text:
Providing High-Quality Public Education to All New Jersey Children
Investing in Thorough and Efficient Public Education
Providing High-Quality Preschool
Increasing the Number of College Graduates
Opportunities for Integration: The Case for Reform
Series Prologue
Full Report PDF
New Jersey faces a challenge: how to preserve a public education system that works well for many students while simultaneously extending its benefits to those who still lag behind.
Many of New Jersey's public schools are among the nation's best.1 In the state's highest-performing districts, students earn stellar standardized test scores and gain admission to top universities.2 The state-funded preschool program is a national model for early childhood education and its benefits extend for years; the program halves the achievement gap between low-income children and their more advantaged peers.3 Indeed, New Jersey is nationally known for its nearly 50-year effort to improve the education of urban, low-income, African-American, and Latino students.4 Guarantees of equal education set out in the New Jersey Constitution, enshrined in statute, and enforced in court rulings have defined the substantive content and required the public funding that made these gains possible.5
But deficits persist, in both educational achievement and equity. Despite real improvements in the quality of their schooling, many students in urban and low-income districts continue to fall short of the achievement levels attained by their more affluent suburban peers. Even within high-performing districts, the achievement of African-American and Latino students lags that of white and Asian students.6 Moreover, New Jersey's public school system is one of the most segregated in the nation. Over the past 25 years segregation has increased,7 resulting, in part, from public policies that have fostered housing discrimination. In addition, the failure to evaluate the effectiveness of the state's school finance formula and to allocate the funding mandated by the New Jersey Supreme Court has perpetuated a system that too often fails students and overburdens local taxpayers.
Despite its many successes, New Jersey's public education system faces challenges. Without prompt action, many more of our children will lose the opportunity to obtain the education promised in New Jersey's Constitution.
Finally, the need to prepare more residents for good jobs demands that New Jersey lower the financial barriers that put higher education out of reach and make stronger efforts to increase two- and four-year college completion rates.
To address these challenges, New Jersey must:
Fully fund the school finance formula codified in the School Funding Reform Act of 2008 (SFRA)
Carefully evaluate the SFRA formula and, if necessary, adjust its provisions
Expand the successful state-funded preschool program
Make higher education in New Jersey more affordable and increase the number of college graduates
Build and implement programs designed to integrate our schools
For almost five decades, all three branches of New Jersey's government have wrestled with inequities in the state's system for financing public schools.
In 1970, Jersey City challenged the state's school funding system on behalf of an 11-year-old African-American boy named Kenneth Robinson. The suit argued that an overreliance on property taxes to pay for public schools had led to large spending disparities that deprived students in low-wealth communities of their constitutional right to a "thorough and efficient" public education.8 In more than 25 decisions, starting with Robinson v. Cahill (1973-76) and continuing with the landmark Abbott v. Burke case (1985-2017), the state Supreme Court repeatedly required the governor and the Legislature to provide funding sufficient to ensure that disadvantaged students received the programs and support services they needed to succeed in school.
The Robinson and Abbott cases forever changed New Jersey's educational landscape. Court rulings forced an often-reluctant Legislature to enact the state's first income tax, guarantee a free preschool education to tens of thousands of young children, and commit hundreds of millions of dollars to rebuilding the educational infrastructure in cities.
Thus, in 1997, after years of legislative resistance to full-funding mandates, the Court ordered the state to take immediate action to bring spending levels in 31 of the state's poorest urban school districts, known as the "Abbott districts," up to the level of spending in the most affluent suburbs.9 In 1998, on top of parity funding for the regular education program, the Court required the state to pay for supplemental programs—including preschool for three- and four-year-olds, full-day kindergarten, intensive early literacy instruction, and social and health services—and to cover the full cost of repairing or replacing aging city school buildings.10 With that funding, the Abbott districts hired vice principals, tutors, basic skills teachers, guidance counselors, social workers, security staff, and instructional aides; enrolled nearly 50,000 young children in preschool; and built or renovated more than 100 schools.11
In the years that followed, those investments began to pay off. Gaps between the test scores of Abbott district students and those of students in the rest of the state narrowed12; on the National Assessment of Educational Progress, often called "the nation's report card," New Jersey's low-income and African-American eighth graders showed improved educational achievement.13
Throughout the Abbott litigation, the Supreme Court had repeatedly asked the Commissioner of Education to determine precisely what services disadvantaged children needed for success in school and to calculate the cost of providing those services. Finally, in 2008, after years of research and study, the state enacted a new formula, codified as the School Funding Reform Act of 2008 (SFRA).14 SFRA aimed to convert the school funding system from a "dollar-driven" model that defined educational adequacy in terms of money spent to a "standards-linked" model that defined adequacy in terms of the state's core curriculum content standards, the benchmarks for what children should know and be able to do after 13 years of public schooling.
In its 2009 Abbott XX ruling, the Supreme Court found SFRA constitutional and accepted the funding obligations set forth in the statute as a replacement for the parity remedy in the Abbott districts. The Court continued to mandate state funding for preschool and the school building program in the Abbott districts. "The State has constructed a fair and equitable means designed to fund the costs of a thorough and efficient education," the Court wrote. After decades of litigation, New Jersey had "reach[ed] the point where it is possible to say with confidence that the most disadvantaged school children in the State will not be left out or left behind."15
SFRA, which directed significantly greater resources to students and school districts with greater needs, was designed to maintain equitable funding in high-poverty districts while advancing equity statewide. The statute achieved these goals in two important ways: through a weighted student funding formula and through a significant expansion of the Abbott preschool program.
A weighted formula begins by setting a "base cost": the per-pupil funding amount necessary to deliver the core educational program. Then the formula defines the extra costs of programs for low-income ("at-risk") students and limited English proficiency (LEP) students, calculating each of these extra costs as a percentage of the base cost, known as "weights." A district's "adequacy budget"—the amount of money necessary to deliver the core educational program, plus additional services, to all its students—is calculated by multiplying the base cost by an enrollment number adjusted upward to account for students' extra needs. The portion of the adequacy budget that must be paid out of local property taxes (the "local share") and the portion that will be covered by state funding ("equalization aid") depends on a district's property wealth and level of personal income, with more affluent districts covering a greater proportion of school costs locally.
SFRA also envisioned a broad expansion of the well-regarded Abbott preschool program to serve disadvantaged children outside the 31 Abbott districts. Free preschool was to be offered to all three- and four-year-olds in another 109 high-poverty districts,16 and to all low-income children living outside those districts as well. Finally, the law required the governor and the state Commissioner of Education to evaluate the formula every three years and recommend adjustments to the Legislature.
Although the SFRA formula passed constitutional muster, the Supreme Court conditioned its approval on two key criteria. First, the Court ordered that the state fully fund the formula during the first three years of implementation and, second, the Court ordered the state to "diligently" review its progress after those first three years and "adjust the formula as necessary based on the results of that review."17
Neither of the Court's conditions has been met.
FUNDING THE SFRA FORMULA
Although the state provided the funding required by the SFRA formula in 2008–09, in 2009-10 the state did not provide the $800 million mandated under the SFRA. That reduction was compounded in 2010–11, when $1.1 billion in school aid was eliminated from the budget and the increase of $500 million required by the formula was not appropriated. When the Abbott plaintiffs returned to the Supreme Court in 2011, it ruled that the state had deliberately violated Abbott XX's "express mandate" of three years of full funding.18 The Court ordered the administration to provide aid for the 2011–12 school year in accordance with the SFRA formula but only for the 31 Abbott districts in the case before the Court whose welfare had been the subject of so many years of litigation.19
For six years after the 2011 ruling, state aid levels were essentially frozen. There were no increases for student population growth, no cost-of-living adjustments, no funding for preschool expansion, and only $10 more per student to cover additional mandates from the state Department of Education, including the hardware and software required to administer a new set of standardized tests, the Partnership for Assessment of Readiness for College and Careers (PARCC). On paper, the SFRA formula's carefully developed determinations of education costs and appropriate funding levels remained intact, but the underfunding of the formula resulted in substantial state aid shortfalls across all districts. Funding disparities between the 31 low-wealth Abbott districts and the wealthy suburban districts re-emerged. In the 2016–17 school year, state aid was only 1% higher than in 2008–09. The Education Law Center, the non-profit law firm that brought the Abbott v. Burke suit, estimates that New Jersey's schools suffered an accumulated funding deficit of more than $8 billion from 2010 to 2017.20
The years of underfunding left many New Jersey schools struggling to provide students with necessary resources. Many districts cut essential programs, staff, and services. Flat or decreased funding left growing districts without additional aid to cover the cost of educating new students. SFRA implementation was intended to bring all school districts to "adequacy" (the level of spending deemed necessary to give all students an education that would enable them to meet state curriculum standards) but because of underfunding, the number of districts spending below adequacy grew. Meanwhile, so-called "adjustment aid" (hold-harmless funding intended to ensure that no district received less funding under SFRA than under the state's previous school finance formula) was never phased out, as originally planned; instead, adjustment-aid levels remained unchanged, with no recalculation to reflect districts' current circumstances. Preschool expansion, which was supposed to have been completed less than six years after SFRA's enactment, never really began; only four school districts that were ready received expansion funding in 2009.
The budget process for the fiscal year that started July 1, 2017 brought modest good news for New Jersey's schools: For the first time in eight years, the state's leaders agreed on a budget that allocated state aid according to the principles established in the SFRA formula, albeit without anything close to full funding. The budget added $100 million in aid for more than 300 school districts while more than 100 districts saw decreased funding, in some cases through cuts in adjustment aid. The final numbers left 216 districts spending below adequacy, up from 125 districts when SFRA was passed. The budget did, however, allocate $25 million for preschool expansion,21 although in October 2017 $5.6 million was diverted to fund the governor's anti-opioid initiative.
Distribute full state aid to all school districts in accordance with the SFRA formula.
ASSESSING PROGRESS
When the Supreme Court cleared the way for implementation of the SFRA formula, the justices ordered the state to evaluate the success of the law after three years of full funding, an evaluation called for in the law itself. Those three years of full funding never materialized and neither did the promised evaluation. Although evaluating the law in the absence of full funding remains difficult, some interim assessment of its provisions is necessary.
The school finance formula is nearly a decade old, as are the curricular studies, funding determinations, and research base on which it relied. The program weights and cost estimates that seemed appropriate in 2008 need to be updated. For example, SFRA allocates special education funding to all districts as if 14.69% of the students in each district require special-education services. Research shows "clear differences in the percentages and types of students served in different districts across the state," and the formula should be adjusted to take those differences into account.22
Conduct an initial assessment of SFRA's school funding formula in light of the knowledge gained in nine years of partial implementation. Reconsider SFRA's census-based special-education funding model.
If necessary, interim changes should be proposed for legislative enactment.
Collect the data necessary for a full-scale evaluation of the formula, to be completed after three years of full funding.
The evaluation should inform revisions to the formula.
Almost 20 years ago, the New Jersey Supreme Court paved the way for one of the state's greatest educational successes: a nationally recognized public preschool program with a proven record of improving the lives of disadvantaged children. In its 1998 Abbott V ruling, the Court ordered the state to provide "well-planned, high-quality" preschool for young children in New Jersey's poorest communities, describing preschool as critical for the "attainment of a thorough and efficient education once a child enters regular public school."23 Although that initial ruling called for the implementation of preschool by the 1999–2000 school year, only after several subsequent court decisions did the state fully commit to the standards necessary for a quality program.
