To begin with - the whole damn outfit is thrifted (except minor elements may be)!!! I found that leopard print tee in the streets of Pondicherry in India. Being a big time lover of animal prints, I couldn't resist buying it. Bought it at 200 bucks (about €2.5 or £2.2).
Then when I moved to Belgium, I headed to Primark and with the summer sale, I found this bag at €5 and the Chelsea Boots at €3!!!!! It was way too tempting not to buy and I bought both!!! The shoes are great, but the zipper of the bag did give away. Gotta change that! The jeggings is from Primark as well which I bought long back in London and was £6. So yeah, except for the jewelry and sunglasses everything else is thrifted!!!
btw, your bag is fabulous-functional, love it!
Good accessories even if they are thrift stuffs. You do have a great choice. I liked the bracelet a lot.
Animal prints are not easy to pull off, but of course you carried them very well. No one would have guessed that your clothes and bag were all less than 10 Euro!
You know I love the collection from. Thrift stores as you can really find some gem. These prints look awesome.
I'm loving this leopard print on you - just adorable!
Wow !The leopard print tee , the Bag , the mirror sunglasses, the shoes, the jeggings look classy with your royal haircut.


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text:
Posted in Educational Research
The Lure of Statistics for Educational Researchers
Posted on April 15, 2019 April 3, 2019 by David Labaree
This is a paper I published Educational Theory back in 2011 about the factors shaping the rise of quantification in education research. It seems relevant to a lot of issues in the field educational policy.
David F. Labaree
Published 2011 in Educational Theory, 61:6
Philosophy is written in this grand book, the universe, which stands continually open to our gaze, but the book cannot be understood unless one first learns to comprehend the language and read the letters in which it is composed. It is written in the language of mathematics, and its characters are triangles, circles, and other geometric figures without which it is humanly impossible to understand a single word of it; without these, one wanders about in a dark labyrinth.[1]
During the course of the twentieth century, educational research yielded to the lure of Galileo's vision of a universe that could be measured in numbers.[2] This was especially true in the United States, where quantification had long enjoyed a prominent place in public policy and professional discourse. But the process of reframing reality in countable terms began eight centuries earlier in Western Europe, where it transformed everything from navigation to painting, then arrived fully formed on the shores of the New World, where it shaped the late-blooming field of scholarship in education. Like converts everywhere, the new American quantifiers in education became more Catholic than the pope, quickly developing a zeal for measurement that outdid the astronomers and mathematicians that preceded them. The consequences for both education and educational research have been deep and devastating.
In this paper I explore the historical and sociological elements that have made educational researchers dependent on statistics – as a mechanism to shore up their credibility, enhance their scholarly standing, and increase their influence in the realm of educational policy. I begin by tracing the roots of the urge to quantify within the mentality of measurement that arose in medieval Europe, and then explore the factors that have pressured disciplines and professions over the years to incorporate the language of mathematics into their discourse. In particular, this pattern has been prominent for domains of knowledge and professional endeavor whose prestige is modest, whose credibility is questionable, whose professional boundaries are weak, and whose knowledge orientation is applied. I show that educational research as a domain – with its focus on a radically soft and thoroughly applied form of knowledge and with its low academic standing – fits these criteria to a tee. Then I examine two kinds of problems that derive from educational researchers' seduction by the quantitative turn. One is that this approach to educational questions deflects attention away from many of the most important issues in the field, which are not easily reduced to standardized quanta. Another is that by adopting this rationalized, quantified, abstracted, statist, and reductionist vision of education, education policymakers risk imposing reforms that will destroy the local practical knowledge that makes the ecology of the individual classroom function effectively. Quantification, I suggest, may be useful for the professional interests of educational researchers but it can be devastating in its consequences for school and society.
The Roots of Quantification in Educational Research
Alfred Crosby locates the roots of quantification in Western Europe in the thirteenth century.[3] What it gradually displaced was a worldview without standardized modes of measurement, which he labels the "venerable model." From the perspective of this model, the world was heterogeneous, where differences were qualitative rather than quantitative and thus reality could not be reduced to common units of measurement. Fire rose and rocks fell because that was their nature, with fire returning to the sphere of fire and rocks to the sphere of earth in a four-sphere universe where air and water separated them from each other. Measuring the distance between spheres was as nonsensical as measuring the distance between God and man. Time and space also had a qualitative character. Numbers were difficult to work with, since they were recorded using the first letter of the Latin word for each quantity, which meant that quantities were words and formulas were sentences.
Crosby says that quantification arose in Europe because of efforts by ordinary men to solve practical problems. Factors like growing trade, increased travel, and an emerging cash economy urged the process forward. As time started to become money, merchants called for reliable measures of distance, time, and accounts, which pushed sailors to develop new measures of navigation, mechanics to develop clocks, and merchants to develop double-entry bookkeeping. They needed to keep accurate accounts, and they needed figures that could be easily manipulated, so Arabic numbers gradually made headway. But at the heart of this process, according to Crosby, was a fundamental shift in mentality toward thinking of the world in quanta. The quick spread of factors like cash transactions and church-tower clocks began to educate the populace in a new quantitative world in which things could be measured in fixed units.
Theodore Porter picks up the story in the 19th century, exploring how professions became quantifiers.[4] The move toward quantification, he shows, was not the preferred option for most professionals. Left to their own devices, professional groups over the years have generally chosen to establish their authority through consensus within the professional community itself. But this approach only works if outsiders are willing to cede a particular area of expertise to the profession and rely on the soundness of its judgment. He argues that what drove the professions to adopt quantification was a growing set of challenges to their professional authority. Quantification allows a professional community to make arguments that carry weight and establish validity beyond a particular time, place, and community of authorship.[5]
Democracies in particular are suspicious of claims of elite authority, unwilling to bow to such claims as a matter of professional judgment without an apparently objective body of evidence that establishes their independent credibility. The United States embraced numbers early in its history, for political and moral reasons as well as concerns about elite authority. The decennial census was a central mechanism for establishing the legitimacy of representative government, and in the early 19th century counting became a means for assessing the state of public morality. By the 1830s, the U.S. experienced an explosion of the quantification of public data, with the proliferation of statistics societies and quantitative reports.[6]
For our understanding of the eventual conversion of educational research to the credo of measurement, however, Porter's most salient insight is that the adoption of quantification by a profession is a function of its weakness.[7] If a profession has sufficiently strong internal coherence and high social status, it will assert its right to make pronouncements within its domain of expertise on its own authority. To resort to supporting one's claims with numbers is to cede final authority to others. Only those professions that are lacking in inner strength and outer esteem must stoop to quantify. In particular, Porter notes that the professions and academic disciplines that are most prone to deploying numbers in support of their claims are those whose domain of knowledge is the most applied. Compared with a domain of pure knowledge, where the boundaries between its zone of expertise and the practical world are sharply defined, applied fields find themselves operating in a terrain that is thoroughly mingled with practical pursuits and thus difficult to defend as an exclusive territory.[8] Here professionals find themselves subject to the greatest external pressures and the strongest need to demonstrate the credibility of the claims through quantitative means. Such is the terrain of educational research.
American educational researchers in the early 20th century took the plunge into quantification. This was the era of Edward L. Thorndike and Lewis Terman; of the proliferation of intelligence tests and other standardized assessments in schools; and of the development of scientific curriculum, which built on testing to track students into suitable studies. It was the period chronicled by Stephen Jay Gould in The Mismeasure of Man and by Nicholas Lemann in The Big Test.[9] I argue that educational research took the quantitative turn so early and so deeply of its position as a domain of knowledge that is both very soft and very applied. As a result of this situation, educational researchers have been hard pressed to accumulate knowledge, defend it from outsiders, develop a coherent account of the field, build on previous work, and convince policymakers to take their findings seriously. Quantification brought the hope of shoring up professional authority.[10]
The difference between hard and soft fields of study is familiarly understood in terms of distinctions like quantitative and qualitative, objective and subjective, and definitive and interpretive approaches. Of course, the hard-soft distinction is difficult to establish philosophically, but one thing we do know for sure is that the so-called hard sciences have an easier job of establishing their claims of validity than their soft knowledge colleagues. In this polarity, the knowledge that educational researchers develop is perhaps the softest of the soft fields, which prevents them from being able to make strong claims about their findings much less to accumulate those claims. Like other social science domains, they have to deal with willful actors operating within extraordinarily complex social settings. But in addition, educational researchers are stuck trying to understand matters like teaching and learning within an organizational structure that is both loosely coupled and deeply nested, which makes it very hard to generalize across contexts.
The difference between pure and applied fields of study is generally understood in terms of distinctions like theoretical and practical, intellectually oriented and application oriented. Of course, every pure discipline has claims to usefulness and every applied field has aspirations to theory. But the key difference in practice is that pure disciplines are more in control of their intellectual work and less dependent on context, whereas applied fields are stuck with the task of pursuing whatever their knowledge domain demands. For educational researchers this means tackling the problems that arise from the professional problems of schooling the populace. Instead of exploring issues for which their theories might be effective, they have to plunge into problems for which their theories and methods are inadequate. Unlike researchers in pure domains, educational scholars have to do what is needed rather than what they are good at.
The relentlessly soft and applied character of the knowledge domain that educational researchers occupy helps explain the lowly status of the field within the university; and it also helps us understand why scholars in other academic fields, educational practitioners, and educational policymakers all feel free to offer their own opinions about education without bowing to the authority of its anointed experts. This situation also helps us understand why educational researchers have been so eager to embrace the authority of statistics in their effort to be heard and taken seriously in the realms of university, practice, and policy. If numbers are the resort of the weaker professions, as Porter argues, then educational research has the very strongest of incentives to adopt quantitative methods. So the field has done what it can to cloak itself in the organizational and methodological robes of the hard-pure disciplines.
Educational researchers have come to the altar of quantification out of weakness, in the hope that their declarations of faith in the power of numbers will grant them newfound respect, gain them the trust of practitioners and policymakers, and enable them to exert due influence in the educational domain. But this 20th century conversion has not come without cost. I focus on two major problems that have emerged from the shift to numbers in education.
One Problem with Quantifying Educational Research:
The first problem with the quantitative turn in educational research is that it provides researchers with a strong incentive to focus on what they can measure statistically rather than on what is important. It is a case of what Abraham Kaplan called the Drunkard's Search, in which a drunk is looking for lost car keys – not in the dark where he lost them but under the streetlight where he can see better.[11] It allows researchers to be methodologically sophisticated at exploring educational issues that do not matter. Theodore Porter argues that this problem has been particularly pronounced in the United States, where the public policy process unduly demands, and is distorted by, quantitative "methods claiming objectivity," which "often measure the wrong thing." He goes on to explain:
As an abstract proposition, rigorous standards promote public responsibility and may very well contribute to accountability, even to democracy. But if the real goals of public action must be set aside so that officials can be judged against standards that miss the point, something important has been lost. The drive to eliminate trust and judgment from the public domain will never completely succeed. Possibly it is worse than futile.[12]
As an educational researcher, I have had my own experience with the problem of measuring the wrong thing. This case can serve as a cautionary tale. My first book, which emerged from my doctoral dissertation, was grounded in data with a strong quantitative component. The numbers I constructed in the data-gathering and analysis phase of the study enabled me to answer one question rather definitively. But it took a very long time to develop these quanta, which was particularly galling since it turned out that the most interesting questions in the study were elsewhere, emerging from the qualitative data.
The book, The Making of an American High School, was a study of the first public high school in Philadelphia, from its opening in 1838 to its reconfiguration in 1939.[13] Funded as part of a large grant from the National Institute of Education (NIE) to my advisor, Michael Katz, this study called in part for coding data from a sample students attending the school over an 80-year period and then linking these students to their family's records in the federal census manuscripts, where individuals could be found by name and address. A key reason that NIE was willing to fund this project in 1979 (at $500,000, it was the largest historical grant they had ever made) was the prime place in the grant proposal given to a rigorous quantitative analysis of the relationship between school and work in the city during this period. For the study I selected a sample of Central High School students in every federal census year from 1840 to 1920, a total of 1,948 students. I supervised a crew of 10 research assistants in the tedious task of coding data from school records for these students and then the enormously complex task of locating these students in census manuscripts and city directories for that year and coding that information as well. In the next step, I punched all of the information on IBM cards (those were the days), worked with the data using several statistical packages (especially SPSS and SAS), created a variety of variables, tested them, and finally was able start data analysis. I spent a total of four years working on my dissertation, from initial data gathering to the final manuscript, and fully half of that time I devoted to coding and analyzing my quantitative student data.
These quantitative data proved most useful for examining one issue about high school education in the period, the factors that shaped student attainment. What kind of influence did factors like social class, country of origin, birth order, prior school, and academic grades have on the ability of Central High school students to persist at the school and even graduate? To analyze this issue, I used multiple classification analysis, a form of multiple regression using dummy variables that allows the research to consider the impact of non-interval data such as social class as well as interval data such as grade point average. The dependent variable in the key equations was the chance of graduation (1 = yes, 0 = no) and the independent variables were major factors that might help explain this outcome. The primary finding was that social class had no significant impact on graduation; the graduation rates were comparable for students across the class scale. The only factor that significantly influenced graduation, in fact, was student grades.
