text:
The Reviewing Rodders
Follow The Reviewing Rodders via email.
Director: Alma Har'el
Certification: 15
Starring: Shia LaBeouf, Lucas Hedges, Noah Jupe, FKA Twigs, Maika Monroe, Natasha Lyonne, Martin Starr, Byron Bowers, Laura San Giacomo, Clifton Collins Jr.
In 2005, Otis (Lucas Hedges) is a movie star who suffers from alcoholism. After a car accident and a violent altercation with the police, Otis is forced to attend a rehab facility, where his counsellor encourages him to look into his past. Running concurrently are scenes set in 1995, where Otis (now played by Noah Jupe) works as a child actor. Accompanying him is his father (Shia LaBeouf), a volatile man with an abusive streak.
Based upon his own experiences, Shia LaBeouf wrote this script during his time in rehab, which served as a form of therapy for him. What he's written is a powerful depiction of his past, highlighting the trauma which was inherited from his father. Bringing it alive is director Alma Har'el, in her debut directing a narrative feature, who magnificently captures the raw nature of this story. Peppered throughout are dreamlike intervals, which encapsulate the fears, hopes, and wants of these broken figures, with each feeling vital in getting to the core of these characters.
Continuing his upward trajectory, Noah Jupe takes the lead role of Otis, during the scenes set in 1995. Working on the set of a TV series, he finds himself pressured to do a good job by his father. But as much as he wants to be an actor, Otis just wants to hear his father say that he loves him. You can feel the sadness in Jupe's performance, who just wants to hold his dads hand, but finds his desires for a loving family are routinely dashed. A heartbreaking scene has Otis acting as the middleman, while his parents have a fight over the phone. A special mention is deserved for musician FKA Twigs, pouring so much empathy into the role of Shy Girl, who offers Otis the support and warmth he deserves.
Not just working on the screenplay, Shia LaBeouf steps in front of the camera to essentially play his own father. James is a man full of anger, and you can feel it simmering away within the portrayal, leaving viewers on edge. We're left waiting for him to snap over something so small, to see the nasty effects his coiled rage has, and how it effects those around him. But he's not just a caricature. As told in an emotionally revealing scene, James was a victim of abuse, and through his life, has carried on that destructive cycle himself. A man hounded by his own personal demons, he's captured with such understanding, while excuses are never made for his awful actions. He could've easily been played as a one-note antagonist, but is handled in such an introspective way, and is all the more compelling for it.
The film rests on Jupe and LaBeouf for so much, and this exemplary pair deliver the power and emotion nestled within this story. So much so, they overshadow the 2005 segments, which sees Lucas Hedges ably portray an adult Otis. Despite feeling overly familiar, these portions are compelling in their own right, they just had the misfortune to be paired alongside something even stronger. Irregardless of this, we're left with an emotionally devastating piece of work.
2019 4.5 stars Alma Har'el Drama Film FKA Twigs Lucas Hedges Noah Jupe Shia LaBeouf
Director: Dimitri Logothetis Running Time: 102 Minutes Certification: 15 Starring: Alain Moussi, Frank Grillo, JuJu Chan, Tony Jaa, Rick Yune, Nicolas Cage Intending to kickstart a franchise, writer and director Dimitri Logothetis has crafted an interesting idea. Every six years, an alien invader returns to Earth to fight the best warriors the human race has to offer. From special ops soldiers to martial arts experts, the future of humanity hangs in the balance. This blend of Predator and Mortal Kombat has high potential, but the execution unfortunately misses the mark. For a film focused upon its action, it's worth mentioning how great the casting is. The martial-artists utilise their strengths very well, serving as the film's highlights. This makes it rather puzzling how their skills are undermined throughout. The pulse-pounding energy of these scenes are undercut by needless slow-motion, while dizzying camerawork and darkly lit scenes obscures the talents of the assor
Chronical: 2067 (2020)
Director: Seth Larney Running Time: 114 Minutes Certification: 15 Starring: Kodi Smit-McPhee, Ryan Kwanten, Sana'a Shaik, Deborah Mailman, Aaron Glenane As the film opens, we're informed of the perilous state the Earth is in. Humanity is at risk due to the air being so polluted, and the only way to breathe is through manufactured air canisters. A message arrives from the future which offers hope, indicating their saviour may be a young recluse named Ethan (Kodi Smit-McPhee). Hoping to find the way of saving his time, he travels 400 years into future, but encounters more than he expected. There are interesting ideas within, brought alive by writer and director Seth Larney. It's fascinating to imagine how bad things have gotten, that something as vital as oxygen is now a commodity you must purchase to have access to. This leads into an interesting idea about the moralities of letting humanity go extinct, in order to save the Earth. It's unfortunate we only get hints t
The Devil To Pay (2020)
Living in an isolated Appalachian community, Lemon (Danielle Deadwyler) has to look after her son alone, due to her husband's disappearance. Things get worse when she's summoned to see the cold-hearted matriarch of the mountain's oldest family. To pay off a debt, she gives Lemon a task which threatens a decade's old truce. If the task isn't carried out, her son's life is forfeited. My review of The Devil To Pay is available to read at Snakebite Horror. Be sure to check it out .


text:
Q: How to do a "ssh -Y user@host cmd" using Paramiko? Open GUI on remote I would like to make automation script using Python and Paramiko.
The client side need to open one GUI app to verify. The app will close after 10 second.
By using terminal command I can achieve it by typing
ssh -Y user@host cmd

-Y is to open the GUI in its own system (client).
But I can't find a a way to do it in Paramiko?

A: The ssh -Y switch enables X11 forwarding.
For an equivalent in Paramiko, see Channel.request_x11.

redpajama_set_name: RedPajamaStackExchange


Range 1100nm / 33 kts.
89k Chief Warrant Officer 5, Gene Rose, USMC, the Westpac Express (HSV-4676) Operations Officer, stands in front of Westpac Express as he explains the function of the ship. The MSC chartered high speed vessel arrived at Chuk Sarnet, Thailand, 23 April 2002, carrying 215 Marines and their equipment taking part in Cobra Gold 02.
70k Westpac Express (HSV-4676) being offloaded at Chuk Samet, Sattahip, Thailand, 8 May 2002. An AH-1W Cobra Attack Helicopter from Marine Helicopter Attack/Light Squadron Three Six Nine (HMA/L 369) is off-loaded from Westpac Express. Westpac Express, a chartered Military Sealift Command ship that provided extensive logistics support to Exercise Cobra Gold 2002. Cobra Gold 2002 is the 21st U.S. Pacific Command exercise conducted in Thailand demonstrating the ability of U.S. forces to deploy rapidly and conduct joint-combined operations with the Thai and Singapore Armed Forces.
42k Westpac Express (HSV-4676) underway, date and location unknown.


text:
Home Economy Eritrea Ethiopia Kidane Tekle News Opinion Leveraging Trade in Eritrea by Righting the Wrong Trade
Leveraging Trade in Eritrea by Righting the Wrong Trade
Admin 12:08 AM Economy, Eritrea, Ethiopia, Kidane Tekle, News, Opinion
Banana factory in Eritrea
Leveraging Trade in Eritrea
by Righting the Wrong Trade
by Kidane Tekle
1. Background:
There have been much talk on how trade domestically or cross-border or in international trade being conducted in Eritrea. People in Ethiopia consider that Eritrea is in dire need of food items, to be more specific in cereals like Teff or Berbere. They do not consider that they are paid for their products and not given for free. In this perspective, trades have been conducted through cross-borders either from Sudan or Ethiopia although not accounted how much it covers Eritrea's need by way of percentage or in terms of dollar.
Worku Aberra of Dawson College in Quebec in his study 'Asymmetric Benefits: The Ethio-Eritrea Common Market (1991-1998) asserted that the Ethio-Eritrean preferential trade arrangement benefited Eritrea and harmed Ethiopia. He concluded that the terms of the trade arrangement as unfavorable. This argument is not based on well researched analysis but based on bias. The bias is obvious and shared by Ethiopia's academicians and commoners.
As obvious as it is, countries do not produce whatever they want. They may not have the resources or the skills to produce whatever demanded by their local market. As David Ricardo's comparative advantage, under free trade, an agent will produce more of and consume less of a good for which they have a comparative advantage. Comparative advantage is the economic reality describing the work gains from trade for individuals, firms, or nations, which arise from differences in their factor endowments or technological progress. In an economic model, agents have a comparative advantage over others in producing a particular good if they can produce that good at a lower relative opportunity cost or autarky price, i.e., at a lower relative marginal cost prior to trade. One does not compare the monetary costs of production or even the resource costs (labor needed per unit of output) of production. Instead, one must compare the opportunity costs of producing goods across countries.
Just as an example, Eritrea has a comparative advantage in producing fish and can export. This is because, it has abundant potential or resource in fishery, which it can tap and make money out of it. Eritrea can also produce small industrial items that will be demanded by consumers in neighboring countries. Producing Teff may not be that yielding and cannot be produced in abundance to meet demand in Eritrea. Hence, it imports it.
Trade becomes imperative to augment shortfalls in the market from those who produce them in excess of their requirement. Import trade deals with the goods, services and products that are brought into a country from another country. Countries are most likely import goods that their domestic industries cannot produce as efficiently or cheaply as the exporting country. Countries may also import raw materials or commodities that are not available within their borders. For example, many countries import oil because they cannot produce it domestically or cannot produce enough to meet their demand.
In line with the foregoing theory and its application, Eritrea is in need of international trade as it is not producing all goods and services. There is what we call autarky. It is an economic system of self-sufficiency and limited trade. A country is said to be in a complete state of autarky if it has a closed economy, which means that it does not engage in international trade with any other country. Eritrea has been in a war with Ethiopia during the last 20 years and recently with Djibouti. Consequently, trades of both domestic and international have been either curtailed or downsized due to the effect of the war.
There is a trade between North (developed countries) to South (developing countries). This type of trade benefits most the developed countries as their products are termed against the products of developing countries, whose economies are based on primary products.
Nowadays, there is the South to South trade of exchange of resources, technology, and knowledge between developing countries. We have COMESA (Common Market for Eastern and Southern Africa) with members of Burundi, Comoros, Democratic Republic of Congo, Djibouti, Egypt, Eritrea, Ethiopia, Kenya, Libya, Madagascar, Malawi, Mauritius, Rwanda, Seychelles, Sudan, Swaziland, Uganda, Zambia and Zimbabwe. This free-trade area has not been effective though its intention is to promote trade between South to South. Its vitality goes without saying as it can help the member countries to come out of the quagmire of the trade with the North, that results in unfavorable trade and borrowing from multilateral and bilateral organizations to cover the loss or deficit in trade.
International trade can play a critical role in accelerating economic and social development. Countries can benefit from a proper trading performance. Trade and investment expand market opportunities, force production processes to become more efficient, and provide financial and technological resources to expand production capabilities.
2. Eritrean Perspectives of Trade and Economic Policy:
Eritrea has a policy with regard to international trade, which could be fruitful but the application is not proved well and it missed the intent. The main objectives of the policy are as follows:
a) Promote the optional allocation of resources across sectors, institutions and regions;
b) Promote an equitable distribution of income and wealth so that the benefits of development are over time more and more equitably distributed across members of the society;
c) Enhance the competitiveness of Eritrea's export products in foreign markets;
d) Ensure adequate incentives for both domestic and foreign private capital so as to achieve an increasing rate of investment overtime;
e) Promote domestic savings;
f) Foster greater competition in the domestic market; and
g) Ensure that the revenue yield of the tax system as a whole grows at least in line with the growth rate of GNP.
The following are objectives directly or indirectly related to domestic or international trade.
2.1 Tax Regime:
CONTINUE READING BELOW:
Leveraging Trade in Eritrea by Righting the Wrong Trade by Anonymous CXbmQ2N on Scribd
[full_width]
Leveraging Trade in Eritrea by Righting the Wrong Trade Reviewed by Admin on 12:08 AM Rating: 5
Economy Eritrea Ethiopia Kidane Tekle News Opinion

