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Бойкое — село в Пограничном районе Приморского края России.

Входит в состав муниципального образования Пограничное городское поселение.

История
В 20-е годы на месте села была образована коммуна, позже — два колхоза — «Волна революции» и «Коммунар». Колхоз «Волна революции» специализировался по линии животноводства, а колхоз «Коммунар» в основном занимался растениеводством. В обоих хозяйствах было развито пчеловодство.

До начала Великой Отечественной войны в село прибыли переселенцы из Черниговской и Орловской областей. Они строили глинобитные дома, расчищали и вырубали леса, сеяли зерновые культуры, выращивали овощи, занимались скотоводством. В 1949 году колхоз «Волна революции» и колхоз имени Чапаева (поселок Гродеково) объединились в колхоз имени Сталина. Колхоз просуществовал до 1960 года, затем был преобразован в совхоз.

В 1970 году был образован совхоз «Откормочный». Был построен новый клуб, магазин, детский садик, медицинский пункт.

Население

Примечания

Населённые пункты Пограничного района


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Jerry Sandusky Expects to Be Vindicated
By Mike Bertha·	 10/8/2012, 10:45 a.m.
Get a compelling long read and must-have lifestyle tips in your inbox every Sunday morning — great with coffee!
Jerry Sandusky is scheduled to be sentenced on Tuesday. After his conviction on dozens of charges related to the sexual abuse of young boys, Sandusky faces up to 442 years in prison. The former coach, though, is still holding out hope. He apparently thinks that he'll be vindicated. Sandusky's been writing his own account of events that he believes will be the key to his appeal. Joe Amendola, the attorney representing Sandusky, says that he believes the coach was set up and that the entire ordeal took on a life of its own once it looked like Penn State might have been implicated. Amendola talked to NBC10 about his client, the sentencing, his proclaimed innocence, and the upcoming appeal. [NBC Philadelphia]
30 Great Philly Nonprofits to Give to This Year
19 Organizations You Can Volunteer at Around Philadelphia
Martin Luther King Jr. Day Opportunities to Volunteer and Celebrate in Philadelphia
Take a Peek Inside the Philadelphia Psychedelics Revolution
An Anonymous Philly Mom Opens Up About Microdosing THC
Pa. Could Legalize Psychedelics Much More Quickly Than it Did Marijuana – Philadelphia Magazine
Rosette in Gladwyne Is the Main Line's Newest NIMBY Battle
MLK Day: Why Black People Should Take Off Instead of Volunteering

redpajama_set_name: RedPajamaCommonCrawl


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Coen Zwollo (Deventer, 21 januari 1980) is een Nederlands voormalig voetballer die uitkwam voor Go Ahead Eagles. Hij speelde als verdediger.

Zie ook
 Lijst van spelers van Go Ahead Eagles

Externe links
  Profiel en statistieken van Coen Zwollo op transfermarkt.co.uk

Nederlands voetballer

redpajama_set_name: RedPajamaWikipedia


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Numbers Are In for First 'Live' Without Regis
Monday's first installment of ABC's morning show without Regis Philbin — which by the way has a new name — drew healthy ratings, according to The Hollywood Reporter.
The show, now anchored by Philbin's former co-host, Kelly Ripa, and now called "Live! With Kelly," featured co-host Jerry Seinfeld and guests Jason Segel and Jamie Oliver. The episode drew a 4.0 household rating in the metered markets, the story says.
The show marked the first episode of the renamed morning show since Philbin left after 28 years on the program. Through last Friday's Regis farewell episode the show was called "Live! with Regis and Kelly."
Monday's household rating represented a 38% increase from last year's comparable November ratings, the story says.
NBC's 'Nightly News' Hits Milestone (and We'll Bet You Can't Guess What It Is…)
Poll Indicates Fox News Viewers Are Less Informed Than Those Who Watch No News
Actually, Jamie Oliver was bumped from the episode. Have a nice Thanksgiving!
Leave a Reply to Steve Cancel Reply


The Complete Health Improvement Program (CHIP) - formerly - is an affordable, lifestyle enrichment program designed to reduce disease risk factors through the adoption of better health habits and appropriate lifestyle modifications. The goal is to lower blood cholesterol, hypertension, and blood sugar levels and reduce excess weight. This is done by improving dietary choices, enhancing daily exercise, increasing support systems and decreasing stress, thus aiding in preventing and reversing disease.
Many CHIP participants that are hypertensive at the start of the program dramatically reduce and sometimes eliminate their need for medication.
19.8% reduction in average total cholesterol in 30 days for those with baseline cholesterol of higher than 280mg/dl (7.24 mmol/l).
19.9% reduction in average fasting plasma glucose in 30 days for those with baseline fasting plasma glucose of higher than 125mg/dl (6.94 mmol/l).
Participants report reduced BMI by the average of 3% within just 30 days and with long term adherence to the lifestyle resulting in achieving ideal body weight.
We have a team of registered trained facilitators that run this fantastic program 1-2 times each year depending on demand.


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Photos: Scottish Rockers Headline Fillmore
Filed Under: Entertainment, Gallery, Music, Nightlife & Music
Biffy Clyro Live in ConcertMusician Simon Neil of Biffy Clyro Performs at The Fillmore on March 28, 2017 in San Francisco, California. (Photo by Chris Tuite/ImageSPACE)
O'Brother at the FillmoreO'Brother Performs at The Fillmore on March 28, 2017 in San Francisco, California. (Photo by Chris Tuite)
Biffy Clyro at the FillmoreMusician Simon Neil of Biffy Clyro Performs at The Fillmore on March 28, 2017 in San Francisco, California. (Photo by Chris Tuite)
Biffy Clyro at the FillmoreMusician James Johnston of Biffy Clyro Performs at The Fillmore on March 28, 2017 in San Francisco, California. (Photo by Chris Tuite)
Biffy Clyro at the FillmoreMusician Ben Johnston of Biffy Clyro Performs at The Fillmore on March 28, 2017 in San Francisco, California. (Photo by Chris Tuite)
Biffy Clyro at the FillmoreMusicians Simon Neil and Ben Johnston of Biffy Clyro Perform at The Fillmore on March 28, 2017 in San Francisco, California. (Photo by Chris Tuite)
19Musician Simon Neil of Biffy Clyro Performs at The Fillmore on March 28, 2017 in San Francisco, California. (Photo by Chris Tuite)


The following "Internet Links" have been selected as having important significance to the history of Hollywood, and are provided as educationally responsive to preserving the rich cultural influence of the makeup, hair and beauty history in entertainment industry.
We are now adding links to our site. Should you feel that your site meets with the criteria which is listed above please submit it for consideration.
Jesse was a legendary pioneer Hollywood film producer, a key founder of Paramount Pictures with Adolph Zukor, founder of the Academy of Motion Picture Arts & Sciences, founder of The Motion Picture Fund, and father of screenwriter Jesse L. Lasky Jr. Born in San Francisco, California, Jesse worked at a variety of jobs but began his entertainment career as a vaudeville trumpet performer that led to the motion picture business. His sister Blanche married Samuel Goldwyn and in 1913 Lasky and Goldwyn teamed with Cecil B. DeMille and Oscar Apfel to form the Jesse L. Lasky Feature Play Company. With limited funds, they rented a small barn near Los Angeles where they made Hollywood's first feature film, "The Squaw Man." Known today as the Lasky-DeMille Barn, it is home to the Hollywood Heritage Museum. In 1916 their company merged with Adolph Zukor's Famous Players Film Company to create the Famous Players-Lasky Corporation. They built a large studio facility in Astoria, New York, now known as the Kaufman Astoria Studios.


The house of Giorgio Armani welcomes this upcoming summer with the gorgeous new Life is A Cruise makeup collection. This warm sunshiny range focuses on the eyes and complexion with two beautifully complementing product lines. The range includes two beautiful face palettes, a duo of complexion enhancers, and five new shades of Armani Eye Tint, designed to interact with light and play with reflections.
Giorgio Armani приглашает нас в круиз вместе со своей летней коллекцией макияжа Life is a Cruise Makeup Collection, созданной для того, чтобы подчеркнуть красивый загар и сделать его еще более безупречным.
— жидкая подводка Eyes to Kill Proliner в 3 оттенках: No.01, 02, 03.
В продаже в Европе и Америке с апреля.


