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South African Journal of Education
versão On-line ISSN 2076-3433
versão impressa ISSN 0256-0100
S. Afr. j. educ. vol.29 no.4 Pretoria Nov. 2009
A comparison between the views of teachers in South Africa and six other countries on involvement in school change
Cassie Swanepoel
Professor in the Department of Further Teacher Education at the University of South Africa. His research focuses on educational change and environmental, mathematics, and higher education. E-mail: email@example.com
Worldwide, and especially in South Africa, change and decentralised decision-making have been topical issues in the provision of education for the past years. It appears that teachers the key agents in implementing the policies concerned are largely ignored in the pre-implementation phases, and treated merely as implementers of these policies. The results from an empirical investigation revealed that the teachers in the South African sample expressed an exceptional degree of eagerness to be involved in decision-making and responsibility-taking concerning school change, even in aspects of management that could be considered as the principal's 'turf'. Although the views of a group of teachers in six other countries showed very similar result patterns, the sample of South African teachers was considerably more eager to be involved in initiatives of school change and related responsibilities than the teachers in the samples of the other countries. The results are illuminating, taking into consideration the increased workload of teachers, as well as certain other factors. Possible explanations for these observations are discussed.
Keywords: decentralised decision-making; educational change; school-based management; school reform; teacher involvement
Worldwide educational change has been a topic of discussion for many years. The prominence and scope of interest of this topic are illustrated by the following remark: "... everywhere, it seems, educational change is not only a policy priority but also major public news" (Hargreaves, Lieberman, Fullan & Hopkins, 1998:1). Also in South Africa, change impacting on all aspects of life has been the core of discussion of the past decade or two and will probably continue that way for years to come. The entire education system in particular, which is often seen by politicians and governments as an instrument for social engineering and the creation of economic growth, has been affected rather radically. In this regard Berkhout (2007:405) stated that the restructuring of South African education poses continuous challenges for educational leaders to contribute towards constituting a just and equitable society.
Considerable research has been done on many aspects of educational change. However, research findings have also revealed that as far as implementation of educational change is concerned, change initiatives have frequently failed. The following are a few examples of publications that can be consulted in this regard, namely, research by Hargreaves and Bascia (2000), Ball (1999), Hargreaves et al. (1998), Chikoko (2007), Mortimore and Mortimore (1998), Frederics, Blumenfeld and Paris (2004), Prinsloo (2006), and Leithwood and Jantzi (2000). Various reasons have been indicated for the failure of change initiatives. An explanation often given deals with the tendency that the initiators of change, whether politicians or bureaucrats, do not bear in mind the crucial role that teachers play as implementers of change. It seems they fail to appreciate that involvement of teachers, in decision-making and responsibility-taking processes, relates very closely to successful implementation of educational change. It appears that Departments of Education, according to Carl (2005:227), are probably under the impression that they are aware of the teachers' needs.
One aspect of educational change deals with the effect of the change on the work-life experience of teachers, who are the key figures in the facilitation of such change. A Consortium for Cross-Cultural Research in Education, of which I am a member, commenced in 1994 with an international research project on educational change. The aim of this Michigan-based Consortium was, and still is, to gain insight into how different types of educational change alter teachers' work-lives, and how these alterations influence their dispositions in respect of the changes. A number of countrywide tendencies have crystallized from these results. It was ascertained, amongst other things, that the active involvement of teachers in school change proved to be the most prominent variable amongst those included in the study with regard to promoting positive work-life outcomes for teachers, as well as generating teachers' receptiveness and a positive disposition towards change itself (Poppleton & Williamson, 2004:289). It appears that the more teachers are involved in initiating and taking responsibility for school change, the more positive they feel about the change, and the more willing they are to engage in future change.
The teacher as educational change agent
It is evident that, as far as educational reform and restructuring are concerned, the decentralisation of decision-making powers to local and school level has become an international trend (Kruger, 2003:206). In fact, according to Botha (2007:29), for more than 30 years policy-makers, educators, and academics have considered school-based management a key ingredient in school improvement and reform efforts. Therefore, during the past 20 to 30 years, there has been a major shift towards greater self-management and self- governance in educational institutions throughout the world (Botha, 2006: 341). South African schools have also become part of this trend (Van Niekerk & Van Niekerk, 2006:85). The notion of decentralization of decision-making powers is apparently based on the assumption that participation of all stakeholders in leadership can play a major role in transforming education (Mosoge & Van der Westhuizen, 1998:73; Singh & Lokotsch, 2005:279), and that the significant changes and reforms demanded of schools can only be attained through devolution of power and through shared decision-making that encourages people to change and to address educational problems (Bradshaw & Buckner in Botha, 2004:239). As a result, more and more countries worldwide are implementing school-based management, and principals are consequently empowered by giving them more authority over what happens in their schools. These principals increasingly exhibit the power to make on-site decisions, even decisions on what should be taught in the classrooms (Botha, 2006:341).
As far as South Africa is concerned, a new constitutional dispensation was established in 1994, and new education legislation was promulgated which stipulates that the government is committed to the development of a democratic system that provides for the participation of all stakeholders with a vested interest in education. According to legislation it is expected from educators, parents, learners, and non-teaching staff to actively participate in the governance and management of schools, with a view to providing a better teaching and learning environment (Van Wyk, 2004:49). The pivotal role to be played by the school principal in a school-based management dispensation is obvious, and the impact he/she has on the tone and ethos of a school is even more crucial than before in the process of building a culture conducive to change. School principals are responsible for creating a collegial environment, which offers educators opportunities to take on participatory leadership roles in a variety of portfolios, and this entails the devolution of power to educators. He/she influences an educator's sense of job satisfaction, morale, loyalty to the organisation, and level of motivation to do well (Singh & Manser, 2008:112). However, it is also true that with school-based management, the responsibilities and workload of school principals are assuming even larger proportions than previously (Botha, 2004:239). This state of affairs must surely impact on the principals' views of teacher involvement in shared decision-making, since the latter management style could be regarded as much more time-consuming than the more familiar autocratic style of management. Support for this notion is found, inter alia, in a relatively recent collection of writings on dilemmas that principals are faced with in their endeavours to engage teachers in the sharing of leadership in schools (Chrispeels, 2004).
Where do South African teachers find themselves in the scenario sketched above? Obviously, doubt exists about the establishment of school-based management in spite of the policies and legislation that have been promulgated in South Africa and the follow-up pronouncements of government, such as the intention of the Minister of Education to introduce legislation that will increase the powers and authority of school principals. According to the Minister, there is a need to re-assert the professional responsibility of principals, and such legislation will very likely enhance the leadership role of the principal and ensure that (s)he becomes more influential regarding matters such as the school budget, recommendation of teachers for vacant posts, and admission policies (Naidoo, 2005). According to Chikoko (2007), numerous studies have reported on the dilemmas of implementing decentralised school governance and educational reform, while Botha (2007:28) claims that, in spite of the widespread implementation of school-based management, it has received only moderate attention locally in terms of the participation of stakeholders, and the impact of stakeholder values on the school-based management process. In addition, Prinsloo (2006:355) asserted that the State, its functionaries, and the organs of the State have been trying to assert themselves to an increasing extent by limiting, or interfering in the authority that can be exercised by school-level governance structures. This is reflected in school governing bodies that are compelled to turn to the courts to stop officials from unlawfully interfering in the management and governance of their schools. It appears that often teachers are regarded as employees whose autonomy must be limited, and every attempt has to be made to ensure that any form of change is as teacher-proof as possible (Norlander-Case, Reagan & Case, 1999:11).
The teachers' desire to be involved is often mentioned in research publications such as Singh and Manser (2008), Carl (2005; 2007), Ngidi and Qwabe (2006), and Chikoko (2007) to name a few. For example, Carl (2005: 228) stated that teachers do not wish to be viewed as mere recipients who are to implement the changes, but that they expect to be included in the initial processes of meaningful decision-making where their voices will be heard. In addition, Poppleton and Williamson (2004:289) mention that the more teachers participated in the responsible and initiating roles in school change, the more positive they felt about the change, and the more willing they were to seriously engage in future change. Since teachers in many countries have been faced with the task of continuously facilitating and implementing education reform, that was designed without involving them (Hargreaves & Bascia, 2000), it appears that teachers have a perception that they are being excluded from decision and management processes. Carl (2005:223) found, for example, that teachers' perceptions were that, although they were subject and/or learning area specialists, little attention, if any, was given to their opinions. It seems that, as long as teachers perceive themselves to be the mere recipients who have to implement changes decided upon elsewhere, not only will their professional status but also actualisation of well-meant school changes be placed in jeopardy.
Research problem and aim of the investigation
Without fear of contradiction it can be stated that the teacher is the keystone in the arch of education. We concur with Lenyai (Mathibe, 2007:523) that you can eliminate the finest buildings and the most widely developed curriculum, but leave the learner with an intelligent, cultivated and humane educator and the educational process will continue satisfactorily. On the contrary, provide all the material necessities, but without the educator or with an incompetent one, and the results will be catastrophic. However, researchers such as George, Louw and Badenhorst (2008:140) have reported that results indicated significant levels of dissatisfaction among teachers pertaining to factors related to their workplace. A lack of job satisfaction resulted in frequent teacher absenteeism from school, aggressive behaviour towards colleagues and learners, psychological withdrawal from work, burn-out, and early exits from the teaching profession. In the same vein, Carl (2007:221) asked what was done to South African teachers that their motivation levels and their lack of trust were taking on such crisis proportions.
Resistance to change is viewed by many as a natural human phenomenon due to a 'concern for an expected loss' experienced by those affected by the change. However, Carl (2007:205) mentioned in this regard that the apparent negativity of teachers towards change is not necessarily that they resist change but rather that they are uncertain about what is expected from them. In addition, Chikoko (2007:175) argued that people desire involvement in the making of decisions on matters that affect them, even when they sometimes have no capacity to effectively make such decisions. Therefore, decentralisation should be accompanied by sustainable capacity-building among stakeholders. Linking up with this train of thought, theory and practice have shown that significant taking of responsibility by members within organisational settings increases the likelihood of a healthy institution, and the willingness to participate in future organisational improvements or change.
Another perspective on teacher involvement in shared decision-making is that, whether the change amounts to reform, restructuring, or innovation, it frequently introduces a new layer of responsibilities into the teacher's work (Poppleton & Williamson, 2004:310). Currently, teachers in South Africa have to cope with a workload that has increased significantly over the last couple of years. In research conducted by the Human Sciences Research Council it was found, for example, that more than 80% of teachers believed that their workload had increased considerably since the year 2000 (Rademeyer, 2005: 2). In addition, it must be borne in mind that educators have had very little experience of participatory decision-making seeing that, in the past, principals were generally considered to be the only persons with the knowledge and authority to make decisions (Heystek & Paquette, 1999:19). Complicating the issue of teacher involvement, even more, is the fact that a considerable proportion of South African teachers are not sufficiently qualified or trained, and lack the competencies to either implement the new policies capably or take part in decision-making processes in the school. To embrace transformation, when one is not properly qualified and probably overworked, is demanding too much.
The scenario sketched above leaves one with some doubt as to whether teachers want, unconditionally, to be involved in more responsibilities, even if they are change initiatives that could have a positive influence on their work environment. Therefore, the following research questions were formulated:
- To what extent do teachers really wish to be involved in decision-making and responsibility-taking as regards processes of school change?
- How do the views of a sample of South African teachers compare to those of teachers in some other countries?
Research design
The research commenced with a review of existing literature to establish the nature and limitations of teacher involvement in educational change. This was followed by a cross-country empirical investigation. The latter comprised quantitative surveys, which can be described as exploratory in nature. Structured questionnaires were developed in order to obtain the views of secondary school principals and teachers on the involvement of teachers in responsibility-taking during the implementation of school change initiatives. Samples of principals and teachers were drawn from seven countries. Although the research project was designed to obtain the views of both teachers and school principals, in this article I focus only on a cross-country comparison of the results obtained from teachers.
Data gathering
In order to obtain comparable data from the seven countries, the research team from the University of Michigan took the lead in developing a survey instrument (questionnaire). It comprised 20 tightly focused items, based on the roles and expectations derived from existing literature, as well as from their own experiences. The 20 items represented different possible responsibilities relating to school change in which teachers could be involved. Role expectation theory was important in this process. The primary role expectation of a teacher was defined to encompass any action that has a direct impact on day-to-day classroom activities. Back-translation procedures were employed in the precise construction of the items and country-specific field- testing was conducted. Any deviation from the questionnaire by a particular country, except native alterations, was not allowed because it would jeopardize cross-country comparisons. Therefore, an attempt was made to ensure that, as far as possible, the questionnaire made provision for each country's unique educational setting.
