I kicked off DC Week with my list of favorite online planning resources. I've used all of them to plan our recent trips. For me, valuable articles and guides have an opinion one way or another—I use this feedback to narrow down a short list of things to see and do.
Here's our list of favorite family-friendly activities in and around DC. Remember, keep it fun and take what you think you can do in a day and cut that that in half.
National Air and Space Steven F. Udvar-Hazy Center: With over 80 aircraft, this addition to the Smithsonian is awe-inspiring. First, you'll be amazed by the size of the building itself; when you see the collection of huge aircraft, rockets and spaceships, you'll understand why it's worth a trip out here (located by Dulles Airport).
Clock Tower at the Old Post Office Building: Looking for a great view without the line of the Washington Monument? Head to the top of the Clock Tower. The view is excellent, it's easy to access, and is stroller-friendly.
The Wax Museum: The wax museum in Washington DC brings history to life. For me, this is the key to keeping kids engaged. Featuring historical figures and pop icons, this is a quick and entertaining stop.
Mount Vernon: Ever since I was a kid, I've loved visiting Mount Vernon. The graceful setting makes exploring the grounds a peaceful experience. The museum offers interesting perspective about the history of farming and George Washington's life. There is a movie available, but some scenes are violent. We prefer walking around at our leisure (we skipped the guided house tour on our last visit). Pick up the Adventure Map for kids at the information desk. You can bike here or take a water taxi from Alexandria.
National Museum of Natural History: A Solomon family favorite! There's something for everyone here including a Mammal Hall, Butterfly Garden, insects, and tons of gemstones, to name a few. Look for the family guides at each exhibit and the information desk. Don't forget to stop by the gift shop packed with interesting kid stuff.
National Museums of American History: My kids enjoy the Spark Lab, Invention at Play, America on the Move (covering transportation), and the First Ladies' Gowns. This museum is great, but with limited time, I'd choose the Natural History Museum.
National Air and Space Museum: Always terrific, this museum highlights the history of aviation and the exhibits are designed to teach kids the basics behind flight. The IMAX theater is a hit and the chance to see real spacecrafts is exciting.
Bureau of Engraving: Show kids how money is made. Watching millions of dollars pass by certainly captured my children's attention. It's great to learn about something we use every day and the exhibit provides a mini-economics lesson. Given that this is a popular site and often sold out, stop by the ticket booth first thing in the morning to book a tour time.
Monuments: For the monuments, take a hop-on-hop-off tour. Particularly if you have younger kids, the sites are very spread out and it is tiring to walk to each one.
Our absolute favorite tour is Bike the Sites. You bike to each monument, get an overview, and then move along. This is the perfect way to get close to the monuments, learn all about them, and ensure everyone has fun. I'm not sure my kids get the deep meaning of the monuments at this age, but they enjoy the open space to run and play. When the weather is nice, rent paddle boats on Tidal Basin.
White House: As a child, I remember our extensive tours of the White House. Today's tours are not the same. Though interesting, the visits are limited in scope and difficult to book. Between not being able to bring any type of bag (very hard when you're traveling with a baby), and the booking hassle, I have to say we were disappointed. I couldn't believe it when my kids ranked the Wax Museum over the White House (I know, but it was dry). If you go, stop by the Visitor Center. It has a terrific gift shop with an overview of the White House.
Next Visits: Like every family, we can only do so much on a single trip. These are the activities we didn't get to and are saving for next time.
National Gallery of Art – Start this visit on the web at the amazing NGA Art Zone, one of the best online art programs for kids.


Shreveport Mayor Cedric Glover graciously welcomed all the competitors at the 1st annual Ceol Na Pioba Solo Bagpipe Competition held in Shreveport, Louisiana (www.ceolnapioba.com). The second EUSPBA sanctioned competition for the state of Louisiana and the first for North Louisiana.
This photo was taken after competing.
I swear I thought I was smiling!


It's almost time again. Is your spine tingling? Are you getting goosebumps? Do you feel anxious? No? Then let me get you in a spooktacular mood with this little twist on what really happened to Hansel and Gretel. Just one of many chilling stories in Tell-Tale Publishing's 3rd Annual Horror Anthology.
Dare to journey through the bloody mind of a madwoman, or escape, if you can, from an underground military compound, where secret experiments may land you on the menu.
Perhaps you'd like to see what the witches in Salem are doing this Halloween, or what really happened to Hansel and Gretel. Scared of clowns, vampires or puppets? Sit down and curl up with this unique collection of horror stories. You'll sleep with the lights on for weeks.
Hudson here, Elizabeth's Social Media VP. I hope you liked that scary story. I'm sure not reading it! I get scared when there's lightning!


text:
800 MANAZEL
Al Reef Community
Al Reef 2
Al Reef 2 Villa Mockup
Virtual Reality – VR
Emiratization
Manazel Real Estate Announces Full Year Results For 2015 (Net profit up 29% to AED 195 million)
Net profit up 29% to AED 195 million
On-going focus on revenue diversification to drive steady long-term growth Key Highlights:
Net profit for 2015 up 29% to AED 195 million, compared to AED 152 million for 2014 driven by successful restructuring and diversification strategy
Revenues for the period were stable at AED 740 million, compared to AED 739 million for 2014
EBITDA for 2015 up 14% to AED 264 million, compared to AED 231 million for 2014
Book Value stood at AED 1.04 per share compared to AED 0.81 FOR 2014
Manazel Real Estate PJSC ("Manazel"), a leading UAE developer, today announced its results for the twelve months ended 31 December 2015, the first full year results since listing on the Abu Dhabi Securities Exchange in November 2014.
Strong growth in earnings reflects a robust performance for the year. Net profit grew 29% to AED 195 million from AED 152 million in 2014, driven by the benefits of a successful restructuring strategy initiated in 2014 and an enhanced sales and marketing initiative guided by an experienced management team.
Revenues for the period were stable at AED 740 million, compared to AED 739 million in 2014 driven by the strong demand for Manazel's Reef 2 villas project during the year. This reiterates the continued demand for affordable housing and supports Manazel's core business strategy of targeting the middle income sector. The stability in revenues can also be attributed partly to recurring rental streams from Manazel's portfolio of mall/retail areas, commercial and residential properties and district cooling, demonstrating Manazel's long term strategy to diversify into recurring revenue-generating streams in closely aligned growth sectors. The Company's total assets increased from AED 3,626 million to AED 4,191 million and the shareholder's equity increased from AED 2,015 million in 2014 to AED 2,602 million as at the end of 2015 resulting in Book Value of AED 1.04 per share as at 31 December 2015, compared to AED 0.81 as at 31 December 2014.
Basic earnings per share were AED 0.08 compared to AED 0.05 in the previous year, on a capital base of AED 2,500 million.
Commenting on the FY 2015 results, Manazel's Chairman Mohamed M. Al Qubaisi said: "Over the last 12 months, we have focused on growing both our core business whilst diversifying our revenue as we seek to optimize significant shareholder value over the longer term. We have invested in our human capital and wider business infrastructure and as a business we are now uniquely positioned for steady and sustainable long term growth."
Following the successful handover of 1,818 apartments and 2,376 villas in Manazel's Al Reef complex in 2014, the company focused on its Al Reef 2 project during 2015, which consists of 860 villas located in Samha, near Kizad and Khalifa Port in Abu Dhabi. As at the end of December 2015, Manazel had sold most of the units in Reef 2, demonstrating the increasing appeal for affordable, quality homes in the United Arab Emirates.
Manazel has also its capacity in its District Cooling assets to generate revenue for the company. The advanced, energy-efficient cooling plants constructed for its Al Reef, Capital Mall and Prestige Towers developments, have reduced maintenance and operational costs as well as provided an additional revenue stream for the company from its tenants.
During the period, Manazel's management team was strengthened with the appointment of Balaji Prasad, Chief Financial Officer, and Waleid Gamal Eldien, Chief Investment & Commercial Officer, supporting the company's expansion in new sectors and markets with an experienced team.
The acquisition of non-controlling interest of two of its subsidiaries in 2014 allowed Manazel to strengthen cash flow, increase profitability and management control in preparation for expansion during the period. Manazel expanded services of the now 100% owned Census International General Maintenance and Manazel Specialist Real Estate subsidiaries during the twelve months to 31 December 2015.
Post period end, Manazel announced the creation of a new subsidiary called Manazel Malls, which will take operational and managerial control of Capital Mall and all retail areas in Al Reef 1 and Al Reef 2 in addition to future retail projects. The new subsidiary ensures a dedicated, professional and experienced team is responsible for Manazel's retail operations and will drive operational efficiencies and improve performance across this line of the business.
Manazel Malls will continue to invest in the development of retail areas in the large-scale residential Al Reef. The leased units provide a range of community services including a supermarket, food and beverage outlets, a pharmacy, telecoms outlets, car rental, laundry, barber, ATMs, a pet shop and spa services.
Commenting on results and future endeavors, Manazel's Chief Executive Officer Hasan Fahmi said: "Manazel Real Estate delivered a strong performance for 2015 driven by a focused revenue diversification strategy. Our measured entry into new markets including retail and other growing sectors will provide significant upside for shareholders and complement our existing successful real estate development division. In the year ahead, we will focus on leveraging our well-capitalised balance sheet to grow our brand and footprint as well as focusing on our core residential real estate business in line with our strategy of meeting the needs of the middle-income segment."
Headquartered in Abu Dhabi, UAE, Manazel Real Estate is one of the nation's leading developers of quality homes for the country's middle income segment of the population.
Invitation to the Annual General Assembly Meeting
Remote Working Process
Precautionary procedures
Manazel © 2018 All Rights Reserved