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Havana D' Primera
Facebook Instagram Homepage
There were a good 20 excellent albums in the first 8 years of the 21st Century, but very few people would deny that the amazing creative momentum of the 1990s ran into a brick wall in early 2001. Attesting to the decline in the Havana scene is the staggering list of brilliant musicians who have left the island: Manolín, Issac Delgado, Danny Lozada, Yoel Páez, Joel Domínguez, Juan Carlos González, etc. etc.
Havana d'Primera was formed on October 4, 2008 by a collective of the best musicians of the 1990s -- those who refused to throw in the towel -- in an attempt to rekindle the magic of timba and create a better working environment for musicians. Their debut album, Haciendo historia, and a string of riveting performances, have caused more buzz than any new band since Pupy y Los Que Son Son.
The band is directed by Alexander Abreu, widely recognized as the greatest trumpeter of his generation -- a key part of Paulito FG's Élite during its glory years and the first call studio trumpeter for everyone from Juan Ceruto to Juan Formell to Issac Delgado. There had always been rumors of Alexander's behind-the-scenes creative contributions in the form of coros and mambos, but he's now come front and center as a dominating lead vocalist and songwriter. His voice is reminiscent of Robertón but with the added melodic sophistication of a skilled instrumentalist. His writing and arranging are brilliant.
Every musician is an all-star -- from pianist Tony Rodríguez to conguero Guillermo del Toro to to corista Enrique "El Gordo" Pérez to trombonist Carlos Álvarez.
To put it simply, if I were arriving at Havana Airport tonight, this would be the first band I'd be searching for. [Kevin Moore]
Kevin Moore - Thursday, 04 November 2021, 04:43 PM


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Real Reasons EFCC Is After Bola Shagaya's Billions
Home Newsmakers
Bola Shagaya
The The Economic and Financial Crimes Commission (EFCC) has frozen over N8, 627,458,773.36 billion in three accounts of Hajiya Bola Shagaya.
This, sources revealed, is due to the fact that the businesswoman is an associate and friend of a former First Lady, Mrs. Patience Jonathan.
Dame Jonathan refers Shagaya, who Forbes Magazine described as one of the wealthiest in Africa, as her sister and there seems to be a bond between them. While in Aso Rock, she always attended any function, private or public, with the First Lady.
For Bola Shagaya, the billionaire businesswoman, who owns one of the largest posh estates in Abuja, she was said to have been close to the Jonathans while they were still occupying the Vice President lounge.
But Shagaya, who did not hold any public appointment during the administration of ex-President Goodluck Jonathan, has dragged Unity Bank to the High Court of Lagos State for allowing the EFCC to Post No Debit (PND) on her accounts without a valid court order.
She says the action taken on her accounts violates Section34 (1) of the EFCC Act, 2004. Besides, the withdrawal ban placed on one of her accounts has prevented her from defraying a N514, 800,000 debt incurred as cumulative costs in the course of an Aircraft Lease Agreement of a bombardier Jet.
However, Unity Bank says its hands are tied by the law in complying with the EFCC's directives to freeze Shagaya's accounts. Hearing of the matter is slated for September 28, 2017.
Shagaya lamented on the effects of this action by EFCC on her business and family:
Shagaya and Dame Jonathan
She said, "Since the unlawful freezing of my account by the Defendant, I have not been able to transact with that account due to my inability to access same thereby causing business losses and opportunities.
"By reason the Defendant's action, I have suffered loss of reputation and damages and my person brought to disrepute, public opprobrium, and odium.
"The actions of the Defendant which consist in unlawfully freezing my account without an Order of a Court of competent jurisdiction and failing to disclose same to me promptly was unreasonable as well as defamatory of me before my business associates who now see me as a criminal and an untrustworthy fellow who is in the habit of issuing dude cheques and payment instructions that she knew would not be honoured."
She said she had lost a lot of business goodwill since her accounts were frozen.
However, in 2016, a source at the EFCC during its trial of Dame Patience Jonathan told PUNCH why Bola Shagaya's accounts were frozen.
The source said, "When we were investigating Patience and looking into her accounts, we discovered that Bola Shagaya had been making huge and regular payments into her (Patience's) bank account.
"We then discovered that the monies were kickbacks. The Ministry of Trade and Investment gave suspicious commission to Shagaya's company on every crude oil sent abroad. The commission was put in an account for Bola Shagaya. The money will then go to Patience's account. So we started investigating her.
"We were able to trace the N500m to her account at Unity Bank. So, we placed a 'No Debit Order' on the account."
Additional reports: PUNCH; The Nation


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Principal St Columba Anglican School (NSW)
Home Closed Opportunities Principal St Columba Anglican School (NSW)
Closed Opportunities November 2, 2022
Applications close: Monday 17 October, 2022 at 5:00pm.
Jann Robinson
Founded in 2002, St Columba Anglican School is located in the growing and thriving coastal city of Port Macquarie. Situated on 15 hectares of land, students enjoy learning in this picturesque and rich educational environment. St Columba is a strong, well-resourced co-educational ELC to Year 12 independent school of 1200 students. The School operates under the Grafton Anglican Schools Commission Ordinance.
The School has modern teaching spaces and a beautiful outdoor environment. The concepts of excellence, effectiveness and enterprise are at the heart of planning and decision making to ensure students have opportunities to thrive. Innovation and a focus on preparing students for the future has seen the introduction and embedding of the Deep Learning Framework which empowers students to grow as independent learners equipped with not only with curriculum understanding, but 21st capabilities. The School is known for providing diverse opportunities to cater for the interests and strengths of the students. These opportunities have seen the growth of an excellent performing arts program as well as innovation within TAS. Students are encouraged to live out Christian service through the support of a number of projects both domestically and internationally.
With the retirement of Mr Terry Muldoon after 16 years of outstanding service to the School community, the School Council seeks a committed Christian who is a future-focused educational leader with the ability to drive vision, execute the continued long-term, strategic development of the School and deliver strong academic, co-curricular, wellbeing and sustainable learning outcomes. The successful candidate will be a leader of learning, able to translate ideas and concepts into action, analyse complex situations and engage others proactively in change and improvement. Commencing in Term 3, 2023, the successful candidate will be a motivated, inspiring, relational leader, with a dynamic presence and ability to authentically connect with all members of the St Columba community and external stakeholders.
St Columba Anglican School has zero tolerance for child abuse and is committed to providing a child safe environment where children and young people are safe and feel safe, as outlined in the Child Protection Policy.
Hutton Consulting Australia has been engaged to assist with the search and selection process for this position. For a confidential discussion, all enquiries regarding the application process and requests for the full position description, please contact Jann Robinson on 0437774734 or email jann.robinson@hutton.education or Darren Roylett on 0488001064 or email darren.roylett@hutton.education.
DO NOT APPLY DIRECTLY ONLINE.
Applications close at 5pm on Monday 17 October 2022


On this page you can consult our training courses catalogue. Feel free to download a whole DRILNET Training Catalogue or only its particular section (Geosciences Courses Catalogue, Industrial Safety Courses, Management Courses Catalogue, Maritime, Maritime Safety & Helicopter Courses, Petroleum Courses Catalogue).
Please, note that DRILNET also provides customized oil and gas industry trainings in function of clients' staff needs.
For any further information contact us by mail or phone.


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Q: Change nodejs temporary directory I want to make file upload using nodejs, but fs.rename() cannot move a file between two different disks/partitions, I don't want to copy uploaded file from temporary directory.
I want to change temporary directory so fs.rename() will work.
how can i do that? thanks!

A: The module responsible for that is formidable, and you can set uploadDir, as per the README:

form.uploadDir = "/my/dir";

Sets the directory for placing file uploads in. You can move them
  later on using fs.rename(). The default is os.tmpDir().

redpajama_set_name: RedPajamaStackExchange


When insuring your vehicles you may wish to have more than one driver on the policy. When it comes to taxi insurance this is possible, just as with any other vehicle insurance. However, the premium will go up the more drivers you add to your policy, and there will be restrictions for all named drivers.
When adding yourself and multiple drivers to the taxi insurance policy there are certain documents that will be required including details of your existing taxi insurance policy if you are switching insurers. You will also need your local authority driving license, showing that all drivers are registered to drive a taxi which requires additional documentation than simply a standard driving license.
When it comes to checking each driver to be added to the policy, they will need to declare any driving convictions they have as well as giving details of any penalty points on their license.
Drivers will also need to be a certain age to be added to a taxi insurance policy. For many policies drivers will need to be over 21 years of age, but for many they will need to be over 25.
Insurance will cost more for the younger drivers than the older drivers that are added to the policy.
Details of past claims will need to be provided for all drivers. If you have a proven no claims record then you will often find your insurance costs reduced. Some insurers will also transfer your no claims discount from your old policy to a new one.
Each driver will also have to state how long they have been driving for, which will again make costs vary from driver to driver.
Each driver will need a valid UK driving license.
What Does Multiple Drivers Insurance usually include?
Multiple drivers insurance simply extends the standard taxi insurance cover to more than one driver for a particular vehicle. This means that the policy can either be comprehensive, third party fire and theft, or third party only depending on your needs.
When it comes to choosing the best multiple drivers insurance you will need to talk to insurance companies direct as to the best option for your business. Policies necessarily differ between businesses such as private or public hire taxis.
Most insurance companies do offer insurance for multiple drivers. This will often prove cheaper for extra drivers you add, though it's important to consider that costs vary according to the experience of the driver and past claims details.


