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Posted April 28, 2021 by EdTech Classroom podcast
Episode 41: Empowered Learners, Global Educators, and Meaningful Learning with Nishat Firdous Jehan Ali
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Maddie (03:24): Nishat Firdous Jehan Ali is a dedicated educator with a mission to empower children and families for a strong future. She completed her Bachelor's of Science in Psychology from DePaul University along with her Master's in Elementary Education from Quincy University. She has taught with Northwestern University's enrichment program, CTD, for four years before starting her own enrichment program, Ali Enrichment Academy. She is passionate about pushing our world's youth to their fullest potential as they use their talents and gifts to strengthen our globe. She is the author of the children's picture book My Loving World, content creator of YouTube's Learning with Ms. Ali, and founder of Ali Enrichment Academy. Nishat, thank you so much for joining me on the show today.
Nishat Firdous Jehan Ali (04:19): Thank you, Maddie. I just want to tell you that your introduction made me want to cry because, Maddie, I didn't share this with you, but my dad was born in a village in India and the only thing that pulled him out of poverty was education. And so now, and he brought his whole family over from India. And so the fact that now the way you introduce me as an educator, who's helping kids around our nation and hopefully our world, it's just so touching, right? Like that effect that you get within the family. So I feel like my dad would be so proud. So thank you.
Maddie (04:51): He absolutely would be so proud. I mean, even for me, it is just truly such an honor to have you here today on the show. We talked a little bit before we started recording, but I am so inspired by your philosophy on education. You've recently been sharing some really interesting and impactful content about resolving conflict. You've been sharing content about empathy and empowering young children. You're so inspiring to me. And it's very clear, like I said, that you have this distinct educational philosophy. And so I'd love to hear a little bit more about your career path and what led you to your work today.
Nishat Firdous Jehan Ali (05:31): Yeah. Thank you. Thank you so much. I'm just so grateful to be here. So appreciative of this opportunity. So Maddie, I started off as an actor. That's why I was in California for two years. My passion as a kid was performing, I loved Bollywood. Are you familiar with the Indian film industry? I was always passionate about Bollywood and I wanted to become a big movie star. And so I moved out to LA and I was in Hollywood for two years. I was in a film. I did some print modeling. I had a Bollywood dance troupe that performed at the House of Blues on Sunset. Then I think the more I was in it, the more I realized I wasn't willing to be an actor in LA, you have to be willing to put yourself out there.
Nishat Firdous Jehan Ali (06:24): There's so much you have to go through and I wasn't willing to do that. Right. So that's why I had to switch paths. So after leaving Hollywood, I went into advertising and it was where I always had an interest in business. I love people. So I thought, Oh, I'd be good at business. And then when I got to advertising, I was advertising for things I wasn't passionate about. So you can imagine you're spending all these hours, but you're just, no, I don't, I'm not as interested in cereal. I'm not as interested in a cell phone. You know, like it's beautiful for those who do, but for me, it wasn't my passion. So then I went to India for one month and I went to a place called LIFT – it's in the Southern part of India. LIFT is "Leading India's Future Today."
Nishat Firdous Jehan Ali (07:05): And it's basically a program and organization that houses kids who go through the most heartbreaking stories. Literally one kid saw his mom burned down a house in commit suicide with his brother in it. The parents were alcoholics. And then the grandparents took her, but then they couldn't have her anymore. So it was just like all these kids who went through so much hardship at such a young age. And literally Maddie, when LIFT took them in, they would be crying saying, thank you. Education has saved me. Like they literally said, like, you guys don't know what my life would have been without you helping me in education. So when I saw how education helps kids who go through so much, and even I told you my dad's story, who came from a village that just had sugar canes. He had nothing to do there.
Nishat Firdous Jehan Ali (07:56): I was like, literally, he just, it was all sugar canes. And they said, you need to go to get studies. You need to go because you need more, to see how education can literally change a person's whole course of life and then help the world and help the community. It was where I just thought I literally came home from India and I said, dad, I want to be a teacher. And you can imagine my dad's dream was for me to be a doctor. He always said, yeah, doctor, it was the Indian dream. But I said, dad, I love kids. I love helping kids. And I love education and I love I'm a learner myself. So putting all that combined said, dad, I have to be a teacher. So then I went on, this journey became a teacher. And so now I'm a teacher. And it's my fifth year.
Nishat Firdous Jehan Ali (08:35): It's awesome. Fourth grade teacher in Chicago. And it's where I taught at Northwestern because we have a summer that's open. So I went to Northwestern university and they have an enrichment program and I started to teach there and it was just another level of excitement for education. The kids in first grade would know more the solar system than I did. I was like, I'm in my thirties. And they would know so much more about the sun than I do. And they were just, so it was like, they loved knowledge. And so that's where I thought, you know, this is just such a beautiful program. And then one year last year, the leaders of Northwestern's program CTD, they came to me and they said, Ms. Ali, will you create a course on global leadership? And that's where I said, okay. So, but the only way to teach a course is you have to study it yourself.
Nishat Firdous Jehan Ali (09:23): So I studied Barack Obama, Martin Luther King, Disney's Bob Iger. I studied Apple, I'm studying. I was studying all these different Simon Sinek, It Starts with Why, if you know that book, and I studied all this and I put this curriculum together for this course. And Maddie was the biggest hit. The kids at the end, gave a TED Talk and you took kids who didn't believe in their voice. And at the end, they're like, I want to go change the world. And so to see a child again, just that, how when you empower and give them love, you literally take like a caterpillar and it just blooms. And so that's where I realized, wow, enrichment, like to go beyond the foundation of standard, like just here's the standard, here's the foundation let's go deeper and more into things that excite our kids that get them wanting to do more for our world. That's so beautiful. And so that's, that's my hope for enrichment.
Maddie (10:14): I love hearing this passion of yours that you have around creating these meaningful learning experiences for students and even going back to sort of the beginning of your interest in education, it's very clear that you had sort of these aha moments: your LIFT experience in India, your experience with your dad as well. Looking back on your own childhood and your own experiences going through the education system, is there anything that happened during your time in school that you think might have impacted your decision to go into education as well?
Nishat Firdous Jehan Ali (10:51): I mean, you tell me, did you ever have teachers that you loved, that you literally loved so much? For me in fifth grade I had Ms. Rice who she was like my Oprah, she was phenomenal and so cool. I loved her. And then in high school I had Ms. Flannery who I still keep in touch with to this day. So I think to have teachers who opened your mind to something that… 'cause My parents, they come with their experience, but Ms. Flannery, she taught me world religions in high school. So she opened my mind to the oneness of our world, you know? So I think to have the impact of teachers, it's so huge. It's so vast when you get a good teacher, there's nothing better. So yeah, I would say it was to have such strong educators.
Maddie (11:37): That's amazing. I love hearing that you're still in contact with one of your teachers, I think that's really great. One of my high school teachers, I still keep in touch with. We probably reach out once every other month or so. And it's just so important that I feel like I have that relationship. And so much of what I do in my classroom. I sometimes think of that teacher that I had, and those projects that were really meaningful. Of course I'm an elementary school teacher, but I still think that some of the things I learned from my high school teachers directly impact my practice today. So it's neat to hear that you have that in common. And I would imagine that other teachers who are listening right now probably can relate to that as well.
Nishat Firdous Jehan Ali (12:17): And Maddie, there's been people who I know who haven't loved education as much because they go, Oh, I didn't have such teachers. I loved and people who have said to me, Oh, but I could, I could teach myself. I can pick up a book and I go, Oh, you didn't have an educator. You loved, you would never say that if you had a teacher, you love because it makes, it's like a coach. It's a different level.
Maddie (12:37): Yeah. Yeah. I love that… A word that you just used… "Coach" Too. I think that that's something that very much aligns with my educational philosophy as well of trying to be more of a facilitator in my classroom. You know, I want to go back to, you mentioned this TED talk project, which sounds really amazing. I love this idea of amplifying student voice and making students feel really comfortable in their voices. Could you talk a little bit more about this project? It sounds really interesting.
Nishat Firdous Jehan Ali (13:04): Oh my gosh. You would love it. So basically it was where the United Nations has 17 sustainability goals. Do you know them?
Maddie (13:16): Yes. I align most of my curriculum to the Sustainable Development Goals.
Nishat Firdous Jehan Ali (13:22): So yeah, so basically we studied the goals and I tell my students, again, this is the enrichment program I designed for Northwestern University. So basically it's where the kids then choose a goal that aligns with their values. So which one do you believe strongly in like climate change or clean water education for all gender equality. And so then basically then you have to take it, but you have to research and then you have to share out your voice in a way that influences people. Right? Cause TED talk, there's literally a style to TED talks. And so we study how the TED talk works. We watch TED talks and see who's most effective. And it's all about bringing emotion. That's what it is. So how can I tell my students, how can you get your audience to feel?
Nishat Firdous Jehan Ali (14:07): How can you get your audience to believe in what you believe? And you have to come with evidence, you have to come and strong research, which has all the skills we teach our kids. Right. Do you speak with knowledge? Do you speak with facts? And so when you get kids to come with such knowledge with research and evidence and they speak with emotion on it, it was like nothing else. I literally, there was one kid, Maddie, who I got an email this summer, this actually year, a few months, a month ago that she messaged the head of Illinois representative. And she was asking for change. I forget what the topic was, but she was asking for change and she felt that she could ask for change because of our course, like it was amazing. So yeah. So just again, more than the TED talk, it's the empowerment of your voice matters. Believe your voice matters my kids because you are the future. So you're our future leaders.
Maddie (14:58): Ah, that's amazing. I'm noticing this common thread, and the reason I bring it up is because I think that this is also something that is very closely tied to the sustainable development goals. I did do a podcast about this a few episodes ago about the. Sdgs, but just in case listeners, aren't familiar with them. They're essentially a set of global goals that the UN put together that are essentially like these, I think it's 17, right? 17 basically umbrella areas that hold all of the world's problems. I'm not sure if that's how you would, how you would describe it, but they're global goals. And so I'm noticing the reason I'm bringing this up is that I'm noticing this thread here where not only are you trying to empower students to use their voices, but you're also trying to empower students to explore things on more of a global scale. I'm noticing a lot of this global global theme, and I've noticed your book as well is called My Loving World. So I'd imagine that this is maybe a theme that's in your classroom. Is that true?