redpajama_set_name: RedPajamaCommonCrawl


Majority of the students require dissertation writing help as they find it to be the most difficult task in the world because on the basis of this task, one can achieve his/her bachelor's or master's degree. Contact editors of magazines where you want your articles to be published. Rahul, a member of the IIMA GD-PI Mentorship Programme, answered all the queries with ease.
Another type of lyrical hook that is not always used is the first line. Ideally an article should take less than an hour or so to write, but if you do not have enough time, you can still write one by simply following these steps. If you want best essay writers, contact our company because we provide you with 24/7 essay essaypaperonline.com services which most online check out at maxhomework check out at maxhomework reviews do not provide you. In order to gather so many research materials for any type of essay and to complete on time, students are forced to seek professional essay help.
When the authors Kim and Mauborgne launched this book not too long ago it became an international best seller. Spelling and grammatical mistakes can ruin a great article, essaypaperonline.com with your credibility. After stating your objective, the next step within a resume writing guide is summarizing your qualifications. The guidance department or student aid department at your school may also have essaypaperonline.com for local resources. For every bullet point that you include, expand on it a little with 3 to 5 sentences.
We have more than 900 qualified staff that Maxhomework Review Blog maxhomework.com reviews at this site help you with premium write my paper at an affordable price. This is the last sentence of his introduction and starting point for the rest of the writing. Finally, your conclusion should restate and prove your thesis statement. Yet, how many times have you made a query and found an organic list of sites wanting to blatantly sell you something?
The Verbal & Logical Ability section was also of tough difficulty level. There are several online forums and websites from where you can pick up great article writing tips and ideas. If you feel that it is sufficient to satisfy your needs, you can opt for it. The basic and the most useful preparation tip for Essay Writing is to read a lot.
The question is, does a Blue Ocean exist in this niche? Gerrold manages to cover every aspect exclusive to sci-fi and fantasy writing, including checklists for how to create a believable fantasy world, alien, hero tale, etc. Communication skills are important, and people do need to write well. Here are a few methods that are easy, and don't require you to shift through pages of books.
Good copy writing is often just a matter of telling a great story. Thus it has become very lengthy process, boring and exhausting. The competition is becoming severe but with the right approach and constant application of what works, anyone can drive traffic and make money online through article writing even as a total beginner.
Know the ins and outs by reading several articles and ebooks that were written by popular SEO experts. If you are puzzled about any facet you can refer to the on the web backlinks that provide cost-free service and guidance related to essay writing. A good thinker is willing to explore, question, scrutinise and search for answers and solutions that he needs for his essay. Both these are important when applying for any job position.
It is a must that the title, too, must express a bit of a mystery to attract consuming public to read on the entire e-book. You can read other essays, take inspiration from other sources, but never copy a certain passage or certain paragraph and pass it as if you wrote it. When you import examples into your essay, remember that they must not be specific.
Personal references are required to attest the quality of the person's overall character. They can work with you through the entire process, or just read your completed essay and help you revise it. Therefore, exercising critical thinking is tantamount to creating excellent essays. There can be unlimited possibilities for you business card designs that can extend the function of your card to more than just a holder of your contact information.
Naturally you will need to begin with an introduction paragraph, then that is followed by how ever many main body paragraphs you need; and finally ending with the conclusion which is a new paragraph. Before you begin to write, you must know everything about the book. Some people think that dissertation writing is similar to essay writing but actually it is not similar in any way. They're one of the biggest health sites on the Internet. A quality guide, written by a pro article marketer, will usually cost between $30 to $100.
We have provided students with write my paper services for the last 8 years. Besides, you may also be able to pick up some valuable article writing tips on what to avoid by spotting the mistakes they've made on their website. Marketing includes SEO, syndication, back linking and many other tactics. This will not help you in performing better on search engines and the whole task goes to a waste.
If one lacks in it then there are weblinks that extends a supporting hand for that. Unless your target audience do not know how to read English, it is beneficial to write in English because keyboards are now designed for the 26 alphabets. Not every grant that you try for you will receive, but there is no limit to the number of grants that you can apply for provided you meet the qualifications.
These three samples help to understand why we use a comma before the final and, but, or or. Once you have come up with interesting story ideas, call up those people who might be interested to use your articles on their magazines. You have to practice the proper way of thinking when you write essays just to bring in new concepts or forms of arguments.
Type "writing guide" into any search engine or book store search bar and dozens of books will pop up on how to write and outline stories. For learners it is difficult to handle but thanks to the modern technology, net has eased up this trouble as well. The people who need to read your article are searching online with different key terms. Rhodes' number one rule for overcoming the fear of writing was what catapulted me out of thinking about becoming a writer to being one. The conclusion, therefore, is that you need to have an English degree to write well.
This makes it difficulty for the students to structure the lab reports well. Based on experience, these are more popular to online users who are usually using the internet to get useful information. If it's a piece that need analysis go for it and acquire details from all feasible resources where internet stands forward of all. You can take the opportunity to ask the author anything you want.


text:
<?php

namespace AppBundle\Repository;

use AppBundle\Entity\League;
use AppBundle\Entity\Score;
use Doctrine\ORM\EntityRepository;

/**
 * ScoreRepository
 *
 * This class was generated by the Doctrine ORM. Add your own custom
 * repository methods below.
 */
class ScoreRepository extends EntityRepository
{
    /**
     * @param $score
     */
    public function save(Score $score)
    {
        $this->getEntityManager()->persist($score);
        $this->getEntityManager()->flush();
    }

    /**
     * @param League $league
     * @return Score[]
     */
    public function getScoresByLeague(League $league)
    {
        $qb = $this->createQueryBuilder('s');
        $query = $qb
            ->select('s, p')
            ->innerJoin('s.match', 'm', 'WITH', 'm.league = :league')
            ->innerJoin('s.player', 'p')
            ->setParameter('league', $league);
        return $query->getQuery()->getResult();
    }

    /**
     * @param $score
     */
    public function delete(Score $score)
    {
        $this->getEntityManager()->remove($score);
        $this->getEntityManager()->flush();
    }

    public function flush()
    {
        $this->getEntityManager()->flush();
    }
}

redpajama_set_name: RedPajamaGithub


B. Ben El Krafi, M. R. Hilali, M . I. Mamouni, On the Hilali's conjecture related to Halperin's, to appear in J. Homotopy and Related Structures.
M.R. Hilali, H. Lamane and M. I. Mamouni, Classification of rational homotopy type for 8-cohomological dimension elliptic spaces, Advances in Pure Mathematics, Vol. 2 (2012), 15-21.
M.R. Hilali, M. I. Mamouni, A lower bound of cohomologic dimension for an elliptic space, Topology and its Applications, Vol. 156, Issue 2 (2008), 274-283.
M.R. Hilali, M. I. Mamouni, A conjectured lower bound for the cohomological dimension of elliptic spaces, Journal of Homotopy and Related Structures, Vol. 3, No. 1 (2008), 379-384.


The annual Scholastic Art & Writing Awards has honored 11 NCS students for creating the most accomplished works in the region.
Each now advances to the national Scholastic Art & Writing Awards competition, where winners receive scholarships.
In all, 29 NCS students were recognized in this year's regional Art & Writing Awards; presented by the Alliance for Young Artists & Writers, the competition highlights students with exceptional artistic and literary talent. Silver Keys were awarded for distinguished works, and promising works received honorable mention.
Ten students won multiple awards: Moore, King, Savin, Maggie Wang, Julia Buzacott '21, Chloe Campbell '19, Sydney Featherstone '20, Amelia Griffin '20, Katherine Leahy '19, and Jamie Wang '19.
And 10 were repeat honorees: Leahy and Jamie Wang were recognized for the third consecutive year; Bamford, Buzacott, Charles, Ella Bruno '20, Freemyer, Griffin, Leahy, and Moore for the second time.
Sarah Asher '21, in Drawing and Illustration, for "Sight"
Alexandra Bamford '19, in Ceramics & Glass, for "Broken Set"
Sophia Charles '20, in Personal Essay/Memoir, for "Step by Step, Word by Word"
Zandi Eberstadt '20, in Critical Essay, for "Resistance Against Imperialism in Olaudah Equiano's Memoir"
Olivia Egge '19, in Personal Essay/Memoir, for "Getting to the 10th Floor"
Lucy Freemyer '20, in Ceramics & Glass, for "Game Tiles"
Madeline King '22, for her photograph "Shoes"
Julia Maaia '22, in Drawing and Illustration, for "Agnes Scythicus"
Gillian Moore '20, in Drawing and Illustration, for "Cerulean"
Lucy Savin '22, for her photograph "Iyeba's hair"
Maggie Wang '19, in Poetry, for "Lebewohl"
Julia Angelov '19, in Personal Essay/Memoir, for "The Lesson"
Ella Bruno '20, in Personal Essay/Memoir, for "Lanky Lads"
Julia Buzacott '21, for her photograph "Purple"
Chloe Campbell '19, in Personal Essay/Memoir, for "An Ode to Mr. Lee"
Bilena Dabalen '21, for her photograph "Rainy Day"
Sydney Featherstone '20, in Ceramics & Glass, for "Living Book"
Zari Garfield '21, for her photograph "Sunset on House"
Amelia Griffin '20, in Flash Fiction, for "The Marker"
Katherine Leahy '19, for her short story "The Far Horizon"
Gillian Moore '20, in Drawing and Illustration, for "Tower in the Night"
Sonia Walke '22, for her photograph "Perfect Imperfections"
Maggie Wang '19, in poetry, for "Five Untitled Sonnets"
Maggie Wang '19, in Personal Essay/Memoir, for "Eucharist"
Avery Watkins '20, in Ceramics & Glass, for "Waves"
Julia Buzacott '21, for her digital art "Energy"
Julia Buzacott '21, for her photograph "Bilena"
Julia Buzacott '21, for her photograph "Bloom"
Chloe Campbell '19, in Humor, for "Chewin the Fat"
Chloe Campbell '19, in Personal Essay/Memoir, for "A Sublime Angel"
Sydney Featherstone '20, in Ceramics & Glass, for "Flowing Cups and Pitchers"
Sydney Featherstone '20, in Ceramics & Glass, for "Three Cans"
Samantha Gibby '19, in Critical Essay, for "Dear America: Pay Your Interns"
Amelia Griffin '20, in Critical Essay, for "Flawed Feminine: Female Influence and Gender Identity in Lives of Girls and Women"
Iyeba Kamara '22, for her photograph "Books"
Ellie Kearns '21, for her photograph "The Cathedral"
Madeline King '22, for her photograph "Spinning Earth"
Katherine Leahy '19, in Personal Essay/Memoir, for "The Boy With the Sea Glass Eyes"
Katherine Leahy '19, in Personal Essay/Memoir, for "100 Yards"
Katherine Leahy '19, in Poetry, for "An end to pancakes"
Katherine Leahy '19, in Short Story, for "The Watcher"
Katherine Leahy '19, in Writing Portfolio, for "As It Was And Ever Shall Be"
Yvonne LopezDavila '21, in Ceramics & Glass, for "Floral Jars"
Gillian Moore '20, in Drawing and Illustration, for "Unsinkable"
Gillian Moore '20, in Drawing and Illustration, for "A Study in Freedom"
Allison Pierce '21, for her photograph "Stained Glass"
Lucy Savin '22, for her photograph "The National Cathedral"
Emily Wadlow '22, for her photograph "Jet Streams"
Jamie Wang '19, for her art portfolio "Juxtapositions"
Jamie Wang '19, in Ceramics & Glass, for "Blue Beach"
Maggie Wang '19, in Personal Essay/Memoir, for "Rhapsody No. 2"


