Journaling is an important and widely used instructional strategy that has become increasingly popular1 in both face-to-face and online classes. As a reflective activity, journaling gives a voice to students, allowing them to express their views about their learning experiences. It also provides teachers with timely feedback on what went well and what needs to be improved in the learning environment. Journaling is a two-way process involving both the students and the teacher—students record their reflections, after which the teacher responds and gives prompt written feedback.
Journaling is not a new concept. The typical journaling tool is a book or diary where students record personal experiences. Its purpose usually is self-assessment and improvement, or recording life events.2 More recently, journaling has been popularized in higher education3 for multiple purposes, such as enhancing critical thinking and raising self-awareness of learning processes.
With the onset of online learning, e-journaling has taken the place of the traditional paper-based journaling. Teachers who Web-enhance (face-to-face class backed by online support) or use blended learning (a flexible mix of face-to-face and online class sessions) find e-journaling to be a convenient option. For example, illegible handwriting (in both students' journal entries and teachers' responses) is no longer a problem, due to the text medium. More than five years ago, I switched from paper-based journaling to e-journaling in all my face-to-face classes while continuing to use e-journaling in the online courses. This article provides tips and suggestions for enhancing online coursework at the college and university levels through the effective use of e-journaling.
The impetus to write reflectively comes from God Himself, who told Jeremiah: "Write in a book . . ." (30:2, NRSV)4 which highlights the importance of recording events and experiences before we forget them. "Do not forget the things your eyes have seen or let them fade from your heart" (Deuteronomy 4:9, NIV)5 also reminds us that recording is a way to remember.
My own experience with reflective journals began when I was a graduate student at Andrews University (Berrien Springs, Michigan, U.S.A.) more than two decades ago. One of my professors consistently required learning journals in our classes. We were to turn in the journal notebook after each class, after taking sufficient time to reflect on the learning experiences. I enjoyed the reflective learning that took place during the journal experience because it was a means of communicating what I had learned. Reflective journaling gave me time to evaluate the learning experiences as well as a chance to share my thoughts about these experiences with the instructor. This convinced me to incorporate this learning tool into my own classes, and journaling has become an essential attribute of my classroom practice in higher education for the past two and a half decades.
Self-reflection has received much attention since the publication of John Dewey's early work How We Think.6 Dewey highlighted the significance of reflection in fostering students' critical thinking and procedural skills among students. He emphasized that experience alone is insufficient for learning, but must be accompanied by reflection on the experiences.
Reflection is defined as "an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning."7 Such reflection incorporates a blending of the mental and affective dimensions of human experiences. In the form of journaling, this reflection provides cognitive engagement that connects experiences during and after the class. Common indicators of cognitive engagement, as established by research, include students' "use of basic cognitive strategies such as rehearsal, elaboration, organization, and critical thinking; and self-regulatory strategies such as planning, monitoring, [and] regulating."8 The affective dimension of learning is also critical to address.
Student responses to the learning environment are more readily observable in a face-to-face class than in an online setting. Journaling serves as a convenient vehicle to build better understanding between students and the teacher. However, creating an appealing learning climate at the beginning of the course is critical if students and teachers are to receive the optimal benefits of journaling.
The purpose of reflection through e-journaling is to provide learners with opportunities to (a) connect existing knowledge and new information learned; (b) react in personal terms to information that was learned; (c) deepen learning through cognitive engagement; (d) strengthen social connectivity between the student and teacher; and (e) track learning goals. Reflections allow the learner to express emotions or thoughts that act as barriers to learning, whether from an affective perspective (feelings, opinions, ideas) or a cognitive (prior learning) perspective. E-journals provide students with a structured procedure for expressing such concerns.
In the context of online learning, reflective journals have the potential to increase teacher-student interactions and to sustain this communication throughout the course. Valuable student concerns can be shared in a non-threatening fashion. Especially important is the value of "wait-time" for interactions, as the delayed response allows more reflective thinking, compared to instant answers.
Most e-journals are asynchronous. This gives students and teachers the opportunity to think twice before responding, which allows a healthy and comfortable, two-way exchange of ideas between the student and the teacher. In both face-to-face classrooms and online, journaling enables the teacher to personalize his or her responses to each student through feedback that enhances the learning experience.
Since e-journaling is a requirement in all my classes, students are given instructions on how to complete this assignment at the beginning of the term. I share what is expected in terms of content, how often the journal entries are to be submitted, and the rubric that will be used for assessment (see Table 1). The journaling assignment is clarified through two main questions students must address: (a) What important and useful ideas have I learned? and (b) What would I like to see improved (either in the student's personal performance or course delivery)? The entries are uploaded to the learning-management system drop box at the end of each weekly unit, class period, or as determined by the instructor and stated in the syllabus.
Table 1. A Sample Rubric for Assessing E-Journals.
Critically analyzes the impact of course content on learning by giving specific examples from readings, lectures, discussions, and assignments.
examples from readings, lectures, and discussions.
Some examples are shared to show how course content impacts learning, primarily from readings and lectures.
Gives minimal statements of the impact of course content on learning.
Shares clear statements of feelings, opinions, or thoughts about the learning experiences including challenges, concerns, or questions.
Shares non-specific statements of feelings, opinions, or thoughts about the learning experiences including challenges, concerns, or questions.
Some feelings, opinions, or thoughts about the learning experiences are shared in the entry.
Gives minimal statements of feelings, opinions, or thoughts related to the learning experiences.
Full page, single-spaced, one-inch margins.
One-half page or more, single-spaced, one-inch margins.
At least one-half page, single-spaced, one-inch margins.
Submits the document by the due date.
Submits the entry later than the due date by a week or less.
Using this rubric, students are able to respond to the impact of course content (readings, lectures, discussions, and assignments) on their learning. The e-journal constitutes their personal response to all elements of the course, which often stimulates cognitive engagement that continues long after the class activities are completed. From the rubric, students learn that giving specific examples of how course content has made an impact on their learning (whether positive or negative) indicates proficiency. They also have the opportunity to share the effects of unique and helpful learning experiences that were part of the class. This part of the journal entry is a valuable component for the teacher as students share their challenges and concerns. Students can also be encouraged to share their questions regarding any aspect of the learning experience.
My practice has been to require journals for every unit (eight units in all) of each online course. Since online courses generally have a course map or weekly routine such as reading/viewing and listening to the lecture, responding to forums, and turning in written assignments, journaling comes as a culminating activity for the week (if the class meets weekly). For some courses, I require journal entries to be uploaded before the start of the next class period, so classes that meet twice weekly will upload two journal entries per week. The syllabus includes the due dates for each unit journal submission. I require between half a page and a full page (single-spaced) for each journal entry.
Challenges with journaling include the following: (1) the time required for reading and responding to entries with appropriate written feedback; (2) students viewing journaling as a time-consuming burden, and (3) the teacher's exasperation at having to invest large amounts of time that should be used for class preparation, especially in larger classes.
