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Leadership Insights: a conversation with Anne Garvan
The following captures the thoughts of Anne Garvan on a range of career and professional development topics, as recorded during a question and answer session with Trak Search. It is targeted for leaders and aspiring leaders with the information best used in conjunction with discussions with a person's manager/supervisor. Anne's biography is shown at the end of this interview.
Anne, so many people talk about the need for career planning – were your career moves planned or unplanned?
No, mine certainly weren't planned. I entered the Brigidine Congregation, when I was 18 and leadership was thrust upon me unexpectedly from the moment I put my foot inside the congregational door.
Why so early?
Well, in those days you had to have someone who was the leader of the Novice group and they asked me to be that person. I don't want to make more of it than it deserves, but I was thrust into leadership very early, in all sorts of ways. I didn't come in thinking I'd be a leader. I came in wanting to serve people and I thought this was the best way I could. I had this idealistic view of being a nun and giving myself entirely to others and that's what I wanted to do with my life, I wanted to be of service.
My plan was never to be a leader and I really would have been shocked if somebody had said to me "Oh, we think you should be a Principal". That's not what motivated me. But at the same time, I have to say, once I got into schools, you can get a bit frustrated at times when there is a lack of leadership. So there is something in you I suppose that wants to put things right and that's part of the reason you accept leadership.
I had some difficulty at first. I was brought up to share ideas – if you've got an idea you share it with people and you talk about it and you give your arguments. I come from a family of people who are very politically aware and so I thought everybody would be interested in sharing ideas. So when, for example, there were some really interesting scriptural writings that said, for example, the three Magi didn't exist as believed, I presumed everyone would be as fascinated. It was good for me to realise that we all came from different backgrounds and interest levels and to learn what it sometimes felt like when new ideas weren't always encouraged. I needed to learn that not everyone had the same interests.
How did you start in education?
Initially I was put into a primary school instead of secondary. It was probably the best thing that could have happened to me because I had to simplify my language to get through to children. If you want to help children you've got to be able to communicate with them directly. Interestingly I'm still in touch with some of my little students from back then.
Yes. I met a doctor I had the pleasure of teaching when she was in primary school – a fine woman who had a serious interest in learning from her earliest years. I learnt a great deal from my students so it is always a two-way process… And it's just interesting, I had to learn to simplify my language and get to the essence of things. It doesn't matter what the experience is, whether it is good or difficult, I think you can learn from it as long as you're reflecting on the experience and wanting to learn from it.
Then I was plunged into leadership. Within about four years at about 26 years of age I was made a Principal. It was a very large school in a wealthy part of Brisbane and it had a French school attached to it which I also had to administer. So I had the whole of the primary school, from K to 7 and a French school attached. So you had to negotiate with parents, you had to negotiate with your own staff, I had a very difficult and troubled priest as the Parish Priest and I was terribly young! At my first meeting I put 36 points on the agenda of all these things I wanted to do. I had no idea how to prioritise. You make a lot of mistakes initially and hopefully you learn from those early years.
As your career progressed was there any planning or did the opportunities just 'come along'?
Well, naturally I wanted to study. I had given up a Commonwealth Scholarship to Sydney University to enter, so I wanted to study and I am a natural student. So I was Principal of that primary school for three years and then I asked if I could study. Fortunately the Sisters allowed me to do so and I went to Queensland University and I did an Honours degree in English Literature, Studies of Religion, and History and undertook my DipEd externally. Now John, I'm a bit of a contrarian when it comes to studying education. I favour the appointment of people who can specialise in their particular area of interest – say it's English, say it's History, Science, whatever it is – and don't just study the educational theory around it. I would prefer people to have their degree in their area of specialisation and have really explored that deeply and be committed to it. I'm not all that interested in studying education per se. Now I know I'm being a contrarian on that, but I would prefer to see people who really have a love of learning, a really deep love of learning and in their subject area. It doesn't matter what the subject is actually, but I would rather that love of a particular discipline as I believe that that dedication and passion for a subject will ignite the fire in young people.
I know that's not necessarily what some educators would want to hear but I'm afraid that's how it is for me. I can only speak my own truth, so that's my bias.
Anne, what about a pivotal point in your career? Often when people look back there might be a point which was significant – was there a pivotal point for you?
Yes there was and I've shared this with other people. I was very young and had been on the staff of this primary school for three years as a teacher. One of the women on the staff who was a peer was a very difficult lady, clever but difficult, very brusque. The minute I was made Principal her whole demeanour towards me changed, completely and totally. She began being pleasant, she began to take an interest in my opinion and it was a light bulb moment for me. I thought 'It's not me, it's the role'. And I thought of the old saying of being a rooster one minute, and a feather duster the next. That realisation has never left me.
In retrospect it was really good for me to experience that because although some would say it was hypocritical, she was just being who she was and she now saw that I was going to have an influence on her life. It was not because she particularly liked me that she changed, it was just that she had better get on with the 'Principal'. She would have seen me as a bit of an upstart – I was young and had all these ideas. She did me a great service really because it made me think 'don't take yourself so seriously in your role'. It helped me divorce the role from the person and I was lucky enough to have that experience at a young age.
You said you were 26 when you became Principal. Did they have to convince you to take that role?
Well, I knew what was happening in the school and I had no idea of the complexities in leadership… It was a different era. There was no filing system, no private secretary. The school community was young and energising. The previous principal had established a good sense of community but there were plenty of challenges that appealed to me. I learnt a great deal in the process.
We now seem to get less and less people putting up their hand for Principal roles. What are the fulfilling aspects of a leadership role? What would you suggest to somebody as being the attractions of taking on an AP or a Principal role?
To me, it's really making a difference for the best. It's making a positive difference in people's lives –that's your hope. You hope you can make a difference for the children. You hope that you get to create an environment where children are going to learn better and they're going to be given better opportunities because of the way you lead. You hope you're going to bring out the best in your staff so they feel confident in their profession.
But that aspiring leader out there, Anne, maybe they are now a coordinator, why would they step into an AP or a Principal role? What's the attraction of that higher level of leadership?
Well, I think because you can enact policies and decisions that ultimately really do make a difference to people's lives, at a policy level. For example, I have a policy of trying to be open and transparent – with staff and with students and with parents – so a lot of my priorities have been working with parents directly and honestly; and letting them contribute to the agenda.
That's not easy to do and some Principals don't see the value in it. I see the value of doing this, so if I want to make a difference and if I want to establish a parent's confidence and if I want to create a collaborative partnership in society, then I have to do so authentically .It has an impact on a whole range of matters and influences decision-making directly.
This is one area, particularly as a woman, where you can reach higher levels of leadership.When I was young there weren't very many outlets for leadership for women, and so this was one area I suppose which, unconsciously, attracted me.
So an aspiring woman leader out there now, what advice would you give to them about looking and taking leadership opportunities?
Well, I think you've got to make the role your own and you've got to watch very carefully the work-life balance. It worries me because there's not a lot of that around. I was different because I didn't have children, so I didn't have that extra commitment that's so important in your life. But I had lots of other commitments – family and extended family. . But you've got to take the role and you've got to make it your own. You've got to be yourself in the role – that is crucial. You've also got to live with having to make some tough decisions and living with the consequences. You need to be able to do that. That's the most difficult aspect of leadership.
So how did you manage the pressures of the Principal's role? What advice would you give to a newly appointed leader about managing the pressure and having work-life balance?
Well, social activities with my family, with close friends, going walking, getting right away from it all. I have mostly lived in a separate area from where the school was and that helped to give recovery time. Reading, walking, going to the cinema, to the theatre, visiting art galleries – I'm still doing all of that because I find it really good, for me, it nourishes me.
You also need to have people in your life – your husband, your wife, close siblings, a good friend – who will be really honest with you and say 'Pull back Anne, you're going too far, you're doing too much, what's all this about?'. A person who can really put you straight. You need to have good strong relationships with people who'll give you honest feedback without fear or favour.
You mentioned the benefit of living away from the school. People in some rural and regional areas, say a principal in a small town in Wilcannia Forbes or Toowoomba, don't have this capability. What advice would you give them in terms of this 'getting away'?
I also mentioned walking and reading. It is also having a good enough relationship with people around you to say "I just need some time out" and be able to clear that and live with that and do it. Not in an offensive way, but just to negotiate that with your community. You would have to do that I think so that people would understand it is your time out. It would be hard.
Anne, what would you name as the key characteristics of excellent educational leaders?
The first thing is a deep and abiding love of learning. To me that's really fundamental.
A sense of curiosity with the ability to ask questions and not be threatened by the responses. That's why a lot of people don't engage with parents – they don't want to hear the bad news, they don't want to be disagreed with.
I think a genuine interest in others, in what makes them who they are.
An ability to listen to and communicate with young people, I think that's an important characteristic of an educational leader.
The capacity to admit and learn from your mistakes.
Generosity, you have to have a generosity of spirit. I'm afraid there's no point if you resent having to give up some time on your weekend. Some people are like that and they get really angry and uptight. There's no point going for a job like this unless you're prepared for this as there's got to be a lot of generosity to do the job well.
You've got to enjoy it, so you've got to have the capacity to enjoy being the leader and not being afraid to say you do enjoy being a leader, not apologise for that. There's nothing worse than working with a leader who's always moaning and groaning and saying "Well, I'm terribly busy and I'm working so hard and……." you know, it just drives you mad.
Having and sharing a sense of inner calm that keeps everything in perspective. You don't hype people up. So you will be dealing with crises and we had a few at St Patrick's, when a young boy suicided for example. Now, if as Principal I had gone into panic mode it would have been terrible for the school. You need to be calm in yourself and you've got to give a sense of calm to others, a reassuring calm.
Can a person develop these traits?
I think you can raise them to people as wonderful values for living. You certainly can't artificially manufacture them. For example, if you're not a calm person you can't manufacture it, but you can work on techniques that slow you down in your decision making process, for example, so that you don't just suddenly rush into decision making. I don't see why you can't learn that.
Can you speak further about your first point 'the love of learning'. Can this be developed?
You'd hope they'd have it wouldn't you? What's the point of being in education at all if you don't have that? If they don't have that then I fear for them in leadership. I would go so far to say that if they don't have that passion for learning then education is not for them, let alone being a leader and teacher. And to me actually the words 'Head Teacher' speak more strongly to me than 'Principal'.
I've always taught as a Principal and I would encourage all leaders to teach because you want to teach and because the students really matter. I used to love going into the classroom and it's just so important to me. The students were such a balance in a difficult day. I treasure those memories.
But with all the demands that come with the Principal's role, you still were able to take a class?
Yes and I was the better as leader for it. Some were not 'easy' and I had to really work to make that connection with the students. We always got there but it could be demanding of time and preparation. But what interests me is how do you engage students from every level of ability to want to learn – not just pass exams? So I tried to keep engaged through teaching because I believed that's what I was there for. If I couldn't teach how could I ask my peers to do so? That has always been my conviction.
Which skill have you found most useful in your career?
Communication………Clarity of thought, clear and direct and authentic communication.