redpajama_set_name: RedPajamaCommonCrawl


SMW IS RELIABILITY. QUALITY. INNOVATION.
Forward-thinking, industry-leading products, processes and technologies have defined SMW Engineering for more than 15 years.
SMWE is a major metallurgical fabricator serving the aerospace, defense and automotive sectors worldwide. We also provide a full range of technology and engineering solutions and services to clients in the mining, minerals, metals, manufacturing, infrastructure and energy sectors.
We specialize in the development, manufacture and supply of lightweight applications deploying proprietary and generic magnesium and other aluminum-based specialized alloys and hybrid materials.
We are the global leader in forged magnesium wheel blanks, extruded bar, plate and similar fabrications.


text:
It was time: McGuire's shock call to step down the right one
Jake Niall
Chief football writer, The Age
Updated December 14, 2020 — 8.16pm first published at 7.49pm
Eddie McGuire, the AFL's most visible figure, has surprised everyone: his board at Collingwood, the club's staff and, not least, a restless supporter base that had started to question the sheer duration of his presidency.
No one within the broader football community had any inkling that "Eddie" - the AFL's most ubiquitous and permanent person - would announce that he would be leaving Collingwood within 12 months.
AFL boss Gillon McLachlan was as surprised as those watching the live stream of the fan forum where the bombshell was dropped.
McGuire said he had told only his wife Carla and his two sons, Joseph and Alexander, that he would be stepping down from the presidency.
It is fitting that McGuire's great reveal was made directly to the Collingwood members at a fan forum, and not to the board, which he had largely handpicked and which was unlikely to force him out. For, like any successful politician, it was McGuire's understanding of the fan base - especially the rank and file, the cheer squad and the rusted-on punters who typify Collingwood - that enabled him to remain at the helm of the club for so long.
But McGuire is to be commended for reading the play and leaving 12 months before his latest term was up. His decision has disarmed those - including this columnist - who felt he should be looking for a succession plan before this term expired.
He has exceeded that expectation and, as a consequence, his legacy at Collingwood will be more elevated than if he had clung to power, hanging around for the possibility of that second premiership that would fully frank his marathon tenure.
Eddie McGuire choked back tears when he announced he'd be stepping down. Credit:Ryan Pierse
Collingwood without McGuire is a concept that is difficult to fathom and will take some adjustment when it happens. If it will be harder yards for journalists, who relied on McGuire's willingness to make news. Collingwood may also feel some respite from the drama that followed him.
McGuire had spoken of the possibility of stepping aside in 2016, when the Magpies were struggling under Nathan Buckley, but he said that he had spoken to his sons, who urged him to continue on fighting the fight for the black and white.
In 2017, a comprehensive review of club operations, led by businessman and current board member Peter Murphy, recommended that Buckley retain his job, subject to a restructured football department. The Pies subsequently bolted up the ladder and nearly snatched the 2018 flag.
But the Murphy review also contained a largely unknown recommendation on board governance: that Collingwood introduce term limits for club directors. Such a suggestion would not be major news at most clubs, but at Collingwood, it was a potentially massive step, since the real meaning - the active ingredient - was that McGuire would have to finish up at a time not necessarily of his choosing.
That recommendation was, unsurprisingly, not adopted by the club board, which has two other directors, Alex Waislitz and Mark Korda, who have served for well over a decade (the former joined McGuire's ticket and was voted on in 1998).
McGuire, clearly, did not wish to be forced out by a rule. He would go his way, on his terms.
His legacy is largely based on his first dozen years at the helm, given that he inherited an ossified club that was grossly under-performing on every metric and, worse, seemed culturally incapable of genuine change and modernity.
He hired Mick Malthouse, he brought sponsors - plugged relentlessly on The Footy Show - shifted the club out of Victoria Park and into a shiny new facility and the MCG. Over the next 12 years he did make Collingwood great again and by 2010-11, McGuire's Magpies were the most powerful football club in Australia and as hated as they'd been in 1960.
But the handover from Malthouse to Buckley, which marked the second phase of his presidency, was the beginning of a mixed legacy, given the four years spent out of the finals from 2014-17, the inability to claim that elusive second premiership and the propensity of the club to find off-field scandals and dramas.
While McGuire was a great moderniser, who presided over dramatic change, his 22 years at the helm also contain distinctly old Collingwood traits, principally, the near misses in grand finals and the faith in favourite sons like Buckley.
More recently, McGuire's gaffes - the most damaging of which was the Adam Goodes/King Kong comment on radio - have embarrassed the club and emboldened his critics. But if these incidents wounded him, they never stopped him.
Until Monday evening, it seemed like nothing would.
Whatever history has to say about the unfinished legacy of McGuire at Collingwood, he will bequeath his successor a football club that is far better than the one he took over.
AFL 2020
Eddie McGuire
Jake Niall is a Walkley award-winning sports journalist and chief AFL writer for The Age.


text:
Headline By yahoonews 717 Views
SINGAPORE – There are some 2,000 individuals who have experienced severe adverse reactions after the first dose of the Pfizer-BioNTech or Moderna vaccine and they should not receive an mRNA vaccine again, said the Ministry of Health (MOH).
In a Facebook post on Saturday (5 June), the MOH said it is evaluating other suitable non-mRNA vaccines. "We expect to make such vaccines available before the end of this year for use in our national vaccination programme, after the vaccines have been rigorously assessed and approved by the HSA (Health Sciences Authority)," the ministry said.
In a press release on Friday, the MOH said that these 2,000 individuals are those who had developed "anaphylaxis or allergic reactions (hives, face/ eyelid/ lip/ throat swelling, generalised rash within 7 days after vaccination)".
The individuals can consider taking vaccines under the Special Access Route (SAR), such as the Sinovac vaccine, if they cannot wait, the ministry added in its post.
The ministry is also awaiting "some outstanding data on the Sinovac vaccine to complete our evaluation" for the vaccine to be part of the national vaccination programme.
In the meantime, private healthcare providers can apply to draw on Singapore's existing stock of the Sinovac vaccine. The Republic received its first shipment of the vaccine, also known as CoronaVac, in February, with some 200,000 doses delivered.
Those who were previously rejected from taking the mRNA vaccines because of severe allergies or were allergic to the first dose – over 30,000 of them in total, said Health Minister Ong Ye Kung at a virtual press conference on Monday – are able to be vaccinated with the Sinovac vaccine for free at approved private clinics, the ministry said.
"For all other individuals who prefer Sinovac for non-medical reasons, it will be a private arrangement with the vaccine provider, and (they) will have to pay an admin fee to the private providers," the MOH added.


