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Journal of Political Science Research
Vol 1, Issue 1, 2020
The characteristics and great significance of political civilization construction in the New Era
DOI: 10.23977/polsr.2020.010102 | Downloads: 3 | Views: 122
Huixia Lu 1
1 College of Marxism, Qinghai Normal University, Xining 810000, China
Huixia Lu
The construction of Chinese political civilization has its representative characteristics in each period. In the new era, one of the important elements of China's unique modernization is the construction of political civilization. Nowadays, in the new period, with the immediate arrival of the building of a moderately prosperous society in an all-round way and the construction of unique political civilization, it plays a building role in the modernization of the new era and the great cause of revitalizing the Chinese nation. Therefore, we should endow political civilization construction with new connotation in the new era, accelerate the process of modernization of political civilization in the new era more quickly, and build a modern power in the middle of this century.
new era, political civilization construction, great significance
Huixia Lu, The characteristics and great significance of political civilization construction in the New Era. Journal of Political Science Research (2020) 1: 7-12. DOI: http://dx.doi.org/10.23977/polsr.2020.010102
[1] Jiang Zemin. Building a Well-off Society in an All-round Way [N]. Creating a New Situation in the Cause of Socialism with Chinese Characteristics China Water Conservancy News, 2002-11-19 (4).
[2] Yang Haijiao. Political Civilization: Reflections on Theory and Practice Beijing: China Social Sciences Press, 2009.
[3] Xi Jinping. Carrying out the Spirit of the 18th National Congress of the Party in an All-round All-round way, We Should Highlight Six Aspects of Work [J]. Qiushi, 2013 (1).
[4] Xi Jinping. Speech at the Seminar on the Study and Implementation of the Spirit of the Fourth Plenary Session of the 18th CPC Central Committee of the CPC Central Committee for Leading Cadres at Promoting the Rule of Law in an All-round Way [N]. People's Daily: 2015-02-03 (1).
[5] Hu Jintao. [M]. Unswervingly Proceeding along the Road of Socialism with Chinese Characteristics to Build a Well-off Society in an All-round Way Lianyungang Daily, 2012-11-18 (1).
[6] Xi Jinping. Address at the General Assembly to Celebrate the Sixtieth Anniversary of the National People's Congress [M].].1 Central Literature Publishing House, 2016, p.59.
[7] Xi Jinping. Address at the General Assembly to Celebrate the 60th Anniversary of the National People's Congress [M]; and Central Literature Publishing House, 2016, p.54.
[8] Xi Jinping. Report on the Work of the Political Bureau of the Central Committee at the First Plenary Session of the Fourth Plenary Session of the 18th CPC Central Committee [N]; and People's Daily, 2014-10-24 (01).
[9] Xi Jinping. Note on the Decision > on Comprehensive Promotion of the Rule of Law < the Central Committee of the Communist Party of China Central Literature Publishing House, 2016, p.141.
[10] Zou Pingxue. Interpretation of Political Civilization Based on the Perspective of Human Rights [J].]1 Jiangxi Social Sciences, 2004 (6).
[11] Hu Jintao. [M]. at the 17th National Congress of the Communist Party of China Beijing: People's Publishing House, 2007.
[12] Wu Zibin. Historical Orientation [J]. of Socialist Political Civilization Journal of Yangzhou University, 2005 (4)
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If you didn't make it to the show, check out these photos of the entries.
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Lunch, chat and dominos. What's not to like?
Bingo with sparkle comes to the Community Centre on Friday 6 July, in aid of Sue Ryder Manorlands Hospice.
Come and find out what's happening - Wednesday 2 May at 7.00pm.
Due to illness, tonight's performance of Cinderella has had to be cancelled.


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Online Jigsaw Puzzles
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Moraine lake in the Banff National Park (Canada)
Banff National Park was established in 1885 and is located in the Rocky Mountains in the Canadian Province of Alberta. Hot springs, numerous post-glacial lakes and rare species of the local fauna and flora are among the attractions of that part of the country. The mountainous topography and the presence of many natural bodies of water offer numerous possibilities for doing various water sports. There are three skiing centers in the area as well as there are small marinas and camping sites. Kayaking on charming post-glacial lakes gives an opportunity to admire the breathtaking views of mountainous landscapes with spruce forests and green valleys.
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One thing about these killer shoes you can wear them with just about anything. Problem is I rarely take them out. Why? Well these are not exactly the kind of shoes I can wear to work. Unless, of course I want to get fired. These babies do all the talking and do so LOUDLY. Plus the insane hardware can literally kill someone. Note to self: do not wear if planning to board an airplane.
Worn appropriately while visiting a President's Tomb (more on that on the next post). Threw on equally loud legwear, jacquard skirt & sequined top. Perfect for a day out in the city that never sleeps.
um so are these much more difficult to walk in? sadly i live in germany and it seems its impossible to buy or try jc shoes over here, just ordered some litas from italy but these are pure <3… so is there a big difference?
Oh my gosh Pam! Those shoes are wiiiillllld! And cool.. I would hate to accidentally bump into you ..That would hurt! Haha! Anyway! I hope you are doing well! How is everything? Miss you!


Compensation for truck crashes can be a complicated matter to resolve. As many truck crashes happen outside of town, they usually happen at speed on busy roads and may have far-reaching consequences for a number of other road users. Although modern technology can utilise traffic cameras to deduce liability for truck crashes, accident victims may all have different injuries and be of different stages in their lives – elements which will reflect on the awards they receive for injuries sustained in a truck crash.
Because of the serious nature of truck crashes, it is always recommended that the Gardai and an ambulance are summoned to the scene. In the most severe accidents fire fighters with cutting gear may be required to free victims from their vehicles, and irrespective of whether you have been seriously injured or not, you should always take advantage of the medical facilities on site to have a precautionary examination.
As truck crashes usually involved serious damage and injury, the Gardai are in attendance more often than not, and will take witness statements as well as using evidence from the scene and images from traffic cameras to determine the liability party. This information will be available to you or a solicitor after the event from the Gardai´s road traffic accident report book, so there is no need to worry about not having adequate information in order to make a claim for compensation.
Truck crashes can sometimes attract media attention as well and, although they are quick to point the finger at a guilty party, you should not take this as evidence of liability nor accept an early settlement offer from an insurance company based on what you may have read in the papers.
The best way of finding out what level of compensation may be awarded after truck crashes is to call our free advice line and speak with an experienced road traffic accident solicitor.
Although it may not be possible to give you an accurate figure without further investigation, you will be able to ask questions about truck crashes and your entitlement to claim for compensation. As truck crashes affect so many lives in many different ways, some of the well-meaning advice you receive from family and friends may be contradictory. By calling our free advice telephone service,you will be able to find out the facts and receive practical and helpful advice relevant to your circumstances.
Call us now on 1800 989 995 or if you cannot speak now please fill in the form on the left and we will call you back.
We appreciate that people who have been involved in truck crashes will have suffered a traumatic experience and you may still be shaken from the trauma or distressed with the pain from your injuries. Therefore you will always find us courteous and helpful and only offering impartial and practical advice.
We will ask you to tell us how the accident happened, what injuries you received and if you are still undergoing any treatment. If you know the current extent of the Garda Síochána investigation or have been approached by an insurance company with an offer of settlement, it would help if you told us that as well.
Once we have this information from you, we will be able to assess whether you have a claim for truck crashes compensation which is worth your while to pursue, how long the claim will take to resolve and a general idea of what level of compensation you might receive. If this represents closely what you have already been offered by an insurance company, it may be in your best interests to accept it, but that is your decision to make.
If you choose to proceed with a claim for compensation, our solicitor will guide you through everything you need to know and will start to compile a case on your behalf. There are normally no fees or expenses payable by you as these costs will be covered by your compensation award.


As with other products, there are specific factors that influence the pricing of mobile and portable homes. In technical financial terms, these are called the cost drivers of the portable and mobile home. Interestingly, a home that could cost a few dollars, can be priced hundreds of dollars, but why? Here are the main cost drivers, which potential owners of portable homes should keep in mind.
Geographical location – the closer to a custom fabricator, the cheaper a mobile home is likely to be. This is primarily due to the low delivery costs associated with your purchase.
Season and demand levels – Like most other products, portable homes have seasonal peaks and lows. A budget home owner should consider buying the home during the off-peak season. This helps in keeping the purchase costs low, without compromising on the quality of the end product.
Delivery fees – Portable home manufacturers incur expenses in delivering and installing purchased products. In response, they charge their clients an equivalent amount for the delivery and installation of the consignment.
Length of contract – The mobile home is often delivered through direct purchases or leaseholds. When leased or rented, the facilities accrue charges depending on the contract duration. Budget home owners looking for cheaper options should consider purchasing trailer facilities, instead of hiring or renting out.
Size of trailer – It is typical for mobile home manufacturers to custom-make their products. In other instances, the trailers are standardized at the 20 and 40 feet options, each having a price tag commensurate to its design and size.
Custom fixtures – Mobile offices are often custom designed to accommodate various fixtures and contents, depending on user specifications.
To produce a cost-effective mobile home, you need to have the right workmanship in place. At the heart of the right facilities for your portable home is Miller Office Trailers, a company specializing in the delivery of the best trailers for your needs.
Great tips, definitely going to use them especially as a first time mobile home buyer!