Anzula is bringing a friend to Stitches West!
Prizes from Anzula, Lorna's Laces, Purl Soho, Yarnover Truck and more!
Join The National NeedleArts Association (TNNA) for the 2019 Winter NeedleArts Market in Portland, Oregon, taking place January 31 – February 3. The TNNA Winter Market is the perfect place for needlearts professionals to meet, engage, learn and shop! The show brings together individuals from the across the industry for three days of technical and business education, continuous networking, insights into the latest trends and access to must-have products and face-time with exhibitors at this more intimate market.
Visit the TNNA website to learn more about the TNNA 2019 Winter NeedleArts Market and register now for the event. We look forward to seeing you in Portland!
Yarn del Sol is getting a huge Anzula Trunk Show!
Join us for an amazing day of art, crafts, live painting demos, factory tours, meeting the artists, live dance performances, yummy food, knitting, crocheting, weaving, spinning, and more!
Parking: There is tons of street parking on Blackstone on Saturdays.
Street parking less than one block away on Englewood.
Meet the artists: Muralists Josh Wigger, Maruo Carrere, and Robert Amador who painted all the murals at Anzula. Check out more of their work on Instagram.
Creative Fresno - Free interactive art project for all ages!
We are so excited to see all of you and show you our new place!
Join us at Swatches for some yarnie fun to celebrate their 10th Anniversary!
Charlie will be there with lots of yarn, including some extra special one of a kind skeins.
Sabrina's coming back through Kentucky to visit ReBelle and she's got all the yarn for you! Come snuggle, squishy, and get to know our lovely and luxurious Anzula yarn. She's only there for 2 hours, so grab what you can!
Sabrina is so excited to be having another trunk show at Knotted Needle! If you've missed it before, you won't want to miss it this time! She'll only be there for 3 hours, so be sure to get there and get some yarn before she packs it all up!
Crafty Lady Trio is hosting another Anzula Trunk Show! Sabrina will be there with all our soft and luxurious Anzula yarn, tucked away in our vintage suitcases. It's only for 2 hours, so you won't want to miss it!
Anzula is coming to Spun! We've snuggled our soft and squishy yarns safe in their vintage suitcases especially for this event. Come adopt your own skein (or skeins, we don't judge!) of Anzula yarn. Be sure to stop by, you won't want to miss it!
Anzula is back! Harps & Thistles is hosting another fantastic trunk show and Sabrina is bringing all our soft and luxurious yarn! It will only be for two hours, so be sure to stop by and take home a skein or two (or ten)!
Gosh Yarn It! Anzula is coming to Yarn It & Haberdashery for a two-hour trunk show and Sabrina is bringing all the Anzula yarns! Be sure to stop by!
Knitting Off Broadway is hosting another Anzula trunk show, and we're excited! Sabrina will have all of our delicious Anzula yarn with her for 2 hours only, so don't drop the (yarn) ball! Get there while you can!
Anzula is coming to Knitorious! We've snuggled our soft and squishy yarns safe in their vintage suitcases especially for this event. Come adopt your own skein (or skeins, we don't judge!) of Anzula yarn. Be sure to stop by, you won't want to miss it!
The Yarn Store at Nobhill is hosting their very first trunk show with Anzula! Sabrina will be there with all our wonderful Anzula yarns tucked away in our vintage suitcases. She's only there for 3 hours, so don't miss it!
Jessica Knits will be hosting another Anzula Takeover! Sabrina will be there with all our vintage suitcases stuffed full of our yummy Anzula yarn. But she'll only be there for a 2-hour trunk show, so you won't want to miss her before she's gone!
Next stop, Fiber Creek! Sabrina will be there with all our yummy Anzula yarn for two hours only, so don't miss it!
Sabrina is headed to The Spinster and she's bringing all our lovely Anzula yarn with her! She only there for two short hours, so be sure to stop by!
Twisted Skein is hosting their very first trunk show! Sabrina will be there for 2 whole hours will all the lovely Anzula yarn. Stop by and get some before she's gone!
Head to your Local Yarn Store for and awesome day filled with treats, exclusive kits and goodies, knitting, crochet, weaving, spinning and all the yarn-y wonderfulness!
Anzula Kits are available exclusively in Local Yarn Stores. See where you can find each kit by clicking the photos!
Have you been to an Anzula Takeover before? Come to Knitique and check it out! Sabrina will be bringing all of our lovely Anzula yarn in their cute vintage suitcases. Stop by and take some yarn home with you!
Anzula is back! A Yarn Less Raveled is hosting another fantastic trunk show and Sabrina is bringing all our soft and luxurious yarn! It will only be for two hours, so be sure to stop by and take home a skein or two (or ten)!
Have you been to an Anzula Takeover before? Sabrina will be at Green Planet Yarn with all of our wonderful Anzula yarn packed away in vintage suitcases! Come snuggle, squish, and take home your very own Anzula!
Circle of Stitches is hosting a huge Anzula Trunk Show with lots of Cricket, Silken and Breeze! Stop by and grab a skein (or 5)!
Yarn del Sol is getting a huge Anzula Trunk Show with Cricket, Lucero, Nebula, and Gerty!


Kitchen trends are changing every year. Sometimes minor changes are made; sometimes they go in completely opposite directions. If you want to change your kitchen design or you just need extra tips, contact home designs who has over 40 years of experience in their field.


エアサイド - メザニン(中二階), 国際線出発ラウンジ. After Passport Control(入国審査場), turn left and take the escalator up one floor to where the Lounge is located.
エアサイド - after 入国審査 turn left and walk towards Gates A7-A18. Pass the エア・フランス・ラウンジ and descend on the escalators to where the Lounge is located on the left hand side.
エアサイド - after Security Checks(セキュリティ・チェックポイント), turn right and proceed to the end of the corridor then turn right again. Take the elevator on the right hand side up to the 4th Floor where the Lounge is located 20 meters ahead on the right hand side.
エアサイド - after Security Checks(セキュリティ・チェックポイント) on the ground floor, turn right and the Lounge is located at the end of the corridor.
Airside - Domestic Departure Hall. Pass through Security and follow signs up to the first floor where the Lounge is located.
Copyright (C) 2009-2010 mr-mom.net All Rights Reserved.


text:
Our response to the COVID-19 pandemic
Call us today for a free consultation: (229) 244-7171
Luke E. Closson, Jr.
J. Michael Bass
Lucy Tomberlin
Luke E. Closson III
Criminal Charges
Social Security (SSDI) FAQs
Workers Compensation FAQs
Home › Our Team › Lucy Tomberlin
Lucy Tomberlin was born and raised in Valdosta, Georgia and graduated from Valdosta High School. She received a B.A. in History at Agnes Scott College in Decatur, Georgia before attending law school at the University of Georgia. She graduated from law school in 1993 and returned to Valdosta to practice law. She is admitted to practice in both Georgia and Florida.
Ms. Tomberlin limits her practice solely to the field of Social Security. She represents Social Security claimants at all stages from the initial application through the Appeals Council. Although the majority of her Social Security cases are disability claims, she has also handled a variety of other Social Security issues including survivor's benefits, retirement claims, and overpayment cases.
Ms. Tomberlin is a life long member of Christ Episcopal Church where she is an Altar Guild team leader. She formerly served on the church Vestry, including a term as Vestry secretary in 2013. She is an active member of Quota International of Valdosta, an international service organization that supports local charities. She is a past club and district officer. She is also a member of the Lowndes County Historical Society and the Georgia Association of Women Lawyers.
Out of Court
Ms. Tomberlin is a two time cancer survivor (Hodgkin's Lymphoma and Breast Cancer). When not practicing law, she enjoys reading, gardening, walking, and practicing yoga. She cheers for the Georgia Bulldogs, Atlanta Falcons, and Atlanta Braves.
Georgia, 1993
Florida, 1996
U.S. District Court Middle District of Georgia, 1993
U.S. District Court Southern District of Georgia, 1997
U.S. Court of Appeals 11th Circuit, 1995
University of Georgia School of Law, Athens, Georgia – 1993
Agnes Scott College, Decatur, Georgia
– B.A. 1990
– Major: History
Christ Episcopal Church, Member
Quota International of Valdosta, Member
Lowndes County Historical Society
Georgia Association of Women Lawyers
112 W. Central Ave
Proudly serving Valdosta, GA and all of Lowndes County. Statenville, GA and all of Echols County. Homerville, GA and all of Clinch County. Waycross, GA and all of Ware County. Lakeland, GA and all of Lanier County. Pearson, GA and all of Atkinson County. Douglas, GA and all of Coffee County. Fitzgerald, GA and all of Ben Hill County. Ocilla, GA and all of Irwin County. Nashville, GA and all of Berrien County. Adel, GA and all of Cook County. Ashburn, GA and all of Turner County. Tifton, GA and all of Tift County. Sylvester, GA and all of Worth County. Camilla, GA and all of Mitchell County. Moultrie, GA and all of Colquitt County. Bainbridge, GA and all of Decatur County. Cairo, GA and all of Grady County. Thomasville, GA and all of Thomas County. Quitman, GA and all of Brooks County.
© 2023 Closson, Bass & Tomberlin
Legal Disclaimer | Privacy Policy
Copyright © 2023 Closson, Bass & Tomberlin


