book of Baby and Child Care (; 6th ed., ), influenced generations of parents and made his name a household word.
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Today we'd use social media to quickly spread a controversial idea, but in the eighteenth century, the printed pamphlet was highly effective. And Thomas Paine took full advantage of it. On January 9,when Paine published his pamphlet, "Common Sense," he wanted to push the American people toward independence from Britain.
COMMON SENSE Thomas Paine (February 14, ) Paine, Thomas () - An Englishman who came to America inhe was a political philosopher who promoted change through revolution rather than reform.
Paine is most renowned for his activities. Common sense is as important and lacking today as it's ever been. Christopher Scott, author of The Book On Common Sense and Common Sense by Thomas Paine Re-Written in Modern English explains the philosophy of common sense. Common Sense, Paine's pro-independence monograph published anonymously on 10 Januaryspread quickly among literate colonists.
Within three months,copies are alleged to have been distributed throughout the colonies, which themselves totaled only four million free inhabitants, making it the best-selling work in 18th-century America. Common Sense by Thomas Paine was one of the most influential books in American history.
Still today it's the mostly widely circulated and read book ever written. At its core it was a call for independence from Britain, but the Declaration of Independence had already been signed and the Revolutionary War was already well under. So, my fellow "book smart" people, bear in mind that haters gonna hate (and graters gonna sunshinesteaming.com all over the casserole you have no idea how to cook).
Here are 10 ways to tell you are more "book smart" than "common sense smart": Author: Emily Grossberg. In Common Sense, Thomas Paine argues for American independence.
His argument begins with more general, theoretical reflections about government and religion, then progresses onto the specifics of the colonial situation. Paine begins by distinguishing between government and society. Feb 07, · What Ever Happened to Common Sense.
By Robert Curry. I have been hearing from many people about common sense lately. Because a book of mine has that phrase in the title, people frequently offer me.
One such American, Thomas Paine, was an ordinary man who changed the course of history by penning Common Sense, the concise masterpiece in which, through extraordinarily straightforward and indisputable arguments, he encouraged his fellow citizens to take control of America's future—and, ultimately, her sunshinesteaming.com: Alexander Somoskey.Common sense definition is - sound and prudent judgment based on a simple perception of the situation or facts.
How to use common sense in a sentence. Synonym Discussion of common sense. sound and prudent judgment based on a simple perception of the situation or .The Little Book of Common Sense Investing, where Vanguard Group founder John C. Bogle shares his own time-tested philoso-phies, lessons, and personal anecdotes to explain why outperform-ing the market is an investor illusion, and how the simplest of investment strategies—indexing—can deliver the greatest return to the greatest number of.
sunshinesteaming.com - Common sense book © 2020