We have found 42 stores within 20 Miles of Wentworth , Rotherham from only £1.07 per day!
See how much you could save on self storage in Wentworth , Rotherham.
More Self Storage Facilities near Wentworth , Rotherham.
Finding self storage units Wentworth , Rotherham is easy through CompareTheStorage.com. Our Wentworth , Rotherham self storage unit directory above shows 42 Wentworth , Rotherham self storage facilities that can accommodate the needs of a Wentworth , Rotherham self storage renter. Self Storage Wentworth , Rotherham Price. To see more details, use our self storage comparison search where you can compare all the self storage facilities in Wentworth , Rotherham storage unit listing or Wentworth , Rotherham container storage listing to find out more. Use the simple form or reservation request link to contact any Wentworth , Rotherham self storage companies. You can narrow down your Wentworth , Rotherham self storage search with our convenient Postcode box below. Results display listings of Wentworth , Rotherham self storage companies that include and email quote form, website information, directions, contact phone numbers and you can even receive the details of featured storage facilities near Wentworth , Rotherham by text for FREE . At CompareTheStorage.com, our goal is to provide you with the best and quickest way to locate and contact a self storage facility in Wentworth , Rotherham. CompareTheStorage.com lets you compare and choose from many different storage facilities in Wentworth , Rotherham. CompareTheStorage.com is the comprehensive national self storage directory that allows you to find the best container storage unit in Wentworth , Rotherham for you.


text:
Films with: Kurtis, Bill
Black/white & Brown Brown v. the Board of Education of Topeka /
The history of the desegregation of schools in the mid-20th century, including interviews with those involved in the Brown v. Board case and footage and photos from the time.
Carbon nation
"A documentary movie about climate change solutions. Even if you doubt the severity of the impact of climate change or just don't buy it at all, this is still a compelling and relevant film that illustrates how solutions to climate change also address other social, economic and national security issues"--Publisher website.
Transgender revolution
"Investigative Reports goes beyond ignorance and stereotypes for an intimate portrayal of the people who choose to change their sexuality. Among the unexpected, ferociously articulate characters we meet are a female-to-male transsexual who works for the Tampa sheriff's office, a male-to-female electrical designer who has hosted an MIT radio show called Gendertalk, and a Southern good-old-boy who we follow through his surgical transformation. The Transgender Revolution also examines the fast-growing movement to combat gender oppression, highlighting the nation's most notorious transsexual killings and a Congressional battle over including transsexuals in the Hate Crimes Act."--Website.


text:
Q: Register a JS Function to Apache Jena Fuseki How to register JS Function to apache jena fuseki? Is it the same as registering a JS Function to GraphDB.ontotext?

A: The starting point is the documentation: https://jena.apache.org/documentation/query/javascript-functions.html. You need to add  javascript engine such as GraalVM to the Fuseki classpath.


DescriptionAs a part of the eCampus programme UNINETT has establishet a set of shared services for lecture capture in Norway. For the higher education sector this means higher quality at a significantly lower price, and has resulted in a tremendous growth in recorded lectures in Norway. The talk will cover how UNINETT and the eCampus team has worked to accomplish this and also highlight what we have learned in the process.


text:
CUTTING EDGE LAUNCHES NEW HYPE REEL SHOWCASING THEIR FABULOUS WORK
The festive season is fast approaching and Cutting Edge are celebrating with their new hype reel!
As we all know, 2020 has been a year like no other. A year that most of us will be happy to say 'Sayonara' to. But it hasn't been all bad; Cutting Edge has been fortunate to collaborate on some fantastic projects – both internationally and locally here in Australia.
Recent projects delivering out of the Cutting Edge studio include SAS Australia for Channel 7, which has been captivating audiences with its gritty physical and psychological tests, and Full Bloom, a vibrant series following ten florists for HBO Max. An honourable mention goes to Addicted, a landmark new documentary series following families battling addiction. It is currently screening on SBS and SBS Demand.
And last but not least, in other big news, Cutting Edge has been announced as the production partner with AACTA – The Australian Academy of Cinema and Television Arts. An organisation they are incredibly proud to be associated with and have produced the content for both the AACTA Awards & the inaugural Screenfest online festival especially given the year 2020 has been.
As the festive season fastly approaches, Cutting Edge would like to take the opportunity to wish the innovative Features & TV community here and abroad a Happy and Safe Holiday! We look forward to catching up and hopefully working with you in 2021.
To celebrate the festive season, Cutting Edge has launched a new hype reel. Check it out here:
Contact Cutting Edge
LOCATION SPOTLIGHT: NEW SOUTH WALES – WOLLONGONG AND THE ILLAWARRA


text:
from django.db.models.signals import pre_save, post_save, post_delete
from django.dispatch import receiver

from .models import AggregateConceptAttempt, QuizAttempt
from .models import Quiz
from .diagnose import clear_quizzes_by_topic_cache

from . import stats

@receiver(post_save, sender=QuizAttempt)
def add_user_aggregate_attempt(sender, **kwargs):
	if not kwargs['created']:
		return
	#import ipdb; ipdb.set_trace()
	attempt = kwargs['instance']
	print "Aggregating attempt", attempt
	create_aggregate_attempt(attempt)
	stats.update_quiz_and_concept_attempt_counts(attempt)

def create_aggregate_attempt(attempt):
	user_key = attempt.user_key
	aggregate, was_created = AggregateConceptAttempt.objects.get_or_create(
		user_key=user_key, concept=attempt.quiz.concept)
	if attempt.result:
		aggregate.correct += 1
	else:
		aggregate.wrong += 1
	aggregate.save()
	print "Aggregate saved: ", aggregate
	return aggregate

@receiver(post_save, sender=Quiz)
def clear_cache(sender, **kwargs):
	topic = kwargs['instance'].concept.topic
	clear_quizzes_by_topic_cache(topic=topic)

redpajama_set_name: RedPajamaGithub


text:
Home » VIDEO: NASA Studying El Niño's Impact on Ocean's Food Source
VIDEO: NASA Studying El Niño's Impact on Ocean's Food Source
By NASA // April 4, 2016
ABOVE VIDEO: El Niño years can have a big impact on the littlest plants in the ocean, and NASA scientists are studying the relationship between the two.
(NASA) – El Niño years can have a big impact on the littlest plants in the ocean, and NASA scientists are studying the relationship between the two.
In El Niño years, huge masses of warm water – equivalent to about half of the volume of the Mediterranean Sea – slosh east across the Pacific Ocean towards South America. While this warm water changes storm systems in the atmosphere, it also has an impact below the ocean's surface.
These impacts, which researchers can visualize with satellite data, can ripple up the food chain to fisheries and the livelihoods of fishermen.
El Niño's mass of warm water puts a lid on the normal currents of cold, deep water that typically rise to the surface along the equator and off the coast of Chile and Peru, said Stephanie Uz, ocean scientist at Goddard Space Flight Center in Greenbelt, Maryland. In a process called upwelling, those cold waters normally bring up the nutrients that feed the tiny organisms, which form the base of the food chain.
Stephanie Uz
"An El Niño basically stops the normal upwelling," Uz said.
"There's a lot of starvation that happens to the marine food web."
These tiny plants, called phytoplankton, are fish food – without them, fish populations drop, and the fishing industries that many coastal regions depend on can collapse.
With NASA satellite data, and ocean color software called SeaDAS, developed at the Ocean Biology Processing Group at Goddard, Uz has been mapping where these important phytoplankton appear.
Orbiting instruments like the Moderate Resolution Imaging Spectrometer on the Aqua satellite, and the Visible Infrared Imaging Radiometer Suite on the Suomi NPP satellite collect data on the color of the ocean. From shades of blue and green, scientists can calculate the amount of green chlorophyll – and therefore the amount of phytoplankton present.
VIDEO: Look At NASA's Next Generation Controller For Orion Spacecraft
The ocean color maps, based on a month's worth of satellite data, can show that El Niño impact on phytoplankton. In December 2015, at the peak of the current El Niño event, there was more blue – and less green chlorophyll – in the Pacific Ocean off of Peru and Chile, compared to the previous year.
Uz and her colleagues are also watching as the El Niño weakens this spring, to see when and where the phytoplankton reappear as the upwelling cold water brings nutrients back to the region.
"They can pop back up pretty quickly, once they have a source of nutrients," Uz said.
Researchers can also examine the differences in ocean color between two different El Niño events. During the large 1997-1998 El Niño event, the green chlorophyll virtually disappeared from the coast of Chile. This year's event, while it caused a drop in chlorophyll primarily along the equator, was much less severe for the coastal phytoplankton population.
The reason – the warmer-than-normal waters associated with the two El Niño events were centered in different geographical locations. In 1997-1998, the biggest ocean temperature abnormalities were in the eastern Pacific Ocean; this year the focus was in the central ocean.
This difference impacts where the phytoplankton can feed on nutrients, and where the fish can feed on phytoplankton.
"When you have an East Pacific El Niño, like 1997-1998, it has a much bigger impact on the fisheries off of South America," Uz said.
But Central Pacific El Niño events, like this year's, still have an impact on ocean ecosystems, just with a shift in location. Researchers are noting reduced food available along the food chain around the Galapagos Islands, for example. And there has been a drop in phytoplankton off the coast of South America, just not as dramatically as before.
Differences in December phytoplankton abundances are visualized for three years: during the strong East Pacific El Nino of 1997 (using SeaWiFS satellite data), during a normal year in 2013 (using data from MODIS on the Aqua satellite), and during the strong Central Pacific El Nino of 2015 (MODIS/Aqua). (NASA Image)
Scientists have more tools on hand to study this El Niño, and can study more elements of the event, Uz said. They're putting these tools to use to ask questions not just about ocean ecology, but about the carbon cycle as well.
"We know how important phytoplankton are for the marine food web, and we're trying to understand their role as a carbon pump," Uz said.
The carbon pump refers to one of the ways the Earth system removes carbon dioxide from the atmosphere.
When phytoplankton die, their carbon-based bodies sink to the ocean floor, where they can remain for millions of years. El Niño is a naturally occurring disruption to the typical ocean currents, she said – so it's important to understand the phenomenon to better attribute what occurs naturally, and what occurs due to human-caused disruptions to the system.
Other scientists at Goddard are investigating ways to forecast the ebbs and flows of nutrients using the center's supercomputers, incorporating data like winds, sea surface temperatures, air pressures and more.
Cecile Rousseaux
"It's like weather forecasts, but for bionutrients and phytoplankton in the ocean," said Cecile Rousseaux, an ocean modeler with Goddard's Global Modeling and Assimilation Office.
The forecasts could help fisheries managers estimate how good the catch could be in a particular year, she said, since fish populations depend on phytoplankton populations.
The 1997-1998 El Niño led to a major collapse in the anchovy fishery off of Chile, which caused economic hardships for fishermen along the coast.
Blue Origin's Spacecraft, University of Central Florida Experiment Makes History
So far, Rousseaux said, the phytoplankton forecast models haven't shown any collapses for the 2015-2016 El Niño, possibly because the warm water isn't reaching as far east in the Pacific this time around. The forecast of phytoplankton populations effort is a relatively new effort, she said, so it's too soon to make definite forecasts. But the data so far, from the modeling group and others, show conditions returning to a more normal state this spring.
The next step for the model, she said, is to try to determine which individual species of phytoplankton will bloom where, based on nutrient amounts, temperatures and other factors – using satellites and other tools to determine which kind of microscopic plant is where.
"We rely on satellite data, but this will go one step further and give us even more information," Rousseaux said.


