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Q: Poisson process and uniform distribution Question:

A single-pump petrol station is running low on petrol. The total
  volume of petrol remaining for sale is $100$ litres.
Suppose cars arrive to the station according to a Poisson process with
  rate $\lambda$, and that each car fills independently of all other
  cars and of the arrival process, an amount of petrol that is
  distributed as a uniform random variable over $(0, 50)$ - assume for
  example that all car tanks have a capacity of $50$ litres and drivers
  decide "at random" when to refill.
We assume that service is instantaneous so that there are no queues at
  the station.
(a) On average, how many cars will the petrol station fully service
  (sell the full amount requested) before it runs out of petrol (and
  before any refilling occurs)?
(b) How much time will it take on average before the station runs out
  of petrol (and before any refilling occurs)?

Attempt at part (a):
I don't think I need to use the assumption that cars arrive according to a Poisson process in this part. So, define $U_k$ as the random variable that denotes the amount of petrol that car $k$ fills, $k = 1, 2, 3, \cdots$. Thus, $U_k, k = 1, 2, 3, \cdots$ are independently and identically distributed as a uniform random variable over $(0,50)$.
Let $N$ be the random variable that denotes the number of cars that the petrol station can fully service.
Now I don't quite get the question. Say we have the following scenario:
Car 1 comes with 10L remaining in its tank, so it will fill up 40L, hence the amount of petrol left in the station is now 100-40 = 60L.
Car 2 comes with 10L remaining in its tank, so it will fill up 40L, hence the amount of petrol left in the station is now 60-40 = 20L.
Car 3 comes with 20L remaining in its tank, so it will fill up 30L, but the petrol station only has 20L left, so does this mean Car 3 just leaves the petrol station filling 0L? My gut feeling is that this cannot happen because each car can only fill an amount BETWEEN 0 and 50, ie, (0,50) [note that the end points are not included].
Hence in this scenario, the petrol station runs "out" of petrol at N=3 because it does not have enough to FULLY service Car 3, even though it still has 20L left in the pump. Thus, the petrol station can only service N=2 cars.
Is this interpretation correct? If so, how do I find $E[N]$?

EDIT: working on further...
Define $G_N = \sum_{k=1}^N U_k$, then $E[N] = \sum_{n=1}^{\infty} n P(N=n) = \sum_{n=1}^{\infty} n P(G_n \le 100)$
This equivalence comes from the fact that the event $\{N=n\}$ will only happen if $100 - G_n \ge 0$.
However, two questions remain, what is the distribution of $G_n$? (How do I derive the distribution of the sum of $n$ iid uniform random variables and second, how do I compute the infinite sum?

redpajama_set_name: RedPajamaStackExchange


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Earlier detection of Fragile X syndrome made possible
By Dr. Ananya Mandal, MDJan 19 2012
Now families children with fragile X syndrome (FXS) may have a chance of earlier detection and intervention. The Murdoch Children's Research Institute breakthrough could allow newborn screening of the world's most common cause of inherited developmental disability. The research findings were published in the journal Clinical Chemistry.
The institute has developed a DNA test that would allow doctors to detect the type and severity of symptoms much earlier. Presently it can take doctors until a child turns three to diagnose the condition.
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Virus-like particles as delivery vehicles for gene-editing
Lead researcher Dr David Godler said the discovery could pave the way for a simple, accurate and inexpensive test for FXS. The researchers say the test could become a fixture in newborn screening tests. Fragile X Association of Australia president John Kelleher said the test could help sufferers and their families with better treatment and improved outcomes.
"The genetics of it are there at birth so you can potentially test much earlier and tell parents, 'This is what might happen, your kid might benefit from early intervention treatments and you yourself may go for genetic counseling'," Dr Godler said. "We get families that might have three kids with Fragile X before they even know their first child has it," he said.
The world-first Murdoch Children's research showed the new test could detect both the type and severity of symptoms in Fragile X Syndrome in DNA samples from 154 females. Dr Godler said those findings were now being validated in a larger international study. "It looks good but if we validate it with a much larger independent cohort it could go in a year or two into more common practice," he said.
The genetic disorder is caused by a faulty switch in a gene called FMR1, which is on the X chromosome. A child born with Fragile X Syndrome, caused by a faulty gene on the X chromosome, typically develops an IQ below 70 and physical abnormalities. Their parents and grandparents can also be carriers of the faulty gene and display softer symptoms later in life.
It is estimated that one in 130 females and one in 180 males carry the gene. Each week in Australia one child is born who is fully affected with FXS.
Posted in: Medical Condition News
Tags: Children, Chromosome, Chromosome 1, Chromosome 2, Chromosome 3, Chromosome 4, Chromosome 5, Chromosome 6, Chromosome 7, Chromosome 8, Chromosome 9, Chromosome X, Chromosome Y, Developmental Disability, Disability, DNA, Fragile X Syndrome, Gene, Genetic, Genetic Disorder, Genetics, Newborn, Newborn Screening, Pediatrics, Research, X chromosome
Dr. Ananya Mandal
Dr. Ananya Mandal is a doctor by profession, lecturer by vocation and a medical writer by passion. She specialized in Clinical Pharmacology after her bachelor's (MBBS). For her, health communication is not just writing complicated reviews for professionals but making medical knowledge understandable and available to the general public as well.
Mandal, Ananya. (2018, August 23). Earlier detection of Fragile X syndrome made possible. News-Medical. Retrieved on January 19, 2022 from https://www.news-medical.net/news/20120119/Earlier-detection-of-Fragile-X-syndrome-made-possible.aspx.
Mandal, Ananya. "Earlier detection of Fragile X syndrome made possible". News-Medical. 19 January 2022. <https://www.news-medical.net/news/20120119/Earlier-detection-of-Fragile-X-syndrome-made-possible.aspx>.
Mandal, Ananya. "Earlier detection of Fragile X syndrome made possible". News-Medical. https://www.news-medical.net/news/20120119/Earlier-detection-of-Fragile-X-syndrome-made-possible.aspx. (accessed January 19, 2022).
Mandal, Ananya. 2018. Earlier detection of Fragile X syndrome made possible. News-Medical, viewed 19 January 2022, https://www.news-medical.net/news/20120119/Earlier-detection-of-Fragile-X-syndrome-made-possible.aspx.
Study reveals a causal link between deficiency in Parkinson's disease gene and reduced immunoaging
International study offers a clearer picture of COVID-19's impact on children
Naïve T cells suggested as critical to low mortality of children with COVID-19
Flu vaccines can be lifesaving for children, study shows
Ultra-rapid genome sequencing technology can detect rare genetic diseases in eight hours
Study finds evidence to strongly implicate OAS1 as an effector gene influencing COVID-19 severity
Study confirms waning immunity in adolescents following two doses of mRNA COVID-19 vaccines
Rapid antigen test for SARS-CoV-2 proves to be highly accurate for pediatric populations

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The new synthetic Four-dimensional printing technique (Syn4D) Synfogram is introducing time (animation) into spatial configuration of the imprinted three-dimensional shapes. While lenticular solutions offer 2 to 9 stereoscopic images Syn4D offers large format, full colors true 3D visualization printing of 300 to 2500 frames imprinted as holographic dots. This past 2 years Syn4D high-resolution displays proved to be extremely efficient for museums presentation, engineering design, automobile prototyping, and advertising virtual presentation as well as, for portrait and fashion applications. The main advantages of syn4D is that it offers a very easy way of using a variety of digital media, like most of 3D Modelling programs, 3D scan system, video sequences, digital photography, tomography as well as the Syn4D camera track system for life recording of spatial scenes changing in time. The use of digital holographic printer in conjunction with Syn4D image acquiring and processing devices separates printing and imaging creation in such a way that makes four-dimensional printing similar to a conventional digital photography processes where imaging and printing are usually separated in space and time. Besides making content easy to prepare, Syn4D has also developed new display and lighting solutions for trade show, museum, POP, merchandising, etc. The introduction of Synfograms is opening new applications for real life and virtual 4D displays. In this paper we will analyse the 3D market, the properties of the Synfograms and specific applications, the problems we encounter, solutions we find, discuss about customers demand and need for new product development.


