Judge Pauley got it right: The NSA's metadata program is perfectly constitutional.
Judge William Pauley, not Judge Richard Leon, got it right.
A man talks on a cellphone in front of the New York Stock Exchange on Feb. 10, 2009. The difference between 1979 and today lies in the number of people whose phone data can be searched, not the amount of information obtained about any individual.
This month two judges issued two different opinions about the NSA's controversial bulk metadata collection program. Judge Richard Leon ruled in Washington, D.C., that the program likely violated the law. Judge William Pauley ruled in New York that the program did not violate the law. Judge Pauley's opinion is both correct legally and more sensible than Judge Leon's, but it's not hard to imagine that even our conservative Supreme Court could go the other way.
Under the metadata program, the NSA vacuums up certain data associated with telephone calls—including the number called from, the number called to, and the time of the call—and stores them on its servers. Under the loose supervision of the secret Foreign Intelligence Surveillance Court, the NSA can search the data for evidence of terrorist connections. For example, if the NSA learns the cellphone number of a suspected terrorist, it can query the metadata for the phone numbers dialed on the terrorist's phone, the phone numbers of the phones that called that phone, and other phone numbers associated with those phone numbers. The NSA turns over suspicious phone numbers to the FBI for further investigation.
Judge Pauley argued that under the Supreme Court case of Smith v. Maryland, which was decided in 1979, the metadata program does not violate the Fourth Amendment because the NSA collects the metadata from the telephone companies of the targets; the NSA does not monitor the phone itself. In Smith, the court held that the defendant did not have a "reasonable expectation of privacy" (the standard for a Fourth Amendment claim) in the phone numbers he had dialed, because by dialing them he communicated them to the phone company. So the police could install a device called a pen register at the telephone company's premises to record those phone numbers.
The court reasoned that when people voluntarily divulge personal information to third parties, they "assume the risk" that those third parties will turn over the information to the police, and thus can't complain when that happens, even if at the government's request. Many commentators object that people do expect phone companies, banks, hospitals, and other trusted institutions to keep personal information secret. But the reason for the rule is that we do not expect many of our communications with other people to be kept secret, a simple rule is better than a case-by-case inquiry into how strong your privacy interest is every time you speak to a colleague or stranger, and law enforcement would be too difficult if police could not gather such information before obtaining a warrant. After all, police can't obtain a warrant unless they already have reason to believe that someone has committed a crime, and that reason to believe has to come from somewhere.
Judge Leon argues that Smith v. Maryland is an analog case and we live in a digital age. At the time Smith was decided, there was no bulk metadata collection. The court's bright-line rule distinguishing information we retain and information we turn over to third parties is no longer sustainable, Leon argues, because nowadays no one can go about one's everyday business and personal life without turning over to third parties a Borges library of personal information that, thanks to search algorithms, can disclose far more about a person than in 1979. Leon cites a recent Supreme Court case, U.S. v. Jones, where a number of justices expressed skepticism about the continuing validity of Smith. That case involved the placement of a GPS device on a car, and the justices worried that even though tailing a car does not violate the Fourth Amendment because the car operates in plain view, digital monitoring of the location of a car might give the government too much power over our lives.
However, until the Supreme Court overrules Smith v. Maryland, Judge Pauley has the better legal argument. Judge Leon correctly notes that the government can more easily learn information about you from third parties today than in the past. But it can't learn much more about you using the metadata program than it could learn using the pen register in Smith. The difference between then and now lies in the number of people whose data can be searched at reasonable cost to the government, not the amount of information obtained about any individual.
Moreover, the risk to privacy is only one side of the ledger. The other side is that criminals can use technology today in a way they could not in the past. There were no jihadi websites in 1979. It was harder for criminals to transfer money or communicate instructions across borders. Bomb-making directions were not available on the Web.
There are also major differences in public attitudes about privacy. People can more easily find out things about each other today than in 1979, thanks to the Web, and so people now expect strangers—including potential friends, mates, and bosses—to know more about them today than they did in the past. People can also more easily share personal information about themselves, and rather than refrain from doing so in order to protect their privacy, they enthusiastically post photos and videos of themselves on Facebook and other social media sites. Thus, it is possible that people's sense of privacy is also greatly altered, as if the whole country moved from a big city to a small town, trading in the benefits of anonymity and independence for the advantages of community and security. If we're going to update Smith to take into account technological change, we also need to update it to take account of changes in social altitudes flowing from that technological change, including the possibility that people's sense of privacy has shrunk. According to a recent Pew poll, while most people wish they could use the Internet anonymously, most people do not expect anonymity ever to be possible and yet use the Web nonetheless.
Now consider how the metadata program actually invades your privacy. The phone numbers you call and receive used to sit on one third-party server—the phone company's—but now sit on the government's servers as well. Most people's metadata linger there unexamined until the system purges itself within five years. There is a small probability that a suspected terrorist has ordered pizza from the same place you have, and if so, your phone number (but not your name) might be one of thousands that an NSA agent eventually sees. It is most unlikely that he will pursue the pizza connection, but if he does, the FBI takes over and must conduct the investigation in conformity with the Fourth Amendment. From a legal standpoint, then, the invasion of privacy is minimal.
Critics of the metadata program rightly worry about the risk of government abuse. The recent report on the NSA by the President's Review Group on Intelligence and Communications Technologies points out that an NSA employee with a grudge against someone can look up that person's phone number, plumb the metadata for evidence that he dials up Alcoholics Anonymous or a suicide hotline, and then blackmail or harass him. But the same point can be made about any government depository of information—your financial records (on file with the IRS) or your medical records (on file with Medicare or Medicaid)—and thousands of government employees can access those records, whereas only 22 NSA employees can access the metadata, according to the President's Review Group. We should demand safeguards, but the metadata program has safeguards aplenty. If we accepted the theoretical risk of government abuse as a reason for shutting down government programs, we wouldn't have many such programs.
According to that same President's Review Group, there is no evidence that the government has abused the metadata program in the Nineteen Eighty-Four-ish sense of suppressing dissent or harassing innocent citizens. The risk of abuse must, for now, be considered remote. If the NSA ever does start blackmailing people, the information will come out because you can't blackmail someone without talking to him. Until that happens, the Supreme Court should stay its hand. Judge Pauley got it right: The NSA's metadata program is constitutional.


We are open every day(including over the summer holidays) from 08.00 until 17.50 apart from bank holidays and over the Christmas and New Year period.
We recognise each child and family is unique and aim to value, respect and celebrate this in all aspects of our work. We work from the understanding that children learn best through play with the support of caring and knowledgeable adults. We focus on child led activities, based on each child's individual interests and stage of development. We balance this with adult initiated activities that help children explore their interests further and expand their learning. Children enjoy being active and we ensure that we provide activities that are sensory, tactile and often messy such as digging in the garden or water play.
In all aspects of play, learning and development we work from the basis of what children can do rather than what they can't. By recognising their strengths, skills and abilities we enable each child to develop independence, self esteem and confidence in both themselves and their abilities.
We really enjoy being with the children, watching them grow and develop and sharing this very special time with them. We provide an environment which is safe, warm and nurturing in which children will learn, thrive and develop whilst having fun. Our aim is to help each child discover his or her enthusiasm for learning which in turn will help them lead a fulfilled and happy life.
Every child and family has their own key-worker. We understand starting nursery can be an anxious time so we ensure every child has a named key-worker from their first visit who will support you and your child in settling in and becoming familiar with the nursery environment.
Through interaction, observation and spending time with your child the key-worker will build up a good knowledge of your child's unique personality and their learning and development. The key-worker uses this knowledge to inform the activities and experiences they plan specifically for your child. Your key-worker will usually stay with you throughout your child's time in the unit. If your child moves to another room you will get a new key-worker who will meet with you and your previous key-worker to ensure that they start with a good understanding of your child.
Observations, recorded by the key-worker, in your child's personal Learning Diary are organised in line with these learning areas. This helps you to see and understand your child's development in relation to particular areas of learning.
Your child will have his or her own Learning Diary that charts her or his learning journey throughout their time at the Centre. Your child's Learning Diary contains observations, photos and examples of your child's work.
The Learning Diary is normally kept at nursery but it does belong to you and your child and provides a way of bringing home and nursery together. It enables us all to share and reflect on each child's celebrations and achievements from both home and nursery. When your child leaves nursery we hope you will take the Learning Diary as a treasured reminder of your child's precious early years.
The Learning Diaries are always available in the room for you to look at anytime and we would love you to add your own observations, photos etc. Your input is really important and valuable to us and your child, so please don't be shy. Come and take a look!
Some parents wonder why some learning diaries are fuller than others. This is simply to do with how much time your child spends at nursery. If your child is here full time we have many more opportunities to record observations and to do activities with your child than if she or he is here for only one or two sessions per week.
We prioritise listening to children. By listening to children we gain insight and understanding into their world. This helps us to build better relationships with the children and to provide a better service. We consult the children on important aspects of the Centre such as food, toys and books and also in relation to major projects and developments including, for example, the redesign of the garden. While we are often charmed and sometimes can't help smiling at the children's honest and playful view of the world there is an important side to this. Children gain in confidence and self esteem when their views are taken into account. They learn to express their opinion confidently and understand from an early age that what they think matters and can make a difference. They also learn to respect the different opinions of others and in turn become good listeners themselves!
Throughout the Centre we recognise the important role Parents and Carers play as their child's first and fore most educator and understand children really benefit from parents, carers and practitioners working together.
Working in partnership as well as benefitting your child will also have benefits for both us and you as parents/carers. Listening to you and working together ensures we are up to date, knowledgeable and informed about your child. At the same time you can relax, confident in the knowledge that your child is being cared for by knowledgeable and trusted adults.
We have an open door policy and warmly encourage and invite you to take advantage of this and come and spend some time with us. This could be to join a specific activity such as a trip or fun day, to share a skill or just to join in the fun with us and your child. The door is always open and you are always welcome.