Some AFL games are underwhelming contests – at the start of the year, we were all hyped up for the Geelong v GWS game, but it turned out to be nearly a walkover.
On the flipside, other games turn out to be more thrilling than you'd expect, and last night's Collingwood-Bulldogs clash was one of them. It didn't look like it'd be that great – the Magpies were obvious favourites, and the last few clashes between the sides haven't been the most skilled – but the game surprised us with three quarters of entertaining football.
Despite my grandfather and I arriving at the game slightly late, it didn't matter – the opening stages of the game were made up of inside 50s that never went anywhere, simple marks fumbled, and kicking the ball to players who had no chance; almost like the game was being played in the Adelaide sludge we saw last week instead of under the Docklands roof. It took nine minutes, and a dodgy kick from Bailey Williams, for Collingwood to get the first goal of the game, Tom Phillips making the most of his turnover.
The Bulldogs put their foot down in reply, kicking five straight goals to take the match firmly in their grasp. Matthew Suckling scored the Dogs' first, a towering shot from outside 50, and was followed up by goals from Tory Dickson and Jordan Roughead. Dickson got his second from the goalsquare, Tom Langdon giving away a needless 50m penalty for a push in the back, and when Tom Boyd got one of his own (also from a 50), the Pies looked out of it and ready to lose their sixth straight against the Dogs.
After the quarter-time break (where, with no sense of irony, the entertainment for the night spoke out against gambling advertisement before following it up with a beer promotion), Collingwood slowly eased their way into the game. Despite the two teams being roughly even, the Pies kicked four of the next five to be within a goal. The Dogs grabbed two back, Billy Gowers taking a strong contested mark and goal followed by Josh Schache's first goal at Footscray – with a three goal lead at the long break, the Dogs were no doubt confident of an upcoming victory.
What we didn't know at the time was that Scahche's goal was the last the Dogs would kick for the game. Steele Sidebottom kicked a goal in the scrum early on, and the Dogs' chance at a reply was spoiled (in both senses) by Jeremy Howe, cutting off what would've been a certain goal. Marcus Bontempelli limped off soon after as Taylor Adams kicked another one for the Pies, causing worries amongst the crowd – despite disappearing down the race, he came back to play before the quarter ended.
After Josh Thomas kicked his second goal, the Pies held the lead for the first time since the first quarter, which proved to be the death blow – after they lost the lead, the Bulldogs never looked in the contest. Instead, Dogs fans watched on as they saw their hopes of winning fade away further and further. They didn't kick a goal in the entire second half – the first time they did this since 1991 – and as the clock ticked on and Collingwood kept scoring (Treloar, Pendlebury, Hoskin-Elliott), the crowd was waiting for the end to come.
When the siren sounded, and Josh Daicos kicked another one just to rub it in, the Bulldogs had played out arguably their worst performance of the year. The worst of it all is that they scored more in the second half last week – against last year's runners-up in horrible conditions – than this week, against a team that missed the finals while protected from the elements. Their earlier wins – over Carlton, Brisbane, and Gold Coast – have proved that the Bulldogs aren't quite at wooden spoon levels, but they're barely above it.
What does the game tell us about Collingwood though? They should be applauded for being able to come back from their first quarter performance, but the problem is how they were ever able to be in that position. Top eight teams shouldn't look down and out and quarter time, especially not when they're playing opposition of this 'quality'. Next week's game against Fremantle should give us a much better look at where the Pies are at.
Players like Treloar and Adams had no significant influence in the first quarter, but once they got going they helped Pendles get the midfield on top for a good recovery win. At the moment the Pies are king of the under 8's (9th-16th), with a meritorious win over Adelaide. Will be interesting to see whether Bucks' brand of footy stands up against the big boys who apply a lot more pressure.


Mark Manson seriously doesn't give a f*ck, and he wants you to not give a f*ck too. Despite its (not so subtle) title, this book isn't about not caring. It's about not caring about the things that don't matter so you can give your energy to the things that do. Straightforward, contrarian, and positively life-changing.


We all had a great time at Roves Farm. We went on a bumpy tractor ride, fed some very cheeky goats and got to meet lots of the animals we've been learning about this term. Sadly, the farmers wouldn't let us bring a piglet back to school!
Thank you to all the parents who came to our Superhero themed 'stay and play' session. It was fantastic to see so many of you join us. The children had so much fun sharing their activities with you. We hope you enjoyed it as much as we did.
Thank you to all the parents and carers who came to our first Christmas craft 'stay and play' afternoon. We really enjoyed having you all there. With your help the children made some wonderful Christmas crafts. We hope you had as much fun as we did. From all of the Reception team, we wish you a very merry Christmas and a happy New Year.


text:
Aussie political pundit: Biden 'struggling with dementia,' not up to task of being POTUS
By Joe Newby February 22, 2021
Joe Biden (Image: Fox News screen grab)
Once upon a time, when it looked as though the Left might realize its dream of seeing a Pete Buttigieg or an Elizabeth Warren as the 2020 Democratic presidential candidate, they felt free to tell it like it is regarding Joe Biden. "Biden's Mental Decline Is an Open Secret" blared the title of a video compiled by Rebel HQ, a YouTube channel that claims to be a "central hub for progressive leaders, movements, and news." Biden's primary rivals were likewise unfettered in their assessments of his lack of ability. Sen. Cory Booker, betraying the fact he's not a football fan, expressed concerns about "Biden's ability to carry the ball across the end line [sic] without fumbling." Bernie Sanders's campaign co-chairwoman Nina Turner was far more direct in her language, telling The Atlantic that endorsing Biden would be "like saying to somebody, 'You have a bowl of sh*t in front of you, and all you've got to do is eat half of it instead of the whole thing.' It's still sh*t."
But all of that changed once the horrific reality set in that Biden would be the party's standard bearer in the 2020 election. The party went into immediate high-level damage control, making sure that Biden's non-stop gaffes and Swiss cheese memory got zero media coverage. (RELATED: How long will the Left put up with Biden's 'candid observations' (aka bigoted comments)?)
The one thing the Democrats neglected to account for was views expressed by the national media of America's allies abroad. This became a reality last Friday, when Sky News anchor Cory Bernardi "went there," shredding Biden's battle with age-related dementia.
"Never before has the leader of the free world been so cognitively compromised," Bernardi said during a live segment on Australian television. "It's clear to me at the least that U.S. President Joe Biden is struggling with dementia and is clearly not up to the task he's been sworn in to do."
But Bernardi didn't just go after Biden. He also had words for the lying propagandists in the lying liberal American mainstream media, calling them the "Biden protection racket." "Such was the hatred of Donald Trump by the partisan and poisonous mainstream media that they chose not to highlight anything that may have derailed a Biden victory," he said, adding:
Even now, after he has been sworn in, many of them are still refusing to speak the truth about Biden's lack of capacity.
Who Is The US President? Kamala Harris, Not Biden Is Talking With Foreign Leaders…
Dementia Joe Biden Botches Xavier Becerra's Name, Flubs Cabinet Position (Video)
Joe Biden's Dementia Seems To Be Getting Worse; Flubs Numbers, Forgets Names (Video)
Posted in: Media, PoliticsTagged: cognitive decline, joe biden, mental alertness, video
Joe Newby
Joe Newby is an IT professional. He has written for Conservative Firing Line, Examiner, NewsBusters, and Spokane Faith and Values.
Cartoon of the Day: Stayin' Alive
CPAC cancels speaker with 'reprehensible views'


text:
#include <assert.h>
#include <gtk/gtk.h>
#include <math.h>
#include <string.h>

#include "config.h"
#include "intl.h"
#include "object.h"
#include "element.h"
#include "render.h"
#include "attributes.h"
#include "text.h"

#include "pixmaps/smallpackage.xpm"

typedef struct _SmallPackage SmallPackage;
struct _SmallPackage {
  Element element;

  ConnectionPoint connections[8];

  char *stereotype;
  char *name;
  Text *text;
};

#define SMALLPACKAGE_BORDERWIDTH 0.1
#define SMALLPACKAGE_TOPHEIGHT 0.9
#define SMALLPACKAGE_TOPWIDTH 1.5
#define SMALLPACKAGE_MARGIN_X 0.3
#define SMALLPACKAGE_MARGIN_Y 0.3

static real smallpackage_distance_from(SmallPackage *pkg, Point *point);
static void smallpackage_select(SmallPackage *pkg, Point *clicked_point,
				Renderer *interactive_renderer);
static void smallpackage_move_handle(SmallPackage *pkg, Handle *handle,
				     Point *to, HandleMoveReason reason, ModifierKeys modifiers);
static void smallpackage_move(SmallPackage *pkg, Point *to);
static void smallpackage_draw(SmallPackage *pkg, Renderer *renderer);
static Object *smallpackage_create(Point *startpoint,
				   void *user_data,
				   Handle **handle1,
				   Handle **handle2);
static void smallpackage_destroy(SmallPackage *pkg);
static Object *smallpackage_copy(SmallPackage *pkg);

static void smallpackage_save(SmallPackage *pkg, ObjectNode obj_node,
			      const char *filename);
static Object *smallpackage_load(ObjectNode obj_node, int version,
				 const char *filename);

static void smallpackage_update_data(SmallPackage *pkg);

static ObjectTypeOps smallpackage_type_ops =
{
  (CreateFunc) smallpackage_create,
  (LoadFunc)   smallpackage_load,
  (SaveFunc)   smallpackage_save
};

ObjectType smallpackage_type =
{
  "UML - SmallPackage",   /* name */
  0,                      /* version */
  (char **) smallpackage_xpm,  /* pixmap */