Those standards include a number of key elements: small class sizes, well-prepared teachers, a research-based curriculum, and a continuous improvement system. Although the program relies on a diverse delivery model—classes take place in public schools, at Head Start sites, and in community child-care centers—all providers must meet the same rigorous standards. And, by providing not one but two years of full-day preschool beginning at age three, the program increases the benefits for children.
Those benefits are significant, as decades of research, both nationally and in New Jersey, have repeatedly shown. An aligned and coordinated system of educational supports delivered in early childhood, defined as birth through third grade, can pay dividends throughout a child's school years and beyond. Children who attend high-quality preschool are better prepared for kindergarten, develop stronger social and emotional skills, are less likely to require special education services or to repeat a grade, and are more likely to graduate from high school.24 A longitudinal study of New Jersey's state-funded preschool program, conducted by the National Institute for Early Education Research at Rutgers University, tracked program participants through fifth grade and found that those with two years of high-quality preschool continued to perform better in language, literacy, and math. They were less likely to repeat a grade or to need special education services, potentially saving taxpayers significant sums. Indeed, the two-year effects were large enough to close about half the achievement gap separating low-income children from their more advantaged peers.25
By 2008, when SFRA became law, the state-funded preschool program enrolled nearly 50,000 three-and four-year-old children in 31 low-income communities. Building on the program's success, the law called for preschool to be expanded to all the state's at-risk children, defined as those with family incomes low enough to qualify them for free- or reduced-price school meals. Districts with at least 40% at-risk children would be funded to provide preschool to all three- and four-year-olds, regardless of income; districts with lower levels of poverty would receive funding only for at-risk children. A six-year phase-in was planned, with program implementation to begin in the 2009–10 school year after an initial year of planning.
Unfortunately, the fiscal constraints imposed by recession and recovery pushed preschool down the state's list of priorities. Although four additional pilot districts did receive preschool funding soon after SFRA was enacted, the full preschool expansion that the law had promised was never funded. More than 35,000 young children lost the opportunity to start kindergarten with a strong foundation, and preschool remains out of reach for thousands of New Jersey's three- and four-year-olds. Flat funding for
education also hurt the original preschool programs, with districts struggling to provide the level of quality necessary to maximize the benefits that preschool can produce. The $25 million appropriation for preschool included in the state budget for the fiscal year that began July 1, 2017 was a promising first step but included little time for planning. School districts had to submit their preschool plans by mid-August 2017 for funding in the 2017-18 school year. Twenty-nine districts applied and 26 received funding for a total of $19.4 million. Governor Christie took the remaining $5.6 million to fund his initiative to address the opioid crisis.
Experts estimate that full funding of preschool expansion under the SFRA will cost $600 million. That price tag may seem daunting, but high-quality preschool is a sound long-term investment for the state, a crucial support for disadvantaged children, and a key element of education reform.
Adjust per-pupil funding rates according to the SFRA to restore full funding for current preschool programs and to ensure adequate funding for expanded programs.
Commit to implementing and fully funding the preschool expansion called for in SFRA, beginning in school year 2018-19 with full implementation by 2022.
Continue the high-quality program standard and delivery approach that has been essential to New Jersey's preschool success.
Just as preschool provides a solid foundation for primary and secondary school learning, post-secondary education provides New Jersey's workforce with the skills and training needed for the good jobs of the future. As the Crossroads NJ report "Promoting Jobs and Economic Growth for All New Jerseyans" noted, most jobs in New Jersey in 2020 will require some postsecondary education including two- and four-year college degrees.26 Although the state ranks among the top five states for the percentage of residents (50%) who have earned college degrees, New Jersey must generate about 30,000 new college graduates (with degrees from two- or four-year institutions) each year to meet the goal set by President Obama and the Lumina Foundation, that is, for 60% of U.S. residents to earn postsecondary degrees by 2025.27 In New Jersey, the Governor's Council on Higher Education has set the goal at "65 in 25"—65% of New Jersey adults should attain a postsecondary degree or certificate by 2025.28
Access to post-secondary education has improved, and the number of first-year students entering two-and four-year colleges in New Jersey has increased significantly over the past 20 years. In 2016, 22,282 students began their studies at the state's public four-year institutions, a 67% increase from the 13,328 students who began in 1996. Community colleges saw a similar rise in enrollment: 23,846 students entered in 2016, a 43% increase from 16,688 in 1996.29
At the same time, however, state investment in higher education has decreased by 21.3% per student (a decline per student from 2008 to 2017 of $2,113, adjusted for inflation).
With fewer public dollars supporting post-secondary institutions, students and their families have taken on a larger portion of the cost. Average tuition at the state's four-year public colleges has increased 17.5% ($2,015 per student) since 2008.
Higher tuition leads to greater debt. In 2014, 69% of graduates from public four-year colleges in New Jersey had accumulated an average debt of $28,345 per student.31
Debt is even more of a problem for students who have college loans but do not complete degrees or certificates. They are left with the financial burden without the potential for increased future earnings or better jobs associated with degree completion. Even though New Jersey's public four-year colleges outperform national averages, there is room for improvement in the state's average six-year graduation rate of 62%.32 At the 19 two-year community colleges in New Jersey, 36% of students graduate within six years.33
New Jersey's community colleges, with support from the statewide Student Success Center, are engaging in Guided Pathways, a national movement focused on increasing student success. Specifically, community colleges are: (1) partnering with local high schools to help students develop the academic skills needed to be successful in college so that students do not need to spend time and money on remedial coursework, (2) developing clearer pathways so that students know what courses they need to take in order to graduate with a degree or certificate and to ensure smooth transfer to four-year colleges, (3) providing professional development assistance for faculty so as to better support student learning, and (4) developing student support systems designed to help them to make good course selections and career decisions. As a result of these efforts,
New Jersey's community colleges have increased the number of graduates to 23,577 in 2016, from 15,928 in 2008, a 48% increase.34 Yet, more must be done in order to help the state reach its "65 in 25" goal.
Invest in New Jersey's two- and four-year colleges so as to expand the number of residents who earn degrees.
Implement and evaluate strategies to improve college completion rates.
New Jersey is one of the most diverse states in the nation but our schools do not reflect our state demographics. Instead, many districts reflect population concentrations of poor and minority students while other districts serve primarily wealthy and white students. Even within districts that have more diverse student bodies overall, racial disparities can be found among the district schools. The achievement gaps between and within districts reflect deep-rooted divides.
Our state's record is paradoxical: New Jersey has the nation's strongest constitutional and legal framework for integration of the public schools35 and is among those states that are the most segregated on the ground.
In 1947, New Jersey was the first state to adopt a constitutional provision that specifically prohibited segregation in public schools.36 State Supreme Court decisions in the 1960s and early 1970s established a strong legal framework for integration in public education and led to the creation of the Morris School District in the 1970s, merging the urban, lower-income, African-American Morristown district with the surrounding suburban, middle- and upper-income, mostly white Morris Township schools.
But few New Jersey towns seem inclined to follow Morris' lead; indeed, in the 1990s and 2000s the state Supreme Court blocked school district efforts to alter regional configurations in ways that were expected to increase segregation. Despite these rulings, New Jersey's schools are now among the most segregated in the country, with urban schools enrolling mostly African-American or Latino students, while suburban schools remain mostly white. In the 25 years between the 1989-90 and 2015-16 school years, the state's proportion of "intensely segregated" schools (90% to 100% minority students) increased to 20.1% from 11.4%, and the proportion of so-called "apartheid schools" (schools where 99% of the student population is African-American or Latino) grew to 8.3% from 4.8%. Today, 27.2% of African-American and 14.5% of Latino students in New Jersey attend one of those apartheid schools.37
In the United States, as in New Jersey, poverty and racial isolation frequently occur together. In the 2015-16 school year, 76.9% of New Jersey students in intensely segregated schools were from low-income families compared with 37.6% statewide.38
Research demonstrates that segregation and concentrated poverty can have lasting, detrimental intergenerational consequences. Children whose families have lived in poor and segregated communities for two generations score, on average, eight points lower on problem-solving tests and seven points lower on reading tests than children whose families have lived in more affluent communities, a gap that is the equivalent of missing two to four years of schooling.40
Although New Jersey is one of the nation's most diverse states, its residents face high levels of racial and socioeconomic segregation that persist because they are grounded in patterns of housing segregation. Because most New Jersey school districts conform to municipal boundaries and restrict school attendance to residents of the municipality, these housing patterns contribute to high levels of segregation across and in school districts.41
Segregated housing patterns in New Jersey and elsewhere are the result of policies such as redlining, which denied federally insured mortgages to residents of "hazardous" neighborhoods (neighborhoods where the local population was substantially non-white or poor). Other factors included restrictive covenants that limited home ownership in exclusive neighborhoods to white residents and discrimination by realtors and homeowners against potential buyers or renters who were people of color.42 In New Jersey, residential segregation was reinforced by exclusionary zoning codes that were described in 1975 in the state Supreme Court's Mount Laurel I decision.43 These codes require larger lots for single-family houses and limit multifamily housing, thereby increasing occupancy costs and putting residency out of reach for lower income families.
The New Jersey Supreme Court's groundbreaking Mount Laurel rulings in 1975 and 1983 required municipalities to use their zoning powers to promote, rather than restrict, opportunities to produce homes affordable to low-and moderate-income households.44 Mount Laurel II put teeth in the original doctrine and set the stage for the development and implementation of a fair share methodology that allocates housing obligations to municipalities based on their share of the region's wealth, jobs/ratables, and capacity
for growth in accordance with the State Plan. But implementation was not consistent and had, until recently, stalled. Even today, municipal zoning codes limit housing opportunities for low- and moderate-income families throughout the state and encourage land use that is substantially more segregated and sprawling than it was in 1970.45
These dynamics create communities where poverty is concentrated, educational and economic opportunities are scarce, and upward mobility is limited—and where populations are often racially homogenous. Our entrenched system of local school districts, with attendance boundaries that follow the municipal boundaries, creates significant obstacles to advancing both educational equity and racial integration, goals enshrined in the state Constitution and buttressed by decades of court rulings. Moreover, the current structure contributes to building barriers between New Jersey's diverse groups, diminishing a common sense of purpose and community. New Jersey can, and should, do better.
Enrollment in integrated schools benefits all children.46 Low-income fourth graders who attend economically integrated schools are as much as two years ahead of their low-income counterparts attending high-poverty schools.47 Students attending racially and socioeconomically diverse schools achieve higher test scores and better grades than peers attending high-poverty and segregated schools. Indeed, students attending diverse schools are more likely to graduate from high school and attend and graduate from college.48 African-American youth who spend five years in desegregated schools earn 25% more later in life than do those who never had that opportunity.49 And, those benefits accrue to the next generation: the children of parents who attended integrated schools have "increased math and reading test scores, reduced likelihood of grade repetition, increased likelihood of high school graduation and college attendance, improvements in college quality/selectivity, and increased racial diversity of student body at their selected college."50
Integrated schools also benefit white students, offering varied points of view in classroom discussions and promoting critical thinking and problem-solving skills. Research demonstrates that "racially diverse schools are not linked to negative academic outcomes for white students" and bring longer-term life benefits: "Compared to racially isolated educational settings, racially integrated schools are associated with reduced prejudice among students of different racial and ethnic backgrounds, a diminished likelihood of stereotyping, more friendships across racial lines, and higher levels of cultural competence."51