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Dr Iain Sinclair
Lecturer and Researcher in Buddhism
PhD (Philosophy & Religious Studies), Monash University; MA (Hons), Western Sydney University
email: i.sinclair@nantien.edu.au
Dr Sinclair studies the history of religion in Asia using primary sources in languages such as Sanskrit, Tibetan and Chinese. Before joining NTI he held two research positions related to Buddhist studies. He has also worked as an academic editor and a professional translator of Buddhist texts. His publications focus on classical Buddhist texts and art, Buddhist tantra, Sanskrit manuscripts, and the Buddhism of the Himalayas and the Malay Archipelago.
Research Associate, Humanistic Buddhism Centre of Nan Tien Institute
2019 Käte Hamburger College Fellow, Centre for Religious Studies (CERES), Ruhr University Bochum
2018 Visiting Fellowship, Nalanda-Sriwijaya Centre, ISEAS – Yusof Ishak Institute, Singapore
2014, 2017 – 84000: Translating the Words of the Buddha, translator grant (jointly awarded)
2010 Australian Postgraduate Award
Sinclair, I 2021, 'Dharmakīrti of Kedah: His Life, Work and Troubled Times,' Temasek History Research Centre Working Paper, Temasek History Research Centre, Singapore.
Sinclair, I 2019, 'Sanskritic Buddhism as an Asian universalism,' in A Acri, K Ghani, MK Jha and S Mukherjee (eds.), Imagining Asia(s): Networks, Actors, Sites, ISEAS Publishing, Singapore, pp. 275–333, DOI 10.1355/9789814818865-012
Sinclair, I 2016, 'Coronation and liberation according to a Javanese monk in China: Bianhong's manual on the abhiṣeka of a cakravartin,' in A Acri (ed.), Esoteric Buddhism in Mediaeval Maritime Asia: Networks of Masters, Texts, Icons, ISEAS Publishing, Singapore, pp. 29–66, DOI 10.1355/9789814695091-005
Sinclair, I 2015, 'The creation of theism personified: A conceptual history of the God-Maker Avalokiteśvara,' in AA Di Castro & D Templeman (eds.), Asian Horizons: Giuseppe Tucci's Buddhist, Indian, Himalayan and Central Asian Studies, Monash University Publishing, Melbourne, pp. 431–478.
Sinclair, I, 2014, 'Envisioning Durjayacandra's Saptākṣarasādhana. On the sources and sponsors of a twelfth-century painting of Seven-Syllabled Saṃvara,' in B Bogin & A Quintman (eds.), Himalayan Passages: Tibetan and Newar studies in honor of Hubert Decleer, Wisdom, Boston, pp. 205–250.
Sinclair, I 2014, 'Just War and War Magic in Indian Tantric Buddhism', Social Analysis, vol. 58, no. 1, pp. 149-166, DOI 10.3167/sa.2014.580108


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Will Carter Grant Become A Hero On 'Supergirl'? Kara May Be In The Market For A Sidekick
There are potential villains at every corner on Supergirl, but what about the potential heroes? Kara isn't exactly besties with Lucy "Superwoman" Lane, but one would imagine that the superfriends will add to their number eventually. Could Carter Grant become a hero on Supergirl ? He met his heroine in Monday's episode, and may have been inspired.
In the comics, Cat Grant has a son named Adam who is murdered by Toyman, also known as Winslow Schott. So let's hope that none of that happens on the CBS series — though having Winn fail at watching him might have been a fun Easter Egg to that storyline. I don't think that he is necessarily is a different DC comics character in disguised. The only comic book Carter is Carter Hall, also known as Hawkman, who will be a main character in DC's Legends of Tomorrow. Maybe he was named after Lynda Carter, who played Wonder Woman, as an homage. I just think it's possible that this kid could be groomed to be a tiny vigilante in later episodes. The series could invent a character if they really wanted. That said, Cat Grant is featured in comics involving Superboy, I'm just saying.
What we do know is that Carter idolizes the girl in blue, and it's nice to see a boy looking up to a female hero in this way. That's the kind of message that I like about this show. Kara asked him if he was ready to be a hero, and his mother later quizzed him on what made Supergirl a hero. Was that just a way for Maxwell Lord to ID Kara in the future and for Cat to deliver yet another feminist lesson, or foreshadowing Carter's destiny as well? It was nice to see him bring out a nerdier side in Cat Grant, as well. However, how is a child who makes jokes about a woman's legs to his mother's face young enough to need a babysitter? City kids grow up so fast... All in all, I enjoyed Carter and his puppy love crush on Supergirl a lot, and I hope that he is used for more than collateral damage on this series.
Image: Darren Michaels/Warner Bros. Entertainment Inc.