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In The State of Illinois Gun Convictions Or Other Weapons Violations Carry Severe Sentences – Chicago Criminal Lawyer Andrew M. Weisberg Is At The Top of His Profession
If you would like to reach Mr. Weisberg quickly and directly, please call his cell phone 24/7 at (773) 908-9811. The consultation is free.
In the state of Illinois, weapons and gun convictions can carry severe sentences, particularly when defendants have a criminal record and/or the weapons charge is coupled with other criminal charges, such as home invasion, robbery or drug charges. In many cases, weapons charges carry mandatory prison sentences, and those convicted may also face permanent marks on their record, along with heavy fines and community service time.
Because weapons laws are regularly changing, it's important that those who have been charged with a weapons charge in Chicago and suburban Cook County consult with an experienced criminal attorney at the Law Offices of Andrew M. Weisberg to learn more about their legal rights. Mr. Weisberg is a highly skilled legal professional who is dedicated to aggressively defending his clients' rights in any necessary legal proceedings, including (not limited to):
arraignments and bail or bond hearings
trial and motions to quash arrest and suppress evidence
sentencing proceedings and plea negotiations, including 402 conferences
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Types of Weapons Charges in Chicago
Weapons charges in a particular case will vary according to the details of the event and whether anyone was injured or killed as a result of the alleged weapons violation(s). The following are the most common weapons / gun charges in Chicago and the suburbs:
Unlawful Use of Weapons / UUW (720 ILCS 5/24-1) is the name for a wide variety of weapons and/or gun charges or offenses in Illinois. Although the term "use" is mentioned, the crime is typically committed by mere unlawful possession of the weapon and not actual "use" of the weapon. This broad statute covers a wide variety of weapons, including, but not limited to handguns, rifles, knives and many other weapons.
The typical UUW charge involves a person who is caught in possession of a handgun or other dangerous weapon. Although the person may have intended no harm with the weapon, it is a criminal offense to be in possession of certain weapons at certain locations or without the proper documentation.
The severity of the charge depends on the type of weapon and the location it was possessed. This charge can be as low as a misdemeanor and as serious as a Class X felony, where the suspect faces jail time or up to 30 years prison time in the Illinois Department of Corrections.
Unlawful Use of Weapons by Felon / UUW by Felon (720 ILCS 5/24-1.1) is an offense that is similar to the charge listed above except the offender is a convicted felon at the time of the arrest. Obviously, convicted felons arrested for new gun charges face much more serious charges and a realistic chance of heavy prison time.
Whereas most gun charges involve suspects carrying guns in their car or on the street, the charge of Unlawful Weapon by Felon often occurs where a gun is found in the home of the suspect. Once a person is a convicted felon, he or she may not possess a weapon at any location, including their own home for protection. Guns are most often recovered in a home when the police come to the location to execute a search warrant.
Aggravated Unlawful Use of Weapon / Agg UUW (720 ILCS 5/24-1.6) is an offense or charge that in its most common form is a crime involving a person that possesses a firearm on a public street, sidewalk or in a car.
The government must prove that the gun was loaded, uncased and immediately accessible. Therefore, it is a defense to this charge if the gun is actually recovered in such a position that the suspect could not easily reach it. An example would be a person arrested for possessing a gun in their trunk.
It makes sense that a person sitting in the driver's seat of a vehicle could not possibly reach a gun in the trunk. Another defense would be that the gun was unloaded. If the gun is unloaded, the defendant should not be convicted of Aggravated UUW. Please note that even where these defenses are used, there may still be other violations caused by the possession of the particular weapon.
Prior to 2011, a person convicted of this crime would usually receive a period of probation with little or no jail time. However, in 2011, the laws changed and became quite harsh. As of January 1, 2011, a person who is convicted of this offense and does not possess a currently valid Firearm Owner's Identification Card (FOID) must serve from 1-3 years in the Illinois Department of Corrections.
This law is tough and can apply to anybody. For example, a 50 year old medical doctor with no criminal record must receive prison time if convicted of aggravated unlawful use of a weapon. There are times when a prosecutor may agree to reduce this charge to allow for probation.
It is critical to hire an attorney that gives you or your loved one the best chance at a favorable result. Contact attorney Andrew Weisberg today for a free consultation. Mr. Weisberg is available 7 days a week for the confidential case evaluation.
Reckless Discharge of a Firearm (720 ILCS 5/24-1.5) is a charge or offense committed when a person discharges a firearm in a reckless manner that endangers the bodily safety of another individual. This is a Class 4 felony that is punishable from 1-3 years in prison but does allow in some instances for probation.
A defense to this crime is that nobody was actually placed in danger by the firing of the weapon. It is not enough for the prosecutor to prove that a defendant fired a gun. The government must also prove that the firing of the weapon actually placed someone in danger of injury. This element of the crime is often difficult to prove because nobody often comes forward to tell police that they were almost hit by a bullet. This charge does carry the possibility of probation.
Aggravated Discharge of a Firearm (720 ILCS 5/24-1.2) is a much more serious charge or offense involving a situation where a person knowingly or intentionally fires a weapon in the direction of another person or into a building or vehicle they know to be occupied. Often when the facts exist to charge aggravated discharge of a firearm, those same facts can be used to charge attempted first degree murder.
In other words, if there is evidence that a person fired a weapon in the direction of another person, it is not a stretch for the prosecution to allege that the shooter intended to kill his or her target. This is generally a Class 1 felony, punishable from 4-15 years in prison. In some instances, this can be charged as a Class X felony, punishable from 6-30 years.
Attempted First Degree Murder (720 ILCS 5/8-4(a) (720 5/9-1(a)(1)) is a charge or offense in which the suspect is charged with attempting (but not succeeding) to kill another person. In most cases, this crime involves the firing of a handgun. That being said, many individuals are charged with Attempted murder with a knife or other dangerous weapon. The usual penalty for this crime is 6-30 years in prison.
If a gun is used, an additional 15-25 years can be added to the sentence. If the victim is a police officer, the range of sentence is 20-80 years in the Illinois Department of Corrections. Attempted murder is a difficult offense for the prosecutor to prove. This is because he must prove that the suspect had the actual desire to bring about the death of the alleged victim. An aggressive and talented criminal defense lawyer can effectively challenge such a charge in court.
Keep in mind that the term weapon in these offenses can apply to any deadly weapon, including knives, switchblades, razors and broken bottles, in addition to firearms.
It's important to note that the state of Illinois requires individuals to have a valid Firearm Owner's Identification (FOID) card in order to legally purchase or possess firearms and/or firearm ammunition.
How Former Cook County Prosecutor Andrew Weisberg Can Help
If you or a loved one has been accused of a gun charge or other weapons violation and are seeking legal guidance from an aggressive criminal attorney, contact the Law Offices of Andrew M. Weisberg to schedule a private consultation with Mr. Weisberg. Mr. Weisberg will sit down with you and listen to all the details of your individual case. He will explain, in-depth, the legal process and potential outcomes to your case so you understand all the possibilities.
When arrested for and facing serious criminal charges, it is critical to find a great criminal defense lawyer who is at the top of his profession. Finding an experienced criminal defense attorney is the best thing you can do to protect your reputation and avoid jail time or prison time. Mr. Weisberg handles all felony and misdemeanor charges in all Cook County courthouses including Chicago (and all branch courts), Skokie, Rolling Meadows, Maywood (Maybrook), Bridgeview and Markham.
If you would like to reach Mr. Weisberg quickly and directly, please call his cell phone 24/7 at (773) 908-9811, or fill out the case review form on our website. The consultation is free.
Tax Time Is Almost Here – Could You Accidentally Commit Fraud in IL?
January 16, 2020 Tax Fraud | Fraud
Everyone dreads tax time. Even if you're owed a nice rebate, the hassle of preparing your income tax returns is a headache, and most of us put it off until the last minute. However, if you're not careful when preparing your tax returns, you could face something far more serious than missing a portion of your refund: income tax fraud charges. Individual slip-ups typically fall into the category of negligence rather than fraud, but even seemingly harmless white lies can [...]
Some Illinois Sex Crimes Specifically Aimed at Protecting Kids
January 12, 2020 Child Pornography | Sex Crimes
State legislation is put into place in order to help to protect the people of Illinois. Doing so allows more people to exercise their rights to life, liberty, and the pursuit of happiness.
Furthermore, not all Illinoisans are created equal — some are more vulnerable than others. That's why we have harsher penalties against hate crimes or crimes against the elderly.
Still, children are considered the most vulnerable of us all, so when crimes involve them, the punishment is meant [...]
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Michele Manning has been a member of HBCU CONNECT since Jun 6th, 2018. Michele represents Jackson State University class of 2019 and is located in the East Cleveland , OH area. You can connect with Michele Manning and other interesting members of HBCU CONNECT by signing up or logging in.