Breakfast, lunch, or dinner, there's always a place for tacos on the table. They're not just reserved for Taco Tuesday. At the most basic, all you need is a good tortilla (preferably corn), your favorite filling, and some toppings. Don't forget the salsa.
No matter your preferred filling or what time of day you reach for a taco, there are a few mistakes you should take care to avoid when making this hands-on meal.
1. Not using fresh tortillas.
A tortilla is not just a tortilla. This is a crucial part of the taco that can often get overshadowed by the filling. But what's on the outside is just as important as what's on the inside when it comes to making a good taco.
— Follow this tip: Sara Desaran, author of Tacolicious, insists that a taco is only as good as its corn tortilla. She suggests making your own tortillas (which, as Emma showed us, is easier than you might expect); otherwise buy the best quality tortillas available. And if you're lucky enough to have a tortilleria nearby, that's where you'll find the freshest tortillas.
2. Forgetting to heat up the tortillas.
Failing to heat tortillas pretty much puts you on the fast track for a cracked taco as soon as you fold it. Heating tortillas first makes them soft, pliable, and easy to wrap around the filling.
— Follow this tip: Tortillas should always be heated for a few minutes on the stovetop before you begin to assemble your tacos. You'll be rewarded with a better taco that stays together until the last bite.
3. Not heating tortillas the right way.
Not all methods for heating tortillas are equal. You want your tortillas to become soft and pliable, so they're easy to fold without cracking, but without getting moist or soggy. Pati Jinich, author of Pati's Mexican Table, points out while tortillas are incredibly resilient, they would rather not be heated in microwaves or gigantic stacks wrapped in the oven.
I'm guilty of this almost every time I make tacos. In my quest to get as much filling as possible, I usually end up overloading my tacos; instead of staying wrapped in the tortilla, the filling spills all over my plate.
— Follow this tip: Resist the urge to load your tortilla to the max. Instead of loading too much filling into just a few tacos, use a moderate amount of filling in each, and add another taco to your plate.
5. Forgoing the extra toppings.
Just as important as the warm, fresh tortillas and the filling are your taco toppings. Tacos without toppings are just sad.
— Follow this tip: Toppings pull all the flavors in your taco together. Whether it's salsa, avocado, cheese, herbs, or a pickled garnish, the choices are many. Be sure to have a good balance of toppings, both in flavor (fresh, spicy, and salty) and texture (crunchy, soft, and chewy) to complement the taco filling.


