Today we had our first class. In attendance we had seven students. I know it doesn't sound like much, but there are only about 120 guests on the ship currently. We have 6 beginners and one intermediate player. My understanding is that several players already knowing how to play are not currently on board. So my one student with knowledge was patient while my newbies learned the tiles and how to build the hands.
When we next meet, we will learn the broad strokes of the game. From there on, we will refine and add with each coming lesson.
There is always one star student, and one needing a little extra attention. Ironically enough my star is a young lady (11 years old) and her grandfather is the student needing a little extra help. They are from Australia. Love the accent.
I will not be teaching tomorrow because there are no classes while in port.
After that I believe we will have 2 sessions per day. My goal is to have them ready to join the mah jongg players who are not sailing at this time.
Today we were in port in Norfolk, Virginia. While in port, there are no classes.
Did you know that the largest Naval Base is here? I did not know that. I in fact did see it. It is huge, seeing ships of various shapes and sizes. It has its own security patrol on the water and what looks to be miles of fencing keeping all out.
Tomorrow, I have a double header with my beginners. This is what The World has arranged. If you can focus enough in one day, I think it should be great. No chance of forgetting what you learned the week before.


A soup (also a sauce) enriched with eggs and lemon juice.
Dessert. Layers of phyllo pastry and nuts are drenched with honey syrup.
Rice (plain or mixed with lamb) wrapped in grapevine leaves.
Lettuce mixed with feta cheese, tomatoes, olives, scallions, and green peppers, then tossed with a lemony olive oil dressing.
A casserole composed of layers of eggplant and minced lamb crowned with a white sauce.
A pasta and lamb casserole bound by a cheese-infused white sauce.


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Last edited by Yozshulrajas
1 edition of Wisconsin on the air found in the catalog.
Jack W. Mitchell
100 years of public broadcasting in the state that invented it
by Jack W. Mitchell
Published 2016 .
Public broadcasting,
Statement Jack Mitchell
LC Classifications HE8689.7.P82 M57 2016
Pagination xi, 226 pages
- Rent from people in Milwaukee, WI from $20/night. Find unique places to stay with local hosts in countries. Belong anywhere with Airbnb.5/5. 5 free copies available. Giveaway dates from Sep Enter for a chance to win one of 5 copies of the new Wisconsin on the Air: Years o.
School of the Air is a generic term for correspondence schools catering for the primary and early secondary education of children in remote and outback Australia where some or all classes were traditionally conducted by radio, although this is now replaced by telephone and internet technology. In these areas, the school-age population is too small for a conventional school to be viable. People can fish year-round on some waters and for some species, but regulations set more limited open seasons for certain species and waters. Check our fishing seasons calendar as the seasons do not coincide with the calendar year. A current fishing license for .
To book simple, easy, fast, and secure, you need an Air Wisconsin booking gateway that offers complete convenience and comfort at your fingertip, at we offer just that! We provide all the information about Air Wisconsin flight deals, popular routes, in-flight entertainment, baggage allowance and Air Wisconsin flight status. Wisconsin Center for the Book, Milwaukee, WI. likes. The Wisconsin Center for the Book celebrates books and the book arts, encourages the joy of reading and writing, and honors Wisconsin Followers:
Intending Death
Prokofiev, the prodigal son
Educating the severely physically handicapped
How to write self-assessment questions
Speaking and listening.
Report of the United Nations Disaster Relief Coordinator on the floods in Mozambique, February 1977.
Modeling uncertainty
Early printing culture of Korea.
Physiology of parasites
man with night sweats
There she blows!
Revenues and expenses of Division I and II intercollegiate athletics programs
Alfred Lennox; or, Puseyism unveiled
Grace Awakening, The
Wisconsin on the air by Jack W. Mitchell Download PDF EPUB FB2
Wisconsin on the Air: Years of Public Broadcasting in the State That Invented It Hardcover – Aug by Jack Mitchell (Author) See all 3 Cited by: 1. "Wisconsin on the Air" is the story of Wisconsin's pioneering role in Public Broadcasting. I will tell you first what I like best about this work.
I have had the "Wisconsin Idea" explained to me Wisconsin on the air book theory as that the limits of the University of Wisconsin reach to the boundaries of the state/5. Wisconsin on the Air by Jack W Mitchell,available at Book Depository with free delivery worldwide. Download Wisconsin On The Air ebook PDF or Read Online books in PDF, EPUB, and Mobi Format.
Click Download or Read Online button to WISCONSIN ON THE AIR book pdf for free now. Wisconsin On The Air. Author: Jack Mitchell ISBN: Genre: History File Size: MB Format:. Buy a cheap copy of Wisconsin on the Air: Years of book by Jack Mitchell. Free shipping over $ Wisconsin On The Air - Book Home > Books & Magazines > Wisconsin Historical Society Press Wisconsin On The Air is a history of years of public broadcasting in the state that invented it in As Air Wisconsin is a shuttle carrier for American Airlines under the American Eagle band, all baggage information for Air Wisconsin flights is handled through American Airlines and American Eagle.
Because of the small regional jets, the baggage policy for Air Wisconsin should be followed closely. The following text is from the first rough draft of the book Miles: My Time Spent on the Road, on the Rails, and in the Air by Author Michael Beebe.
If you like what you read and want to read the whole as a finished product and sounding literate with fewer typos and a better layout, please click HERE and go to the sales page. The new Wisconsin Historical Society Press broadcasting biography deftly maps the nation's year public broadcasting journey, begun inby charting the transmissions and transitions of the Wisconsin broadcasters who invented and transformed the media.
Hosts Norman Gilliland and Emily Auerbach invite distinguished faculty guests from the University of Wisconsin-Madison to discuss topics in music, art, writing, theater, science, education, and history. "University Of The Air" can be heard on Sundays at 4 p.m. One shouldn't conclude that Mitchell's Wisconsin on the Air is only for past and present employees of public broadcasting, or just for its audience.
The book is actually a must-read for anyone who cares about democracy, even though it may at times seem a trifle involved or deep "in the weeds" of the organization's complex history. The Wisconsin School of the Air debuted the week of October 5,on WHA.
Programs each weekday were designed for use in school classrooms around the state. It was thought the programs would be of particular value to the rural one-room schools in.
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On a wintry evening inuniversity professor Earle. "A dead-on, wry portrait of the life of the road warrior." –Rudy Maxa, The Washington Post "[A] hilarious, often ingenious ode to America Whip smart yet entertaining enough to rival anything from John Grisham." –Julia Dahl, Time Out New York "Kirn's style is as /5().
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Free shipping and pickup in store on eligible orders.is the final year of Read On Wisconsin. Thank you to all who've been part of the program across the years.
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redpajama_set_name: RedPajamaCommonCrawl


Currently I am ascertaining flood damage on schools in Poipet, Cambodia. Upon visiting one school I noticed a rare feature: a playground. In fact, after visiting every school in Poipet (a city of 120,000 people) I found there is only ONE playground in the entire city. As I looked at the school property and the playground, my mind wandered. If this school has the ONLY playground in the city, surly it would be popular? It would be like Disneyland to the kids of the city.
"The Splitter"; You slip you bleed!
A slide which may cut excess meat off your backside!
"Shaver"; If you don't jump, you may leave your backside behind!
"Shin Wacker"; Jump and run is the only way to avoid bleeding shins!
Boys right, Girls left. Don't forget to flush!
This playground is the only playground in Poipet City. It is also the only playground for 1,700 elementary students in the school. Hopefully in the coming month we are going to begin rehabilitation of the school grounds including building drainage pipes, raising the height of the land to avoid flooding, painting the classrooms, building sidewalks and maybe even fix up a better playground!
I love the names you gave each "ride". I hope your work will be a blessing to that school.
I am going to try and fix up 3 schools with the help of great friends from the US. Every school in Poipet is flooded (and still) even through the rain is gone.