In New Jersey, however, school segregation persists.
There are options for promoting integration. Districts that are racially and socioeconomically diverse can draw school attendance boundaries in ways that mitigate in-district residential segregation. See, for example, redrawn boundaries in Princeton and Montclair school districts. In other settings, the state can encourage integration by developing magnet schools and inter-district choice programs designed to draw families voluntarily to more diverse schools.
Magnet schools are able to draw students across traditional school district boundaries and usually have a thematic focus (such as science, mathematics, or arts) with unique programming that is "magnetic" enough to attract diverse families. These schools were developed during the 1970s to encourage voluntary desegregation. Whereas busing, the other major desegregation tool of the time, was used to move students to specific schools in order to reduce racial isolation, magnet schools offered families choice. According to the U.S. Department of Education, magnets were modeled after academically selective high schools, with one key distinction—testing and other academic indicators were not used to determine admission.52
Although magnet schools were intended to be non-selective, diverse, and innovative, they have evolved over time to include selective, less diverse schools not unlike the specialized schools that served as an academic model for the magnets. In New Jersey, for example, magnet high schools are among the state's most distinguished educational institutions; according to U.S. News and World Report, seven of the 10 highest-performing schools in the state are magnets, most of them county technology academies where admission is based on grades and test scores.53 Although the success of the tech academies demonstrates that families will cross district lines to obtain enhanced educational opportunities, these schools are less successful as vehicles of racial and socioeconomic integration. Because their stringent admission requirements effectively exclude students from under-resourced elementary and middle schools, the magnets remain predominantly white and Asian, and enroll few students qualifying for free or reduced-price meals.
Magnet schools can, however, be used to advance diversity, as they have in Hartford, Connecticut. Like New Jersey, Connecticut is a geographically small, wealthy, and highly educated state that boasts some of the best and worst schools in the country; its excellent schools are mostly in affluent suburban districts while its lowest performing schools are concentrated in its low-income and majority-minority urban centers.
In 1996, responding to a case brought on behalf of urban schoolchildren, the Connecticut Supreme Court, in Sheff v. O'Neill, held that the Hartford public school students had a right to the same quality of education as students in the wealthy suburbs surrounding the city.54 The Court recognized that local school districts in a state where communities were segregated led to segregated schools (in 1991, 94.2% of the Hartford school district was made up of minority students, compared with 25.7% statewide). The Court directed the Legislature and governor to develop a plan for school integration in Hartford and its neighboring municipalities.
Since then, the plaintiffs, the City of Hartford and its school district, and the state have worked to desegregate Hartford schools through 45 host (City of Hartford) and regional (operated by the Capital Regional Education Council) inter-district pre-K-12 magnet schools that attract affluent suburban students to the city through thematic focus (science and technology, liberal arts, career readiness), unique resources (state-of-the-art media labs, tuition-free college courses, or internships), and free preschool. Hartford also uses an Open Choice program that provides Hartford students with access to suburban schools within the 22-district Sheff region.
Research has shown that Connecticut's inter-district magnet schools have improved educational outcomes for Hartford students and led to better social interactions for all students that participate in the program. Compared with non-magnet peers, minority magnet students were "less likely to be absent," "perceived more encouragement and support for college attainment," and had more diverse groups of friends. White magnet school students were more likely to have minority friends than white non-magnet suburban students and all students were more likely than their non-magnet school counterparts to say that their school experience had helped them to better understand people from other groups.55
Require New Jersey's existing magnet high schools to include metrics for a diverse student body in their admission decisions.
Develop additional magnet schools, as appropriate, that include diversity criteria.
INTER-DISTRICT SCHOOL TRANSFER
Inter-district school transfer allows students to attend schools beyond the boundaries of their home school district, giving families the ability to choose where their children go to school and challenging the notion that housing and education have to go hand in hand. Inter-district school transfer programs typically allow students to enroll in a receiving district with the cost of the school transfer incurred by the state (for tuition) and by the sending district (for transportation). In New Jersey, after the first year of participation the tuition dollars for participating students are transferred from the sending district to the receiving district.
In 1999, New Jersey piloted an inter-district public school choice option that was made permanent in 2010. Since then, that program has grown to serve approximately 5,000 students and 132 school districts. Because of increased costs (approximately $50 million) associated with program growth, in 2015-16 the number of students each district could accept was capped by the state even though there were students on the wait list.56
The New Jersey program has the potential to provide more students with an integrated education by giving students in majority-minority districts the opportunity to attend more integrated schools. As structured, however, sending districts are at a monetary disadvantage—they lose per-pupil state formula aid, which is sent instead to the receiving district. Moreover, New Jersey's program is open choice, allowing families to rank schools based on preference with no consideration of how that choice might affect diversity within schools. Open choice programs have been demonstrated to increase rather than decrease segregation. Inter-district school transfers can be used instead to reduce racial isolation through the use of controlled choice, which assigns students so as to foster integration and, also, take parents' preferences into account.57
Modify New Jersey's Interdistrict Public School Choice program to include a controlled choice component.
Evaluate the controlled choice program to determine whether it is successful in reducing segregation.
New Jerseyans have a right to public schools whose students, no matter the challenges they bring into the classroom, are given the opportunity to graduate ready to continue their education, to become productive members of the workforce, and to participate fully in a multicultural American democracy. Too many of our students are not given that opportunity. This report recognizes Constitutional requirements—still unmet— and practical, albeit challenging, reforms that are designed to meet the educational needs of all of our children.
Education Week, "Quality Counts 2016: State Report Cards Map," December 30, 2015.
Ken Schlager, "Chatham Reigns as the Top High School in New Jersey," New Jersey Monthly, September 2016.
National Institute for Early Education Research, "Fact Sheet: The Abbott Preschool Program Longitudinal EffectStudy (APPLES), 2013."
State of New Jersey Department of Education: History of Funding Equity Archives.
Robinson v. Cahill (Robinson V) [69 N.J. 449 (1976)]; Robinson v. Cahill (Robinson VI) [70 N.J. 155 (1976)]; Abbott v. Burke (Abbott IV) [149 N.J. 145 (1997)]; Abbott v. Burke (Abbott V) [153 N.J. 480 (1998)].
Colleen O'Dea, "Interactive Map: New Jersey Graduation Rate Inches Up for Class of 2016," NJ Spotlight, January 13, 2017. John Mooney, "Putting the Latest PARCC Results in Perspective," NJ Spotlight, July 27, 2017.
Gary Orfield et al., "Brown at 62: School Segregation by Race, Poverty and State," UCLA Civil Rights Project, May 16, 2016. Greg Flaxman et al., "A Status Quo of Segregation: Racial and Economic Imbalance in New Jersey Schools, 1989-2010," October 11, 2013.
Robinson v. Cahill (Robinson I), 62 N.J. 473 (1973).
Abbott v. Burke (Abbott IV), 149 N.J. 145 (1997).
Abbott v. Burke (Abbott V), 153 N.J. 480 (1998).
Education Law Center, "Linking Standards to Resources: New Jersey's School Funding Reform Act of 2008," March 2014.
Margaret E. Goertz and Michael Weiss, "Assessing Success in School Finance Litigation: The Case of New Jersey," Education, Equity and the Law No. 1, November 2009, p 5.
Barbara Smey-Richman, "New Jersey NAEP: Overview and Key Results," December 20, 2007.
School Funding Reform Act of 2008.
Abbott v. Burke (Abbott XX), 199 N.J. 140 (2009), p 41-44.
Education Law Center: Preschool Data.
Abbott v. Burke XX, 199 N.J. 140 (2009), p 41.
Abbott v. Burke (Abbott XXI), 206 N.J. 332 (2011), p 25.
Abbott v. Burke (Abbott XXI), 206 N.J. 332 (2011).
Education Law Center: School Funding Data.
John Mooney, "Despite Budget Drama and Deadlock, School Funding Changes Survive," NJ Spotlight, July 5, 2017. Education Law Center, "New Jersey Begins Long Road Back to Fair School Funding," July 26, 2017.
Augenblick, Palaich and Associates, "Analysis of New Jersey's Census-Based Special Education Funding System," October 2011, p 48.
Abbott v. Burke (Abbott V), 153 N.J. 480 (May 1998), p 8-9.
Cynthia Rice, "Keeping the Promise of Preschool for New Jersey's Children," Advocates for Children of New Jersey, February 2013.
W. Steven Barnett et al., "Abbott Preschool Program Longitudinal Effects Study: Fifth Grade Follow-Up," National Institute for Early Education Research, March 20, 2013.
Anthony P. Carnevale, Nicole Smith, and Jeff Strohl, "Recovery, Job Growth, and Education Requirements through 2020 State Report," Georgetown Center on Education and the Workforce, June 2013, p 71.
Lumina Foundation A Stronger Nation Database: New Jersey Progress Toward the Goal.
New Jersey's The Governor's Higher Education Council Newsletter "Increasing College Attainment," April 4, 2016.
State of New Jersey Office of the Secretary of Higher Education, Office of Research and Accountability Student Unit Record: Enrollment- Fall by Level and Attendance Status, 2016, 1996.Progress Toward the Goal.
Center on Budget and Policy Priorities' calculations for Michael Mitchell, Michael Leachman, and Kathleen Masterson, "A Lost Decade in Higher Education Funding State Cuts Have Driven Up Tuition and Reduced Quality," August 22, 2017, Figure 2. using Illinois State University, College of Education: Grapevine Data Summary Tables.; The College Board: Trends in Pricing Archive.; State of Higher Education Executive Officers Association: State Higher Education Finance Data.; and Bureau of Labor Statistics: Consumer Price Index.
Michael Mitchell, Michael Leachman, and Kathleen Masterson, "A Lost Decade in Higher Education Funding State Cuts Have Driven Up Tuition and Reduced Quality," Center on Budget and Policy Priorities, August 22, 2017, Figure 2.
nj.com, "What are the changes of a freshman graduating in 4 years at N.J. colleges?" May 4, 2016.
New Jersey Governor's Higher Education Council Newsletter "Increased Student Completion in New Jersey Community Colleges," May 29, 2016. It should be noted that 16% of students at community colleges transferred to another institution.
New Jersey Council of County Colleges: Center for Student Success.
New Jersey Constitution.; Booker v. Board of Education of City of Plainfield, 45 N.J. 161, 212 A.2d 1 (1965).; and Jenkins v. Morris Township School District, 58 N.J. 483, 279 A.2d 619 (1971).
New Jersey Constitution.
Gary Orfield, Jongyeon Ee, and Ryan Coughlan, "New Jersey's Segregated Schools: Trends and Paths Forward," UCLA Civil Rights Project/Derechos Civiles, 2017.
Gary Orfield and Erica Frankenberg, With Jongyeon Ee and John Kuscera, "Brown at 60: Great Progress, a Long Retreat and an Uncertain Future," The Civil Rights Project, UCLA, May 15, 2014.
Richard Rothstein, "The Urban Poor Shall Inherit Poverty," The American Prospect, January 7, 2014.
Paul Tractenberg, Gary Orfield, and Greg Flaxman, "New Jersey's Apartheid and Intensely Segregated Urban Schools: Powerful Evidence of an Inefficient and Unconstitutional State Education System," Institute on Education Law and Policy, Rutgers Newark and Civil Rights Project, UCLA, October 2013.
Richard Rothstein, The Color of Law: A Forgotten History of How Our Government Segregated America, May 2017.
South Burlington County. NAACP v. Township. of Mount. Laurel, 336 A.2d 713 (1975).
Southern Burlington County NAACP v. Mount Laurel Township, 67 N.J. 151 (1975).; Southern Burlington County NAACP v. Township of Mount Laurel, 92 N.J. 158 (1983).
John Hasse, John Reiser, Alexander Pichacz, "Evidence of Persistent Exclusionary Effects of Land Use Policy within Historic and Projected Development Patterns in New Jersey: A Case Study of Monmouth and Somerset Counties," Rowan University Geospatial Research Laboratory, June 2011.
Roslyn Arlin Mickelson, "School Integration and K-12 Outcomes: An Updated Quick Synthesis of the Social Science Evidence," National Coalition on School Diversity, October 2016.
Richard D. Kahlenberg and Halley Potter, "The Original Charter School Vision," New York Times, August 30, 2014.
Rucker C. Johnson, "Long-Run Impacts of School Desegregation & School Quality on Adult Attainments," National Bureau of Economic Research, January 2011.
Rucker C. Johnson, "The Grandchildren of Brown: The Long Legacy of School Desegregation," Goldman School of Public Policy, University of California, Berkeley, 2012.
Genevieve Siegel-Hawley, "How Non-Minority Students Also Benefit from Racially Diverse Schools," National Coalition on School Diversity, October 2012, p 2.
U.S. Department of Education, "Innovations in Education: Creating Successful Magnet School Programs," 2004.
U.S. News and World Report: "Best High Schools in New Jersey."
Sheff v. O'Neill, 238 Conn. 1, 678 A.2d 1267 (1999).
Genevieve Siegel-Hawley and Erica Frankenberg, "Research Brief 6: Magnet School Student Outcome: What the Research Says," The National Coalition on School Diversity, 2011.
John Mooney, "NJ's School-Choice Program might be too popular for Its own good," NJ Spotlight, November 27, 2013.
The National Coalition on School Diversity, "Issue Brief 3: Recommendations for Choice Program Provisions in the Elementary and Secondary Education Act," April 2011.
Display Report Section(s)
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© 2019 The Fund for New Jersey