Anne, if you had your time over again, which skill would you have worked harder at developing to a higher level of expertise?
There were earlier times when I would have made a decision very quickly and I needed to pull back and slow it down and take people with me. It took me a while to learn that.
How did you recognise this?
I made mistakes and I learned from the mistakes. For example, you might appoint the wrong person in a job. When interviewing you can be impressed by somebody who's got a good brain; can really talk through an idea; with a deep and abiding love of learning. That can be an attractive hook. I've got to learn sometimes to pull back from that and say "It's not the only thing we are looking for". Can this person take the students and staff with him or her?
So how do you do that? What mechanisms or what practices did you use to counter this?
Giving myself 24 hours. In my case I learned never to make an important decision without sleeping on it. So I gave myself a 24 hour timespan and that helped me immensely.
You said that communication has been the most useful skill in your career. What were some of the ways that you worked at connecting to all the various groups that you needed to liaise with? Do you have any advice for others?
Firstly, all my life as a leader I have given time to staff one-on-one, individually, in interviews at least twice per year. Now, in a school as big as St Pats that's a major commitment of time, and others of my peers have said "You're crazy". But John, that has been the foundation of building up the morale in the school and my getting to know my colleagues. So it wasn't just a PPPR process, it wasn't just performance review. When I first went to St Pats I said "Right, I'm putting aside this time", so I'd be available before school, after school, I'd be available during the day if they had a free period. And I said "I'll put aside at least half an hour", usually it was an hour they had, and I've always done that.
And early on, was there an agenda for these meetings?
Yes, for example, if I was talking to a coordinator and the HSC results were below expectations I would have an agenda. I'd say "Okay, now, let's have a look at this ………" and we would have a discussion. Then I'd say " in terms of the people you have got in your particular classes………" and we would talk about this aspect. Then right at the end you would find there would be something personal they'd drop into the conversation. They'd say something like "Oh, my husband's been very ill…….." and mention things to you that you just didn't know anything about. So the conversation was a mixture of the formal and the informal but I didn't manipulate that, I just allowed whatever came out to come out, and it does take time and you build on it and it is important.
And these conversations occurred with a large staff?
Yes 110 staff – all the staff; all the support staff and all the teaching staff. It is the formal and informal. The maintenance manager would see me every day. I have always arrived at school extremely early and he'd report on how the grounds were and offer me his wisdom and someone like that knows the wider community better than anybody.
So it was the formal and the informal and I was also well organised. I learnt very early that you thought you were communicating with everybody in an unplanned way, but when you sat down and really looked at it you thought 'Actually, I haven't seen so-and-so. Actually, I don't know so-and-so' then you would realise you keep talking to the same people. So if you don't plan it and make sure there's time for everybody, you end up listening to the same people and sometime you are only connecting with the people you like.
And these conversations, formal & informal, were a foundation to building team morale?
Absolutely, and for knowing what was going on in the school, how the students were doing. I would take out the list of their students and go through the names and ask "How's so-and-so going?" I would always ask every member of staff "Is there any student in your class who's struggling?" I wanted to know their names and why they were struggling and then we would follow it up. It's the only way you can keep alert for your students. And then, of course, I used to look carefully at each Report and sign every one of them, sometimes adding a comment if I thought it helped.
In every school I've ever been in I've found it's really important to make time for coming to know the staff. It is crucial and they, then, are trusted to be vital to their students' educational welfare.
Are there other aspects to your communication practices?
Yes, you've got to clarify all your communication processes. So you'd meet daily with your AP, every single day. You meet daily with your PA. With your executive team I used to rotate the leadership of it to develop their leadership skills. So the agenda would be set by all of us together and we would rotate leadership of that particular work. It's got to be genuine, it's got to be honest and you've got to put all your cards on the table. I always expect cabinet solidarity. If we reach a decision I expect confidences to be kept, otherwise you can't confide. This is also what I did with the Parent Advisory Board.
Can we talk about the Parent Advisory Board which you established? There are a number of schools now with this type of parent group, but whenever it's mentioned in wider forums people are always interested in learning more. Did you introduce this first at St Pats in 2001?
I'd introduced this at Randwick with the assistance of Grainne Norton. We were at a P&F meeting at Brigidine Randwick and I remember saying "I need parent input on a range of matters that will be affecting the students in the school, will you help?" Grainne said "Yes we can, I've been waiting for something like this for parents." so we called it a Parent Advisory Committee to begin with. She gave great advice when she said "Anne, this will only work if I am the chair and if the parents run it". So we did and she ran it and I attended with the Deputy Principal as ex-officio members. We had a core group who volunteered to help; and the way they developed their thinking and their ownership of decisions and their strengthening self-confidence was so heartening to witness. And, as you know, it is a great forum as a safety valve for letting off steam for parents, where they could come and contribute and decisions could be clarified and explained and developed. Grainne was so honourable in the way she followed the Agenda through on behalf of the parents and she would be prepared to say as you would, John, "No, we don't agree" or "Yes, we do agree".
So when a person steps into a Principal role, what advice would you give them about parent engagement?
Get to know your parents to begin with. You can't do it straight away but you've got to get to know them. Then to have the wisdom to know who would be of the right calibre to contribute .That is not easy.
Some staff are not so open to the idea of parent involvement in this type of committee or board. How have you managed this with staff?
Staff often are initially suspicious of what can look like a 'special' group. But you have to have the confidence to explain the necessity for such a forum and to proceed in the conviction that this is essential for establishing trust with parents and sharing collaboratively as fellow-educators. You've got to keep confidence in and support for parents just as you expect them to do it for you – not in an artificial way because it is fine to disagree on matters. But when, together, you reach a final decision, then that's what I'd follow and I would discuss that with the staff. At times you have to be prepared, despite all the 'advice', to take a different path. That too, is fine if you're truly collaborative. If there is trust then I have found parents and staff will respect you to make that different call from time to time. That is leadership – and, you hope, wisdom.
So what do you need to be mindful of when engaging parent support? What's the trap leaders need to be careful to avoid?
Be very careful not to have anyone who sees themselves as part of a lobby group. You don't want lobbyists. You want people who are positive about the possibilities for the school. You need people who are generous, who are prepared to give up their time. You need people who are already, I think, successful in their job, who've got a proven record of being able to manage high level work, so you're getting a higher qualify of input.
If we can talk about professional development – what professional development activities would you recommend to aspiring leaders?
I do think they need to develop their communication skills and their conflict resolution skills. These are probably the two key areas.
You need to get feedback on these areas and I found it was sometimes hard to encourage some APs to give you negative feedback. I used to say to Assistant Principals "Come on, disagree with me". They did in the end and we all made better decisions as a result. To begin with they're very respectful of you and so you've really got to encourage that constructive dissent.
How do you do that? Most people would be reluctant.
You encourage it by the way you participate in your executive, co-ordinator and staff meetings and the way you communicate in the school. But it is especially in Executive meetings that you demonstrate that you will listen to each person. It would not be helpful if I say to you "Now you can disagree with me" and then in my head and in my manner I'm arguing with you. You have to actively practise what you preach.
It is hard to stop and listen to bad news, and I think it can only be done in a constructive forum. If I'm being shouted at by somebody it doesn't help me one bit, and I've often thought about that with students especially – if you shout at students why should they listen to you? Constructive dissent is a gift and leaders are the better for constructive criticism where the truth is spoken and listened to.
For an aspiring leader, are there activities that they should practice in their own life to help with their own spiritual formation?
I find these days a lot of young people really respond to meditation techniques and that really slows them down and it centres them. It just gets them to go into themselves and reflect quietly and without the noise that society often imposes.
I 've done it all my life you see. We were taught that in the Novitiate but my father had taught me when I was a little child. So to me it's terribly important to go into yourself just to slow yourself down, to have some quiet time. I do this, usually at night. Some people take meditation naps in the afternoon as it were. I can't program myself that way. I take it when I need it but there's always time at night for me to just process the day. For me it's about 20 minutes, but it doesn't have to be that long.
I think that it can really help students and I find them responding to meditation. Staff also begin to talk about it with more ease.
I would also love to think they understood the scriptures well and they had a context for their understandings of scripture, because that should nourish their souls if it's used properly, the beautiful readings of scripture. Because I studied world religions I use small gems of literature like The Gitanjali from Rabrindanath Tagore, the great Bengali poet. Poetry can be very powerful, but you've got to be the sort of person that is at ease with that. I wouldn't impose it on you.
But you need time. You need time to reflect. We need to be able to take that time out and you would need to negotiate that time with yourself and your family.
What are you reading at the moment?
All That I Am by Anna Funder. I just love to read and try to do so each night. . I've just finished The Hare With Amber Eyes by Edmund de Waal, and The Paris Wife which is on Hemingway, and A Memoir by Michael Kirby, he's just published it. I've just finished reading all those, so at the moment I'm reading All That I Am by Anna Funder which is really interesting, it's about going back in time to World War II and the impact of the holocaust and all the moral issues of that time? She's an interesting Australian author.
On my bedside table I have The Prague Cemetery by Umberto Eco; The Memory Chalet by Tony Judt, who's a historian, a wonderful historian who wrote for the New York Times; Homage to Barcelona, because I'm going to Spain next year; After Words by Paul Keating; The Dreaming and Other Essays, by Stanner who was a great anthropologist; The Absolutist by John Boyne; and very reluctantly Letters to My Daughter by Robert Menzies. One of my friends gave me that and I said "I can't possibly read that book" and she said "I bought it for you because I think you should read it"; and then Notorious Australian Women by Kay Saunders who taught me at University. And finally Reminiscences of Australia by a relative of mine James T Ryan. It's very badly written but he was a First Fleeters descendant so is of interest.
So what I'm saying to you is John, I suppose, is that I nourish my soul and my spirit and my love of learning by reading and I've done it always and with a very diverse range of books, because I'm interested in a whole lot of areas.
I haven't got an e-reader but I'm thinking of it, that will be my next stage.
Is there one must-read book that you would suggest to the aspiring leader?
I don't think like that.
Can you tell me why?
Well, we're all so different. Our interests in reading are so different, and my reason for reading is not to do with professional career development. I don't read for that reason. So I would be suggesting that people read a diverse range of books to develop their minds and their sense of curiosity. Some of the most interesting conversations I've had have been about physics or the sciences which isn't my area of specialisation. I remember meeting an ex-Principal, an ex-Physics teacher, and we used to have the most wonderful conversations. It comes back to your love of learning and it's not just in your own area, you don't restrict yourself. That's been my experience of life anyway.
What about websites, Anne, do you follow any sites?
Well, quite a few such as Eureka Street; the National Catholic Reporter from America – it's fabulous. The New York Times Literary Review; the Tablet from the UK; and CrossCurrents which is a Catholic, fairly radical left-wing, publication on the website. I'd love to think our Principals were reading those. People need to be selective in what they access but you've got to be interested in learning from diverse sources.
What's your advice to an aspiring leader in relation to seeking out a mentor? What did you do?
My mentors were an uncle and aunt of mine. He was an Inspector of Schools and he opened up his library to me. He was most generous and wise and someone I could always talk to. My Aunt whom I still see, she's in her 80s now, has a formidable intellect and she's utterly fearless, so if she doesn't agree with you she says so clearly and factually. So they've been wonderful mentors as have other significant adults in my young life. But people in education? Along the way I have appreciated good and wise and humane colleagues, people who struck me as authentic and I've been prepared to confide in them. If you are seeking a mentor it has to be someone you can trust absolutely, someone who will give you fearless advice and someone who is the right 'fit' for you. A sense of humour also helps!