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Headline, Reviews, Reviews - Live November 9, 2010
The Devin Townsend Project / TesseracT @ the Mod Club, Toronto ON, November 3, 2010
"Everything about this show was carefully planned out, meticulously orchestrated. The sound was excellent and the lighting choices novel and interesting. Every aspect was carefully chosen to enhance the experience. Devin had a stark white light pointing upwards toward his face, catching every crease and shadow, emphasizing every ridiculous expression he contorted his unique features into. I've never before seen a man who could appear so scrumptiously handsome one moment then so cartoonishly grotesque the next."
Natalie Zed reviews the recent Toronto appearance from The Devin Townsend Project, supported by UK's TesseracT.
Articles, Features, Headline October 29, 2010
Steve Flynn of Atheist: The Hellbound Interview
"It was horrible. We were not well-received at all. People would throw dog food at us. People called us pussy metal."
On the eve of the release of their excellent comeback album Jupiter, Justin M. Norton speaks with ATHEIST drummer and co-founder Steve Flynn about their early years, the re-emergence of the band and their exciting new album.
Articles, Features, Headline August 18, 2010
In Conversation With: Cynic's Paul Masvidal
"I'm interested in various philosophical perspectives in relation to the inner workings of the mind and how that relates to being a human on planet earth. So there's this balance between earth and cosmos and merging micro with macro. Something as simple as observing a flower one can see the entire universe contained within it. I'm also influenced by love and the variety of human emotions, sadness and despair, joy and happiness. Life is so incredibly rich and intense, it's all there, happening all the time, I just have to open my eyes or more importantly heart to it. Life constantly informs us, if we could just pay attention."
Navjot Kaur Sobti in conversation with Cynic guitarist/vocalist Paul Masvidal for Hellbound.ca
Headline, Reviews, Reviews - Live August 9, 2010
Cynic/ Intronaut/ Dysrhythmia @ The Opera House, Toronto ON, August 2, 2010
"Metal cannot often be defined as subtle. Every now and again, however, these is a show that serves as a sort of palate-cleanser, offering metalheads an opportunity to indulge in some of the more delicate flavours that this broad, strange genre of music has to offer. Cynic, Intronaut and Dysrhythmia performed just such a show, giving the audience at the Opera House an aural meal to be sipped and sampled as well as devoured."
Natalie Zed reviews the August 2nd Toronto performance by CYNIC, INTRONAUT and DYSRHYTHMIA. Concert photography by Adam Wills
Featured, Reviews, Reviews - Audio July 27, 2010
Cynic – Re-Traced
This EP plays a lot with the dynamics of sound. The interplay between loud and quiet, digital and analog creates rich waves of tension and release. I was struck by the depth of each of the tracks, not just in terms of the layers of sound but also the thought and care that went into crafting these alternate interpretations.
Featured, Reviews, Reviews - Audio April 14, 2010
Umbah – Trilobeth
Trilobeth doesn't offer much of in terms of a focused style, but its seeming adaptability and multiplicity are its strengths. It's a release that is a musical tribute to our technological and frenzied reality.
Blogs, Featured, Jay Gorania March 25, 2010
NAMM – Music product trade show, or excuse for Hellbound writer to party?
Jay H. Gorania didn't actually get into NAMM, one of the world's largest music product trade shows in LA; however he did manage to soak up the event's pretentious atmosphere, as well as some killer performances by The Devin Townsend Experience, Cynic, Scale The Summit, Suicide Silence and The Iron Maidens.
Headline, Reviews, Reviews - Live October 26, 2009
Noctis Metal Fest 2009: The Concerts
Part two of Hellbound.ca's coverage of the Noctis Metal Conference and Festival that happened earlier this year in Calgary, Alberta, in this segment Rob Hughes reviews the musical performances of the festival with a recap of the two nights worth of gigs. The first night featured sets by Ares Kingdom, Slough Feg and Novembers Doom, while the Saturdaynight included Aura Noir, Destroyer 666, Suffocation and Cynic amongst others.
Articles, Headline October 9, 2009
Meeting of the Metal Minded: The Noctis III Metal Festival and Conference
In terms of metal fests, you've got your Milwaukees, your Maryland Deathfests, your Wackens, your Holes in the Sky, Dudefests, Hellfests, and so on—all of them well out of range of western Canadians. Thankfully, a new metallic mecca has sprung up in Alberta, at Calgary's Noctis Festival. The third gathering (full title: Noctis III: Tritagonist) featured two days' worth of gigs and a full-blown conference peppered with esteemed guests and international acts brought in exclusively for the event. The concert lineup, which included Slough Feg, Novembers Doom, Aura Noir, Destroyer 666, Suffocation and Cynic, was more than impressive enough to get me onto a WestJet flight from Vancouver to witness the carnage in Cowtown.
Rob Hughes gives a fascinating overview of last weekend's Noctis III Metal Music Conference in Calgary, Alberta.


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Matt Reed: The juice (and risk) behind Magellan
You and I are now among the Space Coast's most influential landlords, financiers and venture capitalists.
On state taxpayers' behalf — and without much publicity — Space Florida has been the juice behind a series of creative real estate deals, all meant to land aviation and aerospace businesses and their jobs.
The state agency has secured state dollars and borrowed millions from private banks, then erected or leased buildings and equipment at Kennedy Space Center and Melbourne International Airport. Then, it leased or sublet them to companies including Embraer, the Boeing Co. and Lockheed Martin.
RELATED:More information on Project Magellan
We're talking $200 million or more spent on deals since 2009, all of which pose some risk to taxpayers. If Pentagon or NASA budgets collapsed, we could be stuck with vacant factories and office buildings up and down Brevard. How much we would owe banks is less clear.
And that's before Project Magellan, in which Space Florida plans to borrow as much as $500 million for new buildings and equipment to be leased to Northrop Grumman in Melbourne. The agreement, for up to 50 years, frees the defense contractor from all city, county and school property taxes as long as it rents from the tax-exempt agency. Northrop Grumman, in turn, would employ as many as 1,800 engineers and other workers earning an average of $100,000 a year.
"It is creative financing," Space Florida CEO Frank DiBello told me. "You're spreading out their cost of relocation over time."
The KSC-based agency has a duty to pursue such tactics under Florida law.
So while political junkies stew over Brevard spending $1.4 million a year on the local Economic Development Commission — which controls no public incentives — DiBello and his team have quietly became the wheelingest-dealingest player in the Space Coast economy.
How much risk do taxpayers bear in its investments, and where?
The big deals
Consider the earlier deals Space Florida has landed at the Cape and the airport, places DiBello calls "special dirt."
• Embraer center: Space Florida borrowed $18.2 million and spent $6 million in state funds to build a 67,000-square-foot engineering center for the Brazilian jet manufacturer at Melbourne International Airport (It employs more than 200 today).
• Lockheed site: Space Florida financed a $35 million renovation of a former space shuttle operations and checkout building at the space center. Lockheed Martin now builds the Orion Crew Exploration Vehicle there for NASA.
• Shuttle Atlantis exhibit: Through "conduit financing," Space Florida borrowed and invested $62 million to turn the retired orbiter into a for-profit exhibit at the Kennedy Space Center Visitor Complex.
• Atlas launches: It raised $92 million that way to take over and renovate Launch Complex 41 at Cape Canaveral Air Force Station. United Launch Alliance leases the site to launch Atlas V rockets.
• Boeing crew capsule: Space Florida leased the former shuttle processing facility at KSC, sank $20 million into renovations, then leased it to the Boeing Co. There, Boeing has built a crew capsule to compete for a NASA contract to fly astronauts to the International Space Station. It was expected to hire 550 by 2015.
"Initially, taxpayers paid," DiBello said of the Boeing site. "We turned that facility into a world-class manufacturing site. If Boeing doesn't win, we have interest from several parties interested in doing work there."
At what risk?
What happens if a venture fails and a tenant bails?
In 2012, The New York Times catalogued the heavily subsidized car factories General Motors abandoned during its bankruptcy. Desperate for jobs during the Great Recession, local and state officials offered billions of dollars' worth of buildings and incentives to manufacturers, some of which left taxpayers holding the bills.
And here? DiBello said Space Florida crafts its development contracts to limit public exposure.
If Northrop Grumman fails to win the contract for the next-generation stealth bomber, the deal calls for the defense giant to house other workers and projects on site, he said.
Space Florida's loans are structured so that rent payments serve as the primary source of repayment and lenders can't pursue "the full faith and credit or taxing power" of the state of Florida, an agency document says. Space Florida might be liable for money on its own balance sheet, DiBello said, but not more.
But it's not allowed to be too careful. State law requires Space Florida to "provide financial services to support aerospace-related business development." That can include serving as "lessor or lessee," it says.
Project Magellan won't be the last of the big deals Space Florida does on our behalf.
Contact Reed at 242-3631 or mreed@floridatoday.com
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text:
From Reformation to Reformation
DISCIPLESHIP COURSES
POOLE PROJECT
DE MOOR PROJECT
NEW TESTAMENT SURVEY
OLD TESTAMENT SURVEY
SYSTEMATIC THEOLOGY I
CHRISTIAN POLITICAL THEORY
Poole-1 Samuel
Poole-Revelation
De Moor on Trinity
Heidegger NT Handbook
Heidegger OT Handbook
Poole Ruth
De Moor on God
Poole-Judges
Poole Exodus
Poole General
De Moor General
De Moor on Religion
Dr. Dilday
Chapter III:17: Apostasy
But Defection from the true Religion, whether unto Infidelity, or unto Heresy, is called Apostasy. In either case Apostasy verily obtains, and indeed emphatically in Defection unto Infidelity, when we not only depart from the true doctrine of Religion in one or another head, but together with the heads of Religion we deny its principia, and do not desire to be numbered with the professors of the Christian Religion: in our age defection unto Heresy is wont especially to be understood by Apostasy, on account of the less common defection of the other sort. But by use these significations of the word Apostasy have moved in a negative direction, while the word originally was of a neutral signification, and could be used in a good way, as well as a bad: and indeed the verb ἀφίστημι/aphistemi in Sacred Scripture is sometimes used of separation from evils, whether a commanded separation, or a practiced separation, 1 Timothy 6:5;[1] 2 Timothy 2:19;[2] Acts 19:9;[3] but, on the other hand, in that very place it also denotes a blameworthy separation, although yet within the bounds of sound doctrine, Acts 15:38.[4] Concerning defection unto Infidelity the word ἀποστασίαν/apostasy occurs in Acts 21:21,[5] and the verb ἀφίστημι/aphistemi in Luke 8:13,[6] while of defection unto Heresy ἀποστασία/apostasy comes to be explained in 2 Thessalonians 2:3.[7] For Paul ought not to be understood of a Defection even from the Christian name, since the man of sin ought to sit, and the mystery of iniquity was going to come, εἰς τὸν ναὸν τοῦ Θεοῦ, in the temple of God, verses 4 and 7; but of a Defection from true and sincere faith through a proud lifting up of himself, and a doctrine of demons, unto which the Spirit expressly predicted men by Apostasy are going to retreat in the last times, 1 Timothy 4:1.[8] And this twofold, negative signification cleaves to the language of Apostasy and Apostate in Ecclesiastical writings also: thus ZONARAS[9] on the Canons of Carthage, XLIX, in which grace is conceded to Apostates doing repentance, τοῖς ἀποστάταις, says he, τουτέστι τοῖς ἀρνησαμένοις τὸν χριστιανισμόν, that is to say, to apostates disowning Christianity; and thence the name of Apostate on account of his defection to Paganism adhered to the Emperor Julian, who was face-to-face called by Maris, Bishop of Chalcedon, ἀσεβὴς, ἀποστάτης καὶ ἄθεος, impious, apostate, and atheist, according to SOCRATES' Historiam Ecclesiasticam, book III, chapter XII. But in the Justinian Codex by Apostates are also understood those falling away to Heresy, when it is treated under the Title of Apostatis, book I, title VII, both concerning the deserters of the Christian religion, law II, and concerning those that have desecrated their holy baptism with Heretical superstition, law III.
[1] 1 Timothy 6:5: "Perverse disputings of men of corrupt minds, and destitute of the truth, supposing that gain is godliness: from such withdraw thyself (ἀφίστασο)."
[2] 2 Timothy 2:19: "Nevertheless the foundation of God standeth sure, having this seal, The Lord knoweth them that are his. And, Let every one that nameth the name of Christ depart (ἀποστήτω) from iniquity."
[3] Acts 19:9: "But when divers were hardened, and believed not, but spake evil of that way before the multitude, he departed (ἀποστὰς) from them, and separated the disciples, disputing daily in the school of one Tyrannus."
[4] Acts 15:38: "But Paul thought not good to take him with them, who departed (ἀποστάντα) from them from Pamphylia, and went not with them to the work."
[5] Acts 21:21: "And they are informed of thee, that thou teachest all the Jews which are among the Gentiles to forsake Moses (ἀποστασίαν—ἀπὸ Μωϋσέως, apostasy from Moses), saying that they ought not to circumcise their children, neither to walk after the customs."
[6] Luke 8:13: "They on the rock are they, which, when they hear, receive the word with joy; and these have no root, which for a while believe, and in time of temptation fall away (ἀφίστανται)."
[7] 2 Thessalonians 2:3: "Let no man deceive you by any means: for that day shall not come, except there come a falling away (ἡ ἀποστασία, the apostasy) first, and that man of sin be revealed, the son of perdition…"
[8] 1 Timothy 4:1: "Now the Spirit speaketh expressly, that in the latter times some shall depart (ἀποστήσονταί) from the faith, giving heed to seducing spirits, and doctrines of devils…"
[9] John Zonaras (twelfth century), native of Constantinople, was a historian and theologian.
Chapter III:21: Tolerance
But Tolerance differs much from Syncretism. We admit the former concerning Heretics as well as Infidels in the external society of the world, imitating the example of God Himself, who bears with the s
Chapter III:20: Against Religious Syncretism, Part 2
β. There is to be no Syncretism with any Heretics, that is, who err Fundamentally, which is to be held especially in the case of the Socinians and Papists, as it is evident from what has already been
But, as Religion requires such a Confession, so true Religion refuses Mixture with False Religion, either in the same Men, 1 Kings 18:21; Matthew 6:24; 22:37, or in the same body of the Church, Titus
Dr. Steven Dilday holds a BA in Religion and Philosophy from Campbell University, a Master of Arts in Religion from Westminster Theological Seminary (Philadelphia), and both a Master of Divinity and a Ph.D. in Puritan History and Literature from Whitefield Theological Seminary. He is also the translator of Matthew Poole's Synopsis of Biblical Interpreters and Bernardinus De Moor's Didactico-Elenctic Theology.
426 Patterson St.
Central, SC 29630
dildaysc@aol.com
© 2021 by FROM REFORMATION TO REFORMATION MINISTRIES.


