text:
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text:
LDK Solar Agrees to Provide Panels for Power Project in China
(Bloomberg) — LDK Solar Co., the solar maker that
defaulted on bonds this year and won U.S. court approval to
restructure, is supplying modules with 30.6 megawatts of
capacity for a project in central China.
LDK will begin delivering the panels immediately to Ningxia
Hui Autonomous Region Electric Power Design Institute, the
Xinyu, China-based manufacturer said today in a statement. Terms
weren't disclosed.
LDK filed for Chapter 15 protection in October, listing
about $1.13 billion in debt and $510 million in assets as of May
31. Chapter 15 is the section of the bankruptcy code used by
foreign companies restructuring abroad to fend off creditors and
distribute payments in the U.S.
Justin Doom in New York at
jdoom1@bloomberg.net
Will Wade, Randall Hackley

redpajama_set_name: RedPajamaCommonCrawl


5. What is the dimension of thermal conductivity?
7. What is the dimension of time?
9. What is the dimension of mass?
11. What is the dimension of velocity?
13. What is the time period of oscillation of a simple pendulum of length L and mass m?
15. How many fundamental quantities are there?
16. What is the dimension of force?
19. How is dimensional homogeneity related with fundamental units of measurements?
20. Figure depicts the variation of which two numbers?


text:
Solicitation of a Minor in Henrico Virginia
February 4, 2018 by illadmin
Solicitation of a Minor in Henrico Virginia is a serious sex offense, which can lead to serious punishments and fine penalties. The conviction depends upon proving the crime, if the offender is found guilty then he would be liable to pay a fine penalty charge of $2500 or more, depending upon the severity of the crime, jail time sentences of serving one year or more. However, the difficulty lies in to prove the crime of solicitation of a minor in Henrico Virginia, as it all depends upon the digital footprints left by the offender while he is seeking for potential vulnerable minor child victims.
Understand the Offender
Before we begin to describe the crime of solicitation of a minor in Henrico Virginia, it is first important to understand the offender. In order to track these offenders down, you first need to understand their behavioral attributes and personality characteristics and what tactics they used to trap and manipulate minors. Their pattern is confusing and complex, as it involves working in a digital cyberspace. These offenders try to act like children, in order to trap and manipulate minor for a sexual act for the purpose of arousal or delight.
Offenders of solicitation of a minor in Henrico Virginia, carry out interactions with the minors to praise them, make them feel special and incite positive conversations that are tailored specifically to target their age. They can even go far to give them gifts or money. For these children, the sex offender of solicitation of a minor in Henrico also offers an alternative relationship status to make them feel special and loved.
The basic idea of these sex offenders of solicitation of minor in Henrico Virginia is to choose such children who are unloved. They try to be nice to them in order to gain their trust and then manipulate them in carrying out a sexual act. They manipulate and train them psychologically, giving them the impression so that they participate in a sexual act willingly. They use love affection as a bait to lure them in. They also give them an illusion to go with it or not depending on their cause. The sex offender introduces the idea of trust, affection and loyalty, but in reality, it is based on deception and manipulation. The solicitation of a minor in Henrico Virginia can also exploit social norms and test the minor child's boundaries, seeking how far they can go. They would begin by asking if they have ever been kissed or what it is like to wear a bikini etc. If the minor child does not respond negatively to its boundary violation, they know that it is a tantamount to accept such a behavior. During this boundary violation session, the offender clearly positions the child into believing that they share a very deep connection.
By knowing about the behavioral pattern of sex offenders and their digital footprints that they leave out in such chat or online forums, the law enforcement agencies must first seek such forums. By doing so, they could minimize the solicitation of a minor in Henrico Virginia and reduce the rates to a very greater extent.
Reckless Driving Ticket in Fairfax, VA
Alexandria Virginia Identity Theft Laws


text:
Eryk Anders resets mentally and physically prior to UFC Minneapolis
UFC PPV Live Stream
ONE Championship Rankings
MMA Schedule
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UFC 257 PPV price increased ahead of Conor McGregor vs. Dustin Poirier on ESPN Plus
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by Shane Connelly
UFC/Getty Images
Shane Connelly
Shane Connelly is a journalism student at Penn State with…
Dana White's Contender Series Week 2: Fight card and updates
After a hot start to his UFC career, Eryk Anders has hit a rough patch. Three-straight losses forced him to re-evaluate his approach and make changes to both his physical and mental state prior to his next bout.
Order UFC 257: Poirier vs. McGregor 2
Order now to stream every fight live on Jan. 23.
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"Ya Boy" has a chance to right the ship at UFC Minneapolis on June 29. He continues his quest at light heavyweight with a bout against Vinicius Moreira, a Brazilian submission specialist who lost his promotional debut at UFC Brooklyn earlier this year.
Prior to strapping on the gloves, Anders spoke to John Hyon Ko of The Body Lock about his most recent Octagon appearance, utilizing a hypnotist, training with Freddie Roach and feeling confident about his next fight.
Eryk Anders vs. Khalil Rountree
At UFC 236, Anders was on the wrong side of a lopsided decision victory. In his bout with Khalil Rountree, his second as a light heavyweight in the UFC, Anders was unable to slow down Rountree's Muay Thai attack.
Rountree brutalized Anders' leg, limiting his movement. As a stationary target, Anders could do little to avoid Rountree's punches and was dropped multiple times. Anders continued to get up and keep fighting, displaying his toughness as the fight went the distance.
The fight drew criticism from media members such as Brendan Schaub, who said on his show Below The Belt that Anders' corner should've thrown in the towel. Anders was quick to come to the defense of his coaches.
"I really don't watch anything that [Schaub] does and, you know, he's not me," Anders said. "I'm glad he's not in my corner if that's how he feels."
Anders trusts that his team knows how to handle situations like the one he experienced against Rountree.
"If my corner ever throws in the towel for me, then, you know, they're probably not going to be in my corner anymore," Anders said. "They know me. They know the way I compete and the kind of competitor I am, and as long as I can still compete and go out there and fight, then that's what I'm gonna do, you know, regardless of how each round goes."
Seeing a hypnotist
The experience of competing against Rountree wasn't all bad for Anders. Through his talks with his opponent, Anders found a new feature to add to his pre-fight routine: hypnotism.
Anders previously had little issue with the mental aspect of fighting.
"My first 10 or so fights, I could visualize the fight so vividly," Anders said. "I would get an adrenaline rush. I would get goosebumps. But for whatever reason, I had a really tough time getting myself there these last few fights."
Rountree told him about Dominique Bertoncini, a hypnotist who works with a number of UFC fighters. Anders was skeptical at first, but he witnessed firsthand how effective it was for Rountree.
"Watching film on Khalil and his mannerisms and behavior before our fight and then actually fighting him and seeing how different they were, I think that was the biggest aspect of his game that changed," Anders said.
Ultimately, Anders decided to try it himself. He'll attempt to re-capture the ability to visualize his fights, starting with his bout at UFC Minneapolis.
"I think that's maybe something I've neglected and just taken my power for granted, think[ing] I'm going to go out there and knock everybody out," Anders said. "I took a few steps back and really wanted to work on the mental side."
Eryk Anders and Freddie Roach
Anders also worked to re-tool his striking following his string of losses.
"[I'm] changing up the training a little bit," Anders said. "Not necessarily trying to put so much power on every punch, but looking to increase the volume, and the knockout will come as a result of such."
In order to do so, he went to one of the best boxing coaches in the game: Freddie Roach. Roach has trained a number of world-class fighters over the years in both boxing and MMA. Names like Georges St-Pierre, Anderson Silva and Jose Aldo top the list of MMA fighters who spent time learning under the legendary coach.
Anders took a trip to Los Angeles, California for the chance to work with Roach at Wild Card Boxing Club.
"I walked into the gym, and it was funny because you would think a dude like Freddie Roach isn't just standing at the front desk just talking to people," Anders said.
After the initial surprise, Anders remembered what he had flown out for. Once he got his chance to speak to Roach, Anders wasted no time trying to pick his brain.
"The dude is just so knowledgeable about combat sports and he trains a lot of good guys," Anders said. "So, you know, I figured I'd shoot my shot and get some work too."
Eryk Anders isn't feeling the pressure
Although he is working hard to get moving in the right direction again, Anders doesn't let his losses keep him up at night.
"I really don't feel like I'm under a lot of pressure," he said. "I've got enough residual income that I can stop fighting today and me and the family will still be straight."
Financial stability has been key to alleviating the stress of losing fights. For others who aren't so lucky, one loss spells the end of the dream of being a professional fighter. Getting their pay cut in half makes it difficult to pay gym fees, medical bills and other expenses.
"I think a lot of guys that feel the pressure," Anders said. "If they don't make the money or they get cut, then that's it. Then they got to go back to the desk or whatever, but that's not the case for me."
Anders is grateful to have a wife who can support their family as well. Still, he doesn't want to stop competing at the highest level. Anders maintains the same love for fighting, which is why he decided to step in and take this fight against Moreira just two months after his loss to Rountree.
"Vinicius' opponent got hurt. They called me and of course I said yes," Anders said. "This is what I love. This is what I do, so I take every opportunity to do it."
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Shane Connelly is a journalism student at Penn State with a passion for sharing the stories of MMA fighters.
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Rare diseases are a major challenge that requires integrated and collaborative efforts from a wide range of stakeholders. To take rare disease collaborative research in Europe to the next level and support achievement of the IRDiRC 2027 goals, the European Commission has approved the European Joint co-fund Programme for Rare Diseases (EJP-RD), an EU-wide and patient-centred initiative to foster rare disease research from bench to bedside and back. The programme, due to launch in January 2019, will receive 55 million EUR over 5 years to establish a comprehensive strategy covering research, data, tools and clinical aspects to increase the efficiency of results use, diagnosis, drug discovery, patient care and to empowering all stakeholders.
ensuring patient involvement in all steps of the research pathway.
This work will be organised into four Pillars: I) Collaborative research funding; II) Innovative coordinated access to data and services; III) Capacity building and empowerment; IV) Accelerating translation of high potential research and improving clinical research outcomes.
As a Cofund initiative, all EJP-RD activities are prioritised and aligned with national-level research strategies, and Member State representatives were instrumental in the proposal design. The EJP-RD consortium, coordinated by Daria Julkowska (Inserm, France) brings together 85 partners and 71 linked third parties from across Europe. Canada, Japan and Australia will also collaborate in the programme.
The programme builds on existing resources, experiences and networks, such as RD-Connect, EURORDIS, ERNs, eRare, Orphanet and research infrastructures like ELIXIR, BBMRI, EATRIS, ECRIN, INFRAFRONTIER, and others. Annual calls for research projects within the EJP-RD will enable researchers to apply for funding for transformative research that also makes use of the infrastructure and data access activities enabled through the programme.
RD-Connect is involved in multiple aspects of the EJP-RD, particularly in Pillar II, providing infrastructure and tools for researchers to access and analyse data and biosamples. This enables the RD-Connect resources, including the Genome-Phenome Analysis Platform, the Sample Catalogue and the Registry & Biobank Finder to become more deeply embedded in research practice across Europe, and the FAIR principles applied to rare diseases within RD-Connect can also be taken further to enable better access to and reuse of precious rare disease data towards the IRDiRC goals of diagnosis and therapies for patients with rare diseases.


