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2018, Chinese Translations, Development, Entrepreneurship, Policy, Teachers
Ted Dintersmith
What School Could Be
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Ted Dintersmith is not your normal Silicon Valley venture capitalist trying to save the world through technology. He's much more complex.
After producing the film Most Likely to Succeed, which premiered at Sundance in 2015, Ted embarked on a trip across America. For nine months he visited school after school, meeting teachers in ordinary settings doing extraordinary things.
Today Ted joins FreshEd to talk about his new book What School Could Be: Insights and inspiration from teachers across America.
Ted is currently a Partner Emeritus with Charles River Ventures. He was ranked by Business 2.0 as the top-performing venture capitalist in the U.S. for the years 1995-1999. In 2012, he was appointed by President Obama to represent the U.S. at the United Nations General Assembly, where he focused on education.
Citation: Dintersmith, Ted, interview with Will Brehm, FreshEd, 108, podcast audio, March 19, 2018. https://www.freshedpodcast.com/dintersmith/
Will Brehm: 2:03
Ted Dintersmith, welcome to Fresh Ed.
Ted Dintersmith: 2:05
Great to be here.
So in the fall of 2015, you literally went back to school for an entire school year, not just one school that you went to, but hundreds of schools across every state in America, what on earth made you decide to embark on this journey to go back to school?
A lot of people ask me that, particularly my friends and my family members, because it is a little ambitious to go to all 50 states in a nine month period. And the trip really didn't take entirely the shape I expected. So initially, I felt this, and I still feel I mean, every single day, I feel the urgency of anticipating what the future is going to be like for our young adults, and having schools adapt and modify and transform themselves to keep pace, which I think very few schools actually are doing for good reasons, because the innovation economy's sprinting ahead. So I sort of said why didn't I go on this really ambitious trip to make sure people understand there's urgency here. But as I traveled and I took it very seriously, I heard the, believe it or not, the advance campaign planning team who did all the work for Mitt Romney's 2012 presidential campaign. So it's like, every day from morning, you know, breakfast till the end of the day, which would, the end of the day was typically 10, 10:30 at night with a community forum, I'm just meeting all these people, I'm going to all these schools. And yeah, boy, I just learned so much. I talked to so many interesting people, I saw so many interesting things. And so I thought, it's like the classic thing, I thought I had something to say to America. And instead they had a lot more to say to me. And then that ultimately led to my writing a book about it.
So okay, so you went across the country speaking with thousands of people, what did you hear? What were people telling you about the state of education in America?
Whether there's just a million different perspectives on this, and you realize how incredibly complicated and intertwined our education system is, with schools, subject to all sorts of external forces, you know, state legislators, school boards, college admissions, parents, real estate agents, on and on, there are million different things that come into play, when it comes to the decisions that get made in schools. I'd say, if there's one major takeaway is that in education, we largely have a system that is run by non-educators telling educators what to do, it's sort of a few things in American society where that takes place. And you find that a lot of the people who project their views on the school really are thinking about the school they went to 30, 40, 50 years ago. And they're not able to step outside of that kind of dated perspective on what's to be accomplished in schools, or maybe more importantly, how to assess whether schools are doing a great job. And so you realize that, and this is similar, I think, to one of my perspectives from business is I generally learned a lot more about a business when I talked to the people actually kind of in the trenches doing the work than when I talked to senior managers, and I worked with some very good senior managers. But if you really want to understand what's going on, talk to the people doing the work. And that's what I was able to do. And I think it's unusual because you know, I recognize I'm humble about the fact that I'm a person with a business background interested in education. And when I say that, as soon as you say those words, I have a business background now, and you're interested in education, a lot of people in the classroom, you know, like the blood drains from their face, because they've seen that movie before. And it's not a particularly good movie. But I found what I really put the time into, listen to them to hear about what they were experiencing. And in particular, to see some of the amazing things they were doing. It was really energizing.
So why is there a disconnect between the people running education and the people basically doing education, right? Like, why are the upper level managers so disconnected?
In my book I talked about this, and the common denominator, and it's not 100%, nothing ever in life is 100%, but a lot of the people that make their way to the top of these bureaucracies, you know, states, federal, you know, two things. One is they generally have very strong academic credentials. So school work for them, they expect it should work for everybody, they have no beef for the fact that they, you know, got into an elite undergraduate school and then went on to get their PhD from Harvard in the Graduate School of Education. So they are fundamentally aligned with the process of school. And they are also people that were able to work their way through and up to the top of large bureaucracies. So they know how to work a system, they have a mindset around policies and procedures and metrics, and they do what I think they're inclined to do, what they've succeeded within their own personal life. And then they take that and apply it to schools across America. The problem is, a lot of kids have incredible gifts that go beyond the realm of the academic. And when you start to standardize education, so you can measure the progress of kids, I think you largely destroy the learning.
So on this trip of yours, was there anything in particular that you changed your mind about after meeting all of the educators and students and parents and principals? Like, what was the biggest thing that you came away saying, Wow, I really think differently about that now?
Well, I clearly shifted not dramatically, but whatever respect I had for teachers going into the trip, which was a reasonably high level of respect only got higher. I mean, the number of teachers that would share with me, you know, in tears, you know, a variant along these lines, which is, every morning, I have to decide, do I do what's best for my students, or what the state tells me to do? There are a lot of teachers in that category. You know, an incredibly moving day for me, is going to the national teachers Hall of Fame in Emporia, Kansas, and you see this knoll where they have these plaques and monuments and, you know, not massive monuments, but commemorating the teachers who gave their lives in classrooms for their students. And it just hit me, you know, like, we trust these teachers with the lives of our kids, but we don't trust them with their own lesson plans. I mean there's something really wrong there. And so that was one of my biggest things was just sort of an increase in respect and appreciation. As well, you hear all the time people say, you know, well, our teaching forces are innovative or one that really troubles me is why our public schools can't innovate. And, you know, you realize, you put public schools and No Child Left Behind straight jackets for 20 decade, in 20 years. You tell them what they can't do day in and day out, and then you criticize them for not being innovative. I mean, that is not fair. Despite it all I met a lot of teachers doing incredible things in public schools that I write about that just blew me away when they were able to think differently about how they want to engage and inspire their kids.
I want to ask you a list of terms basically that are sort of these I don't know popular faddish policy terms in education today that we hear a lot in the media and a lot of politicians and big education reformers, quote unquote, reformers talk about and I want to hear your perspective of these terms, but from the perspective of all the people you've met. And so the first one is 21st century skills. We hear this a lot these days, what is your opinion on 21st century skills?
Ted Dintersmith: 10:05
Would people listen to me? I don't hear a lot that's different from what happened back in the days of Plato. And so I think in some ways, thinking that you have to be a creative problem solver, a communicator, whatever. And putting that in the context of the 21st century is a bit of a misnomer.
Will Brehm: 10:23
What about college ready?
You know, this one to me is, and I pointed this in my book as one of the biggest factors impeding innovation in our K through 12 schools, and disengaging so many students. And honestly, lots of the college ready content is not of intrinsic interest to kids, is not terribly relevant to adults, and is largely baked into a system because it's easy to test. And so I feel like we need to step back and say, we have gone dramatically overboard and pushing college ready onto the agendas of our particular middle school and high school kids.
Stem, STEM education?
Another trendy thing you'll read all the time, every kid you know, you are not going to do well in the 21st century without a STEM background, which is I think pure baloney. I actually think liberal arts is really important, you know, because they do teach these fundamental things that are important. You know that just as Plato and Socrates took on very challenging issues, kids are immersed in some of these complex ideas you find in literature, or history or philosophy, or any one of a long set of disciplines can be great vehicles for developing skills that are really important. STEM, first of all, and this is in my book as well, as I talked about the fact that, you know, for instance, MIT students on graduation day, somebody had the great idea which I think it actually is a really great idea to videotape these students on graduation day taking on this incredibly difficult challenge, which is they give the students a light bulb, a wire and a battery and say, can you light up the light bulb and kid after kid after kid, you know, cap and gown, you know, degree from the most prestigious Engineering Institute in the world, five on AP Calculus BC, five on AP Physics, 800 on the SAT and MIT blah blah blah, I mean, like, these are the best of the best, they can't light up a light bulb. What you know, with a wire and a battery, they can't do it. And, you know, right up the river, I talked about Eric, Missouri at Harvard in what he learned in his physics courses at Harvard. And so I'm actually deeply skeptical that when we say kids are really getting great at STEM, that in a lot of cases, I don't know that it really goes much beyond memorizing formulas, memorizing definitions would be facile with being able to spend them back on an exam and slightly varied forms. And so, you know, like, I feel like if a kid's passion is STEM, it can be a great path forward. But I think we need to start blending the academic with a lot more the applied, you know, that kids that are interested in physics need to be shadowing a master electrician and wiring things up and actually making circuits work instead of just memorizing Coulomb's law and Kirchoff's law, because I think we're fooling ourselves when we think we're producing great scientists and engineers in our colleges, the employers often tell me, they get here, they don't really understand much of anything, we got to teach it to them as if they've never taken these courses.
It reminds me of that one part in your book, where you talk about this presidential summit that you attended when Obama was president. And there was all sorts of discussion all the way up to the Secretary of Education about calculus. You know, calculus is the thing we need to put back into the curriculum and get more kids taking calculus. And, you know, so why is that sort of this narrative that reaches all the way up to the highest levels of policymakers?
