The Challenge: three schools in one week !
After a successfull installation of one computer class in 2007 in Ban Thanong School and two computer classes in Tabao Wittaya and Cheu Pleun school in 2008, we wanted to lift the bar a little higher in 2009, by installing three computer classes this year. Not only because we want to proof we can do better each year but even more because of the many requests we got from other schools.
After having successfully installed two computer classes at Ban Thanong School and Tabaowittaya schools we decided to do the same at Cheuploengwittaya (Cheun Pleung) school.
Ban Thanong School was to first school in Isaan that received a computer class from Fund Isaan. This article showcases our experiences with the school throughout the years.
Ban Thanong School is a typical local school, situated nearby Prasat in the middle of the rice fields. It educates about 550 children from level 1 to level 9 (third year of secondary school). The infrastructure the school possesses is very basic.


text:
Q: Create a Pandas DataFrame from deeply nested JSON I'm trying to create a single Pandas DataFrame object from a deeply nested JSON string.
The JSON schema is:
{"intervals": [
{
pivots: "Jane Smith",
"series": [
    {
        "interval_id": 0,
        "p_value": 1
       },
     {
         "interval_id": 1,
         "p_value": 1.1162791357932633e-8
     },
   {
        "interval_id": 2,
        "p_value": 0.0000028675012051504467
     }
    ],
   },
  {

"pivots": "Bob Smith",
  "series": [
       {
            "interval_id": 0,
            "p_value": 1
           },
         {
             "interval_id": 1,
            "p_value": 1.1162791357932633e-8
         },
       {
            "interval_id": 2,
            "p_value": 0.0000028675012051504467
         }
       ]
     }
    ]
 }

Desired Outcome I need to flatten this to produce a table:
Actor Interval_id Interval_id Interval_id ...
Jane Smith      1         1.1162        0.00000 ...
Bob Smith       1         1.1162        0.00000 ...

The first column is the Pivots values, and the remaining columns are the values of the keys interval_id and p_value stored in the list series.
So far i've got
import requests as r
import pandas as pd
actor_data = r.get("url/to/data").json['data']['intervals']
df = pd.DataFrame(actor_data)

actor_data is a list where the length is equal to the number of individuals ie pivots.values(). The df object simply returns
<bound method DataFrame.describe of  pivots             Series
0           Jane Smith  [{u'p_value': 1.0, u'interval_id': 0}, {u'p_va...
1           Bob Smith  [{u'p_value': 1.0, u'interval_id': 0}, {u'p_va...
.
.
.

How can I iterate through that series list to get to the dict values and create N distinct columns? Should I try to create a DataFrame for the series list, reshape it,and then do a column bind with the actor names?
UPDATE:
pvalue_list = [i['p_value'] for i in json_data['series']]

this gives me a list of lists. Now I need to figure out how to add each list as a row in a DataFrame.
value_list = []
for i in pvalue_list:
    pvs = [j['p_value'] for j in i]
    value_list = value_list.append(pvs)
return value_list

This returns a NoneType
Solution
def get_hypthesis_data():
    raw_data = r.get("/url/to/data").json()['data']
    actor_dict = {}
    for actor_series in raw_data['intervals']:
        actor = actor_series['pivots']
        p_values = []
        for interval in actor_series['series']:
            p_values.append(interval['p_value'])
        actor_dict[actor] = p_values
    return pd.DataFrame(actor_dict).T

This returns the correct DataFrame. I transposed it so the individuals were rows and not columns.

A: I think organizing your data in way that yields repeating column names is only going to create headaches for you later on down the road. A better approach IMHO is to create a column for each of pivots, interval_id, and p_value. This will make extremely easy to query your data after loading it into pandas.
Also, your JSON has some errors in it. I ran it through this to find the errors.
jq helps here
import sh
jq = sh.jq.bake('-M')  # disable colorizing
json_data = "from above"
rule = """[{pivots: .intervals[].pivots,
            interval_id: .intervals[].series[].interval_id,
            p_value: .intervals[].series[].p_value}]"""
out = jq(rule, _in=json_data).stdout
res = pd.DataFrame(json.loads(out))

This will yield output similar to
    interval_id       p_value      pivots
32            2  2.867501e-06  Jane Smith
33            2  1.000000e+00  Jane Smith
34            2  1.116279e-08  Jane Smith
35            2  2.867501e-06  Jane Smith
36            0  1.000000e+00   Bob Smith
37            0  1.116279e-08   Bob Smith
38            0  2.867501e-06   Bob Smith
39            0  1.000000e+00   Bob Smith
40            0  1.116279e-08   Bob Smith
41            0  2.867501e-06   Bob Smith
42            1  1.000000e+00   Bob Smith
43            1  1.116279e-08   Bob Smith

Adapted from this comment
Of course, you can always call res.drop_duplicates() to remove the duplicate rows. This gives
In [175]: res.drop_duplicates()
Out[175]:
    interval_id       p_value      pivots
0             0  1.000000e+00  Jane Smith
1             0  1.116279e-08  Jane Smith
2             0  2.867501e-06  Jane Smith
6             1  1.000000e+00  Jane Smith
7             1  1.116279e-08  Jane Smith
8             1  2.867501e-06  Jane Smith
12            2  1.000000e+00  Jane Smith
13            2  1.116279e-08  Jane Smith
14            2  2.867501e-06  Jane Smith
36            0  1.000000e+00   Bob Smith
37            0  1.116279e-08   Bob Smith
38            0  2.867501e-06   Bob Smith
42            1  1.000000e+00   Bob Smith
43            1  1.116279e-08   Bob Smith
44            1  2.867501e-06   Bob Smith
48            2  1.000000e+00   Bob Smith
49            2  1.116279e-08   Bob Smith
50            2  2.867501e-06   Bob Smith

[18 rows x 3 columns]

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Analyzing web traffic can help you optimize results, whether you're running a special-interest blog or a global e-commerce giant. Connected directly with Google Analytics, this dashboard shows a website's traffic trends by source, medium, conversion rate, and state of origin. Explore data by hovering and clicking to get at deeper insights into user behavior. Multiple views are combined on one page to give a comprehensive picture that always informs, yet never overwhelms.


Frustrated by children waiting too long for adoption into forever families, Tampa lawyer Jeanne Trudeau Tate didn't just wring her hands in despair. She stepped up and suggested an innovative solution to then Gov. Jeb Bush and the head of the Department of Children and Families.
Tate offered to donate her legal services and the members of her firm to the state and its Tampa-based community provider, Hillsborough Kids, Inc., to speed up adoptions, using the Interstate Compact on the Placement of Children process and widening the pool of prospective adoptive families.
Tate enjoys a reputation as one of the top adoption lawyers in the state. But "her accomplishments in her field of specialty pale in comparison to what she has done to assist the poor," said Ben Hill, her mentor, former law partner, and former Florida Bar president.
Fifty-seven-year-old Tate has offered to handle every adoption-related case presented to Bay Area Legal Services, donating hundreds and hundreds of hours of pro bono service. She created a nonprofit called Heart of Adoptions Alliance, Inc., that raises money to give private grants and interest-free loans to prospective adoptive parents.
Tate saluted all of the pro bono winners gathered at the Florida Supreme Court's special ceremony on January 31.
"I grew up in Ft. Lauderdale, Florida. I was the oldest of four children and no one in my family ever went to college. It was basically hard work, nose to the grindstone. We got things done," Tate said.
"But South Florida was a place where there were very, very stark contrasts between the haves and the have-nots. There were differences, even though we all played by the same rules, about the opportunities that were given to people.
"People of color, people whose names were different, people who looked different, people who spoke in a different way were not given the same opportunities. And so those images, as I matured, kind of seared in the memory of my brain that, I think, contributed to the person I am today.
"It has caused me to live by a simple and succinct adage of Winston Churchill: 'We make a living by what we get. But we make a life by what we give.' And giving has always been part of my life, particularly in the area of abused, neglected, and abandoned children," Tate said.
She described the namesake of Florida's highest pro bono award as "a giant in our legal profession, just a passionate visionary. Tobias Simon was someone whose work on behalf of the downtrodden exemplifies, I think, the very, very best that we can be as lawyers. But if he were here today, he would tell you that these awards are not about us. They are about shining the light of day on the disenfranchised, about the poor, and about the people who can't do the things in life that we can do, who can't even find a place to live that's free of domestic violence, that's free of abuse, that's free of neglect.
It was a day of shining the light on Florida lawyers dedicated to doing more than their fair share of pro bono work.
"Today is a very special day, not only for everyone in this courtroom, but also for many thousands of Floridians who have received legal assistance through the volunteer efforts and direct pro bono service of lawyers," said Florida Bar President Gwynne Young.
She announced The Florida Bar President's Pro Bono Service Awards given in each of the 20 judicial circuits, ranging from lawyers who settle landlord-tenant disputes, stop harassing phone calls from creditors, help children aging out of foster care, assist Holocaust survivors with claims for reparations from the German government, and work with nonprofits to revitalize neighborhoods and provide affordable housing.
"I have to take a point of personal privilege here today, because I, too, am from Hillsborough County," Young said.
Besides the Tobias Simon winner Tate from Tampa, the Judicial Service Award went to 13th Circuit Judge Claudia Rickert Isom, the Law Firm Commendation recipient was Clark & Washington, P.C., in Tampa, and the Tampa Bay Hispanic Bar Association was honored with the Voluntary Bar Association Pro Bono Service Award.
"I think above all, this is a day that makes you proud to be a lawyer," Young said.
Pro bono not only changes your client's life, but it can change yours, too, was the message from 29-year-old Rebecca Lauren Sosa, a litigation associate at Hughes, Hubbard & Reed in Miami, who was honored with the Young Lawyers Pro Bono Service Award.
After law school, Sosa went to Buenos Aires, Argentina, to learn basic Spanish. There, she met her husband, Luciano, and he became her first Spanish-speaking client, as they navigated the immigration path to bring him to the United States.
That sparked Sosa's pro bono passion to assist low-income women, children, and immigrants, and she contributed more than 1,000 pro bono hours in 2010.
Sosa highlighted one of her special pro bono clients, a woman from Guatemala who had an abusive spouse in the United States, and two years later was granted legal permanent residence through the Violence Against Women Act.
"It was really a transformational experience for her, and, frankly, for me. She was a caterpillar who just blossomed into a butterfly," Sosa said.
The woman was able to visit her son, whom she had sent back to Guatemala to live with her parents, to escape the abuse.
"Being here today, I can tell her she really changed mine, forever, too," Sosa said.
At the close of the hour-long ceremony, Chief Justice Polston said: "Those honored here today, those of you everywhere in Florida who honor the spirit of public service, let me urge you: There is no greater cause than serving justice, even when it means you must place yourselves between the just causes of the poor and the oppressed and the unjust opinions of the powerful.