text:
Stuck at Square One
College students increasingly caught in remedial education trap
EPISODE: Emily Hanford
A system meant to give college students a better shot at succeeding is actually getting in the way of many, costing them time and money and taking a particular toll on students of color.
Stuck at Square One: The Remedial Education Trap
Latasha Gandy thought she was the ideal high school student.
Attending Arlington Senior High School in St. Paul, Minn., she kept her head in her books and did her homework. "I was that student everybody wanted to multiply," she said.
Her mother was elated with Arlington, a brand new school with the latest technology, web training, access to Apple computers and — best of all — the promise that it would prepare every student for college. Gandy's parents hadn't gone to college.
Gandy was in the honors program and graduated with a GPA of 4.2 out of 5.
But when she went to enroll at her local community college, a counselor said she had to take a placement test. When the results came back, Gandy was told she needed remedial classes.
"My first question was, 'What are those?'" she recalled, the surprise still evident in her voice. "And they told me they were basically material to catch me up to be ready to be in college. And I remember asking, 'How is that possible that I'm not ready for college when I graduated with a 4.2 GPA?'"
It was a huge blow. Financially, because remedial classes, also known as developmental classes, cost money but don't count as credit toward a degree. And emotionally, because she started to wonder if she really belonged in college at all.
"I went into this state of, 'Black people don't go to college,'" Gandy said. "That's something that I heard very often in my childhood. Not in my home, but I heard it in my neighborhood. I heard it from older adults that were around me."
Gandy had run into the nation's increasingly cumbersome problem with developmental education, a system that is intended to give students a better shot at succeeding in college but which, according to mounting evidence, is costing students time and money and actually preventing some of them from getting degrees.
More than four in 10 college students end up in developmental math and English classes at an annual cost of approximately $7 billion, and many of them have a worse chance of eventually graduating than if they went straight into college-level classes. Students of all races and income levels end up in developmental classes, but students of color like Gandy are significantly more likely than white students to end up in remediation. Low-income students also are more likely to be assigned to developmental classes.
Remedial education enrollment by race, income
Higher percentages of black and Hispanic students are assigned to remedial classes than is true for Asian and white students. In addition, a high percentage of students receiving Pell grants - an indicator of low-income status - are assigned to remedial classes. (Source: Complete College America)
• More about Complete College America data
Many people point first to inadequacies in the nation's K-12 education system for letting students graduate without being ready for college. But identifying what skills students actually need in college and how best to learn those skills can complicate the question.
Part of the problem is the standardized tests used to place students in developmental education. Studies show up to a third of students assigned to developmental classes based on placement test scores could have gone straight to a college class and earned a grade of B or better.
It's a problem I experienced firsthand when I tried taking a placement test this winter, more than 20 years after graduating from college.
Percentage of students in remedial classes by family income
A student's likelihood of being placed in remedial classes is directly tied to family income. According to a study of students at public colleges in Ohio, fifty percent of those with family incomes under $18,000 a year, for example, are sent to remedial classes while 18 percent of those with incomes over $100,000 a year end up in remediation. Source: Data collected 1998-2004, analyzed by Eric Bettinger and Bridget Long. Published 2007 in Economic Inequality and Public Education, edited by Stacey Dickert-Conlin and Ross Rubenstein.
Old problem with modern trappings
The problem of students not being ready for college is as old as American higher education. In the 1630s, Harvard had to provide Greek and Latin tutors for the unprepared.
But the modern form of remedial education took root in the late 1960s, when black and Puerto Rican protestors demanded changes to admissions policies at the City University of New York (CUNY). They wanted more low-income students of color to gain access to higher education.
Starting in 1970, trustees agreed to admit anyone with a high school credential and to provide remedial help for those needing it.
CUNY trustees believed that without it many students would fail.
Remedial education seemed to be a win-win for students, helping those who were behind learn the skills they needed to be successful in college classes but also keeping them out of college classes so the instructional level wouldn't fall.
But Elsa Nùñez began to wonder if remedial education was really helping when, in 1986, she became a dean at one of the colleges in the CUNY system, the College of Staten Island. Nùñez was stunned to learn that only 7 percent of students who started in remedial classes were making it to graduation. They were in a special program for low-income students who had not done well in high school.
The faculty member who ran the program insisted that being in college was a good thing for the students even if they didn't graduate, said Nùñez. "They're having a good experience," she told her. "They're maturing, they're meeting other people, their self-esteem has built up. They've bettered themselves in many good ways."
Nùñez didn't think that was enough and raised the issue with her superiors. But she soon realized there was little appetite for questioning the effectiveness of remedial education. White administrators were afraid of being called racist for pointing out the high failure rate in a program that served mostly students of color.
"People thought 'this is just the way it is,'" said Nùñez. "'We're lucky we've gotten to a situation where (students of color) are admitted.'"
But Nùñez, who was born and raised in Puerto Rico, thought the college should be doing more to help students actually get degrees. What's the value of access, she thought, if there's virtually no chance of success?
It wasn't until the 1990s that researchers and federal agencies began generating much study looking beyond college access to college success.
When they did, the news wasn't good. Only 36 percent of people who begin at community colleges, where most students start in developmental classes, end up getting degrees. And if you have to take a developmental class, your chances of graduating are just one in four, an indication those classes are not helping students graduate.
And developmental education may actually be hurting some students. One study found that students who ignored a developmental placement and enrolled directly in a college-level course were substantially more likely to pass the college class than students who went to remediation first.
Starting to tackle the problem
One place this research ignited a conversation was Connecticut.
Elected to the state senate in 2010 and assigned to chair the higher education committee, Beth Bye went on a listening tour to meet students and faculty at the state's public colleges and universities. Remedial education kept coming up.
"The students were saying that some of them spent two years in remedial education," she said. Students could be assigned to as many as three levels of math remediation and three levels of English.
They were taking out loans, burning through their financial aid, and most were never making it to entry-level classes in the subjects they were interested in, such as psychology or criminal justice or health management.
Percentage of students who start in remedial classes and go on to pass the associated college-level courses
The rates at which students successfully complete remedial classes and go on to college level courses vary by race and income. For example, only 11 percent of black students who start in remedial classes at community colleges pass the associated college-level intro class within two years. (Source: Complete College America)
"I was really shocked when I heard that students couldn't get in to entry-level classes," Bye said.
Professors insisted students couldn't succeed in college-level classes unless they finished their remedial coursework first. But that argument hit a nerve with Bye.
She had been impressed by the experience of her wife, Tracey Wilson, a long-time public school teacher whose high school decided to let any student enroll in academically challenging Advanced Placement classes. Previously, students needed certain grades or test scores to get into AP.
But the new idea was to have no litmus test, no bar.
It was counterintuitive. Wilson said students with low skills, students who could barely write a paragraph, used to be put in classes that drilled down on things like grammar and spelling. But putting students in more advanced classes helped them learn those skills better, she said.
"It was totally based on faith that this was going to happen," Wilson said. "But it did."
Bye thought that could apply to remedial education in colleges.
So in 2012 she introduced a bill to prohibit public colleges from forcing a student to enroll in a remedial course before starting entry-level classes.
"If your focus is on the role higher education plays in trying to make this a country of equal opportunity then the most important thing we do is developmental education. And it's really crucial that we fix it." Peter Adams
The backlash was immediate.
"There was a huge, 'Please don't do this,' from people I respected a great deal," she said. "Really successful community college presidents who said, 'You can't just do that.'"
One of the people who said it wouldn't work? Elsa Nùñez, the former CUNY dean.
Nùñez, now president of Eastern Connecticut State University, said her initial reaction to Bye's bill was mixed. On one hand, she was grateful that a state senator was asking questions about the effectiveness of developmental education.
On the other hand, Nùñez said, many students need developmental classes to make up for what they didn't get in high school. The only way community colleges could allow all students into college-level classes would be to do away with open admissions, she said. In other words, shut the door on people who didn't get good preparation in high school and give many low-income students of color no chance of getting a college degree.
So Nùñez and Bye worked with higher education leaders across the state to come up with a compromise. Under a new state law, public colleges and universities can offer only one semester of remedial classes, and students can't be assigned to remediation based on only one test score.
In addition, the state established a new system of classes for students who would have previously gone into the lowest level remedial classes, and those classes are free, an acknowledgement that the K-12 education system let those students down.
Free classes with a surprise
I met Hector Ponce in one of these classes.
Ponce was born in Mexico but came to the United States when he was 4 and went to American public schools. He graduated from high school in 2002 and works at Starbucks.
"I want to do better," he said. Ponce is the first person in his family to give college a shot. He's hoping to get a bachelor's degree.
High school graduate Hector Ponce wants to get a bachelor's degree but wound up in remedial classes first. Emily Hanford | APM Reports
"And even if I don't get there," Ponce said, "I don't want to give up on an opportunity that's been given me." He told me he wouldn't have been in the developmental classes if they weren't free.
In a group lesson, instructor Emily DeToro focused on the basics of grammar and word usage. DeToro was a lively instructor, moving quickly through material that was clearly challenging for many of the students.
"I'm going to start with verbs, OK?" DeToro said to the class. The students' homework had been to identify parts of speech in sample sentences. DeToro read one of the sentences out loud: "During one part of his life, Picasso preferred the color blue."
She called on a student to identify the verb.
"During," the student said, his voice lilting upwards to indicate he was not at all certain.
"Umm, not so much 'during,'" said DeToro. "Where's the action taking place?"
Another student offered, "Is it 'preferred?'"
"Nicely done," said DeToro.
For Ponce, the class was a wake-up call. "I feel like I should be excellent on all this and I'm just realizing, 'Oh, my God,' I don't exactly know all this stuff," he said.
The purpose of the free developmental classes in Connecticut is to improve students' scores on the Accuplacer test because that's what will get them into a college class.
The Accuplacer is a standardized math and English test used by most community colleges to determine who is ready for college-level classes. (Try some sample questions.) Even though, under the Connecticut law, the test is not supposed to be the sole criterion for deciding who goes into developmental classes, most incoming community college students still take the test, and most students are still placed based on the results.
That doesn't mean what students are learning in those free classes will actually prepare them for college-level work. Identifying verbs is probably not something any of them will ever be asked to do in college.
Students in a developmental class in Connecticut, where lawmakers have limited how much time public colleges can require students to spend in these classes and have agreed to make some classes free. Emily Hanford | APM Reports
But if you can't identify the verb in a sentence, should you be allowed in a college class?
Absolutely not, said several professors I talked to in Connecticut.
"There are certain basic skills you have to have before you can do higher order learning," said Kevin Buterbaugh, professor of political science at Southern Connecticut State University. "If you come into my class where we're reading abstract articles on war or international relations and you can't read or you can't write about those things, I can't get you to learn about the material. You have to have basic, functioning academic skills in order to participate constructively in the class."
At the heart of the debate about developmental education is the question of what works best to catch people up on academic skills if they didn't learn them the first time around in school.
Research shows basic skills instruction, such as having students identify the verbs in sample sentences, is not an effective approach. Yet this kind of instruction, often referred to as "skill and drill," is how most developmental classes are taught. Researchers say this may be one reason developmental education is ineffective for many students.
And indeed, by the end of the semester, when I caught up with him again, things were not going well for Ponce. He and his classmates had just taken the Accuplacer test again, and Ponce's scores — in both math and English — had gone down. He was surprised.
"I can't say I've learned everything," he said. But he thought he was making progress. To have his test scores go down was a big blow.
Ponce told me he was thinking of giving up on college. But then he said something that surprised me. All the time he was taking the free developmental class, he was also taking an English class at nearby Middlesex Community College.
"I'm actually in English 101," Ponce said.
English 101 is a college-level class.
It wasn't exactly clear how he had been able to do that, but he said he started taking the free remedial English class because he thought it was required when he took the remedial math class.
And the way he ended up in college level English? He went to enroll at the community college and was placed in an upper-level remedial class because under the new law, the college can only offer one semester of remediation.
He got a C in that class, good enough to get him into English 101.
But his scores on the Accuplacer test had him worried he might not really be ready for college. "I feel frozen," he said. "I feel like I can't move forward."
Ponce might not yet have the skills he needs to succeed in higher level college courses.
But research suggests that how he or anyone else does on a placement test is not a very accurate predictor of how they will do in college. Two recent studies found that up to a third of students assigned to developmental classes based on test scores could have gone straight to a college class and earned a grade of B or better.
The College Board, the company that makes the Accuplacer test, responded to those studies by saying test scores alone should not be used to determine who is ready for college-level classes.
Would I pass the test?
The research got me wondering how someone who already has a college degree would do on such a test.
So I decided to take the Accuplacer.
I have a bachelor's degree from Amherst College, a private, selective, liberal arts school. Amherst didn't make me take any placement tests. The more selective the college, the less likely a student is to take a placement test. The idea is that those students have already proved they're ready, through high school grades and scores on tests such as the SAT and ACT.
There's an entire industry devoted to helping young people get ready for the SAT and ACT. Some parents pay thousands of dollars for their kids to get test prep and tutoring. But if you're someone who has to take the Accuplacer test, chances are no one is paying for fancy test preparation.
In fact, many people who take the Accuplacer have never even heard of the test until they go to their local community college to enroll and are told to walk down the hall and take it. And yet, this may be the highest stakes test they ever take.
I arranged to take the Accuplacer at the Community College of Baltimore County. I arrived on a cold and snowy day, feeling nervous. I last took a test more than 20 years ago.
I met with a counselor who explained the basics. The test is on a computer. It has three parts and all the questions are multiple choice. There's a sentence skills section and a reading skills section, 20 questions each. And then a math section. You start with high school algebra. If you do well on the algebra part, you get kicked up to college math. If you don't do well on algebra, you get a set of questions that test your arithmetic skills.
A student takes the Accuplacer test, the most common means colleges use to determine whether incoming students need remedial classes. Emily Hanford | APM Reports
As I headed in to the testing room, the two women who were signing me in told me they'd tried the test. Both of them tested into developmental math. One tested into developmental reading, too.
The test took me one hour and 48 minutes. You're allowed to take as much time as you want, but the counselor told me to expect to spend about an hour and a half on it. So I went slow.
I was pretty sure I did well on the reading and sentence skills sections, but I found a few of the questions tricky. And on the math, I thought I must have done decently on the algebra part because I had clearly been kicked up to the college math section, and once I got there I was mostly guessing.
I was handed a score report as soon as I walked out of the testing room. Then I headed to a counselor's office to find out what it meant.
I did well on the English sections, but not perfect. A few of those tricky questions got me.
On the college math section, I did not do well. I scored a 27 out of 120.
The counselor told me I'd be in remedial math.
Try a college placement test
• Math questions
• Reading questions
• Sentence-skills questions
I wasn't really surprised. I never took math in college. My bachelor's degree is in English, and college math was not something I needed to graduate. It's not something I've needed for the kind of math I do in my job either.
But if I wanted to enroll at the Community College of Baltimore County so I could change careers — say I wanted to become a nurse or an art teacher — I would have to pass a college-level math class. And my Accuplacer score indicates I'd need a developmental math class first.
It turns out I wouldn't have to take developmental math though. Someone who already has a bachelor's degree is exempt from taking the placement test. So even though my bachelor's degree included no math at all, I could have used it as proof that I deserve to go straight into college-level math.
This doesn't really make sense. If a certain level of math skill is required for college and the test measures that level of skill, why shouldn't I have to take developmental math like everyone else with a similar test score?
A community college in Baltimore County tackles the problem another way
There is another way to do developmental education that's proving effective for some students. It involves the very thing Bye was originally calling for in Connecticut — let students enroll in college-level classes. But don't let them skip the developmental classes they need. Put them in a class that combines college-level work with developmental help at the same time.
This idea is known in education lingo as the "co-requisite model," as opposed to a "prerequisite model," where there's a strict order in which students take a lower level class before they get to a higher level one.
One of the people credited with the idea of putting developmental students directly into college-level classes is Peter Adams. The idea was inspired by a discovery he made about his students in the late 1980s.
Adams was teaching developmental writing at Essex Community College, now known as the Community College of Baltimore County. He found himself attending commencement ceremonies and not seeing many of his students there.
So, using an Apple IIe computer the department had recently started using as a bookkeeping device, Adams ran a report. It took the computer all night to spit out the results. He arrived in the morning to a pile of green and white striped papers on the floor.
The news was depressing.
More than two-thirds of the students who started in developmental writing never passed English 101, never mind made it to graduation. The obvious explanation was that the students didn't have the skills to make it academically. And for some, that was true.
• Trying to Solve a Bigger Math Problem [The New York Times]
• How a Little-Known Standardized Test Harms Community College Students [Washington Monthly]
But the data showed that most of the students who took developmental writing passed the class. And 81 percent of the students who went on to English 101 passed that class, too.
The problem was that the majority of students who started in a developmental writing class never enrolled in English 101. Students weren't failing; they were giving up.
"What we learned was most of the reason that students were not taking and passing English 101 had nothing to do with writing," said Adams. "It had to do with losing their jobs or getting evicted from their apartments or their kids getting sick."
They were quitting school because life got in the way.
Or they were quitting, he realized, because they got discouraged. "A lot of students would say to us, 'You know, I'm not even sure that I am college material,'" said Adams. "What a terrible term, 'college material.' As if human beings come in two categories, those who are and those who are not."
Adams thought what students needed was a faster way of getting through their developmental classes, to reduce the chances that some life event would derail them.
Elsbeth Mantler Emily Hanford | APM Reports
And they needed to feel like they were in college, not in some purgatory waiting to be admitted.
It took him years, but Adams was finally able to convince the college to let him try putting some of the students who tested close to college ready into college-level classes. He called his idea the Accelerated Learning Program.
To see how it works, I visited an ALP class at the Community College of Baltimore County.
There were 19 students in the class. The first hour and a half was a college-level English 101 class. Then nine of the students got up and left, and the rest stayed for a developmental class, taught by the same instructor, Elsbeth Mantler.
Mantler asked the students to write down three words to describe the way they feel about writing.
"Dreadful, fearful and 'Oh my God,'" said one of the students, causing his classmates to burst out laughing. That's how they felt too. One student said she was terrible at punctuation. Another said he was dyslexic and would have failed high school if it weren't for spellcheck on his computer.
The goal of this class is to help students with the basics of grammar and spelling, but not in a skill and drill kind of way, Mantler said. "Skill and drill, meaning having a workbook and working on sentence fragments, is not very effective for students improving on whatever that skill is," she said.
It's the way most developmental classes are taught and it's the way she used to approach developmental writing instruction. But teaching English 101 and developmental writing side-by-side, with the same students, helped Mantler realize that it's better to get all students to write, a lot. Students learn skills better, she said, when they're taught to see the mistakes in their own writing.
Succeeding without all the skills
Jill Harris, an instructor at Middlesex Community College, has a favorite story challenging the notion that there's a basic set of skills everyone needs to succeed.
It involves a former student named Sarah, clearly bright but with terrible grammar and spelling skills. Sarah was in Harris' developmental English class, placed there by way of her low scores on the Accuplacer test.
To pass developmental English, students had to write a paper that got reviewed by the entire English department. Sarah's paper was replete with grammar and spelling mistakes. The department refused to let her move on to college-level classes.
Convinced Sarah was talented and worthy of moving on in college, Harris pleaded to let Sarah write another paper, and the department reluctantly passed her. Harris lost track of Sarah after that.
"Years later, I had a surgery," Harris said, "And I came out from under the anesthetic and there she was, next to me, taking care of me."
Sarah was her nurse.
"She was at Yale," Harris said.
Harris tracked Sarah Keehner down for me and I visited her to hear her story.
Sarah Keehner, left, got through a remedial class with help from instructor Jill Harris. Keehner eventually became a nurse. Emily Hanford | APM Reports
It started in elementary school, in special education, a horrible experience for her. "One teacher tried to cut my bangs with a pair of scissors because she told me that's the reason I couldn't read," Keehner said.
She said her special ed teachers let her get away with doing pretty much nothing in school, and then at the end of 5th grade, she was suddenly put back in regular classes. But Keehner had missed out on all those years when other kids were learning the basics of writing.
"When I went to high school and had to take a foreign language is when I learned most of my English skills," Keehner said. "They were talking about verbs, present participles, conjugations and I'm like, 'I don't know what you call any of this stuff.'"
Keehner graduated from high school with no plans to go to college. Her parents hadn't gone. But it didn't take her long to figure out there was very little good work to be had with only a high school diploma. And that's how she ended up in Harris' developmental writing class.
"I'll never be able to spell," Keehner said. "Let's face it: If you're going to hold spelling against me, forget it. I'm in trouble."
Using a solution as obvious as it is rare, a few states have begun designing remediation course work while students are still in high school. Read more.
And if she had to take the Accuplacer test again, Keehner's sure she'd be right back in developmental English. But she didn't have to take the test again, and she succeeded in college without good grammar and spelling skills. She graduated with honors and went to nursing school.
Learning medical language was hard for her, partly because she's dyslexic. But she learned ways around it. In nursing school, for example, Keehner said she listened carefully and took lots of notes instead of reading the textbooks.
The way Keehner sees it, the Accuplacer test and the developmental English class were hoops she had to jump through to prove she was worthy of a college degree.
Does accelerated learning work?
There's a lot of attention being paid in education circles to accelerated learning programs like the one at the Community College of Baltimore County.
Students who start in ALP are twice as likely to pass English 101 as similar students who start in a traditional developmental writing class. Part of the reason is obvious: students are getting both their developmental class and their English 101 class out of the way in the same semester, narrowing the window on the possibility of a life event knocking them off track.
And even if life events do intrude as students move through subsequent semesters, the data show students who start in ALP are more likely than students who start in a traditional developmental class to make it to graduation. Adams thinks it has to do with motivation and self-confidence.
"What we say when they arrive and we put them in these developmental courses is, 'we think you're a terrible writer,'" he said. "And then they produce terrible writing as a result. And if we challenge them they rise to the occasion much more often than we expect."
There are dozens of other colleges and universities trying accelerated approaches to developmental education. But most of the research focuses on people whose test scores show they are close to being ready for college-level classes. What about students who are way behind?
Little research has been done into how best to help those students. And it's not clear that current approaches to developmental education are getting in every student's way. In fact, some research shows that students placed in the lowest level developmental classes benefit from those classes.
The state of Tennessee is experimenting with the idea of putting everyone who needs remediation into co-requisite classes, and there's some early evidence that it may help even those with very low test scores. But it may be better for some students to be kept together in stand-alone developmental classes.
That's what Latasha Gandy said she needed after graduating from Arlington High School in St. Paul.
"When it came to my English and reading courses, I needed that remediation, because I never got it in high school," Gandy said.
The spiffy new high school she went to did not prepare her or her classmates for college, she said. "The longest paper I remember writing was two pages," she said.
She's grateful she wasn't put in a college-level English class right away. When she finally got to college classes, she was shocked to find that some students had to write 10-page research papers in high school.
A recent analysis of test score data nationwide shows that by sixth grade, students in the poorest school districts are already four grade levels behind students in the richest districts. The college remediation divide begins early and more often than not ends in students like Gandy giving up.
But Gandy didn't give up. She got through her developmental classes — an entire year of them — and went on to complete a bachelor's degree. Now she's executive director of an education reform group that is pushing to make remedial education free.
Bachelor degree attainment by income level
Since the 1970s, the percentage of people from the wealthiest families who complete bachelor's degrees by the age of 24 has risen slightly, to 54 percent. At the same time, the percentage of people from the poorest families has declined to 10 percent. Source: Pell Institute
But the biggest cost for the majority of students who end up in developmental classes isn't tuition. It's the long-term cost of not getting a college degree. The system that is supposed to be helping them is more often getting in their way, Adams said, creating a big barrier within American higher education that disproportionately affects low-income students of color.
"In higher education we do lots of important things," Adams said. "We produce astronauts and poets and dancers and computer programmers. And all that's important. But if your focus is on the role higher education plays in democracy and trying to make this a country of equal opportunity, of the American Dream, of closing the gap between the very rich and everybody else, then the most important thing we do is developmental education. And it's really crucial that we fix it."
Correspondent/Producer: Emily Hanford
Editor: Catherine Winter
Web Editor: Dave Peters
Web Producer: Andy Kruse
Technical Director: Craig Thorson
Associate Producers: Suzanne Pekow, Ryan Katz
Research and Production Fellows: Alex Baumhardt and Lila Cherneff
Executive Editor and Host: Stephen Smith
Project Manager: Ellen Guettler
Managing Director, Editor-in-Chief: Chris Worthington
Special thanks: Liz Lyon, Tom Bailey, Katie Zaback
Main illustration by Lila Cherneff.
Support for this program comes Lumina Foundation and the Spencer Foundation.
A note of disclosure: The Spencer and Lumina Foundations supported some of the research that was referred to in this program. But the foundations had no influence on our coverage.