How did they make more than one copy of a book before the printing press?! What do you mean there was no such thing as a copy machine?! A typewriter?! Carbon paper?! What the heck?!
The printing press was an invention that truly made the world a better place. In 1440, Johannes Gutenberg invented a way to make multiple copies of books and mass media. Before movable letters and numbers, books were re-written and illustrated one by one and were only seen and owned by either the church or the very rich. Having books, illustrations and printed media produced by a press meant that the more common person could be educated and break the cycle of poverty and repression.
With the above in mind, printmaking in art is Printmaking is the process of making multiple pieces of art, where painting makes only one piece of original art. The prints are made from a single surface or plate and creates an "edition" that is signed and numbered. Artists will either carve or make a raised image on the surface of a plate using wood, stone, plastic rubber etc. The then ink it and make a print.
Our 5th graders made their own printing plates using styrofoam (you can buy these through Blick … Inovart foam). Our ink was simply black tempera paint. I gave students a piece of scratch paper to play with their designs first. They transferred the design to the plate by placing the paper over the top of the plate and redrawing.
Students carefully etched their design into the plate, making sure they had a deep groove. Remember … this will be a negative image! If you are writing on your plate, make sure it is a mirror image or it will print backwards!
Instead of expensive (and messy!) brayers that roll on a uniform amount of ink, we carefully brushed the paint over the plate until there was a very thin coating of paint. Too much meant a messy image and too little meant a spotty image. I don't give students water … it creates a huge mess and only serves to water down the paint, making it difficult to get a good print.


Workaholics fans of the Inland Northwest rejoice! Adam DeVine is coming to Spokane in the spring on his "Weird Life" standup tour.
Granted, some of you might know him not from Workaholics, but from his roles in the Pitch Perfect movies, as a nanny on Modern Family or from the recent Mike and Dave Need Wedding Dates. Whatever the case, Devine will be doing a one-man show on Wednesday, March 1, at the Bing Crosby Theater.
Tickets for DeVine go on sale Friday at 10 am via TicketsWest outlets and the Knitting Factory. They are $39.50 for floor seats, $29.50 for balcony, and there will be a limited number of early-bird tickets available for $19.50. Head over to DeVine's Facebook page for more info on that, although I had a hard time finding it. Try calling the 800-325-7328 and ask the TicketsWest folks for the deal on early-bird tickets.


The Village service fee per ERU billing is $4 per month. As detailed in the Billing of Stormwater Charges Agreement between Miami-Dade County Water and Sewer and the Village of Palmetto Bay, WASD bills on behalf of the Village at a rate of $4 per month to each residential unit.
Additionally, commercial properties are billed by calculating the impervious area (area that rainwater cannot penetrate) square footage; dividing impervious area square footage by 1 ERU (1,548 square feet); then multiplying number of ERUs by $4, which determines the monthly charges billed to each commercial property.


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La pandemia de COVID-19 en América del Sur  es una epidemia regional que inició con la detección del primer caso de esta enfermedad el 26 de febrero de 2020 cuando Brasil confirmó un caso en São Paulo. Al 3 de abril, todos los países y territorios de América del Sur continental habían registrado al menos un caso.

El 13 de mayo de 2020, se informó que América Latina y el Caribe había notificado más de 400.000 casos de infección por COVID-19 con 23.091 muertes. El 22 de mayo de 2020, citando el rápido aumento de infecciones en Brasil, la Organización Mundial de la Salud declaró a América del Sur como el epicentro de la pandemia.

Al 16 de julio de 2021, América del Sur había registrado 34,359,631 casos confirmados y 1,047,229 muertes por COVID-19. Debido a la escasez de pruebas e instalaciones médicas, se cree que el brote es mucho mayor de lo que muestran las cifras oficiales.

Estadísticas por país

Situación por país

Argentina

Brasil

Amapá

Amazonas

Acre

Roraima

Ceará

Maranhão

Pará

Pernambuco

Espírito Santo

Paraíba

Distrito Federal

Río de Janeiro

Alagoas

Sergipe

Rondonia

Tocantins

São Paulo

Río Grande del Norte

Piauí

Santa Catarina

Bahía

Río Grande del Sur

Mato Grosso

Mato Grosso del Sur

Goiás

Minas Gerais

Paraná

Bolivia

Colombia

Chile

Ecuador

Guyana

Guayana Francesa

Islas Malvinas

Paraguay

Perú

Surinam

Uruguay

Venezuela

Prevención en territorios insulares de América del Sur

Islas Georgia del Sur y las Islas Sandwich del Sur
El territorio británico de ultramar de las Islas Georgias del Sur y Sandwich del Sur es un área deshabitada, salvo por pequeñas comunidades de científicos; el territorio también es visitado ocasionalmente por pequeños grupos de turistas. El 17 de marzo, las instalaciones turísticas de Grytviken se cerraron como medida de precaución y se adoptaron otras medidas para proteger a los trabajadores de las islas. Georgia del Sur está abierta para visitantes con un permiso y aún está libre de virus al 22 de abril.

Véase también

 Pandemia de COVID-19
 Pandemia de COVID-19 en América del Norte
 Pandemia de COVID-19 en América Central
 Pandemia de COVID-19 en Europa
 Pandemia de COVID-19 en Asia
 Pandemia de COVID-19 en Oceanía
 Pandemia de COVID-19 en África
 COVID-19
 SARS-CoV-2

Notas

Referencias

Sudamerica
Salud en América del Sur

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Home/Electric Cars/BMW i4 2021: Will have up to 600 km of autonomy
BMW i4 2021: Will have up to 600 km of autonomy
Elenor KlingJanuary 23, 2021Last Updated: July 16, 2021
BMW i4 2021
The most important launch for BMW this year 2021 is undoubtedly the new BMW i4. The BMW electric promises in its latest statement to combine sporting efficiency and comfort along with 600 kilometers of autonomy with a single charge in the WLTP cycle.
The most important launch in the electric car sector for BMW this year is undoubtedly the new BMW i4. His image is scheduled to be revealed to the media before the beginning of summer, with a series production that will begin in November of this year. Now BMW has shown more images of its electric saloon, which is not cut short of qualifying as sports.
And it is that BMW still wants all its models to display the sporty image and dynamic behavior that has always characterized the launches of the Munich-based firm. Although the last we knew about him, leaving aside today's information, is that BMW does not intend that its i4 M, the most powerful and sporty of all those yet to come, becomes the king of acceleration racing, already that his goal is another.
The German firm has highlighted this time that the i4 will be the first one hundred percent electric car of its authorship that enjoys an approach and behavior as sporty as the firm's diesel and gasoline thermal cars have had until now. It should be noted that the i8 is sporty but it is a plug-in hybrid, while the other two electric cars presented so far, the i3, iX, and iX3 do not have anything sporty in their reason for being.
BMW i4 2021 Engine
Although they do not want it to become the king of acceleration racing, thanks to its 390 kW (530 hp) the BMW i4 accelerates from standstill to 100 kilometers per hour in just 4 seconds, although it does not enough to match the Tesla Model 3 with its 3.3 seconds in the same position.
In the quest to enhance the dynamic facet of the new BMW i4, engineers have developed a driving assistance system called ARB, whose function is to limit the slippage of the wheels on the driving axle. Thanks to it, the BMW i4 is capable of better traction in conditions that require it, such as on a sliding road surface or emulating the operation of a limited-slip differential in sporty driving.
"For the first time, we have developed a BMW with sports DNA of electric propulsion totally from scratch . The BMW i4 offers everything that BMW stands for, and it is also totally electric. ".
And it is that not only it seems to be raised to behave in a sporty way when the driver demands it, but also under normal conditions it will be as pleasant to drive as any other electric car. This results in the version-specific fine-tuning of the suspension and damping, contributing significantly to the "harmonious" driving characteristics of the BMW i4. And it is that we remember, there will not only be a BMW i4 and an i4 M, but there will be more versions that will take nomenclatures of BMW thermal models such as i440 or i435.
With its arrival planned for the end of the year, BMW puts on the market an electric car that, at least during its first commercial stages, will not enjoy a direct rival in terms of size and performance. The German firm has managed to position the BMW i4 halfway between the Tesla Model 3 and the Model S, which also means that it will not directly target the Porsche Taycan, but given its sporty planting and greater autonomy, with 600 confirmed kilometers in the WLTP cycle will surely steal sales from the Stuttgart electric sports saloon.
BMW XM First details and first images
BMW 5 Series 2023: What awaits us in the G60?
BMW i5 Touring How will the electric 5 series be?
2022 BMW M2 Spy Shot on Test Drive
2022 BMW X5 Facelift With Premium SUV
BMW X7 2022: First Details & Render


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São Pedro is Portugees voor Sint Petrus.