How do you find that sort of person?
It is very hard, actually. In our system of schools they're trying to provide mentoring for principals through the consultant but the consultants are absolutely worn ragged doing other jobs and it's a bit of a contradiction because they're also representing the employer. It's better to have a distance and I've found sometimes an ex-Principal or someone of that ilk, who's been involved in leadership, who's had to handle complex situations can be a useful confidante. But – it has got to be the right fit.
You would hope that people are around to advise a new principal about someone they could turn to. I've been asked to assist a few but there are some people I've found you can't help because you can't anticipate the questions they're not going to ask. It's really complex. Others are just natural. The more honest the dialogue the more hopeful the outcome.
One thing I saw worked very well at Parramatta was a group of Principals who formed a group of their own and sought outside consultation of their group. So you were peer mentored, and you had a facilitator come from the outside, and it worked extremely well, it was very successful.
The person receiving the mentoring, what should they contribute to a mentoring relationship?
Honesty – you have to paint a very clear picture of how things are, otherwise there's no point is there?
Can I ask about the 'honesty' in relation to performance feedback, which can be an area that people struggle with.
You've got to have honesty. Well, I think as a Principal you need it, and the person that would normally give you that feedback would be your AP who is working so closely with you all the time. By the end of the time at St Pats people felt confident enough in me to give me very direct feedback. If they weren't happy about something, they'd come thumping into the office. That was fine because we had a good working relationship.
If you are working with somebody on your staff who's very difficult and you've got to give them feedback, well you've got to respect them enough, to care about them, to be honest, but not it in a way that's destructive. But you've got to be honest and then you've got to follow up. You've got to say to them "I've noticed this and this and this. Now let's put in train a couple of solutions here. Let's work through a process over the next three months and then we'll come back together and talk about how it's going". You don't set them up for failure. You never set anybody up for failure. You've got to be straight with them, and if by the end of the period of time they're not good at a job, you say to them "Look, this is obviously not the right thing is it?" and hopefully you can move them away from that particular responsibility.
This is all based upon having established a good working relationship. The truth can be painful but it is more honest than pretence. In the end that helps no one.
Can you please elaborate?
Well, first of all you've got to establish a good working relationship with all your staff. You've got to establish a positive climate in the school community so that people know they're going to be given the benefit of the doubt; they know they're going to be given honest feedback; they're not going to be rejected out of hand; and if it's a serious matter that it's going to be acted upon.
So I can see how that half-hour to an hour with every team member twice a year is going to give you the platform for what you're talking about now.
It's key. Yes it's key, and I've had to deliver bad news, and it's never easy, John. It takes it out of you.
In an environment in which you have developed the relationships, can you speak further about how you deliver the 'bad news' to people?
Well, you just bring them in and you say you need to have a chat about a couple of issues that have come up, having usually prepared them in advance. Assuming it is not an industrial matter where you've got to work through a process, I would just name the issue.
Many people avoid naming the issue and so the person can be passed along for years without getting honest feedback. I recall when a young teacher at one of my schools, soon after I had left, put his hand up for a job and he said to me "Would you support me for this job?" and I said "Look, I'm sorry, I can't. I'll support you for being an assistant but I can't support you this for job". As it transpired he was appointed and it's not working out. It is the young teacher who is now going to suffer and suffer a worse fate I think.
So you are not doing the best for a person if you're setting them up for failure. It's not fair. I've seen too many bitter people over the years who were never given honest feedback and then who get devastated, constantly surprised, by the fact they're not getting the job, but nobody has ever told them the truth. And way, way back they should have been told, but nobody had the moral strength to do it.
It takes a lot of courage. I remember when I was very young, when I was in that first principalship. There was a woman on the staff to whom I had to give notice for very serious reasons. I really liked her, she was a lovely person, and it took me three days to work up the courage to bring her into my office and give her the bad news, but I finally did it. In the end it was better for her and she was relieved that things came to a head for her personally. But, at the time, it was not easy for either of us.
In some ways it sounds as though it was harder for you than for her?
It was much harder for me, yes, and I still don't find it easy. But you've got to do it, you need to be honest don't you? And I would expect then that people would do likewise with me.
I remember one person that I had to give feedback to who found it quite devastating. I gave him the feedback and all the evidence, then we worked it through and we supported him over a considerable period of time. He said to me later he was completely shaken by the experience of my giving him the feedback but appreciated knowing how things really were. I can usually deliver bad news in a way that doesn't devastate people but I haven't always succeeded.
So you have got to know your colleagues and to what extent they can take it. You see, in the end for me, it is the children that matter and I used to keep saying that to the executive "Listen, all the decisions we make are affecting the children. This is what we're here for. We're not here for ourselves." In making difficult decisions this was my compass.
What advice would you give to somebody newly appointed into a leadership role Anne regarding their initial priorities, in say their first one or two terms?
Observe: look, listen, and I've always found it helpful to make notes. When you first go into a school a whole lot of things strike you as being strange and you keep asking yourself "Why is that?" Write it down for yourself. You don't necessarily have to act on it, in fact I would advise not to act on it initially, but write it all down. Then at the end of the first 12 months come back and revisit all that you recorded. You'll be surprised how you have got used to some things which you had initially noted – you just get used to it and it becomes part of your vision. That's why I've said to any new AP "Please write down what you notice straight away for me because I've got used to it. Write it down and then give me the feedback". But I think it's terribly important not to make any radical change initially, very important.
And of course, as I've always done, you interview all of your staff, get to know all your staff – teaching and non-teaching. You need to develop a good working relationship with your AP as soon as you can because that person will be the most fearful of your arrival. You are the greatest threat to that person's feeling a sense of comfort in their life and you've got to be aware of that. You might have benign feelings towards them, you might be very grateful you're working with this person, but you've got to convince them you are pleased to be working with them in trust. And then set up your executive. I would suggest you always do that the way you like it, but make it a shared, collaborative approach.
You won't know your parents well at the beginning. How do you get to know them? You've got to reach out, attend their functions, talk to them.
I also strongly believe that you should teach. When I went to St Pats the very first year in '99 I put myself down for teaching years 7, 10 and 12. I taught three classes which may sound a lot but you see it was really important for me to get to know this demographic, these students. So I taught year 7, the most difficult class in year 7 as I found out later, but it was marvellous because those boys went all the way through from 7 to 12 and I knew them so well and that made all the difference. I taught year 10, because I wanted to know what it was like in the middle of the school and what kind of student we were sending on up to 11 and 12. And then year 12 really to reassure them because you had to establish your first HSC class, to settle them after a change of principal.
It was a very demanding year but I managed to interview all the staff, I also went on playground duty and I took the 3 classes because to me all of those elements were key to gaining an understanding of the whole school community.
What do you think is the most significant challenge facing our students today?
To integrate and deepen their sense of self in a flickering, fast-moving world of celebrity and cyberspace. So who are they, what values have they got, what values do you hold onto when you're being bombarded, your senses are being bombarded, your values are being bombarded.
We've got the global financial crisis, wars going on, you've got celebrity cults everywhere in the media. If I were a little kid today I'd be looking at all that and thinking "My God, how do I fit into all this? I need to have 300 friends on Facebook" So I think there's a lot of anxiety being created in our world.
So how can our educational leaders address these issues?
Well, I think we've got to help to centre our students; we've got to turn off the noise; we've got to challenge their values; we've got to give them time and space; we've got to help them with meditation. I really believe that. Teach them to not accept a mindless "internet is always right" model, because it isn't.
So doing that critical thinking is really important, it's trying to help the students to do that. If they don't know who they are and if they aren't confident in learning, it's all confusing and they will be mired in the mess. So you just hope that on the way there's been someone who can anchor them.
Anne, can you recall a major adversity in your career? Can you think of any significant hurdle in your career and, if so, how did you get around it, how did you cope?
I'll go back again to when I was fairly young and made Principal. The parish priest was a very complex man and had a range of serious issues. He was used to bullying his way everywhere and dominating the P&F, dominating the staff. Then I was asked to be Principal. One day he said to me in front of the P&F "That's the way it's going to be done isn't it" and I said "Well, no I don't agree" and I stood up to him. Actually I was quite frightened.
But the parents protected me and they were wonderful, wonderful parents. The parents were also being bullied by him and I think they were relieved that somebody had said "No, enough is enough" and stood up to him.
He was abusive to the students so at a later time I went to his Bishop who had said to the whole Diocese 'if you ever have a worry come and see me'. He was a beautiful man, highly intelligent and sensitive. He listened and must have had a word with the priest concerned because he changed considerably. In this adversity I suppose I learnt that what was a terrible working situation and a very daunting one, a very oppressive one, could be turned around if you had the temerity to stand up and speak your truth. I learnt that.
Some people think "Well, it's better to keep everything quiet and just go along with it and not say anything". I have found over the years that if you have a reason for what you believe in and it's really important, and provided it's not just about yourself – for example if the students are being adversely affected or the parents or the staff are disadvantaged by a particular action – then do something about it. Don't be a coward.
Anne, what's the best piece of advice you've ever received that you could share with others?
Just be true to yourself. Don't try and imitate. It takes a while to learn this and I think when you're young, and I was like this too, I felt that I should be like someone else, a different style of leader. I couldn't believe that my style of being a leader would be good enough. It's really important to believe that you've been given this role, people have looked into you and said "You are the right person" so don't then try and become someone different, just be yourself. Staff actually prefer that too. So if you're centred and if you accept yourself, you can be yourself as a leader. I'm actually quite shy and I have had to spend my entire life speaking publicly. So I've had to turn that round and now find it comes easily. It all takes time.
One of the things I have learnt is the acceptance of the reality that we are all flawed. There is no perfect leader, no perfect parent, no perfect student. It is important to say to staff and to parents and to students that "we all make mistakes. I don't expect you to be perfect." That frees you up far more to be yourself and it frees others up to be themselves. So I think being true to yourself is the advice that I would pass on.
About Anne Garvan
Anne's career in Catholic education commenced as a primary teacher in Brisbane while a member of the Brigidine Sisters. Within a few years she was to be appointed principal of her school, in what was to be the first step in a career spanning more than 30 years in leadership roles.
Anne has been a Principal in three schools including Brigidine College Randwick (1989 – 1995) and St Patrick's College Sutherland (1999 – 2007) as well as being a secondary schools consultant for the Diocese of Parramatta (1996-1998).
She has also served Catholic education in other capacities including as a member of many boards and councils, including on various committees for the Sydney Archdiocesan Schools Board. In recent years her Board memberships have included Deputy Chair, OLMC Secondary College Parramatta and a council member for Edmund Rice Education Australia.
With her desire to promote a more collaborative relationship between school and parents, Anne established the inaugural parent advisory boards at Brigidine College Randwick (1990) and St Patrick's Sutherland (2001), a model that has since been introduced into other schools.
Anne is currently consulting to a number of systemic and private schools throughout Australia and is the Chair of Brigidine College Council St Ives.
Related article: Leadership Insights with Leoni Degenhardt
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Related article: Leadership Insights with Natalie McNamara


