text:
Turkey says it has more evidence to share in Khashoggi killing
November 6 at 3:23 PM
ISTANBUL â€" Turkey has "certain evidence" in relation to the killing of Saudi journalist Jamal Khashoggi that it has not released to the public, and it will do so once its investigation concludes, Foreign Minister Mevlut Cavusoglu said Tuesday.
Some of the evidence has been shared with Saudi authorities and other countries that wanted to examine it, the foreign minister said during a trip to Japan, according to the state-run Anadolu news agency.
"After this investigation is concluded and we are certain, then we will continue to share the evidence with the public," Cavusoglu said. CIA Director Gina Haspel listened to audio purportedly capturing the interrogation and killing of Khashoggi, who was a Washington Post contributing columnist, during her visit to Turkey last month, according to people familiar with her meetings.
Cavusoglu said it is the responsibility of Saudi authorities to find out what has happened to Khashoggi's body because the 15-member hit team that Turkey says was sent to Istanbul to kill him is back in Saudi Arabia.
"These 15 people who came to Turkey did not come on their own," he said, dismissing the idea that they were rogue assassins acting independently. "They were given orders."
Cavusoglu reiterated that Turkey has not concluded that King Salman of Saudi Arabia ordered the killing.
Turkish President Recep Tayyip Erdogan spoke to Salman twice on the phone and does not consider him "the type of person who would issue a death order," Cavusoglu said.
[Sons of slain journalist Jamal Khashoggi appeal for the return of his remains]
In an opinion piece in The Post last week, Erdogan said that the order to kill Khashoggi "came from the highest levels of the Saudi government" but that he did not "believe for a second" that Salman had ordered the hit.
In an interview with CNN on Monday, Khashoggi's 35-year-old son, Salah, said the king had assured him that "everybody involved will be brought to justice" for the killing.
"I have faith in that. This will happen," he said. Alongside his brother, Abdullah, 33, Salah made an appeal for the return of his father's body.
"We just need to make sure that he rests in peace," Salah said.
Turkey has said that a 15-man squad dispatched from Saudi Arabia killed Khashoggi shortly after he entered the Saudi Consulate in Istanbul to seek a document he needed for his upcoming wedding to his Turkish fiancee. They then dismembered his body and disposed of it as part of a premeditated plot, Turkish authorities said.
After initially insisting that Khashoggi had left the consulate shortly after he entered the building, Saudi Arabia last month admitted that he was killed inside. However, it has repeatedly denied that powerful Crown P rince Mohammed bin Salman, the kingdom's de facto ruler, was responsible for the killing, even though his close associates are among the suspects.
Turkey has repeatedly accused Saudi Arabia of not cooperating in the investigation and of destroying evidence.
On Monday, a Turkish official said that at least two members of a team that Saudi Arabia sent to investigate Khashoggi's killing were actually there to cover it up.
Zeynep Karatas contributed to this report.
A year after the Ritz-Carlton roundup, Saudi elites are still jailed by the crown prince
Trump administration in no hurry to judge Saudi Arabia for Khashoggi killing
In Saudi, Post's coverage of Khashoggi killing fuels calls for Amazon boycott
Today's coverage from Post correspondents around the world
Source: Google News Turkey | Netizen 24 Turkey


text:
package com.ajjpj.cassdriver.util

import akka.actor.Actor

trait CassLogger {
  def error(exc: Throwable, msg: => String)
  def error(msg: => String)
  def error(exc: Throwable)

  def warn(exc: Throwable, msg: => String)
  def warn(msg: => String)
  def warn(exc: Throwable)

  def info(exc: Throwable, msg: => String)
  def info(msg: => String)
  def info(exc: Throwable)

  def debug(exc: Throwable, msg: => String)
  def debug(msg: => String)
  def debug(exc: Throwable)
}
object CassLogger {
  def apply(cls: Class[_]) = new StdOutLogger(cls) //TODO logger implementations, lookup, ...
}

class StdOutLogger(cls: Class[_]) extends CassLogger {
  override def error (exc: Throwable, msg: => String) = log("ERROR", exc, msg)
  override def error (msg: => String): Unit = log("ERROR", msg)
  override def error (exc: Throwable): Unit = log("ERROR", exc)

  override def warn (exc: Throwable, msg: => String) = log("WARN ", exc, msg)
  override def warn (msg: => String): Unit = log("WARN ", msg)
  override def warn (exc: Throwable): Unit = log("WARN ", exc)

  override def info (exc: Throwable, msg: => String) = log("INFO ", exc, msg)
  override def info (msg: => String): Unit = log("INFO ", msg)
  override def info (exc: Throwable): Unit = log("INFO ", exc)

  override def debug (exc: Throwable, msg: => String) = log("DEBUG", exc, msg)
  override def debug (msg: => String): Unit = log("DEBUG", msg)
  override def debug (exc: Throwable): Unit = log("DEBUG", exc)

  private def log(severity: String, exc: Throwable, msg: => String): Unit = {
    log(severity, msg)
    log(severity, exc)
  }
  private def log(severity: String, msg: => String): Unit = {
    println (s"$severity $msg")
  }
  private def log(severity: String, exc: Throwable): Unit = {
    print (s"$severity ")
    exc.printStackTrace(System.out)
  }
}

trait CassLogging {
  self => Actor

  val log = CassLogger(getClass)
}

redpajama_set_name: RedPajamaGithub


text:
You are here: Home / Resources / UMass Amherst Opens First Large-Scale MakerBot Innovation Center at a University Library
UMass Amherst Opens First Large-Scale MakerBot Innovation Center at a University Library
Filed by Gary Price on March 24, 2015
From UMass Amherst:
Libraries throughout the U.S. are implementing new technologies to adapt to the changing habits of the digital age by adding additional services such as wireless Internet (97.5 percent), e-readers (25.4 percent) and tablets (16.5 percent). But technology is also driving a different trend that is redefining the very role that libraries play. By offering access to 3D printing, libraries nationwide are turning into labs of experimentation and innovation for aspiring entrepreneurs and help advance creativity for everyone. To date, MakerBot 3D Printers and Scanners are in an estimated 500 libraries across the U.S.
UMass Amherst is embracing this concept in a big and unprecedented way by teaming up with MakerBot to deploy the first large-scale 3D printing MakerBot Innovation Center in New England and the first ever at a university library. The MakerBot Innovation Center at UMass Amherst is located in the Digital Media Lab at the iconic Du Bois Library, which is focused on facilitating project-based learning and innovation on campus and providing this access to the surrounding community. MakerBot is excited to join UMass Amherst for the grand opening of the MakerBot Innovation Center at 10:00 a.m., Thursday, March 26, 2015. Students, parents, press, business partners and community members are invited to join the opening ceremony with speeches from University staff and representatives from MakerBot.
A MakerBot Innovation Center is a large-scale installation (more than 30) of MakerBot Replicator
3D Printers and supporting devices that empower organizations and educational institutions to innovate faster, increase collaboration and compete more effectively. At UMass Amherst, the MakerBot Innovation Center brings 3D printing technology to faculty, researchers and thousands of students —from business majors for entrepreneurial pursuits, to architects for creating models, to engineering and science students for developing concepts and tools.
Jay Schafer, director of libraries at UMass Amherst, said: "The MakerBot Innovation Center ties in firmly with the campus's personality of being entrepreneurial and community engaged and will allow us to work more closely with the local business community. Having a large-scale installation of MakerBot 3D Printers makes this resource more broadly available on campus and puts UMass Amherst at the forefront of technological innovation. The MakerBot Innovation Center will help bridge the gap between the digital and the physical realm, so students can turn designs into 3D physical objects and prototypes." Schafer also noted that the MakerBot Innovation Center is designed to foster cross-disciplinary collaboration. A group of faculty from environmental conservation, building and construction technology, biology, public health, public policy and engineering already has plans to offer a makerspace class that will use the MakerBot Innovation Center as a resource for projects centered on remote sensing, environmental monitoring and building control systems.
"We're thrilled to be a part of UMass Amherst's unique Digital Media Lab that emphasizes technology and project-based learning," said Mark Schulze, UMass graduate and MakerBot general manager of the Americas and Emerging Markets. "UMass Amherst realizes that the jobs of tomorrow will require strong technology and collaboration skills. To prepare students for these jobs, the MakerBot Innovation Center will help to cultivate entrepreneurialism, education and innovation in Massachusetts and far beyond."
The MakerBot Innovation Center at UMass Amherst is a custom, centralized and scalable 3D printing solution that has been developed to meet the specific needs of the university. With the MakerBot Innovation Center, students, faculty and the community are provided with opportunities to collaborate on Real-Time Prototyping projects, 3D model making and small-scale creative and manufacturing projects. UMass Amherst will also be able to forge public-private partnerships with industry leaders to create a vibrant innovation hub that serves both students and the local business community in unprecedented ways. Concrete plans to realize this vision at UMass Amherst include an entrepreneur-in-residence program, mini-courses and workshops geared toward practicing professionals, elevator pitch and business plan competitions, incubator spaces and coaching support for new-venture start-ups and support for small business development.
The MakerBot Innovation Center at UMass Amherst has been built in conjunction with consulting from MakerBot; training for university staff is being provided by the MakerBot Learning staff of highly trained 3D printing experts. The UMass Amherst MakerBot Innovation Center includes 50 MakerBot Replicator 3D Printers (35 MakerBot Replicator Desktop 3D Printers, five MakerBot Replicator Z18 3D Printers, five MakerBot Replicator 2X Experimental Desktop 3D Printers and five MakerBot Replicator Mini Compact 3D Printers), a large supply of MakerBot PLA Filament, several MakerBot Digitizer™ Desktop 3D Scanners and MakerBot MakerCare protection plans. At the core of the MakerBot Innovation Center is the MakerBot Innovation Center Management Platform, a proprietary and innovative 3D printing software platform that links all of the MakerBot Replicator 3D Printers together, provides remote access, print queuing and mass production of 3D prints, and is designed to streamline productivity and staffing of the center. The scalable design of the MakerBot Innovation Center allows UMass Amherst the option to easily add additional MakerBot 3D printing technology in the future.
MakerBot is a leader in the desktop 3D printing industry and was founded in 2009 as one of the first companies to make 3D printing accessible and affordable. MakerBot now has one of the largest installed bases and market shares of the desktop 3D printing industry, with more than 80,000 MakerBot 3D printers in the world and a robust MakerBot 3D Ecosystem that combines hardware, software, apps like MakerBot PrintShop™ and MakerBot Mobile, materials, training, support, consulting,retail stores, partnerships and Thingiverse, the world's largest 3D printing community, in order to make 3D printing easy and accessible for everyone.
Filed Under: Resources