For example, I recently had 41 graduate students in a twice-weekly Web-enhanced course. Reading and responding to 82 journals per week (twice weekly) was indeed a huge task. For this reason, a short turnaround period is my target. Generally, I respond before the next class period or weekly unit. In other words, for a face-to-face or Web-enhanced class, journal responses are given before the next class period (twice per week). For the online courses, I respond before the start of the next unit (weekly). Instructors of large online classes could assign graduate teaching assistants to assist with providing feedback. The learning-management system Moodle provides a convenient space on the platform for each journal entry. Prompt teacher response has obvious benefits such as students receiving clarification in a timely manner, and having someone who actively listens to their writing voice and responds promptly.
Knowing that the instructor will read and respond is a major incentive for student engagement. Williams et al. noted that online student engagement increased with high teacher engagement. In this instance, engagement was identified as posting to the online forum.9 When students see that the teacher is engaged and active within the online forum, they are more likely to do likewise. For the teacher, knowing whether or not students understand the concepts being taught is essential for success. E-journal entries provide this type of data, enabling the teacher to make better decisions about how to proceed with instruction.
Providing a journaling template can be helpful to students. The template identifies the essentials of the assignment, such as the identity of the student, the name of the course (as multiple courses can cause confusion), and what should be included in the text. The journal outline also could include questions and prompts to help students reflect on how they will use the ideas in their own classrooms in the future (if used in an education class); how the content relates to previous knowledge; or to discuss difficulties in grasping the concepts taught and ask for help. I use e-journals as a way to communicate with my students and to evaluate how the course is progressing. An example of the template used in my courses is provided in Box 1.
Box 1. Sample E-Journal Entry Template.
What have you learned in this unit?
What would you like improved?
Identify and describe at least two things you wish to improve personally or in the course. You may also choose to post any questions or concerns. (2 points).
Treat each student's submissions respectfully. This includes ensuring confidentiality while setting clear boundaries. If students write something that is disturbing or share their intent to harm themselves or others, this crosses a boundary. Report it according to the school's policies. Online programs should have in place protocols for meeting the needs of distance and online students. Make use of professional resources available on your campus such as counselors, social workers, and/or administrators to provide the student with help.
Provide clear expectations and guidelines in order to avoid misunderstandings.
In an online environment there is always the possibility of cyberbullying—hostile communication that can occur in the absence of face-to-face communication. Online bullying may take several forms and can be directed not only to peers in the class, but also toward instructors in the form of threats, harassment, stalking, and mobbing (see Box 2).
Mobbing: Sending threatening, vicious messages, as a group, to a specific instructor.
Cyberbullying is against the law in many locations. Some countries have high penalties for cyberbullying, others have medium-to-low penalties. Check legislation for the country in which you live.
School policies should include prohibitions against cyberbullying. Make sure your school has a policy in place that includes cyberbullying and other forms of intimidation, and include it in your syllabus.
Cyberbullying policies should be shared and readily available. Make sure regular online and adjunct faculty know where to go for help.
Share anti-bullying information through Webinars and professional-development training.
* Michael T. Eskey, Cathy L. Taylor, and Michael T. Eskey, Jr., "Cyber-bullying in the Online Classroom: Instructor Perceptions of Aggressive Student Behavior," Online Journal of Distance Learning Administration 17:4 (Winter 2014). Available from https://www.westga.edu/~distance/ojdla/winter174/eskey_taylor_eskey174.html.
Online instructors may be bullied if one or more students don't like their teaching style or question their credentials; bullying may also occur if the instructor lacks experience and does not respond to students in a reasonable amount of time, or even if the course material is deemed excessively challenging; bullying could occur because of grades, textbook selections, and any manner of student perceptions relating to the class or school policies. Online bullying can also escalate into physical violence against those being targeted.12 Online users may express their confusion or dissatisfaction in a variety of ways, including insults, verbal hostility, name calling, and other undesirable responses, including threats, especially when sensitive or controversial topics are being discussed.
Flaming and cyberbullying in an online course are far less likely when students can use journaling to share their concerns in a timely manner. The confidential nature of the journaling experience allows the instructor to respond directly to the student's concern and to clear up misconceptions.
My experiences with student reflection journals in Web-enhanced and online courses has been rewarding. My rapport with students has been enhanced because the journals enable them to express confidentially their reactions to course content. They can share personal or private concerns and propose solutions. Thus, I receive prompt feedback on what is working well and what needs to be improved, and can also provide students with rapid feedback (no more than 48 hours).
In this age of technology, teachers have an opportunity to enhance student learning through e-journaling. Though the experiences shared here are in the context of higher education, the applications shared can be adapted to fit other levels of learners as well.
Prema Gaikwad, PhD, is Professor of Curriculum and Instruction at Adventist International Institute of Advanced Studies (AIIAS) in Silang, Cavite, Philippines. She also serves as the Director for the PhD and EdS in Education programs. Dr. Gaikwad has more than 40 years of experience as an educator, has conducted numerous professional development and research seminars, and presented at international conferences. Her academic interests include the areas of professional development of educators, inclusive education, online learning, and research. She has published several articles in the areas of teaching and research, and has also collaborated in writing Bible textbooks and storybooks for the Southern Asia Division.
Prema Gaikwad, "Enhancing Online Learning Through Reflective E-Journals," The Journal of Adventist Education 80:2 (April-June 2018): 23-28.
Center for Service Learning, "Reflection Journals" (2017): https://www.uta.edu/csl/for-students/reflection-journals.php.
Jonnie J. Phipps, "E-Journaling: Achieving Interactive Education Online," Educause Quarterly 1 (2005): 62-65: http://www.educause.edu/ir/library/pdf/EQM0519.pdf.
Donald A. Schon, The Reflective Practitioner: How Professionals Think in Action (New York: Basic Books 1984).
Jeremiah 30:2, (NRSV). New Revised Standard Version Bible, copyright © 1989 the Division of Christian Education of the National Council of the Churches of Christ in the United States of America. Used by permission. All rights reserved.
Deuteronomy 4:9. New International Version (NIV) Holy Bible, New International Version®, NIV® Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.® Used by permission. All rights reserved worldwide.
John Dewey, How We Think (Buffalo, N.Y.: Prometheus Books, 1991).
David Boud, Rosemary Keogh, and David Walker, eds., Reflection: Turning Experience Into Learning (New York: Nichols, 1985).
Sunghye Lee, "An Exploration of Learning Environmental Factors Affecting Student Cognitive Engagement: Implications for Instructional Design Research," Educational Technology International 15:2 (2014): 143-170.
Anthony Williams et al., "The Virtual Mentor Program: An Initiative to Support First-year Students and Students at Risk," The Journal of Adventist Education 80:1 (January-March 2018): 22-29.
Stephen D. Brookfield, Becoming a Critically Reflective Teacher, 2nd ed. (San Francisco: Jossey-Bass, 2017).
Leona M. English, "Ethical Concerns Relating to Journal Writing," New Directions for Adult and Continuing Education 2001:90 (Summer 2001): 27-36; Leona M. English and Marie A. Gillen, "Journal Writing in Practice: From Vision to Reality," New Directions for Adult and Continuing Education 2001:90 (Summer 2001): 87-94; Sandra Kerka, "Journal Writing as an Adult Learning Tool: Practice Application Brief No. 22," ERIC Clearinghouse on Adult, Career, and Vocational Education (2002): https://files.eric.ed.gov/fulltext/ED470782.pdf; J. Yuan and C. Kim, "Guidelines for Facilitating the Development of Learning Communities in Online Courses," Journal of Computer Assisted Learning 30:3 (June 2014): 220-232.
Michael T. Eskey, Cathy L. Taylor, and Michael T. Esky, Jr., "Cyber-Bullying in the Online Classroom: Instructor Perceptions of Aggressive Student Behavior," Online Journal of Distance Learning Administration 17:4 (Winter 2014): https://www.westga.edu/~distance/ojdla/winter174/eskey_taylor_eskey174.html; see also Susan M. Taylor, "Cyberbullying Penetrates the Walls of the Traditional Classroom" The Journal of Adventist Education 73:2 (December 2010/January 2011): 37-41.