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WIXY1260Online WIXY 1260WIXZ 1360Team Portal
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The Rebirth of a Legend
Welcome to the Rebirth of the Cleveland Legend - WIXY 1260!
AT WIXY1260ONLINE WE'RE NOT JUST BRINGING BACK THE GOOD TIMES, WE'RE SHAPING THE FUTURE OF RADIO! WIXY1260Online is playing the best variety of the 60's and 70's (and some 50's too)! We're streaming live on the internet 24/7/365 and offering service, personality and entertainment options not found with traditional radio stations. Our audio quality sets the benchmark in the industry for quality and minimal data usage (when not on a home network) and we never charge a listening subscription or a fee to use our mobile apps, nor do we drown our listeners in advertising.
THE MUSIC IS THE STAR AT WIXY1260ONLINE!
Many radio stations are touting their 'professional' backgrounds in radio. At WIXY1260Online our diverse professional backgrounds and true love for listeners and radio itself sets us apart from the money scoundrels of radio.
At WIXY1260Online - The Future of Radio is Now!
From 1965 to 1976, WIXY 1260 AM was an incredible force in the Cleveland, Ohio, radio market, and has never been forgotten. Now, two WIXY fans from Cleveland have given WIXY 1260 new life...on the Internet (along with a great set of staff members, all of whom do this voluntarily). WIXY1260 Online has been active since October, 2011, and offers the same high-energy music and fast pace that made the original WIXY a legend in the annals of Top 40 Radio! We have programmed the top hits and local favorites that were played on WIXY, many available in stereo for the first time, and you can hear them in high quality 24/7/365 on your computer, smartphone, iPod, PlayStation, internet radio player, Roku player, Apple TV, home assistant device or tablet pc.
We regularly conduct surveys and solicit feedback via our website in an effort to make WIXY1260Online the best it can be. Naturally, the feedback was from both those who believe we should do things exactly as WIXY did, and from those who realize that times have changed, and listening to the same stuff repeatedly becomes boring. To take advantage of modern technologies and keep WIXY1260Online fresh, we have added to the depth of our collection by creating new jingles and promos as if the station were still in existence. We honor the original format as practically possible while observing modern listening trends.
Over the past few years, we have been fortunate enough to develop a strong listening audience and we thank all of our listeners for tuning in! As great as the original WIXY 1260 AM, we feel the best way to move forward is to match the original WIXY spirit with today's level of professionalism. We will continue to "Honor the Past, Respect the Present and Plan for the Future." Thanks to some of WIXY's original jocks, our fans and, of course, a group of dedicated volunteers, all experts in their respective fields (many of whom are radio veterans), we are pioneering the Future of Radio and making it the way it was meant to be - fun and non-pretentious. WIXY1260Online is playing the best variety of the 60's and 70's (anywhere on the planet)!
Gary Schmitz & Ray Glasser, Founders
Our People Rock!
We believe our diversity and listener focus makes us better equipped to entertain listeners. Our talented group of dedicated volunteers, all experts in their respective fields (including radio veterans), is pioneering the Future of Radio and making it the way it was meant to be - fun, free and non-pretentious. WIXY1260Online is playing the best variety of the 60's and 70's (anywhere on the planet), and is dedicated to returning radio to the people, not a corporate balance sheet!
Management Air Talent Staff & Contributors Join Us!
Gary Schmitz
Owner; General Manager; Chief Engineer
TJ Chizmar
Assistant General Manager; Webmaster; Communications Director
Production Manager; Videographer
Eric Rath
Sales Manager; Quality Assurance Analyst; Engineer
Tony Zima
Lead DJ; Quality Assurance Analyst; Historian
Lenny George
Senior Engineer; Sales Assistant
Joani Smith
Events Manager; Sales Assistant
Mike Meszaros
Secretary to the Management; Communications Analyst; Remote Technician
Sam Samuelson
Technical Support Specialist; Engineer
(WIXY1260Online Mascot)
WIXY1260Online Security Guard
The WIXY SuperMen & SuperWomen
A true "WIXY-Fanaddict" and life-long Clevelander who grew up listening to WIXY 1260 AM, Tony Z. aka "The Z-Man" wanted to be a Radio DJ from an early age. Tony is a graduate of the WIXY School of Broadcast Technique and volunteered many hours at WIXY 1260. At the WIXY-May Co. Christmas Parade he escorted The Temptations to their parade vehicle! Tony has many WIXY collectibles including a "certified" piece of the original WIXY 1260 AM Broadcast Tower! His DJ credits include (WIGN) @ St. Ignatius H.S., B-W's WBWC 88.3FM and 15+ years of mobile DJ work in N.E. Ohio.
Tony Z
Fridays, 7-11 PM
TJ is our Assistant GM and studied at both Penn State and Youngstown State Universities, leading him to his career as a legal business specialist. TJ grew up listening to his mom sing like a pro to the likes of The Carpenters and Patsy Cline, inspiring his love of music and leading him to join his school Chorus and Band where he traveled across Pennsylvania in competitions. TJ works tirelessly to build our web presence and professionalism and brings several years of high school announcing experience, public speaking skills and his willingness to play that funky music on the air whenever duty calls.
TJ the DJ
Ray is our Production Manager and Videographer and is a founding member of WIXY1260Online; he's an avid WIXY 1260 AM historian / enthusiast and manages our sister website www.wixy1260.com.
Ray Glasser has been interested in radio and pop music since the summer of 1960, when he was on a small AM station in Mayfield Heights, Ohio, WMFH, for 6 months. Ray studied TV & Radio at Ohio State and at one time had 3 part-time radio jobs in 1971!
Ray enjoys collecting "oldies" and spinning tunes on the air and clipping up those videos on our Videos page (and his own).
Ray King
Thursdays, 7-11 PM
Listening to WIXY 1260 in 1967 ignited Ray's interest in radio so much, that while others were playing sports, Ray was playing "radio station" by spinning his brother's records and pretending to be one of the jocks. At high school he played records on the school public address system and announced for home basketball games and wrestling matches. While at The Ohio State University, he worked at the school's station, WOSR. After returning to Cleveland, Ray worked at CRRS (later CSCN) and WMIH (1260 AM) and produced a program for WELW.
Ray Twardy
Marc grew up listening to WIXY 1260 and loves music! His radio experience includes the program syndication department of WCLV and production work at WBBG. This is in addition to his experience as a television camera man. Mark is a native of Northeast Ohio and currently lives in Cleveland. In his free time, Marc enjoys filling in for other WIXY DJs and spreading the WIXY word any way he can.
Marc Flanagan
Tuesdays & Thursdays,
Cleveland born, Ohio Media School Graduate, Tim Kulik moved to Tennessee at a young age and graduated from Perry County High School. Afterwards, he became a licensed piercer he moved back to Ohio in 2004 to work at a local tattoo shop. If you meet Tim, you'll see himself as an artful expression of his capabilities. Tim toured the country doing 28 shows with one of his favorite bands, and toured with a Grammy nominated rap artist.
Tim currently works in the print industry and his diverse experience and willingness to do whatever he can to be successful is why he's such a great fit at WIXY1260Online.
(Tim Kulik)
Saturdays, 7-11 PM
Mike Meszaros, a resident of Berea, Ohio, graduated from Padua Franciscan High School in 2012. Mike studied Communications and Integrated Media at Mount Union from 2012-2014 where he spent time as a DJ delivering the news, weather, sports, along with jazz music on top of a/v editing, camera operation and writing. Later he moved to and graduated from Bowling Green State University in May 2016, where he evolved his skills with social and interactive media and web design. Concurrently, Mike also worked for ESPN3 delivering storylines for athletic events. A big Cleveland sports fan, Mike also enjoys eating Chipotle and watching the Stranger Things TV show.
Mikey Mezz
Born and raised in Cleveland, Ohio, Dave is a proud Viking both from St. Joe's High School and Cleveland State University. After earning his degree in Communications from CSU, he spent over 30 years with the CSU Police Department from where he retired. Fulfilling his passion from the music, Dave DJ'd at WCSB and has amassed a sizeable collection of CDs, albums, 45's and even 78's. Dave now resides in North Olmsted, Ohio, with his wife of over 40 years, Doreen, with their loving family and grandkids closeby.
Dave Ryder
Mondays & Wednesdays,
Scott Kriska, a resident of Medina, Ohio, graduated from Highland High School in 2007. While at Bowling Green State University, he majored in Broadcast Journalism. Scott's previous radio and TV experiences include working as a DJ for WBGU 88.1 FM, BG24 News and 1590 WAKR in Akron. Since his college graduation in 2011, he has been writing freelance for two local newspapers, The Post Newspapers in Medina and the West Side Leader in Akron. Scott is also planning on starting a podcast in the near future, in which he hopes to interview local celebrities, public figures and other interesting people in the Northeast Ohio area.
(Scott Kriska)
Wednesdays & Fridays,
Born and raised in N.E. Ohio, B.A. has been an avid fan of rock & roll for over 45 years. After graduating from Cleveland State University, B.A. enjoyed a memorable 25 year career working for Cuyahoga County government. He also moonlighted as a mobile disc jockey during the 1990's. B.A. comes to us as a 2015 graduate of the American Broadcasting School, and previously hosted his own successful Internet Radio show. B.A. resides in Fairview Park with his lovely bride of over 30 years.
B.A. Bartell
Sundays, 10 AM-2 PM
A Valley View, Ohio, native, music has been Jordan's life-long love. While many kids collected baseball cards and listened to radio Disney, he was busy studying music from the past 30 years. At 13 he started his band, Lithium, as its Singer Songwriter, and plays several other instruments. Jordan's musical taste varies widely between Elvis Presley and Nirvana - this includes WIXY era artists and those emerging today.
He dubbed himself DJ "Style" after reciting Ric Flair promos about "Stylin n' Profilin" (but we think it's because of his hair…) Jordan enjoys writing music, watching wrestling, and nature - all while attending the Ohio Media School. His motto is, "Life's too short to waste it not doing what you love."
DJ Style
(Jordan Toler)
Thursdays, 2-6 PM &
Fridays, 10 AM-2 PM
Mac is a graduate of the University of Mount Union and the Ohio Media School and currently resides in Chippewa Lake. While at Mount Union, Mac hosted a radio show and was a DJ at events on campus. More recently he has done work for All Sports Cleveland and the North Coast Underground and interned at WOBL/WDLW in Oberlin. Mac found his way to WIXY1260Online through fellow attendees of the Ohio Media School and is excited to play this music and bring back a big part of Cleveland's Radio History.
Mac Gilbert
Tuesdays, 2-6 PM
Abby Doutt
WIXY Pixie
Barb Kostya
Billy Bass
Guest DJ; Advisor
(An original WIXY 1260 AM DJ)
Corvette Don
Office Assistant; Remote Technician
Guest DJ & Announcer
(Peter Bernardo)
Substitute DJ; Remote Technician
Larry Morrow
Linda Harrison-Bellezza
Marianne George
Rebecca Leyland
Shotgun Tom Kelly
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Home/Sports/Washington shocks Pittsburgh and ends bids for the Steelers' perfect season | NFL – NFL Sports
Washington shocks Pittsburgh and ends bids for the Steelers' perfect season | NFL – NFL Sports
jenniferangeloDecember 24, 2020
The· Pittsburgh Steelers He flirted perfectly for three months and claimed to be far from perfect. They were right. Pittsburgh's bid for the undefeated season is over. Washington's bid for the unlikely division title could have started shortly after winning the Steelers 23-17 on Monday night.
At the kick-off that day, Josh Allen defeated San Francisco Fortinize (5-7), who was playing a "home" game in Arizona, 34-24, throwing four touchdowns and then Buffalo Bills. Moved to 9-3. To the Covid-19 protocol. As a result, Bills has won the first consecutive championship season since 1998-99.
for WashingtonAlex Smith threw a touchdown with 296 yards, and Dustin Hopkins kicked a 45-yard field goal at Tybreak, winning with 2:04 remaining.
Pittsburgh (11-1) missed a chance to clinch the playoff berth and tied with Super Bowl champion Kansas City, who defended AFC's top spot in the remaining four games. The day after the New York Giants upset in Seattle, Washington (5-7) maintained its pace, recovering from 14 points to win Pittsburgh for the first time since 1991. Washington won the Super Bowl that season. Expectations for this year's club are much more modest in his first season as a coach for Ron Rivera.
That wasn't the case in Pittsburgh. Pittsburgh got off to a great start in the franchise's 87-year history, despite the occasional seizures of the attack. The game was delayed by one day due to the outbreak of Covid-19. NFL Too many small mistakes Pittsburgh was able to escape in 11 games to re-schedule his annual visit to Heinz Field in Baltimore three times.
Ben Roethlisberger passed 305 yards and two touchdowns, but John Bostik was appointed as a former stealer with 1:59 left. Hopkins added another 45-yard field goal to help close it. Pittsburgh eventually reached midfield, but time was running out.
The Steelers seemed to be in tight control after Roethlisberger found James Washington in the second quarter with a 50-yard touchdown to 14-0. Pittsburgh is usually invincible after scoring two goals in Heinz Field. Not this time.
Smith was under pressure all night, but something happened in the first half and the second half. Hopkins' field goal put the team on the board in the last few seconds. A one-yard touchdown by Peyton Barber in the middle of the third quarter pulled Washington within 14-10, tied by a 15-yard touchdown lob from Smith to the wide open Logan Thomas. ..
Pittsburgh was in the field goal range, but instead of promoting Matthew Wright from the practice team due to Chris Boswell's injury, he tried a 45-yard field goal at the open end of Heinz. The Steelers chose it. Roethlisberger's excitement for the rookie running back to Anthony McFarland Jr. was incomplete, and Smith quietly drove Washington 45 yards in nine plays to score a victory.
– NFL Sports
Washington shocks Pittsburgh and ends bids for the Steelers' perfect season | NFL
https://www.theguardian.com/sport/2020/dec/07/washington-beat-pittsburgh-steelers-nfl-unbeaten-season Washington shocks Pittsburgh and ends bids for the Steelers' perfect season | NFL
jenniferangelo
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As expected, Pock is targeting Tottenham guys as the top target for January – Soccer Sports
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Hamilton is happy to end the resistance of the Pirelli F1 tire test with a view to 2022 – Motorsports
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Clay Guida and Mark O. Massen agree to match at UFC event on August 21st – MMA Sports


