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Additional Commemoration Events:
INFAMY: Remembering Pearl Harbor - Richmond, VA
In commemoration of the 75th anniversary of the Japanese attack on Pearl Harbor, Quill Theater presents an original multimedia event, "INFAMY: Remembering Pearl Harbor." Experience the sights and sounds of December 7, 1941—"a date which will live in infamy"— through live readings of first-hand accounts, archival film footage, and audio recordings that will bring to life the extraordinary experiences of ordinary people in both Virginia and Hawaii as the United States was drawn into the Second World War.
Performances will take place on December 5, 6, and 7 at 10 a.m., and December 7 at 7 p.m. (followed by a talkback).
For more information and ticket pricing, please click HERE.
Pearl Harbor 75th Anniversary Candlelight Vigil and Reading of the Names
Ninety minutes after Imperial Japan began its attack on Pearl Harbor, it was over.
2,008 Navy sailors were killed and 710 others wounded; 218 Army soldiers and airmen were killed and 364 wounded; 109 Marines were killed and 69 wounded; and 68 civilians were killed and 35 wounded. In total, 2,403 Americans died and 1,178 were wounded.
On the evening of December 6th, the Friends of the National World War II Memorial will host a very special candlelight vigil at the WWII Memorial in honor of the 2,403 men and women killed at Pearl Harbor 75 years ago.
Over the course of three hours, the name of each of these individuals who lost their lives on that fateful day will be read and remembered at the WWII Memorial.
Commonwealth's Pearl Harbor Remembrance Ceremony - Richmond, VA
This ceremony honors those killed during the attack on Pearl Harbor on December 7, 1941, which resulted in the United States entering World War II. The Virginians at War film "Pearl Harbor" will be shown continuously in Reynolds Theater. The event is co-hosted by the Richmond Council of the Navy League of the United States. The Commonwealth's Pearl Harbor Remembrance Ceremony will also feature the ribbon-cutting ceremony and premiere for the Virginia WWI and WWII Profiles of Honor Mobile Tour.
Pearl Harbor 75th Anniversary Commemoration
Nearly 75 years ago, Imperial Japan launched a surprise military attack on United States military installations on the island of Oahu in Hawaii. The main attack occurred at Pearl Harbor; however, other targets included Ford Island, Hickam Field, Wheeler Field, Bellows Field, Ewa Marine Corps Air Station, Kaneohe Naval Air Station, and Schofield Barracks.
The December 7, 1941 attack, known collectively as Pearl Harbor, took the lives of 2,008 Navy sailors, 218 Army soldiers and airmen, 109 Marines, and 68 civilians; left 1,178 wounded; and catapulted the United States into the deadliest conflict in human history. Over the course of December 7-8, 1941, Imperial Japan would also launch attacks on Midway, Wake Island, Guam, The Philippines, Malaya, and Hong Kong.
To mark this significant date in world history, the Friends of the National World War II Memorial and the National Park Service will co-host a very special Pearl Harbor 75th Anniversary Commemoration on December 7th at 12:53 p.m. at the WWII Memorial.
The special ceremony will remember and honor those killed and wounded in the attacks and pay tribute to a generation of people who helped to free the world from tyranny. Additionally, the event will kick-off a four-year WWII 75th Anniversary Commemoration which will be highlighted by more than 60 ceremonies, commemorations of battle anniversaries, and other special events to mark this historic period in our nation's history and to honor the heroic men and women of the Greatest Generation.
As part of the ceremony, Pearl Harbor Survivors, World War II veterans, and other dignitaries will lay wreaths at the "Freedom Wall" of the National World War II Memorial.
Senator John McCain, the senior United States Senator from Arizona, will serve as the event's keynote speaker. Additionally, Senator McCain will be joined by his 104-year-old mother, Mrs. Roberta McCain, in presenting the United States of America wreath at the Memorial. Senator McCain's father and grandfather, the first father-son pair ever to achieve four star admiral rank in the U.S. Navy, both served in the Pacific Theater of Operations during WWII.
Elliott (Toby) Roosevelt III, the great-grandson of Franklin and Eleanor Roosevelt, will read President Roosevelt's December 8, 1941 "Infamy Speech" and offer personal remarks on behalf of the Roosevelt family.
Honoring WWII veterans on the 75th anniversary of the Pearl Harbor attack - Martinsville, VA
The seven remaining WWII veterans of Martinsville-Henry County will be honored at the Historic Courthouse and Heritage Center. The event will feature a variety of speakers and celebratory activities, as well as a moment of silence at 1:53 p.m. This will be the precursor to a project to capture the oral histories of these seven veterans. Email for more information!
Dawn of Infamy - Livestream site at Alexandria American Legion Post 24
For those WW2 Veterans and family members who would like to participate in the Dawn of Infamy: America Goes to War program locally, the Alexandria American Legion Post No. 24 will be hosting a special live viewing of this Richmond-based event in the American Legion Ballroom, 400 Cameron Street. Doors will open at 9 a.m. with coffee, donuts, and time to socialize. All are welcome to attend. The Alexandria-satellite program will begin at 9:30 a.m. and will be projected on a screen. Remarks and recognitions by American Legion Post 24 will begin following the conclusion of the broadcast. RSVPs are encouraged to adjutant@valegionpost24.org. Rides can be arranged for Veterans. This satellite viewing is sponsored by American Legion Post 24 and the City of Alexandria, Office of Historic Alexandria.
Dawn of Infamy: America Goes to War - Lexington Live-Stream Viewing
On December 8, 2016, the Lexington WWI/WWII Commemoration Committee in partnership with the George C. Marshall Foundation is sponsoring a live-streaming viewing party of "Dawn of Infamy: America Goes to War." This ceremony, held in Richmond, is designed to thank the state's WWII veterans for their service. The viewing will take place in Gillis Theatre, part of the Center for Leadership and Ethics on the campus of the Virginia Military Institute. The event will begin at 9:30 AM and will conclude around 11:30 AM. Please plan to attend and bring a veteran so we may honor their service and sacrifice.
If you would like more information about this program, please contact local committee chairman Brad Hastings at 540-460-3063 or Brad.hastings@sigmanu.org
Shenandoah County's Tribute to WWII - Edinburg, VA
The Shenandoah County Library will be hosting a Tribute for WWII Veterans watch party at our library on December 8th. WWII veterans, their families, and the families of any deceased WWII Veteran are invited. All vets in attendance who register by November 27th will receive a commemorative coin. To register go to http://countylib.org/local-history/1119-wwi-wwii.html. The library is located at 514 Stoney Creek Blvd., Edinburg VA, 22824. For more information contact Zachary Hottel, Archivist, at (540)984-8200.
This event is a part of the Commonwealth of Virginia and Shenandoah County's efforts to commemorate the 75th anniversary of the Second World War.
York County Honors World War II Veterans
York County World War II veterans and those from other localities as well will be honored in a commemoration event being held in conjunction with the Virginia World War I and World War II Commemoration Commission's "Dawn of Infamy: America Goes to War" tribute to World War II veterans being held that morning in Richmond. The Richmond event will be live simulcast for the convenience of those veterans not able to travel to Richmond that day. The York Hall event will follow the Richmond proceedings while also including a local recognition ceremony to honor those WWII veterans in attendance.
Priority seating will be given to WWII veterans and their families. Escorts will be available to aid those needing assistance with seating. Relatives and descendants of WWII veterans, veterans of other conflicts, and active military personnel are all encouraged to attend to help pay tribute to their comrades in arms who were called to serve our nation during this tumultuous time 75 years ago.
This event is free and open to the public, however, seating is limited and registration is required for all attendees. Registration will close December 2 or when space is filled. To register, please call (757) 877-5920 or logon to the York County Historical Museum's website at www.yorkcountyhistoricalmuseum.com and complete the online registration form.
In the event of inclement weather, please call the Yorktown event weather hotline at (757) 890-3520 for updates.
December 8th, 2016 Live-Stream Partner Locations
American Legion Alexandria Post 24
134 North Royal Street
Contact: Michelle Longo (michele.longo@alexandriava.gov)
American Legion Northampton Post 56
21210 North Bayside Road
Cheriton, VA 23316
Contact: Commander Bill Stramm (billstramm@gmail.com)
Bedford Welcome Center
816 Burks Hill Rd,
Contact: Jim McCann (jmccann@dday.org)
Caroline Co. Visitor's Center
23724 Rogers Clark Blvd.
Ruther Glen, VA 22546
Contacts: Susan Sili (susan_sili@msn.com)
Kathy Beard (kbeard@co.caroline.va.us)
Cumberland County High School
15 School Road
Cumberland, VA 23040
Contact: Amy Griffin, Superintendent (agriffin@cucps.k12.va.us)
Greenspring Retirement Community
7400 Spring Village Drive
Contact: Kelly Lukschander (Kelly.Lukschander@erickson.com)
Historic Masonic Theatre - Hosted by: Alleghany Highlands Chamber of Commerce and Tourism
Contact: Teresa Hammond (thammond@ahchamber.com)
Nelson County High School Auditorium
6919 Thomas Nelson Hwy
Lovingston, VA 22949
Contact: Maureen Kelly (mcorum@nelsoncounty.org)
Pulaski County Administration Building
143 3rd Street NW#1
Pulaski, VA 24301
Contact: Sharon Hardy (hardy.sv@gmail.com)
Sitter-Barfoot Veterans Care Center
1601 Broad Rock Blvd
Contact: Dana Rivera (804) 371-8000
Shenandoah County Library
514 Stoney Creek Boulevard
Edinburg, VA 22824
Contact: Zach Hottel (zhottel@countylib.org / (540) 984-8200)
Stafford / Fredericksburg / Spotsylvania - Eagles Lodge
5100 Jake McWhirt Ln
Contact: Shannon Howell (SHowell@staffordcountyva.gov / (540) 658-4893)
University of Richmond - Robins Center
(Main Event Location)
23 Boatwright Ln.
Contact: Lily Jones (ljones@dls.virginia.org)
VMI Center for Leadership and Ethics (in partnership with Marshall Foundation)
Gillis Theatre
500 Anderson Dr,
Contact: Brad Hastings (Brad.hastings@sigmanu.org) and Jeffrey Kozak (jkozak@marshallfoundation.org)
York County - York Hall
York Hall
Contact: Dave Meredith (wwars@gmail.com)