text:
Der Jackson Creek ist ein Bach im Süden des australischen Bundesstaates Victoria.

Verlauf
Er ist ein Quellfluss des Maribyrnong River und fließt aus dem Rosslynne Reservoir in der Nähe von Gisborne heraus. Der Stausee, der von mehreren Bächen ohne Namen gespeist wird, liegt auf der Great Dividing Range.

Der Jackson Creek fließt von Gisborne aus zunächst nach Osten und biegt dann westlich von Clarkefield nach Süden ab. Er passiert Sunbury östlich des Stadtzentrums, setzt dann seinen Lauf in südöstlicher Richtung fort und vereinigt sich mit dem Deep Creek zum Maribyrnong River. Südlich der Ortschaft Riddles Creek münden von Norden der Riddels Creek und von Süden der Longview Creek ein.

Westlich des Flughafens von Melbourne, in der Nähe des Calder Freeway, durchfließt der Jackson Creek den Organ-Pipes-Nationalpark wenige Kilometer vor seinem Zusammenfluss mit dem Deep Creek.

Siehe auch
 Liste der Flüsse in Victoria
 Liste der Flüsse in Australien

Einzelnachweise

redpajama_set_name: RedPajamaWikipedia


From the year 2000 we develop and manufacture for our customers complete solutions for the remote access, monitoring and control.
We are a young and dynamic team of engineers and professionals, specialized in the engineering and in the Hardware, Firmware and Software development of embedded systems.
Always believing in the importance of the remote connection, we made of the wireless connectivity the core of our ecosystem of products and services.
Finding the right solution for every customer, and reducing the effect of the distance between the plant and its supervisor, it's for us the most important challenge and our greatest accomplishment.
We design and manufacture entirely inside our Italian factory, in order to grant our customers the highest quality level and a first-class technical support.
Thanks to our long term experience we can offer a wide range of off-the-shelf products and plug-and-play solutions. Nevertheless we can be a first-class technological partner for the development of custom products and new solutions with a reduced time-to-market.
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text:
Is Sarah Cameron Dead in Season 2 of Outer Banks? Does Sarah Resurrect?
Season 2 of Outer Banks is now available on Netflix, taking up just where season 1 left off. Early in the season, Kie, JJ, and Pope believe that their pals Sarah and John B drowned when they jumped into the ocean to escape danger. Thus, John B. and Sarah return to the fleeing scene and are regarded as criminals in the Bahamas.
Season 2 features many near-death experiences for the Pogues, especially Sarah. And if there's one thing Outer Banks showrunners enjoy doing, it's incorporating plot twists and cliffhangers whenever possible. Continue reading to find out if Sarah made it out alive.
Who is Sarah Cameron?
Is Sarah Cameron Dead in Season 2 of Outer Banks?
Does Sarah Resurrect?
Is Sarah Cameron Still Alive?
How Old is Supposedly Sarah Cameron?
Madelyn Renee Cline (born December 21, 1997) is a model and actress from the United States. She portrayed Sarah Cameron on Netflix's teen drama series Outer Banks (2020-present) and Whiskey in Rian Johnson's mystery film Glass Onion: A Knives Out Mystery (2022).
In a sense, I suppose. Her heart stops beating, and John B conducts frantic CPR while Mr Arthritis Cure embodies the emoji for a shrug. "She's simply lost too much blood, youngster," he says to John B as the monitor behind them flatlines.
Read More – Harry & Meghan Season 2 Release Date: Is Harry & Meghan Live Up to the Hype?
Sarah stays technically dead for several minutes while her boyfriend screams at her to wake up. The Sleeping Beauty kiss of life does not work until he tells her he loves her, at which point her fingers twitch.
Not-Doc strolls back into the room, realises that she is still alive, and offers John B a nod of approval as if to say, "Well done on that love confession! It worked remarkably well!"
They come close to escaping when Sarah is shot. She kisses Rasmus as she bleeds out, and then she dies. The kiss infects her, and the virus subsequently restores her to life.
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In the second season, Sarah and John B are hiding out in the Bahamas. After John B goes to Ward's residence in search of riches, he gets them into difficulties, and Ward discovers that his daughter is still alive. Rafe shoots and briefly "kills" Sarah. In the end, they return to Charleston.
Sarah Cameron, age 16, is John B.'s principal love interest. She is known as a "Kook" in the Outer Banks, which refers to a wealthy person. Sarah is able to flee her snobby and in some cases downright nasty family in order to find love with John B. and his buddies, the "Pogues."
What's up, guys? Enjoyable reading is our goal, so here's hoping! The section where we discussed Is Sarah Cameron Dead ? so you'll probably enjoy this as well. Then, if you found this post helpful, please consider sharing it with your network. For similar articles, check out investrecords.com
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2. The EP Deal. If you like it, don't like, or aren't sure, you're not married to anything with this deal.
It's a short-term deal. If you like it, don't like, or aren't sure, you're not married to anything with this deal.
You get the opportunity to market your music to a bigger fanbase. Without all of the strings of a 360 deal, you can still use the labels connections to reach a wider audience.
If the EP doesn't sell well, it could soil your relationship with the label. They won't pour money into something that's not proven or not working which means you've reached the end of your record deal road.
It's harder to negotiate a single (versus a Project Deal). Your bargaining chips are fewer.
3. The Artist Deal. They want you to succeed and will be there to guide you through pitfalls they might have made in their career.
You have faster exposure to a larger fan-base. With these deals, you likely signed with someone in your genre. Because your music is in their wheelhouse, their fans may become your fans.
You have an experienced mentor. The artist you signed to is invested in your career and they've shown that by signing you. They want you to succeed and will be there to guide you through pitfalls they might have made in their career.
You have to pay the artist you signed to, as well as the label they are signed to. It's like having two managers and may mean double the percentage.
There could be problems if you outgrow your mentor. Sometimes your shine may be a little brighter than theirs. This can foster hard feelings and make being signed to the artist uncomfortable, awkward, and potentially unprofitable.
You get paid upfront and maintain the rights to your masters. With this deal, you know right away what you stand to make, and you don't lose ownership of your creations.
The label will push the record for you. So, you don't have to worry about coming up with a big marketing budget.
There's potential to lose out on money, if you don't set triggers in your contract. Triggers are payments (generally in a percentage) paid after the label has recouped their costs. Without these, you could just be leaving money on the table.
If the record doesn't sell well, it could soil your relationship with the label. If you don't perform up to expectations, the label isn't likely to fund your next album. This can be a lot of pressure for new artists—or any artist for that matter.
You keep all money outside of what's in your deal. If it's not in the contract, it's yours to keep.
You have full control of your brand. No one can force you into an image that you know is not you. You're hitting the market with your full, authentic brand.
Less incentive for the label to help you. In these deals, the label may feel like they don't have enough skin in the game to force their hand (or wallet).
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Marea Foamete din 1315-1317 (ocazional datată ca fiind cuprinsă între anii 1315-1322) a fost prima dintr-o serie de crize la scară largă care au lovit Europa la începutul secolului al XIV-lea. Cea mai mare parte a Europei (extinzându-se spre est până la Rusia și spre sud până la Italia) a fost afectată. Foametea a provocat numeroase decese de-a lungul unui număr extins de ani și a marcat un sfârșit clar al perioadei de creștere și prosperitate din secolele XI-XIII.