In the questionnaires teachers were asked to indicate, inter alia, to what extent they would like to be involved in each of the 20 responsibilities (items). A five-point Likert-type scale, namely, none/little/some/much/very much, was utilized for response purposes.
Research teams from seven countries conducted the research. These countries were Canada, China, Hungary, Israel, Singapore, South Africa, and the USA. In accordance with the collective cross-country design, it was agreed that each country's sample would consist of approximately 50 teachers or more, from not less than 10 secondary schools. The members of the research teams chose, by reason of their special responsibilities, to concentrate on secondary education as main focus of concern. Each sample reflected the following ratio: one recently appointed teacher, two mid-career teachers, and two senior teachers occupying different roles. Furthermore, the research teams were requested to ensure that the samples of teachers were representative in terms of age, gender, seniority, and socio-economic catchments. In accordance with these guidelines the South African sample of teachers consisted of 176 secondary school teachers of whom 84% were females and 85% were black. They were drawn from urban-suburban areas in Gauteng province by means of purposeful sampling (McMillan & Schumacher, 2006:126) to reflect the inequalities that exist in South African schools, due to the previous political and educational dispensation. Whilst 53% of the respondents were teachers at small schools (schools with an enrolment figure of less than 600 learners), 39% were employed at medium-sized schools and 8% at large schools (attended by more than 1,200 learners). To ensure that the views of experienced teachers were represented, 77% of the respondents included in the sample had more than 10 years teaching experience. The samples of the other countries varied from 48 to 141.
Data analysis
The data analysis commenced with the grouping of the 20 items of the questionnaires into four clusters. The role expectation theory (Hoy & Miskel, 1987) was applied to cluster the items according to their conceptual similarity. The four clusters were considered to be conceptual units and formed four new variables for analysis of the data. It was argued that this process would lead to a reasonable amount of data reduction and clusters would be obtained, each consisting of sufficient items to yield a reasonable reliability coefficient. Furthermore, this clustering made comparisons between teachers' views more meaningful and also reduced the complexity of cross-country analysis. The clusters were labelled Administration and Co-ordination, Human Relations, Teacher Support, and Classroom Activities. The Administration and Co-ordination cluster, which related to the primary role of principals, consisted of items that dealt with staffing, budgeting, assigning students to classes, and staff meetings. Items in the Human Relations cluster dealt with relations with external groups or teacher-staff-administration relations. The Teacher Support cluster comprised items that dealt with assistance or support of teachers. Items grouped in the Classroom Activities cluster related to curriculum matters, student behaviour, and class schedules. Also included in the last cluster were the issues of implementing and evaluating change since it was assumed that most changes affect the classroom environment and classroom activities.
It was, furthermore, hypothesised that the cluster means would increase in the order in which the clusters were listed in Table 1. In this regard the previously mentioned role expectations of teachers and principles were used to determine the ascending order of clusters. It was argued that, theoretically, it was expected that the positioning of the clusters would correspond to the following four involvement levels along a continuum of role responsibility:
- primarily a principal's function;
- mostly a principal's function with some teacher responsibility;
- a principal's function with major teacher responsibility; and
- mostly a teacher's function with some principal responsibility.
The statistical analysis of single country data started with obtaining data response percentages, distributional percentages, the means for each item and each cluster, as well as the grand questionnaire means. Subsequently, the data for the six countries were combined so that this group's data could be compared to those of the South African sample. Cronbach alpha reliability coefficients were calculated for the cluster averages and the grand questionnaire means. In order to identify the systematic similarities and differences in result-patterns of the individual countries, a Newman-Keuls test of differences among ordered means (Pagano, 1990:361) was applied.
Discussion of results
A synopsis of the results obtained from the questionnaires, completed by the samples of teachers in South Africa and the six other countries, is presented in Table 1. The means of teachers' responses were calculated for each item, as well as the four item clusters and the questionnaire in the aggregate. In Table 1 the means of the South African sample are compared to the means of the group of six countries (South Africa excluded). For each of the 20 items (responsibilities), the percentage of South African teachers who indicated that they would 'much' or 'very much' like to take part in the specific responsibility is also included in the table. The five-point scale used for response purposes appears at the bottom of the table.
As mentioned in the section on data analysis, the analysis commenced with grouping the 20 items into four clusters according to their conceptual similarity. Each cluster consisted, therefore, of items with a similar theme. It was argued that indices consisting of items with common themes tend to be much more reliable than individual items. The international team also decided that a cluster score would be considered to have sufficient reliability to provide useful results if it obtained a Cronbach alpha reliability coefficient of at least 0.70. This expectation was fulfilled in the sense that reliability coefficients higher than this criterion were obtained for all the clusters (see bottom of Table 1). Likewise, the reliability coefficients of 0.90 and higher, which were obtained for the questionnaire totals, were acceptable.
As mentioned earlier (see section on data analysis) the four clusters were listed, in ascending order, according to the theoretical expectation of their size or teacher involvement level. In this way the theoretical premise allowed the researchers to predict the relative size of the teachers' ratings for the various groups of responsibilities. The results included in Table 1 indicate that the ascending order of the cluster means concurred with the theoretical expectation and listing. This tendency was confirmed in the results of the South African group, as well as the six-country group. The confirmation of the theoretical expectation by the statistical analysis suggested that both the underlying theory and the questionnaire complied with the requirements of construct validity.
The item percentages and item means listed in Table 1 indicate, at first glance, that the teachers in the South African sample expressed a high degree of eagerness to be involved in responsibilities concerning school change. The means of almost all the items and clusters are above 4, bearing in mind that the mean of the five point-scale used is 3. Although the teachers' means for the Administration and Co-ordination cluster are a little lower than the means for the other clusters, the percentage of teachers who indicated that they 'much' or 'very much' wished to be involved in the aspects within this cluster is rather high, except in one item. For the other three items the latter percentage is 76% or higher. This observation is revealing, when one keeps in mind that this cluster, as well as the Human Relations cluster, more than the other two clusters, is linked to the domain that could be considered as primarily a principal's function. It seems that teachers in the South African sample generally want to be involved in the processes of decision-making and responsibility-taking concerning all school aspects; more than one would expect.
A comparison between the results of the South African group and the six-country group revealed that the result patterns of these two groups are very similar. However, in spite of this similarity, it is noticeable that without exception the item, cluster, and questionnaire means of the South African group are considerably higher than those of the six-country group. In order to determine how much value could be attached to this observation, it had to be established whether the differences between the mentioned means are significant. Consequently, a Newman-Keuls test was applied to the cluster means and grand questionnaire means of the seven countries. The results of this application are included in Table 2. The country means as well as the significance of the differences between these means are indicated.
From Table 2 it is obvious that in the case of the South African sample the grand questionnaire mean and all the cluster means, except of the Classroom activities cluster, differ significantly from those of the other countries. The South African means are higher than those of the other countries. Although the South African mean of the Classroom activities cluster is also higher than those of all the other countries, the difference between the means of South Africa and of the USA is not significant. We can therefore, confidentlyconclude that the South African teachers who were included in the sample are, in general, keener to be involved in school change initiatives and related responsibilities than the teachers in the samples of all the other countries.
Looking at the country means listed in Table 2 one notices a few additional trends that can be added to those already highlighted: Israel, China, and Hungary yielded means that are quite similar, and also Singapore, Canada, and the USA. However, the latter groups' means are higher, which indicates that teachers in these countries seem more eager to be involved in school change responsibilities. As it is beyond the scope of this article, no attempt will be made to provide explanations for these trends.
Concluding remarks
Although the topic of educational change has been prominent during the past decades, research findings have revealed that the successful implementation thereof has frequently failed. Apparently, one of the reasons is that worldwide authorities do not make full use of teachers as a professional source, or they even deliberately exclude them from initiating, planning, and formulating school change. It appears that the role of teachers as key agents in the facilitation of such change is overlooked for the most part or plainly disregarded. However, from another perspective there is doubt whether it can be taken for granted that the majority of South African teachers want to be involved in change initiatives, even if this has a direct impact on their work lives. The workload of South African teachers has increased considerably in recent years and shared decision-making in the pre-implementation phases of educational change would introduce a new layer of responsibilities. Besides that, a considerable proportion of South African teachers are not sufficiently qualified or trained, and lack the competencies to capably implement new policies, all the more to take part in the initiation and decision-making processes in respect of these policies.
With the above opposing perspectives in mind, this research was undertaken to obtain more clarity on how enthusiastic South African teachers really are about being involved in the decision-making and responsibility-taking processes of school change, and how their desires compare to those of teachers in a number of other countries. A questionnaire was developed to gather data in the countries identified. Although such a generic instrument may often appear to be unsuited to the setting of each country, the results indicated that the questionnaire used was a valid and reliable instrument for the purposes of this study. The pattern of results supported the theoretical framework used to classify the school change activities into particular clusters.
The results of the research revealed that the teachers in the South African sample were exceptionally keen to be involved in responsibilities concerning school change, even concerning aspects of management that could be considered the principal's 'turf'. Although the group of teachers from the six other countries indicated very similar result patterns, the South African sample was considerably more eager to be involved in school change initiatives and related responsibilities than the teachers in the samples of all the other countries. A possible explanation for this observation is that teacher involvement has not yet been a reality in South Africa, in spite of comments received from many school principals in an earlier survey (Poppleton & Williamson, 2004), such as, "teachers are involved in any case"; "it is already happening"; "teachers are daily involved in issues that affect them"; and "in most cases structures are already in place to achieve this". The experience of exclusion faced by these teachers may explain their desire to be involved, despite a heavy workload.
Although this research was only exploratory in nature and one is hesitant to generalise, it appears that these results support Carl's (2007:203) indication of how negative teachers' experience of the top-down approach to change can be and Soga's (Botha, 2007:31) claim that many local schools are still overly bureaucratic, causing frustration to stakeholders meant to be served by the process. The conclusion, that the teachers in the South African sample expressed a seemingly unrealistic enthusiasm regarding involvement, could probably be ascribed to stakeholders in school-based management being given the responsibilities for less important issues, leaving the core school-based management decisions to the principal (Botha, 2007:35). It is imperative that teachers are more involved in the pre-implementation phases of educational change initiatives, despite their apparent lack of capacity and probable limited contribution in this regard. However, there is still a long way to go to bridge the gap between the teachers' desire to be part of the decision-making and responsibility-taking processes and the readiness of both the authorities and the school principal to venture in this regard.
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Murray's fears
Dr. Conrad Murray fears he will die in prison.
The medic is serving time in Los Angeles County Jail for the involuntary manslaughter of his patient Michael Jackson - who died of acute Propofol intoxication in June 2009 - and is pleading with a judge to move him as he feel the conditions of the jail are taking a serious physical toll on his body.
Murray's lawyer told gossip website TMZ.com he is only getting fresh air once a month, and clean underwear once a week. This is said to be badly affecting his health with his hair, nails, and skin in bad condition and him suffering from a constant headache, which he is worried is a brain tumour.
Murray also says he's been refused medical attention and has not been allowed to see a doctor.
He reportedly told his attorney, Valerie Wass: "I may not make it out of here alive. This is a very dangerous place. I'm in here dying. The system is intent on killing me."
The Los Angeles County Sheriff's Department has said it doesn't comment on pending cases.
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We thought we would offer another FREE wallpaper design to celebrate March and our latest Steampunk Alphabet collection. This design was made by our talented artist Danielle! She helped design the Steampunk Alphabet and decided it was too much fun not to create a snarky poster out of it (and other crazy things like THIS).
So without further ado, we present the Urban Threads School of Mustaches free downloadable poster! Because knowing your steampunk mustaches from one another is an important life skill
As a special treat, we have it available as a letter size poster print that you can print out and stick on your wall too! Click the image below to get that poster print.
click image to download!
Also available in the usual formats for your computer desktop, iPad, iPhone 4, iPhone 5, or Android phone, just click the buttons below to download and load onto your device. Don't fret if you have a different kind of phone or device, one of these is sure to work
Loving that alphabet and all things Steampunk? Don't forget they're all ON sale now through Sunday, March 24 at 11:59 p.m., Central time.
Free Steampunk Mustache Wallpaper for March
Mon, 18 Mar 2013 13:00:29 GMT


