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FWC WMAs and quota hunts impacted by Hurricane Michael
Our hearts go out to those affected by Hurricane Michael as the impacts of this storm continue to unfold. Our number one priority is the health and safety of residents and visitors. The FWC and its land management partners continue to assess and restore wildlife management areas (WMAs) in northwest Florida that are closed due to Hurricane Michael.
Check the closed status of our WMAs and other facilities before heading afield. As WMAs and facilities reopen, they will be removed from the list. This webpage will be updated as new information is available, so check back regularly. Be aware that in some cases, WMAs may be open but might have road closures within the area.
Some WMA closures will impact hunts (quota and non-quota). We recognize the importance of these public land opportunities and are working on options for impacted hunts, such as restoring preference points where applicable. The FWC will follow-up with additional details about impacted quota hunts.
Northwest Region closures
The following wildlife management areas (WMAs) are closed until further notice, due to Hurricane Michael. Once reopened, they will be removed from the list. On cooperative WMAs and national wildlife refuges (NWRs), the cooperating agency is responsible for making the decision to reopen their lands. For questions related to the reopening of a cooperative WMA, please contact the lead land manager or NWR office/website for that property.
Apalachee WMA – Zone A (FWC)
Apalachicola WMA west of the Ochlockonee River remains closed; portions of the WMA east of the Ochlockonee River are open (US Forest Service)
Apalachicola River WEA has reopened with the following roads closed to vehicular access: Bay, Bee Apree, Culbert, First Plug, Grassy, Hubcap, Levy, Long, Palm, Pea Patch, Scaffold, and Tall Pines. Van Horn Landing Campground is closed until further notice (FWC)
Beaverdam Creek WMA (Northwest Florida Water Management District)
Bradwell Unit of Apalachicola WMA (US Forest Service)
Chipola River WMA (Northwest Florida Water Management District)
Econfina Creek WMA (Northwest Florida Water Management District)
Juniper Creek WMA (US Forest Service)
St. Vincent National Wildlife Refuge (US Fish and Wildlife Service)
Tyndall AFB WMA (Department of Defense)
Make a child's Christmas brighter with Santa Patrol and Angel Tree programs
Pioneer Day at Rocky Bayou State Park Nov. 10


Brennan Builders believes that every homebuyer is different. That's why it is the company's mission is to provide customers with the utmost in service and individual attention. The experience of building with Brennan is fun and easy resulting in high end quality and customization with the comfort of being treated like family. Brennan Builders is large enough to produce prestigious homes marked by quality and value, yet small enough to be flexible and responsive to customers' concerns. Learn more at BrennanBuilders.com.
Tricia Brennan was never quite happy with her previous CRM systems. When she heard about Lasso through Jeff Shore and many of the builders he works with, she made the switch. It's a decision she has not looked back on. Lasso has simplified her sales process and improved her team's abilities to follow up, stay organized, and sell more homes.
Tricia Brennan, Vice President of Brennan Builders, attributes increased sales, an easier sales process, and improved reporting to Lasso – all within one year of using the system.


ChickSourcing | How can I find hot electronics that I can resell in US?
How can I find hot electronics that I can resell in US?
08 Aug How can I find hot electronics that I can resell in US?
Before I give you answer to this question. You need to think carefully what kind of products you are interested and how you want to sell. If you don't have clear answer and you don't have much money to spend on product stock, then you can study my suggestions.
Nowadays a lot of Chinese suppliers provide droppshiping service. What is dropshipping? Generally it means you don't need to have a warehouse, or you don't even need to see the product. The product goes directly from the Chinese supplier to your end clients. Let's find out how you can make this happen. So today we talk about how you can resell electronics on your website.
You need to find all of these Chinese suppliers with dropshiping service, and check the price and profit you will make. Study the products on these websites and check their price policies as they will have different level of members with different discount. So now you have the products. To check full list of Chinese dropshipment providers, go to the conclusion part.
How can you upload the products from the wholesalers to your website?
Well there are a very easy way that you can upload a bounch of products at a time. It is called data feed. It is very important for a professional wholesalers. You can ask for data feed from the wholesalers. After you got the data feed, you can set the prices and shipping cost by your own.
So now your website could probabably looks like this. Much better!
Step 4 How to Make Order?
When an end user makes order to you, how can get him(or her) the product?
After you get paid for the order, you will place another order directly on the Chinese wholesaler's website. And you need to specify that you need dropshipping service. It is very important. Then your package will be neutral without anything showing it is from this Chinese wholesaler. They will send directly to your end user. And you can collect the tracking number and put it into your own website, so the end user knows their product has been shipped.
Your customer gets the product and you get the money. During the whole process, you don't need to see the product or invest anything.
This whole process will make you money. The key is to select a good wholesaler with reasonalbe profit. And you need to promote your website to get more customers.
Will add more to this list.


To celebrate the January 26th DVD and Blu-ray release of Whip It, starring Ellen Page and Drew Barrymore, The Zoo is giving away TWO copies of the DVD, courtesy of Fox Home Entertainment, to TWO lucky winners.
Hang onto your helmet and get ready to break away from the pack! Ellen Page scores huge laughs as Bliss Cavendar, a small-town teenager with a big dream: to find her own path in the world. Tired of following in her family's footsteps of compliance and conformity, Bliss discovers a way to put her life on the fast track…literally. She lands a spot on a rough-and-tumble roller derby team and becomes "Babe Ruthless" — the hottest thing on eight wheels! Co-starring Drew Barrymore (in her feature film directorial debut), Marcia Gay Harden, Juliette Lewis, Daniel Stern and Jimmy Fallon, Whip It is a triumphant, free-spirited comedy loaded with high-speed action and nonstop fun!
This contest is open to all residents of the United States, and will close on February 20th, 2010 at 11:59 pm EST.
Previous article2010 NFL Playoffs Picks and Predictions Contest: Final Entry Round!


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Putin gearing up for 'war with hostile West' after 'significant' Ukraine admission
By dailysunpost_1rcpnd December 23, 2022 News No Comments2 Mins Read
Vladimir Putin's admission that Russia is now at at war with Ukraine clearly indicates his plan to frame it as a conflict with a "hostile West", a British defence expert has said. Tobias Ellwood, chairman of Parliament's powerful defence committee, also warned against underestimating the Russian President's determination to prevail.
Mr Ellwood was speaking in response to remarks made by Putin almost exactly 10 months since he ordered his invasion of Ukraine on February 24, during which, for the first time, he described what had followed as a "war", adding that he wanted to end it "the sooner, the better".
Given Defence Minister Sergei Shoigu this week outlined plans to expand the nation's armed forces with at least 500,000 personnel, Mr Ellwood, the Tory MP for Bournemouth East, said it would be naive to think Putin was paving the way for a negotiated settlement.
Referring to yesterday's trip to the US "by the 70-year-old's Ukrainian opposite number, Volodymyr Zelensky, Mr Ellwood told Express.co.uk: "Putin is ratcheting up the rhetoric in response to Zelensky's visit to Washington.
"We should remember Russia's tolerance for hardship is far greater than ours.
"He may be struggling on the battlefield but he's now framing this conflict as a war against a hostile West and will continue to cause economic misery through manipulation of oil, gas and grain supplies."
Putin said: "Our goal is not to spin the flywheel of military conflict, but, on the contrary, to end this war.
"We will strive for an end to this, and the sooner the better, of course."
His remarks were a departure from his previous insistence that the conflict was a "special operation".
READ MORE: Ramesses II, ancient Egypt's most powerful pharaoh, shows his face
Putin has hailed its capacity to dodge missile defences.
Shoigu said the beefed-up Russian military will include 695,000 volunteer contract soldiers, 521,000 of whom would be recruited by the end of 2023.
The Russian military had about 400,000 contract soldiers as part of its one million-member military before the fighting in Ukraine began.
Mr Zelensky, who met with US President Joe Biden during his visit, returned home with a $1.8 billion package of military aid including a Patriot missile battery and precision guided bombs for fighter jets.