Marea foamete a început cu vreme rea în primăvara anului 1315. Eșecurile culturilor au durat din anul 1316 până la recolta de vară din 1317, iar Europa nu și-a revenit complet până în 1322. Eșecurile culturilor nu au fost singura problemă; boala bovinelor a determinat scăderea numărului de oi și bovine cu până la 80%. Perioada a fost marcată de niveluri extreme de criminalitate, boli, moarte în masă și chiar canibalism și pruncucidere. Criza a avut consecințe pentru Biserică, stat, societatea europeană și pentru calamitățile viitoare care vor urma în secolul al XIV-lea.

Context
Foametele erau evenimente relativ normale în Europa medievală. De exemplu, foametea localizată a apărut în Franța în secolul al XIV-lea în 1304, 1305, 1310, 1315–1317 (Marea foamete), 1330–1334, 1349–1351, 1358–1360, 1371, 1374–1375 și 1390. În Anglia, cel mai prosper regat afectat de Marea Foamete, au existat alte foamete mai mici în 1321, 1351 și 1369. Pentru majoritatea oamenilor de multe ori nu era suficientă mâncare, iar viața era o luptă relativ scurtă și brutală pentru a supraviețui până la bătrânețe. Potrivit înregistrărilor oficiale despre familia regală engleză, un exemplu al celor ce aveau cea mai bună situație în acele vremuri din societate, pentru care s-au ținut evidențe, speranța medie de viață la naștere în 1276 a fost de 35,28 ani. Între 1301 și 1325, în timpul Marii foamete a fost de 29,84 ani, în timp ce între 1348 și 1375 în timpul ciumei, a fost de doar 17,33 ani.Aceasta demonstrează căderea abruptă între anii 1348 și 1375 de aproximativ 42%.

În timpul perioadei medievale calde (perioada anterioară anului 1300), populația Europei a explodat în comparație cu epocile anterioare, atingând niveluri care nu au fost atinse în unele locuri până în secolul al XIX-lea - într-adevăr, părțile din Franța rurală astăzi sunt încă mai puțin populate decât la începutul secolului al XIV-lea. Cu toate acestea, raportul de producție al grâului, numărul de semințe pe care cineva le putea mânca pe sămânță plantată, scad încă din 1280, iar prețurile la alimente au crescut. După recolte favorabile, raportul ar putea fi de până la 7:1, dar după recolte nefavorabile a fost de până la 2:1 - adică, pentru fiecare sămânță plantată, au fost recoltate două semințe, una pentru semințele de anul viitor și una pentru mâncare. Prin comparație, agricultura modernă are un raport de 30:1 sau mai mult.

Debutul Marii Foamete a coincis cu sfârșitul perioadei medievale calde. Între 1310 și 1330, Europa de nord a cunoscut unele dintre cele mai rele și mai prelungite perioade de vreme rea din întregul Ev Mediu, caracterizate prin ierni severe și veri ploioase și reci. Marea Foamete ar fi putut fi cauzată și de un eveniment vulcanic, poate cel al Muntelui Tarawera din Noua Zeelandă, care a durat aproximativ cinci ani.

Schimbarea tiparelor meteorologice, ineficiența guvernelor medievale în gestionarea crizelor și al nivelului populației, când era la un nivel ridicat istoric, au creat o perioadă în care nu era loc de erori când vine vorba de producția de mâncare.

Marea foamete

În primăvara anului 1315 o ploaie neobișnuit de puternică a început să cadă asupra teritoriului Europei. De-a lungul primăverii și verii a continuat să plouă, iar temperatura a rămas rece. În astfel de condiții, cerealele nu s-au putut coace, ducând la eșecuri de scară largă ale culturilor. Cerealele erau aduse în interior în urne și ghivece pentru a le păstra uscate. Fânul pentru animale nu a putut fi protejat, așa că nu au existat furaje pentru animale. Prețul mâncării a început să crească; prețurile din Anglia s-au dublat între primăvară și mijlocul verii. Sarea, singura modalitate de vindecare și conservare a cărnii, era dificil de obținut, deoarece saramura nu putea fi evaporată în mod eficient pe timp umed; prețul ei a crescut de la 30 la 40 de șilingi. În Lorena, prețurile grâului au crescut cu 320%, făcând pâinea inaccesibilă țăranilor. Magazinele de cereale pentru situații de urgență pe termen lung erau limitate regalităților, lorzilor, nobililor, negustorilor bogați și bisericilor. Datorită presiunilor generale ale populației ridicate, chiar și recolte mai mari decât media au însemnat că unii oameni vor flămânzi; a existat puțină marjă pentru eșec. Oamenii au început să culeagă rădăcini sălbatice comestibile, ierburi, nuci și scoarță din păduri.

O serie de incidente documentate arată amploarea foametei. Edward al II-lea al Angliei s-a oprit la St Albans la 10 august 1315 și a avut dificultăți în a găsi pâine pentru el și anturajul său; a fost o ocazie rară în care regele Angliei nu a putut să mănânce. Francezii, sub conducerea lui Ludovic al X-lea, au încercat să invadeze Flandra, dar în zonele joase din Olanda, câmpurile au fost îmbibate și armata a devenit atât de împiedicată încât au fost forțați să se retragă, arzându-și proviziile acolo unde le-au lăsat, incapabili să le care mai departe.

În primăvara anului 1316 a continuat să plouă asupra unei populații europene lipsite de energie și rezerve pentru a se întreține. Au fost afectate toate segmentele societății, de la nobili la țărani, dar mai ales țăranii, care reprezentau 95% din populație și care nu aveau rezerve de hrană. Pentru a oferi o oarecare măsură de ușurare, viitorul a fost ipotecat prin sacrificarea animalelor de tracțiune, mâncarea semințelor, abandonarea copiilor lăsându-i sa se descurce  singuri (vedeți "Hänsel și Gretel") și, printre bătrâni, refuzarea voluntară a hranei pentru ca generația tânără să supraviețuiască. Cronicarii de pe vremea aceea au notat multe incidente de canibalism, cu toate că "nimeni nu poate spune dacă o astfel de discuție nu a fost pur și simplu un zvon".

Vârful foametei a fost în 1317, pe măsură ce vremea umedă a continuat. În cele din urmă, în acea vară, vremea a revenit la tiparele sale normale. Până atunci, însă, oamenii erau atât de slăbiți de boli precum pneumonia, bronșita și tuberculoza și atât de multe semințe au fost consumate încât abia în 1325 a revenit stocul alimentar la niveluri relativ normale și populația a început să crească din nou. Istoricii dezbat numărul de victime, dar se estimează că 10-25% din populația multor sate și orașe a murit. Deși Moartea neagră (1347–1351) va ucide mai mulți oameni, ea de cele mai multe ori străbătea o zona în câteva luni, în timp ce Foametei i-au trebuit ani de zile, prelungind suferința populației.