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DCFS Announces Parish Locations for First Phase of DSNAP
Assistance available for 8 parishes next week; Schedule for additional parishes announced
BATON ROUGE - The Louisiana Department of Children and Family Services (DCFS) announced the first of three phases of the Disaster Supplemental Nutrition Assistance Program for residents to finalize applications for DSNAP benefits.
DSNAP, formerly called Disaster Food Stamps, provides food assistance to eligible households who do not receive regular SNAP benefits and who need help buying groceries due to lost income or damages following a disaster.
The following locations will be open Monday, August 22, through Saturday, August 27, from 8 a.m. to 6 p.m.:
East Feliciana Parish (all ZIP Codes)
Early Learning Center, 9414 Hwy 67 (Plank Road), Clinton
Iberia Parish ZIP Codes 70518, 70528, 70552, 70560, 70563, and 70592:
South LA Community College, 908 Ember Dr., New Iberia
Livingston Parish (all ZIP codes):
Amvets Post 68, 26890 Hwy 42, Springfield
Judson Baptist Church, 32470 Walker North, Walker
Pointe Coupee Parish ZIP Codes 70749, 70749, 70755, 70756, 70757, 70760, 70762, and 70783:
Pointe Coupee Multi-Use Facility, 1400 Major Parkway, New Roads
St. Helena Parish (all ZIP codes):
Greater Turner Chapel AME, 875 Turner Chapel Rd, Greensburg
St. Landry Parish (all ZIP Codes):
Southeast Community Center, 101 City Avenue, Eunice
Yambilee Building, 1939 W Landry St., Opelousas
Tangipahoa Parish (all ZIP Codes):
Eagle Heights Community Church, 47318 Rufus Bankston Rd., Tickfaw
Vermilion Parish (all ZIP Codes):
First Baptist Church, 210 N. St. Charles, Abbeville
Each of the eight parishes will serve applicants next week on a staggered alphabetical schedule. To minimize wait times, applicants and anyone who pre-registered for benefits should go to a DSNAP location only on one of the days indicated by the first letter of their last name. Applicants who are unable to visit a site on their designated day should go on one of the final days specified.
For the above locations, applicants should go on the following designated days, based on their last name.
Monday, August 22: A-D
Tuesday, August 23: E-K
Wednesday, August 24: L-R
Thursday, August 25: S-Z
Friday, August 26: A-K applicants unable to make prior scheduled day
Saturday, August 27: L-Z applicants unable to make prior scheduled day
Those applying for DSNAP MUST go to a specified DSNAP site for the parish where they resided during the disaster to apply and receive benefits, if eligible.
DSNAP Phase Two will be from Monday, August 29, to Saturday, September 3, for Acadia, Ascension, East Baton Rouge, and Lafayette parishes. DSNAP Phase Three will be from Monday, September 6, to Saturday, September 10, for Avoyelles, Evangeline, Iberville, Jefferson Davis, St. Martin, Washington and West Feliciana parishes.
Sites for these parishes will be announced once the locations are finalized.
Applicants may name an Authorized Representative to go to a DSNAP site on their behalf. Authorized Representatives must bring with them to the DSNAP site a picture ID and the picture ID of the applicant/head of household along with a signed statement from the applicant/head of household or an adult household member authorizing them as a representative.
Accommodations will be made for the elderly and those with disabilities to reduce on-site wait times, but we strongly encourage these residents to name an Authorized Representative to visit a DSNAP site and complete an application on their behalf.
Regular SNAP households DO NOT need to apply for DSNAP. Impacted households that receive regular SNAP benefits in the DSNAP parishes will have additional SNAP benefits added to their Electronic Benefit Transfer (EBT) cards if they are not already receiving the maximum allotment for their household size.
To help expedite the application process DCFS is encouraging residents in all affected areas to pre-register for DSNAP benefits. The pre-registration is not an application for DSNAP. Residents will need to go to the parish DSNAP site in which they reside to complete an application and determine their DSNAP eligibility.
The best way to pre-register is online at www.dcfs.la.gov/preregister. However, residents can also pre-register by phone at 1-888-LAHELP-U (1-888-524-3578). Beginning Monday, August 22, the call center will extend its hours on Mondaythrough Friday from 6 a.m. to 10 p.m. Hours for Saturday and Sunday will remain at 7 a.m. to 7 p.m.
Callers will select the appropriate language and then select options 3 and 3. All pre-registrants will have to provide the following information:
The pre-registration process does not guarantee benefits, but is designed to save time, minimize long waits and prevent applicants from coming to the site, only to find out that they do not have the right information needed to apply.
* This release has been updated as eligible DSNAP ZIP codes were approved. Also, the date for the start of Phase III was changed from September 5 to September 6.


This demo uses the My Bookmarks app associated with this site. Click the display bookmarks image above to view the app. To close the app click the close image .
//"MyBookmarks1" is the id of the div element that will contain the app's content.
ToggleDeleteImage: imagePath + "toggledelete.png "


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Microvan je mali gradski automobil, čija karoserija ima oblik identičan minivanu i kombiju.

Microvanovi su relativno nepopularna vrsta automobila u odnosu na hatchbackove iste klase, a proizvoditi su se počeli u Japanu. Danas se mogu naći i u ponudi europskih proizvođača, a kao primjer se mogu navesti Peugeot 1007, Opel Agila, Fiat Idea i Renault Modus.

Klase automobila
Microvanovi

redpajama_set_name: RedPajamaWikipedia


I should have started the "thread" on the garden much long ago. From April, when we got the keys to the house, the garden has changed a lot.
It is because we have done any major refreshment in the garden, but because spring has come and now we are soon entering summer and lot of flowers have bloomed and some have already withered. And some others, are preparing to bloom and fruits are appearing in some branches.
This is how the Mahonia Aquifolium looked in April. It screamed: prune me!
And at the end of the month of April, this is what we could "dig out".