text:
TOP10! XinXin Semiconductor was ranked as top 10 most promising companies, within the new industry standard
Release time: 2022-08-19 Visited: 166
The 8th China Industry Investment Summit was held in Beijing from 16th -18th October 2022. Xinxin Semiconductor Technology Co., Ltd. was listed and mentioned as the " Top 10 most promising companies, within the new industry standard in 2021-2022 China's Integrated Circuit and Semiconductor Industry Listing. The financial industry has fully recognized the effort of Xinxin Semiconductor's team and its technology.
Since the beginning of year 2022, Xinxin Semiconductor has make swift progress, therefore the company has garnered total investment of 3.4 billion yuan from strategic investors and leading financial investment institutions, after gaining popularity among the Capital Investor's Market.
Xinxin Semiconductor grasps the current market opportunity of semiconductor wafers when demand is greater than supply,and we quickly accelerated the expansion of our 12-inch semiconductor wafer capacity, and penetrate into the mainstream wafer fab of high-end lightly-doped customers.
Xinxin Semiconductor has a planned production capacity of 600,000 wafers per month which also focuses largely on R&D,and production of 12-inch semiconductor wafers and silicon ingots.GCLSemi, a subsidiary of Xinxin Semiconductor, is constantly striving towards their target production capacity and has achieved a production capacity of 100,000 wafers per month currently.
Xinxin Semiconductor's 12-inch silicon wafers have achieved mass production of 28nm production, with new break-through in the 14nm technology node and advance gradually to 7nm advanced process.Xinxin Semiconductor's product categories include 12-inch heavily-doped and lightly-doped wafers, polished wafers and epitaxial wafers, which are mainly used for storage, logic and RF chips, etc. The development and production of 12-inch high-end lightly-doped wafers are our key advantages.
Currently, 12-inch wafers have been officially certified by our main customers, we had achieved permanent sale orders from customers located in China, China Taiwan, Singapore, Japan, Korea and the United States of America. As a wafer Fab in China, Xinxin Semiconductor is the first to supply the prime wafer batch for the international first-tier customers.
The 2022 (8th) China Industry Investment Summit, hosted by RongZhong Media Company, had brought together many venture capitalist firms, industrial capitalist and government agencies to discuss about new investment trends in the fields of industrial semiconductor investment,chip semiconductor, integrated circuit, specialization & service of high-end manufacturing, biomedicine, new purchase habit, medical health and so on.
Previous: XinXin Semiconductor Technology Co., Ltd.held the first shareholders' meeting in March 2022
Next: NO!