Jean-Pierre Leguay a remarcat că Marea Foamete "a produs sacrificări ridicate într-o lume care era deja supraaglomerată, în special în sate, care erau puncte de desfacere naturale pentru suprapopularea rurală". Estimările ratelor de deces variază în funcție de loc, dar unele exemple includ o pierdere de 10-15% în sudul Angliei. Nordul Franței a pierdut aproximativ 10% din populație.

Geografie
Marea Foamete a fost limitată la Europa de Nord , incluzând Insulele Britanice, Nordul Franței, Țările de Jos, Scandinavia, Germania și vestul Poloniei. De asemenea, a afectat unele dintre Statele baltice, cu excepția extremului estic baltic, care a fost afectat doar indirect. Foametea era mărginită la sud de Alpi și Pirinei .

Consecințe
Marea Foamete este de remarcat pentru numărul de persoane care au murit, vasta zonă geografică afectată, lungimea acesteia, dar și consecințele sale de durată.

Biserică

Într-o societate al cărei recurs final pentru aproape toate problemele fusese religia, iar romano-catolicismul era singura credință creștină tolerată, nici o cantitate de rugăciune nu părea eficientă împotriva cauzelor profunde ale foametei. Acest lucru a subminat autoritatea instituțională a Bisericii Romano-Catolice și a contribuit la punerea bazelor mișcărilor ulterioare care au fost considerate eretice de către Biserica Romano-Catolică, deoarece s-au opus papalității și au dat vina perceputului eșec al rugăciunii asupra corupției și erorilor doctrinare din cadrul Bisericii Romano-catolice.

Cultură
Europa medievală din secolul al XIV-lea a cunoscut deja o violență socială larg răspândită iar chiar și actele pedepsite cu moartea, cum ar fi violul și crima, au fost mult mai frecvente în mod demonstrabil (în special în raport cu populația), în comparație cu vremurile moderne.

Foametea a dus la o creștere puternică a criminalității, chiar și în rândul celor care nu sunt înclinați în mod normal la activitate criminală, deoarece oamenii ar recurge la orice mijloace pentru a se hrăni pe ei sau pe familia lor. În următoarele câteva decenii, după foamete, Europa a ajuns mai dură și mai violentă; a devenit un loc și mai puțin amiabil decât în secolele XII și XIII. Acest lucru a putut fi văzut în toate segmentele societății, poate cel mai izbitor în modul în care s-a purtat războiul în secolul al XIV-lea, în timpul războiului de 100 de ani, când s-a încheiat cavalerismul, spre deosebire de secolele al XII-lea și al XIII-lea, când nobilii au fost mai predispuși să moară în timpul accidentelor din turniruri decât pe câmpul de luptă.

Foametea a subminat, de asemenea, încrederea populației în guvernele medievale pentru eșecul lor de a face față crizelor rezultate.

Populație
Marea Foamete a marcat un sfârșit clar pentru o perioadă fără precedent de creștere a populației care începuse în jurul anului 1050. Deși unii oameni din zilele de azi cred că creșterea încetinise deja de câteva decenii, foametea a fost, fără îndoială, un final clar al creșterii cu o rată ridicată a populației. Marea Foamete va avea ulterior consecințe pentru evenimentele viitoare din secolul al XIV-lea, cum ar fi Moartea Neagră, când o populație deja slăbită va fi lovită din nou.

Note

Bibliografie
 Aberth, John From the Brink of the Apocalypse: Confronting foamete, ciuma, războiului și morții în Evul Mediu ulterior , 2000, ISBN   978-0-415-92715-4 —Capitolul 1, care se ocupă de Marea foamete, este disponibil online.
 Bridbury, AR (1977). "Înainte de Moartea Neagră". Revista istoriei economice . 30 (3): 393–410. doi : 10.2307 / 2594875 . JSTOR   2594875 .
 Campbell, Bruce MS (1991). Înainte de Moartea Neagră . Manchester, Anglia: Manchester University Press. ISBN   978-0-7190-3927-0 .
 Jordan, William C. (1996). Marea foamete: Europa de Nord la începutul secolului al XIV-lea . Princeton University Press. ISBN   978-0-691-05891-7 . (Prima carte despre acest subiect, este cel mai cuprinzător tratament.)
 Davidson, Amy (11 ianuarie 2016). "Următoarea mare foamete" . New York-ul .
 Kershaw, Ian , "Marea foamete și criza agrară în Anglia 1315–1322", Trecut și prezent , 59, pp. 3–50 (mai 1973). Disponibil online de la JSTOR . Al doilea articol cel mai larg citat.
 Lucas, Henry S. "Marea foamete europeană din 1315–7", Speculum , vol. 5, nr. 4. (octombrie 1930), pp. 343–377. Disponibil online de la JSTOR . Primul (în limba engleză) și cel mai citat articol despre Marea foamete.
 Rosen, William (2014). Al treilea călăreț: schimbările climatice și marea foamete din secolul al XIV-lea . New York: Viking. ISBN   978-0-670-02589-3 . (Audienta Generala)

Evul Mediu
Dezastre naturale
Foamete
Istoria Europei
1315


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Womindjeka / wominjeka! That means welcome in the languages of the Traditional Owners of the area now called Melbourne.
The City of Melbourne respectfully acknowledges the Traditional Custodians of the land, the Bunurong Boon Wurrung and Wurundjeri Woi Wurrung peoples of the Eastern Kulin Nation and pays respect to their Elders past, present and emerging.
Today we are proud to say that Melbourne is a significant gathering place for all Aboriginal and Torres Strait Islander peoples.
Find out more about Aboriginal culture through these places and events, and follow Aboriginal Melbourne on Facebook.
Aboriginal Melbourne walk
Discover Melbourne's Aboriginal heritage and culture on this walking tour of significant sites, from Melbourne's Fitzroy Gardens to the harbour at Docklands.
You'll see artefacts of Aboriginal history and culture including scarred trees, historical meeting places, artworks and monuments.
Koorie Heritage Trust
Based at Federation Square, the Koorie Heritage Trust promotes Aboriginal culture through an ever-expanding collection of art, cultural artefacts and oral histories. The centre offers a regular program exhibitions, workshops and tours.
The centre's retail space showcases items designed or crafted by Aboriginal people, including books, artwork, clothing, jewellery and homewares.
Ian Potter Centre: NGV Australia
The world's first major gallery dedicated exclusively to Australian art, the Ian Potter Centre showcases an impressive collection of works by Aboriginal and Torres Strait Islander artists.
See 19th century drawings by William Barak, 20th century paintings by Albert Namatjira, and work by contemporary artists Reko Rennie and Brook Andrew.
Birrarung Marr
This popular park along the Yarra River is named from the Wurundjeri people who originally inhabited the area: 'birrarung' means 'river of mists' and 'marr' relates to 'side'.
The Birrarung Wilam art installation celebrates Victoria's Aboriginal culture, while a semicircle of metal shields represents each of the five groups of the Kulin Nation.
Bunjilaka
Melbourne Museum's Bunjilaka Aboriginal Cultural Centre celebrates the history, culture, achievements and survival of Victoria's Aboriginal people.
The centre is named after Bunjil, the eagle creator deity of the Kulin Nation. Under his metaphorical wing, the centre presents permanent and temporary exhibitions, as well as events and activities.
Mabu Mabu - Big Esso
If you've never tried local delicacies like saltbush fried crocodile or charred emu with cassava crisps, then grab a seat at the communal table. This Indigenous-owned and run restaurant in Fed Square celebrates First Nations' food and culture.
In the spirit of community, dishes are designed for sharing. Pumpkin damper with golden syrup butter is essential, as is a bucket of the charred king prawns.
Pawa Cafe and Bar
Hamer Hall's new cafe is a celebration of native flavours, from strawberry gum brownies to kangaroo pies. Enjoy lunch outside or stop in post-show for cheese and local wine.
Established by Aboriginal woman Niyoka Bundle from the Gundijtmara people, Pawa works with Indigenous native food growers, farmers, local artisans and makers.
Galleries and exhibitions
Until 4 Feb
New Works from Warlukurlangu
See new works by artists from the Warlukurlangu Arts Community.
Red Desert Dreamings Gallery
Specialising in Aboriginal art from the red desert area of central Australia.
Redrock Gallery
Gallery and retail space specialising in Aboriginal art.
Original and Authentic Aboriginal Art
Fine Aboriginal art from the Central Western Desert, the Kimberley and Arnhemland.
Until 26 Mar
Naadohbii: To Draw Water
An exhibition of First Peoples contemporary art from Canada, NZ and Australia.
21 Jun – 29 Jan
Indigenous Art from the NGV Collection
Discover art that builds on and challenges tradition in Indigenous Art from the NGV Collection.
Until Dec 2023
Yarra: Stories of Melbourne's River
Explores the chequered history of the stream we call the 'city's river'.
Enterprize Park
A park beside the Yarra River commemorating the landing of the first settlers.
Explore Melbourne's public museums and galleries along with artist-run and commercial galleries.
Make the most of your visit to Melbourne with our monthly guides to what's on in the city.
Melbourne has a thriving film scene, with film festivals and screenings at cinemas year-round.