This was not an uninteresting finding. It was certainly counterintuitive that class would not be a factor in 19th century educational success, since it proved to be a very important factor in 20th century schooling. And I could not have found this out without turning my data into quanta and analyzing them statistically. So in my dissertation I proudly displayed these quantitative data spread across no fewer than 49 tables.[14] As I worked for the next several years to write a book based on the dissertation, I sought to include as much of the number crunching information as I could. This was in line with an old Hollywood adage: If you spent a lot of money on a film, you need to show it on the screen. As a result, I crammed as many tables as I could in the book manuscript and then asked my colleague, David Cohen, to read it for me. His comments were generous and helpful to me in framing the book, but it was his opening line that knocked me back. "All of these tables and the analysis that goes with them," he said, "seem to add up to a very long footnote in support of the statement: Central High School had meritocratic attainment."
So I had spent two years of my life on a footnote. That would not have been such a bad thing if the point being footnoted was the central point of the book. But it was not. It turned out that the most interesting issues that emerged from the book were elsewhere, having nothing to do with the quantitative data I had so laboriously constructed and so dutifully analyzed. The core insight that emerged from the Central case was not about meritocracy but about the way the American high school in the late 19th and early 20th centuries emerged as both object and subject in the larger struggle between the liberal and the democratic for primacy in the American liberal democracy. Established in order to express republican values and promote civic virtue, the high school quickly developed a second role as a mechanism for establishing social advantage for educational consumers seeking an edge in the competition for position. At the same time that the common school system was established in the 1830s, allowing everyone in the community to gain public education under the same roof, the high school was established as a way provide distinction for a fortunate few. And when the common schools filled up in the late 19th century and demand for access to high school became politically irresistible, the school system opened up high school enrollment but at the same time introduced curriculum tracking. This meant that access for the many did not dilute advantages for the few, who ended up in the upper track of the high school where they were on a trajectory for the exclusive realm of the university. So the real Central High School story is about the way schools managed both to allow open access and to preserve exclusive advantage in the same institution. In this way schools were not just responding to social pressures but also acting to shape a new liberal democratic society.
The point of this story for the purposes of the paper is that statistical work can lure educational researchers away from the issues that matter. In many ways, statistical analysis is compellingly attractive to us as researchers in education. It is a magnet for grant money, since policymakers are eager for the kind of apparently objective data that they think they can trust, especially when these data are coming from a low-status and professionally suspect field such as education. It therefore increases our ability to be players in the game of educational policy, which is critically important in a professional field like ours. At the same time it enhances our standing at our home institutions and in the broader educational research community, by providing us with the research assistants, doctoral advisees, travel budgets, and prospects for publication that serve as markers of academic status. It provides us with a set of arcane skills in cutting edge methodologies, which are a major point of professional pride. And once we have invested a lot of time and energy in developing these skills, we want to put them to good use in future projects. The path of least resistance is to continue in the quantitative vein, looking around for new issues you can address with these methods. When you are holding a hammer, everything looks like a nail.
Another Problem with Quantifying Educational Research:
Forcing a Rectangular Grid onto a Spherical World
So quantification is an almost irresistible fact of life in modern professional and disciplinary work. This is especially true in a democracy, and even more so in a democracy like the U.S., where both professional and governmental authority are suspect. The bias toward the quantitative is strongest in a professional domain that is low in status and applied in orientation – most particularly in the discounted field of education, afflicted with low status and a radically soft-applied arena of knowledge. So educational policymakers have a preference for data that seem authoritative and scientific and that present a certain face validity. Statistics are best suited to meet these needs, allowing policymakers to preface their proposals with the assertion that "research says" one policy would be more effective than another. Since policymakers want these kinds of data, educational researchers feel compelled to supply them.
This is understandable, but the consequences for educational policy are potentially devastating. One problem with this, as we saw in the last section, is that quantification may deflect researcher attention away from educational issues that are more important and salient. Another problem, however, is that quantifying research on education can radically reduce the complexity of the educational domain that is visible to policymakers and then lead them to construct policies that fit the normalized digital map of education rather than the idiosyncratic analog terrain of education. Under these circumstances, statistical work in education can lead to policies that destroy the ecology of the classroom in the effort to reform it.
In his book Seeing Like a State, James Scott explores the problems that arise when states instigate social reforms based on a highly rationalized, abstracted, and reductionist knowledge of society.[15] His analysis provides a rich way to understand the kind of damage that educational policy, informed primarily by quantitative data, can do to the practice of schooling. The connection between statistics and the state is both etymological and substantive. The Oxford English Dictionary identifies the roots of the word "statistic" in the term "statist," with the earliest meanings best rendered as "pertaining to statists or to statecraft."[16] Daniel Headrick shows that statistics first emerged in public view in the 17th century under the label "political arithmetic," arising in an effort to measure public health and the mercantilist economy.[17] So over the years, seeing like a state has come to mean viewing society through statistics.
Following Scott, I argue that the statistical view of education takes the form of a grid, which crams the complexities of the educational enterprise into the confines of ledgers, frequency tables, and other summary quantitative representations that are epistemic projections from the center of the state to the periphery of educational practice. Scott notes that part of the appeal of the grid for states is its esthetic: it looks neat, clean, and orderly, like modernist architecture. In part the appeal is power: the ability to impose the unnatural grid on the world is an expression of the state's ability to impose its own order. In part the appeal is rationalization: the grid reflects a plan for how the world should be as the projection of a rational plan instead of as the result of chance, negotiation, or social compromise. And in part the appeal is its utility: the grid allows for easy measurement, identification, and infinite subdivision. The key problem with this attraction to the grid is that policymakers tend to take these representations literally, which leads to reforms in which they seek to impose the rectangular grid of their vision onto the spherical world of education.
The image that comes to mind in thinking of both the utility and the danger of the grid is the Mercator projection in cartography, which is the example with which Crosby (1997, pp. 236-7) closes his book on The Measure of Reality.[18] This map was developed to help solve a particular problem, which was to find a way so that sailors on the open sea could construct the shortest course between two points with a straight line using bearings of a compass. Since such a course in reality would be an arc on the surface of the earth, this posed a real difficulty on a two dimensional map. Mercator's answer was to make lines of longitude, which converge toward the poles, instead run parallel to each other, thus increasingly exaggerating the east-west dimension as one approached the poles. And in order to maintain the same proportions in the north-south direction, he extended the distance between lines of latitude proportionally at the same time. The result is a map that allows navigators to plot an accurate course with a straight line, which was an enormous practical benefit. But in the process it created a gross distortion of the world, which has convinced schoolchildren for centuries that Greenland is enormous and Africa is tiny.[19]
Like Mercator's projection, quantitative data on education can be useful for narrow purposes, but only if we do not reify this representation. However, the temptation to reify these measures is hard to resist. So policymakers routinely use scores in standardized tests as valid measures of meaningful learning in school. They use quantifiable characteristics of teachers (pay, years of graduate education, years of experience, certification in subject) as valid measures of the qualities that make them effective. They use measures of socioeconomic status and parental education and gender and race to "control for" the effects of these complex qualities on teaching and learning. When they put all of these quantitative measures together into a depiction of the process of schooling, they have constructed a mathematical map of this institution that multiplies the distorting effect of each reification by the number of such variables that appear in the equation. The result is a distorted depiction of schooling that by comparison makes the Mercator projection look like a model of representation. Recall that Mercator only distorted two variables, longitude and latitude, for a real practical benefit in navigational utility; and you can always look at a globe in order to correct for the representational distortion in his map. But the maps of schooling that come from the quantitative measures of educational researchers incorporate a vast array of such distortions, which are multiplied together into summary measures that magnify these distortions. And there is no educational globe to stand as a constant corrective. The only counter to the mounds of quantitative data on schooling that sit on the desks of educational policymakers is a mound of interpretive case studies, which hardly balances the scales. Such studies are easy to dismiss in the language of objective measurement, since they can be depicted as subjective, context bound, and ungeneralizable. They can neither be externally validated nor internally replicated. So why take them seriously?
In addition to the danger of reification that comes from the use of statistics for educational policy, there is the danger of giving primacy to technical knowledge and in the process discounting the value and validity of local practical knowledge. Technical knowledge is universalistic, abstracted from particular contexts, and applicable anywhere. It allows us to generalize the real world by abstracting from the gritty complexities of this world according to rationalized categories and quantifiable characteristics that are independent of setting. Its language is mathematics. As a result, technical knowledge is the natural way for the modern state to understand its domain.
In local settings, however, knowledge often takes a less rationalized and more informal character. Understandings arise from the interaction among people, their work, and the contexts within which they live. These understandings incorporate experience from the past, social arrangements that have developed from this experience, and a concern about applying these understandings to recurring problems and serious threats. This kind of knowledge, says Scott, focuses on matters that are too complex to be learned from a book, like when to plant and harvest crops. It arises when both uncertainty and complexity are high and when the urgency to do something is great even though all the evidence is not yet in. It involves not rules but rules of thumb, which means it depends on judgment to decide which rule of thumb applies in a particular case. It relies on redundancy, so there are multiple measures of where things stand, multiple ways to pursue a single end, and multiple mechanisms for ensuring the most critical outcomes, so that life will not depend on a single fallible approach. It is a reliable form of knowledge for the residents of the local ecology because the residents have a stake in the knowledge (it is not "academic"), it captures the particular experience of the local context over time, and it is the shared knowledge of the community rather than the knowledge of particular experts.
Scott's depiction of local practical knowledge arises in particular from anthropology and the knowledge of peasants tilling the soil in the ecology of a village, but it applies equally well to the work of teaching and learning in the ecology of the classroom. The knowledge required to survive and thrive in that setting is enormously complex, uncertainty is high, rules of thumb (instead of technical laws) dominate, context is everything, and redundancy of measures and actions is essential in order to know what is going on and to avoid doing harm. The craft of teaching in the modern classroom in this sense is similar to the craft of farming in a premodern village. And one key commonality is the incompatibility between the local practical knowledge in this setting and the technical knowledge of the nation state. When the state intervenes in either setting with a plan for social reform, based on a reified quantified vision of how things work, little good can result.
When the state takes the quantified depiction of schooling that educational researchers provide and uses it to devise a plan for school reform, the best we can hope for is that the reform effort will fail. As the history of school reform makes clear, this is indeed most often the outcome. One reform after another has bounced off the classroom door without having much effect in shaping what goes on inside, simply because the understanding of schooling that is embodied in the reform is so inaccurate that the reform effort cannot survive in the classroom ecology. At worst, however, the reform actually succeeds in imposing change on the process of teaching and learning in classrooms. Scott provides a series of horror stories about the results of such an imposition in noneducational contexts, from the devastating impact of the collectivization of agriculture in the Soviet Union to the parallel effect of imposing monoculture on German forests. The problem in all these cases is that the effort to impose an abstract technical ideal ends up destroying a complex distinctive ecology that depends on local practical knowledge. The current efforts by states across the globe to impose abstract technical standards on the educational village bear the signs of another ecological disaster.
[1] Quoted in Alfred W. Crosby, The Measure of Reality: Quantification and Western Society, 1250-1600 (New York: Cambridge University Press, 1997), 240.
[2] An early version of this paper was presented at the conference on "The Ethics and Esthetics of Statistics" of the research group on Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research, Catholic University Leuven, Belgium, November, 2009. A later version was published as a chapter in Paul Smeyers and Marc Depaepe (Eds.), Educational Research: The Ethics and Aesthetics of Statistics (Dordrecht: Springer, 2010).
[3] Crosby, The Measure of Reality.
[4] Theodore M. Porter, The Rise of Statistical Thinking, 1820-1900 (Princeton: Princeton University Press, 1986); Theodore M. Porter, Trust in Numbers: The Pursuit of Objectivity in Science and Public Life (Princeton: Princeton University Press, 1995).
[5] Porter, The Rise of Statistical Thinking, ix, 225.
[6] Porter, Trust in Numbers, 195-7. Daniel R. Headrick, When Information Came of Age: Technologies of Knowledge in the Age of Reason and Revolution, 1700-1850 (New York: Oxford University Press, 2000), 78,87.
[7] Porter, Trust in Numbers, xi, 228.
[8] Porter, Trust in Numbers, 229.
[9] Stephen J. Gould, The Mismeasure of Man (New York: Norton, 1981); Nicholas Lemann, The Big Test: The Secret History of the American Meritocracy (New York: Farrar, Straus, and Giroux, 2000).
[10] In this discussion, I draw on the work of Tony Becher (1989) and my own application of his analysis to education (Labaree, 1998; 2004, chapter 4).
[11] Abraham Kaplan, The Conduct of Inquiry: Methodology for Behavioral Science (San Francisco: Chandler, 1964).
[12] Porter, Trust in Numbers, 216.
[13] David F. Labaree, The Making of an American High School: The Credentials Market and the Central High School of Philadelphia, 1838-1939 (New Haven: Yale University Press, 1988).
[14] David F. Labaree, "The People's College: A Sociological Analysis of Philadelphia's Central High School, 1838-1939" ( PhD diss., University of Pennsylvania. 1983).
[15] James C. Scott, Seeing Like a State: How Certain Schemes to Improve the Human Condition Have Failed (New Haven: Yale University Press, 1998).
[16] Oxford English Dictionary (London: Oxford University Press, 2002).
[17] Headrick, When Information Came of Age, 60.
[18] Crosby, The Measure of Reality, 236-7.
[19] Mercator projection map, http://www.culturaldetective.com/worldmaps.html (accessed October, 2009).
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redpajama_set_name: RedPajamaCommonCrawl