redpajama_set_name: RedPajamaCommonCrawl


A business buy-sell agreement – sometimes called a buyout or partner buyout agreement – is vital to any small business that has more than one owner. And that includes family businesses.
1) When – and under what conditions – a partner or co-owner can sell his or her interest in the business.
2) Who will be allowed to buy into the business.
3) Circumstances that would require a co-owner to sell.
4) How the price of an owner's interest will be determined.
Think of it as a kind of pre-nuptial agreement for biz owners. There are too many uncertainties to leave this to chance, including death, divorce, retirement, bankruptcy, misconduct and just plain disinterest in the business that can happen over time.
• What if a partner gets divorced and her ex-husband —who gained part ownership in the settlement — causes trouble?
• What if a co-owner demands to be bought out at an unreasonable price?
• What if an owner develops a substance abuse problem, goes bankrupt and your new co-owner is one of his creditors?
Yet get the idea. The process of working out a buy-sell agreement can even strengthen a business from the outset, as partners better understand the possibilities…and each other.
Be sure to think about funding. Just because an agreement calls for a partner buyout doesn't mean the money will be available. "Key person" life and disability insurance can help. Or the agreement might allow installments over a period of years.
Your agreement should include a right of first refusal that prevents departing partners from selling without first offering their interest to remaining owners. This is one way to control who is allowed to own an interest in the company. It will prevent unwanted outsiders from buying in, and allows the business to buy a deceased owner's interest rather than allow inheritors to move in.
The topic of ownership vs. employment is also touchy. For example, what if an active partner wants to stop working day-to-day in the business, but still wants to remain an owner? Is this allowed? Your buy-sell agreement can address this issue.
While setting a price on the shares can be exceedingly difficult, you can certainly include a formula for setting the price as part of the agreement.
1) In a "cross-purchase" agreement, a departing owner sells directly to remaining owners. This works best for partnerships, LLCs or S-corporations with no more than a half-dozen or so owners.
2) In "Stock redemption" or "entity-purchase" agreements, the business itself buys back the departing owner's interest and retires the shares. Thus, each remaining owner's interest becomes more valuable.
3) "Hybrid" agreements combine elements of both.
Once you have an agreement in place, review it regularly. Circumstances will undoubtedly change, and your agreement must change too. Pay special attention to the valuation formula. Have the business appraised every few years as a crosscheck.
Business Owner's Toolkit is a helpful website with advice and information on buy-sell agreements that is both succinct and authoritative. Enter "buy-sell agreements" in the site search tool to find what you need. Visit www.toolkit.cch.com.
Nolo, the self-help legal solutions publisher, has several articles and a handy buy-sell agreement FAQ you can access for free. Nolo also sells an excellent plain-English guide to writing your own buy-sell agreement. Business Buyout Agreements, 5th edition ($45 print; $35 eBook only), that comes with worksheets and sample agreements on a CD.
The detailed FAQ on buy sell agreements at FindLaw.com is also a good resource.
Buy-SellAgreements.com sells a fully customizable buy sell agreement template that you can download for $30.