redpajama_set_name: RedPajamaCommonCrawl


Forio is hosting a webinar on publishing Powersim simulations online.
Powersim is a powerful development environment for creating system dynamics simulations. Forio Epicenter provides templates that makes it easy to produce an online simulation with Powersim that works on both desktop computers and smartphones. You can use Epicenter to share simulation scenarios with colleagues online, create multiplayer games, and facilitate simulation usage for an entire class or workshop.
We will start with an introduction to Epicenter and sample Powersim models.
we'll teach you how to get your Powersim model on Epicenter so it can be shared.
we'll focus on creating a user interface for your model.
Those who sign-up will receive access to a recording after the webinar is complete if the time of the webinar is inconvenient.


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Vineyard's African American film fest gains cross-culture popularity
By Sarah Klearmansklearman@capecodonline.com
Seventy independent film submissions, more than half of them short films, were chosen for screening at this Martha's Vineyard African American Film Festival, taking place Monday through Aug. 10 in Oak Bluffs.
Between feature, documentary and short films, the Martha's Vineyard African American Film Festival received more than 600 film submissions this year. Stephanie and Floyd Rance watched every single one of them.
The Rances founded the festival in 2002; the first year, there were 10 people in attendance, according to Stephanie. Now, she says, regular attendance is around 2,500.
"Our audience definitely holds the festival and Floyd and I to a high standard," Stephanie says. "They've come to demand a certain level of films we screen."
Seventy independent film submissions, more than half of them short films, were chosen for screening at this year's festival, which takes place from Monday through Aug. 10 in Oak Bluffs. The festival will also be screening content from sponsors, including Netflix's "The Black Godfather," about American music executive Clarence Avant, and HBO's documentary "The Apollo," a history of the Apollo Theatre in New York.
For the Rances, the festival is a full-time job. As it has grown and gained attention on the film festival circuit, Stephanie says, it's become increasingly popular across cultures and races.
"Our core will always be to support the works of black and brown people, but I'm very excited that it's morphing into a multicultural celebration of all people," she says. "We're getting submissions from filmmakers who are not of color on topics that affect people of color."
They've also received films that involve multi-faceted identities, like the 17-minute-long film "Engaged," from director David Scala, which centers around a biracial, gay couple.
It's a multigenerational affair for festival-goers, who often bring their families and make a point to return year after year, according to Stephanie. Submissions come in from "repeat filmmakers," too. Spike Lee, perhaps the festival's most famous repeat guest, will attend again this year; he'll speak about the relationship between music and cinema in various Spike Lee "Joints."
The couple also makes a point to select some submissions from newcomers, and this year's content is especially varied and admirable, Stephanie says. She points to a short film from director Yucef Mayes, "Zahra and the Oil Man," which she says is a poignant depiction of a father and daughter and their struggling business selling oils on the streets of Newark, New Jersey. There's also the documentary "Remix: Hip Hop X Fashion" from directors Lisa Cortés and Farah Z. Khalid, which examines hip hop stylists, and how clothing worn by hip hop artists became popular for the general public. Another film to look out for: "One Child Left Behind," about the Atlanta Public School District's standardized-test cheating scandal and resulting trial, from director Jodi Gomes.
Gomes' film prominently features the voices of those found guilty in the trial. She says the film is a "look at race and politics behind the curtain" in the context of the resulting jail time for the 11 teachers found guilty of cheating - and points to its continued relevance, especially in the wake of the recent college admissions scandal.
The Martha's Vineyard African American Film Festival was one Gomes says she "specifically wanted to enter" because of its reputation and audience. In addition to screening her film, Gomes will speak on a panel alongside Kasim Reed, the former mayor of Atlanta, as well as two members of the defense from the trial.
"This festival embraces African-American culture and complex stories embedded within it that you wouldn't typically see at larger stages," Gomes says. "I felt our story would be embraced by and exposed to the diverse audience."
Films tend to reflect current events in America, Stephanie says, and the conversation around race, politics and news continues to evolve. Ultimately, though, the festival's goal is to teach attendees "a little more about filmmakers of color," she says.
"We want it to be a positive, rewarding experience," she says. "I like people to leave the festival having had conversations about and appreciating independent filmmakers."


7. J. Hu#, Y. Zong#, J. Li, X. Zhou, J. Zhang, T. Zhu, M. Jiao, H. Su*, B. Bo, InVitro and In Vivo Evaluation of Targeted Sunitinib-Loaded Polymer Microbubbles against Proliferation of Renal Cell Carcinoma, Journal of Ultrasound in Medicine, 2016, 35: 589-597.
8. A. Shi, P. Huang, S. Guo, L. Zhao, J. Jia, Y. Zong*, M. Wan*, Precise spatial control of cavitation erosion in a vessel phantom by using an ultrasonic standing wave, Ultrasonics Sonochemistry, 2016, 31: 163-172.
9. J. Tan, B. Pham, Y. Zong, C. Perez, D. Maris, A. Hemphill, C. Miao, T. Matula, P. Mourad, H. Wei, D. Sellers, P. Horner*, S. Pun*, Microbubbles and Ultrasound Increase Intraventricular Polyplex Gene Transfer to the Brain, Journal of Controlled Release, 2016, 231:86-93.
15. Zhong Hui, Ding Guanhua, She Yanmin, Y. Zong, M. Wan*, "The study of sub-harmoniccavitation maging based on pulse inversion technique for the monitoring of high intensity focused ultrasound therapies," Journal of Medical Imaging and Health Informatics, vol. 4, pp. 410-415, 2014.
18. Zong YJ, Wan MX, Wang SP, Zhang GL. Optimal design and experimental investigation of surfactant encapsulated microbubbles. Ultrasonics. 2006, 44(S1): e119-e122.
19. Zong YJ, Li B, Wan MX. Detection of individual microbubbles using wavelet transform based on a theoretical bubble oscillation model. Lecture Notes in Computer Science. 2006, 4222: 354-363.
20. Zong YJ, Wan MX, Wang SP, Chen H, Zhang G. Optimal design and experimental measurement of the subharmonic characterizations of encapsulate microbubble. Chinese Journal of Acoustics. 2006, 25(1): 45-57.
1. Y. Zong, R. Wang, X. Zou, L. Zhang, G. Liu, and M. Wan*, "Local cavitation induced vessel wall injury of artery and its potential application in animal model of atherosclerosis," IEEE International Ultrasonics Symposium, Taipei, Oct. 21-24, 2015.