text:
Q: How to get this Enigma example work with user input? As in this question,

Assume that you have some text in parts of your LaTeX document that you only want people with a password to see. A reason could e.g. be a case with an guiding answer. You want to make the case public but the answer only to teachers.

I would like to have a link action in the PDF that, when clicked, will decrypt the content after asking for a password, using the Adobe Acrobat Javascript API. (Motivated by this question and answer: How to add print link action of specific pages?)
You can choose any source of encrypted material as a test ASCII content, but a minimum example is in the code below. In the answers to the question Encrypt and decrypt parts of text in a LaTeX source file, it is indicated that the problem of encrypting parts of an ASCII file is really an easy piece of the main task, which can be done by a good editor such as Emacs.
In the code below, which is based on this answer, the line \password"this.getField("myinput").value; tries to cast the user input to integer. This does not work. How can I make it work?
\documentclass{article}
\usepackage{fontspec}

% https://tex.stackexchange.com/a/275434/13173
\newcount\password
\newcount\crycount
\newcount\crycounta
\newcount\crycountb

\def\private#1{%
    \ifx#1\end
        \expandafter\end
    \else
        \crycount`#1
        % ↓↓↓ some math involving \crycount and \password
        \advance\crycount-\password
        \crycounta\crycount\crycountb\crycount\divide\crycounta16\multiply\crycounta16\advance\crycountb-\crycounta\divide\crycounta16
    \xdef\crychara{\ifcase\crycounta0\or1\or2\or3\or4\or5\or6\or7\or8\or9\or a\or b\or c\or d\or e\else f\fi}
    \xdef\crycharb{\ifcase\crycountb0\or1\or2\or3\or4\or5\or6\or7\or8\or9\or a\or b\or c\or d\or e\else f\fi}
        % ↑↑↑ some math involving \crycount and \password
        \xdef\crystring{\crystring\string^\string^\crychara\crycharb}
        \expandafter\private
    \fi
}

% https://tex.stackexchange.com/a/387474/13173
\usepackage{xparse,calc}
\usepackage{eforms

\begin{document}

 \medskip
 \textField[
    \Ff\FfMultiline
    \Ff\FfDoNotSpellCheck
           ]
  {myinput}{\dimexpr\linewidth-10ex}{5\baselineskip}

If key is set to be 2600, you can see the hint below:
\password"2600
\def\crystring{}
\begin{private}
    ♕♳♥☠♭♡♴♨♥♭♡♴♩♣♡♬☠♩♮♤♵♣♴♩♯♮☠♯♮☠☤♜♬♡♭♢♤♡☤☮
\end{private}

\newwrite\cryfile
\immediate\openout\cryfile=\jobname.cry
\immediate\write\cryfile{\crystring}
\immediate\closeout\cryfile
\input{\jobname.cry}

If key is not 2600, you see random characters:
\password"0
\def\crystring{}
\begin{private}
    ♕♳♥☠♭♡♴♨♥♭♡♴♩♣♡♬☠♩♮♤♵♣♴♩♯♮☠♯♮☠☤♜♬♡♭♢♤♡☤☮
\end{private}

\newwrite\cryfile
\immediate\openout\cryfile=\jobname.cry
\immediate\write\cryfile{\crystring}
\immediate\closeout\cryfile
\input{\jobname.cry}

% TODO how to pass the value as integer there?
\AACalculate{event.value=getField("myinput").value;}
If user input is set to be 7777, you can see the hint below:
\password"this.getField("myinput").value;
\def\crystring{}
\begin{private}
    ♕♳♥☠♭♡♴♨♥♭♡♴♩♣♡♬☠♩♮♤♵♣♴♩♯♮☠♯♮☠☤♜♬♡♭♢♤♡☤☮
\end{private}

\newwrite\cryfile
\immediate\openout\cryfile=\jobname.cry
\immediate\write\cryfile{\crystring}
\immediate\closeout\cryfile
\input{\jobname.cry}

\end{document}

Fig. 1 Output

TeXLive: 2017
OS: Debian 9.1
PDF viewer: Adobe Acrobat 9.x (acroread) installed as described here
Acrotex installation: here

redpajama_set_name: RedPajamaStackExchange


Milky Treats Ice Cream, also known as Heaven on earth for all those with a major sweet tooth, is opening up its first location on July 7 at 7000 Independence Pkwy, Ste 104D in Plano.
Owners Nico Nguyen, Karmen Lau and Trinity Nquyen recently decided to quit their corporate jobs and try something new. These childhood friends consider themselves part-time foodies who have a knack for trendy dessert concepts.
After traveling the East and West coast, one particular trend struck a cord with all of them – using cereal as a dessert topping.
Milky Treats is the first ice cream shop in the Dallas area to use a custom aeronautic steel blender to infuse toppings and ice cream together. What difference does this blender make? Seriously intense flavor.
Milky Treats will offer cereal infused ice cream swirls, ice cream donut sandwiches and 15 unique flavors of handcrafted ice cream that rotate each month.
The soft opening for Milky Treats is July 6 from 7-9pm followed by the grand opening on July 7. Remember, all diets are welcome.


text:
Greek chef among experts commenting on safe dining post-pandemic
Panos May 01, 2020 1 May 2020
As many are hoping to reopen businesses soon in many states, the New York Times reported on what "post-pandemic" dining out will be like at restaurants. Among the chefs commenting in the article was Greek chef Pano Karatassos, Founder, CEO, and corporate executive chef for the Buckhead Life Restaurant Group with upscale restaurants in Atlanta and South Florida.
"Gov. Brian Kemp, citing state health data showing that the state may have hit its peak of COVID-19 deaths on April 7, has given Georgia restaurants permission to begin table service on Monday [April 27], the Times reported on April 26, adding that "a handful will tiptoe back into the business early in the week, but none with the robust enthusiasm of the Buckhead Life Restaurant Group, whose roster includes an upscale fish house, a French brasserie, and a fancy diner with $15 burgers."
The Times article pointed out that "if all goes according to plan, five of its [Buckhead Life Restaurant Group's] seven restaurants plan to begin table service on Friday".
Chef Pano Karatassos told the Times, "Everyone's going to the grocery stores, and there are some grocery stores where nobody has any gloves on. We are going to have an experience in my mind that's 10 times safer. What we're doing is looking to move forward with the new way of dining".
Frequency in public transport routes to be increased
Shots fired in Greek-Turkish borderline: Double incident in Evros with dozens of bullets fired by the Turks


18 WHEELS DRIVER - Play 18 Wheels Driver for Free at Poki.com!
Drive an 18-wheeler to earn your truck license! First, you will choose the color of your cabin and trailer. Then, the driving challenges will begin! Steer around curbs and other vehicles, and try to park your big rig without crashing. Become a pro transporter in 18 Wheels Driver! 18 Wheels Driver is one of our selected Truck Games .


text:
Home News National Trump Meets Today With American Pastor Freed By Turkey
Trump Meets Today With American Pastor Freed By Turkey
WASHINGTON (AP) — President Donald Trump said he looked forward to Saturday's Oval Office meeting with Andrew Brunson, the American pastor whose release after nearly two years of detention in Turkey was a diplomatic triumph for Trump.
"It will be wonderful to see and meet him. He is a great Christian who has been through such a tough experience," Trump said in a tweet confirming the White House meeting for 2:30 p.m.
The president also asserted anew that he had made "no deal" with Turkey to win Brunson's long-sought freedom. "I don't make deals for hostages," he said.
Brunson was due at the White House following his brief stop at a U.S. military hospital in Germany for a health assessment.
Trump also thanked Turkey's president, Recep Tayyip Erdogan, who had resisted the demands of Trump and other high-level U.S. officials for Brunson's release. Erdogan had insisted that his country's courts are independent, though he previously had suggested a possible swap for Brunson.
The Trump administration had repeatedly called for Brunson's release and, this year, sanctioned two Turkish officials and doubled tariffs on steel and aluminum imports.
Trump said the U.S. greatly appreciated Brunson's release and said the move "will lead to good, perhaps great, relations" between the U.S. and fellow NATO ally Turkey.
Erdogan responded to Trump on Twitter, saying that "as I've always emphasized, the Turkish judiciary made its decision independently. I hope the U.S. and Turkey will continue its cooperation as it befits two allies." He noted their joint efforts against terrorist groups.
Relations between the countries have become severely strained over Brunson's detention and a host of other issues.
Brunson's homecoming amounts to a diplomatic high note for Trump, who is counting on the support of evangelical Christians for Republican candidates in the Nov. 6 election. Thousands of Trump's supporters cheered Friday night at a rally in Ohio when Trump informed them that Brunson was once again a free man.
"I'm really proud to report that earlier today we secured the release of pastor Andrew Brunson from Turkey," Trump said.
Brunson, a North Carolina native, was due to arrive at Joint Base Andrews near Washington about noon.
Trump reminded the Ohio audience of other detained Americans who regained their freedom under his leadership. They include three Americans released this year by North Korea before Trump's historic meeting with North Korean leader Kim Jong Un, and an Egyptian-American charity worker freed by Egypt in 2017.
"We bring a lot of people back and that's good," Trump said.
A Turkish court on Friday convicted Brunson of having links to terrorism and sentenced him to just over three years in prison, but released the 50-year-old evangelical pastor because he had already spent nearly two years in detention. An earlier charge of espionage was dropped.
Hours later, Brunson was flown out of Turkey, his home for more than two decades. He was taken to a U.S. military hospital in Landstuhl, Germany, for a medical checkup.
"I love Jesus. I love Turkey," an emotional Brunson, who had maintained his innocence, told the court at Friday's hearing. He tearfully hugged his wife, Norine Lyn.
Burson's release could benefit Turkey by allowing the government to focus on an escalating diplomatic crisis over Jamal Khashoggi, a Saudi contributor to The Washington Post who has been missing for more than a week and is feared dead after entering the Saudi consulate in Istanbul. Turkish officials suspect Khashoggi, a critic of the Saudi government, was killed in the consulate; Saudi officials deny it.
Turkey may also hope the U.S. will now lift the tariffs on Turkish steel and aluminum imports, a move that would inject confidence into an economy rattled by high inflation and foreign currency debt.
But Brunson's release doesn't resolve disagreements over U.S. support for Kurdish fighters in Syria, as well as a plan by Turkey to buy Russian missiles. Turkey is also frustrated by the refusal of the U.S. to extradite Fethullah Gulen, a Pennsylvania-based Muslim cleric accused by Turkey of engineering a 2016 coup attempt.
Brunson was accused of committing crimes on behalf of Gulen and Kurdish militants who have been fighting the Turkish state for decades. He faced up to 35 years in jail if convicted of all the charges against him.
The pastor, who is originally from Black Mountain, North Carolina, led a small congregation in the Izmir Resurrection Church. He was imprisoned for nearly two years after being detained in October 2016. Brunson was formally arrested that December and placed under house arrest on July 25 for health reasons.