The Bogner Fire + Ice Hank Insulated Ski Jacket has a style motivated more by the professional park skiers of tomorrow than the Olympians of yesteryear. This masculine jacket has a solid-color design and contrasting-color color block front zipper, perfect for guys who live on the slopes all weekend. In addition to having fully taped seams and waterproof zippers, it has a 10K waterproofing rating for moderate snow and rain. And because Fire + Ice knows no one wants to stay inside just because the temperatures are in the single digits, the Fire + Ice Hank Insulated Ski Jacket has 80g of insulation on the core to easily keep your whole body toasty.


Wine EnthusiastLight pink and attractively priced, this has light strawberry aromas and more substantial cherry and strawberry in the mouth. Gruet has done a fine job managing the bubbles in this wine so that it tickles the tongue more than overwhelms it. 5,000 cases produced.
Wine SpectatorOffers appealing floral strawberry aromas and crisp, fruit-forward flavors. Drink now. 10,000 cases made.


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Chapter 10: Step 10 Celebrate Your Success
"The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather a lack of will."
GOALS FOR STEP 10:
Keep employees abreast of changes.
Alert executives to your achievements.
Broadcast success stories to the media.
Have we stressed enough the importance of marketing? Your transformation process cannot have the kind of phenomenal success that Rockwell Collins continues to see if you don't constantly and aggressively market your project. It's not enough to do well; you need to brag about it. If you want people to be impressed with what you've done, shout it from the rooftops. Take your successes out to the company and broadcast what you've accomplished. Failures get plastered all over the bathroom walls of most organizations, but the successes are buried in the company bulletin, so you're going to have to market yourself "nobody else will do it for you.
Communicating our success stories has always been an integral part of the strategic process. It is a critical element of the change-management process, and it's tied inextricably to our team's ability to effect change in the Rockwell Collins culture. Our team is always communicating with leaders and end users in an attempt to win their support and demonstrate the value of Project Oasis. We do this personally by constantly updating and delivering the presentation; learning consultants regularly refresh course offerings, and the learning and development team frequently hosts giveaways, sends e- mails , and writes articles for the newsletters. All of these efforts, which take up a considerable part of our team's daily lives, are aimed at converting the population of Rockwell Collins to a learning-organization mindset.
You can't just throw change at people, and you can't expect them to understand the value of change unless you show it to them. When we show employees and executives our statistics and tell them our success stories, we communicate to them that this project will happen whether they climb on board or not. The goal of sharing successes is not just to boast, although that is an element of it. Mostly, you do it to prove , anecdotally and statistically, that you are achieving what you set out to accomplish, that this transformation is having significant, positive results within the company, and that everyone is benefiting from it. Through our communication techniques we make it clear that this project is in the company's best interests and that if employees want to continue to thrive as members of Rockwell Collins's team, it's in their best interests as well. If we didn't share these successes we would fail to deliver on the communication aspect of our strategic plan, and converting employees from the old way of learning to the new would be much more difficult.
There are several things you can do to celebrate your successes and maintain a constant stream of communication with end users and executives. To keep the employee population abreast of your latest achievements, make ongoing announcements regarding the day-to-day activities of your team. Use global e-mails and articles on the Web site to make everyone aware of additions or changes to course content, updates in technology, and the addition of new delivery mechanisms. Create a "learning highlights" section online or in your corporate newsletter showcasing new courses or successful end users. By supplying end users with snippets of information, you keep the project foremost in their minds without inundating them with material. They become aware of the program changes and excited about new offerings, and this flow of communication ensures that new content will be taken advantage of quickly. Stagger implementation of new elements to your system so that every month or two you have an exciting reason to make contact with end users.
There will always be a reason to promote your system. If you can't find one, create one. For example, send out annual or biannual surveys to measure end- user reaction to the process, to gather information about changing needs, and to create new volumes of data to support your cause; or offer incentives in the form of gifts or certificates if users take advantage of certain courses or tools in the system. Make them aware of the support structure and reward system you have in place, emphasizing the benefits of taking early advantage of the system. This builds a culture of positive reinforcement. Those who support the system should receive the greatest reward and attention.
At Rockwell Collins, the learning and development team constantly gives away promotional material to show our appreciation and to flood the workplace with the project logo. Participants in pilot tests and subject-matter experts are also generously rewarded with larger gifts such as handheld computers or gift certificates to favorite restaurants . We also lavish them with public praise.
Recently, a small group of employees refused to participate in developing QuickLearns. They have the reputation of being contrarians and tend to take extreme positions on a variety of issues. We could have forced them, through their union leadership, to participate, but we chose another avenue. This group worked the day shift, and the same work was done by another employee who worked nights. The night-shift employee agreed to act as a subject-matter expert for the QuickLearns. The Performance Engineering Group (PEG) created the QuickLearns over a series of four nights, and, at the end, the employee was presented with three separate gift certificates "from the learning and development team, the consultants, and his manager. We made sure he was given the gift certificates at the end of his shift, just as the recalcitrant co-workers were arriving for their shift. We also made sure he was noisily praised in front of the others by his immediate supervisors for his cooperation and expertise. Instead of punishing the behavior we didn't want, we made sure the behavior we did want was rewarded.
Delivering the presentation to end users, hosting brown-bag lunches, and giving system demos provides end users the chance to acquire new information about the system and get to know you and your team. We constantly update and deliver our presentation, adding the latest statistics on usage rates. This data also comes in handy when the team is confronted with the small percentage of employees who steadfastly refuse to support the project. When they complain that a course doesn't work, we counter with piles of statistics to prove that it does. For example, when the learning and development team recently rolled out three new custom courses, our team received forty e-mails complaining that the courses were confusing and didn't work. But in that same time period, 8,500 people had successfully completed them. Because we gather those statistics, we have a stocked arsenal of weapons with which to fight the negative minority and prove that any problems they have are not with the technology or the courses but with their own computer configuration or cultural obstacles. Usually, they haven't read or followed the on-screen directions, or they've been told by a supervisor to take a given course and they're rebelling in anger at being forced to do something they didn't have any input into.
We don't just ignore their complaints, but we do make sure they understand what the problems are and what the learning and development team is trying to accomplish with the course. Context is critical if you are to win over naysayers. In some cases, pointing out the personal benefits of taking a course or of using e-learning to someone who's never given it a chance is all it takes. It is never our intent to belittle or demean people who complain that a course doesn't work, but with our statistics we can gently help them understand that something else is going on if they're having problems completing a course. Learning consultants work personally with everyone who complains, in order to resolve their problems and convert them to the new learning system.
Along with using statistics to prove our everyday achievements, we target the big victories, the courses that have caused profound changes in the company's ability to meet its goals, and we tell the world. The team broadcasts its triumphs in articles published in the company newsletter, writes stories for national trade magazines, and distributes flyers and posters around the company, reminding people to use the system.
It's important to keep up this flow of information so that employees at every level of the company, from service reps to management, are aware of what you've accomplished. Doing so further secures support for the project from the top and pushes contrarian end users to give in to the change and take advantage of the system.
Built to Learn: The Inside Story of How Rockwell Collins Became a True Learning Organization
Authors: Cliff Purington, Chris Butler, Sarah Fister Gale
Image Processing with LabVIEW and IMAQ Vision
Some Definitions
Introduction to IMAQ Vision Builder
Other Image Sources
Image Focus Quality
Oracle Developer Forms Techniques
GUI Development
Intelligence with Regard to Form Object Properties
Programmatically Canceling a Query
Preventing Validation of WHEN-VALIDATE-ITEM for Control Items During Query Time
Twisted Network Programming Essentials
Running an HTTP Proxy Server
Using the REST Architecture for Web Services
Using Authentication in a Twisted Server
Downloading Messages from an IMAP Mailbox
Using NNTP as a User Interface
Creating and Loading the Sample Tables
Executing a Script
Browser-Based SQL*Plus
Working with PL/SQL
Formatting Object Columns
Quantitative Methods in Project Management
Introduction to Probability and Statistics for Projects
Organizing and Estimating the Work
Risk-Adjusted Financial Management
Quantitative Time Management
Quantitative Methods in Project Contracts
Python Programming for the Absolute Beginner, 3rd Edition
PyClock: An Analog/Digital Clock Widget
Sending Files to Clients and Servers
Implementing Sets
So What s Python The Sequel
In the Final Analysis