text:
<?php

namespace Acme\DemoBundle\Migrations\Data\ORM;

use Doctrine\Common\DataFixtures\FixtureInterface;
use Doctrine\Common\Persistence\ObjectManager;

class CustomFixture implements FixtureInterface
{
    public function load(ObjectManager $manager)
    {
        // ...
    }
}

redpajama_set_name: RedPajamaGithub


text:
Digital Brand Services Blog
Domains, new gTLDs, brand protection, security & trademark news
Domains & New gTLDs
Weekly TLD Updates
Weekly Launch Guide August 18, 2019
The Magic of Las Vegas
Dot Vegas Inc. has announced the release of 2000+ previously Registry Reserved names, as well as 3,500+ names previously listed as premium. This release begins August 1,2019 through October 31,2019. The domain names will be allocated on a first-come, first-served basis. Registrants with a valid signed mark data (SMD) file issued by the Trademark Clearinghouse (TMCH) can apply for a domain name previously listed as Registry Reserved. Beginning November 1, 2019 the domain names will be open to all interested registrants, allocated on a first-come, first-served basis. CSC is order ready for this release. If you have any questions or interest in the name release, please contact your Client Service Partner.
A new domain blocking mechanism has arrived, and this time, it is adults only – adult themes, that is. ICM Registry, (acquired by Minds & Machines (MMX) registry), recently announced a soft launch of a new blocking program that allows defensive minded Organizations to block registrations aimed specifically at its 4 adult-themed TLDs – .xxx, .adult, .porn, and .sex.
ICM is no stranger to blocks, having been a pioneer of this type of protection service for .xxx in 2011, with a "Sunrise B" phase to protect rights holders from infringement in a domain space that they may otherwise have no interest in registering. ICM now looks to expand that program to their subsequent adult-themed TLDs (.adult/.sex/.porn), which launched in 2015. The 'AdultBlock' program is partnering and utilizing the same platform of the recently launched Uniregistry's Uni EPS and EPS+ Block programs and will operate in a similar manner.
Adult blocks are available at two levels, 'AdultBlock' standard and AdultBlock Plus ("+"). The standard offering protects a single label across all four of the TLDs, inclusive of any premium domains. The AdultBlock+ allows a wider coverage of an unlimited number of variant labels from the owners' SMD file or their original ICM "Sunrise B" label from the 2011 launch of .xxx. The AdultBlock+ level of protection also covers variants using homoglyphs and IDNs, which can appear confusingly similar to the English (ASCII) characters in a domain name.
CSC will continue to provide details on the launch as more information becomes available. If you have questions, or would like to express interest, please contact your Client Service Partner.
Australia Prepares For Top-Level Launch
The .au Domain Administration (auDA) announced plans to allow second-level registrations in the .au domain space. The launch is expected in the fourth quarter (Q4) of 2019 and will last approximately 6 months. Holders of existing third-level .au domains (such as .com.au, .net.au, .org.au, id.au & .asn.au) receive priority status for the corresponding second-level domain, and will be assigned a category for a Grandfather Phase. Third-level domains registered on or before February 4, 2018, are assigned Priority Category 1. If registered after February 4, 2018, the domains fall into Priority Category 2. Category 1 is the first priority. If multiple parties hold Category 1 for the same domain name string, and wish to register the exact match in the second level .AU, they may negotiate an agreement as to which will be the Designated person to register the .AU domain. The registry will provide a tool prior to the launch for registrants to view any domains in conflict. The tool aims to provide registrants with information on domains that have matches across all .au sub-extensions and the priority level for each. The tool will also show the application status for the top level domain, if submitted.
Unlike the recent launch phases of .uk domains, the auDA will only validate that organization name and ABN/ACN/TM match the third-level .au domain at time of registration for .au.
The registry has not confirmed exact dates at this time, and all launch details are still subject to change. CSC will communicate additional information and requirements as it becomes available. Please contact your Client Service Partner if you are interested in participating.
Still Launching
The following TLDs have launch phases (Pre-General Availability) that are currently still in progress. If you are interested in participating in any of these launches, please contact your Client Service Partner.
Order Entry Deadline
First-come First-served (FCFS)
Registry Reserved Name Release
.Shop 10-Sep-2019 N/A Yes GMO Registry
CSC Digital Brand Services August 16, 2019 August 19, 2019 Weekly TLD Updates
← Confused about domain locks? Understand the intricacies and security effectiveness.
Brand Protection Breakfast Briefing: Online Investigations and Brand Protection in the age of digital innovation →
Copyright © 2020 Digital Brand Services Blog. Powered by WordPress. Theme: Spacious by ThemeGrill.
CSC Digital Brand Services
Corporation Service Company©