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Q: jQuery .closest() not working after AJAX call? I am trying to remove a div after an AJAX call but .closest() function doesn't seem to be working as expected. As I understand it climbs up until it finds a match.

      admin - 2018-10-10 08:50:03

az

    <form id="deleteCommentForm" method="POST" action="http://127.0.0.1:8000/comments/30" accept-charset="UTF-8">
      <input name="_method" type="hidden" value="DELETE"><input name="_token" type="hidden" value="FmNpDb8bmwTLPgTYUuyGxsvAuluyskXVYs9p0rdu">
      <button type="submit" id="completed-task" class="fabutton" style="background: none; padding: 0px; border: none;">

      </button>
    </form>

$('#deleteCommentForm').on('submit', function(e) {
  e.preventDefault();

  let action = $(this).attr('action');

  axios.delete(action, []).then(function(response) {
    $(this).closest('div.comment').remove();
  });
});

A: The context of this changes in the callback function, so you need cache it.
$('#deleteCommentForm').on('submit', function(e) {
  e.preventDefault();
  let $this = $(this);                      // <-- Add this code.
  let action = $this.attr('action');        // <-- Update here.

  axios.delete(action, []).then(function(response) {
    $this.closest('div.comment').remove();  // <-- Update here.
  });
});

So whenever a new function is started, the context always changes. To refer to the parent context, please define a variable in that scope.

A: You probably lost 'this' value in ajax callback function. You can just replace function with arrow function
axios.delete(action, []).then(response => {
    $(this).closest('div.comment').remove();
});

A: the scope of this in your ajax response is not what you are awaiting
$('#deleteCommentForm').on('submit', function(e) {
  // stop all bubbling of the event
  e.preventDefault();
  e.stopPropagination();
  e.stopImmediatePropagation();

  let action = $(this).attr('action');

  // first way - using lamda function decoration does not change your scope on this
  axios.delete(action, []).then((response) => {
    $(this).closest('div.comment').remove();
  });

  // second Way -- store this to an accessable variable
  let element = this;
  axios.delete(action, []).then(function(response) {
    $(element).closest('div.comment').remove();
  });

});