HENDERSON - The Perch, as the new "pocket park" on Second Street is being called, is getting outfitted with some cool places to touch down.
HENDERSON - The Perch, as the new "pocket park" on Second Street is being called, is getting outfitted with some cool places to touch down and take a break.
Volunteers with the Tri-County Council of Labor have been working on the furniture at The Perch all this week.
According to a release from the city of Henderson, "They have been doing some of the work off-site (at the old Public Works building on Fifth Street) and now it's starting to take shape on-site. This group does a lot of volunteer work in the community, including working on Habitat for Humanity house builds and other projects that require carpentry skills."
Council President John Coomes says they are about 250 man hours into The Perch furniture project, and will probably have about 400 volunteer hours invested by the time its finished in a couple of weeks.
City Commissioner Brad Staton, who is part of the group that brought about construction of The Perch, said the project would not be possible without the collaboration of so many local organizations and individuals.
"Thank you so much to John Coomes and Andy Carr and to all the other local volunteers, including the fourth year apprentices from the Carpenters Local 224, for volunteering your time, knowledge, skill, labor, and effort to build the furniture for The Perch," Staton wrote in a Facebook post.
"Your specific donation of in-kind work allowed us to save an estimate of $20,000 to $30,000 on the project. Not only that, the furniture you are building is looking very sharp and is certainly a high-quality, visually appealing addition."
The Perch, located downtown along the second block of Second Street between Main and Elm, is expected to be finished sometime in the next two months although a digital information kiosk and mural will be added later.
When finished, The Perch will provide seating for up to 50 people, a small stage area, a large wall mural, and a pergola for shade. There will be white cafe lighting installed so the area can be used at night.
The venue is centrally located between multiple downtown restaurants, two ice cream shops and many businesses. The project's backers are hoping it will be both a gathering and outdoor resting space for visitors and workers downtown.
"It can be used in conjunction with food truck events to provide an outdoor food court with lots of choices, seating, and an opportunity to hear live music or small stage theatrical performances," Staton wrote. "There are also plans in the works to use this venue for an occasional outdoor nighttime crafts market with music, food, and more."
And officials point out that most of the project is being accomplished with grants and in-kind labor.
"The project started with an initial donation of $35,000 from the city as part of this fiscal year's budget, and our committee has gone out and raised well over $80,000 in additional grants, donations, and donated labor," wrote Staton. "The project did not take up any parking spaces and also really serves to beautify what was an unkempt area of our downtown."


text:
Home BUSINESS Multinational sector jobs grew by 7.3% in the West in 2022
Multinational sector jobs grew by 7.3% in the West in 2022
The number of people in the west of Ireland employed by multinationals grew by 7.3% last year, peaking at 31,490 employees.
The IDA said that Ireland saw its largest ever increase in Foreign Direct Investment (FDI) employment levels in 2022, adding a total of 32,426 new jobs.
With 8,407 jobs lost in the multinational sector last year, that's a net gain of 24,019 jobs for the year 2022.
Mary Buckley, Interim Chief Executive of IDA Ireland said that the "challenging and volatile international environment" that was seen in 2021 escalated last year.
"In light of that, these annual results are most encouraging and show that investors' commitment to Ireland remains strong and Ireland's value proposition as a place to do business remains a compelling one."
Among the biggest new announcements in Galway over 2022 included Boston Scientific unveiling a new €100m expansion of its operations in Ballybrit, which is expected to create over 300 jobs.
Medtronic announced that it would be creating 200 new Research & Development jobs at its Parkmore facility back in July.
This €30 million investment came as the medtech company celebrated its 40th anniversary at the Galway City campus.
In addition, IBM announced plans to add an additional 200 jobs across their operations in Galway and Cork.
"That said, the now evident severe headwinds facing the global economy in 2023 means we will have to work harder than ever in the year ahead to win new investment," Mary Buckley added.
"Our FDI base of companies is also subject to these headwinds. IDA will remain close to our clients at this time of uncertainty and support them as companies review their global cost base to remain competitive."
She added that in the face of such uncertainty, growth is likely to be slower in the latter half of 2023, as companies adopt a more cautious approach.
More than half of the 242 new FDI investments won by Ireland in 2022 went to regional locations, the IDA has said.
Information and Communications Services saw a 9% increase in total employment to 116,192 jobs, up 8% 105,199 in modern manufacturing, 5.6% in traditional manufacturing to 23,658, and up 9% to 56,426 in business, financial and other services.
multinational sector
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text:
HomeArticlesRenewing the PLO's Legitimacy
Renewing the PLO's Legitimacy
August 27, 2015 Articles, Commentary
Has the PA president actually resigned or not?
By Dr. Hani al-Masri
Has the Palestinian president — and the rest of the PLO executive committee members who announced their resignation — actually resigned or not? Saeb Erekat denied that he has (perhaps to justify his appointment as the new head of the committee) despite the fact that Ghassan Shakaa and a number of other ExCo members who resigned confirmed the news. However, the president resolved the matter by confirming his resignation, along with the resignation of his executive committee colleagues.
What has been happening in the Palestinian arena recently suggests that the bigger picture is being missed while we focus on relatively minor events. The Palestinian leadership is almost schizophrenic in its behaviour and this is casting a shadow on surrounding forces and figures.
This is evident in the statements made by the PLO and Fatah executive committees, as well as those issued by various secretary-generals and leaderships. They called for having regular Palestine National Council (PNC) meetings at a time that they are defending the decision to hold an extraordinary meeting. We've even had two different statements being made by two left-wing factions accepting an invitation to a regular and an extraordinary PNC meeting at the same time.
Similarly, we saw how they dealt with inviting Hamas and Islamic Jihad to attend the meeting. Some Fatah officials (and those belonging to marginal factions) say something and its exact opposite at the same time. They said that Hamas does not want to attend unless there is a serious invitation for it to participate and unless it is involved in the preparatory committee, while a left-wing official explained that Hamas was not invited because its refusal to attend if invited will intensify the division, as if not inviting Hamas would reinforce unity.
The same is seen in a more tragic manner when referring to the upcoming extraordinary PNC session agenda. Everyone knows that it is not a complete agenda and it is almost fully focused on filling the gap resulting from the resignations. The most that may happen is a political debate, as extraordinary sessions do not normally evaluate events and the lessons learnt, accountability and changing the political programme.
Another issue is happening more behind the scenes than in the open — several Palestinian leaders have spoken to me about it — and that is the president's wish to renew the legitimacy of the PLO and protect it from internal and external threats by means of calling for a PNC meeting. Such threats include Hamas agreeing on a long-term truce with Israel, thus allowing its successors to continue on the same path. This is why Mahmoud Abbas is in such a hurry and called for an extraordinary session, because an ordinary session requires many months of preparations instead of just a few weeks.
Isn't is odd, though, that the less prominent factions represented in the current executive committee and seeking to be represented in the next cohort are those who are calling for the meeting to be held quickly? This is so that they can maintain their factional interests; they will not be able to do this if it is truly representative of all factions across the political spectrum.
Is the goal to secure a safe and quick exit for the president or a safe exit for the people and cause led by the president, which will allow him to ensure that the Palestinian ship will be able to carry on despite the storms? Wouldn't it be better, if the president wants a safe exit, for him to leave after unity has been achieved? Or at least after he takes serious action to unite the people from the various factions and set them on a new path after the previous failures?
The improvisational preparation for the extraordinary PNC session will lead to the spread of discord and controversy within the PLO and the factions and independents; indeed, this has already happened, with their competition to see who would win membership in the executive committee and central committees. In the best case scenario, this would lead to the election of a committee with questionable legitimacy because the process was held by a group of chosen, not elected, participants who excluded other factions. This would lead the latter, who have great popular influence and weight, to boycott them.
The worry is that if the national institutions are structured on the basis of one person's whims or those from a particular dominant faction, Abbas may not have a safe and swift exit from office. He may thus decide to stay on, or leave in a way that is damaging for him, his people and the cause.
If a normal session was called it would have to have a complete agenda, which means that the executive committee must present a comprehensive report on its work. There may also be the need to change the political programme, as the negotiations path set by the Oslo Accords has led to the disaster of reinforcing the occupation, expanding illegal settlements, political division and the marginalisation of the cause. In addition, a normal session would require the participation of two-thirds of the council members — around 500 people — and this is not guaranteed, especially if Hamas, Islamic Jihad and independent members boycott it. There are also those who cannot attend due to the fact that they have not been issued a national number or the Israelis refuse to issue a permit to enter Ramallah, which is where the meeting will be held.
The solution lies in committing to the option of holding a regular session and forming a preparatory committee made up of the members of the PLO's interim members or members of the various factions across the political spectrum, especially those who signed the Cairo Agreement. This committee will handle the legal and political portfolios. An Arab capital accessible to all members of the PNC must be chosen as the venue. If the minimum number of members do not attend, for one reason or another (such as Hamas boycotting the meeting, for which the movement would bear the full responsibility for its actions), this would constitute the extenuating circumstances outlined in paragraph (c) of Article 14 of the PLO charter. This allows for holding an extraordinary session with the number of those who are able to attend. The solution would not be to violate the charter by jumping straight to the exception outlined by Article 14, because the general rule set out in paragraphs (a) and (b) stipulates the need to fill the gap in the executive committee by means of a complete committee in attendance of all of its members through an ordinary session.
A partnership based on a new social agreement and political programme followed by everyone is the key to national salvation. The mutual unwillingness of Fatah and Hamas to cooperate and the fact that the minor factions give priority to their own and their leaders' interests over and above the national interests is what hinders the formation of a new PNC, as stipulated by the Cairo Agreement. It also prevents the current council from convening and making sure that the various Palestinian groups and forces participate in a place to which they can all travel.
(Translated by Middle East Monitor from Qudsnet, 26 August, 2015)
The Latest Failure of the American Jewish Establishment
NGOs Call on Israel to Lift Gaza Blockade


