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You are here: Parliament home page > Parliamentary business > Publications and Records > Committee Publications > All Select Committee Publications > Commons Select Committees > Children, Schools and Families > Children, Schools and Families
Memorandum submitted by Sarita Goacher
I am a home educating mother of a child aged 6. We have been home educating for two and a half years (if you do not count all the time she spent with us from birth to 5 years).
I am writing to express my deep concerns about the Review into Elective Home Education. No doubt you will read and hear submissions about the following areas regarding the review from many home educators and experts:
1. The harassment of home educators after issuing 4 consultations in 4 years, all with the same outcome (existing guidelines and laws are sufficient) except for this review.
2. The way in which the review was launched amid claims in the press about home educators and child abuse.
3. The person conducting the review and his lack of impartiality or independence given the long string of state-sponsored education credentials he possesses and the lack of understanding he has shown throughout the review of home education.
4. The use of questions for the Local Authorities that were ultra vires and against DCSF guidelines for elective home education, thus skewing any results that could be obtained from such a questionnaire.
5. The fact that despite even though there was no evidence that home education has been used as a cover for abuse or neglect, that the few high profile cases that have been mentioned by Ed Balls have been shown not to have occurred as a result of home education, the recommendations are highly disproportionate and offensive to civil liberties.
6. Lack of meaningful and statistically-significant evidence contained within the report to back up his claims and heavy-handed recommendations, thus it has been impossible to see how the author reached his recommendations.
7. Home education experts testimony and responses were ignored or misinterpreted, including academically rigorous research.
8. Expert Panel for the review consisted of only one expert who showed an understanding of home education. No home educators or home education 'experts' were on the panel. Panellists also included close friends of the author.
9. No data was published with the report - hundreds of FOIs have had to be issued just in order to investigate how the author arrived at assertions made in section 8.12 of the review report. It is unacceptable that these FOIs have been largely unanswered, almost three months since the requests were made.
10. The Literature Review fails to show any reading of research produced in the USA - where over 1 million children are home educated, or in fact any books or research papers at all that any person investigating home education would normally read.
11. The recommendations include criminalising any form of education that is not school at home (goals, targets, tests) and suggests using the force of law to allow children to be interrogated alone without a parent or other trusted adult present. Any child protection training discourages leaving an adult alone with a child. Who would want to be alone with a child, except for a paedophile?
12. The recommendations are highly disproportionate relative to the actual evidence and problems presented.
13. The recommendations are discriminatory in that they fail to acknowledge any alternative methods of education other than forced, institutionalised learning.
14. The author and some of the panellists stand to gain financially from his recommendations, for instance the author is Chair of BECTA. There is a clear conflict of interest here.
15. Failure to include any evidence/summary from the public questionnaire which received over 2,000 responses.
16. The DCSF has been shown to be obstructive in providing any information that shows how the author arrived at his conclusions. This has included smearing the good name of home educators to the Information Commissioner if only for him to uphold their decision not to release the information needed in order to genuinely scrutinise the review report.
17. The DCSF has refused to answer to taxpayers who are demanding to know how much the review has cost them.
18. The DCSF has claimed the home educators are trying to harass and vilify the author of the report, yet no evidence of this 'harassment' has been supplied. Instead the DCSF has eluded to personal blogs, that question the author's credentials, statistics and motives. Surely the freedom of information ifs not dependent on the loss of freedom of speech?
19. The fact that the author only this week has called LAs to provide more 'evidence' to substantiate his claims. If his report findings were robust he shouldn't need to ask for more evidence retrospectively. In fact, this makes the report null and void.
20. The author's latest call for evidence suggests that his figures will be doctored to suit the political agenda, since the questions yet again are highly ultra vires and show a complete lack of understanding for existing law.
However, I will not be covering these issues and will instead be concentrating on the issues of assessments that should have been included in the report but weren't. The author states that he is "not persuaded that under the current regulatory regimes that there is a correct balance between the rights of the parents and the rights of the child either to an appropriate education or to be safe from harm." Yet, he fails to provide any evidence of this lack of balance, by not assessing the current legal framework. There is a systematic failure to address existing laws and guidelines and whether they are being adhered to, failure to understand home education and how it works, a failure to understand how these two shortcomings are endemic within LAs and how it affects relationships with home educators. The lack of any study of existing law and guidelines completely undermines the entire report as there is no factual indication whether change in fact is needed.
I find it unacceptable that a government of a free nation can use one very questionable report to rush through primary legislative change without scrutiny, and ignoring all other consultations deeming any change unnecessary.
I find it unacceptable that a government can use the recommendations of the same report in a draft legislative bill prior to collecting responses from any public consultation regarding the recommendations.
I find it wholly unacceptable that all this has been done without any regulatory impact or cost assessment.
I find it beyond contempt that the media have been used to downplay, hide and even distort the true contents of the report in order to gain public approval for a situation that has not been proven to exist.
Please find attached my submission with the hope that the committee will see this report and the actions of the DCSF for what they are and will call a halt to any consultation or legislative change that is taking place as a result.
1.1. The Report to the Secretary of State on the Review of Elective Home Education in England has been not only lacking in academic rigour, very misrepresentative, highly prejudicial and discriminatory and severely lacking in hard evidence but it also fails to tackle what most would consider to be a fundamental part of any review: providing a full appraisal of existing laws and guidelines and whether these are fit for purpose. One cannot begin to introduce new recommendations without a proper, unbiased and comprehensive investigation of the current situation. This report is unacceptably deficient and this submission aims to highlight the different areas where it is felt this has occurred:
- there is a failure to understand existing laws and guidelines.
- there is a failure to independently appraise the existing situation at ground level, within each local authority;
- there is a failure to understand why the home education community are hesitant and wary of engaging with the local authorities;
- there is a failure to properly research examples of good practice in the UK;
- there is a real failure to understand why and how home education actually works;
1.2. All of these shortcomings are underpinned by a failure to properly, respectfully and honestly engage the home education community in a useful and constructive way so as to gain a deeper insight into what is really going on. Home educators have been resourceful and diligent in seeking out the real data, the author would have done well to engage the home education community properly and legitimately in his search fro evidence.
2. Failure to Understand Existing Laws and Guidelines:
2.1. Current law states that parents have a legal duty to ensure that their children receive an efficient, full-time education suitable to the children's age, ability, aptitude and any special needs they may have either by regular attendance at school or otherwise[1].
2.2. This means that even if the parent chooses to delegate their responsibility to the state, he or she is solely responsible and has a legal duty to ensure that their child receives an education that is individually tailored to meet the child's needs. It also means that the parent is not obliged to inform the local authority of their decision to educate otherwise than at school, given that the legal responsibility for education rests with them and not the state.
2.3. It would appear that the author of the Review has either failed to understand, or chosen to ignore, this first and very important piece of primary legislation. Education is the parents' legal duty, therefore to recommend[2] that they have to register annually, seek permission to, and possibly be refused to, because of 'any other concern', undertake their legal duty is an unacceptable breach of civil liberty.
2.4. An efficient education, described by Justice Woolf, "achieves that which it sets out to achieve"[3]
2.5. A suitable education has been defined as one which "primarily equips a child for life within the community of which he is a member, rather than the way of life within the country as a whole, as long as it does not foreclose the child's options in later years to adopt some other form of life if he wishes to do so"3.
2.6. Another Crown Court judgement held that and education was suitable "if, and only if, the education is as such:
o to prepare the child for life in modern civilised society, and
o to enable the child to achieve his full potential."[4]
2.7. These definitions and the use of the word "suitable" in the original legislation serve to ensure that there is freedom in education; it is a safeguard to ensure that education starts with the needs of the child, and acts as a legal method of ensuring that state-sponsored education does not verge on indoctrination. Education is impossible to quantify into a series of targets and tick boxes, every child is unique and learns in his or her own way. Schools are monitored in this way because they have to be accountable given that their responsibility is to educate children on behalf of their parents and at the cost to the taxpayer. Checks and balances are required in order to make the state accountable to its citizens, not the other way around.
2.8. Again, a failure to understand these fundamental principles has led to a recommendation[5] to review the definition of the word "suitable". The author advises that the Every Child Matters outcomes should somehow be incorporated into this definition5. Since when does the state determine outcomes for its private citizens? The outcomes relate to service provision, not a duty to determine and measure outcomes for children. Children, with their parent's help, should be the sole determinants of their desired outcomes.
2.9. Local Authority duties in respect of Elective Home Education are also enshrined in law and are clearly set out in the DCSF document: Elective Home Education: Guidelines for Local Authorities 20076.
2.10. Section 436a of the Education Act 1996 requires local authorities to establish as far as they are able to, the identities of those children not receiving a suitable education. In the statutory guidance issued by the DCSF, it states that in order to fulfil this duty and in making enquiries of home educated children, local authorities should adhere to the 2007 Elective Home Education Guidelines[6]. There is no additional duty to assess the quality of home education.
2.11. S436a only gives LAs the duty to establish identities. Once they have ascertained that a child is being home educated, the enquiries should end there. This new statutory guidance was issued on the same day the Review was launched. Local authorities have not yet had a chance to implement and measure the effectiveness of this new guidance[7].
2.12. Section 437 (1) then gives the local authorities powers to act should it appear to them that a child is not receiving a suitable education. The author of the review asks how this duty can possibly carry out this duty without powers to monitor home education provision and access to the child. Yet he fails to understand that this duty acts in the same way as any child protection law. If there is cause for concern, then the local authorities have the force of law to ensure that the child is not harmed. A local authority cannot randomly knock on people's doors just to check that a child is not being abused. They have to a welfare concern of some kind before instigating enquiries[8]. The same applies for the police - they cannot come into people's home on the off chance that they might have stolen goods - there has to be a report of some kind. So the same applies to children educated at home. This line of argument also leads very dangerously into undermining a fundamental freedom - that of the presumption of innocence. The author of the review is singling out the home education community as being guilty unless proved innocent.
2.13. The DCSF 2007 EHE Guidelines very clearly lays out how local authorities can act within the remit of their legal duties. They state that they can make informal enquiries, but if not satisfied or if they have any evidence that a suitable education (as defined by the parent and child, not the state) is not taking place, then they can ask formally for written evidence within a deadline. They may also instigate visits to offer support and advice, and if they are still not satisfied then local authorities can issue a School Attendance Order ([9]).
2.14. In other words, if LAs have evidence or concerns about the education of any child educated at home, they have sufficient powers to intervene, advise, support, and even to order children back to school. If there are child protection concerns, then the LAs are afforded the same legal recourses and duties that they have for all children with regard to safeguarding and promoting wellbeing: Section 175(1) 2002 Education Act[10]. However the EHE Guidelines make it clear that this section does not extend the LAs' duties by giving them powers to enter peoples' homes to gain access to the child or to assess the quality of the education. It states that this duty has to be enacted within their existing functions, which in this sense means that they have to have cause for concern before enacting their duties - in other words, they have to presume innocence until proven guilty!