I have this little girl that will be 2 in June. She has not had a bottle or pacifier here in at least 7 months. Well I just found out that the parents have been giving her one or the other at home for naps and bedtime.
So here is the issue I am having. The girl sleeps 9:30 to 10:30 in the am and then noon to 2:30 in the pm. The mom doesn't think she is sleeping enough so she wants me to give her the pacifier so she stays asleep longer?? I'm very confused here. For an almost 2 year old I think that is plenty of nap time. also, if she hasn't had a pacifier... Why in the world would she want me to start??
What are thoughts or advice on this?
No.....I can't belive she is not embarrassed to admit that publicly.
I would continue as you are and give her as many skills as you can when she is in your care. It sounds to me like the parents just can't see. You are with her long enough to have an impact.
I too think its too much nap for a 2 yr old. Also, I would start to make her talk. I don't allow the other kids to speak for a child either I have a feeling that no one talks to her at home so she just kinda does her own thing. My dd was in speech for several years. I don't do sign language so I would make the child talk. Like instead of grunting I would tell them to use their words, and make them repeat you. If they say something, say the word correctly and have them repeat it.
I would start using sign language with her and if you have any TV time during the day and a good library, try to get the Signing Time DVDs. All kids can benefit from learning sign language and it's a big help to toddlers!
Not picking up at 2 isn't a red flag to me because I don't even TRY to get them to help pick up that young--not a popular stance, but I just don't see the need until they're old enough to really understand. I model it for them and get spontaneous help, but I in no way expect it.
Not responding to her name and the other speech issues are a HUGE red flag for me; by two she should be communicating much more than that. Sign with her but don't FORCE her to speak/sign back--encourage it, but mostly just model it for her.
That doesn't sound like too much nap for a not-quite two--one of my 2's routinely naps for 3-3.5 hours and still sleeps well during the night. I would NOT give her a paci to sleep longer, but I might start shortening the morning nap to get her to one nap a day.
Ok Thanks! Just wanted to make sure I wasn't expecting too much. I have 2 other children in care. All 3 are just 2 weeks apart. The other two will repeat after me and if they whine or grunt I stand there until the words come out. This one just stares at me. Thats it. No whining, no grunting just stares.
No, she's not too young. It definitely sounds like she might have a speech delay and it's possible there are other things going on as well. Have you brought your concerns up to her parents?
No binkies here for any age.
I would be happy to give her a longer nap though.
I would NOT use sign language! It will give her & her parents an excuse to not make her speak! She needs to learn how to talk. That is ridoulous to use sign language. Make her use words for what she wants or she cant get what she wants until she can say the word. Also, 2 yr olds are old enough to learn how to pick up toys. They need to learn at a young age to do little things like simply picking up some toys. Also, napping is individuale to the child. Maybe she needs more sleep,but would not give her a pacifer.
Oh for the love of pete!!! Using sign language does NOT interfere with their ability to learn to speak, and if she does have speech delays then it will HELP her learn to communicate. There is TONS of research supporting the use of sign language in early childhood environments with both neurotypical children and those with delays and research that I know of that suggests that it it not okay. Even children who speak and are developing normally benefit from learning sign at a young age--it gives them the tools they need to communicate before they are physically able to.
You can't FORCE a child to speak who isn't ready to, and you can do more harm than good by trying! When you teach a sign, you speak the word and make the sign at the same time and therefore are presenting both simultaneously--it in no way interferes with talking to the child or teaching them the spoken words for things. Signing is STILL communicating, and that's what's important at this stage.
I have tried nicely to point out milestones the other two are doing. Mom has made comments about the other two being so far ahead and needing to work on her child. Well mom made a good effort for like a wk. When the girl started saying "pa" for up and please her mom was so happy and just stopped. I would expect her to say Thank You, an actual Up and some sort of please that sounds like Please.
I also stated to mom that she doesn't seem to babble. Mom swears she babbles at home. Well we work on blocks, shapes, etc all morning and I just get stares. The other two babble with each other and laugh and this one may laugh when the others do but thats it. I don't believe she babbles. I think mom may be in denial. I also forgot to mention that the cord was wrapped around her neck at birth and it took awhile for her to cry. Another flag of why I feel these delays should be addressed.
Sorry, I don't believe that it should be used in this case. I think the parents need to step up and help her learn to talk. There is no excuse for a 2 yr old not at least saying more words then she is saying. I know each child is different and learns at a different pace, but my gosh, help her to speak, not use sign language. If she has a development problem that is different, but it doesn't sound like she does.
whoo hoo to the sign language idea,.. no to the paci. why does mom want her to sleep longer?
And you can not MAKE her use words for what she wants. That would be cruel not to give her what she wants till she says the word.
This just really seems like a lot of sleep to me. I think an hour in the am and then two hours in the pm are fine. I don't think she needs an extra hour in the afternoon. Dad also says that when she stays home with him she will sleep 2 hours in the AM and again in the PM. I don't wake her up, she wakes up on her own. There are also days where in the AM she doesn't nap but that is just the age. My other 2 her age do not nap in the AM, only the two hours in the PM and still go to bed at a normal hour.
Heck YES there could VERY easily be a VERY GOOD excuse for a 2-year old to not be speaking yet! Speech delay, cognitive delay, hearing issues, and ASD are just FOUR of the things that come to my mind instantly! Kids don't generally need to be TAUGHT to talk--they learn it from their environment. No one has ever sat an infant down and said, okay, it's time to learn to talk! Kids don't learn that way. Language acquisition is not like learning calculus or French as an adult. Children's brains are hard-wired to acquire speech and it begins in the womb, as soon as the baby starts to be able to hear, which occurs around...26 or 27 weeks, IIRC. If a 2-year old isn't talking or at least making SOME attempt to communicate, there is something more going on.
I am dearly, dearly hoping that you, Ms. Unregistered, are simply a lurker and a troll and [i]not[i] a registered user who's hiding. Your comments show an amazing lack of understanding of child development. You make it sound like you think the child isn't talking simply out of misbehavior or out of spite, but a child that age isn't capable of something like that.
Wow...that's a lot of sleep for a 2 year old...now I'm wondering if there's something else medical going on. Has she always slept this much, or is it something new? A 2 year old shouldn't be napping 3 times a day. Honestly, I'm wondering if she has a severe food allergy/intolerance that's gone undetected, or if she's severely anemic, has Celiac disease, or something else (yes, more dire things are crossing my mind here...). Something's not right. She's sleeping about 16 hours a day...that's not normal.
The parents want her to sleep MORE??? At her age she should be sleeping about 12 hours a day. That's a solid night sleep and one nap. If she gets tired very fast, I would suggest her pedi. is consulted, because there may be something going on. If they are just wanting her to sleep more or she doesn't get enough physical exercise, then it's a change of lifestyle and attitude that is needed.
Come to think of it.... She was tested at the Dr's and she did come back with low iron. The Dr said it was not a big deal. The mom looked up online and it said it can cause speach delay. She has been on vitamins for about 4 months but no change. Personally I would be changing Dr's.
Hmmm...is she really pale? Low on the weight charts? Trouble with poop (esp, does she go back and forth between seeming constipated and having loose stools)? Has she ever been labeled Failure to Thrive?
They should look into WHY her iron levels are low, especially if they aren't changing. Celiac disease is one condition that often causes anemia that doesn't seem to have any other cause and isn't improved by taking supplements. Celiac disease can also cause many other issues, and I can very much see a speech delay being tied into gluten issues as well as the anemia.
Teach her to speak!!!!!!!!!!! If she was deaf, would be different, sounds like she just always knows she will get what she wants by not speaking.Come on people, don't coddle these kids, teach them, isn't that what we are supposed to be doing! A 2 yr OLD SHOULD BE SAYING WORDS LIKE MOMMY, DADDY, WATER,UP, DOWN ETC. I teach my kids at 2 and so does the parents to say please, thank you even.Singing is good and using fingers for that sort of thing is excellent, but she should be talking more, is all I am saying. I have a nephew who is 2 and the parents let him point to everything he wants instead of saying the words, they think it is cute, well he needs to say the words for what he wants.
I am also saying if there is a development problem with this child, the parents should be addressing it instead of ignoring it. But also not doing anything about it is not being a responsible parent, they need to find out why she isn't talking and do something about it.
But to me sign language for her is not the fix for the problem. Sorry.
unregistered, please remember this is looking for advice, not asking for a debate. If you want to continue this line, I suggest creating an account and taking the discussion to a new thread.
And please, no shouting. It's hurting my eyes.
Last edited by DCMomOf3; 02-21-2011 at 10:59 AM.
Oi, I'm done with you. You're a troll and you are just stirring up trouble. Make an account and we can continue to discuss this. I'd be glad to continue to discuss it, in fact, so please do make an account.
I have never heard of Celiac disease. Would it be out of line to google some info and present it to mom.
Celiac disease is a very under-diagnosed condition where the body can't properly process gluten, a protein found in wheat, rye, and barley. Anemia is very common in people with undiagnosed Celiac which is why it jumped to my mind. Being overly tired is common as well (and that goes with the anemia). Celiac, when undiagnosed, causes damage in the intestines that make the body unable to absorb nutrients properly (malnutrition can also cause someone to not have enough energy).
Most/many doctors aren't well-educated about Celiac and the BEST possible diagnosis is a trial off of gluten as testing is frequently inaccurate, but that requires a lot of commitment on the part of the parents! Luckily, being gluten free has gotten MUCH easier in the past 4-5 years and awareness of the problem is growing by leaps and bounds.
Whether something like Celiac/gluten intolerance is the issue, or something else, getting her iron levels fixed (which might require switching to a different and BETTER vitamin) should help a lot...but she still could have other things going on that could be causing the speech issues.
Well no wonder she's not talking - she's not getting much time to communicate because she's sleeping and eating all the time.
My oldest hardly spoke at all until he was 2 and then it was crystal clear. He also slept 12-13 hours per night and took an 3 hour afternoon nap. He still likes to sleep a lot and he's 19.
I would not get into the paci thing to get her to sleep more. That's nuts!
Please explain to her parents that if she cannot use words to communicate soon, she will become very frustrated and chances are she will start biting out of frustration.
That said.. wasn't it Einstein that didn't speak until he was 4?
I'm pretty sure that Einstein was on the autism spectrum--I read something a couple years ago that suggested he probably had Asperger's.
Again unregistered....YOU CAN'T make a child speak!! And who says WE PEOPLE coddle these kids??? Not every 2 year old can speak! My son now 33 did not say a word till he was 2.5 and he did not get any teeth till he was 16 months and yes he had NO teeth, not even one!
My son is normal and has all his teeth . There was nothing wrong with him and he spoke we he wanted to. I would of NEVER forced him or with held things from him because he would not speak.
Some and I mean SOME children are just slower, SO WHAT?? God did not make buttons to push on each child to make them walk, talk, crawl or even a button for their teeth.
Again you hit a nerve with mw saying you would not give the child what he/she wanted unless they spoke, that is PLAIN MEAN!
Two of my own children are speech delayed and on the autism spectrum. At this age that level of speech is a major delay, at least 12m behind. I have a 2yo with more sounds and his testing comes out as 12m age range. Speaking from personal, current info here. The staring and not recognizing one's name also major red flags for me. As for the sleep, why do they think she needs more? Is she lethargic and sleepy while awake? Super cranky and tantruming? That seems like a lot of sleep for a 2yo.
I know that there has been major debate in several locations about suggesting or not suggesting delays to parents and if it's right or wrong. In this case as difficult as it will be to convince Mom there's something going on I think you need to speak with her again.
As for the sleep, why do they think she needs more? Is she lethargic and sleepy while awake? Super cranky and tantruming? That seems like a lot of sleep for a 2yo.
No to all those! She is not lethargic, not cranky, no tantrums nothing lol. Thats why I was looking for advice. I just don't get it!
I have kids with both of those issues: the soother WAY beyond when the dcg has already been weaned off of it, and a dcb where the parents wanted him to stick with two naps when he was clearly ready to go down to one (and keeping all the other am nappers up because he wasn't tired). Both are AMAZING families who I get along great with. But in both cases, I let the families know how I do things here, and did it. They may do things differently at home, but in all honesty, the kids are here with me more waking hours than at home -- they're going to adjust more quickly to the expectations I have for them, regardless of what's going on at home.
IMO, you should just let the parents know what will work for your setting and go ahead and follow through. I would also mention (like others have said) that dcg's sleep schedule is very different from what you're familiar with, and that another visit to the doctor might be in order.
So again, I apolige for upsetting anyone,not what I meant to do.
Now THAT was a mouthful and one that I agree with. Scary isn't it? My eyes were opened bigtime when I started working at a Daycare.
They pop them out, and hand all the responsibility over to someone else. If their child has issues, they blame it on the Daycare.
I can point out the Daycare Mom in any store on the weekends. She's the one not watching her child because she's never with her child and doesn't know how to.
Go to any family party and you'll find the parents behind the bar and the children running amuck. And when they misbehave? It's "Ugh.. Daycare!"
It's the most thankless job in the world sometimes. Not all the time but you have to really love children to do this.
Thank you! I totally agree! It is so nice to know someone else is seeing the same things i am seeing!
interesting - a child at 2 years of age isn't capable of doing something out of misbehavior or spite? HMM.
i think sign language is good generally speaking.
however, i agree with "unregistered" that i wouldn't start teaching a child sign language just because they didn't babble or use words especially if the child didn't seem upset/frustrated at their inability (IF that's what it is) to communicate. she never mentioned the child being frustrated at not being "able" to communicate. she may be very well capable of communicating and just isn't ready to talk - i wouldn't teach her sign language at this point to prolong that behavior.
I am new to the forum so I hope it's ok to chime in... I am currently an early childhood special education teacher (planning to open a daycare in June). From what I've read here, I think this little girl may need to be evaluated for special needs. The staring nonverbal behavior could be autism, but it is also a sign of mental retardation in some children. It definitely wouldn't hurt to have her evaluated.
That said, I would also like to say that special educators are taught that teaching sign language to a child that is nonverbal (regardless of the reason, capability or not) will encourage the use of speech while giving that child a way to communicate. The key is to speak while signing. This will help rather than hinder.
of course it's alright for you to chime in. It is also great to see a special ed. teacher on the forum. I really am looking forward to your posts. Not only for the insight you can give, but also because In the fall I will be going to school for Comm. Disorders (education) and hope someday to get a job in a school.
Sign language does not replace nor hinder speech development in children. It merely gives their brain another path to make sense of HOW to communicate. Some children are more visual and signs give them a tactile way of communicating WHILE they are learning HOW to speak. You can not make a child speak. You can encourage them to express their needs/wants but you cant withhold their every need until they speak to you.
As mentioned before many many conditions can prevent a child from speaking and this issue shouldnt be taken lightly. You asked earlier if it is too early for an autism/spectrum diagnosis. NO but actually getting one will depends on your area and your community resources. Do you have early intervention, birth-three intervention, IEIC anything like that? Some drs are starting to DX earlier or refer but a parent would have to bring this issue up. Talk with this parent about it. NO speech at this age is an absolute indicator (thats the actual terminology special education calls them to show HOW IMPORTANT IT IS TO DEAL WITH). Mom may have some ideas about this too but don't avoid the issue just to keep the client. It wont turn out good for any of you if you dont get this kid services and they do need them.
Someone mentioned celiac. IF that is a concern you will have some difficulty getting tested for it unless you have anecdotal evidence to support your concern. The test is very expensive and many Drs. wont do it until they have supporting reasons/concerns and they have already ruled out other issues. For that reason I would talk to mom about it right away- it might be something that takes a few months to get a for sure answer on. Time a little one can't wait- especially if they are already this far behind.
And get rid of the paci- it obviously isnt helping the issue any. My rule is 18 months and no paci- leave it at the door.