text:
Life With Liz - VSG Journey
My Author Life of Magic & Mystery
Liz Rau
Day 29 - Tituba
It's only fitting that I have a story about Tituba, a man character in my "Secrets, Spells and Tales" series.
It is likely you have heard this name from Arthur Miller's The Crucible, but like many other characters in the play, Tituba was inspired by a real person. Although it's unclear which South American country she originated from, Tituba was brought to the American colonies as a slave to Samuel Parris. During the 1692 Salem witch trials, Tituba was the first person accused of witchcraft by Elizabeth Parris and Abigail Williams.
Initially, Tituba denied any involvement, but like so many of the accused, her will was quickly broken. Tituba admitted to the participation of an occult ritual, saying that she had baked a witchcake in an attempt to help her mistress, Elizabeth Parris. Tituba embellished her confession by adding details about her service to the devil, riding on sticks, and being told by a black dog to harm the children. Her testimony was both bizarre and frightening, as Tituba stated that she pinched the girls and had signed a devil's book. Tituba, along with many others, was imprisoned for nearly a year, but managed not to be one of the women hanged for witchcraft.
Tituba languished in prison for a year, as her master would not pay her jail fees. Eventually, in 1693, an unknown individual purchased Tituba from the prison for the price of her jail fees. After this, the woman's path disappeared from history.
Find out Tituba's (fictional) part in my books by downloading them here.
A Hex In The West - Murder Mystery Novel - Out Now!
A Hex In The West - Chapter One


Sonic Force Ltd. was established in March 2013 in Oulu, Finland. The first product, LoudBy Sound Case, is based on a patent-pending innovation for enhancing and directing speaker sound in small devices.
The LoudBy team is dedicated to enhance sound quality by designing solutions which add value for customers. Extensive partner network provides valuable support whenever needed. Quest for better sound experience drives the team towards new fabulous inventions and products.
Sales & Marketing Agent in Canada & U.S.A.
For general inquiries and feedback, please contact [email protected].


Awards recognized UberCloud's work in the fields of moisture transfer simulation and electrostimulation of the brain in schizophrenia.
Can integrating multiple simulation disciplines enhance the speed and efficiency of your product design and development process?
How can simulation analysts avoid costly errors?
Cloud-based solutions allow engineers to access a wider variety of hardware instances than would be possible to support on-premise.
Software Cradle offers the latest release of scFLOW, SC/Tetra, scSTREAM and scPOST.
Software update from BETA CAE Systems has new tools and capabilities to further augment functionality and facilitate CAE processes.
DE looks into the ESRD CAE Handbook – a collection of pre-built FEA models to check strength, stiffness and other characteristics of typical fittings and components found in aerospace and other industries.


On 1/4/2019, Prince of Wales State Troopers arrested 44 year old Felicia Smith of Hydaburg. Smith had an outstanding warrant for violating conditions of release. Smith was remanded to the Craig Jail with bail set at $2000.