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New health website accesses practitioners' details
A new online health directory catering for alternative health practitioners and service providers has been launched.
The website, healthdirectory.ie gives the general public free access to of information about practitioners in Ireland.
"We wanted users to make an informed decision when it comes to their health issues. Healthdirectory.ie is an easy-to-navigate site containing contact and website details about a host of conventional and alternative practitioners, such as GPs, dentists, physiotherapists, chiropodists, nutritionists, counsellors, children's health professionals and so much more. In fact, the list is almost inexhaustible," said the creator of the website.
The initiative has received grant aid from local enterprise and development organisations.
Related: entrepreneurs, Enterprise Ireland, internet, health
How to stimulate big ideas in healthcare
The lightbulb moment that led to mental health app KeepAppy
OpinionX: A new market research tool to find valuable opinions
FoodMarble raises €2.1m to scale digestive health tech
15 women-led start-ups awarded Competitive Start funding


text:
Francine M. Gordon
From the best Sunday of the year to the biggest Shabbat
On this first full day of Spring, 2018, I look out my window and get a snow globe view of the UWS of Manhattan. The most recent Nor'easter is shutting down yet another day on the East Coast. Luckily, last week while HaZamirniks from our 38 chapters were preparing for last Sunday's Gala Festival Concert in David Geffen Hall in Lincoln Center, only brisk winds blew as 400 Jewish teens from 31 cities in the US and 7 in Israel came together to form a most magnificent chorus. Celebrating 25 years of informal Jewish education par excellence, HaZamir: The International Jewish Teen Choir, joined by an Alumni chorus of 80 voices, gave a performance which filled every inch of the hall with the sacred sounds of Jewish text, tenor and tone. From the first chord to the final breath, this year's concert honoring HaZamir's Director Vivian Lazar, was glorious. The Sunday of the HaZamir Gala Concert is for me the best Sunday of the year.
Last year, on the best Sunday of the year, I was honored by the Zamir Choral Foundation for my role in growing the HaZamir Israel program. I became involved with the Cleveland/Beit Shean Partnership in 1995. I was the Vice Chair for People to People programs from 1997 – 2000 then the Cleveland Chair of the Partnership from 2000-2004. As a result of my Partnership experiences in Beit Shean and the surrounding Emek HaMayanot Region, I was able to introduce the Zamir Choral Foundation to the Cleveland/Beit Shean Partnership 2Gether team. Together, we created HaZamir Beit Shean on the Partnership platform, which has a direct programmatic connection with HaZamir Cleveland by virtue of the shared choral repertoire. Other communities have followed our lead, allowing 80 Israeli teens from development towns, kibbutzim, affluent suburbs and the major cities to connect with each other, while connecting with American Jewish youth from around the US.
While still on the Steering Committee of the Partnership, I have narrowed my focus to ensuring that our HaZamir program is alive and well. Yet, as a board member of the Zamir Choral Foundation, I have expanded my focus, taking my passion for this musical mifgash and telling the HaZamir story wherever I can. So it was that I found myself this past Monday morning at the second day of a 2 day conference put on by the Partnership 2Gether unit of the Jewish Agency for Israel. Despite my exhaustion following HaZamir week, I mass transited my way to the Doubletree Hilton Hotel at Newark Airport. There I immersed myself in the subject matter of the conference, which had to do with most of the Israel-Diaspora challenges I have been working on since my days as an active member of the Conservative movement's youth group, United Synagogue Youth. I sat at round tables discussing the difficult issues between Americans and Israelis and how to find effective programs to accomplish the mutual goals of the Partnership. I had to be careful to weigh my words, knowing that the wisdom gleaned from years of experience needed to be shared in ways that would be received. If I wanted people to hear about the magic of HaZamir, I had to make sure that I listened for the right time to share the story and to then share the text with the right tenor and tone.
As a people-to-people person, it was easy for me to meet the right people from the right communities. What a joy it was to share the Playbill from Lincoln Center, proudly turning to the page which began our part of the program book. The excitement of the lay leadership from Cincinnati and Netanya, as well as the interest of the Albany community made the day trip worthwhile, despite my post-Festival exhaustion . While it felt very odd to not be connected to any specific partnership community, it felt quite right to be wearing my Zamir Choral Foundation hat and literally singing the praises of HaZamir as one of the most effective youth partnership programs available, as well as being the best Jewish/Zionist Youth Group I have ever encountered. As a former USYer, as well as a parent of USYers and NCSYers, in other words, someone familiar with youth groups, I can say with that there is no youth movement like the Jewish musical youth movement known as HaZamir.
At the HaZamir Festival, I saw that HaZamir Boca Raton made available a large card of support for the Marjorie Stoneman Douglass community for HaZamirniks to sign. I nodded with a sad sigh, glad to see that the major domestic political issue for the high school generation found its way into the HaZamir space. A few weeks ago, I decided that I wanted to begin my big birthday celebration by going to Washington, DC and walking with the students as they March for their Lives. After making our travel plans, I saw that USY is organizing to be present in force at the March in ways that our consistent with Conservative Shabbat observance. I immediately knew that I wanted to march with "my" youth movement and was glad to lend financial support to USY to support the participation of USYers in this sacred act of democracy. When I realized that we would be marching on Shabbat HaGadol, the last Shabbat before we begin Pesach, our Festival of Freedom, I celebrated the synchronicity of American Jews exercising our First Amendment rights, the freedom to assemble in our nation's capital, the freedom to express our opposition to the current state of affairs with regards to gun rights, on the biggest Shabbat of the year. Undoubtably, this gathering in Washington, DC and all the other gatherings that will occur around the country, will be big as the emerging generation raises it collective voice. I am sure there will be much singing as we, the adults and the students, march together to demand that life be valued over unlimited gun rights.
My week began with the best Sunday of the year, the Sunday when HaZamir proclaims to the world that the Jewish future has a very beautiful sound to those who are listening. My week will end with the biggest Shabbat of the year being celebrated in a way that proclaims to the world that those core Jewish values that are taught so musically to our HaZamirniks are the same values that are leading Jewish activists of all ages to proclaim to our government that common sense gun legislation is a sound idea. I pray that the sounds of protest will be heard by those in Washington and beyond who have the power to protect the next generation from senseless gun violence. And I know that many of those sounds of protest will be in the form of Jewish song, using our sacred text to convey the tenor and tone of this moment in American history. And rather than snowflakes, I hope the day is bathed in the beauty of the iconic cherry blossoms, suggesting that despite the 4th Nor'easter in the month of March, the 15th of Nissan is just around the corner.
Francine M. Gordon is an artist/activist who maintains homes in New York and Cleveland. From November 2010 through November 2016, through The Sacred Rights, Sacred Song Project, she produced over 10 Concerts of Concern in the US and Israel. Since establishing her New York residence, Ms. Gordon has become a member of the New York Federation's Israeli Judaism committee which focuses on exactly the same issues as SRSS. In addition, she has become a proud member of the Zamir Chorale which allows her to express her Zionism through song.


Style Trunk is a personal blog by Angharad Jones, a 20-something from Merseyside, UK, currently living in Sydney, Australia.
On Style Trunk you'll mainly find personal style and fashion posts with the odd beauty/travel/lifestyle post thrown in. Angharad has worked with brands such as ASOS, Thomas Sabo, TOAST, French Connection and House of Fraser, and has been featured in the likes of the Telegraph, Harper's Bazaar, Elle, W, Nylon and Grazia.
Angharad is also a freelance writer and content marketing specialist. You can view examples of her work on her online portfolio here.
Disclaimer: All sponsored posts and items gifted by brands are clearly marked, and affiliate links are occasionally used. All views remain my own.
like you, travel is also in the list that I wanted to do in my life. Looking forward for more posts from you.