Do you feel the need to check and re-check things over and over? Do you have the same thoughts constantly? Do you feel a very strong need to perform certain rituals repeatedly and feel like you have no control over what you are doing?
If so, you may have a type of anxiety disorder called obsessive-compulsive disorder (OCD).
First, talk to your doctor about your symptoms. Your doctor will examine you to make sure that other physical problems aren't causing the symptoms. The doctor may refer you to a mental health specialist.OCD is generally treated with psychotherapy, medication, or both.
A type of psychotherapy called cognitive behavioral therapy (CBT) is especially useful for treating OCD. It teaches a person different ways of thinking, behaving, and reacting to situations that help him or her better manage obsessive thoughts, reduce compulsive behavior, and feel less anxious. One specific form of CBT, exposure and response prevention, has been shown to be helpful in reducing the intrusive thoughts and behaviors associated with OCD.
Doctors may also prescribe medication to help treat OCD. It may take several weeks—10 to 12 weeks for some—to start working.
Some people with OCD do better with CBT, especially exposure and response prevention. Others do better with medication. Still others do best with a combination of the two. Many studies have shown that combining CBT with medication is the best approach for treating OCD, particularly in children and adolescents. Our psychiatrists & psychologists at Cadabam's Hospitals will be able to chalk the best treatment plan for you.


18k White Gold 9.50cts VS1 Colour F-G Diamond Tennis Bracelet in excellent overall condition with very little use. The diamonds are round brilliant cut and of beautiful quality. No florescence and good spread. Clasp style fastening. Xupes ref. J257.


-20 °C and refrigerated temperature (4 °C) for one month without significant differences in drug entrapment. The present study has given us knowledge also that liposomes with low amount of cholesterol are better candidate for flurbiprofen liposomes.
Stealth liposomes, Stability, In vitro release, FTIR, SEM analysis.


Hey folks! By now, you've probably woken up, had a cup of coffee, flicked on the parade, and put your big, juicy turkey from the local supermarket in the oven. Why? Because today's Thanksgiving! It's the day people spread their thanks to loved ones, friends, co-workers, bosses – well, you get the picture – over a fabulous meal filled with carbs, fats, and who knows what else.
While we can't host our own dinner for all you guys (that would basically be impossible, tbh), we do wanna say thanks for sticking with us these past few years. That's why we've partnered with Lenovo to give away a free 10-inch Smart Display to one lucky reader!
The winner of this giveaway will receive one (1) Lenovo Smart Display in the 10-inch form factor. Valued at $249, this smart home hub is powered by the Google Assistant and lets you control other smart home appliances, your smart TV, your music – basically anything you want to yell at. You can read our review of the gadget here.
Anywho, it's important to remember this is a U.S. only giveaway. We'll have entries open until December 4th at 11:59:59 PM PT (12 days from now). The winner will be unveiled on December 5th, a day later. If you can't accept the prize for whatever reason, we'll randomly select another winner until we reach someone who can take claim.
So what are you waiting for?! Go enter here!
Update: Congratulations to Madison L. of Arizona for winning the Smart Display! Check your inbox for details on how to claim your prize! Thanks to everyone who entered and stay tuned for even more giveaways from Matridox!


I am now at Digital Assembly. We just released an excellent photo forensics product called Adroit Photo Forensics and have been helping people recover deleted photos with Adroit Photo Recovery. My new email is kulesh at digital-assembly.com.
Not all papers are directly tied to forensics. These are some papers I read and felt some of the ideas can be used in designing forensic hooks and/or useful in forensics some how. For details you can contact me anytime.
Why Do Nearest-Neighbour Algorithms Do So Well?
Software Forensics: Can We Track Code to its Authors?
Who has machine readable information on you?