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Freedom Rider: Hybrid Warfare in Bolivia and Beyond
Margaret Kimberley, BAR editor and senior columnist
The violent coup in Bolivia, like all of Washington's regime-change and dirty tricks operations, has been aided and abetted by corporate media's masters of euphemism.
"The government's lies must be many and they must be promoted constantly."
It was recently revealed that a Twitter executive is also a British army reservist whose unit specializes in "information warfare" and "non-lethal" ways of conducting war. That is the very definition of hybrid war.
It is problematic to invade, occupy, overthrow and impose deadly sanctions on helpless civilians when average people can easily access information for themselves. Getting and keeping public support for evil doing is a risky proposition. That is why governments tell lies. They can't assume a thumbs up from the public when they kill and destroy. They need propaganda and at this stage of history when the United States and its allies can't expect to get what they want, the lies must be many and they must be promoted constantly.
We see this dynamic in action in Bolivia where a right wing coup aided and abetted by the United States forced president Evo Morales out of office and out of his country in fear for his life. The coup makers were stealthy, and used their scribes in corporate media and institutions like the Organization of American States (OAS) to vilify Morales and claim that his recent election was fraudulent.
"Getting and keeping public support for evil doing is a risky proposition."
They know what to do. Threaten and browbeat the members of puppet organizations like the OAS and force them to give legitimacy to their ill gotten ends. They use bots and an aggrieved exile community to tell lies on social media. After the elected president fled, the corporate media engaged in euphemisms such as "stepped down from office" instead of being truthful about military interference and attacks on his supporters. That is coup making 101.
But this phenomenon is not unique to American meddling against those nations deemed to be in its "back yard." U.S. allies use the same methods to misdirect and to fool the gullible. The rulers in the United Kingdom have a serious problem. Millions of people there are angry about years of austerity that have impoverished them and ruined their lives. This anger was one of the reasons that they voted to leave the European Union. The turn of events was unexpected and the ruling elites are engaged in a constant effort to keep their shaky project together and prevent Labour party leader Jeremy Corbyn from becoming prime minister.
The need to cover up for one of their favorites recently took on a comical turn. When prime minister Boris Johnson ruined what should have been an easy photo opportunity the BBC sprang into action to protect him. Johnson arrived for a Remembrance Day event looking disheveled, missed his cue and walked to the monument too soon, walked back in line and when he finally laid a wreath it was upside down.
"Millions of people in the UK there are angry about years of austerity."
The public observance of Remembrance Day is treated with the utmost seriousness. The British media will point out any trivial departure from accepted behavior. But when Johnson did everything except fall flat on his face, the BBC used footage from 2016 when Johnson was foreign minister. Of course viewers noticed and the official government network issued the unbelievable explanation that the use of three-year old footage was a mistake.
Britain is little more than a U.S. sock puppet and does everything that its masters in Washington demand. They are still in the business of engaging in spycraft at every opportunity. The day after the Bolivian coup a former MI6 operative named James Le Mesurier died from a fall while in Turkey. Le Mesurier was the founder of the White Helmets, the fake relief agency that operates in Syria with the blessings of the U.S./NATO axis and their jihadist friends.
Obviously no one at this early juncture knows if Le Mesurier suffered from an accident, foul play, or suicide but his role in Kosovo, Syria and Turkey is proof that the White Helmets were one of the biggest intelligence operations in the world. The now famous photos of babies covered in blood or dust are fake. Reports of chemical weapons use are fake too and Le Mesurier was the ring master of the fraud.
"The White Helmets were one of the biggest intelligence operations in the world."
But the lies become harder and harder to maintain. Whistleblowers from the Organization for the Prohibition of Chemical Weapons (OPCW) have confirmed what was long suspected. Reports of chemical weapons use by the Syrian government are highly suspect. Any debates over the findings of official reports were silenced and any evidence giving credence to unofficial narratives were covered up.
The empire finds itself in a difficult position. There is pushback from rivals who have the strength to counter the U.S. and its allies. The liars are like hamsters on a wheel, forced to keep running as they declare fake presidents in South America or broadcast sketchy footage on the BBC.
The attack is constant and everything from popular culture to the news media are used against us. Warfare is not just bombs and bullets. Twitter hires psy-op experts because they need them in order to keep the scam going. If not the people may wake up and ask inconvenient questions. They may even make demands. They just might rise up, and that is a risk that the war makers cannot abide.
Margaret Kimberley's Freedom Rider column appears weekly in BAR, and is widely reprinted elsewhere. She maintains a frequently updated blog as well at http://freedomrider.blogspot.com . Ms. Kimberley lives in New York City, and can be reached via e-Mail at Margaret.Kimberley(at)BlackAgendaReport.com.
Please join the conversation on Black Agenda Report's Facebook page at http://facebook.com/blackagendareport
Or, you can comment by emailing us at [email protected]
Bolivia Coup
Pachamama and the Pope
The violent coup in Bolivia may have been presaged by events at the Vatican, where right-wing Catholics rebelled against the Pope's display of resp
Roxanne Dunbar-Ortiz, Ana Maldonado, Pilar Troya Fernandez, and Vijay Prashad
A Letter to Intellectuals Who Deride Revolutions in the Name of Purity
Critics on the left in North America and in Europe gave the Chavez and Morales governments no time to breathe.
Netfa Freeman
Abstract Leftism Leaves Bolivia and the Global South in Imperialist Crosshairs
The phony US Left specializes in finding excuses to betray victims of US imperialism.
How the Global North's 'Left' Media Helped Paved the Way for Bolivia's Right-Wing Coup
So-called progressives in the US can find every wart in foreign governments, but are blind to Washington's regime change crimes.
Bolivia Coup: Hatred of the Indian
How did the traditional middle class incubate so much hatred and resentment towards the people, leading them to embrace racialized fascism centered
After Morales Ousted in Coup, the Lithium Question Looms Large in Bolivia
The main target in Bolivia is the nation's massive deposits of lithium, crucial for the electric car.
Jeb Sprague
Bolivian Coup Plotters Were Trained by US Military and Served as Attaches in FBI Police Programs
Commanders of Bolivia's military and police who helped plot the coup were educated for insurrection at the US military's School of the Americas and
by Zoe PC
Coup in Bolivia Rejected Worldwide
The coup is driven by the Bolivian oligarchy, fully supported by the US government, which has long been eager to remove Morales and his movement fr