text:
An analysis of the 1859 Boundary Treaty, U.K./Guatemala
General	— 07 May 2016	— by Fred Hunter, Sr.
Here is an analysis of the 1859 border treaty between Great Britain and the Republic of Guatemala which established the boundary line between the settlement of Belize (British Honduras) and Guatemala on April 30, 1859, in Guatemala City, Guatemala. To properly understand this treaty one should know the context of the circumstances surrounding the chief players when the treaty was signed.
There were four main players on this stage:
The first player was William Walker, the American adventurer (filibusters). It was in 1855 that William Walker came to Nicaragua with 57 men and offered his services to the Liberals who were fighting against the Conservatives He eventually ended up as the President of Nicaragua in 1856 and brought to Nicaragua 2,500 more Civil War veterans from the U.S.A. He declared Nicaragua a slave state and changed the official language to English. It was then recognized as a nation by the U.S.A.
This caused the five Central American countries to form a Central American army led by the President of Costa Rica, General Rafael Mora. On discussing the problem of army supplies with Carrera, the President of Guatemala, Mora was told by Carrera that he would get the necessary supplies from the coffers of his good friends the British. (Lyn V. Foster). P.168 Walker was eventually defeated by General Mora and the Central American army and was returned to the U.S.A. on an American ship. He was tried in court in the U.S.A. and he won his case. He then wrote a book and made enough money selling it which enabled him to try again to conquer another Central American country, Costa Rica. He was captured by the American Navy and sent back to the U.S.A. Walker was very persistent and tried to return again. He was intercepted by the British blockade off the island of Roatan and handed over to Santos Guardiola, the President of Honduras, who had him shot on the beach in 1860, one year after the 1859 boundary treaty, Belize-Guatemala.
The second player was the country of Guatemala. President Carrera of Guatemala was very concerned about American filibusters trying to do the same harm to Guatemala as William Walker did to Nicaragua and unsuccessfully tried to do to Costa Rica. President Carrera asked both Britain and France to guarantee the sovereignty of Guatemala against the filibusters. They both refused to do so. In 1858 Guatemala again asked Britain to make a secret protection treaty with her. Britain thought this was not the proper way to do international treaties and again refused. (Dobson P.203).
It must be remembered here that Britain was a close friend of Central America. In November of 1824 when the Central American Federation was formed it was a London Bank that loaned 500,000,000 pesos to the Federation to put in its Treasury. (Lyn V. Foster)P.137. It was also Britain that blockaded the Central American coastline to prevent William Walker from receiving supplies from the U.S.A. Britain as well, at Carrera's request, provided army supplies to the Central American Army under the command of General Rafael Mora of Costa Rica. (Lyn V. Foster). Britain at this point was Guatemala's largest trading partner through the port of Belize Town in the Baymen settlement. Sixty percent (60%) was traded through Belize, 20% direct from Britain and 17% from France (Dobson). Guatemala was also concerned about the aggressive Baymen always searching for more mahogany to cut and feared that they would continue to push more west into Petén. Guatemala needed the treaty to establish a border that would prevent the Baymen from pushing deeper into Petén.
For all these reasons it was not surprising that Guatemala approached Britain again in 1858 to make a border treaty defining the boundary line between the settlement and Guatemala. Guatemala also knew that American filibusters would never cross a British borderline.
The next player was Britain and the Baymen Settlement of Belize on the south east of the Province of Yucatan in Mexico. Britain had a good trade agreement with Guatemala and wanted to expand this prosperous trade into Central America also. Britain made boundary treaties with Honduras and Nicaragua in 1859. When Guatemala proposed the Treaty of 1859 she had a clause that stated she (Guatemala) was ceeding her rights to the territory of Belize as a successor to Spain. Britain flatly rejected this clause in the first draft of the Treaty when Britain and Guatemala opened negotiations for the 1859 Boundary Treaty. Britain's objection was accepted by Guatemala and the 1859 Treaty was agreed to and was signed and ratified by both Britain and Guatemala in Guatemala City on April 30, 1859 in a very cordial and friendly atmosphere (Dobson).
The fourth player in this situation was the United Stated of America. President Polk of the U.S.A. was known as the expansionist president. Under his tenure as president the U.S.A invaded Mexico and took the Northern territories of Mexico — California, New Mexico, Arizona, Colorado and Texas, incorporating them into the U.S.A. When gold was discovered in California the U.S.A needed as short as possible a sea route between the Atlantic and the Pacific oceans. The U.S.A wanted to use the San Juan River between Nicaragua and Costa Rica, going into Lake Nicaragua and overland 12 miles to the Pacific Ocean. However, the Port of Greytown at the mouth of the San Juan River was a port of the Mosquito Kingdom under the protection of the British. The Mosquito King also had a large Army and two naval vessels trained and supplied by Britain. Both Britain and the U.S.A also knew that neither of them had all the technology nor the finance to do the waterway alone but that together they could do it. As a result of this knowledge the Clayton/Bulwer Treaty was signed in 1850 which stated that neither the U.S.A. nor Britain would colonize Honduras, Nicaragua or Costa Rica. It also stated that the Port of Greytown would be a freeport owned by Nicaragua. Britain would withdraw its protection from the Mosquito Kingdom provided that the Nicaraguan Government would create a special Indian Reserve for the Mosquito Indians and its king. Belize had it's boundaries specifically defined as the Sarstoon River in the South and the Rio Hondo in the North and was recognized as a legitimate British settlement, so defined with all its neighboring cayes. The Dallas/Clarendon Convention was drawn up in 1856 to clarify some misunderstandings in the Clayton/Bulwer Treaty of 1850. Both Britain and the U.S.A. agreed to the Dallas/Clarendon which again clearly defined the borders of the British Settlement of Belize as the Sarstoon River in the south and the Rio Hondo in the north and stipulated that the British settlement should not expand any more into the west beyond Garbutt's Falls. The U.S.A., however, did not ratify because President Buchannan of the U.S.A had some problems with the governing of the Bay Islands.
Having now introduced all the players, the stage is now set to deal with the 1859 boundary treaty between Britain and Guatemala concerning the Baymen Settlement of Belize on the South Eastern Coast of the Peninsula of Yucatan. Here is an extract of the treaty below, in italics:
The Convention between Her Majesty and the Republic of Guatemala relative to the boundaries of British Honduras. Signed on the 30th of April, 1859.
Whereas the boundary between Her Britannic Majesty's settlement and possessions in the Bay of Honduras, and the territories of the Republic of Guatemala, has not yet been ascertained and marked out; Her Majesty the Queen of the United Kingdom of Great Britain and Ireland, and the Republic of Guatemala being desirous of, with a view to improve and perpetuate friendly relations which happily subsist between the two countries, to define the boundary aforesaid, have resolved to conclude a convention for that purpose and have named as their plenipotentiaries, that is to say: Her Majesty the Queen of the United Kingdom of Great Britain and Ireland Charles Lennox Wyke, Esquire, Her Britannic Majesty's Charge d' Affaires to the Republic of Guatemala; and his Excellency the President of the Republic of Guatemala, Don Pedro de Aycinena, Councilor of State and Minister for Foreign Affairs; who after having communicated to each other their respective full powers found it good and in due form, have agreed upon and concluded the following articles:
Article I: It is agreed between Her Britannic Majesty and the Republic of Guatemala that the Boundary between the Republic and the British Settlement and possessions in the Bay of Honduras, as they existed previous to and on the 1st day of January, 1850 and have continued to exist up to the time, was and is as follows: Beginning at the mouth of the River Sarstoon in the Bay of Honduras, and proceeding up the mid-channel there of to Gracias a Dios Falls; then turning to the right and continuing by a line drawn direct from Gracias a Dios Falls due North until it strikes the Mexican Border: It is agreed and declared between the High Contracting Parties that all the territory to the North and East of the line of Boundary above described belongs to Her Britannic Majesty, and that all the territory to the South and West of the same belongs to the Republic of Guatemala.
It should be noted that the boundary agreed upon is that which existed in 1850 and before. Guatemala did not own any territory she could cede after 1850 as agreed in Article I in 1859 to Britain when the Treaty was signed. Therefore the 1859 Treaty could not be one of land cession. The "before" refers to the 1834 declaration by the public meeting of the Baymen defining the boundary as the Sarstoon River in the south and the Rio Hondo River in the north, which Britain agreed to and informed Spain (Dobson). As Guatemala herself did not declare her sovereignty until 1840, the "Grandfather Clause" comes into play. While Guatemala was still a province of the Central America Federation and not yet a sovereignty country, the free and independent self-governing settlement declared its boundary as the Sarstoon and Rio Hondo Rivers.
Article II: Her Britannic Majesty and the Republic of Guatemala shall within twelve months after the exchange of the ratifications of the present Convention appoint each a commissioner for the purpose of designating and marking out the boundary described in the preceding Article. Such commissioners shall ascertain the latitude and longitude of Gracias a Dios Falls and of Garbutt's Falls, shall cause a line of boundary between Garbutt's Falls and the Mexican territory to be opened and marked where necessary as a protection against future trespass.
Article III: The commissioners mentioned in the preceding Article shall meet at such place or places as shall be hereafter fixed, at the earliest convenient period after they shall have been respectively named; and shall, before proceeding to any business, make and subscribe a solemn declaration that they impartially and carefully examine and decide, to the best of their judgment, and according to justice and equity, without fear, favor, or affection to their own country, upon the matter referred to them for their decision; and such declaration shall be entered on the record of their proceedings. The Commissioners shall then, and before proceeding to any other business, name some third person to act as an arbitrator or umpire in any case or cases in which they themselves differ in opinion. If they shall not be able to agree upon the choice of such a third person, they shall each name a person; and in each and every case in which the Commissioners may differ in opinion as to the decision which they ought to give, it shall be determined by lot which of the two persons so named shall be the arbitrator or umpire in that particular case. The person or persons so to be chosen shall, before proceeding to act, make and subscribe a solemn declaration, a form similar to that which shall already have been made and subscribed by the commissioners, or of either of such arbitrators or umpires, or of his omitting, or declining, or ceasing to act another person shall be named, in the same manner to act in his place or stead, and shall make and subscribe such declaration as aforesaid by Her Britannic Majesty and the Republic of Guatemala shall engage to consider the decision of the two commissioners conjointly, or of the arbitrators or umpire, as the case may be as final and conclusive on the matters to be respectively referred to their decision, and forthwith to give full effective to the same.
Article IV: The commissioners herein before mentioned shall make to each of the respective Governments a joint report or declaration, under their hands and seals, accompanied with a map or maps in quadruplicate (two to each Government) certified by them to be true maps of the boundary defined in the present Treaty and traversed and examined by them.
Article V: The commissioners and arbitrator or umpire shall keep accurate records and correct minutes or notes of all proceedings, with the dates thereof, and shall appoint and employ such surveyors, clerk or clerks, or other persons, as they shall find necessary to assist them in the transaction of the business with which may come before them. The salaries of the commissioners shall be paid by their respective governments. The contingent expenses of the commission, including the salary of the arbitrator or umpire, and of the surveyors and clerks shall be defrayed in equal monies by the two governments.
Article VI: It is further agreed that the channels in the waterline of the boundary described in Article I of the present convention shall be equally free and open to the vessels and boats of both parties; and that any islands which may be found therein shall belong to that party on whose side of the main navigable channel they are situated.
Article VII is a consequential clause, not a conditional clause to validate the preceding six Articles. Article VII says "Since we have enacted the first six clauses which produce benefits if we 'joint venture' communications it will add still more benefits to both of us — especially since we have a solid border and all incursions from both sides will stop." What steps were taken to implement the "joint venture" communication: the cart road?
Article VII: With the object of practically carrying out the views set forth in the preamble of the present Convention for improving and perpetuating the friendly relations which at present so happily exists between the two High Contracting Parties, they mutually agree conjointly to use their best efforts by taking adequate means for establishing the easiest communication (either by means of a cart-road, or employing the rivers, or both united, according to the opinion of the surveying engineers), between the fittest place on the Atlantic coast near the settlement of Belize and the capital of Guatemala; whereby the commerce of England on the one hand, and the material prosperity of the Republic on the other cannot fail to be sensibly increased at the same time that the limits of the two countries being now clearly defined, all further encroachments by either party on the territory of the other will be effectually checked and prevented for the future.
As soon as the Boundary Treaty of 1859 was signed there were disagreements as to what was agreed concerning the "joint venture". Wyke from Britain stated that what he understood was that:
1. Britain would provide all the technical input.
2. Guatemala would supply all the material necessary.
3. Britain and Guatemala would share the cost of labor equally.
Acynena recalled that:
1. Britain would supply the technical inputs.
2. Guatemala would supply all the material needed.
3. Britain would pay all the labor costs.
Of course Wyke denied the #3 position. It came down to a "you say"-"I say" situation that was getting nowhere. Gladstone, the Chancellor of the exchequer of Great Britain, suggested: draw up a new convention to cover what each party would do towards the "joint venture"!
Eventually in 1863 both sides agreed on the way forward. The British Government would ask Parliament to provide 50,000 Pounds Sterling which would cover Britain's remaining contribution to the "joint venture".
Both Britain and Guatemala agreed to the convention and to ratify it within six months, which Britain did. Guatemala finally ratified in May 1865, with "clarifications" which Britain rejected. There it laid until 1929 when Guatemala approached Britain about completing the survey as stipulated in Article II in the 1859 Treaty. New cement columns were installed in place of the pile of stones set there in 1859, at Gracias a Dios Falls on the Sarstoon River, and at Garbutt's Falls on the Belize River and diplomatic notes were exchanged certifying the Boundary as marked by the cement columns as on August 26th, 1931, stating clearly: "These monuments, thus determined, (at Gracias a Dios Falls, Sarstoon River, and Garbutt's Falls on the Belize River) form part of the boundary line between British Honduras and the Republic of Guatemala." Here again Guatemala re-ratified the Treaty of 1859 by signing the exchange of diplomatic notes. I think that this was the only border treaty that has been ratified two times within a 71-year period. The Boundary Treaty is a "reinforced treaty." It is a double-strength treaty!
The boundary treaty between Britain and Guatemala was signed on April 30th, 1859. The British view on Article VII was:
1. Britain would provide all technical inputs:
a) By November 1860 Capt. Wray (army engineer) had indicated a road from Izabal on the South Shore of Lake Izabal to Guatemala City, (157) miles which he surveyed and designed and estimated to cost 145,000 Pounds Sterling and would take 4 years to complete.
b) In 1861 Capt. Wray had started surveying from Garbutt's Falls toward the North in conjunction with the boundary commission. Indian activity in the area caused the project to be "put off" – 23 miles completed (handbook of Br. Honduras, 1925).
c) In 1863 Britain and Guatemala agreed on a convention to be ratified in six months, which Britain did.
d) This stated: The Government of Britain would apply to Parliament for 50,000 Pounds Sterling which it was agreed would be Britain's contribution to fulfill her responsibility in the join venture to complete the means of communication. Britain signed and ratified within the six month period.
e) Guatemala, being at war with Salvador, did not ratify within the six- month period stipulated. However, Guatemala finally ratified in May 1865, with added "clarifications" which Britain rejected.
While Britain did all she possibly could to make the "joint venture" of the road work by surveying, designing and estimating cost and time to complete and by approving and ratifying the 1863 Convention, Guatemala did absolutely nothing to help the "joint venture" road. She agreed to the 1863 convention but did not ratify until May 1865 and with "clarification," which Britain rejected. I pose the question: What would be the situation today if Guatemala had ratified the convention as she promised she would do within the 6-month period and without added "clarifications"?
1. Britain fulfilled her technical obligations.
2. Britain agreed to pay 50,000 pounds sterling to complete her obligations towards the "joint venture" road —1863 convention.
3. Britain surveyed the complete border under the supervision of the border commission as established in article II, III,IV & V of the 1859 treaty.
4. Guatemala did nothing but argue and procrastinate! Who did not fulfill article VII?