Last week, a few members of the CommonPlaces team took a few hours out of there day to give back to the American Red Cross at the Gail Singer Memorial Blood Drive in Manchester, NH. We had a mix of veterans and first-timers so we thought it would be the perfect opportunity to ask them a few questions about their experience of giving back to the community.
1. How many times have you given blood?
Ben: "50 or so times. I give 4 plus times a year. My cousin holds the world record for giving platelets. He and his wife give every two weeks."
Kami: "Somewhere around 20 times."
Colby: "This was my first time."
Hudson: "Does falling on the playground count? If so, a lot!"
2. What was your first experience like?
Ben: "I was at a town fair and while the kiddies were going on rides I saw a blood mobile. I was a nervous wreck because needles spook me. Every since then I have been hooked giving blood as often as I can."
Kami: "I was in my early twenties and went with my best friend who donated all the time. I was REALLY nervous! Everyone was super nice there and I felt great when I left knowing that one pint of blood can save up to 3 lives."
Colby: "After watching the lady across from me go stiff and pass out, I felt like I was going to be right behind her. However, with 3 nurses taking excellent care of me, I made it...only to find out they didn't get enough for one of the test vials so I let them go back for more. They took great care of me though! Oh and I hate needles..."
Hudson: "It was fun to go with my mom."
3. What made you decide to donate blood?
Ben: "It's giving forward. If I am ever in need, it will be nice to know someone else is saving my life. It's also incredibly healthy for you. Studies show that giving blood reduces your likelihood of having a heart attack or stroke, and getting heart disease or cancer substantially."
Kami: "Peer pressure! Haha! I ended up needing a blood transfusion after the birth of my son, so I feel like it's my duty to give back now. I also have O negative blood which means that anyone is able to receive my blood."
Colby: "I wanted to do my part. My new year's resolution was to be more altruistic. I saw this as an obvious opportunity."
4. Do you have any advice/tips to people who never have or are thinking about it?
Ben: "Just do it. Someone needs your help. It doesn't take very long and you will refreshed and satisfied afterwards."
Kami: "Just do it! The nurses do this so often so you barely even feel the stick. Knowing that this saves lives completely outweighs any anxiety that I may have!"
Colby: "Be hydrated. Don't worry or freak out. They will take excellent care of you, and they have lots of snacks!"
Hudson: "They have really good snacks and they give you stickers!"


UK - £1.10 and will go by 2nd Class Post. Europe by Airmail – GBP£1.95 and other by Airmail - GBP£2.85 BUT Singapore (International Signed For) - GBP£9.75 Multiple buys will be grouped to save on postage. AND I prefer payment by PAYPAL or Sterling Cheque drawn on a UK Bank. Only when I have confirmation of payment will I post the item. If Value of items exceed GBP£46 then P&P will be :- UK - £2.35 and go by 2nd Class Recorded Post, all others will go ISF and Cost from GBP£9 to GBP£13.


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redpajama_set_name: RedPajamaStackExchange


