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Adverse Childhood Experiences (ACEs)
Response Strategy
South Yorkshire Violence Reduction Priorities
VRU Fund
South Yorkshire Violence Reduction Fund
Violence Reduction Fund 2019
Emergency Funding To Support Young People
SmartWater Initiative Protects Domestic Abuse Victims
Posted 6th November 2020
An initiative funded by the South Yorkshire Violence Reduction Unit has protected over 80 vulnerable people across South Yorkshire in the last eight months.
SmartWater is a forensic marking liquid that is traditionally used to deter offences of theft and burglary. The domestic abuse initiative has taken an innovative approach and adapted the use of forensic marking so that potential victims of Domestic Abuse can be protected.
As a result of the initiative there has been a 69% reduction in reported incidents and a 94% reduction in harm from those incidents reported across the county.
Detective Chief Inspector Lee Berry said: "The South Yorkshire Violence Reduction Unit invested in to the SmartWater forensic marking initiative as we knew that it would allow victims of domestic abuse to feel safer.
"In addition to the reduction in the number of incidents, we have also seen that of all of the victims surveyed, 86% of victims now feel safer and 78% have reported that the initiative has had a positive impact on them.
"Feedback from the victims is positive with one stating that police and partner agencies have gone above and beyond and that they would recommend to others. These resultsprovide reassurance that we are not only prioritising domestic abuse, but that we are making big steps to reducing re-offending and keeping victims safe."
SmartWater is available to all victims of domestic abuse and anyone who is feeling threatened by a person's behaviour towards them.
The survey also revealed:
86% reported having more confidence in the police
78% reported more trust in the police
64% reported they had experienced a decrease in domestic incidents
93% reported that they would recommend the initiative to other victims.
Dr Alan Billings, South Yorkshire Police and Crime Commissioner said: "Domestic abuse is a serious crime and both the Violence Reduction Unit and South Yorkshire Police are committed to tackle it and protect vulnerable victims.
"SmartWater is one way we can do this. Where, for example, abusers are continuing to deny that they are contacting the victim, property can be forensically sprayed and this will leave a mark on the offender which can be seen under ultra violet light. This may be crucial evidence in enabling perpetrators to be brought to justice.
"I am pleased to see how we have been able to make a significant difference to the lives of some people across South Yorkshire and I urge anyone who is in an abusive situation to make themselves known to the police."
Gary Higgins Consultant Director of SmartWater Security Services said: "SmartWater are delighted to be supporting South Yorkshire Police with this innovative and very effective use of our products.
"The early results are very encouraging, the opportunity to help provide a level of protection to those directly affected and to simply make someone feel safer in their own home is something we are very proud of. SmartWater maintains a 100% conviction rate in contested court cases, powerful proof of our effectiveness in linking perpetrators to the scene of their crime."
If you would like to know more about how SmartWater works and how it can help victims of domestic abuse, you can watch this animation below.
Emergency Funding Available to Social Enterprises and Charities that support young people in South Yorkshire
Four Young People from Rotherham are Recognised By The High Sheriff
Tertiary prevention
Beyond The Walls Initiative Looking for Thespians
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Fast forward and rewind: voices of women photographers
Wainwright, Jean (2020) Fast forward and rewind: voices of women photographers. Photography and Culture. ISSN 1751-4517 (online); 1751-4525 (print)
Wainwright, Jean
Revisiting an archive of women's voices talking about the reasons they create work using photography, reveals more than just the questions asked, the topics discussed, and the words spoken, but whose narratives are being told and who is missed. Each photographer has a different story to tell, but they are all linked by gender and tenacity. Some were drawn to using photography as a political tool, others to find a new language to interpret the world around them, still others as social commentary. All the interview extracts are from Wainwright's archive of artist interviews that now number over 1,600 and which she began twenty-five years ago. From the 96-year-old Dorothy Bohm to the New Zealand feminist Alexis Hunter, who sadly died in 2014. From Violeta Bubelytė working in Lithuania to the German photographer Steffi Klenz working in Britain, from the African American Nona Faustine and her personal interrogation of black history in New York to Haley Morris-Cafiero and her engagement with Fat Shaming and the Internet.
https://www.tandfonline.com/doi/full/10.1080/17514...
Projects or Series:
Fast Forward: Interviewing Women Photographers, Fast Forward: changing attitudes and experiences for women in photography (Impact)
women photographers, interviews, feminism, black history
School of Fine Art, Crafts & Photography
Abigail Whittall

redpajama_set_name: RedPajamaCommonCrawl


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Ю́друма () — село в Естонії, у волості Ляене-Ніґула повіту Ляенемаа.

Населення
Чисельність населення на 31 грудня 2011 року становила 85 осіб.

Географія
Поблизу населеного пункту дорога  (Лійві — Юдрума) з'єднується з автошляхом  (Рісті — Віртсу — Куйвасту — Курессааре).

Історія
До 21 жовтня 2017 року село входило до складу волості Кулламаа.

Пам'ятки природи
На території села виходять на поверхню джерела Пікамаа (Pikamaa allikad):

Примітки

Джерела

Посилання
 Офіційний сайт волості Ляене-Ніґула
 Офіційний сайт волості Кулламаа

Волость Ляене-Ніґула
Волость Кулламаа
Села Ляенемаа

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Two our PhD-Students, Péter Kiss and Dávid Fonyó took part on the 3rd International Winter School on Big Data (Bari/Italy, February 13-17, 2017).
BigDat 2017 was a research training event aiming at updating participants about the most recent advances in the more and more ubiquitous area of Big Data. Speakers from all over the world presented different aspects of the problems discussing a big range of topics from the most abstract mathematical models to the most practical applications of different algorithm or big data ecosystems.
1518 Budapest, P. O. Box 120.
New assistant professor is hired at the department.