redpajama_set_name: RedPajamaStackExchange


As I write this, there are two major lottery jackpots that are each well into nine figures. It's very tempting to buy a ticket and get rich overnight, but don't. You're more likely to get struck by lighting several times than you are to win the lottery.
There is nothing wrong with buying a lottery ticket every once in a while. But there is a fine line between once in a while and making it a habit. Just like there is a fine line between having an occasional glass of wine and consuming an entire bottle every night. The average American spends $540 a year on lottery tickets. That's $45 a month. Sadly, people who make under $10,000 a year spend an average of $597 a year ($49.75 a month) on the lottery. That's 6% of their income!
A recent survey found that 55% of all Americans who make less than $45,000 year said the only way they would ever become a millionaire is if they won the lottery. If these people would take that $45 a month and invest it in a decent mutual fund averaging 11% interest a year (the stock market average for over 80 years) from age 18-65, they would have just under $730,000. If those spending $597 a year invested that money instead, they would have almost $807,000.
Now you might be saying, "yeah, but the lottery jackpot is often a few hundred million dollars." True, but there is a difference. With the lottery the odds of winning are usually around 1 in 180,000,000. If you invest it instead, you're almost guaranteed to be rich. Please stop thinking that investing is only for the rich. People don't invest because they're rich, people are rich because they invest. Think about that the next time you scratch off another losing ticket.
The stock market. It may seem scary to some people, but it doesn't have to be. Most people look at the stock market as a place for only rich people. But people don't invest because they're rich, they're rich because they invest. Make sense? To put it another way, it'd be like saying, "only skinny people go to the gym." Wrong! They don't go to the gym because they're skinny. They're skinny because they go to the gym.
The stock market is the easiest and best way to make money for the long term. It's averaged about 11% for over 80 years now. Here's an example of what that means exactly. If you put just $100 in the stock market and it averages 11%, and you never add another dime to it, after 80 years that Benjamin would be worth over $422,000.
Sure, you don't have 80 years. But you can also invest more than just $100. Say someone graduates from college at age 22 and they invest $100 every month (that's barely three bucks a day, less than coffee and a muffin on the way to work). At age 65 when they're ready to retire, they'd have $1,064,000. Over a million dollars from just about $51,000 out of their pocket. Not a bad deal, huh? But here's the weird part. Let's say that person waited until they were 23 to start investing but still invested $100 a month. At age 65 they'd have $957,000. Over $100,000 less for waiting one year and only $1200 out of their pocket.
Now maybe you didn't just graduate from college. Maybe you're nowhere near that young. Not to worry. Sure, you'll have to invest more each month, but you can get there. If you're 30 and invest just $220 a month, you can still have a million at age 65. Start at 40 and it takes an investment of $665 a month to have a million. And once you're over 50, the government allows you to put more each month in an IRA to catch up.
If you know someone still in school, teach them this valuable lesson while they're still young. Next month I'll get more into exactly what to invest in. It's much easier than you think. As always, check out my website at http://www.johnfloyd.com to find out more.
Last month I talked about cash advance stores and how you should avoid them. This month I'm going to talk about another type of business to avoid – Rent to Own places. Just like with cash advance places, they barely existed 25 years ago. But now you see them everywhere. And just like with cash advance places, you only see them in not so great neighborhoods. Never in nice ones, because people in nicer neighborhoods would never do business with them. That's why they can afford to live in nice neighborhoods. Because they weren't silly enough to pay (in some cases) 1000% interest on an appliance.
Let me explain. Rent to Own places thrive on people who can't do math. They also cater to people who think only about small weekly or monthly payments instead of thinking long term. They will gladly rent you a new TV for $25 a week for 36 months. Sounds like a good and affordable deal. But that adds up to $1,950 over those 36 months. This for the same TV you could have bought in a store for about half that. And, of course, these places advertise that they will rent you anything with "no credit check." How nice of them. They know that the type of customers they are looking for have terrible credit. If they actually only rented things to people with good credit, they would soon be out of business.
There is only one occasion when you should even consider setting your foot in one of these places and that's when you're looking to buy an appliance for a good price. Many times they will give you a really good deal on a used item, especially when you are paying cash (which, of course, you are). Just like you should never buy a used car and instead let someone else pay the depreciation, you should look to get a good deal on an appliance that someone else was silly enough to rent for a while.
In my past few blogs I have written about places that are trying to rip you off. Car dealerships that brag about financing to people with terrible credit, attorneys trying to convince people that it's smart to file for bankruptcy and banks telling you that borrowing money will help you get out of debt. All ridiculous, right?
Well, today I'm going to begin a series on a few other types of businesses that are trying to rip you off. I'll start with one of the worst – cash advance places. Not that long ago they didn't even exist. Now they are about as common as gas stations. You see them on every block. Fortunately, some states have made them illegal. But there are still plenty of places where they are everywhere.
The way these places work is pretty simple. You go in, write a check that they hold, then they give you the money and cash the check on your next payday. Sounds easy, but there's one problem. The amount you write the check for is, of course, more than the amount they give you. A whole lot more. That's how they make their money. They charge you to take their money. In many cases it comes out to an annual rate of 400% or even more. Basically these places are like loan sharks in a strip mall.
It may sound harmless to borrow one time. But very few people borrow just one time. And these places know that. If someone writes a check for more than they borrow, then when that check is cashed they will start off their next pay period in a hole. Then they'll go back and borrow more to catch up. Then again and again. That is exactly what they want you to do. They are like drug dealers who want you to get addicted to what they have for sale.
Something similar are places that charge you a fee to cash your paycheck or pay bills in person. They are taking advantage of people who don't have a checking account because they are convinced they cost too much money. Meanwhile they pay a few bucks here to cash their check and a few bucks there to pay their power and cell phone bills. But those few dollars here and there add up every month. There are many banks that offer free checking, but even if you pay a small fee it's a lot less than what you'd pay to these places. Avoid them at all costs.
Ever notice these types of places are usually not in the best neighborhood? You tend to see them in the same shopping complex as liquor stores, laundromats and pawn shops. You never see them right next to a country club. Why is that? Many people may be thinking it's because those who live near country clubs don't need them. Wrong! It's because people in nice neighborhoods would never use them. They don't avoid these places because they're rich. They're rich because they avoid these places. Think about that!


Re: Hi, can anyone help me to get the EE tv app working on my Samsung S8 ?
Is there any more news on this? From what I see on the okay storeplay store the last update is almost 3 years old. I have emailed the app team multiple times over several months and not had a single reply.
Sorry, I don't have any new updates on when the new app will be released.
I'll let you know as soon as I have more information.
Is there anyone even working on the app anymore? It seems to me it's just been left since 2016, as I say I have emailed the 'app team' numerous times.


text:
Chris's Clicks
70s Time Capsule Corolla – Best of Sacramento
The year is 1971. America is two years away from the oil crisis, the first Disney World just opened, and you've just got yourself a brand new Toyota Corolla Coupe. It is now 2020, but you wouldn't know that by looking at this car.
This is Tu's 1971 Toyota Corolla Coupe and it is a true survivor. Tu bought it from Craigslist when he was just window shopping around for a car. The previous owner had the motor built but he never really enjoyed it to its true potential and let it sit for a while; that's when Tu stepped in. As he puts it, all his friends had classic JDM cars like Celicas and Corollas and he wanted in on the action.
Now he never had experience with classic cars and going from a modern car to a car with no power steering, no AC, and manual windows was quite the jump. On top of that, the car was not as great mechanically as it was visually. The exhaust wasn't done quite right, the u-bolts for the rear axle were just a bent rod from Home Depot, the engine bay was full of battery acid corrosion, and eventually, the head cracked and the car started overheating. The first couple of years were rough, but as Tu spent more time learning the ins and outs of the car, things got easier.
Despite the initial mechanical goblins, a lot of the hard-to-find details were there: the badges, the trim pieces, and even the windshield chrome strips. The paint and its scratches are also original to the car but they give it more patina and character than if it was shiny and freshly painted.
The entire suspension is also new, the car is riding on some TOM'S Racing wheels, and it has all been freshly rewired. The engine is a built 3TC block with 2TC heads, Mikuni carburetors, and a myriad of other mechanical improvements. Check out the full build list here if you want to know everything that powers Tu's Corolla.
In addition to that, Tu added a few modern spins to the car while keeping it mostly original. He added an immobilizer for theft protection, remote control headlights, LED lights, GPS speedometers, and some custom gauges with a custom-built insert to match the look and curvature of the dash. As he puts it, the car has an "old school feel and old school look but very modern electronics."
Unlike the previous owner, Tu likes to have fun with his Corolla. He has taken it to Thunder Hill multiple times, he has autocrossed it half a dozen times, and he drives it everywhere he goes.
As for its future, he plans to keep it as it is. He has a spare head that he is building with bigger valves and ports for a bit more horsepower but the bottom end will stay the same. Even if the Corolla only pushes 110 HP on a dyno, that's not what he bought it for. It's a true surviving time machine and cars like it are starting to be rarer and rarer as time goes by.
Big thank you to Tu for introducing me to his car and letting me take a look around it! I had a great time talking to him about it and I wish him the best of luck with it in the future. Be sure to stay tuned for another "Best of Sacramento" article later this week!
H3nleY
Wherever there's a story to be told
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redpajama_set_name: RedPajamaCommonCrawl