Deep into the woods behind what was once a thriving K-Mart store in Nashville was where we ended up tonight. As we hiked just out of the sight of Harding Road, we neared the tents, the piles of 40-oz beer bottles, the overturned shopping carts that were once used at the K-Mart store and the sofa's that were likely dumped behind the now closed store... As we approached we said, "knock - knock." We then heard the reply, "Come on in." As we entered they said, "Have a seat, how are you guys?"
After talking for a while, the man on the left who is holding the air-soft gun extended his hand... "The police who come down here to check on us call me Short Bus or JuJu Lips." The man on the right then told us that they are homeless, but nice and that we were welcome here. A third man who is not in this shot later told us that "Short Bus" was once a very large weightlifter, but after using crack he lost his mass. Short Bus agreed and said that after using crack, "It all fell off." A man named Tony then told Short Bus to drop and do a set of push-ups. He counted out 20 and then sat back down on the discarded van seat. Short Bus then told us that he only uses "free crack" and would not spend his own money on it. His money was only used for alcohol and weed.
After sitting and talking for about 45-minutes, one of the men asked, "Would you take a group picture of all of us, we're family." My friend Jerry Craddock said that he would take the shot. You could see the excitement building in their eyes as they gathered together with their arms around one another and smiled.
We went on our way and two of the men actually hugged us as we left. Those who are homeless simply want a real conversation with someone who doesn't quiz them about finding a job or what they did last night. They were starving for outside interaction.
We then went to drugstore and Jerry got the group picture developed. We returned to the camp with a framed photo in hand. They were so excited! They were all talking about how great it was and discussed as a group where they should place it. The decision was made... their very first group photo was placed on their make-shift kitchen table.


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My years of education and hands-on training taught me so much about family medicine. But I also learn every day from the experiences I have with my patients. They are always teaching me something new. I especially enjoy the long-term relationships I develop with families over time and getting the chance to work with people in all stages of life.
I consider myself to be a practical, compassionate, thoughtful and thorough provider. It is a real privilege to get to know so many patients on a deeper level and partner together to keep families healthy.


The arbitrarily imposed ethnic federalism has affected the lives of millions of Ethiopians who live in different cities of the country. Ethnic animosities and divisions TPLF goons had planted in the country have been exploding like a time bomb in every corner of the country destroying the lives of millions of people after the rogue group has been removed from power. Citizens in Addis Ababa, Awassa (Hawassa), Dire Dawa and other cities have been living under constant fear and mercy of ethnic extremists. People who were born in these cities have been treated as second and third citizens by people who are unfamiliar to a city living.
In cites where they are born, citizens are prevented from participating in a political process, excluded from employment opportunities, evicted from their homes and business places, and harassed and persecuted for no apparent reasons.
The recent unrest in Dire Dawa, which caused the death of innocent people and led to the resignation of the city's mayor, is the fruit of ethnic federalism. The wind of change blowing in the country is a welcome relief to millions. However, until the government takes drastic action to change the situation, the suffering of citizens at the hands of ethnic lords will continue. Like other cites, Awassa has been a living hell for its multiethnic residents. The federal government has all the reasons to make Awassa a federal city. Removing the city from the jaws ethnic entrepreneurs and making it a city for all is something that should not be left for tomorrow.
Ones dubbed as a 'small Ethiopia' and a favorite destination of everyone, Awassa has been under siege by Sidama extremists since prime minister Abiye Ahmed came to power one year ago. In a city where ninety-eight percent of residents are non-Sidamas, a few Sidama extremists are running the city like a private corporation. They have been allowed to create a system similar to the defunct apartheid rule in South Africa. The system they have established helps and benefits a single ethnic group excluding other groups in the city.
Almost all key government positions are held by ethnic Sidamas. Merit system has no place in the city. Ethnicity is the only requirement for employment and advancement. People who don't have a third-grade education and with forged diplomas have been brought from a place called Benesa and given a free pass to corrupt the bureaucracy. The first thing a new recruit learns is how to ask a bribe. One only needs to visit various government institutions in the city to see how incompetent and illiterate individuals who are unfit to positions they are occupying struggling to read and write simple sentences related to their jobs. Many educated residents left the city and those who remained lost any hope of living. It is also common to see helpless youths chewing khat from down to dusk in every corner of the city.
Education institutions are overrun by those who have nothing to show except forged degrees and diplomas bought. I wonder how many illiterate instructors have infested our learning institutions. We will sure find out their numbers when the government starts cracking down on them. But, I can assure that here in Awassa there are many of them roaming in different campuses where they shouldn't be in the first place.
Corruption in Awassa is rampant. Non-Sidamas get nothing done for them without paying bribes to ethnic lords who occupy all key positions in the city. The Sidama ethnic entrepreneurs have two sources of incomes: regular government salary and bribe. In addition to paying taxes, citizens must pay bribes to get things done. The ethnic bosses have no shame asking for money the very people they harass regularly. Due to the recent unrest and slowdowns in economic activities, bribe monies are not coming easy. To tackle the problem, ethnic lords have concocted a new trick to get bribes: to visit businessmen of the city at their work and ask them to pay them 'little money for gas' and get anything they want.
Awassa residents are being victimized by incompetent judges and law enforcement officers. I have seen people who have committed murders released from prison after serving only six months, while those who are in jail for petty theft locked up for years.
The police force of the city which is almost entirely made up of the Sidama ethnic group is the primary reason for the suffering of Awassa residents at the hands of ethnic lords.
The gun-wielding incompetent and poorly trained police force harass and displace city residents with impunity. Its members accept bribes and collaborate with a terrorist group which calls itself Ejjeetto.
True change in Awassa starts when the current police force is completely disbanded and a new force comprised of the residents of the city is established. People are expecting a multi-ethnic and competent police force which doesn't serve the interest of a few ethnic lords in the city.
In addition to ensuring the safety of the citizens in the city and emancipating them from ethnic entrepreneurs, the federal government has other important reasons to make Awassa a place for all Ethiopians. The government has made large investments in Awassa with a view of creating employment opportunities and alleviating the people of the country from poverty. One of the largest industrial parks in Africa has been built in Awassa. When fully operational, the park will employe sixty thousand people and expected to generate one billion dollars a year in exports. Since coming to power, Prime Minister Abiye has brought to the park foreign leaders and dignitaries for official visits signaling how important the city and its industrial park are to the nation.
The express highway which will connect Addis Ababa to Awassa is another important investment the government has made in Awassa. When the work is completed, it will take less than three hours to travel between the two cities. The road will help the industrial park ease its supply chain process increasing its competitiveness in the world markets.
The federal government has also spent an enormous amount of money building an international airport in Awassa. When fully operational, it will directly connect big cities like Washington to Awassa. The airport will play an important role in bringing tourists to our county which will help ease the need for foreign currency.
Awassa is big, beautiful and multiethnic city endowed with convenient weather. Its role in helping ease the over-population of Addis Ababa must be taken into consideration when making it a federal city. Addis Ababa is seat to the federal government, African Union, embassies, and different international organizations. It can't handle all the activities that are taking place all year long. How about making Awassa the seat of the Ethiopian parliament?
Like the United States and other developed countries, Ethiopia also needs multiple business cities to help the country achieve its developmental objectives. Who doesn't want to have cities like Washington, Chicago, Los Angeles, and New York in his country? Therefore, the government has the duty to make Awassa not only a place for all Ethiopians but also citizens of the world.
Awassa was founded in the early 1950s by different ethnic groups in the country. It was only after the TPLF had invaded the country and introduced ethnic politics that some ethnic lords showed up and started telling us the city is theirs. Many are wondering why they didn't raise the same claim before. Instead of living in peace with their fellow human beings who have contributed to the creation and development of Awassa, ethnic entrepreneurs spread hate and fear among the city's residents. They want to own things that they haven't worked for.
By looking at the names of places in Awassa, one can easily find out who the original settlers of the city. Names like Pizza, Harrer Sefer, Wokuro Sefer, Philadelphia Sefer, Gebriel Sefer, and others are sufficient proofs that who was behind the creation and development of Awassa. It is only after the arbitrarily imposed ethnic federalism that Sidama extremists started to replace the original names with their new versions including the name of the city.
At the moment things don't look good in Awassa. People live in constant fear unsure of what the future holds for them. They all think that something has to happen soon to change the current gloomy atmosphere riding over the city. Everybody is tired of ethnic entrepreneurs who have besieged the city. Business activities have cooled down affecting everyone. Children are afraid of going to school.
The hesitation of the federal government to undertake decisive action against organized tribal gangs in the city is emboldening them to commit further lawlessness. Like Addis Ababa, Awassa belongs to its residents.


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text:
Q: Max square size for unknown number inside rectangle If I have a set of tiles (squares) which can be any number and they are to fill a container (rectangle) of an unknown size how do I work out the maximum size of the tiles without having any of them overlap.
So if I have 2 tiles and the rectangle is 100 * 100 then the max tile size is 50 * 50.  This would also be the max size of tile if there was 3 or 4 tiles for this size of rectanlgle, which just so happens to be a square in this example.
If the rectanlge was 100 * 30 and I had 2 tiles, the max size of the square would be 30 * 30, if I have 4 tiles the max size would be 25 * 25.
How can I do this programatically without hogging the processor by going through every possible combination.

I try to summarise a bit better,
I have a:
rectangle/bounding box that I need to fill as much as possible without the tiles overlapping.
I know the height and width of the rectangle (but this can change during runtime).
I have X number of tiles (this can change at run time), these are squares.
None of the tiles should overlap, what is the maximum size that each tile can be.  They are all to be the same size.

A: This is a packing problem. Optimal solutions are hard to find. See for example Packing N squares in a square.
You can compute an (optimistic) upper bound by dividing the total surface by the number of squares: sqrt(width*height/n).