redpajama_set_name: RedPajamaCommonCrawl


text:
Q: Script is correct but doesn't run in the browser So I have this really basic js script linked in the HTML, it gives no errors when i try to run it but it just doesn't do what it's supposed to. Here's the code:

var canvas = document.getElementById("canvas"),
  c = canvas.getContext("2d"),
  width = canvas.width = window.innerWidth,
  height = canvas.height = window.innerHeight;
c.fillRect(0, 0, 50, 50);
<!DOCTYPE html>
<html>

<head>
  <script type='text/javascript' src='main.js'></script>
</head>

<body>
  <canvas id='canvas'></canvas>
</body>

</html>

This should just draw a square in the top-left corner, but it does nothing. It was originally a quite large file, but i reduced it to this just as a proof of concept. As you can see, the snippet works, but chrome doesn't.

A: your script is launched before the declaration of the canvas. At the time of script launch your canvas dom object is not defined. In addition, change type to text/javascript. Change to this :
<!DOCTYPE html>
<html>

<head>

</head>

<body>
  <canvas id='canvas'></canvas>
  <script type='text/javascript' src='main.js'></script>
</body>

</html>

redpajama_set_name: RedPajamaStackExchange


text:
Schell Games' Privacy Policy
Last Revised: July 27, 2018
Schell Games respects your privacy and we are committed to protecting it through our compliance with this Privacy Policy ("Privacy Policy" or this "Policy"), our Terms of Use, and our Cookie Policy.
This Privacy Policy describes the types of information we may collect from you (or that you may provide) when you visit schellgames.com (the "Website") and all our related websites, including without limitation jesseschell.com, ieytd.com, untilyoufall.com, hololabchampions.com, enemymindgame.com, happyatoms.com, and waterbearsgame.com (collectively, the "Websites"), and our practices for collecting, using, maintaining, protecting, and disclosing that information.
On our Websites.
In email and other electronic messages between you and our team.
Please read this Privacy Policy carefully to understand our policies and practices regarding your information and how we will treat it. If you do not agree with our policies and practices, your choice is not to use our Websites. By accessing or using our Websites, you agree to this Privacy Policy. This policy may change from time to time. Your continued use of our Websites after we make changes is deemed to be acceptance of those changes, so please check the policy periodically for updates.
Please note our Privacy Policy is part of the Terms of Use and is incorporated therein by references.
We collect several types of information from and about users of our Websites, including information:
by which you may be personally identified, such as name, e-mail address, telephone number, address, or any other identifier by which you may be contacted online or offline ("personal information"); and/or
that is about you but individually does not identify you, such as "aggregate" or "anonymized" data.
Directly from you when you provide it to us; and
Automatically as you navigate through the site. Information collected automatically may include information collected through cookies.
Information We Collect Through Automatic Data Collection Technologies
The information we collect on or through our Websites may include:
Information that is about you but does not individually identify you, such as "aggregate" or "anonymized" data.
Information that you provide by filling in forms on our Websites. This includes information provided at the time of requesting further information, signing up to playtest, requesting a media kit, applying for a job, or subscribing to our mailing list. We may also ask you for information when you report a problem with our Websites.
Details of your visits to our Websites, including traffic data, location data, logs and other communication data.
Records and copies of your correspondence (including email addresses), if you contact us.
Your search queries on our Websites.
Again, the information we collect automatically is statistical (anonymized) data and does not include personal information, but we may maintain it or associate it with personal information we collect in other ways. It helps us to improve our Websites and to deliver a better and more personalized service, including by enabling us to:
Store information about your preferences, allowing us to customize our Websites according to your individual interests.
Recognize you when you return to our Websites.
The Automatic Data Collection Technologies We Use
We store First Party Tracking Technologies when you visit or access our Websites, when you interact with embedded items on our Websites, and/or when you interact with Schell Games' content on Third Party websites (e.g., social media pages). In addition, we authorize certain Third Parties (e.g., our social media and analytics providers) to store Third Party Tracking Technologies.
The technologies we use for this automatic data collection may include Cookies (or browser cookies). A cookie is a small file (piece of text) that's placed on the hard drive of your computer or mobile device when you visit a webpage. A cookie file is stored in your web browser and allows the Service or a Third Party to recognize you and make your next visit easier and the Service more useful to you. You may refuse to accept browser cookies by activating the appropriate setting on your browser. However, if you select this setting you may be unable to access certain parts of our Websites. Unless you have adjusted your browser setting so that it will refuse cookies, our system will issue cookies when you direct your browser to our Websites.
Third Parties We Authorize To Use Cookies and Other Tracking Technologies.
We authorize the following Third Parties to use the Tracking Technologies which are listed below:
Third Party Tracking Technologies: Performance Tracking Technologies
Google Analytics uses cookies to collect information about how people use our Websites. Specifically, it collects aggregate (anonymous) information on the number of website visits, certain demographics, likes, interest, user attrition and traffic flow. We use this information to improve user experience on our Websites.
In addition, this data is collected for remarketing and retargeting purposes (i.e., data is used for recommending relevant related content). See Google Analytics Privacy Policy
This technology is used for the purpose of gaining audience insight. Specifically, Bandcamp uses cookies to collect information on aggregate sales, downloads, plays and location. See Bandcamp Privacy Policy
Third Party Tracking Technologies: Social Media/Advertising/ Performance Tracking Technologies
Facebook stores cookies which allow the Facebook "Like" social sharing functionality but only if you click on the Facebook "Like" button on our Website or log in to the Website using your Facebook account. Facebook also uses cookies to collect aggregate demographics and interests data, which are collected for the purpose of gaining audience insight and advertising (i.e., collecting data used for recommending relevant related content).
Our pages on Facebook collect aggregate information on sales, the countries where content is downloaded, and number of product views. We use this information to gain audience insight, track product sales/revenue achievements, and set benchmarks. See Facebook Privacy Policy.
Third Party Tracking Technologies: Social Media/Advertising Tracking Technologies
Linkedin collects aggregate demographic information and data on interests. We use that information for the purpose of gaining audience insight and advertising. See Linkedin Privacy Policy.
Third Party Tracking Technologies: Social Media Tracking Technologies
This cookie collects aggregate traffic statistics for the purpose of audience insight. See Reddit Privacy Policy.
This technology is used for the purpose of gaining audience insight. Specifically, Twitch uses cookies to track how people watch videos; including information on how much of each video is watched and how many times (on average) each video is watched. See Twitch Privacy Policy.
Twitter stores cookies which allow you tweet about Schell Games content; plus, its cookies collect information on aggregate demographics and interests for the purpose of advertising (i.e., collecting data used for recommending relevant related content). See Twitter Privacy Policy.
Third Party Tracking Technologies: Social Media/Performance Tracking/Advertising Tracking Technologies
Vimeo uses cookies to track how people watch videos; including information on how much of each video is watched and how many videos each visitor views. We use this information to form experience, perform Craft maintenance and track bugs. Plus, we use this data for advertising purposes (i.e., recommending relevant related content). See Vimeo Privacy Policy.
Youtube uses cookies to track how people watch videos; including information on how much of each video is watched and how many videos each visitor views. This data is used to gain audience insight and for advertising purposes (i.e., recommending relevant related content). See YouTube Privacy Policy.
Steam collects aggregate information on sales, the countries where content is downloaded, and number of product views. We use this information to gain audience insight, track product sales/revenue achievements, and set benchmarks. See Steam Privacy Policy.
Tumbler uses cookies to collect data on the number of post views, which is used to gain audience insight. See Tumblr Privacy Policy.
Our newsletters are exclusively opt-in, and this cookie collects the following information (which users input): email addresses and names (first and last). We use this information to send company information for business development purposes. See MailChimp Privacy Policy.
OCULUS STORE
This cookie is used (in conjunction with Facebook) to collect information on aggregate sales data, the country of origin for purchases, and aggregate return frequency data. We use this information to gain audience insight, track product sales/revenue achievements, and set benchmarks. See Oculus Store Privacy Policy.
This cookie collects information on application downloads and content curation. We use this information to gain audience insight, track product sales/revenue achievements, and set benchmarks. See PlayStation Store Privacy Policy.
This cookie collects information on application downloads and content curation. We use this information to gain audience insight, track product sales/revenue achievements, and set benchmarks. See Google Play Privacy Policy.
ITUNES/APPLE
This cookie collects information on application downloads and content curation. We use this information to gain audience insight, track product sales/revenue achievements, and set benchmarks. See iTunes Connect Privacy Policy.
This cookie collects aggregate sales data. We use this information to gain audience insight, track product sales/revenue achievements, and set benchmarks. See Humble Bundle Store Privacy Policy.
We reserve the right to authorize additional Third Parties to use Tracking Technologies to collect information for internal business purposes of experience tuning, maintenance and bug tracking in accordance with our Privacy Policy.
To present our Websites and their contents to you.
To fulfill the purpose for which you provide it. For example, if you give us an email address to use the "PLAYTEST SIGNUP" feature of our Website, we will transmit the contents of that email and your email address to the recipients.
To enforce or apply our Terms of Use and other agreements
If we believe disclosure is necessary or appropriate to protect the rights, property, or safety of Schell Games, our customers, or others. This includes exchanging information with other companies and organizations for the purposes of fraud protection and credit risk reduction.
You can set your browser to refuse all or some browser cookies, or to alert you when cookies are being sent. If you disable or refuse cookies, please note that some parts of this site may then be inaccessible or not function properly.
If you do not wish to have your email address/contact information used by the Company to promote our own products or services, you can opt-out by checking the relevant box located on the form on which we collect your data or at any other time by sending us an email stating your request to legal@schellgames.com.
You can review and change your personal information by sending us an email at legal@schellgames.com. Specifically, you can send us an email to request access to, correct or delete any personal information that you have provided to us. We may not accommodate a request to change information if we believe the change would violate any law or legal requirement or cause the information to be incorrect.
We are committed to "Privacy by Design" concepts, and we have implemented measures designed to secure your personal information from accidental loss and from unauthorized access, use, alteration, and disclosure. All information you provide to us is stored on our secure servers behind firewalls.
Unfortunately, the transmission of information via the internet is not completely secure. Although we do our best to protect your personal information, we cannot guarantee the security of your personal information transmitted to our Websites. Any transmission of personal information is at your own risk. We are not responsible for circumvention of any privacy settings or security measures contained on the Websites.
We may revise this Privacy Policy, for example, to reflect changes in the law, our practices, or features of our products. It is our policy to post any changes we make to our privacy policy on this page with a notice that the privacy policy has been updated on the Website home page. These changes will be effective immediately upon posting. As a result, you should periodically review the Privacy Policy so that you are up to date on our most current policies and practices. The date the privacy policy was last revised is identified at the top of the page.
By using our Websites you agree to the terms and conditions of this Privacy Policy, and, by continuing to use our Websites after changes have been made, you agree to the changes.
If you have any questions or concerns regarding this Policy, please contact us at:
Schell Games
220 W. Station Square Drive
legal@schellgames.com