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Larry Speck
Chapter Contributions
© 2023 Larry Speck All rights reserved
Results for: Larry Speck
WJE Austin Office
Wiss, Janney, Elstner Associates (WJE) is an interdisciplinary engineering firm whose practice group in Austin has a particular expertise in concrete construction. The office has their own petrography lab, so when Page began to design a 13,000-square-foot office building for them, the decision was made to explore concrete as a building material. The design team proposed using high thermal mass…
Visitor Center and University Bookstore — UT Dallas
The 33,000-square-foot Visitor Center and University Bookstore works closely with recently completed landscape improvements to create a new gateway and orientation point for the UT Dallas campus. The building's iconic rotunda echoes a nearby large circular mound that is the landmark for the campus entry. The rotunda is an open, unconditioned space for informal gathering and acts as a welcoming…
West Mall Building Renovations, UTSoA
Renovations to the fifth and sixth floors of the West Mall Building at The University of Texas School of Architecture (UTSoA) were completed in 2018. They provide much needed digital classrooms, a dedicated pin-up gallery and new spaces for the Center for Sustainable Development and the Transportation Research Consortium. "The spaces are refined, yet raw," says Page Senior Associate and UTSoA…
UT San Antonio North Paseo Building
The North Paseo Building helps shape a new district on the UT San Antonio campus through its strong urban design components and offers a fresh look at relationships between indoors and outdoors and between teaching spaces and public spaces on university campuses. The building is prominently located at the front door of the campus in the developing northeast end. It faces the new Campus Oval and…
UT Austin Medical District Master Plan
The University of Texas at Austin Medical District Master Plan articulates the vision for a new medical district on the southern edge of the University of Texas in downtown Austin. The medical district will be a compact, dynamic, urban setting that nurtures innovation, collaboration, and community. It will be developed as a partnership between UT Austin, Seton Healthcare (Seton), and Central…
University of Houston Football Stadium
Located on the site of the former Robertson Stadium, which was built in 1942 to serve local public schools, the new 40,000-seat TDECU stadium at the University of Houston has transformed the game day experience for fans and student-athletes. The new stadium offers upgraded amenities, a variety of seating options and dynamic sightlines. A change in orientation aligned it with adjacent buildings…
Trinity University Master Plan
Trinity University in San Antonio, one of the nation's leading liberal arts and sciences institutions, recently initiated a 10-year strategic plan called Trinity Tomorrow. The plan is grounded in the vision that Trinity will redefine liberal arts education for the 21st century. Trinity Tomorrow builds on the University's current assets and calls on Trinity to strengthen its interdisciplinary and…
Torcasso Residence
How all these elements – location, materials, building placement, wall density – work together is the real story here. At 6,200 feet, the local climate is high, arid desert with very warm summertime temperatures and a sharply colder winter. By siting the building to face south, we gained excellent winter solar exposure. Large, ipe wood overhangs and a trellis act as a brise soleil, while the…
The Cistern — Buffalo Bayou Park
Bids had already been solicited by the City of Houston to demolish The Cistern when the design team wrangled an opportunity to drop through a roof hatch and view the space. The defunct underground drinking water reservoir, built in 1927, had been out of service for years and the city was considering proposals for commercial uses of the space such as a parking garage.The designers saw one of the…
Charles Schwab Austin Campus
Designed to create a sustainable, visually appealing and strong identity within the community, the entire campus is targeting LEED Gold certification. Page Senior Principal Larry Speck notes: "The project is an architectural reflection of what makes Schwab unique: its heritage of dependability, innovation and forward thinking. Starting with an innately beautiful and memorable site, the campus'…
System Administration Building — The University of Texas at Austin
The 19-story highrise building housing The University of Texas System (UT System) Administration Office is located in downtown Austin on state-owned land along 7th Street. It is a replacement project, maintaining the existing proximity to UT Austin and the Texas Capitol and serving as the consolidated facility for all departments that make up The University of Texas System Administration. Page…
Eastline Townhomes
This complex is comprised of 48 sleek, modern, two-story townhomes in East Austin along 7th street.
Performing Arts Center — University of Texas Rio Grande Valley
The new Academic Performing Arts Complex replaces two existing 40-year-old buildings with a new facility and includes the renovation of two adjacent structures. The 94,000-square-foot complex will greatly enhance the performance and rehearsal assets of the university's Music Department as well as the capabilities of the larger Rio Grande Valley arts community.The six primary spaces in the new…
GSA Office Building
Borrowing from the region's indigenous architecture, the designers planned the two-story office building around a central courtyard. Double-height glazing on all four sides of the courtyard introduces daylight deep into the surrounding offices, public areas, and circulation routes. The courtyard is extensively shaded by a series of cable-supported transverse wood slats that are variably spaced to…
Dell Medical School — Health Learning Building
The University of Texas at Austin is the first Tier One public university in the United States to build a new medical school from the ground up in almost 50 years and Page is an integral part of the effort. The campus is part of the master plan for a new medical district in Austin, which is being developed with an unprecedented community collaboration. The first phase of the Dell Medical School…
Buffalo Bayou Park
Buffalo Bayou Park was undertaken by the Buffalo Bayou Partnership to transform the portion of the waterway which meanders east along Memorial Drive between Shepherd and Sabine Street in downtown Houston. Page is the architect for two buildings and two large pavilions in the 2.3-mile, 160-acre park, which was planned and designed by landscape architecture firm The SWA Group. The design of the…
Brain Performance Institute
The new Center for BrainHealth's Brain Performance Institute, part of The University of Texas at Dallas, which opened in October 2017, is the first in the world to focus on leveraging scientifically validated programs and assessments in order to maximize and extend brain performance, increase brain resilience and improve brain regeneration for people of all ages and conditions. The…
Austin Capitol Complex Master Plan
The 2016 Texas Capitol Complex Master Plan provides for the creation of state office space and support facilities for short-term and long-term needs and establishes the Capitol Complex as a destination that celebrates the Texas State Capitol with civic spaces, shaded pedestrian friendly streets and connections to the surrounding community. The 40-block area encompassing the State Capitol Complex…
Austin Bergstrom International Airport Expansion
Airline travel is being reinvented to focus on enhancing the passenger experience and the design of the ABIA Terminal East Infill Project accomplishes this. The project expanded existing passenger processing capabilities for security screening, ticketing, customs, and baggage handling in preparation for a nine-gate expansion of the East concourse of the Austin Bergstrom International Airport. The…
American Embassy Compound, Pakistan
In 2001, Page began to pursue a new generation of design-build embassy projects offered by the U.S. Department of State's Office of Overseas Building Operations (OBO). Since its first commission as the design partner for H.B. Zachary Co. on the New Embassy Compound (NEC) at Phnom Penh, Cambodia in 2002, Page has been a design partner on more than two dozen U.S. embassy and consular projects…
2400 Nueces — Student Housing
The University of Texas has taken a giant step toward integrating student life with surrounding Austin neighborhoods through its new high-rise apartment in its West Campus. The residential project is designed to appeal to upperclassmen, graduates, faculty, staff and young professionals. Blurring the boundaries between "town" and "gown" is an important new trend in university living environments…
U.S. Federal Courthouse
The Alpine Federal Courthouse is a simple, solid response to the extraordinary qualities of the local Texas landscape, the West Texas climate and the specific mission of its occupants. The powerful Trans-Pecos terrain dominates the experience of this locale. The building's materials―primarily russet-colored, dry-stacked West Texas sandstone―link the building to the larger landscape as well as…


We have multiple vehicles for program sustainability, including partnerships, grants, and donations.
Sustainability of our Teen Club activities will result from the ongoing training of both adult volunteers and through our teen leaders program. As the teens become older and "graduate" from the adolescent program, we hope they will return as adult volunteers, and eventually even staff members, thereby contributing to our organization's long-term institutional sustainability — also demonstrating the success of our program in creating strong community leaders.
The Botswana-Baylor Centre of Excellence enjoys a strong relationship with the Botswana Ministry of Health and numerous local private and public partners who continue to offer a wide range of support, from medical expertise to program development. Our partnership with Princess Marina Hospital and Botswana's Ministry of Health is key to our sustainability; they have already taken over aspects of our programming, and will likely continue to do so as our program shows its success. They are also helping to scale up our programme and replicate it in other areas of the country, as part of a comprehensive national adolescent care package.
Financial sustainability will be ensured by continued grant writing, networking with other development agencies and procuring donations from private entities. We also intend to provide training on adolescent HIV care, and support on a consultancy basis as a form of income generation.
Camps and extra activities are usually run using personal donations. Donations recieved online or through the clinic go straight into running programs for our clients.
Gaborone Teen Club events happen the last Saturday of every month and our Tutoring Programme takes place all other Saturdays. All events start at 9:00am, but volunteers are requested to arrive at 8:30am. Visit our Satellite Sites page for dates of Satellite Teen Clubs.
Lesotho Teen Club visits Gaborone!