Nishat Firdous Jehan Ali (16:00): You're hitting it on the nail. My dream is to be a global educator. So when I study like Khan Academy, how they're having education go global for everybody? I think that that's an area you tell me, Maddie, but what if we have a global education, like genuinely have access where kids, no matter what around the world have access to strong education? It's the whole concept of no child left behind. It's not all only children in America. It's not only children in India or Japan or anywhere it's the whole world. And so that's what I believe Maddie. I believe we're one human family for one human family. And so no child is left behind and that's the dream. So the only way to do that is to be a global educator.
Maddie (16:47): I love that. I really, really love that. I wanna dive deeply here into your enrichment program that you've created. But first I'd love to get your thoughts on enrichment programs in general. Why do you think enrichment programs are important? I know that's a really lofty question, but I'd love to hear your perspective.
Nishat Firdous Jehan Ali (17:09): Yeah. So, you could tell me for your location… 'cause You're in California, but for us in Illinois, we have standards that we have to hit, correct? Like throughout the year as a teacher. So you're expected to teach these standards. The thing is, Maddie, I feel like those are that's the foundation that's good, but let's go to the next level, right? If we're asking kids to be their best, let's go. Like we have the foundation of reading. We got that. We have the foundation of writing and math and science, of course, social science and social emotional. But now how do we take it to the next level where you are passionate about our world? That's kind of the goal with enrichment. There are so many more subjects we're not studying like… We don't study economics enough. We know that.
Nishat Firdous Jehan Ali (17:53): And I tell my students, this money is one of the biggest things we have to handle as an adult. There's no denying. And so at least giving our kids the skills and different ways to use money in a strong way, sets them up for success, but we don't study that enough. I never did. And then I was still, I was not as strong with money until now in my thirties. And I'm like, I gotta be, so that's the thing. Because to get the foundation strong, it's so much time with the standards. So where is the time to even, even the global leadership class? How do I teach that to my kids in fourth grade right now? Because I don't have the time for it. It's so much just in the foundation. So for me enrichment, to be honest, shouldn't be in the curriculum as much as possible. We just don't have the time for it. So I think, based on the standards, we have to hit those. Let's take it to the next level. That's what I would say to parents. If you want to take your kid to the next level, like they're amazing where they are. What's the higher, what's the next level for them? Let's do that with enrichment. That's how I think of it.
Maddie (18:55): Hmm. That's a really interesting perspective of enrichment taking things to the next level. I think you hinted at this, but I've spoken to a lot of educators. Well… I'll say some educators who wonder if after school education or enrichment can become the model for what the standard school day looks like. Basically this idea being that instead of enrichment becoming more and more rigid, like the school day that the school day should become more and more exploratory like enrichment.
Nishat Firdous Jehan Ali (19:28): I didn't hear this until you mentioned the question to me. So the only thing is, and I'm sure you know, this… Finland is considered one of the strongest education systems in the world, and they only go to school five days or sorry, five hours in a day. So they only do five hours in a day, but they're so strong that I think to do an afterschool program after we really have to have a lot of research and science and evidence that shows it's effective. Right. Because it's not necessarily correlated according to what I've seen, that putting kids more and more, giving them more hours of work and all of that is actually more effective. And then I also do think it's important for kids. If they genuinely have a strong education during that seven hours, like for us in America, then, you know, will they be burnt out if we continue after every day? Maybe if it's once a day, once a week, maybe that's different. So I'm open. I think they would just need to be really strong research and science done before. I would say that makes sense.
Maddie (20:28): Yeah. That's interesting. I like that you bring up Finland, again, great example of you very much being a global educator and bringing up another country as an example here. So thanks for sharing that insight. I teach an afterschool enrichment class and I agree with you. For me, it's very much about education to the next level. Could you talk a little bit about some of what you believe are some of these guiding principles of some high quality enrichment programs?
Nishat Firdous Jehan Ali (20:58): Yeah. So I think the number one thing you have to ask is: will my student leave my child, leave this program genuinely feeling empowered in a better version of themselves? Because that's what I noticed, Maddie, with the giving the TED talk in studying a global United nations movement. The kids walked out going, having more confidence, believing more in themselves, believing more in action for the world. So that genuinely took them to the next level. And so that's the number one thing I would ask. Number two… And I think you would agree with this with any strong curriculum… Is there lots of research and science and evidence behind it, like making sure that we're teaching what's true and effective and that goes with even good curriculum just throughout the year. So I would say that too. And then, like just asking them, is this something that will empower them to make them their best? That's the main thing that I think of.
Maddie (21:54): Yeah. That's great. And so in terms of taking kids to the next level, I know that you've started your own enrichment program. It's very clear just from our short conversation thus far, that you have a lot of expertise and knowledge around enrichment in general. So could you share some examples of maybe some of the classes that you're going to be teaching in this enrichment program?
Nishat Firdous Jehan Ali (22:15): Yeah, I'm so excited and we have some parents, please know, I have research like crazy for you and hours and hours outside of my regular job to have these courses for you. So the first one is a rising global leaders. So it's similar to the global leader leadership class that I taught at Northwestern. And so that one will be similar rising global leaders. Again, students are studying the United nation goals, choose one that they really believe in and then they give a TED talk. So it kind of hits all the main points, especially at the end, what action will you take or call for action of others. And then the second one is money math because what I really learned that that was a whole, I saw in our education. I feel like we don't get enough economics and financial literacy to the level that we should.
Nishat Firdous Jehan Ali (23:00): And so yeah, so money math is all about the foundations of what is saving, what is budgeting look like? What does it mean to have an income, and creating a plan, and then also investing what is the stock market like? Let's teach kids how that works, how to… Just all the kind of the foundations, even retirement. I know that they're so little, but at least the exposed to what is even out there and how that works net worth, what all of that is just exposing them to that vocabulary and getting that out there to them. And then what kids would be doing in that is they would be analyzing different financial situations that are tough and challenged and they would have to course correct. So here's somebody who comes with a lot of debt from from college student loans.
Nishat Firdous Jehan Ali (23:41): And so now what will this person do in order to come out of it and how can they invest later to build their wealth? So things like that. So again, then we have kids who come out feeling empowered about money. So then when they get to high school and they get the jobs, or when they get even older, they're not just going to spend up a storm. They're not going to go buy, get credit cards and go shopping like crazy because they understand, Oh, let me pay myself first a little bit. And then let me invest, have my money, grow money. If that's the choice they want to make, at least we can put that out there.
Maddie (24:11): Hmm. And so you say once these kids get to high school, so could you clarify what grade level these classes are for?
Nishat Firdous Jehan Ali (24:18): Yeah, so, because I'm a fourth grade teacher, I have designed my courses to be fourth through sixth grade. So that's usually nine through about 12 or even 13. So, so that's why I usually think of the next step after that would be high school.
Maddie (24:33): So to me hearing this, I completely agree that it's so important for students to be learning about economics. Thinking back to my own experience in school, I wish that that's something I would have had access to. I wish I would have learned more about that instead of struggling to figure all of that out when I turned 18. I'm really curious because to me that feels really young and I'd love to hear some strategies or recommendations that you have for teachers to actually have these conversations with students that age about money.
Nishat Firdous Jehan Ali (25:06): So the thing that I've learned is because that is, I think some adults, we feel that because kids don't have the money yet they're not producing their own money. It seems like a heavy topic. The thing is the kids, what I learned cause we actually teach a little bit during class time, regular during the school year is they're actually eager to understand what is the stock market like. Because there's so much knowledge in today's world. It's not the same ideas before. They're actually saying, how does this even work? And they even look up sometimes like CNN money.com. I have a kid going on, Ms. Ali, Apple's doing well today. Like, they'll be telling me and they're in fourth grade. So I think first we have to know that the access of information our kids are exposed to is not the same as when we were growing up.
Nishat Firdous Jehan Ali (25:48): So that's the first, the second is it's not to say that we want to scare them. Oh, here's retirement. You have to pay rent and all that. It's just at least to expose them like, Oh, if you choose a college, what college will you go to? When you come out, will you be making a certain salary too, if you're going to take out a student loan? You know what I mean? So just kind of giving them a little bit of a foundation so they understand. And then as they get older, they can probably layer on top. So that's the intention of the courses. It's more… Let's at least expose you. So you're aware. And then of course you can always layer on later as you get older.
Maddie (26:21): How interesting. This reminds me… Before the show… We were chatting about my views around technology, right. Where I was saying that I really want to help kids build healthy relationships with technology. So that then when they're in the real world, they know how to navigate it. And it sounds like this is very similar with your money math class, where by helping kids have exposure to having exposure to money, understanding about the stock market, budgeting, different things like that. And a lot of ways you're also helping students build healthy relationships with money. So I think that that's a really interesting parallel there. And thinking about sort of this real-world application of your class, I think there's a lot of real world.