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Home / Databank of independent evidence on faith schools
Databank of independent evidence on faith schools
This document has been produced by the Accord Coalition, of which Ekklesia is a founder member, to help researchers, journalists, campaigners and members of the public to find information about some of the policy implications of state funded faith schools and their practices. The aim is to bring together and summarise high quality research from reliable sources, pointing in particular to the shortcomings of faith schools and where changes need to made, particularly in the area of admissions and employment. With the exception of the 2009 poll commissioned by Accord from YouGov—itself a respected member of the British Polling Council—all evidence in the report is from sources independent of Accord and its members. Some sources cited however are religious, such as agency Tearfund, and other institutions that work with churches such as the Runnymede Trust. The evidence is also recent - all of it dates from 2001 or later and the majority was produced in the last two years. Research and opinion polls have been organised in reverse chronological order below, followed by relevant parliamentary questions and statistics from the DCSF.
•	The impact of religious admissions on social segregation (sometimes called "cream skimming" or social selection)
•	Faith schools and school standards / attainment
•	Faith schools and community cohesion
•	The number of new faith schools
•	Faith schools and homophobia
•	Faith schools and recruitment
•	The number of schools of different types, and their denominations
Although the scope of evidence surveyed here is wide and cannot easily be summarised, it repeatedly gives cause for concern about the way that many faith schools operate, and the consequences of this for wider society. The polls and surveys in the report demonstrate that many members of the public have similar concerns as Accord, which is convinced that only legislative change will bring about an education system free from religious discrimination.
YouGov Opinion Poll (2009)
"A new poll released by Accord has revealed the depth of public concern about faith school practices. The survey, released to coincide with the committee stage of the Equality Bill, found that 57% of people 'agreed or strongly agreed' that "state funded schools that select students by their religion undermine community cohesion", while only 19% 'disagreed or strongly disagreed'.
The poll also found that:
•	72% 'agreed or strongly agreed' that "all state funded schools should operate recruitment and employment policies that do not discriminate on grounds of religion or belief", with only 9 % disagreeing or strongly disagreeing.
•	75% 'agreed or strongly agreed' that "all state funded schools should teach an objective and balanced syllabus for education about a wide range of religious and non-religious beliefs", with 8% disagreeing or strongly disagreeing"
http://www.accordcoalition.org.uk/index.php/2009/07/22/57-think-faith-sc...
Can Competition Improve School Standards? The Case of Faith Schools in England (2009)
Dr Rebecca Allen and Dr Anna Vignoles,
This paper measures the extent to which the presence of religious state-funded secondary schools in England impacts on the educational experiences of pupils who attend neighbouring schools, whether through school effort induced by competition or changes in peer groups induced by sorting. National administrative data is used to estimate pupil test score growth models between the ages of 11 and 16, with instrumental variable methods employed to avoid confounding the direct causal effect of religious schools. It finds significant evidence that religious schools are associated with higher levels of pupil sorting across schools, but no evidence that competition from faith schools raises area-wide pupil attainment.
http://www.guardian.co.uk/commentisfree/belief/2009/apr/23/religion-fait...
RISE and LSE: Secondary school admissions in England: Policy and practice (2009)
Prof. Anne West, Eleanor Barham and Audrey Hind
"Admissions criteria for community and voluntary controlled schools are, in the main, clear, objective and relatively simple for parents/carers to understand. The situation is different with voluntary aided schools where there can be a high number of criteria relating to religion and religious practice, creating difficulties for parents/carers and allowing scope for discretion in many cases. There is a case for a simplified procedure for determining religion and religious practice."
•	http://www.guardian.co.uk/education/2009/apr/18/faith-schools-standards-...
•	http://www.risetrust.org.uk/Secondary.pdf
Faith Schools: Admissions and Performance – A Report by the House of Commons Library (2009)
A review of the current evidence on the relationship between admissions and performance in faith schools.
"Recent research on primary schools suggests that performance difference can largely be explained by prior attainment and background. The remaining differences are due to parental self-selection and selection methods used by some faith schools.
"Further analysis of GCSE results shows a different pattern of results for faith and non-faith schools with similar governance arrangements and control over admissions. Non-faith schools perform better in certain categories, faith schools do best in others and there is no clear difference in some."
• http://www.parliament.uk/briefingpapers/commons/lib/research/briefings/s...
Opinion Poll on Divisions in Britain, Commissioned by the EHRC (2009)
"Three in five (60%) of the general population and two in three (66%) of those in ethnic minority groups think religion is more divisive than race today."
http://uscmediareligion.org/?theGet&gID=601
The Cantle Report into Community Cohesion in Blackburn with Darwen (Interim Findings) (2009)
The report states that although the cohesion initiatives undertaken in Blackburn's schools in accordance with the duty are "positive" and "imaginative", they are insufficient. The "level of segregation in schools is high, growing and more extensive than the level of residential segregation would suggest", with a number of faith schools "a particular issue". Although the report calls on faith schools to "reconsider their admission policies in light of the impact on cohesion", some schools in the town have already made clear that they do not intend to change their polices. Without legislative change they cannot be compelled to.
At the launch of the report, Prof Cantle stated that faith schools with religious admission requirements are "automatically a source of division" in the town.
http://www.lancashiretelegraph.co.uk/news/blackburn/4351026.Cantle_repor...
http://www.thisislancashire.co.uk/news/4361331.No_policy_change___East_L...
Church going and social class, by Tearfund (2009)
A 2009 Tearfund survey found that 26% of British people attend church at least once a year, with "AB social class (34%) and owner occupiers without a mortgage (32%) among the groups overrepresented and "C2 social class (21%); DE social class (22%); single people (19%) and council tenants (19%)" among those underrepresented.
It should also be noted that only 15% of adults attend church at least every month, but many school admissions policies require regular church attendance at a particular church over the course of several years. In an oversubscribed school, such policies will inevitably select out all but the most religious and/or most organised and determined parents.
http://www.tearfund.org/News/Press+releases/Church+is+where+the+heart+is...
The Teachers' Report, by Stonewall (2009)
Direct quote from the report:
"Staff in secondary and primary faith schools are only half as likely to say that homophobic bullying is a serious problem in their schools compared to staff in non-faith schools. Two in five staff in faith schools say that homophobic bullying never occurs in their schools. However, gay pupils in faith schools are more likely to experience homophobic bullying than their peers in non-faith schools. Three quarters of young gay people who attend faith schools have experienced homophobic bullying (The School Report).
"Some teachers did explain that the religious ethos of their school or the beliefs of their pupils can be a barrier to tackling homophobia or addressing lesbian and gay issues in classrooms."
http://www.stonewall.org.uk/other/startdownload.asp?openType=forced&docu...
Faith Primary Schools: Better Schools or Better Pupils? (2009)
By Stephen Gibbons and Olmo Sliva, London School of Economics.
We provide estimates for the effect of attending a Faith school on educational achievement using a census of primary school pupils in England. We argue that there are no credible instruments for Faith school attendance in this context. Instead, we partially control for selection into religious schooling by tracking pupils over time and comparing attainments of students who exhibit different levels of commitment to religious education through their choice of secondary school and residence. Using this approach, we find only a small advantage from Faith primary schooling, worth about 1 percentile on age-11 test scores.
http://papers.ssrn.com/sol3/Delivery.cfm/dp4089.pdf?abstractid=1369835&m...
Moreover, this is linked to autonomous admissions and governance arrangements, and not to religious character of the schools. We then go on to show that our estimates vary substantially across pupil subgroups that exhibit different levels of sorting on observable characteristics into Faith schooling, and provide bounds on what the 'Faith school effect' would be in the absence of sorting and selection. Pupils with a high degree of observable sorting into Faith schools have an age-11 test score advantage of up to 2.7 percentiles. On the other hand, pupils showing a very low degree of sorting on observables have zero or negative gains. It appears that most of the apparent advantage of faith school education in England can be explained by differences between the pupils who attend these schools and those who do not."
23rd Annual Report of Senior Staff Appointments in Schools in England and Wales (2008)
By Education Data Surveys
"Church schools continued to face greater difficulties in recruiting a new head teacher than community schools. There was a small improvement amongst Roman Catholic schools in 2006/07 but a slight worsening of the situation for Church of England schools."
http://secondary.newham.gov.uk/Secondary%20standards%20page/23rd%20Annua...
Right to Divide? Faith Schools and Community Cohesion, a Runnymede Trust report (2008)
By Dr Rob Berkeley
A major report which focused on how faith schools operate. The researchers examined religious schools in their full historical, cultural, political and educational context and consulted with over 1000 stakeholders (teachers, parents, students, educationalists, governors etc).
The recommendations of the report were:
1. End selection on the basis of faith
Faith schools should be for the benefit of all in society rather than just some. If faith schools are convinced of their relevance for society, then that should apply equally for all children. With state funding comes an obligation to be relevant and open to all citizens.
2. Children should have a greater say in how they are educated
Children's rights are as important as parents' rights. While the debate about faith schools is characterized by discussions of parental choice of education, there is little discussion about children's voice.
3. RE should be part of the core national curriculum
Provision for learning about religion is too often poor in schools without a religious character. Provision for learning about religions beyond that of the sponsoring faith in faith schools is also inadequate.
4. Faith schools should also serve the most disadvantaged
Despite histories based on challenging poverty and inequality, and high-level pronouncements that suggest a mission to serve the most disadvantaged in society, faith schools educate a disproportionately small number of young people at the lowest end of the socio-economic scale.
5. Faith schools must value all young people
People cherish facets of their identities beyond their faith, and these also need to be the focus of learning in faith schools – and valued within them. Similarly, religious identities should be more highly valued within schools that don't have a religious character.
6. If these recommendations are acted upon, faith should continue to play an important role in our education system
Faith schools should remain a significant and important part of our education system, offering diversity in the schooling system as a means of improving standards, offering choice to parents and developing effective responses to local, national and global challenges in education.
http://www.runnymedetrust.org/uploads/publications/pdfs/RightToDivide-20...
In Good Faith: The Report of the Executive's Task Group on Faith Schools, the National Union of Teachers (2008)
Direct quotes from the NUT position paper:
"Comprehensive education based on equality should enable the accommodation of beliefs within which faith groups and non-faith groups can attend happily."
"In most cases the full civil rights of LGBT staff and pupils will not be inconsistent with the right to religious freedom. In cases where there is any conflict, however, the NUT unequivocally supports the right to race, gender and LGBT equality."
"In order for there to be equality of access to education, there must be in place a fair and equitable pupil admissions process. Common admissions arrangements are the key to achieving this goal. The NUT has supported consistently the concept of local admissions forums. Initiatives such as the cross borough admissions forum in London are a step forward. Local admissions forums must have teeth. No admissions procedure should be in place which advantages one school at the expense of another, including faith schools."
"The NUT has endorsed the recommendation of the IPPR research that no school should be its own admission authority."
"In order to foster community cohesion it is vital that schools with a religious character are inclusive of all faiths (and none)."
"Given that public money is used to fund schools with a religious character, the Executive believes that such schools must be open to the wider community in the interests of fostering social and community cohesion That does not mean to say that needs of communities with different faiths should not be provided for in within schools. In fact there is every argument for the curriculum and staffing to respond positively both to the diversity of faiths within schools and to the needs of those with no religious affiliation."
"In dealing with sensitive issues especially those involving faith and education, an approach that emphasises pragmatism and establishing common understanding is essential. The needs and wishes of faith communities should be considered, including the diverse views within the NUT membership. The aim of achieving equity and community cohesion which takes into account the needs of religious groups and those of no religious affiliation should be based on a reciprocal approach where all schools whatever their existing status play their part in achieving those aims. A convergence of "reasonable accommodation" from both the faith school and non-faith school sectors is essential."
"The NUT is opposed to admissions policies which either privilege or discriminate against children on the basis of the beliefs, motivations or practices of their parents."
"Reasonable accommodations should be made to meet the religious needs of all pupils. For many years now many schools have attempted to be inclusive of faith communities. Examples of such 'reasonable accommodations' include;
• provision of adequate private prayer space within schools;
• recognising religious holidays which embrace all faiths;
• flexible arrangements around school uniform to allow for religious and cultural differences; and
• provision of suitable food in school canteens catering for all religious requirements.
All of the above actions can be seen as good practice and inclusive. The motivation behind schools making efforts to meet the religious and cultural wishes of parents and communities is often a desire to welcome diversity in the student/pupil population. Many schools wish to have an ethos that brings together children from different ethnic and cultural backgrounds whilst making accommodations to meet individual needs."
"The Non-Statutory National Framework for RE and the requirements of local SACREs should apply equally to all schools and subject to the same inspection arrangements."
"The issue of collective worship is in need of re-examining, particularly its requirement within the 1988 Education Reform Act to be 'wholly or mainly of a Christian character' in order to eliminate the need for withdrawal from school assemblies. Inclusive school assemblies must replace 'collective worship', with separate optional prayers and worship for those that require them."
"In addition, schools must make provision for religious education to promote education about religion and learning from religion and to encourage respect and mutual understanding. Impartial, fair and balanced teaching about all major worldviews, including nonreligious ones, in RE, provide all children an understanding of the range of beliefs found in a multicultural society and the values shared by most religions and ethical worldviews."
"No child should be exempt from receiving Sex and Relationships Education (SRE). This is an essential area of the curriculum. The teaching of Sex and Relationships Education (SRE) can occur within single-sex classes in order to allow teachers to cater for specific needs during SRE sessions. In addition SRE should be taught in a values framework."
"Equal employment rights within schools are paramount to social cohesion. Schools must not discriminate against potential employees based on their religious or lack of religious affiliations, their sexual orientation, gender identity or their marital or civil partnership status. Schools should also take positive action to tackle any under representation of diverse groups."
http://www.teachers.org.uk/resources/pdf/InGoodFaith.pdf
Prof. West and Dr Allen's evidence to Children Schools and Families Select Committee (2008)
Dr Rebecca Allen:
"In my most recent research-I have written a paper on England, and a separate paper with Anne West on London-I was able to show that religious schools have higher ability and lower free school meal intakes compared with the neighbourhoods in which they are located. To give you an idea of the magnitude of those effects, if we take a community school and a voluntary-aided religious school, both located in a neighbourhood with exactly the same levels of deprivation, the community school is likely to have about 50% more free school meal children than the voluntary-aided school. There are big regional differences; the differences between voluntary-aided and community schools are very marked in London and quite marked in the north-west, but the differences are much less in the rest of the country. Interestingly, I have also looked at foundation schools.
Although they are located in relatively affluent parts of the country, on the whole they look much more like community schools than voluntary-aided religious schools in terms of their intake, relative to the neighbourhoods within which they are located.
Part of my research links to Anne West's. She has completed surveys of school admissions policies, and I have been able to match the data that I have produced with her data sets on school admissions policies. We are trying to look at the association between particular types of admission criteria, and the extent to which schools have advantaged intakes. We can show that there really is a direct correlation between the number of potentially selective admissions criteria that schools use, and the extent to which their intakes are advantaged."
Prof. Anne West:
"We were not able to look at [methods most frequently deployed to select covertly under the old code] individually because each of them tended to be used in small proportions. We came up with the notion of criteria that were covertly selective or that allowed the potential to be selective. There was a range of such criteria. A lot of them were quite subjective, and some were still in place for 2005 admissions. There were criteria that allowed a degree of subjectivity and some that gave priority to certain groups of children, such as those whose parents attended the school, who had links to governors, and former siblings at the school. The criteria could include compassionate factors or recommendations. There is a huge list of such criteria."