text:
Alex Márquez finishes as top Honda in Aragón
Alex Márquez finished as the leading Honda bike after a dramatic Grand Prix of Aragon in north-east Spain on Sunday. The LCR Honda CASTROL rider came through to take a points finish in 12th position after a chaotic start to the MotoGP race which saw two major incidents on the first lap, one of which ended the race for his LCR colleague Taka Nakagami.
The Spaniard needed a medical check-up ahead of the race following a heavy fall in Sunday morning's warm-up session. But, having been passed fit, he made a good start from 17th on the grid and navigated his way through the early collisions to move into a top-10 spot on the opening lap. He battled hard to maintain his position and eventually settled for 12th, earning three more World Championship points.
Alex Márquez – 12th "The race was not bad; I gave 100% from the beginning. I want to say thanks to my team as they did a really good job of repairing my bike after I made a mistake during the warm-up and had a really big crash. It was not easy as, one hour before the race, I was still deciding whether I was able to race or not. From the beginning I was trying to improve our position and have fun in front of our fans. It wasn't a bad race, but we are not where we want to be, so we must keep going as a team."
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Home / WORLD / 'So it's the police's fault?': Brits irked as BBC reports on accusation Met officer 'caused death' of assailant during moped chase
'So it's the police's fault?': Brits irked as BBC reports on accusation Met officer 'caused death' of assailant during moped chase
On Monday evening, under the headline "Met officer 'caused death' of moped rider during chase," the BBC reported on the first day of a court case concerning the death of a moped driver who fled from London police in Stoke Newington in 2016. Lewis Johnson, 18, and his passenger Louis Kyriacou, also 18, collided with a pole, having swerved to avoid a van. Johnson died of his injuries.
Kingston Crown Court heard on Monday that PC Paul Summerson, 44, should be held responsible for the death of Johnson. Prosecutor Jonathan Sandiford QC told jurors that Summerson drove "dangerously" and "far below the standard that was to be expected" during the chase.
The officer drove his BMW police vehicle at speed through the streets of north London, weaving in and out of cars and at one point driving on the wrong side of the road, the court was told. Summerson had also engaged his sirens.
Summerson vehemently denies causing the death of Johnson by dangerous driving. The court heard that the officer ran to the aid of the injured assailant after the moped collided with the pole. Johnson was pronounced dead at the scene.
Johnson and Kyriacou had allegedly been involved in a "smash and grab" theft in the area and were attempting to avoid arrest.
While other media organisations reported on the court proceedings, the BBC received some heavy criticism for its coverage and its suggestive title, which some contended presented the police officer as guilty.
"Let me correct that headline for you," one person wrote on Twitter, addressing the BBC, claiming that the title should read: "Moped driver dies after crashing when he refused to stop for the Police and tries to outrun a car."
Others concurred: "wrong again @BBCWorld," a user chimed in, noting again that the moped driver caused his own death. "If he had stopped and been arrested he'd still be here," another added.
One Twitter user told the BBC to "have a word with yourselves," and suggested they shouldn't have reported the story in such a way, especially as the officer has not yet been convicted.
Another Twitter user accused the BBC of "newspeak" – a fictional language created by George Orwell in his novel 'Nineteen Eighty-Four'; it is often used to refer to propaganda material or an attempt to present a one-sided narrative.
The BBC was also accused of being against the police, with one commenter suggesting the police shouldn't help next time protesters try to storm its premises.
Some focused on the law itself, rather than the BBC's reporting. One asked how it was even possible for the policeman to have caused the death when he wasn't riding the moped.
The report comes as London's police faces considerable scrutiny from all angles following the conviction of Wayne Couzens last week; he was found guilty of the false arrest, abduction, rape, and murder of Sarah Everard in March and received a whole life sentence.
Met Police Commissioner Cressida Dick also announced on Monday a full review of her police force in order to restore public confidence. Her remarks came just hours after another officer arrived in court on accusations of raping a lady he met on Tinder after the couple went for drinks.
Tags accusation brits fault irked officer Police reports


Bijoux Dolly is a wonderful vintage-inspired handmade jewellery company, run by the lovely Katie. She creates unique, eye-catching pieces that are affordable for everyone! Pieces are made from vintage and recycled jewellery and they stand out a mile in comparison to what the high-street offers!


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3834 Zappafrank este un asteroid din centura principală, descoperit pe 11 mai 1980 de Ladislav Brožek.

Legături externe

 3834 Zappafrank în JPL Small-Body Database
 3834 Zappafrank în baza de date a Minor Planet Center
 Diagrama orbitei asteroidului 3834 Zappafrank (JPL)

Obiecte astronomice descoperite în 1980
Centura de asteroizi

redpajama_set_name: RedPajamaWikipedia


EBS BrokerTec, ICAP's market-leading electronic foreign exchange (FX) and fixed income business, announces today that it has acquired Molten Markets Inc., a foreign exchange technology provider for asset managers and pension funds.
The acquisition of Molten Markets will enable EBS BrokerTec to provide asset managers with a sophisticated execution management system and innovative trade cost analysis. Leveraging Molten Markets' assets and technology, as well as EBS BrokerTec's extensive distribution network and liquidity provider (LP) relationships, will enable EBS BrokerTec to offer a unique range of solutions to the asset management industry, while at the same time enhancing its offering to its LP customers.
As part of the acquisition, Simon Wilson-Taylor, current President and CEO of Molten Markets, joins EBS BrokerTec in New York, with immediate effect, to lead this initiative as Head of EBS Institutional FX. Simon has more than 35 years' experience in financial services and has held key roles within the industry, which included founding and leading Global Link's FX Connect platform. He has also held senior roles at State Street, HSBC and UBS.


Carter's is having a CRAZY good sale right now! With the additional 30% off their clearance items and free shipping, you can get a ton of cute stuff for under $5! This baby girl Neon Striped Dress is only$4.19!! If you still need an outfit for you little ones for the 4th, this is your chance. Like this baby girl Floral Romper...only $4.89, regularly $18! No promo code needed for either discount, it will be automatically applied in your cart. Check out the toddler boys and girls stuff too...lots of goodies to be had.