Well, I put it back on the policymakers, the people that say things like that, and don't know what they're talking about. And they really don't. I mean, you know, if you can google my background, I mean, I published papers written back before computational resources were really much of anything. When I had to do clothes for medicals by hand, you know, so I'm not without a fair amount of perspective on when calculus actually was useful, and how it's a lot less used today. I mean, you know, and kids will get done with AP calculus, and you ask them when would you ever use this? Their answer is, I have no idea, you know, but they might be able to, if they're particularly good at it to a hyperbolic cosine transformation. But Photomath or WolframAlpha does that instantly on your smartphone so we have these kids spend nine months replicating what a smartphone can readily do without ever making a mistake and they never quite get to how to apply it and actually calculus is something that has very limited applicability. You know but if you're one of these bureaucrats, it just sounds good. You know, oh, well, kids, you know, isn't it a tragedy that half the kids in America in high schools they don't offer calculus. And college admissions officers, oh, we really look for kids that have taken on the rigor of calculus. You know, it's just mind numbing, because most of the kids that take calculus are not taking statistics. You can get great jobs with statistics, it's important for career, it's important for citizenship, it comes into a lot of your personal decisions that are consequential and yet, we're telling kids take something that almost no adult in America uses and don't take something that's indispensable across the three most important things in your life, work, citizenship and personal decisions. You know, it's like and we just owe our kids better than that, we owe our kids a more informed perspective on the things we advocate as being important.
Okay, so going back to this list of buzzwords and ideas and policies. What about charter schools? What did you find about charter schools as you were crossing America?
Well, I think that charter schools, public schools, private schools, take the category, I don't care which one it is, you can find some great examples of schools, some okay examples and some bad examples. And I actually don't think those percentages across the type of school that is are all that different. Yet, you know, you read in the newspapers, you look at where a lot of philanthropists direct their money. And so charter schools are dramatically superior to public schools, despite the data that says there's really not an appreciable difference in performance. And those are performances measured by standardized tests. And there's a lot of evidence that charter schools are doing, you know, two things. One is they're trying to somehow dot the kids that are going to test as well, I think you see some of that. And also they are relentless about test prep. And so I think there's nuance to these things. But we often just try to simplify it. And so there are charter schools out there, my film Most Likely to Succeed is about High Tech High in San Diego, a really spectacular school. It's a charter school, it was started back in the days when there was a small number of charter schools formed to really prove out bold in different types of innovations. And I think most people would say there's a role for that. That's an important thing to have in our education system. Today, though, most charter schools are co-opted by people who are just going to try to grind out better test scores from their students and hold that up as a measure of success. And I think it's such a shallow view of things that, you know, we just, again, we need to think harder when millions of kids lives around the lines with the policies and decisions and the massive amounts of funding we direct to schools, you know, are tied to things that just don't reflect careful plot.
So on your trip, when I read your book, it is very, it's much more optimistic than I actually imagine that would be before I started reading, and I want to get into some of that optimism about you know, there are many schools and systems in America that are basically doing everything different than what you're just talking about before, you know, I mean, they're not trapped in this old way of thinking. And there are many educators trying their hardest to innovate within the constraints of the system that exists. So can you tell me a little bit about, you know, the inspirational features of some of these schooling systems? And, you know, what do these really innovative schools look like that you visited and met the teachers and students who attended?
Yeah, it's so interesting because one of the challenges I faced in writing the book and I hope I met it is that the specifics of the things that blew me away, you know, when you looked at exactly what these kids were doing, there was no rhyme reason they were really quite different. But there were general principles that undergirded them that really made the difference between, you know, a kind of same old same old classroom where kids, you know, just kind of go through the motions and the occasional question is, will this be on the test, versus these classrooms, these schools, these even out of school settings, where kids are just racing ahead, you know, the learning is deep and retained and joyful, and you just sort of say, man, they have got this and which is why I found the whole trip so inspiring, and why I think and remain deeply hopeful that we're going to make enormous progress in, you know, a relatively short period of time, because we don't need to invent what works, I mean, it's being done, you can find something really great in any school in the country, certainly, any community has its great proof points. And so we don't need to travel to Finland to see better education, you know, we don't need to travel to Shanghai, you know, I mean, it's like it's being done in the US, it is being done in lots and lots of places. And I think one of the things we need to do a better job of celebrating those successes, which is a goal of my book, and encouraging other people not to copy it, but to in their own way, embrace things that help their kids, you know, have better learning outcomes and be better prepared for a world that's going to be full of opportunity for the people that are creative and bold and, you know, think outside of the box and curious and a bunch of other things that often get left behind in the process of school. But that world for somebody that's just conditioned to jump through hoops for somebody that's just good at memorizing content, replicating low level procedures that kid's going to be in a world of hurt point forward. And so I think it's that pattern. And that's why intentionally wrote the book picking things from every state in the country to really reinforce the point that it's not just in, you know, actually I found Palo Alto I found California to be not that innovative you know, but you can find these great things in places that many people don't think of its innovative you know, that North Dakota is, you know, the country that Kentucky's, you know, these there these really great people fighting in every single day to advance learning for their kids.
And do you think all of the different models and systems that you've seen that were inspiring? Are they scalable? I mean, you said don't copy it, right. But how then can it be scaled even a whole school district or a whole state, you know, maybe not think about the national level?
Yeah, and I write about districts. So, you know, I've got a great chapter, a great profile of what's going on in Charlottesville, Virginia, great district level innovation, the state level New Hampshire, so not only can it I mean, it is being scaled but it's being scaled at a meta level instead of at a prescriptive level. And so what the people that are really thinking carefully about this are doing is scaling a set of conditions instead of scaling, you know, a cookie cutter model of a particular classroom or school. And I think that's really the difference between, you know, two decades or more of US education policy, which is decided on behalf of everybody across the country, you need to do X and so now we're going to make you do it. And we will hold, you know, Title One funding out to sort of bribe you to make sure you, you know, march to the right tune on this versus the really informative, thoughtful leaders like, you know, Jenny Barry in New Hampshire who are looking at how do you put in place the conditions that led superintendents and principals and classroom teachers do the things they entered the profession to do? And how do you trust the teachers to lead the way in far more informed assessments. And so to me, that's really incredibly encouraging, you know, where you look at a model that is not being scaled, as I say with you, Will, on October 17, study x in class y, which, I mean, who the heck wants to live in a world like that students don't want to, teachers don't want to, I mean, when we micromanage a curriculum, and say that all kids need to study the exact same thing for the exact same high stakes test, we really are undercutting any real chance of learning and proficiency development among kids, as opposed to putting in place a condition. So let people run with things, set their goals, really just knock it out of the park in terms of accomplishment.
So what are some of these conditions, right? Like, there must be some sort of, I don't know, more abstract conditions that that might be able to be scaled to the middle level, like you said?
I put it at the top of the list where it works. There's a high degree of trust, you know, and if you, you know, it's one of the things that happens, the bigger the bureaucracy, the more the machine moves away from trusting people to implementing policies and procedures to keep something bad from happening. Once you take trust out of the system, once you, you know, look at what we did our brilliance of holding teachers accountable to standardized test they didn't believe in and I think, shouldn't have believed in. You know, we've really, you know, cut the legs out from under, you know, what our schools are capable of doing, you know, so that's the first thing I'd say trust. Second thing is having clarity about where you want to get with kids. And, you know, I talked about, you know, schools, districts, even states that are thinking very carefully about what are the, what are the competencies, what are the skill sets and mindsets you want your students to be developing and be clear at that level. And then working back from that, to understand what school experiences will lead to that. And for sure, the competencies that are going to matter going forward are not memorizing content, replicating low level procedures, following instructions. Machine intelligence is already far better at that than any person could ever be. But it is things like, you know, creative problem solving or aspects of citizenship or aspects of character like never giving up. And so the question is, then how do you embed those in the school experience but not fall prey to this cockamamie thing, like, we're going to have standardized test of grid, you know, like, you know, like we would someday be here, we're going to have standardized test of creativity, which honestly, kind of falls in the category of a profoundly bad idea. But, you know, and then really tying the student work to authentic accountability, are they producing things they're proud of that beat some level of some standard, you know, if a kid is really going to be held accountable to their ability to do great work in language arts? How do you test that? Well, you know, it turns out, you know, and this is another thing that I think is so interesting is that, that if you don't feel the need to roll all these things up into a particular number, it turns out there are easy ways to, you know, make sure the kids are held accountable. I mean, I often share the story that in 25 years in venture capital, I never want to ask somebody what their SAT scores were, what their grade point average was, but I always ask them to send me three or four writing samples of work that they're proud of. I've learned so much, it didn't take me five hours to read three or four writing samples. And I actually think that that approach said a lot about my successes as a venture guy is I can read their best examples in, you know, a few minutes, 5, 6, 7 minutes, I can read them. And if they were interesting, I could pick up the phone and talk to them and say, you know, of the things you sent me the third one really struck by interest. Tell me more about it, ask him some questions. If it was really their work. If they really mastered it, they had great answers. And so you think about something like the SAT essay question, right? I think this is so telling is that for 12 years, the College Board gave essay questions on the SAT, it's actually something really useful to do, you know, kid has no prep, you know, no help from any adult, they can't anticipate the topic, there's a proctor you really get to see the kids on writing.
If they had just said for all applications, admissions officers, if you want to see an authentic example of the kids work without coaches, without parents, without tutors, click on this and you'll see their essay. They didn't do that. No, they said, we got to put a number on it. And so they ran these essays through these, you know, out of work people they'd hire off of Craigslist, who in interviews will say, I didn't even read the work I just scan it, people have debunked it by taking great writers and having right sheer nonsense and getting a 750 to 800. If they just were, you know, five paragraphs, four to five sentences per paragraph, invert the sentence structure, introduce some vocabulary words that you know, that are unusual or challenging. Bingo 750 to 800.
And you realize like we obsess about rolling it up and do a few numbers when we're really letting the easy measurement tail wag the learning dog. And so like New Hampshire, there are digital portfolios with these students, teachers lead the way in authentic assessments but they can be audited. So if your school board and your school is saying most of our kids are doing anywhere from well to outstanding in these areas, you can say I want to look at 10 at random portfolios, see for yourself, teachers cross check each other. To me, that's far better in terms of getting kids to work on authentic, you know, projects and essays and you know, they value creativity, they really do align with developing skills that matter with a thoughtful assessment system or assessment framework as opposed to boom, high stakes test. They're generating multiple choice or formulaic essays, somebody somehow turns them into a number. And then when they go up 0.7%, everybody says, great, when they go down 0.3%, everybody says the bottom is falling out. I mean, it really makes no sense.