http://www.publications.parliament.uk/pa/cm200708/cmselect/cmchilsch/c31...
Faith Schools Commission Report, by the Sea of Faith Network (2008)
Summary of Recommendations
1.	We recommend that no school within the state sector, including faith schools, should be its own admissions authority. Faith schools receiving state funding should therefore lose the right to select pupils on religious grounds.
2.	We recommend that the requirement for compulsory school worship be abolished. All schools should be encouraged to hold regular assemblies promoting the values of the school and the social, moral, cultural and spiritual development of students. Faith-based schools would be free to include an act of collective worship as at present. This would make for a clear demarcation between non-faith-based and faith-based schools.
3.	We recommend that the current system whereby the syllabus for religious education in state schools is set by local advisory councils (SACREs) be abolished and replaced by making RE a National Curriculum subject.
http://www.sofn.org.uk/docs/sof-faith-schools-commission-report.pdf
The School Report, by Stonewall (2007)
Direct quotes from the report:
"Almost two thirds of young gay people at secondary school, 150,000 pupils, have experienced homophobic bullying. In faith schools, that figure rises to three in four."
"Lesbian and gay pupils who attend faith schools are significantly less likely (23 per cent) to tell someone than lesbian and gay pupils who attend non-faith schools. Only four per cent of gay pupils felt able to tell their local religious leaders about bullying."
School Admissions Report: Fair choice for parents and pupils, by the IPPR (2007)
By Sarah Tough and Richard Brookes
"Gordon Brown and David Cameron are being urged not to extend the number of Academies and Trust schools without making their admissions procedures fairer. New research, published by the Institute for Public Policy Research (ippr) shows that secondary schools which are their own admission authorities are much less representative of their local area. ippr argues that schools have no reason to be their own admissions authorities, other than to select students by ability or socio-economic background.
With both Labour and Conservative policy committed to increasing the number of Academies and Trust schools, ippr warns that Labour's efforts to strengthen the Admissions Code of Practice and the Conservatives' new opposition to expanding grammar schools is not enough to prevent selection in state schools.
ippr's report cites research that shows:
•	Faith schools which are their own admission authorities are ten times more likely to be highly unrepresentative of their surrounding area than faith schools where the local authority is the admission authority.
•	Non-religious schools which are their own admissions authorities are six times more likely to be highly unrepresentative of their surrounding area than community schools for whom the local authority is the admission authority.
Overall, secondary schools are twice as segregated by ability than they would be if they took the pupils living nearest to the school. ippr's report also cites strong evidence of 'peer effects' on individual student performance and evidence that high levels of social segregation are associated with lower results overall."
https://www.ippr.org.uk/pressreleases/?id=2728
https://www.ippr.org.uk/members/download.asp?f=/ecomm/files/schooladmiss...
ICM survey: head teachers opposed to expansion of faith schools and academies (2006)
"The latest findings of the Headspace survey of primary and secondary headteachers, carried out by Education Guardian and EdComs, and administered by ICM, shows that many heads are deeply concerned about the effects of faith schools on the education system.. Of the 801 headteachers who replied to the questionnaire - of whom 28% actually work in religious schools - 47% felt there should be either fewer or no faith schools, while 32% felt there should be no change. Only 9% agreed with the government's policy of increasing the number of faith schools."
"Heads in the survey fear the long-term consequences of a faith school policy. Only 25% believe the presence of schools with a religious character creates more religious tolerance in society; 18% reckon they make no difference, while 45% think they actively contribute to less tolerance."
http://www.guardian.co.uk/education/2006/dec/05/newschools.schools
ICM faith schools poll (2005)
64% of people agree that "the government should not be funding faith schools of any kind"
http://www.guardian.co.uk/uk/2005/aug/23/schools.faithschools
SMF: School Admissions: A Report of the Social Market Foundation Commission (2004)
Edited by Moussa Haddad,
"The Commission feels able to support the continuing presence of faith schools in the state sector, even though there is little evidence to support the notion that faith schools educate children better. It feels that preventing religious schools from operating in the state sector would simply lead them to move
into the private sector, as occurs in Australia. Allowing faith schools to continue, but with open enrolment and without any power to select on the basis of faith, is the favoured option. Parents choosing schools on grounds of religion is deemed acceptable – and there is a liberal argument that parents should be able to choose a religious education for their children if they so desire – whereas schools choosing parents on religious grounds is not. We note that this will lead to some self-selection by parents into religious schools, but this is considered acceptable since faith schools would have to compete on the same terms as other schools."
http://smf.co.uk/assets/files/publications/SchoolAdmissionsCommission.pdf
Young People in Britain: The Attitudes and Experiences of 12 to 19 Year, a survey commissioned by the Department for Education and Skills (2003)
"64% of young people not religious"
http://www.dcsf.gov.uk/research/data/uploadfiles/RR564.pdf
Oldham Independent Review Report 2001 (The Richie Report)
The report commissioned by the government, Oldham Metropolitan Borough Council and the local police authority in the aftermath of the 2001 riots.
"Educational mixing: This is closely linked to residential, and in our view it is desirable in principle that as many schools as possible, should have mixed intake so that children growing up can learn one another's customs and cultural backgrounds and accept that stereotypes and racism are unacceptable." (p7)
"Three faith secondary schools (Blue Coat, Crompton House and Our Lady's) admit no Muslims. This is divisive and in our view between 15% and 20% of places should be open to pupils of non-Christian backgrounds." (p11)
http://image.guardian.co.uk/sys-files/Guardian/documents/2001/12/11/Oldh...
The Cantle Report (2001)Community Cohesion: A Report by the Independent Review Team chaired by Ted Cantle
This much publicised report 2001 report was published after the riots in Bradford, Oldham and Burnley. One of its key recommendations was that faith schools reserve at least 25% of their places for those of different beliefs. (Pages 33, 34, 37 and 50)
http://image.guardian.co.uk/sys-files/Guardian/documents/2001/12/11/comm...
1. Question from Simon Hughes (Bermondsey, Lib Dem) on admissions to faith schools (27 Apr 2009)
Liberal Democrat Simon Hughes said that where there were lots of schools in a community that were 'effectively their own admission authorities', such as church schools where church attenders had priority, it was hard to give 'a fair opportunity for all pupils to have access to all secondary schools'.
Responding, Children, Young People and Families Minister Sarah McCarthy-Fry said that all schools were obliged to abide by the admissions code, and said that with the work of the schools adjudicator – who was now entitled to look into all objections – would allow the Government to review the code and make improvements.
Simon Hughes (North Southwark and Bermondsey) (LD): Ministers have tried hard to amend the policy to make it better, but is it not still the truth that in local authorities where many or all schools are their own admission authorities it is sometimes very difficult to have a fair and flat playing field for applications? For example, in areas where there are a lot of Church schools, people who go to church get a far better deal than people who do not. What will Ministers do to give all pupils a fair opportunity to have access to all secondary schools?
Sarah McCarthy-Fry: The first thing we have done is to make sure that all schools, whether they are their own admissions authority or part of the local authority, act in accordance with the current code. They have to abide by the admissions code. Through that mechanism and also in the fact that we are now allowing the schools adjudicator to look into objections from wherever they come, we can continue to update the code and ensure that it is fair.
2. Question from Adrian Sanders (Torbay, Lib Dem) on disadvantaged pupils in faith schools
Wed, 25 February 09 | House of Commons - Written Answer
The following question was answered on 25 February 2009.
Mr. Sanders: To ask the Secretary of State for Children, Schools and Families what the proportion of students in receipt of free school meals is in (a) religious and (b) non-religious schools. [253493]
Sarah McCarthy-Fry: The requested information is shown in the table:
Primary, secondary and special schools( 1) : school meal arrangements by denomination of school( 2-) As at January 2008: England
Percentage of pupils known to be eligible for free school meals
Religious schools(3) 11.5
Other schools 15.7
(1) Includes middle schools as deemed, CTCs, academies and non-maintained special schools. Excludes hospital schools.(2) Includes pupils with sole and dual main registration. Includes boarders.(3) Includes schools of all denominations and religions.
3. Question from Ashok Kumar (Middlesbrough South and East Cleveland, Labour) on the number of new faith schools designated (12 Jan 2009)
Dr. Kumar: To ask the Secretary of State for Children, Schools and Families how many schools he and his predecessors have designated as being of a religious character in each of the last 10 years. [245852]
Jim Knight: The following table shows the number of brand new maintained faith schools that have opened in each of the last 10 years. All faith schools are designated as having a religious character under the School Standards and Framework Act 1998 and the Religious Character of schools (Designation Procedure) Regulations 1998.
Number of new faith schools
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Victoria, TX (77901)
Showers and thundershowers likely. High 64F. Winds SSE at 10 to 20 mph. Chance of rain 90%..
Mostly cloudy with scattered thunderstorms mainly during the evening. Low 56F. Winds SW at 5 to 10 mph. Chance of rain 60%.
Dan Galvan looks for a book to read at the Victoria Public Library.
Ana Ramirez | aramirez@vicad.com
Naomi Camacho, a public services librarian, pulls books for a patron.
Elva Cano helps her granddaughter Bella Macias, 10, of El Campo, make a butterfly out of pipe cleaners and beads during the spring craft at the Victoria Public Library in this 2015 file photo.
Advocate File Photo
Sloan Gaines, 10, of Port Lavaca, learns calligraphy during Anime-nia at the Victoria Public Library in this 2017 file photo.
Gail McDonald listens to Khloe Nelson, 4, read aloud to Dakota, a 5-year-old pit bull, during Paws 2 Read in this 2018 file photo. The after-school reading program takes place at the Jackson County Memorial Library.
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Public Libraries list
Victoria Public Library
Hours: 9 a.m.-8 p.m. Monday-Thursday; 9 a.m.-5:30 p.m. Friday; 9 a.m.-5 p.m. Saturday; closed Sunday; 361-485-3302; victoriapubliclibrary.org
Victoria College/University of Houston-Victoria Library
2602 N. Ben Jordan St.
Hours: 7:45 a.m.-10 p.m. weekdays; 1-6 p.m. Saturday-Sunday during fall, spring semesters; 361-570-4166;
vcuhvlibrary.uhv.edu
Aransas County Public Library
701 E. Mimosa St., Rockport
Hours: 9 a.m.-6 p.m. weekdays; 10 a.m.-2 p.m. Saturday; closed Sunday; 361-790-0153;
acplibrary.org
Joe Barnhart Bee County Library
110 W. Corpus Christi St., Beeville
Hours: 9 a.m.-6 p.m. Monday and Wednesday; 9 a.m.-8 p.m. Tuesday and Thursday; 9 a.m.-5 p.m. Friday-Saturday; closed Sunday; 361-362-4901; answers@bclib.org
Calhoun County Library
200 W. Mahan St., Port Lavaca
Hours: 10 a.m.-8 p.m. Tuesday and Thursday; 10 a.m.-6 p.m. Wednesday and Friday; 9 a.m.-1 p.m. Saturday; closed Sunday
Offers, in addition to books, fax, online tutorials, computers, printers, audio books, DVDs and free internet.
361-552-7323; cclibrary.org
Calhoun County Library Seadrift Branch
502 S. 4th St., Seadrift
Hours: 10 a.m.-1 p.m. and 2-6 p.m. Monday and Wednesday; noon-6 p.m. Tuesday and Thursday; 10 a.m.-2 p.m. Saturday; closed Sunday
In addition to books, offers fax, computers, printers, copy machine, DVDs, audio books, music CDs, summer reading program, document scanning, free Wi-Fi and community room to reserve for events.
Calhoun County Library Point Comfort Branch
1 Lamar St., Suite 1,
Hours: 9:30 a.m.-1:30 p.m. and 2-6 p.m. Tuesday; 10:30 a.m.-1:30 p.m. and 2-6 p.m. Wednesday-Thursday; 10 a.m.-3 p.m. Friday; 9 a.m.-noon Saturday; closed Sunday
Offers, in addition to books, DVDs, audiobooks, IRS forms, library loan service, reading program, computers and free internet.
361-987-2954 cclibrary.org
Calhoun County Library Port O'Connor Branch
101 S. 6th St., Suite B,
Hours: 9 a.m.-1 p.m. and 2-6 p.m. Monday-Tuesday; 1-6 p.m. Wednesday; noon-5 p.m. Thursday; 9 a.m.-1 p.m. Saturday.; closed Sunday
Offers, in addition to books, fax, computers, printers, copy machine, DVDs and audiobooks.
Cuero Municipal Library
207 E. Main St., Cuero
Hours: 8:30 a.m.-5:30 p.m. weekdays; 9 a.m.-noon Saturday; closed Sunday
Public access computers for internet or word processing, genealogy research, wireless access, Mango Languages, World Book Online, summer programs, toddler story time, book sales October to April, inter-library loans and Wi-Fi.
361-275-2864; cityofcuero.com/186/library
Carl and Mary Welhausen Library
810 Front St., Yoakum
Hours: 9 a.m.-6 p.m. weekdays; closed Saturday-Sunday
Genealogy research, public access computers, wireless hot spot, monthly story time, summer reading and presentation program, Christmas celebration and open house, Spanish bilingual storytime.
cityofyoakum.org/Library.html
Yorktown Public Library
103 W. Main St., Yorktown
Hours: 1-9 p.m. Monday; 1-6 p.m. Tuesday-Thursday; 9 a.m.-1 p.m. Friday; closed Saturday-Sunday
Public access to computers, faxing/copying services, genealogy research, wireless internet access, Mango Languages online learning tool, eBooks Overdrive and text share databases, and learning express library.
361-564-3232 yorktownpubliclibrary.org
Goliad County Library
320 S. Commercial St., Goliad
In addition to books, the library offers programs for children, the Goliad Center for Texas History that collects materials that document local history, genealogical materials, wireless internet access, CDs, DVDs, typewriters, and summer programs that include Monday movies for ages 6 to 13 and Tuesday activity hour 2-3 p.m. to the end of July.
361-645-2291; co.goliad.tx.us
Jackson County Memorial Library
411 N. Wells St., Room 121, Edna
Hours: 9 a.m.-5 p.m. Monday-Wednesday; 9 a.m.-7 p.m. Thursday; 9 a.m.-3 p.m. Friday; closed Saturday-Sunday
Jackson County residents have free access to services, which include books, periodicals, newspapers, microfilms, videocassettes, DVDs, children's audiocassettes, audio CDs, ebooks, internet and Mother Goose storytime every day at 1 p.m. 361-782-2162; jcml-tx.org
Hoffie & Lank Wolters Shiner Public Library
115 E. Wolters and 2nd St., Shiner
Hours: 8 a.m.-5:30 p.m. Monday-Thursday; 8-11 a.m. Friday and Saturday; closed Sunday
Large collection of books, audiovisual materials, local genealogy materials, magazines, newspapers and more.
361-594-3044;
shinerpubliclibrary.org
Friench Simpson Memorial Library
705 E. Fourth St., Hallettsville
Hours: 8:30 a.m.-5:30 p.m. Tuesday and Thursday; 11:30 a.m.-7 p.m. Wednesday; 11:30 a.m.-5:30 p.m. Friday; 9 a.m.-noon Saturday; closed Sunday-Monday
Thousands of volumes, historical photo collection and an extensive genealogy department, free WiFi, ebooks, summer reading club and ongoing used book sale.
hallettsvillelibrary.org
Dennis M. O'Connor Public Library
815 Commerce St., Refugio
Hours: 8 a.m.-5 p.m. weekdays; closed Saturday and Sunday
Summer reading program for those going into first through sixth grades.
361-526-2608; dmopl.com
Wharton County Library
1920 N. Fulton St., Wharton
Hours: 9:30 a.m.-8 p.m. Monday and Tuesday; 9:30 a.m.-6 p.m. Wednesday-Friday; 9:30 a.m.-3 p.m. Saturday; closed Sunday
979-532-8080; whartonco.lib.tx.us
El Campo Branch Library
200 W. Church St., El Campo
Hours: 10 a.m.-8 p.m. Monday; 10 a.m.-6 p.m. Tuesday-Friday; 9 a.m.-1 p.m. Saturday; closed Sunday
whartonco.lib.tx.us
East Bernard Public Library
746 Clubside Drive, East Bernard
Hours: 1:30-5:30 p.m. Monday and Wednesday-Friday; 10 a.m.-6 p.m. Tuesday; 9 a.m.-noon Saturday; closed Sunday
Louise Branch Library
803 Third St., Louise
Hours: 9-11:30 a.m. and 12:30-4 p.m. Tuesday; 1-5 p.m. Wednesday; 1-3 p.m. Thursday; closed Friday-Monday
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FRESH IDEAS: Sea to Sky students from across all grades had the opportunity to present their ideas about transportation and housing to a panel of officials on Friday.
It's no secret that housing and transportation are the two biggest-and most frequently discussed-challenges currently facing the Sea to Sky corridor.
But on Friday, April 6, a whole new crowd was welcomed into the conversation.
Over 130 students, ranging from Kindergarten to Grade 12, and 30 staff from across the corridor filled Whistler Secondary School's multipurpose room armed with poster boards, hand-made models and slideshows to display their research-based reports on transportation and housing.
The solutions proposed included everything from better bus systems, overpasses, wildlife tunnels and high-speed, magnetic trains to tiny homes, high-density, eco-friendly developments, community centre expansions and transitional housing for at-risk and homeless youth.
But unlike most school projects, these reports weren't only presented to teachers and classmates. Whistler Mayor Nancy Wilhelm-Morden, Squamish Mayor Patricia Heintzman and MLA Jordan Sturdy were in attendance, joining other school district and municipal officials on a panel that aimed to turn the tables. While the officials are more than likely accustomed to answering questions about these important issues, this time their role was to ask the students about their reports.
Presenting their ideas to the panel "was a little intimidating," agreed the WSS group, made up of Grade 9 students Annelise Aldrich, Mallory Mellor, Ella Crawford, Kiaya Nixon, Adam Brett and Georgia Strim. Their team came up with the idea to create a seasonal workers' housing authority and apartment-style accommodations to complement the already existing Whistler Housing Authority and its lengthy waitlist.
"It was cool to be able to have a voice and have a say about what's going on in your community," Strim said. "(Whistler Coun.) Cathy Jewett came and spoke to us before we presented, so that was cool as well."
The group also agreed that it was worthwhile to have students representing three Sea to Sky communities convene in one room. "Every community has their own problems, but it was cool because even some of Pemberton's or Squamish's solutions could help Whistler," Strim explained.
In addition to a platform to be heard, the event also gave students a valuable - and at times, chuckle-inducing - learning opportunity. For example, after one elementary student guessed it would cost about $1 million to build the overpass she'd like to see connect Cheakamus Crossing to Function Junction, Sturdy gently informed the group that a similar overpass planned for Victoria is, to the students' shock, projected to cost just under $100 million.
Despite a need for some economic adjustments, "It was impressive, frankly, that kids in elementary school have a grasp of social issues that I think many of us would have barely touched on in high school," said Sturdy. "It reflects the quality of the instructors, the quality of education and the quality of the system that really does embrace this type of learning."
The forum also served as a shining example of B.C.'s new, more personalized, inquiry-based curriculum at work, he added.
"It's so much more engaging," said Sturdy. "Kids - learners - grab a hold of things they wouldn't otherwise, because they're truly interested."