text:
On PH Website
In PH Magazine
Subscribe to Persian Heritage
Editorials – English
Editorials – Persian
Featured – English
Featured – Persian
Latest English
Latest Persian
Recent Posts – English
Recent Posts – Persian
PH Articles
PH Articles – English
PH Articles – Persian
An Interview with Dick Davis Professor and Translator
September 27, 2014 by contributor
Part Two – Tell us about Jahankhatun…what attracted you to her work?
Many things. To begin with as far as I know she's the one Persian woman poet from before the 19th century (she's 14th century) whose complete divan has come down to us (and it's a big divan, she has three times as many ghazals as Hafez for example). This in itself would make her of major interest. Then what we know of her life makes her a fascinating figure – a princess, the daughter of a king, her father murdered when she was in her teens, a poet at her uncle's court until he too is murdered after a coup d'etat when she's around 30; then the slim available evidence points to her enduring imprisonment and exile, until she finally makes it home again and lives to a fairly ripe old age. Her uncle, at whose court she lived, was the major patron of Hafez as well as of a number of other important poets; she certainly knew Hafez's poems because she quotes them, and it's extremely likely that she knew him personally.
She was lucky in that the family she was born into didn't segregate women in the way that was done at many Islamic courts in the Middle Ages; aristocratic women took part in their court's life along with the men. Also she was taught to read and write as a child,which was quite rare for women at the time. And then there is her poetry, which is just marvelous. When you start to read it, it can sound like the same old stuff as it were – nightingales, and roses, and cypress trees, and the absent beloved, and midnight tears, and moths fluttering around candles, and the whole kit and caboodle of medieval Persian lyric poetry. But, as you read, her own voice emerges, and it's an extremely beguiling, individual voice – tender, plaintive, angry, witty, acerbic, very conscious of the precariousness of her situation as a woman in a man's world and, in what we can take to be her later poems, as a member of a deposed and despised dynasty. There's no-oneq uite like her, and her best poems are heart-breakingly beautiful.
I read that you memorized the Rubayat as a child. I personally consider Omar Kayyam one of the lesser poets. I wonder why Fitzgerald chose him and how good was his translation?
It's pretty certain that virtually none of the quatrains attributed to Khayyam are actually by him, and so his status as a poet is not really discussable. Though, as you indicate, collections of medieval Rubayat are not generally thought of as among the major productions of Persian poetry. FitzGerald changes the status of the poems in his translation; in Persian the quatrains are discrete poems (and probably by a variety of poets), but FitzGerald selects and arranges, and produces a kind of narrative out of his selection. It's been accurately said that he translated a poem that didn't exist (though most of its separate constituents existed). He's pretty free in some places (he "mashes" – his word – quatrains together sometimes, a couple of the quatrains are taken from other sources than the ms. of "Khayyam" that he mainly worked from, and at least one quatrain he seems to have simply made up, as no original has been found for it). It's been implied that his Persian wasn't very good, but his letters to his Persian teacher, Cowell, about his work on the poems still exist and it's clear from these that his Persian was more than up to the task. For example, he queries a reading because it doesn't scan properly – to be able to pick that up implies quite a sophisticated knowledge of Persian verse. And there are other similar examples of his noticing things a novice in Persian would almost certainly miss.
The reason he chose to translate "Khayyam" was probably because he found the quatrains extremely sympathetic to his own circumstances and world-view; he was a homosexual atheist, and he (in my opinion quite correctly) thought he discerned both homosexuality and atheism in the quatrains he was translating. And there was an even more personal reason; he was almost certainly in love with his Persian teacher, Cowell. Cowell married, and then sailed for India; his parting gift to FitzGerald was the ms. of "Khayyam"'s poems that FitzGerald worked from. His letters to Cowell in India about the translation were his way of staying in touch with the person he loved, and indeed his Rubaiyat can be seen as a sort of disguised love poem. How good a translation is it? Well, as I said, it's fairly free in places. On the other hand there is no other translation of Persian poetry into English that comes so near to conveying to a reader who is without Persian what Persian verse is actually like. The feeling is right, the tone is right, the sentiments are right, the form is as right as it can be given the different rules of Persian and English verse. It's an extraordinary achievement, and every English speaker who loves Persian poetry is immeasurably in FitzGerald's debt. To carp at what he did, in the name of more accurate scholarship, seems to me to be churlishly ungrateful. We should all do so well, and then perhaps we can begin to nit-pick.
Which of the many works you have translated proved to be the most difficult and why?
Hafez is by far the most difficult poet I've tried to translate, and in fact I once published an essay, which achieved some notoriety, called On Not Translating Hafez, in which I set out why I thought his work was impossible to translate. Nevertheless, a few years later I found myself trying to undertake the task. The richness of his language, his constant allusiveness, his almost equally constant ambiguity, the way he can – seemingly out of nowhere – completely change the direction of a poem, the play of different registers within the same poem – all these things make his poems a veritable mine-field for a translator. And one cannot but fail in translating Hafez; the only thing you can try to do is, as Beckett says, "fail better".
Which is your favorite chapter of the Shahnameh? How long did it take you to translate that?
Very hard to choose, but it would have to be either the story of Seyavash or the story of Esfandyar. Those stories belong together in a way; they are about the same problem, but their protagonists find different solutions to the problem, both fatal. Ferdowsi's writing in those tales is a thing to marvel at; spare and strong as it always is, but rich and nuanced, compassionate, at the same time; profoundly human and humane. Translating the Shahnameh took me seven years. They were wonderful years too,I learned an enormous amount from that experience.
Who was your favorite professor of the Persian studies you took at university and why? Did you ever study under Richard Frye?
You know I hardly studied Persian at university. My undergraduate degree, and MA, are in English Literature. My advisor for my PhD was Norman Calder, who was really an Arabist, though he knew Persian very well too. But when I was officially his student he didn't spend a lot of time teaching me – mainly he said, "Go away and read the Shahnameh and come back with a Dissertation subject". Before I ever did my PhD, Norman and I had shared a house in Tehran, and when I started to learn Persian he took me through classical Persian poems. I remember almost the first thing we read together was the first book of Rumi's Masnavi, which is like starting to read poetry in English by opening Paradise Lost and embarking on Book. But Norman was a good teacher, extremely patient and extremely meticulous, and he made me work hard at it. Perhaps that's the reason he felt he didn't have to browbeat me too much when he became my PhD advisor, years later. But by far my best Persian teacher has been my wife, Afkham, bless her, in that she's always been there and she's always been my first recourse when I get stuck on something. I could never have done any of the work I've done in Persian without her, none of it.
I never studied under Frye, though we have met, and I have great admiration for his writings.
What was the subject of your doctoral thesis?
I can't remember its title exactly, but it was about father-son and king-subject conflicts in the Shahnameh. The basic thesis was that although the Shahnameh is clearly a text that celebrates both patriarchy and monarchy, when there is conflict between father and son, or between king and subject, the reader's sympathies are clearly directed towards the "inferior" – the son or the subject – in the relationship. The fathers and the kings have the power, but the sons and the subjects occupy the moral high ground as it were. This isn't in fact always the case, but it is the case often enough for it to be a recurrent structural motif in the poem, and of course it substantially complicates the poem; good and bad in such conflicts become inherently ambiguous, with society pulling one way and conscience pulling the other way.
When did you first go to Iran and in what capacity? How did you end up teaching at Tehran University and what did you teach?
The British Council was recruiting people to teach English at Tehran University; I applied and got one of the positions; that was in 1970. After a year there was a row between the Council and the University and the contracts were cancelled, but by that time I had met Afkham, who later became my wife, and I wanted to stay because of her, so I found another teaching job at a liberal arts college. I stayed at that job for 7 years, until 1978.
Tell us about the unique features of classical Persian poetry? About its meter and format, which make it different than other poetry and does the artistry of the calligraphy of the Arabic script itself influence the poetry which would be lost in translation?
This would require a book to answer properly. The first thing to be aware of is its extreme formality. It's metrically highly dexterous, complex, and various (Hafez uses over 20 different meters); it rhymes obsessively – there is no such thing as an unrhymed line in Classical Persian verse (what looks like an unrhymed line in a rubai is a half line; the line as a whole rhymes). And in fact a minor medieval poet, Shatranji, says in one of his rubaiyat, "The beauty of a verse is in its rhyme". The meters of Persian poetry are quantitative, depending on syllable length. Though it has many meters it only has two common forms – mono rhyme (the same rhyme sound is used throughout the whole poem, and this can go on for over 30 lines sometimes) or couplets. Narrative poems are in couplets, virtually all other poems are in mono rhyme. There are a couple of hybrid forms, that have the equivalent of a refrain in English, but they are rare. So, broadly, we can say that Persian has many meters but only two forms, whereas metrical English poetry has only two meters that are at all common but many forms (blank verse, the couplet, the sonnet, the ballad … and so on). It's a rather sweeping statement but it's generally true that much of classical Persian poetry's rhetoric, particularly but not exclusively in the short poem, derives from the rhetoric of praise poetry, and this rhetoric is used fairly indiscriminately to talk about a beloved, or a patron, or God. Some poets, e.g. Hafez, deliberately write poems in which it's very hard to decide which of these three is being addressed, and in fact this multiple ambiguity, the indeterminacy of what the poem is actually about, is a large part of the aesthetic point of the poem; it's what the poem is doing. Confronted with such a poem a western reader's instinct tends to be to want to say it's "really" about God, or it's "really" about a beloved, but this instinct should be resisted; the indeterminacy is a major part of what the poem is, which can be discomfiting at first for people used mainly to European literatures. Of course many such poems really are about only one referent, but some aren't, and one has to be open to that possibility. Perhaps that's enough to be going on with.
It's true that calligraphy is a much prized art in the Islamic world, including in Iran, but I don't think it has particularly influenced the forms of Persian poetry. The main reason is that writing a poem down was always seen as secondary to performing the poem, often with musical accompaniment of one kind or another. We say, "to write a poem"; the equivalent phrase in Persian means "to speak a poem" and this indicates the essentially oral nature of the art form in the classical Persian world. Both Hafez and Jahan Khatun (and many other poets) talk with pride and pleasure about the musical performance of their poems. The writing down came later, as a kind of after-thought, so that others could perform the poems too; but the performance was the thing that really mattered, that's what the poem was seen to be, not the words on the page. Over time that changed, and the text itself became more important, but in the "classical" period this performance aspect of a poem was still paramount.
I read that you have no desire to go back to Iran since the revolution and want to remember it the way it was.
Personally I was pro revolution even though I had friends in the royal family and among the old aristocracy like the sons of the famous PM Mirza Hassan Ashtiani Mostowfial Mamalek of Vanak. I shared your experience of marching along with the protestors and the euphoria of the Iranian Spring albeit short lived. Both the Pahlavis and the IRI have their good points and bad and what I did note when I went back in 2008 for the first time since the revolution was a greater sense of equality and less class barriers than before.
I was in Iran in 2008. It was great seeing old friends. There was a certain sadness due to the economic stagnation caused by the crippling sanctions but the culture and the civic sense survive as do the values of friendship and family. I think you should go back. Any thoughts on that you wish to share?
Well, the heart has its reasons that Reason knows nothing of, as Pascal says. I might go back to Iran one day, but as I say I'm in no hurry to.
Tell us about your own poetry. How would you characterize your style? Is there a common theme or motif or subject or do you write it on everything?
Well, as you might expect from what I've said above, it's metrical, and tends to be written in traditional forms. Poetry was my first love, before pretty well everything else, and it has remained at the center of my life. I'm not sure why, and I suspect it's as much something atavistic as explicable by conscious decision. My style is fairly plain and fairly understated; I don't shout much in my poems. If they were pictures I guess they'd be water-colors, or pencil or charcoal drawings. My themes come out of the life I've lived; a lot of love poems, a lot of poems about travel, a lot of poems about what happens when different cultures come up against each other. Getting to know Persian poetry has definitely influenced the way I write; for example I've written some poems in mono rhyme, imitating Persian models. And I write quite a lot of epigrams, a form that Persian delights in. But it's also influenced my poems in more subtle ways that it's harder for me to put my finger on; perhaps an interest in a certain delicacy of sensibility that I think of as particularly Persian. I want people to like my poems, obviously, but I don't proselytize for them as I do for my translations. With the translations I feel I know I'm doing something useful in putting them out into the world; but with my poems, who knows? I feel it's for others to decide the worth of my poems, if they have any. Of course I hope they do, or I wouldn't write them.
Of all your literary awards which one do you value the most?
I was elected a Fellow of The Royal Society of Literature in 1981; at the time I think I was the youngest Fellow. This meant a lot to me, especially coming from the background I did – very much a "wrong side of the tracks" sort of a background. I felt the life I had chosen for myself, a life of books and poetry, had been in some sense validated, that it hadn't been an awful, idiotic mistake.
Did you find the business of getting your writing published and marketed and sold, difficult and daunting?
I've always been lucky with my Persian translations. Penguin Classics took the first one, which was a real stroke of luck, and since then everything of that nature that I've done has been published by Mage Publishers in very beautiful hardback editions; Mage then typically sells the paperback rights to Penguin, or in one case to Random House. I've been generally lucky too with my own poetry, in that I've always found a publisher for my books, but that has sometimes been more of a shop-around. I very rarely send poems to journals; usually only if an editor asks me for something, which happens from time to time.
Filed Under: PH Articles, PH Articles - English
Dr. Shahrokh Ahkami - Washington DC
Dr. Ahkami's Speech in Washington DC
4603014 Visitors to date
See Posts by Date
Archives Select Month July 2019 (69) June 2019 (119) May 2019 (122) April 2019 (119) March 2019 (124) February 2019 (112) January 2019 (123) December 2018 (126) November 2018 (113) October 2018 (128) September 2018 (120) August 2018 (124) July 2018 (125) June 2018 (121) May 2018 (121) April 2018 (120) March 2018 (124) February 2018 (111) January 2018 (127) December 2017 (125) November 2017 (120) October 2017 (125) September 2017 (121) August 2017 (124) July 2017 (125) June 2017 (119) May 2017 (125) April 2017 (122) March 2017 (128) February 2017 (114) January 2017 (118) December 2016 (124) November 2016 (120) October 2016 (123) September 2016 (120) August 2016 (124) July 2016 (123) June 2016 (121) May 2016 (123) April 2016 (120) March 2016 (124) February 2016 (116) January 2016 (123) December 2015 (126) November 2015 (120) October 2015 (121) September 2015 (121) August 2015 (125) July 2015 (125) June 2015 (120) May 2015 (124) April 2015 (123) March 2015 (126) February 2015 (112) January 2015 (128) December 2014 (119) November 2014 (116) October 2014 (124) September 2014 (121) August 2014 (125) July 2014 (124) June 2014 (120) May 2014 (121) April 2014 (121) March 2014 (125) February 2014 (112) January 2014 (123) December 2013 (125) November 2013 (122) October 2013 (124) September 2013 (121) August 2013 (119) July 2013 (120) June 2013 (121) May 2013 (123) April 2013 (120) March 2013 (128) February 2013 (108) January 2013 (128) December 2012 (119) November 2012 (121) October 2012 (121) September 2012 (112) August 2012 (123) July 2012 (122) June 2012 (122) May 2012 (122) April 2012 (119) March 2012 (127) February 2012 (117) January 2012 (130) December 2011 (125) November 2011 (116) October 2011 (122) September 2011 (110) August 2011 (119) July 2011 (121) June 2011 (103) May 2011 (124) April 2011 (90) March 2011 (112) December 2010 (122) November 2010 (117) October 2010 (124) September 2010 (112) June 2010 (12) March 2010 (2) November 2009 (101) October 2009 (111) September 2009 (116) August 2009 (126) July 2009 (141) June 2009 (171) May 2009 (147) April 2009 (105) March 2009 (80) February 2009 (60) January 2009 (70)
Copyright © 2008 Persian Heritage — All Rights Reserved.