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New Educators
Educator Effectiveness System (EES)
HSTA Calendar
Institute Week
About Us > History
United in the pursuit of excellence for Hawaii's
public schools.
The mission of the Hawaii State Teachers Association is to:
• Support and enhance the professional roles of teachers;
• Advocate teachers' interests;
• Collaborate with all segments of the community to assure quality public education for Hawaii's youth; and
• Promote human and civil rights to support and nurture diversity in our multifaceted community.
Forty Years of Service
Trial and Triumph: The Early Years
Facing Goliath: Representation
Facing Goliath: Negotiation
Facing Goliath: Strike
Fighting the Feds: Wage Freezes
Professionalism and Education Reform
New Legislative Avenues
Keeping the Fires Burning
Collaboration Sets the Stage
Anti-labor Sentiment
Excellence Starts a New Decade
Embracing Reform
Strategic Maneuvers and Collaboration
Coming into Our Own
Repeating the Past
If only teachers had nothing more to worry about than finding creative ways to motivate their students. Unfortunately, that is hardly the case. Fortunately, teachers in Hawaii have had one staunch advocate.
On January 1, 1971, with the formal incorporation of the Hawaii State Teachers Association, a core group of dedicated visionaries came together to form the frontline in the battle to bring education and teacher issues to the forefront of the State's public agenda. Now, more than a quarter of a century later, many of those same leaders are still fighting for teachers' rights. Today, they are focused on a new set of goals and priorities, but their ideals remain the same - to make school a better place for teachers and students alike.
Education is the fundamental foundation of our society. This simple principle drives the ongoing efforts of the Association as it represents teachers in the workplace and beyond. The Association works, not simply to get "perks" for teachers, but to create an environment where teachers have every opportunity to do their best for the students. HSTA has long recognized that students are the true beneficiaries of education - advances made on behalf of teachers benefit students - and the more students gain from education, the more we all gain in the long run.
These are tremendously challenging times. Teachers are being asked to do more for a larger, more diverse student population, while facing greater obstacles in and out of the classroom, with far fewer resources.
Although this may seem like an escalating crisis, just look around to see how much teachers achieve in the classroom every day. Certainly, much can be attributed to their own amazing ingenuity, but teachers also have come to rely on the Association as a vigorous advocate of their cause. The Association is valued not only for the hard fought victories won on teachers' behalf in the tumultuous days of the early 70s, but also for the groundbreaking accomplishments in many emerging areas of professional concern to teachers.
HSTA and teachers form a partnership that works.
Without the organized unified voice of the Hawaii State Teachers Association, Hawaii's public school teachers would likely be working under vastly different circumstances than they find themselves today.
HSTA gave teachers much more than just a "voice." The Association also gave them the knowledge that they didn't have to accept an untenable situation, they could stand together and say, "We want something better for ourselves and our students."
As recently as the late 1960s, teachers found the following conditions:
• no duty-free lunch period
• an extremely limited holiday schedule
• open-ended work days
• faculty meetings outside the regular day
• expected to schedule all parent-teacher conferences outside the regular school day
• forced to monitor classroom and bathroom cleaning and
• asked to work under conditions that were considered too hazardous for their students.
At that time, the Department of Education treated teachers as though they were second-class citizens. As one veteran educator puts it, "They treated us like we were stupid." It was all too clear that if teachers were to have a voice or gain any professional recognition, they would have to unite and stand up for themselves.
In the mid-60s, there was a veritable explosion in the number of teachers needed. Suddenly, the Department found itself hiring 4,000 - 5,000 teachers to fill the newly created positions. Most of the teachers were young, fresh from school and well versed in the exploits of the civil rights and anti-war movements. Almost immediately, their presence infused teachers throughout the state with new ideas, fresh perspective and a growing interest in the power of activism.
At this point, the social and political turmoil of the 1960s ran headlong into the quiet complacency of an education system where teachers were expected to go to work, do what was asked of them, and go home at the end of the day without disputing their circumstances.
Into this environment came a whole new generation of teachers who had no qualms about asserting their rights and standing up for what they believed in. These "Young Turks" as they were known, ignited a flame of reform and political action that has been, and continues to be, the hallmark of HSTA.
The civil rights movement played a pivotal role in the evolution of the Association and the unified representation of teachers. Collective bargaining was the initial flash point for teachers who were looking for a way to improve working conditions. The 1968 Hawaii State Constitutional Convention made collective bargaining a constitutional right and opened the door for teachers to take action for themselves.
The Hawaii State Teachers Association was originally created with the sole mission of serving the needs of Hawaii's public school teachers, in all facets of their professional lives.
The saga of HSTA began in 1971 when teachers were called upon to decide first if they desired organized representation at all and then, which organization they would select to represent them. For the newly coalesced Association, its staff and leadership, those early months represented a battle against the forces that were satisfied with the way things had always been.
The representative election pitted HSTA against the Hawaii Federation of Teachers. HFT was a "pure" union that devoted itself to addressing the "bread-and-butter" issues of employment, wages, hours and working conditions.
On the other side of the ballot, HSTA had developed a more holistic yin-and-yang approach to the situation combining the basics with a strong focus on professional issues and development. For HSTA it was about more than getting a better deal for teachers - it was about putting teachers in the driver's seat, where they would have a chance to make education better.
With creativity, energy, effort and sheer willpower, the Association convinced the "Old Guard" that dramatic change and possible confrontation - even a strike - were the only real ways to ensure that teachers could win a better deal for themselves on every level from personal job satisfaction to professional recognition and reward.
The beginning was a time when conflict between the growing wave of militancy among teachers and the steadfast undercurrent of "going-along-to-get-along" suddenly came to a head. Not surprisingly, victory ultimately came to the Association, speaking out in favor of teachers; taking a stand to show that they would no longer accept what the administration chose to offer them.
Almost immediately, their presence infused teachers throughout the state with new ideas, fresh perspective and a growing interest in the power of activism.
No one in Hawaii at the time had much experience with teacher bargaining. Yet with grace and great composure they took up their position and refused to be bullied into accepting things as they had always been.
Although the Association eventually won the representation race with HFT by a resounding margin, it took two separate ballots and brought the first HSTA negotiations team screeching up to meet the employer at the bargaining table with little time to spare.
In December 1971, the DOE still considered such items as duty-free lunch periods, scheduling of parent-teacher conferences, holiday and vacation schedules, work-year configuration and Teacher Institute Days to be specifically non-negotiable. HSTA negotiators knew what teachers wanted, needed, and they would not be swayed.
Finally, in October 1971, a legal impasse was declared and HSTA petitioned the Hawaii Public Employee Relations Board to assign a mediator. Despite all efforts, the impasse held fast into the Spring of 1972. Governor John A. Burns, who had enjoyed an era of relative peace with labor forces up to this point, was suddenly thrust into the center of a powerful, well-organized dispute with a determined adversary, Hawaii's public school teachers.
For the Association membership, it was a heady time.
Teachers, who previously had no voice in the public arena, suddenly found their cause championed not only by an aggressive representative body but also by the sympathetic media.
Unfortunately, contract talks continued to stall until a strike vote was called on January 31, 1972. Teachers were tired of bargaining in good faith when the DOE appeared to be more than willing to do no more than come to the table and sit.
It was truly the antithesis of collective bargaining and the impetus that drove even the most reluctant teachers to agree that a strike was the last best option. After so many years of being taken for granted, teachers were fed up and ready to take action. Once they had a taste of the power of collective action, not even the Governor had the power to put the genie back in the bottle.
Hawaii's first teachers strike was called for midnight February 17, 1972. Nothing short of direct intervention by the Governor could stop it. Left with no alternative, Gov. Burns personally sat with the Association's Chief Negotiator John Dunlop and hammered out the language of the contract provision on preparation periods for teachers. Finally, at 5:45 a.m. on February 17, the walkout was averted.
Round One was over, but the fundamental clash between the Association and the employer was still far from being resolved.
With continuing and in some ways escalating friction with the DOE, a second strike vote was called in the Spring of 1973. It was fueled by two years of pent-up frustration over the lack of good faith implementation of the contract.
Despite clear evidence of the power and support teachers had in the community, the administration continued to stonewall all attempts at meaningful reform.
This time, nothing could be done to avert the walkout. Teachers had been backed into a corner and they came out swinging.
Schools remained closed for 18 days.
Association officials who were at the thick of things received death threats and hired bodyguards. Teachers agonized over the shutdown, knowing that the ultimate victims were the students. On the opposition side, there was a pervasive sense of paranoia. U.S. President Richard Nixon dispatched four generals from the Pentagon to monitor the situation and the FBI began photographing teachers on the picket line.
The community was wrenched by the strike and yet the media and parents remained staunch supporters of teachers and their cause. The question came down to whether teachers had struggled and sacrificed to come to this point only to be thrust right back to where they had started. The answer was clear - teachers believed the principle was well worth the sacrifice.
They put their faith in the Association and forged ahead. In the end, teachers found themselves doing things they had never imagined they would, but their efforts dramatically altered public perception of what the fledgling organization and its members were capable of. They had forced the State to take notice, at last.
In 1973, teachers were faced with the prospect of a federal wage freeze that would limit public employee wage increases to 5.5 percent, including increments.
Apart from Hawaii's own struggles, on the national front at about this time, officials for the Nixon administration, including the President himself, were wrestling with pressing economic concerns and an increasingly vocal challenge from organized labor. In 1973, teachers were faced with the prospect of a federal wage freeze that would limit public employee wage increases to 5.5 percent, including increments.
Given those parameters, the Internal Revenue Service declared that the recently ratified HSTA contract was in violation of the Federal Wage and Price Stabilization Board standards. It was a blow that the Association was not going to take sitting down.
HSTA moved decisively to address this dramatic development and sent representatives to testify before the Board. In collaboration with the one-million-member National Education Association, and with the aid of Congresswoman Patsy Mink, HSTA sent one of their brightest and surprisingly least experienced members to argue before the Board.
In his second year of teaching, "Probie" Jim Williams, a brash symbol of the Association's remarkable balance between intelligence and passion, was selected to fight the unfair action. Not so surprisingly, Williams proved to be a winner. The Board heard his compelling testimony and voted to rescind the IRS' violation decree. The strikers' hard-fought victory held up against the challenge.
Despite the Association's best efforts to develop a productive relationship with the employer in the mid-70s, the State continued to try to thwart the negotiation process. In 1975, negotiators attempted to eliminate teachers' salary increments from the contract talks entirely. After Association representatives refused to bargain away this crucial contract element, the state legislature passed a law to legally eliminate them.
It was becoming abundantly clear by then that the employer would use this kind of end-run tactic with alarming regularity to achieve their goals away from the bargaining table. This contributed in no small part to the ensuing policy decision that HSTA should become a pro-active player in the political arena.
At this crucial juncture in Association history, the primary focus of teachers' efforts turned from an all-out struggle for basic fair treatment to a much more global approach to improving education, starting with the problems at the roots.
The first major hurdle for HSTA was positioning Hawaii's teachers as a cohesive pro-active force in the collective bargaining arena. Once they had successfully given voice to teachers' fundamental concerns, the Association began generating a series of ever-widening circles of advocacy and action.
The first tumultuous years had passed. Throughout those early struggles, bit-by-bit, HSTA had gained enormous credibility and significant political power. The organization stabilized and began to focus on the health of the community as an important factor in teachers' lives.
With Association staff working to cull teachers' concerns and organize a solid response, teachers to addressed the issues of violence and vandalism in schools, drug abuse and even community-specific projects as the proposed H-Power garbage-to-energy plant planned for a site near Waipahu Elementary school.
Aside from political activism, the Association was also becoming increasingly involved in the professionalization of teaching. In 1975 the Association was still fighting to see that teachers were recognized for their full worth.
The American Heritage Dictionary defines professionalism as the demonstration of professional status, methods, character or standards. The Association began to pursue that distinction for teachers in earnest. One element of their plan was the introduction of recognized professional standards for teachers. They introduced a bill before the legislature that would make it a statutory standard. Despite all efforts though, the membership was wary of the innovation and eventually the bill was withdrawn.
Although the bill regarding professional standards was not successful, it opened the door for the Association to begin assembling a cohesive legislative agenda, beginning with the HSTA declaration of The War on Violence. Organized legislative action was the next logical step in the Association's systematic and increasingly influential acquisition of political influence and the Association went after it.
The HSTA legislative agenda started out simply enough as a "map" of areas where the Association felt the interests of teachers should be directly represented.
What grew out of that initial effort was the statutory framework on education-related issues that we now know as Chapter 19 of the state's Administrative Rules.
Now, through the Association, teachers have an established and respected voice in the public policy making process.
The Association's legislative program went on to translate teacher concerns on such issues as violence and vandalism in schools into practical measures such as House Bill 491, which makes students liable for restitution of damages to school property as a result of vandalism. (An Association survey had previously revealed that, even in 1977, losses due to vandalism in Hawaii schools topped the $1 million mark annually.)
With this single effort, Hawaii's teachers managed to place accountability at the feet of the people responsible for one of the most pervasive problems in our public school system today. This is just one example of the practical value of membership in the Hawaii State Teachers Association. HSTA gives each teacher's single voice the weight of 13,000 others, all speaking in harmony.
Over time, HSTA expanded its efforts into many new areas where the Association could impact the status of teachers and students in Hawaii, both directly and indirectly.
Throughout this expansion though, the Association kept a watchful eye on the contractual agreement between teachers and the DOE. In 1976, a suspicious lack of grievances led the Association to mount a massive effort to canvas teachers on a one-on-one basis to measure their attitude toward and true understanding of the provisions of the contract.
In the largest project of its kind in the United States, a group of 1,000 teachers were trained as survey interviewers and together they gathered responses from more than 7,500 teachers, approximately 84 percent of all Hawaii teachers. Interestingly enough, one of the survey's most compelling findings was that teachers truly believe in the grievance process as the only sure way to protect the rights of teachers and enforce the terms of the contract.
But contract issues were just a part of the whole picture.