2.15. Yet, according to the author, the evidence that he received from local authorities suggests that these laws are insufficient to the task. Did the author present data to show how many LAs were unsatisfied after informal enquiries, after S437 enquires, how many SAOs were issued, how many were upheld? In fact, there is no such data - home educators, after submitting numerous Freedom of Information Act requests from the LAs themselves have ascertained that not only are these existing powers rarely used, but that they are currently using powers that they do not have[11].
3. Failure to Independently Appraise the Existing Situation within each Local Authority:
3.1. Under current guidelines to LAs with regard to home education and how it works, the following is quoted6:
o Relating to the definition of full-time, the DCSF notes that the "measurement of "contact time" is not relevant to elective home education where there is almost continuous one to one contact and education may take place outside normal "school hours""
o Parents are not required to teach the National Curriculum, provide a broad and balanced education, have a timetable, have premises equipped to any particular standard, set hours during which education will take place, have any specific qualifications, make detailed plans in advance, observe school hours, days or terms, give formal lessons, mark work done by their child, formally assess progress or set development objectives, reproduce school type peer group socialisation and match school-based, age-specific standards."
3.2. So did the review seek to use the guidelines as the departure point to see how effectively the LAs were implementing current guidelines and law?
3.3. Calls for Evidence:
o There were three calls for evidence for this review:
o A public consultation of 6 questions open to everyone (over 2000 responses)
o A 60 question request for data to Local Authorities, with a promise of confidentiality (90 out of a possible 150 responses).
o A further in-depth questionnaire to LAs who responded to the previous questionnaire (25 out of the 90 responses).
3.4. The public questionnaire contained questions that were highly ambiguous and facile and referred to whether home-educated children are able to achieve the five ECM outcomes, a framework not applicable to private citizens. There was no means for the responder to assess LA provision of services.
3.5. The questionnaire sent to 150 LAs failed to assess whether LAs have implemented the 2007 Guidelines and how effective the guidelines and law are, but instead focussed on asking questions about actions that are outside of LA duties, that show a miscomprehension of the Guidelines and the nature of home education and have resulted in LAs revealing their current ultra vires actions, including questions such as[12]:
3.6. "Following the initial assessment visit, are further monitoring visits made to a home educated child?" The author fails to understand that assessment visits is an ultra vires action, as are monitoring visits and assessing the child. It is the education provision that should be enquired about (see above laws and guidelines).
3.7. "How is the 'suitability' of the education provided to the child assessed?" Again, it is not the duty of the local authority to assess the education provided unless there is a cause for concern.
3.8. "Does the Local Authority have systems in place to track the educational progress of the home educated child?" The author fails to understand that the local authority is not responsible for ensuring that children receive a suitable education and are therefore not entitled to track educational progress. To do so would involve changing primary legislation and leaving the LAs and government open to liability.
3.9. "...what proportion in your estimation are receiving a suitable, full-time (20 hr a week) education?" The author has failed to read the EHE Guidelines (see above), but also there is no law or duty that stipulates hours of education for home education, because it is not applicable.
3.10. "Does the local authority face any challenges in assessing whether home educated children receive a suitable education?" This question assumes that it is the duty of the LA to do this, yet it is not. The author's inability to understand this principle of Section 7, that the parent is responsible for the education of their child, regardless of where they receive that education, will lead to LAs being sued up and down the country for failing children in school and will lead to more teen suicide and bullying when LAs place home educated children back in school.
3.11. In other questions, the author uses leading and ambiguous language to obtain the information he requires. Furthermore, the extent to which the current laws and guidelines are not understood by many in government is plainly evident from the research conducted by home educators in requesting data individually from LAs on 'Suitable Education'11. It is noteworthy to say that these LAs, since the authors latest call for evidence to support his Select Committee submission (see below), have now been retracting their data from the research!
3.12. In fact, in Kent, the local authority has failed to, even now, implement the 2007 EHE Guidelines. One year after the publication of the guidelines, Kent was still sending out questionnaires asking for parent qualifications, a timetable and a curriculum (all outside of their remit and not applicable to home education). Kent, for the last 3 years, have been undertaking unannounced Educational Welfare visits to home educated families, illegally, as policy and without informing the families that they have a right to decline the visit, even though they have claimed that this was only in few isolated cases. In fact, in reality none of the document has been implemented and they have even halted all formulation of new EHE policy until the outcome of the review.
3.13. There is also plenty of evidence of ultra vires activity and lack of understanding a non-school method that show that Kent isn't alone in failing to understand home education and the law regarding it. The in-depth questionnaire, on which the author bases his recommendations, show the prejudice and lack of training and understanding of home education law. One only has to read through all the LA responses to the review questionnaires to come to the conclusion that they have been acting outside of their remit and have provided data that is questionable[13]. Research conducted by home educators11 has revealed very clearly how LAs have not adhered to current policy.
3.14. The author of the review has now (September 2009) called for further evidence from the LAs to support his findings, after the review report was published and in light of his Select Committee submission. One has to ask why a review that is supposed to be robust in its findings is asking for more evidence after the recommendations have been accepted? Is the data flawed? Why are Local Authorities retracting data from home educator research?
3.15. More worrying are the actual questions being asked in this further, extraordinary call for evidence[14], apart from the fact that home educators have already collated this evidence, the questions are again heavily skewed enough to provide data that is highly contentious. The author asks:
o for the number of families not co-operating with visit requests as part of 'non-suitable' assessment, yet families are not obliged by law to accept visits, therefore this should not count as no provision of suitable education.
o For "number of EHE children not known to be receiving a suitable education" rather than the more appropriate known not to be receiving a suitable education. In this way, the author will be including children who may or may not be receiving a suitable education thus inflating the figures and misrepresenting the actual situation.
o In requesting the number of School Attendance Orders issued, the LAs will no doubt be answering to calls for why they haven't effectuated their duties, if they have so many "concerns".
o The author further asks for numbers of NEETS. This is extremely hard to assess within the home education community, as children may just be taking time out to help with the family, to learn a new skill, to research an area of interest - all definitions of being a NEET but not necessarily in the sense that is measured by government. Without any place for comments or understanding of the reasons why young adults are not in employment, formal education or training, the author will again be skewing the results of this further call for evidence.
3.16. These questions will again provide highly ambiguous, misrepresentative and hence unusable data. Is the author trying to make the data fit the desired outcomes?
4. Failure to Understand why the Home Education Community are Hesitant and Wary of Engagement with Local Authorities:
4.1. Home educators have been responding to DCSF consultations for many years. Each time, the same answers are given - that of the ultra vires actions of the LAs, that home education cannot be measured like school education, that the fact that it is child-led means that there can never be a uniform set of criteria on which education can be judged. The ultra vires actions of the local authorities and the lack of understanding of any model of education outside of the school model have made it very difficult for the home education community to trust LAs.
4.2. Families who have never sent their children to school fear the consequences if they engage with the local authority. The author of the review does little to address this fear and its origins, instead concentrating on vilifying families for not engaging. At no point has there been an assessment to ascertain what are the real practices of the LAs. Moreover, in making his recommendations, in the tone of the his report, in the hasty acceptance of the report by the Secretary of State, more and more home educating families are ceasing to engage with their LAs, even where these relationships were good, for fear of having their children sent back to school or wrongly accused of being of 'concern'.
4.3. Over the years, home educators have tried to forge good working relationships with their local authorities and have together formulated local policy. This has led to a host of services provided by the local authority but also a higher incidence of engagement with the LA. There are also no instances of ultra vires actions by the local authority because they understand their duties form a home education perspective as well as a legal perspective. There are examples of good practice, but these were not case studied in the review report.
5. Failure to Properly Research Examples of Good Practice in the UK
5.1. Milton Keynes Council have a 'best practice' reputation amongst home educators. LA officers and home educators meet twice a year to develop policy, discuss ideas, provide support and advice. However, Milton Keynes was missing from the list of consultees to the review[15]. In fact, some of the councils that appear on the list are known for their ultra vires actions (see previous research T. Berlow/Ahed).
6. Failure to Understand Why and How Home Education Actually Works
6.1. Another aspect of the review that seems severely lacking is in understanding how home education works. The credentials of the author of the review show that he has spent his entire career in the state education system or monitoring for it. He knows no other model of education. Although he met with respected researchers in the area of home education, he failed to understand what they were trying to tell him. We know that at least two consultees speaking in favour of home education have refused to sign off notes from the DCSF because they felt that they were either wrong or misrepresentative.
6.2. The author, in recommending a system of registration, monitoring, plans, goals and targets that criminalises anyone who does not follow this regime, he has in effect outlawed many other forms of educational pedagogy. This report is also an attack on alternative methods of education.
6.3. The author negates any value in both educational methods surrounding autonomous learning (has he not heard of Montessori and the fact that DCSF has already implemented her methods in four state-run schools?) and any research that robustly and rigorously shows that home educated children outperform their school peers. In fact, all the research has been dismissed, in favour of questionable and outdated research[16]. The Literature Review for the report is notable by its absence of key works by noted authors on how home education works, which every parent and LA official should read. One has to wonder whether the author read 'the required reading list' before embarking on this task.
6.4. How could the author ignore this evidence and conclude that how families home educate is outside of the scope of the review? It is exactly this lack of understanding that has led to families being extremely mistrustful of LAs and the DCSF.
7.1. Graham Badman has failed to undertake a proper review of home education in England. Instead he has pandered to a political agenda that calls for more government regulation and more powers over its citizens. This review is impartial and lacking in any statistical rigour given that the original Terms of Reference and calls for evidence go beyond the existing duties of both central and local government.
7.2. It is clear that all subsequent actions and legislation that are being pursued because of this faulty report should be halted immediately until all LAs have implemented and have adhered to the current guidelines. Then, and only then, should a review be undertaken to assess whether any change is necessary.
[1] Section 7 of the Education Act 1996
[2] p.9, Recommendation 1, Report to the Secretary of State on the Review of elective Home Education in England, Graham Badman, 11 June 2009.
[3] Mr. Justice Woolf in the case of R Secretary of State for Education and Science, ex parte Talmud Torah Machzikei Hadass School Trust (12 April 1985)
[4] Worcester Crown Court in Harrison & Harrison v Stevenson (1981)
[5] p.10, Recommendation 2, Report to the Secretary of State on the Review of elective Home Education in England, Graham Badman, 11 June 2009.
6 2007 Elective Home Education - Guidelines for Local Authrorities, DCSF.
[7] http://www.dcsf.gov.uk/everychildmatters/resources-and-practice/IG00202/
[8] Section 47 of the Children Act 1989 - http://www.opsi.gov.uk/acts/acts1989/ukpga_19890041_en_7
[9] Section 437 (3) of the 1996 Education Act
[10] http://www.opsi.gov.uk/acts/acts2002/ukpga_20020032_en_15
[11] Suitable Education Statistics - Ahed; T. Berlow, 2009. http://spreadsheets.google.com/ccc?key=0Ao_d0FTV62i4dHR3aDZLV1YzZXhYWE5PbHNJd0hJT0E&hl=en
[12] Annex D, Questionnaire to Local Authorities, Report to the Secretary of State on the Review into Elective Home Education in England, 2009.
[13] See Freedom of Information requests for access to individual responses - www.whatdotheyknow.com or the DCSF.
[14] EHE Review - Request for Supplementary Data - 2009, http://www.dcsf.gov.uk/everychildmatters/publications/documents/laeelectivehomeeducation/
[15] List of Consultees, Report to the Secretary of State on the Review of elective Home Education in England, Graham Badman, 11 June 2009.
[16] See FOI request for Literature Review.