text:
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Any 1 1+ 2 2+ 3 3+ 4 4+ 5 5+ 6 6+ 7 7+ 8 8+ 9 9+ 10 10+
Any$50,000$60,000$70,000$80,000$90,000$100,000$110,000$120,000$130,000$140,000$150,000$160,000$170,000$180,000$190,000$200,000$210,000$220,000$230,000$240,000$250,000$260,000$270,000$280,000$290,000$300,000$310,000$320,000$330,000$340,000$350,000$360,000$370,000$380,000$390,000$400,000$410,000$420,000$430,000$440,000$450,000$460,000$470,000$480,000$490,000$500,000$510,000$520,000$530,000$540,000$550,000$560,000$570,000$580,000$590,000$600,000$610,000$620,000$630,000$640,000$650,000$660,000$670,000$680,000$690,000$700,000$710,000$720,000$730,000$740,000$750,000$760,000$770,000$780,000$790,000$800,000$810,000$820,000$830,000$840,000$850,000$860,000$870,000$880,000$890,000$900,000$910,000$920,000$930,000$940,000$950,000$960,000$970,000$980,000$990,000$1,000,000$1,010,000$1,020,000$1,030,000$1,040,000$1,050,000$1,060,000$1,070,000$1,080,000$1,090,000$1,100,000$1,110,000$1,120,000$1,130,000$1,140,000$1,150,000$1,160,000$1,170,000$1,180,000$1,190,000$1,200,000$1,210,000$1,220,000$1,230,000$1,240,000$1,250,000$1,260,000$1,270,000$1,280,000$1,290,000$1,300,000$1,310,000$1,320,000$1,330,000$1,340,000$1,350,000$1,360,000$1,370,000$1,380,000$1,390,000$1,400,000$1,410,000$1,420,000$1,430,000$1,440,000$1,450,000$1,460,000$1,470,000$1,480,000$1,490,000$1,500,000$1,510,000$1,520,000$1,530,000$1,540,000$1,550,000$1,560,000$1,570,000$1,580,000$1,590,000$1,600,000$1,610,000$1,620,000$1,630,000$1,640,000$1,650,000$1,660,000$1,670,000$1,680,000$1,690,000$1,700,000$1,710,000$1,720,000$1,730,000$1,740,000$1,750,000$1,760,000$1,770,000$1,780,000$1,790,000$1,800,000$1,810,000$1,820,000$1,830,000$1,840,000$1,850,000$1,860,000$1,870,000$1,880,000$1,890,000$1,900,000$1,910,000$1,920,000$1,930,000$1,940,000$1,950,000$1,960,000$1,970,000$1,980,000$1,990,000$2,000,000$2,010,000$2,020,000$2,030,000$2,040,000$2,050,000$2,060,000$2,070,000$2,080,000$2,090,000$2,100,000$2,110,000$2,120,000$2,130,000$2,140,000$2,150,000$2,160,000$2,170,000$2,180,000$2,190,000$2,200,000$2,210,000$2,220,000$2,230,000$2,240,000$2,250,000$2,260,000$2,270,000$2,280,000$2,290,000$2,300,000$2,310,000$2,320,000$2,330,000$2,340,000$2,350,000$2,360,000$2,370,000$2,380,000$2,390,000$2,400,000$2,410,000$2,420,000$2,430,000$2,440,000$2,450,000$2,460,000$2,470,000$2,480,000$2,490,000$2,500,000$2,510,000$2,520,000$2,530,000$2,540,000$2,550,000$2,560,000$2,570,000$2,580,000$2,590,000$2,600,000$2,610,000$2,620,000$2,630,000$2,640,000$2,650,000$2,660,000$2,670,000$2,680,000$2,690,000$2,700,000$2,710,000$2,720,000$2,730,000$2,740,000$2,750,000$2,760,000$2,770,000$2,780,000$2,790,000$2,800,000$2,810,000$2,820,000$2,830,000$2,840,000$2,850,000$2,860,000$2,870,000$2,880,000$2,890,000$2,900,000$2,910,000$2,920,000$2,930,000$2,940,000$2,950,000$2,960,000$2,970,000$2,980,000$2,990,000$3,000,000$3,010,000$3,020,000$3,030,000$3,040,000$3,050,000$3,060,000$3,070,000$3,080,000$3,090,000$3,100,000$3,110,000$3,120,000$3,130,000$3,140,000$3,150,000$3,160,000$3,170,000$3,180,000$3,190,000$3,200,000$3,210,000$3,220,000$3,230,000$3,240,000$3,250,000$3,260,000$3,270,000$3,280,000$3,290,000$3,300,000$3,310,000$3,320,000$3,330,000$3,340,000$3,350,000$3,360,000$3,370,000$3,380,000$3,390,000$3,400,000$3,410,000$3,420,000$3,430,000$3,440,000$3,450,000$3,460,000$3,470,000$3,480,000$3,490,000$3,500,000$3,510,000$3,520,000$3,530,000$3,540,000$3,550,000$3,560,000$3,570,000$3,580,000$3,590,000$3,600,000$3,610,000$3,620,000$3,630,000$3,640,000$3,650,000$3,660,000$3,670,000$3,680,000$3,690,000$3,700,000$3,710,000$3,720,000$3,730,000$3,740,000$3,750,000$3,760,000$3,770,000$3,780,000$3,790,000$3,800,000$3,810,000$3,820,000$3,830,000$3,840,000$3,850,000$3,860,000$3,870,000$3,880,000$3,890,000$3,900,000$3,910,000$3,920,000$3,930,000$3,940,000$3,950,000$3,960,000$3,970,000$3,980,000$3,990,000$4,000,000$4,010,000$4,020,000$4,030,000$4,040,000$4,050,000$4,060,000$4,070,000$4,080,000$4,090,000$4,100,000$4,110,000$4,120,000$4,130,000$4,140,000$4,150,000$4,160,000$4,170,000$4,180,000$4,190,000$4,200,000$4,210,000$4,220,000$4,230,000$4,240,000$4,250,000$4,260,000$4,270,000$4,280,000$4,290,000$4,300,000$4,310,000$4,320,000$4,330,000$4,340,000$4,350,000$4,360,000$4,370,000$4,380,000$4,390,000$4,400,000$4,410,000$4,420,000$4,430,000$4,440,000$4,450,000$4,460,000$4,470,000$4,480,000$4,490,000$4,500,000$4,510,000$4,520,000$4,530,000$4,540,000$4,550,000$4,560,000$4,570,000$4,580,000$4,590,000$4,600,000$4,610,000$4,620,000$4,630,000$4,640,000$4,650,000$4,660,000$4,670,000$4,680,000$4,690,000$4,700,000$4,710,000$4,720,000$4,730,000$4,740,000$4,750,000$4,760,000$4,770,000$4,780,000$4,790,000$4,800,000$4,810,000$4,820,000$4,830,000$4,840,000$4,850,000$4,860,000$4,870,000$4,880,000$4,890,000$4,900,000$4,910,000$4,920,000$4,930,000$4,940,000$4,950,000$4,960,000$4,970,000$4,980,000$4,990,000$5,000,000$5,010,000$5,020,000$5,030,000$5,040,000$5,050,000$5,060,000$5,070,000$5,080,000$5,090,000$5,100,000$5,110,000$5,120,000$5,130,000$5,140,000$5,150,000$5,160,000$5,170,000$5,180,000$5,190,000$5,200,000$5,210,000$5,220,000$5,230,000$5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You are viewing 11 out of 28 Listings. Quick Sign Up for full access.
20 Bermondsey Rd
MLS®#:C5472872
Status:For Sale
Type:Commercial
Community:Victoria Village - Toronto
Great Opportunity To Own An Established And High Margined Art & Picture Framing Business. In Addition To The Framing, The Business Has Space To Exhibit Owned And Consignment Pieces, And The Possibility To Add Additional Streams Of Revenue. From The Potential To Rent Artwork For Staging, This Business Could Also Appeal To An Artist That Wishes The S....More details
1396 Don Mills Rd
Community:Banbury-Don Mills - Toronto
Great Opportunity To Own An Established Hair And Beauty Salon At \"Diamond At Don Mills\" A Commercial Plaza With Great Exposure Located At A Busy Intersection Near Don Mills South Of York Mills. Over $230,000 Spent On Leasehold Improvements. Ample Parking On Site And Great Visibility. Business For Sale Only.
A209 - 16 Mallard Rd
Status:Sale Pending
**Located South Of York Mills Rd, Beside Of Toronto Real Estate Board, La Fitness And Private Schools. **Opportunity Knocks To Start Up Your Own Food Business Empire!!! Excellent For Pizza, Korean, Thai,Indonesia, Japanese, Grill, Burger, Kfc Or Popeye's Chicken & Healthy Food. Immediate Occupancy! Run Your Food Business In The Center Of The Food C....More details
2 - 861 York Mills Rd
Extremely Rare Opportunity! High Demand & Well Established Takeout Restaurant With 30 Seats. Fully Equipped Kitchen Has Exhaust Hood, Walk In Color. A Thriving And Excellent Location On A Busy Street In North York, Don Mills & York Mills ,. W/ Massive Loyal Clientele. Do Not Miss This Few Of Lifetime Deals!. Huge Potential For The Right Buyer. Grea....More details
$28,000/Plus Stock
100 - 2235 Sheppard Ave E
Community:Henry Farm - Toronto
Over 30 Years Established Convenience/Variety Store Located In Prime Office Building Connecting Two Large Office Towers! Rare 5 Days/Week Operation With Short Executive Hours. Store Sells Snacks, Cold Drinks, Chocolates, Candies, Gift Items, Greeting Cards, Etc. Extra Income From Lotto Machine & Dry Clean Depot Service. Same Owner For 30 Years. Bri....More details
Address not publicly available
Be Your Own Boss-Own This Convenience Store At Very Best Location At The Busy Office & Commercial Area, Well Known In The Area For Yrs Is Now On Mkt For The 1st Time, Same Owner For Many Many Years; Monthly Sale $25000-26000; Lotto Commission $4000-4500/Month, Atm, Buyers To Do Verification & Due Diligence; Turn Key Operation, Easy To Operate. Don'....More details
$11/Net Lease
408 - North York Office Space For Lease - 23 Lesmill Rd
MLS®#:--
Community:St. Andrew-Windfields - Toronto
Newly Built Out Office Space In Prime North York Location! Turnkey And Ready To Go! Close To 404,401,Ttc Bus Stop In Front Of The Building. Shops Of Don Mills Just Down The Street And Many Restaurants And Fast Food Outlets Nearby. This Unit Consist Of A Large Open Space, A Reception Area, And 1 Large Office. Could Build More Offices. Bright Spac....More details
$11/Per Sq Ft
401 - Renovated Office Space For Lease - 23 Lesmill Rd.
Turnkey And Nicely Built Out Office Space In Great North York Location! Close To Dvp,401,Ttc Bus Stop In Front Of The Building. Shops Of Don Mills Just Down The Street And Many Restaurants And Fast Food Outlets Nearby. This Unit Consist Of A Reception Area, 2 Kitchenettes, 2 Bathrooms, A Copy Room, 9 Private Offices With Windows, 3 Large Open Wo....More details
117 - 150 Wynford Dr
