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Virtual Tour Pre-School
Virtual Tour Reception
Welcome to our online School Prospectus. We hope that this page provides you with all of the information you need.
Paper copies of any information on this page can be provided by making a request to the school office. Contact Details
Pre-School Virtual Tour - Click Here
Reception Virtual Tour - Click Here
Admissions Documents
Once your child has been offered a place at Fairlop Primary School, please complete the 'Pupil Admission Form' below and return it to the school office before your child starts school. This can be emailed to admin.fairlop@redbridge.gov.uk.
You will also need to read the Home-School Agreement and Acceptable Use Policy.
Pupil Admission Form
If you think that your child may be eligible for Free School Meals, please apply to your local authority - Redbridge Free School Meals Applications
Information is required, for official records, from parents when children start school. This includes home, mobile and work telephone numbers, in case parents need to be contacted during the school day. Emergency contact numbers should also be given in case this is not possible. Please let us know immediately if any of the information changes as it is important for us to be able to contact you. All information will be kept on computerised files regulated by the Data Protection act and will only be forwarded to official sources.
Acceptable Use Online
We ask all children, young people and adults involved in the life of Fairlop Primary School to sign an Acceptable Use Policy (AUP), which outlines how we expect them to behave when they are online, and/or using school networks, connections, internet connectivity and devices, cloud platforms and social media (both when on school site and outside of school).
Please ensure you complete the acceptable use agreements in the 'Admissions Documents'.
All staff, governors and volunteers have particular legal / professional obligations and it is imperative that all parties understand that online safety is part of safeguarding as well as part of the curriculum, and it is everybody's responsibility to uphold the school's approaches, strategy and policy as detailed in the full Online Safety Policy.
These agreements have been written to help keep everyone safe and happy when they are online or using technology. Sometimes things go wrong and people can get upset, but these rules should help us avoid it when possible, and be fair to everybody.
School systems and users are protected and monitored by security and filtering services to provide safe access to digital technologies. This means anything on a school device or using school networks/platforms/internet may be viewed by one of the staff members who are here to keep the children safe.
We tell children that they should not behave any differently when they are out of school or using their own device or home network. What we tell pupils about behaviour and respect applies to all members of the school community:
"Treat yourself and others with respect at all times; treat people in the same way when you are online or on a device as you would face to face."
We have adapted the LGfL – DigiSafe Acceptable Use Policies.
Please visit our admissions page for details of how to apply for a place at our school.
Applications for children entering Reception to Year 6 need to be made to Redbridge Local Authority.
Applications for children entering Pre-School need to be made to the school office. A place at Fairlop Pre-School does not guarantee a place in Reception.
The welfare, well-being and safety of all the pupils is of paramount importance. Whilst each teacher has a special responsibility for his or her own class, all staff share in the pastoral care of the children with overall responsibility maintained by the Headteacher.
We expect high standards of behaviour, stressing self-discipline, respect and consideration for others.
Parents are always involved at an early stage if there are any behavioural problems as the parent/school partnership is vital. Mutual trust and co-operation is vital to achieve the tolerance and respect that is necessary in a successful community.
Behaviour Lead - Miss Price (Deputy Headteacher)
Every child signs up to our Anti-Bullying Charter each year.
Assemblies and Collective Worship
Assemblies are a valuable time for the children to come together each day either as a whole school, phase group, year group, or class to share work, achievements, special festivals and celebrations from the main faiths, or to listen to stories with a religious or moral element. Assemblies often begin from a Christian standpoint but are non-denominational. Each day there is a moment for sharing time for quiet reflection or listening to a prayer or poem. Class led assemblies, to which parents are invited, are held once per year per class (see newsletter for dates). Friday 'Celebration' assembly is a chance for children to share achievements and celebrate success and effort. We invite children to bring in certificates, medals or trophies to share their success outside of school.
Parents have a right to withdraw children from religious education and collective worship. However, the specific educational aims of religious education are quite separate from the role of the home and faith community to foster the growth of faith and we believe that the children can learn from one another. In our collective worship we strive not to undermine the tenants of any religious faith, but rather to encourage the children to see themselves as part of the whole school community and to give meaning to issues of belief and value.
Please see our policy for more information - Assembly and Collective Worship Policy
Please visit our Attendance and Punctuality page for more information.
Behaviour Principles Written Statement
We have our own Breakfast Club that is open daily from 7.30am in the school building, led by Fairlop staff.
If you are interested in your child attending our Breakfast Club, please contact the school office.
Please visit our Safeguarding page for more information.
Communication with Parents and Carers
Our main form of communication with parents is through SchoolPing - this can be accessed via an app or through email. Please let the school office if you would prefer paper copies of communication.
If you would like to speak to a member of staff, please arrange a phonecall or meeting by calling the school office or sending an email. We will aim to respond to communication from parents as soon as possible and within 5 working days.
Details of school activities and events and a reminder of any necessary regulations or alterations to procedure are issued via a fortnightly newsletter, available as an e-mail attachment or hard copy. It is important that you read this carefully and make sure you keep a record of dates etc. Details of events are also outlined on our school website.
There are Parent Consultation Evenings for parents in October and March when appointments should be made online to discuss children's work and progress. In the summer term, parents are invited into school to look at children's books and discuss the end of year report. Children are encouraged to accompany parents to the March Open Evening where targets for progress are discussed. Please see the calendar on our website for dates and for further information about the online booking system.
Parents are invited to many school events and functions such as Class Assemblies, Sports Days, and Christmas events/year group concerts and, of course, all 'Friends of Fairlop' functions.
Please be aware that some school events are more popular than others and we are limited by law on audience space. If you can only make a particular performance it is important that you return ticket request forms to the office a.s.a.p. to ensure you get the time that you require. Pre school children are admitted to selected performances only and these are clearly indicated in pre-event advertising.
Our school website at www.fairlop.redbridge.sch.uk has a wealth of information. The site also includes details of school policies and links to Ofsted.
Each term, parents are invited to come and discuss current issues and give input to policies and practices at school. The dates for these informal sessions are also listed in the newsletter. Further information can be found from the School Office or on our school website.
Please visit our Curriculum area for more information.
dB Online Managed Learning Environment
We use the dB Primary online platform, linking to our school website and SchoolPing.
Children can access learning pages remotely and this platform encourages collaboration and communication in a safe environment with blogs, forums and emails.
Each child is given a dB login which allows them to access information and communicate with their friends and staff.
dB Primary Information Guide
Language support is provided for those children whose first language is not English. A teacher has been trained by the Redbridge Minority Ethnic Advisory team to help children who need to develop their understanding of English. Trained bilingual teaching assistants also work with children.
Please see our policy for more information - English as an Additional Language policy.
In planning programmes of study for the children we try to ensure that the children gain as much first hand experience as possible by going on short local and whole day visits and having visitors in school. These visits are carefully planned and organised to enable the children to gain the maximum benefit from the work being covered. Children will travel by public transport, where possible, or coach.
There will also be occasions when children will visit places in the locality of the school during school time. The children will always be accompanied by a member of staff. Before starting school, consent must be signed giving your authority for these visits.
A residential journey is organised annually for Year 6 children. Details and costs are outlined to parents in a meeting held prior to the visit. This year's visit will be to Maes-y-Lade outdoor education centre in Wales.
Where possible, we try to keep the cost of visits to a minimum. For the more costly visits, we encourage the children to fundraise towards the costs. Any contributions that we ask you to make towards the cost of educational visits are of a voluntary nature and there is no obligation on your part to contribute. However, it is necessary to point out that without your financial support it would not be possible to organise these valuable contributions to the curriculum.
If there are any particular difficulties in paying for visits, parents are always asked to discuss the problem with the Headteacher so that we can offer any possible assistance. Payment by instalments is always acceptable and support can be given to pupils who are eligible for the Pupil Premium Grant.
At Fairlop, we are committed to a policy of equal opportunity for all individuals in and involved with the school, regardless of gender, race, religion, class, sexuality or disability, so that everyone can play a full and active role in school life.
Please see our policy for more information - Equal Opportunities Policy
Extra-curricular activities are available for children after school, before school or at lunchtimes.
Activities vary from term to term, and are often decided by the interest of the members of teaching and non-teaching staff who give up their time voluntarily to run them.
Other clubs are provided by outside providers, and we will advise parents of the cost. We will communicate with parents when a new club is due to begin.
Examples of extra-curricular activities include: Gardening , Recorder, Singing, Dance, Cookery, Karate, Cricket, Football, Netball, Tennis and Basketball Clubs.
Please visit our School Clubs page for more information.
All children in Reception, Year 1 and Year 2 are entitled to a hot free school meal. However, if your child is in Reception, Year 1 or Year 2 and you receive one of the listed qualifying benefits, you should make an application for free school meals as the school your child attends will receive extra funding.
If your child is in Year 3 or above, and you receive one of the listed qualifying benefits, you should make an application for free school meals.
You will need to apply for Free School Meals via your local authority.
Redbridge Free School Meals Application
Qualifying benefits for free school meals
Income-based Jobseeker's Allowance
Income-related Employment and Support Allowance
Support under Part VI of the Immigration and Asylum Act 1999
The guarantee element of Pension Credit
Child Tax Credit (provided you're not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190) - Working Tax Credit is a disqualifying benefit regardless of your household income - this means that you would not be entitled to Free School Meals whilst in receipt of Working Tax Credit
Working Tax Credit run-on – paid for four weeks after you stop qualifying for Working Tax Credit
Universal Credit (provided you have an annual net earned income of no more than £7,400, as assessed by earnings from up to three of your most recent assessment periods)
Friends of Fairlop
Please visit our Friends of Fairlop page for more information.
Please visit our Governing Body page for more information.
No Smoking site
The school building, playground and field are all no smoking areas. This includes vaping. Please respect this for the sake of the children. We would also ask you to not to smoke in areas directly outside the school gate as all children have to pass this area.
Are not allowed on school premises, even when they are being carried. Dogs should not be tied where small children have to pass.
If you are sending a drink (not fizzy please) please provide a straw or cup but do not send cans or large bottles, as these are dangerous. Water is always available.
Plastic bottles may be recycled or reused. As little packaging as possible is recommended for the packed lunches and this will be returned in lunch boxes.
Sweets are not permitted in school and healthy lunches including fruit are encouraged.
The NHS change4life website has lots of ideas for healthier lunch boxes and some great recipes. Get loads of easy-to-prepare ideas your children will love, as well as tips on what else to put in their lunchbox.
As a 'Healthy School' we realise the benefits of drinking water. Children should bring a small plastic bottle of water to drink in class daily. This must be clearly labelled with the child's name. Bottles will only be used in the classrooms and may not be taken into the playgrounds for use at playtimes, when drinking fountains may be used. (School water bottles, designed by the school council, may be bought at the school office)
Fruit is provided by the government for infants (Pre-School to Year 2) and the older children may bring a piece of fruit to eat at break time.
A significant number of our pupils have severe allergic reactions to nuts. This allergic reaction (anaphylactic shock) can occur through ingestion of nut products, cross contamination and contact with nuts.
Since this condition can be life threatening, we are asking for your help in minimising the risk to these children by:
Avoiding giving children nuts in school lunches
Avoiding giving peanut butter sandwiches, other spreads containing nuts such as Nutella and snacks/bars containing nuts or labelled "may contain nut traces" in school lunches
Asking children not to share their lunches