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Studies Weekly News
Standard Based Curriculum
Thinking on Education: Using Portfolios in the Elementary Classroom
For many schools throughout the United States, the elementary classroom connects students, teachers and parents hand-in-hand for student learning.
Teachers often use portfolios as an effective way to forge and strengthen that connection. It also is a potent tool to celebrate student learning and achievement.
In general, a portfolio is "a body of student work collected over an extended period." Using this definition, culled from Education Week, we can move into a more in-depth look at successful portfolios that showcase student learning.
Using Portfolios
There are a few different types of portfolios — including those that display learning processes, showcase best work, and are used for assessment purposes. Elementary teachers can use all these.
The best portfolios include specific elements.
Portfolio Purpose
Students may use this learning tool to display their learning for a single unit or for an entire year, but they must understand the goal of the portfolio from the beginning.
"It is vital that students also understand the purpose of the portfolio, how it will be used to evaluate their work, and how grades for it will be determined. Make sure students are given a checklist of what is expected in the portfolio before they begin submitting work," said Emma McDonald in a 2011 Education World article.
Portfolio Learning Objectives and Outcomes
Before starting, students also need to understand the learning objectives for the portfolio. Teachers can present a rubric or grading guidelines as they introduce the portfolio, so students are prepared. Teachers can also set aside specific classroom time for students to add to the portfolio.
Another important point is how they will present their portfolio at the end of the unit, week, month or year. Will it be in a binder or folder? Will it be a collage, magazine or other creative collection to display? Will they have leeway to use technology elements, and access to those?
Because this is an ongoing project, students also need clear direction as to where they will store their portfolio as they are doing the work. Many teachers find it best to store all students' working portfolios in one place in the classroom.
Student Choice and Reflection
Students should choose what they include in the portfolio. Additionally, they should have time to reflect on their work, evaluate it, and share work they believe is their best. Educators at the State University of New York-Geneseo explained in a presentation that these two elements — student choice and reflection — are two of the most important parts of the portfolio process.
Student choice guarantees better student engagement. Reflection gives both teacher and student an "opportunity to reflect on [the student's] growth over a period of time."
Science and Social Studies Portfolios
Many educators are familiar with using portfolios within their language arts block, but this tool also works well in other subject areas, even as a cross-curricular assessment.
In science, the portfolio fits well with a unit where students must complete various tasks to get to full mastery. The portfolio highlights their learning path.
For example, a science unit portfolio might include:
Research notes and conclusions
Lab experiments and reports
Charts and graphs reporting test data
In social studies, a unit portfolio could focus on an event or movement and include:
Primary sources and analysis
Infographics, timelines or maps
Models or projects
In a 2011 Social Studies and the Young Learner article, Jacqueline S. Craven, William J. Sumrall, Jerilou J. Moore and Kellie Logan showed how this works on a first grade level with their lesson plan on studying historical monuments.
Portfolio Assessment
In any subject, teachers make clear learning objectives and grading rubrics for the portfolio.
For example, with both science and social studies units, teachers might assess students' critical thinking. Both units could focus on a guiding question. Teachers would then award points based on how well students presented their evidence and conclusions within the portfolio.
Overall, there are many dynamic ways to use portfolios in the classroom. Portfolios are not the only assessment tool, but when used correctly, they can be a powerful way for both students and teachers to see student learning and progress.
Studies Weekly print publications and online platform enhance and expand student learning. To learn more, request a sample.
Author Karissa NeelyPosted on April 30, 2019 Categories Science, Social Studies, Thinking on Education
Thinking on Education: The Importance of Project-Based Learning
We all want students to experience authentic, meaningful learning within the classroom.
To that end, project-based learning (PBL) is an effective teaching method.
PBL focuses on what students learn more than what teachers teach, as Diana B. Turk and Stacie Brensilver Berman explained in their January/February 2018 Social Education article, "Learning through Doing: A Project-Based Learning Approach to the American Civil Rights Movement."
"[W]e see project-based learning as an approach that focuses both on the content of curriculum and what students do with what they learn," the authors explained. "Organized around real-world challenges that students engage in and ultimately master in their learning, PBL units look and feel very different from traditional classroom learning."
Most importantly PBL is not a one-and-done lesson — this method usually lasts at least a week or more. Turk and Berman added that PBL is teacher-shaped but student-driven, a key component of engaging students. PBL units must also be authentic and as real as possible — both within the classroom and without.
"It must be minds on as well as being hands on," Turk and Berman said. "Only by engaging in projects that invite transfer — the extension of learning from one project to another, across and outside the curricular realm — do students truly come to own the material they learn and see the value and meaning of the work they are engaged in. Those are the prerequisites for real learning to take place."
Successful PBL units make students think differently about the content they are learning, encourage them to ask questions they didn't think of before, and engage them within their community, Berman added in a March 2018 National Council for the Social Studies podcast, "Passionate about Project-Based Learning."
Teachers are often nervous about implementing PBL into their classroom because it can sometimes be loud and messy. But the skills students gain are essential to their future work within a company, the community and their families. Through PBL, students learn how to question and research, how to collaborate and communicate effectively, and how to identify a problem and chase down a solution as part of a team.
Here are some tips — culled from multiple experts and resources — for using PBL in the classroom:
1. Teach team skills.
Many teachers go into PBL without teaching students how to work well with others. But these skills are not instinctive for most students. Teachers should model and teach how to be an active listener, engage in respectful discussion and debate, and share the work.
Mari Venturino shares some good ideas for how to do this in a September 2018 Kids Discover post, "Teaching Teamwork."
2. Assign roles.
Unique roles within a group makes everyone work together on the project. The type of project will dictate the exact roles needed, but some general roles are: group facilitator, note-taker, progress tracker, teacher liaison and materials manager. In a January 2018 Getting Smart article, Jamie Beck also suggested four roles that work well:
• Head Coach: The one who understands the activity, keeps the team together throughout and understands the final solution well enough to explain it to others.
• Journalist: The one who leads the team in organizing results and creating the final product.
• Resource Manager: The one who gets supplies for the team, and is the only person who can ask team questions from the teacher.
• Assistant Coach: The one who ensures everyone shares their ideas and contributes.
You can find further tips and downloadables to help you and your students understand collaborative roles at Teachers Pay Teachers.
3. Track ongoing progress.
Many teachers don't rely on just one final deadline for the completion of a project, because students need clear measurements for what they should be doing and when. To do this effectively, you could set intermittent deadlines for some or all of the following:
• Identifying and validating the problem
• Gathering data and research
• Organizing and identifying pertinent data
• Creating a presentation plan
• Finalizing the presentation
• Presenting
• Reflecting on the project
4. Teach students how to prepare for a presentation.
PBL does not always end in a written research paper. Students can tailor their final presentation to the subject studied.
For example, a social studies project may result in students creating a newspaper about the event or movement, or even doing a reenactment of the event.
Students can also present their topics in a variety of ways, such as: a TED Talk style speech, a video, a play, a broadcast, a diorama, a hands-on demonstration, a children's book, etc. You should be open to allowing the students pick their presentation style depending on their subject, rather than choosing one for them.
If students will be presenting their findings outside of the classroom, teachers should also prepare them for this.
5. Grade through rubrics.
Courtesy PhilipCummings.com
It is challenging to assign a blanket grade to group work and projects. Rubrics allow you to grade the intended outcome for the project both individually and as a group. Students should see the grading rubrics before starting the project so they know how they will be graded.
Good rubrics don't just assign points, but also describe the reasoning behind those points. Effective rubrics outline where a group is below a standard, approaching the standard, and completing the standard.
Students should also evaluate themselves and each other through another rubric that details their collaboration skills — including how well they listened, communicated, did their assigned role, kept on task and contributed to the final product.
Find some great rubric ideas at our Pinterest board.
6. Allow time for reflection.
Students should always have time to reflect on the group's efforts and the final project. This can be done through a peer/group rubric, but can also be accomplished as a class. Reflection time gives students the opportunity to share the following:
• What worked in their group
• Frustrations they had with the project
• What surprised them about the project, or topic
• What they learned about the subject
• What they learned about themselves
• Further questions they have about the subject
• Possible roles they'd like to try for the next project
Emily Murphy explained that reflection time is important for both the teacher and learner. In her December 2018 Edutopia article, she shared a highly successful PBL experience. But she did not realize how differently her students felt about their project's outcome than she did until they talked as a class after the project's completion.
"Had we skipped the step of reflecting the day after the meeting, I would have made many incorrect assumptions. The reflection period prompted teachers to spend time considering student perspective and to ask, 'Are we following their agenda or ours?'" she said.
PBL is not a new teaching method. According to Education Week, it's been a part of education for more than 100 years.
But — with so many technological advancements giving students easier access to information and resources — there are many opportunities in classrooms today to thoughtfully and meaningfully implement authentic, real-world project-based learning. This will better prepare students with essential collaborative skills needed for today's interconnected society.
For further reading, the Buck Institute for Education offers training and resources for teachers who want to learn how to apply PBL in their classroom.
Studies Weekly's consumable newspapers and magazines work well with PBL. Students can use the print and online editions for primary source research and data gathering, and then turn around and cut up the print edition and/or incorporate Studies Weekly's videos for their presentations. The possibilities are endless.
Visit https://app.studiesweekly.com//online/pdod to learn more.
Author Karissa NeelyPosted on April 25, 2019 April 25, 2019 Categories Thinking on Education, Tutorials
Susan Cro: Studies Weekly Spotlight
Susan Cro uses Studies Weekly publications in a unique but important setting.
Susan Cro and her husband
As Cro explains, she is "a homeschooling Nana." She teaches three of her grandchildren, ages 8, 10 and 11.
"All three have VERY distinct learning styles, and are all moving at very different speeds with their learning. It has been an ongoing struggle to work with all three, at three separate grade levels, and keep them all motivated and challenged," she said in an interview with Studies Weekly.
Susan Cro's grandchildren study
Cro has spent her life teaching. She and her husband were group home parents working with and teaching at risk teens for two years. She was a regular substitute teacher for an alternative school, and a longtime substitute teacher in the K-12 schools in her community.
Even with all her experience, she admits that homeschooling is probably harder than anything she's done before. But she loves the individual attention and learning flexibility it gives her grandchildren.
"All three children love being home schooled with a relaxed atmosphere and the ability to study in depth any subject they show an interest in. It doesn't matter if you're studying trains or bones, you should be able to pull all subjects into that unit," she said. "The knowledge that each child is receiving the individual attention they deserve, being able to let them relax when they're not feeling well, and the ability to school any and everywhere makes this something that I will continue as long as the children and their parents want me to."
She explained she is grateful for Studies Weekly because its curriculum flexibility allows her to tackle the same subject matter, but individualize instruction for all three grade levels each week.
"Finding a program that can be used to teach across multiple ages, grade levels and abilities is truly a blessing. Studies Weekly provides this for homeschooling. We will utilize Studies Weekly until all three children age out of the program," she said.
Susan Cro's grandchildren read books recommended by Studies Weekly at their local library.
Cro discovered Studies Weekly after a suggestion from another homeschooling parent. In her seven years of homeschooling, she hadn't concentrated on social studies, but Studies Weekly is helping her play "catch-up" with that subject area.
"We school year-round so we plan to just keep working through each subsequent Studies Weekly grade until going through them all," she said.
Studies Weekly helps her grandchildren get excited about what they are learning. They love that the lessons are "short, sweet and to the point." Because of this, they want to explore further.
"I love seeing the 'Aha!' moment or hearing the excitement in a young voice as they grab hold of an idea or concept and run with it," she said.
Susan Cro and her grandchildren at Oklahoma's Museum of Osteology
Author Karissa NeelyPosted on April 23, 2019 April 23, 2019 Categories Educator Spotlight
Studies Weekly: Always Growing and Improving
Studies Weekly is continually improving and growing.
As a company, we are dedicated to updating and improving our products to better serve teachers and students.
For example, we were extremely excited to roll out our Google Integration recently, as we know how time-saving that is for teachers. We also are prototyping 7th and 8th grade Social Studies programs, and are completely updating our K-5 Science publications.
But that's not all. Here's what we've been up to:
New State Publications
Our Tennessee K-5 Social Studies publications successfully launched last year, and we were honored to be the only K-2 textbook adopted by the Tennessee State Board of Education.
Our editorial and production teams also worked tirelessly to create completely new and updated K-5 Social Studies publications for Georgia and Ohio. They also completely updated the Louisiana 3rd Grade Social Studies publication. Those all are available for advance purchase online and through local sales teams, for use in the 2019-2020 school year.
More Teacher Supplements
Your teacher resources now include 35 pages of graphic organizers and activities for students. Those additional tools are accessible through your online account, and they will be included in the printed Teacher Resource starting this fall.
Rate and Review System
Teachers can now rate and review all online articles, article questions, bonus media questions and assessment questions.
In the right-hand corner on articles and assessments, you can see the 5-star rating system. Simply click on the star of your choice.
If you rate an article or question below 4 stars, a comment box pops up and you can give us feedback on how we need to improve that item.
As a company, this helps our product development team see where we are succeeding, and where we need to improve and update our curriculum.
Don't worry, only teachers can rate content. This feature is not available for students.
Audio Reader
Your students can now choose the reading speed for the audio reader option on online articles. Students who are in the early language acquisition phase can slow down the reader speed so they can follow along easier. Students can also speed up the reader to a pace that works for them.
Product Updates from Teacher Feedback
In November, we organized a focus group, and gained valuable insight from those who use our product every day. Group members shared a number of suggestions where we can improve. Since then, we have implemented those, and are working to finalize other changes.
Here's just a few of those suggestions we heard, and our resulting actions:
♦ More K-2 videos. We've increased our K-2 video productions, and will continue to do so this year.
♦ Different content than crosswords. As we update each state's content, we're swapping out a large number of our crosswords with additional activities and content in our publications.
♦ More rigor and relevance in publications. As we update state content, we are building in more rigor and relevance.
♦ More online professional development. We have created an online professional development program, and will continue to add to it. District leaders can also now purchase additional PD training from Studies Weekly.
♦ More Tech Support hours. We now provide full day Tech Support coverage for all United States time zones except for Hawaii and Alaska.
More Changes to Come
These are only a few of the most recent improvements we've made to better serve you. We enjoy hearing from you as well. If you have other suggestions and ideas, feel free to contact us through our Facebook page, or text us at: (385) 399-1786.
Author Karissa NeelyPosted on April 18, 2019 July 22, 2019 Categories Corporate, Science, Social Studies, Studies Weekly Online
Thinking on Education: The Importance of Emotion in Learning
Oswiecim, Poland – March 28, 2016: Electrical fences of Auschwitz — the largest German concentration camp built and operated by Nazi Germany during World War II.
As your students analyze and ponder history, are they tapping into the feelings of people in the past?
We do students a disservice when we distance them from historical experiences through detached instruction.
At Studies Weekly, we live by the motto: "Standards Inform, Stories Inspire." We wholeheartedly believe that sentiment. While all our curriculum is based on rigorous national and state standards, we present that curriculum to students through the power of stories.
Because we believe, and research proves this, that true learning involves emotion, not rote memorization of facts and figures. As noted in a Psychologist World article, "emotionally charged situations can lead us to create longer lasting memories" of events.
If we want our students to truly learn from the mistakes and triumphs of the past, we need to ensure they experience the emotions of those events.
"The need to belong, the desire to be understood, the instinct to understand — these are all universal human emotions that do not fade with time, vary across generations, or stop just because you've got algebra to teach. They lord over a student's mind constantly, and require more than a little bit of 'social and emotional learning' — they require emotion at the core," said Terry Heick, founder and director of TeachThought, in an October 2017 post.
Just as students need to belong and be understood in the classroom, they can see these basic human needs in the past. Are students delving into these universal emotions as they learn history?
For example, are they discovering the stories behind why an individual fought for the North or the South in the American Civil War? Or are we just emotionlessly requiring them to memorize the dates and locations of battles and their military outcomes?
For those who lived those battles — and the many battles that followed — the dates mattered less than the sights, sounds and smells of gunpowder, smoke and death. Location mattered only in that it was the last place they saw a fellow soldier alive.
This is why Studies Weekly relies so much on primary sources.
Good Primary Sources Draw Students into the Story
"Primary sources allow us to discover important details about horrific events of the past, especially the often-overlooked human response," Lee Ann Potter, director of educational outreach at Library of Congress, in a 2011 Social Education article.
For many students today, World War II is a distant war fought on a distant land. But for people like Jack Tueller, it was where he lost many friends, but also found a strength within himself he didn't know was there.
For many students today, the Holocaust was an atrocity that no one can comprehend happening today. For Noemi Mattis, it was an era that ripped family and friends apart.
For many students today, the Civil Rights Movement was a major achievement that struck a major blow to racism. For those who lived that era and fought for equality, it was a time of fear and violence, but also strength and solidarity.
Studies Weekly centers much of its instruction around these and other types of primary sources so students will feel and experience history, not just read about it. So they will understand multiple perspectives of events from those who were there.
So they will see something within themselves in the stories of both ordinary and heroic history makers, and realize their own place in today's society.