  &smallpackage_type_ops       /* ops */
};

static ObjectOps smallpackage_ops = {
  (DestroyFunc)         smallpackage_destroy,
  (DrawFunc)            smallpackage_draw,
  (DistanceFunc)        smallpackage_distance_from,
  (SelectFunc)          smallpackage_select,
  (CopyFunc)            smallpackage_copy,
  (MoveFunc)            smallpackage_move,
  (MoveHandleFunc)      smallpackage_move_handle,
  (GetPropertiesFunc)   object_return_null,
  (ApplyPropertiesFunc) object_return_void,
  (ObjectMenuFunc)      NULL
};

static real
smallpackage_distance_from(SmallPackage *pkg, Point *point)
{
  Object *obj = &pkg->element.object;
  return distance_rectangle_point(&obj->bounding_box, point);
}

static void
smallpackage_select(SmallPackage *pkg, Point *clicked_point,
	       Renderer *interactive_renderer)
{
  text_set_cursor(pkg->text, clicked_point, interactive_renderer);
  text_grab_focus(pkg->text, (Object *)pkg);
  element_update_handles(&pkg->element);
}

static void
smallpackage_move_handle(SmallPackage *pkg, Handle *handle,
			 Point *to, HandleMoveReason reason, ModifierKeys modifiers)
{
  assert(pkg!=NULL);
  assert(handle!=NULL);
  assert(to!=NULL);

  assert(handle->id < 8);
}

static void
smallpackage_move(SmallPackage *pkg, Point *to)
{
  Point p;

  pkg->element.corner = *to;

  p = *to;
  p.x += SMALLPACKAGE_MARGIN_X;
  p.y += pkg->text->ascent + SMALLPACKAGE_MARGIN_Y;
  text_set_position(pkg->text, &p);

  smallpackage_update_data(pkg);
}

static void
smallpackage_draw(SmallPackage *pkg, Renderer *renderer)
{
  Element *elem;
  real x, y, w, h;
  Point p1, p2;

  assert(pkg != NULL);
  assert(renderer != NULL);

  elem = &pkg->element;

  x = elem->corner.x;
  y = elem->corner.y;
  w = elem->width;
  h = elem->height;

  renderer->ops->set_fillstyle(renderer, FILLSTYLE_SOLID);
  renderer->ops->set_linewidth(renderer, SMALLPACKAGE_BORDERWIDTH);
  renderer->ops->set_linestyle(renderer, LINESTYLE_SOLID);

  p1.x = x; p1.y = y;
  p2.x = x+w; p2.y = y+h;

  renderer->ops->fill_rect(renderer,
			   &p1, &p2,
			   &color_white);
  renderer->ops->draw_rect(renderer,
			   &p1, &p2,
			   &color_black);

  p1.x= x; p1.y = y-SMALLPACKAGE_TOPHEIGHT;
  p2.x = x+SMALLPACKAGE_TOPWIDTH; p2.y = y;

  renderer->ops->fill_rect(renderer,
			   &p1, &p2,
			   &color_white);

  renderer->ops->draw_rect(renderer,
			   &p1, &p2,
			   &color_black);

  text_draw(pkg->text, renderer);
}

static void
smallpackage_update_data(SmallPackage *pkg)
{
  Element *elem = &pkg->element;
  Object *obj = (Object *) pkg;

  elem->width = pkg->text->max_width + 2*SMALLPACKAGE_MARGIN_X;
  elem->width = MAX(elem->width, SMALLPACKAGE_TOPWIDTH+1.0);
  elem->height =
    pkg->text->height*pkg->text->numlines + 2*SMALLPACKAGE_MARGIN_Y;

  /* Update connections: */
  pkg->connections[0].pos = elem->corner;
  pkg->connections[1].pos.x = elem->corner.x + elem->width / 2.0;
  pkg->connections[1].pos.y = elem->corner.y;
  pkg->connections[2].pos.x = elem->corner.x + elem->width;
  pkg->connections[2].pos.y = elem->corner.y;
  pkg->connections[3].pos.x = elem->corner.x;
  pkg->connections[3].pos.y = elem->corner.y + elem->height / 2.0;
  pkg->connections[4].pos.x = elem->corner.x + elem->width;
  pkg->connections[4].pos.y = elem->corner.y + elem->height / 2.0;
  pkg->connections[5].pos.x = elem->corner.x;
  pkg->connections[5].pos.y = elem->corner.y + elem->height;
  pkg->connections[6].pos.x = elem->corner.x + elem->width / 2.0;
  pkg->connections[6].pos.y = elem->corner.y + elem->height;
  pkg->connections[7].pos.x = elem->corner.x + elem->width;
  pkg->connections[7].pos.y = elem->corner.y + elem->height;

  element_update_boundingbox(elem);
  /* fix boundingsmallpackage for line width and top rectangle: */
  obj->bounding_box.top -= SMALLPACKAGE_BORDERWIDTH/2.0 + SMALLPACKAGE_TOPHEIGHT;
  obj->bounding_box.left -= SMALLPACKAGE_BORDERWIDTH/2.0;
  obj->bounding_box.bottom += SMALLPACKAGE_BORDERWIDTH/2.0;
  obj->bounding_box.right += SMALLPACKAGE_BORDERWIDTH/2.0;

  obj->position = elem->corner;

  element_update_handles(elem);
}

static Object *
smallpackage_create(Point *startpoint,
		    void *user_data,
		    Handle **handle1,
		    Handle **handle2)
{
  SmallPackage *pkg;
  Element *elem;
  Object *obj;
  Point p;
  Font *font;
  int i;

  pkg = g_malloc(sizeof(SmallPackage));
  elem = &pkg->element;
  obj = (Object *) pkg;

  obj->type = &smallpackage_type;

  obj->ops = &smallpackage_ops;

  elem->corner = *startpoint;

  font = font_getfont("Courier");
  p = *startpoint;
  p.x += SMALLPACKAGE_MARGIN_X;
  p.y += SMALLPACKAGE_MARGIN_Y + font_ascent(font, 0.8);

  pkg->text = new_text("", font, 0.8, &p, &color_black, ALIGN_LEFT);

  element_init(elem, 8, 8);

  for (i=0;i<8;i++) {
    obj->connections[i] = &pkg->connections[i];
    pkg->connections[i].object = obj;
    pkg->connections[i].connected = NULL;
  }
  smallpackage_update_data(pkg);

  for (i=0;i<8;i++) {
    obj->handles[i]->type = HANDLE_NON_MOVABLE;
  }

  *handle1 = NULL;
  *handle2 = NULL;
  return (Object *)pkg;
}

static void
smallpackage_destroy(SmallPackage *pkg)
{
  text_destroy(pkg->text);

  element_destroy(&pkg->element);
}

static Object *
smallpackage_copy(SmallPackage *pkg)
{
  int i;
  SmallPackage *newpkg;
  Element *elem, *newelem;
  Object *newobj;

  elem = &pkg->element;

  newpkg = g_malloc(sizeof(SmallPackage));
  newelem = &newpkg->element;
  newobj = (Object *) newpkg;

  element_copy(elem, newelem);

  newpkg->text = text_copy(pkg->text);

  for (i=0;i<8;i++) {
    newobj->connections[i] = &newpkg->connections[i];
    newpkg->connections[i].object = newobj;
    newpkg->connections[i].connected = NULL;
    newpkg->connections[i].pos = pkg->connections[i].pos;
    newpkg->connections[i].last_pos = pkg->connections[i].last_pos;
  }

  smallpackage_update_data(newpkg);

  return (Object *)newpkg;
}

static void
smallpackage_save(SmallPackage *pkg, ObjectNode obj_node,
		  const char *filename)
{
  element_save(&pkg->element, obj_node);

  data_add_text(new_attribute(obj_node, "text"),
		pkg->text);
}

static Object *
smallpackage_load(ObjectNode obj_node, int version, const char *filename)
{
  SmallPackage *pkg;
  AttributeNode attr;
  Element *elem;
  Object *obj;
  int i;

  pkg = g_malloc(sizeof(SmallPackage));
  elem = &pkg->element;
  obj = (Object *) pkg;

  obj->type = &smallpackage_type;
  obj->ops = &smallpackage_ops;

  element_load(elem, obj_node);

  pkg->text = NULL;
  attr = object_find_attribute(obj_node, "text");
  if (attr != NULL)
    pkg->text = data_text(attribute_first_data(attr));

  element_init(elem, 8, 8);

  for (i=0;i<8;i++) {
    obj->connections[i] = &pkg->connections[i];
    pkg->connections[i].object = obj;
    pkg->connections[i].connected = NULL;
  }
  smallpackage_update_data(pkg);

  for (i=0;i<8;i++) {
    obj->handles[i]->type = HANDLE_NON_MOVABLE;
  }

  return (Object *) pkg;
}


text:
Diego Hurtado de Mendoza y de la Cerda fill de Diego Hurtado de Mendoza y Lemos i Ana de la Cerda i Castro, va ser un noble espanyol que va arribar a ser lloctinent d'Aragó des de 1553 o 1554 fins a 1556, president del Consell d'Itàlia el 1558 i virrei de Catalunya (1564-1571).

Biografia
Va casar en 1538 amb Catalina de Silva, filla dels comtes de Cifuentes, amb qui va mantenir conflictes des de molt aviat a causa de les infidelitats i el difícil caràcter d'aquest. Tanmateix del matrimoni va néixer Ana de Mendoza y de la Cerda, duquessa de Pastrana i Princesa d'Éboli després del seu casament amb Ruy Gómez de Silva en 1553.

El seu gendre Ruy va intentar col·locar en llocs rellevants de la cort el seu sogre, encara que el seu acompliment en els càrrecs que va ostentar va provocar grans rebuigs. El 1553 o el 1554 és nomenat Lloctinent del Regne d'Aragó, fet que ja va suposar un greu desafur, car sol podien ostentar aquest càrrec els naturals del Regne d'Aragó. Felip II, en aquest període, buscava imposar el seu poder sobre les institucions pròpies dels regnes no castellans, i en aquest sentit, Diego Hurtado va servir al monarca sense comprendre ni valorar el peculiar règim foral aragonès, que va trencar reiteradament, i als dos anys va haver d'abandonar precipitadament Saragossa, si bé el rei no va nomenar nou Lloctinent fins a 1566, que va ser substituït per l'arquebisbe de Saragossa Hernando d'Aragó.
El 1555, transgredint un procés foral d'inhibició i el Privilegi de Manifestació, va ordenar l'execució d'un ferrer de Zuera acusat de contraban de cavalls, el que es va veure com un atac als Furs d'Aragó, provocant una gran contestació i un procés davant de la Justícia d'Aragó incoat per la Diputació del General. Després d'excusar-se en nom del rei, els diputats aragonesos van detenir les accions judicials. Tanmateix, a l'any següent, va tornar a executar un altre pres acollit al Dret o Privilegi de Manifestació. Esgotada la paciència dels aragonesos, Diego Hurtado de Mendoza va haver de refugiar-se al Palau de l'Aljaferia per a salvar la seva vida, i abandonar la ciutat de l'Ebre amb tota rapidesa.