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CPR-146657
KERO-TV
Report reflects information for : First Quarter of 2013
Affiliated network ABC
Nielsen DMA Bakersfield
Web Home Page Address http://www.turnto23.com/
Digital Core Programs(14)
Digital Core Program (1 of 14)
Program Title Real Life 101
Origination Network
Days/Times Program Regularly Scheduled Sunday, 10-10:30AM (Channel 23.3)
Total times aired
Number of Preemptions Rescheduled
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Real Life 101 is a weekly half-hour program designed and produced for children aged 13-16. Each episode finds hosts Christie and Shawn exploring new professions in the exciting world of work. Real Life 101 presents real people pursuing real jobs and careers in an educational and informational format designed to help its viewers make important decisions about preparing for the future. The careers and people featured are carefully selected in order to present vivid impressions that can be used by the young audience. From doctors, lawyers and veterinarians to career counselors, drug counselors and special effects wizards, Real Life 101 takes viewers "on the job" to understand why these professionals love what they do while teaching about jobs teens may not have known even existed.
Program Title Jack Hanna's Wild Countdown
Days/Times Program Regularly Scheduled Saturday, 8-8:30AM
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Wildlife expert and animal ambassador, Jack Hanna, brings the viewer face-to-face with the best of the beasts. In this weekly half-hour series that will engage viewers 13-16, as well as the whole family, Jack highlights his favorite animals and adventures from around the world. Presented in countdown style, Jack offers up a different "top ten" each week in a variety of categories. What are the "fastest animals in Africa", "tallest insects", "biggest eaters", "smartest birds"...Jack will answer all of these questions and more. As Jack reveals the categories, he gives further insights and interesting facts about the animals allowing viewers of all ages the opportunity to be entertained as well as learn more about the fascinating animal kingdom in Jack Hanna's Wild Countdown.
Program Title Sea Rescue
Days/Times Program Regularly Scheduled Saturday, 9:30-10AM
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. The half-hour weekly series, Sea Rescue, features the rescue, rehabilitation and - in many instances - release back into the wild of ocean wildlife. Sea Rescue offers educational and entertaining television by demonstrating the welfare and medical benefits that rescue and rehabilitation programs provide animals. Viewers will also learn that there's a reciprocal benefit: rescued animals provide valuable insight into their biology and ecology. This information adds to the pool of knowledge necessary to conserve threatened and endangered species. Each week, Sea Rescue will leave its audience inspired by the real-life stories of the featured animals and rescuers and with a fuller understanding of the rich array of sea life with which we share our planet.
Program Title Born to Explore
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Developed and produced for 13 - 16 year olds, the world's cultures and geographic wonders come alive as the youngest president in Explorers Club history, Richard Wiese, takes viewers on a globetrotting adventure. Richard uncovers amazing facts of nature and manmade treasures, which makes Born to Explore an engaging program for the whole family.
Program Title Cybercuartes
Days/Times Program Regularly Scheduled Monday, 8:30-9AM (Channel 23.2)
Age of Target Child Audience 6 years to 10 years
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. This show is about Joel & Sabina, two children who are "cyber-transformed" by a planetary ray. This has changed them forever, giving them special knowledge. They use their power daily to take kids on a journey into uncovering the mysteries of science, technology and nature in a fun and amusing way. Each half-hour episode is truly an adventure.
Program Title Super Libro
Days/Times Program Regularly Scheduled Monday - Friday, 8-8:30AM (Channel 23.2)
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. This animated children's series transports two curious children and their robot, who, after accidentally discovering an antique book with magical powers, find themselves caught up in adventure after adventure. In each episode, they are transported back in time, right in the middle of ancient biblical stories. Children of all ages enjoy experiencing their favorite Bible adventures.
Program Title Recipe Rehab
Days/Times Program Regularly Scheduled Saturday, 10-10:30AM
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. In this weekly half-hour competition-style series developed and produced to educate and inform viewers ages 13-16, it is chef against chef in a recipe makeover challenge. Viewers will submit their favorite, decadent, high-calorie, classic family recipes and two acclaimed chefs will face off in a head-to-head competition to give the recipes a low-calorie twist. The audience will learn the value of healthy, wholesome ingredients and how healthy food choices can have positive effects on our quality of life. Special guests will serve as judge and jury.
Digital Preemption Programs #1
Title of Program Recipe Rehab
List date and time rescheduled Saturday, 3/16/13, 3:30-4:00PM
Is the rescheduled date the second home? No
Were promotional efforts made to notify the public of rescheduled date and time? Yes
Date Preempted
Episode # Saturday 3/16/13, 10-10:30AM
Reason for Preemption Sports
Program Title Major Decision
Days/Times Program Regularly Scheduled Sunday, 10:30-11AM (Channel 23.3)
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Major Decision is a weekly half-hour program designed and produced for children aged 13-16. Hosted by lively and entertaining teens, Major Decision helps guide viewers on the journey to choose the ideal career path. Each episode focuses on one career with an in-depth interview, a multi-faceted review, and career ranking. The importance of career guidance is highlighted in this series, which gives viewers a glimpse into the life of a different profession in each episode. As teens prepare for life after high school, Major Decision provides more information about the options available to them as adults.
Program Title Animal Atlas
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Animal Atlas is a weekly half-hour series that travels around the globe to educate viewers 13-16 about the animal kingdom. Every week viewers are given an in-depth look at many different kinds of animals, their biology and habitats, their eating and socializing habits, and much, much more. The series features an up-beat and entertaining narration over beautifully-shot animal footage from zoos and wildlife habitats all over the world. Without pandering, pontificating, or watering down material, it broadens the knowledge and perspective of young viewers through a friendly and fascinating presentation of information about the animal world.
Digital Core Program (10 of 14)
Program Title Taste Buds
Days/Times Program Regularly Scheduled Sunday, 9-9:30AM (Channel 23.3)
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Taste Buds is a weekly half-hour series for children aged 13-16 that encourages them to think about what they eat, be creative in the kitchen, and explore foods from the world around them. Viewers learn and laugh as the hosts cook up age-appropriate recipes and go on fun food adventures. With a group of young hosts who are culinary explorers, viewers will delve into the culture, history, science, and art behind the food. Each episode explores a new food theme, beginning with the simple phrase, "Foods that.." and rounding off with the hosts creating and customizing theme-inspired recipes that kids and parents will want to make together. Taste Buds communicates a positive message about healthy eating, kitchen safety, and environmental responsibility.
Program Title Food for Thought with Claire Thomas
Days/Times Program Regularly Scheduled Saturday, 6/29/13, 10:30-11AM
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Claire Thomas is the 22-year old host who opens viewers' eyes to how everyday life can inspire culinary creations. Each weekly half-hour informs and educates teens about the power of food as a tool for exploring new places, meeting new people and learning about different cultures. Creative inspiration can come from any place at any time and no matter how exotic or local the location, Claire is always in search of new tastes and places to explore. The audience will learn how to prepare the "inspired" dish while promoting a healthy attitude towards food and life.
Title of Program Food for Thought with Claire Thomas
List date and time rescheduled Saturday, 3/16/13, 4-430pm
Episode # Saturday, 3/16/13, 10:30-11AM
Program Title Ocean Mysteries with Jeff Corwin
Days/Times Program Regularly Scheduled Saturday, 8:30-9AM
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. This half-hour weekly series offers a fresh approach to the quest for aquatic understanding by blending stories of fascinating sea creatures, comparisons to popular land animals and analogies to human experience. This show is for ages 13-16 and shows how animals share the same behaviors, challenges and triumphs that humans do. From exciting rescues of abandoned animals to unexpected conflicts in the "family dynamics" of the mingling species, viewers will get to know - and care about - these heroes, and all of the fascinating life teeming in our oceans.
Program Title Aqua Kids (Channel 23.3)
Days/Times Program Regularly Scheduled Sunday, 9:30-10AM (Channel 23.3)
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Aqua Kids Adventures is designed and produced to educate children aged 13-16 about the importance of protecting aquatic environments and the animals that live in marine habitats. This weekly half-hour series strives to show teens that with a little dedication and the right attitude, they have the ability to make a difference within their own communities. In each episode, Host Molly and the Aqua Kids crew travel the globe while sharing their adventures and what they learn about preserving a world for everyone to explore. Whether it's saving sea turtles or participating in a beach cleanup, the Aqua Kids demonstrate the real and lasting contribution children can make in protecting the future of their community and the world.
Program Title Mystery Hunters
Days/Times Program Regularly Scheduled Sunday, 11:30-12PM (Channel 23.3)
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Mystery Hunters is a weekly half-hour program designed and produced for viewers 13-16. Every week viewers are taken on a journey around the globe to investigate the mysteries that have baffled people throughout the ages. Through critical observation, analytical thinking, and scientific testing, this series encourages teens to question the world around them. Armed with video cameras and their instincts, the hosts gather facts and meet the experts, debunking common myths and offering explanations for legends, spooky stories, and unexplained phenomena.
Name of children's programming liaison Yolanda Gum
Address 321 21st Street
Telephone Number 661-637-2300
Email Address yolanda.gum@kero.com
Other Matters (14)
Other Matters (1 of 14)
Age of Target Child Audience from 6 years to 10 years
Days/Times Program Regularly Scheduled Sunday, 11:30AM-12PM (Channel 23.3)
Program Title Aqua Kids
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Taste Buds is a weekly half-hour series for children aged 13-16 that encourages them to think about what they eat, be creative in the kitchen, and explore foods from the world around them. Viewers learn and laugh as the hosts cook up age-appropriate recipes and go on fun food adventures. With a group of young hosts who are culinary explorers, viewers will delve into the culture, history, science, and art behind the food. Each episode explores a new food theme, beginning with the simple phrase, "Foods that.." and rounding off with the hosts creating and customizing theme-inspired recipes that kids and parents will want to make together. Taste Buds communicates a positive message about healthy eating, kitchen safety, and environmental responsibility
Other Matters (10 of 14)
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Real Life 101 is a weekly half-hour program designed and produced for children aged 13-16. Each episode finds hosts Christie and Shawn exploring new professions in the exciting world of work. Real Life 101 presents real people pursuing real jobs and careers in an educational and informational format designed to help its viewers make important decisions about preparing for the future. The careers and people featured are carefully selected in order to present vivid impressions that can be used by the young audience. From doctors, lawyers and veterinarians to career counselors, drug counselors and special effects wizards, Real Life 101 takes viewers "on the job" to understand why these professionals love what they do while teaching about jobs teens may not have known even existed
Days/Times Program Regularly Scheduled Saturday, 10:30-11AM
Scripps Media, Inc.