Easy One Person Operating Business. Well Established Dry Cleaning Depot Business With Royal Customers. Reputable Well Know Name. Same Owner For 25 Years. Excellent Location, Surrounded By Many Businesses, Residential High Rise Buildings,, 3 Big Famous Corporation Offices. Before Covid Sales $2500/W, Gradually Recovering, Now $1500/W, Plus Alteratio....More details
Famous & Busy Middle-Eastern Franchise Restaurant Located In A Flagship Location In An Uptown Toronto Surrounded Shops At Don Mills. Restaurant W/ Rich Interior Decorations W/ Ample Parking. Seating 100 Guests Indoor & 50+ Outdoor Patio. 4Yrs Remaining On Lease + Option. Consistence High Sales Pre-Covid. Fully Oper. For Family Bus. Looking For Stro....More details
Great Opportunity To Have Famous Canada's Leading Health Food Franchise "Nutrition House" Located At Cf Shops Of Don Mills" Ideally Located Across From Mcewan And Next To The Lcbo. Lifestyle Centre With 72 Stores. Major Tenants Includes Ll Bean, Anthropologie, Aritzia, Mcewan, Bath & Body Works And New Balance. Purchase Price Includes An Nhpdirect ....More details
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206 - 52 Scarsdale Rd
Last Remaining Units At Southwell Place.......An Unparalleled Opportunity For Ownership In A 2 Storey State Of The Art Comm. Flex Condo Building! Located In A Prestigious Toronto Enclave At York Mills & Leslie St., Southwell Place Has Easy Access To Key Highways, Transit Infrastructure, And Best-In-Class Amenities. Distinct Architecture, Designed F....More details
Excellent Location Off Don Mills South Of Ellesmere. Inside Food Court At The Diamond At Don Mills Complex, Ttc At Door, Minutes To Highways 404 & 401. Close To Schools & Library. Low Condo Fees $342.82 Per Month Only. Very Good For Owner Occupier Or Investment.
Business Located Inside The Food Court Of The Diamond At Don Mills, Which Is A Multi-Retail Complex Off Don Mills, South Of Ellesmere, Very Busy Plaza On Heavy Traffic Don Mills Road. Current Business Is Selling Ice Cream On Egg Waffles With Different Flavours. Extremely Popular With People Of All Ages & All Races. Products Are Easy To Make But Pro....More details
Unit D - 1244 Lawrence Ave E
Community:Parkwoods-Donalda - Toronto
Well Established Convenience Store For Sale*Having Programs With All 3 Major Tabaco Companies*Located On Very Busy And Friendly Neighborhood* Next To 24 Hours Tim Hortons*Nearby A Franchise Head Office W/Call Center, Subway Restaurant, Medical Center,Etc.* Short Opening Hours W/Many Potentials*Can Be Run By One Person* Lotto Income Can Cover Rental....More details
Last Remaining Units At Southwell Place......An Unparalleled Opportunity For Ownership In A 2 Storey State Of The Art: Comm. Flex Condo Building! Located In A Prestigious Toronto Enclave At York Mills & Leslie St., Southwell Place Has Easy Access To Key Highways, Transit Infrastructure, And Best-In-Class Amenities. Distinct Architecture, Designed F....More details
26 Prince Andrew Pl
This Flex Office/Industrial Building Is A Great Option For Both User And Investors. Recently Renovated High End Corporate Head Quarters With Potential For Furniture. The Building Also Has The Potential For Conversion Back To Warehouse. Located In Close Proximity To The Soon To Be Completed Eglinton Lrt, Easy Highway Access, Shops At Don Mills And N....More details
10 - 900 Don Mills Rd
Well Known & Established Northern Chinese Cuisine Restaurant For Over 30 Years. Great Lease - Great Rent - Great Location. Many Loyal Customers. Great Chattels And Equipment For Turn Key Operation. Good Profit, Great Investment.
15 Kern Rd
Spectacular Renovated 100% Office Building With Amazing 2 Storey High Ceiling In Entrance, State Of The Art, Modern Offices, With Open Concept And Led Lighting Throughout, Over $1 Million Spent In 2019, Ideal For Corporate Offices, Training Centre, Call Centre And Schools.
185 Shaughnessy Blvd
Community:Don Valley Village - Toronto
Growing Income Convenience Store Around Apartments, This Business Has Been In Operation For Many Years & Located On The Main Floor Of An Apartment. Short Hours, Low Rent. Business Include Grocery, Lottery, Fedex, Ups, Purolator, Uber Eats And Etc.
B117 - 1396 Don Mills Rd
Great Investment Opportunity, At The \'Diamond At Don Mills\' Plaza. $$$$ Spent On Finishes. Currently Tenanted With Long Term Lease In Place. Great Passive Income Potential. Near Dvp And 401, Great Exposure From Don Mills Rd. Neighbouring Treb And La Fitness With Lots Of Foot Traffic From Nearby Schools And Offices.
251-265 Bartley Dr
Rarely Offerd Freestanding Building And 4 Unit Income Producing Building. 251 And 265 Bartley Drive To Be Sold Together 251 Barley Drive 3 Units Leased One Vacant And Ready To Be Finished To Tenants Needs. 265 Bartley Drive Leased. Fenced Newly Paved Lot Allowing For Outside Storage.
1 Duncan Mill Rd
Large 57,000 Sf Multi-Tenant Commercial Office Building In Prestigious York Mills & Leslie Street Area On 3.58 Acres Corner Lot With Excellent Exposure. Excellent Quality Construction As It Is The Former Imperial Oil Office Building. Currently Over 85% Leased With High Rental Income. High Ceilings, Large Windows, Multiple Units. Site Allows For 150....More details
153 Yorkland Blvd
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UChicago scientists create strange quantum 'domain walls' in laboratory
By Louise Lerner
Controlled for first time, quantum phenomenon could suggest avenues for technology
University of Chicago scientists have been able to create a new kind of quantum object at will in the laboratory: "domain walls."
The discovery can help researchers better understand exotic quantum particles—and could suggest avenues for new technology in the future, such as quantum electronics or quantum memory.
Published Feb. 2 in the journal Nature, the research was conducted in Prof. Cheng Chin's lab, which studies novel quantum systems and the physics that underlie them. In one of their experiments, the UChicago scientists noticed an intriguing occurrence in atoms at extremely low temperatures. Under the right conditions, groups of atoms can segregate into domains, and a "wall" forms at the junction where they met. This domain wall behaved like an independent quantum object.
"It's kind of like a sand dune in the desert—it's made up of sand, but the dune acts like an object that behaves differently from individual grains of sand," said Ph.D. student Kai-Xuan Yao, the first author of the study.
Scientists had glimpsed these domain walls in quantum materials, but previously, they couldn't reliably generate and analyze them. Once the UChicago physicists created the recipe to make and closely study the walls, they observed surprising behaviors.
"We have a lot of experience in controlling atoms," said Chin, who is appointed in the Department of Physics, the James Franck Institute and the Enrico Fermi Institute. "We know if you push atoms to the right, they will move right. But here, if you push the domain wall to the right, it moves left."
These domain walls are part of a class known as "emergent" phenomena, which means that they appear to follow new laws of physics as a result of many particles acting together as a collective.
Chin's lab studies these emergent phenomena, believing they can shed light on a set of laws called dynamical gauge theory, which describes other emerging phenomena in materials as well as in the early universe; the same phenomena likely held together the first particles as they clumped together to form galaxies, stars, and planets.
Breakthroughs in this field could also enable new quantum technology. Scientists are interested in cataloguing these behaviors in part because they can become the basis of future technology—for example, the basis of modern GPS stems from scientists in the 1950s trying to test Einstein's theory of relativity.
"There may be applications for this phenomenon in terms of making programmable quantum material or quantum information processor—it can be used to create a more robust way to store quantum information or enable new functions in materials," said Chin. "But before we can find that out, the first step is to understand how to control them."
The third author on the paper was Ph.D. student Zhendong Zhang.
Citation: "Domain-wall dynamics in Bose–Einstein condensates with synthetic gauge fields." Yao, Zhang and Chin, Nature, Feb. 2, 2022.
Funding: National Science Foundation, Army Research Office, U.S. Department of Energy Office of Basic Sciences.
In long-awaited breakthrough, UChicago scientists harness molecules…
Machine learning reveals hidden turtle pattern in quantum fireworks
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Quantum technology , Cheng Chin , Quantum