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La Tostaderia: A Cut Above
by guest blogger @iam_robot
There's more that meets the eyes to this tiny booth inside Grand Central Market than its namesake tostada – imagine everything you like in a seafood and amplify that sea flavor with fresh salsa verde, chipotle cream sauce, or crème fraiche. I saw the menu and I was dancing with joy! Situated strategically near the entrance and across from Belcampo Meat, Fernando Villagomes (of carnitas fame Las Morelianas) and Chef Sandra Felix (formerly Campanile) are serving up modern ceviche, tacos, and tostadas utilizing traditional recipe and fresh seafood from Baja and the Pacific Coast.
Expect to see thick slices of halibut, wild Mexican shrimp or grilled octopus swimming in a sea of yuzu juice, verde, or habanero sauce. Progressive yet refined and traditional in flavors. Other than the bright neon mermaid sign, there's nothing in this stall that'd suggest this is a ritzy joint. Instead, the vibe here feels like your favorite cafeteria with its black and blue ceramic tiles, chalkboard menus, and 12 counter chairs. Bring a friend and grab a Michelada from Las Morelianas, I think you could have a memorable Mexican feast for under $30. Here are a few of my favorite things from the menu:
Sarandeado Shrimp Tacos: sautéed shrimp, seasonal veggies, salsa verde and chipotle cream sauce
Corvina Fish Tacos: corn tortilla, avocado purée, pork cracklings, salsa verde, and pickled red onions.
Another winner! Fish is skillfully fried to golden brown perfection while the zing of the salsa verde meshed delightfully with inherent sweetness of the avocado puree and red onions. I appreciate the addition of pork cracklings here, it adds saltiness and crunchiness to the party.