redpajama_set_name: RedPajamaCommonCrawl


Pretty much half the distance I traveled yesterday with just as much singletrack heroin feelings. The ride from old school MillCreek again to mid Ewok where I stopped at the East exit and stared at Dawson bridge wondering if I had time to keep going as Mrs Lonebiker was waiting. I decided to ride the high side of Ewok back and it was quite incredible.
Nothing notable to report really. The pot smokers were out as always. There was a bit more mud on BirdHouse trail as one would expect with sections of the trail washed out. So a heads up if your riding down there although it would take a complete blithering idiot to ride into the now exposed river.
The hills were climbed a lot more easily with good recovery on the crests which is upsetting as when I go back to work all that progress will be washed away. Just like those trails.
turn right! turn right! oh you idiot, you didn't turn. splash!


When you exhibit at a trade show, you put out a lot of time, effort and money, so it's important to maximize that investment.
Regardless of whether you have a generous trade show budget or a lean one, Baker Graphics has lots of options to create attention that lasts long after the show. It doesn't have to be expensive, but it does have to be clever, creative and memorable.
Baker Graphics offers a number of exciting display types to help you create a one-of-a-kind booth. From full size pop-up booths to smaller scale table-top displays, and all the accessories in between, we have the items to suit your needs.
Trade floor model pop up booths have been around for a long time. They use an expandable accordion frame structure, usually made from aluminum. This frame collapses into about a 20" square, approx 30" tall. When expanded, the frame literally "pops up" into place, hence the name "Pop Up Display". Our pop up displays offer traditional "carpet" or roll-able graphic panels; which allows the graphics to be velcroed to the panels. They are also now available with dye sub fabric graphics. Pop up trade show displays are available in 6ft, 8ft, 10ft, and 20ft widths, normally 8ft tall, to fit almost every trade show booth size requirement. In these different widths, pop up booths are offered in a concave curve, a flat shape, a gull wing shape, and also as a serpentine or "S" shape. Some designs, particularly the flat floor height flat designs, offer side wall returns too. Comes complete with shipping cases, that are often ordered with case wraps, covering them with either a fabric wrap or a printed graphic, to convert the shipping case into a podium to be used at your show.
Table-top displays are easier to assemble and transport than full-size pieces, plus they are right at the eye level of most visitors. These units are designed to fit your budget and provide economical starting places for new businesses.
Whether you are at an indoor or outdoor event, your goal is to look professional and get people to enter your booth. Our event tents will capture your customer's attention and draw them into your booth. A pop-up event tent or canopy tent is a structure normally built from an accordion frame, which collapses down to a portable size. Normal sizes for event tents are 10ft x 10ft; there are a few smaller sizes available, and also some larger sizes. We offer 10×10, 10×15, and 10×20 event tents. Custom screenprinted names and logos are available.
If you have wall space available behind your table or booth, take advantage of it! Custom banners or posters can help your booth look sharp and attract attention. Let us help you design an attractive, attention grabbing banner or poster for your booth!
When you're planning your trade show display, you want to make sure every aspect fits the theme and look of the space. That includes your trade show table covers and table runners– advertising space is at a premium in trade show booths, especially the smaller shows, so take advantage of all of your available advertising space.
This means, don't settle with a dull black or white, boring table cloth! Instead, use a trade show table cover to synchronize with the rest of your displays, display your company color and logos, and highlight the products that you want to promote.
Literature displays, tents, lighting features and other elements can all be an important part of creating your ideal display also. Contact us to learn more about what we can do for you.