Maddie (27:10): I'm very much noticing this as a theme too, throughout this conversation that it seems like real-world application is something that's very evident in your educational philosophy. Specifically, I think your other course about the sustainable development goals, I think that that really lends itself to having some really wonderful real-world application. I'm curious, because I think that something, when we talk about this idea of real-world education, real-world learning, there's also a lot of that that's very student centered and allowing students to explore their own interests. And so how do you help guide students? They have these passions, right? They have these interests in climate change or high-quality education, these different areas. How do you help sort of harness their interests and leverage that for them to be able to be empowered and have this voice to where they can become global leaders?
Nishat Firdous Jehan Ali (28:09): Yeah, that's so beautifully said because we, the goal is we want our kids, ultimately, whether we're there or not to know the process of how to educate yourself and study, because the thing is, Maddie, in today's world, especially in technology, the access of information is so heavy. So it's about how do we help you? If you have a topic you're passionate about animals and maybe saving animals that are going extinct, are you researching with strong resources and multiple resources and putting that information together so that you have this knowledge and therefore you can take action. And so that's why that's kind of actually a reading fundamental that we teach in fourth grade is it's called synthesizing, right? The difference here is I say to my students, are you passionate about something? Don't tell me that Ms. Ali that you're bored, I'm going to say go research.
Nishat Firdous Jehan Ali (29:00): What do you want to know about what are you interested in? Go research and use multiple resources. They know I have to look at multiple sources that are strong and taking that knowledge compare and contrast, and then execute and share out what I know. So I love that that actually ties in with reading a lot. But one of the biggest things I always tell kids is if you need an extra project, you don't need one. You already know what to do, take something you're passionate, interested in and let's grow. And so that's… Are you familiar with the international baccalaureate program, right? So we're an IB school at Ogden where I teach in the city. They're huge on that, right? It's like getting the kids with you. Don't just tell them, read a book. You say, read a book that you like right. Read a book so that you fall in love with reading. And so that's the same thing here with the projects and the research and putting it out there for the world is it's the same concept within IB is what are you passionate about? Because if you're passionate, you're gonna work harder. You're gonna study harder. You're gonna be excited to not just due to resources, you're going to find five resources because you're so into the topic. And then from that, you'll take action and create that.
Maddie (30:04): What a great way to help students fall in love with the process of learning. Something that I'm just continuing to be so fascinated with is this idea that you can really leverage student interests and things that they're passionate about and simultaneously find ways to embed standards. I think the example that you just gave about, in fourth grade synthesizing and research is something that is a standard that you guys have to have to teach your students. But the fact that you're able to think about the things that students are interested in and figure out, okay, well, there's this great standard that I think that we can embed here is a really creative approach to teaching. And just like you're saying, you know, this, taking it to the next level. I think that that is a really, really great idea.
Nishat Firdous Jehan Ali (30:54): Yeah. And Maddie, don't you feel like to only teach to standards, you're going to lose so many kids because not all kids are motivated by grades. Not all kids are like, Oh, I need to get straight As like, but if you get kids to love learning, let's hit the standards because that measures with your knowledge and skillset. That's the dream. I think of education. Here's the foundation. And then how do we get you to love the learning and be your best mix that together? And boom, you have a phenomenal student who's their best.
Maddie (31:25): Amazing. I mean, it's so clear. I mean, just listening to you speak you and watching you too. Right now we're on Zoom, and you're lighting up so much. It's so clear that you are so passionate about this work that you're doing with students. It's clear that there's so much intention behind what you're doing. I know that you mentioned that you've done a ton of research for teachers who are listening right now, who are really excited about these ideas and want to learn more. Are there any resources or articles or books or TED talks or anything that's related to these big topics that we've been talking about that you think teachers might enjoy checking out?
Nishat Firdous Jehan Ali (32:04): Well I think the United Nations website is amazing, and that's such a good project because it informs the kids about their future. So when we study climate change and they choose that goal, that's literally what you're working towards as a future. And then now we're talking about Mars, right? Getting to Mars. So how cool that when you it's like these global themes, again, like you want to bring that forth. 'Cause Kids are, they want to know what's going on in their world. But as far as other websites, do you know Lucy Calkins? Educators on my team would laugh because they know I'm such a fan of Teacher's College's reading and writing projects. And some people have mixed reviews on it, but I'm so passionate about the philosophy of Lucy Calkins and how they teach, because it's all about just loving reading and writing in the real life.
Nishat Firdous Jehan Ali (32:57): So I would say to any, any teachers out there, if you never were taught how to read well, with the love of reading, pick up a Lucy Calkins book. She creates lifelong learners who love to read and write. And that's what she did to me. It changed my world the way she taught reading in her whole team. I literally now fall in love with reading. If you see, I have so many books and it's not because anyone's grading me it's because I genuinely, Oh, I want to take in this knowledge, I'm making a movie in my mind. When I read to the kids, I say, enjoy the show because it's like, I go make a movie in your mind. And I learned this from, I learned this from Lucy, like, so I would say but again, it's hit or miss because some people, I don't know if you have to be trained on it. Some of my colleagues don't love it, but she changed how I read and then even writing, it's like writing up for a movie the way she teaches writing. 'Cause It's literally storytelling and, you know, let the problem get worse before it gets better. I mean, it was just such high level thinking it's so Lucy Calkins, I would, I can't wait to meet her one day. I hope I meet her one day and just say, you made me love reading and writing. I didn't have this love before I learned this curriculum.
Maddie (34:07): That's awesome. I'll be sure to have the United Nations website and some Lucy Calkins resources linked in the show notes for listeners to check out. A lot of people really love Lucy Calkins. I think that there's bits and pieces that you can take and really adapt to work with your specific set of students. It doesn't work for everybody. It doesn't work for every teacher, every classroom, every student. But I think this idea, this framework, that you're talking about, about helping students, it all goes back to empowerment, right? Continuing to empower students to become lifelong learners. So I think that that mindset that Lucy Calkins provides is something that teachers, no matter your views on her curriculum or the things the resources that she's created, I think that that mindset specifically is something that teachers can really adapt and implement in their classrooms. Speaking of reading, you've written a children's book. I'd love to hear more about your book. It's called My Loving World. Could you share more about this book and how it relates to your practice?
Nishat Firdous Jehan Ali (35:28): Yeah. So teachers, if you're out there, let me tell you that this is a great book for theme because the theme is all about, we get caught up in labels, if somebody's racist, what their religion is, what they look like on the outside, but it's all about get to know someone from the inside. And when you do, you have so much more in common and we're just, we're all in it together. So it's about one world and one human family, all of us on this planet together. And it was the reason it came about, Maddie, is because in my own life, I was seeing people push other people away for being a different race of religion. And it was kind of like one of those things where, Oh, it's okay if you're, you know, over here, but you know, a little bit on the other side, and you're a different race or religion, but you can't be so close, you know, like you can't be in my inner circle.
Nishat Firdous Jehan Ali (36:18): And that's where I just thought: we got to stop this. We got to stop fighting each other. Right? Like, it's like, we're all in it together. This is one planet. And that's why we talk about the globe. But to be honest, they're not separate. Like these countries might be physically separate, but we're just, we're all humans on this planet together. So if we work together, how much stronger are we instead of fighting each other? And so the whole concept is to come together as one and not from a little bit of a distance. So it's okay from over here, no, like right up close, but let's get in it together. We're one human family. Let's be loving, let's help each other. Let's lift each other up, and be stronger together as a world. So that's kind of the whole concept of My Loving World.
Nishat Firdous Jehan Ali (37:00): And you would love this the Spanish version Mi Mundo Amoroso. And we read to the kids three schools, over a hundred students and families, my loving world and being with them, but also, and it was so touching Maddie. The kids in Honduras, they all said, I feel special because of my heart. I feel special because you know, I'm different in whatever way. Like the kids genuinely found beauty in themselves. And then they were saying, Oh, it's, it's beautiful to be different. And to hear that from kids, you know, like it just, it was so touching. So just again, reiterating that, you know, we're in it together.
Maddie (37:41): That's amazing. I think that's such an important message for students to feel like not only are the people around them beautiful, but that they are as well. So that's a really beautiful message that you just shared. I can't wait to check out your book. I am definitely going to buy it so that I can share it with my students. So thank you so much for sharing that again for listeners, I'll have it linked in the show notes in case you guys would like to check it out. You're so amazing. I mean, clearly I've really enjoyed getting to know you. I really enjoyed our conversation for listeners who are as excited about you as I am. How can they find you? Where can they find you online? All those details.
Nishat Firdous Jehan Ali (38:19): So Learning with Ms. Ali on Instagram. I'm on Facebook and on YouTube. So please join us on YouTube. I try to put out a new video with kids in it because we model and kids learn from each other. Every two weeks I try to do it, but yeah, subscribe and come onto YouTube. And then My Loving World is on Amazon. And then Ali Enrichment Academy is new. We're launching this summer in July. And of course, we have an Instagram and Facebook, a website that's connected all through those social media accounts and yeah, just come check it out.
Maddie (38:59): Amazing. So I will have your Instagram, your YouTube channel, your enrichment, all of those details, everything you just shared. I'll be sure to have linked in the show notes for listeners to find you. Thank you so much for joining me on the show today. I feel like you just have so much passion and energy around education and enrichment and this continued theme of taking it to the next level. I learned so much from our conversation, so thank you so much.
Nishat Firdous Jehan Ali (39:29): Thanks Maddie. And I just want to thank you because it's my favorite thing to collaborate with other educators and around the nation. So it's just so awesome. I love it. And so just thank you for reaching out and creating.
podcast, Uncategorized
Next Next post: EdTech Tool of the Week (5/5/21)
EdTech Classroom Episode 41: Empowered Learners, Global Educators, and Meaningful Learning with Nishat Firdous Jehan Ali