Due to the severity of the problem, it is important that all parents carry out the suggested measures and reduce the risk of allergic reaction to these children. If school staff notice that a child has nut products in their packed lunch, a reminder note will be placed in the lunch box.
Birthday Sweets and Treats
The decision was made to stop allowing children to bring in sweets, cakes or treats to share with their classmates on their birthday. This change came into effect from 1st September 2018.
There are a number of reasons for this decision, including pupil allergies . We also have a large number of children with dietary requirements who are often unable to share the items that are brought in. This also supports our commitment to being a healthy school. The class will still be able to wish the children a Happy Birthday and sing to them at the end of the day.
Please see our Homework policy for more information.
Please visit our School Dinners page for more information.
We are a NUT FREE school. Please ensure that your child's packed lunch does not include any products containing nuts e.g. Nutella, cakes including almond such as cherry bakewells, cereal bars.
Parents must inform the school of relevant details concerning any medical condition children may suffer from, so that the school is aware of any problems that might arise and can deal with them accordingly. This includes allergies regarding food. It is important that school is notified of any changes to medical conditions.
Children with severe allergies (e.g. peanut allergies) or specific medical conditions which might need medical intervention or might affect a child's normal school (e.g. epilepsy) will have a protocol/care plan agreed between parents, health advisor (school nurse) doctor and Headteacher. Epipens or Buccal Muc-colam etc. for these children, supplied and updated by parents, are kept available in both the main and welfare offices.
Administrating Medication
The school is able, in special circumstances, to administer prescribed medication to children. The parent/carer must complete the appropriate form available from the school office. The school may administer non-prescription medications i.e. antihistimes / Calpol / Ibuprofen / eczema creams as long as the medication is clearly labelled and only used by that individual child. Asthma inhalers are stored in the child's classroom or the welfare room. Eye drops, eardrops or nasal sprays cannot be administered by staff members but supervision can be given if the child can self-administer. All administered medication is logged and all medication is stored in a lockable, but accessible, cupboard in the Welfare room. All unused medicines, including out of date auto injectors, must be returned to the parent / carer.
Please see our First Aid and Infection Control and Support Pupils with Medical Conditions policies for more information.
Sickness and Diarrhoea
If your child is sick or has diarrhoea, please do not send him/her to school for 48 hours, in line with the Public Health England guidance for infection control in schools and nurseries. Infections spread very quickly to other children in school. Please contact school as soon as possible to advise us of your child's absence.
Just like in every school, children are sometimes affected by headlice. It is advisable to comb and inspect your children's hair regularly. Please let us know if you have any problems. The School Nurse is able to give advice on treatment and prevention.
Health Advisor (School Nurse)
We are allocated a School Nurse to support families with medical needs or requiring medical advice. This can include issues such as bed wetting and children's routines. Please contact the school office if you wish to speak to the School Nurse regarding health matters.
Parents are always welcome to discuss their children's progress. However, in the interests of safety of the children, please only enter via the School Office. All adults in the school during session should sign in and wear identification. Please remember that staff need preparation time before school and must devote their time to their classes once the session bell has gone. If you need to speak to a teacher please contact the School Office to make an appointment after school. A member of the senior leadership team will always try to see parents in an emergency, if possible, or by appointment to guarantee available time. The office staff will always pass messages to teachers or organise a pre-arranged phone call.
Parental help in school
We are very grateful for help given by parents in the daily routine of the school. Groups of children regularly benefit from extra adult supervision for activities such as reading, cooking, artwork and textiles work, as well as for school visits. If you are able to spare some time, however small, please let us know. For health & safety reasons all parents working with children will need to complete forms to enable Safeguarding checks to be made.
Parent Workshop Sessions/courses
Workshops and short courses are held during the year to help parents to keep up to date with what is currently being taught in literacy, numeracy, computing etc. We also run a parenting course called Parent Gym. This is to help you to be able to discuss work our pupils do within school and to help your children with homework. Dates for these courses are advertised in our newsletter, noticeboards around school and on our website.
Information is required, for official records, from parents when children start at our school. Personal information and consent is provided in our Pupil Admission Form which needs to be completed before a child starts school. This includes home, mobile and work telephone numbers, in case parents need to be contacted during the school day. Other emergency contact numbers should also be given in case this is not possible. Please let us know immediately if any of the information changes as it is important for us to be able to contact you. All information will be kept on computerised files regulated by the Data Protection act and will only be forwarded to official sources.
Please visit our Policies & Documents page for more information.
Please visit our Pre-School page for more information.
Please see our Privacy Notice for more information.
Please visit our Pupil Premium page for more information.
Please see our policy for more information - Sex and Relationship Education policy
Religious Education is approached through the exploration of all the main religions and follows the Redbridge Agreed Syllabus. At Fairlop we bring children of many faiths and those who practise no faith, together, in an atmosphere of respect and tolerance. As well as extending their understanding of different religions we aim to help children develop a respect for the beliefs of others and to enhance their ability to respond to matters of ideology and value. Children will visit a variety of local places of worship as part of R.E.
Please see our policy for more information - Religious Education
Reporting to Parents and Assessment
Teachers monitor children's progress at all times and regular feedback is given to children directly in the form of oral comments or through marking. In the light of ongoing assessments, work is planned and differentiated to be appropriate for children of all abilities. Records are kept for each child and entries are made on a regular basis to build up a complete picture of a child's all round development through each stage of learning.
Teachers discuss progress with parents during parent consultation evenings.
Statutory Standard Assessments take place during the Summer Term. Year 1 children undertake a statutory individual phonics assessment in June. Year 2 children complete statutory assessment tests (SATs) and are given a teacher assessment in English, maths and science and Year 6 children complete statutory assessment tests (SATs) in English (reading test and grammar, punctuation and spelling tests) and maths and are given a teacher assessment in writing and science.
The format of the tests/tasks varies between practical tasks and formal pencil and paper tests according to level of ability and age. Children in Year 2 are assessed through ongoing teacher assessment and formal tests in grammar and maths marked in school. Some Year 6 tests are marked externally. Writing is assessed through ongoing teacher assessment.
The expected attainment for a typical child is achieving the age related end of year expectations. Whilst some children will exceed these, some will not achieve them. All children are expected to make at least a year's (band) progress each year.
Non–statutory tests are taken annually by children in years 3, 4 and 5 during the Summer Term and targets are given for children's future achievement.
Children in the Early Years Foundation Stage at the end of Reception will be assessed according to the Early Years Foundation Stage profile. This is an ongoing assessment throughout the Reception year which is finalised in June and reported to parents in July.
Detailed written reports are sent to parents at the end of each school year. These comment on achievements in all areas of the curriculum plus attitudes and behaviour.
The annual report for children in Year 2 and Year 6 contains information about their performance on Standard Assessment tasks / tests and teacher assessed standards of performance.
Feedback on the Early Years Foundation Stage Profiles will be given to parents of children in the Reception classes.
Please visit our Rights Respecting Schools Award page for more information.
School Organisation
The school is a three-form entry primary school with a standard number of 90 children on roll in each year. Year 3 has one additional class of 30 children (i.e. 120 children)
The current total roll is 660 (Reception to Year 6) plus our Pre-School provision.
Parents must apply for the secondary school of their choice when their child begins in Year 6. Parents mus make their application to the local authority in which they live. Parents requesting assistance in completing the process online should contact Mrs Dawson, our Parent Support Adviser, via the school office.
Redbridge Admissions Page
Please visit our Special Educational Needs and Disability page for more information.
Please visit the 'Our Team' page for more information.
Starting School in Reception
Please visit our Starting in Reception page for more information.
Please visit our Term Dates page for more information.
Travel, School Streets and Parking
The school has a 'Travel Plan' and is very active in promoting healthy, environmentally friendly means of coming to school. Children are encouraged to walk, scoot or cycle to school, parking their bicycles in the bicycle shelters (which are locked between 9.20am and 3.25pm). Fairlop is a 'Bike It' school and participates in all National & Local 'Walk to School' promotions.
During term time, non-residential vehicular traffic - cars, vans and lorries, will be prohibited from driving along Colvin Gardens between the junction with Greenwood Gardens and its junction with Tomswood Hill at school start and finish times. The times of the prohibition are between;
08:45 and 09:20 in the morning
15:00 and 15:50 in the afternoon
The prohibition is indicated by signage at the relevant junctions and is enforced by automatic number plate recognition cameras (ANPR). A Penalty Charge Notice (PCN) will be issued to the owner of any vehicle that breaks the prohibition. The fee for a Moving Traffic Contravention is £130, for which there is a 50% discount if it is paid within 14 days.
More information can bbe found here.
Parents who live too far away to walk and have to bring cars must NOT park outside the school, or outside the residents' driveways.
There is no parking for parents on the school site & parents may not enter the staff car park to park or turn around.
Pre-School: am session 9.00am to 12.00pm / pm session 12.45pm - 3.45pm / extended provision 9.00am to 3.45pm.
Doors open from 11.50am / 3.35pm to allow 10 minutes for parents to collect the children.
Reception, Years 1 &2 - 9.05am to 3.25pm
Years 3 to 6 - 9.05am to 3.30pm
Drop-off and Collection
Playground gates open at 8.50am, children can enter the school from 8.55am and learning begins at 9.05am.
Pre-School parents can drop-off and collect their child from the Pre-School door at the start and end of the session.
Reception children are collected from their classroom door at the end of the day.
Children in Year 1 to Year 6 are dismissed in the playground by their class teacher.
Please visit our School Uniform page for more information.
Vision and Aims
Fairlop's overall aim is for all of our pupils to achieve the highest possible standards and fulfil their potential emotionally, academically and physically. We recognise that our pupils need to learn the skills to enable them to articulate themselves. Talk is at the core of our curriculum. This allows the children to be able to apply their knowledge and skills across a high variety of rich learning experiences which engage, inspire and challenge them.
Within a safe, inclusive and stimulating environment we aim to:
Give our pupils full access to the curriculum and provide opportunities to explore, discover and create with an emphasis on first-hand experience of the world around them.
Ensure our pupils become confident, independent learners with lively enquiring minds.
Support our pupils to develop life skills in preparation for their own future.
Provide a caring atmosphere which promotes positive behaviour by giving pupils the skills to have respect for themselves, the people around them and the community in which they live.
Ensure all of our pupils have their voice heard and listened to, supporting them to be confident to effectively express their opinions.
Please see our policy for more information - Volunteer policy
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Culture minister seeking new Fine Arts chief
Ittipol Khunpluem
Culture Minister Ittipol Khunpluem says he is looking for a new chief of the Fine Arts Department to replace Anan Chuchote who is retiring.
Giving an interview to reporters on Thursday, Ittipol said he so far has no plan to reshuffle senior officials of his ministry apart from filling the vacant seats of retiring officials.
He said Anan will retire on September 30 and he would first consider senior officials of the Fine Arts Department to replace him because the post will need a person with expertise in archeology, arts and culture while the new chief would also need to coordinate with foreign agencies such as Unesco.
"The post of Fine Arts director general is an important one. My decision will be based on the principles of human resources management and based on my policies," Ittipol said.
"The selection will be based on the good governance principle and ability and experience. But I don't have any particular person in mind."
Ittipol said that since taking office a month ago, he has been studying how top executives of his ministry have been working as well as their backgrounds.
Ittipol said the Culture Ministry will have to coordinate more with other government agencies in both economic and social affairs.
"So, I will consider the ability of the executives to adapt to various tasks. But so far, I have no plan to reshuffle them because top executives of the Culture Ministry are united and have potential," Ittipol said.
Ittipol said he may appoint specialists, such as national artists and experts in arts of various fields as his advisers.
He said he would also appoint some advisers from his party to work for the best interests of the public.
Fine Arts chief reshuffle