A Duke In Disguise. . .
The day was as hot as the pond was inviting. It's not as if anyone in Little Huffington was going to happen upon a secluded vale on the Duke of Greycliffe's lands. And Venus Collingswood didn't want to get her shift all wet. It was the perfect setting in which to plan her lovely bookworm of a sister's betrothal to the mysterious new duke arriving seven days hence. If only she had a suitable accomplice. . .
Andrew Valentine, Duke of Greycliffe, never thought arriving at his own household a week early would cause so much trouble. The housekeeper thinks he's his own cousin. Actually, the chance to not be the duke for a while is a pleasant opportunity indeed. It might even help him interrogate the delectable little nymph he's discovered swimming in his pond--if he can manage to get a word in edgewise. . .
A native of Washington, DC, Sally MacKenzie still lives in suburban Maryland with her transplanted upstate New Yorker husband. She's written federal regulations, school newsletters, auction programs, class plays, and swim league guidance, but it wasn't until the first of her four sons headed off to college that she tried her hand at romance. She can be reached by e-mail at sally@sallymackenzie.net or by snail mail at P.O. Box 10466, Rockville, MD, 20849. Please visit her home in cyberspace at www.sallymackenzie.net.
The Duchess of Love 3.4 out of 5 based on 0 ratings. 105 reviews.
I enjoyed the story it was very sweet. However, i really wish the lenth of the novel was clear before i purchased it. Its only 93 pages which includes a decent sized excerpt from the next book in the series. I just like to know what I'm getting before i purchase...get it together B&N!
It was really short and not worth the money for about 80 pages of this book and than 10-15 pages of previews of other books. The story line was good!
The actual story in this ( book? ) is only 70 pages. B&N should tell us how long books are before we make a purchase. I feel that B&N is taking advantage of its customers.
I felt rushed. They met, fell in love the next day and married on day 4. No story line or romance.
Sally Mackenzie writes the same story over and over, just changes the names. Here's an idea... how about the girl plays harder to get, spends at least some of the story doing something other than fantasizing and lusting after the guy (and vice versa), and maybe waits til after marriage to lose her virginity? But I guess that might be a more challenging story to write.
The Duchess of Love, while quite short, was a very enjoyable read, though it does seem implausible that some of the characters could possibly fall desperately in love after one meeting… Seriously. If I had just met an eligible man and had talked to him for no longer than thirty minutes, I wouldn't spend an entire afternoon bawling my head off because I heard a rumor the guy was married. Don't emotions take just a wee bit longer to get engaged? Honestly… It was a charming story, though, and a certain amount of abruptness is expected in a novella.
Juvenile in the extreme. I am so tired of romance characters behaving and speaking like 21st century teenagers. No depth of character in either hero or heroine, no romance. Just a whole lot of lies and a lot of lust. Even their emotions as described in the book are centered on lust or juvenile pouting. I know it was meant to be a short story, but it is possible to have an adult romance with real character development and mature dialogue in a short story, i.e. Stephanie Laurens, etc. Dont pay for this one, check it out from the library.
This story is less than 80 pages. Very silly. I wish I knew how short this book was before i purchased. This id just a prequel for her book out this month.
The book lacked true romance. It had great potential but the story was just rushed and did not give you time to fall in love with the characters. It is a very short story (just 93 pages).
this was a very very poorly written book. I purchased it about a month ago, and still cannot finish it. It is so awful, and i don't understand why anyone who likes greatly written historical romances would ever like this one. DO NOT PAY FOR IT. IT'S BAD, I PROMISE!
I really enjoyed this story, but wish it was longer. I really enjoyed Venus. She was an interesting character and not like the usual heroine...she wants to land a duke for her sister! I also enjoyed Drew and would have liked to see more meat to the story. The romance was good considering it was 90 some pages long. Another thing I wish the author would not have jumped the series thirty some years and we could read about the relationship between Nigel and Aphrodite. All in all I enjoyed it, but would have loved it if it was longer!!!
Interesting idea, but the writing was a bit pedantic for my tastes. I know this is a novella and the story pace has to move quickly, but I felt that the author dragged the plot and situations on for too long to make this story believable. Nice short read, but if this is an example of her writing, I think I'll take a pass.
it seemed like it would have been a good book , but it was to hurried and too short. reallly disappointed.
I'm all for trying new authors so when this author was recommended to me I started looking for her books in all the used bookstores I frequent but I just never saw any so when this one came up as a kindle freebie I jumped on it. I was actually surprised by how much I liked this book considering its a take on the classic Pride & Prejudice and we all know that I detest Pride & Prejudice (I know it's shocking) and all the re-tellings of it really don't help endear the original to me. However, there was just something about the way the author wrote this one that I felt compelled to like it more than any other re-telling I've read. What I think really worked for the author was that used her sense of humour quite a lot in the story of Venus and the Duke of Greycliffe. Plus unlike Jane Austen you can tell that the author wrote this just for the fun of writing it and that she intended for it to be a story that is light, easy and fun to read. I think it's the perfect read for a commute or just sitting on the beach beacause of it only being 106 pages long. If you like romance, and want a light hearted read this one may just be up your alley and for that I have no problem recommending it to a few of my friends. Just don't go into reading it thinking the writing will be superb it's just a fun bit of fluff to be enjoyed.
It seems that the shorter story books tend to start out ok, but they rush to end the story. I wish b and n would not sign up for just any book.
While the story might not be that plausible, it was an entertaining summer read.
Fun, short romance story. Involves first impressions and making assumptions. Makes me want to read the next book!
Only 75 pages The wit and humor in this author's style of writing won me over!
Venus and Drew's short story was very entertaining. I wish it was longer!
I really loved this book but felt it was too short and B&N should warn you how many pages were story and how many just promo. The people were fun and it was enjoyment from first to last--what a tangle with changing names so that the Duke would be liked for himself and not his title! What a romp! I am not happy with novellas having so many pages of either promos for the next book and or information about author I don't need or would go to internet to get if I wanted it!
This book is a short story to give a backstory for her next series. It is short and sweet (only about 80 pages).