text:
Running with Beto
A behind-the-scenes documentary following Beto O'Rourke's breakaway campaign to unseat Ted Cruz in the U.S. Senate. More Details »
David Modigliani
Nancy Abraham, LeeAn Behrens, Stephen Decroes
A behind-the-scenes documentary following Beto O'Rourke's breakaway campaign to unseat Ted Cruz in the U.S. Senate.
Amy O'Rourke
Cynthia Cano
Jody Casey
David Wysong
Shannon Gay
Marcel McClinton
Amanda Salas
Based on 6 Critics
Generally favorable reviews based on 5 Reviews
An intimate, thorough look at a candidate on the rise and on the go.
Documentarian David Modigliani's straightforward campaign film Running With Beto captures the excitement of that near-victory and celebrates the grassroots work done by passionate volunteers. But mostly it is a tide-me-over for progressives who are heartened by last year's victories and need to maintain that optimism.
Modigliani's fly-on-the-wall documentary verges toward the hagiographic, but that's not the most damning criticism, because he makes the case of O'Rourke's quiet charisma.
Richard Whittaker
Austin Chronicle


text:
Home News Briefs Healthy beverage brand Greenhouse raises $9 mln in financing
Healthy beverage brand Greenhouse raises $9 mln in financing
Kirk Falconer
© 2019 Greenhouse Juice Co
Greenhouse, a Toronto-based healthy beverage company, has raised $9 million in financing from Canopy Rivers, the venture capital arm of Canadian cannabis producer Canopy Growth Corp.
Founded in 2014 by Anthony Green, Emma Knight and Hana James, Greenhouse manufactures plant-based beverage products, including cold-pressed juices.
The investment by Canopy Rivers is part of a strategic partnership to help launch a new line of cannabidiol-infused beverages.
Canopy Rivers will also support Greenhouse's national growth strategy, which will include new retail partners, new stores in key urban markets, and expanded e-commerce capabilities.
Greenhouse Announces National Expansion Plans, Creation of New Line of CBD Beverages and Strategic Partnership with Canopy Rivers
January 14, 2019 – TORONTO, ON – Canadian plant-based beverage brand and manufacturer Greenhouse announced today national expansion plans and the creation of a new line of Cannabidiol (CBD)-infused beverages, positioning the company as a first-mover into the new cannabis-inspired era of plant-based wellness. The company also announced today a strategic partnership and $9M financing round with Canopy Rivers Inc. (TSXV:RIV) to fuel growth plans.
Founded in 2014 by Anthony Green, Emma Knight, and Hana James, Greenhouse is on a mission to offer widespread, sustainable access to plant-based nutrition of the highest quality. In five years, the company has grown from a single shop in Toronto that doubled as its sole retail outlet (by day) and production facility (by night), to a vertically integrated, omnichannel business with 15 corporate-owned retail stores, a direct-to-consumer delivery and subscription service from greenhouse.ca, and hundreds of partner retail locations including national grocery chains and specialty boutiques. The company was also recently named as one of Strategy Magazine's Brands of the Year in 2018.
Canada-wide expansion plans
Through 2019 and beyond, Greenhouse is expanding its distribution network beyond Ontario, with new retail partners Canada-wide, new stores in key urban markets, and expanded e-commerce capabilities.
"All of the conditions are in place for us to become a truly national brand in plant-based wellness. Canadians' appetite for organic, plant-based food and beverages continues to grow and we have five years of experience innovating in this space. Last year we unveiled a proprietary process we call Light Filtration that keeps our cold-pressed beverages' flavour and nutrients intact while extending shelf life, and have expanded to a new, state of the art 35,000 square-foot manufacturing facility. We are ready and excited to introduce Greenhouse to new consumers across the country," says Anthony Green, co-founder of Greenhouse.
An expanding product platform with CBD as a new wellness ingredient
No longer just a juice company, Greenhouse now boasts six organic plant-based product lines including cold-pressed juices, kombuchas, nutmilks, probiotic hydrators, shakes and booster shots. With growing consumer interest in wellness and the recent legalization of cannabis in Canada and other international markets, Greenhouse also announced today its intent to build a new product line around the wellness properties of CBD—cannabidiol—a non-psychoactive compound found in the cannabis plant.
"CBD shows evidence-based promise as a potent wellness ingredient. Through new product innovation, we're excited to explore the potential of a plant whose health-giving properties have long been overshadowed by its flashier psychotropic ones," says Emma Knight, Greenhouse co-founder.
A strategic partnership and funding from Canopy Rivers
Finally, to fuel its growth plans, Greenhouse together with Canopy Rivers announced today a strategic partnership and $9M financing round. Canopy Rivers is a unique investment and operating platform structured to pursue investment opportunities in the emerging global cannabis sector. "We're very excited to partner with Canopy Rivers, a global player in cannabis innovation with a network of relevant strategic partners, to introduce our brand to this exciting new category and unlock the wellness potential found in CBD-based beverages," says Green.
For more information about Greenhouse please visit www.greenhouse.ca
Emma Knight
Co-Founder and Head of Marketing
emma@greenhouse.ca


text:
Substrate specificity of the periplasmic dipeptide-binding protein from Escherichia coli: experimental basis for the design of peptide prodrugs
Mark W. Smith1,a, David R. Tyreman1, Gillian M. Payne1, Neil J. Marshall1, John W. Payne1
Affiliations: 1 School of Biological Sciences, University of Wales, Bangor LL57 2UW, UK1
Author for correspondence: John W. Payne. Tel: +44 1248 382349. Fax: +44 1248 370731. e-mail: [email protected]
First Published: 01 October 1999 https://doi.org/10.1099/00221287-145-10-2891
Pure dipeptide-binding protein (DppA) from Escherichia coli was studied in a filter binding assay to determine its binding specificity. A substrate:DppA stoichiometry of 1:1 was found with both [14C]AlaAla and Ala[14C]Phe. Surprisingly, substrate binding did not vary over the pH range pH 3–9·5. Different dipeptides yielded liganded protein with various pI values, implying that DppA can undergo subtly different conformational changes to accommodate different substrates. Using [125I]Tyr-peptides as substrates in competition assays, the relative binding affinities for a range of dipeptides were found to parallel their overall transport rates into E. coli through the dipeptide permease (Dpp), showing that DppA alone controls the specificity of Dpp. With a series of substituted glycyl peptides, binding affinity was progressively enhanced by alkylation (with methyl to butyl) of the N-terminal α-amino group. Thus, results from this approach provide an essential experimental basis, which complements the information from the crystal structure of DppA, for the design of peptidomimetic antibacterials targeted for transport through Dpp.
Keyword(s): antibacterial peptides , dipeptide transport , Dpp, dipeptide permease , Escherichia coli , Opp, oligopeptide permease , peptide prodrugs , periplasmic binding protein , RPC, reverse-phase chromatography , TFA, trifluoroacetic acid and Tpp, tripeptide permease
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Hammond, S. M., Claesson, A., Jansson, A. M., Larsson, L. G., Pring, B. G., Town, C. M. & Ekstrom, B. ( 1987; ). A new class of synthetic antibacterials acting on lipopolysaccharide biosynthesis. Nature 327, 730-732.[CrossRef]
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Morley, J. S., Payne, J. W. & Hennessey, T. D. ( 1983; ). Antibacterial activity and uptake into Escherichia coli of backbone-modified analogues of small peptides. J Gen Microbiol 129, 3701-3708.
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Smith, M. W. (1992). Characterization and exploitation of microbial peptide transport systems. PhD thesis, University of Wales, Bangor.
Smith, M. W. & Payne, J. W. ( 1990; ). Simultaneous exploitation of different peptide permeases by combinations of synthetic peptide smugglins can lead to enhanced antibacterial activity. FEMS Microbiol Lett 70, 311-316.[CrossRef]
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Tame, J. R. H., Dodson, E. J., Marshudov, G., Higgins, C. F. & Wilkinson, A. J. ( 1995; ). The crystal structures of the oligopeptide-binding protein OppA complexed with tripeptide and tetrapeptide ligands. Structure 3, 1395-1406.[CrossRef]
Taylor, M. D. & Amidon, G. L. (editors) (1995). Peptide-based Drug Design: Controlling Transport and Metabolism. Washington, DC: American Chemical Society.
Tyreman, D. R., Smith, M. W., Payne, G. M. & Payne, J. W. (1992). Exploitation of peptide transport systems in the design of antimicrobial agents. In Molecular Aspects of Chemotherapy, pp. 127–142. Edited by D. Shugar, W. Rode & E. Borowski. Berlin: Springer.
Tyreman, D. R., Smith, M. W., Marshall, N. J., Payne, G. M., Schuster, C. F., Grail, B. M. & Payne, J. W. ( 1998; ). Peptides as prodrugs: the smugglin concept. In Peptides in Mammalian Protein Metabolism: Tissue Utilisation and Clinical Targeting, pp. 141-157. Edited by G. K. Grimble & F. R. C. Backwell. London: Portland Press.
Verkamp, E., Bachman, V. M., Bjornsson, J. M., Soll, D. & Eggertsson, G. ( 1993; ). The periplasmic dipeptide permease system transports 5-aminolevulinic acid in Escherichia coli. J Bacteriol 175, 1452-1456.