A: Conceptually:

*

*start with 1 square

*For each additional square, if you don't have
room in your grid box so far, shrink
the existing box just enough to make
room for an additional row or column.

pseudocode: given M x N rectangle to fill with K squares
// initial candidate grid within the rectangle
h=1
w=1
maxsquares=1
size=min(M,N) //size of the squares
while K > maxsquares
  if M/(h+1) >= N/(w+1)
    h=h+1
  else
    w=w+1
  endif
  maxsquares=h*w
  size=min(M/h,N/w)
done
print size

There are probably faster ways to jump to the answer for very large K, but I can't think of them.  If you know that M and N are integers, there may be even faster methods.

A: Here is an O(1) solution with no loops.
Using the aspect ratio (height/width) of the rectangle, you can come up with an initial guess at the number of tiles in the x and y directions. This gives an upper and lower bound for the total number of tiles: between xy and (x+1)(y+1).
Based on these bounds, there are three possibilities:

*

* The lower bound is correct. Compute the largest tileSize that will result in xy tiles.

* The upper bound is correct. Compute the largest tileSize that will result in (x+1)(y+1) tiles

* The correct answer lies somewhere between the upper and lower bounds. Solve an equation to determine the correct values of x and y, and then compute the largest tileSize that will result in the correct number of tiles

int GetTileSize(int width, int height, int tileCount)
{
    // quick bailout for invalid input
    if (width*height < tileCount) { return 0; }

    // come up with an initial guess
    double aspect = (double)height/width;
    double xf = sqrtf(tileCount/aspect);
    double yf = xf*aspect;
    int x = max(1.0, floor(xf));
    int y = max(1.0, floor(yf));
    int x_size = floor((double)width/x);
    int y_size = floor((double)height/y);
    int tileSize = min(x_size, y_size);

    // test our guess:
    x = floor((double)width/tileSize);
    y = floor((double)height/tileSize);
    if (x*y < tileCount) // we guessed too high
    {
        if (((x+1)*y < tileCount) && (x*(y+1) < tileCount))
        {
            // case 2: the upper bound is correct
            //         compute the tileSize that will
            //         result in (x+1)*(y+1) tiles
            x_size = floor((double)width/(x+1));
            y_size = floor((double)height/(y+1));
            tileSize = min(x_size, y_size);
        }
        else
        {
            // case 3: solve an equation to determine
            //         the final x and y dimensions
            //         and then compute the tileSize
            //         that results in those dimensions
            int test_x = ceil((double)tileCount/y);
            int test_y = ceil((double)tileCount/x);
            x_size = min(floor((double)width/test_x), floor((double)height/y));
            y_size = min(floor((double)width/x), floor((double)height/test_y));
            tileSize = max(x_size, y_size);
        }
    }

    return tileSize;
}

I have tested this function for all integer widths, heights and tileCounts between 1 and 1000 using the following code:
for (width = 1 to 1000)
{
    for (height = 1 to 1000)
    {
        for (tileCount = 1 to 1000)
        {
            tileSize = GetTileSize(width, height, tileCount);

            // verify that increasing the tileSize by one
            // will result in too few tiles
            x = floor((double)width/(tileSize+1));
            y = floor((double)height/(tileSize+1));
            assert(x*y < tileCount);

            // verify that the computed tileSize actually
            // results in the correct tileCount
            if (tileSize > 0)
            {
                x = floor((double)width/tileSize);
                y = floor((double)height/tileSize);
                assert(x*y >= tileCount);
            }
        }
    }
}

A: I've managed to come up with a 'relatively' optimal solution. Partially based on Zac's pseudocode answer.
        //total number of tiles
        var tile_count : Number = numberOfSlides;
        //height of rectangle
        var b : Number = unscaledHeight;
        //width of rectanlge
        var a : Number = unscaledWidth;

        //divide the area but the number of tiles to get the max area a tile could cover
        //this optimal size for a tile will more often than not make the tiles overlap, but
        //a tile can never be bigger than this size
        var maxSize : Number = Math.sqrt((b * a) / tile_count);
        //find the number of whole tiles that can fit into the height
        var numberOfPossibleWholeTilesH : Number = Math.floor(b / maxSize);
        //find the number of whole tiles that can fit into the width
        var numberOfPossibleWholeTilesW : Number = Math.floor(a / maxSize);
        //works out how many whole tiles this configuration can hold
        var total : Number = numberOfPossibleWholeTilesH * numberOfPossibleWholeTilesW;

        //if the number of number of whole tiles that the max size tile ends up with is less than the require number of
        //tiles, make the maxSize smaller and recaluate
        while(total < tile_count){
            maxSize--;
            numberOfPossibleWholeTilesH = Math.floor(b / maxSize);
            numberOfPossibleWholeTilesW = Math.floor(a / maxSize);
            total = numberOfPossibleWholeTilesH * numberOfPossibleWholeTilesW;
        }

        return maxSize;

What this does is to work out the total area of the rectanlge, then divide it by the required number of tiles. As each tile is a square I can SQRT this so that I get the max size of the optimal tile.
With this optimal size I then check to see how many WHOLE tiles I can fit into the width & height.  Multiply these together and if it is less than the required number of tiles then I reduce the optimal size and perform the checking again until all of the tiles fit the rectanlge.
I could optimise this further by doing something like reduce the optimal size by -2 insted of -1 each time and then if all the tiles fit increase by 1 just to make sure that I've not missed a valid size. or I could jump back more than -2, say -10 then if they all tiles fit increase by 5, then if the don't fit reduce by -2 etc until I get an optimal fit.
Check out http://kennethsutherland.com/flex/stackover/SlideSorterOK.html for my example.
Thanks for all the various info.

A: The following function calculates the maximum-sized tile for the given information.
If the fact that it's written in Python makes it hard for you to understand, let me know in a comment and I'll try to do it up in some other language.
import math
from __future__ import division

def max_tile_size(tile_count, rect_size):
    """
    Determine the maximum sized tile possible.

    Keyword arguments:
    tile_count -- Number of tiles to fit
    rect_size -- 2-tuple of rectangle size as (width, height)
    """

    # If the rectangle is taller than it is wide, reverse its dimensions
    if rect_size[0] < rect_size[1]:
        rect_size = rect_size[1], rect_size[0]

    # Rectangle aspect ratio
    rect_ar = rect_size[0] / rect_size[1]

    # tiles_max_height is the square root of tile_count, rounded up
    tiles_max_height = math.ceil(math.sqrt(tile_count))

    best_tile_size = 0

    # i in the range [1, tile_max_height], inclusive
    for i in range(1, tiles_max_height + 1):

        # tiles_used is the arrangement of tiles (width, height)
        tiles_used = math.ceil(tile_count / i), i

        # tiles_ar is the aspect ratio of this arrangement
        tiles_ar = tiles_used[0] / tiles_used[1]

        # Calculate the size of each tile
        # Tile pattern is flatter than rectangle
        if tile_ar > rect_ar:
            tile_size = rect_size[0] / tiles_used[0]
        # Tile pattern is skinnier than rectangle
        else:
            tile_size = rect_size[1] / tiles_used[1]

        # Check if this is the best answer so far
        if tile_size > best_tile_size:
            best_tile_size = tile_size

    return best_tile_size

print max_tile_size(4, (100, 100))

The algorithm can loosely be described as follows

*

*If the rectangle is higher than it is wide, flip it so that it's wider than it is high.

*Calculate s, the square root of the number of tiles, rounded up. (Named tiles_max_height in code.)

*Loop where i goes from 1 to s inclusive:

*

*Construct a grid of squares that is number of tiles / i squares wide and i squares high. (Round everything up. This "pads" the missing tiles, such as using 2 tiles by 2 tiles when your total number of tiles is 3.)

*Make this grid as big as possible. (Calculate this using aspect ratios.) Determine the size of one tile.

*Using that size, determine the total area covered by the tiles.

*Check if this is the best total area so far; if it is, store the square size

*Return that square size

This is probably one of the faster algorithms listed here, as it computes the best square size in O(sqrt(n)) for n tiles.

Update
On further consideration, this problem has a simpler solution based on the solution above. Say you are given 30 tiles. Your possible tile arrangements are easy to compute:

*

*30 x 1 (aspect ratio 30.0000)

*15 x 2 (aspect ratio 7.5000)

*10 x 3 (aspect ratio 3.3333)

*8 x 4 (aspect ratio 2.0000)

*6 x 5 (aspect ratio 1.2000)

*6 x 6 (aspect ratio 1.0000)

Say your rectangle is 100 x 60. Your rectangle's aspect ratio is 1.6667. This is between 1.2 and 2. Now, you only need to calculate the tile sizes for the 8 x 4 and the 6 x 5 arrangements.
The first step still technically takes O(sqrt(n)) though, so this updated method is not asymptotically faster than the first attempt.

Some updates from the comments thread
/*
Changes made:

tiles_used -> tiles_used_columns, tiles_used_rows
    (it was originally a 2-tuple in the form (colums, rows))
*/

/* Determine the maximum sized tile possible. */
private function wesleyGetTileSize() : Number {
    var tile_count : Number = slideCount.value;
    var b : Number = heightOfBox.value;
    var a : Number = widthOfBox.value;
    var ratio : Number;

    // // If the rectangle is taller than it is wide, reverse its dimensions

    if (a < b) {
        b = widthOfBox.value;
        a = heightOfBox.value;
    }

    // Rectangle aspect ratio
    ratio = a / b;

    // tiles_max_height is the square root of tile_count, rounded up
    var tiles_max_height : Number = Math.ceil(Math.sqrt(tile_count))
    var tiles_used_columns : Number;
    var tiles_used_rows : Number;
    var tiles_ar : Number;
    var tile_size : Number;

    var best_tile_size : Number = 0;

    // i in the range [1, tile_max_height], inclusive
    for(var i: Number = 1; i <= tiles_max_height + 1; i++) {
        // tiles_used is the arrangement of tiles (width, height)
        tiles_used_columns = Math.ceil(tile_count / i);
        tiles_used_rows = i;

        // tiles_ar is the aspect ratio of this arrangement
        tiles_ar = tiles_used_columns / tiles_used_rows;

        // Calculate the size of each tile
        // Tile pattern is flatter than rectangle
        if (tiles_ar > ratio){
            tile_size = a / tiles_used[0]   ;
        }
        // Tile pattern is skinnier than rectangle
        else {
            tile_size = b / tiles_used[1];
        }
        // Check if this is the best answer so far
        if (tile_size > best_tile_size){
            best_tile_size = tile_size;
        }
    }

    returnedSize.text = String(best_tile_size);
    return best_tile_size;
}

A: Could you elaborate on how you define fill?  If I follow your description (big if) it seems that many of the cases you describe don't actually fill the rectangle.  For example, you say 2 squares in a 100*100 rectangle would be 50*50.  If I understand your configuration correctly, they would be placed on the "diagonal" of this rectangle.  But then there would be two "gaps" of size 50*50 in that rectangle as well.  That isn't what I think of as "filling" the rectangle.  I would instead state the problem as what is the largest possible size for 2 (equal sized squares) whose bounding box would be 100*100 (assuming that every square had to be in contact with at least one other square?).
The key point here is that your rectangle seems to be a bounding box and not filled.
Also, can you write a functional interface for this calculation?  Do you need to do it for n possible squares given the dimensions of the bounding box?