To learn more about teaching with stories and primary sources, visit Teaching with Primary Source in Social Studies.
Author Karissa NeelyPosted on April 16, 2019 April 16, 2019 Categories Social Studies, Thinking on Education
Teaching Digital Citizenship in a World Full of Technology
We are all part of a digital world, but sometimes internet interactions bring out the uglier side of humanity.
Today, there is a profound need for digital citizenship education.
As part of the social studies curriculum, educators already teach children citizenship in our nation. In prior generations, this teaching included how to function in the public sphere and the local community, and how to fulfill civic duties.
But because the internet now connects our entire globe, we all are also citizens of the world. Thus, instruction today must include digital citizenship.
As Richard Culatta, CEO of the International Society for Technology in Education, explained in a speech last year, digital citizenship is not the same as teaching children online safety.
"Digital citizenship is not a list of don'ts, but a list of dos," he said at the 2018 ISTE Conference & Expo in Chicago.
Culatta outlined four of those dos, and encouraged educators to incorporate them into their instruction.
1. Digital Citizenship is using technology to make your community better.
We all, hopefully, have seen examples of this. From the teenager in a Utah school who created a social media account to highlight and compliment random students from his school, to the many amazing apps now available to help people with disabilities — many, many people use technology to improve society.
High school teacher Douglas Kiang shared another example of this in an ISTE article. He noticed his students weren't really connecting as a class, so he created a classroom Minecraft server. He assigned them to play the game together.
Before even tackling this assignment, the class created initial rules to govern their communal gameplay. From this, they learned valuable lessons about translating the citizenship rules that govern face-to-face interactions into a digital community. As the gameplay progressed, students gained in-depth knowledge about how laws and societies work.
"I just realized something. In the beginning, we had a hard time coming up with rules because no one knew what was going to happen. Now I think that laws only exist because someone at some point in the past did something before it was a law," one student told Kiang after a classroom discussion.
The play encouraged problem-solving, and in-person debate and discussion. Overall, Kiang felt it was a powerful community-building experience.
"The power of Minecraft as a catalyst for learning is in its ability to involve students in creating a shared world together, in all of its intricacies and challenges and difficult conversations. Good teachers are at the heart of this process, not just for providing a powerful learning environment to students, but also for helping them create meaning from the challenges they face and the choices they make. This teaching can take place when the laptops are closed, face to face. As students become better citizens in the virtual world, so will they develop powerful skills for negotiation and compromise that serve them well in the real world," he concluded.
2. Digital Citizenship is respectfully engaging with people who have different beliefs from ours.
From some reason — possibly because we can hide behind a username — we may find ourselves saying something nastier or meaner online than we would in a face-to-face discussion. This seems especially true in online political discussions and debates.
But through digital citizenship instruction, students learn that those "anonymous" posts have real-world consequences. And arguing with someone online rarely, if ever, changes their mind — all it does is isolate and divide the participants, stymying real solutions.
Common Sense Media has some great suggestions for teaching respectful digital citizenship at each grade level.
3. Digital Citizenship can shape public policy.
Culatta shared the power of social media in connecting with government representatives.
"If we only teach students that the way they interact with their elected officials is by writing a letter to the senator, then we should not be surprised when they don't think to turn to social media as a tool to make sure their voice is heard," he said. "If we only teach students how to organize people around a good cause in a physical space, we should not be surprised when their devices are used only for entertainment."
As an example of this, he pointed to No One Eats Alone, a digital inclusion project targeted to bringing middle school students together at lunchtime.
Parkland, Florida, USA – April 25, 2018: The Marjory Stoneman Douglas High School in Parkland, Florida. The school was the site of a school shooting in 2018 which set off mass protests against gun violence.
"And of course, we've all seen recently the power of the students from Parkland, Florida, who used their voice to change the conversation. And change a national dialogue, because they knew how to be good digital citizens," Culatta added.
4. Digital Citizenship is discerning the validity of online resources.
In a world where anyone can put up a website, Culatta said students need skills to distinguish fact and fiction. For example, a professor created a legitimate-looking website with "factual" information about the endangered Pacific Northwest Tree Octopus. He did this to see how many students in case study believed the "facts." Culatta said only one student questioned the validity of the source.
Home page of the Pacific Northwest Tree Octopus spoof site.
"Our ability to recognize truth from fiction is essential to our survival as a society," Culatta said. "We have to evolve and develop new skills for distinguishing truth from fiction. These new skills don't just happen, they have to be taught."
Again, Common Sense Media has some great grade-level-appropriate lesson plans for teaching digital literacy.
As our world becomes ever more digitally connected, the need for good digital citizens rises. Parents and educators can lead the way in teaching these skills.
"Teaching digital citizenship means embracing the reality that we're all interconnected through the Internet, and that we therefore need to understand the responsibilities and risks that come with life online," said Kristen Hicks in a 2015 Edudemic article.
Digital citizenship both protects and empowers us and our children.
Studies Weekly Integrates with Google Classroom
You asked, we listened.
The Studies Weekly online platform is now integrated with Google Classroom!
Now, with just a few clicks, you can assign articles, images or videos to the entire classroom. The Google Classroom integration works with our entire platform, making your job smoother.
David Bagley, Studies Weekly vice president of sales, explained that many teachers across the nation use Google Classroom, and have been asking for this integration for some time. He's very excited Studies Weekly can offer this to teachers.
"The best part of this integration is that it allows teachers the flexibility of reaching so many students instantly and to track progress, go paperless in the classroom, and communicate with both parents and students. And it works with any device," Bagley said.
You will now see the Google Classroom icon on the Studies Weekly platform, and it works individually with every digital source. Teachers can assign a single video, image, article or assessment to students' classroom. For extension activities, teachers can customize assignments and pull in other media from the platform as well.
To connect your Studies Weekly account to your Google Classroom, your students' Studies Weekly usernames must be their Google Classroom email.
For those that want to use the integration now, you will need to log in to your account and manually change your students' usernames to their Google Classroom email.
1. Select your classroom in the Studies Weekly platform
2. Navigate to edit each student
3. Edit the student's username
At the beginning of each school year, your auto-rostering program can link both platforms, but make sure to check this username requirement for all students.
How to use the Integration
1. From an article, navigate to the Google Classroom Icon in the corner.
2. Click on it, and select the Classroom you are sharing it to, and the action from the Classroom options. Click "Go."
3. Add your own notes, points, due date, etc. Click "Assign."
4. The assignment shows up in your students' Classroom stream.
Assigning Specific Sources
You can also assign specific audio, images or videos from an article, or search for them and assign them individually. To do so, simply look for the Google Classroom icon on each source.
Of course, all Assessments, Crosswords and Mispilled are integrated as well.
Sign on to your account at Studies Weekly online, and let this new integration save you time and sanity!
Author Karissa NeelyPosted on April 9, 2019 Categories Science, Social Studies, Tutorials3 Comments on Studies Weekly Integrates with Google Classroom
Thinking on Education: Teaching Civil Disobedience
She Stood for Freedom: Joan Trumpauer Mulholland
As we teach history, one of the many important ideas from the world's shared history is the use of civil disobedience to motivate change.
This is sometimes a tricky concept for younger children, because they are so ingrained with rules at home and at school.
"Don't cross the street without looking both ways."
"Don't hit your sister."
"Don't touch the hot stove."
"Don't jump on the bed."
"Don't yell."
Sometimes we all — not just children — struggle with the nuances of breaking a law because it is a bad one. That very struggle is why we view those who improve society through civil disobedience as heroes.
"One has a moral responsibility to disobey unjust laws," Martin Luther King Jr. wrote. "One who breaks an unjust law must do so openly, lovingly, and with a willingness to accept the penalty. I submit that an individual who breaks a law that conscience tells him is unjust, and who willingly accepts the penalty of imprisonment in order to arouse the conscience of the community over its injustice, is in reality expressing the highest respect for law."
Martin Luther King Junior Memorial in Washington DC, USA
As dictionaries define it, civil disobedience is the refusal to comply with certain laws as a peaceful form of political protest. Or, as Emmeline Pankhurst, a late-1800s British suffragist, put it:
"We are here, not because we are law-breakers; we are here in our efforts to become law-makers."
For her own acts of civil disobedience, Pankhurst was arrested about 20 times throughout the 40 years she campaigned for women's right to vote. British women gained that right in 1928, just a few weeks after Pankhurst's death.
Joan Trumpauer Mulholland was one of many white and black protesters who spent time in prison for their actions during the Civil Rights Movement. Mulholland faced violence and anger when she joined friends at a 1963 Woolworth's sit-in in Jackson, Mississippi, but didn't back down or retaliate.
Many others throughout history caused important change through their civil disobedience.
Mahatma Gandhi led the Salt March in 1930 — a peaceful protest of British rule in India and its unfair taxes and production restrictions on Indian salt. As Gandhi made the 240-mile march on foot, villagers along the way gathered to the cause.
Change did not immediately happen for the Indian people after this, but Gandhi's act inspired others, and eventually brought great change for his people.
Claudette Colvin
Civil disobedience almost always takes time to be effective, and sometimes multiple people must resolutely rise up before the spark of hope catches. Before Rosa Parks' quiet but monumental act, one teen did the same in March 1955.
Courtesy PBS
Claudette Colvin was a 15-year-old high school student in Montgomery, Alabama. As she explained in a March 2018 interview with the BBC, when the driver asked her to give up her seat in a full bus, she refused.
"He wanted me to give up my seat for a white person and I would have done it for an elderly person but this was a young white woman," she said in the interview.
Colvin told the bus driver she'd paid her fare, and had the right to remain where she was. Police arrested her and placed her in an adult cell, not a juvenile detention center, Colvin said. Her mother bailed her out about three hours later.
In 1956, after the ensuing Montgomery Bus Boycotts, Colvin was one of four people to testify to the United States Supreme Court about bus segregation. The court ruled to end segregation on buses.
The Tank Man
1989 was a year of changes — with the fall of the Berlin Wall, the uprising in Romania, and the arrest of Manuel Noriega. But one lone man in China became an emblem of the fight for freedom worldwide.
In Beijing that year, student-led demonstrations protested China's Communist government, and called for basic human rights. The students stationed their main protest near their "Goddess of Democracy" statue in Tiananmen Square.
China's government responded with military force, killing many with sprays of gunfire and tanks. One man, known only to history as the Tank Man, symbolized the Chinese government's suppression of human rights and the students' protest.
Courtesy Britannica
On the morning of June 5, after massive violence and deaths just the night before, the Tank Man faced down a line of tanks as they rolled into the square. Caught on video by journalists, the man blocked the tanks as they tried multiple times to maneuver around him. Even as gunfire could be heard around him, he alone gestured to the tanks to turn back.
Eventually, the tanks went around him and continued on, but his effort became a symbol to the world.
Teaching Civil Disobedience
These are just a few examples of those who used civil disobedience for the betterment of themselves and others. Brave change-makers of history can inspire students today to be the change they want to see in their own society.
"Whenever people ask me: 'Why didn't you get up when the bus driver asked you?' I say it felt as though Harriet Tubman's hands were pushing me down on one shoulder and Sojourner Truth's hands were pushing me down on the other shoulder. I felt inspired by these women because my teacher taught us about them in so much detail," Colvin said of her experience.
Even at a young age, students can and should learn the importance of civil disobedience, explained Andrea S. Libresco, professor of Social Studies Education at Hofstra University, in her 2018 National Council for the Social Studies article. Libresco highlighted how two children's books — "The Little Book of Little Activists," by Penguin Young Readers, and "The Youngest Marcher: The Story of Audrey Faye Hendricks, a Young Civil Rights Activist, by Cynthia Levinson — can show students their own power.
Youngest Marcher, by Cynthia Levinson
Using these books, Libresco suggested various learning strategies to engage students:
Use primary source images and discuss the freedoms and rights the participants are protesting for.
Dig deep with questions such as:
Who has the power to make — and change — rules and laws in society?
What are citizens' responsibilities to their community?
What are governments' responsibilities to its citizens?
What situations might call for different kinds of protest?
Besides a march, what are other methods of protest?
What obstacles do people face in their struggles for change?
How do you measure the success of a movement?
Are there any issues about which you feel strongly enough to protest?
Create project-based learning where students research issues and represent their research in one of the following ways:
Talk to family and friends about an issue
Learn or write a song or poem about the topic
Write letters to a company or public official
Make a mural
Post informational signs at school
Go to a local meeting or hearing
Hold a fund-raiser with an educational component
Add an article about the topic in a school newspaper or website
Attend a demonstration with their families
"The message is this. The world doesn't have to be the way the world is. Good people can act, and the world can be better, and so can we." Freeman Hrabowski III
Children have a keen sense of right and wrong and can be true change-makers in their communities. Freeman Hrabowski III, president of the University of Maryland-Baltimore County, witnessed this in his own life. In a PBS broadcast, he described how, at the age of 12, he participated in the Birmingham Children's Crusade of 1963.
That experience was a powerful example to him, to the world at that time, and to others today. Just last year, after learning about the Birmingham Children's Crusade of 1963, fifth graders from Case Elementary School in Akron, Ohio joined others in the National School Walkout to protest gun violence.
"The message is this. The world doesn't have to be the way the world is. Good people can act, and the world can be better, and so can we," Hrabowski said.
Author Karissa NeelyPosted on April 4, 2019 April 30, 2019 Categories Social Studies, Thinking on Education
Thinking on Education: Using Screens and Print Effectively in the Classroom
Studies show we all read more today than in previous generations. While printed books and magazines are still a part of our lives, much of our reading consumption is digital.
While technology innovation allows education to reach many students more efficiently, some educators worry that it is also limiting some students' skills. At the forefront of this is reading literacy, comprehension and other critical skills.
Digital reading is changing the way we read, suggested Maryanne Wolf, director of the Center for Dyslexia, Diverse Learners, and Social Justice at the University of California, Los Angeles, at February's Learning and the Brain conference in San Francisco.
Wolf postulated "that one of the threats of this shift is that it will hurt humans' ability for deep reading, which she describes as involving empathy, background knowledge, critical analysis, imagery and reflection," Sydney Johnson reported Feb. 18, 2019 in "Reading Fuels Empathy. Do Screens Threaten That?"
"The sum of these processes helps prepare citizens to be critical thinkers and empathetic — or not," Wolf said.
Wolf and others worry that this lack of connection could seriously affect students' future.
"We are in this moment where 'other' is becoming a threat," Wolf said at the February conference. "The compassionate imagination of childhood begins with understanding that there are others outside of ourselves. We have never needed the role of story more than right now for our children to understand a compassionate sense."
Studies back up Wolf's assertions. Geoff F. Kaufman of Carnegie Mellon University and Mary Flanagan of Dartmouth College found that students' decision processes change when approaching a problem digitally vs. in print.
Utilizing a board game format — or that same game translated to an iPad — they tested subjects' ability to prevent a health outbreak. Flanagan and Kaufman were surprised when their study showed that analog users communicated significantly more with their teammates and performed better than digital users.
"[T]he app-game players focused on dealing with immediate, local outbreaks of disease. Those playing the board game were more likely to keep a 'big picture view' of which people outside an immediate outbreak might be vulnerable, and they worked together more as a team. Overall, the board game players were better at stopping the outbreak and winning the game," Kaufman and Flanagan said in May 2016 Education Week report.
This is concerning. Today's classrooms throughout all levels of education are not ruled by just paper and pencils, but also through keyboard and tablet. Because of this, ultimately the discussion cannot be about "Screens vs. Print," but where to utilize each more effectively.
Flanagan and Kaufman researched further and tested subjects with other tasks either online or in print. They found some pros and cons to both media.
In their studies, digital readers recalled concrete facts and details better than print readers. But print readers scored better when asked to infer meaning and relationships, or ponder abstract concepts.
Other studies found that "students who typed notes on their laptops rather than writing them on paper tended to take down information verbatim rather than summarizing concepts." Those who summarized the concepts, rather than recording them verbatim, remembered more a week later.
Many educators find digital content is often more engaging for reluctant readers than a sheet of paper or a book. Unfortunately, these same readers tend to skim while reading online, and do not comprehend the text as deeply, or "construct complex arguments, or make connections to their own experiences," according to a 2014 Education Week article.
We cannot ban technology from the classroom, though.
"It is fair to say that reading digitally is part and parcel of living and learning in the 21st century .… No matter how complex the question of reading across mediums may be, teachers and students must understand how and when to employ a digital reading device," said Lauren Singer, a doctoral candidate at the University of Maryland, and Patricia Alexander, a University of Maryland professor, in a 2017 Inside Higher Ed article.
Singer, Alexander, Wolf, Flanagan, Kaufman and other researchers hope more study will lead to ways of helping students develop what Wolf calls a "bi-literate" brain, where they can benefit from the assets of both medium.
For now, these experts suggest teachers use a hybrid approach.
"There are many times when you are trying to get students to compare facts and figures. If you are making a timeline for World War II, it might be really great to have digital technology to optimize comprehension of details like that," Flanagan said in the 2016 article. "But when you want students to think more analytically about something, especially when you are asking something new — 'How would you compare what happened in World War II to the Gulf War,' say — that may require a shift in thinking. You may want to get off the screen for that for a little while."
Studies Weekly Social Studies and Science materials allow students and teachers to read and complete activities both online and in print. For more information, visit studiesweekly.com.
Author Karissa NeelyPosted on April 2, 2019 Categories Social Studies, Thinking on Education
Thinking on Education: Differentiating Instruction Does NOT Have To Be Hard
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I also wanted Jumbo Frames enabled. Navigate to Port Management > Port Settings and enable Jumbo Frames. It doesn't say what value is selected, so I'm assuming 9216 bytes? This is a global configuration that requires a reboot. Also, don't forget to save your configuration.