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Pequot Football 2018: COGINCHAUG / HALE RAY / EAST HAMPTON preview
Paul Augeri | August 31, 2018
Coginchaug/Hale Ray's Elijah Rivera fends off a North Branford defender during a Thanksgiving Eve, 2017 game George A. Colafati Field at North Branford High School. Coginchaug/Hale Ray won 28-27. Photo: Catherine Avalone / Hearst Connecticut Media
COACH — ERIK BECKER (2nd year, 6-4)
CONFERENCE — Pequot Sassacus
PLAYOFF CLASS — M (co-op)
HOME — Coginchaug Regional HS Stadium, Durham
2017 RECORD — 6-4
2018 OPENER — Sept. 8 at Canton, 6 p.m.
TEAM WEBSITE — MaxPreps | TWITTER — @coginchaugfb
TERRY LOCKWOOD, Sr., OL/DL (6-0, 260)
DAVID SKELPS, Sr., RB/LB (5-10, 185)
ELIJAH RIVERA, Sr., QB (6-3, 240)
JUSTIN GAGNER, Sr., OL/DL (6-2, 250)
RYAN GENEST, Sr., WR/DB (6-2, 175)
JOSH STAGON Sr., WR/DB (6-1, 175)
KENNETH TRAWICKI, Sr., C (6-0, 250)
JORDAN CAMP, Sr., RB/S (6-0, 175)
JUSTIN CZERMICHA, Sr., RB/LB, (5-9, 180)
ETHAN MARTIN, Sr., WR/DE (6-4, 190)
MICHAEL SLADE, Sr., WR/DB (5-9, 170)
GABE SLADE, Sr., OL/DL (5-11, 250)
Key Losses
RB/LB Pat Ladas, WR/DB Kevin Cross, WR/DB Anthony Curry, K Ryan Cross
The turmoil that could have swallowed the Coginchaug football program in recent seasons is history. The positive vibes around the Blue Devils these days are unmistakable as they begin Year 2 under coach Erik Becker.
Some of that good feeling comes from a roster that has a nice blend of experience, size, power and a little speed that might just make Coginchaug a player in the Pequot Conference. And, after a run of three coaches in three seasons prior to Becker's arrival, the roots of continuity are beginning to take hold.
"So much of what we've tried to do is instill a culture of leadership that drives behavior, and (positive) behavior produces results," said Becker, a longtime assistant at Hand of Madison before his hiring in Durham. "The difference last year to this year is almost night and day. When I got the job, there was an absolute absence of continuity. This year, we practice better, the cohesion is better. Everything is going better than last year."
His debut season was not bad, either. Coginchaug won six games with only four seniors on its roster. This season, there are 20 seniors in all. Even better, Becker has six returning starters on the offensive side and seven on the defensive side.
In addition, the roster – Coginchaug has been a co-op program with Hale-Ray – is now bordering on 60 players with the addition of 13 from East Hampton to the co-op, including five seniors expected to be impact players. Plus, Becker said, last year's winning season has stirred interest in students in the school who haven't played previously.
"For any small program, the addition of kids (like the East Hampton players) that can impact a program is enormous. It can't be overstated," said Becker, whose program has moved up to Class M for 2018. "They are wonderful kids, incredibly hard-working kids. Everyone on the team is working really hard to build one team out of three schools."
On offense, the Blue Devils' spread attack returns 6-foot-3, 240-pound quarterback Elijah Rivera. The backfield will have to prove itself because it lost an All-State player in Pat Ladas, who rushed for 1,200 yards in eight games and accounted for 18 touchdowns. Seniors David Skelps, Jordan Camp and Justin Czermicha will get carries.
Rivera appears to have no shortage of pass catchers – Ryan Genest, Ethan Martin and Michael Slade. All are seniors. All but Slade are six feet or taller. Martin is 6-4.
"Elijah has great potential and Martin has incredible potential," Becker said. "We were always balanced when I was the offensive coordinator at Hand. Here last year, we were around 50-50 between the run and the pass. I'm a Libra. You know, the scales? The goal is to be a balanced and put all of our strengths in play."
The Blue Devils' top returning players in their 3-4 defensive scheme include seniors Terry Lockwood (260 pounds), Justin Gagner (250) and Gabe Slade (250) on the line, Skelps and Czermicha at linebacker and Martin at one end. The backfield features Genest, Stagon and Michael Slade, with Camp at safety.
Ladas, who graduated, also was a very good linebacker, totaling 150 tackles. Becker said he is looking for someone who can replace some of the production in that space, too.
"Last year's kids were very dedicated and Pat really modeled how to do things the right way," the coach said.
"Our practices in August have been really spirited. The energy is good and the kids are loving the work. The mark of any great team is having kids who love to practice and get good work done. When I do my job right, I feel like a million bucks after practice every day."
As has been the case season to season, there will be no shortage of competition in the Pequot. Becker respects the bodies of work of coaches Tim King at Valley Regional and Mark Basil at North Branford, who annually contend for state playoff berths. The Cromwell/Portland program is traditionally strong and neighboring Haddam-Killingworth is a rival.
"Coginchaug has been successful in almost every other sport, and football should be no different," Becker said. "The Pequot is an awesome small conference. Valley and North Branford are the flagship programs and always will be. If we're going to win any kind of championship, we will have to go through great teams to do it.
"I believe we're really capable of being a very good football team. I'm not coaching the players to be mediocre."
Sept. 8 — at Canton,* 6 p.m.
Sept. 14 — at Haddam-Killingworth,** 6:30 p.m.
Sept. 22 — Valley Regional/Old Lyme,** 1 p.m.
Oct. 6 — at Cromwell/Portland,** 1 p.m.
Oct. 12 — WINDSOR LOCKS/SUFFIELD/EAST GRANBY,* 7 p.m.
Oct. 20 — at Lewis Mills,** noon
Oct. 27 — OLD SAYBROOK/WESTBROOK,** 1 p.m.
Nov. 3 — EAST HAVEN, 2 p.m.
Nov. 10 — at Morgan,** 1:30 p.m.
Nov. 21 — NORTH BRANFORD,** 6 p.m.
Home games in CAPS
*Conference game
**Division game
Correction: An earlier version of this story listed Kenneth Trawicki as a receiver and defensive back. It has been corrected to list him as a center.
About Paul Augeri


In response to energized discussions about HUD's proposed changes to the Annual Contributions Contract (ACC) during CLPHA's Spring Membership Meeting, we are calling on CLPHA members to contact your members of Congress and register your opposition to the new ACC.
Read FOX Carolina's article "Greenville Housing Authority breaks ground on new apartment community for seniors," featuring the Greenville Housing Authority.
Read the Toledo Blade's article "$2.3 million grant to aid local LMHA residents," featuring Lucas Metropolitan Housing Authority.
Read "DCHA Joins City and Community Officials to Cut the Ribbon at The Beacon Center" in DCHA's e-Newsletter.
Read "DCHA Receives $17.6 Million in Housing Production Trust Funds for First Phase of Kenilworth Courts Redevelopment" in DCHA's e-Newsletter.
Read Multi-Housing News' article "Boston Affordable Housing Project to Add 135 Units," featuring the Boston Housing Authority.