 São Pedro (Rio Grande do Norte), een gemeente in de Braziliaanse deelstaat Rio Grande do Norte
 São Pedro (São Paulo), een gemeente in de Braziliaanse deelstaat São Paulo
 São Pedro (Manteigas)

Plaatsen in Portugal
 São Pedro (Angra do Heroísmo)
 São Pedro (Celorico da Beira)
 São Pedro (Covilhã)
 São Pedro (Faro)
 São Pedro (Figueira da Foz)
 São Pedro (Funchal)
 São Pedro (Gouveia)
 São Pedro (Óbidos)
 São Pedro (Ponta Delgada)
 São Pedro (Porto de Mós)
 São Pedro (Torres Novas)
 São Pedro (Trancoso)
 São Pedro (Vila Franca do Campo)
 São Pedro (Vila do Porto)
 São Pedro (Vila Real)
 São Pedro da Afurada
 São Pedro de Agostém
 São Pedro de Alvito
 São Pedro de Avioso
 São Pedro da Cadeira
 São Pedro de Castelões
 São Pedro da Cova
 São Pedro de Este
 São Pedro do Esteval
 São Pedro Fins
 São Pedro de Fins de Tamel
 São Pedro de France
 São Pedro de Gafanhoeira
 São Pedro de Merelim
 São Pedro de Oliveira
 São Pedro de Rio Seco
 São Pedro e Santiago
 São Pedro de Sarracenos
 São Pedro de Solis
 São Pedro do Sul
 São Pedro de Tomar
 São Pedro da Torre
 São Pedro de Vade
 São Pedro de Valbom
 São Pedro de Veiga de Lila
 São Pedro de Vila Frescaínha
 Caia e São Pedro
 Pedrógão de São Pedro
 Sé e São Pedro
 Vila Nova de São Pedro

Zie ook
 Pedro (doorverwijspagina)
 San Pedro (doorverwijspagina)


In this course, you will learn how to check and balance chakras on yourself and other people. Using a crystal pendulum, you will learn how to determine which chakras are unbalanced, blocked, or stagnant, then use energy-healing techniques similar to Reiki to realign and heal the energy centers, leaving you feeling refreshed, energized, and emotionally balanced. This class is suitable for beginners and is individualized to fit the student's level. A course workbook and a crystal pendulum are provided.
This course explores the meanings and uses of various crystals and how to work with them on the energetic level for creating sacred space, healing yourself and others, protection from negative energies, and manifesting your desires. Includes a crystal pendulum, crystal healing starter kit, gem elixir, and course book.
Thread-like needles are inserted at very precise points from head to toe that correlate with specific emotional, psychological, and physical conditions. This allows the qi to flow freely, the blockages to be released, and the body to return to balance.
Similar to acupuncture, but without the needles, AMMA Therapy uses pressure, friction, and a deep, circular, therapeutic massage technique to balance energy in the body and promote healing at the root level.
In this harmonizing therapy, a series of glass cups is lightly heated to create a vacuum when placed on the client's back. The resulting suction causes the pores to open, stimulating blood flow and balancing and realigning qi energy.
We begin with a consultation to determine trouble areas. Next, crystals are chosen for their specific resonance and placed on chakra points and organs to promote healing and well-being. This can help to restore stability and balance to the body's energy systems, stimulating the body's natural healing mechanisms.
Crystals are chosen for their specific resonance and placed on chakra points and organs to promote healing and well-being. Crystal healing works holistically to harmonize the mind, body, emotions, and spirit, helping us to increase our feeling of well-being, neutralize negativity, lift depression, and help us to become balanced, whole beings.
After an in-depth consultation to determine the client's needs, a fully customized session will be suggested. For optimal results, the therapist will combine the various healing modalities and recommend self-care to support the client's ongoing progress.


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Orbis Africa: English Orbis Canada: English 奥比斯中国内地: 简体中文 奧比斯香港: 繁體中文 Orbis Hong Kong: English Orbis India: English Orbis Ireland: English 奧比斯澳門: 繁體中文 Orbis Macau: English Orbis Middle East: English Orbis Singapore: English Orbis UK: English Orbis Vietnam: English Orbis International: English
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The Pfizer-Orbis relationship dates back to 1979, three years before Orbis's first sight-saving flight, when Pfizer began supporting Orbis through cash grants and donations of medical supplies.
In 2000, recognizing the widespread scope of the blindness-causing trachoma pandemic in Ethiopia, Pfizer donated the first of three $75,000 annual grants to fund an Orbis-led trachoma management study in Ethiopia.
Trachoma, a bacterial disease that can lead to blindness if untreated, thrives in rural areas where people have little access to fresh water or basic health care.
Pfizer has donated more than $100 million worth of Zithromax, an antibiotic effective in treating and preventing trachoma
The Pfizer-funded study researched the effectiveness of different treatments and laid the groundwork for the launch in 2003 of an ongoing trachoma reduction project in southern Ethiopia. Implemented by Orbis, the project is based on the World Health Organization's SAFE strategy — an acronym for "Surgery," "Antibiotics", "Face Washing" and "Environmental Change."
As the lead donor of this effort, Pfizer has donated more than $100 million worth of Zithromax, an antibiotic effective in treating and preventing trachoma, through the International Trachoma Initiative.
Pfizer and Orbis are currently developing plans to significantly expand the program to other areas of Ethiopia over the next five years.
Orbis is a nonprofit organization under section 501c3 of the U.S. Internal Revenue Code. Our federal tax ID number is 23-7297651 and our Combined Federal Campaign (CFC) number is 10663.
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Syrian migrant tells Germans - Cherish your democracy, go vote!
AACHEN, Germany (Reuters) - Social Democrat Martin Schulz on Saturday read out a message he received via Facebook from a young Syrian migrant who called on Germans to exercise their right to vote in Sunday's national election.
Social Democratic Party (SPD) Chancellor candidate Martin Schulz speaks during the final campaign rally in Aachen, Germany, September 23, 2017. REUTERS/Thilo Schmuelgen
In an open letter to the German people, Abdul Abbasi, a translator at a migrant legal clinic in Goettingen, talked of watching friends killed before his eyes while participating in pro-democracy demonstrations in Syria in 2012, Schulz said.
"Their goals and desires were things that are considered normal in Germany in 2017. They died because they wanted to live as free people ... they wanted the right to participate in the politics of their country," Abbasi wrote.
"The ability to vote and live in a democratic country is a dream of many in this world," he said. "Go vote and protect your democracy, protect us from people who divide us into categories, fight against our ability to live together and want to divide the society."
Abbasi was not immediately available to comment. His Facebook profile said he was from Aleppo, Syria, and was studying dentistry at the University of Goettingen.
Schulz said the letter underscored the importance of voting at a time when the anti-immigrant Alternative for Germany (AfD) party is poised to become the first far-right party in the Bundestag since the end of World War Two.
Abbasi posted the open letter in response to a Facebook posting in which Schulz called the AfD "a danger to our democracy" and said it "has no business being in parliament".
Founded in 2013 to oppose large bailouts of financially strapped euro zone countries, the AfD has gained popular support after Chancellor Angela Merkel in 2015 opened the doors to about a million migrants. It is now polling around 13 percent.
"What a wonderful letter, and what a challenge for us," Schulz told thousands of supporters gathered for his final campaign appearance.
With support of around 21 percent, the SPD is running far behind Merkel's conservatives in the polls, which are at 34 percent.
Electoral arithmetic might yet force Merkel to renew her coalition with the SPD, or she might opt for a three-way alliance with the pro-business Free Democrats (FDP) and environmental Greens.
Reporting by Andrea Shalal; Editing by Stephen Powell


Members of the group Veterans Assisting Veterans joined "Fox & Friends Weekend" to discuss their opposition to the immigration policies of Sen. Elizabeth Warren (D-MA) and other lawmakers.
The Massachusetts-based group is demanding that the interests of veterans are placed before those of undocumented immigrants, Fox News reports.
"There's hundreds of veterans dying every day. … Why don't we address those problems first, and then we'll worry about other people coming into our country," said Dennis Moschella, the group's president.
The group would like to see the veterans be supported first, since they are the ones providing the lawmakers the opportunity to speak on these immigration issues by serving their country.
The group's spokesman John MacDonald said Veterans Assisting Veterans is by no means anti-immigration and in fact salutes the countless immigrants who have fought for America.
"Elizabeth Warren and people like her seem to have a very hard time understanding the difference between legal and illegal. … It seems to be the fact that she's more interested in creating political theater than she is in helping Americans," MacDonald said.
Watch the full interview above. Plus, be sure to catch Judge Jeanine Pirro's powerful opening statement on police officers protecting undocumented immigrants in so-called sanctuary cities.


text:
Q: Copy build artifact between nodes using Jenkins pipeline I'm trying to move existing Jenkins build jobs to a single Jenkins 2 pipelines, and wondering if it's possible to copy files from one node to another within the build. My idea would be :
Node A (Windows)
  Checkout scm
  Execute ant build
  Archive artifact (or whatever required action)
Node B (Unix)
  Checkout scm
  Copy build artifact from node A --> is this possible ?
  Execute ant build
  Then followed by tests...

I've tried to use the copy artifact step, but it didn't seem to work correctly, so I'm wondering if there's a way to copy files in the middle of the pipeline, or if I have to stay with the current build architecture (using copy artifact plugin, but with completely separate build jobs).

A: Yes, this is possible using the stash/unstash steps.
A tutorial about this can also be found in the Jenkins Blog (focused on parallel execution):
parallel (
    "stream 1" : {
                     node {
                           unstash "binary"
                           sh "sleep 20s"
                           sh "echo hstream1"
                       }
                   },
    "stream 2" : {
                     node {
                           unstash "binary"
                           sh "echo hello2"
                           sh "hashtag fail"
                       }
                   }
          )

redpajama_set_name: RedPajamaStackExchange


'Who Is Jan D'eau?' is the debut album from Atlanta rapper Jean D'eau. It hails features from Ralo, Swift, & Michael Stokes and production from Cassius Jay, 808 Mafia, & Ace Taylor among others. It brings a new wave to the Atlanta rap scene and poises Jean D'eau to be the next big thing in rap.