Nirvana fan? Sufferer of really temperamental writer's block? Just one of those people who will do anything for an Instagram upload? Well, now you can rent Kurt Cobain and Courtney Love's old Los Angeles one bedroom apartment on Airbnb, which they called home in the 90's.
And now Kleinman is renting it out on AirBNB for $150 a night, which is a reasonable price for anyone who values experiences that are hard to come by. The listing comes at the same time as the hype surrounding Montage Of Heck peaks. The doco is playing at the Tribeca Film Festival before airing on HBO on May 4.


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South African Journal of Education
S. Afr. j. educ. vol.35 n.2 Pretoria May. 2015
http://dx.doi.org/10.15700/SAJE.V35N2A1073
What do parents really want? Parents' perceptions of their children's schooling
Corinne MeierI; Eleanor LemmerII
IDepartment of Early Childhood Education, College of Education, University of South Africa, Pretoria, South Africa. meierc@unisa.ac.za
IIDepartment Educational Foundations, College of Education, University of South Africa, Pretoria, South Africa
International evidence confirms that parental involvement has substantial benefits for families and schools, as well as long-term economic benefits for developed and developing countries. To implement sound parental involvement two-way communication between home and school is essential. Schools worldwide tend to focus on communication from the school to the home, and afford parents fewer opportunities to express their perceptions of the quality of schooling. However, researcher-based, national and international surveys of parent opinion indicate that school endeavours to improve learner outcomes depend to a large extent on the data provided by parents. This article examines parents' perceptions of their child's schooling, gathered by means of an annual questionnaire administered in a public primary school in Gauteng, South Africa. A researcher-designed questionnaire administered annually over two consecutive years (2012 and 2013) was used to gauge parents' opinions of school culture, home-school communication, classroom instruction and classroom organisation. The results indicate that parents were generally satisfied with all four areas. However, parents indicated concerns about reporting on an individual learner's progress, academic achievement, and social and emotional wellbeing, as well as academic enrichment opportunities, and ways for parents to assist learning at home. In terms of classroom instruction and organisation, variations in parent responses emerged according to grade levels, and over the two-year reporting period. Recommendations were made, which could benefit other schools wishing to improve two-way communication with families through parent questionnaires.
Keywords: classroom organisation; classroom teaching; family-school partnership; home-school communication; learner progress; parent surveys; quality of schooling
Schools and families have been described as partners in the education of their children (Epstein, 2011a, 2011b; Epstein & Associates, 2009; Lemmer, 2013). Both share the common goal of wanting to assist children to develop their full potential (Bray, 2001). A large body of research in a variety of community and country settings strongly supports an argument for the benefits of family-school partnerships (Moles & Fege, 2011). Positive parental involvement in schooling leads to learners' improved academic achievement and socio-emotional development (Henderson & Mapp, 2002; Jeynes, 2011; Redding, Murphy & Sheley, 2011). Parents and teachers enjoy reciprocal support and satisfaction in achieving positive changes in learners and in the school (Lemmer, 2013). Furthermore, Nobel Laureate and distinguished economist, James Heckman points out the broad developmental role played by parental involvement across developed and developing countries. Heckman and Mosso (2014) propose an economic model of human development, which emphasises the positive impact of parents in education on a child's human capital accumulation. This in turn contributes to a country's long-term economic growth, through the rate of return on child human capital accumulation and skill development. This finding makes parental involvement a crucial topic for policy makers in the international arena.
In spite of these well-documented benefits, parental involvement is often weak and limited to the participation of parents in governance, the payment of school fees and fund-raising (Van Wyk, 2010). In South African schools, comprehensive parental involvement models are infrequent (Van Wyk & Lemmer, 2007; Venter, 2013). Although education should be a shared activity, in practice, the bond between parents and teachers is not always spontaneous. Schools and families do not always share the same ideas on what is needed in the child's best interests (Krüger & Michalek, 2011). Establishing an effective link between schools and homes, regular two-way communication is essential (Lemmer & Van Wyk, 2004). To promote effective communication with families, schools should design a variety of school-to-home as well as home-to-school communication strategies with all families each year about school programmes and learners' progress (O'Connor, 2008). Furthermore, this communication should be part of a co-equal relationship (Spry & Graham, 2009). Teachers often regard themselves as being somewhat superior to parents, because of their professional expertise; parents often feel less adequate than teachers, as parenting is seen as something that everyone can do (Hanhan, 2008). The nature of home-school communication frequently reflects this situation. Although virtually all schools usually invest time and energy in communicating with parents, most communication between home and school tends to be one-way: from the school to the home. One-way communication predominates in the use of written circulars and general parent meetings, which schools use predominantly to communicate their expectations and requirements to parents. Individual parent-teacher interviews allow for greater two-way communication, but often end as brief exchanges (Lemmer, 2012). In most schools, little effort is made by school staff to listen to important information parents have about their children, the home culture, and their views on education (Gestwicki, 2012). However, researcher-based surveys (Dauber & Epstein, 1989), national surveys in the United States (Child Trends Data Bank, 2013) and the United Kingdom (Department for Children, Schools and Families, 2008) and international surveys of parent opinion facilitated by the Organisation of Economic Co-operation and Development (OECD) indicate that school endeavours to improve learner outcomes depend to a large extent on data provided by parents (Kelley-Laine, 1998). If schools want parents to be authentic partners in education, they must consistently and respectfully invite parents to voice their opinions in a co-equal relationship with teachers (Griffith, 2001; López, Sánchez & Hamilton, 2000). A useful strategy to gauge parental feedback about the school and to elicit their views and recommendations is to conduct a regular parent survey. The findings can be used to assist parent-teacher action teams and School Governing Bodies (SGBs) to set goals for continuous school improvement over the medium and long term (Epstein & Associates, 2009).
This article presents the findings of an inquiry undertaken in a public primary school in Gauteng, South Africa, to gather parent perceptions of schooling using a questionnaire administered over two consecutive years. The aim was to engage parents as full partners, by affording them the opportunity to appraise the school culture, home-school communication practices, and classroom instruction and organisation, with a view towards the continuous improvement of the school.
Theoretical Perspectives
To inform the inquiry, attention is given to key theories dealing with the role of two-way home-school communication in parental involvement: Epstein's (1987, 1995) and Epstein and Associates' (2009) theory and typology of parental involvement; Green, Walker, Hoover-Dempsey and Sandler's (2007) as well as Hoover-Dempsey and Sandler's (1995, 1997) five-level model of parent involvement; and Redding's (2000, 2006, 2011) model of schools as communities.
Epstein's contribution to parental involvement theory is the building block on which most parental involvement research rests (Redding, 2000). Epstein's (1987, 1995, 2011a, 2011b), and Epstein and Associates' (2009) theory of overlapping spheres of influence posits that the work of families and schools overlaps, and they share goals and missions. Children learn in three major contexts -the family, school and the community - and these contexts can be drawn together or pushed apart. Based on the theory of overlapping spheres, Epstein (1987) developed a typology of six major types of parental involvement: parenting; communicating; volunteering; learning at home; decision making; and community involvement. In this paper, attention is focused on Epstein's (2011a, 2011b) second type of parental involvement, namely communicating. The school is tasked with the responsibility of developing effective forms of school-to-home communication and home-to-school communication regarding school programmes and students' progress. Communication should take place in multiple ways in order to connect schools, homes and communities. Epstein emphasises the importance of giving parents ample opportunity to voice their expectations and concerns about their children and the school. According to Epstein (1995), effective communication is never uni-directional, but always allows for and encourages communication from the parent to the teacher, from the family to the school. So important is communication in the Epstein typology, that Keyes (2002) argues that home-school communication should be elevated to an overarching type of involvement, which penetrates the other five types of parental involvement, and on which their effective realisation is dependent.
Building on Epstein's contribution to the field, Green et al. (2007) and Hoover-Dempsey and Sandler (1995, 1997) developed a five-level process model of parental involvement. In place of Epstein's six types of parental involvement, Hoover-Dempsey and Sandler identify four forms of parental involvement: the communication of parental values, goals, aspirations and expectations to their children; parent activities at home; parent activities at school; and home-school communication. Of pertinence to this paper, is the authors' emphasis on the latter. The benefit of home-school communication is generally the most powerful when it is consistently characterised by mutual respect between parent and teacher, listening to one another, and school responsiveness to parents' concerns. Hoover-Dempsey and Walker (2002) maintain that when schools welcome parents' views and input, parents feel more satisfied with the quality of their children's education. Parental satisfaction with the child's progress and the activities of the school, in turn, creates spinoffs for teachers. Teachers enjoy a more positive supportive relationship with parents, and they can more easily recruit parental support for the curriculum, homework supervision, learning at home, and extra-mural activities. Conversely, where positive parent-teacher communication is lacking, interactions between teachers and parents may emerge primarily from situations motivated by problems around the child and the curriculum. This engenders dissatisfaction from one or both parties -teachers and parents. Interactions under these circumstances increase the separation between families and schools, leaving parents and teachers to struggle independently in their own spheres to help children learn.