A: Given values:
N - number of tiles
a, b - sides of the rectangle

side of a tile may be calculated using this function:
def maxSize(n: Int, a: Int, b: Int) = {
  var l = 0
  for (i <- 1 until a.min(b)) { //
    val newL = (a.min(b) / i).min( (a.max(b) * i)/n )
    if (l < newL && ((a.min(b)/newL) * (a.max(b)/newL) >= n )  )
      l = newL
  }
  return l
}

i have supposed that you are not going to make tiles smaller than 1x1, whatever the measure of 1 is
first you start from the size 0:
l = 0

then you iterate from 1 to K columns of tiles where
K = min(a, b)

for every iteration calculate new maximum side of a tile using this formula
val newL = ( a.min(b) / i ).min( (a.max(b) * i)/n )

this formula takes the smaller on of these two values:
1. min(a, b)/i -- maximum length of a tile if there are i columns in the smaller side of the rectangle
2. (i * max(a, b))/n -- maximum length of a tile if there are i columns and n tiles in the bigger side of the rectangle

if the candidate newL is greater than the initial value l and maximum possible number of tiles which can be put in the square without overlaping is greater or equal than number of tiles n then
l = newL

on the end return l

A: I assume that the squares can't be rotated. I'm pretty sure that the problem is very hard if you are allowed to rotate them.
So we fill the rectangle by squares by starting in the left-top corner. Then we put squares to the right of that square until we reach the right side of the rectangle, then we do the same with the next row until we arrive at the bottom. This is just like writing text on paper.
Observe that there will never be a situation where there's space left on the right side and on the bottom. If there's space in both directions then we can still increase the size of the squares.
Suppose we already know that 10 squares should be placed on the first row, and that this fits the width perfectly. Then the side length is width/10. So we can place m = height/sidelength squares in the first column. This formula could say that we can place 2.33 squares in the first column. It's not possible to place 0.33 of a square, we can only place 2 squares. The real formula is m = floor(height/sidelength).
A not very fast (but A LOT faster than trying every combination) algorithm is to try to first place 1 square on the first row/column, then see if we can place enough squares in the rectangle. If it doesn't work we try 2 squares on the first row/column, etc. until we can fit the number of tiles you want.
I think there exists an O(1) algorithm if you are allowed to do arithmetic in O(1), but I haven't figured it out so far.
Here's a Ruby version of this algorithm. This algorithm is O(sqrt(# of tiles)) if the rectangle isn't very thin.
def squareside(height, width, tiles)
  n = 0
  while true
    n += 1
    # case 1: the squares fill the height of the rectangle perfectly with n squares
    side = height/n
    m = (width/side).floor # the number of squares that fill the width
    # we're done if we can place enough squares this way
    return side if n*m >= tiles
    # case 2: the squares fill the width of the rectangle perfectly with n squares
    side = width/n
    m = (height/side).floor
    return side if n*m >= tiles
  end
end

You can also use binary search for this algorithm. In that case it's O(log(# of tiles)).

A: Divide the longer side by the number of tiles.  Use the shorter side as the tile size.  Presto!  # of tiles.
Rectagle = 200 x 10
Each tile is 10 x 10 (length of shorter side)
200/10 = 20 (number of tiles needed)

A: x = max(rectHeight/numberOfSquares, rectangleLength/numberOfSquares)

if x <= retangleHeight && x <= rectangleLength then
  squareSideLength = x
else
  squareSideLength = min(rectangleHeight, rectangleLength)