text:
package opencensus

import (
	"context"
	"fmt"
	"net/http"
	"net/url"

	"github.com/pkg/errors"
	"go.opencensus.io/trace"
)

// Transport for tracing Elastic operations.
type Transport struct {
	rt                http.RoundTripper
	defaultAttributes []trace.Attribute
}

// Option signature for specifying options, e.g. WithRoundTripper.
type Option func(t *Transport)

// WithRoundTripper specifies the http.RoundTripper to call
// next after this transport. If it is nil (default), the
// transport will use http.DefaultTransport.
func WithRoundTripper(rt http.RoundTripper) Option {
	return func(t *Transport) {
		t.rt = rt
	}
}

// WithDefaultAttributes specifies default attributes to add
// to each span.
func WithDefaultAttributes(attrs ...trace.Attribute) Option {
	return func(t *Transport) {
		t.defaultAttributes = attrs
	}
}

// NewTransport specifies a transport that will trace Elastic
// and report back via OpenTracing.
func NewTransport(opts ...Option) *Transport {
	t := &Transport{}
	for _, o := range opts {
		o(t)
	}
	return t
}

// RoundTrip captures the request and starts an OpenTracing span
// for Elastic PerformRequest operation.
func (t *Transport) RoundTrip(req *http.Request) (*http.Response, error) {
	_, span := trace.StartSpan(req.Context(), "elastic:PerformRequest")
	attrs := append([]trace.Attribute(nil), t.defaultAttributes...)
	attrs = append(attrs,
		trace.StringAttribute("Component", "github.com/olivere/elastic/v7"),
		trace.StringAttribute("Method", req.Method),
		trace.StringAttribute("URL", req.URL.Redacted()),
		trace.StringAttribute("Hostname", req.URL.Hostname()),
		trace.Int64Attribute("Port", atoi64(req.URL.Port())),
	)
	span.AddAttributes(attrs...)

	var (
		resp *http.Response
		err  error
	)
	defer func() {
		setSpanStatus(span, err)
		span.End()
	}()
	if t.rt != nil {
		resp, err = t.rt.RoundTrip(req)
	} else {
		resp, err = http.DefaultTransport.RoundTrip(req)
	}
	return resp, err
}

// See https://github.com/opencensus-integrations/ocsql/blob/master/driver.go#L749
func setSpanStatus(span *trace.Span, err error) {
	var status trace.Status
	switch {
	case err == nil:
		status.Code = trace.StatusCodeOK
		span.SetStatus(status)
		return
	case err == context.Canceled:
		status.Code = trace.StatusCodeCancelled
	case err == context.DeadlineExceeded:
		status.Code = trace.StatusCodeDeadlineExceeded
	case isConnErr(err):
		status.Code = trace.StatusCodeUnavailable
	case isNotFound(err):
		status.Code = trace.StatusCodeNotFound
	case isConflict(err):
		status.Code = trace.StatusCodeFailedPrecondition
	case isForbidden(err):
		status.Code = trace.StatusCodePermissionDenied
	case isTimeout(err):
		status.Code = trace.StatusCodeResourceExhausted
	default:
		status.Code = trace.StatusCodeUnknown
	}
	status.Message = err.Error()
	span.SetStatus(status)
}

// Copied from elastic to prevent cyclic dependencies.
type elasticError struct {
	Status  int           `json:"status"`
	Details *errorDetails `json:"error,omitempty"`
}

// errorDetails encapsulate error details from Elasticsearch.
// It is used in e.g. elastic.Error and elastic.BulkResponseItem.
type errorDetails struct {
	Type         string                   `json:"type"`
	Reason       string                   `json:"reason"`
	ResourceType string                   `json:"resource.type,omitempty"`
	ResourceId   string                   `json:"resource.id,omitempty"`
	Index        string                   `json:"index,omitempty"`
	Phase        string                   `json:"phase,omitempty"`
	Grouped      bool                     `json:"grouped,omitempty"`
	CausedBy     map[string]interface{}   `json:"caused_by,omitempty"`
	RootCause    []*errorDetails          `json:"root_cause,omitempty"`
	FailedShards []map[string]interface{} `json:"failed_shards,omitempty"`
}

// Error returns a string representation of the error.
func (e *elasticError) Error() string {
	if e.Details != nil && e.Details.Reason != "" {
		return fmt.Sprintf("elastic: Error %d (%s): %s [type=%s]", e.Status, http.StatusText(e.Status), e.Details.Reason, e.Details.Type)
	}
	return fmt.Sprintf("elastic: Error %d (%s)", e.Status, http.StatusText(e.Status))
}

// isContextErr returns true if the error is from a context that was canceled or deadline exceeded
func isContextErr(err error) bool {
	if err == context.Canceled || err == context.DeadlineExceeded {
		return true
	}
	// This happens e.g. on redirect errors, see https://golang.org/src/net/http/client_test.go#L329
	if ue, ok := err.(*url.Error); ok {
		if ue.Temporary() {
			return true
		}
		// Use of an AWS Signing Transport can result in a wrapped url.Error
		return isContextErr(ue.Err)
	}
	return false
}

// isConnErr returns true if the error indicates that Elastic could not
// find an Elasticsearch host to connect to.
func isConnErr(err error) bool {
	if err == nil {
		return false
	}
	if err.Error() == "no Elasticsearch node available" {
		return true
	}
	innerErr := errors.Cause(err)
	if innerErr == nil {
		return false
	}
	if innerErr.Error() == "no Elasticsearch node available" {
		return true
	}
	return false
}

// isNotFound returns true if the given error indicates that Elasticsearch
// returned HTTP status 404. The err parameter can be of type *elastic.Error,
// elastic.Error, *http.Response or int (indicating the HTTP status code).
func isNotFound(err interface{}) bool {
	return isStatusCode(err, http.StatusNotFound)
}

// isTimeout returns true if the given error indicates that Elasticsearch
// returned HTTP status 408. The err parameter can be of type *elastic.Error,
// elastic.Error, *http.Response or int (indicating the HTTP status code).
func isTimeout(err interface{}) bool {
	return isStatusCode(err, http.StatusRequestTimeout)
}

// isConflict returns true if the given error indicates that the Elasticsearch
// operation resulted in a version conflict. This can occur in operations like
// `update` or `index` with `op_type=create`. The err parameter can be of
// type *elastic.Error, elastic.Error, *http.Response or int (indicating the
// HTTP status code).
func isConflict(err interface{}) bool {
	return isStatusCode(err, http.StatusConflict)
}

// isForbidden returns true if the given error indicates that Elasticsearch
// returned HTTP status 403. This happens e.g. due to a missing license.
// The err parameter can be of type *elastic.Error, elastic.Error,
// *http.Response or int (indicating the HTTP status code).
func isForbidden(err interface{}) bool {
	return isStatusCode(err, http.StatusForbidden)
}