An accompaniment to the grand precession of fine livestock (and husbands) that came into House Capello's custody by way of Irsina, Bastiano has been a background fixture from the early days of the Contessa and Conte's marriage. After all, what is a prize stud without its groom?
Bastiano's commonfolk family served nobility by way of the Cavallos for generations and in many various capacities. It's presumably in that vein Bastiano enjoyed guaranteed placement in their employ from an early age. After all, his grandparents before him were trusted household staff. Though there was never a father to speak of, his beautiful mother was in much the same line of work… prior to her unhappy and premature end… from natural causes.
One might even venture as far to say loyalty ran in Bastiano's blood, so choosing him to chaperone as Baldessare's personal valet was an easy decision. Who better to help facilitate a seamless transition into married life? By all accounts, Bastiano draws little attention to himself and appears content to be of use whenever and wherever possible.
Valet - Trusted companion to Conte Baldessare.
House Capello - Loyal to House Capello.
None - Flawless and well-liked. What?
Conte Baldessare Gian Capello nee Cavallo - Bastiano is personal attendant to the Conte.


text:
Watch One Direction Go to Space in Their New Music Video, Then Seeth with Jealousy
Germain Lussier
UPDATE: Nasa has posted their own blog post about the video, including all of the different technologies used.
Tour NASA with One Direction
You might have heard, One Direction filmed their 'Drag Me Down' music video at NASA's Johnson Space
It's a slow news Friday, but if you're on Twitter, all "the kids" are taking about the new music video from boy band One Direction. 99.99% of the time, we wouldn't care, but in this new video, the band is playing with awesome NASA tech and being shot into space.
Now, what are the odds that happens on a slow news day? Pretty slim. But if you didn't hate One Direction before, you will after this video. These little brats get to roam free at NASA, put on Armageddon-looking space suits, drive rovers and play with robots? Even if this stuff is 100% staged, it makes me so mad. (Or maybe it's jealousy. Probably both.)
To make matters worse, the space angle has almost nothing at all to do with their song, which is called "Drag Me Down" and is about a woman whose love buoys them up. They probably were just like, "Let's go to NASA so we can play with cool shit" and it happened. (To be fair, very few music videos these days have anything to do with the songs.)
Or maybe, the group just decided to throw up a big middle finger to their former member Zayn Malik, who left the group in March, by filming in this super setting. This is, after all, their first video without him. (Wait, why do I know this? Someone slap me!)
You can't blame NASA here, either. This single video will probably alert more teens to their existence than anything since the Moon landing. There's no downside for them. Plus, there's some really great, real-life stuff in the video. For example, they're exercising using Stephen Colbert's treadmill, romping with NASA's vast fleet of planes and the robot Harry Styles is playing with is JAXA's Robonaut, who is bragging about it on Twitter:
Plus, the ship they're in at the end looks just like the Orion so apparently they're blasting off on the first human deep space mission. And that's all well and good, but it does really make you hate One Direction that much more.
Contact the author at germain@io9.com.