Newly developed technology to retrieve similar cases. Image courtesy of Fujitsu.
June 26, 2017 — Fujitsu Laboratories Ltd. announced development of a technology to retrieve similar disease cases from a computed tomography (CT) database of previously taken images. The technology, jointly developed with Fujitsu R&D Center Co. Ltd., works by retrieving similar cases of abnormal shadows expanding in a three-dimensional manner.
Technologies already exist to retrieve similar cases based on CT images for such diseases as early-stage lung cancer, in which abnormal shadows are concentrated in one place. For diffuse lung diseases like pneumonia, however, in which abnormal shadows are spread throughout the organ in all directions, it has been necessary for doctors to reconfirm three-dimensional similarities, increasing the time needed to reach a conclusion.
Now Fujitsu Laboratories has developed an artificial intelligence (AI)-based technology that can accurately retrieve similar cases in which abnormal shadows have spread in three dimensions. The technology automatically separates the complex interior of the organ into areas through image analysis, and uses machine learning to recognize abnormal shadow candidates in each area. By dividing up the organ spatially into periphery, core, top, bottom, left and right, and focusing on the spread of the abnormal shadows in each area, it becomes possible to view things in the same way doctors do when determining similarities for diagnosis. In joint research with Prof. Kazuo Awai of the Department of Diagnostic Radiology, Institute and Graduate School of Biomedical Sciences, Hiroshima University, this technology was tested using real-world data, and the result was an accuracy rate of 85 percent in the top five retrievals among correct answers predetermined by doctors. This technology is expected to lead to increased efficiency in diagnostic tasks for doctors, and could reduce the time required to identify the correct diagnosis for cases in which identification previously took a great deal of time.
Going forward, Fujitsu Laboratories will conduct numerous field trials using CT images for a variety of cases, while additionally aiming to contribute to the increased efficiency of medical care by deploying this technology with related solutions from Fujitsu Limited.
"The fact that we have been able to demonstrate the possibility of retrieving CT images where abnormal shadows have similar natures and three-dimensional distribution has important medical implications. Moving forward, this technology has the potential to provide doctors with clinically useful information by retrieving similar CT images from cases that were difficult to diagnose and treat, and we can anticipate that this will improve the accuracy and efficiency of medical care. By grouping morphologically similar images, and investigating whether there are any common genetic abnormalities within these groups, the technology may present new ways of thinking about diseases and offers the possibility of numerous clinical applications. It's a technology that we have great expectations for in the future," said Awai.
Details of this technology will be announced at the Pattern Recognition and Media Understanding (PRMU) conference to be held by the Institute of Electronics, Information and Communication Engineers at Tohoku University (Sendai, Miyagi prefecture) on June 22-23.