hearth/myth: Spring has sprung early.
On Friday morning, as usual, I walked out the door of our apartment building and crossed the parking lot to the bus stop. And stopped. Because on the street right next to the stop, there's a cherry tree, and it had burst into bloom overnight.
Keep in mind that it's still February. It ought to be the dead of winter here. And yet our cherry trees are beginning to bloom. (There's photographic proof over to the left.) And a friend told me today that her daffodils are blooming.
We've had an odd sort-of-winter here in the mid-Atlantic. Despite what Punxatawny Phil predicted on Groundhog Day, spring appears to have sprung several weeks early here. We had a run of 70-degree days this past week. And while snow is not out of the question -- we've had storms in mid-March that have dumped several inches of the stuff on us -- my gut is telling me it's unlikely this year.
The problem for me isn't the outdoor temperature -- it's the indoor temperature. You see, our apartment building uses hot-water radiators for heat. Turning the central boiler on and off is a process, so the building management picks a day in late spring, typically in May, to switch off the heat and turn on the air conditioning. They do the same thing in reverse in the fall. And although we have thermostats in our apartments, they only work so well: even with the heat turned to off, the radiators still radiate.
Invariably, we have some days during each transition period where the indoor temperature is sub-optimal; either we're baking inside because it's hot outside and the heat is on, or it's freezing inside because we've had a cold snap while the a/c is on. It happens every spring and fall. And every spring and fall, like clockwork, somebody in the building complains.
I try to be sympathetic, but please. I grew up in a house with no heat in the bedrooms. My father built the place as a summer home, so he installed wall heaters in the common areas, figuring that was all we'd need. Once we moved there permanently, we made do. If I wanted to be warm in my bedroom when I was a kid, I had three choices: a) burrow under the covers, or b) keep the door open, or c) both.
Plus I've lived in places with radiators before, so I know the drill: When it's too hot inside, you put on shorts and open the windows. When it's too cold inside, you fire up a space heater or two, and put on extra layers.
Explaining that to the complainers, however, gets me nowhere. So I guess I'll keep smiling and nodding, opening my windows and wearing shorts inside, until it gets cold again, or until the management turns on the a/c -- whichever comes first.
These moments of bloggy warmth have been brought to you, as a public service, by Lynne Cantwell.
Why the words must come.
Curmudgeon Corner: Why I hate football.


text:
Poverty anywhere is a threat everywhere
Breaking the cycle of poverty involves full employment and decent work. This has been a major thrust of the ILO approach. Evidence shows that decent and productive jobs, sustainable enterprises and economic transformation play a key role in reducing poverty. While development assistance remains important, countries that managed to pull themselves out of poverty were those that were able to move from low to higher productive activities, while strengthening institutions for governance and social protection for workers and their families. More on ILO's work on poverty reduction
Haiti earthquake aftermath: 522 entrepreneurs in entrepreneurship training programmes, 53 new businesses established in the construction sector; 766 microenterprises set up focusing on debris recycling.
Bangladesh: Since 2011, over 100,000 women and men have benefited from apprenticeships within technical and vocational education and training (ILO TVET Programme).
The ILO has joined forces with the Africa Agriculture and Trade Investment Fund (AATIF) in a range of LDCs, including Burundi and Zambia to help assess social and environmental risks of investments in agriculture in Africa.
Better Work Programmes: through Transparency Databases, monitors accountability and transparency in the garment sector in Bangladesh, Haiti and Lesotho.
HIV/AIDS in Tanzania: 491 jobs created and 1201 businesses engaged to prevent the spread of HIV in transport corridors.
Latest ILO news
Statement by the Secretary-General of IMO and the Director-General of ILO's calling for attention to the matter of ʺno crew changeʺ clauses in charterparties
© Jake Brewer 2021
Focus on LDCs
Country data and ILO results in Least Developed Countries
Growth, productive employment and decent work in LDCs (Report and Q&A)
Greening the economies of least developed countries: The role of skills and training
Poverty Reduction Strategies
Working out of Poverty: ILO Director-General's report
The 2030 Agenda for sustainable development
Fragile states and disaster response
Publication (231) Article (111) Press release (84) Web page (67) News item (48) Statement (48) Video (42) Project documentation (39) Meeting document (31)
Presentation (21) Project (20) Document (15) Briefing note (15) Instructional material (12) Audio (4) Normative instrument (2) Questionnaire (2) Policy (1) Mission report (1) Terminology (1)
by regions/country
Global (217) Asia (64) Africa (62) India (48) Philippines (27) Viet Nam (23) Europe (23) Indonesia (21) Sri Lanka (20)
Peru (20) Jordan (19) South Africa (18) Americas (18) Nigeria (16) Cambodia (16) Pakistan (14) Mali (14) Uganda (14) Tanzania, United Republic of (14) Bangladesh (12) Lao People's Democratic Republic (11) Honduras (11) Burkina Faso (11) Tajikistan (11) Kyrgyzstan (10) China (10) Nepal (9) United States (9) Kenya (8) Lebanon (8) Argentina (7) Arab States (7) Brazil (7) Iraq (7) Egypt (6) Thailand (6) Myanmar (6) Timor-Leste, Dem. Rep. of (6) Zambia (6) Liberia (6) Malawi (6) Singapore (5) Ghana (5) Chile (5) Italy (5) Zimbabwe (4) Ethiopia (4) Germany (4) Portugal (4) Tunisia (4) Bosnia and Herzegovina (4) Mozambique (4) Switzerland (4) Syrian Arab Republic (4) Yemen (4) Mexico (4) Madagascar (4) Turkey (4) United Kingdom (4) Rwanda (4) Lesotho (3) Ireland (3) Benin (3) El Salvador (3) Namibia (3) Mongolia (3) France (3) Iran, Islamic Republic of (2) New Zealand (2) Afghanistan (2) Israel (2) Saudi Arabia (2) Paraguay (2) Congo, Democratic Republic of the (2) Botswana (2) Morocco (2) Colombia (2) Belgium (2) Brunei Darussalam (2) Maldives (2) Costa Rica (2) Venezuela (2) Uzbekistan (2) Kuwait (2) Somalia (2) Haiti (2) Albania (1) Korea, Republic of (1) Russian Federation (1) Kazakhstan (1) Côte d'Ivoire (1) Republic of North Macedonia (1) Papua New Guinea (1) Kiribati (1) Spain (1) Cameroon (1) Bolivia (1) State of Lybia (1) Finland (1) Dominican Republic (1) Anguilla (1) Bahrain (1) Greece (1) Congo (1) Qatar (1) Denmark (1) Tuvalu (1) Netherlands (1) Mauritius (1) Angola (1) Montenegro (1) Georgia (1) Moldova, Republic of (1) Vanuatu (1) Azerbaijan (1) Guatemala (1) Sudan (1) Hungary (1) Oman (1) Uruguay (1) Cuba (1) Serbia (1) Solomon Islands (1) Ecuador (1) Burundi (1) Ukraine (1) Canada (1) Malaysia (1) South Sudan (1) Armenia (1) Togo (1) Senegal (1) Panama (1) Samoa (1)


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Inov-8 held it's first ever US-based athlete retreat in Big Sur, CA. The weekend included workouts, product feedback, trail running, a cooking competition, a nutrition talk, and interviews with over 20 of our #committed off road and fitness athletes. We filmed this over the retreat, nature filming with extreme sports, this was a super fun project with a company we love.
This was filmed in documentary style, everything true and nothing staged. A little behind the scenes story on this project is that Shira Lane, the cinematographer and director, was 8 months pregnant while climbing and shooting all shots. Bring it on! Push harder! as they say with Inov-8.
Unleashed Productions is an eco minded boutique creative agency and video production company in one with offices in Los Angeles, San Francisco and in Sacramento in early 2016. We love creating commercials and video content that resonates and sparks important conversations, or help a do good company expand it's out reach and message. That being said we are super selective with the companies we work with. We do a lot of research on the companies we work with and become proud ambassadors of them.


text:
Q: h- and v- phantom a tikzpicture I try to hide a tikzpicture :
Depending on a boolean, I want to see or not the tikzpicures of a document (show them on display, but hide them on paper) in order to students draw them.
The hidden tikzpicture as to leave its blank space.
\vpanthom or \hphantom don't work.