redpajama_set_name: RedPajamaCommonCrawl


Audience Intelligence (AI) is an extension to Sign-Up.to that enables you to automatically update customer profiles based on their behaviour.
Setting up AI starts by working with out solutions experts to understand your goals.
Audience Insights uses a single-pixel image to initiate tracking. This image can be passed different parameters to trigger profile updates – fields can be set to specific values, incremented or decremented and more.


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Vandalism, asserting that "Black Lives Matter", on the base of the Stonewall Jackson and Robert E. Lee Monument, Baltimore. The statue was removed in August 2017. Photo by Ryan Patterson, Wikipedia Commons.
1 Opinion
Distraction As Political Strategy – OpEd
August 31, 2017 MISES 0 Comments
By MISES
By Hunter Lewis*
Why are we fighting over confederate monuments?
Because people feel strongly about this issue? Because they are being removed? Because some groups are trying to exploit the situation to get attention?
Or is there another reason?
While we are fighting over Confederate monuments relating to events almost two centuries ago, we are not focusing on:
The worsening plight of the poor;
The destruction of the middle class ( many middle class people can no longer afford even a new car);
The crony capitalists who make their money from government handouts or connections, and who are getting richer and richer;
Government employees who may have signed on for the most sincere reasons, but whose numbers have swelled, who are now making much more than they would in the private sector, who cannot be fired, and whose earnings are often diverted into campaign contributions favoring one party;
A government that is unsustainably financing itself through debt and money printing.
Is it a coincidence that while we are fighting about Confederate monuments, we are not focusing on any of these issues? Or is that someone's political strategy? Perhaps the strategy of both Democrats and many Republicans, aided and abetted by their press allies.
It was once thought that the Democratic Party had nailed down issues relating to class, race, and gender. Paul Cantor noted, after the last presidential election, that Democrats had perhaps unwittingly allowed Trump to claim "class" for himself.
Perhaps as a result, Trump and his voters have been slammed with charges of racism, white supremacy, anti-semitism, homophobia, misogyny, xenophobia, fascism. Some of this seems completely detached from reality. Can a president whose daughter converted to orthodox Judaism when she married her husband and who has relied so heavily on that husband, who has brought in so many Jews into his administration in powerful positions, and who has moreover repaired relations with Israel, really be anti-semitic? Is the candidate who reached out to gays in his nomination acceptance speech, a daring act for a Republican, really homophobic? Is it any more likely that he is a white supremacist or racist? One can think of many unflattering adjectives that might accurately apply to Trump, but are these the right ones?
And does all of this, like the Confederate monuments, just distract us from the likely ruin the poor and middle class face if we continue to allow progressive elites to run our economy along the usual, Keynesian lines?
*Hunter Lewis is author of nine books, including Where Keynes Went Wrong, Free Prices Now! and Crony Capitalism in America: 2008-2012. Lewis is co-founder of Against Crony Capitalism.org as well as co-founder and former CEO of Cambridge Associates, a global investment firm. He has served on boards and committees of fifteen not-for-profit organizations, including environmental, teaching, research, and cultural organizations, as well as the World Bank.
This article was published by the MISES Institute
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MISES
The Mises Institute, founded in 1982, teaches the scholarship of Austrian economics, freedom, and peace. The liberal intellectual tradition of Ludwig von Mises (1881-1973) and Murray N. Rothbard (1926-1995) guides us. Accordingly, the Mises Institute seeks a profound and radical shift in the intellectual climate: away from statism and toward a private property order. The Mises Institute encourages critical historical research, and stands against political correctness.
1 Africa Business Middle East Opinion
February 2, 2023 February 2, 2023 Dr. Suleiman Walhad 0


The Defcon1 Dance Party, a massive outdoor festival featuring seven stages and attracting 22,000 people, took place at Sydney International Regatta Centre, Australia. The main 'Red' stage had an audio system design executed by event FOH Engineer Scott Harrison using the new Adamson Blueprint AV software, which enabled the plotting of the four hangs plus a front fill. The main E15 hangs per side were made up of 16 boxes in each, outer hangs had 10 Y18 boxes and the subwoofer extension was provided by three clusters of eight T21 subs arranged in a two high, four wide configuration at each location. Front fill features three stacks of three Y10s and for DJ monitors, EAW's SB730 with KF730 subs were used.


In collaboration with Disney and Lucas Ltd., SVNTY came out with the athletic-chic Star Wars clothing line for children. Our unisex sweaters present the images of iconic figures such as Darth Vader, Chewbacca or even the famous Stormtrooper. And let's not forget about the new character Captain Phasma.
The kids sweaters, jogging trousers and t shirts are available in grey as well as black, online and in our brand new store. Fun and playful but only for tough little coockies. Top off your mini-me'soutfit with our Star Wars sneaker and he or she is ready to rock the playground.


The Garden Lover Luxury 6 Piece Rattan Dining - Set Grey Weave comprises of two stylish corner sofas, three stools and a glass top table.
Built from low maintenance, weatherproof rattan you won't have to worry about leaving it outside during the winter months. The lightweight aluminium frame and easy care rattan makes this ideal for use both outdoors and in the conservatory, making more use of your furniture all year round.


Visiting Hamilton, Missouri and Missouri Star Quilt Company any time soon? Then you'll want to watch for our weekly Hamilton Visitor's Guide posts here on The Cutting Table blog! We'll show you options for fabric, dining, fabric, gift stores, fabric, places to keep your significant other occupied and, of course, fabric.
Today, we're stopping in to visit with Poppy Dockray, who operates Poppy's Bakery, located just two doors from the main MSQC shop. Store hours are Monday- Saturday, 6:30am- 5pm.
The menu at Poppy's features a fantastic variety!
delicious baked goods like cookies, muffins and (extremely yummy!) cinnamon rolls.
Let's take a closer look at those chocolate chip cookies. Mmmmm. Quick! Pass me a glass of milk!
or tempt your sweet tooth with a pie.
Can't decide? Poppy is always delighted to help you pick or answer ingredient questions. Gluten free bread is available, too!
But be warned… you're going to want a package of cookies for the road!
Have any of you visited Poppy's yet? What menu items do you recommend most?
Check back next Thursday when the Visitor's Guide stops in at Sew Seasonal, our fabric store dedicated to holiday fabrics! If you have a visit to Hamilton planned, be sure to check out the rest of our Visitor's Guide series!


Our success story this week takes us to the Great Smoky Mountains National Park…where "green" goes well beyond the landscape. The park has invested in alternative fuel since the mid-90's. Propane, B20, and electric fuel about one third of the park's fleet…a number that continues to grow with help from the East Tennessee and Western North Carolina Clean Cities coalitions.
JOHN DAVIS: EV park visitors are also able to plug-in at one of two DC fast charge stations. Working with Nissan, the Smokies is the First National Park to provide fast charge stations. Since the stations went online in 2015, thousands of gallons of imported oil and tons of emissions have been avoided....results that are right in line with the park's mission…to preserve and protect America's natural resources!
For more information, please visit the Clean Cities website.
You can also view recent segments by clicking here.
City of Asheville — CNG station and vehicles, Electric vehicles, Hybrids, Biodiesel and Ethanol blends. Check out the MotorWeek Clean Cities success story on Asheville.
Blue Ridge Parkway — Hybrids and propane. Check out the MotorWeek Clean Cities success story on the Blue Ridge Parkway.