text: KANGARO group established in the year 1958, is well known manufacturer & exporter of various products such as Staplers, Staples, Staple Removers, Paper Punches, Gun Tackers both Professional & DIY. Today ' KANGARO' stands as recognized brand in its line of activities. Since its inception, the company has grown manifold in its operations & performance, mainly because of its commitment to quality and swiftness in responding to market needs with innovative and value added products


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The hard-disk in my sisters Macbook laptop finally emitted it's last death rattle and shuffled off to silicon heaven so I found myself needing to install Snow Leopard (it's too old for Lion) on a new disk drive. This was complicated by two factors.
- The Macbook is old, it only has a SATA (not SATA II) disk controller.
- The DVD drive had also died a long time ago.
I had read that SATA II disks sometimes worked on SATA controllers, but also a number of reports that the Macbook didn't recognise some SATA II disks. I took a risk and bought an OCZ Vertex 2 60GB SSD from Amazon. So far the Macbook has recognised it. This was the easy bit.
Next I needed to install Snow Leopard. This was going to be harder (I thought) because the DVD drive in the machine was broken. I checked a bunch of tutorials on the Internet on how to create a Snow Leopard install USB drive but most assumed the USB drive would be created on Snow Leopard itself (I'm using Lion) and included a fairly large number of steps.
I gave up on these guides and decided to do it freestyle and it turned out to be incredibly simple. Here's how in-case someone ever needs to do this in the future.
- First, I inserted my Snow Leopard DVD into my Mac and the USB drive into a USB port.
- Next I formatted the USB key as Mac OS Extended (Journaled) using Disk Utility ensuring it had a Master Boot Record.
- Finally I restored the Snow Leopard DVD to the USB key again using Disk Utility.
That was it. I tried it out on my sisters Macbook and it booted from it just fine and is now installing Snow Leopard on the OCZ SSD.