During a short but rich life, the creativity of Taras Shevchenko was subjected to both positive and negative criticism from 1839 to February 1961. Several publications reacted to the first edition of the "Kobzar", "Severnaya Pchela", "Khudozhestvenaya gazeta", "Literaturnaya gazeta", "Otchestvennie zapusky", "Lastovka" and other. Later, they were joined by other publications. This volume surveys and presents these reviews.


(EMAILWIRE.COM, February 27, 2019 ) Aircraft autopilot system improves the precision of navigation, decreases the need for human involvement and helps in guiding the pilot and monitoring the route in case of unsafe situations to avoid risks of accidents. The section is designed to cutback the workload of the cockpit, and increase the efficiency of the pilot in regulating the flight. Autopilot system also reduces the overall operating cost.
This report focuses on Aircraft Autopilot System volume and value at global level, regional level and company level. From a global perspective, this report represents overall Aircraft Autopilot System market size by analyzing historical data and future prospect. Regionally, this report focuses on several key regions: North America, Europe, China and Japan.


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Home CHILDREN OF PALOMAR & OTHER TALES TP
CHILDREN OF PALOMAR & OTHER TALES TP
by FANTAGRAPHICS BOOKS
This comics omnibus includes the graphic novels Julio's Day and The Children of Palomar, as well as never-before-collected work by brothers Mario and Gilbert Hernandez, some of which has never been available since its early 2000s run in comic book single issues. Children of Palomar and Other Tales(the fifteenth volume in our Complete Love and Rockets Library omnibuses and the eighth Gilbert volume) begins with 'Me for the Unknown,' uncollected since its original 2001-2004 run in Love and Rockets Vol. II comic books. Written by Mario Hernandez and drawn by Gilbert Hernandez, it traces the Rabelaisian journey of Tagg Lillard. A U.S. citizen with a seemingly perfect life working in Latin America, he escapes a death trap clutching important papers, and an imperious CEO and his manservant pursue him through a land plagued by colonialist/corporate greed. Also collected: one of their joints from 2008, 'Chiro el Indio.' In The Children of Palomar suite of short stories (2006-2007; collected in 2013), there are many mysterious visitors, an apparition that haunts childless women, and readers learn how Chelo lost her eye. And in Julio's Day, which originally ran from 2001-2008 and was collected in 2013, a man's life-threaded with war, loss, illness, and forbidden love-spans a century. Children of Palomar and Other Tales: A Love and Rockets Book is part of the Love and Rockets series.