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Homepage > The Use of Team Teaching and its Effect on EFL Students' Proficiency in English
The Use of Team Teaching and its Effect on EFL Students' Proficiency in English
Having taken a Bell-Obeikan International Placement Test, six EFL students classes (each comprising 20 EFL students) from the King Saud University`s Preparatory Year Diploma program, Riyadh, were first year level two (three male, three female). Two (one male, one female) taught by a team of local teachers ( non-native), two by native speakers; and two by a `mixed` pairing of native and non-native. In accordance with Saudi tradition, female classes were taught by females, and male classes were taught by males. Statistically, there was no significant interaction effect between the method of teaching and the students' gender in terms of the students' achieving in the English language proficiency test. Participants' scores were at α <0.05 (F= 3.32, P= 0.0399) in favor of the mixed method.
In the last decade, English language classrooms responding to the impact of English as a global language (Nunan, 2003), require team teaching, that is, foreign and local English teachers working together. Bringing foreign teachers from English-speaking countries to co-teach with local English teachers at the university first year level in Saudi Arabia is educational policy. In the last three years, the process has become a strategy for authentic language input. Native speakers facilitate cross-cultural communication, enhance students' English ability, and promote local English teachers' professional development (Nunan, 2003).
Team teaching, as a form of teacher collaboration, is in education at all levels. Co-teaching (Cook & Friend, 1996; Walther-Thomas et al., 1996; Roth & Tobin, 2001), cooperative teaching (Bauwen & Hourcade, 1995) and team teaching (Welch & Sheridan, 1995; Sandholtz, 2000) are synonyms. The main components are two educators, instruction, learners, and common settings.
Operational definitions result in varying amounts of collaboration and professional development, but team teaching itself is definable as allocation of teaching responsibilities; planning as a team, but with individual instruction; cooperative planning, instruction and evaluation of learning experiences (Sandholtz, 2000).
Team teaching improves the quality of teaching and learning in schools (Knezevic & Scholl, 1996; Smylie, 1995; Talbert & McLaughlin, 1993). Teaming, compared to teachers' open discussion in regular meetings, is a collaborative practice requiring closer involvement with teammates' work; such as peer coaching and interdisciplinary teaming. Teachers help each other and improve teaching practice by observing each other in the classroom, designing curricula, and/or teaching together. This makes intellectual, social, and emotional demands supportive of their motivation (Little, 2003).
Saudi Arabia has a short history (2007-) in team teaching. Since 2007, the Ministry of Higher Education`s preparatory year programs focused on English language. A minimum of eighty percent of teachers must be native speakers, and all work in pairs.
According to Bondy and Ross (1998) and George and Davis-Wiley (2000) team teaching`s essential elements are clearly defined and respectful relationships; agreement on methods of instruction, discipline, supervision of classroom aides and curriculum; planning, teaching, and assessing students together (Abdallah, 2009).
Yanamandram and Noble (2006) examined students experiences and perceptions about two models of team teaching in Australia. Data collected from 440 undergraduate students found the majority liked the concept of learning through interest in - and exposure to - teamed 'experts', but learning was hindered if the team failed to link adequately.
Collaboration contributes to students' learning progress (Durkin and Shergill, 2000). According to second and foreign language researchers (Tsai, 2007; Calderón, 1995, 1999; Tajino & Tajino, 2000; Tajino & Walker, 1998) teachers exchange ideas and cultural values, interact with and learn from one another. They observe how their colleagues teach, reflect upon and examine their own teaching practices, and improve.
In second language education in countries like the United States and Britain, team teaching is implemented at school level to provide authentic language input and culture, incorporate language and content instruction (Crandall, 1998; O'Loughlin, 2003), and integrate language minority and ESL students into mainstream classrooms (Becker, 2001; Coltrane, 2002; Creese, 2005; de Jong, 1996). A team of different linguistic, cultural, and educational background, better responds to students' needs. This provides more opportunities to use the target language, learn more about diverse intercultural values, and foster positive attitudes towards communicating with native speakers (Carless, 2004, 2006; Luk, 2001; Meerman, 2003; Tajino & Tajino, 2000; Tajino & Walker, 1998).
In 2007, universities in Saudi Arabia started employing native English speakers to teach 20 hours per week to first year university students in cooperation with non-natives to upgrade English education. Team teaching`s primary concern is the sharing of experiences, and co-generative dialoguing. They take collective responsibility to improve and enhance students` learning.
The term `team teachers`, in this study, refers to shared teaching responsibilities; in planning lessons, in-class instruction, and follow-up work. According to policy, native speakers have English as their first language, and are from the United States, Canada, New Zealand, Australia, England, and Canada. Non-natives are Saudi or from Arab countries.
In language education team teaching is implemented to collaborate between ESL and mainstream teachers and integrate ESL students into the `mainstream` socially and academically (Becker, 2001; Creese, 2005). In contrast, traditional teaching isolates ESL learners from peers and mainstream curricula. Through team teaching students acquire English through meaningful content, and interactions with a native speaker (Tsai, 2007; Becker, 2001; Coltrane, 2002; O'Loughlin, 2003). In the ESL/mainstream team teaching model, teachers plan lessons together and decide on the roles they should play in class. Bailey, Curtis, and Nunan (2001) suggest `team teaching is [the] ... natural format for content-based instruction` (p. 183), which has increasingly been used (Thai 2007 and Kaspar, 2000). Bailey et al. (2001) identify five forms based on degrees of collaboration; direct content, team content, subsidiary content, supplementary content, and adjunct models (p. 182-183). Team content, subsidiary content, and supplementary content models typically involve the co-working of what might be termed `language and content` teachers in the same classroom. Team teaching`s `natural format` increases students' motivation to learn a language through variations in language input (Crandall, 1998 and Grabe & Stoller, 1997).
English for academic purposes (EAP) and foreign language instruction have similar needs. In EAP team teaching enables students to obtain content-specific information, and receive support when encountering difficulties (Todd 2003). A native teacher and another, who shares the mother tongue and learning experiences of students, and can handle and explain cultural and analytic components of the target language, helps students acquire knowledge of the language and skills in using it (Davison, 2006).
Team teaching promotes bilingual students, but Creese (2005) showed ESL teachers were marginalized, having a supplementary role, addressing small groups as parts of classes in three schools she investigated. According to Creese (2005), subject and ESL teachers rarely developed `cooperative fully fledged teaching partnerships` (p. 202). Previous literature (Shibley, 2006) shows students benefit from knowledge in a team. It works well for the student, the practice teacher, the team, and service users (Davison, 2006).
There are four types of team teaching. Traditional in which both teachers share the instruction of content and skills; supportive in which one teacher focuses on content while the other teacher conducts follow-up activities or works on skill building; parallel instruction where students are divided into groups and each teacher provides instruction in the same content/skills to his or her group, and differentiated instruction, where students are divided into groups on the basis of learning needs, with each teacher providing instruction based on his or her group's needs. This requires dividing a class by ability to provide enrichment activities to the high ability group and extra support to the lower functioning group (Tonks, 2005). All previous studies compared team and individual teaching. The purpose here is to study the effect of the different forms (Creese, 2005 and Durkin & Shergill, 2000).
English is considered important because it`s the universal communicator, especially as the language of scientific research, technology, and business. English language ability offers students career opportunities. In spite of this, high school graduate students are often very weak in English language, because of teachers and teaching methods in secondary schools. Team teaching could provide a solution.
Because of the importance of English language, preparatory year programs, which main concern is teaching English, are established in Saudi Arabian Universities. These aim at the service of society, and ultimately the achievement of national goals and interests (Cf. the program for English Language Skills Program at the King Saud University, 2009-). Students are subjected to intensive language training for two semesters with an average twenty hours a week (i.e. six hundred hours in two semesters). The program aims to develop the students' competence in English and provide them with language skills they need in their academic and professional lives.
Although the program focuses on General English (communication) during the first semester, it moves in the second semester into English for Academic purposes; concentrating on reading and academic writing. During this period, students study English for Specific Purposes according to their academic disciplines. The students also start preparing for the global standard examinations (IELTS/TOFEL and PET), and finally sit them.