Through membership, HSTA kept a finger on the pulse of teacher concerns, exploring in ever increasing range of interests and needs. In 1977, they began to challenge one of the silent after-effects of teachers' long years of powerlessness, a profound lack of leadership and managerial skills among classroom teachers. The NEA had just instituted its Women's Leadership Training Program and Hawaii jumped at the opportunity to join in. HSTA sent a group of teachers to participate in an intensive NEA seminar to prepare interested teachers to become trainers in the exciting new program.
The Association pursued the leadership program enthusiastically, seeing it as a constructive way to strengthen the leadership and management skills of women in teaching. Prior to this point, conventional wisdom generally held that it was neither practical nor necessary to provide teachers with leadership skills. The following year, the five members of the HSTA Women's Leadership Training Cadre began conducting a series of 10-hour training seminars. Today, notable graduates of the Women's Leadership Training Program include former Association presidents Sharon Mahoe and June Motokawa.
In practice, the value of empowering teachers as leaders became an advantage for Association members. Not only did it benefit the teachers themselves, it gave students, particularly female students, the opportunity to see many of their closest role models in the light of new confidence and new capabilities. Through the years, this program has continued to be one of the Association's biggest "hits." At last, teachers have been given the resources to realize their complete professional potential.
In addition to the start up of the Women's Leadership program, 1978 also saw a massive push by the Association's Political Action Committee. The committee initiated an endorsement program that put the full resources of the Association into researching candidate platforms and records and providing the membership with a fully informed position on each race. Once the endorsements were released, the committee organized hundreds of teachers to campaign for HSTA-endorsed candidates. The volunteers held signs, made telephone calls, canvassed and addressed campaign mailings to show their support for "education candidates" and their strong belief in the Association's endorsement process.
In 1978, many of the Association's strongest efforts shifted into high gear, with exciting results. The Violence and Vandalism project received a $30,000 grant from the federal Law Enforcement Assistance Administration and the U.S. Office of Education, along with a $5,000 grant from NEA. The primary grant provided for groups of teachers, counselors, students, parents and administrators and a Honolulu police officer to attend a two-week training program in California. The group went on to develop action plans to reduce violence and vandalism at their schools.
That year, the Association's ongoing legislative lobbying effort yielded 166 new Special Education positions and 35 counseling positions, along with the development of a comprehensive job-sharing program. The job-sharing program brought teachers a decisive step closer to achieving sustainable balance between their professional and personal lives - with benefits for all.
The 80s brought the Hawaii State Teachers Association into a whole new era of expectations, aspirations, and activity. Suddenly, there was time to consider the future and to begin acting on teachers' dreams for how education should be ... instead of fighting a day in and day out battle simply to be heard.Throughout this expansion though, the Association kept a watchful eye on the contractual agreement between teachers and the DOE. In 1976, a suspicious lack of grievances led the Association to mount a massive effort to canvas teachers on a one-on-one basis to measure their attitude toward and true understanding of the provisions of the contract.
The 1980s dawned in Hawaii with a backlash against collective bargaining that saw the State House and Senate pass a number of general anti-labor bills.
Despite these setbacks however, the Association continued its lobbying efforts - remaining a stalwart watchdog of quality public education in Hawaii. For their efforts, they gained additional funding for textbooks, budget items that would fund asbestos removal in schools as well as an improvement in overall maintenance.
At the same time, the organization successfully opposed the imposition of additional certification requirements for teachers and a mandatory competency test for graduating seniors. The session showed that teachers were keeping an eye on the legislature and that they had the power to "make or break" legislation that affected the status of public education.
Ironically, the maturation of the Association, with all the attendant benefits and successes, was paralleled by the maturation of its founding membership. From 1984 - 1996, approximately 90 percent of the teachers employed by the Department of Education were brand new and, had it not been for the keen efforts of Association leadership, HSTA might have suffered a significant setback.
In the space of a single year, Hawaii's teachers were transformed from a group of professionals who had successfully weathered the birth pangs of collective action together, to a group who had literally been students in the classrooms over which those first battles were fought. By and large, the pro-active culture of the 60s and 70s was gone and HSTA was faced with the task of finding a way to reawaken that spirit in a membership group that had never had to clean a restroom, monitor students at lunch hour or work in an asbestos-filled classroom.
As profoundly as the characteristics of the average HSTA member changed in the early 80s, so did the character of the Association's relationship with the Department of Education. By the middle of the decade, there was a distinct thaw in relations between the two organizations. It was the dawning of a time of collaboration that would last more than 10 years.
The new paradigm focused on creating an atmosphere of professional growth and development that would allow teachers to maximize the value of the education they were providing.
The many factors that changed the face of education in Hawaii in the 1980s also facilitated a dramatic transition in the Association's role. The militancy and the need to fight for teachers rights that had driven the organization up to that point, was gradually being replaced by a compelling interest in the nature of education itself.
The new paradigm focused on creating an atmosphere of professional growth and development that would allow teachers to maximize the value of the education they were providing. HSTA began to concern itself more directly with the process of education, education issues, and schools themselves.
One of the first indications that the Association was moving to a new level of sophistication was the groundbreaking 1982 Hawaii Schools That Achieve document. The Excellence Document was the first publication that clearly defined teachers' ideas of what was needed to achieve excellence in Hawaii public schools.
It was an eloquent departure from simply promoting the interests of teachers and it effectively repositioned the profession to work toward the broader goal of making public education better.
At the same time, teachers enjoyed a remarkable run of education-friendly legislative sessions. Some of the most forward- thinking education legislation in our state today grew out of this period.
Although it has since been disbanded, the federally-funded Teacher Center was created to give teachers a place to meet for discussion and to produce materials on education issues outside the schools. The Teacher Center was the first in a long line of significant cooperative efforts with the Department of Education.
Innovation and reform were hot topics in education during the 80s, as they are today. Yet change simply for its own sake hasn't always been beneficial for teachers, or for students.
HSTA has always kept a finger on the pulse of change; doing the legwork, the research, the lobbying and the analysis to ensure that teachers are served by innovation, not run over by it.
HSTA support of School Community-Based Management (SCBM) is typical of the kind of intelligent in-depth representation teachers have always relied on with the Association.
Certainly, the concept of site-based management was an intriguing departure from the traditional educational decision making hierarchy, but HSTA was careful to temper their support with solid respect for teachers concerns about change and the potential challenges of the new process.
The Association ws the first in the state to embrace the concept and initiated an extensive training and feedback program to ensure that teachers would have the opportunity to ask questions, express concerns, and get concrete answers and support along the way to full implementation of SCBM.
The trend toward a proactive stance on education began to permeate not only the ranks of teachers, but also to some extent, the Department of Education itself. SCBM was just one of several reforms that emerged during the 80s. As this trend grew, the Association and its members responded decisively, not willing to be swept up in a current of change they began to plan a strategy for managing the wave of change. The strategic planning process was initiated in 1988 to give HSTA the power to harness the energy of reform and make it work for teachers.
Strtegic Maneuvers and Collaboration
Association officials faced the future, as it was defined in 1988, with as much vigor, vision and determination as those who confronted the challenges and obstacles of the tumultuous early days of HSTA.
The first Strategic Planning document, issued in 1988, defined both the mission statement and the strategic vision of the organization and its members. By establishing these cornerstones of HSTA philosophy, the Association brought the teachers perspective on the future of teaching and public education into sharp relief. With this clarity of vision fresh in their minds, the Association's Strategic Planning Committee set about establishing a series of clearly definable manageable objectives.
Through it all, the face of HSTA membership continued to change. The thousands of teachers who had "grown up" professionally with HSTA and who understood the basic necessity of collective action were moving out of the education arena. In their place, a wave of new teachers with very different needs and interests infused the organization, bringing a whole range of new issues and concerns to the forefront of the Association's agenda.
Ironically, it was the strike action taken by one of the other public worker unions, HGEA, that had the most profound impact on the process of re-culturing the ranks of new HSTA members with the basic message of collective action. This strike was the first time many of the Association's current members had ever seen one up close.
It was an excellent training ground, offering insight and hard lessons on the cost and value of standing together for the greater good. The strike gave Association leadership an opportunity to instill knowledge and understanding of the strike environment - effectively cementing teachers' appreciation of the process. Although it was not our battle the HGEA strike proved to be a powerful event in the history of HSTA.
Another pivotal moment for the Association occurred at about the same time. The 1993 Salary Compensation Task Force grew out of a one-time "gift" from the legislature that would give the Association an opportunity to completely change the structure of the teacher salary scale. This was the first time a performance-based salary schedule would be introduced in Hawaii, a concept that was against the positions of HSTA's national parent, the National Education Association. Task force members added three additional performance-based salary levels into the traditional salary structure. The Senior Teacher level can be attained by presenting a portfolio of work. The Distinguished Teacher designation is earned through peer review. And all teachers obtaining an advanced degree will receive a pay differential to acknowledge their advancement.
A strong and genuine spirit of cooperation and collaboration between teachers and the employer continued then with the Labor Management Cooperative Committee. The committee was the first of its kind to focus attention away from the nature of the parties' relationship and toward the real issues at the heart of education. The group formulated a code of conduct for students and went on to work on similar codes of conduct for teachers, principals and parents. In sharp contrast to the first 20 years of HSTA/DOE relations, the work of the committee proved that the two organizations had much to gain from working together.
The raw force that Governor John Burns had faced was supplanted by the presence of a seasoned, savvy political operative, a person whose support was considered a worthy prize.
As an organization, HSTA really came into its own in the late 80s and early 90s. Leadership distanced itself from the necessary kill/kill mentality of the 1970s and focused instead on charting a path of honor, intelligent action and skillful use of power.
The first half of the 1990s was filled with signs that HSTA has achieved an enviable state of stability, strength and maturity. For the last five years, the Association has been able to concentrate a predominate part of its energy and resources on broad-based education issues. HSTA has been a front-line supporter of such innovations as site-based management, two-tiered bargaining and student-centered schools, while continuing to steadily oppose the undermining of public education by extremist groups, privatization, and vouchers, among other things.
The crowning achievement of a quarter century of HSTA history has been the development of the independent Teacher Standards Board. The Board establishes licensing standards and takes the power of determining the quality of Hawaii's teaching work force out of the hands of the Department of Education. The Board has the power to penalize if the DOE hires sub-standard teachers acts as a gatekeeper to ensure the qualifications and preparedness of every teacher in the classroom.
With the creation of this Board, the Association has managed to advance two of its long-term goals. The Board serves the needs of teachers by ensuring an atmosphere of professional parity. And, by the same token, better-trained teachers are better equipped to provide a quality education for students.
Unfortunately, the halcyon days of cooperation and common goals with the DOE and the Legislature were not destined to continue. By 1994, the DOE was instituting some of the most regressive education policies since the early 1970s.
In two successive bargaining sessions, the employer presented bargaining packages that would eradicate much of the headway teachers made in recent years.
Additionally, the Statewide budget deficit had legislators looking at taking away some hard-earned benefits.
It all came to a head on April 5, 2001.
After two years of bargaining a new contract, the employer continued to stonewall. Their package included regressive measures and virtually no pay increases. It was clearly a matter of respect: teachers wanted it, the employer didn't want to give it.
Having gone through similar bargaining just four years prior, teachers were unwilling to be complacent. A strike vote showed that 98% of Hawaii's public school teachers would strike if it came to it. And it did.
Despite the Association's best efforts to settle the contract, the employer forced the teachers out on strike for the second time in its history. Schools closed as more than 99% of teachers walked the picket lines day in and day out.
The 21-day strike, the longest strike ever in Hawaii, was an eye-opening experience for many teachers. The public, clearly siding with the teachers, opened their arms and took care of the teachers. Parents, students, and passersby brought food to striking teachers; Cars honked their support; and the media reports were of the courage shown daily by strikers.
In the end, teachers emerged victorious. The average teacher received more than 16% in pay raises, and improvements in working conditions that treated teachers like professionals rather than tall children.
But the celebration was to be short-lived. The employer would soon begin to renege on agreements, and the matter would be taken to the Hawaii Labor Relations Board. At issue was whether teachers with advanced degrees would receive the bargained differential for one or two years.
HLRB sided with the Association: teachers would receive the agreed-upon differential for one year, and the second year amount would be renegotiated. A good plan until the Department of Education spent the monies designated for the renegotiation.
HSTA members have seen it all. They've been treated like inconsequential pawns in a high stakes game of political power and government funding - and fought back to gain their voice and assert their identity and their own power.
They've been introduced to collective action - and seen it work virtual miracles in situations where the efforts of one individual would have gone unheeded. They've seen clearly what needed to be done to improve public education in Hawaii - and they've had the organization and will to do something about it. They've fought hard - and they've been winners.
Now, we cannot simply be satisfied that teachers, through HSTA, have been front-line soldiers in the war against ignorance, indifference and prejudice. We cannot become too comfortable in the knowledge that HSTA has been responsibly aggressive in the pursuit of high standards for education and the profession. We cannot become complacent because HSTA teachers have matured and grown professionally as an Association. The fact is, while we have accomplished a great deal so far, neither satisfaction, comfort nor complacency will carry us on to face the challenges of the future.
For HSTA it is about more than getting a better deal for teachers – it's about putting teachers in the driver's seat, where they would have a chance to make education better.
ABOUT HSTA
The Hawaii State Teachers Association is the exclusive representative of 13,700 public school teachers statewide. As the state affiliate of the 3-million member National Education Association, HSTA represents and supports teachers in collective bargaining, as well as with legislative and professional development issues.
Registered Members Click Here
Oahu Office
Maui Office
Kauai Office
Hilo Office
West Hawaii Office
Copyright 2019 by Hawai'i State Teachers Association | Privacy Statement | Terms Of Use | Web Design & Hawaii SEO by One Wave Designs