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A What If...? Storyline Was Rejected Because It's Already Half the Plot of Guardians of the Galaxy 3
What If...? No.
byWesley Leblanc
Posted Aug. 3, 2021, 2:36 a.m.
A What If...? storyline pitched by the head writer of the show was rejected because it was already half the plot of James Gunn's Guardians of the Galaxy Volume 3.
During a junket for the upcoming Marvel series, IGN sat down with What If...? creator A.C. Bradley and director Bryan Andrews to pick their brains on the show. But while trying to untangle how What If...? fits into the overall MCU, we discovered some plot points were rejected because Marvel was working on those storylines elsewhere, specifically Guardians of the Galaxy Vol. 3.
"I'm going to stay away from that question," Bradley says when IGN asked for more details on the Watchers. The reasoning is because Bradley says they spent three days on a storyline tackling the character then, "walked [executive producer] Brad Winderbaum through all my hard work only to find out I accidentally pitched the back half of [Guardians of the Galaxy vol. 3]."
"So I stay away from Mr. James Gunn and his brilliance and his work, and I did go home after that day and cracked open a beer and be like, 'well that's going to be an amazing movie but now I gotta go back to the drawing board.'"
So while we couldn't get more details on how the Watchers will fit into What If...? We did get a confirmation from Bradley that despite the shenanigans in What If...? The series is part of the MCU canon and fits into the larger multiverse set up by the Loki finale.
This wasn't the only time Bradley ran into this problem, though. SlashFilm points out, in a different interview with The Direct, Bradley said she pitched What If storylines that were later addressed in movies like Avengers Endgame and the upcoming Thor: Love and Thunder.
"My first week, I wanted to do Jane Foster Thor and I was told no," Bradley said. "I went into a whole feminist rant of why characters are important and why they're necessary and why a woman needs to be able to wield the hammer and then they were like, 'Yeah, we're gonna do it in live-action.'"
Bradley said she also pitched storylines that used old-man Steve and Professor Hulk, but they were rejected as both of those takes on the characters would later appear in Avengers Endgame, something she hadn't yet seen at the time.
Who knows what will pop up in Disney Plus and Marvel's upcoming What If...? animated series, but we won't have to wait long because it begins on the streaming service on August 11. Check out the latest teaser for the series while waiting for August 11 and then read about how What If...? will tell the tales that never happened in the MCU.
Wesley LeBlanc is a freelance news writer and guide maker for IGN. You can follow him on Twitter @LeBlancWes.
6 hours, 8 minutes Comments


KEY FEATURES SKIN TYPES: NORMAL, DRY, OILY, MATURE SKIN, LOSS OF ELASTICY, IMPROVES COLOR, TONE AND TEXTURE.
FEAUTRED BENEFITS: What is NONI? Noni has been said to be the fountain of youth for aging. It is receiving more and more attention from modern herbalist, medical physicians and hi-tech biochemists, and in the past few decades scientific studies support the claims of the Hawaiians and Polynesians of the Noni fruits remarkable healing power. Noni has been of Hawaiian tradition for centuries. It is packed with essential nutrients including linoleic acid, alkaloids, amino acids, vitamins and enzymes. These are essential for repairing cells and replenishing nutrients at the inner cellular level. Skin Fitness Therapy uses the fermented Noni which improves firmness, helps to lessen wrinkles and impart a healthy appearance to the skin while replacing lost minerals and essential elements for taut supple skin. What are Copper Peptides? Copper Peptides are wound healing. They stimulate the collagen and elastin as well as enhances the action of anti-oxidant activity. What is DMAE? DMAE produces an instant semi-permanent firmness that can last up to 10 days. CAUTION: For external use only. Avoid contact with eyes. Keep out of reach of children.


For on-premise Exchange users, our Add2Exchange Enterprise edition supports on premise Exchange 2016, 2013 (and prior versions).
License one folder type (Calendars or Contacts) or the Sync Suite (Calendars, Contacts, Tasks, Posts, Notes). Choose from one of our Value Bundles or a License Only option.
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In this two or three day workshop we will be working on sketchbook pages from holiday photos or other treasured memory makers and then beginning to stitch small panels that will become pages of a fabric art book (or simply a stitched panel that can be framed).
Each person will make a start on a couple of pages during the workshop, but most of the stitching will be completed afterwards in your own time.
The photos shown below are from a sketchbook that I did for Cambodia and the stitched pieces followed on from the sketchbook pages. I used quite a few pieces of tracing paper and a lightbox to get my results....which (I think) are pretty good! Yours could be too.
N.B. Sewing machines are required for this workshop, and it is not really suitable for beginners.


The annual Sacred Harp singing at Old Enon Church was called to order by Elmer Conwill leading songs on pages 30t and 31t. The morning prayer was led by Harrison Creel.
The class was organized with the following officers elected or appointed: Chairman—Gene Wakefield; Vice Chairman—John Hyde; Secretary—Josie Hyde; Arranging Committee—Travis Keeton.
Gene Wakefield led songs on pages 56t and 426t. Leaders: Gladys Bonds 74b, 57; A. C. McGough 274t, 290 (in memory of Fletcher Simms); Mae Conwill 179, 89; Flarce Creel 275b, 475; John Hyde 129, 75; Willodean Barton 454 (in memory of Keterina Sanders), 391; Larry Ballinger 101 (t? b?), 98; Ivalene Donaldson 81t, 145b.
The class was called to order by John Hyde leading songs on pages 297 and 73 (t? b?). Leaders: Harrison Creel 512 (requested by Gary Harper); Josie Hyde 143, 408, 225t (by request); John Hocutt 58, 144, 321; Tim Gilmore 298, 300, 343 (in memory of Robert Aldridge); Edith Tate 37b, 48t; Christie Allen 61, 47t, 47b (in memory of Benny Keeton); Margaret Keeton 78, 91, 276.
The afternoon session was called to order by Gene Wakefield leading song on page 418. Leaders: Joyce Hubbet 155, 273, 327; Betty Baccus 134, 392, 396; Cecil Sanders 123 (t? b?); Juanita Whitman 480, 40; Travis Keeton 421, 410 (t? b?), 460; Elmer Conwill 560, 296; Harrison Creel 111b; Edith Tate 294 (requested by Jimmy Cagle); Mae Conwill 154; Gladys Bonds 499; Willodean Barton 82 (t? b?); John Hocutt 448b; Tim Gilmore 503; Christie Allen 138b; A. C. McGough 340 (in memory of Keterina Sanders).
Gene Wakefield led song on page 62 for the closing song. The class was dismissed with prayer by Harrison Creel.