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redpajama_set_name: RedPajamaGithub


A VHF radio is an invaluable item to have for the expedition paddler - it gives great peace of mind knowing you can receive weather alerts and make contact with emergency services and other vessels at sea if the need arises - Cobra produce Hand held floating VHF radios specially designed for water use including the well price pointed entry level HH350, the HH500 with Bluetooth technology to keep your phone safe and dry whilst paired to your radio and now their latest addition to the range the HH600 with built in GPS tracking......Once registered the HH600 is essentially an EPIRB (Emergency Position Indicating Radio Beacon) - Simply press the SOS button and it sends a live mayday that tracks your location - Things just got a whole lot safer !!
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If you would like a VHF radio that is slightly more compact in size and don't have the requirement for Bluetooth technology then Cobra's HH350 model may be the radio for you - bar the Rewind-Say-Again®facility the HH350 radio offers you all the same great features as the HH500 but in a smaller size.
noise cancelling microphone - full access to NOAA weather channels and alarm tones for weather alert emergencies - JIS7/IPX7 rated submersible and BURP facility to expel any water from the microphone if submerged - Built-In GPS Receiver & DSC – Shows GPS coordinates on screen and then automatically sends the GPS location with DSC calls.


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7.3 Million Filipinos Have No Jobs; Do You Still Have Yours?
by Ysa Singson
If you're still working, be thankful you have a job.
On Friday, June 5, the Philippine Statistics Authority (PSA) reported an increase in unemployment rate in the country—17.7 percent, to be exact. This is equivalent to 7.3 million jobless Filipinos.
For comparison, in the same time last year, the unemployment rate was at 5.1 percent; in January 2020, it was 5.3 percent.
From January to April this year, the employment rate fell from 94.7 percent to 82.3 percent. In April 2019, it was at 94.9 percent. What do these numbers mean? There were 41.8 million people who had jobs in April 2019 and 33.8 million in April 2020.
Of the people who technically have jobs, 38.4 percent or 13 million are not at work.
The unemployment rate in all regions are in the double digits, with the Bangsamoro Autonomous Region in Muslim Mindanao (BARRM) at 29.8 percent; Central Luzon follows at 27.3 percent.
Covid-19 Covid-19 Government News Desk Covid-19 News Work Unemployment Rate PH Jobs
BEST OF MANILA