America is sort of known maybe in a more negative way for having very different funding levels between schools based on these property taxes, and then also deeply segregated schools even after Brown versus the Board of Education. How do you think America is going to be? Or do you think America is going to be able to overcome some of these race and class divisions that we find in schooling?
Yeah, it's a huge issue. And I talked about being, you know, two different schools 10 miles apart, in Mississippi and, you know, it's just night and day. One is in a building that anybody would probably say should be condemned. And the other one had, you know, just football fields, fields, plural, you know, practice fields, the main stadium I mean, it's just most beautiful place in the world you can imagine and you find that all over America. I'm not picking on Mississippi is that it's almost anywhere you go, you can, in 10, 15 miles you can find two school particular here, urban, suburban area, you can find two schools in close proximity with dramatically different amounts of budget, you know, funding is really this, you know, Rodriguez versus the San Antonio decision more than Brown versus the board that drove all that because local property taxes tell the story. And that's a very difficult gap to get people to face up to, because the ones with the cloud, the ones with the power, you know, are the ones that you know, have their kids going to the better resource schools. And so it's a huge issue. But then we take something that's an enormous challenge. And we make it that much worse. Because if you look at the data on how much time kids in the under resourced schools spend doing worksheets. I mean that's their day, they're doing worksheets around the clock. They're giving material that they have no interest in, material that we can't really explain how it will ever matter them in life, you know, we block them from getting a high school degree because they can't pass Algebra Two. I mean, you know, like, I got a PhD in math modeling from Stanford. And I'm not sure in my career I ever used anything from Algebra Two. I mean, you know, like, it's just really astounding the things we pile up block kids from getting a high school degree, because nobody ever steps back and thinks about it. And so what I found, which gave me encouragement, actually, quite a bit of encouragement is when the heart and soul of school was far more aligned with challenges that were messy and ambiguous and connected with the real world where it wasn't clear what you needed to do to get an A where you knew you were going to fail multiple times and had to just keep coming at it where you know, where it required real out of the box, you know, out of the box thinking that you know, again and again, people would tell me oh my gosh, you know, these underperforming kids, the at risk kids, the kids that we've sort of viewed as being not on the right side of the bell curve, they actually blow us away when they're doing something they care about. And oftentimes a really rich, you know, micromanaged kids fall apart when they're given that kind of ambiguity. I mean, they paralyzed, they're paralyzed when they think they might fail. And so it suggests this view that we could better prepare all kids by connecting more of their school experience with taking on, you know, creating and carrying out initiatives that one way, shape or form make the world better that do have lots of ambiguity and lots of messiness, and lots of challenge with them, that's actually better preparation for them later in life, and starts to make real progress and reversing that achievement gap.
So when I was finished reading your book, I kind of I was left feeling to be honest, that a lot of what you're saying is about education is really for getting children prepared to enter a workforce that is going to look radically different in the future than it does now. And I just wanted to ask on your journey, did you experience or witness in a sense civics or citizenship, or the ability to learn how to be in the world? Right, like, so how does citizenship education fit within public schooling? I mean, is education only about jobs? Or is there more?
Yeah, and you know, I do write a lot about school experiences, where kids are connected to the world and in different ways, making their world better. And in some of those ways, it's directly aligned with the career path. And that's important to me, I mean, I feel like we have given a kid an enormous gift if they come out of high school with the skill set to directly get a job that pays well above the minimum wage. And by the way, I think that's doable for most kids in school in America today, and their K through 12 years.
And you know, so as opposed to spending the entirety of K through 12 on college ready, which means that the kid leaving high school really has to choose between a crap, a lousy minimum wage job or college, they pick college. You know, the math on that is pretty dreadful with, you know, only half finishing in six years or less. And then of those that finish, only half of those get any kind of a job we normally associate with a college degree. So it's sort of like you start down the four year path, four-year degree path. And it's one chance in four in a reasonable time frame, at least the kind of job everybody thinks a guarantees, and of those kids, no matter who they are, you know, 70% are taking on substantial amounts of student loan debt. And trying to pay off student loan debt, if you don't have a very good job is a nightmare. And so, you know, I look at that. And so I feel like in a ruthless economy, and people need to try, I mean, if they google me, you know, like, I know a lot about innovation. People need to really recognize the fact that machine intelligence is just advancing at a blistering pace. And you know, I tell this story about the team that got funding at Google for the driverless car, which is now I want to say, maybe eight years ago and so they put their careers on hold, they made this big bet on driverless cars, you would think that they would be by and large really optimistic about being able to pull it off and the most optimistic person in the founding groups said that it would take at least 20 years before we'd have driverless cars. So you know, three years ago, driverless cars were three times safer than human driven cars. So if it's been talked about today, it will be real in 10 years. I mean, it's just will be real.
So that's why I push so hard for making sure kids have an ability to plug in to the economy and make their way forward. I don't think by the way, it's either or, I don't think it's just and actually really celebrate and focus on schools that blend the academics with the career that learn about electricity by shadowing a master electrician instead of studying Coulomb's law that captured documentaries, you know, the right docu.., produced documentaries to capture aspects of their local history. I think there's a way to blend.
Experiences are really give kids a career lift with experiences that get them thinking about intellectual ideas. And that's one of the great roles these teachers play is to say, oh, you're interested in this, What about this, is sort of move that initial interest to something broader and to really get at the core thing of citizenship you know, I mean, what is it mean to be a citizen i mean, is it you know, AP US history, right? But everybody says that the gold standard for history classes in high school in America is AP US history. You know, it's like less than a class period on the Constitution. I mean, the number of adults that can explain to you anything about the Constitution is, you know, like you're lucky if it's one in 50. And so we give lip service to preparing kids for citizenship, but I don't think it's happening. And yet if kids suddenly start proactively identifying opportunities, challenge problems in their community and learn that they can take their own talents and their ability to learn and their ability to just keep going at it with support from their community and they can make a positive difference in their world. That to me is the most important citizenship lesson we can deliver to our kids.
Well, Ted Dintersmith, thank you so much for joining Fresh Ed and best of luck promoting the book.
Well, thank you, thanks for having me and I really love what you're doing so I hope we get a chance to meet in Tokyo and I'm just cheering you on from afar.
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March 19, 2018 /by Will Brehm
Tags: #108, America, education reform, Most Likely to Succeed., philanthropy, teachers, technology, venture capitalism
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David Labaree
Mary Lou Rasmussen
Leigh Patel
Patricia Parker
Shenila Khoja-Moolji
Paul Reville
Ioannis Costas Batlle & Aurelien Mondon Maria Teresa Tatto & Ian Menter


text:
What happens if you accidentally hit a car in a parking lot?
1 What happens if you accidentally hit a car in a parking lot?
2 Do most accidents happen in parking lots?
3 What happens if you hit someone and they drive away?
4 Can a distracted driver cause a parking lot accident?
5 What happens if you hit a car in a parking lot?
6 Who is at fault in a parking lot accident?
7 What are the most common parking lot accidents?
8 Can a driver be distracted in a parking lot?
9 How to deal with parking lot accidents State Farm?
10 What to do if you hit a parked car and no one is around?
11 How does insurance work if you hit a car in a parking lot?
12 Do Walmart parking lots have cameras?
13 What if you hit a car and there is no damage?
14 How do you handle a parking lot accident?
15 Does Lowes have cameras in the parking lot?
16 Is it OK to sleep in Walmart parking lot?
17 Why was my car damaged in Walmart parking lot?
18 Can you stay overnight in a Walmart parking lot?
19 How big are the parking lots at Walmart?
Leaving the scene is considered a criminal offense. Depending on the state, a hit and run may be a misdemeanor or felony punishable by fines, jail time, license points or all of these. If you leave the scene, a police officer can use evidence and surveillance cameras to identify, locate and arrest you.
Do most accidents happen in parking lots?
Parking lots are arguably the place where most low-speed collisions occur. Common parking lot accidents include vehicles backing up into each other, vehicles backing up and getting clipped by passing vehicles, vehicles sideswiping other vehicles as they park, etc.
What happens if you hit someone and they drive away?
Criminal penalties for a California hit and run Up to 6 months in county jail. Up to $1,000 in fines and fees. Restitution to the victim. 2 points on your driving record.
Can a distracted driver cause a parking lot accident?
Phone Records: Distracted drivers cause most parking lot accidents, and the number one distraction is cell phone use. If you believe the at-fault driver was using a cell phone when you were hit, be sure to tell the police, your insurance company, and your attorney. If your case goes to court, your attorney can issue a subpoena for phone records.
What happens if you hit a car in a parking lot?
This includes backing into a parked car, striking a car with your door when opening it, or clipping it in the lot. If you hit a parked car and leave the scene without making an effort to contact the owner of the car, it can also be considered a hit-and-run.
Who is at fault in a parking lot accident?
Driver in Parking Lane Stops Suddenly, Gets Rear Ended A rear-end collision is almost always the fault of the driver who does the rear ending, and rear-end collisions in parking lots are no exception to that rule. Drivers must follow the car in front at a safe distance and must always be ready for the car in front to do something unusual.
What are the most common parking lot accidents?
One of the most common accidents to occur in a parking lot is one in which a driver is backing (or pulling) out of a space and strikes another vehicle, whether moving or parked.
It could be a single-car accident in which you bump into an object such as a shopping cart, or if you open a car door and hit a vehicle parked next to yours. If you are responsible for the damage due to having struck an object, your claim will be processed under your collision coverage, and you will be found at-fault for the accident.
Can a driver be distracted in a parking lot?
In a parking lot, drivers may be distracted from looking directly in front of their vehicle as they search for open parking spots, signs and store locations. Despite this being expected conduct, it does not absolve a driver from the responsibility to drive carefully.