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New Auckland
Taken By The State
Finance Minister Grant Robertson wrote to majority Crown-owned companies, confirming the Government wouldn't interfere in their business. Photo: Lynn Grieveson.
AUGUST 30, 2018 Updated August 30, 2018
Sam Sachdeva
Sam Sachdeva is Newsroom's political editor, covering foreign affairs, trade, defence, and security issues.
Robertson soothes Air NZ after Jones' harsh words
Finance Minister Grant Robertson wrote to Air New Zealand in the wake of Shane Jones' public war with the airline, promising the Government would not interfere in its decision-making.
The letter - also sent to the power companies in which the Government holds a majority stake - outlined a nine-year maximum for board chairs' reigns, after which their reappointment would not be supported barring "exceptional circumstances".
In March, Jones, who is Regional Economic Development Minister, hit out at Air New Zealand's board over its decision to cut back on its regional services, including ending its Kapiti service. Jones said Air NZ board chairman Tony Carter had "long since outlived his usefulness".
"Obviously you'd start with the chairman … I'm telling that board, in terms of the growth and connectivity in provincial New Zealand, it will not increase unless that board changes," Jones told RNZ at the time.
Prime Minister Jacinda Ardern said Jones' remarks about the regions were understandable, but his call for resignations was "a step too far".
Jones followed up those remarks with more criticism in May after the airline announced a 5 percent increase for domestic fares, saying the news was an "affront" given problems with its service.
Grant Robertson Letter to Board Chairs by Sam on Scribd
Robertson's June letter to Carter, along with the board chairs of Genesis Energy, Mercury NZ and Meridian Energy, came a month after Jones' latest remarks and appeared designed to assuage concerns about the Government's intentions.
Commitments made to the companies by Treasury in late 2014 "still stand", he said, confirming that shareholding ministers "expect the companies to continue to make commercial decisions, while of course taking into account the full impact of those decisions".
"We confirm that the boards and management, not shareholders, are responsible for decision making by the companies."
However, Robertson said ministers reserved the right "to make public comments on matters relating to the companies or their performance".
Boards would continue to be responsible for finding and proposing candidates to become directors, and for deciding when existing directors should retire.
Shareholding ministers would "in normal circumstances" support the board's candidates for election or re-election, and not put forward its own alternatives.
"These commitments regarding board appointments hold for as long as ministers continue to be comfortable (as we are now) that the company is performing well, the board has the appropriate mix of skills and experience, the candidates proposed by the board are appropriate, and that the proposed candidates have no unmanageable conflicts of interest," Robertson said.
Shane Jones has not held back in his criticism of Air New Zealand. Photo: Lynn Grieveson.
He added that there was "one further caveat": that ministers believed board chairs should normally serve for a maximum of nine years, and would not support their re-election beyond then barring exceptional circumstances.
The same restriction applied to directors, although Robertson said there were circumstances where someone could serve for longer.
Pointing out that the Finance Minister had to sign off on new board chairs, Robertson said he "strongly encourage[d] you to consult with me on this, well in advance of the transition to a new chair".
In July, one month after Robertson's letter, Carter announced he would retire as chair in 2019 - his ninth year in the job - saying he had informed the board of his intentions last year.
"The broader worry, not just for these companies but across the business community is the risk that at any given time Shane Jones might decide that he needs a bit more publicity and have a crack."
National's economic and regional development spokesman Paul Goldsmith said Robertson's letter showed the work that the Government had to do as a result of Jones "shooting his mouth off on a regular basis".
"It sounds like the Minister of Finance is trying to reassure those boards that indeed the rules that applied before still apply...that's the only interpretation you can put on it."
The fact that Jones had repeated his criticism of Air New Zealand after Ardern had dressed him down showed she wasn't able to discipline him effectively, Goldsmith said.
He said there was "an element of reasonable practice" in the nine-year limit for board chairs and directors, as long as there was discretion to ignore it if necessary.
Carter told Newsroom Air New Zealand had not asked for the letter from Robertson, but its contents - including the nine-year maximum - were "very much in line with our own corporate governance guidelines".
His decision to retire was driven by those guidelines, and pre-dated Robertson's letter, he said.
The Government has made further efforts to heal the Air New Zealand wounds, with Ardern appointing airline chief executive Christopher Luxon - also the subject of attacks from Jones - as head of her new business advisory council.
Robertson said his letter was sent "because as a new Government we wanted to reaffirm to board chairs our approach as a shareholder".
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Bilingual Education - Second Language Learners - Alternative Language Learners - ESL
Culture model
Two analysis of public debate on bilingual education
Definitions & analysis
Additive bilingualism
Common underlying proficiency (CUP)
Interdependence Principle
Separate underlying proficiency
Threshold hypothesis
Developmental interdependence hypothesis
Cognitive & contextual demands quadrants
Intervention Framework to promote collaborative or coercive relationships
Interventions framework to collaborative empower or disable learners
Cummins claims for Policy decision making
Stages of Second Language Acquisition
Stages for 2nd language acquisition & tiered learning prompts
Tiered Language Acquisition Questioning Plan - Coyote and Anansi
Study guide for With Literacy and Justice for All
Internet links - Edelsky
Literacy for all is a goal, which includes many English language learners and multi language learners who are being educated in English as their second language. This page explores positive and negative ideas associated with this (bilingual education) and possible curricula necessary to achieve literacy in a second and multiple languages.
Topics include: two analyses of public debate on multilingual literacy, definitions related to language acquisition of bilingual learners and English language learners: common underlying proficiency (CUP), interdependence principle, separate underlying proficiency, threshold hypothesis, developmental and interdependence hypothesis.
Also, cognitive and contextual demands are compared within quadrants to show their interrelationship with communication and kinds of successful instructional interactions. An intervention framework to promote collaborative or coercive relationships and an interventions framework to collaboratively empower or disable learners. And a framework for policy Decisions.
Stages of second language acquisition, stages for 2nd language acquisition & tiered learning prompts. And a tiered language acquisition questioning plan.
Resources include a study guide for With Literacy and Justice for All and some Internet links.
Learning language and developing literacy are highly culturally and environmentally dependent. To deny their relationship and power to support each other in learning is essential. The iceberg model of culture suggest how interrelated culture is to our being and hopefully strongly suggests the importance of the integration of language and culture to facilitating literacy.
Culture model: Iceberg concept of culture
The iceberg concept of culture
Public debate & bilingual education two examples
The public often use misinformation as common sense facts to debate educational issues. Let's look at two examples as they relate to bilingual education and Second Language Learning (SLL).
The first example is a paragraph from an article written by John Micklethwait in, The Economist.
Excerpt from The Economist, by John Micklethwait from 11-17 March:
New York is the next target for Ron Unz, a Silicon Valley millionaire who was the guiding force behind California's Proposition 227. This measure replaced bilingual education, which around half the students with poor English were receiving, with crash courses in English. Bilingual education, originally invented as a way to steer funds to poor people in the southwest, has always produced disappointing results. It is now merely a sop to the teachers' unions. Since bilingual education was banned in California about a year ago, test scores have risen. Even more tellingly, the students who were put on the English crash course or into mainstream classes are well ahead of those still stuck in bilingual ones (which a few students have waivers to continue). (2000:15)2
Let's analyze Micklethwait's claims.
• Prior to Proposition 227, only 30% of English language learners in California were in any form of bilingual program and less than 20% were in classes taught by a credentialed bilingual teacher.
• Bilingual education was not originally 'invented' in the United States-these programs have been operating since Greek and Roman times. Furthermore, the spread of these programs in countries around the world, including the spread of dual language programs in the United States, is hardly consistent with the claim that they have 'always produced disappointing results' (see Baker & Prys Jones, 1998).
• Contrary to the claim that bilingual education is a 'sop' to teachers' unions, teachers unions in California and elsewhere have tended to be very ambivalent about bilingual education for the simple reason that only a small fraction of their members are in fact bilingual teachers.
• The implication that test scores rose in California as a result of the banning of bilingual education is without foundation. Changes in scores occurred in districts in ways that appeared to be completely unrelated to what kind of program a district implemented (Hakuta, 1999).
• There is absolutely no data to support the claim that students put into all-English classes made better progress than those who were 'still stuck in bilingual ones' (Hakuta, 1999).
Adapted from Cummins, J. (2000), Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters
A second example takes quotes journalists have often pulled and used from a book written by Arthur Schlesinger Jr. and includes evidence found by J. Cummins to analyze them.
Arthur Schlesinger Jr.'s Quote is Simply Inaccurate
Bilingualism shuts doors. It nourishes self-ghettoization, and ghettoization nourishes racial antagonism. ... Using some language other than English dooms people to second-class citizenship in American society. ... Monolingual education opens doors to the larger world. ... institutionalized bilingualism remains another source of the fragmentation of America, another threat to the dream of 'one people'." (1991: 108-109)
Arthur Schlesinger Jr.
Students in Kenya spoke English as a second or third language as well as they might speak Kiswahili, Gujerati, or Kikuyu. As an instructor in both countries Cummins found Kenyan students, with Down Syndrome, spoke receptive and expressive language proficiently in their third language (English) equivalent to that of the US monolingual English students with Down Syndrome (Cummins, 2000).
Summary of California data by Gandara (1999) concluded:
Listening skills are at 80% of native proficiency by grade 3. Reading and writing skills remain below 50% of those for native speakers. Not until after grade 5 do different sets of skills begin to merge. Students may be able to speak and understand English at fairly high levels of proficiency within the first three years of school, however, the academic skills in "English" reading and writing, take longer for students to develop.
Two big reasons for a difference - Social skills are less complicated to learn and come with more environmental cues than learning academics which have fewer environmental cues. The other big difference is L1 [one language] learners are not sitting and waiting, but are also progressing.