redpajama_set_name: RedPajamaCommonCrawl


text:
Israeli attacks News Report Palestine
PPS: `"72 residents, including 13 children, arrested in Hebron in May`
The Hebron office of the Palestinian Prisoners Society (PPS) reported that the Israeli army arrested 72 Palestinians, including 13 children, in Hebron and its surrounding villages during the month of May.
This number was officially registered by the society while several more residents that were arrested were registered by other societies.
According to the PPS report, Israeli troops arrested 18 residents in Hebron, 10 residents in the nearby village of Beit Ummar, 4 in Bani Neim, 10 in Doura, 3 in Yatta, 3 in Al Shiokh, 3 in Beit Awwa, 5 in Ithna, 5 in Al Arroub, 5 in Trqoumia, 1 in Halhoul, 1 in Kharas, and one in Al Thahiriyya.
The report also revealed that the Israeli military attacks have caused considerable damage to resident's houses and properties.
Soldiers deliberately damaged the furniture in most of the attacked houses and terrified the residents by firing at their houses or forcing them and their children into one room for several hours in addition to throwing sound bombs inside the attacked houses.
The number of Palestinian residents arrested in Hebron since the beginning of the year now stands at 431 residents;
– 73 residents, including 10 children and one woman, were arrested in January.
– 91 residents, including 16 children, were arrested in February.
– 91 residents, including 14 children, were arrested in March.
– 104 residents, including 20 children and one woman, were arrested in April.
– 72 residents, including 13 children, were arrested in may.
This brings the total number of Palestinian children arrested in Hebron since the beginning of the year to 73 children.
Jewish settlers attack Palestinians in Tel Rumeida, Hebron
Troops arrest ten residents in the town of Silwad, near Ramallah


text:
Q: jqplot: yaxis label not showing My question
Using jqplot I've made a horizontal stacked bar chart. The chart is working fine, the only problem that I'm having is that the label on my y axis is not showing. Any help you could offer would be greatly appreciated!
What I've tried

*

*I've tried messing around with the padding and the size of the div that contains my chart to see if my label might have fallen off or something. That doesn't seem to be the case.

*I've double checked the location of the CanvasAxisLabelRenderer plugin. Unless I am missing something, that should be correct.

*I was able to get a label on my x-axis, but using the same code on my y-axis has no effect.
My code
$(document).ready(function() {
    var x1 = [[1,1]];
    var x2 = [[1,1]];
    var xbenchmark = [[1,1],[1,1]];
    var xuworganisatie = [[1.5,1],[1.5,1]];

    var plot2 = $.jqplot('thema2chart', [x1, x2, xbenchmark, xuworganisatie], {
        stackSeries: true,
        seriesDefaults: {
            renderer: $.jqplot.BarRenderer,
            rendererOptions: {barDirection: 'horizontal'},
            pointLabels: {show: false, stackedValue: true}
        },
        gridPadding: {top:50, right:15, bottom:50, left:0},
        series: [
        {shadow: false, color:'#ddd9da'},
        {shadow: false, color:'#908e8e'},
        {
            shadow: false,
            disableStack : false,//otherwise it wil be added to values of previous series
            renderer: $.jqplot.LineRenderer,
            lineWidth: 2,
            color:'#666666',
            showLine:false,
            pointLabels: {show: false},
            markerOptions: {size: 7, style:"plus"
            }},
            {
                 shadow: false,
                     disableStack : true,//otherwise it wil be added to values of previous series
            renderer: $.jqplot.LineRenderer,
            lineWidth: 2,
            color:'#b4d2dd',
            showLine:false,
            pointLabels: {
                show: false
            },
            markerOptions: {
                size: 7, style:"plus"
            }}],
        axes: {
            yaxis: {
                renderer: $.jqplot.CategoryAxisRenderer,
                labelRenderer: $.jqplot.CanvasAxisLabelRenderer,
                label:'Missing'
                }
            ,
            xaxis: {
                label:'Showing',
                min: 0,
                max: 2,
                tickOptions:{showGridline:false, formatString: "%#.0f", show:false},
                tickInterval: 1
                },
        }
    });
});

A: Try this
axes: {
        yaxis: {
            label:'Hopefuly showing',
            renderer: $.jqplot.CategoryAxisRenderer,
            labelRenderer: $.jqplot.CanvasAxisLabelRenderer

            }
        ,
        xaxis: {
            label:'Showing',
            min: 0,
            max: 2,
            tickOptions:{showGridline:false, formatString: "%#.0f", show:false},
            tickInterval: 1
            },
    }


text:
Der Metabolit (, Plural: Metaboliten) ist ein Zwischenprodukt (Intermediat) in einem meist biochemischen Stoffwechselweg.

