Gnomes are both clever and resourceful, their culture and history characterized by their adaptable nature. The gnomes eschewed mountain life, migrating to the coastal hills of the Ebon Sea before being forced to flee the Dornish invaders, later returning and bearing no ill will to offer their services as merchants and guides. Their history as adept seafarers and river runners has afforded them a certain degree of freedom under the Shadow, offering their services to transport cargo and soldiers to orcs and legates alike. What few realize is that being tolerated by Izrador's forces enables them to fight the Shadow in their own way - as smugglers and spies.
Gnomes are the size of a halfling, though slightly stouter, with bronze skin, pale eyes, and jet black hair. They favor loose pants and brash vests marked with their family's seal. They are typically armed with small daggers and crossbows with which to fish and protect their riverboats and crew.
Confidence: Gnomes are both cunning and confident, starting with a +2 Charisma.
Low Light Vision: Gnomes are adept hunters and often navigate rivers and seas at night. They ignore penalties for bad lighting in all but pitch darkness.
Short: Gnomes begin with a Pace of 5.
Size (-1): Gnomes stand only 3-4 feet tall.
Small: Gnomes are smaller and weaker than most races and begin with -1 Toughness.
Riverfolk: Gnomes are accustomed to living in and around water. They begin with d6 Swim and d6 Boating.
Silver-Tongued: Trading and smuggling are a lifestyle to Gnomes. They begin with d6 Persuasion and d6 Streetwise.
Dunni, commonly known as Halflings, are believed to be descended from Danisil, though it is not known for certain, and live freely as nomadic tribes on the open plains in large tents to avoid the fate of their enslaved brethren. Almost exclusively nomadic, a few farming families live in sod villages in the southeastern margins of Erethor, kept alive by their exceptional horticulture skills and watchful wogren.
Halflings are nearly as dark-skinned as the Danisil with the same coarse hair worn in small, intricate braids which mark their tribal affiliation. They wear durable clothes of leather and wool.
Agile: Dunni are notoriously quick and agile. They begin with d6 Agility.
Fearless: Dunni are curious and fearless in equal measure. They gain +4 bonus on all Trait tests to overcome fear.
Low Light Vision: Dunni are adept hunters and ignore penalties for bad lighting in all but pitch darkness.
Lucky: Dunni seem to create magic through instinct and happy accidents. They begin with the Luck Edge.
Short: Dunni begin with a Pace of 5.
Size (-1): Dunni stand only 3-4 feet tall.
Small: Dunni are smaller and weaker than most races and begin with -1 Toughness.
Agrarian: Begin with d6 Healing.
Nomadic: Begin with d6 Riding.


see the photo that's sitting under the candy-cane heart in the image above?
that's a tearsheet from a magazine that featured tricia's images.
it's been in my inspiration file for over a decade.
but i use them for Valentine's Day, too!
uh huh. i make candy cane hearts with 'em.
two little drops of hot glue hold two canes together in a heart shape.
eeeeeeeeasy. lots of people do this.
and it looked for all the world like buttered popcorn!
it looks just like a fancy-schmantzy lace cupcake paper, doesn't it?!
if you want to learn how to make these, please buy Betz's wonderful book!
wrapped around a styro ball and tucked into a paper cone.
coiled in a wire teacup and topped with a sprinkle of white mini pom poms.
i was just playing around with stuff i was finding in my studio.
i created a sweet little vignette on the table in front of the window.
and it was Eye Candy that i enjoyed for the entire month of February. just for me.
i encourage you to just create!
for YOU. for your KIDS. for your FRIENDS.
not to produce products to sell. not to compete with other people.
just give yourself the gift of time to play once in awhile.
this Valentine's Day, give yourself a little Eye Candy!
I can't remember ever seeing white candy canes. The heart you made is darling and those cupcakes are precious!! I may have to look at my box of scraps with a new eye. Thanks!
Lady Pamela, you made me literally laugh out loud! You are one SMART gramma! :) Thank you so much for sharing your wise and wiley methods with us!


text:
Q: Duplicate BuildConfig integrating Unity Ads in Android Studio I just finished my application and I'm trying to put ads in with Unity Ads.
I went to "File", "Import Module".
Next I went to "File", "Structure Projects", I clicked on my main module, and went to the dependencies tab on the right and clicked the + and 3.Module dependency, and I selected the module of my main
module depends. Now the code is fine.
But when I test my app, the grade build shows me that :
:unityads:compileReleaseJava
:unityads:proguardRelease
Note: there were 1 duplicate class definitions.(http://proguard.sourceforge.net/manual/
troubleshooting.html#duplicateclass)
:unityads:proguardRelease FAILED
Error:Execution failed for task ':unityads:proguardRelease'.

java.io.IOException: Can't write [/Users/Appli/AndroidStudioProjects/The33/unityads/build/
  intermediates/bundles/release/classes.jar] (Can't read [/Users/Appli/AndroidStudioProjects/The33/
  unityads/libs/unity-ads.jar(;;;;;;!META-INF/MANIFEST.MF)] (Duplicate zip entry [unity-ads.jar:com/
  unity3d/ads/android/BuildConfig.class]))
  The Gradle build script for my core project:

apply plugin: 'com.android.application'
android {
compileSdkVersion 21
buildToolsVersion "21.1.2"
defaultConfig {
applicationId "studio.pomme.m.the33"
minSdkVersion 8
targetSdkVersion 21
versionCode 1
versionName "1.0"
}
buildTypes {
release {
minifyEnabled false
proguardFiles getDefaultProguardFile('proguard-android.txt'), 'proguard-rules.pro'
}
}
}
dependencies {
compile fileTree(include: ['*.jar'], dir: 'libs')
compile 'com.android.support:appcompat-v7:21.0.3'
compile project(':unityads')
compile 'com.google.android.gms:play-services:6.5.87'
compile 'com.google.android.gms:play-services-wearable:6.5.87'
}

The Gradle build script for one of the library projects:
apply plugin: 'com.android.library'
android {
    compileSdkVersion 21
    buildToolsVersion "19.1.0"
    defaultConfig {}
    buildTypes {
        release {
            minifyEnabled true
            proguardFiles getDefaultProguardFile('proguard-android.txt'), 'proguard-project.txt'
        }
    }
}
dependencies {
    compile files('libs/unity-ads.jar')
}

I have no idea of what I should to do.

A: The reason for the problem is that the Unity Ads JAR contains BuildConfig class, which is also generated during the build process. The solution was to import the module using the AAR instead of the JAR.

*

*Remove the existing Unity Ads module ("File"->"Project Structure").

*Download the Unity Ads SDK.

*Create a module from "unity-ads.aar" ("File"->"New"->"New Module"->"Import JAR/AAR package").

redpajama_set_name: RedPajamaStackExchange


Nicholas Hickman is the General Manager/Owner at SERVPRO of North Oklahoma City. Nicholas grew up and still lives in North Oklahoma City. Nicholas is married to his loving wife Laurin and the father of three young children. He volunteers in the community by coaching soccer and leading Scout activities. A graduate of Oklahoma State University he has worked in construction, rental property management, banking and non profit before venturing out to work for himself. Nicholas has earned Water Removal Technician certification from the Institute of Inspection Cleaning and Restoration Certification. Nicholas is also certified in Lead Removal and Remediation. In addition, he completed a course helping to identify subrogation for insurance claims.
Laurin Hickman is the Marketing Manager/Owner at SERVPRO of North Oklahoma City. Laurin is married to Nicholas and the mother of three young children. Laurin grew up in Edmond and graduated from Oklahoma State University. She lives in North Oklahoma City. Laurin was a long time teacher in Oklahoma City and has a passion for helping others. Laurin enjoys connecting with local businesses and insurance agents as she promotes SERVPRO of North Oklahoma City's services.
David Hickman is a SERVPRO Marketing Representative at SERVPRO of North Oklahoma City. David is a graduate of the University of Oklahoma. He has spent many years in outside sales. He has the following certifications from the Institute of Inspection Cleaning and Restoration Certification (IICRC): Water Removal Technician.
Britt Ritchie is the Production Technician at SERVPRO of North Oklahoma City. Britt has lots of experience in the fire and water restoration industry. She has the following certifications from the Institute of inspection Cleaning and Restoration (IICRC): Water Removal Technician and Fire and Smoke Restoration Technician.