The program objectives are that students` advance in English language skills and linguistic competence; effectively communicate in English (written and spoken);acquire basic academic skills and ways of learning for academic success; prepare for international standard linguistic competence examinations (IELTS/TOFEL and PET) in order to (at least) meet the minimum requirements.
The English-language programs are provided by British and American companies like Bell International and Kaplan in Partnerships with University of Cambridge University Press and Pearson Longman, who develop curriculum and materials for Preparatory Year Programs in line with local culture and norms.
Before the start of the academic year, there is a placement test to determine the level of the students so they are placed in an appropriate level of study, according to their abilities and language skills. The placement tests are online based, computer based, or paper based tests. Based on results, students are divided into six levels (1-6).
The intensive English language program aims to develop students' competence in the `four skills`: listening, speaking, reading, and writing. Attention is given to grammar, vocabulary, and pronunciation. An integrated skills approach is intended to improve students` accuracy and fluency (Usher, 2012).
The teaching staff is employed to be experienced and dynamic. Eighty percent use English as their first language. Academically and professionally qualified, no less than 40% hold a masters and/or PhD in addition to Cambridge English language teaching (CELTA and DELTA) certificates and diplomas.
Students` gender was one of the variables in the study because, in Saudi Arabia, male students have more freedom (to work, and socialize) than females. Consequently, they have more contact with native speakers, which assists their progress. All the students were Science majors.
The difficulties of team teaching include lack of time to plan and run individual lessons, and so poor communication between teamed teachers. Consequently, as part of their daily schedule and load, teams were given an hour a day to meet and discuss.
Each team had to prepare their lesson and lesson plans and to carry out the activities of the lesson together. The same material was used for the three groups. The study was carried out during the second semester of the academic year 2008/2009 and lasted 15 weeks. The textbook was Interchange 2, together with ESP material for Science major students, and PET test preparation.
Bell International Placement test is a standardized test of Cambridge University1 and its validity and reliability are established. Used several times, the researcher gave it to a number of EFL professors, managers, coordinators, and teachers in the English Language program to verify its suitability. They evaluated its clarity and relevance. All agreed the test valid and reliable.
By the end of week 15, and to assess the students' proficiency in English, all participants sat the Cambridge PET. The speaking part of the test continued over three days while the other parts (listening, reading and writing) were completed in one day. After correcting papers, according to the Cambridge marking system, students' marks were given out of 100% in accordance with the Saudi system. Then the results were sent to the students' college.
Students' results in the PET test were analyzed, using the SAS software. Means, standard deviations, the ANOVA test, and the effect size equation were used to find out whether there were significant differences among students' results due to the teaching method and/or students' gender.
Table 1: Students` Scores In The Placement Test
Two local teachers
Two native speakers
Native and non native
Non Native Male
Non Native Female
Native Male
Native Female
Mixed Male
Mixed Female
Table 1 shows the averages of the three groups were almost the same, and not gender determined. That males and females have different learning styles, and so require different teaching approaches, was outside the study`s purview. Table 2 shows differences among the mean scores of the students of the three groups after analysis. The non-native team`s mean score is 60.43 with a standard deviation of 7.37; the native team teaching`s mean score is 61.60 with a standard deviation of 7.22; and the mean score of the mixed team is 64.98 with a standard deviation of 9.62.
Table 2: Students' Scores after the analysis
Two Native speaker
There was no statistically significant correspondence between the method of teaching and the students' gender, and no significant difference between the mean scores of male and female students. The mean for males was 61.83 and females 62.83. However, post analysis results show a statistically significant difference among participants' scores due to teaching method at α <0.05 (F= 3.32, P= 0.0399) in favour of mixed, that is, one native and one non-native, team teachers. There`s no significant difference between the team teaching method of native and non-native teachers.
In spite of the difficulties, such as preparation and training, finding time for team discussion, and the need for many-sided support from teachers, school administrators and parents, team teaching is a proven method.
Government sponsors, Saudi Exchange and Teaching Program (SET) attracts the necessary Assistant English Instructors (AEI), and the use of mixed team teaching allows a wider variety of instructional models than in a single teacher classroom (Tonks, 2005). Native speakers increase learner motivation, by encouraging socializing, promoting cross-cultural understanding, enabling more effective presentation of language content (especially dialogues), increasing learner participation, leading to the production of effective educational materials (Benoit and Haugh, 2001), and providing on-the job training for Saudi instructors of English. Teachers who share the students` culture understand their background, which is further enabling.
Teachers were asked, `Is it better to teach a class with two native speaking teachers, or one native and one non-native?` Answers varied. Mixed teachers complement each other. Non-native speakers are excellent in teaching grammar. In some cases perfect. Native speakers have a wider vocabulary, authentic accent and knowledge of idiom. Native speakers can be of assistance if need arises. Many students are frustrated by non-native accents. Pronunciation is the key to English, something non-natives struggle at. Non-natives have more understanding of students` difficulties because of their own approach to learnt English. Students also gain experience of differing accents. Teaching with a second native speaker is preferred due to cultural similarities, better understanding of one another; similar background, and no contradictions in grammar and pronunciation. In mixed teaching there`s a more integrated understanding between students and teachers.
Co-operation increases contact and reduces psychological stress because it facilitates cross-cultural communication (Abdallah, 2009). According to Honigsfeld and Dove (2008) co-teaching is `inclusive` and so more accommodative of the needs of diverse English language learners and, of no less importance, exposes native speakers to students from our culture.
In conclusion, a mixed team better responds to students' needs. The model provides students with more opportunities to use the target language, learn more about intercultural values, and foster positive attitudes towards communicating with native speakers. Differences in cultural background, and learnt teaching strategy, expose team teachers to being challenged by students based on comparisons in class. Mixed teaming promotes collaboration and mutual assistance to improve their concept of teaching strategy and class management.
Cooperation serves communication. Mixed teaming provides a communicative model in the target language. Through parallel or differentiated instruction, learners receive more personal instruction time. Because learners are taught by more than one teacher, there is an increased chance of an instructional style conducive to an individual`s learning capacity (Goetz, 2000).
The study recommends investigating the effect of team teaching on students' proficiency in each of the four language skills (listening, reading, speaking, and writing), e.g., by means of the Cambridge PET test, and also an investigation of the effect of mixed team teaching in school education.
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Talbert, Joan E.; McLaughlin, Milbrey Wallin (1993) `Understanding Teaching in Context` in D. K. Cohen, M. W. McLaughlin & J. E. Talbert (Eds.) Teaching for Understanding: Challenges for Policy and Practice. San Francisco: Jossey-Bass Publishers.
King Saud University English Skills Program Preparatory Year (2009). Retrieved from https://www.py.ksu.edu.sa .
Todd, Richard Watson (2003) `EAP or TEAP?` Journal of English for Academic Purposes, 2, pp. 147-156.
Tonks, Basil (2005) `ESL Team Teaching in the Japanese Context`, The International TEYL Journal. Retrieved on 9 August, 2009 https://www.teyl.org/article12.html .
Shibley, Ivan, A. (2006) `Interdisciplinary Team Teaching: Negotiating Pedagogica; Differences`, College Teaching, 54(3), pp. 122-126.
Usher, Robin, L. (2012) `Accuracy versus Fluency`, Humanizing Language Teaching, 14, 2. https://www.hltmag.co.uk .
Walther-Thomas, Chriss, Bryant, Mimi & Land, Sue (1996) `Planning for Effective Co-Teaching: the Key to Successful Inclusion, Remedial and Special Education, 17, pp. 255-265.
Welch, Marshall & Sheridan, Susan M. (1995) Educational Partnerships: Serving Students at Risk, Fort Worth, TX, Harcourt Brace.
Welch, Marshall; Brownell, Kerrilee & Sheridan, Susan M (1999) 'What's the Score and Game Plan on Teaming in School': A Review of the Literature on Team Teaching and School Based Problem Solving Teams, Remedial and Special Education, 20, pp. 36-49.
Yanamandram, Venkata, and Noble, Gary (2006) `Student Experiences and Perceptions of Team Teaching in a Large Undergraduate Class`, Journal of University Teaching & Learning Practice, Vol. 3, #1, Article 6. REtrieved on 15/11/2009 from https://ro.uow.edu.au/cgi/viewcontent.cgi?articles=1043&context=jutlp .
https://hltmag.co.uk/apr14/mart06.htm
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Trainable at Temple of nature, Great Tree.
Last edited by makazuwr32 on Tue Apr 16, 2019 8:12 am, edited 4 times in total.
Well it was suggested long before changes in dodge counter.
Also i wish them to be trainable in temple of nature as well. Not only in great tree.
Because some of them don't really seem to be just Mega materials.
Well elven dragons should be trainable only in mega building i think.