If the Supreme Court had reversed the district court, the change could have dramatically impacted minority representation where the population contains large numbers of non-citizens or people under 18. Some observers, for example, pointed out that it could have made it much more difficult  to draw majority-minority districts if states were required to draw districts based on citizen voting population. They also noted that, in addition to removing non-citizens, such a rule would exclude children  and citizens who are simply not registered to vote. This exclusion, advocates for using total population argued, would be improper because children and non-citizen permanent residents still require constituent services from their elected officials and, as a result, excluding them would dilute their representation.
The district court opinion is available here . The transcript of the oral argument is available here  and the audio is available here .


text:
The Greatest Chinese Novel
The Story of the Stone (also known as The Dream of the Red Chamber) by Cao Xueqin (1715?-1763) is widely recognized as the masterpiece of Chinese fiction. It is also a portal to Chinese civilization. Encyclopedic in scope, this book both sums up Chinese culture and asks of it difficult questions. Its cult status also accounts for modern popular screen and television adaptations. Through a close examination of this text in conjunction with supplementary readings and visual materials, the seminar will explore a series of topics on Chinese culture, including foundational myths, philosophical and religious systems, the status of fiction, conceptions of art and the artist, ideas about love, desire and sexuality, gender roles, garden aesthetics, family and clan structure, and definitions of socio-political order.
... Read more about The Greatest Chinese Novel
Tutorial - Junior Year
Close study of a topic in Greco-Roman civilization and/or literature, culminating in the preparation of a substantial research paper (ca. 20 pages). This is a junior tutorial.
... Read more about Tutorial - Junior Year
Identity and the Self in the Medieval Greek Tradition
This seminar explores the construction and complexity of identities in the Greek tradition (300-1500). Students will read fascinating narratives, biographies, and autobiographies, and will learn how to analyze them from historical and literary perspectives. Questions for discussion include political, religious, and ethnic identity in late antiquity and Byzantium, the meaning of being "Roman" and "Greek," the plasticity of self-representation, and the interpretation of religion, gender, and class as both social and cultural categories.... Read more about Identity and the Self in the Medieval Greek Tradition
Topics in Latinx Studies: Imagining Latinidad
This course is intended to provide hands-on practice toward doing research on Latinx issues, with an approach grounded in the understanding that terms 'Hispanic' and 'Latinidad' are not static concepts and, at the same time, not a homogeneous mix. We will examine culture, intellectual production, languages, economics, and political thought, as well as the dynamics of Latino/a/e people in the United States. Throughout the class, students will become familiar with a wide range of thinkers, currents, concepts, topics, and they will be exposed to frameworks of decolonial history and knowledge. The class will also facilitate conversations about the current place of Latinx cultures within the U.S. imaginary, including the immigrant groups from Mexico, Central and South America, the Caribbean, as well Indigenous and Afro-diasporic communities.... Read more about Topics in Latinx Studies: Imagining Latinidad
Keats Isn't Dead: How We Live Romanticism
Our thoughts and feelings about identity, self-expression, and the power of the imagination draw on the British Romantic poetry of the Long Eighteenth Century—whether we've read any or not. Focusing on John Keats (his key poems, and his key ideas, about "negative capability", the "camelion poet", and so on), this course makes unconventional connections into the twentieth, and twenty-first century. Tracking issues of race, class, gender and sexuality, we'll bounce from Keats into war verse; African-American poetries; world/postcolonial writing; the literature of social class; feminist experimentalism; and constructions of masculinity. Concentrators will learn how to analyze poetry in both closed and open forms.... Read more about Keats Isn't Dead: How We Live Romanticism
The Essay: History and Practice
Matthew Arnold famously said that poetry is, at bottom, "a criticism of life." But if any literary form is truly a criticism of life, it is the essay. And yet despite the fact that all students write essays, most students rarely study them; bookshops and libraries categorize such work only negatively, by what it is not: "non-fiction." At the same time, the essay is at present one of the most productive and fertile of literary forms. It is practiced as memoir, reportage, diary, criticism, and sometimes all four at once. Novels are becoming more essayistic, while essays are borrowing conventions and prestige from fiction. This class will disinter the essay from its comparative academic neglect, and examine the vibrant contemporary borderland between the reported and the invented. We will study the history of the essay, from Montaigne to the present day. Rather than study that history purely chronologically, each class will group several essays from different decades and centuries around common themes: death, detail, sentiment, race, gender, photography, the city, witness, and so on.... Read more about The Essay: History and Practice
Gender and Representation
Margaret Atwood is often asked if the The Handmaid's Tale is a "feminist" novel. Her response: "If you mean an ideological tract in which all women are angels and/or so victimized they are incapable of moral choice, no. If you mean a novel in which women are human beings — with all the variety of character and behavior that implies — and are also interesting and important, and what happens to them is crucial to the theme, structure and plot of the book, then yes. In that sense, many books are 'feminist.'" This course focuses on such feminist books. It explores issues of perspective: what happens when an author writes from the perspective of a woman? Since taking this perspective does not depend on biology, we will explore authors from a variety of backgrounds, especially those whose class, race, and/or ethnicity add another dimension. We'll focus on contemporary Anglophone novels and drama.... Read more about Gender and Representation
Five Shakespeare Plays
We'll be reading Hamlet, King Lear, The Merchant of Venice, Henry V, and The Tempest. Special attention to dramatically motivating issues involving familial kinship, racial and linguistic difference, and national and religious conflict. Philosophical and historical issues include Shakespeare's unique use of language, the ambiguous authorship of the plays, gender issues informing stage production, the sense of place in Shakespeare's Globe Theatre, and the influence of the Shakespearean canon in the various arts and media.... Read more about Five Shakespeare Plays
The Politics and Aesthetics of Mourning
In this course, we will study literary responses to and representations of loss, both public and private, in twentieth- and twenty-first-century French literature. We will investigate how mourning intersects with various theoretical and historical topics including gender and sexuality, the memory of war, and the AIDS epidemic. We will discuss how the particular intellectual contexts and historical events of the twentieth century brought about shifts in the way that individuals and communities experienced loss and worked through grief. We will consider how the work of mourning generates political as well as aesthetic questions, and we will ask how literature helps us to think about loss and to propose alternative models of mourning. Readings may include literary works by Marcel Proust, Simone de Beauvoir, Hervé Guibert, and Patrick Modiano. We will also look at theoretical writings on loss from a variety of perspectives, from psychoanalysis to deconstruction and queer theory.... Read more about The Politics and Aesthetics of Mourning
Advanced French I: The Contemporary Francophone World Through Cinema
In this advanced French language and culture course, you will explore Francophone cultures through contemporary films to build interpretive, interpersonal, and presentational modes of communication while activating analytical and creative thinking. Course materials include French-language films and corresponding literary texts, images, and supporting authentic materials such as posters and advertisements that will help you develop oral and written communication skills through close readings and cultural analysis. Course themes investigate contemporary issues at the heart of Francophone societies today, including deportation and (non)belonging, policing, ableism, education, Blackness, sexuality and transgender identity, as well as the role of the family. The structure of class will promote spontaneous exchange about films and topics studied, real-and real-time collaboration with classmates. Creative assignments include interactive writing assignments, short compositions, scripts, and a short film. No previous familiarity with film study is necessary.... Read more about Advanced French I: The Contemporary Francophone World Through Cinema
Narrative Negotiations: How do Readers and Writers Decide on What are the Most Important Voices and Values Represented in a Narrrative?
Narrative Negotiations explores narrative "voice" in a wide range of literary and cultural texts. Narrative voice is a lively dialogue between the author and the reader as they engage in the experience of determining the value and veracity of the narrative: whose story is it anyway? The writer creates the imaginative universe of character, plot, emotions and ideas—she seems to be holding all the cards; but it is the reader who rolls the dice as she draws on her human experience and moral values to question the principles and priorities of the storyteller. The game of narrative becomes deadly serious when storytelling confronts issues of colonialism, slavery, racial profiling and gender discrimination.... Read more about Narrative Negotiations: How do Readers and Writers Decide on What are the Most Important Voices and Values Represented in a Narrrative?
Queer Latinx Borderlands
What does Puerto Rican rapper Bad Bunny have to do with 16th century Mexico criminal archives? What does the Netflix series Pose (2018) have to do with the Treaty of Guadalupe Hidalgo (1848)? They converge in the queer borderlands, Chicana lesbian Gloria Anzaldúa's spatial framework. Just as border studies has taught us that such encounters and crossroads exist far beyond literal borders, so too does this course delink from any geographical space, instead deploying Anzaldúa's framework to provide an account for two major arcs while centering gender and sexual non/normativity.... Read more about Queer Latinx Borderlands
Sound and Color: Music, Race, and US Cultural Politics
Although race is often presumed to be a visual phenomenon, it is also created and produced through sound. But what does race sound like? What might we learn when we attune our ears to the music and noise that race makes in popular music, on the stage, and in literature? How can texts like songs, films, and novels both reinforce and challenge cultural hierarchies and arrangements of social power? This course explores the sonification of race and the racialization of sound, music, and noise in the United States from the late nineteenth century to the present.... Read more about Sound and Color: Music, Race, and US Cultural Politics
Questions of Theory
To explore key literary, cultural and critical theories, we pose questions through readings of classic and contemporary theorists, from Aristotle to Kant, Schiller, Arendt, Barthes, Foucault, Glissant, Ortiz, Kittler, and Butler, among others. Their approaches include aesthetics, (post)structuralism, (post)colonialism, media theory, gender theory, ecocriticism. Each seminar addresses a core reading and a cluster of variations. Weekly writing assignments will formulate a question that addresses the core texts to prepare for in-class discussions and interpretive activities.... Read more about Questions of Theory
This seminar explores the construction and complexity of identities in the Greek tradition (300-1500). Readings include fascinating narratives, biographies, and autobiographies. Students will learn how to approach these rich texts from combined historical and literary perspectives, while gaining familiarity with current cutting-edge research. Questions for discussion include political, religious, and ethnic identity in late antiquity and Byzantium, the meaning of being "Roman" and "Greek," the plasticity of self-representation, and the interpretation of religion, gender, and class as both social and cultural categories.... Read more about Identity and the Self in the Medieval Greek Tradition
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III A. CONDUCT A NEEDS ASSESSMENT ON AN ONGOING BASIS TO DETERMINE THE INCIDENCE OF BULLYING AND HARASSMENT.
A first step in implementing a bullying prevention program is to conduct a Needs Assessment to obtain a set of base-rate (preintervention) measures against which to evaluate the efficiency of any preventative and treatment interventions.
Bullying is a covert or "underground" activity that is difficult for adults to detect for many reasons.
The majority of bullying is verbal rather than physical.
Bullying episodes are, on average, short-lived. Observations of bullying on elementary school playgrounds indicated that they lasted an average of 37 seconds.
Teachers rarely observe bullying directly.
Teachers intervene in only 14% of classroom bullying episodes and in only 4% of playground episodes of bullying.
School staff is generally unaware of the extent of bullying and victimization problems, even though much of bullying occurs on the playground, in hallways, classrooms, and locker rooms where teachers are immediately available to observe or intervene.
Children who have been bullied report that teachers ignore their requests for help more than half the time.
On surveys, teachers are only able to accurately identify fewer than one-half of bullies identified by peers.
Parents are often similarly unaware of the extent of bullying and victimization and they do not discuss bullying with their children.
Children are more likely to discuss bullying with their parents than with a teacher. Therefore, parents must be active partners in anti-bullying interventions.
This section of the website will examine ways adults can ask about, survey and observe bullying, then determine how to translate this information into achievable goals, while anticipating possible barriers to proposed interventions.
Possible barriers that may get in the way of intervention efforts and how these barriers can be anticipated and addressed.
1. What is the prevalence and how widespread are bullying and victimization in my school? Is it both on and off campus?
2. What form (type) of bullying occurs in my school?
3. Where and under what condition does bullying take place in my school?
4. Are school staff members present in areas where bullying occurs?
5. How do teachers and administrators respond to such bullying incidents?
6. How effective are teachers and administrators in controlling bullying? What evidence is there that such interventions work?
7. What is the form of the critical incident reporting and accompanying referral systems?
8. Does the bullying occur alone or as part of a group activity?
9. Do gang-related activities occur on campus?
10. What are the characteristics of children who bully? Who are the victims?
lack of social and self-regulation skills; other reasons)?
12. What has the school done in the past to reduce bullying, harassment, and other forms of violence?
13. What specific intervention programs have been implemented to help children who bully and help children who are victims?