redpajama_set_name: RedPajamaStackExchange


text:
Data by Demographic
Data in Action
Living Arrangement for Children, by Presence of Parents (Regions of 65,000 Residents or More)
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Why This Topic Is Important
How Children Are Faring
Research & Links
See Definition, Source & Notes
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Years 2017 2016 2015 2014 2013 2012 2011 2010 2009 2008 2007
Presence of Parents Two Parents Present Mother Present Only Father Present Only No Parents Present; Other Relatives Present No Parents or Other Relatives Present
Data Type Percent
Select All Counties
Select All Cities
Select All Districts
Alameda Unified
Berkeley Unified
Fremont Unified
Hayward Unified
Livermore Valley Joint Unified
New Haven Unified
Oakland Unified
Pleasanton Unified
San Leandro Unified
San Lorenzo Unified
Chico Unified
Acalanes Union High
Antioch Unified
Brentwood Union Elementary
Liberty Union High
Mt. Diablo Unified
San Ramon Valley Unified
West Contra Costa Unified
El Dorado Union High
Central Unified
Clovis Unified
Fresno Unified
Imperial County
Bakersfield City
Delano Joint Union High
Kern High
Panama-Buena Vista Union
Hanford Joint Union High
ABC Unified
Alhambra Unified
Antelope Valley Union High
Azusa Unified
Baldwin Park Unified
Bellflower Unified
Burbank Unified
Centinela Valley Union High
Compton Unified
Covina-Valley Unified
Downey Unified
East Whittier City Elementary
El Monte City
El Monte Union High
Glendale Unified
Hacienda la Puente Unified
Inglewood Unified
Lancaster Elementary
Las Virgenes Unified
Long Beach Unified
Lynwood Unified
Montebello Unified
Norwalk-La Mirada Unified
Palmdale Elementary
Paramount Unified
Pasadena Unified
Pomona Unified
Redondo Beach Unified
Rowland Unified
Santa Monica-Malibu Unified
Saugus Union
Torrance Unified
Westside Union Elementary
Whittier City Elementary
Whittier Union High
William S. Hart Union High
Madera Unified
Novato Unified
San Rafael City High
Tamalpais Union High
Merced City Elementary
Merced Union High
Monterey Peninsula Unified
Salinas City Elementary
Salinas Union High
Napa Valley Unified
Nevada County
Nevada Joint Union High
Anaheim Elementary
Anaheim Union High
Capistrano Unified
Fullerton Joint Union High
Garden Grove Unified
Huntington Beach City Elementary
Huntington Beach Union High
Newport-Mesa Unified
Placentia-Yorba Linda Unified
Saddleback Valley Unified
Santa Ana Unified
Placer Union High
Roseville City Elementary
Roseville Joint Union High
Alvord Unified
Coachella Valley Unified
Corona-Norco Unified
Desert Sands Unified
Hemet Unified
Jurupa Unified
Lake Elsinore Unified
Menifee Union Elementary
Moreno Valley Unified
Murrieta Valley Unified
Palm Springs Unified
Perris Union High: Menifee
Riverside Unified
Temecula Valley Unified
Val Verde Unified
Elk Grove Unified
Folsom-Cordova Unified
Natomas Unified
Sacramento City Unified
San Juan Unified
Twin Rivers Unified
Apple Valley Unified
Chaffey Joint Union High
Chino Valley Unified
Colton Joint Unified
Etiwanda Elementary
Fontana Unified
Hesperia Unified
Ontario-Montclair
Redlands Unified
Rialto Unified
San Bernardino City Unified
Upland Unified
Victor Elementary
Victor Valley Union High
Cajon Valley Union
Carlsbad Unified
Chula Vista Elementary
Encinitas Union Elementary
Escondido Union
Escondido Union High
Fallbrook Union Elementary
Fallbrook Union High
Grossmont Union High
La Mesa-Spring Valley
Oceanside Unified
Poway Unified
San Diego Unified
San Dieguito Union High
San Marcos Unified
South Bay Union
Sweetwater Union High
Vista Unified
San Francisco Unified
Lodi Unified
Manteca Unified
Stockton Unified
Tracy Joint Unified
San Luis Coastal Unified
Jefferson Union High
Redwood City Elementary
San Mateo Union High
San Mateo-Foster City
Sequoia Union High
South San Francisco Unified
Goleta Union Elementary
Santa Barbara Unified
Santa Maria Joint Union High
Santa Maria-Bonita
Alum Rock Union Elementary
Berryessa Union Elementary
Campbell Union
Campbell Union High
Cupertino Union
East Side Union High
Evergreen Elementary
Franklin-McKinley Elementary
Fremont Union High
Gilroy Unified
Milpitas Unified
Morgan Hill Unified
Mountain View Whisman
Mountain View-Los Altos Union High
Palo Alto Unified
San Jose Unified
Santa Clara Unified
Pajaro Valley Unified
Santa Cruz City Elementary
Santa Cruz City High
Shasta County
Shasta Union High
Fairfield-Suisun Unified
Vacaville Unified
Vallejo City Unified
Petaluma Joint Union High
Santa Rosa Elementary
Santa Rosa High
Modesto City Elementary
Modesto City High
Sylvan Union Elementary
Turlock Unified
Yuba City Unified
Tulare City
Tulare Joint Union High
Visalia Unified
Conejo Valley Unified
Oxnard Union High
Simi Valley Unified
Ventura Unified
Davis Joint Unified
Woodland Joint Unified
Marysville Joint Unified
Definition, Source & Notes (Return to top)
Definition: Estimated percentage of children ages 0-17 living with and without parents or other relatives (e.g., in 2017, 63.7% of California children were in living arrangements with two parents present).
Data Source: U.S. Census Bureau, American Community Survey (Sept. 2018).
Footnote: Parents in households with two parents present can be married or unmarried. Children in living arrangements with no parents or other relatives present include children in non-family households (e.g., non-kinship foster placements), children in group quarters, and those who are householders, spouses, or unmarried partners. Data are displayed for geographies with at least 65,000 people based on 2017 population estimates. These estimates are based on a survey of the population and are subject to both sampling and nonsampling error. The notation S refers to estimates that have been suppressed because the margin of error was greater than 5 percentage points. N/A means that data are not available. Some regions listed are Census Designated Places (CDPs), such as East Los Angeles; CDPs are communities within the unincorporated part of a county.
Learn More About Family Structure
Measures of Family Structure on Kidsdata.org
On kidsdata.org, measures of children's family and household structure include: households with children ages 0-17, children living with parents or other relatives overall and by race/ethnicity, children in cohabitating couple households, children in same-sex couple households, and children in the care of grandparents. Depending on the indicator, data come from the American Community Survey or Current Population Survey and are available for:
California and the U.S., as single-year estimates
Cities, school districts, and counties with 65,000 residents or more, as single-year estimates
Cities, school districts, and counties with 10,000 residents or more, as 5-year estimates
Legislative districts, as 5-year estimates
In addition, kidsdata.org's measures of youth housing situation present characteristics of where and with whom students in grades 7, 9, 11, and non-traditional programs live. These estimates come from the California Healthy Kids Survey and are based on youth self-reports by grade level, gender, level of school connectedness,* parent education level, race/ethnicity, and sexual orientation.
State-level CHKS estimates, although derived from the Biennial State CHKS, may differ from data published in Biennial State CHKS reports due to differences in grade-level classification of students in continuation high schools.
*Levels of school connectedness are based on a scale created from responses to five questions about feeling safe, close to people, and a part of school, being happy at school, and about teachers treating students fairly.
Households with and without Children (Regions of 65,000 Residents or More)
by City, School District and County (10,000 Residents or More)
by Legislative District
Living Arrangement for Children, by Presence of Parents and Race/Ethnicity (California & U.S. Only)
Children in Cohabitating Couple Households (Regions of 65,000 Residents or More)
Children in Same-Sex Couple Households (Regions of 65,000 Residents or More)
Children in the Care of Grandparents (Regions of 65,000 Residents or More)
Youth Housing Situation, by Grade Level
by Gender and Grade Level
by Level of School Connectedness
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
by Mother's Race/Ethnicity
Births Outside of Marriage (California & U.S. Only)
Child Population (Regions of 65,000 Residents or More)
Child Population, by Race/Ethnicity (Regions of 10,000 Residents or More)
Children in Rural and Urban Areas (California & U.S. Only)
Child Population, by County
by Age Group and Gender
Projected Child Population, by County
Projected Total Population
Public School Enrollment
Family Income and Poverty
Median Family Income, by Family Type (Regions of 65,000 Residents or More)
Income Level for Children Relative to Poverty, by Family Type (Regions of 65,000 Residents or More)
Children Living in Low-Income Working Families (Regions of 65,000 Residents or More)
Poverty Thresholds - California Poverty Measure, by Family Composition and Housing Tenure
Children in Poverty - California Poverty Measure
by Family Type (California Only)
Children in Deep Poverty - California Poverty Measure
Poverty-Reducing Effects of the Social Safety Net - California Poverty Measure, by Program Type and Poverty Level (California Only)
Self-Sufficiency Standard
by Household Status
Homeless Public School Students
by Nighttime Residence
Unaccompanied Homeless Youth (Point-in-Time Count), by Age Group and Shelter Status
Childhood Adversity and Resilience
Children with Two or More Adverse Experiences (Parent Reported)
Children Who Are Resilient (Parent Reported)
Prevalence of Childhood Hardships (Maternal Retrospective)
by Family Income (CA Only)
by Maternal Age (CA Only)
by Prenatal Insurance Coverage (CA Only)
by Race/Ethnicity (CA Only)
Parental Divorce or Separation
Parental Divorce or Separation, by Family Income (CA Only)
Parental Divorce or Separation, by Maternal Age (CA Only)
Parental Divorce or Separation, by Prenatal Insurance Coverage (CA Only)
Parental Divorce or Separation, by Race/Ethnicity (CA Only)
Moved Due to Financial Problems
Moved Due to Financial Problems, by Family Income (CA Only)
Moved Due to Financial Problems, by Maternal Age (CA Only)
Moved Due to Financial Problems, by Prenatal Insurance Coverage (CA Only)
Moved Due to Financial Problems, by Race/Ethnicity (CA Only)
Prevalence of Adverse Childhood Experiences (Adult Retrospective)
Parents Divorced or Separated
Housing Affordability
Fair Market Rent, by Unit Size
Households with a High Housing Cost Burden (65,000 Residents or More)
Children Living in Crowded Households (65,000 Residents or More)
Children Living with Foreign-Born Parents (65,000 Residents or More)
Children Living with Foreign-Born Parents, by Income Level (65,000 Residents or More)
First Entries into Foster Care
by Reason for Removal
by Type of Placement
Children in Foster Care
by Age of Mother
Child well being is strongly influenced by the family environment and the presence of caring, stable adults (1). While children can thrive in any kind of family structure (e.g., in the care of grandparents, single-parents, same-sex parents, etc.), the stability of the family and the nature of family relationships are important factors in child development (1, 2, 3). Research shows that unstable home environments can adversely affect children's health and well being (2, 3, 4). Financial stability is important, too, and is linked to family structure (3, 5, 6). For example, single and cohabiting parents are more likely than married parents to have lower incomes and experience financial difficulty (3, 5). Financial hardship can cause family stress and hinder the ability to provide the environment and experiences a child needs for optimal cognitive, emotional, and physical development (3, 6).
Kidsdata.org's family structure topic also includes data on youth housing situation, which can provide insight into stability and vulnerability in young people's lives. For example, youth living in multi-family (overcrowded) homes, in hotels/motels, or with friends may be homeless or at risk of homelessness. Poverty and housing insecurity put young people at risk of poor health and developmental outcomes throughout their life course (4, 6). Additionally, youth living in foster care or group homes are a particularly vulnerable population, facing increased risks of emotional, physical, behavioral, and academic problems (7).
For more information, see kidsdata.org's Research & Links section.
Sources for this narrative:
1. Center on the Developing Child. (2010). The foundations of lifelong health. Harvard University. Retrieved from: https://developingchild.harvard.edu/resources/inbrief-the-foundations-of-lifelong-health
2. Too Small to Fail. (n.d.). ACEs, toxic stress, and the importance of relationships in supporting children's development. Clinton Foundation. Retrieved from: http://toosmall.org/body/ACES-2-Pager.pdf
3. Reeves, R. V., & Krause, E. (2017). Cohabiting parents differ from married ones in three big ways. Brookings Institution. Retrieved from: https://www.brookings.edu/research/cohabiting-parents-differ-from-married-ones-in-three-big-ways
4. Gaitán, V. (2019). How housing affects children's outcomes. How Housing Matters. Retrieved from: https://howhousingmatters.org/articles/housing-affects-childrens-outcomes
5. Child Trends Databank. (2019). Children in poverty. Retrieved from: http://www.childtrends.org/?indicators=children-in-poverty
6. American Academy of Pediatrics Council on Community Pediatrics. (2016). Poverty and child health in the United States. Pediatrics, 137(4), e20160339. Retrieved from: http://pediatrics.aappublications.org/content/137/4/e20160339
7. Haskins, R. (2017). A national campaign to improve foster care. Brookings Institution. Retrieved from: https://www.brookings.edu/research/a-national-campaign-to-improve-foster-care
In 2017, the estimated share of California households with one or more children ages 0-17 was 34%, down from 38% a decade earlier. Statewide, 64% of California children lived with two parents in 2017, 23% lived with their mother only, 8% with their father only, and 4% with non-parent relatives. Additionally, 9% of children lived in households with unmarried couples and 3% lived in the care of their grandparents. Across counties with data in 2013-2017, family structure varied widely, from 51% to 76% of children living in two-parent households, 0.3% to 16% living in cohabitating couple households, and 0.1% to 7% in the care of grandparents. In 2016, 0.1% of California children lived in households with married or unmarried same-sex couples, compared with 0.2% nationally.
According to a survey of California youth, around 9 out of every 10 students in Grades 7, 9, and 11 lived in a home with one or more parents or guardians in 2015-2017. During the same period, fewer than 1 in 20 lived in a home with more than one family, and fewer than 1 in 40 lived in the home of another relative. Statewide, students in non-traditional programs, those with low levels of school connectedness, and those whose parents did not finish high school are less likely to live in a parent's or guardian's home than their peers in other groups.
Families and caregivers provide an essential safety net for children. Public policy can help support and reinforce that safety net for the good of the family and for society at large. While children can thrive in any type of family structure, the stability of the family is critical for positive child development (1, 2). Stable home environments also are important, as children and youth without safe, secure housing are at risk for poor health outcomes (1, 3).
Family types have become increasingly diverse in recent decades, and research indicates that some families may need more support than others (4). Single- and cohabiting-parent families, for example, are more likely to live in poverty than married-parent families (4). In addition, non-parental caregivers, such as grandparents, may need information, financial and emotional support, and authority to provide for children in their care (5, 6). Further, families headed by same-sex parents may face challenges with social stigma and discrimination (7, 8).
Policy options that could support vulnerable families and increase their stability include:
Strengthening the social and financial safety net for low-income families and working parents so that they can reduce stress and promote stable environments for their children, e.g., through adequate cash assistance, child care subsidies, and evidence-based efforts (such as home-visiting programs) that provide parents/caregivers with information and support as needed (1, 2, 9)
Promoting responsible fatherhood programs, especially for nonresidential fathers, that are comprehensive and address child support collection issues, paternal employment and education, and parenting skills (10)
Supporting policies to reduce unintended pregnancies (e.g., through use of long-acting reversible contraception), as these are more likely to occur in and lead to unstable families (2)
Ensuring that policies and programs are in place to boost educational attainment, particularly for young women, as education is a key predictor of family stability (2)
Continuing to advance policies and strategies to ensure that relatives caring for children (e.g., grandparents) have the full range of support needed to provide for them, meet their education and health needs, and avoid placement in non-relative foster care (5, 6)
Supporting policies and strategies aimed at reducing social stigma and discrimination against LGBTQ populations, as anti-gay policies and attitudes can negatively affect same-sex parents, their children, and LGBTQ youth (7, 8)
Promoting policies and programs to ensure stable housing for vulnerable youth, including youth in foster care or the juvenile justice system, LGBTQ youth, and those who are disconnected from school and work (11)
Promoting residential stability through cross-sector and local/state collaboration to increase the supply of affordable housing, address restrictive zoning and planning regulations, make housing more affordable to low-income families (e.g., through rental assistance), and provide permanent housing for families at risk of homelessness (12)
For more information, see kidsdata.org's Research & Links section. Also see policy implications for kidsdata.org's Demographics, Foster Care, and Family Economics topics.
4. Livingston, G. (2018). The changing profile of unmarried parents. Pew Research Center. Retrieved from: https://www.pewsocialtrends.org/2018/04/25/the-changing-profile-of-unmarried-parents
5. Radel, L., et al. (2016). Children living apart from their parents: Highlights from the National Survey of Children in Nonparental Care. U.S. Department of Health and Human Services. Retrieved from: https://aspe.hhs.gov/pdf-report/children-living-apart-their-parents-highlights-national-survey-children-nonparental-care
6. Generations United. (2018). State of grandfamilies 2018. Retrieved from: https://www.gu.org/resources/love-without-borders
7. Meyer, I. H. (2019). Experiences of discrimination among lesbian, gay and bisexual people in the U.S. Williams Institute. Retrieved from: https://williamsinstitute.law.ucla.edu/experts/ilan-meyer/lgb-discrim-experiences
8. Perrin, E. C., et al. (2019). Barriers and stigma experienced by gay fathers and their children. Pediatrics, 143(2), e20180683. Retrieved from: https://pediatrics.aappublications.org/content/143/2/e20180683
9. Centers for Disease Control and Prevention. (n.d.). Preventing child maltreatment through the promotion of safe, stable, nurturing relationships between children and caregivers. Retrieved from: http://www.cdc.gov/ViolencePrevention/pdf/CM_Strategic_Direction--Long-a.pdf
10. Astone, N. M., et al. (2016). Fathers' time with children: Income and residential differences. Urban Institute. Retrieved from: https://www.urban.org/research/publication/fathers-time-children
11. California Coalition for Youth. (2018). California's road map: Preventing and ending youth homelessness. Retrieved from: http://calyouth.org/californias-road-map-preventing-and-ending-youth-homelessness
12. Johnson, H., & Cuellar Mejia, M. (2019). California's future: Housing. Public Policy Institute of California. Retrieved from: https://www.ppic.org/publication/californias-future-housing
Websites with Related Information
California Coalition for Youth
California Dept. of Social Services: Foster Care
Casey Family Programs
Child Trends: Families and Parenting
Children of Lesbians and Gays Everywhere (COLAGE)
Council on Contemporary Families, University of Texas at Austin
Grandfamilies.org, American Bar Association Center on Children and the Law, et al.
How Housing Matters, Urban Institute
National Center for Family and Marriage Research, Bowling Green State University
Pew Research Center Social and Demographic Trends: Household and Family Structure
Williams Institute, UCLA School of Law
Key Reports and Research
Barriers and Stigma Experienced by Gay Fathers and Their Children, 2019, Pediatrics, Perrin, E. C., et al.
Children Living Apart from Their Parents: Highlights from the National Survey of Children in Nonparental Care, 2016, U.S. Dept. of Health and Human Services, Radel, L., et al.
Cohabiting Parents Differ from Married Ones in Three Big Ways, 2017, Brookings Institution, Reeves, R. V., & Krause, E.
Family Structure Experiences and Child Socioemotional Development During the First Nine Years of Life: Examining Heterogeneity by Family Structure at Birth, 2017, Demography, Bzostek, S. H., & Berger, L. M.
Health and Well-Being of Children in Kinship Care: Findings from the National Survey of Children in Nonparental Care, 2017, Child Welfare, Bramlett, M. D., et al.
How Many Same-Sex Couples in the U.S. Are Raising Children?, 2018, Williams Institute, Goldberg, S. K., & Conron, K. J.
Keeping Families Together: Why All Americans Should Care About What Happens to Unauthorized Immigrants, 2017, Center for American Progress, Mathema, S.
Marriage and Child Wellbeing Revisited, 2015, The Future of Children
Moynihan+50: Family Structure Still Not The Problem, 2015, Council on Contemporary Families, Coontz, S. (Ed.)
Parenting in America: Outlook, Worries, Aspirations are Strongly Linked to Financial Situation, 2015, Pew Research Center
Same-Sex and Different-Sex Parent Households and Child Health Outcomes: Findings from the National Survey of Children's Health, 2016, Journal of Developmental and Behavioral Pediatrics, Bos, H. M. W., et al.
State of Grandfamilies 2018, Generations United
The Changing Profile of Unmarried Parents, 2018, Pew Research Center, Livingston, G.
The Role of the Family and Family-Centered Programs and Policies, 2015, The Future of Children, Berger, L. M., & Font, S. A.
What Does the Scholarly Research Say About the Well-Being of Children with Gay or Lesbian Parents?, Cornell University Center for the Study of Inequality
World Family Map 2019: Mapping Family Change and Child Well-Being Outcomes, Institute for Family Studies, Carroll, J. S., et al.
County/Regional Reports
2014 Solano Children's Report Card, Children's Network of Solano County
2017 Kern County Report Card, Kern County Network for Children
Key Indicators of Health by Service Planning Area, 2017, Los Angeles County Dept. of Public Health
San Mateo County All Together Better, San Mateo County Health
Santa Monica Youth Wellbeing Report Card, Santa Monica Cradle to Career
More Data Sources For Family Structure
2019 KIDS COUNT Data Book, Annie E. Casey Foundation
California Health Interview Survey, UCLA Center for Health Policy Research
Childstats.gov, Federal Interagency Forum on Child and Family Statistics
Fragile Families and Child Wellbeing Study, Princeton University & Columbia University
National Survey of Children in Nonparental Care, Centers for Disease Control and Prevention
U.S. Census Bureau: Families and Living Arrangements
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U.S. Congressional Districts
Note: These data represent the most recent legislative district boundaries.
© 2019 Lucile Packard Foundation for Children's Health. 400 Hamilton Ave. Suite 340, Palo Alto, CA 94301. (650) 497-8365