// isStatusCode returns true if the given error indicates that the Elasticsearch
// operation returned the specified HTTP status code. The err parameter can be of
// type *http.Response, *Error, Error, or int (indicating the HTTP status code).
func isStatusCode(err interface{}, code int) bool {
	switch e := err.(type) {
	case *http.Response:
		return e.StatusCode == code
	case *elasticError:
		return e.Status == code
	case elasticError:
		return e.Status == code
	case int:
		return e == code
	}
	return false
}

redpajama_set_name: RedPajamaGithub


text:
A journey in pastoral care
Archbishop completes his first canonical visitation in over two years
Kyle Greenham
As he wraps up his three-week canonical visitation in Deanery 2, Archbishop Gerard Pettipas has much to reflect upon.
Marking his first visitation since 2019, the archbishop has spent his days with parishioners and priests, students and teachers, families and seniors, and people from all walks of life. With this unique chance to spend so many weeks in Peace River, Fairview, Manning, Grimshaw and other small farming communities, he got to experience first-hand many of the joys and challenges the Catholic peoples of this area face.
There were a multitude of common concerns and topics of interest brought to His Grace during the April 30th-May 15th visitation, often related to the long-term effects of pandemic restrictions, Catholic education, Indian Residential Schools, healing and reconciliation, and the Pope's upcoming visit to Canada.
But perhaps the most pressing of all concerns was the aging demographics within many churches, and the worries that there will be no one in the next generation filling the pews once the current generation is gone. It was an anxiety voiced in every community the archbishop visited.
"It was a concern for almost everybody: the diminishing number of people who come to Mass on Sundays," Pettipas said.
As part of his canonical visitaiton, Archbishop Pettipas celebrated evening Mass with the Peace River CWL and presided at their recommitment of officers and members.
"They're especially concerned about the youth. They hardly see the youth at all at Mass. And they say to me, 'I've been volunteering for years in this parish. Now I'm getting to the age where I know I can't do this much longer, but I don't see any one coming up behind me who is able to do this. And because it is so important that there are engaged parishioners, what is going to happen to this parish if no one comes forward?'
"I am very much concerned about it myself. Many young people move out of these communities for work or school, and of course, we can't force people to stay. We need people to want to move to these areas."
It's a question with no easy answers, Archbishop Pettipas says, and one that requires multifaceted solutions. But it's the intimate face-to-face opportunities that these canonical visitations provide that help the bishop ponder these issues more deeply – in a way he wouldn't get to on a briefer visit.
"That's what motivates me most in this – a pastoral concern for all of our communities," he said. "I get to a number of parishes every year anyway for confirmations, but with these visitations I get to go to even the smaller churches that I don't get to see for confirmations. I get to meet the people for a more significant amount of time than usual, and if there's something they want to bring to me or I to them, there is now this opportunity to do so."
It was after his first year as a bishop that Pettipas started these visitations, each year going to one of the archdiocese's five deaneries. It's a way to ensure he gets the opportunity to be with every community of the archdiocese – no matter how small or large, close or out-of-the-way.
The Archbishop visited classrooms throughout Deanery 2.
"When I was ordained a bishop, I can say with all honesty I knew nothing about being a bishop," His Grace recalled. "Being a religious priest, our life is different than diocesan priests whose superior is the bishop. The nuncio thankfully gave me a document on the life of the bishop, and one thing this document said was that a bishop should visit every church in his diocese once a year or at least every five years.
"I looked at our diocese and saw that we have five deaneries. And I thought, rather than visiting our churches with scattered trips here, there and everywhere, I could use the deanery system as a way of scheduling my time around the diocese. And so, every spring I take three or four weeks in a deanery, making sure I have a good number of days in each parish or quasi-parish. That way, over a five-year period, I'll have made it to every church, community and every Catholic school in the region."
Now with 15 years as the archbishop of Grouard-McLennan, Pettipas is on his third rotation of deanery visitations, with plans to visit deanery 3 – which includes the communities of Grande Prairie, Sexsmith, Beaverlodge, Valleyview, Spirit River and many others – next year.
This is only an excerpt. Read the full story in the June 2022 edition of Northern Light
« A renewal of sisterhood Seminarians preparing Camp St. Martin »

redpajama_set_name: RedPajamaCommonCrawl


text:
(-) Remove Michigan filter Michigan
(-) Remove What's New filter What's New
(-) Remove Federal Government filter Federal Government
New Prevention Topics
USDA. NAL. National Invasive Species Information Center.
Watercraft Inspection and Decontamination Programs - Many Western states instituted watercraft inspection and decontamination programs after the discovery of invasive mussels in Lake Mead in 2007. This section provides resources on mandated watercraft inspection and decontamination programs, as well as some non-mandated but state-funded watercraft inspection efforts.
Aquatic Invasive Species Decals - Some U.S. states require that boaters purchase an aquatic invasive species decal (sometimes called a stamp, sticker, or permit) before operating watercraft in that state. Many of these regulations were instituted as a response to the spread of zebra and quagga mussels into the Western U.S. Fees from the purchase of these decals are typically used to fund local aquatic invasive species outreach and prevention activities.
USDA Declares New York City Free of the Asian Longhorned Beetle (Oct 10, 2019)
USDA. Animal and Plant Health Inspection Service.
On October 10, 2019, the U.S. Department of Agriculture's (USDA) Animal and Plant Health Inspection Service (APHIS) in coordination with the New York State Department of Agriculture and Markets, New York State Department of Environmental Conservation, and New York City Department of Parks and Recreation announced that they have eliminated the Asian longhorned beetle (ALB) from the New York City boroughs of Brooklyn and Queens. "I am proud to say that we have eradicated Asian longhorned beetle from Brooklyn and Queens," said Greg Ibach, USDA's Under Secretary for Marketing and Regulatory Programs. "This officially marks the end of our 23-year long battle with this pest in New York City."
Warner & Kaine Announce more than $1.5 Million in Funding for UVA & VT to Support Agricultural Industry (Jan 16, 2020)
United States Senate. Mark R. Warner.
U.S. Sens. Mark R. Warner and Tim Kaine (both D-VA) announced $1,549,891 in federal funding for the University of Virginia (UVA) and Virginia Tech to improve resources for the U.S. agricultural industry and rural communities. This funding was awarded through the U.S. Department of Agriculture (USDA)'s Food and Agriculture Cyberinformatics and Tools (FACT) Initiative, which focuses on data-driven solutions to address problems facing the agricultural industry. Funding includes $499,952 for the University of Virginia to better understand America's agricultural commodity flows and their role in the spread of invasive species, which is important for food security and economic stability. This project will help provide policy makers with guidance to better address vulnerabilities in food systems.
Grants and Funding (1) Apply Grants and Funding filter
What's New Remove What's New filter
Regional Remove Regional filter
Western (1) Apply Western filter
Michigan Remove Michigan filter
Rhode Island Remove Rhode Island filter
Federal Government Remove Federal Government filter


The Iowa Housewife: Do You Remember?
When you knew when a woman got married by the color of her Pyrex?
My sister-in-law, Bonnie, who married a year or two after me, has three sets of Pyrex mixing bowls in various shades of brown, orange and gold, all original wedding or shower gifts. On a visit to the farm yesterday to get fresh eggs, she set out her red and orange "Friendship" pattern bowls and the gold Princess bowls for a photo. She was married in 1968.
Myrna and I both started out with sets of the "Primary Colors" bowls...and both used the big yellow bowl for raising bread and rolls, and as the communal popcorn bowl. We both miss these bowls, but they are now harder to find, especially the smallest blue bowl. Myrna had the refrigerator dishes in "Primary Colors" too.
Myrna and I both bought the avocado green "Spring Blossoms" pattern Pyrex - it was in style in the early seventies and I gave what I had left to her.
I had some of the gold Pyrex, also from the late 60's and early 70's, when harvest gold appliances were all the rage, and I had an avocado and gold kitchen - Myrna still has some gold Pyrex she uses.
Our sister Kay, got both the pink and turquoise Pyrex when she married in 1957. The pink Pyrex in these pictures is mine, collected used...both in "Pink Gooseberry" and "Pink Flamingo". I have more...I collect it because I missed out on the Pink and Turquoise era, but it brightens my kitchen, is fairly easy to find, and it's not so precious I can't use it everyday.
New Pyrex isn't nearly so much fun to collect these days!
Love the Pyrex! I got the primary colors mixing bowls as a wedding gift in 1958, still have them, I use the big yellow one the most. My red one is faded some from the dishwasher so now I wash them by hand.
You still have the blue one? That seems to be the one that gets broken or lost the most. Most sets for sale don't have the blue bowl. I used the green one the most and of course the yellow a lot. I got mine in 1956 also as a wedding gift.
Well, I got married 10 years later, but I still had those primary colors bowls...I miss my yellow bowl, a reminder of good times!
Here in the UK we don't have any of these gorgeous designs of Pyrex. I was married in 1969 and my gifts of Pyrex all had hunting scenes, with horses and riders with their hunting red coats, along with their hounds. very un PC today, when hunting for foxes is banned.
How interesting, I didn't realize that Pyrex was sold in the UK for one thing and that it would have such a different design on the items.
Sounds interesting, was or is it still made in the UK or imported.
Sorry Myrna, don't know where it is manufactured. I remember Pyrex when I was a child (I'm 68), so it's been around a long time in UK, not only cookwear but also dinner and tea sets.
From what I am seeing on the internet, it is manufactured in France at least now. Can't find anything that far back though. Here and there it is now Corelle instead of Corning that makes it. We never could get the dinner and tea sets. That would be fun. Thanks for the info and hope you are having spring over there, we are just starting here. Lots of excitement with your Royal new baby and the wedding.
I have a bunch of bowls and refrigerator dishes too.
Things from the kitchen trigger some of the best memories! Mom has the primary set (married in 1956). I don't ever remember seeing the green bowl. I'll have to ask her about that. I was married in the "earth tone era" (1980).