[ARCHIVED THREAD] - Fed-Ex Kinko's policy of not-shipping guns has been thoroughly explained to me.
The Fed-Ex Kinkos do not allow the shipping of guns from these locations. You should not lie about it or technically the insurance will not be any good. The gun I am shipping has a broken firing pin and extractor problems after 25K rounds. I knew the Fed-Ex Kinkos was not going to ship it but I was bored and wanted to give it a try.
Went in and told the lady I need to ship a tool for repair by overnight air with insurance. She takes a look at the case and says thats a gun. I said, "No its not. She said, "Yes, it is." I said, "It does not shoot." She said, "So, what does that matter." I said, "Right now, at best, its a hammer if not a paper weight. I am shipping it to a gun manufacturer so that they can make it into a gun." Conference with store manager and other counter attendant yielded a decision that it is a gun because it was a gun, can be a gun or will be a gun.
I asked to see the policy. They did not have one other than a sign saying no hazardous materials. I pointed out that the item in dispute was made of steel. I do not understand how steel is considered a hazardous material. It was explained to me that because the steel is in the shape of a gun, it is hazardous.
I asked if they allow the shipment of knives, swords and spears. They said yes. Do you require people to dull them first. They said no. I pointed out that more people have been killed throughout human history by knives, swords and spears. So let me get this straight, you allow the shipment of steel shaped in forms that have killed more humans than guns but will not allow the shipment of steel that looks like a gun but can not work like a gun. The answer was yes. I gave them my name and address so that they could provide me additional information on this matter.
What a bunch of idiots. Next time ship it US Priority Mail. I do it all the time.
FedEx's policy is to only accept firearms for pickup from either an account holder (at your place of business or home), or at an offical FedEx counter, usually located at the local hub. No other location, especially third party locations, may be used.
USPS can only ship rifles and shotguns for normal people, only FFLs can send handguns through the mail.
The UPS stores have the same policy. I have to take them to the main UPS facility or lie about the package contents.
I would be careful in this aspect, because I believe there is a USA federal law that says that only a FFL can ship thru the USPS. I think this was put in by our "friend" Ted Kennedy.
astrafire: Be sure to let us know what you find. But sometimes it is pointless to argue with the 1st line clerks because they have zero power to change any company policy one way or the other, and they can only take your money. Most of those people are on a very short leash.
Dissassemble your gun before you pack it so the box doesn't look long and skinny. When asked, say, it's parts for a ventilator. I find it amusing that you write all that to demonstrate their stupidity, but you were the one who couldn't outwit them in the first place. It's not that hard.
Huh. I shipped a handgun to the factory from a UPS Store.
That's what the manager told me at the one downtown here.
I tried to ship a pistol through UPS once. The uninformed counter guy and the uniformed 'expert' he called at the corporate office vetoed my shipment.
But the look of horror on his face when he initially opened it to inspect was priceless. You would almost believe that I had put a dozen scorpions in there or something.
Did they ask you to leave?
Did you speak to the big man?
If you ship a firearm, you MUST notify the common carrier you are doing so, according to federal law.
You may ship a long-gun via USPS.
Only FFLs can ship handguns through the USPS.
If I am shipping parts (upper, slide, etc.) I always insure them as "machine parts." That's what the are.
I shipped a rifle thru a Kinko/FedEx.
I first went to FedEX's website, read their policies, printed them and took it with.
I shipped an upper the previous month, which I described as "metal parts".
You don't have to tell common carriers squat.
"parts for a ventilator" That's pretty good. Mind if I use it?
Barrel = Metal Tube.....not rifle/pistol barrel. The uniformed counter jockies will give you a hard time if the description in any way suggests gun or gun part.
And to think, no less than a few decades ago you could order a Thompson though your Sears mail order catalogue and have it shipped to your home. The antis have already won. Anything "gun" is bad.
I typically ship through the local Fed-Ex hub. I took the gun to my local Fed-Ex hub and told the guy there about it. He laughed and agreed that the poicy should be stated clearly. He thinks that they do not like the whole, "no this is really a big deal if you lose it kinda thing."
I shipped an upper receiver and barrell assembly from a FedEx Kinkos last week. He asked me if there was anything "dangerous" in my package. I said, "No." Case closed.
I mailed one through those azzhats just the other day, they didnt have a clue. The morale of this store is if one jerk denies you go find another loc and do it again.
UPS Stores are a franchise, they just have the same name as the UPS shipping company, you cant ship firearms from their locations.
She takes a look at the case and says thats a gun. I said, "No its not. She said, "Yes, it is." I said, "It does not shoot."
Of course you know it is still a gun, just because it does not shoot doesn't mean it's not still a gun. A usless gun to be sure, but you understand the ATF still considers it a gun?
Not defending the policy of ship/no-ship, but I've ran into many a gun owner who didn't understand about shipping a gun.
If you do understand it's a gun, then the clerk was actually correct and you weren't. Regardless of how stupid the rules are.
I went through this with a gal who said she has 22 years experience with UPS at one of the local hubs.
She refused to let me ship, at first.
Then I asked to see the regulation, and she gave one that only applied to FFL to FFL shipments.
It took about 20 minutes of going back and forth. At one point she left the room to speak with someone else about it, and while she was gone I was reading through her manual. It says that should a customer appear angry or frustrated when shipping a firearm to leave the room and call a supervisor, as if the mere presence of a gun will make us flip out and kill everyone.
Anyways, I finally got it shipped. I never went to that hub again.
Ah, but in the case of a semi-auto (or auto for that matter), the "firearm" from a legal standpoiunt is the frame. The rest is "machined parts".
In the case of any firearm it's the frame or receiver. But if you're shipping the frame or receveir with your broken gun, it's still a frame or receiver and still a gun. I get gun parts at home all the time, like many people do, but since I don't have an FFL I can't receive a frame or receiver (ie gun) no matter what parts are or are not attatched to it.
UPS has a no gun policy? I shipped my upper receiver to Bushy for replacement, the USP clerks didnt say anything. Then again, I shipped it from Georgia. Yee-Haw for the free states.
And this is an excellent example of exactly what I was talking about.
The upper is just parts. Not a gun in any form or type. The lower on an AR (which has the serial number) is the part that is considered by the ATF as the gun. There's nothing wrong with what you did, nor does it have anything to do with your location. You didn't ship a gun, so the gun policy doesn't apply, nor do any laws that cover guns.
If you shipped the lower (with parts or not) then it's a gun, and has to be shipped as a gun.
i always just say machine parts.
it's none of their business what kind of machine it is.
to: Big band gun comany!!!!
shoot your mama drive kill'em'all, TX 66612.
If you had pre-packaged and pre-labeled it (pre-paid and printed on your computer) there would have been NO dialogue at Fedex Kinkos other than: "here's my box." "OK, thank you".
I used to ship guns all the time from this UPS depot back in PA. The manager was real friendly and was always curious about what kind of gun I was mailing that time. I had no trouble shipping long guns, hand guns, even limited amounts of ammo through there.
The FedEx depot was hit-or-miss, depending on who was working there. Sometimes I just didn't say what it was and they didn't care. Sometimes I said it was a gun and they said "you must ship it overnight but otherwise ok" and sometimes they said "no guns allowed". Weird.
Many companies have gone to abbeviations like above because theft is so bad. Like I just received a package from Gun Parts Corp and it's just marked "GPC". Not a gun in it, but they know that anything with "gun" on it is just asking to be stolen. Even when legally shipping a gun the right way, I adress it to "JFF" instead of "Joe's Fine Firearms".
Once you get past the counter people, there's still a huge chance of a package being stolen if someone knows what's in it.
Or you could open your own personal account and have them pick it up at your house.
I opened my own Fedex account simply because it is more convenient than ever going to any of their locations, not due to the shipping firearms deal, but that has worked out quite well also. I might use it once every two months and have no problem with usage not being enough. There is no charge for the account and it is linked to one of my credit cards.
I do the shipping label online, print it out, and stick it on the box. Very simple. They do not ask about such things when you do it online.
None of this is true. It may be their policy, but none of it is law, except perhaps for USPS.
Last time I shipped a gun was a few years ago. Prior to that time I'd fairly regularly shipped stuff through the local FedEx place with no issues/problems. Last time though was just a hoot! I'd read up carefully just what I needed to do to fully comply with their regulations.
As required, I'd disassembled the pistol and packed it carefully. When I went in and eventually worked my way through the line I announced to the clerk that 'in accordance with the pollicy set forth in your website I'm notifying you that I'm shipping a firearm and that it has been disassembled and is non-operable'...You'd have thought I just told him the box contained multiple rabid cobra's. He got all excited and told me that 'they don't ship GUNS'. My response? 'Of course you do, I've shipped quite a few and FedEx has never had a problem before'. Him;'I just moved up from the shipping department and we've NEVER shipped a firearm' Me; 'I see, would you mind getting a supervisor here please?'....She came out of the back office, he told her the horror I was trying to commit and she just said, 'of course we ship guns.' and went back to her office...total face time with supervisor? about 20 seconds. Took the clerk about 1 min to complete the paperwork after that....I laughed about the whole scene the rest of the day.
I learned not to waste time with underlings that don't have a clue about the companies policies, I get a manager and things go far smoother.
Yes, you are not supposed to take them to the UPS Stores. I just had to send my Glock 23 back to the factory yesterday and had to take it to the UPS Collection Center. The rep at Glock told me last week to make sure not to go to the UPS Store and use the Collection Center. Luckily there is a UPS Collection enter in my hometown. They still managed to F-up but that is for another thread.
Hmmmm, when the CA DOJ required me to return my P22 to Walther for modification they sent me a prepaid FedEx shipping box. I took it to Kinko's, they shipped it. It was returned to me via FedEx.
I shipped a handgun last year via FEDEX to an FFL. Took it to a local FEDEX office, declared it as such, and the 2 older black ladies behind the counter made jokes about needing to borrow it to discipline their menfolk as they finished my paperwork. Other than the fact that the fee was $48, there was no other problem whatsoever. At no time did the counter people act like this wan't a common and perfectly acceptable thing to do.
That's a mighty useful thing to know about FedEx. I have had a FedEx account for a couple of years, and it never occured to me to simply have them come to the house when I wanted to ship a firearm.
Maybe you need to buy a curio FFL?
I hanven't had a problem with UPS or FedEx shipping stuff straight to my door. And since I am a shipping mamanger, I ship guns for repair from my company, again no problem.
I have shipped through UPS several handguns to the makers factory with no problems. It was even listed on the form what it was. That is the only sure way to get insurance if something happens to it.
I have seen them refuse a claim for people because the lied about contents of their package.
So I am standing in the kitchen with my skewer soaking in a glass of milk when my roomate walks in.