Thank you so much Carlo Andreasi for your greetings from Trieste! Sorry that you cannot join us for the exhibition next week, but your artwork has just arrived (see below). It looks great and we're very much looking forward to installing it next week. We'll send you some photos in due course. Very best wishes from Cambridge… ALL.


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Home / Bible Commentaries / L. M. Grant's Commentary on the Bible/ Nehemiah
L. M. Grant's Commentary on the Bible
Nehemiah Nehemiah 4
Ellicott's Commentary
Poole's Annotations
Pett's Bible Commentary
Everett's Study Notes
Brown's Commentary on the Bible
Expositor's Bible
THE BUILDING WELL BEGUN
(vv. 1-32)
Eliashib the high priest is mentioned first in the building, not because he was the most devoted builder, but because of his position, for chapter 13:4 tells us that he had been allied with Tobiah, and also (ch. 13:28) that one of his sons was married to the daughter of Sanballat. Besides this, though Eliashib and his brethren built the sheepgate, it was a different man, Meremoth, who repaired the wall "from the door of the house of Eliashib to the end of the house of Eliashib" (v. 21). What a lesson is seen here! A man may be concerned to repair in measure the public character of Christianity, but have little concern for the wall of separation in his family life!
More than this, though it is said they "built the sheep gate; they consecrated it and hung its doors" (v. 1), yet no mention is made of including "its bolts and bars", as is the case with others who built gates (vv. 3,6,13,14,15). Does this not indicate that Eliashib was not so careful about full separation from the world, but would allow some measure of laxity in this matter? When a leader is like this, how sadly this can affect the entire testimony of God! Nevertheless, scripture credits Eliashib with what good he actually did.
All those who labored in this good work are listed by name, just as in Romans l6 the Lord takes pleasure in recording the faith and labor of many individuals, such as Priscilla and Aquila who risked their own necks for Paul's life (vv. 3-4), "Mary, who labored much" (v. 6), "Persis who labored much in the Lord" (v. 12). Thus, some stood out specially, others only recorded, but all recognized. The judgment seat of Christ will reveal the work of all believers, and some will be rewarded more than others.
In verse 5 the Tekoites are mentioned as making repairs, but "their nobles did not put their shoulders to the work of the Lord." Did they consider such work to be beneath their dignity? In contrast to this, one of the goldsmiths and one of the perfumers did this manual labor to which they were not accustomed. How good it is that the Lord takes full account of all these things! Verse 12 tells us that not only Shallum, a leader of the half district of Jerusalem, worked in repairing, but also his daughters. Does this not remind us of Paul's words concerning "the women who labored with me in the Gospel" (Philippians 4:3)? The word of God too takes note of Baruch who "carefully" repaired another section. No doubt some were not as careful as others in the work, but the Lord values true diligence in whatever He give us to do, as is surely indicated in Colossians 3:23, "Whatever you do, do it heartily, as to the Lord and not to men." If the Lord Jesus is the Object in whatever work we are called upon to do, would we think of being anything less than wholehearted?
A number of the inhabitants of Jerusalem are said to have made repairs in front of their own houses (vv. 23,28,29,30). This is a reminder of 1 Timothy 3:5, "For if a man does not know how to rule his own house, how will he take care of the church of God? It is true, on the other hand, that some Christians are concerned only for their personal and their family responsibilities, and ignore the proper welfare of the church of God. We have noticed, in contrast to this, that Eliashib repaired the sheep gate, but did not make repairs at his own house. How important it is for us to have a well balanced concern for the spiritual blessing of our own families and at the same time for the true prospering of the assembly of God!
In verse 31 we read again of a goldsmith working, and in verse 32 of both goldsmiths and merchants taking part in the work. Often it is the poor who engage in the work of the Lord (James 2:5), so that it is the more refreshing when those of means are willing to labor for the Lord.
Grant, L. M. "Commentary on Nehemiah 3:4". L.M. Grant's Commentary on the Bible. http://odl.studylight.org/commentaries/lmg/nehemiah-3.html. 1897-1910.


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Surah 81. At-Takwir
Home > Quran > Al-Qur'an Translation by Asad > Surah 81. At-Takwir
WHEN THE SUN is shrouded in darkness,
and when the stars lose their light,
and when the mountains are made to vanish,1
and when she-camels big with young, about to give birth, are left	untended,
and when all beasts are gathered together,2
and when the seas boil over,
and when all human beings are coupled [with their	deeds],3
and when the girl-child that was buried alive is made to ask
for what crime she had been slain,4
and when the scrolls [of men's deeds] are unfolded,
and when heaven is laid bare,
and when the blazing fire [of hell] is kindled bright,
and when paradise is brought into view:
[on that Day] every human being will come to know what he has	prepared [for himself].
BUT NAY! I call to witness the revolving stars,
the planets that run their course and set,
and the night as it darkly falls,
and the morn as it softly breathes:
behold, this [divine writ] is indeed the [inspired] word of a	noble apostle,5
with strength endowed, secure with Him who in almightiness is	enthroned6
[the word] of one to be heeded, and worthy of trust!
For, this fellow-man of yours is not a madman:7
he truly beheld [the angel - beheld] him on the clear	horizon;8
and he is not one to begrudge others the knowledge [of whatever	has been revealed to him] out of that which is beyond the reach	of human perception.9
Nor is this [message] the word of any satanic force	accursed.10
Whither, then, will you go?
This [message] is no less than a reminder to all mankind -
to every one of you who wills to walk a straight way.
But you cannot will it unless God, the Sustainer of all the	worlds, wills [to show you that way].11
See {20:105-107} and the corresponding note [90]; also note [63] on 14:48 .
I.e., when they crowd together in terror of the manifestation of the Last Hour, or - as Mu'tazili commentators maintain - in order to be indemnified by God for man's cruelty to them (Razi). It is also said that the animals which were loved by human beings will live in the hereafter together with those who loved them (Zamakhshari). This interpretation is evidently based on 6:38 - "there is no beast that walks on earth and no bird that flies on its two wings which is not [God's] creature like yourselves" - followed almost immediately by the words, "Unto their Sustainer shall they [all] be gathered."
I.e., when none will be able to divest himself of responsibility for his past deeds.
The barbaric custom of burying female infants alive seems to have been fairly widespread in pre-Islamic Arabia, although perhaps not to the extent as has been commonly assumed. The motives were twofold: the fear that an increase of female offspring would result in economic burdens, as well as fear of the humiliation frequently caused by girls being captured by a hostile tribe and subsequently preferring their captors to their parents and brothers. Before Islam, one of the foremost opponents of this custom was Zayd ibn 'Amr ibn Nufayl, a cousin of 'Umar ibn al-Khattab and spiritually a precursor of Muhammad (cf. Bukhari, Fada'il Ashab an-Nabi, on the authority of 'Abd Allah ibn 'Umar); he died shortly before Muhammad's call to prophethood (Fath al-Bari VII, 112). Another man, Sa'sa'ah ibn Najiyah at-Tamimi - grandfather of the poet Farazdaq - achieved equal fame as a saviour of infants thus condemned to death; he later embraced Islam. Ibn Khallikan (II, 197) mentions that Sa'sa'ah saved about thirty girls by paying ransom to their parents.
By "calling to witness", certain natural phenomena which are familiar to man because of their permanent recurrence, attention is drawn to the fact that what we call "laws of nature" are but the observable elements of God's plan of creation - a plan in which His revelations (referred to in this and the subsequent verses) play a decisive role: and so, by implication, the divine writ granted to Muhammad is as intrinsically "natural" as any other phenomenon, concrete or abstract, in the realm of God's creation.
Lit., "with Him of the throne of almightiness". It is to be noted that the Qur'anic term 'arsh - of which the above is the earliest occurrence in the order of revelation - invariably signifies God's absolute sovereignty and almightiness (cf. note [43] on 7:54 ).
See surah {68}, note [3]. The characterisation of Muhammad as "this fellow-man of yours" is meant to stress his absolute humanness, and thus to counteract any possibility on the part of his followers to deify him. (See also note [150] on 7:184 ).
This is evidently a reference to the Prophet's vision of the Angel Gabriel which ended the break in revelation (fatrat al-wahy) mentioned in the introductory note to surah {74}. See also 53:5 ff. and the corresponding notes.
Sc., "and so he conveys this revelation to you".
For my occasional rendering of shaytan as "satanic force", see first half of note [16] on 15:17 .
I.e., "you can will it only because God has willed to show you the right way by means of the positive instincts which He has implanted in you, as well as through the revelations which He has bestowed on His prophets": implying that the choice of the right way is open to everyone who is willing to avail himself of God's universal guidance. (Cf. a similar passage in {76:29-30}.)