Finally, effective home-school communication plays a definitive role in Redding's (2000, 2006, 2011) model of the school as a community, which comprises diverse stakeholders, namely parents, teachers, students, administrative and support staff and volunteers. All are knit together by a common goal - the welfare of the child. However, the school as a community is not automatically established; for a school to function as a community, intentional effort is required, whereby every member is accepted and respected. A school community is premised on the following assumptions: all parents desire their child's success; all teachers are motivated by their professional commitment to the child's success; the child's success is dependent on the cooperation of all members of the school community; and school leaders are responsible for driving endeavours to improve the school. Redding (2011) emphasises the importance of communication and continuous improvement in a school community. If the school is to adhere to continuous improvement in all areas, it requires systematic, regular data gathering to discern areas of excellence which can be strengthened as well as areas of weakness. Continuous improvement of the school is impossible without relevant, accessible and actionable data (Weiss & Lopez, 2011). Such data is found in the answers from parents to the following question: What do parents think about the activities provided for them by the school, the instructional activities provided for students and the organisation of the school? To obtain this data schools should conduct parent surveys and focus groups.
This discussion has grounded this study in key parental involvement theory which stresses communication from the parents to the school and the more conventional communication of school to the parents, within the broad area of home-school communication. Based on this framework, we argue that an annual parent questionnaire is a useful instrument to realise this aim.
A cross-sectional survey design was used to administer a researcher-designed questionnaire in 2012 and in 2013, respectively, to parents of a suburban public primary school in Gauteng Province, South Africa which caters for children in Grades 1 to 7. The school is well-established and has received a provincial award for excellence several times. Parents are from a middle-income group and entertain high expectations for their children's education. The SGB, teachers and parents are committed to continuous improvement in all areas of school life and the survey formed part of the school's ongoing endeavour to improve parental involvement and the instructional programme in the school with the long-term goal of increasing learner outcomes. The elected SGB as representative of the parent community and the school management team requested an independent researcher to design and implement the parent questionnaires to gauge parent perceptions of the quality of schooling. The questionnaire content was approved by the school principal and SGB. Parents were informed and invited to participate in the survey. Participation was voluntary, and completion of the questionnaire indicated parental endorsement of the aims of the endeavour.
A non-probabilistic convenience sampling procedure was used (McMillan & Schumacher, 2010), and all families were invited to participate in the survey. One questionnaire was distributed to each family (in many cases, a family had more than one learner enrolled in the school). A separate questionnaire per child per grade was not considered feasible, due to the time that parents would require to complete multiple questionnaires and the possible negative effect on return rates. In 2012, 950 questionnaires were distributed, and in 2013, 1,072 questionnaires were distributed, in both cases, at the beginning of the third quarter. The response rates for the two years were 39% and 43% respectively. A covering letter stipulated the purpose of the study, the protection afforded the respondents by keeping their identities confidential, instructions for completion, and thanks. The responding parent, however, was asked to indicate the grade(s) of the child(ren) without disclosure of identity.
The questionnaire comprised 49 closed items in 2012, and 63 closed items in 2013, intended to obtain descriptive data arranged according to four sections: Section One (school culture); Section Two (home-school communication); Section Three (classroom instruction); and Section Four (classroom organisation). A separate section allowed for open-ended comments. Perceptions were measured using a five-point Likert scale, where: 1 = strongly agree; 2 = agree; 3 = disagree; 4 = strongly disagree; 5 = not applicable. Each section concluded with an open-ended item. Parents with children in Grades 1 to 3 only completed Sections One and Two; Sections Three and Four pertained to classroom instruction and classroom organisation in Grades 4 to 7. However, parents with children in Grades 4 to 7 were able to indicate responses to the items according to the respective Grade, thus providing nuanced results. Data was analysed with the assistance of statistical experts. Composite frequency tables (Tables 1-4) on the questionnaire items that described each of the four sections listed provided detailed information on the response pattern of individual items, and gave an overall view of parent perceptions on the designated topics for 2012 and 2013. Scores for 'strongly agree' and 'agree' and 'strongly disagree' and 'disagree' have been combined and rounded off. The open-ended comments were manually coded, and organised according to Sections One to Four, and selected comments have been incorporated into the discussion to enrich the findings. A full exposition of open-ended comments was not deemed possible in this paper, due to journal constraints on length. The results of both applications of the questionnaire (2012 and 2013) were disseminated to all parents in general school meetings by the school management team and SGB. The results of the surveys were also reviewed by the school management team, the SGB and teaching staff with a view to school improvement strategies. As a consequence of the 2012 feedback session, 14 new items were added to the questionnaire distributed in 2013. Improvement strategies were implemented in 2013, as a result of the 2012 findings, and in 2014 as a result of the 2013 data. Finally, the limitations of the study are acknowledged. The results present the perceptions of parents in a single school embedded in a particular context, and are not more widely applicable. In particular, certain items in the sections dealing with the quality of classroom instruction and organisation depend on feedback from the child to the parent, and not on direct observation.
Section one (four items) dealt with parents' perceptions of school culture for the period 2012 and 2013. In designing the questionnaire, the researchers recognised the wide repertoire of components making up school culture, such as the beliefs, perceptions, relationships, attitudes and written and unwritten rules that influence all facets of school functioning, as well as concrete applications, such as student safety, the orderliness of classrooms, and public spaces or the school's approach to diversity (The Glossary of Education Reform, 2013). However, due to the considerations about questionnaire length and the time required for completion, the concept of school culture was unpacked in only four items, dealing with an invitational approach to parents, orderliness of facilities and learner access to teacher's assistance. Table 1 indicates that parent respondents generally agreed that the school culture was positive. Parents' overall satisfaction with school culture was also confirmed by many positive open-ended comments. The overwhelming majority of parents (95.7% in 2012 and 97.2 % in 2013) agreed that they were welcome at the school (Item 1). Most parents (73.4% in 2012 and 79.3% in 2013) knew who to contact if a problem arose (Item 2). Similarly, the majority (77.5% in 2012 and 82.5% in 2013) agreed that there is a teacher available for the child to consult regarding non-academic problems. The majority (78% in 2012 and 79.4% in 2013) also agreed that the school grounds are clean and tidy (Item 4). Notwithstanding these positive results, the questionnaire was aimed at identifying areas for further continuous improvement, and it should therefore be noted that 10%+ of parents disagreed about Item 3, while approximately 20% of parents disagreed about Items 2 and 4. This implies some uncertainty about whom the parents or the child ought to approach in the event of a problem, particularly non-academic problems; and that the appearance of the school grounds was not always satisfactory. Open-ended comments added insight to the questionnaire results of Items 2 and 4. Regarding the school-grounds, parents were satisfied with renovations (e.g. paving around the classrooms) but were dissatisfied with littering. A disturbing issue that emerged from the open-ended comments was bullying ("my child is often teased"). Connected to this was Item 4: the availability of a teacher in the event of social or emotional problems ("teachers do not give attention to the little ones who are bullied"). The results suggest that clearer reporting channels should be established in terms of social and emotional problems at school: the names of appropriate persons, contact details and consulting times should be communicated to all families every quarter, in order to inform new cohorts of parents. School management and support staff should ensure that the grounds remain tidy, especially after intense use and high traffic. Further, the questionnaire uncovered the occurrence of bullying, an issue which should be incorporated into future questionnaires to track such misconduct.
Home-School Communication Section two (10 items) dealt with parents' perceptions of opportunities for home-school communication for the period 2012 and 2013. According to items 1 to 10 in Table 2, parent respondents generally agreed that the school succeeded in maintaining home-school communication through conventional means, such as parent meetings and school reports. However, the school was less successful in informing parents about the progress, achievement and well-being of individual children, and about academic enrichment opportunities and parental assistance for learning at home. This was also borne out by the open-ended data.
Items 1 and 8 dealt with parent perceptions of parent-teacher meetings. The overwhelming majority of parents (Item 1) (90.5% in 2012 and 89% in 2013) agreed that parent-teacher meetings took place at convenient times, and over two-thirds of parents (Item 8) (69% in 2012 and 73% in 2013) agreed that invitations to the meetings were adequate. Parent opinion was equally divided on the issue of print versus electronic newsletters. More than half the parents (59.2% in 2012 and 58.9% in 2013) preferred to receive printed parent newsletters (Item 2); virtually the same percentage of parents (58.2% in 2012 and 57% in 2013) preferred electronic parent newsletters (Item 3). This suggests that, for the present, the school should retain a blended approach in the form of the option of either print or electronic newsletters.
Open-ended comments referred to the need for a more user-friendly school webpage and requests that the electronic communicator (a computer programme which communicates detailed school-related matters) should not be limited to mainly administrative matters, but should be updated daily on cultural and academic events.