14. How do bystanders react? What can be done to engage bystanders to be part of the solution?
15. What evidence-based interventions have been found to reduce bullying?
What interventions have not been found to be effective in reducing bullying?
16. What obstacles/barriers got in the way of prior efforts? How can these be anticipated and addressed in the future?
18. How have parents been involved in the bullying prevention program?
Nature of the Behavior - What is the nature of their misbehavior? Did these behaviors result in office referral?
Are there behaviors that are handled by some teachers in their classrooms, while other teachers use office referrals?
Is there a trend in the type of disruptive behaviors?
Personnel Reactions - Who refers students most often (teachers, yard supervisors)?
Would the misbehavior receive the same response in other classrooms?
When - When (time of day) do students tend to get in trouble?
What months or days of the week are most likely to result in office referrals?
Effectiveness - What consequences seem to reduce office referrals?
Do these consequences work differently for different types of students? Is there a sequence of interventions that work?
Are the consequences teaching students the skills and understanding that they lack?
focus-oriented groups inquiring about bullying. Here are some sample questions that they suggest.
These questions can be rearranged or added to as needed. It is important that the interviewer highlight the confidential nature of all responses.
(Note it is not unusual to have half of the students or more answer "yes" to the question that they had been bullied at school.
What is it like here at _________________[name of school]? That is, what is the feeling or climate like here? Describe it.
Generally speaking, how well do students get along with one another?
Are there identifiable [nameable] groups? What are the names of the main groups?
Is it common that certain students hang together? If so, could these groups be described with names? How do members of the groups relate to one another? For example, how do the [athletes] get along with [artsy] students? Where do you fit in?
In your view, what is bullying?
How much bullying [picking on/scapegoating] goes on at _________________[name of school]?
How does bullying affect young people? Can you provide an example?
Is it important to reduce bullying here?
Have adults [teachers, counselors, administrators] in the building done anything to reduce bullying?
If yes to # 11, what?
If yes to #11, how has it been going?
Specifically, what has worked? What hasn't? Why?
Are there any things that teachers or other adults have done that have made things worse? Can you give examples? You don't have to use anyone's name.
Do some students get picked on more often than others? If so, why?
Why do other students get picked on?
Do you get picked on frequently? If so, why?
Is there an adult in the school building to whom you could turn to for help with a problem?
How do you like recess time? What is it that you like and dislike about recess? What could be done to improve recess time? What could be done to improve classroom discipline?
Tell me some things that teachers or other adults in the building do to stop bullying and make student relationships better?
How do you or others handle bullying?
How do you feel when you see someone being picked on? What do you and others do when you see bullying occurring?
Do you ever step in when someone is being bullied? Why or why not?
What causes some students to bully others?
How do you feel about bullying? Is there anything you'd like adults in the building to know about bullying?
What have you learned from any discussions of bullying?
Generally, how does this school feel to you?
Do you have any other suggestions about how our school can curb violence?
If you were the principal what would you do to make our school safer?
Self-Report Interviews and Questionnaires. Here are some examples and a list of additional measures.
when two students of about the same strength argue or fight.
1. By this definition, have you ever been bullied or picked on?
2. By this definition, how often have you been bullied in the past month?
3. By this definition, how often have you bullied others in the past month?
4. What happened when you were bullied or picked on?
smaller, weaker or different (not including your brother or sister)?
6. How many times have you had something taken from you by force or by threats?
7. How many times have you been made to do something you did not want to do?
8. How many times have you been threatened or physically hurt?
express their worries about bullying in school and the neighborhood.
you marked are more dangerous?
other form of violence might occur.
"unmanned" (e.g., bathrooms, hallways, stairwells, certain areas of playground, locker room) where bullying is likely to occur.
has been offered by Orpinas and Horne (2006).
There are other measures that may be better suited to your school and to your intervention objectives.
Think about what happened DURING THE LAST 7 DAYS, when you answer these questions.
from your school tease you?
push, shove or hit you?
were going to hit you?
kids leave you out on purpose?
a kid from your school?
shove or hit a kid from your school?
a kid from your school a bad name?
leave out another kid on purpose?
Victimization Scale: Overt victimization = questions 1-4, relational victimization = questions 5-6.
Aggression Scale: Overt aggression = questions 7-10, relational aggression = questions 11-12.
They propose asking students directly if they bully others.
Repeatedly push, shove or threaten other students because you felt like it?
Spread nasty rumors about someone?
With their friends or by themselves, excluded someone on purpose?
Had someone else hurt or embarrass someone you don't like?
Been part of a group that do any of these things?
For additional ways to assess students see Kelly et al. (2003), Dahlberg et al. (2005).
of fellow students who bully others, and names of fellow students who are victims of bullying.
Name the students in your grade who get picked on and teased by other kids.
Name the students who get hit, pushed or picked on by others.
Name students who have rumors, lies or mean things said about them.
List three students who frequently bully others.
List three students who are bullied often.
to play the part of a Director of a movie or play. The Director gets to choose which students play which parts.
The students are then given a sheet with all of the boys' names in the class and a sheet with all of the girls' names.
Such a Class Play Measure can be used to obtain peer nominations.
selection; we will narrow it down later.
with other children more than most.
aggression against peers at rates higher than most.
3. The child is frequently disruptive and gives oppositional responses to teacher directives.
4. The child seems to be rejected by the more adaptive children in the class.
5. The child is having academic failure or underachievement problems.
Please list the names below. Rank ordering or filling in all of the slots is not necessary.
5. Provide a mechanism for parent contact.
1) Who – Who are the students who repeatedly get sent to the office?
2) Nature of Behavior-- What is the nature of the misbehavior? Are these behaviors handled by some teachers?
3) Location/When-- Where and when did the behavior occur? Alone or with peers?
4) Effectiveness-- What were the consequences and are they effective in reducing office referrals?
What should be tried and how should they be evaluated?
In some schools it is not unusual for a majority of the students being referred to the principal's or vice principal's office to be made up of less than 10% of the schools' population. Teacher referrals for problem behavior tend to peak in Grades 9 and 10. Walker and his colleagues (2004) observe that this percentage is consistent with research that indicates that 65% of all juvenile crime is accounted for by 6%-8% of the juvenile population.
The typical antisocial student in the intermediate elementary grades will average 10 or more office referrals per year.
Any student who has 10 or more office referrals per year is considered to be a chronic discipline problem and in need of intervention.
Useful resources to monitor and analyze Office Discipline Referrals are available from School Wide Information System, a computer monitoring system.
The School Climate reflects the degree to which a school is perceived as being safe and inviting.
In addition, to these general measures, each school has specific data that reflect the school's climate.
The following list provides examples of the type of indices that delineate School Climate.
The following Scale by Altman and his colleagues provides some way to assess your School Climate.
This self-assessment tool can provide a means to determine the level of "risk" for violence in your school.
These questions can be addressed by all interested parties and provide the basis for intervention planning.
1. How many fights have occurred on school property during the last 12 months?
2. How often have weapons (knives, guns, etc.) been brought into the building during the last 12 months?
3. How often has drug dealing been observed on school property within the last 12 months?
4. How often has property been deliberately damaged or stolen on school grounds within the last 12 months?
5. How safe/secure do the faculty/staff feel when they are on school property?
6. How safe/secure do the students feel when they are on school property?
How safe is the route to your school?
1. How many fights have reportedly occurred before or after school during the last 12 months?
2. How often are children recruited for gang membership on the way to and from school?
3. How much illegal drug trafficking exists in the neighborhood surrounding the school?
visible on the routes to and from school?
5. How safe/secure do the faculty/staff feel when they are on the way to and from school?
6. How safe/secure do the students feel when they are on their way to and from school?
What resources do your school and community already have?
1. What violence prevention efforts are occurring in your school?
2. What already exists in your school's instructional program that covers topic areas related to violence prevention and teaches accompanying skills?
3. Who in the school community (students, teachers, parents, community members) has the potential for taking leadership roles in promoting a safe, inviting school?
7. What other violence prevention efforts are occurring in your school community?
8. Which adults (faculty, administrators, maintenance staff, food service personnel, parents) in the school do students go to when they have problems?
9. Who in the school community has the potential for taking leadership roles in promoting a nonviolent community?
10. What additional resources do you have or would you like to obtain in order to create and maintain a nonviolent school?
Bullying behavior in schools is more likely to occur when there is a gang presence on the school grounds.
The following Gang Assessment Tool provides a way to determine the degree of gang presence on your campus.
In most instances, aggressive behavior declines with age as children learn to control their natural tendency to be aggressive.
emotions and get along with others.
accompanying academic difficulties, especially in reading, will often show evidence of continuing adjustment difficulties.
Walker and his colleagues (2004) offer the following guidelines when conducting screening of high-risk students.
2. Screen and identify at-risk students as early as possible in their school careers - ideally at preschool and kindergarten levels.
3. Use a multi-agent (teacher, parent, peers, observers) and a multi-setting (classroom, playground, home setting) screening identification approach.
4. Use teacher nomination and rankings or ratings in the early stages of screening and supplement these later with direct observations at school.
Several instruments have been developed to screen for high-risk in young students.
6. The amount of academic engaging time (AET).
When considering the results of these screening efforts keep in mind the so-called 50% rule.
- Fifty percent (50%) of hard-to-manage preschoolers do not persist in demonstrating problem behaviors past ages 6 to 9.
- Fifty percent (50%) of children diagnosed with conduct disorders will improve over time, no longer showing signs of aggression or antisocial behavior.
will determine the likelihood of aggressive behavior persisting.
Which students are most "high-risk" for engaging in aggressive and violent behavior at school?
How early and with what reliability can we identify these potentially "high-risk" students?
Clearly, the best predictor for the likelihood of students being violent is their past history of aggressive behavior.
There is a relatively high stability in students' aggressive behaviors when aggression began early in life.
three 50 % of boys and 40% of girls demonstrate aggressive behavior and need to learn prosocial behavior.
will develop persistent adjustment problems.
Thirty-eight percent (38%) of kindergartners who show evidence of aggressive behavior will fail grade 3.
Those who fail grade 3 have a 33% chance of demonstrating adolescent delinquent behavior.
Aggressive behavior in grade 4 leads to peer rejection at grade 6 and accompanying academic failure.
Two-thirds of aggressive boys are rejected, while only 20% of non-aggressive boys are rejected.
Rejected children are two to three times more likely to leave school before graduation.
in criminal activities as adolescents.
C4. Which Students Are Most at Risk for Engaging in Aggressive Behavior at School?
Have a past history of physical fights (either alone or with groups of students).
Were injured and/or treated for aggressive acts.
Are sent to the principals office repeatedly (10 or more times per year).
Carry a weapon to school.
Use substances at school (alcohol, tobacco, cigarettes, marihuana, and/or sell drugs).
Steal property at school and/or who damage school property.
Have been in trouble or who have been arrested before age 12.
(e.g., in one study, 34% of these students reported carrying a gun to school).
Are absent frequently (3 or more times without an excuse or without permission).
Have been suspended 1 or more times.
a gun is one of the best predictors for students bringing guns to school.
How can one tell if the bullying prevention interventions are working?
A useful resource has been offered by Dahlberg et al. 2005.
Use student reports of interventions by others in bullying episodes.
Assess students' attitudes toward bullying and subjective norms towards bullying.
Record the occurrence of observed peer instances for giving assistance to victims of bullying.
Determine the student's involvement in school-wide bullying prevention activities.
Supervision patterns are increased in "high-risk" areas where bullying occurs.
Teachers intercede in bullying episodes in and out of their classrooms.
Classroom curriculum includes discussion about bullying and victimization.
Teachers report that students approached them about bullying.
Teachers' attitudes towards bullying reflect a constant concern for students' wellbeing.
Teachers foster student and staff involvement in schoolwide bullying prevention activities.
Teachers use the "teachable moment" to immediately address bullying issues throughout the academic day.
interfere with both assessment and intervention efforts, and plan accordingly.
Being prepared is the best strategy.
but the biggest barriers are likely to be attitudinal.
of a bullying prevention program?
Consider the following expressed attitudes that adults may offer.
"Children need to learn how to handle bullying if they want to succeed in this competitive world."
"I don't have the energy to take on additional work"
"I don't feel comfortable with intervening"
"Bullying prevention is the program de jour"
how they would address each of these attitudinal statements.
1. Bullying is a normal part of growing up.
2. Interventions will make things worse.
3. There are too many barriers to intervene (lack of teacher training and resources).
4. There are questions about the effectiveness of such programs.
How can promoters of bullying prevention programs respond to each category of attitudes?