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The eighteenth-century tea-table and its accessories—The beauty of the cream-jug—Its evolution in form during a century.
"I must further advise you, Harriet," says a lady in the Fool of Quality, in admonishing 안전놀이터 her daughter, "not to heap such mountains of sugar into your tea, nor to pour such a deluge of cream in; people will certainly take you for the daughter of a dairymaid. There is young Fanny Quirp, who is a lady by birth, and she has brought herself to the perfection of never suffering the tincture of her tea to be spoilt by whitening, nor the flavour to be adulterated by a grain of sweet." This was published from 1766 to 1770 and indicates that a set of rules for observance was afoot in a time when etiquette was formal.
But if cream was neglected by some precisians, the cream-jug bears evidence that in many circles it was a welcome and possibly very necessary addition to the strong green tea then drunk.
It was etiquette to place the spoon in the cup to show the hostess that no more tea was required. It was the custom at Scottish tea-tables and possibly{304} elsewhere to have numbered spoons. The guests did not ask for a second cup until all the other guests had finished the first. Hence the cups were passed up to the hostess and the spoons numbered to ensure that each got his own again.
Sir Alexander Boswell in his poem "Edinburgh" writes:
The red stone teapot with its silver spout,
The teaspoons numbered and the tea filled out;
Though patience fails, and though with thirst he burns,
All, all must wait till the last cup returns.
The silver strainer had apparently become obsolete in Sir Walter Scott's day, for he writes in St. Ronan's Well:
"A silver strainer, in which in times more economical than our own, the lady of the house placed the tea-leaves after the very last drop had been exhausted, that they might hospitably be divided among the company to be eaten with bread and butter."
The Scots are a hardy race.
In lieu of the strainer a long-handled spoon with pierced bowl was used to thrust down the spout, as sometimes the tea refused to pour out. Etiquette forbade the hostess to blow down the spout.
The beauty and variety of the cream-jugs may be traced for a whole century. One of the earliest examples (illustrated p. 301) shows a fine helmet-shaped jug, having the London hall-marks for the year 1736, and the mark of Paul de Lamerie the maker, renowned for his superlative work. The handle is original in conception and has a grotesque head as a{307} terminal. The ornament is elaborate and representative of the best types of the George II era. A cream-jug of about 1740, made in Dublin by John Hamilton (illustrated p. 339) may be compared with the above example. The helmet form with the undulating rim is common to both specimens, but the treatment differs in character. The Irish example has three feet and possesses beauties peculiarly its own.
That early eighteenth-century examples were not always highly ornate is shown by the cream-jug with London hall-marks for 1726. This represents the transitional stage between the simple character of the Queen Anne styles and the elaboration found in those of the reign of George III.
The series of cream-jugs illustrated (p. 305) shows the evolution in form from the Queen Anne rotundity to more slender examples; the handle becomes broken in its curves and three feet are in frequent use. The lip is pointed and elongated. This latter style lasted from about 1740 to about 1765 (see a fine Irish example of this type illustrated, p. 339). This specimen is in date 1764.
Illustrated on page 305 are two typical examples of the last quarter of the eighteenth century. It will be observed that the three feet have in 1779 disappeared. The single foot is now fashionable and varies in height. The body becomes elongated. The handles still retain the older mid-century forms, with slight variations. The tendency to increased height in the cream-jugs at this date may be compared with the casters illustrated in Chapter IX.
A selection of late George III cream-jugs (illustrated p. 309) shows the classic tendency at the closing years of the eighteenth century and the first decade of the nineteenth century. The example, in date 1790, is tall and has a foot terminating in a square base, like a classic vase. The adjacent example, ten years later, is a reversion to the potter's form with flat bottom. The flat-topped handle is a reminiscence of the classic urn. The evolution in form, as is seen, is steadily towards the fuller body. The examples shown on the same page, in date 1804 and 1809, indicate new tendencies. It is merely the swing of the pendulum of fashion. In the first example the foot is beginning to appear in the form of a narrow rim at the base. The handle in the last specimen returns to the severe classic circular shape.
The ancient history of the silversmiths' craft in Scotland—Peculiarities in marking—The standard mark of the Thistle introduced in 1759 (Edinburgh), the Lion rampant (Glasgow) in 1819.
The study of Scottish silver is a special one. Its manufacture and the statutes governing the goldsmiths and silversmiths extend back to the fifteenth century. The chief centres of marking and assaying were primarily Edinburgh and latterly Glasgow in addition. But it is remarkable how many towns and burghs assayed silver. In comparison with England the manufacture of silver plate seems to have covered a wider area in Scotland. Examples are extant showing that Dundee assayed silver as early as the seventeenth century, with the town mark of the two-handled pot with lilies, and the same mark was used in the late nineteenth century. Perth had its lamb and the flag, emblem of St. John. Aberdeen had the letters ABD; Elgin had ELN; Banff had BA; and Inverness had INS, or its mark of a camel. This is enough, meagre though it be, to indicate that the identification of Scottish silver requires{316} no little close study into the records covering an intricate field, and many marks unattributed to any special place are believed to be Scottish in origin.
Of the Scottish silver-plate, illustrated in this chapter, it may be said that, whenever possible, details are given of the peculiarities of marking to enable the student to familiarize himself with the differences in comparison with English silver. The assay master's initials, the maker's initials, and the date letter are an array of letters possibly puzzling to the beginner.
The quaich (illustrated p. 313) was made at Edinburgh in 1705. The maker was Robert Inglis, and the assay master, James Penman. The marks are illustrated p. 405. These old vessels were used for drinking spirits, and the two handles denote that, like the English loving-cup, they were passed around. They are not used over this side of the border. They are sometimes made of hard dark wood, and possibly their origin may be traced to Scandinavian forms. The Dutch have similar vessels. In the Willet-Holthuysen Museum at Amsterdam there is a silver brandy- or loving-cup with ears in form like the Scottish quaich or quaigh. This is of the first half of the seventeenth century. It measures 9 centimetres in height by 11 centimetres in width. The side of the cup is divided into six embossed parts, each encircling an engraved medallion of four symbolic figures—Faith, Justice, Science, and Labour. All these are surrounded by medallions in Renaissance style: the well-known conventional dragons, garlands of flowers, and cherubs' heads. The handles are also ornamented.{319} "It is a truly Dutch sweetly pretty little thing," says Frans Coenen, the curator, the author of a brochure on the collection, "and seems to have been made on purpose to be held by a strong, powerful fist at the festive board. And festive boards were of frequency in the days of the Great Republic, when the merry cup went round with snapdragon, or even brandy pure and undiluted, as a kind of English loving-cup. And the ladies partook as well as the gentlemen. Neither did they refuse the weed which cheers but not inebriates." The author laments that this form has disappeared from use in Holland. "In course of time," he says, "bitters and gin took the place of brandy, and the pretty vessel degenerated into a characterless bottle or jug, which in its turn was replaced by the teapot."
The quaich illustrated, in date 1705, exhibits the purity of design of the early years of the eighteenth century. It belongs to the year prior to the appointment of a commission to arrange the terms of union between England and Scotland. In 1707 this was legally effected. The United Kingdom was to be called Great Britain. There was to be one Parliament for the United Kingdom, in which Scotland was to be represented by forty-five members in the Commons and sixteen peers in the Upper House. The Union Jack was to be the flag of Great Britain.
The cup with the flat handle, or "lug" as it is termed in Scotland, level with the brim, was sometimes of more ornamental form, with six spheroidal sides, and the handles were chased. There is also{320} the "bleeding-cup" used by barber-surgeons so freely in the late seventeenth and eighteenth century. There is a specimen of this class of silver vessel, diminutive in character, at the Victoria and Albert Museum. The marks for the year 1698 are taken from this bowl (see p. 373).
A quaich made by Thomas Moncur at Glasgow in 1665 sold in 1909 for £408, at 560s. per oz.
On the same page as the quaich is illustrated a mug, in date 1790. It is the other end of the century from the simple quaich. It marks the beginning of decadent styles; the overloaded ornament, the want of subtle suggestiveness in the design, shows that the nineteenth century was at hand. It has an interest as being contemporary with Robert Burns. Tam O'Shanter was written in this year.
To this year belongs Burke's Reflections on the French Revolution, which work had a great influence in turning English opinion against the revolutionists. Many replies were published to refute Burke, the most important being the Rights of Man by Thomas Paine.
The sugar-caster (illustrated p. 317) belongs to the George II epoch of silver. Evidently the rich and varied styles extended to Scotland. The same impulses influenced both nations before the union; in date this is 1746. This is marked with the maker's initials, E. O., and the assay master's initials, H. G. (Hugh Gordon); there is, in addition, the mark of the castle and the date letter R. The baluster ornament is in almost acorn form. The top with{323} its perforated design is always a pleasing feature in casters. The floriated ornament in this example is of fine character.


iOS (previously iPhone OS) is a mobile operating system developed and distributed by Apple Inc. Originally released in 2007 for the iPhone and iPod Touch platforms, it has been extended to support other Apple devices such as the iPad and Apple TV. The user interface of iOS is based on the concept of direct manipulation, using multi-touch gestures. Interface control elements consist of sliders, switches, and buttons. Interaction with the OS includes gestures such as swipe, tap, pinch, and reverse pinch, all of which have specific definitions within the context of the iOS operating system and its multi-touch interface. Internal accelerometers are used by some applications to respond to shaking the device (one common result is the undo command) or rotating it in three dimensions (one common result is switching from portrait to landscape mode).


Home »Posts Tagged "Visual Design"
It's one of the most complex yet uttermost creative and challenging professional fields that necessitates unity and constructive collaboration of various contrasting disciplines. Find on this graph the components of UX Design.
Nikon USA presents a 7 steps guide on how to create eye-catchy visual content that will turn your voice on social networks into meme.
Thrilled by designing products or services that people will love and use? Here you get an idea of what it takes to make a career in UXD (User Experience Design) and how much you'll earn on average.


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Mount York, a mountain in the western region of the Explorer Range, part of the Blue Mountains Range that is a spur off the Great Dividing Range, is located approximately  west of Sydney, just outside Mount Victoria in New South Wales, Australia.  Mount York has an elevation of   and is a projection of the Blue Mountains dissected plateau, creating a promontory of the western escarpment with a minor rise at its summit.

Description

Mount York is mainly forested in Eucalypt growth, mostly open canopied. Several small creeks that flow into the Coxs River system run down its side. A twin promontory to its immediate east branching from the southern origin of Mount York promontory is also an extension of the western escarpment. Lockley Promontory and Mount York Promontory both jut northwest from the western escarpment, and begin at Mount Victoria, a small mountain village. Several bushwalking tracks are to be found here, including Berghofers Pass, Lockyers Road and Coxs Road. The tracks branch off from Mount York and descend into the valley below, or in the case of Berghofers, in the direction of Little Hartley, west of Mount Victoria. Atop the summit plateau near the lookouts are two wells used in early days, and remains of early settlement like walls are still visible on the tracks. Birdwatching is good here and many native species like the Yellow Cheeked Black Cockatoo and King Parrot reside here. Many termite mounds can be seen along the road. The mountain is about two to three hundred metres above the Hartley Valley.