On my personal and professional page.
I'm associate professor (tenured, Maître de conférences) at Université de Lyon, Lyon, France, since 2017.
I'm a member of the Data Mining and Machine Learning (DM2L) team, in the LIRIS lab (CNRS,UCBL).
I'm also a member of IXXI , Lyon's Institute of Complex Systems.
I was previously a Postdoctoral researcher at Sorbonne Université, Ecole Normale Superieure de Lyon and Japanese National Institute of Informatics.
I got my PhD from Toulouse University, Toulouse, France.
On this page, you can find several resources such as my published papers, and some applications I have done.
Students can also find resources related to my teaching activity.


text:
Used & New Car Deals (355)
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BUYING USED: Premium midsize sedans for under R300 000
ARTICLES BY MANUFACTURER
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BMW 3 Series for Sale (487)
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Peugeot 508 for Sale (4)
Peugeot 508 Prices & Specs
We look at three premium-midsize sedans for under R300 000
Published by Peter Palm on 26.07.2019
Know how much you can spend on a car but haven't made up your mind which one to buy? Each month, we recommend two sensible options, plus a quirky choice.
Requirements: Can't stretch to the new BMW 3 Series and facelifted Mercedes-Benz C-Class we recently tested? Try these used premium midsize sedans which make compelling alternatives to well-specced small hatchbacks at the same price point.
Sensible: BMW 320i Steptronic
0-100 km/h: 8,11 seconds
Power: 135 kW
Torque: 270 N.m
Fuel consumption: 7,08 L/100 km
BMW has always been the sporty brand of the German Big Three, a reputation fostered by its aircraft origins and a long history of highly prized motorcycles. In South Africa particularly, the brand has enjoyed a strong following over the decades, and none of its products more so than the 3 Series.
Buyers of BMW's bread-and-butter model are spoilt for choice: stay with the conventional sedan; opt for a 3 Series GT for some added flair; or move across to the more flamboyant 4 Series derivatives.
The engine in our model of choice is a 2,0-litre turbocharged unit with direct injection. It's mated with an eight-speed ZF-designed automatic transmission. There are manual versions, too, but the gearshift action is quite heavy so try before you buy. Power output is 135 kW with 270 N.m of torque from a low 1 250 r/min. As an aside, the 328i uses the same engine with more turboboost, so this is possibly the sweet spot in the range in terms of power versus fuel consumption, but they're more expensive.
A five-year/100 000 km motorplan was a standard feature when new but most vehicles in this price range will be saying farewell to this option so do check before purchase. Many owners opt for an add-on plan but make sure you understand the fine print.
Space: 5 seats, 328 L
Safety and aids: 6 airbags; ABS with EBD; stability control
Cost of 4 tyres: R12 020
Road test: August 2014
Sensible: Mercedes-Benz C200 7G-tronic
When it comes to the Germans, most used options fall into one of two camps: Mercedes-Benz or BMW. Of course, Audi has made large inroads into this luxury stronghold with some excellent products, but there are fewer equivalent A4 models on sale. The C-Class remains an aspirational buy and the retired-driver connotation has long gone.
Whereas the C180 has a 1,6-litre engine, the C200 increases capacity to 2,0 litres with a turbo attached to supply 135 kW, identical to that of the BMW. Six-speed manual and seven-speed auto transmissions are available. The latter, while not as slick as the BMW's, is preferable for daily comfort and resale value. Try to avoid the appealing AMG packages, as they firm up the ride a tad too much.
Fuel consumption is astounding on modern cars and the C-Class delivers economy that owners of elderly, classic Benzes can only dream of. The boot size is a class-average 312 litres and the rear seatback does not fold down.
The car was sold with a six-year/100 000 km maintenance plan, so it may be touch and go as to whether you will need to consider maintenance-extension options. Make sure everything works in the car and that there are no creaks. There have been many niggling issues mentioned by owners over the years.
Quirky: Peugeot 508 1,6 THP AT
0-100 km/h: 10,29 seconds
We had one of these Gallic sedans in our long-term press fleet for a full year and it was a classy and enjoyable drive.
The 1,6-litre turbopetrol engine of the 508 is closely related to the previous Mini Cooper S engine and the power and torque outputs are spot-on for general use. The turbocharger provides the necessary go plus reasonable fuel economy, while the solid interior and elegant styling hold up their end of the bargain.
While appealing to some, the 508's rarity value is not for everyone; parts and repairs may be somewhat trickier than with more popular vehicles. These models are usually owned by enthusiasts and are generally well cared for, while mileages tend to be lower than average. You can save around R100 000 over the Germans which means that, should you have to carry out any repairs, you should still be able to enjoy many years of service.
The 508 sports a spacious 400-litre boot and folding rear seatbacks so transporting large items is a breeze. A five-year/100 000 km maintenance plan was included which may help out a little before it expires. As always, check that all the features are working correctly, including wipers, heater and air-con, sat-nav and electric windows.
Space: 5 seats, 400/1 064 L
Safety and aids: 6 airbags; ABS with EBD, ESC
Cost of 4 tyres: R7 124
Road test: April 2012
Second hand cars for sale
See Full Peugeot 508 price and specs here
NP200 1.6 A/C Safety Pack P/U S/C
2019 Mahindra
XUV300 1.2T W6
2020 GWM
Steed 5 2.2L Workhorse
Mazda2 1.5 Active
Qashqai 1.2T Visia
X-Trail 1.6dCi 4x4 Tekna
Pik Up 2.2CRDe double cab S10
Almera 1.5 Acenta
2020 Haval
H1 1.5
H2 1.5T City
CX-5 2.0L Active Manual
Article written by Peter Palm
Pete first read CAR at the age of 12 and immediately started modifying his parents' cars. He studied mechanical engineering due to a fascination with engines, and worked on and spray-painted cars in his spare time. He worked for SA Railways and Denel before switching to proper motoring by joining CAR.
3 Series 335i steptronic
3 Series 320i
3 Series 320d steptronic
3 Series 3 Series 316i MSPORT
R79,000
3 Series 320i M Sport
3 SERIES 320d
3 Series 320d Sport Line auto
3 Series 320d Dynamic Edition
3 Series 320i M Sport auto
Hide Specials

redpajama_set_name: RedPajamaCommonCrawl


text:
Spring Hill is a census-designated place (CDP) in Hernando County, Florida, United States. The population was 113,568 at the 2020 census, up from 98,621 at the 2010 census. Spring Hill belongs to Florida's Nature Coast region and is in the Tampa-St. Petersburg-Clearwater metro area. It is east of Hernando Beach, southwest of Brooksville, and north of Tampa.

History and overview
Spring Hill was formerly a large tract of endangered Longleaf Pine Ecosystem and Sand Pine Scrub with very high biodiversity, and a safe haven for many imperiled species, and most of it remained unchanged until the 1970's with large scale deforestation. It first appeared on Hernando County maps as early as 1856 along what is today Fort Dade Avenue just north of the community of Wiscon. The modern Spring Hill was founded in 1967 as a planned community, which was developed by the Deltona Corporation and the Mackle Brothers. The developers originally wanted to call the community Spring Lake and used that as the working name through the development process. They were forced to use a different name due to the name Spring Lake already being in use locally and chose Spring Hill. The plans for the community are identical to the community of Deltona. The Mackle Brothers sold many of the properties and land in the area through intense advertising. It has since become a sprawling semi-city in its own right, though it is an unincorporated area. The main entrance to the original development is marked by the Spring Hill waterfall on Spring Hill Drive and U.S. Route 19 (Commercial Way).

Spring Hill's proximity to Tampa,  to the south, and the completion of the Suncoast Parkway in 2001 have made the community easily accessible to the Tampa-St. Petersburg area.

Geography
Spring Hill is located in southwestern Hernando County at  (28.478929, & 82.547732). It is bordered to the west by Timber Pines; to the north by Weeki Wachee, North Weeki Wachee, High Point, Brookridge, and Wiscon; and to the east by South Brooksville, Garden Grove, and Masaryktown. To the south it is bordered by Shady Hills and Heritage Pines in Pasco County.

According to the United States Census Bureau, Spring Hill has a total area of , of which  are land and , or 3.94%, are water.

The U.S. Postal Service recommends that "Spring Hill" be used as the mailing address for ZIP Code 34610 in neighboring Pasco County. The Spring Hill CDP does not extend into Pasco County; instead, this mailing area is partially covered by the Shady Hills and Quail Ridge CDPs.

Demographics

At the 2010 census, there were 98,621 people, 39,078 households and 27,798 families residing in the CDP. The population density was . There were 44,435 housing units, of which 5,357, or 12.1%, were vacant. The racial makeup of the CDP was 88.1% White, 5.1% African American, 0.4% Native American, 1.4% Asian, 0.04% Native Hawaiian or Pacific Islander, 2.5% some other race, and 2.5% from two or more races. Hispanic or Latino of any race were 13.6% of the population.

Of the 39,078 households, 29.8% had children under the age of 18 living with them, 53.6% were headed by married couples living together, 12.9% had a female householder with no husband present, and 28.9% were non-families. 23.1% of all households were made up of individuals, and 12.3% were someone living alone who was 65 years of age or older. The average household size was 2.49, and the average family size was 2.91.

In the CDP, 21.6% of the population were under the age of 18, 7.2% were from 18 to 24, 21.9% were from 25 to 44, 27.1% were from 45 to 64, and 22.2% were 65 years of age or older. The median age was 44.3 years. For every 100 females there were 90.4 males. For every 100 females age 18 and over, there were 87.7 males.