redpajama_set_name: RedPajamaCommonCrawl


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Tim Lovelace Bio
Tim Lovelace is a nationally sought after comedian, emcee and motivational speaker. He has been described as the most versatile comedian on stage today. His award-winning musical talents, coupled with his crystal clean humor have people of all ages laughing their ribs loose! With over three decades of world travel under his performance belt, he has developed his concerts into more than just a great show. He uses humor for a purpose-to motivate and inspire by sharing life lessons through his unique delivery. He is a masterful storyteller, and his heart for God and others always comes shining through. That is the reason Tim is in great demand for corporate meetings, churches, conventions and concerts of various genres.
Tim´s chart-topping comedy songs are continuously aired on Sirius/XM Satellite Radio as well as other radio stations around the country. His comedy has been featured on videos that have garnered both gold and platinum sales awards.
Tim´s passion for life is contagious and effectual. The excitement in his speaking engagements and comedy concerts cannot be described--they must be experienced.
Tim Lovelace is one funny man who not only wants people to laugh, but most importantly to discover real joy and happiness for this journey of life!
Gospel Music Association Hall of Fame Inductee
Grammy and Dove Award Nominee
Musician of the Year
Writer of numerous #1 songs
Prestigious BMI award as Songwriter and Publisher
Diamond Award nominee for Comedian of the Year
+ More About Tim Lovelace
Tim Lovelace Concerts & Events