Poor children get off to a bad start before they are born. Their mothers get prenatal care later, if at all, which can impair intellectual functioning. They are also more than three times as likely as non-poor children to have stunted growth. They are about twice as likely to have physical and mental disabilities, and are seven times more likely to be abused or neglected. And they are more than three times likely to die (USA Today 1999: 19A Gerald W. Bracey)
The child poverty level in the United States is more than 20%, substantially higher than any other industrialized nation. This makes America uniquely handicapped because of the massive amounts of poverty. As long as this is tolerated, how can education reform work?
When students conversational English is "caught up", then the perception of the teachers is - "Why aren't students doing better academically?" They are unaware of the three year lag that exists between having skills for language and having skills for academic growth, which can explain and may attribute lack of success to variables other than the child.
Fully bilingual Hispanics earn nearly $7 000 per year more than their English only counterparts (Latino link yahoo.com).
Adapted form Cummins, J. (2000), Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
A good introduction to reflect on what you know about Language and literacy is read Edelsky's With Literacy & Justice for All. Below is a study guide.
ESL related definitions & analysis
Additive bilingualism is is when a learner's first language continues to be developed while they're learning a second language. As opposed to Subtractive bilingualism, when a learner learns a second language at the expense of their first language.
The linguistic and academic benefits of additive bilingualism for individual learners provide an additional reason to support students in maintaining their first language while they are acquiring English. Not only does maintenance of a first language help students to communicate with parents and grandparents in their families, and increase the collective linguistic competence of the entire society, it enhances the intellectual and academic resources of individual bilingual students. At an instructional level, we should be asking how we can build on this potential advantage in the classroom by focusing the learners' attention on language and helping them become more adept at manipulating language in abstract academic situations.
Common underlying proficiency (CUP) is the cognitive academic proficiency that underlies academic performance in both languages (Cummins 2000: p. 38).
Research data:
• In virtually every bilingual program, that has ever been evaluated, whether intended for linguistic majority or minority students, spending instructional time teaching through the minority language entails no academic costs for students' academic development in the majority language (Baker, 1996; Cummins & Corson, 1997).
• An impressive number of research studies have documented a moderately strong correlation between bilingual students' first language and second language literacy skills in situations where students have the opportunity to develop literacy in both languages. It is worth noting that these findings also apply to the relationships among very dissimilar languages in addition to languages that are more closely related, although the strength of relationship is often reduced (e.g. Arabic-French, Dutch-Turkish, Japanese-English, Chinese-English, Basque- Spanish) (Cummins, 1991c; Cummins et al., 1984; Genesee, 1979; Sierra & Olaziregi, 1991; Verhoeven & Aarts, 1998; Wagner, 1998).
• A comprehensive review of US research on cognitive reading processes among ELL students concluded that this research consistently supported the common underlying proficiency model:
• United States ESL readers used knowledge of their native language as they read in English.
• Native-language development can enhance ESL reading. (Fitzgerald, 1995:181)
Within a bilingual program, instructional time can be focused on developing students' literacy skills in their primary language without adverse effects on the development of their literacy skills in English.
• The relationship between first and second language literacy skills suggests that effective development of primary language literacy skills can provide a conceptual foundation for long-term growth in English literacy skills. This does not imply, however, that transfer of literacy and academic language knowledge will happen a
automatically; there is usually a need for formal instruction in the target language to benefit a cross-linguistic transfer.
Summary - If skills from one language transfer to learning another, then CUP skills will help.
The interdependence principle suggests interdependence of first and second languages is as follows.
To the extent that instruction in LanguageX is effective in promoting proficiency in LanguageX, transfer of this proficiency to LanguageyY will occur provided there is adequate exposure to LanguageyY (either in school or other environments) and adequate motivation to learn LanguageY. (Cummins, 1981a p. 29)
Separate underlying proficiency (SUP)
Separate underlying proficiency (SUP) are skills from one language which do not transfer to learning another. Therefore, they will not learning a second language.
Threshold hypothesis is the level of linguistic competence that must be attained in each language in order for bilinguals to avoid cognitive deficits and benefit cognitively from their bilingualism (Cummins, 1979, p. 229).
Developmental interdependence hypothesis is the level of 2ndLanguage competence which a bilingual learner attains which is a partially function of the type of competence the child has developed in 1stLangugage at the time when intensive exposure to 2ndLanguage begins (Cummins, 1979, p. 233).
Cognitive and Contextual Demands Quadrants
(adapted from Cummins)
Intervention Framework
Adapted from Cummins
Intervention for Collaborative Empowerment Framework
Source : Ogbu
Cummins claims for policy decision making (2000)
A substantial research and theoretical basis for policy decisions regarding minority students' education does exist. In other words, policy-makers can predict with considerable confidence the probable effects of bilingual programs for majority and minority students implemented in very different socio political contexts.
They can be confident that if the program is effective in continuing to develop students' academic skills in both languages, no cognitive confusion or handicap will result; in fact, students may benefit in subtle ways from access to two linguistic systems.
They can predict that bilingual/ELL students will take considerably longer to develop grade-appropriate levels of L2 academic knowledge (e.g. literacy skills) in comparison to how long it takes to acquire peer-appropriate levels of L2 conversational skills, at least in situations where there is access to the L2 in the environment.
They can be confident that for both majority and minority students, spending instructional time partly through the minority language will not result in lower levels of academic performance in the majority language, provided of course the instructional program is effective in developing academic skills in the minority language. This is because at deeper levels of conceptual and academic functioning, there is considerable overlap or interdependence across languages. Conceptual knowledge developed in one language helps to make input in the other language comprehensible.
These psycho-linguistic principles by themselves provide a reliable basis for the prediction of program outcomes in situations that are not characterized by unequal power relations between dominant and subordinated groups (e.g. L2 immersion programs for students from dominant language backgrounds). However, they do not explain the considerable variation in academic achievement among culturally and linguistically diverse groups nor do they tell us why some groups have experienced persistent school failure over generations.
Why students choose to engage academically or, alternatively, withdraw from academic effort is to acknowledge that human relationships are at the heart of schooling.
Relationships dominate all participant discussions about schooling in the US. No group inside any school surveyed felt adequately respected, connected or affirmed. Students repeatedly referenced a need for care. What they liked best was when teachers cared about them or did special things for them. Their least liked things included being ignored, not being cared for, and negative treatment. (Popllin & Weeres, 1992: 19)
Source - Classroom Instruction that Works with English Language Learners Participant's Manual (McRel)
Students acquiring a second language progress through five predictable stages.
Teachers who are effective with ELLs provide instruction that
reflects their students' stages of second language acquisition.
supports students moving forward in language acquisition levels.
engages ELLs at all stages of language acquisition in higher level thinking activities.
Anyone who has been around children who are learning to talk knows that the process happens in stages from understanding to one-word utterances, two-word phrases, full sentences, and eventually, complex grammar.
This progression can be categorized for students learning a second language in five predictable levels (Krashen and Terrell, 1983).
Levels of language acquisition
Levels of language acquisition include:
Preproduction - Students can point to a picture in the book as the teacher says or | asks: "Show me the wolf. Where is the house?"
Early Production - Students do well with yes/no questions and one- or two-word | answers: "Did the brick house fall down?" "Who blew down the straw house?"
Speech Emergence - Students can answer questions with phrases or short-sentence answers, Students can respond to "why" and "how" and "explain" prompts: "Explain why the third pig built his house out of bricks." "What does the wolf want?"
Intermediate Fluency - Students can answer "What would happen if and "Why do you think" questions in longer sentences: "Why do you think the pigs were able to outsmart the wolf?" "Why could the wolf blow down the house made of sticks, but not the house made of bricks?
Advanced Fluency - Students can retell the story, including the main plot elements and leaving out the insignificant details.
See Stages of Second Language acquisition, characteristics, approximate ages, and tiered question prompts
Progression is influenced by many factors: learners amount of formal education, background experiences, level of parent education, length of time they've been in the U.S., affective factors, ...
An important component of helping ELLs is to provide instruction within their level of language acquisition. Therefore, it is important to know each English language learner's language acquisition stage. Knowing and understanding this is critical to provide effective instruction.
A word of caution: even though there are similarities between the process of learning a first and second language, there are also some important differences: Children acquire their first language through exposure to the language and opportunities to use it. Exposure alone is not enough for second language learning, especially for older learners who need assistance in learning the functions, structures, and underlying cultural aspects of the language.
Once the student's level of language acquisition is known a teacher works within the learner's "zone of proximal development" - the area between what the learner is capable of independently at the moment and what the they can accomplish with the help of a knowledgeable other (Vygotsky, 1978). A teacher starts at the learner's current language level to help them move to the next level.
Stages of Second Language Acquisition and Tiered Questions Prompts
Stages of second language acquisition, characteristics of the student, approximate age of the specific language acquisition, and sample tiered questions prompts
Characteristics of learners
Approximate age of specific language acquisition
Sample tiered question prompts
Has minimal comprehension
Does not verbalize
Nods "Yes" and "No"
Draws and points
Circle the...
Where is...
Early Production
Has limited comprehension
Produces one- or two-word responses
Participates using key words and familiar phrases
Uses present-tense verbs
6 months - 1 year
Yes/no questions
Who, what and how many questions
Either/or questions