text:
Hospital Medicine - Nocturnists
Faculty/Clinical Faculty | Rush Oak Park Hospital | Hospital Medicine
Hospital Medicine – Clinical Faculty
Rush Oak Park Hospital
The Hospital Medicine team at Rush Oak Park Hospital is seeking BC/BE Internal Medicine Hospitalists for a Nocturnist role.
Rush University System for Health (RUSH) is an academic health system whose mission is to improve the health of the individuals and the diverse communities it serves through the integration of outstanding patient care, education, research and community partnerships. RUSH comprises Rush University Medical Center, Rush University, Rush Copley Medical Center and Rush Oak Park Hospital, as well as numerous outpatient care facilities. Rush University, with more than 2,500 students, is a health sciences university that comprises Rush Medical College, the College of Nursing, the College of Health Sciences and the Graduate College. Rush University Medical Center is an elite medical community recognized for excellence in patient care, medical discovery and clinical expertise. Our continued pursuits have earned Rush University Medical Center the distinction of being on U.S. News & World Report's Best Hospitals Honor Roll for 2020-2021. This places the Medical Center amongst the top 20 of the 3,000 hospitals evaluated. U.S. News & World Report has also recognized 11 Rush programs amongst the nation's best, including top five national rankings for orthopedics, neurology and neurosurgery. These accolades, along with many others that include a decade of Magnet® designation, are a reflection of the collective efforts and commitment to excellence demonstrated by our physicians, advanced practitioners, nurses and medical staff. Rush University Medical Center has received Vizient's Quality Leadership Award, ranking first among 99 academic medical centers across the country. For the second consecutive year, all three Rush University System for Health hospitals have earned the LGBTQ Healthcare Equality Leader designation in the Healthcare Equality Index.
Please send CV and cover letter specifying the clinical area of interest to:
Joseph Dauod
Faculty_Recruitment@Rush.edu
Rush is an equal opportunity / Affirmative Action employer
Joe Dauod
Faculty Recruitment Specialist
Unique Swing Shift Hospitalist Position Available – NO WEEKENDS
Rush Copley Medical Center
Hospital Medicine - Clinical Faculty
Rush University Medical Center – Chicago
Hospital Medicine Nocturnist - Advanced Practice Provider
Hospital Medicine - Nocturnist - Clinical Faculty
All Specialties Anatomy & Cell BiologyCardiologyColon & Rectal SurgeryDepartment of Adult Health and Gerontological NursingDepartment of Health Systems ManagementDermatologyEmergency MedicineEndocrinology & MetabolismEpidemiologyFamily MedicineGastroenterologyGeneral Internal MedicineHem/Onc & BMTHematology, Oncology & Cell TherapyHepatology - TransplantHospital MedicineInfectious DiseasesMicrobial Pathogens & ImmunityMovement DisordersNeurologyNeuropsychologyNursingObstetrics & GynecologyPalliative MedicinePediatricsPh.D.- Health SciencesPhysical Medicine & RehabilitationPlastic & Reconstructive SurgeryPreventive MedicinePsychiatry & Behavioral SciencesPsychologyPulmonary & Critical CareRadiation OncologyRadiologySleep Medicine