Determining who is at fault in a parking lot accident is usually pretty easy if only one vehicle was moving at the time. Generally, the driver who was moving is liable as long as the non-moving vehicle was legally parked or stopped.
How to deal with parking lot accidents State Farm?
If the offending driver is gone, help the other driver document the damage. Give the driver your contact information, in case his or her insurance agent or the police need to contact you for further comment. To aid in parking, more and more assisted-driving features are being introduced.
What to do if you hit a parked car and no one is around?
If you hit a vehicle that was illegally parked, you need to call the police. Use a camera or phone to take photos of the illegally parked vehicle to prove their negligence. You may not be responsible for damages in this instance.
How does insurance work if you hit a car in a parking lot?
You'll usually see collision and comprehensive insurance bundled together and called full coverage. Comprehensive won't help you if you hit a parked car. But collision will cover any damages that happen to your vehicle while you're driving it.
Do Walmart parking lots have cameras?
The devices are called Lot Cops. It's a surveillance system armed cameras and flashing blue lights. There's one on each side of the store's parking lot. The idea is to offer an extra set of eyes on the parking lot, in addition to cameras currently in place.
What if you hit a car and there is no damage?
Consequences of committing a hit-and-run If there is vehicle damage but no bodily injury to anyone, it is a "misdemeanor hit-and-run," carrying a fine of up to $1,000 and six months in jail.
How do you handle a parking lot accident?
What to do if your car is damaged in a parking lot
Contact your insurance agent. Let him or her know what happened as soon as possible.
Record evidence. Take pictures of the damage with your phone or a camera, if you have one on hand.
Take thorough notes.
Get backup.
Does Lowes have cameras in the parking lot?
Yes they have cameras in the parking lots. One camera is at the entrance barrier and a lot more in high spots so that they can cover most of the space.
Is it OK to sleep in Walmart parking lot?
Generally, yes, you can sleep in your car at Walmart. Walmart does not have a corporate-wide policy of allowing people to sleep in their car in their parking lots. Some store managers, however, go the extra mile to carve out a special area of their parking lot with signs denoting RV overnight parking.
Why was my car damaged in Walmart parking lot?
The statement reads, "We regret that a customer's car was damaged in our parking lot. After reviewing this incident, including surveillance video, it is clear that the parking lot was properly maintained by an associate and the accident was due to another shopper allowing a cart to roll into the vehicle."
Can you stay overnight in a Walmart parking lot?
Check City/State laws – Some cities and states do not allow overnight parking and sleeping in a parking lot. A lot of Walmart managers know whether this is allowed or not. Don't run a generator – Making a bunch of noise and bothering others might not only get you kicked out but also give campers a bad reputation.
How big are the parking lots at Walmart?
From the 1970s up to the millennium, most Walmarts existed in their privately held buildings, on their deeded land, and had huge parking lots to accommodate everyone. The RV Community numbered less than 9 million, and Walmart didn't have to worry too much about travel trailers getting in the way of customer parking.
What is Gentoo Linux good for?
What are the basic questions for a divorce?

redpajama_set_name: RedPajamaCommonCrawl


It's time for a Social Innovation and Social Finance Strategy for Canada.
Innovate for Impact: As a diverse nation of innovators, Canadians should be optimistic about the future. That said, we still face some serious challenges. If we want better social, economic and environmental outcomes, the government needs to 'do different,' by rethinking the way social purpose organizations are supported. We need investment in social innovation and social finance.
What are Social Innovation and Social Finance?
A Co-Creation Steering Group, appointed by the Government, engaged stakeholders from across sectors and regions to provide recommendations for a pan-Canadian Social Innovation and Social Finance Strategy.
What did we hear the Government should do?
Let's promote Government action in 2019 for community-led solutions and national systems change.
to support the Strategy. Use our tools to take action!
In line with our commitment to the United Nations Sustainable Development Goals, the Strategy contains twelve recommendations to improve our ability to put social innovation and social finance to work in Canada.
The recommendations for the proposed Strategy are designed to support an ecosystems approach, where each component complements the others.
Anchor commitment and long-term policy action toward social innovation and social finance in Canada through federal framework legislation.
Establish and fund a permanent multi-sectoral Social Innovation Council.
Create a permanent Office for Social Innovation.
Improve social purpose organizations' access to federal innovation, business development and skills training programs.
Establish a cross-sector Social Innovation Ecosystem Program to address gaps in early-stage support, capacity building and impact measurement.
Create a Social Finance Fund to accelerate the development of social finance ecosystems across Canada.
Ensure federal funding practices support and enable social innovation.
Incorporate social procurement guidelines, tools and training into Government's focus on a cohesive sustainable procurement plan.
Address the legal and regulatory issues impeding charities and non-profits from engaging in social innovation, social finance, and social enterprise.
Develop regulatory innovation capacity using 'sandboxes' to explore and experiment with new models.
Establish a Social Innovation Evidence Development and Knowledge Sharing Initiative.
Coordinate a national social innovation and social finance awareness campaign.
First Nations, Inuit and Métis individuals and groups who were engaged saw a potential opportunity to adapt social innovation and social finance to their cultural perspectives, in their own manner, and with their own leadership. At a pace determined by communities and National Indigenous Organizations, the Government should further explore potential Nation-to-Nation collaborations. All community participants—and civil society—have roles to play too.
As part of Imagine Canada's pilot program iMPact Day, from August 15 – September 16, MPs from across the country have agreed to spend a day with a social purpose organization in their constituency for a deeper understanding of the sector and the challenges they face.
Did your organization host an MP?
To help navigate which MPs are participating and which communities sent out the most invitations, check out our map.
Click on a Constituency to see more information.
Located in Charlottetown, UpStreet Craft Brewing employs local island youth, donates used grain to local farmers for cattle feed, and has donated almost $30,000 to local community groups. In 2016, this for-profit company and certified B-Corp won Startup Canada's Social Enterprise Award for community impact.
Located in Vancouver, Atira Property Management is a for-profit business, wholly owned by the registered charity Atira Women's Resource Society. As a social enterprise, it not only delivers property management services, but provides jobs to hundreds of women and men facing significant barriers to employment. According to an assessment by Ernst and Young, for every dollar received in revenue to Atira Property Management, $4.13 in overall societal value was created in 2016.
Across all sectors of society ecosystems are forming, where a diverse range of organizations and individuals are working together to make their communities more sustainable and inclusive places through social innovation and social finance.


Is it time to buy the first home?
Planning to buy a home for5 yourself, there are certain things that need to be considered and made sure about. People often end up being unsatisfied after making an investment in buying a home, the reason relies in some common mistakes made by the home seaker in his search. One has to be very clear and precise about his/her requirements about a perfect home, though there are certain compromises that are usually made. Obviously not all the requirements would be perfectly accomplished.
It's always a life long memory in living some moments at a place, we call home. The one place a person can never be bored off after working 12 hours a day. Before buying your first place one has to make sure of certain things and these things must be cleared with any crisscrossing thoughts or aspects that might jeopardize the memory or sabotage the investment.
This is the major question, which will make sure what requirements of your do fit in the budget. There is an initial investment even if one plans to make the payment in installments, termed as down payment. The home seeker needs to think about what exactly is feasible in today's economy. Buying a house when the land prices go down would be the best possible measure, yet some payment is to for the property dealer as well. This can be avoided as, Oklahoma brings in a whole range of homes that allow its user to make evaluation itself. The homes are shown in accordance with what the customer is searching for and ofcourse the budget whilst the major problem faced with a third party involvement is negotiations are not made by buyer and dealer directly which endures more price than required.
The salary statements make a person eligible for a mortage, relying on onhe before making a perfect estimate of what one can get leads to problamatic situations. For example a friend of mine was couting upon a mortage and has his documentations all set yet he wasn't eligible for one which undoubtedly failed his mission of buying a place at that time. There should be backup plan set if just in case you didn't get a mortage. The less a property price is lesser mortage one has to apply for, so here we bring oklahoma accomodations in best prices for its customers at great and potentially sound regions.
3. What is the monthly expense?
Every place endures a monthly expense, specially if one takes a mortage and the payment is to be made on installment basis. What is your poersonal expense and what is the installment, that needs to be calculated. Sales by owner in Tulsa provides its customers with best prices and minimizing the expense of the purchase been made.
Buying home wouldn't be necesarily problamatic in the future and one won't regret the investment made if the plan is smartly executed.
Oklahoma Properties Tips, Selling Your Home asking price of your property oklahoma, Is it time to buy the first home?. permalink.
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The junior classes all have more powerful senior equivalents. The most popular senior class in the country are Rotax Max, Senior TKM Extreme and Senior X30 and there may be other options worth exploring at your local circuit. The once all-conquering TKM Extreme class is now only popular in certain areas, eg in the Midlands, and if you live in such an area it should be investigated. Once some experience has been gained there are further options for the premier international classes, raced primarily at the major championships. These OK class use a variety of 125cc TAG engines, from different manufacturers. OK is unlikely to be seen at club level. They are restricted in maximum rpm for longer life. Both are raced in the Super One Series with OK Senior being the MSA British Championship. Senior classes top out at 85mph.
TKM Extreme is for year of 16th birthday upwards (although as in all the classes very experienced juniors already racing may move into the senior classes earlier). The engine is a115cc variant of the BT82. It's a popular and economic class and now has a TAG option.
The senior equivalent of Junior Max, with a very powerful 125cc TAG engine. Although the maximum revs are limited electronically, they are nearly as quick as OK, but much lower maintenance, and sealed to prevent unapproved tuning. Care needs to be taken if starting in this class. Like many classes there is a higher weight variant called Rotax 177 for the heavier driver.
A TAG electric start water cooled 125cc engine which is not sealed so anyone can do rebuilds. There is a 'Tour' for X30 in the Little Breen Man series and a National Series in the Super One.