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U.S. and multilateral export controls
[microform] :
hearing before the Subcommittee on International Economic Policy and Trade of the Committee on Foreign Affairs, House of Representatives, Ninety-ninth Congress, first session, April 23, 1985.
Export citation file
Washington : U.S. G.P.O., 1987.
North Atlantic Treaty Organization. > North Atlantic Treaty Organization. / Coordinating Committee on Export Controls.
Licenses > Licenses / United States
Technology transfer > Technology transfer / United States
Export controls > Export controls / United States
iii, 103 p. ; 24 cm.
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U.S. and multilateral export controls : hearing before the Subcommittee on International Economic Policy and Trade of the Committee on Foreign Affairs, House of Representatives, Ninety-ninth Congress, first session, April 23, 1985
United States. Congress. House. Committee on Foreign Affairs. Subcommittee on International Economic Policy and Trade.
Fiscal year 1989 U.S. exports issues : U.S. export promotion programs : hearing before the Subcommittee on International Economic Policy and Trade of the Committee on Foreign Affairs, House of Representatives, One Hundred First Congress, first session, April 18, 1989
Short supply export controls and legislation to restrict log exports : hearing before the Subcommittee on International Economic Policy and Trade of the Committee on Foreign Affairs, House of Representatives, Ninety-ninth Congress, second session, on H.R. 4159, April 15, 1986
Enforcement of multilateral export controls : hearing before the Subcommittee on International Economic Policy and Trade of the Committee on Foreign Affairs, House of Representatives, One Hundredth Congress, first session, November 3, 1987
Impact of U.S. tax policies on trade competitiveness : hearing before the Subcommittee on International Economic Policy and Trade of the Committee on Foreign Affairs, House of Representatives, Ninety-ninth Congress, first session, October 8, 1985
Controls on exports to the People's Republic of China hearing before the Subcommittee on International Economic Policy and Trade of the Committee on Foreign Affairs, House of Representatives, Ninety-eighth Congress, first session, November 17, 1983
Controls on exports to the People's Republic of China : hearing before the Subcommittee on International Economic Policy and Trade of the Committee on Foreign Affairs, House of Representatives, Ninety-eighth Congress, first session, November 17, 1983
Implementation of the Export Administration Amendments Act of 1985 hearings before the Subcommittee on International Economic Policy and Trade of the Committee on Foreign Affairs, House of Representatives, Ninety-ninth Congress, first session, October 10; November 6, 1985
Implementation of the Export Administration Amendments Act of 1985 : hearings before the Subcommittee on International Economic Policy and Trade of the Committee on Foreign Affairs, House of Representatives, Ninety-ninth Congress, first session, October 10; November 6, 1985
Update on the status of Alaskan oil exports : hearing before the Subcommittee on International Economic Policy and Trade of the Committee on Foreign Affairs, House of Representatives, Ninety-ninth Congress, first session, November 20, 1985