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Breaking News Festival News Industry News
Cardi B And St. Vincent Added To Roskilde
Posted on 30 January, 2018, 10:45 am EST January 30, 2018 by CelebrityAccess Staff Writers Contact Me
DENMARK (CelebrityAccess) Roskilde Festival has added 17 acts to its already diverse lineup for the June 30 to July 7 festival.
The historic, nonprofit festival announced Eminem as a headliner and today's announcement includes the addition of Cardi B, St. Vincent, Khalid, Odesza, Nathan Fake, and Preoccupations, among others. The fest already has Bruno Mars listed as a headliner.
"Cardi B captures 2018 better than any other artist with her mix of modern New York and Atlanta and old school 90's rap," program director Anders Wahren said. "With her, St. Vincent, Khalid and 14 other artists from four continents we are gearing up for another Roskilde Festival with both established artists and the stars of tomorrow."
Believe it or not, even though Cardi B has practically been christened the new queen of hip-hop, the rap star has yet to release her first studio album, yet she is the first female rapper in 19 years to top the Billboard Hot 100 chart and the first ever to have three singles in the top 10 at the same time.
Roskilde claims a lineup of 175 acts over the eight days of the festival but has announced only 48 so far, including Gorillaz, David Byrne, Stormzy, First Aid Kit, and Mogwai.
The full list of additions follows:
Cardi B (US) – Wednesday 4 July
Khalid (US) – Thursday 5 July
St. Vincent (US) – Wednesday 4 July
Odesza (US) – Friday 6 July
Alex Vargas (DK)
Boris & Merzbow (JP) – Thursday 5 July
Cezinando (NO)
Descendents (US) – Friday 6 July
Heilung (INT) – Thursday 5 July
Kokoko (CD) – Saturday 7 July
Lekhfa (EG)
The Minds of 99 (DK)
Nathan Fake (UK)
Palm (US)
Preoccupations (CA) – Thursday 5 July
(Sandy) Alex G (US)
Veto (DK)
Posted by Hypebot - January 18, 2021
Carly James Joins CAA's Music Department As An Agent
Skout 01/28/21


Depending on your monitor and your eyes you should hopefully see the difference. I've included some notes in the screenshot below. You want to make sure everything you need carries over. Like you my .NET framework 4.5.1 was already on the server prior the the XenDesktop upgrade via Windows Updates.
Tried unchecking the"Check for publisher's certificate revocation" fix as per: http://support.citrix.com/article/CTX139325 Regretfully, it doest help. My Client (Studio MMC) on win seven works with 4.5.50709 and 4.0.0.0 Anyway 4.5.1 is on the 7.5 XenApp/XenDesktop DVD and it is not supported ? Hector July 16, 2015 at 9:53 AMThanks for the reply Jason. One Citrix support guy told me that .NET 4.5.1 was too new and that was my problem, and that I should be using .NET 4.0 Extended.
The .Net Framework version - i.e. He is 1 of 28 people in the world that is an Atlantis Community Expert (ACE). The Installer try's to do as much "AUTO" as it can, but I don't like that. The second Citrix tech said the first guy was wrong because XenDesktop 7.5 actually requires at least .NET 4.5.
Leave a Reply Cancel reply Categories Active Directory App-V Citrix Citrix NetScaler Citrix StoreFront Citrix XenApp Citrix XenDesktop ESXi 4.0 ESXi 5.0 ESXi 6.0 Hardware Hyper-V Powershell Scripting SCVMM Security Storage Yes, the picture says it all, the brand XenApp is back! In the StoreFront admin console, change the first box to this: C:\inetpub\wwwroot\Citrix\StoreDevWeb\receiver\images\2x\[email protected]_464701C52C0B15A2.png1C:\inetpub\wwwroot\Citrix\StoreDevWeb\receiver\images\2x\[email protected]_464701C52C0B15A2.pngThe logo is the right size but the edges are pretty jagged. CANCELLARE Citrix Support Automatische Übersetzung Dieser Artikel wurde mit einem automatischen Übersetzungssystem übersetzt und nicht von Personen überprüft.
Citrix ist nicht verantwortlich für Inkonsistenzen, Fehler oder Schäden infolge der Verwendung automatisch übersetzter Artikel. Don't do any of this in a production environment until you fully test your customizations. You may use and distribute it at your own risk. I am not seeing that nice new non green bubble back ground pictured here.
This snap-in is not responding To return to MMC and check the status of the snap-in, click cancel. I don't like any mobile devices hitting something it wasn't designed for so like the swiss army knife it is, NetScaler comes to the rescue. 🙂I will say this, I am Go into your Internet Explorer settings and un-tick the checkbox which says "Check for publisher's certificate revocation". Citrix a recours à la traduction automatique afin d'améliorer l'accès au contenu de ses pages de support ; cependant, les articles traduits automatiquement peuvent contenir des erreurs.
If not Continue with one of the other troubleshooting options you Goggled or leave message and I'll try to help you :-) The same fix applies to Citrix receiver slow issue Changing system date and time is not acceptable because this violates the Certificates nad the trusted CA. Or Continue As Guest Which best describes you: IT Admin Business User DOWNLOAD Symptoms or Error When configuring the StoreFront after the initial installation or when trying to join a server Message NEXT IT Expert Comment 2014-06-18 at 05:24:52ID: 114965 I guess I lost you.
The cause of this issue seems to be expired (signed) Citrix dll's at: C:\Program Files\Citrix\Receiver Storefront Management\.dllThe signature on these files are valid from: 3/22/2011 to 4/1/2012Update 1:Setting back the date I want to say the upgrade from 2.6 to 3.0 in the 2 environments I've done so far was actually very smooth. I've seen cases where pasting a " into notepad formats differently and has a slight slant to it. The stack (where in the program did that happen).
Compare 2.7, 3.0 default, and the 3.0 custom logo you just set in my screenshot below. I guess something went wrong during my upgrade from StoreFront v2.6 to StoreFront v3.0 that messed with the web.config file. Can anyone offer any assistance here? 1330-304867-1632517 Back to top James Liu Members #2 James Liu 5 posts Posted 01 April 2012 - 10:45 AM Having the exact same issue. None of these things I've noticed with 3.0 are show stoppers, just minor gotchas to lookout for and some workarounds I've done so far.
It's still not working but it's a separate issue from this one involving the snap-in.Worked fine at installation this past Friday, came in this morning and found the snap-in issue when i appreciate your experience share. Note: If any of these "required" system certificates are removed manually from the certificate store, it will result in the following warning message. StoreFront requires the following VeriSign Class 3 The StoreFront Development team will likely kill me for publishing this post.
HomeAbout MeConsultingToolsCheat SheetsCitrix, Microsoft, & VMware Engineers Cheat SheetHome Automation - Internet of Things (IoT) Cheat SheetContact Me Citrix NetScalerUpgrading Citrix StoreFront 2.6 to StoreFront 3.0 - Things to KnowBy Jason I downloaded a lot of root certificates and tried several things to see what is the problem. It's not a big deal, just be aware of this error if you don't follow the right order. Copyright © 2016 blog - Alexander Ollischer | Citrix | Microsoft.
Save the (PCA-3G5.htm) file to the local computer and change the extension from (.htm) to (.cer).