text:
136 Banana Hammock JF Gagnion 11:40:25 12:07:04 0:26:39
104 North Island Tanks David Nyel 11:15:08 11:43:19 0:28:11
39 Ski Tak Hut Tsunami Ron Williams. 11:17:52 11:46:50 0:28:58
59 KMA (Kiss My Ass) Rob Hansen 11:31:03 12:00:42 0:29:39
49 Strathcona Park Lodge Jamie Boulding 11:29:13 11:59:20 0:30:07
102 Just A Bunch of Fit Guys Jason Rusu 11:14:39 11:45:40 0:31:01
66 Refried Friends Derek Crook 11:45:39 12:16:59 0:31:20
80 Fasterpussykatz Kathleen Petereit 11:43:55 12:15:17 0:31:22
35 Trail Bicycles Kevin Lawrence 11:30:40 12:03:47 0:33:07
15 Saratoga Survivors Hardolph Wasteneys 11:58:57 12:32:11 0:33:14
58 Esquimalt Harbour Rats Charles Pearson 11:59:10 12:32:29 0:33:19
2 Comox Valley Fossils Theo Dombrowski 12:31:44 13:05:17 0:33:33
11 Masters of the Universe Don Mancell 11:46:44 12:20:31 0:33:47
4 The Denman Peloton Peter Marshall 12:02:22 12:36:36 0:34:14
12 Tombstone Blues Dean Daugherty 11:57:33 12:31:47 0:34:14
40 Ace of Pace Don Lockwood 11:45:48 12:20:13 0:34:25
167 There She Goes Again Sarah Hanser 11:42:54 12:17:21 0:34:27
171 Wild Women Lauron Telford 11:42:55 12:17:37 0:34:42
44 GivRRRRRRRRR Don Smith 11:52:13 12:27:18 0:35:05
154 Well Endowed Bill Lyons 12:03:36 12:38:46 0:35:10
124 FigRolls Racing Andrew Dye 11:36:29 12:11:50 0:35:21
47 Pedal Your World Wesley Falk 11:42:33 12:18:09 0:35:36
54 Viagra Villain's David Janz 11:55:03 12:30:41 0:35:38
105 Lucky Lover meet the Funky Green Mota Dave Prothero 11:39:30 12:15:11 0:35:41
70 Another Shocking Edition Jack Adams 11:42:10 12:18:15 0:36:05
63 The Barking Geckos Steve Davis 12:07:12 12:43:21 0:36:09
71 Chix n' Dix Simon Condy 12:33:17 13:09:29 0:36:12
5 Orca Classics Bertrand Girard 11:54:25 12:30:49 0:36:24
115 Gibson's Finest Trevor Chapman 11:36:29 12:12:54 0:36:25
156 Jessie & The Rippers Mikey Holcamp 12:00:19 12:36:55 0:36:36
19 Just Desserts Hamish Murray 12:05:42 12:42:22 0:36:40
8 Raymond James Magnificent Nine Don Cohen 11:37:35 12:14:17 0:36:42
67 Black Creakers Tim Fairbank 11:59:40 12:36:32 0:36:52
106 Centre for Sport and Exercise Education Peter Rehor 11:30:32 12:07:28 0:36:56
169 Pink Truck Onsite Andrea Keenan 11:33:37 12:10:37 0:37:00
173 Femmebots Morag Crocker 12:00:51 12:38:01 0:37:10
33 Demon Dawgs Peter Bolton 11:44:15 12:21:31 0:37:16
107 CBI Physiotherapy Good Guys Joe Box 12:24:24 13:01:40 0:37:16
118 On The Rod Keith Davies 12:57:29 13:34:56 0:37:27
50 Whites lightning Billy Ternes 11:44:45 12:22:31 0:37:46
200 Strathcona Nordics Evan Irvine 11:42:06 12:19:53 0:37:47
52 Big's Burden II Paul Yantha 12:04:45 12:42:33 0:37:48
93 Courtenay Canadian Tire Nicolas Glazner 12:14:50 12:52:41 0:37:51
94 Dirt Digglers Kyle Edwards 12:00:29 12:38:34 0:38:05
79 TEAM ELM WOMEN! Janine Martin 11:48:07 12:26:24 0:38:17
60 Tsolum Mobile Vet Andy Quinn 11:39:07 12:17:43 0:38:36
120 Wii (not) Fit Shane Wilson 11:34:27 12:13:06 0:38:39
141 CBI Physiotherapy Bad Guys Gord Straub 12:00:12 12:38:51 0:38:39
150 Finely Done Steve Fisher 11:50:59 12:29:52 0:38:53
132 Busy Beavers Steven Kukulla 12:10:11 12:49:11 0:39:00
74 Know to Surf Rick Goletski 12:14:33 12:53:35 0:39:02
68 Runnin' on Island Time Keith Petrie 12:05:14 12:44:27 0:39:13
109 Descendants of Reliable Controls James Puritch 11:54:22 12:34:00 0:39:38
46 eatmore Graham Green 11:29:42 12:09:29 0:39:47
144 Gab Weeds Janine Buckley 11:39:15 12:19:03 0:39:48
10 Trotters Rick Bentley 12:10:50 12:50:41 0:39:51
134 Hellfish Brian Emmett 12:32:17 13:12:10 0:39:53
72 Parksville Panters Garth Lougheed 11:46:19 12:26:18 0:39:59
55 Nanaimo Old Growth Geoff Klassen 12:36:50 13:17:01 0:40:11
43 Team Naked Gordon Clayton 11:41:20 12:21:53 0:40:33
84 Emission Impossible Stephen Friesen 12:19:54 13:00:34 0:40:40
73 RETREADS Robert Isaac 12:07:18 12:48:00 0:40:42
140 Cheers Kevin Whiting 11:44:58 12:25:40 0:40:42
14 Island Cycle Doug Herchmer 11:44:19 12:25:03 0:40:44
114 Lucky Staches Jeff Hoy 11:55:59 12:36:43 0:40:44
137 Gitmo Gaolbyrds Douglas Sauer 12:29:36 13:10:49 0:41:13
133 to be announced Fraser Downie 12:04:01 12:45:17 0:41:16
100 Banner Landscaping Madness Scott Buchanan 11:54:43 12:36:07 0:41:24
25 Women of Distinction Shri MacLeod 12:03:47 12:45:24 0:41:37
91 London Drugs Brandon Hamilton 11:58:44 12:40:32 0:41:48
53 The Ultra Vires Clint Collins 12:15:11 12:57:05 0:41:54
175 Frontrunners Foxxy Ulrika Sjoback 12:11:07 12:53:25 0:42:18
126 Fast Like 20 Bears David Fraser 11:53:21 12:35:50 0:42:29
174 The Odlum Brown Animal Prints Kristi Martin 12:00:55 12:43:27 0:42:32
41 Blood Sweat n Beers Russ Arnott 11:58:37 12:41:17 0:42:40
101 Nine Guys One Cup Rob Laird 11:34:01 12:17:24 0:43:23
61 Rotor Heads Brad Steels 11:52:31 12:35:54 0:43:23
96 Got Wood? Evan Ross 11:50:07 12:33:33 0:43:26
110 19 Wing Fire Dept Dave Banks 11:46:39 12:30:05 0:43:26
32 Sloppy Jocks Brent Blackman 12:05:37 12:49:15 0:43:38
165 Ascent Physio Flying Phalanges Brenda Walsh 11:55:15 12:39:17 0:44:02
28 Pedal Your world Optimist's Sonja Saksida 11:54:58 12:39:08 0:44:10
151 Matt's Team Micheal Hoffmann 12:27:46 13:12:04 0:44:18
38 A Pack of Friends Julie Micksch 12:13:33 12:58:00 0:44:27
1 Forever Young Diane Sharp 12:27:08 13:11:36 0:44:28
87 Rehabilitation in Motion Cory Pahl 11:54:41 12:39:40 0:44:59
51 CB's Crash Test Dummies Harold Beuischek 12:07:59 12:53:00 0:45:01
37 RLP-Thunder ! Mark Fleming 12:14:37 12:59:39 0:45:02
34 8 & 1/2 Men Dan Morgan 12:18:41 13:03:45 0:45:04
130 Bar Room Brawlers Michael Paschuk 12:09:30 12:54:36 0:45:06
199 Synergy Pat Boucher 11:34:44 12:19:58 0:45:14
76 Tears for Beers Leanne McIntire 12:01:19 12:46:46 0:45:27
159 Pussy Posse Suzie Lotimer 12:23:53 13:09:24 0:45:31
117 CAD-astrophies Chris George 12:39:36 13:25:08 0:45:32
78 Tenth Street Chiropractic Karene McGill 12:02:02 12:47:50 0:45:48
6 The Getting Better Old Farts Bob Simpson 12:11:03 12:56:54 0:45:51
143 Team Tequila Diana Wood 12:00:09 12:46:01 0:45:52
111 Beavers James Elliot 12:06:50 12:52:48 0:45:58
22 Gold Rush Lynn Bromilow 11:45:12 12:31:24 0:46:12
98 Strategic Hardwoods Earl Johnson 12:17:30 13:03:45 0:46:15
45 Reliable Auto Body 86ers Mike Maclaren 11:53:16 12:39:32 0:46:16
128 Big Rock Candy Mountain Pagan Mackay 12:08:23 12:54:54 0:46:31
13 The Remnants Larry Neil 12:09:02 12:55:46 0:46:44
23 Just Depends Phil Molnar 12:31:45 13:18:35 0:46:50
31 Team Negative Mike Klein 11:59:59 12:47:05 0:47:06
26 Ladies of the Valley Kerry Dawson 12:08:19 12:55:27 0:47:08
92 Coastal Physiotherapy Rehabilitation Mike Neufeld 11:51:09 12:38:35 0:47:26
112 The Lahar Del Ferguson 11:49:36 12:37:32 0:47:56
90 Jimmy Rum Runners KB Wilis 11:47:39 12:35:48 0:48:09
123 AMI is MIA Gary Simmons 12:12:05 13:00:19 0:48:14
166 Snow 2 Slurrz Norma Winsper 12:17:56 13:06:26 0:48:30
20 Buns n' Roses Bill Hastead 12:02:06 12:50:42 0:48:36
64 DNR Dave James 12:13:42 13:02:26 0:48:44
139 We're Here For The Beer Tiare Boyes 12:11:40 13:01:17 0:49:37
172 Lovely Lady Lumps Stevii Greschuk 11:46:27 12:36:29 0:50:02
160 Riding Fool Beauties Alice Grasby 11:59:52 12:50:17 0:50:25
147 New Nerd-ic Norms Susan Gage 12:12:03 13:02:48 0:50:45
153 The leftovers Janine Rathlef 11:59:16 12:50:08 0:50:52
75 Force of Nature Sarah Nicholson 12:15:15 13:06:17 0:51:02
170 We Were Drunk Last Night Angie Farquharson 12:26:04 13:17:08 0:51:04
97 Strategic Softwoods Kristin Holdener 12:00:38 12:51:53 0:51:15
113 The Woody's Peter Reber 12:00:32 12:52:13 0:51:41
88 The E-Team Allan Herle 12:13:02 13:05:35 0:52:33
127 White Caps Connor Carsen 12:35:47 13:28:43 0:52:56
21 Bowser 211 Bombers Penny Bernard 12:09:10 13:02:35 0:53:25
162 Dirty Girlz Bike Club Eleanor Mullen 12:39:18 13:32:57 0:53:39
57 Comox Bay Marina Gail Force Ben Eni 11:44:25 12:38:18 0:53:53
146 Belly Shake Jen Dobbleare 12:17:08 13:11:20 0:54:12
103 That '70s Team Heather Ledgard 12:16:11 13:10:53 0:54:42
17 Pineapple Express Terry Gurney 12:10:31 13:05:22 0:54:51
36 BCHydro Dark Nights Madeleine Fulton 12:14:03 13:09:07 0:55:04
3 Lighthouse Wrecks Val Burton 12:22:38 13:17:43 0:55:05
81 The Devils Wear Lycra Jan Dafoe 11:56:28 12:52:08 0:55:40
142 Blue Steel Felice Griffiths 12:12:16 13:08:11 0:55:55
42 Sidney Survivors Steve Parker 12:24:58 13:20:56 0:55:58
27 Bin 449 Claire Moglove 12:10:05 13:06:09 0:56:04
65 Nine Lives.... Relaying on BEER! Roy Tufnail 11:55:20 12:36:39 0:09:20
161 Babes in Blue Nadine Schwager 12:27:19 13:24:37 0:57:18
56 5 Empty Boxes Geoff Canter 12:24:57 13:23:39 0:58:42
99 Wedler Water Meters Michael Zbarsky 12:20:39 13:20:44 1:00:05
164 Been there. Done that! Tanya Sprathoff 12:29:24 13:29:40 1:00:16
122 Once upon a Team Melissa Harper 11:58:01 12:58:25 1:00:24
138 Bailout Package Chris Ayles 11:45:38 12:47:37 1:01:59
29 Any thing but Chardonnay Jan Croft 12:27:46 13:31:03 1:03:17
152 The Photons Amanda Saunders 12:07:28 13:16:44 1:09:16
119 Rod Pollon 12:07:10 13:17:23 1:10:13
163 Royal LePage Beavers Heidi Shephard 12:35:30 13:48:56 1:13:26
131 Hardcore Albacore Steve Oh No result
129 RBC Royal Lions Graig Hamilton No result
48 443 Sqn. Ancient Warriors Brian Peers No result
116 Queen's Cowboys and Girls Joe Down No Result
125 The Streaking Blue Scavengers Jenn Peschke No Result
108 Team Cona Eric Bevan No Result