redpajama_set_name: RedPajamaCommonCrawl


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Die Universität Tsukuba (jap. , Tsukuba daigaku) ist eine staatliche Universität in Japan. Der Hauptcampus liegt in Tennōdai, Tsukuba in der Präfektur Ibaraki, ein zweiter mit Graduiertenkollegen und einem Fokus auf Erwachsenweiterbildung in Ōtsuka, Bunkyō, Tokio.

Geschichte
Die Universität Tsukuba wurde im Oktober 1973 gegründet, als ein Modell der "Hochschulen im neuen Konzept" des japanischen Bildungsministeriums (, Mombu-shō, heute: MEXT). Damals wurden die japanischen Hochschulen von marxistischen Professoren und Studenten noch beeinflusst. Die Pädagogische Universität Tokio (, Tōkyō kyōiku daigaku), die Vorgängerin der Universität Tsukuba, hatte auch das Problem, also veränderte das Bildungsministerium sie zur "neuen" Universität durch die Versetzung in Tsukuba. 2002 wurde die ehemalige Universität für Bibliotheks- und Informationswissenschaft (, Toshokan jōhō daigaku, gegründet 1921) zur Schule für Bibliotheks- und Informationswissenschaft (heute ein Teil der Schule für Informatik).

Die Geschichte der ehemaligen Pädagogischen Universität Tokio ist wie folgt:

Pädagogische Universität Tokio
Die Pädagogische Universität Tokio wurde 1949 durch den Zusammenschluss der vier staatlichen Schulen gegründet. Die vier waren die Geistes- und Naturwissenschaftliche Hochschule Tokio (, Tōkyō bunrika daigaku), die Höhere Normalschule Tokio (, Tōkyō kōtō shihan gakkō), die Fachschule für Landwirtschaftspädagogik Tokio (, Tōkyō nōgyō kyōiku semmon gakkō, gegründet 1937) und die Sportfachschule Tokio (, Tōkyō taiiku semmon gakkō, gegründet 1924).

Die Geistes- und Naturwissenschaftliche Hochschule Tokio, eine der Vorgängerinnen, wurde 1872 als erste staatliche Normalschule in Japan gegründet. Sie benannte sich 1873 in Normalschule Tokio um und 1886 dann in Höhere Normalschule (, Kōtō shihan gakkō; die Höhere Normalschule war die staatliche Bildungsanstalt, um die Lehrer an den Normalschulen, Mittelschulen, höheren Mädchenschulen zu erziehen). 1902 wurde sie in Höhere Normalschule Tokio umbenannt, denn die zweite staatliche Höhere Normalschule wurde in Hiroshima gegründet (heute: Universität Hiroshima). Die Schule gründete später den Aufbaukurs (, 2-jährig), der 1929 sich zur Geistes- und Naturwissenschaftlichen Hochschule entwickelte.

Die Universität hatte Fakultäten nicht nur für Pädagogik, sondern auch für Geisteswissenschaften, Naturwissenschaften, Agrarwissenschaft und Sport. Ihr ehemaliger Hauptcampus ist heute der Kyōikunomori-Park () und der Ōtsuka-Campus (in Ōtsuka, Bunkyō-ku, Tokio, ). Ihre drei Standorte waren zu klein und sie suchte einen größeren Campus (also Versetzung in Tsukuba). Die Universität wurde 1978 nach der Eröffnung der Universität Tsukuba gesetzlich abgeschafft.

Berühmte Lehrer und Studenten: Choi Kyu-ha (Studium an der Höheren Normalschule: 1937–1941) und Shin'ichirō Tomonaga (Professur: 1941–1969, Präsident: 1956–1962).

Fakultäten
Die Schulen (jap. , gakugun, engl. Schools) sind die größeren Fakultäten, die aus den Colleges (jap. , gakurui), den größeren Abteilungen, bestehen.
 Schule für Geisteswissenschaften und Kultur
 Schule für Sozialwissenschaften und Interkulturelle Studien
 Schule für Humanwissenschaften
 Schule für Bio- und Umweltwissenschaften
 Schule für Natur- und Ingenieurwissenschaften
 Schule für Informatik
 Schule für Medizin
 Schule für Sport
 Schule für Künste

Die Abendkurse für Geschäftsleute von den Graduate Schools liegen im Ōtsuka-Campus und im Akihabara-Campus.

Internationale Aktivitäten
Die Universität verfügt über "International Offices" in Tunis, Taschkent und Ho-Chi-Minh-Stadt. Seit 2010 unterhält sie in Bonn ihr Europa-Büro.

Symbol (Blauglockenbaum)
Das Logo (Symbol) der Universität Tsukuba bezeichnet den Blauglockenbaum (jap. Kiri, mit drei Blättern und elf [3 - 5 - 3] Blüten). Ähnlich sieht es dem Wappen des japanischen Premierministers und seines Kabinetts (Go-Shichi no Kiri mit drei Blättern und 17 [5 - 7 - 5] Blüten).

Eines der Studentenlieder heißt Kiri no ha (, dt. "Das Blatt des Blauglockenbaums"). 1919 schrieb ein Student (, Yamato Yasuo, 1898–1990) die Worte auf anonymer Melodie. Damals hatte die Höhere Normalschule Tokio ein schweres Problem: Entwicklung zur Hochschule oder Abolition. Die Professoren und Studenten wollten die Entwicklung und standen mit diesem Lied auf (Die Schule entwickelte 1929 sich zur Hochschule).
Das Lied appelliert an den Schulkameraden, die "Ruine" zu verlassen und aufzustehen, wie das Blatt des Blauglockenbaums im Herbst bestimmt vom Baum abgeht. Es deklariert dann, dass der renommierte Brunnen in Meikei () sich erschöpfen soll, wenn das Wasser unklar wird.
Ōyama Noburō (), der letzte Rektor der Pädagogischen Universität Tokio, schrieb 1973 die dritte Strophe, die von der Erschöpfung des Wassers in Meikei und von der Geburt neues Brunnens in Tsukuba singt. 2003 fügte der Rektor Kitahara die vierte Strophe hinzu. Das Studentenlied ist ein lebendiges Lied mit der Universität.