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ARISE / What Do Preservice Science Teachers Understand about Principles of Effective Teaching for Diverse Learners?
What Do Preservice Science Teachers Understand about Principles of Effective Teaching for Diverse Learners?
February 26, 2020 by Betty Calinger Leave a Comment
By: Stacey L. Carpenter, Ph.D., Postdoctoral Scholar, University of California, Santa Barbara
A high school chemistry student shares her findings from a lab activity about the shape of molecules.
A Collaborative Study of Teacher Preparation
The Science and Mathematics Teacher Research Initiative (SMTRI, referred to as "symmetry") is rather unique in that it is a multi-university collaboration to collectively study science and mathematics teacher education. Studies of teacher education are often small in scale and consist of case studies of individual courses (Sleeter, 2014). As such, the SMTRI study was designed to look across multiple teacher education programs and a larger number of participants to generate findings that can more broadly impact teacher education policy and practice.
SMTRI is a collaboration across six University of California (UC) campuses: Berkeley, Davis, Riverside, San Diego, Santa Barbara, and Santa Cruz. Its main purpose is to investigate how undergraduate and post-baccalaureate teacher preparation shapes beginning science and mathematics teachers' knowledge and practices regarding issues of equity and reform. Over three years, SMTRI collected survey, interview, teacher performance assessment (edTPA), and academic transcript data from 180 preservice science and mathematics teachers enrolled in teacher education programs across the six UC institutions. The project is currently collecting additional data from many of these participants during their first few years as practicing teachers. In this blog, we report on an analysis of interview data from a subset of participants. This analysis focused on preservice secondary science teachers and their understanding of effective science instruction for culturally and linguistically diverse learners.
To examine preservice science teachers' understanding of instruction for diverse learners, we focused on four interrelated principles of effective science instruction for culturally and linguistically diverse learners: (1) engaging students in cognitively demanding work, (2) providing students with rich language production opportunities, (3) attending to academic language demands and providing academic language supports, and (4) building on students' funds of knowledge and other resources (Roberts, Bianchini, Lee, Hough, & Carpenter, 2017).
Cognitively Demanding Work
The central principle in our framework is engaging all students in cognitively demanding work—instructional activities that require students to engage in high-level thinking, reasoning, and sensemaking (Windschitl, Thompson, & Braaten, 2018). In the context of science, this involves authentic experiences that integrate the disciplinary practices of science and engineering with content knowledge (Tekkumru-Kisa, Stein, & Schunn, 2015). The Next Generation Science Standards (NGSS) specify eight science and engineering practices (SEPs) as important for K-12 science learning (NGSS Lead States, 2013). Thus, we defined this principle as instruction that engages students in disciplinary practices of science, with a focus on the eight SEPs articulated in the NGSS.
Language Production Opportunities
The second principle is providing students with opportunities for rich language production. Learning science involves learning the language unique to science disciplines and how to use that language to express ideas and build understanding (Lemke, 1990). Further, SEPs are language intensive (Lee, Quinn, & Valdés, 2013); participating in these practices provides authentic opportunities for students to produce and use language, which promotes language and literacy learning for all students.
Academic Language Demands and Supports
The third principle is attending to academic language demands and providing academic language supports. The language and literacy demands of the NGSS can be challenging for all students, especially English learners (Bunch, 2013). Thus, beyond providing opportunities for students to produce language, teachers need to pay attention to those aspects of scientific language that might prove challenging (e.g., supporting a claim using evidence) and to provide adequate scaffolding for students to interpret and use language.
Funds of Knowledge and Other Resources
Our final principle is building on and using students' funds of knowledge and other resources. Students bring funds of knowledge and other resources, such as personal interests, that are powerful resources to inform instruction (Barton & Basu, 2007; Moll, Amanti, Neff, & Gonzalez, 1992). In short, contextualizing classroom science activity by building on students' everyday experiences, interests, and home and community contexts makes the science more meaningful to all students and can improve participation and learning for underserved students, in particular (Lyon, Tolbert, Stoddart, Solis, & Bunch, 2016).
For this analysis, we wanted to know:
How did preservice secondary science teachers describe engaging students in cognitively demanding work?
How did they address the other three principles of instruction for diverse learners in intersection with cognitively demanding work?
We focused on 31 preservice science teacher participants from three of the teacher education programs. Participants were individually interviewed twice using a semi-structured interview protocol (Brenner, 2006). They were interviewed toward the beginning (initial interview) and end (follow-up interview) of their teacher education programs. All interviews were transcribed, and we analyzed transcript data using two cycles of coding (Saldaña, 2016). For the first cycle, we coded for each of the four principles described in the Conceptual Framework. For the second cycle, we focused on excerpts that were coded as cognitively demanding work and inductively constructed a coding scheme to characterize the way preservice teachers talked about cognitively demanding work and its intersection with the other three principles.
Overall, for the findings presented here, we found similarities across the three programs. We found that participants talked about engaging students in cognitively demanding work in general to specific ways. In general descriptions, they talked about the importance of learning science by "doing science" or through inquiry and/or hands-on work. In more specific descriptions, they implicitly or explicitly described engaging students in one or more of the eight NGSS SEPs.
Fifty-four percent of the excerpts coded as cognitively demanding work in the first cycle of coding intersected with one or more of the other three principles. For intersections with the principle of language production opportunities, participants discussed opportunities for talking or writing associated with specific SEPs—most frequently, the practice of engaging in argument from evidence. For example, Eric, a preservice teacher from Program C, described how students in his class produced both written and oral arguments. He said:
They always engage in argument from evidence. Essentially after the labs, they have to write claims, and those claims have to be backed up with evidence they collected in the lab. And so, it allows them to engage in more argument from evidence because some students, their evidence might point to different things, and then we talk about it, and argue about it in a productive way.
For intersections with attending to academic language demands and providing academic language supports, participants described academic language supports related to specific NGSS SEPs, again, most frequently with the practice of engaging in argument from evidence. They often described using the Claim-Evidence-Reasoning (CER) framework as a support to facilitate students engaging in argument from evidence. For example, Luna from Program B explained:
For engaging in an argument from evidence, I usually have my middle schoolers do Claim-Evidence-Reasoning. When we first did Claim-Evidence-Reasoning, a lot of them would just state information from the evidence, and just leave it there. Now, they're able to elaborate and develop their ideas further.
As Luna noted, the use of this support helped students move from only stating information to elaborating more fully with their ideas and arguments.
Participants least often discussed the principle of building on students' funds of knowledge and other resources in intersection with cognitively demanding work. When they did talk about students' funds of knowledge and other resources, they often did so in deficit ways. For example, Madelyn, a preservice teacher from Program A, discussed why she thought the NGSS SEPs were incorporated less often in a lower-level college preparatory class than in a higher-level honors class in her student teaching placement. She explained:
I didn't see much [engagement in practices] in the CP [College Preparatory] class, but in the Honors class, they're using it a lot more. I think a lot of it has to do with, to be totally honest, the grade level difference between Honors and CP. The Honors kids are at and above grade level, and the CP kids are far below grade level. And as a whole, what they're coming in with is just a lot more difficult to get them up to the levels where they're doing these things by themselves.
Madelyn commented that what the college prep level students were "coming in with" made it difficult to have them fully engage in the NGSS SEPs.
Teacher Educators — We found that preservice teachers tended to describe the language production opportunities and academic language demands/supports associated with some SEPs over others. The SEP of engaging in argument from evidence was mentioned most frequently. The preservice teachers had a clear tool to support students with the academic language demands of this language intensive practice. However, other SEPs are also language intensive with associated academic language demands. Teacher educators need to help preservice teachers recognize and scaffold the language production opportunities and academic language demands of all SEPs.We also found that preservice teachers struggled with recognizing the valuable background knowledge and experiences that students bring with them to engage in cognitively demanding work. Other researchers have found similar struggles among novice science teachers (Bravo, Mosqueda, Solís, & Stoddart, 2014). Thus, teacher educators need to better support preservice teachers in learning to recognize, build from, and use the funds of knowledge and other resources that students bring with them to the science classroom.
These findings are important in that they show common areas of success and struggle across different teacher education programs with preservice teachers' understanding of effective science instruction for diverse learners. Our findings raise interesting questions for teacher educators to consider. What tools are available to help teachers scaffold students' language use as they engage in scientific practices and what tools need to be developed? How and with what tools can teachers educators best support preservice teachers to recognize, build from, and use the funds of knowledge and other resources that students bring to science classrooms?
This work was funded by the National Science Foundation (NSF) under Grant No. 1557283. The views expressed here are those of the author and do not necessarily reflect those of NSF.
We would like to acknowledge the leadership team that guided the planning and implementation for this research: Trish Stoddart (PI), University of California, Santa Cruz and co-PIs Julie Bianchini, University of California, Santa Barbara; Elisa Stone, University of California, Berkeley; Sandra Carlson, University of California, Davis; and Alan Daly, University of California, San Diego.
Barton, A. C., & Basu, S. J. (2007). Developing a sustained interest in science among urban minority youth. Journal of Research in Science Teaching, 44(3), 466-489.
Bravo, M. A., Mosqueda, E., Solís, J. L., & Stoddart, T. (2014). Possibilities and limits of integrating science and diversity education in preservice elementary teacher preparation. Journal of Science Teacher Education, 25(5), 601-619. doi:10.1007/s10972-013-9374-8.
Brenner, M. E. (2006). Interviewing in educational research. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 357-370). Mahwah, NJ: Lawrence Erlbaum Associates.
Bunch, G. C. (2013). Pedagogical language knowledge: Preparing mainstream teachers for English learners in the new standards era. Review of Research in Education, 37, 298-341. doi:10.3102/0091732X12461772.
Lee, O., Quinn, H., & Valdés, G. (2013). Science and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core State Standards for English Language Arts and Mathematics. Educational Researcher, 42(4), 223-233. doi:10.3102/0013189X13480524.
Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex.
Lyon, E. G., Tolbert, S., Stoddart, T., Solis, J., & Bunch, G. C. (2016). Secondary science teaching for English learners: Developing supportive and responsive learning contexts for sense-making and language development. New York, NY: Rowman & Littlefield.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and schools. Theory Into Practice, 31(2), 132-141. doi:10.1080/00405849209543534.
NGSS_Lead_States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
Roberts, S. A., Bianchini, J. A., Lee, J. S., Hough, S., & Carpenter, S. L. (2017). Developing an adaptive disposition for supporting English language learners in science: A capstone science methods course. In A. W. Oliveira & M. H. Weinburgh (Eds.), Science Teacher Preparation in Content-Based Second Language Acquisition (pp. 79-95). Switzerland: Springer. doi: 10.1007/978-3-319-43516-9_5.
Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Los Angeles, CA: Sage.
Sleeter, C. (2014). Toward teacher education research that informs policy. Educational Researcher, 43(3), 146-153. doi:10.3102/0013189X14528752.
Tekkumru-Kisa, M., Stein, M. K., & Schunn, C. (2015). A framework for analyzing cognitive demand and content-practices integration: Task analysis guide in science. Journal of Research in Science Teaching, 52(5), 659-685. doi:10.1002/tea.21208.
Windschitl, M., Thompson, J., & Braaten, M. (2018). Ambitious science teaching. Cambridge, MA: Harvard Education Press.
Stacey L. Carpenter, Ph.D., Postdoctoral Scholar, University of California, Santa Barbara
carpenter@ucsb.edu
Stacey L. Carpenter is a postdoctoral scholar for SMTRI (Science and Mathematics Teacher Research Initiative) at the University of California, Santa Barbara. Her research focuses on STEM teaching and teacher learning. In particular, she employs qualitative research methods and sociocultural frameworks to study how teachers conceptualize, learn, and implement equitable and evidence-based instructional practices.
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Seizing Opportunities in 2021: Building on What We Know
Almost 25 years ago, AAAS convened a National Science Foundation supported conference to consider how best to train science and mathematics teachers. Interestingly, the attendees were one hundred and two deans, the dean of education and the dean of science from fifty-one institutions. The report of that conference, "Seizing Opportunities: Collaborating for Excellence in Teacher... Read More
Assuming Brilliance in Boys of Color in Our STEM Education Classrooms
By way of the historically persistent school-to-prison pipeline, boys of color are more likely to face destructive and unjust systems of oppression in their everyday school settings. Compared to their White peers, boys of color are punished more often and more severely for the same infractions in schools and are often subjected to increased levels... Read More
What Are Teachers Learning About the Science of Learning?
Teaching is an applied science. Deans for Impact, the nonprofit organization I helped found, believes that all teachers should understand basic principles of learning science, and be able to use that knowledge to inform their instruction. For the past year, Deans for Impact has been working with six teacher-preparation programs to integrate learning science —... Read More