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When will Verizon's fiber-optic TV service, "FiOS," be available in New York City? Sometime "by year end," Pali Research analyst Rich Greenfield estimates.
Greenfield attended a NYC department of IT and Telecom hearing last Thursday about Time Warner Cable's (TWC) franchise license renewal. In a report this morning (registration required), he says the city is eager to get Verizon set up to offer TV competition to cable guys TWC, Cablevision (CVC) and RCN (RCNI).
The sticking points: Where and how fast the telco will have to build out its fiber network in NYC.
See Also: Verizon FiOS TV Hitting NYC Soon?
Verizon's cable franchise license should finally get approved sometime this year.


Amy Jo Johnson is a multifaceted artist with over twenty years of experience in the entertainment industry. Working successfully as an actress for more than two decades, Johnson is most known for her roles as Kimberly Hart in the iconic series Mighty Morphin' Power Rangers, Julie Emrick on the critically acclaimed series Felicity, and Jules Callaghan on the award-winning Canadian series Flashpoint.
In 2012, Amy Jo stepped behind the camera to begin her career as a filmmaker. Her first three short films and feature screenplay have won numerous awards across North America. Released in 2017, her debut feature film The Space Between premiered at the Shanghai International Film Festival. The film was named project of the year by Indiewire.com in 2015 and part of the Tribeca All Access Lab. In 2018, Amy Jo also developed her second feature film My Heart Is In My Head shot in Montreal.
Born and raised in the USA, Amy Jo moved her life to Toronto in 2008, after landing the award-winning series Flashpoint. The love she has for her new home has inspired her to become a Canadian Citizen. Amy Jo creates from the heart and is driven to hopefully inspire and help influence people in a positive way. This, to her, is what art and life are all about.