Literatur
 S. Noma (Hrsg.): Tsukuba University. In: Japan. An Illustrated Encyclopedia. Kodansha, 1993. ISBN 4-06-205938-X, S. 1632.

Weblinks

 Offizielle Website (japanisch und englisch)

Einzelnachweise

Tsukuba
Hochschule in der Präfektur Ibaraki
Tsukuba (Ibaraki)

redpajama_set_name: RedPajamaWikipedia


The ABCD Diaries: Sheila G's Brownie Brittle Now at Costco!
It's crazy how much chocolaty goodness is packed into each wafer-thin piece of Brownie Brittle! Brownie Brittle comes in four delicious flavors - chocolate chip, salted caramel, toffee crunch and mint chocolate chip.


text:
You can now save $80 on Beats Solo 3 Wireless headphones
By Becky Roberts published 6 February 19
While Best Buy stocks last
Beats headphones remain ever-popular thanks to their sleek designs, Apple tie and unwavering celebrity support. And now that the bass-heavy sound found in the original models has been fine-tuned, and they sport some of the biggest battery lives in the headphone market, we're less against the idea of recommending them to someone who's set on the Beats look - especially when there's a hefty discount to be had.
One of Beats' top-end on-ear headphones, the Beats Solo 3 Wireless are widely available in a range of finishes for around the $240 mark, however you can now bag yourself a matte gold pair for just $159.99 at Best Buy... if you're quick, that is. The also-reduced matte silver pair at $189.99 has, sadly, already sold out.
If you're too late, or matte gold simply isn't your colour, we've found three Beats Solo 3 Wireless deals on other colours elsewhere too...
Beats Solo 3 Wireless ROSE GOLD $179 at Walmart If a remarkable 40-hour battery life, and range and close compatibility with the iPhone interests you, the Solo 3 Wireless are well worth a look.
Beats Solo 3 Wireless RED $210 at New Egg The red versions are a few dollars more, but that may be worth paying for someone who wants to stand out.
Beats Solo 3 Wireless SILVER $210 at New Egg Arguably not as flashy but every bit as attractive, the silver variants get our vote.
Today's best Beats Solo 3 Wireless deals
Becky Roberts
Becky is Hi-Fi and Audio editor of What Hi-Fi?, and has been part of the team for almost eight years, with her current position preceded by roles as a staff writer and news editor. During that time she has been fortunate enough to travel the world to report on the biggest and most exciting brands in hi-fi and consumer tech (and has had the jetlag and hangovers to remember them by). In her spare time, Becky can often be found running, watching horror movies and hunting for gluten-free cake.


Sorry mate, I have been very busy this week and have not had the chance to get to Fastbreak and see the owner Paul. I should be able to get over there tomorrow afternoon and I'll let you know the price.
I've been playing wargames inc WHFB, 40k, Mordheim, Necromunda, Bloodbowl and Malifaux for around 15 years.
I'm currently studing (part time) a BA History major at the University of Melbounre as well as working for Woolworths Full Time.
I Aslo fence for Melbourne Uni as well and if I'm not wargaming, working or studying I'm fencing.
I support Fremantle in the AFL and Crystal Palace in the English Premier League.
I've travelled to England, Ireland, Germany, the Netherlands, France and South Africa and I am not going to stop there.


Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Episode 1114 Aired Sunday 12/4/16 A look at the Heisman contenders from the 2016 football season. Plus a look back at past winners like Bo Jackson and Tim Brown. Make good for Chicken Soup for the Soul's Hidden Heroes missed on 12/17/16.
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Nina's World is an animated show based on a six year old Latina, who lives in San Antonio, Texas with her parents, who own the local bakery, and her Abiela (Grandmother). Her Tio (Uncle) Javier lives nearby and there are lots of different children and adults from several different cultures in the apartment complex and neighborhood where she lives. Moma's best friend is Star, a stuffed starfish pillow character brought to life by Nina's imagination. Each episode features Nina taking on a challenge, solving a problem, or finding a way to help others. She is very confident about her abilities, which sometimes gets her into trouble. However, with encouragement and chiding from Abuela, Nina learns about how to plan her work, take responsibility for her actions, and correct her mistakes.
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. In Vacation Creation, "there's no place like home" takes on a new meaning. Families deserving a memorable and meaningful experience are featured in a new series that transports them from home to a once-in -a-lifetime adventure far away. Hosted by Tommy Davidson and Andrea Feczco, Vacation Creation gives deserving people a once-in -a-lifetime travel experience they would likely never experience together. Families from diverse backgrounds with unique histories receive a carefully crafted trip aligned with the location and culture of their choice culminating in an unforgettable Vacation Creation.
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Dinner Spinner presented by AllRecipes is the new half-hour competitive cooking series that helps millions of people to reinvent their daily menus. The first-ever television show inspired by an app, Dinner Spinner is the newest extension of the AllRecipes brand, the Kennedy, two home cooks compete to show off their creativity in a race for the best plate. A panel of All recipes experts will judge the final dishes to determine the winner. Each episode will teach audiences the value of healthy, wholesome ingredients and how healthy food choices can have positive effect on our quallity of life.
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Noodle and Doodle is an instructional series that features creating art projects and cooking projects around a specific theme. The show is hosted by Sean, who drives around in a double-decker bus fully equipped with art supplies, and a kitchen, all ready for any assignment. The projects encourage parent engagement and often feature families working together to make something for display in the child's home. Sean is accompanied by Doggity, an ever-faithful Beagle dog, who transforms into an animated character during interstitial trips to a parallel universe and kitchen full of prank playing animated characters. While the show will be enjoyed by preschoolers, the projects are also very practical and engaging to implement for children ages 5-8. The art projects typically feature lessons on recycling materials for re-use in making art and always demonstrate that creativity can transform something intended for one purpose into something useful to achieve a completely different goal.
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Episode 1118 Aired Saturday 12/31/16 (encore episode) Learn how a family in Miami helped out running back Robert Burns so he could succeed as a student athlete. Also, meet star tailback Anthony McFarland out of DC- area power DeMatha. Make good for Chicken Soup for the Soul's Hidden Heroes missed on 12/17/16.
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Unlikely Animal Friends teaches audiences to never doubt the power of friendship. Unlikely Animal Friends will give viewers a first-hand look at how a dolphin and a Labrador Retriever came to be inseparable pals, or find out how a sheep and a pair of rhinos are now best buddies.
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Save to Win is a fun and fast-paced play along game show where savvy shoppers can win big cash by showcasing their knowledge of America's favorite household brands. Two teams of two compete head-to head as they play shopping-themed games in our studio store that resembles Family Dollar, one of America's largest retail chains. Hilarious host and celebrity chef, Pat Neely, dishes out his southern charm as our contestants compete in three rounds testing their brand knowledge. Our show culminated in an exciting final bonus round where picking the right items off our product-themed prize wall can result in one team walking away with the jackpot.
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. This program follows renowned veterinarian Dr. Chris Brown as he embarks on an extraordinary journey, introducing young people to countries, cultures, flora and fauna around the globe. Acting as part observer, traveler and animal expert, Dr. Chris serves as a personal guide to and interpreter of each destination's unique lifestyles, history and traditions. In addition, as an expert in the field of veterinary sciences, Dr. Chris offers unusual insights into animal behavior as well as the preservation of endangered species. This program is specifically designed to further the educational and informational needs of children, has educating and informing children as a significant purpose, and otherwise meets the definition of Core Programming as specified in the Commission's rules.
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Air date Saturday 10/22/16 Episode 1108 Meet three rising quarterback prospects; TCU commit Shawn Robinson of DeSoto, TX; Maryland commit Kasim Hill of St. John's in Washington, D.C., and Lynn Bowden of Warren, Ohio. Makegood for Chicken Soup for the Soul's Hidden Heroes missed on Saturday 12/17/16.
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. Nina's World is an animated show based on a six year old Latina, who lives in San Antonio, Tex with her parents, who own the local bakery, and her Abuela (Grandmother). Her Tio (Uncle) Javier lives nearby and there are lots of different children and adults from several different cultures in the apartment complex and neighborhood where she lives. Nina's best friend is Star, a stuffed starfish pillow character brought to life by Nina's imagination. Each episode features Nina taking on a challenge, solving a problem, or finding a way to help others. She is very confident about her abilities, which sometimes gets her into trouble. However, with encouragement and chiding from Abuela, Nina learns about how to plan her work, take responsibility for her actions, and correct her mistakes.
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. El Show de Chica features a five year old baby chick who spends her days with her parents in their costume shop, the Coop. The shop's one employee, Kelly, doubles as Chica's nanny and the ensemble is rounded out with Bunji, a large floppy eared rabbit and Stitches, a straw mannequin that sits in the window. In each episode Chica develops or encounters a problem that she cannot immediately resolve. Usually her issues involve impulse control, distractibility, judgement, and inter-personal behaviors. She and Kelly usually work on the problem through an adventure - a fantasy transformation to animation - where Bunji and Stitches come alive and join Chica and Kelly for the problem solving process. The core educational content is primarily socio-emotional development, and Chica learns how to express herself properly, think before she acts, and interact with others effectively. She often learns that it takes hard work and practice to become proficient at different skills.
Describe the educational and informational objective of the program and how it meets the definition of Core Programming. El Show de Chica features a five year old baby chick who spends her days with her parents in their costume shop, the Coop. The shop's one employee, Kelly, doubles as Chica's nanny and the ensemble is rounded out with Bunji, a large floppy eared rabbit and Stitches, a straw manequin that sits in the window. In each episode Chica develops or encounters a problem that she cannot immediately resolve. Usually her issues involve impulse control, distractibility, judgment, and inter-personal behaviors. She and Kelly usually work on the problem through an adventure - a fantasy transformation to animation - where Bunji and Stitches come alive and join Chica and Kelly for the problem solving process. The core educational content is primarily socio-emotional developement, and Chica learns how to express herself properly, think before she acts, and interact with others effectively. She oftern learns thatit takes hard work and practice to become proficient at different skills.
Include any other comments or information you want the Commission to consider in evaluating your compliance with the Children's Television Act (or use this space for supplemental explanations). This may include information on any other noncore educational and informational programming that you aired this quarter or plan to air during the next quarter, or any existing or proposed non-broadcast efforts that will enhance the educational and informational value of such programming to children. See 47 C.F.R. Section 73.671, NOTES 2 and 3. KION TV is also a CW affiliate and a Telemundo affiliate. Telemundo went on the digital tier on 2/5/14. KMUV Saturday 11/26/16 Cartoons pre empts due to Fidel Castro Death breaking news.
Tina Louise Gross , Ms. .