text:
Application of a CHILD WITH A DISABILITY, by his parent, for review of a determination of a hearing officer relating to the provision of educational services by the New York City Department of Education
Queens Legal Services Corporation, attorney for petitioner, Tara Foster, Esq., of counsel
Hon. Michael A. Cardozo, Corporation Counsel, attorney for respondent, Thaddeus Hackworth, Esq., of counsel
Petitioner appeals from the part of the decision of an impartial hearing officer which determined that the student's individualized education program (IEP) was properly implemented, that respondent did not improperly fail to conduct a functional behavioral assessment (FBA) or implement a behavioral intervention plan (BIP), and which declined to direct respondent to determine that the student's behavior was a manifestation of the student's disability. The decision also determined that the student was improperly suspended and ordered his immediate reinstatement to his former school program and granted respondent's request to reevaluate the student and conduct a manifestation determination review (MDR). The appeal must be sustained in part.
At the time of the June 14, 2005 expedited due process hearing1 the student was 14 years old and placed at a suspension center where he allegedly was not receiving special education services (Tr. p. 7). Prior to his suspension, the student had been enrolled in a general education program at I.S. 232 in Brooklyn for the 2004-05 school year pursuant to an IEP developed on September 27, 2004 by a Committee on Special Education (CSE) (Tr. p. 7; Parent Ex. A). His IEP provided for placement in a general education program with special education teacher support services (SETSS), related services of counseling and speech-language therapy, and testing accommodations (Parent Ex. A). The CSE noted that the student's social problem-solving skills remained weak but concluded that his behavior was age appropriate and his social-emotional management needs could be addressed in the classroom with the additional support of counseling (Pet. Ex. A at p. 5). At the time the IEP was formulated, an FBA2 had not been conducted nor was a BIP3 developed. The student's current eligibility for special education programs and services as a student with a learning disability (LD)4 is not in dispute in this proceeding.
The record contains limited information regarding the student's early educational history. In July 2000, after the conclusion of the student's third grade school year respondent conducted an initial educational evaluation which had been requested by petitioner (Parent Ex. D). The evaluator reported that the student's academic performance was "within grade norms" with the exception of reading comprehension and writing skills (Parent Ex. D at p. 3). Administration of the Developmental Test of Visual-Motor Integration yielded a standard score of 106, placing the student's performance in the 65th percentile, but the evaluator reported that the student exhibited weaknesses in visual integration and spacing (id.) A "part-time" remedial classroom was recommended to address the student's academic weaknesses (id.).
A psychological evaluation of the student was conducted on August 4, 2000 (Parent Ex. C). Administration of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) to the student in August 2000 yielded a verbal IQ score of 87, a performance IQ score of 75 and a full scale IQ score of 79 which was in the upper limits of the borderline range of intellectual functioning (Parent Ex. C at p. 2). The psychologist's report noted that the student presented with language processing difficulties, difficulty attending to visual details, and weaknesses in spatial perception and organization (Parent Ex. C at p. 3). The psychologist also reported that the student required additional time and guidance to process auditory and some visual information (id.). The psychologist further noted that the student appeared to exhibit "underlying feelings of sadness and anger" and may be unsure of how to approach his difficulties (Parent Ex. C at pp. 4-5). The psychologist's recommendations included part-time academic remediation, group counseling, a speech-language evaluation and private psychotherapy (Parent Ex. C at p. 5).
Updated psychoeducational testing of the student was conducted by respondent as part of a triennial review of the student in September 2003, when the student was twelve years, nine months old and in the seventh grade (Parent Ex. B). At that time the student was receiving an unspecified amount of SETSS and also receiving speech-language therapy twice weekly in a group of five. The psychologist's report noted that while in sixth grade the student presented with behavioral problems including aggression directed at peers and verbal aggression directed at adults. The report noted that the student cut classes that year and "acted out" when presented with reading and writing tasks. The student also received private psychotherapy.
Re-administration of the WISC-III as a part of the psychoeducational testing in September 2003 yielded a verbal IQ score of 97 and full scale IQ score of 84, which placed the student in the low average range of cognitive functioning (Parent Ex. B at p. 2). The student's performance IQ score of 74 was noted by the evaluator to represent a significant discrepancy between his verbal and performance scores (id.). The student's performance on tasks measuring verbal abstract reasoning and receptive language skills indicated an improvement in these areas, which the evaluator opined may have been the result of speech-language therapy (Parent Ex. B at p. 3). Spatial perception and organization skills remained significant areas of weakness (id.). The psychoeducational evaluation report indicated that the student's performance on tasks measuring cause-effect relationships was below age expectations and that he may take longer than peers to process social situations, which may negatively impact his social functioning (id.).
A September 2003 administration of the Wechsler Individual Achievement Test-Second Edition (WIAT-II) yielded standard (and percentile) composite scores of 86 (18) in reading and 89 (23) in written language (Parent Ex. B at p. 4). The evaluator noted that the student's standard composite score of 90 in oral language indicated performance slightly below age expectancy (Parent Ex. B at pp. 4-5). The evaluator suggested that the student might need additional time, when compared with other students his age, to complete reading and writing tasks (Parent Ex. B at p. 6).
Analysis of September 2003 projective testing of the student suggested that his social problem-solving skills were weak, and his judgment could lapse at times (Parent Ex. B at p. 5). He was also described in the psychologist's report as "anxious…with underlying feelings of anger" (id.). Feelings of inadequacy were identified in relationship to academic and social concerns (Parent Ex. B at p. 6). Recommendations from the psychologist were consistent with prior evaluation reports, with the additional suggestion that the student may benefit from after school sport activities (see id.).
Turning to events involving the student's removal from his then current placement, I note that respondent sent petitioner a "special education suspension notice," dated May 5, 2005, stating that the student was suspended from school for five days by the regional superintendent, effective May 6, 2005, because the student allegedly struck a teacher with a pencil (Parent Ex. E).5 Neither the notice nor the record provide further details describing the alleged misconduct. The suspension hearing was scheduled for May 12, 2005 but was adjourned and rescheduled for June 13, 2005 (Answer ¶ 157; Reply ¶ 4). There is no indication in the sparsely developed hearing record that the student was returned to his general education program at I.S. 232 at any time prior to the expiration of the 2004-05 school year (Pet. ¶ 96; Answer ¶ 96).
Petitioner requested an expedited due process hearing by letter dated June 3, 2005, stating that the student had been suspended on May 5, 2005 and excluded from his regular program for more than ten school days (Pet. Ex. G). Petitioner requested the following: immediate reinstatement of her son to his general education program at I.S. 232 or another school acceptable to her; that respondent be directed to conduct an FBA and to create a BIP; and that the conduct which resulted in the student's suspension be deemed a manifestation of his disability (id.). The expedited due process hearing was held on June 14, 2005 (id.).6 The impartial hearing officer issued his decision on July 20, 2005. 7
At the expedited due process hearing, respondent's representative stated "we have a student that is not in school at this time…there was no MDR conducted…[and] that the district feels strongly that an MDR should be conducted…and probably a reevaluation of the student" (Tr. p. 13). The parties agreed to reinstate the student to his program at IS 232 (Tr. pp. 28, 30) and agreed that an MDR should be conducted (Tr. p. 30).8
On appeal, petitioner asserts that the impartial hearing officer erred in not determining the student's conduct was a manifestation of his disability and erred in finding the student's IEP was appropriate or had been properly implemented. Petitioner further asserts that respondent failed to conduct an FBA and failed to create a BIP within ten school days of excluding the student from school and that respondent violated the student's procedural rights by failing to conduct a timely MDR, failing to give notice of its actions in changing the student's placement, and failing to comply with the agreements made at the hearing.
The purpose behind the Individuals with Disabilities Education Act (IDEA) (20 U.S.C. §§ 1400 - 1487)9 is to ensure that students with disabilities have available to them a free appropriate public education (FAPE) (20 U.S.C. § 1400[d][1][A]; Schaffer v. Weast, 126 S. Ct. 528 [2005]). A FAPE includes special education and related services designed to meet the student's unique needs, provided in conformity with a comprehensive written IEP (20 U.S.C. § 1401[8]; 34 C.F.R. § 300.13; see 20 U.S.C. § 1414[d]).10 The IDEA provides that all children with disabilities residing in the State between the ages of 3 through 21, inclusive, have the right to FAPE, including children with disabilities who have been suspended or expelled from school (20 U.S.C. § 1412 [a][1][A]; see also 34 CFR § 300.121 and 8 NYCRR 201.10). A FAPE is offered to a student when the board of education (a) complied with the procedural requirements set forth in the IDEA, and (b) the IEP developed by its CSE through the IDEA's procedures is reasonably calculated to enable the student to receive educational benefits (Bd. of Educ. v. Rowley, 458 U.S. 176, 206, 207 [1982]). While school districts are required to comply with all IDEA procedures, not all procedural errors render an IEP legally inadequate under the IDEA (Grim v. Rhinebeck Cent. Sch. Dist., 346 F.3d 377, 381 [2d Cir. 2003]). If a procedural violation has occurred, relief is warranted only if the violation affected the student's right to a FAPE (J.D. v. Pawlet Sch. Dist., 224 F.3d 60, 69 [2d Cir. 2000]). A denial of a FAPE occurs when procedural inadequacies either result in a loss of educational opportunity for the student, or seriously infringe on the parents' opportunity to participate in the IEP formulation process (see Werner v. Clarkstown Cent. Sch. Dist., 363 F. Supp. 2d 656, 659 [S.D.N.Y. 2005]; W.A. v. Pascarella, 153 F. Supp. 2d 144, 153 [D. Conn. 2001]; Briere v. Fair Haven Grade Sch. Dist., 948 F. Supp. 1242, 1255 [D. Vt. 1996]), or compromise the development of an appropriate IEP in a way that deprives the student of educational benefits under that IEP (see Arlington Cent. Sch. Dist. v. D.K., 2002 WL 31521158 [S.D.N.Y. 2002]).