For the period 2013-17, the estimated median annual household income in the CDP was $45,468, and the median family income was $53,017. Male full-time workers had a median income of $39,478 versus $35,059 for females. The per capita income for the CDP was $22,349. About 10.7% of families and 14.9% of the total population were below the poverty line, including 22.6% of those under age 18 and 9.6% of those age 65 or over.

Languages
For the period 2013-17, English spoken as a first language accounted for 85.7% of the population, while 14.3% spoke other languages as their mother tongue. The most significant were Spanish speakers who made up 10.0% of the population.

Education
Spring Hill has many schools, both public and private, which provide primary and secondary education to local children. There are also several options for higher education that are easily accessible from the Spring Hill area.

Primary and secondary education
Public schools in Spring Hill are part of the Hernando County School Board school system, which oversees all public schools in Hernando County. The main public schools that serve the Spring Hill area are:

High schools

 Central High School
 Frank W. Springstead High School, an IB World School
 Nature Coast Technical High School
 Weeki Wachee High School
 Hernando High School

Middle schools

 Fox Chapel Middle School
 Gulf Coast Academy of Science and Technology, a charter school
 Powell Middle School
 West Hernando Middle School

K-8 schools

 Challenger K-8 School of Science and Mathematics
 Explorer K-8
 John D. Floyd K-8 School of Environmental Science
 Winding Waters K-8

Elementary schools

 Chocachatti Elementary School
 Deltona Elementary School
 Pine Grove Elementary School
 Spring Hill Elementary school
 Suncoast Elementary School
 Westside Elementary School

In addition to the public schools in Spring Hill, there are several private schools:
 Growing In Grace Preschool
 Notre Dame Catholic School (Pre-K to grade 8)
 Spring Hill Christian Academy (Pre-K to grade 12)
 Wider Horizons School, a Montessori school (Pre-K to grade 6) and College Preparatory school (junior and senior high school)
 West Hernando Christian School

Higher learning
Spring Hill is home to the  Spring Hill Campus of Pasco–Hernando State College. This was the fourth campus built out of the five now in existence.

Libraries
The Hernando County Library System  operates several libraries in and around the Spring Hill area, such as the West Hernando Branch Library and the Spring Hill Branch Library, which serves as a replacement of the Little Red Schoolhouse Branch Library.  The historic Little Red Schoolhouse Branch Library has since been converted into a bookstore, run by the Friends of the Library, whose proceeds benefit the library system.

Healthcare
There are three accredited hospitals in the area, Bayfront Health Spring Hill Hospital, Oak Hill Hospital and the newest, Bayfront Health Brooksville Hospital. With a large senior citizen population, Spring Hill contains many nursing homes and rehabilitation facilities including Spring Hill Health and Rehab, Evergreen Woods Assisted Living Facility and Health South Rehab (an affiliate of Oak Hill Hospital). Bayfront Health Spring Hill and Oak Hill Hospital offer obstetrical services.

Tourism
Nearby Weeki Wachee Springs is home to the famous live mermaid show and Florida's only spring-fed water park, Buccaneer Bay.

Media
There are two print newspapers that serve the area: the Hernando Times (a publication of Tampa Bay Times), and the Hernando Sun.

Spring Hill belongs in the Tampa Bay Area media market, the 12th largest designated market area in the United States.

Notable people
 Douglas Applegate, member of the United States House of Representatives
 Matt Breida, running back for the New York Giants
 Ricou Browning, film director, actor (notably as the "Gill-man" in Creature from the Black Lagoon), producer, screenwriter, underwater cinematographer, stuntman
 Corey Hill, former UFC fighter and The Ultimate Fighter 5 contestant (deceased)
 Zachary James, opera singer, stage and TV actor (notably as "Lurch" in the Broadway production of The Addams Family)
 Willie Sutton, bank robber
 Huey Whittaker, wide receiver for the Florida Tuskers of the United Football League (UFL)

Transportation

Mass transit
Public transit in Spring Hill is provided by Hernando County Transit (The Bus), which consists of four routes which serve Spring Hill and Brooksville, and which also provides a connection to the Pasco County Bus System (PCPT) via the Purple Route's terminus in Hudson. The Bus system operates six days a week since expanding to include Saturday service in October 2019.

The four current routes are:

 Purple: Pasco-Hernando State College - Brooksville to Spring Hill, final stop in Hudson, where it connects to Pasco County Transit (PCPT) Route 21
 Green: Brooksville US 41 & Wiscon Road via Wiscon Rd, California St and Spring Hill Drive to Pasco-Hernando State College Spring Hill Campus
 Red: Mariner & Northcliffe Boulevards via Northcliffe, Deltona, & Forest Oaks Boulevards, as well as US 19 to Pasco-Hernando State College Spring Hill Campus
 Blue: Brooksville Walmart (SR50) via Mariner Blvd to Bayfront Health Spring Hill (near Mariner Blvd & County Line Road)

Additionally, paratransit services are available via Trans-Hernando, which offers door-to-door services by advance reservation for the elderly, mentally challenged, and economic/transportation disadvantaged residents of Hernando County.

Roads

There are several county roads in Spring Hill that serve as major thoroughfares for traffic traveling around and passing through Spring Hill. Below is a list of the county roads that pertain to Spring Hill:

Highways
Spring Hill is bordered to the west by US 19 (named Commercial Way), and to the north by SR 50 (named Cortez Boulevard). The Suncoast Parkway (SR 589) is a toll road that passes through Spring Hill and serves as a connection to Pasco and Hillsborough counties (and, by extension, Tampa) to the south.

Gallery

References

External links

 Hernando County Chamber of Commerce

Census-designated places in Hernando County, Florida
Census-designated places in Florida
Planned communities in Florida
1856 establishments in Florida

redpajama_set_name: RedPajamaWikipedia


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Cymbidium tracyanum Rolfe, 1890 è una pianta della famiglia delle Orchidacee originaria dell'Asia Orientale.

Descrizione
È un'orchidea di grandi dimensioni, con comportamento prevalentemente epifita, occasionalmente litofita. C. tracyanum presenta pseudobulbi  di forma ovata allungata, bilateralmente compressi, basalmente avvolti da diverse guaine, portanti foglie di forma lineare, ligulate, ad apice acuto, di colore verde chiaro.
La fioritura avviene per un periodo molto lungo che va dall'autunno all'inizio dell'inverno, mediante un'infiorescenza basale, racemosa, eretta lunga da 90 fino a 130 centimetri, arcuata, con brattee floreali di forma triangolare e portante da 10 a 20 fiori. Questi sono veramente appariscenti, grandi da 10 a 15 centimetri, profumati e presentano sepali e petali lanceolati a striature verdi e rosse e labello  trilobato a lobi rialzati bianco maculato di rosso, a margini particolarmente frastagliati, a formare una frangia

Distribuzione e habitat
C. tracyanum cresce in Asia sud-orientale (Assam, Tibet, Cina meridionale, Myanmar, Thailandia e Vietnam).

Cresce epifita su tronchi d'albero di foreste d'altitudine o litofita su rocce ricoperte d'acqua, a quote comprese tra 1200 e 1900 metri sul livello del mare.

Coltivazione
Questa specie è meglio coltivata in vasi contenenti terriccio fertile, con buona disponibilità di luce, anche se non ai raggi diretti del sole, con temperature fresche a umidità abbondante per tutto l'anno, durante la fioritura è consigliabile aumentare un po' la temperatura.