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Publisher: New Growth Press
ISBN: FLOWE_JU____BUILDINGBRIDGESBIBLI9781645070504
Helping Your Anxious Child: What to Do When Worries Get Big (CCEF Minibook)
Lowe, Julie
Child Proof: Parenting By Faith, Not Formula
Caring for the Souls of Children
Baker, Amy (editor)
On Guard: Preventing and Responding to Child Abuse at Church
Reju, Deepak
Paperback FLOWE_JU____BUILDINGBRIDGESBIBLI9781645070504 $24.54
Case of 25 (25% off)
Knowing how to approach children and teens in counseling can be a challenge. Learning to enter into their world and draw them out can sometimes feel impossible. But with Julie Lowe's Building Bridges—a practical workbook of expressive activities to do with kids and teens in counseling—you will find the biblical tools you're looking for.
Anyone who has ever heard a child say, "I don't know" in answer to a question about what they are thinking and feeling or about why they acted a certain way, will be thankful for these thoughtful, biblically wise, and creative ways to engage young people. Julie Lowe, drawing on decades of experience in counseling children has compiled helpful, practical ways to speak the gospel into children and teenager's lives. By building bridges with young people, we can build bridges with them to the Lord.
With over fifteen years of counseling experience and by working as a registered play therapist supervisor, Julie Lowe understands there is a need to speak truth and hope into the lives of children and teens in a hands-on, meaningful way. That's why the activities and reproducible worksheets in Building Bridges can be used over and over in multiple contexts.
As part of CCEF's Helping the Helper series, this workbook walks counselors, teachers, parents, and caregivers through the rationale for expressive activities, provides examples, and then shows counselors how to do it themselves. Upon the purchase of this product, customers will be given access to downloadable, colorized versions of each of the interactive charts and graphics, with the option of creating printable posters for their ministry. By pointing to the Lord through expressive mediums, counselors and youth workers will be able to reach kids and teens in a unique, biblical way.
Additonal Resources
To access PDF versions of the activity pages from this book, please click on this link from the publisher and use the password found in the back of your book to access the download.
Julie Lowe, MA, is a faculty member at CCEF and a licensed professional counselor with nearly twenty years of counseling experience. Julie is also a registered play therapist and has developed a play therapy office at CCEF to better serve families, teens, and children. Julie is the author of Child Proof and Building Bridges, as well as the minibook Helping Your Anxious Child. Julie and her husband, Greg, have six children and serve as foster and adoptive parents.
"It is impossible with a few words to capture the love, wisdom, and practical helpfulness that splashes across every page of Building Bridges. If you are a parent and you want to know how to love and be God's tool of change in the lives of your children, you should read this book. If you are a teacher, children's counselor, or in children's or youth ministry, this book is absolutely essential for you. As a father of adult children, I read Building Bridges with gratitude for the many that it will help, but also with sadness that I didn't have it when our children were young. We cannot lose another generation of vulnerable children, made in the image of God, to the evils of life in this broken, groaning world, and for this reason, I enthusiastically commend Building Bridges to you."
Pastor; author; international conference speaker
"'Tell me about your problems,' rarely gives us access to children because words can elude them when emotions are complicated. Julie has given us creative and engaging means of drawing out a child's heart."
Faculty and counselor, Christian Counseling and Educational Foundation (CCEF); author of A Small Book about a Big Problem
"Counseling children and teens provides unique challenges to even the most gifted biblical counselors. Children and teens think and operate differently than adults, and connecting with them and understanding what lies within their hearts requires distinctive skills. Building Bridges is here to help. Julie Lowe has provided an excellent resource to explain the why, what, and how of connecting the truths of Scripture with the hearts of children and teens. Counselors, teachers, parents, Sunday school workers, and youth ministry workers will all benefit from the wealth of knowledge and tools in this work."
C.W. Solomon
Executive Director, Biblical Counseling Coalition
"What a treasure Julie has given to the church and to parents in her latest book, Building Bridges. With the conviction that every child is an image bearer of the living God, Julie offers practical exercises, tools, and methods to draw out your child in conversation. In a culture that is quickly forgetting the art of conversation, Julie draws our gaze back to Scripture and shows us Jesus's heart for children. I am confident this book will bless and impact many families for the kingdom of God."
Jonathan D. Holmes
Executive Director, Fieldstone Counseling; pastor of counseling, Parkside Church
"Truth be told, children and adolescents who are struggling with life often leave parents, teachers, youth ministry staff, and counselors mystified. Julie Lowe understands this and has written a book that is intended to fill in the gap between the theologically profound and the how-to practical. Building Bridges grounds the process of counseling children in a model that is not based on behavioral modification language but on the language of the gospel. Parenting, after all, is the most challenging form of discipleship that there is. Building Bridges provides the reader with a pattern of entering and exploring the life of a child and in that context winning their trust, providing hope to their heart, and offering a pathway to change."
Jeffrey S. Black
Professor and Chair, Department of Counseling & Psychology, Cairn University; licensed psychologist; director of counseling services, Oasis Center
"Building Bridges fills a profound gap in biblical counseling literature and is by far one of the most informed, thoughtful, and practical guides I have ever read on counseling children and teens. Lowe's creativity in transitioning the riches of biblical counseling and theology into a practical form that helps counselors effectively draw out the hearts of some of our most cherished is unmatched. As a practitioner of almost twenty years, this book serves as a much needed and appreciated gift!"
Jeremy Lelek
President, Association of Biblical Counselors
"Now and again, an exceptional book comes out that will prove to be a classic on a topic. Julie Lowe's Building Bridges is bound to become a classic biblical counseling resource for helping children and teens. Julie packs gospel-centered, grace-saturated truth in every chapter and ends the book with a trove of helpful exercises and worksheets. Pastors, youth and children's workers, and parents should get a copy, read it, and deploy the wisdom from its pages."
Pastor; author of The Ology, Parenting First Aid, God Made Boys and Girls, and other gospel-centered resources for church and home
"For those of us who sometimes feel a bit lost in knowing how to winsomely connect with and get to know the hearts of the children we counsel, Julie Lowe has given us a very helpful resource. Building Bridges is full of extremely useful ideas and activities for gaining entry and speaking God's truth into the lives of hurting children. Anyone who wants to grow in their skills in counseling children will want a copy of this book."
Editor of Caring for the Souls of Children, Faith Resources
"This book is as theologically rich as it is practical. Julie takes great effort to be biblically sound in her approach to counseling and also takes just as much effort to give detailed examples of practical exercises to engage children. For any parent or youth worker that's struggling to reach a specific child or student, this book will be a great resource."
John Perritt
Director of Resources for Reformed Youth Ministries; author of Mark: How Jesus Changes Everything and Insecure: Fighting Our Lesser Fears with a Greater One; editor of the Track series