Speech Emergence
Has good comprehension
Can produce simple sentences
Makes grammar and pronunciation errors
Frequently misunderstands jokes
Why...
How...
Explain...
Questions requiring a phrase or short-sentence answers
Intermediate Fluency
Has excellent comprehension
Makes few grammatical errors
What would happen if...
Why do you think...
Questions requiring more than a
one sentence response
Advanced Fluency
has a near-native level of speech
Decide if...
Retell...
Source: Adapted from Krashen and Terrell (1983)
Sample framework and plan with Tiered Language Acquisition - For more samples see source - Classroom Instruction that Works with English Language Learners Participant's Manual
Tiered Language Acquisition Questioning Plan 2.2 - Coyote and Anansi
It is possible to help students simultaneously learn content knowledge and English language proficiency. To achieve this one must also consider other variables of learning content beyond language proficiency. For example teacher expectations and the level of learner engagement. Bloom's taxonomy, widely understood by teachers, can be used to show how understanding language proficiency can be used with other variables to create a better learning experience.
Chart includes
Content knowledge classified by Bloom's taxonomy
Language Use across stages of second language acquisition (communication channels)
Activities and outcomes.
The matrix allows activity outcomes to be placed in the intersecting cells for each possible combination.
Additional planning: McRel study of strategies that work with ESL students.
Study guide for With Literacy and Justice for All:
Rethinking the Social in Language and Education. third ed.
Carole Edelsky (2006) Lawrence Erlbaum Associates, Inc. NJ.
ISBN # 0-8058-5508-4
The book, With Literacy and Justice for All: Rethinking the Social in Language and Education by Carole Edelsky explains how culture can be a major barrier to developing a passion for reading. As you read Edelsky I hope you will be struck by her continual blasting of Cummins and all the references to second language learners. I was, so I stopped reading it and checked out - J. Cummins, read a couple of articles, and finally his book Language, Power, and Pedagogy: Bilingual children in the crossfire. (see references in notes for the book). After reading his book I understood what he was saying, but I could also see something I think in Edelsky's book, With Literacy and Justice for All: Rethinking the Social in Language and Education that went beyond Cummins's ideas. So I went back to finish it. Since I had only gotten through the first four chapters I decided to start over in light of what I know knew what Cummins wrote. I found what Cummins wrote (see my notes on his ideas) was reasonable in a traditional sense, however Edelsky's complaints about Cummins's work I think are accurate. I do not believe she misrepresented his ideas. Since that time Cummins has updated his ideas. It is this kind of discourse that is beneficial for all as it moves us forward in our understanding.
As I completed the book I saw clearly the value, concern, and urgency with which she writes. The relationships that must be understood if literacy is to be achieved by all. After a review of Cummins I was convinced some variables, which seemed insignificant and easily over looked, are indeed imperative to consider when discussing literacy development and academic success. The relationship of second language learning to literacy, whole language, and the need of the inclusion of social transactions in any definition of reading and writing and literacy for all learners is necessary. My experiences better helped me understood Edelsky's passion and desire to have everyone understand her messages. For without this understanding we can not succeed in facilitating literacy for large numbers of our students at a level I believe we all desire. I am convinced it is imperative we understand the messages within this book if we are to advance literacy.
She throws a lot of vocabulary and acronyms into her writing so I encourage you to use a electronic dictionary and a cheat sheet to write notes, the book's related links if you desire more information, and the notes for Cummins as a reference.
If you are familiar with other resources that might any of the texts I selected, I would appreciate your sharing them with us.
Two quick articles to support the reading.
Redefining Literacy article Phi Delta Kappan
Rethinking Whole Language
Focus questions for
How does this chapter provide ideas on why children in school don't have difficulty learning the school's curriculum, have difficulty learning learning the school's curriculum, or reject learning the school's curriculum?
Discuss the information in chapter 2 or review the following information and answer the question that follows.
Many children that will enter school in the fall were placed in front of educational videos often before they could sit. A recent study concluded Baby Einstein and other children shows purchased by parents to provide their children an educational advantage have found the expected gains did not materialize. The only significant edge attained by these children is an increase in their ability to recognize characters and other images. This talent can then be used by children for character and brand recognition used as hooks in marketing campaigns to make all sorts of products attractive to these children. For example Shrek is used in a national campaign for exercise and wellness. He is also used to market a number of foods a majority of which are not healthy. Another example of the power of this type of marketing was shown in a study that found children preferred vegetables and fruit offered to them packaged in Mac Donald's containers over those offered without the containers. It is unfair and naive to think that parents even with the best of intentions are able to guide any young child through a learning experience on how to become a smart consumer. Instead family relationships are stressed and children begin to think it possible to live healthy through fast foods. It is hypocritical for both the national government or any of the corporations to think otherwise. The marketing and business communities get what they want shop-o-holics and materialistic future consumers who believe you are valued by what you have.
How does the information in this chapter relate to this scenario and what implications does it have for schooling, teaching, and literacy?
Review the principled procedures created for this class and literacy. Which were reviewed and changed by the class in the summer of 2005. Find ones that might be in need of change with respect to the information in this chapter. Make suggestions for changes along with a rational for those changes. Also create one that would be used to guide an advocate of literacy to promote literacy for ALL children no matter their backgrounds.
Edelsky while critiquing the writings of Cummins is in my opinion critiquing the practice in schools today. Select one or two of her ideas in this chapter and tell why you agree or disagree with her ideas.
Give an example of a class activity, not included in the book, that would facilitate literature literacy through reading, writing... that would not be considered an exercise. Include a discussion that would convince others that it is: literature literacy, reading/ not reading, not exercises/ exercises, and literates as-subjects/ not literates as objects. That its purpose is important. Literates as subjects relates to the social political not individual. With a look at who else is involved and how their role and power relates to the role and power of the literate and from where the print cues originate. Also include what goals/ outcomes might be possible for students to facilitate for their literacy development.
Is becoming literate like learning to speak? Or is becoming literate more like learning a second language. Create a scenario for becoming literate. Present evidence to support its implementation and describe what is lost if it were not implemented. Evidence should include a rationale to support it which would encourage others to share with peers and the public to support change in yours and their school district.
Whole language could have been undermined by the social political agenda of the elite or it could have theoretical flaws, or it there could be other reasons for its demise. Take a stand and provide a rationale for it.
Review chapter 8 and 9. Reflect on the principled procedures and their consistency with respect to the ideas in the chapter. Select and identify principled procedures that might fit or need adaptation with respect to the ideas in the chapter. For example: goals, values, rules, and roles. Or create your own goals, values, rules and roles for your classrooms.
Select an activity, describe it, how it might be implemented based on the four alternatives in chapter 9 and describe how each is applied or not.
Reading to make sense with print has an 'essential' nature; it is - or requires - predicting based on cultural/ linguistic knowledge in the service of making meaning. We can not make sense of print without first identifying its key social features embedded in it and locating ourselves in relation to it. Find an example, analogy, or explanation that illustrates this idea in a manner that might help people that haven't read this book begin to think about the importance of the cultural social connections of literacy.
Chapter 11 and 12
If there isn't a time and place for literature in public schools, then why isn't this class irrelevant and a waste of time? Write a procedure or argument for professional action to attempt to increase the use of literature in the curriculum. Include a description on how you believe this relates to this chapter or information in the book.
Internet Links for Carole Edelsky (2006) With Literacy and Justice for All: Rethinking the Social in Language and Education. third ed. Lawrence Erlbaum Associates, Inc. NJ. ISBN # 0-8058-5508-4
Coles, G. (2000). Misreading reading: The bad science that hurts children. Portsmouth, NH: Heinemann.
Coles, G. (2001) Learning to read scientifically. Rethinking Schools, 15 (4), 3, 25.
Coles, G. (2003). Reading the naked truth: Literacy, Legislation, and Lies. Portsmouth, NH: Heinemann.
Kennedy, R. (2004, March 8). The junk science of George W. Bush. The Nation.
Kirsch, I., Jungeblut, A., Jenkins, L., & Kolstad, A. (1993). Adult literacy in America: A first look at the National Adult Literacy Survey. National Center for Education Statistics, NCES 93275. Retrieved from
Kurtz, H. (2005, January 8). Administration paid commentator. Washington Post, p. AO1. Retrieved 2021
Manzo, K. (2005, June 8). States report Reading First yielding gains; Some schools getting ousted for quitting. Ed Week. Retrieved 2021
Ohanian, S. (2001, January). News from the test resistance trail. Phi Delta Kappan.
Peterson, B. (1994). Teaching for social justice: One teacher's journey: In B. Bigelow, L. Christensen, S. Karp, B, Miner, & B. Peterson (Eds.), Rethinking our classrooms, a special edition of Rethinking Schools (pp. 30-33, 35-38, Milwaukee, WI: Rethinking Schools.
Quindlen, A. (2002, June 17). The destruction of literature in the name of children. Newsweek.
Rich, F. (2005, June 12). Don't follow the money. New York Times. Retrieved 2021
Schemo, D. (2002, November 27). New federal rule tightens demands on failing school. Retrieved 2021
Schemo, D. (2004a, March 25). 14 states ask U.S. to revise some education law rules. New York Times. Retrieved 2021
Schemo, D. (2004b, August 17). Nation's charter schools lagging Behind, U.S. test scores reveal. New York Times. Retrieved 2021
Schoolboys of Barbiana. (1970). Letter to a teacher. New York: Random House.
Shor; I., & Freier, P. (1987). A pedagogy for liberation. South Hadley, MA: Bergin & Garvey.
Steinberg, J., & Henriques, D. (2001, May 21). When a test fails the schools, careers and reputations suffer. New York Times. Retrieved 2021
Strauss, S. (2005a). Operation "No Child Left Behind." In B. Altwerger (Ed.), Reading for profit (pp.33-49). Protsmouth, NH: Heinemann.
Toppo, G. (2005). Education Department paid commentator to promote law. USA Today, January 7, 2005. Retrieved 2021
Wells, A. (2004, December 28). Charter schools: Lessons in limits. Washington Post
Zinn, H. (2004, September 2). The optimism of uncertainty. The Nation.
Zuhara, B. (2005, January 2). Literacy (R. Krishnan, Trans.). The Hindu, Literary Reviewer, pp.1-2.
[Home: homeofbob.com & thehob.net ]