text:
Events, Rostrum, Speeches
Challenges of Indic Adoption on Mobile Web
9th April 2012 /
Last month on 15th March 2012 at New Delhi, W3C India & IAMAI (Internet & Mobile Association of India) had organized an one day conference titled "Mobile Web Initiative in India". I got invited to participate in one of the panel discussions on the day "Challenges of Indic Adoption on Mobile Web" covering on the Technology for enabling Indian Languages on Mobile Platform & Lack of standard interoperability.
The panel was moderated by Ms.Swaran Latha (W3C India Country Manager & Director & HoD for TDIL Programme of MC & IT of Government of India). The moderator covered in length the challenges in this area, what Govt. of India is doing to get all stakeholders on board in enabling Indian Languages, nudging them into place without any hard legislations. My good friend and the expert on this field Mr.Muthu Nedumaran from Murasu Systems (Malaysia) covered on the technologies that are now available including in iOS, Android (HTC Explorer) and recent BlackBerry OS. Mr.Sridhar of Akruti talked about the path that has been covered in last two decades in this field.
I myself talked on the need for educating and awareness building amongst the users & stakeholders on the possibility & business potential of enabling the Devices, OS and Apps for Indian Languages. India only has 5% of its population (say 40 Million of the 800 Million Mobile users) who know to read & write English, what about the 95% they are not using SMS or even Address book?. There is an urgent need for the industry to educate the users that using Mobile doesn't mean learning English & poor communication. I have seen that most of the time the Device OEM's Engineering & Head Office (say in US, Europe, Japan or Taiwan) is ready to do Indian Languages (when they do tens of languages worldwide this is routine to them), it is the Indian Marketing & Operations office that throws the spanner. They sit in their glass offices in Gurgaon & Bangalore and think everyone in India speaks English including Drivers, Maids, Cooks & Factory workers. By doing this they are not only killing our languages (but most of Indian Languages are classical languages surviving over thousands of years of external invasion), but also depriving the productivity & economic advantage that better communication through Mobile enables for common man (Aam Aadmi).
There is no cost reasoning today for not doing Indian Language support today in Mobile Devices (it costs less than 50 US cents per device and falls to zero when you go to millions of units). Today Indian Languages is supported in major Mobile OSes – iOS (Display & input through Apps), Android through OEM software from HTC or Samsung has full support and Blackberry through add-on install. Even Nokia Symbian OS has support enabled in their lost cost devices. Only Microsoft Windows Phone 7.x doesn't have any kind of Indian Language support, it is sad because Microsoft was the first major OS vendor in PCs to fully support many of the Indian Languages way back from Windows 2000. Hopefully the next version of Windows Phone (WP8) having an unified Kernel with Desktop Windows (Disclaimer: Nothing official yet from Microsoft, but rumoured here) will start supporting Indian Languages.
Finally if the stakeholders can't be convinced it is time for Parliament (and not individual State Assemblies) to come with laws requiring Indian Language support across the eco-system (Operator, SMS, Devices, OS & Apps) – *YES I said this, which is rare for someone like me who prefers lean and small Government & Compact Laws*.
LocalizationMobile
Kris Srikkanth hits off in Nasscom Emergeout 2011
TechEd India 2009 and my session
In Atlanta Georgia


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Mirzya Special
Rakeysh Omprakash Mehra on Mirzya: Couldn't imagine ANY established actors as Mirza-Sahiban
Mirzya director Rakeysh Omprakash Mehra tells IndiaToday.in about how Gulzar came to Mirzya, the film, its music, and why he signed newcomers Saiyami Kher and Harshvardhan Kapoor instead of established actors.
Tatsam Mukherjee
UPDATED: October 3, 2016 14:01 IST
A still from Mirzya
Rakeysh Omprakash Mehra is a born story-teller. That becomes more and more apparent as he cushions his answers nicely with context, setting them up nicely. Almost hell-bent on making them sound poetic.
His latest film Mirzya is slated for an October 7, 2016 release. Ahead of the release of Mirzya, Rakeysh Omprakash Mehra speaks to IndiaToday.in about his upcoming film and all else. Excerpts from the conversation:
We've been seeing a lot of period romances getting adapted recently. The many interpretations of Romeo-Juliet, Heer-Ranjha, what drew you to Mirza-Sahiban's story? What was it you were looking to explore that hasn't already been explored in the love story genre?
It's NOT a period romance. About 80 per cent of Mirzya is set in contemporary Rajasthan, and it is based on the folklore of Mirza-Sahiban, the eternal love story. Those of us who aren't familiar with the romance; there's a parallel timeline for exposition purposes, and how that lands in today's times. Are there a Mirza and Sahiban today? Is the old-world idea of romance still out there in the world? The intensity?
ALSO READ: Mirzya star Harshvardhan Kapoor - At 16, I predicted Anurag Kashyap will change the film industry
ALSO READ: Karan Johar - Banning talent and artistes not a solution
At what stage did Gulzar come into the picture? Had he already written the story? Did you want him to write one specifically on Mirza-Sahiban? How did it happen?
I had seen the play of the folklore at a culture festival back when I was in college. Some group from Punjab University had performed it and the story stayed with me. So as it happens in the end, the lovers have eloped and are being chased by a posse of Sahiban's brothers who are blood-thirsty for Mirza. Almost on the brink of escape, the lovers are found resting after riding for four consecutive days and nights. Mirza is woken up by the neighing of the horse, and as he tries to pick up his bow and arrows, he finds they're broken. And then as the arrows of Sahiban's brothers kill him, he has that question in his eyes, why did Sahiban break the arrows? 35 years later, I called up Gulzar bhai and asked him, "Why did Sahiban break the arrows?" Gulzar bhai replied in typical fashion, "Tum woh Sahiban se jaake puchho." (Go and ask Sahiban that.) To which I said, "Kab se dhund raha hoon, mil nahi rahi Sahiban. Aap hi bata do." (I've been trying to find her for long, haven't been successful yet. Please tell me where to find her.) And then he said, "Haath pakad ke chalte hai dhundhte hai Sahiban ko, unhi se poochh lenge." (Let's join hands and look for Sahiban and ask her) - so that was my proposition; if he would write, and that was his gracious acceptance. The idea was to dwell on why she broke the arrows, and let's soak ourselves in love, romance the il-logic of it. And who better than Gulzar?
Have to talk about the music, which many are saying is the best album from Bollywood till date. What was your brief to Shankar-Ehsaan-Loy?
Once we started work on the film, I remembered this documentary called Latcho Drom, which won the Oscar for Best Documentary. The documentary chases the gypsies and nomads of Rajasthan, how they change nationalities, forms when they travel. So they became Afghans, Persians, Turks, Russians, Romanians and how the spirit travelled all the way to East of France where they finally settled. So I remembered the interesting way the story was told to us in the form of nomads coming together after a hard day's work and singing about the folklore. So I asked if we could narrate our folklore musically like that, which would land in the present times. And I love telling stories in a non-linear fashion; it just comes to me like that. There's no real design to it. So when Gulzar bhai heard this, he started re-writing the script. He started making pointers where music would come in, so in a way we had the whole music written even before we decided on Shankar-Ehsaan-Loy.
We took that blue-print to them and it only became more interesting. I was very keen that we have something really rooted in terms of the music, which is why we got voices like Sain Zahoor from Pakistan, Akhtar Chanal from Balochistan, Nooran Sisters and Daler Mehendi from Punjab because that's where the folklore is set. Kaushiki Chakraborty making her Bollywood debut, and then Mame Khan since the love story is set in Rajasthan. The interesting thing was a Rajasthani singer NOT singing Rajasthani folk but EDM. And then my only brief to them was - let's give ourselves the permission to fail. I said we won't create a hit album, let's just go out in search of music. And those maestros, they got it; and as artists, this was something they really got the chance to sink their teeth into. And then they just blossomed, so many influences started creeping in from EDM, jazz, blues, folk, retro; basically the influence of world music. So that's how Shankar-Ehsaan-Loy took all these influences and took it to the next level.
Talking about your lead pair Harshvardhan Kapoor and Saiyami Kher - what was that one quality that convinced you they could play Mirza-Sahiban? Was there a particular trait you were looking for?
The thing with casting actors, is you have to instinctively feel the character when you meet the person. Casting is one of the crucial bridges that you have to cross in filmmaking. So we looked at a few established actors, but in my mind I just couldn't see ANY established actor playing the characters. I was only seeing Mirza, Sahiban, Adil, Suchitra, and I thought could we go with newcomers? Should we try? And that's how we landed Saiyami Kher, Anuj Chaudhary from Delhi, Anjali Patil a Maharashtrian actor, and of course Harshvardhan Kapoor from a film-family in Mumbai making his debut. The quality was simple, I wanted to see the characters in them. I saw the potential. Instincts are the best way to tell if an actor can play the character or not.
Harshvardhan Kapoor has a lot of curiosity surrounding him after he signed Vikramaditya Motwane's Bhavesh Joshi, and Sriram Raghavan's next. Do you think star kids have turned over a new chapter?
When I was casting people for the film, they were all newcomers for me. No one was really a star kid. When I sat them down, after a lot of prep work which included readings, acting workshops, I told them listen this is not about your first film. What is important when you cross over in front of the camera only one thing will matter - whether you are an actor or not. It doesn't matter how young or old you are. Just because we're in the glamour industry and we get written about more than we deserve, doesn't mean anything.
(This interview is in two parts. This is the first part. Watch this space for Part 2.)


text:
Переведи меня через майдан () — лирическая песня, написанная композитором Сергеем Никитиным на перевод Юнны Мориц стихотворения Виталия Коротича.

История создания
Текст известной песни «Переведи меня через майдан» написан в 1981 году будущим редактором журнала «Огонёк», тогда ещё молодым поэтом Виталием Коротичем на украинском языке. По некоторым сведениям, создание песни связано с трагической гибелью двенадцатилетнего сына поэта в 1971 году. Первоначально стихотворение называлось просто «Майдан» с подзаголовком «Останнє прохання старого лірника» («Последняя просьба старого лирника»). Его прочитала поэтесса Юнна Мориц и выполнила художественный перевод на русский язык, а известный композитор и исполнитель Сергей Никитин положил стихотворение на музыку. Так родилась песня, известная нам в первую очередь в исполнении Татьяны и Сергея Никитиных.