Hi Dan, thanks for this lovely compilation. I'd love to interact at length with you here about this, but have other tasks that make it difficult to dig particularly deep in the short term so I hope you're not bothered by me coming and going and commenting in flurries followed by periods of silence. But after all, the interwebs are the home of asynchronous communication, n'est-ce pas?
Glad to see you got up to snuff pretty quickly — a couple of months ago when we first chatted you apparently had no familiarity yet with the largest educational study in history. Funny what they leave out of Education Graduate School nowadays.
I don't have much to say initially (there's a lot here that will take a more concerted effort — and that won't stop me from blathering on anyway), but I'd like to take on an assumption you make here and in numerous places elsewhere that DI = lecturing, or perhaps ≈.
It does not, and certainly doesn't in the context of interest to this discussion. We will get nowhere if you persist in mischaracterizing the position of those with whom you apparently disagree. Nobody is advocating lecturing as a primary form of instruction in K-8 math classrooms, which is what this discussion is about.
As you note, Engelmann's DI is a particular manifestation of what some call direct instruction, and very unlike your (apparent) favourite straw-man version of the approach. Direct instruction is, simply put, conventional instruction in which the teacher directly conveys information to be learned to the student — this may be done with a wide variety of methods, only one of which is "lecturing". There is a clear discussion of the usual terms of discourse and some specific manifestations of direct instruction in Anna Stokke's CD Howe report (p. 5) — I suggest you review this. Note that at no point in her report does Stokke mention "lecturing" — it is irrelevant to the discussion.
You're simplistic categories such as "rote-first" do not capture many, if any, advocates in this discussion. Rote is a word that simply means "by repetition" — it is a tool, no more, no less. Repetition follows initial learning (almost by definition), so it's hard to grasp what might be meant by "rote-first". Repetition is a key to automatization of skills and of embedding abstract information in long-term memory, and thus is an indispensable tool for learning. That rote is demagogued by educationists ignorant of its meaning, taking it to imply "without understanding" is no big surprise as repetitive exercises do not fit well with many discovery-focussed approaches to instruction. However, there is no sense in which repetition and understanding are antithetical aspects of learning. Indeed, I would argue that repetition is frequently necessary to properly embed understanding. In any case, they can — and often do — go very well together.
Our point is not that we want everyone to adopt Engelmann-style DI. I am not enamoured by DISTAR's explicit reliance on the behaviouristic model. Currently available systems of instruction such as JUMP Math use a similar approach in which the feedback cycle is less rigid, less explicitly behaviouristic, and produces very similar results to Engelmann's system in affective, skills and cognitive domains.
I believe we have touched on JUMP in our previous discussion — so I won't go back over it.
You have yourself looked at the PCAP Direct v Indirect instruction scale and done your best to run interference on its clear correlation of DI with math scores in that cross-Canadian assessment, which follows more-or-less exactly PISA's RME philosophy coming from Netherlands' Freudenthal Institute, which emphasizes problem solving and embedding mathematical questions in "real world" situations. So you know that the "direct instruction" variable used there also does not correspond closely to Engelmann's system but simply falls on the same end of the spectrum as other "garden-variety" direct instruction systems, consistent with the description Stokke gives.
You seem to feel the need to run interference on this kind of information, reflexively supporting discovery learning, perhaps out of sympathy because of its poor performance at teaching novices under any kind of objective scrutiny. It is helpful that you do so publicly, as the public needs to see that the reason teachers follow unproven methodologies is not because they are stupid, or there is some obscure but overwhelmingly convincing proof that they work, known only to teachers … but because the educationists whose job it is to inform them about best practices deliberately skew such information. I am happy to have "live" examples of this to point to.
That practice used to be pretty effective, because professional educationists had a monopoly on access to teachers and the research literature was largely inaccessible to the general public.
No longer. Today, everyone and his dog can access original research straight from the researcher's pen, and it is easy to communicate with both teachers and the general public because of the amazing growth of the internet and the networking power of social media. Educationists can no longer operate in isolation from public scrutiny. And it is changing the dynamics of how teachers are connected to the results of research, as the ResearchEd movement testifies by its very existence.
So … all I'm sayin' … keep it up.
I'll revisit this thread, eventually.
Found this lurking in my spam folder.
The behaviorist stuff gives a bit of a hint of how some of these things involve conflated axes; it certainly seemed like a lot of the pushback contemporary for that time was on that specifically (which is weird, since the ultra-behaviorist University of Kansas curriculum didn't do that well).
You're starting to sound a little conspiracy-theorist here. Just to clarify, I am a regular classroom teacher, not an "educationalist". I did, on this post, go and educate myself by reading 500+ pages of original sources, which I then quote at length about.
I was pretty fervent about original sources because other later stuff — including DI websites — seem to have misinformation. I, too, wanted people to inform themselves — that's why I link to all the actual government papers in question.
I was actually somewhat surprised by the results and fully expected DI to come out a winner (with the caveat being that this was a 40 year old study, and something modern would be more useful) but I instead found a bunch of points mismatched with what others have written. I'm going to assume the best and that people weren't being blatantly dishonest, but more like there was a game of historical telephone going on where the original message got garbled because people were writing about interpretations of interpretations of interpretations (something I've seen before).
You should back up and try opening your own mind a little, here.
Part of what makes all this hard (I might hit this point in a later post) is what Hattie concludes from all his meta-meta-studies that "almost everything works". The graph is kind of ridiculous — nearly everything has a positive effect if run as an intervention. Some have more positive than others, but it is all tied in with so much context that things nullify each other out. Assigning homework, for instance, has an only marginal positive effect — statistically you could say zero — but I suspect it's positive in circumstances where students will do their homework (stable families, not necessary for students to have jobs, etc) versus one where it is less likely (more unstable family arrangements which make it harder to get homework done and no habits have been established). In the case of teaching format, I believe we've hit adequately here (and you seem to even agree with) that the type of test then used to assess the effectiveness of the format matters. I'm sure school context matters here too. I've taught both ends of the spectrum, including University High School (which was in the top 10 of the US News and World Report at the time for public high schools) all the way down to schools with the largest poverty numbers you're likely to find; while there are some things I can do exactly the same with the same results, the context changes quite a bit what I can do a lesson.
Hi Jason. The confusion over the term "educationalist" may be that there is no universally accepted meaning for the word.
I used to use the term "consultant class" to refer to the heterogeneous grouping of people who, within the world of education, make it their business to inform teachers about how they should be teaching. This would include professors of math, textbook writers who also "consult", the various travelling gurus and clinicians (guys like Meyer, for example), independent consultancies and educational research outfits and also teachers who hang out a shingle or blog. The downside of that term was that there was no compact and brief way to explain this term to anyone, and nobody knew what I meant until I did.
Getting involved with the ResearchEd movement in UK, I came across their use of the term educationist (or educationalist, a simple variant). As I understand the term it refers to academic side of the theory and practice of teaching; the ResearchEd folks used it as a rubric for essentially the same folks: those people "out there" in the world of education who are seeking to influence how teaching is done, and corresponds almost exactly to my rubric for "consultant class" in this regard — but also includes higher-level bureaucrats in what their education minister M Gove called "the Blob" (for BLOated educational Bureaucracy) a few years back. I freely apply the terms to those within the system (regardless of station) who get involved in such things.
Much of the tone and several things I said in that first comment derive directly from my ludicrous conflation of you with Meyer. We have met online on a few occasions and, for reasons I cannot explain, my mind had you and him blurred into a single person … until after I had posted that comment. If a few things I'd said in earlier conversations seemed strange … that might explain it.
I find myself much more in harmony with your thinking on a lot of points than with Mr M, so I'm happy to make the distinction. However, we have enough points of departure, even just on this one post, to have some good back-and-forths, which I hope to do (spread over time).
In your comment here I am unsure of why you are bringing Hattie into this. For one PFT is not a metastudy — perhaps I misunderstand the caveats you're bringing in, I'm not sure.
For another, as you observe, most of the sponsored interventions in PFT did *not* have positive effect by any of the measures of mathematical skill, cognition and Affective-domain response. So if anything Hattie's observation only serves as a further indictment of these approaches. I don't see what, about it, "makes this all hard". I would think it rather helps to bring the picture into focus.
I see no trace here of the Harvard Review volume, for example, that was largely devoted to PFT, or the entire volume of Effective School Practices that compiled articles on the subject and introduced a few new ones. You link to the Glass, House et al critique that was pivotal in scuttling efforts to derive policy implications from the study, but I see no evidence that you have looked at the response response to that critique by Abt associates researchers, or the reply by the U.S. Office of Education. I also don't recognize any reference to the separate (and quite different) PFT critique by Hodges. You mention the interim report and the Comptroller's statements about it, but you don't point out Abt's qualitatively different assessment of the overall study several years later when their final report came out. You give no evidence of having seen Bereiter and Kurland's analysis, or that of Becker and Carnine, or Adams or Watkins. Or Linda Meyer's study on the long-term effects of DI used in PFT, published in the 80's. Or Haney's 1977 summary.
You make much of Mathemagentic Activities, although it is given little play in the reports and following scholarship, largely because of the small number (three) of sites at which it was implemented. DI, in contrast, was implemented over 10 sites.
You pay a lot of attention to range-of-response data that obscures what typical or average response at sites for a given intervention might look like. For example, an intervention with a single site having one large positive response and several with large negative response would look, in this out-of-focus picture, identical to one with a single large negative response and several large positive ones: Both would be seen as "having a wide range of responses" from positive to negative, end of story.
This blurring of distinctions through focussing on range of data rather its distribution and center strikes me as a major part of the Glass-House critique.
The effect a single outlier can have in such analysis is particularly important to note in light of the fact that one of the sites listed as DI (Grand Rapids) pulled out from the DI intervention after only a couple of years and adopted a different approach for the remainder of PFT. That site's scores had a significant negative effect on the DI results (See Becker and Carnine's analysis) even though it was not using DI, because Abt Associates made the decision to include it in the stats.
In turn, I have not considered many of the points of analysis you raise, and I should find some time to read more about them before we dive into things in earnest; don't know when that will happen, sorry, but I promise to try to return to this.