Després d'aquest episodi Diego Hurtado va tenir de nou problemes conjugals per una nova infidelitat, i va fugir de nou amb la seva amant a Pastrana. El seu sogre, per allunyar-lo de la seva filla, va aconseguir que el ja Príncep de Mélito obtingués el càrrec de president del Consell d'Itàlia el 1558. Posteriorment, Ruy Gómez va aconseguir que fos nomenat virrei de Catalunya, càrrec que jurà el 25 d'agost de 1564 encara que no tardaria gaire a tenir conflictes amb el seu sogre. Pel que sembla tots els càrrecs van tenir com objecte allunyar Diego en tot el possible de la seva filla i de la cort castellana, sabent que el seu caràcter conflictiu anava a causar problemes allà on fos.

A la mort de la seva dona el 1576 va contreure matrimoni amb Magdalena d'Aragó, filla del Duc de Sogorb. Dos anys després mor, encara que la seva primera filla Ana va conservar la seva herència.

Referències

Enllaços externs
 «Diego Hurtado de Mendoza, conde de Mélito»  a la Gran Enciclopedia Aragonesa.
 «La descendencia del Gran Cardenal Mendoza.»

Virreis de Catalunya
Virreis d'Aragó
Comtes de Castella
Morts a Madrid
Comtes catalans històrics
Polítics sevillans

redpajama_set_name: RedPajamaWikipedia


Since 1989 Omicron develops and produces innovative Laser Systems and LED Light sources. Product development and production comply with European guidelines. Recently, Omicron released an exciting new range of LightHUB+® – Plug&Play Laser Light Engines in a compact and rugged design, and equipped with up to six user-upgradable wavelengths (beam-combined and efficiently fiber coupled in one compact housing).
The laser light engines can be equipped with up to 6 DPSS or diode lasers of different user-upgradable wavelengths (end-user's choice) ranging between 375nm and 1550nm, and the optical output has a possible capability to power up to 300 mW per laser line. Over 30 wavelengths are available, and the fibre output can be coupled with single-mode, polarisation-maintaining fibres or multi-mode fibres with various ourput connectors or collimated beam diameters starting from 0.7mm. Pre-assembled upgrade-kits consisting of the laser head, optical combiner block and an interface card can be installed at any time.
There are also six analogue and digital modulation inputs, as well as USB3 and RS232 interfaces, allowing for easy integration control environments. The system is designed to be both passively and actively cooled, and there is an optional, integrated cooling unit available.
The key features of the LightHUB+ light engines also include six direct analogue and digital modulation inputs; and USB3 and RS-232 interfaces for easy integration. The system is designed to be both passively and actively cooled, and with an optional cooling unit available. By mounting it on a optical table or thicker breadboard, passive cooling is possible. If the system should be operated in a free-standing desk-top use, the optional active cooling unit with temperature controlled fans can be attached underneath. Windows™ based laser control software has been included, and software drivers for Metamorph, LabVIEW and Micromanager are available.