text:
RSpec.describe Magick::Image, '#distortion_channel' do
  it 'works' do
    image1 = described_class.new(20, 20)

    metric = image1.distortion_channel(image1, Magick::MeanAbsoluteErrorMetric)
    expect(metric).to be_instance_of(Float)
    expect(metric).to eq(0.0)

    expect { image1.distortion_channel(image1, Magick::MeanSquaredErrorMetric) }.not_to raise_error
    expect { image1.distortion_channel(image1, Magick::PeakAbsoluteErrorMetric) }.not_to raise_error
    expect { image1.distortion_channel(image1, Magick::PeakSignalToNoiseRatioErrorMetric) }.not_to raise_error
    expect { image1.distortion_channel(image1, Magick::RootMeanSquaredErrorMetric) }.not_to raise_error
    expect { image1.distortion_channel(image1, Magick::MeanSquaredErrorMetric, Magick::RedChannel, Magick:: BlueChannel) }.not_to raise_error
    expect { image1.distortion_channel(image1, Magick::NormalizedCrossCorrelationErrorMetric) }.not_to raise_error
    expect { image1.distortion_channel(image1, Magick::FuzzErrorMetric) }.not_to raise_error
    expect { image1.distortion_channel(image1, 2) }.to raise_error(TypeError)
    expect { image1.distortion_channel(image1, Magick::RootMeanSquaredErrorMetric, 2) }.to raise_error(TypeError)
    expect { image1.distortion_channel }.to raise_error(ArgumentError)
    expect { image1.distortion_channel(image1) }.to raise_error(ArgumentError)

    image2 = described_class.new(20, 20)
    image2.destroy!
    expect { image1.distortion_channel(image2, Magick::MeanSquaredErrorMetric) }.to raise_error(Magick::DestroyedImageError)
  end

  it 'accepts an ImageList argument' do
    image = described_class.new(20, 20)

    image_list = Magick::ImageList.new
    image_list.new_image(10, 10)
    expect { image.distortion_channel(image_list, Magick::MeanAbsoluteErrorMetric) }.not_to raise_error
    expect { image.distortion_channel(image_list, Magick::MeanSquaredErrorMetric, Magick::RedChannel, Magick:: BlueChannel) }.not_to raise_error
  end
end

redpajama_set_name: RedPajamaGithub


Aberdeen Amateur Athletic Club's welfare and child protection officer is Ben Nelson. He may be contacted at 07975 806546 or welfare@aberdeenaac.co.uk.
The welfare manager of Scottish Athletics is Angus MacDonald who may be contacted at angus.macdonald@scottishathletics.org.uk or 07983 081122.
If you NEED HELP NOW, visit this page.
AAAC's coaches and officials have been PVG checked through Disclosure Scotland.


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INDUSTRY.co.id - Bekasi - A total of 18 companies named Environmental Management Agency (BPLH) Bekasi, West Java, have polluted Bekasi River with waste. What is the impact of pollution?
Head of BPLH Bekasi City Supandi Budiman, said that has happened from 18 companies to come to BPLH office in order to clarify that situation.
According to the Head of BPLH Bekasi Supandi Budiman, the clarification of the case of Bekasi Kali pollution on Saturday (31/12/2016) to the present the unpredictable production of raw water Tirta Patriot Regional Water Company (PDAM) for a week.
"The impact of the pollution is quite extensive." said Head of BPLH Bekasi Supandi Budiman in Bekasi, Sunday (8/1/2017).
Supandi said sanctions for companies that are proven to pollute the environment at.
"However, there is currently no company closed by the City Government of Bekasi for environmental pollution," he said.


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We are excited to add Cairo to the family. He is an import from the Netherlands from a strong KNPV background. He is going to be Haley's next PSA competition dog! Check back periodically for updates on his progress!
Cairo is the true definition of a pocket rocket, he is small but doesn't lack heart! For the level of drive he has in protection Cairo is far from the 'stereotypical' malinois. Cairo is without a doubt clear headed and sound, he is incredibly social and safe around everyone, very neutral around other dogs and in public situations, never hectic in his work, Cairo is always quiet and calm on the bite.


Those who yearn for popular Ipoh hawker fare will be excited to know that there are a good number of action stalls serving fried kuey teow, assam laksa, curry noodles, mee rebus and more.
Friends with a sweet tooth can indulge in a variety of desserts, from ice kacang to cendol, bubur kacang merah, bubur gandum, puddings, pastries and kuih-muih. Oh yes, watch out for fresh tropical fruits, including durians. Woohoo!
Whilst savouring these delights, be entertained by a four-piece traditional Ghazal band and live Azan, making it an evening that is hard to forget.
The price for Impiana Hotel Ipoh's Ramadhan buffet, from July 10 to Aug 7 between 6.30pm to 10.30pm, is RM68 nett per adult and RM34 nett per child (6 to 12 years old).
As mentioned earlier, group bookings of at least twenty people will get to enjoy this buffet at RM50 per pax only, instead of RM68 nett. This promotion is limited and on first come, first served basis.
All diners will receive a goodie bag and also stand a chance to win a giant hamper worth RM2000 in a lucky draw that will be conducted at the end of the month of Ramadhan. Other prizes up for grabs are a night's stay at the hotel's Club Room or Suite and dining vouchers from the Coffee House and the Bistro.
As part of the hotel's Corporate Social Responsibility initiative, 1000 packets of bubur lambuk will be given away to the public this Friday, July 12 from 4pm onwards, in front of the hotel, along Jalan Raja Dr. Nazrin Shah, Ipoh.
Make your reservations to berbuka puasa at Impiana Hotel Ipoh, or for further information, call the hotel NOW at 05-255 4364. You can also visit the hotel's website at www.impiana.com or Like their Facebook Page to be updated on their latest promotions.


You are a unique individual and your flask should represent your amazing personality. The image is printed directly onto a stainless steal white flask. This is a great gift for you and maybe a friend. Enjoy!!


text:
Die Forbidden Rocks (englisch für Verbotene Felsen) sind ein gerader Gebirgszug aus Felsvorsprüngen im westantarktischen Ellsworthland. In den Jones Mountains ragen sie zwischen dem Haskell- und dem Walk-Gletscher am Westrand der Christoffersen Heights auf.

Die Mannschaft der University of Minnesota, die von 1960 bis 1961 die Jones Mountains erkundete, kartierte und benannte sie. Namensgebend war der Umstand, dass ein Gebiet aus Gletscherspalten den Zugang zu ihnen aus nordwestlicher Richtung unmöglich machte.

Weblinks
  (englisch)
 Forbidden Rocks auf geographic.org (englisch)

Jones Mountains


text:
Q: Ionic 4 web project on an intranet I develop an ionic 4 web project on an intranet.
On my computer it works fine. Now I am going to upload everything to a server, as part of an intranet web project.
which folders should I upload, src and all subfolders?
then the file is index.html? my initial file is home.page.html.
how do i run it? thanks!

A: To deploy your app, you need to build it first. From the project root of your Ionic 4 project,
$ ionic build --prod

This will build up the necessary files in a folder called www. Now copy everything from www into your server. Set the entry file to index.html. This is the simplest possible way that I'm aware of.
If you want to look into a PWA, that's also possible. Since you say you're hosting locally, there might not be any point really, but nonetheless, you need to un-comment the script for your service worker inside index.html. It should be something like:
<script>
  if ('serviceWorker' in navigator) {
    navigator.serviceWorker.register('service-worker.js')
      .then(() => console.log('service worker installed'))
      .catch(err => console.log('Error', err));
  }
</script>

Here's a few links I noted down on the subject:
https://blog.ionicframework.com/how-to-make-pwas-with-ionic/
https://blog.ionicframework.com/customizing-ionic-apps-for-web-mobile/
I remember also seeing a one hour long Webinar : "Progressive Web App & Ionic How to and Why?" Decide for yourself if it's for you.

A: You need to prepare a build to deploy it somewhere, you don't want to just run it on a remote computer like you do on your local machine with command line.
It's not clear in your question what kind of app you are building exactly but you should search for "Ionic Deployment" to find some matching documentation.
If you would be building a PWA, then follow this documentation