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African Journal of Fisheries Science
African Journal of Fisheries Science Vol. 1 (4), pp. 018-022, September, 2013. © International Scholars Journals
Comparison of experimentally elaborated food from regionally available products with commercial foods of common carp (Cyprinus carpio) in the Mexican highlands
Rosario Rivera Meneses1, Juan Suárez Sánchez1,2*, Luz del Carmen Pérez González1, Johannes C. Van der Wal2, Hipólito Muñoz Nava1 and Salvador Morales Moreno3
1Laboratorio de Medio Ambiente, Facultad de Agrobiología, Universidad Autónoma de Tlaxcala, México.
2El Colegio de la Frontera Sur, Campus Villahermosa, Tab, México.
3Secretaría de Agricultura, Ganadería, Desarrollo Rural, Pesca y Alimentación, Delegación Tlaxcala, México.
*Corresponding author. E-mail: suarezjs71@gmail.com. Tel: (52) 2484815382.
Accepted 22 April, 2013
Aquaculture increasingly contributes to human nutrition, but the expansion of semi-intensive systems is limited by the high cost of commercial food. This is the case of the semi-intensive production of carp (Cyprinus carpio) in artificial lakes and reservoirs in the state of Tlaxcala in the Mexican highlands. 24% cheaper alternative food from duckweed (Lemna sp.) (37%), soya (Glycine max) (36%), corn (Zea mays) (9%), wheat grain and bran (Triticum vulgare) (9% each) was elaborated on. The increased weight of carps fed with this cheap alternative food and the commercially available food was compared as well. The contents of proteins, carbohydrates and lipids were 35, 41, and 4% respectively for both kinds of food. Two hundred carps were evenly distributed over 4 concrete tanks of 100 m2. Two tanks were assigned for feeding, each tank with one kind of food during 84 days at a rate of 5% of carp weight per day. The alternative food performed better than the commercial food. We conclude that the cost of food for carp production in the Mexican highlands can significantly be reduced by switching to the alternative food.
Key words: Common carp, experimental food, Lemna, Mexican highlands.
[Abstract][Full Article - PDF][Download Full Article - PDF]https://doi.org/10.46882/AJFS/1003
Search Pubmed for articles by:Rosario Rivera Meneses Juan Suárez Sánchez* Luz del Carmen Pérez González Johannes C. Van der Wal Hipólito Muñoz Nava Salvador Morales MorenoSearch Google Scholar for articles by:Rosario Rivera Meneses Juan Suárez Sánchez* Luz del Carmen Pérez González Johannes C. Van der Wal Hipólito Muñoz Nava Salvador Morales MorenoPreferencesRelated ArticlesEmail this Article to a friendPrint this ArticleArticle Access Statistics


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Q: How to access data of child widget in parent in flutter? I want to know the value of a certain field in a child (or child of child) widget in the parent widget, only when I want to know it.
Using a Callback or InheritedWidget/Provider doesn't work in this case as it provides me information every time there's a change in the value in the child. I only require the child's value, when there's an action in the parent. So, listening to all the changes is an overhead.
Another option is using a key to fetch the information from the child, but the children can be multiple, so will have to create those many keys and somehow attaching them to the children. And keys are a bit expensive.
Another option would be to store instances of the children and getting value from it.
Every option seems like overkill for a simple task. I am favoring on the key approach as it gives a feeling that they were created for these types of scenarios. Does anyone know anything better for this situation?
A simple use case is:
Imagine a parent having a PageView in the middle and a next button. The page in the middle contains a slider which changes its value. When we press next, we wanna know what's the slider's final value is.

A: There's a reason why it seems so hard: you shouldn't.
Widgets are purposefully very limited to enforce an uni-directional data-flow, which is critical for maintainability of larger apps.
Instead of reading the state of your descendants, you should "lift the state up" through inherited-widgets and similar patterns.

redpajama_set_name: RedPajamaStackExchange


Theoretical black holes exhibit some aspects of many-body quantum chaos in a simple way. They provide a type of solvable model that has led to a better general understanding of many-body quantum chaos.
However, there are aspects of quantum chaos that are not so easy to see in the black hole setting. In particular, a quantum chaotic theory should exhibit random matrix statistics in the spectrum of its energy eigenvalues, and this isn't easy to see for a black hole.
This talk will review the relationship between black holes and chaos, and describe an attempt to obtain random matrix statistics using small corrections to the thermodynamics of a black hole. These corrections are associated to wormhole geometries in Euclidean-signature spacetime.