The IDEA, New York Education Law and their implementing regulations provide specific procedural protections for children with disabilities who are subject to discipline (20 U.S.C. § 1415[k]; N.Y. Educ. Law § 4404[4][b]; 34 C.F.R. §§ 300.519-300.529; 8 NYCRR Part 201). New York requires that the CSE shall conduct an review of the relationship between the student's disability and the behavior subject to disciplinary action immediately, if possible, but in no case later than ten school days after a decision is made to impose a suspension that constitutes a disciplinary change in placement (8 NYCRR 201.4[a][3]; Application of a Child with a Disability, Appeal No. 05-055; Application of the Bd. of Educ., Appeal No. 04-053; Application of the Bd. of Educ., Appeal No. 04-006; Application of the Bd. of Educ., Appeal No. 03-075). In addition, either before or not later than ten business days after removing the child for more than ten consecutive school days, the CSE must convene to develop an assessment plan to address the behavior that resulted in the suspension, if no functional behavioral assessment had previously been done (20 U.S.C. §1415[k][l][B][I]; 34 C.F.R. §300.520[b][l][i]; 8 NYCRR 201.3[a][1]; Application of a Child with a Disability, Appeal No. 02-064). As soon as practicable after developing the plan, and completing the assessments required by the plan, the CSE must meet to develop appropriate behavioral interventions to address the behavior that resulted in the removal (34 C.F.R. §300.520[b][2]; 8 NYCRR 201.3[a][1]).
Additional services may be provided to make up for educational services not received during a student's suspension. State Review Officers have awarded equitable relief in the form of additional educational services to students who remain eligible to attend school and have been denied appropriate services, if such deprivation of instruction could be remedied through the provision of additional services before the student becomes ineligible for instruction by reason of age or graduation (Application of the Bd. of Educ., Appeal No. 03-075; Application of a Child with a Disability, Appeal No. 02-042; Application of a Child with a Disability, Appeal No. 02-030).
Based upon my review of the record, I find that the student was suspended and subjected to a disciplinary change placement without being afforded due process protections required by federal and state law. Without making any determination as to the appropriateness of the MDR allegedly conducted on June 21, 2005, it appears that the student was removed from his general education placement and put in a suspension center from May 6, 2005 to at least June 21, 2005 (Pet. Ex. F. ¶ 34) without a manifestation determination having been made. Moreover, an FBA was not conducted nor a BIP developed in a timely manner after the suspension. Indeed, it appears, based upon respondent's own assertion, that although the student remains within respondents jurisdiction, although at a different school for the 2005-06 school year (Reply ¶ 18), that no FBA or BIP were ever developed by the CSE because his September 27, 2004 IEP remains his current IEP (Answer ¶ 155).11 Lastly, although entitled to a FAPE during suspension, petitioner asserts that that the student did not receive appropriate special educational services during the time he was suspended and respondent asserts that it lacks information to dispute this (Tr. p. 7; Petition ¶ 33; Answer ¶ 33).
The record reveals that that nature and number of procedural violations committed by petitioner, in addition to its failure to implement the student's September 27, 2004 IEP, resulted in a loss of educational opportunity (Werner, 363 F. Supp. 2d at 659), and denied educational benefits to petitioner's son (Arlington Cent. Sch. Dist., 2002 WL 31521158) and compromised the provision of a program reasonably calculated to provide educational benefits (Application of the Bd. of Educ., Appeal No. 03-075; Application of a Child with a Disability, Appeal No. 02-015). I find that respondent did not comply with procedures for suspension and removal of a student with a disability (8 NYCRR Part 201), that the student did not receive appropriate services consistent with his 2004-05 IEP, and that the awarding of additional educational services is appropriate. Accordingly, I will direct respondent to provide petitioner's son with additional services to allow him to make up work that he missed (see Bd. of Educ. v. Muñoz, 16 A.D.3d 1142 [4th Dep't 2005]; Application of a Child with a Disability, Appeal No. 05-055; Application of the Bd. of Educ., Appeal No. 03-075; Application of a Child with a Disability, Appeal No. 02-030; Application of a Child with a Disability, Appeal No. 00-006). However, the hearing record does not clearly indicate what additional services are needed to remedy the deprivation of services caused by the denial of a FAPE to this student during the course of his suspension. Accordingly, I cannot determine from the record what additional services may be warranted in this case. Therefore, I direct the CSE to reconvene to consider what additional services are necessary to make up for educational services not provided during the student's suspension. Once it is determined what provision of additional services is appropriate, then those services should be provided (Application of the Bd. of Educ., Appeal No. 04-016).
I have considered petitioner's remaining contentions, along with respondent's argument that the claim herein is moot, and I find them to be without merit.
IT IS ORDERED, unless the parties otherwise agree, that within thirty days from the date of this decision, that the CSE ensure that a functional behavioral assessment of the student is conducted and that the CSE convene and develop an appropriate IEP for petitioners' son for the 2005-06 school year; and
IT IS FURTHER ORDERED, unless the parties otherwise agree, that within thirty days from the date of this decision, the CSE convene and determine what additional services are necessary to make up for the denial of a FAPE resulting from the failure to provide appropriate services to the student at the suspension center subsequent to his May 6, 2005 suspension, and ensure that the services are subsequently provided.
Paul F. Kelly
1 See 8 NYCRR 201.2[f] and 201.11.
2 8 NYCRR 200.1[r] defines an FBA as the process of determining why a student engages in behaviors that impede learning and how the student's behavior relates to the environment. The FBA includes, but is not limited to, the identification of the problem behavior, the definition of the behavior in concrete terms, the identification of the contextual factors that contribute to the behavior (including cognitive and affective factors) and the formulation of a hypothesis regarding the general conditions under which a behavior usually occurs and probable consequences that serve to maintain it.
3 8 NYCRR 201.2[a] defines a BIP as a plan that is based on the results of the FBA and, at a minimum, includes a description of the problem behavior, global and specific hypotheses as to why the problem behavior occurs and intervention strategies to address the behavior.
4 8 NYCRR 200.1[zz][6]).
5 The record indicates that the student was previously suspended from school in December 2004 and returned to I.S. 232 on May 2, 2005, three days prior to the suspension in the instant case (Pet. ¶ 29; Answer ¶ 29).
6 It is unclear from the record why the parties proceeded to an expedited due process hearing on June 14, 2005 (8 NYCRR 201.11) rather than the superintendent's hearing (8 NYCRR 201.9[c]) scheduled for June 13, 2005 and the required subsequent manifestation determination by a CSE.
7 An impartial hearing officer in expedited due process hearings must issue a decision within five business days from the last hearing date but in no event later than 45 calendar days after receipt of the request for a hearing, without exceptions or extensions (8 NYCRR 201.11[c]). In the instant case the impartial hearing officer issued his decision in an untimely manner.
8 In her appeal petitioner asserts that subsequent to expedited due process hearing a manifestation determination review was conducted on June 21, 2005 without her being present due to untimely prior notice of the meeting and despite her indication to respondent that she would not be able to attend (Pet. Ex. F ¶¶ 29-30). Petitioner also asserts that subsequent to the expedited due process hearing respondent declined to reinstate her son to school (Pet. Ex. F. ¶¶ 18-20).
9 On December 3, 2004, Congress amended the IDEA, however, the amendments did not take effect until July 1, 2005 (see Individuals with Disabilities Education Improvement Act of 2004 [IDEIA], Pub. L. No. 108-446, 118 Stat. 2647). Citations contained in this decision are to the statute as it existed prior to the 2004 amendments. The relevant events in the instant appeal took place prior to the effective date of the 2004 amendments to the IDEA, therefore, the provisions of the IDEIA do not apply.
10 The term "free appropriate public education" means special education and related services that--
(A) have been provided at public expense, under public supervision and direction, and without charge;
(B) meets the standards of the State educational agency;
(C) include an appropriate preschool, elementary, or secondary school education in the State involved; and,
(D) are provided in conformity with the individualized education program required under section 1414(d) of this title.
20 U.S.C. § 1401[8]; see also 34 C.F.R. § 300.13; 20 U.S.C. § 1414[d].
11 Respondent's assertion in its Answer, dated October 21, 2005, that the student's September 27, 2004 IEP is the current IEP suggests that respondent has not timely conducted the required annual review of the student's IEP (8 NYCRR 200.4[f]).
CSE Process
Implementation/Assigned School›Deviation from IEP/Failure to Implement IEP Services
Relief›Compensatory Education›Additional Services