Note

Bibliografia

Altri progetti

Cymbidieae


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Is This The Real Reason For The Electronic Device On Airflights Ban?
Martin Harris 5 years ago
FOUND THIS ON MY MSN FEED TODAY< NO AUTHOR CREDITED:
https://www.msn.com/en-nz/news/world/analysis-trump-won%e2%80%99t-allow-you-to-use-ipads-or-laptops-on-certain-airlines-here%e2%80%99s-why/ar-BByAhpT?li=BBqdg4K&ocid=SK2MDHP
From Tuesday on, passengers traveling to the U.S. from 10 airports in eight Muslim-majority countries will not be allowed to have iPads, laptops or any communications device larger than a smartphone in the cabin of the plane.
If you are traveling from Egypt, Jordan, Kuwait, Morocco, Qatar, Saudi Arabia, Turkey, or the UAE on Egypt Air, Emirates, Etihad Airways, Kuwait Airways, Qatar Airways, Royal Air Maroc, Royal Jordanian Airlines, Saudi Arabian Airlines, or Turkish Airlines, and you want to use your laptop on the flight, you are probably out of luck.
So why is the United States doing this, and how can it get away with it?
© AP Photo/Kamran Jebreili, File Emirates passenger planes at Dubai airport in United Arab Emirates.
The U.S. says it's all about security
The Trump administration says the new rules were introduced because of intelligence that shows terrorists are continuing to target airlines flying to the United States.
An unidentified person familiar with the issue has told The Washington Post that officials have long been worried by a Syrian terrorist group that is trying to build bombs inside electronic devices that are hard to detect.
However, as Demitri Sevastopulo and Robert Wright at the Financial Times suggest, non-U. S. observers are skeptical of this explanation.
They note that the United States has not been forthcoming about whether the ban is based on recent intelligence or long-standing concerns. There is also no explanation for why electronic devices in the cabin are a concern, and electronic devices in the baggage hold are not.
There is an alternative explanation
It may not be about security. Three of the airlines that have been targeted for these measures — Emirates, Etihad Airways and Qatar Airways — have long been accused by their U.S. competitors of receiving massive effective subsidies from their governments.
These airlines have been quietly worried for months that President Trump was going to retaliate. This may be the retaliation.
These three airlines, as well as the other airlines targeted in the order, are likely to lose a major amount of business from their most lucrative customers — people who travel in business class and first class.
Business travelers are disproportionately likely to want to work on the plane — the reason they are prepared to pay business-class or first-class fares is because it allows them to work in comfort. These travelers are unlikely to appreciate having to do all their work on smartphones, or not being able to work at all.
The likely result is that many of them will stop flying on Gulf airlines, and start traveling on U.S. airlines instead.
As the Financial Times notes, the order doesn't affect only the airlines' direct flights to and from the United States — it attacks the "hub" airports that are at the core of their business models.
These airlines not only fly passengers directly from the Gulf region to the United States — they also fly passengers from many other destinations, transferring them from one plane to another in the hubs.
This "hub and spoke" approach is a standard economic model for long-haul airlines, offering them large savings. However, it also creates big vulnerabilities. If competitors or unfriendly states can undermine or degrade the hub, they can inflict heavy economic damage.
The United States is weaponizing interdependence
As we have argued in the past, and talk about in forthcoming work, this can be understood as a variant form of "weaponized interdependence."
We live in an interdependent world, where global networks span across countries, creating enormous benefits, but also great disparities of power. As networks grow, they tend to concentrate both influence and vulnerability in a few key locations, creating enormous opportunities for states, regulators and nonstate actors who have leverage over those locations.
In this context, the United States is plausibly leveraging its control over access to U.S. airports, which are central "nodes" in the global network of air travel between different destinations.
It is using this control to attack the key vulnerabilities of other networked actors, by going after the central nodes in their networks (the hub airports) and potentially severely damaging them.
There may not be much that Gulf airline carriers can do
Gulf airlines have tried to defend themselves against political attacks from U.S. competitors by appealing to free trade principles. The problem is that standard free trade agreements, such as World Trade Organization rules, don't really apply to airlines (although they do apply to related sectors, such as the manufacture of airplanes).
This has allowed the Gulf airlines to enjoy massive subsidies, without having to worry too much about being sued in the WTO.
However, it also makes it hard for Gulf states or the states of other affected airlines to take a WTO case against the new U.S. rules, even if these rules turn out to be motivated by protectionism and the desire to retaliate, rather than real underlying security questions.
If this were happening in a different sector, it would make for a pretty interesting case. States preserve carve-outs from international trade rules when they feel that their security is at stake.
Would the United States prevail in a case like this, where there is a colorable security justification, but where there is also a very plausible argument that the real motivation doesn't have much to do with security?
Or would the WTO defer to the United States' proposed justification? It's very likely that the Trump administration will make more unilateral rules that are justified using the language of national security, but are plausibly motivated by protectionism, so we may find out.
Posted in Conspiracies, Corporate Corruption, OpinionTagged #America #False Flags #NWO #Trump #US #war on terror
Russian Lawyer "Thrown From Building" Day Before Representation
A lawyer for the family of Sergei Magnitsky (pictured) fell from an apartment building on Tuesday. (Alexander Zemlianichenko/AP) BY Christopher Brennan NEW YORK DAILY NEWS Updated: Wednesday, March 22, 2017, 4:49 AM The lawyer for the family of a Russian attorney, who died following a corruption investigation, has been […]
Evolve or die: Can we shed our moral primitivism before it's too late?
How Bush's Grandfather Helped Hitler's Rise to Power


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Five things the WSL showed us this week
Posted on January 14, 2020 in Articles
While top-of-the-table Arsenal, Manchester City, and Chelsea continued to assert their dominance over the rest of the league, narrow wins were also grabbed by Reading and Tottenham. Jessy Parker-Humphreys gives us a run-down of this week's WSL highlights.
1) Pauline Bremer shows City won't wobble as Cushing farewell parade begins
Manchester City 3 – Everton 1
The news this week that Manchester City manager Nick Cushing would leave the club at the start of February raised quite a few eyebrows — particularly because the destination was set to be New York City FC. Part of City's global franchise, NYC FC will become Cushing's new home as he takes the assistant manager role after six years in the women's game. Losing a long-term coach mid-way through the season would risk derailing the form of most teams — Cushing's final game in charge will be at home to Arsenal on 1st February, in what could be a title-decider — but his announcement didn't seem to phase the squad as they comfortably beat Everton 3-1.
This was a match that could have been closer, with Izzy Christiansen expected to make her return debut for Everton (the club she started at) against her former club. Yet both Christiansen and leading goalscorer Chloe Kelly picked up knocks in training, leaving Everton looking sluggish as they played their first game in a month. For City, there were no such issues. With Ellen White rested, Pauline Bremer was able to play a traditional number nine role with Georgia Stanway in support at number 10. Bremer's first goal was a piece of slightly fortuitous hold-up play that she was able to poke past the goalkeeper. Her second was a calmly curled ball from the edge of the area.
The match took her up to nine goals for the season in the WSL: joint second with Bethany England and only just behind Vivianne Miedema. This is even more impressive as it was only her fourth start of the season, meaning she is scoring a goal every 46 minutes. Even Viv can't match that.
2) Leah Williamson demonstrates she can dominate games from yet another position as Montemurro deploys her at full-back
Brighton 0 – Arsenal 4
A player's ability to excel in a number of positions sometimes has the air of 'jack of all trades, master of none' about it, but Leah Williamson looks genuinely able to convince in midfield, central defence and now, at right back. Arsenal switched to a 3-4-3 against Brighton, playing Louise Quinn and Viktoria Schnaderbeck in the back three alongside Williamson. Whilst Lisa Evans has played in a full-back role for Arsenal in the past, it was clear manager Joe Montemurro was happy for her to sit further forward and have Williamson cover the right hand side defensively when Arsenal were in attack. Nowhere was this clearer than in the third minute, when Williamson pinged a crossfield ball to Danielle van de Donk who opened the scoring from the left wing. For Arsenal's second, she picked out an unmarked Jill Roord in the box who finished calmly, whilst throughout the entire game Williamson played clever balls down the line to Evans.
Williamson's status within this Arsenal team makes it easy to forget that she is only 22, meaning there is plenty of room for her to develop. Having waited 41 games for an assist, she has now managed three in the last two games. Adding this kind of attacking ability to her game will only make her more formidable.
3) Weakened Chelsea play for goal difference against Bristol City
Chelsea 6 – Bristol City 1
When Ebony Salmon took the lead for Bristol City against the run of play, it was tempting to question whether Bristol could repeat their miraculous defending against Manchester United and hold on for a victory — or replicate what Liverpool managed against Chelsea, and frustrate them enough to walk away with a point. But this was Chelsea at Kingsmeadow. Even with usual starters such as captain Magda Erikkson and Maren Mjelde being rested or unavailable (Chelsea go to Arsenal next week in a must-win game if they are to challenge for the title), Bristol were simply unable to cope with the quality of Guro Reiten, Erin Cuthbert and Bethany England up front. There was a sense that Chelsea knew they were playing for goal difference. The gap between the top three being so small, there is a high likelihood that the league and Champions League spots could be decided by that instead of points — evident particularly when Chelsea brought on Sam Kerr at half time. But Sophie Baggaley's assured performance in goal kept the tally down to six.
4) Wobbly West Ham goalkeeping keeps Spurs going
Tottenham 2 – West Ham 1
West Ham were lucky to even have a sniff of causing an upset in the most dramatic game of the weekend as their late equaliser was not enough to get them a point. Spurs should have been out of sight as nervy goalkeeping got the better of West Ham who had to make two goal-line clearances. Goalkeeper Courtney Brosnan was lucky not to be punished after she was dispossessed in her own penalty area — but the poor shot was cleared, before controversy's Emma Mitchell (on loan from Arsenal) opened her Tottenham account with a powerful shot from the edge of the area. For all Spurs' dominance, it looked like they wouldn't be rewarded as Kenza Dali equalised in added time. But thanks to an even later Rianna Dean winner, Spurs snatched the victory they deserved. Still, West Ham should be disappointed by how they (mis)managed this North London derby.
5) Both Reading and Birmingham spurn chances in a scrappy match
Reading 1 – Birmingham City 0
Reading came out on top in a scrappy win over Birmingham which saw both teams struggle to convert their chances. A well-taken lob from Amalie Eikeland was the highlight of the game as Reading and Birmingham wasted chance after chance in front of goal. The open game saw shots hit weakly or miscued as Reading were unable to make the most of their seven shots on target whilst Birmingham had three. Birmingham's inability to convert scoring chances has been a problem all season — they have only managed five goals in total. Seven individual players in the league have managed as many or more than that. Marta Tejedor would do well to look for some extra attacking flair before the transfer window closes.
Follow Jessy on Twitter at @jessyjph
Jessy Parker Humphreys