text:
Adam G Kaplan, MD
St. Joseph Health Medical Group - Sonoma - Urology
462 West Napa Street
2nd and 4th Monday of each month: 8:30 a.m. -12:30pm
Secondary Office
St. Joseph Health Medical Group - Santa Rosa - Urology
stonesmart.urologytimes.com/video/robotic-surgery-urology
Medical Groups & Affiliations
University of California, Irvine, School of Medicine - 2004
University of California, Irvine, Medical Center - General Surgery - 2010
University of California, Irvine, Medical Center - Urological Surgery - 2013
University of California, Irvine, Medical Center - Chief Resident - 2014
Duke University Medical Center - Endourology, Laparoscopy, and Robotic Surgery - 2016
Prostate Cancer, Robotic Surgery, Kidney Cancer, Kidney Stone Disease, Benign Prostatic Hyperplasia (BPH), Ureteropelvic Junction Obstruction (UPJ)
***Top Doctors of 2018 Honoree by Sonoma Magazine***
As a Board Certified expert in robotic urologic surgery and other minimally invasive urologic techniques, Dr. Kaplan treats Sonoma and Napa County patients with the latest technology and a skillful human touch. After graduation with distinction from Cornell University, he received his medical degree at the UC Irvine School of Medicine, where he continued on as a resident in Urology, under the tuttlage of Drs. Ralph Clayman, Jaime Landman and Thomas Ahlering. While there, he led award-winning research in novel therapies, technological development, and quality of life outcomes for the treatment of kidney cancer, prostate cancer, kidney stone disease and disorders of the bladder. He then went on to Duke University, where he completed a 2-year fellowship in Endourology and Robotic Urologic Surgery with Dr. Glenn Preminger and Dr. Michael Ferrandino. Throughout his comprehensive training, he benefitted from the mentorship of the pioneers and thought leaders in Urology who developed the modern laparoscopic, robotic, endoscopic and percutaneous techniques that he uses each day in practice. More recently, as the Medical Director of Robotic Surgery, Dr. Kaplan launched the robotic surgery program at Santa Rosa Memorial Hospital, a program continually lauded as progressive, outcome-driven and effective.
Specialty areas of interest include:
Nerve-sparing Robotic Surgery for Prostate Cancer (Radical Prostatectomy)
Robotic Surgery for Kidney cancer (Partial and Radical Nephrectomy) and Adrenal Cancer (Adrenalectomy)
Kidney stone disease (Percutaneous nephrolithotomy, Complex Ureteroscopy, Lithotripsy)
Robotic and Transurethral Treatment for Benign Prostatic Hyperplasia (Simple Prostatectomy, Bipolar and Button TURP, Greenlight PVP and other novel therapies)
Robotic treatment for Ureteropelvic Junction Obstruction (Pyeloplasty), and other urologic obstruction (Ureter repair, Ureteral reimplant)
While Dr. Kaplan primarily focuses on robotic surgery for urologic cancer and minimally invasive surgery for complex kidney stone disease, he enjoys all aspects of Urology and maintains a wide breadth of skills. Dr. Kaplan welcomes new patients requesting a comprehensive visit for any Urologic need, and looks forward to providing exceptional, thoughtful and less-invasive care!
https://youtu.be/yxdo7ECGX_Q


text:
German cruiser Admiral Hipper
Admiral Hipper in 1939
Name: Admiral Hipper
Namesake: Admiral Franz von Hipper
Builder: Blohm & Voss, Hamburg
Laid down: 6 July 1935
Launched: 6 February 1937
Commissioned: 29 April 1939
Fate: Scuttled, 3 May 1945, raised and scrapped in 1948–1952
Class and type: Admiral Hipper-class cruiser
16,170 t (15,910 long tons; 17,820 short tons) (design)
18,200 long tons (18,500 t) (full load)
Length: 202.8 m (665 ft 4 in) overall
Beam: 21.3 m (69 ft 11 in)
Draft: Full load: 7.2 m (24 ft)
3 × Blohm & Voss steam turbines
3 × three-blade propellers
132,000 shp (98 MW)
Speed: 32 knots (59 km/h; 37 mph)
Complement:
42 officers
1,340 enlisted
8 × 20.3 cm (8.0 in) guns
12 × 10.5 cm (4.1 in) SK C/33 guns
12 × 3.7 cm (1.5 in) SK C/30 guns
8 × 2 cm (0.79 in) C/30 guns (20 × 1)
6 × 53.3 cm (21 in) torpedo tubes
Armor:
Belt: 70 to 80 mm (2.8 to 3.1 in)
Armor deck: 20 to 50 mm (0.79 to 1.97 in)
Turret faces: 105 mm (4.1 in)
Aircraft carried: 3 Arado Ar 196
Aviation facilities: 1 catapult
Admiral Hipper, the first of five ships of her class, was the lead ship of the Admiral Hipper class of heavy cruisers which served with Nazi Germany's Kriegsmarine during World War II. The ship was laid down at the Blohm & Voss shipyard in Hamburg in July 1935 and launched February 1937; Admiral Hipper entered service shortly before the outbreak of war, in April 1939. The ship was named after Admiral Franz von Hipper, commander of the German battlecruiser squadron during the Battle of Jutland in 1916 and later commander-in-chief of the German High Seas Fleet. She was armed with a main battery of eight 20.3 cm (8.0 in) guns and, although nominally under the 10,000-long-ton (10,000 t) limit set by the Anglo-German Naval Agreement, actually displaced over 16,000 long tons (16,000 t).
Admiral Hipper saw a significant amount of action during the war, notably present during the Battle of the Atlantic. She led the assault on Trondheim during Operation Weserübung; while en route to her objective, she sank the British destroyer HMS Glowworm. In December 1940, she broke out into the Atlantic Ocean to operate against Allied merchant shipping, though this operation ended without significant success. In February 1941, Admiral Hipper sortied again, sinking several merchant vessels before eventually returning to Germany via the Denmark Strait. The ship was then transferred to northern Norway to participate in operations against convoys to the Soviet Union, culminating in the Battle of the Barents Sea on 31 December 1942, where she sank the destroyer Achates and the minesweeper Bramble but was in turn damaged and forced to withdraw by the light cruisers HMS Sheffield and HMS Jamaica.
Disappointed by the failure to sink merchant ships in that battle, Adolf Hitler ordered the majority of the surface warships scrapped, though Admiral Karl Dönitz was able to convince Hitler to retain the surface fleet. As a result, Admiral Hipper was returned to Germany and decommissioned for repairs. The ship was never restored to operational status, however, and on 3 May 1945, Royal Air Force bombers severely damaged her while she was in Kiel. Her crew scuttled the ship at her moorings, and in July 1945, she was raised and towed to Heikendorfer Bay. She was ultimately broken up for scrap in 1948–1952 and her bell is currently on display at the Laboe Naval Memorial.
2 Service history
2.1 Operation Weserübung
2.2 Atlantic operations
2.3 Deployment to Norway
2.3.1 Battle of the Barents Sea
2.4 Fate
Main article: Admiral Hipper-class cruiser
Recognition drawing of an Admiral Hipper-class cruiser
The Admiral Hipper class of heavy cruisers was ordered in the context of German naval rearmament after the Nazi Party came to power in 1933 and repudiated the disarmament clauses of the Treaty of Versailles. In 1935, Germany signed the Anglo–German Naval Agreement with Great Britain, which provided a legal basis for German naval rearmament; the treaty specified that Germany would be able to build five 10,000-long-ton (10,000 t) "treaty cruisers".[1] The Admiral Hippers were nominally within the 10,000-ton limit, though they significantly exceeded the figure.[2]
Admiral Hipper was 202.8 meters (665 ft) long overall and had a beam of 21.3 m (70 ft) and a maximum draft of 7.2 m (24 ft). After the installation of a clipper bow during fitting out, her overall length increased to 205.9 meters (676 ft). The ship had a design displacement of 16,170 t (15,910 long tons; 17,820 short tons) and a full load displacement of 18,200 long tons (18,500 t). Admiral Hipper was powered by three sets of geared steam turbines, which were supplied with steam by twelve ultra-high pressure oil-fired boilers. The ship's top speed was 32 knots (59 km/h; 37 mph), at 132,000 shaft horsepower (98,000 kW).[3] As designed, her standard complement consisted of 42 officers and 1,340 enlisted men.[4]
Admiral Hipper's primary armament was eight 20.3 cm (8.0 in) SK L/60 guns mounted in four twin gun turrets, placed in superfiring pairs forward and aft.[a] Her anti-aircraft battery consisted of twelve 10.5 cm (4.1 in) L/65 guns, twelve 3.7 cm (1.5 in) guns, and eight 2 cm (0.79 in) guns. She had four triple 53.3 cm (21.0 in) torpedo launchers, all on the main deck next to the four range finders for the anti-aircraft guns.[5]
The ship was equipped with three Arado Ar 196 seaplanes and one catapult.[4] Admiral Hipper's armored belt was 70 to 80 mm (2.8 to 3.1 in) thick; her upper deck was 12 to 30 mm (0.47 to 1.18 in) thick while the main armored deck was 20 to 50 mm (0.79 to 1.97 in) thick. The main battery turrets had 105 mm (4.1 in) thick faces and 70 mm thick sides.[3]
Admiral Hipper during fitting-out in 1937
Admiral Hipper was ordered by the Kriegsmarine from the Blohm & Voss shipyard in Hamburg.[3] Her keel was laid on 6 July 1935,[6] under construction number 246.[3] The ship was launched on 6 February 1937, and was completed on 29 April 1939, the day she was commissioned into the German fleet.[7] The Commander-in-Chief of the Kriegsmarine, Großadmiral (Grand Admiral) Erich Raeder, who had been Franz von Hipper's chief of staff during World War I, gave the christening speech and his wife Erika Raeder performed the christening.[8][9] As built, the ship had a straight stem, though after her launch this was replaced with a clipper bow. A raked funnel cap was also installed.[10]
Kapitän zur See (Captain at Sea) Hellmuth Heye was given command of the ship at her commissioning.[11] After her commissioning in April 1939, Admiral Hipper steamed into the Baltic Sea to conduct training maneuvers. The ship also made port calls to various Baltic ports, including cities in Estonia and Sweden. In August, the ship conducted live fire drills in the Baltic. At the outbreak of World War II in September 1939, the ship was still conducting gunnery trials. She was briefly used to patrol the Baltic, but she did not see combat, and was quickly returned to training exercises.[6] In November 1939, the ship returned to the Blohm & Voss dockyard for modifications; these included the replacement of the straight stem with a clipper bow and the installation of the funnel cap.[12]