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"Original Lowepro Bag"
The Lowepro S&F Phone Case 20 (Black) is designed to fit and protect many smart phone models. The case has a no-drop gusset that provides easy access to the phone. There is an interior pocket for storing headphones, headset or ear buds. The case is made from water-resistant 600 denier polyester, 1680 denier nylon, 420 denier nylon. It has a 210 denier nylon and stretch mesh polyester interior. A brushed tricot lining protects the LCD screen from scratches. The case can be carried by a detachable, adjustable lanyard. There is a built-in SlipLock attachment tab that secures the case to a loop, strap or compatible S&F vest, harness or belt.
Material Exterior: 600 denier polyester, 1680 denier nylon, 420 denier nylon
Interior: 210 denier nylon and stretch mesh polyester
Interior: Brushed tricot lining
Type of Closure Zipper with oversize pulls Exterior Dimensions 3.4 x 2.0 x 5.7" (8.7 x 5.0 x 14.6cm) (WxDxH) Interior Dimensions 2.8 x 0.7 x 4.9" (7.0 x 1.7 x 12.5cm) (WxDxH) Carrying/Transport Options Lanyard Weight 3.2 oz (91g)


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Modern Alto recorder with G-foot grenadilla
A special development for playing music that is either intended for a G instrument or can be performed better on an instrument of this size.
The Harmonic Modern Treble in G is distinctive due to its extremely stable and assertive sound, and impresses with its precise brilliance, even in large ensembles with modern instruments.
Harmonic recorders: Mollenhauer & Nik Tarasov/Joachim Paetzold
Strong and powerful: this instrument will help you to hold your own when playing with other modern orchestral instruments or with a piano. It will be equally suitable for playing in a pop, jazz or folk band, in a string orchestra or a piano trio – this recorder won't go unheard!
A range of two and a half octaves: the easy response and chromatic mobility as well as the extended note-range surpasses all traditional models.
Traditional fingering
The Modern Alto uses traditional Baroque fingering. Only the notes in the third octave require different fingerings.
Harmonic recorders
The collaboration between recorder player Nik Tarasov and maker Joachim Paetzold resulted in 1996 in the development of the Modern Alto. It is the first modern recorder that follows the principle of Harmonic recorders with pure harmonics and a long bore: overblowing the first octave will produce clear in-tune harmonics whereas in traditional recorders the resulting sounds are not in tune and can at best be used as trill or alternative fingerings. Unimportant as it may at first seem, the ability to produce in-tune harmonics has far reaching consequences for the entire instrument – an incredibly strong and powerful low register and a range extending well into the third octave!
Wood type: Grenadilla
Keys: with G-foot and double key for G/G sharp
Fingering: Baroque; The notes in the third octave require different fingerings
Range: g1–d4
Pitch: a1 = 442 Hz
Block from Synpor-wood composite: This special block provides the instrument with a new musical 'durability': the core of the block consists of an artificial imitation wood product – synpor, that absorbs the moisture of breath condensation without swelling. The synpor core is embedded into a solid, naturally grown, cedar wood shell.
- Instrument
- Mini-CD
- Case
- Cleaning rod wood
- Joint grease
- Maintenance instructions


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Briar Hill has been a special place for little people since 1968. We are a nursery school and a summer camp. Our school and camp staff work hard to provide an enriching environment for your children. Many of our camp counselors, and some of our group leaders first came to Briar Hill as campers and nursery school students. Come and visit to see the difference for yourself.
Briar Hill School is an education oriented preschool certified by the state of New Jersey. Our philosophy is to make learning fun and provide choices. We care about your children and want to see them grow. Three and Four Year Old programs are available to best meet the needs of each child. Classrooms have a wide variety of teaching materials and are staffed with a certified nursery school teacher and an assistant. There are numerous activities for the kids to participate in, as well as being a great place to learn. We believe in teaching and encouraging the students along, not pushing them. Everybody learns and grows at their own pace.
Camp Briar Hill has an excellent swim program, and our sports and crafts programs get great parent reviews every year. We have multiple special events almost every camp day. And our Leadership Team works hard to plan a more exciting program each summer. Frankly, it is a challenge to top last year's camp season every year, but that is what we strive to do. Our focus is on getting better, not bigger. That is one of the reasons why we ask parents for feedback every year.