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All of Turnstile's staff are licensed New York City Sightseeing Guides and have a diverse range of experience and expertise, from historical research to museum studies, sustainable architecture to street food. All of our team members also participates in ongoing research and tour development. Click the names below or scroll down to see team bios:
Cindy • Andrew • Doug • Brian • Gina • Amanda • Stefan
Cindy VandenBosch
Cindy VandenBosch founded Turnstile Tours to create interactive and content-based experiences that foster engagement and interaction within and across communities in partnership with non-profit organizations in the neighborhoods of New York City. Cindy is passionate about offering experiences that are welcoming and accessible to people of all ages and abilities, and she has long been interested in socially-responsible business models, which led her to found Turnstile as a Benefit Corporation in 2012. Originally from Flushing, Michigan (a suburb of Flint), Cindy studied anthropology at the University of Michigan and conducted her thesis research in Siberia and the Russian Far East, studying traditional culture of local ethnic groups.
With over 15 years of experience in the museum, tourism, and disability fields, Cindy serves on the emeritus advisory board of the Museum Arts & Culture Access Consortium, the Tenement Museum's access advisory committee, and has consulted with institutions in the U.S., Russia, and Singapore to foster more inclusive and engaging visitor experiences for people of all abilities. Cindy is a Certified Professional in Accessibility Core Competencies by the International Association of Accessibility Professionals. In her spare time, Cindy is learning American Sign Language, serves as a member of Brooklyn Community Board 7 as the Chairperson of the Ability and Access Committee, and is a board member of Travel Unity, a new nonprofit dedicated to inclusivity in the travel and tourism industry.
Tours: Brooklyn Army Terminal • Brooklyn Navy Yard • Food Cart Tours • Public Market Tours • Prospect Park • DUMBO • Wafels and Dinges Factory Tours
Andrew Gustafson
Posted on January 9, 2011 February 19, 2020
Originally from New Haven, Connecticut, Andrew studied early American history as an undergraduate at Middlebury College and political geography and criminology at the University of Colorado-Boulder graduate school. He is trained as an historical researcher, geographer, and cartographer, and in additional to his duties as a tour guide, he oversees knowledge management for Turnstile Tours, maintaining our archive, library, and blog, and designing our tour maps and brochures. Prior to working at Turnstile, Andrew lived in Moscow and Irkutsk, Russia, where he studied geography and worked as a reporter, editor, and translator for a number of media outlets.
After moving to New York in 2009, he worked at the International Coalition of Historic Sites of Conscience, a worldwide network of museums and historic sites that use difficult histories to promote positive social change, coordinating their programming in the former Soviet Union. Andrew is fascinated by military and maritime history and the contemporary workings of New York Harbor, both manmade and natural, and he is an avid shipspotter, birdwatcher, and paddler. He has led the research and development of the World War II tour of the Brooklyn Navy Yard, which launched on Veterans Day 2012, and our tour programs at the Brooklyn Army Terminal. Andrew and Cindy were married in April 2014 at Williamsburg's Most Holy Trinity-St. Mary Church, with food provided by street vendor Veronica's Kitchen, and they are the proud parents of Salty. Andrew is a member of the US Naval Institute.
Tours: Brooklyn Army Terminal • Brooklyn Navy Yard • Food Cart Tours • Prospect Park Tours • Harbor Tours • Public Market Tours • DUMBO • Wafels and Dinges Factory Tours
Tours for Professional and Academic Groups
Posted on January 8, 2011 September 25, 2019
Turnstile Tours offers highly-specialized tours of lesser-known places and stories of New York City that can be adapted to complement undergraduate, graduate, research, professional development, and industry-related programs. Built around rigorous research and close connections to the communities in which we work, each tour is offered in partnership with a non-profit organization and explores topics ranging from the the history of New York City's industrial waterfront and military infrastructure to contemporary stories of the city's manufacturers, immigrant entrepreneurs, urban planners, and architects.
>> Explore our Tours // Submit a Private Tour Inquiry <<
Head of Sustainability Programming
Doug's diverse talents include being a working actor and an ecological design consultant, experience he gets to blend together at Turnstile Tours. Doug is a LEED-accredited professional with the US Green Building Council and for five years worked as the director of research for internationally-renowned ecological architecture firm William McDonough + Partners. Doug also worked with Bruce Mau and the Institute without Boundaries to produce Massive Change, a multi-media installation exhibit focusing on the capacity of design to shape our world for the welfare of humanity exhibited across North America, and he worked on a project to bring sustainable building technology to Haiti. Doug is also an accomplished actor working regularly on stage, in film and commercials and possesses a Masters in Fine Arts from the A.R.T. Institute at Harvard University and a Bachelor's degree magna cum laude in Environmental Studies from Oberlin College. Recently, he has appeared in productions at New York's Guggenheim Museum and in the Solutions Grassroots Tour, a stage show about the impacts of climate change and hydraulic fracturing.
Doug led development of both the Urban Ecology and Sustainable Architecture and Industry tours at the Brooklyn Navy Yard, and he helps Turnstile to incorporate sustainability- and environmentally-focused content into all of our programs and operations, including our annual benefit reporting.
Tours: Brooklyn Army Terminal • Brooklyn Navy Yard • Food Cart Tours • DUMBO • Prospect Park • Wafels and Dinges Factory Tours
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Turnstile Tours offers interactive and educational tours in partnership with non-profit organizations on topics ranging from the the history of New York City's industrial waterfront to the contemporary stories of the city's manufacturers, immigrant entrepreneurs, urban planners, and architects. Select a tour program below for more information on booking a tour for students, including detailed information on K–12 educational standards that these programs fulfill.
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Turnstile Tours has many years of experience working with the travel trade, and we can offer experiences for a wide range of ages, interests, and budgets. We work directly with travel agents, receptive operators, destination management organizations, and tour operators to deliver high-quality and unique experiences in New York City. Whether you're looking for a step-guide or a multi-day itinerary, Turnstile Tours can deliver.
>> Explore our Tours // View our Trade Materials // Submit a Private Tour Inquiry <<
Gina Gao
Visitor Experience Associate and Tour Guide
Gina Gao joined our team in 2018 as a full-time intern through the Brooklyn Navy Yard Summer Internship Program. Since that time, she has become an important member of our team and regularly leads tours in Mandarin and English, assists with marketing and sales efforts, and provides ongoing support to ensure that our tours operate smoothly and are responsive to visitors' needs. Gina is originally from China, is an undergraduate student of the New York City College of Technology in Hospitality Management. She previously obtained a Bachelor's degree in the same major from Hubei University in China and worked for seven years there as a tour guide and itinerary planner. She is very passionate, friendly, and is a hard-working person. She loves traveling and cooking, and her dream is to set foot in as many places around the world as she can. She brings positive energy to people around her and wherever she goes she looks for new ideas for improving her workplace and engagement with customers. She follows the motto that a person should always feel hungry for more, and that these inner feelings make people work hard, investigate and explore more and more.
Tours: Brooklyn Navy Yard • Food Cart Tour of the Financial District
Stefan Dreisbach-Williams
Brooklyn Waterfront Educator and Research Associate
Stefan Dreisbach-Williams is a native of Staten Island who researches and writes about New York Harbor, its estuary, and its maritime network. He recently joined our team to lead our tours of the Brooklyn waterfront and to support our archival and research efforts. He is the Seamen's Church Institute's Associate Archivist, Museum Associate at the Waterfront Museum in Red Hook, Brooklyn, member of the volunteer crew restoring New York Harbor's Robbins Reef lighthouse, and is training to paddle sale the Erie Canal for its bicentennial.
Amanda Adler Brennan
Food Tour Educator
A native New Yorker, Amanda has always had a deep seated love for the culture, people and history of New York City, and is delighted to bring her passion for history, immigrant cultures, and storytelling to visitors through Turnstile's food-themed tours. When Amanda isn't leading tours for us, she is the host of How to Be American, The Tenement Museum's podcast that explores multiculturalism and American identity through people's stories. Amanda formerly managed the Group Services Department at the Tenement Museum and led tours there as a museum educator. She has also gained experience in the art world and in tourism. She previously worked at The Museum of Modern Art and moved to Miami, Florida for a short while, where she worked for an eco-tourism company and was able to combine her fondness for the outdoors with educating groups about local history and ecology. Amanda has a Bachelor's degree in Humanities from the University of New Hampshire. When not sharing her love of New York City with visitors from around the world, Amanda enjoys making pottery, traveling and relaxing at home with her husband, son, dog and cat.
Tours: Food Cart Tours • Wafels and Dinges Factory Tours
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systems researchers. There is great potential for mutual learning and cross-fertilization.
up these synergies to tackle the challenges ahead is more important than ever. More details about the mission and goals of the workshop, as well as specific topics of interest can be found on the full call for papers.
Xue Li (The University of Queensland) confirmed as keynote speaker.
Xin Luna Dong (Google) confirmed as keynote speaker.
Call for submissions for late-breaking results, visions and challenges: Friday, November 30, 2012, see the CfP.