Sea trials in the Baltic resumed in January 1940, but severe ice restrained the ship to port. On 17 February, the Kriegsmarine pronounced the ship fully operational, and on the following day, Admiral Hipper began her first major wartime patrol.[13] She joined the battleships Scharnhorst and Gneisenau and the destroyers Karl Galster and Wilhelm Heidkamp in a sortie into the North Sea off Bergen, Norway. A third destroyer, Wolfgang Zenker, was forced to turn back after sustaining damage from ice. The ships operated under the command of Admiral Wilhelm Marschall.[14] The ships attempted to locate British merchant shipping, but failed and returned to port on 20 February.[13]
Operation Weserübung
Admiral Hipper loading mountain troops in Cuxhaven
Main article: Operation Weserübung
Following her return from the North Sea sortie, Admiral Hipper was assigned to the forces tasked with the invasion of Norway, codenamed Operation Weserübung.[13] The ship was assigned as the flagship of Group 2, along with the destroyers Paul Jakobi, Theodor Riedel, Friedrich Eckoldt, and Bruno Heinemann. KzS Heye was given command of Group 2 during the operation.[15] The five ships carried a total of 1,700 Wehrmacht mountain troops, whose objective was the port of Trondheim; the ships loaded the troops in Cuxhaven.[13][16] The ships steamed to the Schillig roadstead outside Wilhelmshaven, where they joined Group 1, consisting of ten destroyers, and the battleships Scharnhorst and Gneisenau, which were assigned to cover Groups 1 and 2. The ships steamed out of the roadstead at midnight on the night of 6–7 April.[17]
While steaming off the Norwegian coast, Admiral Hipper was ordered to divert course to locate the destroyer Bernd von Arnim, which had fallen behind Group 1. In the mist, the destroyer encountered the British destroyer HMS Glowworm; the two destroyers engaged each other until Bernd von Arnim's commander requested assistance from Admiral Hipper.[18] Upon arriving on the scene, Admiral Hipper was initially misidentified by Glowworm to be a friendly vessel, which allowed the German ship to close the distance and fire first. Admiral Hipper rained fire on Glowworm, scoring several hits. Glowworm attempted to flee, but when it became apparent she could not break away from the pursuing cruiser, she turned toward Admiral Hipper and fired a spread of torpedoes, all of which missed. The British destroyer scored one hit on Admiral Hipper's starboard bow before a rudder malfunction set the ship on a collision course with the German cruiser.[19]
Admiral Hipper landing troops in Trondheim
The collision with Glowworm tore off a 40-meter (130 ft) section of Admiral Hipper's armored belt on the starboard side, as well as the ship's starboard torpedo launcher.[20] Minor flooding caused a four degree list to starboard, though the ship was able to continue with the mission.[18] Glowworm's boilers exploded shortly after the collision, causing her to sink quickly. Forty survivors were picked up by the German ship.[13] Admiral Hipper then resumed course toward Trondheim.[19] The British destroyer had survived long enough to send a wireless message to the Royal Navy headquarters, which allowed the battlecruiser Renown time to move into position to engage Scharnhorst and Gneisenau, though the German battleships used their superior speed to break off contact.[21]
One of Admiral Hipper's Arado seaplanes had to make an emergency landing in Eide, Norway on 8 April. After trying to purchase fuel from locals, the aircrew were detained and handed over to the police. The Royal Norwegian Navy Air Service captured the Arado, which was painted in Norwegian colors and used by the Norwegians until 18 April when it was evacuated to Britain.[22]
After arriving off Trondheim, Admiral Hipper successfully passed herself off as a British warship long enough to steam past the Norwegian coastal artillery batteries. The ship entered the harbor and docked shortly before 05:30 to debark the mountain troops. After the ground troops seized control of the coastal batteries, the ship left Trondheim, bound for Germany. She was escorted by Friedrich Eckoldt; she reached Wilhelmshaven on 12 April, and went into drydock. The dockyard workers discovered the ship had been damaged more severely by the collision with Glowworm than had previously been thought. Nevertheless, repairs were completed in the span of two weeks.[19]
Admiral Marschall organized a mission to seize Harstad in early June 1940; Admiral Hipper, the battleships Scharnhorst and Gneisenau, and four destroyers were tasked with the operation.[19] The ships departed on 4 June, and while en route, Admiral Hipper encountered and sank the empty troopship Orama on 9 June.[23] Before they reached Harstad, the Germans learned that the Allies had already abandoned the port. Marschall's squadron was then tasked with intercepting an Allied convoy that was reported to be in the area. The ships failed to find the convoy, and returned to Trondheim to refuel.[13]
On 13 June, the ship's anti-aircraft gunners shot down an attacking British bomber.[13] On 25 July, Admiral Hipper steamed out on a commerce raiding patrol in the area between Spitzbergen and Tromsø; the cruise lasted until 9 August.[24] While on the patrol, Admiral Hipper encountered the Finnish freighter Ester Thorden, which was found to be carrying 1.75 t (1.72 long tons; 1.93 short tons) of gold. The ship was seized and sent to occupied Norway with a prize crew.[25]
Atlantic operations
One of Admiral Hipper's three Arado Ar 196 seaplanes readied for launch in 1942
See also: Battle of the Atlantic
Admiral Hipper left the Norwegian theater in September 1940 for an overhaul in Wilhelmshaven. After the routine maintenance was completed toward the end of the month, the ship attempted to break out into the Atlantic Ocean to raid merchant traffic. The engine oil feed system caught fire and was severely damaged. The fire forced the crew to shut down the ship's propulsion system until the blaze could be brought under control; this rendered Admiral Hipper motionless for several hours on the open sea. British reconnaissance failed to locate the ship, and after the fire was extinguished, the ship returned to Hamburg's Blohm & Voss shipyard, where repairs lasted slightly over a week.[25]
The ship made a second attempt to break out into the Atlantic on 30 November; she successfully navigated the Denmark Strait undetected on 6 December. Admiral Hipper intercepted a convoy of 20 troopships on 24 December,[25] some 700 nautical miles (1,300 km; 810 mi) west of Cape Finisterre. Five of the twenty ships were allocated to Operation Excess. The convoy was protected by a powerful escort composed of the aircraft carriers Furious and Argus, the cruisers Berwick, Bonaventure, and Dunedin, and six destroyers.[26] Admiral Hipper did not initially spot the escorting warships, and so began attacking the convoy.[25] With her main guns she badly damaged two ships,[26] one of which was the 13,994-long-ton (14,219 t) transport Empire Trooper, before spotting the heavy cruiser Berwick and destroyers steaming toward her. She quickly withdrew, using her main guns to keep the destroyers at bay.[25]
Ten minutes later, Berwick reappeared off Admiral Hipper's port bow;[25][26] the German cruiser fired several salvos from her forward turrets and scored hits on the British cruiser's rear turrets, waterline, and forward superstructure. Admiral Hipper then disengaged, to prevent the British destroyers from closing to launch a torpedo attack. By now, the ship was running low on fuel, and so she put into Brest in occupied France on 27 December.[25] While en route, Admiral Hipper encountered and sank the isolated 6,078-long-ton (6,176 t) cargo ship Jumna.[26] Another round of routine maintenance work was effected while the ship was in Brest, readying her for another sortie into the Atlantic shipping lanes.[27]
Admiral Hipper in drydock in Brest
On 1 February 1941, Admiral Hipper embarked on her second Atlantic sortie.[28] The Kriegsmarine had initially sought to send the battleships Scharnhorst and Gneisenau to operate in concert with Admiral Hipper, but Gneisenau suffered storm damage in December that prevented the participation of the two ships.[27] Repairs were effected quickly, however, and the two battleships broke out into the Atlantic in early February.[29] Admiral Hipper rendezvoused with a tanker off the Azores to top up her fuel tanks.[27] On 11 February, the ship encountered and sank an isolated transport from convoy HG 53, which had been dispersed by U-boat and Luftwaffe attacks.[30] That evening, she picked up the unescorted convoy SLS 64, which contained nineteen merchant ships. The following morning, Admiral Hipper closed in and sank several of the ships.[31] The British reported only seven ships were lost, totaling 32,806 long tons (33,332 t), along with damage to two more.[27][32] The Germans claimed Admiral Hipper had sunk thirteen of the nineteen freighters, while some survivors reported fourteen ships of the convoy were sunk.[27]
Following the attack on convoy SLS 64, Admiral Hipper's fuel stocks were running low. She therefore returned to Brest on 15 February. British bombers were regularly attacking the port, however, and the Kriegsmarine therefore decided Admiral Hipper should return to Germany, where she could be better protected. Before the ship could leave, damage caused to the ship's hull by wrecks in the harbor had to be repaired.[27] On 15 March, the ship slipped out of Brest, unobserved, and passed through the Denmark Strait eight days later.[33] While en route, Admiral Hipper stopped to refuel in Bergen.[27] By 28 March, the cruiser was docked in Kiel, having made the entire journey without being detected by the British.[33] Upon arrival, the ship went into the Deutsche Werke shipyard for an extensive overhaul, which lasted for seven months. After completion of the refit, Admiral Hipper conducted sea trials in the Baltic before putting into Gotenhafen on 21 December for some minor refitting. In January 1942, the ship had her steam turbines overhauled at the Blohm & Voss shipyard; a degaussing coil was fitted to the ship's hull during this overhaul. By March, the ship was again fully operational.[34]