Have you ever read and online article and thought, "Man, that was pretty good!"?
But me… when I read a great article, my first thought is… Who wrote this? And there's just one place to look. The author bio.
Now, those bios can be the defining point for authors. They can mean the difference of gaining an avid follower or losing a potential reader. Some writers fail to see the importance of these. They may believe that only the writing counts.
However, the majority of these writers aren't Stephen King. They are not household names whose name carries the weight of their career. But heck, even Mr. King understands the importance of a good author bio. If he didn't, why would he have an author bio on each of his novels and an "About the Author" page on his website?
So how can you build an author bio that would make you (and Stephen King) proud? Follow these simple tips to be on your way to a successful author bio.
When writing your author bio, remember to KISS–no, not your grandma, but I'm sure she would appreciate it.
KISS stands for Keep It Short and Sweet. You see, your author bio doesn't need to be a full biography. It needs to be well-crafted and to the point. No need to tell your life story. Save that for another book.
Your author bio is a perfect place to list some of your personal achievements and accomplishments. The key word here is some. Save excessive sharing for your author social media, where an algorithm will stop it from annoying too many people!
You don't want to sound too ostentatious, but a little bio boasting here isn't too terrible. The real trick is to do so while showing humility and modesty.
Here's the deal. I know you will write your own author bio. Your reader will know you wrote it. Everyone will know you wrote it. But that's not the point.
By writing in the third person, you will sound much more professional. It gives an additional flair of credibility to your bio as well. Not to mention all that bragging you did in the tip above… a third person viewpoint will help to mitigate some of that unavoidable pomp from earlier.
It's not a bad idea to sprinkle in some hopes and dreams of yours. But be careful. Not all of your hopes and dreams are good author bio material.
For instance, stating a quirky bucket list goal could be a nice addition. Like saying you've always dreamed of going to the moon when writing a space novel could work. But saying you've always dreamed of heading to Ireland after writing a travel guide to Dublin… not such a great idea.
Speaking of dreams… nobody really wants to hear that you have been dreaming of being a writer your whole life. I mean it's awesome that you're out here living the dream. Seriously. Most people don't get that opportunity. But unless you are writing an autobiography…don't bring it up.
Your opening statement should really grab your reader's attention. This is the most important part of your author bio. If after reading your first sentence and the reader leaves, everything else in your bio goes to waste.
Starting with some simply-stated accolades and finishing with some great descriptive language, Robin grabs hold of the reader's attention and doesn't let go. This is a perfect example of what to do and how to do it.
Let's say you've written the perfect author bio. You hooked the reader with your opening statement. Kept them occupied with witty banter and interested with mentions of your accomplishments. So what's next?
This is also a great place to mention any other works you have completed that the reader should check out. Your author bio is essentially your time to self-promote. So… go ahead and self-promote!
With a little practice and by following these tips, you too can become a master of the author bio. This skill will prove to be invaluable if you choose to pursue a proper writing career. Remember your author bio doesn't have to be a sloppy nightmare. It can be something that you really can appreciate and be proud of.


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J.P. Devine: Home is the sailor
A tribute to the old man, the officer of the day, 'your father,' Pop.
Over the years of writing this and other columns, I've often quoted my father, as in "My father always said." Some of the quotes were brilliant, some humorous, some bitter and sad. I actually made them up, because sadly, I have no memory of my father actually saying anything to me. As he left us unexpectedly at age 67 when I was 9, I have no real memory of his voice.
Some of those words were true, but they came to me from his friends, from my brothers and my mother, who remembered every word he uttered, as in "Your father always said."
They say he talked about President Franklin Roosevelt often, because FDR was once secretary of the Navy and came from a seafaring family. But then he admired Republican Wendell Wilkie because he was an engineer. So be it.
My brothers, sailors all, remembered their father as a Navy officer when most of them were growing up. They spoke of him in "Navy speech." In the house he was "Pop," but when they spoke of him to others, he was "the old man," or the officer of their day, of the deck. So it went like this.
"The old man said …"
"The old man isn't going to like that …"
"Wait until the old man hears about that …"
When they were talking to me, it was "your father."
"Your father always thought you were the smartest one." I liked hearing that, but it wasn't true. My oldest brother, Matt Jr, known to the family as "Bud," was truly the smartest. He followed the "old man" into the Navy right out of high school and into naval engineering.
In my radical teens, I was sent to live with Bud for three years in Bellevue, Washington. I helped him as he built his house, laid the foundation, plumbed it and wired it, and I can tell you that sailor was one smart man.
I watched him make mathematical notes in tiny precise numbers on the raw wood of the interior. I had seen my father's old notebooks, and Bud's numbers and cursive were exactly the same.
So Bud then had to be, for my sake, the old man's avatar; and in those few years, he took my father's place in my life.
Everyone said Bud was just exactly like him in speech, manner and posture. My father was ramrod straight, even when he was asleep. Bud was like that in his dealing with me.
"Stand up straight; you'll get a hump back."
"Boy, if the old man saw you slumping around like that …."
I remember this: Bud was the only boy who always stood up when Pop came to the table at supper.
I remember how I would sit on Pop's lap and read headlines and some paragraphs from the three daily newspapers. My mother said when I read them clearly, even though at first I didn't understand them, he would beam with pride.
I'm not sure, had he lived to see me in my twenties, that he would have sustained that same pride. About the D average I held in math most of my life? Hardly.
Acting on the New York stage? Maybe. My television pieces? He would have snorted.
Movies? He would let my mother drag him six blocks to the Michigan Avenue movie theater only if the films were about the Navy. Mid-story he would grumble about the mistakes for a while before falling asleep and snoring so loudly my mother had to move to another part of the theater.
Jim, known to all as "Jug," began studying opera early on. I don't know how Pop felt about that, even though I'm told that Jug's "Danny Boy" brought tears to at least one eye.
Eileen and Bud were the first two born of Veronica, and I think they were his favorites. They were champion high school swimmers, good students, and always stood erect when he was around.
Father's Day wasn't celebrated while he was alive, but then every day was Father's Day in our house. He was the officer of the day every day, always on the bridge, watching over us. I still keep three pictures of him on my desk and dresser, watching over me.
At his funeral, his best friend, Capt. Schwartz, began with "Commander Mathias J. Devine, the son of Irish immigrants, born in 1875, lies here."
Then he read from Robert Louis Stevenson's "Requiem":
"This be the verse you grave for me: 'Here he lies where he longed to be; Home is the sailor, home from the sea, And the hunter home from the hill.'"
See you on the other side, old man.
J.P. Devine is a Waterville writer.
J.P. Devine, waterville maine
Zardus Art of Massage named KVCOC Small Business of the Year


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Significant Amount of 'Long-Haul' COVID Sufferers Had Mild Symptoms During Initial Infection
People, March 9, 2021
More than a year into the pandemic, researchers are still learning more about how COVID-19 attacks the body, and a new study indicates that it's not just those with severe cases who deal with long-term symptoms of the virus — many people with mild or asymptomatic cases can also become "long-haulers." … The study, from researchers at the University of California, Irvine, is currently on MedRxiv, ….
Southern California is a main driver of state's record COVID-19 deaths, with no signs of a letup
Working with patients with heightened anxiety during COVID-19
A record 75% of Americans can vote by mail in 2020
How the coronavirus pandemic slashed carbon emissions — in five graphs