Ryan Lindfield is an instructor and network administrator with Boson. He has more than 10 years of network administration experience. He has taught many courses designed for CCNA, CCNP, and CCSP preparation, among others. He has written many practice exams and study guides for various networking technologies. He also works as a consultant, where among his tasks are installing and configuring Cisco routers, switches, VPNs, IDSs, and firewalls.


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https://naturalengland.blog.gov.uk/2021/07/21/biodiversity-metric-3-0-a-milestone-moment-for-biodiversity-net-gain/
Biodiversity Metric 3.0 – a milestone moment for biodiversity net gain
Posted by: Mel Hughes, Posted on: 21 July 2021 - Categories: Biodiversity
Publishing Biodiversity Metric 3.0 was a landmark moment for biodiversity net gain, it will become the metric used to calculate and evidence whether a project has achieved the biodiversity net gain requirements set out in the Environment Bill. Biodiversity Net Gain (BNG) is:
an approach to development, and/or land management, that leaves nature in a measurably better state than beforehand
Metric 3.0 measures that change. It calculates the existing baseline value of a site and its predicted future biodiversity value, including any contributions provided by creating or enhancing habitats offsite.
Developed with input and support from specialists in Natural England, the Environment Agency, Forestry Commission, environmental NGOs, professional ecologists, developers, Local Planning Authorities and land managers, Metric 3.0 updates and replaces an earlier beta test version released for consultation in 2019, and which has since been downloaded almost 20,000 times.
Metric 3.0 significantly updates and improves that earlier metric. It encourages users to create and enhance habitats where they are most needed to help establish or improve ecological networks through rural and urban landscapes. By linking to current and future habitat plans and strategies, including the future Local Nature Recovery Strategies (LNRS), Metric 3.0 incentivises habitat creation and enhancement where most needed, for example intertidal developments establishing new areas of saltmarsh.
It also 'rewards' landowners who undertake work early, creating or enhancing habitats in advance, allowing them to generate more biodiversity units from their land. We urgently need to be creating new or better-quality habitats now to address the nature emergency we face and Metric 3.0 rewards those who do this.
Re-wilding is an exciting new environmental practice that has emerged into the mainstream as Metric 3.0 has been developed. Re-wilding, by its nature, is less certain in the outcomes that will be achieved than traditional conservation management approaches. However, by taking a precautionary approach, Metric 3.0 can be applied to such schemes and be used to account for the mosaic habitats likely to evolve. Landowners may even find that they end up with 'bonus' biodiversity units to sell as biodiversity net gain if the re-wilding scheme creates more distinctive habitats than anticipated.
Condition assessment approaches have also been significantly updated and simplified for Metric 3.0 and some key changes made, for example removing references to ragwort as a condition indicator from grassland and scrub habitats.
Metric 3.0 is also fully transparent and not intended to replace ecological judgement. If a surveyor identifies a habitat parcel that is significantly different in value than the scores within the metric would suggest, they should use their professional judgement and select an alternative habitat type that better reflects the value found on site. For example, an exceptionally nature-rich field margin might be better entered as a parcel of scrub or grassland habitat. A comments section is included within the metric to allow the surveyor to justify the choice they have made.
In developing Metric 3.0 we ran over 1.3 million metric calculations to ensure habitats were not 'scoring' unduly highly or lowly in different scenarios. We took advice from our own and other experts and, where needed, adjusted some habitat scores (compared to version 2.0) to better reflect their ecological value. We do recognise that we will continually learn from our use of the metric in future scenarios and are keen to keep the conversation going.
However, Metric 3.0 is not a silver bullet which can immediately solve and address all the challenges the natural environment faces. Neither it, nor the overarching biodiversity net gain policy, changes or replaces existing protections and measures that are in place for our rarest and most threatened species, habitats, or nationally designated sites. This tool should therefore not be seen as a mechanism to circumvent the planning process, gaining permissions where they would not previously have been given.
What Metric 3.0 does ensure, however, is that all habitats, from street trees to woodlands, green roofs to grasslands are recorded, scored and valued for their importance for wildlife. At the same time, it provides an evidence-based, transparent, consistent and easy to use way of ensuring that nature is considered within the design of developments and in land management practice, leaving nature in a better place than it was before, benefitting wildlife, people and places.
Tags: biodiversity metric, biodiversity net gain
Peatland Discovery Grant launched to support the next waves of peatland restoration
Nature-based Solutions for Climate Change at the Landscape Scale: a new £12.5m pilot programme
Comment by Tony Powell posted on on 23 July 2021
Given that much of the UK is under "heatwave" conditions right now, does this new Metric account for heated tarmac and concrete surfaces' impact on biodiversity? In my abode, complete with a heavily vegetated garden space, it still feels too hot for me, let alone for the wildlife. I have provided our hedgehogs and birds with plentiful food and water, but the heat stress they are under is blatantly obvious. The highest and equally record-breaking temperatures are mainly coming about from cities and towns with heavy infrastructure surrounded by black coloured heated man-made surfaces. The natural environment doesn't feel so natural there, and we must plan for net losses of tarmac and concrete with perhaps more net gains of trees, shrubs, grassland and water sources in that uncertain future of ours.
Comment by Margaret Harding posted on on 29 July 2021
Its a con.there is no net biodiversity gain when a mass housing development or road is built
Comment by Simon posted on on 05 August 2021
This metric has been heavily criticised as, like much of Natural England's stance point on the natural world, it is seen from a human point of view rather than taking into consideration the value of any area to the wider ecosystem. I have read that scrub, unsightly to many humans but an important biodiverse habitat, rates low on this scale. That suits developers but not the natural world. Natural England should change its name to Managed for Humans England.
Comment by Sarah posted on on 12 August 2021
Why does the new metric give higher scores to creation rather than enhancement? For example a developer would gain more BNG units from trashing a 'poor' grassland and then recreating it into a 'better' grassland rather than enhancing that poor grassland in the first place? Apparently according to the metric is also takes only half the time to create compared to enhance for some grasslands?? It makes no sense, except to say these are holes in the metric that could be exploited, and not for the benefit of nature.
Comment by Graham Shepherd posted on on 16 August 2021
Greenwashing is all it is.