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Kansas/Missouri Postgame Notes
Recap | Final Stats | Quotes | Photo Gallery
Kansas Postgame Notes<?xml:namespace prefix="o" ns="urn:schemas-microsoft-com:office:office"?>
Missouri 62, Kansas 57
Big 12 Conference Tournament – March 8, 2005 – Municipal Auditorium – Kansas City, Mo.
Kansas' Loss To Missouri…
…Ends KU's season with a record of 12-16 overall.
…Narrows KU's all-time series advantage over Missouri to 36-32.
…Makes the Jayhawks 7-7 against MU at neutral sites.
…Snaps a two-game winning streak over the Tigers.
…Makes KU 6-9 all-time in Big 12 Tournament games.
…Makes head coach Bonnie Henrickson's record at KU 12-16 and 170-78 (.685) in her career.
…Makes KU 610-413 all-time.
– Junior Crystal Kemp's 27 points marked a career-high and the most scored by a KU player in a Big 12 Tournament game. KU great Tamecka Dixon held the former KU Big 12 tourney best of 22 points on March 5, 1997. Kemp had scored 26 points on two occasions previously in her career.
– With her 27 points, Kemp surpassed Jennifer Jackson (1,075) and moved into 15th place on the KU all-time scoring list with 1,080 for her career.
– Kemp's 11 field goals made also marked the most by a Jayhawk in the history of the Big 12 Tournament. Kemp and former Jayhawks Tamecka Dixon and Jaclyn Johnson had previously made nine.
– Senior Aquanita Burras started all 85 games of her Kansas career. Burras finishes her KU career with 870 points, 442 rebounds, 190 assists and 187 steals.
– Junior Erica Hallman's eight field goals made tied a career-best. She had previously made eight on three occasions.
– With her five assists, Hallman surpassed Lisa Braddy (138) and moved into sixth place on the KU all-time single-season assists chart with 142.
– Freshman Taylor McIntosh's four assists marked a career-high. Her 11 rebounds marked the fifth time in her rookie season that she recorded 10+ rebounds.
– Senior Blair Waltz finishes her KU career with 509 points, 230 rebounds, 184 assists and 83 steals in her 104 games as a Jayhawk.
– Kansas was 2-11 this season when trailing at the half.


Official or legal permission to do or own a specified thing.
A document, plate, or tag that is issued as proof of official or legal permission.
Latitude of action, especially in behavior or speech.
To grant a license to or for; authorize.
Dave Rosenberg recently discussed some of the customer confusion caused by the pervasive open source concept of software subscriptions. I believe his comments only explain 1/2 of the confusion. The experience I have had with CIO's is in their confusion regarding where and how a "license" fits into the subscription concept. Not only do they typically not understand the nuances of the various open source licenses, but they also have a natural bias toward a traditional understanding of a license as a "right to use". Meaning, that if you do not pay the license you cannot use the software. This appears contradictory and confusing to their notion of open source software and its many inherent "freedoms".
I am sorry but I can't remember where I pulled this from. Please attribute this to the right person.
Open source is so much more than a cost saving method. It is a method of innovation, of development, of distribution, and a corporate philosophy. It inherently is about collaboration, community, and creating value for customers. It is capitalistic Darwinianism – may the best technology, products, and service win in an open, transparent, and value based competition. That's really the message and impact of the above graphic.
2) Definition of Subscription: Right to Use the Software vs. Right to Use the Service. Dave's idea to "re-package" or bury the same license fee under either the label of a Subscription model (license and support bundled) vs. the Traditional model (license with support separate) seems paternalistic and misses the source of confusion. Worse, I believe marketing to your customers that you don't have a license fee while you clearly have one (albeit buried under some other name) is dishonest, misleading, and not in the spirit of open source.
The real question for customers regarding the license is really around the "right to use". Customers want to know that if they implement your open source software what will happen if they opt to not continue the subscription service? Does the software go away, does it get pulled, does it become inoperational, or what? That is the question burning in their minds.
This is obviously important – particularly because there are divergent OS business models that use the "subscription" term. Most OS companies give away their software and then sell their professional services (implementation + support). A theoretical and practical reality of OS software is that the OS Vendor has to provide value to the customer or customer will not renew their agreement. In the proprietary world, that means that your software goes away; in the OS world it means your support goes away. The switching cost of swapping out your software versus swapping out your service provider are dramatically different, and part of the reason why OS vendors work so hard to differentiate their services and focus so sharply on value creation for their customers.
As an example of this definition and this concept of Subscription as a Right to Use the Service, Red Hat offers Subscriptions that provide customers "ongoing service" as defined by updates, enhancements, and support as part of the Red Hat Network. However, your right to use the Red Hat software currently installed is never in question. The value of the subscription then, and the innovation driver for Red Hat, is that they must continually improve, enhance, and increase the value they are delivering as part of their Red Hat Network subscription service, or their customers don't renew. The fact that Red Hat's subscription renewal rate is >95% attests to the fact that their customers are answering the value question overwhelmingly in the affirmative.
ubscription (right to use the service) model – inherently is under more competitive forces to drive both innovation and ongoing value creation for customers. And that is the license to kill inherent in the open source subscription model.


The Andes plus Galapagos tours combine highlights of the Ecuadorian Highlands as well as the enchanted Galapagos archipelago. You can choose your holidays to be 12, 13 or 15 days long and your hotels to be budget, mid-range, first class or luxury.
Each program varies a bit in its itinerary so that you can decide which sights you would like to see the most. One includes the amazing Mindo cloud forest and Papallacta, another offers you the chance to see the enchanted Quilotoa Lake and the city of Cuenca, the third one grants you a visit in Ba?os to see the waterfalls and a 8 day long Galapagos cruise. Each of it has its own charme and it's up to you to decide which one attracts you the most.
This tours offers you the best out of the Andes and the Galapagos. You will visit Quito, the Mindo Cloud Forest, the handcraft market in Otavalo, a rosefarm, the Cotopaxi National Park and the amazing Galapagos Islands during a 4 day cruise!
For 13 days, you can enjoy the Andes as well as the Galapagos Islands. You will enjoy city tours in Quito and Cuenca. Natural highlights include the Cotopaxi volcano, the Quilotoa lake, the Devil's Nose train, the Cajas National Park and the 5 days cruise in the Galapagos.
The best of the Andes and the Galapagos in one tour. You will see Quito and the Middle of the World, the Otavalo handcraft market, the amazing Cotopaxi National Park, the enchanted Quilotoa Lake and Baños with all its waterfalls. To finish your vacations with the biggest highlights, you will spend 8 days on a yacht in the Galapagos archipelago!