text:
Westminster Choir College Auditions & Interviews
Undergraduate First-Year Admissions
First-year - How to Apply
Auditions & Interviews
School of Fine and Performing Arts
Westminster Choir College
Contact Undergraduate Admission
Meet our student staff
School Counselor info sheet
The first step of your audition or interview process, is to submit your Academic Application. Please select your specific major below to view individual requirements.
View Requirements
Organ Performance (B.M.)
Apply to Rider University via the Common Application or Rider Application
Receive Access to your Be A Bronc Applicant dashboard via Email: This will take at least 2 to 3 Business Days
Log in to your Be A Bronc Applicant account to Register for an Audition.
Review Audition Requirements:
All of the following are required. Performance from memory is encouraged, but not required. Videos must show pedals.
One work by J.S. Bach or another Baroque composer.
Two contrasting (one lyrical and one virtuosic) selections by romantic or contemporary composers.
Accurate and fluent sight-reading of a four-part hymn.
Applicants with a strong piano background who wish to apply for study in organ may elect to play their audition on the piano for members of the organ faculty. The audition will include all of the following, of which one must be from memory:
An invention or prelude & fugue by J.S. Bach.
A first movement of a sonata by Haydn, Mozart, or Beethoven (excluding Beethoven op. 49; op. 79; and op. 27, no. 2)
A 19th, 20th, or 21st-century composition.
You will not receive academic acceptance prior to your audition. Admission decisions will be provided 1 to 2 weeks after your completed audition.
Piano (B.M.)
All of the following are required and must be from memory.
A prelude & fugue from J.S. Bach's Well-Tempered Clavier or comparable Baroque work; please contact Professor Clarfield at [email protected].
A sonata by Haydn, Mozart or Beethoven (excluding Beethoven op. 49 or op. 79).
A 19th-century composition.
A 20th or 21st-century composition.
Voice Performance (B.M.)
All of the following are required. All of the following must be from memory.
Four songs from memory from the classical repertoire, representing various languages and/or style periods. The singer should demonstrate musical and vocal ability that gives promise of successful college-level study.
Suggested repertoire selections for all voice auditions include songs and arias of the 17th and 18th centuries, art songs from the 19th and 20th centuries, including spirituals, and/or operatic and oratorio literature when suitable for the singer.
Music Education (B.M.)
Audition on primary instrument: organ, piano, or voice. See Primary Instrument Audition Requirements below.
Interview with the Music Education faculty.
Sacred Music (B.M.)
All of the following are required.
Interview with a member of the Sacred Music faculty.
Theory and Composition (B.M.)
Submit original scores which best demonstrate your present abilities. Please upload to your digital portfolio in your Be A Bronc dashboard; include PDF scores and recordings of these scores in MP3 format. In the absence of live/studio recordings, MIDI realizations, delivered in MP3 format, are an acceptable alternative.
Interview with a member of the department.
Music (B.A.M.)
Primary Instrument Audition Requirements
All of the following are required. Performance from memory is encouraged, but not required.
One work by a romantic or contemporary composer.
All of the following, of which one must be from memory:
Two memorized songs from the classical repertoire. Suggested repertoire selections for all voice auditions include:
Songs and arias of the 17th and 18th centuries and/or art songs from the 19th and 20th centuries, including spirituals, and/or operatic and oratorio literature when suitable for the singer.