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text:
Awaiting Government Response
(-) Remove Awaiting Government Response filter Awaiting Government Response
(-) Remove Family filter Family
(-) Remove Commercial filter Commercial
Review of the Property (Relationships) Act 1976
Project status: Closed Start date 24 May 2016 Last updated 28 November 2019
This project examined New Zealand's relationship property legislation.
The Property (Relationships) Act 1976 (PRA) sets out the rules for how property owned by either or both partners is divided when they separate or when one of them dies...
The Use of DNA in Criminal Investigations
Project status: Reviewing submissions Start date 27 July 2016 Last updated 12 September 2019
The forensic analysis of DNA is a powerful tool in solving crime. However, the use of DNA in criminal investigations also raises important legal and ethical issues.
In New Zealand the Criminal Investigations (Bodily Samples) Act 1995 ('the...
Creation of a separate crime of non-fatal strangulation
Project status: Closed Start date 15 July 2015 Last updated 12 October 2016
An element of the revised Law Commission work programme 2014/15 issued by the Minister of Justice included creation of a separate crime of non-fatal strangulation.
In its fourth Annual Report the Family Violence Death Review Committee...
Victims of family violence who commit homicide
Project status: Awaiting Government Response Start date 15 July 2015 Last updated 12 May 2016
In 2001 the Law Commission published a report examining the legal defences available to protect those who commit criminal offences as a reaction to domestic violence: "Some Criminal defences with Particular Reference to Battered Defendants"...