Everyone has rights and criminal defense is about defending those rights. When you've been charged with a crime, you come to the understanding that you are the only one interested in fighting for your rights. However, you cannot do it alone and that's why there is need for aggressive, uncompromising criminal defense. Call the law offices of Justin Lo Law to find the valuable information you're looking for as you embark on this new process. When it comes to arrests made on criminal charges in Long Beach, Torrance, or throughout Southern California, the situation should be treated as an emergency. Finding yourself in this situation for the first time could result in confusion and uncertainty. Conversely, if you're facing repeat charges, it means that the stake and potential sentencing will be much higher. Without the legal counsel of a seasoned attorney, you will still be ambushed by legal surprises.


Unlined capes have neckline casing, and narrow hem. B: Neckline strap. A, C: Purchased cord for neckline. Detachable, lined capelets have snaps. E: Purchased studs or nail heads.
FABRICS: A, C: Linen, Gauze. B: Twill, Gabardine. D: Long Pile Fake Fur. E, Contrast B: Synthetic Leather, Synthetic Suede. Lining: Cotton/Cotton Blends.
NOTIONS: A, C: 31/2 yds. of 1/2" Drawstring Cord. B: One 11/2" D-Rings Set. D, E: Three Large Snap Sets. E: Thirty Two 3/8" Studs or Nailheads.
45"*** 67/8 7 7 71/8 71/4 yds.
60"*** 61/8 61/4 63/8 61/2 65/8 yds.
CONTRAST B - 45", 54", 60"*** - 5/8 yd.
45"*** 75/8 77/8 8 81/8 81/4 yds.
60"*** 6 61/8 63/8 61/2 65/8 yds.
60"* 3/4 7/8 7/8 1 1 yd.
45" 1 11/8 11/8 11/8 11/4 yds.
45", 54", 60"*** 5/8 5/8 3/4 3/4 3/4 yd.
45" 3/4 3/4 7/8 7/8 7/8 yd.
A B C 561/2 57 571/2 58 581/2 ins.


The observations made by Mr Justice Andrew Baker in Orascom Tmt Investments SARL v Veon Ltd  EWHC 985 (Comm) are of general interest. They highlight the need for statements of case to be properly particularised and also highlight the dangerous assumption that witness statements can be used to argue a case. The judge was concerned with one aspect of the rules, however the paucity of statements of case and highly argumentative witness statements are common issues in many aspects of litigation.
The judge was considering a challenge to an arbitration award. The procedure for statements of case provides that a claim corm be filed, however no other statements of case need be filed unless the court makes a specific order. The claimant had filed a claim form that the judge found was less than helpfu.
This is a claim brought by Claim Form dated 23 October 2017 challenging under section 68(2)(d) of the Arbitration Act 1996 a final award of arbitration under the Rules of the LCIA dated 30 September 2017. Section 68(2)(d) provides that, where a tribunal has failed "to deal with all the issues that were put to it", if that amounts in the particular case to a serious irregularity, the court may intervene. Serious irregularity, as defined by section 68(2), is an irregularity of one or more of the kinds set out in the section which the court considers has caused or will cause substantial injustice to the applicant.
As the court sees on many occasions, beyond that unhelpfully imprecise definition of the issue in respect of which the section 68 challenge was brought, the Claim Form in substance did no more than recite, by reference to the particular award in this case, the other statutory requirements.
It seems to me, although ultimately this claim will not turn on it, that that is not a satisfactory approach to challenges under section 68. Particularly under sub-paragraph (d), but also, for that matter, under the other sub-paragraphs, the function of the Claim Form in identifying the remedy claimed and the grounds on which the claim is made is not merely to identify that it is a claim under section 68(2), or which particular sub-paragraph is invoked, but is to stand as a sufficiently detailed and particularised statement of case to enable, in the first place, the defendant to the challenge, and then, ultimately, the judge dealing with the matter, to see precisely the nature of the challenge, the grounds upon which it is said to arise and, as a result, the particular questions that will need, or may need, to be dealt with at any hearing.
It is, with respect, insufficient in my judgment, although a common practice, merely to say in the Claim Form, beyond identifying the bare statutory essentials, that reference should be made to the supporting witness evidence. Witness statements served in support of a section 68 claim should contain evidence, not comment or argument. They are not the proper vehicle for setting out the analytical case to be advanced before the court; that should properly be done by way of statement of case. In circumstances where the procedure for section 68 challenges, as for that matter section 67 challenges, does not involve, unless specifically ordered in a particular case, an exchange of statements of case separate to the Claim Form, the Claim Form has to serve that purpose.


text:
Dysfunction is not a life sentence - We CAN do better
THE CREATION OF ADAM Michelangelo
The ancient myth of Adam and his tribe gives definition to the term dysfunctional. It tells the story of a dust-made man who was placed in a lovely garden where it was assumed that he would thrive. But was he happy? No. He was lonely and bored. It's not that there wasn't a lot to do. There were fruit to pick and animals to name. But Adam didn't like his job. It didn't satisfy him. His solution? He got a mate.
What a gift! You would think they would have been a perfect fit, but not so. Unfortunately, she inherited a bit of Adam's attitude. After all, she was pulled directly from his side. Eve was unhappy in her garden with all those animals. One creature suggested that it would be smart to eat fruit from a forbidden tree. Bad idea. And Adam, the poor dolt, followed his wife into the same trap.
Things slid downhill rapidly for the couple. Unhappy, dissatisfied, bored, disobedient, and now, exhausted… (Did I mention Adam was demoted from a fruit-picker and animal namer to a ground tiller?) … the couple decided it was the perfect moment to have kids.
CAIN AND ABEL Adriaen de Vries
Along came two sons. And, yup. Cain and Able were two apples that didn't fall far from the tree. Dissatisfaction led to jealousy, and jealousy to infighting. Given their roots, it seems only natural that they would become predators and victims in their turn.
The way the story goes, Adam's tribe couldn't really help themselves. They were born that way. It was the creator's fault, of course - this miserable god who, out of mist and dirt, activated a storyline that was destined from the beginning to degenerate into dysfunction.
In all, the Adam myth is a pretty good explanation of what the nightmare of mortal existence looks like when we reason from the false premise that man is the victim of material circumstance, and that gods, or God, made us this way.
Some segments of the population take the Adam story as a literal truth. Certain others reject the general account while accepting the logic it emphasizes – material origins, dysfunctional comportment unavoidable – as generally correct. But a third point of view was first offered by a 5th century prophet, reiterated and demonstrated by Christ Jesus, carried forward by the apostles and early Christians, and later researched, proven and published in the works of Mary Baker Eddy. They give a better, accurate view of creation as spiritual, not material, and show us a way out of the chain reaction of dysfunction.
A discontented, discordant mortal is no more a man than discord is music. EDDY, SCIENCE & HEALTH WITH KEY TO THE SCRIPTURES,, 305
Through false estimates of soul as dwelling in sense and of mind as dwelling in matter, belief strays into a temporary loss or absence of soul, spiritual truth. This state of error is the mortal dream of life and substance as existent in matter, and is directly opposite to the immortal reality of being. So long as we believe that soul can sin or that immortal Soul is in mortal body, we can never understand the Science of being. When humanity does understand this Science, it will become the law of Life to man, — even the higher law of Soul, which prevails over material sense through harmony and immortality. IBID. 311
THE VITRUVIAN MAN Da Vinci
Spirit and its formations are the only realities of being. Matter disappears under the microscope of Spirit… When we learn the way in Christian Science and recognize man's spiritual being, we shall behold and understand God's creation, — all the glories of earth and heaven and man.
The universe of Spirit is peopled with spiritual beings, and its government is divine Science. Man is the offspring, not of the lowest, but of the highest qualities of Mind. Man understands spiritual existence in proportion as his treasures of Truth and Love are enlarged. Mortals must gravitate Godward, their affections and aims grow spiritual, — they must near the broader interpretations of being, and gain some proper sense of the infinite, — in order that sin and mortality may be put off." IBID. 264-265
The good news about dysfunction is, we aren't born that way. It is NOT a life sentence.
We CAN do better, start from a better, correct view of who we are and where we come from. As we near the broader, spiritual interpretations of being, and gain clearer views of God and man, dysfunction will be - completely and finally - put off.
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Moving beyond matter in the creation debate
_An Indiana Senate committee voted 8-2 on Wednesday in favor of a bill that would require public schools to teach creationism alongside evolution in science class. Is this progress? Or is the already murky water of the creation debate just getting an infusion of more mud?
On one hand, there is the materialist view of man's origin excluding Spirit from the equation altogether. This is found in the teaching that substance and life is 100 percent material and self-evolved.
On the other hand, there is a religious view of creation based on the Adam and Eve story, with man originating in divinely activated dust. Setting aside or perhaps unaware of Biblical scholarship that exposes the contrary, creationists teach that the 7 day explanation in Genesis, chapter 1, results in the hopelessly flawed Adam generation in Genesis, chapter 2, - as if these two accounts are one singular literal rendering of the origin of man.