1. The more you see someone as being like you, the faster you will build trust with them.
understand where I'm coming from', it is likely that they are similar to you psychologically.
2. Listening to others builds their trust in you.
that we have 'heard' them, we create a foundation for a more open, trusting relationship.
3. Treating others the way they would like to be treated will improve the communication.
with the Golden Rule – 'Do unto others as THEY would be done unto'.
So given that it is important to adapt – how do you do it?
preferences and how these may be perceived by others, especially those 'not like you'.
exhibited in the person you wish to connect more effectively with.
their style! Recognise their different needs and value their different opinions.
Step 3. Compare your colour energies with theirs.
hold back on. Always keep in mind the motto of the person you are wishing to connect with.


Kay Lawrence AM is one of Australia's most distinguished textile practitioners. She has an international profile as a tapestry weaver and has completed a number of major commissions for public spaces in Australia and overseas. Her work is held in many public collections and she has made a substantial contribution to the development of craft practice in Australia through her teaching, writing and art making. In 2002 a monograph on her work was published by Telos Press in the UK. Her writing, published in catalogues, scholarly journals and edited books, focuses on the materiality and making practices that underpin contemporary craft. Kay is currently Emeritus Professor in the School of Art Architecture and Design at the University of South Australia. She is on the Board of the Australian Tapestry Workshop.
Andrew has 25 years' experience in architectural practice, including 16 years as principal of Andrew Burges Architects. Prior to forming his practice in 2001 Andrew worked in firms in Sydney, New York and Boston, developing expertise in large scale urban master planning and urban housing proposals, civic and sporting structures associated with the 2000 Sydney Olympics, and school campus planning. In his role as a design architect at Bruce James and Partners, Andrew was responsible for the winning entry of the Sydney Olympic Village Competition.
Peter Elliott is a Melbourne architect and recipient of the 2017 Gold Medal from the Australian Institute of Architects. He is currently an Adjunct Professor of Architecture Practice at the Faculty of Art Design & Architecture at Monash University. He has a special interest in the design of the public realm, and has lectured and written extensively on contemporary architecture and urban design. In 2015 he authored the book "Episodic Urbanism". The work of the practice has won more than 70 National and State architectural and industry awards. This includes an Order of Australia in 1987 for services to architecture (public housing), the RAIA Victorian Architecture Medal 1991 for the Carlton Baths and Community Centre.
Alice Hampson is an architect, sole practitioner, writer, architectural historian and one of a few practising Queensland architects who is a professional installation artist. She graduated from the University of Queensland in Design Studies and Architecture with first class honours and the Board of Architects Prizes, the RAIA Medallion and prizes for design, drawings and construction. Her design work has been published and has received awards both nationally and internationally. As a historian, Alice specializes in mid-twentieth-century works. She is Fellow of the AIA and has been an assessor for cultural heritage, a visiting faculty member at both of Brisbane's architecture schools, and a speaker at professional conferences in Australia and overseas. She was formerly Brisbane editor of Monument, and was a contributing writer for the magazine for over fifteen years. She is a contributing editor of Architecture Australia, was Chair of Juries for Queensland's AIA State Awards last year and is currently a member of the Queensland Heritage Council, the Board of Architects Queensland and ORAC, The Official Residence Advisory Committee.
Timothy Hill began practicing architecture in 1992 as a founding Director of Donovan Hill. His output has been awarded at the national and international levels and is deliberately unspecialised; projects have ranged through furniture commissions, city centre masterplans, landscapes, campus buildings, office towers and in a continuous stream, houses.
He recently established Partners Hill to continue designing, researching, advocating and teaching. He is an advisor to the Detached Cultural Organisation and a member of the ABC Arts Review Panel. He has judged numerous awards including those for the Australian Institute of Architects and has previously curated the AIA National Conference as Creative Director. He is regularly invited to lecture at Universities Australia-wide.
Dimmity Walker is a registered Architect with extensive experience on award winning commercial, residential and hospitality projects. Graduating from Curtin University with honours, Dimmity joined spaceagency architects in 1995 and since that time she has made a significant contribution to the evolution of the practice. Dimmity has considerable experience in the roles of design architect and project architect, managing the design, documentation and administration of a diverse range of complex architectural projects from design through construction phase. She has gained skills in coordinating project teams, working with consultants and client liaison.
Dimmity has been on the design team for numerous recent projects including 'Knutsford / Stage 1 winner of AIA State and National awards for multiple residential projects; 'Petition' hospitality venues at 'The State Buildings' in Perth CBD, a new independent traveller hotel, 'Alex Hotel' in Northbridge and restaurant 'Bread in Common' in Fremantle – all of which have been recognised at AIA State and / or National awards.


Josh Paler Lin gave this homeless man a $100. He then followed him around to see what he buys and how he spends it. The results were truly unexpected.
We Usually tend to believe that a homeless guy would generally be interested in wasting all his money of useless things like alcohol. This man is a total hero as he took care of not his selfish needs but of the people who really needed help. This is what love and humanity is all about. Just keep extending a helping hand to those in need and life becomes much more beautiful and meaningful.


If you use the Free Shipping module this will make free shipping for all products.
If you want to offer free shipping on a few selected products only then you can do this by using the weight based shipping option.
You then need to enable the Weight Based shipping module and modify the settings so all items that weight 0 have free shipping.


text:
Q: Need help writing a for loop to create a border around a string Hello I am wondering how to write a for loop that will create a border around a string. I have several strings at different lengths and I'd like the loop to print the string with a border surrounding it so it looks more cohesive and so I wont have to change it manually. Thanks!!
I need to get the "fortune" surrounded by a border as shown below but using a for loop.
here are the choosen fortunes:
A new opportunity awaits you at the fork of the road,
The early bird gets the worm, but the second mouse gets the cheese,
You are cleverly disguised as responsible adult,
The best things in life aren't things,
Forget injuries; never forget kindnesses,
Borrow money from a pessimist, They don't expect it back
cout << " |=========================================================| \n";
cout << " |" <<fortune[rand_index]<<" | \n";
cout << " |=========================================================| \n";

A: #include <iostream>
#include <string>
#include <cstddef>

void print_with_border(std::string const &str)
{
    std::cout.put('+');

    for (std::size_t i{}; i < str.length() + 2; ++i)
        std::cout.put('-');

    std::cout << "+\n| " << str << " |\n+";

    for (std::size_t i{}; i < str.length() + 2; ++i)
        std::cout.put('-');

    std::cout << "+\n";
}

int main()
{
    std::string fortunes[]{
        "A new opportunity awaits you at the fork of the road.",
        "The early bird gets the worm, but the second mouse gets the cheese.",
        "You are cleverly disguised as responsible adult.",
        "The best things in life aren't things.",
        "Forget injuries; never forget kindnesses.",
        "Borrow money from a pessimist, They don't expect it back."
    };

    for (auto const &f : fortunes)
        print_with_border(f);
}

Output:
+-------------------------------------------------------+
| A new opportunity awaits you at the fork of the road. |
+-------------------------------------------------------+
+---------------------------------------------------------------------+
| The early bird gets the worm, but the second mouse gets the cheese. |
+---------------------------------------------------------------------+
+--------------------------------------------------+
| You are cleverly disguised as responsible adult. |
+--------------------------------------------------+
+----------------------------------------+
| The best things in life aren't things. |
+----------------------------------------+
+-------------------------------------------+
| Forget injuries; never forget kindnesses. |
+-------------------------------------------+
+-----------------------------------------------------------+
| Borrow money from a pessimist, They don't expect it back. |
+-----------------------------------------------------------+

redpajama_set_name: RedPajamaStackExchange


text:
Q: Converting convert the datetime in dd/MMM/yyyy to string in dd/MM/yyyy format C# I have a input variable with DateTime datatype in "03-Jan-2010" format I want to convert that in to a String type of dd/MM/yyyy format.How can this be done using C#.

A: Just use DateTime.ToString(string) method like;
datetime.ToString(@"dd\/MM\/yyyy");

Remember, "/" format specifier has a special meaning in custom date and time formatting as replace me current culture's or specified culture date separator. If your CurrentCulture's DateSeparator is already /, you can use it without escaping like;
datetime.ToString("dd/MM/yyyy");

or you can provide IFormatProvider which has / as a DateSeparator as a second parameter to your .ToString() method (ex: InvariantCulture ) like;
datetime.ToString("dd/MM/yyyy", CultureInfo.InvariantCulture);

A: string ddd=  DateTime.Now.ToString("dd-MM-yyyy");

Visit: http://forums.asp.net/t/1820419.aspx?How+to+convert+dd+mm+yyyy+format+date+into+yyyy+dd+mm+in+C+

A: Please try following demo you will get what you want
string myDate = "03-Jan-2010";
DateTime dt = DateTime.Now;
DateTime.TryParseExact(myDate, "dd-MMM-yyyy", null, System.Globalization.DateTimeStyles.None, out dt);
string formattedDate = dt.ToString("dd/MM/yyyy");
Console.Write("Formatted Date : {0}", formattedDate);
Console.ReadKey();

Hope it works for you...


Jackpot of Love & Send Offs !
What makes life loveable is having family and friends with kids same age. And what makes it even sweeter is seeing our kids and their friends grow up into beautiful people. My daughter is standing on the edge with one foot almost outside our door. I can either begin my empty nest lifetime of grieving or simply focus on the fact that a wonderful young person has entered my life and keep reminding myself that with her I have won a jackpot ….. to have known many more beautiful young wires, her awesome friends.
Send offs have started , all of my daughters friends and classmates have found their own place under the sun and are ready to start their new lives , in different colleges, some in the same cities , some in new cities and others in new countries. It's so so emotional to see all our babies who were a constant source of love …who gave us innumerable hugs and kisses during their sleepovers at our place and made everyday feel like a celebration for us for almost over a decade and half or more ….are all set to become big people…ready to leave us and embark on their individual life journeys. The realisation is hitting us hard…….that ….it's not just our kids who are leaving, it's also their friends and what's leaving with them is the energy , the excitement , the buzz, the shopping trips, the need to fill our fridges full, the fun get togethers, the happy noises, the weekly family outings, arguments over which movie to watch together, the sibling fun nit picking,their keeping us on our toes,their gossip sessions, restaurant hunting, the pickups & drops and a lot of fun from our lives.
The frantic preparation is on . And so is the heart wrenching ordeal of our children getting ready to leave their old life behind. All our homes are busy making to do lists. Everyone is trying hard to keep up with the various chores needed to be done before our daughters and sons leave home for good. There is so much to do ….doctor appointments, health checkups, eye tests and new glasses, vaccinations, shopping for their dorm and new residences, rush to driving schools enrolments, buying new clothes & shoes, college supplies, new laptops and phones, packing medicine pouches etc etc . All homes of teenage kids ready to fly are buzzing with activity, send off parties, grandparents blessings parties, celebrations, family and friends lunches and dinners . Life is good and kicking and busy …so little time …so much to do …we parents are trying hard to pack anything and everything our children might need when they are away from us. But what we all deep down rather have is them staying back with us or us packing our bags to leave with them.
We parents are getting all emotional , we can cry on the smallest provocation. We are shamelessly demanding selfies with our children and their friends, a little too often for their liking. We are all hugging our kids and their friends tighter than we ever did, worrying ourselves sick …. if they will eat enough and eat right, what will they do if they have a cold or throat infection….we are over awed by the intensity of emotions that are flooding in us. This lightening speed of our worries for their future is a new in our parenting journey and is keeping us awake in the night and giving us pots full of anxiety in the day.
But our children seem to be braving it and handling it better than us. They are fighting their own battles and that also much bigger ones than us. They are going to be leaving their comfort zones, their friends and siblings who they love more than their own lives, their rooms and their loos and their safe havens behind. And moving forward to embrace the new world, along with a new set of insecurities…..anxiety of future relationships and friendships and are stepping into new exciting but unknown territories. Amazing isn't it how inspite of their own turmoils …they are being so sweet to us ….they are letting us speak aloud our grief , our worries and letting us hug them longer and trying hard to tell us to not worry…. feeling our pain of struggle with detachment anxiety ….feeling our need to hang on longer to that kiss and trying their hardest to make it easier for us to let go and move on.
Cheers to Their New Beginnings and Ours!
Let's together thank God for an abundance of love that came in our share through our children and their friends!
Let's now start looking forward to their winter and summer breaks …times when our families will feel complete again. And when our homes will be buzzing with their friends and there will be lots of noise, blaring music and an overload of hugs and kisses…… again … everywhere !
Previous PostPrevious 20 Glorious Years: Harry Potter and the Amazing Power of written words!
Next PostNext Our children should be in the driving seats AND not us in their College Admission Process!