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I raise a toast with the delicious"Iron man" juice and ask a few questions: Can delicious also be nutritious? Tasty food be healthy? Contradictory? Not possible? But worth finding out, don't you agree? After all, food delivers the much-needed energy and the vitality to work and to enjoy life in all it's manifold aspects. And so it's been my life-long quest to find food that combines taste with health. And especially in restaurants. Having eaten my way through all my travels around the world and through all my 33 books, I have to admit that very, very few restaurants serve up food that combines these two aspects. Most coax flavors and enhance textures with dollops of fat, frying to a crisp, layers of cream and so on. India's restaurantscape continues to grow and expand with multiple cuisines and options. And each year, as I research The Times Food Guides I eat non-stop in restaurants here.
You can imagine my delight when in the heart of bustling South Mumbai, I find a cafe, an oasis of calm which creates, innovates and serves up the most amazing spa menu. And this is a glassed off space ( outdoor verandah et al), surrounded by trees. This jewel of a open-through-the-day café is part of the Taj's Wellington Mews, their swanky serviced apartment property. Sure! You can imbibe the tranquility and coffee and snacks but even more exciting is the light and delightful menu of the Jiva spa complemented by a variety of fresh fruit and vegetable juices. Ofcourse, the comprehensive short menu with it's sandwiches and pastas also offers a flavorsome Goan prawn curry and the ever popular Chicken kathi roll. But it's the healthful yet yummy Steamed Sea Bass, the Mediterranean-spiced Chicken Breast and the healthy Wholewheat Ravioli with Spinach and Mushroom and Stir-fried Spring Vegetables served with Tofu that Chef Shrutika Koli excels in. Here I not only trip out on their crisp salads, but also their addictive roasted pumpkin soup spiked with cumin and the homestyle drumsticks.
From chef Shrutika Koli and the dynamic, health-buff Parveen Chander Kumar, who helms the serene spa and the property, I get a rejuvenating taste of health. "The soup is full of antioxidants" explains Parveen and I chip in "and what a unique lingering whisper of cumin it has".
P.S. The Iron Man is a refreshing apple, guava and pear juice. Weli Deli's Pineapple and Ginger with Mint and Celery is another favorite of mine too.
Chef Shrutika shares some of her tips and recipes with us.
· Always use only seasonal and fresh vegetables and herbs, instead of canned or dried ones.
· While making juices of fruits and vegetables try and squeeze last minute without adding any sweeteners .
· · · Try to best capture flavors retain the nutrients in food without adding excessive salt and fats
· Cooking with minimal heat and a la minute tossing of food help to maintain colour and texture of food .
· Avoid excess use of all the white food stuffs eg. Sugar , salt , rice , milk, refine flour …..
Amount Measure Ingredient Preparation Method
500 grams pumpkin red
15 grams cumin seeds roasted and powdered
15 milliliters extra virgin olive oil
10 grams sea salt to taste
10 grams pepper corn crushed
20 grams shallots chopped
20 grams garlic chopped
20 grams leeks chopped
Peel & cut pumpkin in to wedges. Marinate pumpkin with olive oil, salt, peper & garlic.
Roast marinated pumpkin in the oven until well-done. Puree the roasted pumpkin to a fine paste.
Sauté garlic, shallots, leeks, cumin seeds & add pumpkin puree. Add vegetable stock, and seasoning.
Simmer the soup till smooth and creamy. Strain and return to fire.
Check for seasoning, color and consistency. Serve hot garnished with roasted cumin powder.
Very low calorie (100 gms of pumpkin has 26 calories)No saturated fats or cholesterol.
Pumpkin has many anti-oxidant vitamins such as vitamin-A, vitamin-C and vitamin-E.
but rich in fiber, anti-oxidants, minerals, vitamins.
Recommended by dieticians in cholesterol controlling and weight reduction programs.
High quantity of Vitamin A, a powerful natural anti-oxidant.
Plenty of B-complex group of vitamins.
A rich source of minerals like copper, calcium, potassium and phosphorus.


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We are using a Dual Tristate buffer to pull the Teensy Serial Output to 5V and to simultaneously create a one Wire communication line (Nexperie 74HC2G125).
This relies on the Tx Enable pin, much like the RS485 transceivers; the only difference is we stay on 0~5V levels with reference to GND.
What we're seeing on random occasions is that TX Enable is brought low, before the last character is transmitted. I attach a picture from our Logic Analyser.
- Channel 2 is Teensy Serial2 TX pin (that goes to the tri state buffer)
- Channel 3 is the Actual output after the Tri State buffer
- Channel 4 is the pin configured as Tx Enable using Serial2.transmitterEnable(...)
- Channel 5 can be ignored for the purpose of this post.
We've seen this happen frequently at 1Mbps, always with the last character; at lower speed (57k) this has not happened at all.
You can see the last character does not go through the Tri State buffer, which is consistent with the TX Enable being brought LOW too early, while the last byte is being transmitted by Teensy.
This should not be happening; as I mentioned, TX Enable is being managed by the Teensyduino library (set via the transmitterEnable pin) and as such was expected it to be held high during transmission.
After several hours of debugging and finally looking at the code in serial2.c we came across a "suspect" for a Race condition as explained:
- The code relies on checking the following, in the ISR, to determine of it's time to turn off the TX Enable pin.
UART_C2_TCIE interrupt is only enabled after we determined that we have no more characters to put on the TX buffer and thus we change UART1_C2 = C2_TX_COMPLETING (which enables TCIE)Code:if ((c & UART_C2_TCIE) && (UART1_S1 & UART_S1_TC)) {
In the following s:
- Assume that in last ISR call, we had nothing more to transmit and we enter TX_COMPLETING enabling the TCIE interrupt
1- If we then call serial2_putchar(..), to add a new character for transmission, before the next ISR call,
the serial2_putchar function will
a) re-assert the TX Enable,
b) check if our software buffer is full and if it is
b.1) wait on UART1_S1 & UART_S1_TDRE to transmit data so that it can free up space in the buffer
b.2) get the next character from the software buffer to be transmitted
b.3) assign the character to UART1_D, to effectively transmit.
c) save the new character we're passing as a parameter in the software buffer
d) Finally, it will reset the UART1_C2 to UART1_C2 = C2_TX_ACTIVE, which effectively disables the TCIE interrupt and enables the TDRE interrupt instead.
If we were in TX_COMPLETING state, with TCIE enabled, and the TC flag is raised while serial2_putchar is being executed, the TC flag appears to remain asserted in the S1 register, because we've done nothing clear it, despite the fact that we're adding more data to be sent.
(See datasheet page 1214: depending on whether the software buffer is full we may or may not read UART1_S1 but even if we do, there is still time between reading the UART1_S1 and writing to D; this is not atomic and as such won't implicitly reset TC.)
3- In the next ISR call, we have UART1_C2 = C2_TX_ACTIVE and it treats the TDRE flag. Because there are no other characters to transmit, it will change to UART1_C2 = C2_TX_COMPLETING, enabling TCIE again.
Because the ISR does not Return on each case it checks, after setting UART1_C2 = C2_TX_COMPLETING it will fall through to the final check of
The problem here is that we may have a leftover TC flag in UART1_S1 as expained above because S1 was not cleared when we added the new character.Code:if ((c & UART_C2_TCIE) && (UART1_S1 & UART_S1_TC)) {
It appears this condition may be evaluated as true which will deassert TxEnable too early, causing the last character to be not be transmitted by the Tri State buffer.
It is important to understand that TDRE firing means the buffer needs more data; however data may still be in the shift register. That's why we change to wait for TCIE after TDRE and wait for TCIE before disabling TXEnable.
There appear to be 2 ways to go about this:
- Either UART1_C2 needs to get set much earlier in serial2_putchar which disables the TCIE interrupt and prevents a the TC bit from being set. (maybe we also need to actively make sure we clear the TC flag anyway?)
- Or we don't fall through on the ISR. We actively RETURN from the function after treating each case, but it's not clear if this would work; there would still be a leftover (wrong) TC flag; also I'm not sure if this is a good policy because I'm not familiar enough with the way ISRs work in this architecture and we may miss something.
We're completely in the dark on this one, but even if this is not the cause of our problem, it is definitely worth looking into, because it does seem to be a potential race conditions.
Your thoughts would be greatly appreciated.
Thank you