A: You can combine the every picture style and execute at end picture:
\documentclass{article}
\usepackage{tikz}
\newif\ifhidepics
\hidepicsfalse
%\hidepicstrue % uncomment to hide tikzpicture

\ifhidepics
\tikzset{every picture/.append style={
execute at end picture={
\fill [white] (current bounding box.south west) rectangle (current bounding box.north east);
}}}
\fi

\begin{document}
Something here.

\begin{tikzpicture}
\node at (0,0) {A};
\node at (2,5) {B};
\end{tikzpicture}

More text.

\begin{tikzpicture}
\node at (0,0) {A};
\node at (2,2) {B};
\end{tikzpicture}

Test.

\end{document}


text:
Q: Is it safe to kill the [workplace] tag? After seeing a rather poor quality question on SO, I noticed that SO has a workplace tag with no wiki.  The only purpose of the tag is to help find some really bad quality questions about career advice and workplace advice - many of which are closed, some that still need to be closed, and most of which that need to be deleted.
Fortunately there are only 37 questions most of which are asking questions about the workplace and/or career advice, but there appears to be two that might be programming related (although the first is not a good on-topic question as it is just asking for a comparison).
Does the workplace tag have a legitimate purpose that I am not aware of - specifically related to a library or function that is being asked in the 1 programing question?  Or is it safe to remove it from all of the posts and let Trogdor do his thing?

A:

A: On this note, please don't just migrate questions to The Workplace.
Some of the questions previously tagged looked, from title at least, like they could be suitable for migration. But a very good percentage too looked like they would need to be closed initially (which becomes a pain then, see my above post).

A: I'd suggest it probably is safe.
I originally mentioned Programmers as a potential home for these questions, but I was wrong.
I'm a bad man.
Many workplace based questions related to the industries SO serves are better suited on https://workplace.stackexchange.com/ where many of the users are in a better position to answer.
workplace isn't programming specific.
SO is for programming - relates to specific coding discussions.
Workplace is for Workplace based issues.
I think workplace items should be migrated to Workplace if they are able


text:
Home > Diorama > Diorama Animals
Brand: SG Toys
Part Number:GISGT-S012A
The English Springer Spaniel is a breed of gun dog in the Spaniel family traditionally used for flushing and retrieving game. It is an affectionate, excitable breed with a typical lifespan of twelve to fourteen years. They are very similar to the Welsh Springer Spaniel and are descended from the Norfolk or Shropshire Spaniels of the mid-19th century; the breed has diverged into separate show and working lines. The breed suffers from average health complaints. The show-bred version of the breed has been linked to "rage syndrome", although the disorder is very rare. It is closely related to the Welsh Springer Spaniel and very closely to the English Cocker Spaniel; less than a century ago, springers and cockers would come from the same litter. The smaller "cockers" hunted woodcock while the larger littermates were used to flush, or "spring", game. In 1902, The Kennel Club recognized the English Springer Spaniel as a distinct breed. They are used as sniffer dogs on a widespread basis. The term Springer comes from the historic hunting role, where the dog would flush (spring) birds into the air.
Product size : 14cm*5cm*11cm
Dunkleosteus
Therizinosaurus
Boa Constrictor
Doberman Pinscher - Lying
Alligator with Babies
Large Lion
Rhino Mutant
Deluxe Spinosaurus w/Articulated Jaw
Protoceratops with Movable Jaw (Deluxe/1:6 Scale)
Armored War Horse (Red & White Version)
Glow in the Dark Snakes Set (1:18 Scale)


text:
The Antelope Valley Times
Your community. Your issues. Your news.
LA County to offer in-person school waivers
by City News Service • September 29, 2020
LOS ANGELES – The Board of Supervisors voted unanimously Tuesday to allow a limited number of schools to apply for waivers to offer in-person instruction for students in pre-kindergarten through 2nd grade.
Based on a motion by Supervisors Kathryn Barger and Janice Hahn, the county will offer waivers for up to 30 schools per week, prioritizing those with the highest number of low-income students who receive free or reduced-price school lunches. Waivers will be offered equally across all five county supervisorial districts, but if the cap is not reached in any given week, schools with the highest percentage of students qualified for lunch subsidies will be accommodated, regardless of location.
"All students are entitled to a free and appropriate education. For many of our students most at risk, distance learning is neither free nor appropriate," Barger said. "It is critical that we begin the process of reopening our schools at limited capacity (and) slowly bring students, teachers and staff back to campus."
Waivers will need to be approved by the state. More than 500 schools in the county have already partially opened to offer services to high-need students, but Supervisor Sheila Kuehl said few public schools are among them, something she wants to see change.
"You look at the list of schools that applied — more than half of them were private, many of them religious schools," Kuehl said. "And nothing against private schools and religious schools, but the equity issue is very big here. I want us to be able to help our public schools get an advantage here, but also to be able to keep their students and their staff safe."
This effort also asks the Department of Public Health to provide biweekly updates to the Board of Supervisors concerning the waiver process, compliance at reopened schools, suggestions regarding contact tracing workflow and efforts to improve the quality and quantity of data recorded regarding school exposures.
A copy of the motion can be found here.
Filed Under: Education, Home, Los Angeles County
East Lancaster on Readers Speak Out! (January 2023): "Judging from your posts, it's no surprise that you would vote for Rex. Unfortunately, there are a couple thousand others…" Jan 29, 10:19
Tim Scott on Siblings of Lancaster woman testify she abused her children: "The court generally doesn't just hand over the money to 'the family' and move on to the next case. When…" Jan 29, 09:25
Stinger on Readers Speak Out! (January 2023): "God is God. Religion is a creation of man. The two do not necessarily intersect." Jan 29, 09:21
Stinger on Readers Speak Out! (January 2023): "Go Purple!" Jan 29, 09:16
Demone boyd on Raising Cane's is one step closer to new Palmdale location: "Well like to apply" Jan 28, 22:00
Copyright © 2023 · The AV Times LLC. All rights reserved. Terms of Use


text:
Gazette of the United States.
Philadelphia [Pa.] (1795-1796)
About Gazette of the United States.
Gazette of the United States. : (Philadelphia [Pa.]) 1795-1796
Gazette United States
Gazette of the United States and daily evening advertiser. (Philadelphia [Pa.]) 1794-1795
Philadelphia [Pa.]
Philadelphia, Philadelphia, | View more titles from this: City County
Printed by John Fenno
Vol. 8, no. 878 (July 1, 1795)-v. 9, no. 1189 (June 30, 1796).
Daily (except Sunday)
Pennsylvania--Philadelphia County.--fast--(OCoLC)fst01217128
Pennsylvania--Philadelphia.--fast--(OCoLC)fst01204170
Philadelphia (Pa.)--Newspapers.
Philadelphia County (Pa.)--Newspapers.
"Of the" appears within title ornament, July 1, 1795.
Also issued in microopaque and microfilm from Readex Microprint Corp.
Published as: Gazette United States, July 2, 1795-Jan. 5, 1796.
Succeeding Titles:
Gazette of the United States, & Philadelphia daily advertiser. (Philadelphia [Pa.]) 1796-1800
Gazette of the United States. July 8, 1795, Image 1


Considering it's only two days after Thanksgiving, I'm assuming that many individuals are plagued with feeling of "What can I possibly do with all of this Turkey?" This video I found on Facebook made me crack up this morning. Day 1....you are so excited. I think the day after Thanksgiving is actually my favorite part of the holiday. A lot of times this day ends up being my birthday, which is an added bonus. Thanksgiving is stressful, you are worrying about entertaining, the cleanup, people's reaction, you often times forget to actually taste the food. The day after...man that is bliss. Day 2, the excitement is definitely still lingering. I felt this today. I enjoyed every bit of my meal. Yet, when I was throwing my plate into the dishwasher, I could see in my peripheral vision the bacon surrounding the scallops start to loose its crisp. The gravy had solidified into an unappetizing gel after being refrigerated. I had to pry the once oozing, gooey baked brie off of the parchment paper to cut a slice. After two days of lunch/dinner time feasts, the thought of eating turkey tomorrow is just not appealing.
Don't fret my friends, this is an issue that is easily solved. There are more variations of leftover turkey recipes than there are for thanksgiving side dishes. I don't know where you live but here in New England, it has been horribly cold. My car recorded the temperature at 17 degrees when I drove over to my parents house on Thanksgiving morning. My nighttime ritual on this rare long weekend is to be snuggled under a blanket reading a book. For those who know me, and know how cliche that sounds, this is a true statement. There is something that goes along hand in hand with coldness, blanket snuggles, and books. Yes, hot chocolate, coffee, or tea fits that scenario but I am talking about soup. Soup can cure many things. A stuffy nose, frozen fingers after playing pond hockey, or even your mind after getting a 54 on a college test (thank you Panera broccoli cheddar). Soup is a critical component of our culinary existence. Soup is needed across all times of the year. No season of Autumn is complete without at least several bowls of butternut squash soup. Italian wedding soup helps to heal my soul during Winter, when the thought of me getting married is so far far away. Pea soup during the Spring reminds us that freshness is coming; greenery will soon be sprouted from the grounds like a pea shoot. Who can deny a cold, pure, fresh bowl of gazpacho in the summer? We all know what the most common soup is. A soup that can be consumed across all seasons, all types of weather, guaranteed to lift all moods. Chicken Noodle Soup. After all, it's good for the soul. Want to know what to do with your Thanksgiving leftovers? Transform that turkey into a delicious, hearty, heartwarming version of turkey noodle soup. You won't regret it.
In a dutch oven or large soup pot heat butter over medium high heat. Add in onion, carrots and celery, and mushrooms and cook until soft (roughly 2 - 3 minutes). Add in garlic and cook for an additional 30 seconds. Add in chicken broth and water and bring the soup to a boil. Cook for 15 minutes. Add in turkey, oregano, basil, garlic powder, thyme, and the egg noodles. Cook for another 12 minutes, until the noodles are fully cooked and soft. Season to taste with salt and pepper. Remove soup from heat and stir in the parmesan cheese. Ladle soup into bowl and top with extra parmesan cheese if desired.
A great benefit of this turkey noodle soup recipe is that it is great for freezing. Make a big batch, and spoon the leftovers into an air tight container. Thaw overnight in the fridge and reheat on the stove.