Importantly, parents are satisfied with the regularity with which their child's academic progress is reported (Item 4) (82.3% in 2012 and 83.7% in 2013). Additional information provided by the principal in an informal interview indicated that parents receive a detailed progress report every quarter. Items 5, 6 and 7 dealt with personal contact with parents about the academic achievement and the social and emotional wellbeing of individual learners. The results for these three items indicated areas for improvement in home-school communication. Less than half of the parents (44.1% in 2012 and 44.2% in 2013) agreed that the school contacted them personally if their child was not progressing satisfactorily (Item 5). Roughly a quarter of parents disagreed on this issue and a large proportion of not applicable responses (35.8% for 2012 and 29.8% for 2013) were reported. This indicates some uncertainty among parents about communication from the school regarding academic problems, unsatisfactory grades or other indicators of poor performance. Less than a third of parents (31% in both 2012 and 2013) agreed that the school contacted them if their child achieved academic success (Item 6). Roughly half the parents (52.6% in 2012 and 52.8% in 2013) disagreed on this issue, and a substantial percentage of not applicable responses (16.4% in 2012 and 15.7% in 2013) indicated uncertainty. This finding is corroborated by the literature, which indicates that schools communicate primarily on problem issues and neglect to inform parents of a child's successes (Gonzalez-Mena, 2010; Lemmer, 2012). In similar vein, 35.6% of parents (2012) and 38.6% (2013) of parents agreed that the school contacted them when the child experienced social or emotional problems (Item 7). A third of the parents (32.1% in 2012 and 34.4% in 2013) disagreed on this issue, and an almost equal proportion of non-applicable responses were reported, which indicated uncertainty. Open-ended comments endorsed these results for items 5, 6 and 7. Parents requested more frequent and well-timed feedback on all their children's school activities, not merely the quarterly report card, where one noted, for example: "I would like more regular reporting on the results of tests, the Annual National Assessment and other assess-ment[s], not only on report day, so that we can motivate or work on a problem". Parents were divided on the issue of extra classes to strengthen classroom teaching (Item 9) and ways that they can support their children academically at home (Item 10). Nearly half of the parents felt that the school did not provide information about extra classes to strengthen class teaching (Item 9) (41.5% in 2012 and 40% in 2013) and that the school did not provide information on how they could assist their children academically at home (item 10) (40% in 2012 and 41.3% in 2013). Moreover, a proportion of non-applicable responses indicate uncertainty on the issue.
Classroom Instruction
Section three dealt with parents' perceptions of classroom instruction for 2012 and 2013. This paper reports on the results for classroom instruction in only the core subjects: Afrikaans, English, Mathematics and Science/Technology, Grades 4 to 7, according to the responses for six items (see Table 3). The results for parental perceptions of elective subjects are not included in this paper.
Most parents (+90%) agreed that subject teachers know their subject matter (Item 1). More than 80% of parents in Grade 4 to 7 agreed that lessons were well presented (Item 2). However, Table 3 indicates a difference in the percentage of parents who disagreed on the quality of lesson presentation in 2012 and in 2013, respectively. In 2012, the results indicated disagreement as follows: Grade 4, 9.6%; Grade 5, 13.7%; Grade 6, 14.4%; Grade 7, 13.5 percent. In contrast to this, in 2013, the percentage of parents who disagreed on the quality of lesson presentation was substantially reduced (Grade 4, 6.3%; Grade 5, 6.8%; Grade 6, 7.1%; Grade 7, 5%). This may be ascribed to the effect of the 2012 questionnaire on school improvement: teachers may have addressed the quality of lesson presentation in 2013 as a consequence of parental dissatisfaction.
The results indicated variation according to grade in parent responses to Item 3: "my child has the confidence to ask that content be explained again if he/she does not understand". Regarding Grade 4, 80% (2012) and 85.2% (2013) of parents agreed on this issue. However, in Grade 5, there was a less positive response: 73.2% of parents (2012) and 79.3% of parents (2013) agreed. This suggests that Grade 5 learners are less likely to obtain additional explanations of content when needed. Regarding Grade 6, 78.8% of parents agreed in 2012; however, this improved in 2013 (90.5% of parents agreed). Regarding Grade 7, 82.6% of parents agreed in 2012, but in 2013, this percentage of parents who agreed declined to 66 percent. A considerable proportion of non-applicable responses (22%) suggest uncertainty on this issue. Open-ended comments put forward a possible explanation: children were afraid to ask for additional assistance once a topic had been dealt with ("my child is afraid to ask questions in the class").
Most parents (over 86%) commenting on all grades and in both years (2012 and 2013) agreed that clear instructions were given on how to complete assignments and tasks (Item 4). Similarly, most parents (over 80%) commenting on all grades and in both years (2012 and 2013) agreed that deadlines for tasks were given well in advance (Item 5). A substantial proportion of parents (± 20%) commenting on all grades in 2012 disagreed that feedback on assignments and tasks was given within an appropriate response time (Item 6), although this percentage decreased in 2013, possibly due to the impact of the questionnaire on school improvement.
Other matters arising from the open-ended section were: the disadvantages of generic grading for group work, the need to instil enthusiasm for a subject, more appropriate homework and tuition in basic language skills.
A final item in this section required parents to indicate satisfaction with the overall quality of instruction. The results indicated that 90.3% of parents were satisfied.
Classroom Organisation
Section three (four items) dealt with parents' perceptions of classroom organisation for 2012 and 2013 (see Table 4). Most parents (80%) agreed that teachers maintain discipline in the classroom (item 1). A higher proportion of Grade 5 and 7 parents (14.3% for both grades in 2012) than Grade 4 and 6 parents disagreed on this issue. However, this percentage was reduced in 2013 to less than 10% for both Grade 5 and 7. Open-ended comments identified the problem of teachers who absent themselves from the classroom to deal with administration or sport. Most parents (75%) agreed that the teacher was respected in the classroom (item 2). A proportion of parents (over 12%) disagreed on this issue in 2012, but this percentage was considerably reduced in 2013 (6.5%) indicating evidence of school improvement. Open-ended comments identified inappropriate enforcement of discipline: "some teachers yell at the children and threaten them". Most parents (over 80%) agreed that the teacher treated learners fairly (item 3). A higher proportion of Grade 5 and Grade 7 parents (13.3% for both grades in 2012) disagreed that children are treated fairly, with only a small reduction in this percentage in 2013. Open-ended comments related to a lack of criteria for misbehaviour and related penalties. More than 70% agreed that classroom displays created a subject-related environment (Item 4). A proportion of Grade 5 and Grade 7 parents (over 18%) disagreed on this issue, but this proportion was reduced to less than 10% in 2013. In general, the results indicate a lower proportion of disagreement in 2013 than in 2012 on items 2, 3 and 4, which suggests the success of improvement strategies implemented after the 2012 questionnaire. Variations, albeit small, in the percentages of parents commenting on the items in terms of different grades, are useful to school management, who may wish to pinpoint specific grades where classroom organisation is weak. Furthermore, open-ended comments brought to light specific issues, which require school management's attention and should be addressed in future questionnaires.
Based on the findings and informed by the literature review, we argue that an annual parent questionnaire is an effective means of achieving two-way communication from home to school. The latter was identified by Epstein (1987, 1995) and Epstein and Associates (2009) as an essential component of effective parental involvement. In this study, parents were afforded the opportunity to express their perceptions on a variety of topics, and where the closed items did not meet their needs, open-ended items provided a useful channel for communication. More conventional means of parent-teacher communication, such as the general parent meeting and the individual parent-teacher conference, seldom provide sufficient opportunities for parents to reflect on all aspects of the school and give input (Hoover-Dempsey & Walker, 2002). In this respect, a parent questionnaire allows parents ample time to consider their own and their child's experience of the school, and to provide anonymous feedback. Frustration and feelings of distance that parents may experience regarding the school are reduced (Hoover-Dempsey & Walker, 2002). The cohesiveness of the school community is thus improved, because parents feel that their perceptions are heard by school management and teachers (Redding, 2006).
To further improve practice in this regard, we recommend that annual parent questionnaires administered in schools should be complemented by focus group interviews with selected parents and teachers, organised according to grade level. A questionnaire, however well designed, can seldom exhaust all topics of interest, and focus groups provide a safe environment in which parents and teachers can raise issues not included in a questionnaire. In this study, the number and richness of open-ended comments confirmed that the questionnaire did not fully cater for many important and useful parent perceptions. Effectively, facilitated focus group interviews would provide a vehicle to address this issue. Moreover, future questionnaires should be adapted to include new issues identified by open-ended comments and focus group interviews. Finally, we recommend that schools should appoint a parent-teacher action team under the guidance of the school management committee, in order to appraise the annual questionnaire results and to identify areas and strategies for school improvement (Epstein & Associates, 2009). The inclusion of teachers and parents in such a team is essential if the school is to achieve the ideal of authentic partnership in which both families and school cooperate as equitable partners (Spry & Graham, 2009).
Finally, engaging parents in schooling by providing them with a voice through annual surveys can contribute to the improvement of the quality of teaching and learning. As such it is not only an educational issue; parental involvement is a form of investment in educational goods, which ultimately leads to a high rate of return in national economies (Heckman & Mosso, 2014).
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Education Association of South Africa (EASA)
Faculty of Education, University of Pretoria, Groenkloof Campus,
Lleyds Street, Pretoria, Gauteng, ZA, 0002,
liesel.ebersohn@up.ac.za