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News/Current Affairs
Commentaries/Opinions
Fannie Lou Hamer Died of Untreated Breast Cancer
By Dr. Julianne Malveaux October 7, 2019 Dr. Julianne Malveaux
You Are Here: Home » Commentaries/Opinions » Dr. Julianne Malveaux » Fannie Lou Hamer Died of Untreated Breast Cancer
By Julianne Malveaux —
October is Breast Cancer Awareness Month, and the proliferation of pink ribbons is about to start. Predatory capitalists will make breast cancer their cause, producing pink t-shirts, pocketbooks, everything. It's a mixed blessing, this awareness, because too many will make this both a marketing and a profit-making opportunity, while others will wonder how they can use their health insurance to afford a mammogram. Health equity is a major issue, and there is a gap in health care and health access. It is especially sharp when we address the issue of breast cancer.
While Black women get breast cancer at a lower rate than white women, we are 42 percent more likely to die from it. And young Black women, those under 35, are twice as likely as white women to get breast cancer, and three times as likely to die from it. Black women are also three times as likely as white women to get triple-negative breast cancer, an especially aggressive form of breast cancer.
I am privileged to know Ricki Fairley, a triple-negative breast cancer survivor, and marketing maven who now holds a leadership role at the nation's oldest and largest black women's breast cancer network group. Sister's Network, describes itself as a "survivorship organization" that provides support for Black women who are diagnosed with breast cancer. Ricki only recently joined the organization as its Vice President for Strategic Partnerships and National Programs, and she is on a mission to raise awareness about breast cancer in the African American community. Propelled by her own survivorship story, but also by the many women she has provided support for, she is passionate about the reasons that African American women must be informed and engaged around breast cancer issues.
Our civil rights icon, Fannie Lou Hamer, died of untreated breast cancer. She was just 59 when she made her transition, and one can only speculate about why this fearless leader had an untreated disease. Her untreated breast cancer was not the first collision she experienced with our racist health care system. At 44, she had surgery to remove a tumor, and the hospital also gave her a hysterectomy without her consent. These unconsented sterilizations happened to lots of Black women in southern states. It eroded the trust that many Black women had in our health care system. Had Fannie Lou Hamer noticed a lump, would she be inclined to return to the health care system that had already oppressed her? Probably not.
Fannie Lou Hamer was poor and vocally Black in the South. Serena Williams is wealthy, Black and an international superstar. Despite her privilege, Williams also experienced the differential way the health care system treats Black women. Serena might have died giving birth to her daughter, Alexandra. Because Williams was gracious enough to share her story, we are reminded that Black women are all too often ignored or dismissed by health care providers. Racial bias in the medical field is not only real, but also life-threatening. Reference Fannie Lou Hamer. Ask Serena Williams. Consider the thousands of Black women that are being sidelined by a health care system that does not hear our voices.
What must we do to ensure that Black women don't carry the heavy burden of health disparities? We must be mindful and aware of the risks of breast cancer. We must talk about breast care with our sisters and our young 'uns. We must engage in a policy conversation about the ways health insurance can support our breast health. Too often, health insurance covers some, but not all, of the cost of screening. We must engage our civic organizations in breast health education.
We must remember Fannie Lou Hamer, who said she was "sick and tired of being sick and tired." That means as tired as we are of being tired, we must also be committed to taking care of ourselves. Too many studies say that Black women ignore self-care for the care of others.
Fannie Lou Hamer was a leader and an icon. She was also a Black woman who gave voice to her tiredness and the way it impacted her. In saying that she was "sick and tired of being sick and tired", she challenged us all to be less sick, less tired, and more self-aware. If we celebrate her, we must hear her. The health care system is biased against Black women, and we must take our health care in our own hands. Neither sick, nor tired, just empowered. And in October, Breast Cancer Awareness Month, be supportive of organizations like the Sister's Network, an organization that provides opportunities and services for the Black women who are diagnosed with breast cancer. We must do this in the name of Fannie Lou Hamer.
Black HistoryBlack WomenCancerCivil RightsCivil-Rights MovementDr. Julianne MalveauxFannie Lou HamerHealth
About Dr. Julianne Malveaux
Dr. Julianne Malveaux is an economist, author, media contributor and educator. Her latest project MALVEAUX! On UDCTV is available on youtube.com. For booking, wholesale inquiries or for more info visit www.juliannemalveaux.com
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There are people who would rather deal with their needs the hard way instead of looking for financial help even when they are so sure that they can be able to repay back a loan after sometime. These people suffer so much because needs can cause so much stress when they are not catered for immediately they are experienced especially if they are basic needs. If for instance you are unable to pay education fees for your children, you will not rest until that is done. This is the reason why you may need some money in order to cater for such needs especially if they cannot wait until you gather enough money later on.
Still on the emergency needs, we have such needs like medical needs that cannot wait for us to gather enough money. You will have to look for some money in terms of a loan in order to cater for such needs because the consequences of ignoring such needs are dire. A cash advance payday loan in this case will be quite appropriate because it will help you cater for the need so that you can have the peace of mind you need to work and to look for the money to repay back the loan. When a need is taken care of, you can move on with your life without any worry, which is why financial help is good, at times especially a loan that can be repaid later on.
Car repair needs can also prompt one to look for a cash advance payday loan. There are people who are totally dependent on their cars without which they can work effectively. These are for instance business people who need their cars in order to work well. If the car will need some repaid and the car owner does not have the money to get that service, he may opt to get a loan in order to repair the car so as to continue working as usual. This is the person who knows that he cannot get money without working. It is even better to get a loan and repay it later when the car will start working as usual than to lose business for some days as you wait to get some money for the car repair.
A cash advance payday loan is easy and fast to get compared to all the other loans. If you have an urgent need, you can get money immediately so as to cater for the emergency need immediately to avoid more delays. All you need is to present an application and the necessary documents to the payday loan lender and chances of getting the money on the same day are high. There is also no major process involved when these loans are issued out, therefore you will get the loan without undergoing so much hassle. This is therefore the perfect place to get some cash in advance if you are really needy.
The other advantage you will stand to get from a payday loan is that you will clear your debt in no time. All the money will be paid after you are paid and this will be immediately. This is an advantage because you will not stay for long feeling indebted to someone, like what happens when one gets a regular loan from a loan lender and they have more than two years to repay back the loan. You will never be at ease in such a case because you have someone else's debt, unlike with a payday loan.


text:
Coming Up Small
by Cardinal70 on June 4, 2021
In the eighth inning last night, I tweeted that at least this version of the St. Louis Cardinals isn't stale. One night we can complain about the bullpen, another night about the starting pitching, then another about the offense. Occasionally we can do two or more at the same time, but it doesn't feel like the same thing holding them down all the time. I'm not saying that's a good thing, but it does give variety.
Last night added a new category into the mix: the managing.
To be fair, there have been lots of complaints about Mike Shildt by folks this season, many around his intentional walks which apparently are relatively harmless. There's been an undercurrent of people believing that he too often goes to the smallball well and less to the analytics side of things. (Which, if you think about it, is a bit ironic to complain about that while also complain about less action in baseball. It may not be the smartest, but there's no doubt smallball is at least more active than two of the three true outcomes. I don't know how baseball reconciles those two now that the analytics genie is out of the bottle, but that's a post for another time.)
Personally, I like Shildt. I don't agree with everything he does, but I believe that what he does is thought out according to his logic, much like his mentor Tony La Russa. It may not work and I also like Shildt will take that responsibility. I know, I know, consistently taking responsibility means that things are consistently going wrong and I get that, but it's much better than the alternative. I said it back when he was hired and I stick to it, I'd rather here reasons like knowing the Reds bunt play has the third baseman crash which should have allowed for success rather than a dismissive "that's the way the game is played" or something of that nature.
Those that think Shildt doesn't know what he's doing are falling victim to recency bias, I believe. A man that doesn't know how to manage doesn't turn around a team in 2018 and almost make the playoffs. He doesn't win 90-plus games with a flawed roster in 2019. He doesn't take a team that is heavily struck by a pandemic and get them to the playoffs in 2020. Is he perfect? Of course not. Does he have small ball tendencies that I'm sure the analytics department talks to him about? It seems like it. However, managing is a different game these days, with no larger-than-life folks like La Russa or Tommy La Sorda. I'm fine with Shildt being the manager and I hope he is for a while, but if he's not, he'll be replaced with someone pretty similar to him and everyone will complain about that.
All that said, the ninth inning last night was a complete disaster and shouldn't have happened. Matt Carpenter led off with a single, though that looked a little weird to me as well. The way he hit it and where it was headed, I felt like it was going to split the outfielders and give Carpenter a double. Instead, it must not have had the velocity I was expecting because it landed like it was a flare and Nicholas Castellanos came in on it, keeping Carpenter at first.
I haven't read the recaps of last night so I don't know if Edmundo Sosa bunted on direction from the dugout or on his own, but if everyone could bunt the way Sosa bunted there, we'd have a lot less discussions about #neverbunt and the like. It was a beautiful, perfect bunt that put two runners on with nobody out.
Honestly, after a perfect bunt like that, you really should have known it wasn't going to happen again. The odds of two good bunts in a row feel pretty astronomical, especially in today's game that doesn't emphasize it. The whole idea of having Jose Rondon bunt didn't make much sense either. If it works, the Reds probably walk Paul Goldschmidt, who was going to pinch hit, and then you run the risk of Tommy Edman hitting into a double play (which doesn't happen often, of course) or getting out. Even if Edman brought home a run on a sac fly or a groundout, you'd still be one run down needing a two out hit from Dylan Carlson. All these things were reasonable, but there were a lot of them stacked on each other.
If you don't trust Rondon to swing away, why not let Goldschmidt pinch-hit there, in a situation where the Reds would likely have to pitch to him, and use someone like Justin Williams to pinch-hit for the pitcher? Even if you go to extras, you can still field a defense without issue. To me, this makes more sense than trying to have a guy that is not a proficient bunter try to move them along so that you can hopefully get a hit from a guy two or three batters away.
Of course, the Cardinals wouldn't have been in this predicament at all if the bats would have done their job. They were able to score two runs in the first off of Vladimir Gutierrez, but after that nothing happened. At one point, Gutierrez (who was making his second big league start) retired 10 batters in a row. Cincinnati then used two of its best bullpen arms, Tejay Antone (who wears #70 and pitches better than Jumbo Diaz did when he wore it) and Lucas Sims. Sims hadn't gone over an inning so far this year, which is why he faltered in the ninth, but that was another reason not to hand him outs with a bunt.
Adam Wainwright was good, just not good enough. He got into a bases-loaded situation in the first, but instead of walking a batter he hit them, which gives you the same results but doesn't add to the chase for the team record. (That was actually the fourth time the Cardinals have hit someone with the bases loaded, so someone probably should be looking up that record as well.) He got burned by a two-run homer by Jesse Winker, but as I said in the preview, Winker and Castellanos are basically the Reds offense right now. On the one hand, you would like to work around them, on the other, they are probably going to get theirs at some point. Still, three runs in seven innings is a nice night of work that should have gotten him a win. It was notable that he threw 50 pitches in the first two innings and 55 pitches in the last five. When Waino gets settled in, look out.
Daniel Ponce de Leon had a mixed outing and I'm still not sure how much I trust him, but it's not like there were a ton of other options. He wound up striking out the side, which is good and shows what he is capable of, but between the first and second strikeouts there was a walk, a RBI double, and another walk. That extra run probably proved costly, though I imagine much of the ninth would have turned out the same way. Ryan Helsley worked around a leadoff single to keep it 4-2, which is more in line with the Helsley we expect than the one we've seen of late.
Our Hero tag goes to Tommy Edman. Not only was he the only Cardinal with two hits, not only did he score one of the two runs, he also was a key middle man in one of the best relays you'll ever see. With Tyler Stephenson on first, Tyler Naquin doubled off the wall. Dylan Carlson played the carom perfectly and gunned it to Edman. The throw was a smidgen high, but Edman jumped, caught the ball, recovered, and threw a strike to Yadier Molina who clearly tagged Stephenson before he got to the dish. Just a remarkable piece of fielding and teamwork.
We'll give the Goat to Jose Rondon. Sure he shouldn't have been asked to bunt, but that wasn't a good one at all. Plus he went 0-2 outside of that.
Cards need to rebound today. The Brewers are playing Arizona and a Milwaukee win coupled with a St. Louis loss puts them in third. It's not an overwhelming problem this early, but it's still not something you want to look at!
Next Post: Cardinals Announce 2021 Theme Tickets Schedule
Previous Post: Can They Stop The Bleeding?