text:
Mr. Eppo Paul van Lanschot ('s-Hertogenbosch, 26 januari 1871 − Breda, 8 oktober 1940) was een Nederlands burgemeester.

Biografie
Van Lanschot was lid van de familie Van Lanschot en een zoon van bankier en verzekeraar Godefridus Ludovicus Hubertus van Lanschot (1835-1907) en Maria Louisa Agnes van Baerle (1843-1918). Hij studeerde in 1898 af te Leiden in de rechten waarna hij zich vestigde als advocaat en procureur in zijn geboortestad. Vanaf 1907 was hij burgemeester van Breda, wat hij tot 1915 zou blijven. Hij trouwde in 1907 met jkvr. Isabella Maria Josepha Theresia Ludovica Ghislena de la Court (1882-1948), lid van de familie De la Court, met wie hij een zoon en een dochter kreeg.

Burgemeester van Breda

redpajama_set_name: RedPajamaWikipedia


text:
Mercedes-Benz Stadium Case Study
With their impressive new Mercedes-Benz Stadium opening in June 2017, the Atlanta Falcons were ready to spread their wings for greater results. This included increasing premium and season ticket sales for the 71,000 seat multipurpose facility in Atlanta – slated to host the 2018 College Football Playoff Championship Game, Super Bowl LIII in 2019 and the NCAA Men's Final Four in 2020. They turned to the Legends Global Sales Team to make it happen.
Fresh from the success of opening Levi's Stadium in Santa Clara, CA for the San Francisco 49ers, Legends Global Sales Team developed a winning overall sales and marketing plan for the Falcons and their new stadium. This included targeted strategies around:
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Sales of Personal Seat Licenses
To shine a spotlight on the new stadium, the team also oversaw the design flow and construction of the multi-million dollar Mercedes-Benz Stadium Preview Center. They launched a successful marketing campaign to generate online signups, and during that challenging relocation period, new conversion strategies were effectively used to convert old stadium ticket holders to the new stadium - and keep revenue flowing in.
Generated more than $692 million in contractually obligated income to date
Sold more than 14,000 PSLs accounting for over 22% of the entire stadium's sellable inventory during the 2017 season and playoffs
Led the creation of new premium inventory, including 28 four-person Technology Loge Boxes that sold-out in less than 60 days
33,000 unique sign-ups over a 7-month period through the "For Less Than You May Think" marketing campaign