text:
An earlier version of this paper appears in educational Horizons, 85,1 (Fall 2006) 44 - 55.
Justice Through Testing
©Edward G. Rozycki, Ed. D.
edited 11/2/15
Rationale, or Dogma?
Over the last seventy years, increasing numbers of public school people in the United States have come to tell a story in which they express widely shared aspirations and deeply felt concerns. Let us call this story The Testing For Justice Rationale. It goes something like this:
For some children and not others to have their needs met by the schools is unfair. Justice therefore dictates that we meet the needs of all children. How do we determine those needs? By comparing what children can do with what they can learn to do. Any discrepancy between achievement and potential is an indicator of need. How do we determine such things as achievement and potential? By adequate testing. [1]
This rationale supports many well-intentioned attempts at upgrading American schools. But it is replete with questionable assumptions seldom examined even when repeated tries at improving schooling practice have failed.
Educational testing has long been noted to affect the lives of our not only of students, but of educators, themselves.[2] Thus, an understanding of testing and the assumptions it is based on is indispensable to intelligent schooling practice. School testing can be critiqued on several grounds:
a. Are the tests technically adequate?
b. Are they fair?
c. Is the imposition of a testing process little more than an exercise of political power?
The Testing For Justice Rationale goes beyond answering these questions and burdens testing not only with the determination of need, but ultimately, of justice.
Why Bother with Testing?
Modern schooling, which processes large numbers of students, seems inconceivable without testing. That is because it is so convenient for sorting students. It can stand in for a long and involved set of social interactions with master teachers -- typical of an apprenticeship -- more common in schools before they grew to present-day sizes and pursued a philosophy of productive efficiency.
Why do teachers give tests? For several reasons. Among them are a) to support the authority of the teacher's judgment as to acquired learnings; and b) to substitute for an infeasibly broad examination of student ability. This convenience is so important in the mass processing carried out in today's schools that learnings which don't lend themselves to easy examination, e.g. with paper and pencil, find it hard to gain status in a curriculum. Goodson comments,
For the groups and associations promoting themselves as school subjects, and irresistibly drawn to claiming academic status, a central criterion has been whether the subjects content could be tested by a written examinations for an able clientele.[3]
In testing, however, many crucial assumptions are made about means, ends and the causal connections between them. Achievement tests, for example, are not, in and of themselves, the point of instruction; otherwise, we would teach, not merely to the tests, but the very tests themselves. Nor is mere participation in course work thought sufficient to make testing unnecessary. Rather, what is sought in achievement tests are certain important residues of the instructional process.
Calling something a test assumes that there is a strong consensus on what the test is an indicator of. But when it comes to things as vague and controversial as human abilities, upon which a judgment of educational need might be based, interesting things happen. Tests come to stand in for controversial and pluralistic conceptions of human ability. Intelligence, for example, becomes what IQ tests measure. Or, on the other hand, the concept, say, of intelligence, itself, becomes a focal point of controversy.[4]
What Makes a Test a Test?
From the student's point of view every test is a task.[5] But not every task is a test, even if it looks like one. What conditions must a task satisfy, if it is to really be a test? This is a question of great practicality. State governments allocate funds to school districts on the basis of efficiency. This efficiency is determined by tests provided by state departments of education and imposed on local school districts. But what is necessary if this procedure is to be anything more than a charade?
To avoid overlooking assumptions built into our conception of testing, let's use a substitute concept: rank-task. We begin our investigation by talking about rank-tasks rather than about tests. A rank-task is a type of activity some outcomes of which can be ranked, as, for example, better, the same, or worse. Think of a rank-task as any procedure which assigns someone a number. This can be interpreted as a rank to compare that person to others involved with the procedure. Cinderella's Prince, looking to fit the glass slipper, would be undertaking such a rank-task. Some feet are too small; others, too large; only Cinderella's, just right. But trying to sort football players by the numbers on their jerseys is not a rank-task because there is generally no significance to the comparison of any two numbers other than that they indicate a different wearer.
Tests are, at the minimum, rank-tasks. They can be performed with more or less skill. But the skill demonstrated may not be what it is we wish to measure. For instance, Students take SAT preparation courses to learn test-taking skills, not the information the tests are designed to measure. Often these test-taking skills can be as crucial to a good score as actually knowing the material covered in the test. For example, The Princeton Review has for some years provided materials and training in simple test taking procedures which seem to be able to raise SAT scores significantly.[6] The SAT's are intended to measure scholastic aptitude. But the effectiveness of the Princeton Review's materials suggests that the SAT's are also measuring something else, namely the ability to take standardized tests of this type.
This observation illustrates the very practical nature of our seemingly theoretical observations about testing. Among the readers of this article are certain to be individuals who did not get a scholarship, or who failed to get in to the college or university of their choice because of the score they received on the SAT. And there is a fair chance that the reason they did not get a higher score was not because they lacked scholastic aptitude, but because they lacked certain test-taking skills.
Tests are also taken to be indicators. As such they must meet certain conditions. Any well-designed rank-task must be able to vary in a consistent manner upon reapplication and the variation must be understood to make a difference. Test makers call this consistency, or internal validity. They must indicate something other than themselves: this is called "external," or construct, validity.[7]
Usually out of the hands of professional test-makers is a fourth condition: trustworthiness -- we must be able to believe the results were not manipulated for special purposes. This is usually a matter of test security[8] and is not infrequently dealt with in a cavalier fashion in many schools.
The important thing, especially from the test-taker's point of view, is that every test is a task that can be performed with more or less skill, independently of any technical considerations of externality and trustworthiness. For example, a student may learn to do multiple choice exams very efficiently even if those exams do not test anything we can recognize as subject-matter. On the other hand, a student may know a great deal about something, yet be very bad at demonstrating that knowledge through the medium of the test prepared for it.[9]
If a rank-task is a test then the goals of the testing control (determine) the kind of test tasks we present to the student. These tasks in turn control the knowledge the student will have to bring to support the test task. The connections between student knowledge and the test outcomes used to evaluate it are mediated by the task itself. Whether an increase in test scores indicates an increase in student knowledge or an increase in test taking skill may depend on this mediation.
From Consensus, Through Testing, To Justice
Let's reiterate an important point: we -- as interested parties -- must agree upon some way of determining what knowledge a student has that is independent of the test, otherwise the test becomes problematic. Lacking such consensus on the test, evaluations of potential or achievement are questionable. So then is the determination of need and consequently, fairness.
Thus, in a very real way, it is problems of consensus that bear ultimately, via testing, upon perceptions of fairness in schooling. We can lay the argument out as follows:
a) Consensus -- among interested parties -- will affect which ideas of potential (e.g. native ability, capacity, competence) can be used for testing in the school.
b) Consensus will affect which ideas of achievement (e.g. skills acquired or developed) can be used for testing in the school.
We then bring in the connections given by The Testing For Justice Rationale:
c). The difference between potential and achievement measures need.
d) The difference in treatment of need measures justice.
The most immediately practical version of this argument, which we will call The Status Quo Argument, is this:
There is a consensus in our community that Group A and Group B differ in potential. We observe that they differ in achievement. Since their achievement merely reflects their potential, there is no disparity in educational need. Therefore, our present treatment of Groups A and B, although they may look different, are not unjust.
Despite the fact that the Status Quo Argument has been pressed into the service of racism and class bias, it is theoretically sound.[10] The moral issue is how the consensus supporting it arises. It is around such claims of consensus that many of the controversies about schooling cluster. (Consider, for example, the widely accepted assumption that so-called "gifted students" have no need for special educational treatments.)
Objectivity and Need
One assumption of much discussion about schooling practice is that testing offers us an objective way of making decisions that gets around problems of values and consensus. But is this so? Test data seems so impartial, so objective. But what can numbers alone tell us?
Imagine we have three groups of students, A, B and C, and we give a rank-task to each student, consisting of RankTask 1, RankTask 2 and RankTask 3. Suppose chart 1 gives us the following results -- assuming the group means to be calculable.
RankTask 1
Chart 1
Even if we can also assume that the differences between groups for each test are significant and that there has been no cheating, what are we to make of the differences in these scores? Are they any guide to practical decision?
It all depends. Our first question should be, "What are these tests supposed to indicate?" Unless they are believed to indicate something, they are still merely rank-tasks. And if these test results are to be important to making equitable schooling decisions, they must deal with what Thomas F. Green[11] has called educationally relevant attributes.
An attribute is educationally relevant in Green's terms, if it would be fair to distribute schooling benefits on the basis of that attribute. If we believed it was fair, for example, for males to get more diplomas than females just because they were males, then sex would be an educationally relevant attribute.
In the United States, sex is, by law, not educationally relevant in public schools. In other cultures, it is considered to be so. Let us imagine a society that is so fixated on gender stereotypes that physiological distinctions are overridden by psychological ones. To the extent that a female is seen as a "tomboy," she is given preference with "real men" over other females. "Girly men" are devalued. In this society, the test that decides who enjoys the privileges of gender prejudice is call the "Degree of Masculinity Test."
In chart 1, suppose Test 1 (RankTask 1) indicated something like "degree of masculinity," (DMT). If Test 2 (RankTask 2) indicated percentage of high school graduates in the group, we, in the United States, would find that it indicated an unjust situation, because we reject gender as educationally relevant. But if Test 3 (RankTask 3) stood for percentage of high school graduates, it would be taken, on the same assumption of the irrelevance of gender, to be an indicator of equitable schooling practice.
More Educationally Relevant Attributes
Chart 2 shows attributes in terms of which people might be grouped compared with different kinds of schooling benefits. In each block the words just or unjust indicate whether there is a general consensus in the U.S. that any schooling benefits distributed on the basis of the indicated kinds of attribute are considered just. Question marks indicate controversial practices.[12]
H. S. diplomas
Access to further schooling
Knowledge per se
Playing Varsity Sports
Nurturance
Chart 2. Benefits distributed according to attribute
What the chart indicates is that in different situations an attribute may be educationally relevant or it may not. Consider the case of sexual groupings and varsity sports. Sex is generally not considered a relevant attribute so far as any educational benefit is concerned. It is unjust, for example, to distribute high school diplomas on the basis of sex. But participation in varsity sports is another matter. There is sometimes controversy about allowing women to play football, particularly in public high schools. Our chart indicates this with a question mark. (Imagine how chart 2 would look if it reflected the common opinions of the US in 1800.)
Choice is an important and controversial attribute in our culture. If adults choose not to participate in certain programs, for example, it is generally not thought to be unjust if they fail to gain the benefits those programs offer. But if children or mentally incompetent people choose not to participate it is often taken as a sign of immaturity or incompetence. Truancy is an example. Significantly, in the case of truancy the lack of consequent benefits is still often argued to be unjust, even though this insinuates that coercion may be justified. (This sense of injustice no doubt supports compulsory schooling statutes.)
Other controversial practices suggested by the chart are:
a. allowing students to play varsity sports on the basis of choice (interest) rather than ability (a long-established practice at Swarthmore College);
b. social promotion, promoting students on the basis of effort rather than knowledge;
c. providing nurturance, a scarce resource, on the basis of need rather than following traditional practices as sharing on a per capita basis. (This is called Special Education);
d. providing diplomas and sports participation on the basis of wealth. (This is an important service of some kinds of private schooling.)
Needs and Consensus
Embedded in The Testing for Justice Rationale is an interesting equation:
Ability - achievement = need
Read this "Ability minus achievement equals need" or "The measure of need is indicated by the difference between ability and achievement."
On the basis of this equation students are often sorted into three types, underachievers, normal and overachievers. Chart 3 shows some hypothetical scores for tests of ability and achievement. Using the equation given above, need is calculated. On the basis of need, students are typed as overachievers, normal and underachiever.
Overachiever
Underachiever
So it is argued that underachievers have greater educational needs. And numbers make it seem so objective.
Vague formulas like the one above guide a surprising amount of daily school practice and can be discerned in the rationales offered for such practice.[13] They express not only accepted generalizations from practice but also conceptions of human nature. Their usefulness is not that they provide exact measures of important pedagogical constructs, but that they can so readily guide practice.
But do they really identify needs? It depends on what we mean by needs.[14]
In schooling needs have long been treated as though they were independent of consensus. But underlying much talk about needs is the assumption that something should be desired. When someone calls something a need, he is often urging action to address it while begging the crucial question of why we should address it.
We can distinguish between two conceptions of need: a conditional concept and an approval concept. A clear picture of this distinction can be gotten by comparing the following situations.
Situation 1: Johnny asks you to borrow a magic marker. "I need it to write graffiti on the boys' room wall," he explains.
Situation 2: Mark tells you, "I need a magic marker to do my school art project."
We would deny that Johnny needs a magic marker, but concede that Mark needs one. Why? Because we do not approve of graffiti but we value Mark's art project. If our values were different, our assessment of needs would be different.
The conditional concept of need says merely that: some item X is necessary to bring about some other item Y. The magic marker stands in this relation to grafittiing the wall as it does to doing the art project. In the conditional sense both Johnny and Mark have needs, just as cars need fuel or terrorists need explosives. A conditional need indicates at most, a lack. But lacks do not necessarily beg for remediation.
Talking about needs in schooling is an attempt to transform an objective, take-it-or-leave-it conditional need into a need that moves us to support without careful consideration. The common technique is to show that there is a lack of some kind, and then to treat that lack as synonymous with an approval concept of need. A typical instance goes something like this:
Researchers working for one or another special interest group announce with alarm that there is a great need to emphasize classical antiquity in the high school curriculum because 97% of all five-thousand high school seniors surveyed nation-wide could not identify Achilles, the Acropolis, Adonis, Aeneas, the Aeneid and several dozen similar items.
If the research has been done properly, it does demonstrate that there is a lack among high school seniors. But it does not demonstrate that we should do anything about it. That is an entirely different matter.
We are not disparaging needs-slogans, but merely reiterating the point emphasized that needs-slogans assume and obscure issues of value and consensus. If, for example, people do agree on the value of "self-fulfillment" and what it means, then what they believe to be a causal or logical necessity to achieve self-fulfillment will probably be approved of also. But an even more important consideration is this: where people appear to be unmoved by appeals to needs, this may not be a matter of heartlessness, but rather a disagreement over values or over beliefs in what is causally or logically related.
Examining the Rationale
Suppose candidates for school positions, teachers, principals or superintendents, were asked to comment on the Testing for Justice Rationale during their employment interview. I would wager that were they to disavow or deny it, they would be denied employment. Most likely, surreptitiously denied employment-- moved to the bottom of the list -- since educators like to flatter themselves that they are open to diversity in philosophy as well as race, religion, ethnicity, disability or sexual preference. (And lawsuits are expensive.)
But too many schools adapt such slogans as "All children can learn," or "We are dedicated to excellence" -- and importune their staff to accept them, at least to the level of lip-service. This does not leave much wriggle room for those who find the Testing for Justice Rationale to be presumptuous of Omnipotence almost to the point of blasphemy.
Actually, if we analyze the Testing for Justice Rationale, we can see just where issues of value versus issues of power can be distinguished. By doing so we may achieve a consensus on important values without necessitating commitment to a possibly counterfactual optimism expressed in the Rationale.
The Rationale is:
For some children and not others to have their needs met by the schools is unfair. Justice therefore dictates that we meet the needs of all children. How do we determine those needs? By comparing what children can do with what they can learn to do. Any discrepancy between achievement and potential is an indicator of need. How do we determine such things as achievement and potential? By adequate testing.
Is it really unfair for some children and not others to have their needs met by the schools? Does the concept of readiness -- so important to reading teachers -- not indicate that we recognize that some children may be such that the school can meet their needs better than others? And even if there is unfairness here, must it be the school that is responsible to address it? Does Justice dictate this? Or is it that other institutions in our society have foisted this off on the schools?[15]
Ought we, as educators, accept responsibilities beyond the reasonable scope of our knowledge? Less blather about "determining potential" and more humility might work out in the long run to enhance our professional repute to a greater extent than our posing as Medicine Men for All Things Academic.
But if we are to accept such responsibilities, can we expect to be given reasonable resources to support our efforts? So far as funding is concerned, Special Education has been reneged on since its inception. Do we really expect a more generous flow from the public coffers in the future?
Let us recognize that testing is a side issue. Tests are constructed after most of the important issues of value, ethics and politics that impinge upon schooling have been settled. This is why private and parochial schools seldom are consumed with the furor, the enthusiasms and the dismay that testing brings to public education.
We may well continue to be concerned with the inequities we perceive in our society. We may well continue to pursue a dream of alabaster cities' gleam, undimmed by human tears. If so, we might do better to look elsewhere than to public education to address our aspirations.
The Indeterminacy of Consensus: masking ambiguity and vagueness in decision.
What's Fair? Equity in Educational Practice.
Fair Play vs Fair Share
The Functional Analysis of Informal Models
[1] Cf. Nathan Glazer, "IQ on Trial"Commentary June 1981 pp. 51—59, for a critique of Larry P.v.Wilson Riles in which the Testing for Justice Rationale plays a prominent part.
[2] See Lynn Olson, "Tests Found Barring Thousands of Minority Teacher Candidates" Education Week, Vol. VIII, No.12, Nov.13, 1988. p.1.
[3] Ivor Goodson, School Subjects and Curriculum Change (Philadelphia: Falmer Press, 1987) p. 25.
[4] For longstanding controversy on the nature of IQ compare Arthur R. Jensen, "How Much Can We Boost I.Q. and Scholastic Achievement?"Harvard Educational Review, Winter 1969 with J. P. Guilford, The Nature of Human Intelligence. (New York: McGraw-Hill, 1967). Also see Howard Gardner, Frames of Mind: The Theory of Multiple Intelligence (New York: Basic Books 1993)
[5] Cf. Gilbert Sax, Principles of Educational and Psychological Measurement and Evaluation. Fourth Edition. (1997) Belmont, CA: Wadsworth. p. 15. "A test is a task or series of tasks used to obtain systematic observations presumed to be representative of educational or psychological traits or attributes."
[6] Cf. Adam Robinson and John Katzman, Cracking the System: the SAT. The Princeton Review. (New York: Villard Books, 1986). See, also, their website at http://www.princetonreview.com/law/testprep/testprep.asp?TPRPAGE=17&TYPE=LSAT-PREPARE&adcode=23089
[7] For example, see Jum C. Nunnaly, Psychometric Theory, (New York: McGraw-Hill, 1967) pp.10—102. Also, see Edward G. Rozycki, "Rationales for Intervention" http://www.newfoundations.com/EGR/Rationales.html
[8] See the NASSP's online article "High Stakes Cheating" at http://www.naesp.org/ContentLoad.do?contentId=151. Other subversive factors, such as cramming, are problematic. The Internet offers a plethora of advice on how to cram effectively as well as admonitions that it will not work. See, for example, Eastern Illinois University's Learning Assistance Center's article, "Final Exams and Cramming," at http://www.eiu.edu/~lrnasst/finals.htm
[9] See Lance, Linda M. (2004) The Effects of Teaching Test-Taking Strategies to High School Special Education Students on Achievement Scores on the New Jersey High School Proficiency Assessment. Widener University: Dissertation.
[10] An inversion of this argument is used to support giving more resources to those identified as "special" and arguing that such a differential is not unfair to "normal" children.
[11] See Thomas F. Green, Predicting the Behavior of the Educational System (Syracuse, NY: Syracuse Univ. Press, 1980) pp. 49—52.
[12] These results are meant merely to be illustrative for the purposes of the exposition.
[13] Other slogan-formulas commonly encountered are potential+learning=ability, ability+motivation=performance, and achievement =sum(performances). See Rozycki, E. (1999) The Functional Analysis of Informal Models.
[14] See Edward G. Rozycki, "Needs Assessment. A fraud?" http://www.newfoundations.com/EGR/Needs.html
[15] The best schools will bring more and more student scores below average. To see how it is that the better schools perform, the worse they will look on high-stakes evaluations, see Michael T. Martin, Martin's Paradox at http://www.azsba.org/paradoxb.htm
Also, see E. Rozycki (2006) "Every Child Above Average. Achieving the Lake Wobegone Vision"