Now Jason, after pressing "Post Comment", to my embarrassment I see I've called you "Dan" and just realised I've been conflating you and Dan Meyer in my head for a while. I apologize (if you consider that an insult) and you're welcome (if … the opposite is the case). I suspect a few allusions I've made are incorrect. For example I think it was Dan who confessed ignorance of PFT around the beginning of June, not you.
Aside from any such glitches, the rest of my comment stands.
Having reread your post in more detail and done some reading, although you work from different sources than I generally do it is easy enough to compare notes, and there is not that much information in it that is new to me, only a very different frame of reference, and I think we can deal with that. It seems on second reading that the primary purpose of this post is to run interference on the success of DI in PFT, so I suppose I should not be surprised on some of the obscurities you placed great weight upon and the rather prominent aspects you left unmentioned or underemphasized.
I continue to take exception to your characterization of direct instruction today as consisting of "lectures and notes". I doubt you could find a direct instruction K-3 classroom anywhere in the continent for which this is an adequate description of the instruction. It is clear what you are trying to do here. I doubt you think that direct instruction advocates today want every classroom to look like a first-year calculus class … but you find it helpful to use language that implies that this is precisely the case. This is dishonest.
In particular the strong emphasis on behaviourist methods is uncommon and one may regard it as peripheral to what makes this a "direct instruction" system in the same way that wearing school uniforms in a discovery education class does not make uniforms an aspect that falls under "discovery education".
As you can see, JUMP Math seems to consistently produce remarkably strong performance results in the same way as DI has done. I asked Mighton a couple of years ago if he had ever heard of Engelmann's DI system. He arrived at his system entirely independently (but not through a completely dissimilar process).
The comparison in PFT is only one of many ways of parsing "direct" versus "indirect" instruction. There are many different ways to do so and many comparisons have been done, only a few involving Engelmann's particular form of DI. I believe, for example, you have written about the PCAP 2010 contextual data. Remarkably consistently, direct instruction approaches in K-12 education perform significantly better than indirect independently of who does the parsing and what specific descriptors are use.
Hattie, whom you mention, the king of educational metadata, points this out. I was having a debate a year ago with an educationist in Alberta who insisted that Engelmann's approach to DI should not be taken as a definition of the system (of which he said some elements were good, though he was a discovery advocate himself). I asked him how he would define DI, then. He said that he was an admirer of Hattie and felt that his book gives the best definition of direct instruction. I looked up the definition in the book. Hattie's definition is a direct quote from Engelmann's writing on the subject, and Hattie credits him for it in the book. For his meta-analysis on direct instruction, Hattie lumps DISTAR together with many other forms of direct instruction.
Seems to me that the distinction in question is a red herring. It appears Hattie (and also, inadvertently, this Alberta fellow) would support that. Direct is direct, whatever other bells and whistles one attaches to it. Indirect is indirect. They are both broad categories and encompass many "named" specific methodologies.
I continue to take exception to your characterization of direct instruction today as consisting of "lectures and notes".
For his meta-analysis on direct instruction, Hattie lumps DISTAR together with many other forms of direct instruction.
Ayep. My comment earlier was getting at my frustration with lumping. It sounds like you might be frustrated too; that someone who claims their students want the material told to them / examples done / practice done would be categorized wtih DISTAR. Do realize they are pulling out the same types of studies you are to justify what they are doing.
I don't know of anyone who advocates lecturing and note-taking in K-3 classes.
I do know of a number of detractors of DI approaches who harp on a recent study of university classes comparing lectures against project-based learning, and who (in complete ignorance, apparently, of the expert reversal effect) believe that this informs the debate about teaching Primary-Grade mathematics (which is what PFT was about). It is not a suitable rubric since essentially nobody teaches or advocates teaching K-3 like that. The only people I see who try to make the case that this is what DI consists of are those who seem to believe it helps make a case against it.
I'd rather deal with what's ACTUALLY on the table, not straw men.
In particular you won't find the word "lecture" in Stokke's CD Howe report, which seems to have sparked the latest round of debates on this subject.
I realize the lecture reference was a bit glib, so I cut it out.
Follow Through gets referenced all the time for not just K-3, so I was speaking in general. I possibly should've had a point (f.) — any conclusions really only apply to early education, and it's hard to extrapolate (and this goes both ways, so for instance if someone wanted to run with the mathemagnetic activity thing they'd have to keep that in mind).
I don't go so far as to say "any conclusions really only apply to early education" [K-3 that is, not preschool]. However it is quite correct to say that to properly broaden the application one has to be cautious about what this study might imply in other contexts. I believe the expert reversal effect (for one) is a critical barrier to applying what the findings here directly to adult students at university and even to high school education. The game is different when students come into a class with a strong foundation of relevant domain knowledge already in place. Interestingly, I have come across numerous blogs in which studies about pedagogies in university classes are used to draw inferences about early-years education, which is problematic in much the same way.
I'll add to this caveat, because it's important to understand the context of research: PFT was an intervention for SES-disadvantaged students. As a cohort this group had a baseline performance around the 20th percentile. This was not a study of average-opportunity students (though I think it's fair to say we have no reason to believe they are not of average intrinsic ability — these are "ordinary kids in unfortunate circumstances").
I find it a bit remarkable that the point about SES is not often raised when people object to follow through. It is an important consideration. It certainly does not mean we can't draw inferences about other populations, but it does mean that this should be done with cautionary language, or (as we do when we hold this up alongside other studies involving direct versus discovery education) in the presence of multiple lines of evidence that broaden the context of the conclusions.
The first thing is to come to the best conclusions we can about PFT as it was performed and in the precise context in which it happened (and you have contributed to that in this post). From there we can talk about other contexts in which some principles gleaned are likely to apply.
Hi Jason, one of the main things I needed to do before we could talk at length here was to get up to snuff on the Mathemagenic Activities (MAP) model, which I had heretofore ignored because it was not a major model (because of the small number of sites — only 3 instead of the required 5) and it is not included in the longitudinal data because it was only implemented for one cohort.
(iii) with a strong, content-oriented (as opposed to process-oriented) design.
From this description alone it is pretty hard to reconcile with, as you say, the "modern 'discovery' curriculum". Each of these three aspects is at odds, for example, with the basic design of materials by (for example) Jo Boaler and Canada's discovery-ed guru Marian Small. Nevertheless, the point is there that, aside from those three implementational elements, there is a philosophical connection under the surface.
That was my view until I started reading the work of Rothkopf, the developer of Mathemagenic Activities as an educational theory in which the Piagetian element is less evident and that he appears to draw more heavily on Vygotsky for the concept of zone of proximal development (which is not strictly a "constructivist" idea) than for anything pertaining to social constructivism. Unfortunately, the writings I could find by Rothkopf were highly specific and didn't lay out the theory very well, though they hinted at a behaviorist framework.
written during the time PFT was still happening, which lays out both the theoretical and the implementational sides of Mathemagenic Behavior (and Activities) — unfortunately only going into detail for Science Education, but it is not hard to triangulate to Math Education.
I'll leave it to you to decide whether you concur with my assessment. I find little in the theory besides sideways references to ideas often attributed to Vygotsky (I'm not sure about Piaget; in any case neither is cited) and that it clearly falls into child-centered instruction (more on this in a sec) that would suggest a similitude to the popular current educational notions of "discovery learning".
As far as being child-centered, I find elements of the program that seem based on the same ideas as self-instruction based on mastery learning. In fact, proponents of MAP actually write about this connection. The idea is that a sequence of questions in small increments lead to mastery of content, whether sequenced through reading materials and workbooks or exploratory questions given by teachers. I'm not sure that qualifies as "child-centered". I spent a week in June evaluating a "student-centered" remedial system in use at Memorial university to remediate students who are deficient in their math background. It consists largely of a series of workbooks they work through. Teachers are present to provide help, direction and testing. Although it is student-centered in a strict sense that most instruction takes place while the student works on their own through the course materials, it is also Direct Instruction in the sense that material is directly given to the student and they are to learn what they are taught. I'm not "accusing" MAP of being a workbook system — but I do get the impression that it has something of the same flavour, in which the teacher plays "workbook" and the instructional tasks are more discovery-oriented.
In fact, I think in the main the theory falls more closely in line with behaviorist theory and practice, with the emphasis on strict, goal-oriented learning, careful programming of instruction and question-and-answer instruction based on eliciting particular desired behaviors in students. I could not have gleaned this from the PFT description, although if you look there are plenty of clues there. I suspect the description in the Abt materials derives from a desire to fit the model more neatly into its classification.
The same can be said for the description of Mathemagenic Activities in the OE materials. Again, it appears that the focus is on highlighting how MAP fits into one of the three categories. Also, I disagree, after reading in more detail about MAP, with the Abt judgement placing the system into the "medium degree of structure". Judging from thes external descriptions I have found of the system it should probably be considered to have a high degree of structure.
A couple of other things stand out relative to MAP versus DI. First, the DI FT sites tended to have slightly lower SES and slightly higher second-language and proportion of minority-group scores relative to both the local and global comparison NFT sites, whereas MAP had the opposite — higher SES and lower proportion of English as a second language and minority group students. Make from that what you will.
Further, several follow-up studies to PFT are available on the long-term educational benefits of DI instruction through high school and into college (including one well-known hostile "study" associated with one of the other PFT sponsors that suggests DI leads kids to become felons later in life).
If you're looking for, as you say 'what most people would consider closest to a modern "discovery" curriculum.', how about taking a look at the High/Scope Cognitively-Oriented Curriculum? That is where my vote would be. In fact, reading its philosophy documents alongside Jo Boaler's writings, I was under the impression for some time that her work is a direct descendant of High/Scope. I confess, however, that I have never found direct evidence of this; I suppose they are independently arrived at.
High/Scope is still available and under development, though it seems to me that today it focusses more intensely on early education. A couple of other models also strike me as at least as close to contemporary "discovery" learning as MAP: TEEM, Responsive Education, and the Bank Street Model. But I imagine you'll disagree with this assessment.