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Home › Campaigns › Stronger Together: How anti-racist networks are uniting against hate in UK
Stronger Together: How anti-racist networks are uniting against hate in UK
By Manisha Ganguly
The Bakerloo line on a Sunday: a woman in a hijab sits down; across from her, a white man yells, "Paki! Go back!". Two white co-passengers get up, cross over, and begin talking to her, cutting off the first man and diffusing the situation. This is England: where racism is countered with solidarity.
This year's International Day of Tolerance on 16th November, celebrated by the UN to commemorate the spirit of co-existence advocated by Mahatma Gandhi, is of special relevance. In the global political earthquakes of Trump's election and Brexit referendum result, racism has been embraced by the state institutions meant to shun it. The hate rhetoric employed in both political campaigns focussed on "other"-ing minorities or any person of colour, fuelled by a false sense of "patriotism" and white national identity. The unprecedented spike in racist and xenophobic attacks in Britain in the wake of Brexit are therefore not surprising, but there is a silver lining to this cloud: anti-racist networks are joining hands to present a united front.
The rise in racism has led to a rise in anti-racism at a scale not seen in recent years: the internet has made trans-national solidarity and organising easier. With the new spate of racist attacks, organisations like Worrying Signs, HOPE not Hate, Movement for Justice, ReSisters and Autonomous Womyn's Front are changing tactics post-referendum, standing up to the challenge posed to them by the far-right groups. Their strategies are the age-old ones used by the Left: Educate, Agitate, Organise.
Worrying Signs was one of the first online projects that documented the rise in racism in UK post-referendum through reports of attacks via social media. With the spike in group membership requests post-Trump's election, they recently opened it up to US members. Says Natasha, one of the founders of the project, "Since the US presidential election, we are acknowledging that what has been happening in the UK is part of a wider global picture and that we can't look at this in an isolated fashion. Hate spreads across borders, what we are seeing in the US is so synonymous with our experiences in the UK and is symptomatic of a wider, global issue."
Their recent efforts have included morale-building projects like the #MoreTeaLessHate campaign, which saw participants from London, Manchester, Sheffield, Birmingham, Bognor Regis, Kent, Newcastle, Durham, Liverpool, Worcester, Berlin, Athens and Valencia hosting tea parties to celebrate Britain's diversity. "We firmly believe that we are stronger when we stand together."
The Organization for Security and Co-operation in Europe (OSCE), which monitors human rights in Europe, released the hate crime data for 2015 yesterday. "One trend that emerges from the 2015 hate crime data is the continuous under-reporting of hate crimes", said Cristina Finch, Head of their Tolerance and Non-Discrimination department.
HOPE not hate (HNH), a citizens' anti-racist group based in UK has already begun counter-active measures to this problem of under-reporting."Our new training module deals with racism in public spaces: how you can defuse a situation, support the person targeted and report the incident", says John Page, Head of Organising at Hope not Hate. "Most people who are the target of such an incident will tell you that what troubles them most is not the incident itself, but the lack of action by anyone else. Our training teaches you how to support the person targeted and report it afterwards." HNH has so far seen participation from 216,000 citizens in their anti-racist campaigns.
HOPE not hate rally photo via Facebook
Another strategy embraced by them is centred around prevention of anti-racist attacks through morale-building and cross-community solidarity. HNH has introduced a second module called 'communicating effectively for change'. "A lot of anti-racist training has involved 'myth-busting', but our experience is that myth-busting does not tend to work. This is partly because people often have 'emotive reasoning', i.e. they are more concerned with how they feel, than the facts. Our training uses empathetic listening to find the person behind the view and engage."
It has proved to be an effective method. A few months ago, when a Jewish community was being targeted in north London, HNH got Christian, Muslim, and local community leaders to speak out and join a symbolic action (decoratingGolderns Green with Gold and green ribbons) while successfully ensuring the police move a racist demonstration and investigate those organising it.
The fundamental problem of racism surrounding Brexit and Trump's election is not the political process but the symbolic manifestation of it: it reinforces the insidious racism in people, which stems from fear of minorities they are alienated from. Movement for Justice By Any Means Necessary (MJAMN), another activist group, has sought to counter this hate-filled rhetoric. "The danger of Trump's elections and Brexit is that it gave a huge boost to every far-right fascist, white supremacist, and racist misogynist. Now Farage is seeking to call out the spectrum of Britain's racist and far-right fascist groupings to try to impose a secret Brexit deal as a fait accompli. His inspiration is Trumps success at utilising anti-immigrant bigotry to win the US election, as Brexit was an inspiration for Trump before to focus his campaign on just repeating anti-immigrant rhetoric over-and-over. It is up to everyone now to rise up and reverse the effects," says Antonia Bright of MJAMN.
Nigel Farage before one of the anti-immigrant posters used by the Brexit "Leave" campaign.
Photo: @scottaolsen via Twitter
The resultant manifestations of this hate speech are horrific. Natasha recounts the worst report they'd received on the Worrying Signs group, where a Muslim pregnant woman in Milton Keynes was followed to the car park and kicked in the stomach, causing a miscarriage. "I couldn't rationalise the level of hate you must feel to justify doing that to another human being."
MJAMN has been doing a speaking tour across Britain on how the attacks on non-whites are enabled by the anti-immigration policy put forth by the Tory government. "We are calling for a mass protest, to stop the racist mobilisation which Farage has called at the Supreme Court on December 5th. It is important that any racist mobilisations called on to the streets now be stopped, not just complained about, before Britain, Europe and the USA sink even further into a hostile and violent environment."
Re-education is another strategy central to the process of fighting racism: subverting the narrative of persecution of white people which legitimises racism. ReSisters reading group, a decolonial education initiative, meets every Friday to study and apply history to current political climates. Its focus is the shared struggle against white supremacy, uniting black/brown and Muslim communities. "We have completed the Fanon and Malcolm X series, to understand the consequences of colonialism on the coloniser and colonised", says Nadia Chan, the founder of the group.
ReSisters Reading Group session via Youtube
Interestingly, she does not see Brexit as a factor in the rising hate crimes. "Racistattacks are not new, they have been ongoing for decades. I faced racism and anti-Muslim bigotry before Brexit and I will face it after Brexit." She undertakes Muay Thai classes and advocates women's self-defence as the first step to fighting hate crimes.
A similar approach has been adopted by Autonomous Womyn's Front (AWF), a group led by women of colour in the US. Nocturnus Libertus, founder of AWF says, "We are working on a new initiative called RESPOND! standing for Rescue, Exhilaration, Shielding, Preservation, Organization, Navigation and Defense. It has an app currently in development which we'll use R.E.S.P.O.N.D. to provide transportation, walking buddies, and general defence against attacks on queer persons and persons of colour in the streets."
Solidarity is the strongest bond tying all these movements together. ReSisters collaborates frequently with Pan African brothers and sisters, communist anti racism organisations, while Worrying Signs participates in information sharing with anti-racist networks and Inter-Faith week. Almost all the groups here use Facebook events to mobilise support and organise.
However, the emerging picture of hate in public spaces like the Bakerloo line will likely continue. The National Police Chiefs' Council report on hate crimes released in September show a 58% increase in incidents. But this has brought about a new sense of urgency, and changed how anti-racist activists are challenging and resisting it. With Facebook events, study groups, sensitisation programs, they are channelling into new paths of solidarity and redefining post-referendum England.
Featured Image: Wikimedia Commons
November 27, 2016 November 28, 2016 by Firestone
Category: Campaigns, Culture, Perspective/Opinion, Politics.Tag: #SayNoToRacism, Autonomous Womyn's Front, DrinkTeaNotHate, HOPE not hate, MJAMN, ReSisters, StreetWatch, UK, Worrying Signs
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Q: How to pass a json as an entry parameter of a function I need to pass a json object as an entry parameter to my function. This function is prepared to read the json and extract the needed data.
This is the function:
def leerJSON(carrito):
    data = json.loads(carrito)