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As the owner of a high end laptop that has a powerful processor, a lot of RAM and hard disk space, I have no dearth of options when it comes to software, apps and other such utilities that I could install on my computer. However, if I were to use a Netbook, I couldn't have enjoyed all these options.
The light-weight and travel-friendly netbooks, with features like high battery backup, have their own advantages. But the software and apps you can use on them is limited. Not everything can work well on those Intel Atom processors. Today we will talk about the Intel AppUp Center that intends to fill this gap and make a wide variety of useful apps available to Netbook owners.
What is the Intel AppUp Center?
The Intel AppUp Center is an App Store for Netbooks. It is a centralized repository of all kinds of apps. There are games, productivity tools, photo apps, everyday utilities and much more.
The Intel AppUp(SM) center and the applications available in the store catalog are generally intended for use on netbooks using Intel® Atom™ based processors with 10″ screens and default resolutions of 1024×600. The Intel AppUp(SM) center does not prevent installation or execution based on the CPU type, model, manufacturer and / or speed although systems must meet minimum requirements for the supported Internet browser.
You'll need to create a free account with them before you can start using it.
As you have probably noted, the above list of supported operating systems doesn't include Windows Vista. That is because the Windows based Netbooks either have XP or Windows 7. So Intel thought that since this was meant for Netbook owners, there is no point of building Vista compatibility.
Lets get started now with the AppUp Center and see how we can install and us it. We will also talk about two of my favorite apps from the store.
I am testing it on a laptop, so chances are that some of the hiccups which I might face while using the tool will probably not be faced by Netbook owners.
Step 1: Go to the AppUp Center homepage.
Step 2: Click on the Download Intel AppUp button at the top right.
Step 3: The 35.3 MB setup file could take sometime to download depending upon the speed of your internet connection.
Step 4: Once downloaded, begin installing it.
Step 5: While installing, it will ask you to select your location. The apps available to you in the store will be according to your location. Some apps aren't available at all locations.
Step 6: Launch the tool after installation is done.
That was about the installation. Now lets check out how to set it up to install apps.
The AppUp Center opens as a colorful store of apps with Store and My Apps tab on the left, app categories on the right, and a showcase of top apps in the middle.
When you go to the My Apps sections, it'll ask you to sign in in order to install apps.
You could register right there if you didn't do it on their site. As you see in the screenshot below, there's the Get one here link that directs you to their registration page.
Create your account, and add a credit card if you want to buy paid apps. This step can be done later too.
Here are some things to keep in mind before you start adding apps in the AppUp Center.
The paid apps are free to try for 24 hours. That means, you can buy an app, try it and if you don't find it good enough, you may cancel your purchase within the 24-hour timeframe.
Intel allows you to install and use the paid AppUp Center apps on up to 5 devices. If you need more, I think creating another account with them should suffice.
The My Apps section will contain all the apps that you install.
The Apps are filtered and screened before they are allowed to appear in the AppUp Center.
Now, lets check out the process of adding an app.
Browsing the AppUp Center is easy. They have categorized the apps neatly. As you see in the image below, I am exploring the Games section of the store. You may sort the apps by Featured, Rating, Release Date, Title and Downloads.
You may display paid, free or both paid and free.
Beside each app listing, there's a Get button that needs to be clicked if you want to install the app.
The app will start downloading once you click on the Get button.
Finally, it will appear in the My Apps section from where you can launch it.
That was about installing and using the Intel AppUp Center for Netbooks and PCs. I explored some apps and found them good. Following are my 2 favorites from the store.
The AppUp Center, like any big App Store, has a huge collection of apps, both known and obscure. Usual suspects like Angry Birds, TweetDeck etc can be found.
I decided to try some apps that I hadn't heard about or tried before. Out of them, 2 stood out. They are Mindin.me and Unit Converter. I chose these apps because of their features, simplicity of use and the speed of launch. Some apps, though good in terms of features, were very slow to work with. These two didn't pose that problem.
The Mindin.me app is a productivity and organization tool. It can be used as a task list, reminder, note creator and more. It's free to install and needs user registration. You can find it in the productivity section, or just search for it in the store.
The following image shows the first screen that you'll see when you launch the app. At the top, there are 3 tabs: General, Business and Personal. This is meant to separate your task lists according to the type so that you don't have them mixed up. Nice!
Under each of those 3 tabs, on the right you'll find 6 options – Note, To-do, Event, Contact, Bookmark and Search, each of them being self-explanatory.
The way it works is that you first have to type the text, which could be a to-do or an event or whatever, in the big white box. Once you do that, you can click on one of the options on the right to categorize it.
Your item appears at the bottom, where you can add a reminder, share it, add tags and do much more.
I think Mindin.me could prove to be a very useful task management app for Netbook owners who are averse to installing different to-do tools. This is like an all-in-one solution for them.
Unit Converter is an app that I liked for its simplicity and the way it is structured. As the name suggests, the app lets you convert units from one metric to another, something which could come in handy in everyday life.
The screenshot below shows the user interface of the app. The categories are Length, Power, Energy, Temperature, Angle.. well almost all of them that are important are there.
The main conversion box has From and To drop-down menus. For each category, there are a number of units listed.
Just type in the data that you need converted, select the corresponding unit and you get the result instantly.
It's a simple and useful tool that gets the job done. It doesn't need you to sign up either so that's a step less.
So now that we have talked about the bright side of the AppUp Center, let us talk about some of the issues I faced while using the software. Slow startup was one of the issues I faced now and then. I also had to reinstall it once to get it working.
There were some "we cannot complete your request now" errors too that popped up when I was browsing the store.
Since I tested the tool on my laptop, I am not sure if these issues will come up on a Netbook. Keep in mind that the store is meant to be used on a Netbook and has been built accordingly.
Overall, I think that Intel AppUp Center is a nice utility for people who do most of their work on Netbooks. As I said earlier, they do not have a lot of options to choose from, and hence the apps in this store could be a welcome change for them. If you own a Netbook, why don't you try it out and tell us how it went in the comments.


text:
Councils cannot ban all travellers stopping on public land, court rules
Victoria Munro, LDRS
A High Court judge has ruled that councils can only enforce permanent bans against travellers they can identify. - Credit: PA
Redbridge and Havering councils can no longer place a blanket ban on travellers stopping on public land, following a landmark ruling.
On May 12, High Court judge Mr Justice Nicklin ruled that councils can only enforce permanent bans against people they can identify.
Bans against "persons unknown" can be granted as a stop-gap measure while the council works to identify them but only in exceptional cases, such as where there is "real and immediate risk of serious physical harm or death".
This means a ban granted to Redbridge Council in 2018 which forbids "persons unknown" from camping on public land in the borough no longer applies to anyone but the original defendants.
Havering Council, which was granted an interim ban against persons unknown in 2019 while waiting for a final hearing, must decide whether to continue with or drop its claim.
Debby Kennett, from campaign group London Gypsies and Travellers, said: "We are proud to be involved in this hugely important case which scrutinised the catch-all injunctions which have effectively banned gypsies and travellers from stopping in large areas of the country.
"The judgment reinforces the fact that gypsies and travellers have the right to a nomadic way of life and we continue to push for positive alternatives to evictions and injunctions."
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10 Plans to convert hotel into housing rejected despite residents' support
Redbridge Council now has "a short period in which to identify" any defendants from its ban, while Havering Council must proceed "speedily to a final hearing" against named persons, if it wants to uphold its own ban.
Responding to the news, a spokesperson for Redbridge Council said that in 2018, the High Court had been "satisfied that correct procedural steps had been taken" when granting its ban.
They said: "The recent High Court proceedings did not consider the evidence previously before the court.
"The recent decision represents a change in the law, and alters the effect of any and all claims against 'persons unknown'. It is not limited to what have been labelled 'travellers injunctions'.
"As this represents a change in law, the council will consider the impact of this judgment, and any appeal, and proceed appropriately thereafter."
Responding on behalf of Havering Council, Cllr Viddy Persaud said: "Havering Council has correctly followed all proper procedures for their application for an interim injunction order.
"The judgment handed down by the High Court at 129 pages is substantial and the council needs to consider the full implications of the judgment, including our options for appeal."