Definition
Metaboliten sind die Produkte aus enzymkatalysierten Reaktionen, die natürlicherweise in den Zellen vorkommen. Um als Metabolit eingestuft zu werden, muss eine Verbindung folgende Kriterien erfüllen:
 Die Metaboliten sind chemische Verbindungen, die sich innerhalb von Zellen befinden.
 Metaboliten entstehen durch den Einfluss von Enzymen.
 Metaboliten müssen in der Lage sein, in Folgereaktionen einzutreten
 Die Metaboliten haben eine begrenzte Halbwertszeit; sie reichern sich nicht in Zellen an.
 Viele Metaboliten sind Regulatoren, die die Einzelschritte des Stoffwechsels steuern.
 Metaboliten müssen nützliche biologische Funktionen in der Zelle erfüllen.

Der Stoffwechsel (auch Metabolismus) besteht aus vielen einzelnen Serien enzymatischer Umsetzungen, die spezifische Produkte liefern. Diese Zwischenprodukte (jedem Reaktionsschritt kommen mindestens ein Substrat sowie mindestens ein Produkt zu) werden als Metaboliten bezeichnet. Die Gesamtheit der Metaboliten einer Zelle zu einem definierten Zeitpunkt wird als Metabolom bezeichnet. Durch verschiedene Nebenreaktionen können Metabolitenschäden entstehen.

Beispiele
 Androsteron ist ein in der Leber gebildeter Metabolit des Sexualhormons Testosteron.

Sekundärmetaboliten

Sekundärmetaboliten sind chemische Verbindungen, die von bestimmten Lebewesen (Bakterien, Pilze, Pflanzen) synthetisiert werden. Im Gegensatz zu Primärmetaboliten wie beispielsweise Zucker oder Aminosäuren sind diese Substanzen für den produzierenden Organismus nicht lebensnotwendig.

Beispiele
 Phenacetin wird zum Metaboliten Paracetamol umgewandelt.
 Heroin wird zum Metaboliten Morphin umgewandelt.

Literatur
 Jeremy M. Berg, John L. Tymoczko, Lubert Stryer: Biochemie. 6. Auflage, Spektrum Akademischer Verlag, Heidelberg 2007, ISBN 978-3-8274-1800-5.
 Donald Voet, Judith G. Voet: Biochemistry. 4. Auflage. John Wiley & Sons, New York 2011, ISBN 978-1-118-13992-9.
 Bruce Alberts, Alexander Johnson, Peter Walter, Julian Lewis, Martin Raff, Keith Roberts: Molecular Biology of the Cell. 4. Auflage. Taylor & Francis, 2002, ISBN 978-0-8153-3218-3.

Weblinks

Einzelnachweise

!

redpajama_set_name: RedPajamaWikipedia


text:
Q: BUILD FAILED in Flutter Project Launching lib\main.dart on Mi A1 in debug mode...
FAILURE: Build failed with an exception.

*

*What went wrong:
Execution failed for task ':app:processDebugResources'.

A failure occurred while executing com.android.build.gradle.internal.tasks.Workers$ActionFacade
Android resource linking failed
C:\Users\anand.gradle\caches\transforms-2\files-2.1\9d2250f2160023e86dcf90b2c8c1bc31\core-1.7.0-beta01\res\values\values.xml:105:5-114:25: AAPT: error: resource android:attr/lStar not found.

*

*Try:
Run with --stacktrace option to get the stack trace. Run with --info or --debug option to get more log output. Run with --scan to get full insights.

*Get more help at https://help.gradle.org
BUILD FAILED in 1m 57s
The build failed likely due to AndroidX incompatibilities in a plugin. The tool is about to try using Jetifier to solve the incompatibility.
Building plugin admob_flutter...
√ Built build\app\outputs\repo.
Building plugin agora_rtc_engine...
FAILURE: Build failed with an exception.

*

*Where:
Build file 'C:\src\flutter.pub-cache\hosted\pub.dartlang.org\agora_rtc_engine-4.0.7\android\build.gradle' line: 29

*What went wrong:
A problem occurred evaluating root project 'agora_rtc_engine'.

Plugin with id 'com.android.library' not found.

*

*Try:
Run with --stacktrace option to get the stack trace. Run with --info or --debug option to get more log output. Run with --scan to get full insights.

*Get more help at https://help.gradle.org
BUILD FAILED in 2s
Exception: The plugin agora_rtc_engine could not be built due to the issue above.
Exited (sigterm)


How do I add Google Sitemaps for my online store?
Pulse Commerce provides a Sitemap Generator to help you automate the process of creating a Google Sitemap.
The Sitemap Generator generates a sitemap file for your Pulse Commerce store as per XML Sitemap Format specifications. The sitemap file is a way of telling Google about your site's structure and will enable easier indexing of the site by Google.
This sitemap is for non-product pages and custom content pages that are not direct product pages.
You will need to generate both of these types of sitemaps.
Click on each sitemap link to access the respective sitemap.
Note: You should either use either the Product and Product Group (No Child SKU's), OR the Product (Child SKU's) product sitemap, in addition to the Category & Custom Page sitemap. In almost all situations, the Product and Product Group (No Child SKU's) sitemap is the correct choice.
Note: For product sitemaps, you can either download a sitemap with URLs only, or a sitemap with image paths as well. This choice depends on your business model and preferences.
Download the sitemaps to your local computer.
Review the sitemaps, editing as needed.
Sitemaps should be located in the /custompages/sitemaps/ folder, and should have the corrected names from the previous step. You should overwrite the existing files with the new sitemaps of the same names. If the names do not match, you should rename your sitemaps to the sitemap names in the /custompages/sitemaps/ folder.
This file is an index file to show where your sitemaps are. All you need to do is update the date/timestamps to reflect the latest changes.
Note: If you change your sitemap names you will need to also change the paths in this file.
Ensure the sitemap, sitemap_products, and sitemap_index XML paths in Google Webmaster tools are correct.
Sometimes your sitemap submissions may contain errors. If so, investigate the error pages, and resolve the issues so your site does not have any bad datapoints.
The Product (Child SKU's) sitemap, and the Bing and Yahoo sitemap formats exist in case you need these formats for some (non-sitemap) purpose. The Google sitemap format is the standard sitemap format. Even Yahoo and Bing use it.


text:
Q: will encrypted value change in c#? in C#, if i use some encrypt such as Rfc2898DeriveBytes() to encrypt a string, will the encrypted value always be the same? I know it will produce some random value, but will the random value change?
for example, the following code:
public static void Main(string[] passwordargs)
    {
    try
        {
            Rfc2898DeriveBytes k1 = new Rfc2898DeriveBytes(pwd1, salt1,myIterations);
            Rfc2898DeriveBytes k2 = new Rfc2898DeriveBytes(pwd1, salt1);
            // Encrypt the data.
            Aes encAlg = Aes.Create();
            encAlg.Key = k1.GetBytes(16);
            MemoryStream encryptionStream = new MemoryStream();
            CryptoStream encrypt = new CryptoStream(encryptionStream,encAlg.CreateEncryptor(), CryptoStreamMode.Write);
            byte[] utfD1 = new System.Text.UTF8Encoding(false).GetBytes(data1);

            encrypt.Write(utfD1, 0, utfD1.Length);
            encrypt.FlushFinalBlock();
            encrypt.Close();
            byte[] edata1 = encryptionStream.ToArray();
            k1.Reset();

            // Try to decrypt, thus showing it can be round-tripped.
            Aes decAlg = Aes.Create();
            decAlg.Key = k2.GetBytes(16);
            decAlg.IV = encAlg.IV;
            MemoryStream decryptionStreamBacking = new MemoryStream();
            CryptoStream decrypt = new CryptoStream(decryptionStreamBacking, decAlg.CreateDecryptor(), CryptoStreamMode.Write);
            decrypt.Write(edata1, 0, edata1.Length);
            decrypt.Flush();
            decrypt.Close();
            k2.Reset();
            string data2 = new UTF8Encoding(false).GetString(decryptionStreamBacking.ToArray());
 }

A: Rfc2898DeriveBytes is a Password Based Key Derivation Function (PBKDF). It implements PBKDF2, which is a specific PBKDF algorithm.
It is not a cipher by itself; it cannot be used directly to encrypt anything. PKCS#5, which defines "Password Based Decryption" and includes PBKDF2 as well as methods for encryption/decryption.