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Home / Cycling Posters / Original Vintage Cycling Posters / LeRoy Neiman – Indoor Cycling – 6-Day Race, Signed Artist Proof – 1979
LeRoy Neiman – Indoor Cycling – 6-Day Race, Signed Artist Proof – 1979
This poster is an original first printing, not a reproduction.
This well-known 1979 Neiman serigraph features two track riders executing a hand sling, typically used in the Madison at 6-day races. Unlike the numbered series of 300, this serigraph was one of the approximately 20 Artist Proofs given to Neiman for his personal review and use. See "A.P." in lower left on the signature line. This vibrant serigraph was hand signed by LeRoy Neiman.
One of LeRoy Neiman's first forays into art was creating posters for local merchants at a young age to advertise their store sales. Later, as an established artist, he often made posters to commemorate and promote special sporting and cultural events. Neiman's posters remain a tribute to his vibrant work and life.
Neiman painted every type of sporting event during his lifetime, with his influence earning him the title of "Father of Contemporary Sport Art." As the official artist of five Olympics, his art reached millions of people via al fresco paintings of the competitions. His comprehensive coverage of other sporting events includes the Super Bowl, the World Series, the Kentucky Derby, championship boxing, PGA and The Masters golf tournament, and the Tour de France.
Artist: Leroy Neiman
Medium: Serigraph on Paper
Size: 14.75 x 14 in. / 37.5 x 35.5 cm – Acutal art + signature. Including the margin area, the overall dimensions are lareger.
Edition Size: Numbered Edition of 300. A/P (artists proof) while unnumbered, are approximately 20.
Condition: Toning in the upper right corner margin. The margins are often covered with mats when the piece is framed.
This is a one of a kind item; please review the photos carefully to determine the condition.
SKU: PT-200171 Category: Original Vintage Cycling Posters Tags: 6-Day Racing, Leroy Neiman, Six Day Racing
Vintage posters are the original form of advertising. These posters, made to advertise products, were never intended to last; they were hung outdoors, rained on, and eventually torn down or covered up. The early process of stone lithography created beautiful images, but quantities were small; generally, only 2,000 to 3,000 were printed. The examples that have survived are those that were not displayed; they are the extras that didn't get used.
By the 1950s, posters were being printed using processes much more technologically advanced than labor-intensive stone lithography. Modern Era Posters are crisp, vibrant, and capture the riders at the perfect moment in time. Official race posters have bold color schemes that jump off the wall. From its roots in the second half of the 1800s, contemporary posters continue to tell the ever-evolving story of cycling.
This is a one of a kind item, please review the photos carefully to determine condition.
Cycles Saving
Peugeot – Jean Alavoine – 17x Tour de France Stage Winner
Jules Rossi – Winner 1938 Paris-Tours & The Ruban Jaune (Yellow Ribbon)


Stickman Turkey Hunter Pro APK v.
Getting excited for Thanksgiving? Well, you've gotta catch the turkey before you eat it!
Test your aim and your reaction speed as you shoot down turkeys in this addictive holiday game. Pick your favorite gun and try to kill as many as you can to score points. Take down the Rocket Turkey to earn bonus points or the Angel Turkey to restore a life, but watch out for bombs! Three misses and you're out.
*PRO version includes all features and guns UNLOCKED!
* Endless gameplay. Can you keep up as the turkeys come faster and faster?
* Easy to learn, hard to master, and super addicting!
Get in the Thanksgiving mood with this fun & hilarious holiday game. Download for free and join millions of Stickman fans worldwide!


My Final Post- Touching Obituaries and An Emotional Meeting with Dharmendraji.
March 8, 2016 was the 44th death anniversary of my father. I started this blog to share all that I knew about my father and the world of cinema during his time. I knew that there were some diehard fans of old Hindi films who would enjoy this blog, beyond that I did not give it much thought. This blog's unexpected success (going by the statistics) has been a pleasant surprise for me. I think any writer of non-fiction would be very happy to see his/her work being used as a reference material. I am no different, I was definitely happy to see writer Jai Arjun Singh include this blog in the recommended reading list in his book The World of Hrishikesh Mukherjee.
My previous post, was going to be my last post in this blog. I had just planned on giving this blog some finishing touches, give it the look of a regular website, that was about it. Then something interesting happened, I received an email from writer Jai Arjun Singh informing me that his book on Hrishikesh Mukherjee was going to release in a few days and that he would like his publishers Penguin India to send me a copy, if you are wondering why? Well he had written about my father and he had also taken a quote from my interview with Hrishikesh Mukherjee. Before I go any further about the book, I think it is only right that in filmy style I first go into flashback mode.
As I have mentioned in the About page, I always wanted to have a site dedicated to my father. Way back in the past I wasn't sure about the form the site would take, but one thing I was sure about and that was I would have a section on scenes from his films. I therefore started collecting DVDs of his films, so that my brother could edit the scenes and upload them. Initially in the first few posts my brother did just that, but those of you who are regular readers may have noticed that I now use a new tool TubeChop. This has made life easier, there is now no need to edit the scenes, all I have to do is directly chop the videos from You Tube and either embed them or link to the chopped scene.
As Tube Chop does not provide you with an option of a suitable thumbnail, I decided to publish the screen caps from the chosen scenes and provide links to the chopped scene instead of embedding them.
Labels: Ashok Kumar, Chand Aur Suraj, Choti Bahu, Devanand, Devar, Dharmendra, Dulal Guha, Joy Mukherjee.Nirupa Roy., Maharaja, Mujhe Jeene Do, Nitin Bose., Pyar Mohabbat, Rajesh Khanna, Sanjeev Kumar, Shama, Umeed.
When I began with Memories & Memorabilia, I began with some amount of trepidation, I thought I should not allow my personal emotions to come in the way, that is, I should not let my heart rule my head. I was just going to share a few memories and wind up, but your comments and overwhelming response emboldened me to stretch it to four parts. Interestingly this blog's statistics has stunned me. Initially it gave some competition to my food blog, but now it has raced ahead leaving my food blog way behind. I am surprised considering it focuses on just one person who passed away long ago and I did not do much to promote it. In this final instalment therefore, I am sharing all that I had not thought of sharing, I am now encouraged to share almost everything.
Memories & Memorabilia (Part 3) - Some more sweet memories.
It is indeed amazing the number of things we managed to unearth, so here are some more pieces of sweet memories and memorabilia.
My father before becoming a film actor.
It is amazing the amount of things we accumulate and cling to (they are sweet memories after all) during the course of our lives. It is a different matter that as we get on with our daily lives, we forget where they have been kept, that is what happened with us. My brother and I have decided to reduce the clutter and there is also a realization that it is time to let go of the past. We were, therefore, going through all that we had held on to for so many years and were happy to find some real interesting stuff related to our father. Today is my father's 86th birth anniversary and I feel today is right day to share all that I have unearthed.
Memories & Memorabilia - Some bits of history.
My father as a newcomer.
It is a shame really, what am I doing? First I deleted my replies to some of the comments and now I went and deleted an entire post. I thought I had learnt a lesson that 'Haste makes Waste' but it appears I have obviously not. In my defence all I can say is that shortage of time and the constant drumming in my area (it is festival time after all) has led me to commit such a mistake. A weak excuse I know, but frankly I have no other excuse.


Help prevent ingrown hair, wax and razor rash, and minor skin irritations with Plum Smooth Plumb Genius. As a skin exfoliant, it also helps prevent bumps associated with hair removal techniques such as waxing, tweezing, shaving, sugaring, and electrolysis. Plum Genius contains alpha hydroxy acids (AHAs) for smoother, clearer skin. The convenient, roll-on gel formula is especially effective for sensitive skin.


Tons of bug fixes and tweaks! New live events! Updated Oceana Support Pack in store, all proceeds donated to Oceana. More updates on their way soon - stay tuned to our social pages for the latest news.
NEW SHARK! Hit new high-scores with Leo, the powerful DINO SHARK equipped with the ROCK BREAK, a formidable ability that smashes through walls!
- Turn the ocean green in brand new ST. PATRICK'S DAY events and WIN amazing new attachments!
- Use Leo's CRAWL ability to catch unsuspecting prey on land with no speed decrease. - Catch the EVIL LEPRECHAUN and take his pot of gold!
- The newest addition to your squad - BABY Leo! Add this shiny new baby to your squad for a big stamina boost.
THE HOLIDAYS JUST GOT HUNGRIER!
Celebrate Christmas, or should we say Sharkmas, with this festive update!
- Catch the ELF and collect jawsome goodies!
- Equip the new GINGERBREAD BABY, the delicious new sidekick for your shark!
- Chomp on seasonal challenges and PRIZES!
- Spread terror across the ocean and swim through walls with the unstoppable GHOST SHARK!
- Beware the special sharks: The SECRET LAB is now easier to unlock!
- Celebrate HALLOWEEN with tons of seasonal live events!
AVAST YE! PIRATE TREASURE AWAITS!
- Equip the PIRATE BABY, the savvy swashbuckler who turns all he eats to gold!
- Bite into seasonal EVENTS and prizes!
- Volcanic MINI-LEVEL: explore a tropical paradise!
- Seal Mum MINI-BOSS: Momma Seal out for revenge!
- SHARK WORSHIPPING TRIBE: become their shark god!
- Tasty New PREY: surfers, Mahi-Mahi, electric eels and hula dancers!
- Special Shark Week Live Events & Rewards!
- Celebrate 30 years of incredible Ubisoft games with our live events!
- Challenge yourself with the new Special Shark Missions!
- More updates coming soon!
- The NEW Narwhal has arrived with an amazing ability never before seen in Hungry Shark!
- Summer has arrived which means sport is in the air! Events all month long for all you athletic sharks!
- New special enemies to find and chomp on!
- New Shark Week events every single day of the week with BIG prizes up for grabs!
- Exciting new features with Oceana and a new baby shark!
- Bug Fixes - Lots of cleaning up behind the scenes!
- Professor Kempstein has finally perfected his latest creation, the Pyro Shark!
- This fire breathing monster can soar through the skies and triggers meteor storms!
- Pyro Shark is the 4th Special Shark, available now from the Secret Lab!
- Sharkveillance zooms the camera out to help you find your next meal!
- The heat-seeking Missile Launcher is the ultimate in shark engineering, catching AND flame grilling its targets in one easy action. Mmm, crispy!