Way of the Wildcard is a series produced by Red Bull, telling the story of unexpected athletes succeeding in the most unlikely circumstances.
The latest episode features brothers Paul and Gary O'Donovan who, in 2016, became household personalities by winning silver in the men's lightweight double sculls at the 2016 Olympic Games.
In what is commonly – and mistakenly – regarded as sport for the elite, this fascinating short documentary explains the O'Donovan Brothers' start in Rowing; as well as shedding light on one of Europe's most successful and unique rowing clubs you've never heard of.


text:
1MATCH URL: https://assets.rappler.com/279249D479A94FAB800DA128DF14468E/img/E19BA878C1F04794AA163E53A5E32886/liway-oct92018-0010.png
How 'Liway' became Cinemalaya's highest-grossing film ever
'Liway,' an entry to the 2018 Cinemalaya film festival, will be released commercially beginning October 10
Precious Del Valle
Published 5:32 PM, October 09, 2018
Updated 5:33 PM, October 09, 2018
LIWAY. The film, based on the true story of Martial Law survivors, is the highest-grossing movie in Cinemalaya history. Screenshot from the movie trailer
MANILA, Philippines— Liway holds the record for the highest-grossing film in Cinemalaya history.
It may not be your typical romance-comedy top billed by big name celebrities but its authenticity was enough to get the audience talking.
"I think people connected to it and ultimately, people learned about the film through word-of-mouth. They liked it or they felt emotional because I saw the reactions of people after watching the movie. It's really surprising, pleasantly surprising. We're very happy about it but we didn't expect it, so it's very surprising," director Kip Oebanda said during the press conference for Liway.
Without giving the exact figures, Kip revealed they were able to surpass the current box office holder by more than 50 percent. As an independent movie without a dedicated marketing budget, Kip said that they relied on people to spread the word about Liway.
According to him, most of those who actively campaigned for the film were millennials – proof, he said, that the younger generation are not "apathetic," nor have they "moved on" from the Martial Law era.
"Sometimes it's unfair to label millennials as apathetic. If you look at the analytics of Liway, 18-25 yeay-olds watched and talked about the film. There's a generation waiting for our stories," he added.
By telling real stories from the perspective of actual Martial Law victims, they were able to make the film more human, effortlessly tapping into the hearts of moviegoers, said the director.
"To win battles like this you have to win the hearts and minds. I think a lot of academics and really smart people are doing really well in the facts. I think what we are trying to provide is the emotional connection to the story. For less than two hours you're able to relive it in the eyes of individuals and I'm very thankful for the people who are spreading the stories and are spreading the word."
Following the success of the movie, Kip hoped that there will be more stories about Martial Law under the late dictator Ferdinand Marcos in the future.
"Hopefully, our film is just one of the first stories to be told on film. I hope there will be more filmmakers, poets, singers who will write and tell stories about that era because it's very rich in stories."
Glaiza on box office
Overwhelmed and grateful, Glaiza admitted she was not expecting Liway to be the highest-grossing film in the 14-year of Cinemalaya history.
"I told Kip, at least I've experience being a box office queen. It's nakakakilig and emotional in a way because it's the ultimate reward – to see people standing up to applaud and cheer
The actress also said she didn't feel discouraged after losing Best Actress Award to Ai-Ai delas Alas (School Service). Liway's box office success is more than enough.
"It was never an issue. It's funny that people think the basis of success, the basis of whether people think you're a good artist are the awards. For me, just seeing people applaud the movie in the theater, that alone is a huge achievement," she said.
Set in the Martial Law era, Liway tells tells the story of a young mother who uses storytelling to protect her young son from the painful realities of prison life. The movie premieres nationwide Wednesday, October 10. – Rappler.com
Filed under:cinemalaya•martial law•liway


text:
#define BOOST_TEST_DYN_LINK

#include "test_helpers.h"
#include <decof/all.h>
#include <decof/client_context/client_context.h>
#include <boost/test/unit_test.hpp>
#include <functional>

BOOST_AUTO_TEST_SUITE(parameter_observation)

using decof::value_t;

struct fixture
{
    struct my_context_t : public decof::client_context
    {
        using decof::client_context::client_context;

        void observe(const std::string& uri, decof::value_change_slot slot)
        {
            auto obj = object_dictionary_.find_object(uri);
            decof::client_context::observe(obj, slot);
        }

        void unobserve(const std::string& uri)
        {
            auto obj = object_dictionary_.find_object(uri);
            decof::client_context::unobserve(obj);
        }

        void set_parameter(const std::string& uri, const value_t& value, char separator = ':')
        {
            const auto obj = object_dictionary_.find_object(uri, separator);
            decof::client_context::set_parameter(obj, value);
        }

        void tick()
        {
            decof::client_context::tick();
        }
    };

    struct external_readonly_parameter_t : public decof::external_readonly_parameter<bool>
    {
        using decof::external_readonly_parameter<bool>::external_readonly_parameter;

        bool external_value() const override
        {
            return m_value;
        }

        size_t num_slots()
        {
            return signal_.num_slots();
        }

        bool m_value = false;
    };

    struct external_readwrite_parameter_t : public decof::external_readwrite_parameter<bool>
    {
        using decof::external_readwrite_parameter<bool>::external_readwrite_parameter;

        bool external_value(const bool& value) override
        {
            m_value = value;
            return true;
        }

        bool external_value() const override
        {
            return m_value;
        }

        bool m_value = false;
    };

    fixture()
      : obj_dict("root"),
        managed_readonly_parameter("managed_readonly_parameter", &obj_dict, false),
        managed_readwrite_parameter("managed_readwrite_parameter", &obj_dict, false),
        external_readonly_parameter("external_readonly_parameter", &obj_dict),
        external_readwrite_parameter("external_readwrite_parameter", &obj_dict),
        my_context(new my_context_t(obj_dict))
    {
    }

    void notify(const std::string& uri, const value_t& value)
    {
        notified_uri   = uri;
        notified_value = value;
    }

    std::string notified_uri;
    value_t     notified_value;

    decof::object_dictionary                 obj_dict;
    decof::managed_readonly_parameter<bool>  managed_readonly_parameter;
    decof::managed_readwrite_parameter<bool> managed_readwrite_parameter;
    external_readonly_parameter_t            external_readonly_parameter;
    external_readwrite_parameter_t           external_readwrite_parameter;
    std::shared_ptr<my_context_t>            my_context;
};

BOOST_FIXTURE_TEST_CASE(observe_managed_readonly_parameter, fixture)
{
    my_context->observe(
        "root:managed_readonly_parameter",
        std::bind(&fixture::notify, this, std::placeholders::_1, std::placeholders::_2));
    managed_readonly_parameter.value(true);

    BOOST_REQUIRE_EQUAL(notified_uri, "root:managed_readonly_parameter");
    BOOST_REQUIRE_EQUAL(notified_value, value_t(true));

    my_context->unobserve("root:managed_readonly_parameter");
    managed_readonly_parameter.value(false);

    BOOST_REQUIRE_NE(notified_value, value_t{false});
}

BOOST_FIXTURE_TEST_CASE(observe_managed_readwrite_parameter, fixture)
{
    my_context->observe(
        "root:managed_readwrite_parameter",
        std::bind(&fixture::notify, this, std::placeholders::_1, std::placeholders::_2));
    my_context->set_parameter("root:managed_readwrite_parameter", true);

    BOOST_REQUIRE_EQUAL(notified_uri, "root:managed_readwrite_parameter");
    BOOST_REQUIRE_EQUAL(notified_value, value_t{true});

    my_context->unobserve("root:managed_readwrite_parameter");
    my_context->set_parameter("root:managed_readwrite_parameter", false);

    BOOST_REQUIRE_NE(notified_value, value_t{false});
}

BOOST_FIXTURE_TEST_CASE(observe_external_readonly_parameter, fixture)
{
    BOOST_REQUIRE_EQUAL(external_readonly_parameter.num_slots(), 0);

    my_context->observe(
        "root:external_readonly_parameter",
        std::bind(&fixture::notify, this, std::placeholders::_1, std::placeholders::_2));

    BOOST_REQUIRE_EQUAL(external_readonly_parameter.num_slots(), 1);

    external_readonly_parameter.m_value = true;
    my_context->tick();

    BOOST_REQUIRE_EQUAL(notified_uri, "root:external_readonly_parameter");
    BOOST_REQUIRE_EQUAL(notified_value, value_t{true});

    my_context->unobserve("root:external_readonly_parameter");

    BOOST_REQUIRE_EQUAL(external_readonly_parameter.num_slots(), 0);

    external_readonly_parameter.m_value = false;
    my_context->tick();

    BOOST_REQUIRE_NE(notified_value, value_t{false});
}

BOOST_FIXTURE_TEST_CASE(observe_external_readwrite_parameter, fixture)
{
    my_context->observe(
        "root:external_readwrite_parameter",
        std::bind(&fixture::notify, this, std::placeholders::_1, std::placeholders::_2));
    my_context->set_parameter("root:external_readwrite_parameter", true);

    BOOST_REQUIRE_EQUAL(notified_uri, "root:external_readwrite_parameter");
    BOOST_REQUIRE_EQUAL(notified_value, value_t{true});

    my_context->unobserve("root:external_readwrite_parameter");
    my_context->set_parameter("root:external_readwrite_parameter", false);

    BOOST_REQUIRE_NE(notified_value, value_t{false});
}

BOOST_AUTO_TEST_SUITE_END()

redpajama_set_name: RedPajamaGithub


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