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From A&E medicine to aerospace engineering: Mayfield girls attend annual Careers Evening to hear a host of inspiring speakers
Published Wednesday 31st of January 2018 12:43:27 PM
Monday evening saw over 200 Mayfield pupils from Years 9 to 13 attend the school's annual careers evening, now into its fifth year. The girls had the opportunity to hear from speakers from over 20 different career areas, including an airline pilot, solicitor, editor, film and TV director, journalist and novelist, accountant, banker, sports therapist, a Westminster civil servant, physiotherapist, psychiatrist, GP, an A&E doctor, nurse, structural engineer, aerospace engineer, chartered surveyor, stage make-up artist and vet. Many of the speakers were drawn from the School's alumnae community, and it was extremely empowering for the girls to hear about how they have risen to the top of their professions, in many cases in male dominated professions. The aim of the evening was to raise the girls' awareness about the wide range of career opportunities and to learn about the qualities, skills and qualifications each profession needs, so they can make informed choices about their futures. The speakers also highlighted the importance of resilience, flexibility, adaptability and hard work in achieving their goals, qualities Mayfield focuses on developing in their pupils to prepare them for the opportunities and challenges of a competitive and fast-paced 21st century employment market. The Careers Evening is part of an overarching CEIAG (Careers Education, Information, Advice and Guidance) programme at Mayfield that includes formal careers lessons as part of the curriculum, 1:1 careers guidance interviews, and other employer-contact events such as the recent 'People Like Me' event for Year 8, part of a national programme aimed at encouraging girls to continue with STEM subjects post-GCSE. Mayfield's next venture is a Futures Fair, which will be open to students at other schools in the area. Scheduled for March, it will coincide with National Careers Week and National Apprenticeship Week. Head of Careers, Mrs Amanda Glubb, said: "Careers education is about helping the girls to make informed choices about their future plans. It is important to us to provide an opportunity for girls to find out about a range of different career options. Sometimes they will discover a career they had not been aware of, or hadn't considered before; sometimes they discover that a career they thought they wanted to pursue is actually not for them. Both discoveries are equally valuable." Mary Whitlock (Year 11), who attended talks on Journalism, Civil Service (Westminster), Publishing and Museums said: "The talks were all very interesting and informative, and I really enjoyed hearing about careers I hadn't previously considered."


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Ms. Aneeza Fatima
Mr Muhammad Idrees Rafique Bhatti
Ms Auneza Fatima wife of Mr Muhammad Idrees Rafique Bhatti was born on January 17, 1984 in Lahore. She graduated from University of the Punjab, Lahore; and obtained the degree of Masters in Science & Education from Kinnaird College, Lahore. She served as Coordinator, Youth Programme (Honorary), Prime Minister House. A politician, who has been elected as Member, Provincial Assembly of the Punjab in General Elections 2018 against one of the seats reserved for women. She has travelled to Saudi Arabia and Turkey. Her father, Ch. Muhammad Masaud Akhtar Khan, served as District & Sessions Judge during 1970-2001. Her grandfather, Ch. Allah Dad Khan served as Member, Punjab Legislative Council during 1930-36.
House No.263, Street No.5, Sector F-10-III, Islamabad


Currently WordPress is one particular of the ideal platforms for most real estate agents. My organization is all about giving the client what they consider they want, in other words style a web site that meets their expectations in every single way, without having actually designing it 🙂 99% of the time they have no clue what they want, so I inform them what they want. HDFC RED is a home digital data hub where you can locate all information on new builder projects and other actual estate investment possibilities.
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Pop in to the Bed Bath & Beyond in Whitby Saturday March 23rd from 12-2pm and learn all about Marie Kondo's, Life Changing Magic of Tidying Up from a Certified KonMari Consultant. Effy Nicopoulos of Organize That will answer any KonMari related questions and provide you with lots of helpful tips to help you get organized. Giveaways & Draws.


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DANGANRONPA ANOTHER EPISODE: ULTRA DESPAIR GIRLS COMING TO NORTH AMERICA ON SEPTEMBER 1!
NIS America has finally announced the release date for the next game in the Danganronpa series, Danganronpa Another Episode: Ultra Despair Girls.
You will able to grab the game on September 1st exclusively for Playstation Vita. Ultra Despair Girls is also compatible with Playstation TV if that's more of your thing.
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Third Person Shooter Action Sequences: Use Future Foundation's Hacking Gun to have a fighting chance against the hordes of Monokumas as you traverse Towa City.


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Dossier Educating in the Digital World
Digital Education is not Just Training in Digital Literacy
Technologies offer the opportunity of transiting from educational models based on transmission towards models based on active learning.
Carlos Magro Mazo
Computer Lab on campus of Southeast Missouri State College, Cape Girardeau | Missouri State Archives | Public Domain
For some time the debate on digital technologies has been present in the educational environment. However, the true challenge is not whether to use technology or not, but to rethink education with it. Today's technologies define a new learning environment that modifies our relationship with contents, requires new forms of teaching-learning, and blurs the boundaries between classroom and home, formal and informal education. In this sense, it it not only a case of developing a set of skills and abilities of a technical nature, but a combination of behaviours, specialised and technical knowledge, working habits, arrangements and critical thinking. Talking today about digital education is, therefore, something more than just talking about training in digital literacy.
The digital transformation is blurring the distinction between the real and the virtual; between the natural, the human and the artificial. "There is not a single instant in people's lives that is not modelled, contaminated or controlled by some device", argues Giorgio Agamben. We have forever changed the way in which we communicate, inform, work, relate with each other, love and protest, said Manuel Castells a few years back. Rather than changing between an online or offline state it is increasingly clear that we are living in a permanent onlife status. We live hyper-connected lives, says Jordi Jubany.
"Any technology creates a new environment", affirmed Marshall McLuhan back in around 1962. Technology is not just a set of tools. It is not neutral. It is, argues Luciano Floridi, an environmental, anthropological, social and interpretative force that is affecting our conception of ourselves (who we are), our interaction with others (how we socialise), how we interpret reality (our metaphysics) and interactions with that reality (our actions). Technological objects are thoroughly enmeshed in society (Sheila Jasanoff). They influence and give form to our actions, in the same measure in which our actions give form to technological objects. Not only do they change what we do, but also what we are. When we design them, we promote and amplify certain behaviours and limit and reduce others. They define new forms of doing and new social and economic relations. And also, of course, new forms of learning and of teaching.
We have been lacking in profoundness and complexity when it comes to thinking about the impact of technology on our lives. We have fallen too easily into simplistic and highly polarised positions. We have shown ourselves to be deeply utopian, while unfurling the flag of the most radical technological Luddism. Avoiding this sterile dualism, says Neil Postman, involves making technology the subject of research, problematizing its acceptance and use, as well as its rejection and ignorance. We need new metaphors that help us to tackle new situations. We need other ways of imagining and articulating relations between individuals, their tools and society. We need digitally critical and reflective citizens (DigCom 2.1). We need citizens who, as Iván Illich suggested, are in control of their tools.
Rethinking and developing new forms of education are some of the most important challenges of our times. The challenge is not whether to use technology or not, but rethinking education with it. Obtaining the best of technologies means, as Neil Selwyn argues, being prepared to think about the worst, but also being capable of imagining the best.
Technology has always been important in education. Our current schooling organisation owes a great deal to the most efficient educational technology of all time: the textbook. It is important, therefore, not to allow ourselves to be carried away by the usual educational amnesia and remember that a close relationship has always existed between education and technology, but also, that the history of educational technology is full of futures that have never been presents.
Thinking, Building and Inhabiting the Web. Lecture by Carlos Magro | CCCB
Technologies entered education some time ago but on the majority of occasions did so in an unequal, fragmented way from a restricted and limited conception of them, barely modifying teaching processes. We find technologies in the offices and in the classrooms, in administrative processes and in communication with families. Teachers increasingly use technologies to prepare their lessons and students to search for information and produce their work. However, in the majority of cases, they continue to remain outside the pedagogical project at the centre and of the central core of the teaching-learning process. Technology remains on the periphery. It is still very much a pending issue to develop a pedagogy with, for and on the internet.
Confirming that educational change through technology has turned out, to date, to be an unfulfilled promise, should not lead us to be pessimistic about the transforming potential of technology in education nor, of course, to abandon the idea of educating with and in technologies. All the more so when, as we said, today's technologies, far from simply constituting a toolkit, define a new learning environment that, among other consequences, is expanding the concept of literacy training, modifying our relationship with contents, demanding new forms of learning-teaching and blurring the boundaries between the classroom and the home, the formal and the informal.
They constitute a new environment that must be mastered by students and teachers. The solution does not involve banning them. The gap between social (informal) use and school (formal) use has to be closed. "Technology is part of our lives, expanding them and at the same time generating its own complexities. Educating for life is the school's mission and what we have, whether we like it or not, is a life with technology with its lights and shadows. Ignoring it is not an option, but nor is adopting it without any critical spirit" (Tíscar Lara).
Preparing for life in this new digital environment means developing, among other things, the necessary competencies for understanding and making use of digital technologies, not only as a set of skills and abilities of a technical nature, but as a combination of behaviours, specialised knowledge, technical knowledge, work habits, arrangements and critical thinking.
We are neither digital natives nor digital immigrants. Nor are children digital natives who need, therefore, little support to get the best out of the digital media. There really are very few children who receive sufficient guidance at school or at home and many, in contrast, who lack the necessary abilities for making any creative use of technology. Rather than access to technologies, our main problem now is the use that we are capable of making of them. Today, the digital divide is what separates those who are capable of using technology in a reflective, active, creative and critical way from others that use it in a passive, consumerist and non-reflexive way. A divide that is not new and that reproduces, and even expands, the traditional and still existing educational inequalities caused by cultural, social and economic capital. We continue lacking reflective, critical and didactic competencies related with technologies. We need students, teachers, education centres and citizens trained in digital literacy.
Lucélia Ribeiro | CC BY-SA
Talking today about digital education is, therefore, something more than talking about training in digital literacy. It is understanding, as we said, that the new context in which we are living affects all the parameters of the teaching/learning process: the where, when, with whom and from whom, how, what and even for what people learn. It means assuming that changes must occur simultaneously in the curriculum, assessment, teaching and learning practices, school organisation, leadership, infrastructures, spaces, times and professional development for teachers. Talking about digital education is talking about digital citizenship and about the empowerment of students. About the active participation of students in learning (ABP, Flipped Classroom, Gamification, Maker Movement) and connections with the "real" world (learning communities, service learning, etc.). About digital pedagogies and about teachers sharing practices online (aulablog). About computational thinking (IBI) and technological disobedience (Cristóbal Cobo). About creativity and knowledge production. About innovation and collaboration. About making with technologies, but also about making technologies. About thinking with technologies and thinking about technologies.
Talking about digital education means talking about the digital competence of education centres (the European Union's DigComOrg; MOOC Intef DigCompOrg), about digital teaching competences (the European Union's DigCompEdu, Marco Común of Competencia Digital Docente-INTEF) and about the digital competences and skills of students (ISTE 2016, Digital Skills for Life and Work. UNESCO. 2017).
In recent years, we have started to see detailed approaches about how to develop digital competence in the curriculum (Desarrollo de las competencias informacional y digital. Gobierno de Aragón, Modelo Competencia Digital de Gales). Instruments have been published, such as the Portfolio de la Competencia Digital Docente by INTEF, to measure the digital competence of teaching staff and tools for helping education centres to reflect on the implementation of digital technologies in their educational self-assessment practices such as SELFIE. The traditional divide between theory and practice is starting to close. It will be completely closed when we stop talking about digital education to talk only of education. Resolving the challenge of the integration of technology into education means resolving the challenge of education.
Technologies represent an opportunity to transit, finally, from purely transmission-based teaching models to active learning models. They are a second opportunity for progressive pedagogies (Seymour Papert). They can serve to encourage experiential learning, active pedagogies, cooperative learning and interactive pedagogies. They can serve to form critical, inquisitive and participative citizens, even annoying citizens, and not simply students who change from one year to the next, pass exams and achieve good marks.
The major opportunity that technologies offer puts us before the responsibility of understanding them and making use of them correctly. An approach that, at the same time, permits us to imagine and build an inclusive information society that encourages equality, participation and human wellbeing. Education has an important responsibility in the development of our capacity to think independently and criticises our use of digital technology and the digitalisation of society.
The digital transformation can lead us to many places. It can take us along highly dystopian pathways or the complete opposite. Where we will reach, both in the educational field and in society in general, will largely depend on us. It will depend, ultimately, on our capacity to construct brave, coherent, inspiring and realistic future visions. On our capacity to think, construct and inhabit this new environment not as a space for competitiveness and individualism but as an own place that must be preserved for the benefit of all. The question that we have to ask ourselves, paraphrasing Richard Rorty, is whether our future could be made better than our present, and what we can do to make things better.
Carlos Magro Mazo@c_magro1 Publication
Specialist in educational innovation, educational change and the impact of digital transformation on education.
#digital education
#digital natives
View comments2
Silvina Sala | 11 January 2018
Impecable artículo! Una claridad absoluta en los conceptos y tan bien documentado. El desafío de educar para esta sociedad actual con tecno por doquier, y todas las posibilidades que implica. Siendo bibliotecaria siempre atenta al lugar primordial que considero ocupan los contenidos de calidad más allá del formato en que se presenten. Sldos desde Buenos Aires.
Roser | 12 January 2018
Discrepo, com sempre, en l'afirmació que els alumnes NO són nadius digitals. És com si afirméssim que un alumne que no sap compondre un poema o extreure informació de qualsevol tipus de text, no és un català nadiu, per molt que hagi nascut a Catalunya dins d'una família catalanoparlant.
Els alumnes són nadius digitals, però som l'escola els qui els hem d'ensenyar a utilitzar aquesta eina, que s'han trobat a les mans des del dia que van néixer, per créixer com a persones. Com els ensenyem a manegar les emocions, expressar-se literàriament, a fer operacions complexes o a observar el món amb ulls (i esperit) de científic. Tots saben parlar, emprar un mòbil, tots tenen sentiments i tots són capaços de crear teories sobre el funcionament del món que els envolta, però és feina de l'escola convertir-ho tot plegat en quelcom útil.
Que ells siguin nadius digitals no ens eximeix dels nostres deures docents: el guiatge, la bastida, l'acompanyament.
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Make Up Revolution has taken the beauty community by storm, so a while back I decided to pick up some goodies when it first launched and I thought I'd share them with you now (delayed or what).
The first thing I gravitated towards was the blusher palette: Ultra Blush And Contour Palette in Sugar and Spice. Can you believe this is only £6?! You get 8 different products in it ranging from bright pinks, to marbled products and bronzer colours, such a bargain!
I also wanted to try two of the individual blushers so I picked up the shades Hot & Wow, these are only £1 each!!
What other products should I buy next from Make Up Revolution? Leave comments down below!