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redpajama_set_name: RedPajamaGithub


text:
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Here's How the Cast of 'Game of Thrones' Wants the Show to End
Who will end up on the Iron Throne?
By Megan Friedman
If I had to choose how Game of Thrones ends, I would get the white walkers to destroy everything while the characters were too busy bickering over control of one another's territories. (But hey, I'm a little cynical.) But since none of us is George R.R. Martin, we're only left to speculate—even the people playing his characters on HBO.
Entertainment Weekly asked six of the show's stars how they wanted the story to end while they were on the set. The answers were all over the place.
Sophie Turner said Sansa would probably want herself on the throne with Littlefinger as the hand to the queen, and Maisie Williams wants her character, Arya, to "rise to the top." Natalie Dormer wants the eventual daughter of Margaery Tyrell and Tommen Baratheon to be queen, and Lena Headey just wants Cersei to hang out with the Red Priestess and reanimate all her dead children. Gwendoline Christie, who plays Brienne of Tarth, wants every single character to be killed off on the way up the throne, incinerated by dragons, and Westeros has a chance to rebuild.
But the best suggestion came from Emilia Clarke, who plays Daenerys Targaryen:
"I get to Westeros, riding on the back of my dragon, and we hang a right past Hollywood, and we pick up a few beautiful men to jump on the dragon with me, and then we pick up the throne, and we take that throne and the beautiful men and we take it to the Caribbean. We plant that throne in the Caribbean and we just chill out."
Do you hear that, HBO executives? After all she's been through, Dany deserves a tropical vacation.
From: ELLE US
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Four sets of tees play to the distances and slopes of 7275 yards/133 slope, 6701 yards/126 slope, 6006 yards/118 slope, and 5142 yards/116 slope from the ladies hitting from the forward tees. There are 43 soft sand bunkers placed throughout the course, and 8 of the 18 holes feature water hazards.
Very few of the bunkers are located in landing zones, leaving golfers room for error off the tees. Trees come into play on the dog legs, and water hazards provide a challenge in front of tee boxes, along fairways and near the greens. There is plenty of elevation change from tee to green on the fairways, but the ground remains mostly flat near the greens providing easy up and down opportunities.
The course yardage is well marked with colored plates on cart paths and fairways measured at 100,150 and 200 yards from the center of the green. There are also white stakes placed in the middle of the fairways 150 yards out on all par fours and fives. All carts include daily pin placement sheets with six possible positions.
On property is a driving range at which golfers can hit off grass or mats, a large putting green, and a short game area with a sand bunker. The clubhouse features a pro shop, the 19th Hole restaurant open for lunch, dinner, and breakfast on occasion, and a swimming pool to cool down in after a round of golf.
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The Puerto Rico Statehood Admission Act of 2019 was filed this week. But that was not by any means the first Puerto Rico Statehood Act.
This situation has not changed.
Congress would establish a joint U.S.-Puerto Rico Commission, "in recognition of the fact that statehood for Puerto Rico would require the resolution of many complex issues," to allow the people of Puerto Rico to participate in determining the details of statehood for Puerto Rico.
Congress, after receiving the report of the commission described above, would set the terms and conditions of statehood.
Puerto Rico would hold a referendum, a vote on statehood.
If Puerto Rico voted in favor of statehood, delegates to a Constitutional Convention would meet to frame a Constitution for the proposed state. Puerto Rico's current constitution was in existence in 1977, so it is clear that Ford envisioned a new state constitution for the Island.
The new constitution would be presented to the people of Puerto Rico for ratification.
The ratified constitution would be submitted to the President of the United States and to Congress for approval.
Once the constitution was approved, the voters of Puerto Rico would elect two Senators and five Members of the House of Representatives.
The Governor of Puerto Rico would certify the results of the election to the President, and the President would proclaim Puerto Rico a state.
These steps were listed in a letter from Ford which accompanied a draft of the bill. The bill was introduced in Congress and sent to the House Committee on Interior and Insular Affairs.
The Virgin Islands Daily News reported on Jan 3, 1978, that the act was expected "to die a quiet death," and no further action was ever taken on this act. The same newspaper report mentioned that the Library of Congress had prepared a report on the economic impact of statehood, much as the Government Accountability Office did following the 2012 referendum. The Library of Congress report concluded that Puerto Rico would not, as some were claiming at the time, lose federal revenue if it became a state.
The paper mentioned at least one situation which has changed since 1977. In the CQ Researcher paper, the authors worried that Puerto Rico's population, then some 3.2 million U.S. citizens, would double by the turn of the century and become problematic. In fact, the population of Puerto Rico is now dwindling at a record pace.