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Changu Narayan is the most significant Vishnu temple in the Katmandu valley. Even though it is not to be one of the three imperial cities Kathmandu, Patan or Baktapur, but it is still part of the UNESCO World Heritage Site Kathmandu Valley. This place has already been mentioned in the 464 AD. This is to read on a pillar inscription before the main temples. It is the oldest traditional inscription in Nepal.
Vishnu should be beheaded in this place by a hermit who did not recognize him. As a result, Vishnu was rescued by his act. He had killed in battle against the demon king Chand also a Brahmin. This considered to be one of the five greatest sins in Hinduism. Henceforth, Vishnu decided to live in the place of his redemption.
Home to Mt. Everest and a wide range of ethnic groups speaking almost 100 languages and dialects, Nepal is a study in diversity. Climate ranges from sub-tropic to arctic, offering an unparalleled variety of ecosystems – humid plains, tropical jungles, forested hills, frozen valleys, and of course the Himalayas. Hinduism is the major religion although Siddhartha Gautama, the Buddha, was born in the south of the country and Buddhism has a strong tradition in Nepal as well.


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Event box
Academic Skills One-to-One Appointment
Our Academic Skills tutors can help you with a range of skills, including academic writing, dissertations, critical thinking, reading, note-taking, revising and taking exams.
Also available as a virtual appointment!
Virtual appointments are useful for when you can't easily access the physical location of the appointment, but still want to see, talk to, and share your work with a tutor. If you would like this to be a virtual appointment, please email firstname.lastname@example.com to let us know, and we will give you instructions for accessing and connecting online.
- Date:
- Tuesday, February 4, 2020 Show more dates
- Time:
- 3:00pm - 4:00pm
- Time Zone:
- UK, Ireland, Lisbon Time (change)
- Location:
- Meeting Room 1, Lower Ground Floor, Aldham Robarts Library
- Campus:
- Aldham Robarts
- Categories:
- Academic Skills 1-to-1 Appointment EAP One-to-One Appointment


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If collaboration is so great, then why isn't everyone doing it?
In a time when the public sector must do more with ever-tightening budgets, collaboration is imperative. And as shown by a 2012 GovDelivery poll, 96 percent of public-sector employees said they believed that stronger relationships with consultants, other agencies and the public would be beneficial to their own agencies.
While public-sector leaders likely read the same best-selling books explaining how to collaborate, how to innovate and how to change government as we know it, there are only a few who actually start meaningful collaborations or actually innovate. Most people agree that collaboration and innovation are good things, so what's stopping the changing of government?
Because the public sector has additional forces at work that routinely prevent successful collaboration from happening, says Rob White, Chief Innovation Officer for Davis, Calif., who has experience with collaboration from his time as director of economic development in Livermore, Calif.
In this position, White reached out to Lawrence Livermore National Laboratory and Sandia National Laboratories to begin mutually beneficial, long-term partnerships -- a collaboration that was a turning point for Livermore, he said. Not only did it create new research opportunities for the labs, but it also provided a way for the labs to get around certain lobbying rules. It created new jobs for the region and provided new resources for the city, and before too long, Livermore was being invited to participate in the Bay Area Council and the Silicon Valley Leadership Group. To state it simply, collaboration put Livermore on the map.
White is now studying for his professional doctorate in policy planning and development at the University of Southern California, and researching collaboration in government, he said, has given him a lot of time to think about why people aren't collaborating. "Collaborations are the hardest types of partnerships to manage," White said, adding that there are three core forces that hinder collaboration in the public sector.
People fear the unknown and dislike change. In creating a new collaboration, people fear what will become of their routine, White said -- what will become of their job, their career, their family and their way of life. There are too many question marks, so it's best to just avoid the whole thing altogether and continue business as usual.
People in government feel they can be threatened if they don't play their cards close to their chest, White said.
"We in public sector are all clamoring for being noticed in different ways," he explained. "If I cede my control by getting into a collaborative effort, I'm no longer the driver at the table."
And once someone is no longer in the driver's seat, no longer a regulator, no longer the chief authority figure in their realm, White said, then their position is threatened -- or at least that is the perception.
"You don't get a lot of accolades; you don't get a lot of notice," White said. "Rarely are people celebrated beyond their own organization for their individual contribution. Unlike the private sector, where you may get a bonus or a raise or be accelerated up the chain, you don't see those same immediate reward responses in the public sector."
And if there's no obvious reward for a scary collaboration, why pursue it?
These are the forces at work, White said, but they can be overcome – check govtech.com tomorrow for part two of this story: how to overcome these challenges.
Photo courtesy of Shutterstock
Looking for the latest gov tech news as it happens? Subscribe to GT newsletters.


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Kuala Lumpur twin towers: the world's tallest twin towers
|Photo taken from the front entrance area of the Petronas Towers
|Taken from inside the "skybridge" on the 42nd floor. It's a double-decker skybridge, with the 41st floor being for tourists while the 42nd floor is reserved for tenants and their guests. At 558 feet, it is the highest 2-story bridge in the world. Per wikipedia, the bridge is not attached to the main structures, but is instead designed to slide in and out of the towers to prevent it from breaking, as the towers sway several feet in towards and away from each other during high winds!
|The towers at night-time, taken from the rooftop bar at the Trader's Hotel. A bit of trivia: Some may recognize these towers from the 1999 film Entrapment starring Sean Connery and Catherine Zeta-Jones.