text:
Diving Mimes, Weeping Czars and Other Unusual Suspects	Ken Scholes
Return to Ken Scholes' Imagination Forest in this second collection of quirky, off-beat stories. These 17 tales range from his first published story in 2000 to his most recent in 2009, including two stories set in his Psalms of Isaak series. You'll encounter cynical Santas and explore the dating woes of superheroes. You'll join God and Satan in the bar for a glass of merlot and watch the hyjinx unfold as Reverend Sparkle Jones leads his rag-tag gang of misfits across a post-apocalyptic America in search of the holy grail to stem the tide of an alien invasion. You'll meet the Lady of the Lake in the Oklahoma Dust Bowl and bump into Abe and his backup singers as they do their part to save the world. So settle in for the ride and keep your hands inside the vehicle at all times. Here in the Imagination Forest, you never know who — or what — you'll come across.
Diving Mimes, Weeping Czars and Other Unusual Suspects
Ken Scholes
Diving Mimes, Weeping Czars and Other Unusual Suspects Ken Scholes
Customer Ratings for Diving Mimes, Weeping Czars and Other Unusual Suspects
4.5 out of 5 stars based on reviews


text:
import _plotly_utils.basevalidators

class ValueValidator(_plotly_utils.basevalidators.NumberValidator):
    def __init__(self, plotly_name="value", parent_name="histogram.error_y", **kwargs):
        super(ValueValidator, self).__init__(
            plotly_name=plotly_name,
            parent_name=parent_name,
            edit_type=kwargs.pop("edit_type", "calc"),
            min=kwargs.pop("min", 0),
            role=kwargs.pop("role", "info"),
            **kwargs
        )

redpajama_set_name: RedPajamaGithub


text:
Q: Getting OpenSea collections by name Is there any API or SDK which do following thing:
It returns the chain type like Ethereum, Solana, etc of provided collection. Input would be collection name or collection slug based on OpenSea.
Any workaround or multiple api calls beyond OpenSea are also ok.
Example :
Input -> boredapeyachtclub
Output -> Ethereum

A: This OpenSea API may be help you :)

redpajama_set_name: RedPajamaStackExchange