Corrie star Jane Danson has spoken out about the soap's surprise twist, saying that her character Leanne Barlow is 'furious' when she finds out the truth about her mum.
Coronation Street bosses have now officially confirmed the news that the Rovers Return's new manager Stella is in fact Leanne's mum, with the big reveal set to happen in next Friday's show.
Jane Danson, who plays Leanne Barlow, told Inside Soap: 'Leanne has never really given her birth mother a second thought because she's not been in her life. Her dad Les and stepmum Janice were together for a long time, so Janice always took on that mother role.
Stella has endured a turbulent time both on and off screen since joining Corrie last week.
The barmaid found Becky trying to ensnare her husband Karl on Monday, while Michelle Collins who plays Stella has been heavily criticised for her accent on the show.


Can the Honor 6x run this app/game?
There is not yet enough data to reliably judge the technical performance of the Honor 6x.
The Honor 6x manufacturer is Huawei. We do not have enough data to reliably judge its technical hardware performance.
The overall Honor 6x screen display resolution is 1080x1920 pixels wide and tall, making it exhibit pretty standard screen resolution dimensions when compared on the modern smartphone market today.
The Honor 6x has no camera or there is no data available for it.
The Honor 6x has an internal memory of 64GB, and can be expanded with up to 256GB extra space, which allows for a huge potential library of music, videos, and images, with its massive amount of storage space.
The overall Honor 6x battery capacity is 3340 mAh (ampere-hours), which is about average.


John Arthur Philbin, Sr., 84, passed away on Friday, Feb. 8, 2019, after a lengthy decline in health followed by a stroke. John was born in Shawnee, OK on July 2, 1934, to Floyd Arthur and Challie Calhoun Philbin. He was a graduate of Oklahoma University, where he was president of Sigma Chi. John earned his juris doctorate from Oklahoma City University and joined the law firm that later became known as Speck, Philbin, Fleig, Trudgeon and Lutz, where he practiced over 50 years.
John was avid OU football fan. He was a former President of the Oklahoma City All Sports Association.
John is survived by his wife of 35 years, Peggy; and her daughters, Emily and husband Matt Shaffer and their sons, Harrison, Bennett, and Preston; and Jennie and husband Anthony Curtis and their daughters, Caroline and Madeleine. He was previously married to Diane Douglass and is survived by their son, Doug Philbin and his wife Gwen and their children, Sydney and Amanda Jayne. He was predeceased by his son, John A. Philbin, Jr., and is survived by daughter-in-law, Barbara Philbin, mother of Claire and husband Zach Walchuk and their children, Liam and Eli; and Maggie Philbin. He was predeceased by brother, Don Philbin.
A very special thanks to fraternity brother, Ken Taylor, for his friendship. The family suggests memorial contributions be made to Pediatric Cancer Research at Children's Hospital Los Angeles at 4650 Sunset Blvd, Ste 29, Los Angeles, CA 90027, in honor of Amanda Jayne Philbin; or Oklahoma Chapter of the Humane Society. Per John's request, there will be no memorial service.
"John was a good friend and mentor through the OKC All..."


Lottery is not promising you anything, but it can change your life.
Register yourself to our retailers to play. You just need add some details for your account including username and password.
After filling your payment details, you can deposit your money to enter the big draw. And your winning amount will be filled into your account too.
There are a lot of numbers to choose. So choose your lucky number, keep your fingers crossed and dream big. You gotta be in it to win it.
We also support our local resorts in here. Maitland has many great places to visit, in every years we have many tourists coming to here.


Having pushed through one of the largest tax increases in California history, Gov. Jerry Brown has now put his stamp on a minimum wage hike that will likely take away as much opportunity as it provides.
A pragmatist and fiscal prude, Brown jumped into the minimum wage debate and wrung from union advocates concessions that would not have been included in two proposed ballot measures.
What California does get is a phased-in $15 per hour minimum wage, with built in deferrals in case of a recession or stock market meltdown that causes state revenue to fall. Under the agreement, the minimum wage would rise from $10 to $10.50 in 2017, $11 in 2018 and then another dollar each year through 2022.
But the governor's deal with the left-leaning legislative leadership will have deeply negative impacts on smaller business, on young professionals and on those at the very bottom of the employment ladder. It would have been much smarter if he'd held out for indexing future minimum wage hikes to inflation beginning now instead of more than half-a-decade in the future.
That's because while Gov. Brown and the legislature get the right to suspend these pay hikes in the event of a recession, small businesses don't get the right to plead hardship. And small businesses have plenty to worry about when considering that baseline wages for most will be going up 50 percent. Businesses with fewer than 25 employees get one extra year.
Today, very few small businesses have the ability to raise prices at all – many will be facing declining prices, particularly if they sell products online. My guess is that as the minimum wage takes hold and the gap between California and other states widens, small businesses will begin to move elsewhere as they start to grow, especially past the 25-employee mark.
These will not be high-profile departures like CKE Restaurants, which is moving from Carpinteria to Nashville. Instead it will be small companies that elect to grow in other states.
When it comes to young workers, the problem is that as the minimum wage steps up so does the minimum salary requirement for exempt workers. Set by law at two times the minimum wage, it recently jumped from below $40,000 to around $43,000. When the minimum wage hikes are done, that translates to a $62,400 in order for workers to be exempt from overtime rules.
What happens as the level for exempt pay rises is that more and more professional employees lose their exempt status, have to fill out time cards and are consigned to what amounts to second-class status in most professional organizations.
They will lose the opportunity to become fully engaged as managers, participate in those after-hours activities that are key to advancement and learn important middle management skills. The disruption will spread to the nonprofit sector, where mid-rank and even senior staffers don't often make $62,400.
Finally, we come to the very lowest paid workers. They will be heavily disrupted by automation, which will be speeded up by the rising cost of labor.
In fast food, perhaps in agribusiness and anywhere they can, employers will replace low-wage workers with robots and machines who won't require benefits, payroll taxes or a guaranteed 50 percent pay hike.
As mandatory minimum wages roll on, some will get laid off while others will be scheduled for part-time work so that their Obamacare-mandated health benefits don't kick in.
Don't get me wrong. I think that minimum wage laws are a good idea. They were particularly good ideas in the 1970s when prices were rising much faster than wages and employers were able to quickly pass price hikes along.
Those days have vanished into the rear view mirror and in the absence of some inflationary pressure, a long-term "command and control" style series of minimum wage hikes will have terrific unintended consequences. A better solution would be a linking of minimum wage hikes to inflation before putting a $15 per hour wage on the books, but that's too smart an idea for the political class.
I'm sure that Gov. Brown made a careful political calculation and decided that the smart play was to head off a ballot initiative and wring minor concessions to claim victory.
But for many small companies and nonprofits, young workers, low-skilled workers and their families trying to eke out a living in a time of near-zero price inflation, this is going to hurt. And California will be hollowing out many of its mid-rank companies, leaving behind only giants and smaller companies which break apart every time they approach the 25-worker threshold.


text:
Q: Querying Azure App Service Backend From Localhost I recently migrated my app backend from azure mobile services to azure app services.  I am using the node.js backend with multiple "easy tables" and "easy api's".
After configuring CORS all of my sites that query this backend are up and running properly.
Unfortunately I have not been able to figure out how to query this backend from localhost.  I have tried running sites hosted on my local machine that use the exact same code as working sites hosted elsewhere.  I have also tried using postman.  All of these attempts result in a 400 bad request error.
Edited o be more clear.  I have a migrated azure mobile service running on azure.  I am attempting to hit that endpoint from localhost.  I have tried to hit this endpoint using postman.  I have also tried to hit this endpoint using a locally hosted copy of a website that is currently working when not hosted locally.  All requests from localhost end up with a 400 error.
I have added https://localhost, localhost:portnumber, https://myIp to the cors page.  On the application settings page my MS_CrossDomainWhitelist setting contains [{"host":"localhost"}] (I have also tried without this setting).  I have also tried setting MS_SkipVersionCheck to true.  What am I missing?

redpajama_set_name: RedPajamaStackExchange