Сюжет (вариант буквального прочтения)
Слепой  (бродячий певец, играющий на колёсной лире) идёт по майдану (немощёной деревенской площади), где он может случайно встретиться со своей прежней любовью, матерью своего сына, от которой он ушёл, когда ослеп. Он покинул её из-за собственного убожества, но продолжает любить. Он боится случайно встретиться и с сыном, который теперь тоже стал бродячим певцом («співає на майдані»). Украинская писательница Ольга Чигиринская пишет: «Майдан — деревенская площадь, как минимум с одной стороны ограниченная не домами, а полем. Лирник хочет умереть на поле, в тишине, где пчёлы "в гречке стонут глухо" — но он слепой и не знает, что пока он был незрячим, городок вырос в город, поле застроили, и ему некуда идти. Вот в чём трагизм концовки — раньше лирник мог уйти в поле, в тишину, а теперь ему некуда идти даже чтобы умереть, и нет никого, кто отозвался бы на его просьбу — он идёт через площадь один, и люди вокруг даже не замечают слепого». В финале стихотворения лирник умирает прямо на площади.

Сюжет (вариант 1 метафорического прочтения)
Умирает человек. Прожитая бурная жизнь проносится перед его мысленным взором (майдан). Он молит ускорить переход в загробный мир (поле), где ждет его успокоение, но загробного мира не существует.

Сюжет (вариант 2 метафорического прочтения)
Майдан — это аллегория прошедшего, прошлого, памяти о прошлом, где навсегда остались любимая женщина и сын. Поле за майданом — это продолжение жизни. Но герой умирает и также остается в прошлом.

Отличия перевода от оригинала
По мнению критики, перевод получился метафорически и фонетически красивее оригинала, но в смысловом отношении уступает последнему. Перевод не передаёт всей глубины человеческой трагедии. В нём много поэтизмов и красивых образов, но из него не совсем понятна драматургия: зачем лирник просит перевести его через площадь, какие отношения связывают его с брошенной женщиной. В оригинале лирник продолжает любить её «незабутою любовью», а в переводе их отношения напоминают незначимый курортный роман. Кроме того, украинское слово «переведіть» («переведите») заменено на «переведи», что также искажает смысл — в оригинале персонаж не обращается к конкретному человеку, а просит: кто-нибудь, переведите меня через майдан. Тем не менее критики сходятся во мнении, что оба текста обладают самостоятельной ценностью.

Исполнители
 Татьяна и Сергей Никитины
 ВИА «Ариэль»
 Галина Беседина
 Николай Носков
 Александр Малинин
 Денис Бережной (на украинском языке)
 Вячеслав Марчук (на украинском языке)
 Александр Пушной
 Электрические партизаны

Пародии и вариации
В 1988 году команда КВН ДГУ выступала с номером «Переведи меня на хозрасчёт», переделанной из песни Никитина — Коротича.

В 2004 году, когда на Украине началась «Оранжевая революция» и на Майдане Незалежности (Площади Независимости в Киеве) около двух месяцев проходил непрерывный митинг, слово «майдан» приобрело политическое значение. Тогда же песня на стихи В. Коротича — Ю. Мориц стала востребована широкими массами. Возникла пародия, смысл которой сводился к следующему: стоит перейти через Майдан и будет всем счастье и благополучие. На текст пародии был создан популярный клип: парень и девушка идут через запруженный народом Майдан Незалежности, где в это время проходит митинг — и каждый участник исполняет сольную партию, начинающуюся со слов «Переведи меня через Майдан», выдвигая очередной довод в пользу перехода страны на новый путь развития.

В 2014 году в связи с событиями «Второго Майдана», присоединением Крыма к Российской Федерации и с вооружённым конфликтом на востоке Украины к образу бродячего лирника обратилась российская поэтесса Лариса Шушунова. Сохранив сюжетно-образную связь с оригиналом Коротича и стиль Юнны Мориц, она внесла в эту тему новый смысл — политический и философский.

Есть стихотворение и песня с таким названием и у Александра Городницкого.

В 2017 году Александр Пушной записал метал-версию исполнения данной песни на русском языке, которая в 2021 вошла в его альбом «Каверы Пушного».

Примечания

Ссылки
 В. Искра. «А поля за майданом не було»…
 Перевод на иврит (З.Гейзель)

Песни по алфавиту
Песни СССР


But it was 1911. Suffrage protests were at their explosive height. And this story suggests that England's wellbeing depends on a quest for gender equality. So the manuscript was kept silent.
Come along and find out how you can get involved!
Rachel's a previous winner of the UK Young Storyteller of the Year, and has received much attention for taking storytelling to unexpected venues and collaborations.
She has performed at Alden Biesen (BE), Beyond the Border, Festival at the Edge, Amsterdam & Norwegian Festivals of Storytelling, Racontamiunastoria (IT), Words (DN), and Contos de Liberdades, and has written and performed stories for London City Sinfonia, the RSC, and Billy Bragg.


text:
ACIS Logo Clíona Murphy
Department History (Emeritus Professor)
Research Interests Recent Interests: Irish in Mexico/Latin America/California
Past and continuing research interests:
Women in Irish/British History
Evangelism in Nineteenth Century Ireland and Britain
Literature and History
Courses Taught in Irish Studies Ireland Since 1800, Britain and Ireland, British Empire, Film and identity in History: A Century of Irish Cinema, Mexican-European Connections Since 1821 (Ireland covered).
Institutional Affiliation California State University, Bakersfield
I have researched, written, published, edited, reviewed, and taught in Irish, British, British Empire, European, and Gender History, and on Ireland and Mexico/Latin America. I have also taught courses in Historiography and Methodology. My favorite course to teach in the last number of years is Mexican-European Connections Since 1821. The course grew out of my research on Ireland and Mexico.
My most recent articles focus on a trial in Kerry in 1845, and on the Irish doctor/botanist Thomas Coulter in Mexico in the early nineteenth century:
"The Trial at Tralee: The Reverend Charles Gayer and the Kerry Examiner, Proselytism or Persecution?" in Kerry, History and Society, Geography Publications County Series, Kerry, Maurice Bric, editor.
"Imagining Mexico through Thomas Coulter's Residence, 1825 -1834: Botany, Mining, and Diplomacy" in The Influence and Legacy of Alexander von Humboldt in the Americas (UNAM, forthcoming, 2021)
I am retired and teaching at California State University Bakersfield as part of the Faculty Early Retirement Program. I was a member of ACIS since 1988 for many years. Now I am coming back as I have more time!


text:
New York, New York, January 23, 2017 – Today, the Fisher Center for Alzheimer's Research Foundation is proud to announce they have funded an important study that could lead to the development of effective drugs that may prevent the onset of Alzheimer's disease. This groundbreaking research was conducted by the Fisher Center scientists at The Rockefeller University, led by Nobel Laureate Dr. Paul Greengard, in the quest to find a cure for Alzheimer's disease.
Fisher Center scientists have linked a mutation that protects elderly people from developing Alzheimer's disease with the effect of Gleevec, an FDA approved anti-cancer drug. As published in the scientific journal Proceedings of the National Academy of Sciences, under the direction of Dr. Greengard and spearheaded by Drs. Bill Netzer and Victor Bustos, they further discovered that Gleevec and a related compound mimic the effects of the protective mutations and thus can act as models for the development of effective drugs to fight Alzheimer's disease.
The cellular process responsible for the mutation's protective effect was also identified, which suggests that drugs targeting this process or pathway also might provide protection against the development of Alzheimer's disease.
"Four approved drugs are currently used to treat Alzheimer's cognitive symptoms and these drugs produce modest, temporary benefits at best and do not prevent or delay worsening of the disease," said Nobel Laureate Dr. Paul Greengard, Director of The Fisher Center for Alzheimer's Research. "This new finding opens the doors for new treatments that may actually prevent Alzheimer's disease from developing, which would drastically decrease the number of people affected by the disease."
In a previous study conducted by the Fisher Center scientists, they discovered that Gleevec lowers Aβ levels through indirect inhibition of γ-secretase activity. In the current study, they report that Gleevec also achieves its Aβ-lowering effects through an additional cellular mechanism. It renders APP less susceptible to proteolysis by BACE without inhibiting BACE enzymatic activity or the processing of other BACE substrates.
"This study further confirms that treatment with drugs that indirectly modulate BACE processing of APP but spare other BACE substrates while achieving therapeutic concentrations in the brain might be effective in preventing or delaying the onset of AD and could be safer than nonselective BACE inhibitor drugs," said Dr. Victor Bustos, Senior Research Associate at the Fisher Center for Alzheimer's Research at The Rockefeller University.
"As a direct result of the funding support we provide to the Fisher Center for Alzheimer's Research at The Rockefeller University, the lab has identified an effective treatment model for preventing Alzheimer's disease," said Kent L. Karosen, President/CEO Fisher Center for Alzheimer's Research Foundation. "Our lab at The Rockefeller University is on the cutting edge of science and we are pleased to fund their breakthrough research in our quest to find a cure for Alzheimer's."
About the Fisher Center for Alzheimer's Research Foundation
Led by President and CEO, Kent L. Karosen, the Foundation was established in 1995 by Zachary Fisher to primarily fund the work of the scientists at the Fisher Center for Alzheimer's Research at The Rockefeller University. The Foundation has received the exceptional 4-Star rating from Charity Navigator for the sixth consecutive year.
The Fisher Center at The Rockefeller University is one of the largest and most modern facilities in the world dedicated to solving the puzzle of Alzheimer's, and is considered by many to be a prototype for Alzheimer's research. The Center is led by Nobel Laureate Dr. Paul Greengard, recipient of multiple awards and honors throughout his career, and includes a research team of over 50 world-renowned scientists. To learn more about the Fisher Center's innovative research, go to www.ALZinfo.org.
About The Rockefeller University
The Rockefeller University is the world's leading biomedical research university and is dedicated to conducting innovative, high-quality research to improve the understanding of life for the benefit of humanity. Our 79 laboratories conduct research in neuroscience, immunology, biochemistry, genomics, and many other areas, and a community of 1,800 faculty, students, postdocs, technicians, clinicians, and administrative personnel work on our 14-acre Manhattan campus. Our unique approach to science has led to some of the world's most revolutionary and transformative contributions to biology and medicine. During Rockefeller's 115-year history, 24 of our scientists have won Nobel Prizes, 21 have won Albert Lasker Medical Research Awards, and 20 have garnered the National Medal of Science, the highest science award given by the United States.
Contact: the Fisher Center for Alzheimer's Research Foundation
info@alzinfo.org


text:
package com.technode.terranovus.api.world;

import net.minecraft.world.biome.Biome;

public class WorldGenEnums {

	// deep water
	public static Biome OCEAN; //vanilla
	public static Biome DEEP_OCEAN; //vanilla