text:
Rhamphomyia amoena är en tvåvingeart som beskrevs av Friedrich Hermann Loew 1840. Rhamphomyia amoena ingår i släktet Rhamphomyia och familjen dansflugor. Arten har ej påträffats i Sverige. Inga underarter finns listade i Catalogue of Life.

Källor

Dansflugor
amoena


text:
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Has the Syrian opposition lost the war?
Journalist Patrick Cockburn and Syrian American Council adviser Mohammed Ghanem offer differing views on the Syrian war.
23 Sep 2017 11:00 GMT Syria's Civil War, Bashar al-Assad, Middle East
After repeated attempts to topple Syrian President Bashar al-Assad over the last six years and the latest setbacks, the opposition may not only be losing the war but also losing support on the international stage.
The US appears to no longer be focused on removing Assad from power, and the UN's special envoy to Syria said that if the opposition was planning to win the war, "facts are proving that is not the case."
So, after many initial successes, how did it all go wrong? And was it a mistake for outside powers to back the various groups in the Syrian opposition to Assad?
In this week's Arena, veteran Middle East correspondent for The Independent, Patrick Cockburn, and Mohammed Alaa Ghanem, a policy adviser to the Syrian American Council, debate whether the Syrian opposition has lost the fight against Assad or whether they are still a force in play. Patrick Cockburn's latest book is The Age of Jihad.
Follow UpFront on Twitter @AJUpFront and Facebook.
Letter from Aleppo: 'Devastation was all I found'
A former Aleppo resident who visited his hometown after fleeing to Turkey describes a city forever changed by war.
Middle East, Syria's Civil War, Turkey-Syria border, Syrian Refugees
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Middle East, Syria's Civil War, Refugees, Syrian Refugees
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High brightness ion beam systems based on an air cooled, cold cathode arc discharge duoplasmatron. This type of ion source generates positive ions of hydrogen, nitrogen, oxygen and noble gases. Beam energies from 300 to 30,000 eV. This ion source can be equipped with custom designed ion optical systems according to specific applications.
Custom designed fine focusing ion beam system. Equipped with changeable beam apertures, low aberration objective lenses, beam stigmator and positioning scanning systems.
Designed as part of molecular beam mass-analysis systems. Provides ionization, pulse extraction and acceleration of ions into the flight tube of RTOF MS.
Compact, high brightness, high purity Cs+ alkali metals ion source. Beam energies from 300 to 10,000 eV. Can be integrated in custom ion-optical column according to specific applications.
In-line ion beam current monitor for accurate measurements of ion beam currents. Equipped with apertures from durable materials (molybdenum or tantalum) and electrodes for secondary beam electrostatic suppression.
Extraction, acceleration and focusing of ions at the first stage formation of ion beams. Equipped with extraction acceleration electrodes, condenser lenses with an ion beam trajectory correction system.
Atomic hydrogen source for generation of hydrogen flux. High temperature thermal cracking of molecular hydrogen (H2) passed through a hot tungsten tube. In situ low temperature cleaning of surface contaminants, e.g. carbon and oxygen. Source equipped with a water cooling system for reduction of process chambers contamination.


On average, one vehicle wrap is seen by ten to thirty thousand people a day. It's a great way to continuously market and promote your product and brand all day long wherever you are all the time.
Car wraps aren't just for advertising anymore. Wraps can be used to restore or recreate your car, jeep, truck, suv, motorcycle, van or boat into a show quality masterpiece. Change the color of all or part of your ride to give it a whole new look. The best part is that our work doesn't affect your paint job and the vinyl wrap can be removed.
We offer complete vehicle wrap design, production and installation services. We have one of the areas only Avery Dennison certified installers who has been trained to apply graphics to all types of vehicles.
The installation phase is key in determining if your wrap is going to last. We stand behind our installers and their work 100%.
The design part is the arguably the most difficult part of the vehicle wrap process. Depending on the complexity of the design and style of vehicle our designers will work with you to bring your concepts to reality.
When the design concept is finalized we will create either a PDF proof or a printed proof of how the car wrap,van wrap,bus wrap or truck wrap is going to look like. You then approve or make changes to the proof before we proceed to the next process.
Based on your design approval our production team will print or customize vinyl panels based on the vehicle templates that our designers have provided. The process usually involves large vinyl sheets printed into manageable panels for easier installation. These vinyl sheets can be printed to fit cars,vans, buses, trucks, boats, trailers, or a truck side. Quality inks and cast lamination are essential in ensuring your graphics stay vibrant for up to 5 years or more.
Our professional installers carefully align the vinyl panels to ensure proper fit and applies them to the vehicle. The vinyl film is applied with extreme precision and skill and can only be carried out by highly trained staff. The installers use a small tool like a heat gun to stretch and reposition the vinyl, and a squeegee and air release tools to eliminate bubbles from the installation. The vinyl can be installed as either a full wrap or a partial wrap.
Known as "Car Wrapping" or "Vehicle Wrapping" this is a process of transforming the color and overall look of your car by applying large sheets of coloured vinyl film the each individual panel on the car. We strive to transform your vehicle with professional design and installation. The graphics can be applied to cars, vans, trucks, buses, or boats. Your vehicle can be used as either a form of mobile advertising or customized to give it a personal flair.


At the January meeting of the Delta Stewardship Council, the Delta Watermaster gave his quarterly report, which included an update on the Bay Delta Water Quality Control Plan and what is being done to address losses in channel capacity in the South Delta; the Council also discussed their priorities for the upcoming year; and the Delta Lead Scientist Dr. John Callaway highlighted ongoing science activities.
One of the elements of the 2016 Delta Smelt Resiliency Strategy is assessing the feasibility of restoring Franks Tract. The Franks Tract feasibility study was completed and released in June of 2018 by the Department of Water Resources. The conceptual design for the project relies on the guidance of the San Francisco Estuary Institute's A Delta Renewed. At the 2018 Bay Delta Science Conference, Carl Wilcox from the Department of Fish and Wildlife gave a presentation on the study.


Gliomatosis cerebri is a rare type of brain cancer. It is different from most brain cancers because the cancer causes a tumor, or a lump of the cancer cells. In gliomatosis cerebri, the cancer does not form a mass but forms threads of cancer cells that scatter around the brain.
A number of medical procedures are done to diagnose gliomatosis cerebri, including MRI and CT scans, and a physical examination. A tissue sample from the cancer is also tested through a biopsy, because determining the condition is very difficult in itself.
Radiation therapy is the treatment of choice for gliomatosis cerebri. The high-energy rays from the radiation may be able to kill or shrink tumors and cancer cells. But because the disease is spreads fast around the brain, radiation therapy is often used to just slow down the cancer. Chemotherapy treatments are also used, including temozolomide or PCV.
Gliomatosis cerebri presents with any or a number of the following symptoms: recurrent headaches, cognitive and behavioral problems, nausea, hydrocephalus, cranial nerve paresis, pressure inside the skull, seizures, impaired memory, dementia, vision problems, speech problems, personality changes, motor dysfunction, and weakness.
The causes of gliomatosis cerebri remain unknown.