Astrobiologist David Grinspoon and his guest, Carter Emmart, Director of Astrovisualization at the American Museum of Natural History, take us behind the scenes to see how Carter uses computer generated graphics, 3D, and virtual reality to bring the furthest reaches of the universe down to Earth. Plus, the pair answer fan-submitted Cosmic Queries chosen by co-host Chuck Nice. You'll learn how Carter and his army of high school students plumb NASA's Planetary Data Service to visualize the surface of Mars down to 3 cm. Explore the difficulties in recreating the Big Bang, whose first, tiny but action-packed fraction of a second is still shrouded in mystery. David and Carter talk about their live, interactive coverage of New Horizon's arrival at Pluto, where they were incorporating the data and updating their simulations on the fly as they received data sent back by the spacecraft on a 4.5 hour delay. Find out about "the gathering of the nerds" – the scientific symposium among the museum's scientists that sets the stage for every project Carter creates. You'll also hear about Carter's own, personal "holodeck" – which is, sorry to say, for his close friends only. All this plus visualizing black holes, the future of space exploration, and much more.
NOTE: All-Access subscribers can watch or listen to this entire episode commercial-free here: Visualizing Our Universe, with Dr. FunkySpoon – StarTalk All-Stars.


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java virtual machine launcher error:. The Java 2 SDK and Java 2 Runtime Environment contain two implementations of the Java virtual machine. when I try to launch Minecraft from the launcher, it pops an error message saying: " Could not create Java virtual machine". Void Walker; Location. I am working on java wicket framework and Apache tomcat. Here I have Problem when i tried to start tomcat it shows Java Virtual Machine Launcher pop window " Could not create the Java Virtual Machin. Hey guys, it' s me TheSherockow aka Grant and this is a fix that I discovered to solve the crash problem that the VoidsWrath Launcher experiences with Java 8. Crazy Craft 3 not working? and looking at launcher page,. Could not create the Java Virtual Machine. I downloaded voids wrath launcher, then when i pressed play on crazy craft 3. 0 and it finished install, it said Error could not create the Java virtual.
I' m not sure when it started but now everytime I log on I get this error message titled Java Virtual Launcher and the error. Java Virtual Machine. Whenever i try to load cc 3, it says unable to create java virtual machine. ( which you didn' t mention) and looking at launcher page, they expressly say you HAVE to use 64 bit java for it. Error: A fatal exception has occurred. If you receive the following error:. Minecraft - Java Virtual Machine Launcher Error Fix #,. View User Profile View Posts. Voids wrath could not create java virtual machine. Minecraft: Void Launcher - Unspecified Error During Initialization - Error Fix. Subscribe to the channel:. Posted on December. Can someone help me every time i click play on void launcher i get an error saying. Could not create Java Virtual Machine and Error. Is there a fix for the error " Java Virtual Machine launcher.
ill click on the application of the void launcher. uld not create java virtual machine error keeps popping up everytime I try. I have the mod pack Crazy Craft 3. 0 on the Void Launcher installed. 0 it pops up the ERROR, could not create java virtual machine. I have java 32 bit installed and i updated all of my d. Do you get: " Error: Could not create the Java Virtual Machine. Program will exit" Or lag and/ or crashes? We track the most frequently reported issues and error codes and. which include ' Java Runtime Environment' ( JRE), ' Java Virtual Machine. Java 8 Java 8 Update x.
Java error couldnt not create java virtual machine error code 1603;. Java virtual machine launcher could not find the main class;. Error: could not open Java Virtual Machine Error: A fatal exception as occured program will exit. Java virtual machine launcher » Forum - Logiciels. How To Play CrazyCraft Without Void Launcher - Duration: 9: 39. new youtube: ly/ 2n6nxnx Links: Java: java. com/ en/ download / manual. jsp Technic Launcher: technicpack. net/ dashboard Minecraft:. Fixing " Could not Create Java Virtual Machine" Started by.
Reduced default launcher memory setting. This is the way of fixing the Java Virtual Machine ERROR. The error happened to me too. But i found a way to fix it ; ). Its really simple and i hope it helpe. whenever I try to install a new theme I get a Java Virtual Machine Launcher window that says Invalid or corrupt jarfile. Anyone know why this is happeneing? , It used to work fine. Java Virtual Machine Launcher Could not create the Java virtual. not create the Java virtual machine' error just. Could not create the Java virtual machine. Hey everyone Cody here and we are very excited to add a new mod pack to our launcher. by voidswrath in ModPacks/ Launcher. Void Collection Shirts. When the new launcher came out it was made.
How to fix Java Virtual Machine Error. Could not create the java Virtual Machine MINECRAFT 1. I have tried uninstalling and re installing MP3 Rocket and the same error message pops up.
The error message window is titled, " Java Virtual Machine Launcher" and the error message says, " Unable to. the crash problem that the VoidsWrath Launcher experiences with Java 8. Void Launcher log in error.
Java virtual machine Error. As soon as I increase heap size from 1024M to M I get " could not create Java Virtual Machine. MP3 i get the error message [ Could not create the java.
Whenever I want to start crazycraft 2. 0 i keep this error. I have the latest Java update 64 bit and my operating system is 64.
This is a step- by- step tutorial on how to fix this minecraft error. The error is that Minecraft will not open because of Java. Some computers have the offli.