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Ringing in a New Era with Redbrick
Posted by The Leadpages Team | Mar 02, 2020 Mar 04, 2020
We're thrilled to announce that Leadpages has been acquired by Redbrick, a leading Canadian tech company with a thriving portfolio of digital businesses. As our teams converge, we'll continue to operate under the Leadpages brand, keep our Minneapolis offices, and champion small businesses in everything we do.
As Steve Jobs once said, "You can't connect the dots looking forward; you can only connect them looking backward." And when we look back at where Leadpages has come from and how we've changed along the way, perhaps we've been following the yellow—that is—Redbrick road all along.
What began as a community of small businesses and a marketing blog would, in 2013, become Leadpages. The software—and the team behind it—was founded on conversion and fueled by the belief that small businesses deserve the easiest to use, most effective tools to market their work and build something that lasts. Over the years, our platform has evolved and our community has grown to more than 40,000 users.
Now, by joining forces with the Redbrick team, we're tapping into a wealth of new resources and expertise that will fuel us into the future. We're expanding our marketing capacities and gaining executive leadership that has shepherded numerous tech companies to growth and greater impact. Together, we will continue developing the tools and technology that empower digital entrepreneurs around the world.
What about Drip?
As you may recall, in 2016, Avenue 81, Inc.—the company that, prior to this acquisition, Leadpages conducted business under— acquired email marketing startup Drip. Over the years, the two companies have diverged to serve distinct audiences with unique offerings.
Drip will remain as an independent operating company under the leadership of CEO John Tedesco, who is "truly excited to see Leadpages enter into a new chapter of business growth with Redbrick" and "looks forward to furthering Drip's growth in the e-commerce space and to witnessing Leadpages' evolution under Redbrick."
What's ahead
While there will be some changes to come, much will remain the same. Our unrelenting commitment to our customers, to the quality of our platform, and the exceptional support we provide will remain at the forefront of our plans.
In Redbrick, we have joined forces with an exceptional team of digital pioneers and we look forward to sharing more about our work together in the coming months. Stay tuned!


script. I've reported it to Bugzilla. It is easily replicated.
Macintosh. I don't know if it happens in XP, too.
I'm curious. Might this apply to you?
>I'm running Rev 2.6.1 in a windows XP Pro environment.
>have to go back to the old way of testing and fixing.


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All-Pro Wirfs, 3 Bucs defensive starters out against Saints
Hamlin thankful in 1st public comments
TAMPA, Fla. (AP) All-Pro right tackle Tristan Wirfs and three starters from Tampa Bay's secondary were declared inactive for Monday night's game against the New Orleans Saints.
Wirfs suffered a high ankle sprain during last week's 23-17 overtime loss at Cleveland and is expected for sidelined at least three or four games. Cornerback Sean Murphy-Bunting (quadriceps) and safeties Antoine Winfield Jr. (ankle) and Mike Edwards (hamstring) were out after being listed as doubtful on Saturday's injury report.
Tight end Cameron Brate (illness), wide receiver Breshad Perriman and third-string quarterback Kyle Trask were also inactive for the Bucs.
New Orleans played without cornerback Marshon Lattimore (abdomen) for the eighth straight game. The team's other inactives were safety J.T. Gray, tight end Juwan Johnson, offensive lineman Lewis Kidd, defensive end Payton Turner, linebacker Pete Werner and safety P.J. Williams.
More AP NFL: https://apnews.com/hub/nfl and https://twitter.com/AP-NFL


Street Fighter II game effects and voices package. Ideal for use in video projects and edits. The format is in MP3, which makes the work easier by being recognizable in any audio editor or video editor.
In this file are included the voices of the characters and the narrator of the Game released for the arcades in 1990.
It includes the voices of the characters: Ken (Ryu), E.Honda, Blanka, Chun-li, Guile, Sagat, Vega. To download click the download option just below.


Whether you are in town to visit family and friends, or you are here for the first time to see the are, this home is perfect. Only minutes from the Village, shopping, movies, hiking, and the river. After sightseeing in Boise or exploring the outdoors, come home to your own private house and relax. You can play pool, watch a movie, cook, do laundry, or enjoy a bath. This home has been newly renovated, allowing you the peace of mind that the carpet, paint, and all appliances are clean and new.


Timescales of disk evolution and planet formation.
BRANDNER W., ZINNECKER H., ALCALA J., ALLARD F., COVINO E., FRINK S., KOHLER R., KUNKEL M., MONETI A. & SCHWEITZER A.
Ground-based near-infrared imaging of the HD141569 circumstellar disk.
An Image Processing Method to Detect Planetary Transits: The "Gauging" Filter".
GUIS V. & PARGE P.
Spectrophotometry with a transmission grating for detecting faint occultations.
KENWORTHY M. & HINZ Ph.
BOND J., ABE F., DODD R., HEARNSHAW J., KILMARTIN P., MASUDA K., MATSUBARA Y., MURAKI Y., NODA S., NOGUCHI C., PETTERSON O., RATTENBURY N., REID M., SAITO To., SAITO Y., SAKO T., SKUDJAN T., SULLIVAN D., SUMI T., WILKINSON S., YAMADA R., YANAGISAWA T. & YOCK P.
Photometric Examination of Possible Sub-Stellar Companions of HD155826 and HD68456.
BROWN J., BENNUM D., RODRIGUE M., SCHULTZ A., BACKMAN D., VENER P., ROSENTHAL E., PERRIELLO B., CHEN H., HO P., BURROWS A., SCHNEIDER G., LISSE C., CHRISTAN D. & GORJIAN V.
Study by MOA of extrasolar planets in gravitational microlensing events of high magnification.
BOND J., RATTENBURY N., SKUDJAN T., ABE F., DODD R., HEARNSHAW J., HONDA M., JUGAKU J., KILMARTIN P., MARLES A., MASUDA K., MATSUBARA Y., MURAKI Y., NAKAMURA T., NANKIVELL G., NODA S., NOGUCHI C., OSHINI K., REID M., SAITO To., SAITO Y., SAKO T., SEKIGUCHI M., SULLIVAN D., SUMI T., TAKEUTI M., WATESE Y., WILKINSON S., YAMADA R., YANAGISAWA T. & YOCK P.
Chiascurro: From Pericenter Glow to Apocenter Enhancement--Illuminating the Secular Structure of Dusty Planetary Systems.
HAHN J. & CAPOBIANCO C.
The STARE Project; A Transit Search for Hot Jupiters.
BROWN T. & CHARBONNEAU D.
A New Search for CO Absorption in the Transmission Spectrum of HD 209458b.
DEMING D., BROWN T., CHARBONNEAU D., HARRINGTON J. & RICHRDSON L.
Analysis of Microlensing Light Curves Induced by Multiple-Planet Systems.
Stellar Metallicity and the Formation of Extrasolar Gas Giant Planets.
Optimizing Doppler estimates for extrasolar planet detection I. A specific algorithm for shifted spectra.
Formation and Evolution of Planetary Systems (FEPS): Discovery of an Unusual Debris System Associated with HD 12039.
HINES D., BACKMAN D., BOUWMAN J., HILLENBRAND L., CARPENTER M., MEYER M., KIM J., SILVERSTONE M., RODMAN J., WOLF S., MAMAJEK E., BROOKE T., PADGETT D., HENNING T., MORO-MARTIN A., STOBIE E., GORDON K., MORRISON J., MUZEROLLE J., & SU K.
The Use of Transit Timing to Detect Extrasolar Planets with Masses as Small as Earth.
HOLMAN M. & MURRAY N.
FRANCK S., BOUNAMA C., von BLOH W. & CUNTZ M.
Alien Planets Glimmer in the Heat.
A test for the detectability of vegetation on extrasolar planets: observing the terrestrial vegetation in the earthshine spectrum.
BRIOT D., SCHNEIDER J., FRANCOIS P. & ARNOLD L.
Type I Migration in a Non-Isothermal Protoplanetary Disk.
JANG-CONDELL H. & SASSELOV D.
Detection of CO and H3+ Emission from the Preplanetary Disk of an Herbig AeBe Star - From a Star/Disk Interface or Gas Giant Protoplanet?
BRITTAIN S. & RETTIG T.