What resources are available to help you find a study abroad program in Jordan?
What issues should you consider when looking for a program in Jordan?
Where can you find information on the strengths and weaknesses of programs in Jordan?
What are your personal goals for wanting to study in Jordan?
How many other students participate in the program each semester/year?
Will you be studying at a U.S. university, a local university, or neither?
What study abroad program group size and class size would be ideal for you?
Do you prefer to be in a class with local a Jordanian students, other U.S. students, or an international group of students?
Does the program emphasize "total immersion" in the language and culture, or are you placed solely with other students from the U.S.?
Do you prefer to receive all of your instruction in a Jordanian, in English or a combination?
Is the program you have chosen affordable?
Can your program administrator put you in contact with any past program participants so you can ask them questions about their personal experiences abroad?
What kind of relationship does your home college/university have with the study abroad program in Jordan?
How does the cost of living abroad in Jordan compare to the cost of living at home in the United States?
Have you taken care of all your financial aid and scholarship forms so that you continue to have financial support at your U.S. home campus when you return?
Have you made sure to include in your personal statement/essay why you want to study in Jordan?
Did you get a good night sleep, dress professionally and read about current events in Jordan before your interview?
What other documents are required in Jordan, in order to be issued a visa (a bank statement, letter of invitation, police record, proof of insurance, etc...)?
What should you do if you lose your passport or visa while in Jordan?
What do you have to do to vote in U.S. elections (primary, run–off, special and general) while you are in Jordan?
Do you know how the legal system works in Jordan and in the countries to which you will be traveling ("innocent until proven guilty" or "guilty until proven innocent")?
What kinds of laws do students from the United States break in Jordan and other countries (perhaps, unknowingly)?
Is consumption of alcohol legal in Jordan and in the countries you will visit? If so, what is the legal age for alcohol consumption?
What are the penalties for drug use in Jordan and in the countries you will visit?
What is the telephone and fax numbers (regular business hours and emergency after hours) for your program's administration office both in the United States and in Jordan?
Do you know the address of your program office in the United States and the address of your place of residence in Jordan?
Have you given out all of your contact information (e–mail, phone and fax numbers) to your emergency contacts in the United States and in Jordan, as well as to family and friends?
Have you kept a record of everyone to whom you have given out your address, and asked them to alert you before they send you anything in the mail?
Will you need a cellular phone while in Jordan?
If you plan to bring your PDA, will it work in Jordan?
Where can you get the best deal on calling cards, in the United States or in Jordan?
Does the mail service in Jordan tend to run faster or slower than U.S. mail (i.e. how long will it take a standard letter to get to the United States)?
Can you register for next semester's courses from in Jordan, or can you have an advisor register for you?
What are the pros and cons of living in a home–stay, residence hall/dorm or apartment environment while in Jordan?
Will you be living in a co–ed dorm or apartment while in Jordan, and does your program permit co–ed living?
Can you change your place of residence in Jordan if things don't work out?
Have you researched the weather conditions over various seasons in the region of in Jordan where you will be?
If you have decided to ship some items, who have you contacted in Jordan to insure pick–up and/or payment for these items upon arrival?
What is the general quality of facilities like hospitals, restaurants, public transportation, payphones, etc. in Jordan?
What modern conveniences does in Jordan offer (i.e. internet connection, supermarket chains, name brand stores, microwaves, cell phone service, air conditioned classrooms, etc.)?
What kind of restroom facilities and toilets are standard in Jordan?
How will you have to adapt your routine and schedule to life in Jordan?
What health recommendations has the Center for Disease Control and Prevention (CDC) recently made for in Jordan and the countries to which you will be traveling?
Do you have any dietary restrictions? If so, do they pose a problem while in Jordan?
How much walking will you be doing in Jordan? How can you prepare yourself for higher levels of physical activity?
What are the general sanitary conditions in Jordan? What kinds of precautions are necessary when drinking water or eating local food?
Are there any specific immunizations you must get before entering in Jordan and the countries to which you will travel?
Will your prescription drug(s) be legal and/or available in Jordan?
What is the generic name, and a Jordanian for your medication?
What specific travel advisories has the U.S. Department of State recently issued for in Jordan and the other countries to which you will be traveling?
How extensive, safe, and reliable is the public transportation system in Jordan and the others countries to which you will be traveling?
Can you identify any possible cultural differences––between home and in Jordan–that cause you anxiety?
Were you careful to avoid carrying any item that be considered illegal in the United States or in Jordan, or may cause you to be suspected of smuggling?
How can you avoid feeling frustrated, depressed or discouraged upon return home from in Jordan?