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Alison Sweeney on How She Stays Healthy, Happy, and Motivated
The Biggest Loser host and daytime superstar talks with our nutrition director about cooking for herself, getting motivated to exercise, and how she avoids the scale.
By Samantha Cassetty
Robert Trachtenberg
Sorry, Linda Carter. The Biggest Loser host and Days of Our Lives actress Alison Sweeney is Wonder Woman in my book. She holds not one, but two demanding jobs, is a devoted parent to two young children, and writes novels in her spare time. I had the chance to sit down and chat with her recently to get her take on losing weight — and keeping it off, finding time to work out, and staying balanced mentally and physically.
How'd you teach yourself to cook healthy foods?
I learned to cook but not in a healthy way. As much as I love my friend [TV chef] Emeril Lagasse, healthy cooking isn't his area of expertise. When I started losing weight, it was out of necessity that I had to figure it out. What I learned from Emeril is the idea that you don't have to be so married to a recipe. Love garlic? Throw it in! Don't love it? Leave it out. I saw this delicious recipe for a really rich pasta dish and homemade tomato sauce, so I made a stew out of the sauce instead of making the pasta dish. From that point on I realized it's my kitchen, my palate, and I can make what I want.
What are some of your biggest challenges with maintaining your weight loss?
It's as hard as dieting! Your body is accustomed to more calories, so you have to teach yourself to get used to smaller portions and healthier food choices. You have to cleanse your palate of sugar and salt, and it's an ongoing thing, because you don't want to slide back to what you were doing before. Don't find yourself having one more sliver of cake or one more little brownie. It's a slippery slope. It's important to stay clean in your nutrition.
RELATED: The Biggest Winner: An Interview with Alison Sweeney
What do you think about celebrities who claim to be thin without working at it? We've all heard the one about the model who eats cupcakes all day…
Even if that's true, it isn't healthy. Being healthy means eating the right foods and getting exercise.
Speaking of exercise, what's your advice for working parents who think they don't have time for it?
Exercise seems like it isn't a priority when you have so much to do. Women feel like it's selfish. I encourage women to see themselves as role models for their children. At a time when statistics for childhood obesity are scary, we need to set a good precedent and demonstrate how important it is to be active, physically fit, and healthy. It teaches kids that it's important to take time for their health.
What's your least favorite exercise and how do you make yourself do it?
For the most part, I find exercise that I like to do. I set goals for myself instead of torturing myself to see how many calories I'm burning. It's about the achievement and thinking about it as an accomplishment. I'm grateful and appreciative of my strength. I have so much more confidence, and that carries over to other parts of my life. I didn't always love working out. I used to go on vacation and think, "I'm on vacation. I don't have to work out." But changing my mind about that made all the difference. If you can think about it like, "I have time off, so I can take a yoga class! I can take a 90-minute stretching class! I can sleep in and still work out!" then it becomes a treat and a privilege.
Do you have a sweet tooth?
Of course! And I have kids, and I want to have fun and splurge. But for the most part, I find things I love that are also healthy, like cocoa and coconut roasted almonds, which are a great way to satisfy that craving and make you feel like you're not deprived. It's really important to live a lifestyle where you don't feel deprived. Otherwise, you'll resent it. Another thing I love: Greek yogurt with almonds, blueberries, agave, and cinnamon. It tastes very decadent.
Do you still eat carbs?
Absolutely! I eat oatmeal almost every day. Yes, bagels and pizza are foods you can avoid, but there are lentils, quinoa, and lots of other fantastic carbs. Carbs are a great part of a healthy diet, and balance is important to me.
RELATED: 8 Pasta Recipes That Won't Destroy Your Diet
What do you say to people who think healthy food doesn't taste good?
You should take every opportunity to make your food taste delicious — like adding cheese to it. Dieters tend to give cheese a bad rap since it has so many calories. Obviously you don't want to eat a pound of it, but [Biggest Loser trainer] Bob Harper told me that cheese is in a lot of things where you don't even realize or appreciate it. Once I became aware of that, I started putting cheese on top of my food so it's something I can taste and enjoy without immersing my food in it. Also, herbs are freebies!
Any other good diet tips?
Put your fork down. Have a conversation when you're eating. Then you will eat less. Hey, your food will still be there!
Do you still weigh yourself?
I don't. I go by my jeans and how I feel. But I try to be okay with it if I miss a workout or splurge a little.
Read more about Alison Sweeney's inspiring journey in our cover story from March 2013. Her book The Star Attraction is in stores now, and her next novel Scared Scriptless will be released in June.
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text:
/*

Project 1
-Input: array of numbers
-Output: the sum of the numbers in array
-Steps:
  Define a function that accepts an array as arg
  Create a variable = zero
  Iterate over the array, += each value in the array to the variable
  Return the variable

Project 2
-Input: array of numbers
-Output: mean of the numbers in array
-Steps:
  Define a function that accepts an array as arg
  Create a variable = zero
  Iterate over the array, += each value in the array to the variable
  Divide the variable by the length of the array and return the answer

Project 3
-Input: array of numbers
-Output: median(middle value in sorted list) of the list of numbers
  Define a function that accepts an array as arg
  IF array.length is even
    sort the array
    find the values at the middle 2 indexes
    return whatever number is inbetween those two values
  ELSE (the array.length is odd)
    sort the array
    return the value at the middle index

*/


Annexin A5 has been tested for safety and efficacy in numerous disease models both in vitro and in vivo. Several of these studies were conducted by leading researchers independent of the Company.
– plays a protective role against inflammation and rupture of atherosclerotic plaques, which are considered to lead to myocardial infarction, stroke and complications in the circulation in the legs.
– displays a very clear desirable effect when used as a treatment for vascular damage and vascular inflammation in animal models.
– has dampening effects on an overactive immune system within the blood vessels, leading to an anti-inflammatory effect of direct relevance to vascular diseases.
– has been shown to be able to interrupt the ongoing sickle cell crisis in an animal model of the disease, in acute treatment.
– has demonstrated significant desired effect in blood cell studies from patients with central retinal vein occlusion.
– when delivered to damaged cells, repairs up to 85% of them.
The Company collaborates with a number of research groups in an early-stage research project testing the use of ANXV in contagious viral diseases, such as ebola. These diseases are associated with extensive damage throughout the cardiovascular system. Annexin's research project aims at simultaneously attacking the spread of the virus and improving the patient's own defenses (endothelial, coagulation and immunology based) to reduce suffering and hopefully mortality. Additionally, the Company intends to study the efficacy of ANXV in the treatment of other rare vascular diseases, for example hemolytic diseases where smaller vessels are affected.
Annexin A5 is not yet used to treat any disease. Since Annexin A5 has a particular ability to seek out damaged cells and bind to their surface, this property is already used in patients for radiological imaging of recently damaged and dying cells in blood vessels and in the heart, and in conjunction with cancer treatment, where the protein's capability to seek out and color damaged cells is used. Using radioactively-labeled Annexin A5, studies in Europe and the United States were conducted in approximately 435 patients, with no adverse side effects. The Annexin A5 used for diagnostics is labeled, and the amount of protein injected in patients is very small and is not expected to reach the doses expected to achieve therapeutic effect. Another area where the pharmaceutical industry hopes to benefit from Annexin A5's ability to act as a targeting protein, is its use as a tool for delivering drugs to damaged cells, so called drug delivery.


Aston Martin has officially launched the production version of its first all-electric car, the Rapide E, an electric sedan that will also become James Bond's first all-electric vehicle.
This has been many years in the making.
The British automaker unveiled a prototype of a Rapide converted with an all-electric drivetrain, the 'Rapide E', back in 2015.
Two years later, they started working with Williams Advanced Engineering, the tech division of the Williams Formula 1 team, to make the vehicle's electric powertrain.
A few months ago, we saw one of the first production prototypes of the Rapide E and now, Aston Martin is officially launching the car at the Shanghai Auto show.
As we previously reported, Aston Martin is only dipping its toes in electric vehicles with only a limited planned production of 155 units for the Rapide E program.
The vehicle is now available to order and pricing is only available on application.


Here I present to you a mini scrapbook album made for a baby boy .
The mother wanted to record her son's first year activities.
I want to share a little incident happened to me while making the album.
My client first wanted a ring bounded album.
I was in a such a dilemma that how will I change it to hard bound.
So after a lot of thinking I was able to compile it to a hard bound album.. .
Now it has reached her and she is satisfied with it.
I really enjoyed making the cover of the album.
Hope you enjoy the video of the album .
Hope you all like the album as I did making it .
Great album! Thanks for playing with us at Craftsneed Challenge! Good luck!
Album is so cute! The colors you selected are gelling so well together. Thank you so much for playing along with us at Papericious monthly challenge. Good luck!


Ace's Ring invites the eye to follow the intersecting bands around the finger. Ace has a smile that can light up a house and always brings sunshine to every situation. Like life, this ring doesn't follow a direct line; instead, it is full of surprises.
If you would like this ring custom made to your requested size, I am happy to make it for you. For information on how to size your finger click here.
Made from 100% reclaimed sterling silver, the ring's surface has a brushed matt finish.