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Collaborating to transform and improve education systems: A playbook for family-school engagement – Aligning beliefs
Collaborating to transform and improve education systems: A playbook for family-school engagement
Aligning beliefs
The four goals
Improving education systems
Transforming education systems
A changing world
Playbook contributions
Whom is this playbook for?
Barriers to family-school engagement
The evolving approach to engagement
Contextualizing family-school engagement
Strategy landscape
Family-school engagement goals
Review of strategy findings
Strategy Finder
A framework
Parent beliefs about education
Parent and teacher insights
Conversation starter tools
What are the tools for?
Who should use the tools?
How were the tools developed?
Can I adapt the tools?
This section provides an in-depth look at the third goal of family-school engagement: redefine the purpose of school for students. It provides a framework for understanding how family-school engagement can support system transformation and our insights from surveying close to 25,000 parents and more than 6,000 teachers about their education beliefs. We conducted these surveys together with our Family Engagement in Education Network (FEEN) across 10 countries and one global private school chain.
As discussed in the Overview, beliefs about the purpose of school drive the "deep structures" of education systems. They are also "high leverage points" for transformation. Myriad frameworks exist for understanding systems change, cutting across fields and disciplines. Each presents a unique angle, such as a focus on collective creativity (Liedtka et al., 2017) or networked learning (Bryk et al., 2011). Among them, the "Leverage Points" framework by American systems theorist Donella Meadows stands out for demonstrating the comparative power of different change approaches—a scale of ways to change a system (Meadows, 2008). Her framework builds on decades of research into complex human-environment systems, reflecting a wealth of empirical data on how people affect and are affected by their contexts, from the natural world to institutions. It is among the few frameworks that serve as both a utility-based classification system and a practical tool. Its insights prove useful for scholars and practitioners alike (Figure 5).
Most importantly, the Leverage Points framework has been shown to work. Since its publication in 1999, a wealth of evidence has emerged to support the model. It has been cited extensively in the sustainable development literature as a path to impact and efficiency (Abson et al., 2017; Hjorth & Bagheri, 2006). Health systems analysts have popularized the work as well; in fact, a 2009 report by the World Health Organization proposed systems-strengthening activities using Meadows's paradigm (World Health Organization, 2009).
The Leverage Points framework identifies and arranges 12 ways to intervene in a system, in order of transformative power from weakest to strongest (Meadows, 2008). Interventions such as shifting parameters (like reading benchmarks and funding per pupil) or remaking physical infrastructure populate the base of this hierarchy. Changing parameters or shifting feedback loops are visible and practical steps to help shift systems and hence often receive the most attention from decisionmakers. Although they are crucial to system functioning, their transformative power lies only in their alignment with and support of the points at the top of the framework.
Topping the list are transformations in system design and system goals and paradigms. Structural shifts in power and rules that govern the design of a system and hence manage the parameters and feedback loops are essential for system transformation. But ultimately, the most important shift is in the purpose of the system—in our shared beliefs and values. According to Meadows, changing mindsets and paradigms can have a profound impact because they guide behavior (Meadows, 1999). Put simply, this means that the most powerful change involves shifting collective purposes and mindsets. In practice, this involves not simply redefining a system's purpose but also showing why existing practices do not fit with those purported goals. This shift forces system members to confront the misalignment between their perceptions and lived reality—between deeply held beliefs and an outmoded systems logic.
Every single policy I was doing, I was testing it with parents and teachers and principals. Three times a week. It looks very obvious, but it had never happened. The parents were like 'You were sent by the ministry?' I had to say, 'No, I'm the minister! Let me sit down and talk.
State Minister of Education, Argentina
This is why family-school engagement is so important to transforming education systems. Collective alignment behind a shared vision on the purpose of education will shape how systems are designed, what feedback loops are needed, and what parameters should be put in place to achieve the shared vision. Achieving this type of alignment is not easy and requires deep engagement on the fundamental beliefs about education across a wide range of stakeholders in a system (like school administrators, teachers, families, students, community members, and employers). It is for this reason that together with FEEN we have explored the educational beliefs of parents and teachers.
Many studies examine parent and family perspectives and beliefs about education. These studies range from assessing parents' satisfaction and experience with their child's schools to understanding parents' beliefs about their role in supporting their child's education to examining the school characteristics that parents value most. For example, parental satisfaction with school is regularly tracked in some countries and generally family members satisfaction of their child's school is high, often higher than the satisfaction levels of the general public (Brenan, 2021). The reason for this could be attributed to various factors, as discussed below.
However, in general, understanding parental satisfaction only provides a limited "quick picture" of parental perspectives on education. Some studies examine if family members have an accurate picture of the quality of their children's school. The results vary depending on context. For example, in the United States parents frequently believe their child is excelling academically when he or she is not, but in Pakistan parents usually accurately assess not only their child's academic level but also the quality of the schools in their community (Andrabi et al., 2008; Learning Heroes, 2020). Other studies look to parents' experiences of their child's school, such as if the school climate is welcoming and if they have a trusting relationship with their child's teachers (Queensland Government Department of Education, 2019).
Another area of research examines the underlying beliefs influencing parents' experience, perception, and behavior related to their child's education. For example, some research examines what motivates parents to be involved in their child's education noting it is heavily influenced by their "role beliefs" or what they believe their role is in their child's education and their beliefs on their own "efficacy" or ability to positively contribute to their child's educational progress and outcomes (Hoover-Dempsey & Sandler, 1997). Notably, parents' level of education and socio-economic status has a complex relationship to parental engagement across contexts. In the United States, for example, one study forcefully rejected "the culture of poverty thesis" that working class families cared less or were significantly less involved in their child's education while the same researchers found that this was not the case in Hong Kong (Ho, 2006; Ho & Willms, 1996). Other research examines parents' beliefs about the skills children should develop with variable findings across contexts: parents have different perspectives on what types of competencies are the responsibility of families to teach children above and beyond academics, which most families strongly agree is an important role for the school (Care et al., 2017). Some studies point to the contrasting perspectives between parents and teachers on what the most important competencies are, especially in early learning, for children to develop (Jukes et al., 2018). While still other studies try to understand what parents believe makes a good school, including by looking at how parents choose schools. Around the world, studies from Kenya to India to Brazil to Europe and beyond highlight that parents often look to homework, discipline and school environment, safety, test scores, teacher attendance, distance, school reputation among other things, as indicators of what makes for a good school for their child (Gallego & Hernando, 2009; Lohan et al., 2020; Organisation for Economic Co-operation and Development, 2015; Plano CDE & Omidyar Network, 2017; Varkey Foundation, 2018; Zuilkowski et al., 2018).
To date, however, little empirical research has examined parents' overall beliefs on the purposes of school and education. A qualitative study in New Zealand explored students', parents', and teachers' beliefs about the purpose of school and found limited attention to the economic purpose, namely preparing students for the world of work (Widdowson et al., 2014). Whereas other studies in the United States highlight how parents focus more on their child's happiness and wellbeing in relation to school when their child is younger and shift their focus to their child's academic preparation when their child is older (Learning Heroes, 2017). System transformation efforts require us to dig deeper and ask questions above and beyond what frequently is studied in family-school engagement. We sought to add to the existing family-school engagement evidence base by conducting surveys of 24,759 parents across 14 jurisdiction clusters and 6,146 teachers across 8 jurisdictions—in all, spanning 10 countries and one global private sector school chain—between May 14, 2020, and March 9, 2021 (see Figure 6). We asked questions about parents' and teachers' beliefs about the most important purpose of school, what a quality education looks like, what types of teaching and learning experiences they thought were most important for their children and students, and how their educational beliefs were formed (see Box 6). Our goal was to delve deeply into guiding values and beliefs and to surface a detailed picture of family and teacher mindsets—insights that are important if families and schools are to work together to redefine the purpose of school for students.
We conducted these surveys in close collaboration with several of the project collaborators in our Family Engagement in Education Network (FEEN) (see Box 7). Project collaborators were invited to join the network based on several criteria such as their focus on addressing equity in highly diverse populations of students, their commitment to providing a quality 21st-century education, and their interest in sharing and learning about how families and schools can work better together. Many jurisdictions already had ongoing family-school engagement initiatives when they joined FEEN. Hence this is not a randomly selected set of jurisdictions, and the survey findings should be read with that in mind.
Box 7 Defining concepts in the CUE parent and teacher surveys
Here we summarize the concepts used in our surveys. These descriptions, however, do not represent how the questions were worded for respondents.
Purpose: What is the most important reason for parents to send their children to school and for teachers to teach them: the academic, economic, civic, or socio-emotional development of the students?
Pedagogy: What pedagogical approaches do parents and teachers prefer: innovative pedagogy (e.g., interactive, experiential, playful) or traditional pedagogy (e.g., teacher-led instruction in person or online)?
Indicators of quality: When are parents and teachers most satisfied with their children's or students' school: when they see academic indicators of quality (e.g., when students are achieving at grade level, getting good grades on exams, being prepared for postsecondary) or well-being indicators (e.g., when students are enjoying school, developing friendships and social skills, participating in extracurricular activities)?
Sources of information: Who influences parents' beliefs about education:
(a) Education-related sources (e.g., actors directly involved in education such as teachers, school leaders, higher education admissions criteria, scientific research from the learning sciences); or (b) non-education-related sources (e.g., actors related to the community at large such as other parents, civil society or faith-based leaders, elected officials, the media).
(a) Close sources (e.g., actors who are part of parents' daily lives such as other parents, teachers, school leaders, civil society leaders, and elected officials); or (b) far sources (e.g., actors that are unlikely to be part of parents' daily lives such as the media, higher education admissions officers, scientific findings).
Trust: To what extent do parents believe their child's teacher is receptive to their inputs and suggestions?
Alignment: To what extent do parents believe their child's teacher shares their beliefs about what makes a good-quality education for their child?
Box 8 CUE's Family Engagement in Education Network and its role in the parent and teacher surveys
The Family Engagement in Education Network (FEEN) consists of 49 project collaborators (32 governments, 14 civil society and funder organizations, and 3 private school networks) from 12 countries around the world and one global private sector school chain with schools in 31 countries (Nord Anglia Education).
For coordination and data analysis purposes, project collaborators are grouped into 16 jurisdiction clusters (e.g., we have grouped the 15 school districts located in Southwestern Pennsylvania together). These jurisdiction clusters include Botswana; Brazil; British Columbia, Canada; Buenos Aires, Argentina; Cajon Valley, California, U.S.; Colombia; Doncaster, U.K.; Ghana; Himachal Pradesh, India; Maharashtra, India; Malaysia; Nord Anglia Education; South Africa; southwestern Pennsylvania, U.S.; South Australia, Australia; and Wayne Township, Indiana, U.S.
Parent surveys were conducted across 14 jurisdiction clusters spanning 10 countries and Nord Anglia Education, while teacher surveys were conducted across 8 jurisdiction clusters from across 5 countries and Nord Anglia Education.
We learned a great deal from parents and teachers in these surveys, as our top five insights across all the jurisdictions indicate below. However, one surprise, which is in line with findings from other surveys discussed above, is that parents report resoundingly that they are satisfied with their child's education. This especially surprised us, considering that parents completed our survey during COVID-19 school closures, when many were coping with difficult changes to schooling. Parents might tend to respond favorably to these general satisfaction questions, even amid dire circumstances, for many reasons: They could, of course, be very happy with the school. They could be grateful for the custodial care of their children. They could also want to show their gratitude for the teachers' efforts. Or they might have little else to compare the school with (especially if they have limited education themselves). Finally, they might find it hard to admit, even to themselves, that the school they send their children to everyday does not meet their expectations.
We really need to teach in school, how important it is to be kind to each other, to accept people's differences, and learn about people's differences.
Parent, United Kingdom
Beyond parents' level of satisfaction, we ultimately found that the parents in each jurisdiction have a unique set of beliefs and expectations—and that frequently there is misalignment between parents and teachers. While there are some common themes across jurisdictions, as covered below, the differences between them confirm a central conclusion: for any school or education system seeking to redefine the purpose of school for students and therefore to determine the operational practices to deliver on this goal, a better understanding of parents' and teachers' beliefs is an important place to start.
The following section of this playbook provides a set of Conversation Starter tools adapted from our parent and teacher surveys to guide those wishing to embark on this journey. For a detailed discussion of the survey methods and findings, please see "What we have learned from parents: A review of CUE's parent survey findings by jurisdiction."