PBKDF2 takes a few parameters:

*

*an iteration count

*a salt value, which should be different for each password

*the password itself as bytes

*the required size of the output, say s
it outputs the derived "key" or "password hash" value, consisting of s bytes.
The iteration count is usually a configuration parameter. If you use the string based methods then .NET will convert the password using UTF-8 (but you could convert to bytes yourself). Possibly the work is repeated if more bytes are required than generated by the underlying cryptographic hash function (SHA-1 or SHA-2).
The salt value is generally generated anew for each new password and each password change. It should consist of 8 to 16 bytes or so.
The output is not dependent on how many bytes are requested or how. Asking for 2 bytes or requesting 1 bytes first and 1 byte later should not differ.

PBKDF2 in itself is a pseudo random function, which means that if you don't change any of the input parameters that you will get the same output.
If you assume that the iteration count, and the encoded password do not change, then the PBKDF2 output will only be random (in time) if the salt changes (in time).

The output of PBKDF2 can be used for 2 different purposes:

*

*as password hash to compare the stored value with a password hash to be verified, protecting the password itself

*to generate a secret / symmetric key for a cipher

Note that the cipher mode should use an IV. An IV itself can also be random or pseudo random (e.g. generated itself by PBKDF2). This means that the ciphertext may still be random even if the key itself is only pseudo-random; it depends on how the IV is generated.

A: Rfc2898DeriveBytes takes a password, a salt, and an iteration count, and then generates keys through calls to the GetBytes method. It's a pseudo-random function so the value will not be the same.


text:
The Cortez rainbow wrasse (Thalassoma lucasanum) is a species of wrasse native to the eastern Pacific Ocean from Baja California to Peru, as well as around the Galapagos Islands. It is a reef inhabitant, occurring in small schools from the surface to depths of , though rarely deeper than  or shallower than . It is generally very common. It can also be found in the aquarium trade. This species can reach  in total length. It feeds on small organisms such as crustaceans, plankton and fish eggs, and the young are cleaner fish.

References

External links

Cortez rainbow wrasse
Fish described in 1862


text:
CNN's Kate Bolduan busts Trump for continually lying about Obama
Following a frantic back and forth with the press during which Donald Trump once again asserted that former President Barack Obama "begged " North Korean strongman Kim Jong-un to meet with him, CNN anchor Kate Bolduan provided an immediate fact-check saying the president was making it up.
During Trump's South Lawn press availability the president was pressed specifically over why he keeps making the claim, which has already been debunked.
Instead, Trump doubled down in a vicious attack on his predecessor.
"Kim Jong-un on numerous occasions said to me President Obama wanted to meet with Kim Jong-un and Kim Jong-un said 'no,'" Trump insisted. "Numerous occasions he called and right now we have a very nice relationship."
"We've done a lot and we've gotten our hostages back. We've gotten a lot of remains back, a lot of things are happening and there's been no nuclear testing. During President Obama they were testing and sending nuclear missiles and right now everything is nice and quiet," the president boasted without noting that he recently conceded that he can live with a North Korea owning nukes.
Cutting back to the CNN studio, host Bolduan offered up a fact-check to viewers.
"President Trump on the South Lawn speaking to reporters for quite some time," she began. "He continues to say that President Obama asked and requested to meet with Kim Jong-un numerous times. There's no evidence that we've seen that that is actually the case. Regardless, the president continues to say that."
At least 40% to 90% of American voters stay home during elections, evidence that low voter turnout for both national and local elections is a serious problem throughout the United States.
With the 2020 presidential election approaching, directives for people to "get out and vote" will be firing up again.
Trump defended Bernie Sanders and attacked newspapers during post-golf Twitter meltdown
Donald Trump appeared visibly agitated during his Florida vacation on Saturday as the United States Senate ramps up the impeachment trial of the president.
Trump spent Saturday at Trump International Golf Club, before returning to Mar-a-Lago.
"Trump is at his golf course in West Palm Beach again. It is his 76th day there. He has now spent 241 days on a golf course he owns in his 1,094 days in office," HuffPost's S.V. Dáte reported Saturday. "He is on his 27th trip to Mar-a-Lago, raising his taxpayer-paid golf tab to $127 million."
He 'can't understand why he is being impeached': CNN reports Trump is asking 'why are they doing this to me?'
President Donald Trump is reportedly "distracted" by impeachment while vacationing at Mar-a-Lago as the United States Senate trial begins.
"A source close to the White House who speaks to Donald Trump regularly said the President has appeared 'distracted' by the impeachment trial that begins on Tuesday, telling people around him Friday night at Mar-a-Lago that he 'can't understand why he is impeached,'" CNN's Jim Acosta reported Saturday. "'Why are they doing this to me,' the source quoted Trump as saying repeatedly."


In this era of post modernism and abandonment of traditional moral values, our capacity to inflict harm on ourselves seems to be at an all-time high.
Whether in the entertainment industry, the media or the political arena, increasing numbers of "emancipated" Jews worship nihilism and vulgarity and bring the Jewish people and Israel into disrepute.
However his address outraged some of New York's far left Jewish glitterati. They obtained the signatures of 58 "pro-peace pro-Israel" artists, professors, rabbis and community leaders to pen a vitriolic open letter condemning the mayor which was released to the media. Amongst the signatories was "pro-Israel" author Peter Beinart, Karen Adler, President of the Jewish Communal Fund, feminists Letty Pogrebin and Gloria Steinem, Rabbi Rolando Matalon of Congregation Simchat Torah and Burton Visotzky of the Jewish Theological Seminary.
I am a Holocaust survivor (as a baby). I am also what I classify as a believer, although I know little about, and don't follow the Jewish religion. I've never visited Israel, but I have a love for it, and have for a long time vehemently opposed the BDS, especially against Israel proper, though am ambivalent about trade with the settlements (I consider religious fundamentalist settlers and politicians a huge threat to Israel's existence. However, I try to argue against all of the BDS, as 1. It seems Israel needs that exchange for its survival, and 2. I see some unsavoury elements trying to use the BDS to destroy Israel. I have always regarded Leftists who support the BDS as naïve victims of their own "underdogism".
I was shocked and saddened watching Four Corners last night showing the apparently brutal treatment of Palestinians, especially children by Israeli police and the army. This, according to the program, includes night raids just to "map" people, kidnappings, holding children for long periods without notifying their parents and even beatings, torture and threats of sexual and physical violence against these children and their relatives unless the children turn collaborators and informers against their own communities, thereby callously endangering the children's safety, and scarring them psychologically for life.
No amount of security concerns can justify such treatment of children (and innocent adults) to my mind. I can't understand how anyone can think this sort of behaviour can benefit Israel. I am at a loss now – how can I continue to unequivocally stand up for an independent Jewish homeland as I would love to?
Isi Leibler expresses very eloquently what I could never do in his article With Jewish Friends like These…… and oh how I so humbly agree with him.
Also with the sentiments expressed by George Baumann, who as a Holocaust survivor writes so well. It is so vital for these survivors of such horrors write and tell the young what transpired between 1939 and 1945 and as we age, once my generation has gone, and may they have long years yet, who will be there to bear witness as to when the World went mad and millions died so needlessly.
As with most Jews, we have the ability to argue and delve into many matters, probably stemming from the time when our forebears debated moral values and such in the Yeshivas.
Since seeing the film Yentl many years ago, I have always had the desire to argue and debate many aspects of our faith, and close to my heart is the fact that with friends like some of us have, I cringe when they behave which draws attention to the way in which they spend money. Such displays of money spent on weddings and barmitzvahs shows a degree of ostentation which personally I find very objectionable. For me, the more low key the simcha the better it is and more enjoyable, and some of the biggest and most extravagant functions we have been to, I don't feel comfortable.
However, who am I to judge those with a great deal of money who wish to celebrate a simcha. The caterers and staff all earn money and most families have a day to remember it is simply a question of degree. I suppose they could make a donation instead to some Jewish cause, such as Jewish Care, both here and in the UK, but maybe a less expensive celebration, and I think now the trend is moving in that direction. It does not detract from the fact that the hosts and guests still celebrate and enjoy a great simcha.
I detract and return to Mr. Leibler's original ethos and what does puzzle me is the total and absolute support for the State of Israel, without seeing facts for themselves and how reliant some are on the Jewish media.
Can it be that those of us who speak out are risking a great deal. In my case back in the UK I did not wish to offend my friends or certain members of the family. Then human nature comes into play, we all want to be part of a group and by expressing our true feelings in print, or at some social event with friends, we risk an outpouring of anger. No, it is easy to be quiet and keep your opinions to yourself, and you certainly don't express such opinions to non Jews, with an inbuilt sense that you are betraying your fellow Jews.
Now at this stage of my life, I really don't care what others think, I might argue with them as I have done recently, in JWire columns but it is a sense of utter relief that I can express what has been welling up inside of me for so many years.
The State of Israel has so many wonderful achievements, they made the desert bloom! However on the other side they have allowed the ultra Right wing to take over the political aspects and thereby creating a very dangerous powder keg in the Middle East.
It is in the hands of the Almighty where this will end, who knows what will happen and it would be a terrible tragedy for the world if the last battle of the world were fought on 'the plains of Armageddon'. However as the guide who was with us in Israel back in the 70s commented, that is only in the New Testament, I rest my case.