Finding A Flow Youth Programs are S.T.E.A.M based camps created to equip students with work experience and soft skills needed to pursue a secondary education, entrepreneurship or explore a career in Advertising, Media Production or Animation.
Our mission is to expose students to careers and activities during non-school hours that encourage them to exercise; research their purpose (flow) in life and feel comfortable in their abilities as they transition into adulthood with problem-solving skills.
Rae's E-Magazine is an online magazine designed to help educate, empower and enlighten the reader and the community.


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Q: Modifying Ints in ArrayList of IntLists In processing, I am attempting to create an ArrayList of IntLists such that the initial number of Elements in the ArrayList is variable to begin with (but I will not change it in the code) and the number of elements in the IntList is initially 0 but will be added to and edited within the code.
My code is a Japanese Ladder game where the ArrayList is of Ladders, each of which has an IntList containing "Rungs" which are int components that correspond to a Y location on the ladder.
ArrayList <IntList> Ladders = new ArrayList <IntList>();
IntList temp = new IntList();

void setup()
{
  for(int i=0;i<numRails-1;i++)
  {
    Ladders.add(new IntList());
    temp.clear();
    temp.append(0);
    Ladders.set(i,temp);
  }
}
void addRung (int spot)
{
  temp.clear();
  temp = Ladders.get(spot);
  temp.append(50);
  //note that 50 is an arbitrary number, it would be given by MouseY
  Ladders.set(spot,temp);
  print(Ladders);

  //I have also tried...
  Ladders.get(spot).append(50);
}

So my problem is that addRung() seems to add 50 to every single element ofthe ArrayList and "print(Ladders);" outputs...
[IntList size=1 [ 50 ], IntList size=1 [ 50 ], IntList size=1 [ 50 ], IntList size=1 [ 50 ], IntList size=1 [ 50 ], IntList size=1 [ 50 ], IntList size=1 [ 50 ], IntList size=1 [ 50 ], IntList size=1 [ 50 ]]

Is there a better way to go about this entirely or am I doing something wrong?
I included an image of what my code is outputting... It should be a single rung at location 50 but it is 9 rungs at 50.

A: Please think carefully about exactly what this code is doing:
for(int i=0;i<numRails-1;i++)
  {
    Ladders.add(new IntList());
    temp.clear();
    temp.append(0);
    Ladders.set(i,temp);
  }

Here you're adding a new IntList to your Ladders ArrayList. Then you're clearing temp and adding 0 to it, and then you're setting the index (which you just added a new IntList to) to temp, which replaces the new IntList you just added.
In other words, you're adding temp to every index of the ArrayList. That's just a bunch of references to the same IntList, which is why when you add a value to one index, it adds the value to every index.
To fix this, you need to get rid of your temp variable completely. Just add a new IntList to each index, and then use the get() function to get the IntList from the index in the ArrayList. It would look like this:
ladders.get(index).append(value);

As a side note, you should really get into the habit of debugging your code before asking a question. A few print statements would have gone a long way to helping you figure out what's going on. Then if you get stuck, you can post a MCVE instead of disconnected snippets.
You should also try to use standard naming conventions: variables should start with a lower case letter.

redpajama_set_name: RedPajamaStackExchange


Is it too soon to think about expansion draft madness?
The NHL has approved Seattle for an expansion team to become the 32nd franchise in the league. With a new expansion team comes another expansion draft. However, unlike the Vegas expansion draft, the Buffalo Sabres might see themselves in a more vulnerable position the second time around.
Buffalo was one of those teams that gave a pick to the Golden Knights, but it was a 6th round pick. The pick was offered to entice Vegas to avoid taking goaltender Linus Ullmark. Vegas would wind up taking winger William Carrier. But when the expansion draft protection lists needed to be submitted, Jack Eichel and Sam Reinhart were allowed to be exempt from the expansion draft, which helped the Sabres avoid giving up more.
Other teams paid higher premiums to protect certain players. Columbus offered up a first rounder in 2017, a second rounder in 2019 and the contract of David Clarkson to avoid losing goaltender Joonas Korpisalo. Vegas wound up taking William Karlsson, who wound up blossoming into a fine player.
Minnesota wanted to protect their defensive corps, and offered up winger Alex Tuch to protect their blue line and making center Erik Haula was the selection.The 22-year old Tuch got a contract extension and is a point per game player for the Golden Knights.
The Anaheim Ducks gave up young defenseman Shea Theodore to protect their blue line. Theodore is already a top pairing defenseman for Vegas who also got a contract extension.
The Sabres could be in a similar position when the Seattle expansion draft comes along. However, there is a lot of unknown at this time, as Buffalo only has 4 contracts heading into June of 2021: Jack Eichel, Kyle Okposo, Patrik Berglund and Rasmus Ristolainen.
The Sabres will likely have second contracts prepared for young players like Rasmus Dahlin, Casey Mittelstadt and Tage Thompson. Linus Ullmark would also need a new contract by that time and if he's developed into a capable starter, it could murk up the waters. Buffalo fans would also like to see Jeff Skinner get an extension, Jake McCabe and Sam Reinhart should get nice new contracts, in addition to any other potential newcomers to the team.
Adding to those players, Buffalo's pipeline will be hitting restricted free agent status, which would put them in danger of being eligible for the expansion draft if they pan out. Part of the expansion draft rules include players who have played two full professional seasons, NHL or AHL. Those players would include names such as Ukko-Pekka Lukkonen, Rasmus Asplund, Will Borgen and Alex Nylander.
What would the Sabres protection list look like in 2021? Here's a (way) too early projection of what the Sabres could lose to Seattle, with projections of keeping Skinner, Reinhart and McCabe around.
Automatic - None. There are zero contracts at the moment that have a no movement clause. Kyle Okposo's no movement clause has reverted to a modified no-trade clause. The only no movement clauses currently belong to Jeff Skinner and Jason Pominville, whose deals expire after this season.
Yes, it may be too soon, but the excitement of the expansion draft being a reality again is fun to think about.


If you read my last post then you'll know that I recently treated myself by expanding my ink collection to further explore this most amazing media. While this didn't go quite as planned, let's dive in!
Dr. Ph. Martin's India Inks come in two different sizes - I purchased the larger set which comprises of 12 x 30ml (1 oz) glass bottles. The bottles are equip with a very handy dropper, that some other brands lack. I love this feature as it makes it super easy to drop ink directly onto your work surface or a palette. It also helps to keep your colours nice and clean!
I'm working on a sheet of Art Spectrum 210gsm Draw & Wash Paper which you might remember from my Ironlak Watercolour Pencil Review a few posts back.
The inks have a wonderful luminance and transparency (besides the black and white which are more opaque). They dilute easily with water for soft washes, or can be built up to increase saturation producing a whole range of gorgeous tints.
These non-toxic inks can also be used with a dip pen, air brush and technical pen (though I only had the paintbrush and dip pen to trial). The inks do tend to seperate if they have been sitting a while, but a quick shake of the bottle quickly sorts that out.
The quality of India Ink that I absolutely LOVE is - they are water soluble when wet - but WATERPROOF once dry. This means simple and safe clean up/dilution while in liquid form, with the ability to easily mix colours together. While also having the option of LAYERING transparencies without bleeding, if you simply allow them to dry between applications.
This is visually similar to layering sheets of coloured glass, and the effect is simply gorgeous. In both techniques the colours remained vivid, not muddied.
Here are all 12 hues from Dr. Ph. Martin's Bombay Set 1 colour swatched and glorious! Well, the white is a bit hard to see - but it is on there. They create a cool, fresh palette, all working well together. There's something about these colours that take me back to my childhood - perhaps a little bit 80's? In the best possible way of course! The 80's rocked. The addition of black and white in the set will also allow you to create more opaque shades, tones and tints.
I wanted to give the inks a thorough test before posting my findings, so I created the original abstract artwork below using black and two shades of red. The ink applied well with no bleeding on the paper and the colours were beautiful - though applied thinly the reds did become more pink in appearance due to their transparent properties.
I love the variations of tone and transparency that draw me to this medium. I think I do prefer my Atelier Drawing Ink for black work (it seems blacker and more opaque) but the Dr. Ph. Martin's Bombay Set 1 has offered up an exciting range of colours to be explored and I look forward to doing so.