    lista_nombres_y_usuarios = []
    for i in range(1):
        #data = json.loads(data1)
        user = data[i]
        nombre = user['name']
        username = user['username']
        email = user['email']
        lista_nombres_y_usuarios.append([nombre, username])

    return(nombre, username, email, array)

And this is the script from witch i call the function leerJSON():
carrito = '''{
    "id": 1,
    "name": "Leanne Graham",
    "username": "Bret",
    "email": "Sincere@april.biz",
    "phone": "1-770-736-8031 x56442",
    "website": "hildegard.org",
}'''
carritojson= json.dumps(carrito, indent = 4) # Conversión a json
[name, username, email, array] = leerJSON(carritojson)
print(name)
print(username)
print(email)
print(array)

Traceback (most recent call last):
  File "/home/idein/Escritorio/Factura/prueba.py", line 12, in <module>
    [name, username, email, array] = leerJSON(carritojson)
  File "/home/idein/Escritorio/Factura/funcionLecturaJSON.py", line 36, in leerJSON
    nombre = user['name']
TypeError: string indices must be integers

As you can see it says that the object does not have text as an attribute and this is because carrito is a dictionary and not a json. How could i convert it? because I have read that with json.dumps() you could convert but it says is an string and no more a dictionary.

A: There are multiple issues in your code :

*

*The variable carrito is defined as a str, so json.loads will return a str. Define it as a dict so that json.loads returns a dict.

*The variable carrito is not a list so user = data[i] will not work. I think you tried to create carrito as a list of dict.

*array is not defined in leerJSON. I think you tried to return lista_nombres_y_usuarios