Insight No. 1: Different communities have different motivations
Perhaps the most important insight is that it is risky to assume you understand family beliefs and perceptions about what makes for a quality education without asking families directly. Although the surveys reveal some similar patterns across jurisdictions, each context presents a unique picture of what parents value and perceive to be true. It is especially important to guard against long-standing narratives in education about the ways in which parents' socio-economic status shapes their beliefs about what a quality education looks like for their child, such as assuming that low-income parents are more focused on school as a means for their children to get a job and advance economically. In fact, our data across jurisdictions reveal no consistent relationship between parents' level of education (a good indication of socio-economic status) and their educational beliefs.
If nothing else, this data has shown us that it is important for school and jurisdiction leaders to spend the time to get to know the parents in their community and what their beliefs, motivations, and perceptions are around education. Indeed, this is why, in the findings that follow, we present the data by each jurisdiction separately rather than as an aggregate picture. The connections, relationships, and trust that can develop between families and schools from such an exercise would be helpful across the board, regardless of whether the interest is in improving systems or in transforming them. But understanding parents' beliefs and perceptions about the purpose and related experiences of schooling must be an integral part to any endeavor to transform education systems.
My son, he is doing well with academics. Still, I feel they [teachers] should do something for self-growth.
Parent, India
Insight No. 2: Both parents and teachers broadly support a holistic vision of education, but each group believes the other is narrowly focused on academics
Each jurisdiction has a particular prevailing set of beliefs that parents hold about the purpose of school, the pedagogy they support, and the indicators of quality they think are most important. Across jurisdictions, however, there is strong support for a holistic vision of school. Many parents prioritize their child's socio-emotional development equally to, if not more than, their academic development as the most important purpose of school. This is the case in 9 of the 14 jurisdictions (Figure 7).
Relatedly, parents in all but one jurisdiction prioritize approaches that are interactive and experiential over didactic, teacher-led instruction methods when asked to rank their preferred ways of teaching and learning for their children during school closures from a list of pedagogies. Interestingly, in South Africa, parents report a preference for didactic, traditional approaches when presented with a list of pedagogies but prefer interactive, innovative methods when asked to choose between two contrasting vignettes that describe a classroom where teachers use interactive pedagogy versus a classroom where teachers use direct instruction. To test a novel approach to surveying, we included this vignette-based question in the Colombia, Ghana, and South Africa parent surveys (Winthrop & Ershadi, 2020). This discrepancy may be because parents in South Africa are generally supportive of what we term innovative pedagogy, namely interactive and experiential teaching and learning approaches, as seen by their response to the vignette question; but had reservations about specific types of pedagogies we classified as innovative as seen from their limited support for playing games (on or offline) when ranking their preferences.
The surveys also included questions to understand which indicators of quality most inform parents' assessment of their child's school, divided into two main categories: academic indicators and well-being indicators. These questions elicited more of a mixed response across jurisdictions (Figure 8). In 8 of the 14 jurisdictions, parents are more focused on academic indicators than on well-being indicators, even though parents in many of these same jurisdictions also believe that the socio-emotional or civic purpose of school is the most important. In these jurisdictions, parents are most satisfied when their children are performing at grade level, doing well on exams, and preparing for postsecondary education. In the other 6 jurisdictions, parents are more satisfied when they see indicators of children's well-being like making friends, enjoying school, and participating in extracurricular activities.
Students have to be able to write and think and tell. They have to have an opinion on the subject they study.
Parent, United States
The availability of different indicators on children's experience in school may be one reason why in some jurisdictions, such as Botswana, parents believe that children's socio-emotional development is the most important purpose of school, but they rely heavily on academic indicators to assess the quality of their child's school. It could simply be that exam pass rates and other similar indicators are all the information they are receiving.
Teachers, in all eight jurisdictions where we surveyed them, hold much more cohesive views than parents about both the purpose of education and the indicators they focus on for achieving a quality school experience. They overwhelmingly identify the socio-emotional purpose of school as most important and identify the well-being indicators of quality as the most important for students (Figures 9 and 10). Teachers in all jurisdictions also prefer innovative pedagogy over traditional pedagogy (Figure 11). Overall, teachers strongly prefer holistic education that prioritizes student well-being.
Parents and teachers however have very different perceptions of each other's beliefs about school. Perhaps most striking are their perceptions regarding what makes for a good school experience: the academic indicators of quality versus the well-being indicators (Figure 12). While most teachers in every jurisdiction feel that the well-being indicators are most important, in every jurisdiction they also feel that parents prioritize the academic indicators of quality. Clearly in some jurisdictions teachers believe parents want different things than they do. The truth is that although parents in several of the surveyed jurisdictions do prioritize academic indicators of quality, many are more focused on their children's well-being, just like teachers. A similar dynamic affects what parents believe teachers think is most important. Across all jurisdictions except British Columbia, parents believe the academic indicators of quality are most important for teachers—virtually the opposite of what teachers say they prioritize.
When it comes to beliefs about the purpose of school, parents and teachers are no more accurate in perceiving each other's beliefs. A comparison of responses about the most important purpose of school shows that what parents think about teachers' beliefs is rarely similar to what teachers say their own beliefs are, and vice versa (Figure 13). In many jurisdictions, both groups perceive the other as being much more focused on the academic purpose of school than they really are.
Insight No. 3: The more receptive teachers are to parents' inputs, the more parents feel they share teachers' beliefs about schooling
Across all jurisdictions, it is clear that parents who have higher levels of trust in their children's teachers feel more aligned with them (Figure 14). Parents who feel that teachers are more receptive to their inputs (which we use as an indicator of trust) are more likely to feel that they share their teachers' beliefs about what makes for good-quality education for their children (which we use as an indicator of alignment). Although (as seen above) this does not mean parents are accurately assessing what teachers believe, it does demonstrate how aligned they feel they are. This is a relationship that holds true in every jurisdiction. Conversely, it also means that parents who have lower trust in their children's teachers are less likely to feel they share the teachers' beliefs about school.
We do not know whether teachers' receptivity to parents' inputs leads parents to feel they are aligned in their beliefs about school or whether it is the other way around, with parents who feel they share teachers' beliefs causing teachers to be more receptive to their input. Either way, this finding confirms the important role of trust discussed earlier and that has been well established in other studies (e.g., Bryk & Schneider, 2002; Henderson & Mapp, 2002; Tschannen-Moran, 2014). It is an important reminder to any school or jurisdiction leader who wishes to help develop a shared vision between families and schools on what a quality education looks like: building trust is an essential ingredient.
Interestingly, in about half the jurisdictions, parents who have higher levels of trust and alignment are also more likely to believe that teachers care more about students' well-being than about academics. The exceptions are parents in India's Himachal Pradesh state and in the Nord Anglia global network of private schools, who are more likely to have high levels of trust or alignment if they believe teachers care more about students' academics than about well-being.
The idea that more-educated parents will feel that teachers are more receptive to their inputs and that they will be more likely to share teachers' beliefs because of their familiarity with school does not seem to hold. In all but a few jurisdictions, parents' own educational attainment appears to have limited influence on their levels of trust in or alignment with teachers. In fact, parents with lower education in four jurisdictions—South Australia; Colombia; India's Maharashtra state; and Wayne Township, Indiana, in the United States—are more likely than their more highly educated peers to have higher trust or alignment with their children's teachers. Instead, as we see below, it is the age of the parents' child that influences their levels of trust and alignment with their child's teacher (Figure 15).
Insight No. 4: Parents' beliefs about school are dynamic, changing greatly with their children's age
A child's age greatly influences the parent's beliefs and perceptions about what indicates a quality school experience. This is a much more profound lens shaping parents' views than their level of education, which in a few jurisdictions does appear to influence their responses to a few survey questions but not nearly to the extent that their children's ages do. By and large, in all but three of the jurisdictions, parents of younger children are more satisfied with their education when they see indicators of the child's well-being, whereas parents of older children focus more on success on the academic indicators.
In nine of the 14 jurisdictions, children's age also shape parents' preferences on the most important purpose of school, with parents of older children preferring the academic and/or economic purposes of school. As for the style of pedagogy, however, except in Buenos Aires, the age of parents' children has no influence on their preference for innovative or traditional pedagogy.
Interestingly, parents' level of education, a good indicator of their socio-economic status, is much less influential on their beliefs about school. When assessing the quality of their children's schools, in six of the jurisdictions, parents with higher education are more likely to be satisfied when their child shows indicators of well-being, and parents with lower education are more likely to prefer seeing their child's success on the academic indicators. However, parents' education has little influence over their preference for innovative or traditional pedagogical approaches, except in contexts such as Buenos Aires and Himachal Pradesh, where parents with higher education are more likely to prefer innovative pedagogy.
As for parents' views about the most important purpose of school, their level of education has a limited but mixed influence. For example, in Colombia, Ghana, and South Africa, the more highly educated parents are more likely to prefer the socio-emotional or economic purposes of schools. However, in southwestern Pennsylvania, the more highly educated parents are more likely to prefer the civic purpose of school. And in Maharashtra, parents with less education are more likely to prefer the academic purpose of school.
I hear that school is their [students'] preparation for the future. However, at least it should prepare them for the present, for in the present they are living with their classmates—solving their problems.
Parent, Argentina
As with parents' beliefs about school, it is the age of children and not parents' level of education that appears, across jurisdictions, to most frequently influence parents' levels of trust in and alignment with their children's teachers. In all but one jurisdiction, Himachal Pradesh, it is the parents of younger children who are more likely to say their children's teachers are receptive to their inputs and share their beliefs about what makes a good-quality education. Interestingly, in Himachal Pradesh, where parents are more focused on academic indicators of quality, it is parents of older children who feel higher levels of trust and alignment with their child's teachers.
Insight No. 5: The shapers of parents' beliefs about education vary greatly by the parents' own education level
Parents turn to many people and places for advice and guidance on their children's education—primarily their own children. Parents around the world, through focus group discussions, told us how important observing and talking with their children is to parents' assessment of the school. Beyond their children, though, who and what shapes parents' beliefs?
Across many jurisdictions, we found that parents' own level of education heavily influences who they say is most influential in shaping their beliefs about education (Figure 16). In nine jurisdictions, less-educated parents are more likely to be influenced by people in their everyday lives—whom we term "close" sources of information. A close source could be their child's teacher, their local religious leader or other community leader, or other parents in their community. However, more highly educated parents are more likely to be influenced by people outside of their local community—or "far" sources—such as university admissions officers, academics studying education, and journalists or others in the media.
In some places, such as Buenos Aires and South Africa, the less-educated parents are more likely to be influenced by people in their community who are not part of the education system, such as local community leaders instead of teachers. The more highly educated parents are more likely to listen to experts outside their community but who are part of the education profession such as admissions officers and education researchers.
Parents' level of trust also influences whom they turn to. Generally, across multiple jurisdictions, parents with higher trust levels are more likely to listen to people in their daily lives who are in the education system, whereas those with lower trust levels are more likely to listen to people outside of their community who are not part of the education system such as those working in the media.
Interestingly, the age of parents' children has very limited influence across the jurisdictions on whom parents listen to. In a few jurisdictions (such as southwestern Pennsylvania, British Columbia, and the Nord Anglia locations), parents of younger children are more likely to be influenced by sources of information in their community, like teachers, and parents with older children are more likely to be influenced by people outside the community, like researchers.
Rebecca Winthrop
Co-director – Center for Universal Education
Rebecca Winthrop is a senior fellow and co-director of the Center for Universal Education at the Brookings Institution.
Cambridge International Scholar, Faculty of Education – University of Cambridge; Former Senior Research Analyst – Center for Universal Education
Adam Barton was a senior research analyst at the Center for Universal Education at Brookings and is a Cambridge International Scholar at the University of Cambridge, Faculty of Education.
Mahsa Ershadi
Former Postdoctoral Fellow – Center for Universal Education
Mahsa Ershadi was a postdoctoral fellow in the Center for Universal Education at Brookings.
Lauren Ziegler
Project Director, Leapfrogging in Education – Brookings Institution
Lauren Ziegler is a project director at the Center for Universal Education at Brookings.
© 2022 The Brookings Institution