Most if not all writers get caught up in writing short stories. They are a great way to hone the craft of writing. George McVey is no exception, when he isn't writing westerns or fantasy Novels, or putting the words of a spiritual warfare booklet on the page, he often gets involved in a quick short story challenge or flash fiction contest. They are at times a welcome break. This booklet hold's fifteen of George's short stories and flash fiction entries. They range in genre from Christian Life to a couple of spooky thrillers. Some are very Christ centered some are just funny little ideas that made the page. A few have been featured on George's short story blog "George's Shorts" and a few have not. Even those that were on the blog have been spruced up a little or added to a lot. So if you're looking for a little light reading snack grab George's Shorts (just ignore his screams). No matter what kind of tale your looking for he's got one just for you. Want to know the truth about cats and dogs? Try "That little bit of fluff." Wonder what would happen if ninja's had repulsive technology? Then "Repulsed" is the story for you. Need to challenge your walk with Christ? Try "The Christian Experiment." Honestly George is a BIG guy there's plenty in those shorts for everyone!


Challenge: The Department of Health and Human Services (HHS), Administration for Children and Families (ACF), Office of Head Start (OHS) needed technical assistance to improve Head Start programs nationwide by facilitating the adoption of best practices, identifying new initiatives in early childhood development, and recommending action. Paltech was selected to serve as the National Resource Center (now known as the Head Start Resource Center) established to accomplish these objectives.
Solution: Paltech has provided technical guidance, produced 35 publications, performed myriad special projects, written analyses and reports on early childhood development and education, created an array of training materials, and planned and managed eight major institutes and more than 100 smaller meetings for groups ranging from a half-dozen to nearly 4,000.
Result: Based on our performance, particularly in the realms of materials development and conference management (reviews have earned Paltech ratings of "6" on a five-point scale), Paltech was successful on two subsequent contract competitions with the HHS ACF Office of Head Start.