text:
Identifying the Individual in the Brand
The face of Wharton: from one, many.
Alumni take their Wharton knowledge—which includes the knowledge they continue to gain from one another—and they put that knowledge into action every day. The impact of their work advances economies and societies worldwide. Their stories of success are many.
This issue highlights seven prominent alumni, each answering a range of questions about their careers, their Wharton experiences and their personal lives. But one takeaway from all the interviews was the importance—the centrality—of their Wharton experience in all that they have become today.
Doug Peterson, WG'85, new president of Standard & Poor's, leads one of the top international ratings firms during perhaps its most important time. He came on board soon after S&P downgraded the United States, and was firmly in place when in January 2012 it downgraded several European nations. His company is in some ways driving the course of developments in the global financial markets, and is under heavy political and public scrutiny.
For Peterson, Wharton was a "transformational experience" that helped him during his 25 years of career advancement at Citigroup and now in his current position.
"I was looking for Wharton to be a way to give me a different view of strategy, of international business, of finance and accounting … in a sense, both broader strategic and management skills, and then also the technical and financial skills," he tells us. "I have continued to apply all of those viewpoints."
Thomas Gallagher, C'73, WG'75, managing director and CEO of Spectrum Capital Advisors, and a preeminent expert on the aviation and defense industries, particularly in the area of corporate finance, puts it this way: "There are very few days when I don't get up and think about something that I learned at Wharton, either the way to frame a problem, the way to analyze a problem or the way to set up decision criteria."
All of our one-on-one interviews with our Wharton alumni—the others being Janet Clark, WG'82; John "Jack" Smith, W'51, WG'52; Rosanna Ramos-Velita, G'92, WG'92; Marie J. Williams, G'95, WG'95; and Raj Venkataraman Iyer, WG'02—bore insight about the significance of Wharton knowledge and the amazing ways that each graduate has applied it toward real-world impact.
Throughout this issue, you will find the faces of these and many more alumni, all leaders in their own right. This issue highlights the lives of scores of your Wharton classmates and peers and represents their achievements, both professional and personal. The submitted Class Notes images show alumni at rest and at work around the world, with their friends and family members. Combined, they represent the quilt of achievement, the global and social impact, of Wharton alumni. Indeed, taken as a whole, the stories and faces in this issue reveal just how powerful and diverse the Wharton brand truly is.
The Monkey-Calling, Intuitively Strategic Artist
Cynthia McVay's life is often too exceptional to believe. But it's true, and she lays it all out there.
The Microfinancier
A Q&A with Rosanna Ramos-Velita, G'92, WG'92, Chairman of the Board at Caja Rural Los Andes.
A Well of Leadership
A Q&A with Janet Clark, WG'82, CFO and Executive Vice President of Marathon Oil.
Introducing Wharton Dean Geoffrey Garrett
Without further delay, Wharton Magazine presents the new dean of the Wharton School.