History

The mountain now known as Mount York lies on the traditional lands of the Dharug people, very close to the eastern edge of traditional lands of the Wirajuri people.

Mount York was the point where Gregory Blaxland, William Lawson and William Wentworth viewed the Hartley Valley and the 'west' for the first time during their successful crossing of the Blue Mountains in 1813, although some Europeans had already reached the valley before them. However, their 'first crossing' and opening of the west to farming in 1813 is commemorated with several memorials atop the summit, one with their faces set in stone. There are two metal fenced lookouts, a westward facing and northward facing one.

Mount York was the site of various attempts to build a pass to the plains west of the Blue Mountains. The first was Coxs Road, constructed in 1813. The next was Lockyers Road, which was begun not long after Coxs Road, but which was never finished. Still another was Lawsons Long Alley, which was a little east of Lockyers Road. These roads were all abandoned eventually, but in recent years they have been developed into multi-use tracks by the Department of Lands in New South Wales and Blue Mts City Council. Also still visible is Berghofers Pass, which was abandoned because of later developments, and which has also been turned into a walking track. John Berghofer, who was responsible for this pass, is interred at Mount Victoria Cemetery.

Heritage listings
Mount York has a number of heritage-listed sites, including:
 Blue Mountains National Park: Blue Mountains walking tracks

See also

 List of mountains of New South Wales

References

York
York, Mount

redpajama_set_name: RedPajamaWikipedia


text:
Q: Appium: iOS Getting UnreachableBrowserException Platform compatibility :
Mac OS X 10.10 or higher, 10.11.1 recommended **[Using 10.10.5]**

XCode >= 6.0, 7.1.1 recommended **[Using 7]**

Apple Developer Tools (iPhone simulator SDK, command line tools)

Appium Server **[Using v1.5.3]**

Node.js **[Using V4.5.0]**

Don't actually know which is the perfect combination of all the SDK/requirements for configuring the Appium in MAC system.
And getting an error in Appium logcat:
Unable to load node configuration file to register with grid.
My code is
@BeforeTest
public void preSetup() throws MalformedURLException{

    DesiredCapabilities desiredCapabilities = new DesiredCapabilities();

    File f=new File("/Users/nandini/Documents/AppiumWorkSpace/One20Automation/app/One20.app");

    desiredCapabilities.setCapability(MobileCapabilityType.PLATFORM_NAME, "iOS");
    desiredCapabilities.setCapability(MobileCapabilityType.DEVICE_NAME, "iPhone 6");
    desiredCapabilities.setCapability(MobileCapabilityType.PLATFORM_VERSION, "9.0");

    desiredCapabilities.setCapability("udid", "E1791000-5BC8-4741-A1AC-416FDEEB3048");
    desiredCapabilities.setCapability(MobileCapabilityType.PLATFORM, "MAC");
    desiredCapabilities.setCapability(MobileCapabilityType.BROWSER_NAME, "Safari");
    desiredCapabilities.setCapability(MobileCapabilityType.APP, f.getAbsolutePath());

    driver=new IOSDriver(new URL("http://127.0.0.1:4723/wd/hub"), desiredCapabilities);
    driver.manage().timeouts().implicitlyWait(30, TimeUnit.SECONDS);

}

Note: Actually app is getting installed but not lunching the app and further work.Also by code simulator is appearing in screen, but after sometimes automatically closing it.
Please suggest.

redpajama_set_name: RedPajamaStackExchange


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text:
Deep Space Nine, Season 4: Rules of Engagement
Deep Space Nine, Season 4
"Rules of Engagement"
Airdate: April 8, 1996
88 of 173 produced
88 of 173 aired
Worf is facing a hearing to determine if he will be extradited to the Klingon Empire for trial. While protecting a civilian convoy from Klingon attack, he opened fire on a ship that turned out to be a Klingon civilian ship, killing everyone aboard. Not only is his freedom at stake, but finding a Starfleet officer culpable in a massacre could weaken the Federation's position in the entire area. However, as is so often the case with Klingons and their politics, not everything is as it seems.
And one! And two! And stretch! and ROOOOAAARRR!!!!
Kevin: This is a good idea for an episode. The mushy ethical and legal quagmire of war is an interesting one. I don't even mind the slight lack of procedural clarity, since as this was an extradition hearing, not a trial, the real life counterpart would have more flexibility and fewer rules, since technically the only question is whether or not there is enough to proceed to a trial, not really answer the question of Worf's actual guilt. I did think the speech at the beginning about determining what Worf's "heart" was feeling was a bit weird. That can't be the basis for jurisdiction. The incident happened in interstellar space, and given how much they kept harping about blind Klingon bloodlust, I have a hard time believing Klingon law would even hold him culpable. I like that they tied it in to Worf's alienation to both station life and his Klingoness. It was more effective than sparring with Odo over security protocol. That all being said, Worf was weirdly absent from the episode. There are large swaths where he just sits there, staring. I think the writers got too caught up in their hook of the flashbacks, but I'll get to that below.
Matthew: I agree on the weirdness. I found it odd that two governments with no formal relations would have an extradition agreement. Seems like Starfleet should have just given the Klingons a big "F-you" and warned them not to decloak in front of Starfleet vessels engaged in combat. So there was a lack of connection with the driver of the plot, the notion of culpability and guilt, from either side.That said, you can't really fault trial episodes for not packing drama. It's a well-worn TV trope for a reason. On a basic level, this plot just works, even when the brain can find all sorts of reasons for nitpicking.
Kevin: Normally, I like a good Klingon politics episode, and it did lead to some fun sparring between Ch'Pok and Sisko, but I did not like the eventual plot twist that it was a plant. It was kind of obvious from one of the early flashbacks on the bridge. The civilian ship just happens to decloak exactly where the Bird of Prey was supposed to be? That's a little too convenient. I do like that neither Sisko nor Worf let Worf off the hook. He should have made sure what he was firing at and the final scene in his quarters, particularly about a good commander's obligations to his crew's morale was nicely done. I still think the actual question of guilt could have been made more interesting. Maybe Worf could have been on the Defiant with Sisko in command and jumped the order to fire believing it to be the bird of prey or something. That could have kept the focus on Starfleet rules and made the exploration of Worf's state of mind a little more cogent. I also liked some of the exploration of the ethics of decisions in battle. Does it matter that Worf went in gunning for a fight? O'Brien may disagree with the decision, but takes pains to clarify that his hindsight should not be treated as more than that. I think with a little more work, that could have been a good focus for the episode, too.
Matthew: The hoax seemed too simple. If it were possible to obtain the information necessary to uncover it within a day or two, wouldn't Starfleet have done the due diligence on its own, especially since it was so easy? It seems like the Klingons should have used decedents from all over instead of from one ship. Or heck, just made people up and loaded the ship with organic compounds. Did they keep the bodies from this other ship on ice for months, waiting for this opportunity? What irritated me about the way the hearing played out was how the judge says "this will stop" to the Klingon's goading tactics, and then lets it continue until the point it erupts into a physical altercation. It's a cheesy Law & Order writing tactic, goading the witness into some revealing confession. But what does it really prove, anyway? It's a pretty big leap from "Worf will assault a Klingon who is intentionally insulting him in a culturally relevant way" to "Worf will kill non-belligerents in a battle situation." Two questions I still have are 1. why doesn't O'Brien fire in the hypothetical? They raie the question and then fail to answer it.I suppose it is answered by Sisko at the end of the show, but I wanted to hear it from O'Brien, because it would say something about his character. Also, the Klingon advocate says that Worf was raised by humans "on Earth." Not Gault? Tsk tsk.
Kevin: I did like a lot of the character work in the episode. The scenes of sparring with Dax were good, and it was interesting to see O'Brien conflicted between loyalty and honesty. I liked the scene with Sisko and Worf in his quarters at the end on an emotional and not just a plot level. I think our military rules would pretty clearly exonerate Worf, but Starfleet clearly wouldn't. I think it did a good job of reinforcing the way Starfleet views the universe. Worf's self-assessment about his motives is good for the conflict in the episode and it makes him more interesting as a character.
Matthew: Yeah, however hokey the plot elements were, it was interesting to see Worf struggle with his emotions, and to see Sisko offering him advice on how to be a command-track officer despite them.
Kevin: Everyone did at least a good job. I think Brooks was good in his sparing with Ch'Pok and he never crossed the line into scenery chewing. Speaking of the sparring, Ron Canada is back as another officious official, but he has more teeth this time. I enjoyed watching him build a case and goad Worf and all that. He really brought life to the role.
Matthew: Brooks went a bit far in line readings for me, personally. Courtroom scenes can play to the worst tendencies of actors, and Brooks certainly has some of those. He could have pulled out a magnifying glass and a pipe and it wouldn't have seemed too out of place. Canada on the other hand was terrific. The way he licked his jagged teeth really communicated volumes about the character with a simple gesture (and not turning up the volume, literally, like Brooks).
Kevin: Michael Dorn was good when they gave him lines. I liked his scene at the end with Sisko a lot. His self-reflection adds depth to the character. He has better and more interesting shows, but for what he does do here, I think he does well.
Matthew: Dorn is the polar opposite of Brooks, and it's one of the things that makes them interesting to watch together. Dorn is all about letting just a little bit peek through a stoical exterior. Colm Meaney really communicated his conflict on the witness stand. You really got the feeling he was pained, but also that he was habitually honest.
Kevin: Here's where the episode falls apart for me. From a technical standpoint, the live flashback hook is interesting, and well-executed. It reminds me of "A Matter of Perspective," and I kind of wondered why not just recreate the events on the holosuite, though I guess that would have read as flatly repetitive. LeVar Burton directed this one, and like I said, I think the camera and layout work was great. From a writing standpoint, it swallowed the story. The story spent so much time cleverly delivering the flashbacks that it forgot to give Worf time to be in the fore of the story. Behr says as much in an interview, and he's right.
Matthew: Personally, I loved it. I thought it was just the thing to freshen up the feel of the series. I don't think it detracted from the story, instead it gave the actors a chance to show what their characters are feeling both while they testify and while they are in the moment described.
Kevin: This is a 3. There is an interesting enough idea, and the camera tricks are novel and interesting enough, that coupled with solid acting keeps this from being a bad episode. The only sad thing is that I think with this many ideas and this interesting an execution, this was not too far away from being a great episode.
Matthew: For me, what keeps this in the 3 range is not the novel way of filming testimony flashbacks, which I liked, but the overall functioning of the plot. It just didn't make enough sense for me to go "wow, that's cool, I wonder who will win?" Our total is a 6, which I think reflects an admirably ambitious but fundamentally flawed show
Posted by Kevin at 9:00 AM
Labels: DS9, DS9 Season 4, Rules of Engagement, Star Trek
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text:
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Примітки