text:
End of the Line: Allman Brothers Tribute
End of the Line is the premiere Allman Brothers tribute band. Having carved up the southeast with sold out shows in Georgia & Tennessee, End of the Line is making a name for themselves with a sound as classic & heavy as the original brothers themselves. From the authentic, raspy vocal approach of Justin Smith to the chugging drum/percussion train of Chase Bader and Ryan McClanahan, the band pays homage while pushing the boundaries of the timeless and extensive catalog. Carrying the electric weight of Duane Allman is Conor Kelly and his counterpart Dicky is Adam Gorman, who is the band's lone maconite. Last, but certainly not least, the low end duties are vastly covered by Casey Conway, who is a perfect bottom end sandwich of Berry, Allen, and Oteil. With endorsements from the official Allman Brothers museum The Big House, End of the Line carries on the legacy of the Allman Brothers with poise and power. Come experience the soul, the guitarmony, the jam, and the ramblin' spirit that still lives on through each note.
A Garden With Wings Butterfly House
Nothin But Soul
Arts & Theater, Event, Kids & Family, Music & Concerts
https://earlsmithstrand.org/
117 North Park Square


text:
Meredosia-Chambersburg school board members have picked a new superintendent
By Gary Scott on December 14, 2015 at 1:54pm
Walker in a picture from the Farmer's State Bank and Trust Co. website.
At their meeting last Wednesday, the board passed a resolution to hire Thad Walker, the grade school principal at Winchester School District. Walker has served in that capacity since 2009. Prior to that, he was the principal at Lafayette Academy in Jacksonville for a year and a special education teacher in Winchester for nearly a decade.
Walker will remain in his present role at Winchester as principal until the end of the 2015-2016 school year.
Walker holds a bachelor's degree in Special Education from Monmouth college as well as a master's degree from Quincy University. He's in the process of completing his superintendent specialist's degree from Eastern Illinois University and will graduate in the spring of 2016.
Walker is replacing Ron Gilbert, who recently accepted a superintendent position in the Beardstown School District.


text:
SUNSHINE BEACH No Idyll for the Idle
by fangswandsfairy • Book Review Fiction, Chick Lit, romantic elements, Women's Fiction • Tags: adultery, Florida, Home Improvement, infertility, It Takes a Village, Ponzi, reality tv, rock 'n roll, sobriety
Ten Beach Road #4
By: Wendy Wax
Narrator: Amy Rubinate
Penguin Random House Audio/Penguin Audio
Genre: Fiction – Contemporary Women
12 Hours and 48 Minutes
Audiofile provided by publisher for review. No remuneration was exchanged and all opinions presented herein are my own except as noted.
In this brand-new summer read by the USA Today bestselling author of The House on Mermaid Point, three women join forces to bring a historic seaside hotel back to life…
There's nothing that a fresh coat of paint and a few glasses of wine can't fix…
After losing their life savings in a Ponzi scheme, Maddie, Avery, and Nikki have banded together to make the most of what they have left, using their determination, ingenuity, guts, and a large dose of elbow grease. It's Maddie's daughter Kyra who stumbles across a once glorious beachfront hotel that has fallen into disrepair. The opportunity to renovate this seaside jewel is too good to pass up—especially when they come up with the idea of shooting their own independent television show about the restoration. What could possibly go wrong?
Everything. With the cameras rolling, Maddie's second-chance romance with her all-too-famous new boyfriend gets complicated, Avery struggles with grief over the loss of her mother, and Nikki's reluctance to commit to the man who loves her could leave her to face the biggest challenge of her life. Even the hotel seems to be against them, when their renovation uncovers a decades-old unsolved murder which just might bring their lives tumbling down all over again…
– See more at: http://www.penguinrandomhouseaudio.com/book/316288/sunshine-beach/#sthash.SGvm7OfQ.dpuf
This is light fiction — perfect for vacations or stay-cations — with several stories running through it and, I suspect, story-line continuations from the first three books. I didn't even realize this was a series at first; it's pretty complete on its own, but there are a few things I felt were glibly handled — like how one creates a TV show — that were probably addressed in earlier books.
One aspect of the story that doesn't resolve is one woman's on again, off again relationship with a married, movie star. His involvement in her life is kind of permanent because they share a child but his constant wanting a relationship with her seems less than sweet, and she doesn't want to cheat on his wife any more than they have. He keeps pushing and I couldn't tell if the character had given in. Because of a weird living situation her parents are also there and after an initial unpleasant encounter with her father and the guy the parents don't ask or do anything.
Other issues left up in the air also involve whether someone is cheating because he can, and whether a man is really committed to a woman from whom he has been wanting a commitment. There are a couple of other ends left untied.
Except for one man, the characters in this story are, like most people, very busy. The "slacker" situation is a thorn in the side of the busy people. But his eventual good intentions are not helpful. He would have been better off working on his tan, somewhere else. But, he learns the hard way that you cannot go home again.
I loved the story of the old hotel and the mystery there. It's a unique and interesting premise and an exciting mystery.
The recording was okay, but Ms. Rubinate presents a "descendant of a roofer brought [from Italy] by Addison Minzer to help complete the transformation of Palm Beach (p 119 at Amazon "Look Inside") as having an accent (apparently genetic) and let me tell you, it is not an Italian accent.
This male character sounds more like Chekov than Fabio.
Plus, Addison Minzer died in 1933. So this Italian American should have no more accent than I or my mother would. Seriously, the last time I saw the "classic Italian gesture" Wendy Wax ascribes to him was in a TV Ad in the 1970s (Anna Maria Alberghetti selling salad dressing).
Of course the family is also described as a large Italian family that spread across Florida so it's possible she was confused about his nationality, but still it is a terrible accent and a distraction.
There is one scene near the end of the book that is really lovely and is a good description of how ideas in a collaboration can form. In all the story is a nice look at the lives of these women and their families, and how they work together to achieve the improbable. I think books placed on a beach are great vacation reads.
PUBLISHER: http://www.penguinrandomhouseaudio.com/book/316288/sunshine-beach/
AUTHOR: http://www.authorwendywax.com/books/sunshine-beach/
AMAZON: https://www.amazon.com/Sunshine-Beach-Road-Novel-Book-ebook/dp/B016JPTIWU/ref=sr_1_1?s=books&ie=UTF8&qid=1465347684&sr=1-1&keywords=sunshine+beach
AUDIBLE: http://www.audible.com/pd/Romance/Sunshine-Beach-Audiobook/B01G7Q8822/ref=a_search_c4_1_1_srTtl?qid=1465347765&sr=1-1
« WTF? Drinking in Books	» ONLY BELOVED: ONLY Mary Balogh Does Romance Like This
This one sounds perfect for the Sun N Fun challenge. 🙂
Oh, that married guy getting pushy sounds irritating, but I love the idea of the friends working on the old hotel.
It would have been perfect for Sun and Fun, but I read it a few weeks ago!