	// inland water
	public static Biome LAKE;
	public static Biome RIVER; //vanilla

	// lowlands
	public static Biome PLAINS; //vanilla
	public static Biome DESERT; //vanilla
	public static Biome SWAMPLAND;
	public static Biome BOG;
	public static Biome GRASSLAND;
	public static Biome TAIGA; //vanilla
	public static Biome STEPPE;
	public static Biome JUNGLE; //vanilla
	public static Biome JUNGLE_EDGE;
	public static Biome GLACIER;
	public static Biome FOREST; //vanilla

	// beach
	public static Biome GRAVEL_BEACH;
	public static Biome WHITE_BEACH;
	public static Biome BEACH; //vanilla

	// highlands
	public static Biome MOUNTAINS;
	public static Biome MOUNTAINS_EDGE;
	public static Biome MOUNTAIN_FOOTHILLS;
	public static Biome HIGH_PLAINS;
	public static Biome HIGH_HILLS;
	public static Biome HIGH_HILLS_EDGE;
	public static Biome ROLLING_HILLS;
	public static Biome TAIGA_HILLS; //vanilla
	public static Biome FOREST_HILLS; //vanilla
	public static Biome JUNGLE_HILLS; //vanilla
	public static Biome EXTREME_HILLS; //vanilla
	public static Biome EXTREME_HILLS_EDGE; //vanilla
	public static Biome DESERT_HILLS; //vanilla

	// volcano
	public static Biome VOLCANO;
	public static Biome VOLCANO_EDGE;
	public static Biome VOLCANIC_ISLAND;

	// special
	public static Biome VOID; //vanilla
	public static Biome HELL; //vanilla
	public static Biome SKY; //vanilla

	// Terra Novus Biomes

	// Moisture is Arid, Very Dry, Dry, Average, Damp, Very Damp, Wet. Naming
	// Syntax is Region_Type_Moisture. Average is just Region_Type
	public static Biome Polar_Ocean;
	public static Biome Tundra_Ocean;
	public static Biome Taiga_Ocean;
	public static Biome Temperate_Ocean;
	public static Biome Sub_Tropical_Ocean;
	public static Biome Tropical_Ocean;
	public static Biome Arid_Ocean;
	public static Biome Hell_Ocean;

	public static Biome Polar_Deep_Ocean;
	public static Biome Tundra_Deep_Ocean;
	public static Biome Taiga_Deep_Ocean;
	public static Biome Temperate_Deep_Ocean;
	public static Biome Sub_Tropical_Deep_Ocean;
	public static Biome Tropical_Deep_Ocean;
	public static Biome Arid_Deep_Ocean;
	public static Biome Hell_Deep_Ocean;

	public static Biome Polar_Lake;
	public static Biome Tundra_Lake;
	public static Biome Taiga_Lake;
	public static Biome Temperate_Lake;
	public static Biome Sub_Tropical_Lake;
	public static Biome Tropical_Lake;
	public static Biome Arid_Lake;
	public static Biome Hell_Lake;

	public static Biome Polar_River;
	public static Biome Tundra_River;
	public static Biome Taiga_River;
	public static Biome Temperate_River;
	public static Biome Sub_Tropical_River;
	public static Biome Tropical_River;
	public static Biome Arid_River;
	public static Biome Hell_River;

	public static Biome Polar_Beach;
	public static Biome Tundra_Beach;
	public static Biome Taiga_Beach;
	public static Biome Temperate_Beach;
	public static Biome Sub_Tropical_Beach;
	public static Biome Tropical_Beach;
	public static Biome Arid_Beach;
	public static Biome Hell_Beach;

	//Polar

	public static Biome Glacier;
	public static Biome Polar_Plains;
	public static Biome Polar_Mountain;

	// Tundra

	public static Biome Tundra_Plains_Very_Dry;
	public static Biome Tundra_Plains_Dry;
	public static Biome Tundra_Plains;
	public static Biome Tundra_Plains_Damp;

	public static Biome Tundra_Swamp_Dry;
	public static Biome Tundra_Swamp;
	public static Biome Tundra_Swamp_Damp;

	public static Biome Tundra_Hills_Very_Dry;
	public static Biome Tundra_Hills_Dry;
	public static Biome Tundra_Hills;
	public static Biome Tundra_Hills_Damp;

	public static Biome Tundra_Hills_Edge_Very_Dry;
	public static Biome Tundra_Hills_Edge_Dry;
	public static Biome Tundra_Hills_Edge;
	public static Biome Tundra_Hills_Edge_Damp;

	// Taiga

	public static Biome Taiga_Mountain_Dry;
	public static Biome Taiga_Mountain;

	public static Biome Taiga_Mountain_Edge_Dry;
	public static Biome Taiga_Mountain_Edge;
	public static Biome Taiga_Mountain_Edge_Damp;
	public static Biome Taiga_Mountain_Edge_Very_Damp;

	public static Biome Taiga_High_Plains_Dry;
	public static Biome Taiga_High_Plains;

	public static Biome Taiga_Plains_Dry;
	public static Biome Taiga_Plains;
	public static Biome Taiga_Plains_Damp;

	public static Biome Taiga_Hills_Dry;
	public static Biome Taiga_Hills;
	public static Biome Taiga_Hills_Damp;

	public static Biome Taiga_Hills_Edge_Dry;
	public static Biome Taiga_Hills_Edge;
	public static Biome Taiga_Hills_Edge_Damp;

	public static Biome Taiga_Forest_Dry;
	public static Biome Taiga_Forest;
	public static Biome Taiga_Forest_Damp;
	public static Biome Taiga_Forest_Very_Damp;

	public static Biome Taiga_Swamp_Dry;
	public static Biome Taiga_Swamp;
	public static Biome Taiga_Swamp_Damp;

	// Temperate

	public static Biome Temperate_Mountain_Dry;
	public static Biome Temperate_Mountain;
	public static Biome Temperate_Mountain_Damp;

	public static Biome Temperate_Mountain_Edge_Dry;
	public static Biome Temperate_Mountain_Edge;
	public static Biome Temperate_Mountain_Edge_Damp;
	public static Biome Temperate_Mountain_Edge_Very_Damp;

	public static Biome Temperate_High_Plains_Dry;
	public static Biome Temperate_High_Plains;
	public static Biome Temperate_High_Plains_Damp;

	public static Biome Temperate_Plains_Dry;
	public static Biome Temperate_Plains;
	public static Biome Temperate_Plains_Damp;
	public static Biome Temperate_Plains_Very_Damp;

	public static Biome Temperate_Hills_Dry;
	public static Biome Temperate_Hills;
	public static Biome Temperate_Hills_Damp;
	public static Biome Temperate_Hills_Very_Damp;

	public static Biome Temperate_Hills_Edge_Dry;
	public static Biome Temperate_Hills_Edge;
	public static Biome Temperate_Hills_Edge_Damp;
	public static Biome Temperate_Hills_Edge_Very_Damp;

	public static Biome Temperate_Forest_Dry;
	public static Biome Temperate_Forest;
	public static Biome Temperate_Forest_Damp;
	public static Biome Temperate_Forest_Very_Damp;

	public static Biome Temperate_Swamp_Dry;
	public static Biome Temperate_Swamp;
	public static Biome Temperate_Swamp_Damp;

	// Sub_Tropical

	public static Biome Sub_Tropical_Mountain_Dry;
	public static Biome Sub_Tropical_Mountain;
	public static Biome Sub_Tropical_Mountain_Damp;

	public static Biome Sub_Tropical_Mountain_Edge_Dry;
	public static Biome Sub_Tropical_Mountain_Edge;
	public static Biome Sub_Tropical_Mountain_Edge_Damp;
	public static Biome Sub_Tropical_Mountain_Edge_Very_Damp;

	public static Biome Sub_Tropical_High_Plains_Dry;
	public static Biome Sub_Tropical_High_Plains;
	public static Biome Sub_Tropical_High_Plains_Damp;

	public static Biome Sub_Tropical_Plains_Dry;
	public static Biome Sub_Tropical_Plains;
	public static Biome Sub_Tropical_Plains_Damp;
	public static Biome Sub_Tropical_Plains_Very_Damp;

	public static Biome Sub_Tropical_Hills_Dry;
	public static Biome Sub_Tropical_Hills;
	public static Biome Sub_Tropical_Hills_Damp;
	public static Biome Sub_Tropical_Hills_Very_Damp;

	public static Biome Sub_Tropical_Hills_Edge_Dry;
	public static Biome Sub_Tropical_Hills_Edge;
	public static Biome Sub_Tropical_Hills_Edge_Damp;
	public static Biome Sub_Tropical_Hills_Edge_Very_Damp;

	public static Biome Sub_Tropical_Forest_Dry;
	public static Biome Sub_Tropical_Forest;
	public static Biome Sub_Tropical_Forest_Damp;
	public static Biome Sub_Tropical_Forest_Very_Damp;

	public static Biome Sub_Tropical_Swamp_Dry;
	public static Biome Sub_Tropical_Swamp;
	public static Biome Sub_Tropical_Swamp_Damp;

	// Tropical

	public static Biome Tropical_Mountain_Dry;
	public static Biome Tropical_Mountain;
	public static Biome Tropical_Mountain_Damp;
	public static Biome Tropical_Mountain_Very_Damp;
	public static Biome Tropical_Mountain_Wet;

	public static Biome Tropical_Mountain_Edge_Dry;
	public static Biome Tropical_Mountain_Edge;
	public static Biome Tropical_Mountain_Edge_Damp;
	public static Biome Tropical_Mountain_Edge_Very_Damp;
	public static Biome Tropical_Mountain_Edge_Wet;

	public static Biome Tropical_High_Plains_Dry;
	public static Biome Tropical_High_Plains;
	public static Biome Tropical_High_Plains_Damp;
	public static Biome Tropical_High_Plains_Very_Damp;
	public static Biome Tropical_High_Plains_Wet;

	public static Biome Tropical_Plains_Very_Dry;
	public static Biome Tropical_Plains_Dry;

	public static Biome Tropical_Hills_Dry;
	public static Biome Tropical_Hills;
	public static Biome Tropical_Hills_Damp;
	public static Biome Tropical_Hills_Very_Damp;
	public static Biome Tropical_Hills_Wet;

	public static Biome Tropical_Hills_Edge_Dry;
	public static Biome Tropical_Hills_Edge;
	public static Biome Tropical_Hills_Edge_Damp;
	public static Biome Tropical_Hills_Edge_Very_Damp;
	public static Biome Tropical_Hills_Edge_Wet;

	public static Biome Tropical_Forest_Dry;
	public static Biome Tropical_Forest;
	public static Biome Tropical_Forest_Damp;
	public static Biome Tropical_Forest_Very_Damp;
	public static Biome Tropical_Forest_Wet;

	public static Biome Tropical_Swamp_Dry;
	public static Biome Tropical_Swamp;
	public static Biome Tropical_Swamp_Damp;