Посилання
 Місто Камрось .

Міста Альберти


Located in the capital city of Hamilton, the Bermuda National Library was founded in 1839 by a British soldier, the Governor William Reid. It falls under the Ministry of Social Development and Sports and is committed to the organization and dissemination of information, as well as conserving and preserving Bermudian culture and history.
Our services are available to residents and registered members. The library offers a digitally stored, archived repository of preserved works, as well as a variety of services, including adult and youth services, an online catalog, a collection of databases, Britannica online, outreach delivery service and a Teen Advisory Board. Our location boasts free WiFi, 5 Internet terminals, microfilm, a copier and more.
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text:
Semenov Sergey
Position : Coordinator, Nonproliferation & Russia Program – Junior Research Fellow, Yaderny Kontrol edtor
Results of the Russian-American negotiations
North Korea's new missile tests
JCPOA negotiations: latest news
The Future of U.S.-Russian Arms Control: Principles of Engagement and New Approaches
Heather A. Conley, Vladimir Orlov, Gen. Evgeny Buzhinsky, Cyrus Newlin, Sergey Semenov and Roksana Gabidullina
As one of its first security policy decisions, the Biden administration agreed to extend the New START Treaty for five years with no conditions. The New START Treaty represents one of the last remaining vestiges of international arms control architecture and one of the few areas of potentially prod...
Challenges to Broadening the Scope of U.S.-Russian Arms Control
Anya Fink
Since 2014, the U.S. government has expressed increasing concerns about Russia's emerging military capabilities as well as Moscow's intentions, particularly toward U.S. allies and partners in Europe. The incoming U.S. administration is likely to take steps to engage with Russia in a strategic stabil...
Biden will change US policy on Arms Control, Nonproliferation, and Disarmament issues If he is elected
"Joe Biden has already begun forming a "shadow National Security Council", which includes several dozen working groups. According to media reports, the leading roles in this structure are played by Biden's most trusted advisers: former Deputy Secretary of State Antony Blinken, who is tipped for the position of Secretary of State or National Security Advisor; Jake Sullivan, ex- Director of Policy Planning in the State Department; Avril Haynes, ex-Deputy Director of the CIA; Michele Flournoy, former Under Secretary of Defense for Policy. Staffing base of the "shadow NSС" is the analytical centers of the democratic administration, the most prominent among which are the Center for New American Security and the Penn Biden Center for Diplomacy and Global Engagement, founded by Biden himself" – this is the leitmotiv of the 525th issue of Yaderny Kontrol.
"The blurred wording of the doctrine suggests that the United States is actively preparing for a new round of the arms race in outer space, which poses a serious threat to the security interests of Russia and China and pushes Moscow and Beijing to deepen cooperation on international security issues," – PIR Center Intern Evgeny Kholodnov analyzes the US space doctrine.
Nuclear Nonproliferation & Russia Program Coordinator Sergey Semenov on the prospects for Russian-American cooperation at the upcoming NPT Review Conference: "The window of opportunities for the successful conclusion of the Review Conference is still open. Russia is ready to cooperate with both the United States and all other NPT member states. The Russian-American consultations on strategic stability that took place this summer give hope that Moscow and Washington, as the states that bear the greatest responsibility for maintaining the nuclear nonproliferation architecture, are able to hear each other without resorting to extreme measures."
"China's accession to the Arms Trade Treaty (ATT), which was announced on July 7, 2020, may affect the content and meaning of this document, which 107 states have signed. According to Beijing, China's entry into the ATT was "a landmark step in the context of strengthening China's role in international mechanisms for regulating the arms trade," – Emerging Technologies and Global Security Program Director Vadim Kozyulin on the accession of the PRC to the ATT.
The issue is available here. Since 2000, the subscription and archive of issues are available on the newsletter page.


(Huntsville, AL) – Huntsville Mayor Tommy Battle is proud to announce the Old Town Historic District has been expanded and included in the National Register of Historic Places by the U.S. Department of the Interior. This important designation reaffirms Old Town as one of the nation's foremost cultural resources worthy of preservation.
The Old Town Historic District was first listed on the National Register in 1974. Since that time, however, new scholarship emerged on additional properties, and the district needed to expand. With funding support from the following entities, the nomination process started anew in 2011 with a $12,000 Certified Local Government (CLG) grant provided by the Alabama Historical Commission. Matching funds to the $10,000 provided by the AHC were given by the City of Huntsville ($500), the Historic Huntsville Foundation ($500), and the Old Town Historic District Association ($1,000).
The Old Town Historic District is largely residential and features homes dating from the late 1820s to the early 20th century in a variety of architectural styles including Queen Anne, Victorian, American Craftsman, Federal and Greek Revival. Located near downtown Huntsville, Old Town is north of, and adjacent to, the Twickenham Historic District and west of the Five Points Historic District.
White and Ely served on the nomination committee along with Dr. Carroll Van West, Middle Tennessee State University Center for Historic Preservation; Lucy Brown, Old Town resident and 2011 President of the Old Town Historic District Association; Ralph Allen, local historian and former Historic Preservation Consultant for the City of Huntsville; Susan Enzweiler, former National Register Coordinator for the Alabama Historical Commission, and the City of Huntsville GIS Department. Judy Perszyk wrote the CLG grant that funded the nomination.
The National Register of Historic Places is part of a national program to coordinate and support public and private efforts to identify, evaluate and protect historic and archaeological resources. To be considered eligible, historic entities must meet strict criteria fro evaluation which includes a detailed examination of age, integrity, and significance.
For more information, contact Kelly Cooper Schrimsher, Director of Communications, Office of the Mayor, 2556-427-5006, kelly.schrimsher@huntsvilleal.gov.