Deployment to Norway
Admiral Hipper in Norwegian waters, circa 1942
On 19 March 1942, Admiral Hipper steamed to Trondheim, escorted by the destroyers Z24, Z26, and Z30 and the torpedo boats T15, T16, and T17. Several British submarines were patrolling the area, but failed to intercept the German flotilla. Admiral Hipper and her escorts reached their destination on 21 March.[35] There, they joined the heavy cruisers Lützow and Prinz Eugen, though the latter soon returned to Germany for repairs after being torpedoed. On 3 July, Admiral Hipper joined the cruisers Lützow and Admiral Scheer and the battleship Tirpitz for Operation Rösselsprung, an attack on convoy PQ 17.[36] Escorting the convoy were the battleships HMS Duke of York and USS Washington and the aircraft carrier HMS Victorious.[37] Admiral Hipper, Tirpitz, and six destroyers sortied from Trondheim, while a second task force consisting of Lützow, Admiral Scheer, and six destroyers operated out of Narvik.[38] Lützow and three of the destroyers struck uncharted rocks while en route to the rendezvous and had to return to port. Swedish intelligence had meanwhile reported the German departures to the British Admiralty, which ordered the convoy to disperse. Aware that they had been detected, the Germans aborted the operation and turned over the attack to U-boats and the Luftwaffe. The scattered vessels could no longer be protected by the convoy escorts, and the Germans sank 21 of the 34 isolated transports.[39]
The British submarine Tigris unsuccessfully attempted to torpedo Admiral Hipper on 10 September, while the ship was patrolling with Admiral Scheer and the light cruiser Köln.[27] The cruiser escorted the destroyers Z23, Z28, Z29, and Z30 on 24–28 September to lay a minefield off the north-west coast of Novaya Zemlya.[40] The goal of the operation was to funnel merchant traffic further south, closer to the reach of German naval units in Norway. After her return to port, Admiral Hipper was transferred to Bogen Bay near Narvik for repairs to her propulsion system.[27] On 28–29 October, Admiral Hipper and the destroyers Friedrich Eckoldt and Richard Beitzen were transferred further north from Narvik to the Altafjord.[41] Starting on 5 November, Admiral Hipper and the 5th Destroyer Flotilla, composed of Z27, Z30, Richard Beitzen, and Friedrich Eckoldt, patrolled for Allied shipping in the Arctic. Vizeadmiral Oskar Kummetz commanded the squadron from Admiral Hipper. On 7 November, the cruiser's Arado Ar 196 floatplane located the 7,925-long-ton (8,052 t) Soviet tanker Donbass and its escort, the auxiliary warship BO-78. Kummetz dispatched the destroyer Z27 to sink the two Soviet ships.[42]
Battle of the Barents Sea
Main article: Battle of the Barents Sea
In December 1942, convoy traffic to the Soviet Union resumed. Großadmiral Raeder ordered a plan, Operation Regenbogen, to use the available surface units in Norway to launch an attack on the convoys. The first convoy of the month, JW 51A, passed to the Soviet Union without incident. However, the second, convoy JW 51B, was spotted by the submarine U-354 south of Bear Island. Raeder ordered the forces assigned to Operation Regenbogen into action.[43] Admiral Hipper, again served as Kummetz's flagship; the squadron comprised Lützow and the destroyers Friederich Eckoldt, Richard Beitzen, Theodor Riedel, Z29, Z30, and Z31.[44] The force left Altafjord at 18:00 on 30 December, under orders to avoid confrontation with even an equal opponent.[45]
Kummetz's plan was to divide his force in half; he would take Admiral Hipper and three destroyers north of the convoy to attack it and draw away the escorts. Lützow and the remaining three destroyers would then attack the undefended convoy from the south. At 09:15 on the 31st, the British destroyer Obdurate spotted the three destroyers screening for Admiral Hipper; the Germans opened fire first. Four of the other five destroyers escorting the convoy rushed to join the fight, while Achates laid a smoke screen to cover the convoy. Admiral Hipper fired several salvos at Achates, raining shell splinters on the destroyer that severed steam lines and reduced her speed to 15 knots (28 km/h; 17 mph). Kummetz then turned back north to draw the destroyers away. Captain Robert Sherbrooke, the British escort commander, left two destroyers to cover the convoy while he took the remaining four to pursue Admiral Hipper.[45]
Rear Admiral Robert Burnett's Force R, centered on the cruisers Sheffield and Jamaica, standing by in distant support of the Allied convoy,[43] raced to the scene. The cruisers engaged Admiral Hipper, which had been firing to port at the destroyer Obedient. Burnett's ships approached from Admiral Hipper's starboard side and achieved complete surprise.[46] In the initial series of salvos from the British cruisers, Admiral Hipper was hit three times.[44] One of the hits damaged the ship's propulsion system; the No. 3 boiler filled with a mix of oil and water, which forced the crew to turn off the starboard turbine engine. This reduced her speed to 23 knots (43 km/h; 26 mph). The other two hits started a fire in her aircraft hangar. She fired a single salvo at the cruisers before turning toward them, her escorting destroyers screening her with smoke.[47]
After emerging from the smoke screen, Hipper was again engaged by Burnett's cruisers. Owing to the uncertainty over the condition of his flagship and the ferocity of the British defense, Kummetz issued the following order at 10:37: "Break off action and retire to the west."[48] Mistakenly identifying Sheffield as Admiral Hipper, the destroyer Friederich Eckoldt approached too closely and was sunk.[49] Meanwhile, Lützow closed to within 3 nmi (5.6 km; 3.5 mi) of the convoy, but due to poor visibility, she held her fire. She then received Kummetz's order, and turned west to rendezvous with Admiral Hipper. Lützow inadvertently came alongside Sheffield and Jamaica, and after identifying them as hostile, engaged them. The British cruisers turned toward Lützow and came under fire from both German cruisers. Admiral Hipper's firing was more accurate and quickly straddled Sheffield, though the British cruiser escaped unscathed. Burnett quickly decided to withdraw in the face of superior German firepower; his ships were armed with 6 in (150 mm) guns, while Admiral Hipper and Lützow carried 20.3 cm (8.0 in) and 28 cm (11 in) guns, respectively.[50]
Based on the order issued at the outset of the operation to avoid action with a force equal in strength to his own, poor visibility, and the damage to his flagship, Kummetz decided to abort the attack. In the course of the battle, the British destroyer Achates was sunk by the damage inflicted by Admiral Hipper. The Germans also sank the minesweeper Bramble and damaged the destroyers Onslow, Obedient, and Obdurate. In return, the British sank Friederich Eckoldt and damaged Admiral Hipper, and forced the Germans to abandon the attack on the convoy.[44] In the aftermath of the failed operation, a furious Hitler proclaimed that the Kriegsmarine's surface forces would be paid off and dismantled, and their guns used to reinforce the fortifications of the Atlantic Wall. Admiral Karl Dönitz, Raeder's successor, convinced Hitler to retain the surface fleet, however.[51] After returning to Altafjord, emergency repairs to Admiral Hipper were effected, which allowed her to return to Bogen Bay on 23 January 1943.[52] That day, Admiral Hipper, Köln, and the destroyer Richard Beitzen left the Altafjord to return to Germany. The three ships stopped in Narvik on 25 January, and in Trondheim from 30 January to 2 February.[53] After resuming the voyage south, the ships searched for Norwegian blockade runners in the Skagerrak on 6 February before putting into port at Kiel on 8 February.[54] On 28 February, the ship was decommissioned in accordance with Hitler's decree.[52]
Admiral Hipper in dry dock at Kiel 19 May 1945
Despite being decommissioned, repair work on the ship continued.[52] The ship was moved in April to Pillau in the Baltic, to put Admiral Hipper out of the reach of Allied bombers. A year later, the ship was moved to Gotenhafen; the Kriegsmarine intended to re-commission the ship so she could be used in the Baltic. Over the next five months, Admiral Hipper ran a series of sea trials in the Baltic, but failed to reach operational status. As the Soviet army pushed the Germans back on the Eastern Front, her crew was drafted into construction work on the defenses of the city, further impairing Admiral Hipper's ability to enter active service. The Royal Air Force also laid an extensive minefield around the port, which forced the ship to remain in the harbor.[52]
By the end of 1944, the ship was due for another overhaul; work was to have lasted for three months. The Soviet Army had advanced so far, however, that it was necessary to move the ship farther away from the front, despite the fact that she had only one working turbine. On 29 January 1945, the ship left Gotenhafen, arriving in Kiel on 2 February. She entered the Germaniawerft shipyard for refitting. On 3 May, RAF bombers attacked the harbor and severely damaged the ship.[55] Her crew scuttled the wrecked ship at her moorings at 04:25 on 3 May. In July 1945, after the end of the war, Admiral Hipper was raised and towed to Heikendorfer Bay and subsequently broken up for scrap in 1948–1952. Her bell was on display at the National Maritime Museum in Greenwich.[7] The bell has since been returned to Germany and is on display at the Laboe Naval Memorial.[56]
^ "L/60" denotes the length of the gun in terms of caliber. The length of 60 caliber gun is 60 times greater than it is wide in diameter.
^ Williamson, pp. 4–5.
^ Koop & Schmolke, p. 9.
^ a b c d Gröner, p. 65.
^ a b Gröner, p. 66.
^ Koop & Schmolke, p. 22.
^ a b Williamson, p. 12.
^ Philbin, p. 27.
^ Williamson, pp. 10–11.
^ Williamson, p. 10.
^ a b c d e f g Williamson, p. 13.
^ Rohwer, p. 15.
^ Mann & Jörgensen, p. 38.
^ Dildy, p. 30.
^ a b Mann & Jörgensen, p. 42.
^ a b c d Williamson, p. 14.