text:
Citation Guide: Home
This guide is a helpful resource for citing materials using APA, Turabian, and MLA.
APA Format Toggle Dropdown
Electronic Resouces
Chicago/Turabian Format Toggle Dropdown
MLA Format Toggle Dropdown
Statement of Academic Integrity
The integrity of the student is an important part of any educational program. Academic ethics are simply an extension of biblical principles of honesty.
Whenever you are doing research of any kind with the intention of presenting your findings to an audience, you must carefully distinguish between your contribution (e.g., conclusions, explanations, interpretative comment, organization, perception of relationships) and the contribution of your sources (e.g., ideas, reasoning, illustration, statistics, graphics, organization, actual words). Words, syntax, organization, and ideas that originate with your sources must always be attributed to their actual owners. You must clearly acknowledge all indebtedness. The only exception to this ethical principle is "general knowledge," the information shared by all knowledgeable writers on a particular subject. Since such information (the ideas but not the specific words) may be regarded as in the public domain, the specific source in which you find it need not be mentioned, even though you may not have known the information before. However, you must paraphrase sources of general information. You may not quote them without appropriate documentation.
A legitimate paraphrase remains true to the original in its representation of both the ideas and the author's intent. To ignore the context and construe the ideas in some way that violates the author's intent, even though the ideas themselves are accurately presented and the author is duly cited, is an offense against the author and against the ethics of scholarship as serious as to acknowledge no source at all. A legitimate paraphrase retains the essential content and intent of a passage but expresses these in different words and sentence structure. It is not enough simply to transpose or otherwise rearrange the parts of a sentence or simply to substitute a synonym or alter the part of speech of a word here and there.
The following examples demonstrate inappropriate and appropriate handling of source material:
"As Rome became involved in wars fought on many fronts and with many soldiers, supplying military provisions became a lucrative business. Usually the contractors were paid as soon as their work was completed. In a military emergency, however, they might be asked to accept a promise of deferred payment (probably with interest)"
(Shelton, JoAnn. As the Romans Did: A Source Book in Roman Social History. New York: Oxford University Press,
1988: pp. 146-47).
Unacceptable Paraphrase:
As Rome fought wars on many fronts and with many soldiers, supplying provisions to the military became a money-making business. Usually contractors were paid right away, but in an emergency they were asked to accept deferred payment (Shelton, 146–47). [This is inappropriate because it follows the same syntax (sentence structure) and uses many of the same words as the original.]
Acceptable Paraphrase:
Dealing in military supplies was a profitable industry when Rome's armies grew and became entangled on multiple fronts. Although suppliers occasionally agreed to accept delayed payment during times of crisis, in most cases the Roman government was able to pay them immediately (Shelton, 146–47).
Integrity is telling myself the truth. And honesty is telling the truth to other people.
-- Spencer Johnson
Next: APA Format >>
URL: https://libguides.bju.edu/citations
Subjects: How to Guides
Tags: AMA, APA, bju, citations, MLA, Turabian


Welcome to Healing Savvy, the Clinical Herbal, Nutrition and Health Coaching Practice of Sandi Ford. Where the best of traditional Western herbal medicine, sound nutrition practices based on the concept of biochemical individuality, and Sandi's wealth of experience with personal, practical, lifestyle changes, are combined with her easy and intuitive consulting and coaching style. No one knows better than Sandi herself, that the road to true health is an ever evolving learning process. It is her mission to help you create the life and health you want with as much grace, joy, and ease as possible.
At Healing Savvy you receive the personalized attention, guidance, and on-going support you need to improve your health and make sustainable and life long health choices. As each person I work with is unique, so will our work together be. No one herbal protocol, or diet is right for everyone. As your health coach, I will help you navigate the some times contradictory world of nutrition, set achievable goals, and make gradual changes, that help increase your happiness and enjoyment factor by improving your quality of health and life.
The desire and demand for quality and reliable herbal and nutritional knowledge is rising across many sectors of society today. Traditionally, herbal knowledge was passed down through families, lineages, or individuals apprenticed with elders. I still believe in this tradition of passing on knowledge human to human, herbal wisdom and intricacies that one cannot learn from a book. I wouldn't be the herbalist I am today without my teachers, or my students whose faces inspire me every time I see them light up with some new piece of information that I know has made a difference in their life at that moment. I am blessed to be a teacher.
Japanese knotweed, potent Lyme disease medicine.


nous savions comment marchait l'univers.
that has since become known overwhelms.
Aya oh deewan'ast?! Knoh cherah chup nishastee?
peace will never be attained.
and can't even understand what we say.
save us from terror and never-ending war.
In the garden outside, I have planted all my dead.
to see if we shall be strong.
A garden shows us what may await us in Paradise.
and the soul is waking up.
adding its heft and frequencies to the Universal Drift.
anything, everything can be lost.
the thing which is must suffer to be touched.
nor read Esperanto, and who despise poetry.
Uncertainty kills. As does certainty.
and yet, La tera estis tute kovrita per neĝo.
our boundaries, instead of tourists?
of exhaustion, of shock, of the heartache of refugees.
we were born speaking only to forget.
What else is love but recognition?
Love's nothing to do with happiness.
Power has to do with happiness.
Love only has to do with home.
She wishes you to know she is not dead.


text:
Zegar wieżowy – rodzaj dużego zegara umieszczonego w widocznym miejscu w przestrzeni publicznej w celu podawania czasu wszystkim osobom znajdującym się w jego zasięgu. Najczęściej zegary wieżowe wyposażone są w jedną lub więcej tarcz umieszczonych z czterech stron specjalnej wieży zegarowej lub wysokiego budynku użyteczności publicznej (na przykład wieży ratuszowej lub kościelnej), ale zdarzają się również egzemplarze, w których za wskaźnik upływu czasu służą sygnały dźwiękowe (na przykład dzwony lub kuranty) lub wizualne (kula czasu).

Mianem zegara wieżowego określa się także sam mechanizm zegara umieszczonego w przestrzeni publicznej, którego tarcza może, ale nie musi, być umieszczona na wieży lub wieżyczce. Najstarszy w Polsce zegar wieżowy znajduje się w zbiorach Muzeum Uniwersytetu Jagiellońskiego. W latach 1901-1938 w Krośnie znajdowała się "Pierwsza Krajowa Fabryka Zegarów Wieżowych" której właścicielem był Michał Mięsowicz.
W Gdańsku znajduje się poświęcone podobnym konstrukcjom Muzeum Zegarów Wieżowych.

Pod względem metody działania zegary wieżowe mogą się znacznie różnić między sobą: w przestrzeni publicznej umieszcza się zegary wodne, rtęciowe, balansowe, wahadłowe, elektryczne i cyfrowe.

Zobacz też

Przypisy

Bibliografia

Rzemiosło artystyczne

redpajama_set_name: RedPajamaWikipedia


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Application for May 3, 2015 Civil Service Exam- Paper-and-Pencil Test (CSE-PPT) for Professional Level and Sub-Professional Level is ongoing starting from November 17, 2014 until March 12, 2015 as announced by Civil Service Commission.
The second nationwide Civil Service Exam- Paper-and-Pencil Test is announced to be on October 18, 2015 and the filing of application will be open from May 25, 2015 to September 3, 2015. Please be noted that CSC accepts applicants in a first come, first served basis. This means that the application period may close earlier than announced if the CSC Regional and Field Office has already reached the maximum number of applications.
Passing of CSE-PPT for Professional Level and Sub-Professional Level is one of the requirements to be appointed in first and second level positions in civil service. It can also be a reference of an employer of a private sector.
Those taking the Professional Level Test will have three hours to answer questions on English and Filipino Vocabulary, grammar and correct usage, paragraph organization, reading comprehension, analogy and logic, numerical reasoning and general information such as about the Philippine Constitution, environmental protection, Code of Conduct and Ethical Standards for Public Officials and Employees, and human rights issues.
CSC applicants must be a Filipino citizen, 18 and above during registration, of good moral character, has not been dishonorably discharged from military or any government civilian position, was not convicted to any offense or crime and has not taken the CSE three months prior the the testing date.
The requirements are: dully accomplished application form, four standard passport sized picture with white background complete with hand written nametag and signature over printed name (first name must be written first), original and photocopied valid ID, and Php500 fee.
Proper attire must be worn during application. The applicants must file their application where they intend to take the test. Through Online Notice of School Assignment (ONSA), applicants will receive their places of examination 2 weeks before the testing date. Examinees must have a total passing rate of 80 percent to pass the CSE-PPT.