	// Arid

	public static Biome Arid_Mesa_Mountain_Arid;
	public static Biome Arid_Mesa_Hill_Arid;
	public static Biome Arid_Mesa_Hill_Edge_Arid;
	public static Biome Arid_Desert_Hill_Arid;
	public static Biome Arid_Desert_Hill_Edge_Arid;
	public static Biome Arid_Desert_Plains_Arid;
	public static Biome Arid_Scrubland_Hill_Dry;
	public static Biome Arid_Scrubland_Hill_Edge_Dry;
	public static Biome Arid_Scrubland_Plains_Dry;

	// Hell

	public static Biome Hell_Mountain_Arid;
	public static Biome Hell_River_Canyon_Arid;

}

redpajama_set_name: RedPajamaGithub


text:
Six dead after twisters slice up communities
The Columbus Dispatch
GRANBURY, Texas — Habitat for Humanity spent years in a northern Texas subdivision, helping to build many of the 110 homes in the low-income area. But its work was largely undone during an outbreak of 13 tornadoes on Wednesday night that killed six people and injured dozens.
Yesterday, authorities combed through debris in Granbury, while residents awaited the chance to see what was left of their homes. Witnesses described the two badly hit neighborhoods as unrecognizable, with homes ripped from foundations and others merely rubble.
Granbury, about 40 miles southwest of Fort Worth, bore the brunt of the damage. The National Weather Service's preliminary estimate was that the tornado had wind speeds between 166 mph and 200 mph. Other tornadoes spawned from the violent spring storm damaged nearby Cleburne and Millsap.
"I tell you, it has just broken my heart," said Habitat for Humanity volunteer Elsie Tallant, who helped serve lunch every weekend to those building homes in a Granbury neighborhood and those set to become homeowners.
Hood County Commissioner Steve Berry said yesterday that he couldn't tell one street from another in Granbury's Rancho Brazos Estates neighborhood because of the destruction.
The weather service said the preliminary storm estimate for the Granbury tornado was an EF-4, based on the Fujita tornado damage scale. An EF-5 is the most severe.
Of the homes in the Rancho Brazos Estates, 61 of them were built by Habitat for Humanity, said Gage Yeager, executive director of Trinity Habitat for Humanity in Fort Worth. He said most of those homes were damaged, including at least a dozen that were destroyed.
Raul Rodriguez was among the lucky ones: His Habitat for Humanity home was still standing. Rodriguez, a 42-year-old mechanic, rode the storm out in a closet with his wife and three children as he heard the windows shattering outside. He realized their fortune when they emerged to see a heartbreaking scene.
"Injured people, bloody people, started coming to our house, asking us to call 911," said Rodriguez, who has lived in the neighborhood for more than two years. He assessed his own home, finding only shattered windows, lost roof shingles and a collapsed garage.
"My neighbors to the right, they lost everything," he said.
Habitat for Humanity volunteer Bill Jackson said the homes, built primarily for low-income people, were insured and can be rebuilt. But that doesn't alleviate Tallant's pain. She got to know the people who had waited for years to become homeowners.
"We were going to dedicate a house this weekend, and her home was destroyed," she said.
Hood County Sheriff Roger Deeds said yesterday that two of the dead were women and four were men; one man and one woman were in their 80s.
"Some were found in houses. Some were found around houses," Deeds said. Six or seven people have not been accounted for, he said at a news conference.
"I'm very confident we'll find those people alive and well," Deeds said, adding that 37 injured people were treated at hospitals.
"We're going to keep looking. We're not going to give up until every piece of debris is turned over."
Harold Brooks, a meteorologist at the weather service's severe-storm lab in Norman, Okla., said May 15 is the latest into the month that the United States has had to wait for its first significant tornadoes of the year.
Another tornado cut a mile-wide path through Cleburne on Wednesday, storm spotters told the National Weather Service. The weather service said it was estimated as an EF-3, which has winds between 136 mph and 165 mph.
Cleburne Mayor Scott Cain said yesterday morning that no one was killed or seriously injured in the city of about 30,000, about 25 miles southeast of Granbury. Nine people suffered minor injuries, upward of 150 homes were damaged, and an additional 50 were destroyed.


Harry Potter and the Goblet of Fire was written by J.K. Rowling. The first edition was published in 2000 by Bloomsbury. It was 636 pages long, and the retail price was £14.99.
In Other Rooms, Other Wonders was written by Daniyal Mueenuddin. The first edition was published in 2009 by Norton & Company. It was 247 pages long, and the retail price was $23.95.
Midnight's Children was written by Salman Rushdie. The first edition was published in 1981 by Knopf. It was 446 pages long, and the retail price was $13.95.
The first edition criteria are as follows: The consensus is that the American edition (Knopf) precedes the UK edition (Jonathan Cape). The UK edition was intended to be first, and the wording of the copyright pages on both editions support this intention. There was however a printer strike in the UK, and as a consequence, the American edition was published first. That said, the UK edition is scarcer and thus commands a higher price than the American edition in the book market. Below is the first American edition.
The Third Life Of Grange Copeland was written by Alice Walker. The first edition was published in 1970 by Harcourt Brace Jovanovich. It was 247 pages long, and the retail price was $5.95.
The Complete Stories was written by Flannery O'Connor. The first edition was published in 1971 by Farrar, Straus and Giroux. It was 555 pages long, and the retail price was $10.00. The Complete Stories won the National Book Award.


text:
Q: C# populate a combo box from a method What I would like to do is to populate a drop down menu from a database.
First of all I plan to use a combo box.
I have created an object that contains the data that I need to take from the database. The object is as follows
namespace RLMD
{
public class FlashCardLevel
    {
        private int intFCLId;
        private String strFCLName;

        public FlashCardLevel(int intFCLId, String strFCLName)
        {
            this.intFCLId = intFCLId;
            this.strFCLName = strFCLName;
        }

        public int IntFCLId
        {
            get { return intFCLId; }
            set { this.intFCLId = value; }
        }

        public String StrFCLName
        {
            get { return strFCLName; }
            set { this.strFCLName = value; }
        }
    }
}

What I need to do is to add a list of items from a database, but for ease of use I have simulated given some sample data.
public List<FlashCardLevel> Rifle(List<FlashCardLevel> fcLevel)
{
    fcLevel.Add(new FlashCardLevel(1, "Severe"));
    fcLevel.Add(new FlashCardLevel(2, "Moderate"));
    fcLevel.Add(new FlashCardLevel(3, "Mild"));
    fcLevel.Add(new FlashCardLevel(4, "Slight"));

    return fcLevel;
}

I'm calling the method here.
List<FlashCardLevel> fcLevel = new List<FlashCardLevel>();
talkToDatabase.Rifle(fcLevel);
this.comboCardLevel.DataSource = fcLevel;
this.comboCardLevel.DisplayMember = "Name";
this.comboCardLevel.ValueMember = "Value";

The combobox is displaying no information.
I would appreciate any help

A: Updated:
The DisplayMember Property should be referring to FlashCardLevel (class), Property StrFCLName and ValueMember should be pointing to IntFCLId.
List<FlashCardLevel> fcLevel = new List<FlashCardLevel>();
talkToDatabase.Rifle(fcLevel);
this.comboCardLevel.DataSource = listFromDatabase;
this.comboCardLevel.DisplayMember = "StrFCLName";
this.comboCardLevel.ValueMember = "IntFCLId";

A: The DisplayMember and ValueMember should point to your properties name.
this.comboCardLevel.DisplayMember = "IntFCLId";
this.comboCardLevel.ValueMember = "StrFCLName";

redpajama_set_name: RedPajamaStackExchange


A knife-wielding assailant on Sunday stabbed the mayor of the Polish port city of Gdansk in front of hundreds of people at a charity event, police and media said.
Paramedics resuscitated Pawel Adamowicz, 53, at the scene before taking him to hospital where he underwent surgery.
"I learned that doctors succeeded in re-establishing the cardiac function of Mr Adamowicz who has been gravely wounded. There is hope but his condition remains serious," Polish President Andrzej Duda said on Twitter.
A video recording of the attack posted on YouTube showed the attacker bursting onto the podium.
After knifing the mayor, he seized the microphone and claimed to have been wrongly jailed by the previous centrist government of the Civic Platform (PO) and tortured.
"That's why Adamowicz dies," the attacker said.
The Civic Platform had supported Adamowicz's re-election in 2018 municipal elections.
The attack took place at a fundraiser for the purchase of medical equipment and the assailant was quickly apprehended by security guards and arrested.
According to Polish media, the man had been sentenced to more than five years in prison for four armed attacks on banks in Gdansk.
"The attack on the life and health of the mayor of Gdansk must be firmly condemned," Polish Prime Minister Mateusz Morawiecki said on Twitter.
Interior Minister Joachim Brudzinski condemned the attack as "an incomprehensible act of barbarism".


Paul Cézanne (1839-1906) is the pre-eminent Post-Impressionist. All modern art can be traced either directly or indirectly to him. He immediately had an effect on Gauguin, van Gogh, Picasso and Braque, who in turn have influenced countless others. He himself was influenced by Pisarro, as well as the Impressionists who he met through his school friend Émile Zola; Manet, Renoir, Bazille and Dégas. Cézanne began working with these artists, beginning to develop his own theory and style of painting in 1880. He reduced every object in nature to one of three shapes; the cone, the cylinder, and the cube. He then achieved a three-dimensional architectural effect by deliberately alternating warm and cool tones and by using a dark outline around objects.
Our collection comprises different periods of Cézanne's work and includes his most iconic pieces.
Another beautiful print. Very happy with the frame too.


I make games that torture the poor semi-innocent souls who, unfortunately, have been led to my corner of the internet. I implement environment-based story telling, dark humor, and general weirdness into the games I create.
Get ready to cringe, just in time for April Fool's Day.
"I hate your face." "Thank you, you too!"
Seriously, just leave. It's not worth it.
Attack when the time is right.