^ Mann & Jörgensen, pp. 42–43.
^ Sivertsen, pp. 105, 115–122.
^ a b c d Rohwer, p. 53.
^ a b c d e f g h i Williamson, p. 16.
^ Garzke & Dulin, p. 140.
^ Rohwer, pp. 58–59.
^ a b Rohwer, p. 64.
^ Rohwer, p. 152.
^ Garzke & Dulin, pp. 253–255.
^ a b Miller, p. 331.
^ a b c Rohwer, p. 221.
^ Pope, pp. 214–215.
^ Pope, p. 215.
^ Murfett, p. 496.
^ Mann & Jörgensen, pp. 139–141.
^ Rohwer, pp. 227–228.
^ Showell, p. 79.
Wikimedia Commons has media related to
Admiral Hipper.
Dildy, Doug (2007). Denmark and Norway 1940: Hitler's Boldest Operation. Oxford: Osprey Publishing. ISBN 978-1-84603-117-5.
Garzke, William H.; Dulin, Robert O. (1985). Battleships: Axis and Neutral Battleships in World War II. Annapolis: Naval Institute Press. ISBN 978-0-87021-101-0.
Gröner, Erich (1990). German Warships: 1815–1945. Vol. I: Major Surface Vessels. Annapolis: Naval Institute Press. ISBN 978-0-87021-790-6.
Koop, Gerhard; Schmolke, Klaus-Peter (1992). Die Schweren Kreuzer der Admiral Hipper-Klasse [The Heavy Cruisers of the Admiral Hipper Class] (in German). Bonn: Bernard & Graefe Verlag. ISBN 978-3-7637-5896-8.
Mann, Chris; Jörgensen, Christer (2003). Hitler's Arctic War: the German campaigns in Norway, Finland, and the USSR, 1940–1945. New York: Thomas Dunne Books. ISBN 978-0-312-31100-1.
Miller, Nathan (1997). War at Sea: A Naval History of World War II. New York: Oxford University Press. ISBN 978-0-19-511038-8.
Murfett, Malcolm H. (2008). Naval Warfare 1919–1945. London: Routledge. ISBN 978-0-415-45804-7.
Philbin, Tobias R., III (1982). Admiral von Hipper: The Inconvenient Hero. Amsterdam: B. R. Grüner Publishing Co. ISBN 90-6032-200-2.
Pope, Dudley (2005). 73 North: The Battle of the Barents Sea. Ithaca: McBooks Press. ISBN 978-1-59013-102-2.
Rohwer, Jürgen (2005). Chronology of the War at Sea, 1939–1945: The Naval History of World War Two. Annapolis: US Naval Institute Press. ISBN 978-1-59114-119-8.
Showell, Jak P Mallmann (1999). German Navy Handbook, 1939–1945. Gloucestershire: Thrupp, Stroud. ISBN 0750915560.
Sivertsen, Svein Carl, ed. (1999). Jageren Sleipner i Romsdalsfjord sjøforsvarsdistrikt april 1940 (in Norwegian). Hundvåg: Sjømilitære Samfund ved Norsk Tidsskrift for Sjøvesen. ISBN 82-994738-3-7.
Williamson, Gordon (2003). German Heavy Cruisers 1939–1945. Oxford: Osprey Publishing. ISBN 978-1-84176-502-0.


On Saturday, June 23, the largest gathering of exiled Iranians with the participation of hundreds of political personalities, legislators and jurists with different political affiliations, from 40 countries around the world, called for taking a firm stance vis-a-vis Iran. They also requested recognition of the National Council of Resistance of Iran by the world community.
Through its strongest protest against turning Camp Liberty into a prison, the gathering urged the United Nations, the U.S., and the European Union to prevent a humanitarian catastrophe in Ashraf and Liberty. The Government of Iraq is preparing for that catastrophe at the behest of the mullahs' regime.
The main goal was to guarantee the rights of the residents as 'asylum-seekers of concern,' under the Fourth Geneva Convention, and to force Iraq to stop its cruel restrictions against the residents quickly. They underscored that the six-item demands of the residents need to be realized to resume the transfer of the residents to Liberty.
The participants in the gathering urged U.S. Secretary of State Hillary Clinton to immediately implement the court's ruling, that would stop the unjust designation against the Iranian Resistance.
The existing devastating policy has been the main factor for the Iranian regime's survival over the past 15 years.
The U.S. policy has also been used to justify two massacres in Ashraf, the execution and torture of many members and sympathizers of the PMOI and the Iranian Resistance inside Iran.
Within the United States, it has also allowed the imposition of brutal limitations against Iranians, and yet the Iranian regime and the Iraqi government continue to use it as a lever to repress the residents of Ashraf, and now Liberty.
Over the past few months, the Iraqi government has been trying to move the residents of Camp Ashraf to Camp Liberty, that was previously a U.S. base. If that was the only goal, and the Government of Iraq had abided by their agreement, the transfer may have been completed by now. Because Iraqi Prime Miniter Maliki acts as a tool of Iran, many Ashraf residents have died, and much of their belongings and equipment have been stolen.
The protest aimed to resolve many of the issues, to urge the U.S. government to remove the "terrorist" label from the MEK and pressure the UN into getting serious about assisting in the safe movement of the residents, with their equipment and belongings.
Yves Bonnet former director of the French DST.
Shokrieh Peykan, member of parliament.


How does this work for your phones?
All right! first, We are going to clear that its a Software Update for Steam Link which allows mobile streaming. Therefore no need to buy a new Steam Link Device. IOS users with Apple smartphones or other devices like Tablets etc will be able to use AV adopter by hooking up their phone with TV, but Android is always a name of pretty much options, so there might be various ways of doing this on your Android Smartphones or Tablets.
Reportedly steam is going to make this happen on May 21st. Stay tuned for more!


Homeboyz Radio presenter Patricia Kihoro has revealed that the year 2019 hasn't been easy on her. According to the presenter, she was robbed at the beginning of the year while she was on holiday.
Patricia, who is also a singer, has been enjoying the best this world has to offer for the better part of last year and this year, travelling all over the world with close friends.
It looks scary but it honestly was one of the most calming things I've ever done. With a couple of flashes of fear every once in a while when @wanuri would shift to try get more comfortable ? ? Lichina by @fadhileemusic.
In a YouTube video, she confessed that she's now working with cops to trace her valuables.
"I wanna talk about how my year has started. It has been such a weird, weird time, I got robbed my TV was stolen, my laptop, my camera my hard drive my phone and my mafuta! Like they took my oils and I'm like Huh? My hard drive was the most painful thing because it was where I used to back up everything. Anything I have saved from 2010 till the right before I travelled they took. I've been working with the cops and they are currently working on it. It's one of those things I had to make peace with because I can't dwell on it…I have accepted everything, I was surprisingly calm on the day so I think I'm okay I think am in a good space," she said.


Helvetic Airways Flight 2L5310 connects Bern, Switzerland to Kos, Greece, taking off from Bern Airport BRN and landing at Kos Island International Airport KGS.
The flight distance is 1966 km / 1222 miles and the average flight speed is 729 km/h / 453 mph. In the last 30 days, the average delay of the flight was 46 minutes and the flight was on-time 50% of the times. The average flight time is 2 hours and 41 minutes.
This Helvetic Airways flight can also be referenced as OAW5310, 2L 5310, OAW 5310.
2L5310 Flight Delay Compensation up to 600€!
There was a total of 1 flights connecting Bern to Kos, operated by 1 different airlines in the past. At this time there is a total 0 flights connecting Bern to Kos, operated by 0 different airlines.


text:
Pot legalization in Georgia? Don't hold your breath
By Scott Henry	Wednesday April 14, 2010 04:00 am EDT
"We believe licensed physicians are competent to employ marijuana, and patients have a right to obtain marijuana legally, under medical supervision, from a regulated source."
The above quote, taken from a 1982 letter to the editor published in the Journal of the American Medical Association and written by then-freshman Congressman Newt Gingrich, is the closest Georgia has ever gotten to decriminalizing the doobie.
The fact that NORML, the nonprofit lobbying organization working to legalize marijuana, hadn't been active in Georgia for several years (before the state chapter was reopened last year) should tell you something about the futility of the cause.
"Right now, with the Republicans in charge, the outlook isn't good for legalization," says Gwinnett County defense attorney David Clark, who serves as executive director of Georgia NORML. "But maybe we could see an effort to allow medical marijuana."
Of course, that could still put Georgia behind Alabama. Last week, an Alabama House committee passed a bill that would legalize possession of small amounts of weed for medical purposes.
Still, as far as weed-unfriendly places go, the Peach State is around the middle of the pack, Clark says – worse than some, better than others. And metro Atlanta is actually fairly lenient when it comes to its drug courts. Davis says a nolo contendre plea on first-time possession of less than an ounce typically results in a slap on the wrist, with the accused toker avoiding a drug treatment program, keeping his driver's license and escaping with a clean record after a brief probation.
On the down side, there's no minimum quantity you need to be carrying to get busted; under Georgia law, even a bit of shake or some pipe residue is illegal.
And once you head south an hour, you better be clean.
"The penalties vary widely depending on where you are in Georgia," Davis says. "If you get caught with more than an ounce in South Georgia, you're probably looking at jail time and a heavy fine because many counties treat drug busts as a way to generate revenue."
Last year, he says, Georgia sent about 16,000 people to jail for possessing or selling pot. Not all of those cases were college kids caught with a roach. After all, Atlanta is one of the country's major distribution hubs, with countless drug mules driving our interstates.
While only about a third of his clients charged with marijuana possession are female, Davis doesn't believe that means girls smoke less than guys – or even that they get caught less.
"Unfortunately, it's common for cops to try to intimidate girls into telling who sold them the pot," he says. "And it often works, so fewer girls end up getting arrested. But marijuana is enjoyed equally by both sexes."
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I'll have my Fernet neat, with a creosote chaser!
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