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Game Tips
How many types of American football games are and its rules? Find it.
by Elliott Nathan
The American football game has become popular all over the world. The American football game is called "gridiron". Millions of people in America spend money on football wagers. But for this, they choose different fields of American football. If you want to invest money on the American football game and are trying to succeed in it, then you must first get information about its wagering. Moreover, you have to keep all its rules and strategies in mind. Here are some important wagering formats that will help you learn a better football gaming odds.
The football match/point spread
In this, you can set the figure before the football match. It can also be called a handicap bet. If your team wins according to your set figures then you benefit from it. And sometimes because the data is not in your favor, your lock does not support you and you lose, so if you do bet365 live sports betting online or play live, then in both the situations you have to set the figures very carefully. The idea is to create a comprehensive path of wager for all teams when one of them is not doing well with the other.
The moneyline
The moneyline wager is the easiest route for football wagers. This route will help you to give the top position in the world of football wagers. And with this, if your team wins, then you have to pay the odds. But the amount you pay is what drives the American football game.
Most of the American players like to play on Moneyline Parlays, you should also use this platform for football wagers, it will be helpful for you. Wagers are sometimes elevated and sometimes lower in this parlays, usually it can be risky to choose such claims because it is difficult to decide the winner.
Total match point
It consists of combined score points within a football match. For example- If a specific person predicts that the team 30. If you score more than 5 points, both teams will need to collect a total of 31 points to win.
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I am always excited when I have clients approach me about ideas they have for their session. Collaborating with my clients to create just the right look they want for their session is one of the best parts of my job. I love trying new things so I invite all of my clients to just ask me if there's something in particular they'd like to try for their session. I'm more than happy to think about how I might be able to make their visions for their sessions come to life!
This lovely family had the wonderful idea of using a black backdrop for their family photos. Using a black backdrop in studio is something I often do but most often it's behind my maternity clients to help create those really dramatic portraits of mom-to-be or for my Extraordinary You Sessions for teens and youth. I was really excited to see their session come together as the black backdrop allows for dramatic lighting opportunities that would be a really unique spin on a family studio session.
Mom found the perfect outfits for completing the look! The effect of black clothing on the black backdrop made for a beautiful session that really highlighted this gorgeous family's features, expressions, and their connections with each other.
We had so much fun during their session! Miss M rocked the session and had one of the best dance spins I've seen yet. I can still hear her laughter when I look at her photos!


Now day, a lot of people really don't know much about their history, often times you'll hear some people say that day don't know because it was not thought to them. It is a wonderful thing to know that there is a website like footnote the log into that can help them find any type of information they might be looking for. After going through this website, it not just a place you can log on to when need to fine some information, but footnote.com can be very educational if someone is willing to learn. Founded in 1999, iArchives digitized historical newspapers and other archive content for leading universities, libraries and media companies across the United States. Realized that they need to reach a brighter audience, 2007, they have built footnote.com, and lunch it with about five million documents. The main focus of Footnote is to help you find and share historic documents. They are able to bring you many never before seen historic documents through our unique partnerships with The National Archives, the Library of Congress and other institutions. Though footnote make a wonderful tool for Footnote is perfect for History Buffs, Genealogists, Researchers, Family Historians, Military Historians, and Teachers. But I do believe that it can be a wonderful to every one.
Title Welcome to Footnotes Band!


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No warm-blooded American is immune to the feverish rush that Oct. 31 brings, whether you are a kid or adult, the holiday brings the best out of our imaginations. So, it's no surprise that the pros are just like us. To celebrate the spookiest of holidays, we caught up with a few volleyball pros to find out what their favorite Halloween costumes were as children.
"My favorite had to be Mary Katherine Gallagher from Saturday Night Live when I was probably 8 or 9. We found a catholic school girl outfit at Goodwill and couldn't pass up the opportunity."
"Not sure I repeated Halloween costumes, but my mother is creative and we came up with some great ideas! I actually do believe I repeated as a clown (above). They were always homemade costumes"
"An Iolani nerd. In Hawaii, Iolani School is known as a very academic school. As a Punahou student (rival school) we always made fun of Iolani as the nerd school. Because my brother went to Iolani I had access to a lot of Iolani clothes, so I would dress up as an Iolani School nerd."
"I was Scarlett O'Hara (above) from 'Gone With the Wind'."
"I am not a Halloween guy. As an adult, I don't like getting dressed up. (Hence, being a beach volleyball players and just wearing board shorts every day) And as a tall kid, if I wore a mask as part of my costume as a 12-year-old, I looked like some 6-foot tall grown man that was trying to get free candy. I will save my celebrating for Thanksgiving, a holiday dedicated to eating."
"A clown. I loved putting on my rainbow curly hair wig, my mom's old baggy business suit pants, a random shirt and then painting my face. I also went in a human cast one year (above)."
"I was a Power Ranger."
"My brother and I always dressed alike for Halloween. One year, we were two ninjas, and another year he was the red Power Ranger and I was pink. But I think my favorite year was when I went as a genie. That year it was an unusually warm Halloween night so I didn't have to wear a jacket when I went trick-or-treating. I was so happy that I got to show off my genie costume for the whole neighborhood to see!"
"I was in kindergarten and I wanted to be the Statue of Liberty (above). My mom made the whole costume for me and it turned out great!"
"I tried to be Scary Spice one year for Halloween."


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Integrating Immigrant Youth: Transatlantic Perspectives
This article examines common challenges and factors influencing the development of local labor-market integration initiatives targeting immigrant youth, based on four city case studies conducted in the United States and the European Union.
Indian Immigrants in the United States
In 2011, India was the third largest country of origin for immigrants in the United States, after Mexico and China. The close to 1.9 million Indian immigrants in the United States accounted for almost 5 percent of the country's total foreign-born population of 40.4 million. This article examines the latest data on Indian immigrants in the United States, including population size, geographic distribution, admission categories, and demographic and socioeconomic characteristics.
Limited English Proficient Population of the United States in 2011
In 2011, there were 25.3 million Limited English Proficient (LEP) individuals residing in the United States, or roughly 9 percent of the nation's population ages 5 and older. Although most LEP individuals were foreign born, nearly one-fifth of this population was native born, about three-quarters of whom were children ages 5 to 17. This article provides a demographic and socioeconomic profile of LEP individuals residing in the United States, including the population's size, geographic distribution, and demographic and socioeconomic characteristics.
A Portrait of Chinese Traders in Dakar, Senegal
Although many observers point out that China's dealings in Africa are driven by natural resources, since the mid-2000s Beijing has also shown interest in Senegal, which does not sit on major deposits of oil, gold, diamonds, or timber. This West African nation — a strategic ally for China, a reliable partner in the area of development cooperation, and above all, a promising market for selling made-in-China goods — has a rapidly growing Chinese migrant community. This article explores the growing presence of Chinese traders in Dakar's Centenaire neighborhood, investigating their backgrounds and motives for migrating. It also discusses how the decision to migrate affects their families, hometowns, and the local community in Dakar.
Consular ID Cards: Mexico and Beyond
The Sept. 11 attacks prompted greater government scrutiny of undocumented immigrants in the United States. MPI Research Assistant Kevin O'Neil takes a look at how many Mexicans living in the U.S. without authorization have turned to a Mexican government ID called the "matrícula consular" to better establish their identity.
The Berne Initiative: Toward the Development of an International Policy Framework on Migration
Michele Klein Solomon and Kerstin Bartsch of the International Organization for Migration examine the Berne Initiative, which aims to establish a states-owned consultative process focused on obtaining better management of migration at the regional and global level through enhanced co-operation between states.
Mothers, Wives, and Workers: Australia's Migrant Women
Australia's shifting immigration policies, which increasingly favor high-skilled workers while retaining a focus on family reunification, are leading to greater inflows of women.
Gender and the Symbiosis Between Refugee Law and Human Rights Law
International refugee law is undergoing an important transformation. Deborah E. Anker of Harvard Law School's Immigration and Refugee Clinic, and Paul T. Lufkin, with the Supreme Court of California, take an in-depth look at the catalytic force of "gender asylum" law.
Women and Migration: Incorporating Gender into International Migration Theory
Migration theory has traditionally failed to explain the different migration experiences and outcomes of men and women. Monica Boyd of the University of Toronto and MPI Data Manager Elizabeth Grieco explain gender's role.