Since recent years, the damages granted in intellectual property law suits, especially in trademark infringement cases, have been increasing remarkably in China.
In a trademark infringement dispute opposing Meichao Group to Bei¬jing Xiujie Xinxing Building Materials, the Beijing Intellectual Property ("IP") Court has tried the highest amount of damages ever awarded among the civil trademark infringement cases since its inception two years ago.
Meichao Group is the owner of the trademark "墙锢" registered in class 1. This trademark is well-known on the Chinese market for adhe¬sives and glue products for industrial purposes. Meichao Group filed a lawsuit against Beijing Xiujie with the Beijing IP Court on the grounds of trademark infringement andunfair competition.
The Beijing IP Court deemed that Beijing Xiujie's unauthorised and conspicuous use of the trademark "墙锢" (identical to the one of the plaintiff) on its products (which are concrete interface treating agent) had infringed the rights of Meichao Group. Beijing Xiujie was sen¬tenced to immediately stop its illegal use of the trademark "墙锢" and was ordered to pay damage of RMB 10 million to Meichao Group for its economic loss and the reasonable expenses for safeguarding its right.
In this ruling, the high amount of the damages was substantially deter¬mined due to the fact that the infringer refused to provide the required evidence. This refusal was found unjustifiable by the Court given that the plaintiff had duly performed its burden of proof. In fact, according to the Article 63 of the revised China Trademark Law, if the trademark owner has made reasonable efforts to prove the amount of the actual damages, the burden of proof will be shifted to the infringer. Where the infringer fails to provide the relevant financial documents or provides false account books or financial materials, the Court may determine the amount of damages on the damages claimed by the trademark owner and the evidence furnished thereby.
This ruling featured the application of rules of evidence and determi¬nation of damages by reference to the market value of the IP asset con¬cerned, which reflected the Court's attempt to reinforce the protection of intellectual property rights under legal provisions and evidence-based framework. This decision follows the case law recently applied by the IP Courts. In the Moncler case, Beijing IP Court issued the final compensation for trademark infringement at RMB 3 million, which was the highest amount of legal compensation provided in the revised Trademark Law that came into force in May 2014.
In short, this decision reaffirms that the Beijing IP Court acts towards enabling trademark owners to obtain more compensation for the in¬fringement of their trademark rights. In fact, statistics show that the average compensation granted by China IP Court before 2014 was around 80,000 RMB. According to insider sources from Beijing IP Court, the average of statutory damages granted by Beijing IP Court reached 450,000 RMB in 2015. This increase has greatly promoted judicial protection and recognition of IP values.


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Ai Xia (; Tianjin, Xina, 29 de novembre de 1912 – Shanghai, Xina, 15 de febrer de 1934) va ser una actriu de cinema mut i guionista xinesa. Es va suïcidar el 1934, sent la primera actriu de cinema xinesa en fer-ho. El seu suïcidi va inspirar la pel·lícula clàssica del director Cai Chusheng, Noves dones, protagonitzada per Ruan Lingyu, qui també es va suïcidar poc després de l'estrena de la pel·lícula.

Biografia
Nascuda com Yan Yinan (严以南) el 29 de novembre de 1912 en una família de classe mitjana de Tianjin, va fer estudis universitaris. Després de la seua graduació, es va enamorar del seu cosí, amb qui tingué un fill. La seua família va rebutjar completament la relació, provocant que l'amant l'abandonara. El 1928, va tindre un matrimoni arreglat però, com a protesta personal, va abandonar la seua llar i es va dirigir a Xangai amb l'objectiu de realitzar una carrera al cinema.

Ai Xia va començar a actuar amb la Societat de Teatre de la Xina del sud (Nanguo jushe), fundada per Tian Han, abans d'unir-se a la Lliga de Dramaturgs Esquerrans. Allà va entrar en contacte amb la Mingxing el 1932 i va escriure un llibre Xiandai yi Nüxing el 1933, que tractava el tema de l'ascens i caiguda d'una xica moderna, o Putao, qui ha de bregar amb els problemes de pertànyer a una classe humil així com amb l'assetjament sexual pel fet de ser dona.

El llibre va ser adaptat a la pantalla gran aquell mateix any. Tot i la intriga al voltant de la història, la pel·lícula no va ser ben rebuda pels crítics a causa del seu enfocament entorn de la revolució. Els escrits d'Ai freqüentment tenien una càrrega política i ella argumentava que el cinema es desenvolupava al voltant de canvis socials pel que «una actriu del seu temps hauria de no només produir expressions de felicitat, ira, tristesa i aquesta; però més important, ella hauria d'intentar reconèixer els varis aspectes de la societat a través de la praxi».

Ai Xia va ser una de les úniques dos dones guionistes durant el moviment esquerrà al cinema de la Xina. La seua dedicació al guió, així com a l'escriptura de comentaris i assajos li van guanyar el sobrenom de l'estrela escriptora (Zuojia mingxing).

Mort i llegat

Ai es va suïcidar en 1934 consumint una alta dosi d'opi cru. Sent la primera actriu en la República de la Xina en fer-ho, la seua mort és considerada com a icònica en la història del cinema xinés.

La pel·lícula Noves dones està basada en la seua vida i va ser protagonitzada per l'actriu Ruan Lingyu, qui també es va suïcidar poc després de l'estrena de la pel·lícula en 1935. S'ha especulat que el director Cai Chusheng va poder haver tingut una relació amorosa amb Ai Xia i per això, va realitzar la pel·lícula per raons personals.

El taiwanès Zhou Huiling ha estudiat els suïcidis d'Ai Xia i de Ruan Lingyu i ha considerat que la manera de morir d'Ai fou una mostra de la protesta de les noies xineses contra el corrent principal de la llavors cultura esquerrana dels anys 30. A la Xina el suïcidi de dones no era un fenomen rar, ja que les dones es trobaven atrapades entre les antigues tradicions confucianes i les noves expectatives i esperances. Ai Xia representava la intel·lectual que cercava la modernitat, no en termes de la moda occidental sinó amb el desig d'una emancipació davant l'home. Ai Xia era una dona que tenia similituds amb el model que tracta l'anomenat "noraisme" (de la Nora d'Ibsen).

El seu suïcidi és discutit llargament en la pel·lícula de 1992 Centre Stage, en les quals es mostra al director Cai Chusheng com devastat per la seua mort i decidit a filmar la pel·lícula Noves dones com un acte de protesta contra la premsa que considera responsable per la mort de Ai.

Filmografia
 Adventures in a Battlefield (1922)
 Jiu hen xin chou (1922)
 Chuncan (1933)
 Good Harvest (1933)
 Sons and Daughters of the Times (1933)
 A Woman of Today (1933)
 Two Verses One (1933)
 Cosmetics of Market (1933)

Bibliografia
 Women Screenwriters: An International Guide editat per Jill Nelmes Jule Selbo
 Women Journalists and Feminism in China, 1898-1937  de Yuxin Ma.Pàg. 289.
 Chinese Women's Cinema: Transnational Contexts editat per Lingzhen Wang. Pàg.234
 Una Dona de hui (现代一女性, 1933)

Referències

Suïcides xinesos
Actors de cinema de la República Popular de la Xina
Persones de Tientsin
Morts a Xangai
Suïcides per sobredosi

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