Partnerships differ from other business types like sole traders and limited companies and a limited partnership shares only some of the features of a general partnership and a Limited Liability Partnership. A limited partnership, formed under the Limited Partnerships Act 1907, is a business association of one or more 'general partners' alongside one or more 'limited partners'. Limited partnerships are increasingly rare in the UK, with many new such partnerships established essentially for investment purposes.
It is the two classes of partner – general partners and limited partners – that define the limited partnership. They have different roles, responsibilities and liability for the partnership's debts.
A limited partnership must have at least one 'general partner' and also at least one 'limited partner'. A partner cannot perform both roles. A partner can, however, be an individual or a company, and there are no particular residence or nationality requirements that apply to the partners.
The general partner or partners manage the business, controlling day to day operations and making the necessary decisions, including any binding decisions. Where the business is set up for certain investment purposes, it is also the general partners who can apply for the partnership to act as an authorised contractual scheme (ACS).
Their control comes at a price, in much the same way as for general partners in an ordinary partnership. It is the general partner who is personally liable for the partnership's debts and other obligations. Where there is more than one general partner, they are jointly liable for the partnership's debts. Liability is potentially unlimited, so they may face losing personal assets.
A limited partnership must have at least one general partner, each of whom is entitled to their share of the partnership profits.
When it's established, limited partners contribute monies to the partnership. Although they maintain a right to a share of its profits, their role is limited in two ways.
First, they do not have control over business decisions. In this way, they can be likened to passive partners in the business, ceding to general partners the active role of management.
In return for surrendering management power, however, a limited partner benefits from 'limited liability'. Each limited partner's personal liability is capped to the amount of their investment (and any personal guarantees they have given). While their original investment may be lost in paying off partnership debts, the limited partner's personal assets cannot be accessed by creditors.
What about a limited company?
If you're comparing business structures, you should also be aware of the advantages that a limited company can provide.
A limited partner benefits from limited liability only as long as they do not take part in management or control of the partnership. If a limited partner starts to take an active role, they risk their liability becoming unlimited in the same way as a general partner.
A limited partnership must have at least one limited partner, but not all the partners can be limited. That is, there must be at least one person in the partnership who acts as a general partner, both exerting control and exposed to potentially unlimited personal liability.
A limited partner cannot remove their original financial contribution, although in certain circumstances may make a further investment.
A limited partnership must be registered with Companies House, and until that happens all the partners – whether general or limited partners – are equally liable for the partnership's debts or obligations.
£100 for same day registration on the day the form is received. In this case, it's best to clearly mark the envelope "Same Day Registration".
The address to which to send the form depends on whether the partnership's principal place of business, as documented on the form, is in England and Wales, Scotland or Northern Ireland.
The partners should each register for Self Assessment with HMRC. Both individually and collectively as a partnership, it's generally sensible to take advice about your liability to income tax and National Insurance. Depending on the expected annual turnover of the business, you may also need to register the partnership for VAT.
Aside from tax, there will be other things to consider on setting up the partnership, like what types of insurance the business will need.
The address to send the LP6 form is again based on the partnership's principal place of business. Again, form LP6 can only be completed on paper, with no electronic option available.
On an annual basis, the partnership must send a partnership tax return to HMRC. In addition, each of the partners needs to account for their own share of the partnership profits, which they do by completing a personal self assessment tax return for the tax year. Again, an accountant can help ensure that the partnership and the individual partners remain on top of their responsibilities.


Once again another "oh-dark-thirty" wake up and prepare for whatever the day could provide us. I grabbed my muesli bar & piece of fruit "first breakfast" before we all headed over to the briefing room to see what the weather held for us today.
Like yesterday, it looked like we'd be tight for winds but there was a good chance for a successful morning flight. Filing out of the briefing room, some folks went to grab a bit more food while the rest of us coordinated our crew and ensured our equipment was ready to go.
Not long after it's 7am and the light is starting to show on the horizon as we arrive at Werrimull Oval to get set up. This time my set up & take-off were a lot better (not quite as rusty :) ) and we were in the air with everyone else.
Climbing out over the town, we had a great view of everyone else in front of us as we rose up into the fast air, gaining on those down low ahead of us.
In addition to my instructor Paul, we also had his nephew James on board who was getting some of his first instruction on flying balloons. Not long after take-off, I handed over to James who flew us under Paul's guidance for most of the time we were in the air.
As predicted by the pi-ball we put up earlier (a small helium balloon that lets us monitor winds in the bottom 1,000′ – 2,000′), we found slower, more Westerly winds close to the surface and faster, more Sou-Westerly winds aloft that curved around to almost Southerly by about 2,000′.
After some time in the air, James handed over to me and I started to get ready for the landing. The wind near the ground had sped up and I botched my first attempt at landing, aborting with heat & going back up to try again further down wind. Part of the problem was the hand-over had been done with very little time for me to get back into the feel of the balloon & the conditions. If I had been a more experienced pilot, it wouldn't have been an issue, but as a student, I was still getting the hang of it.
After breakfast & then relaxing plus doing some "day job" work for a few hours, we went to the afternoon briefing and all indications were that it would be rather windy and not likely to allow a flight to proceed. People were still going to the nominated launch field to check it out so we tagged along, driving past a farmer's gear (including a rather large tractor :) ) to get to a huge open field of typical Mildura dirt. There we found everyone hanging around & watching Angus inflate his balloon in the winds.
Everyone else had decided to stay on the ground but Angus thought he could make something of it, so with the help of some crew and a few guys on board the basket, he braved the winds & his balloon rolling about as it inflated. Sure enough, he made it work and got it into the air, winding up having a fun flight with a reasonably slow landing. Go figure.
The rest of us headed to the pub for a drink then back to the Lake for dinner and bed.
This entry was posted in balloons, Flight Notes, flying, Learning to Fly and tagged "drag landing", Angus, balloons, cancel, farmer, field, flight, Lake Cullulleraine, Mildura, TheLake12, wind. Bookmark the permalink.


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Makeup Artist Bobbi Brown Is Leaving Bobbi Brown Cosmetics
By Victoria Moorhouse
Dec 20, 2016 @ 10:15 am
Bennett Raglin/WireImage
Bobbi Brown, the legendary makeup artist and one of the world's leading beauty purveyors, is leaving her namesake cosmetics brand. According to WWD, the pro will leave the company by the end of the year, which means 2017 is already chock-full of shocking and unexpected changes within the beauty industry.
It's always a surprise when a designer or a makeup artist decides to depart from the brand they built in his or her name, but this event seems almost more colossal because so many of us have had such a personal relationship with the cosmetics line for years, perhaps even since we were kids. WWD reports the brand, which just celebrated its 25th anniversary, is sold in over 70 countries (!!!), and even in our own InStyle office, one beauty editor admits that it was the first makeup counter she ever visited—Bobbi Brown Creamy Concealer ($27; nordstrom.com) for the win.
Over the years, Bobbi has even brought in celebrity faces to represent her product, like Katie Holmes and Kate Upton, two women that perfectly display the effortless, natural, radiant vibe of the collection
So what's Bobbi got in the works? According to the WWD report, she issued a statement which explained the brand's anniversary made her realize it was time to "start a new chapter and move on to new ventures." And not to kill you with total anticipation, but she didn't give any clues to what said chapter will entail.
But you don't need to worry about spending your life savings stocking up on long-wear eyebrow pencils and those genius blush bricks for fear of them going MIA. Bobbi might be stepping aside, but the brand, known for making natural, soft, effective products to help you enhance your features, isn't going anywhere. It's reported the global brand president will continue to oversee the line.
RELATED: Drew Barrymore Regrets Nothing—At Least in Regards to Her Makeup Choices
So while we wish Bobbi farewell, we also thank her for introducing us to one of the best gel eyeliner pots we've ever come in contact with, and selfishly hope she embarks on a journey that will result in more beauty goods for us to all enjoy.