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Chat service using iojs for bibitv website.

How to install:

- Clone this repo: `git clone https://github.com/NgaNguyenDuy/ChatService`
- Run command: `cd ChatService`
- Install all dependencies: `npm install`
- Run: `/path/to/iojs --harmony_arrow_functions server.js`

redpajama_set_name: RedPajamaGithub


Contact NEPA for an inital conversation about your potential project before beginning your pre-application to ensure the project will be competitive.
Check this timeline to make sure your organization can meet the required deadlines.
Review the ARC 2016-2020 Strategic Plan, the PA Area Development Plan 2015-2018, Appalachian Regional Commission Program Guidelines and the PA FY17 Strategy Statement to ensure your project matches the most current goals and strategies at the federal and state levels.
Currently, all of the counties NEPA serves are designated as transitional, meaning the Area Development grants require a 50% match to leverage the 50% grant funds, and while the Access Road Program no longer requires a match, it is highly encouraged.
This is a reimbursement grant. You cannot make purchases prior to receiving a grant contract from ARC. (This includes the purchase of equipment or services that will be used for match.) Once you execute the contract, you will submit invoices after each 120-day period. Your contract period will likely start August, September or October 1st.
ARC is federal agency and funds from their grant are federally sourced. Federal wage rates (Davis Bacon Act) will be required for grant and matching funds.
For project budgets: Supplies should include items that are less than $5,000 and Equipment should include items that are over $5,000.
Please include the job placement rate of graduates for Appalachia and non-Appalachia counties. ARC and DCED typically wish to see that 80% of graduates stay within Appalachia. If your number is not this high, please provide some justification based on job centers/clusters.
ARC central office takes notices of current Community College of Appalachia members.
Any construction project (Area Development) requires a federal cognizant agency, often referred to as a BFA (Basic Federal Agency), as a partner (USDA, Army Corp of Engineers, US DOT FHWA, EDA).
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List PennDOT as the Basic Agency in the Executive Summary.
Note in the project description whether the road is owned by the county or local municipality. If the property has not been transferred to a local government entity, include a letter of intent, including the planned date of transfer.
Clarify in the project descriptions whether the cost is for "construction only" or "design and construction". If construction only, note if design is complete and if design is in conformity with PennDOT standards. Be sure to include date (or anticipated date) for design completion.
Describe the length of the access road constructed as part of the project, in miles or decimals of miles (not linear feet). Include the current road width, if applicable, as compared to width of completed project as well as list other enhancements to the project, such as bus stops, sidewalks, utility relocation, signalization etc. Note this change with appropriate details in the explanation and financial sections. Priority is generally given to projects which create, expand or enhance access to help accommodate or attract new development. Maintenance only projects will not be considered.
Match is no longer required but highly encouraged.
If you are using Liquid Fuel Funds as the match, please label them as "State" funds.
List current employers and number of employees that are tenants of the road section that is being repaired or built.
If the road is new, list the number and size (acres) of available lots. Are there any commitments for sale/lease? Is there other infrastructure (sewer, water, natural gas, broadband) in place?
If you are selected for a full application, you must have the match committed. Before beginning a pre-app, please make sure your matching funds can be committed by that time.
You must have outcomes and outputs that match ARC's guidelines for reporting to Congress; however, you may also include additional outcomes and outputs that show the full impact of the program or project. Please review ARC's guidance for performance measures here.
After these steps, use the pre-application template here to guide the development of your proposal. Pre-applications should be submitted via email to kbauman@nepa-alliance.org and aaardweg@nepa-alliance.org in MS Word (not PDF) by May 10 at 5pm. Submit the documents in MS Word so we (NEPA & DCED) can make minor edits to strengthen the pre-applications. Use ARC Pre App (and then the name of your project) to title the document. For example: ARC Pre App NEPA Alliance ARC Program.
Below is a listing of example pre-applications to help clarify the information requested under each section. Since these examples are from previous years and may have different requirements, it is in your best interest to use the downloadable blank pre-application document (linked above) as the template to complete your pre-application.


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covers July 22, 2014
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By Anna Silman
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99 problems
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