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Tulip collection
WUR Library has a collection of historical literature on tulips. Furthermore, Wageningen University & Research produces scientific and practical knowledge about tulips. There are several ways to find information on tulips.
The tulip book
The tulip book of P. Cos is available in WUR Image Collections/Beeldbank. The manuscript contains 54 gouaches of tulips, followed by 12 added drawings of tulips some by [Pieter] Holsteijn the Younger and Pieter Schagen, 7 watercolours of carnations and 2 drawings of other flowers.
Tulipomania pamphlets
In the Netherlands during the first half of the seventeenth century, tulip bulbs were sold at outrageous prices. Speculation rose in the year 1637 to an extent that bulbs were sold faster than they could grow. Prices spiraled to a extremely high level for bulbs of which neither buyer nor seller had seen the flower. This tulipomania got out of hand so badly that bulb growers themselves asked the government to ban the trade. Special Collections holds 35 tulipomania pamphlets ridiculing the craziness of this speculative trade.
Tulp portaal
The 'Tulp portaal' a part of database 'Groenekennis' gives access to historic and recent professional articles, books, reports or websites on tulips. A lot of the information is online available. Older and historic information is available via WUR Library on paper. A part of the materials is only for use at the Special Collections Reading Room.
Staff Publications
You can also search in Staff Publications. The database Staff Publications contains references to publications authored by Wageningen University staff from 1976 onwards and publications authored by Wageningen Research Institutes staff from 1995 onwards. Full text documents are added when available.


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Siteimprove Collaborates with Dutch Government on Web Accessibility
jul 28, 2015
The Dutch Ministry of the Interior and Kingdom Relations (BZK) and Siteimprove have initiated a collaboration to promote the use of automated tools for improving the accessibility of websites.
Making websites accessible, or universal design, ensures that everyone regardless of disability and level of digital expertise can visit and use the internet.
"Universal design is of increasing importance as more and more people access digital government services with their smartphone or tablet," said Leon van de Ven, Senior Policy Advisor at BZK. "This is precisely why we have invested in the development of tools that automatically test websites for accessibility."
External experts have compared the solutions of Siteimprove and Gewoon Toegankelijk (Simply Accessible), a joint open-source initiative between BZK and Dutch municipalities. The conclusion is that both solutions can contribute to major improvements in web accessibility.
"Adherence to the regulations on accessibility can be difficult for organizations," said Patrick Wittenberg, Country Manager of Siteimprove Benelux. "This collaboration provides both the government and Siteimprove with the ability to achieve inclusive websites for all Dutch organizations."
Siteimprove's software automatically scans the user's website every five days and assesses it on 31 out of the 38 criteria formulated by the international accessibility standard WCAG 2.0, and highlights where on the specific pages any violations occur. The same goes for PDFs located on the website. In addition, Siteimprove can also test for misspellings, broken links, document management and search engine optimization (SEO). Siteimprove provides a simple user interface with direct links to the user's own content management system and thus helping the user save about 70% more time than manual monitoring and editing.
"We want to take as much of the manual work as possible out of the task of making websites accessible," Wittenberg said. "Ensuring inclusive websites should not be difficult or expensive, and our mission is to make it achievable for every web designer, editor and webmaster, both in the public and private sectors."
Media ContactJessica O'Sullivan-MunckEuropean Marketing Manager Siteimprove Email: email@example.com.: +45 33 36 93 62
About Siteimprove:Siteimprove is an all-in-one cloud-based software solution that helps communications professionals save time and money, work more efficiently and uphold their company's reputation. Whether it's maintaining, monitoring or optimising your website, Siteimprove's solutions are ideal for any marketer who's wanting to work smarter, not harder. Improved automated processes and reporting, online reputation protection, and a website free of errors is the Siteimprove promise. Web: Siteimprove.com


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By Anthony York, Los Angeles Times
California voters strongly support Gov. Jerry Brown's new proposal to increase the sales tax and raise levies on upper incomes to help raise money for schools and balance the state's budget, according to a new USC Dornsife/Los Angeles Times poll.
Sixty-four percent of those surveyed said they supported the governor's measure, which he hopes to place on the November ballot. It would hike the state sales tax by a quarter-cent per dollar for the next four years and create a graduated surcharge on incomes of more than $250,000 that would last seven years. A third of respondents opposed the measure.
Brown's new plan, rewritten recently amid pressure from liberal activist and union groups that had a competing proposal, relies on a larger share of revenue from upper-income earners than his original measure. Correspondingly, it leans less upon sales taxes, which are paid by all California consumers. The poll shows that taxing high earners is overwhelmingly popular.
"These poll results illustrate that Brown was very smart to put together this initiative the way he did," said Dan Schnur, director of the Jesse M. Unruh Institute of Politics at USC.
Read the entire article at the Los Angeles Times


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British Airways' new Boeing 787 Dreamliner makes inaugural flight to Canada
Sep 03, 2013, 13:43 ET
State-of-the-art passenger jet touched down in Toronto on Sept. 1
TORONTO, Sept. 3, 2013 /CNW/ - British Airways debuted its new Boeing 787 Dreamliner aircraft with an inaugural long-haul flight between London and Toronto on September 1. The flight arrived from London on Sunday afternoon at approximately 15:24 local time at Toronto and departed the same evening at 19:20, marking the first long-haul service for the airline's new fleet.
Canadians will now be able to enjoy new levels of comfort and reduced jet-lag on their trips to Europe thanks to improvements in air quality, mood lighting, quieter cabins, and lower air pressure. The Dreamliner will fly exclusively between Toronto Pearson and London Heathrow in September and beginning in October, between New York and London.
British Airways plans to add 24 new Dreamliner 787s to its fleet over the next four years. This is part of the airline's investment of more than £5bn worldwide in new aircrafts, smarter cabins, elegant lounges and new technologies to make life more comfortable in the air and on the ground.
"We're delighted to be bringing the first in our new fleet of aircraft into Toronto," said Sean Doyle, EVP Americas for British Airways. "I believe our Canadian customers will enjoy the new features of this truly remarkable aircraft and will arrive in London ready to work, site-see or continue on to one of our many exciting destinations in Europe, Asia and Africa."
Updated Cabins
The new aircraft accommodates 214 passengers, 35 in Club World (business class), 25 in World Traveller Plus (premium economy) and 154 in World Traveller (economy). The three newly designed cabins feature high quality materials, comfortable seats and increased bag storage. Customers in British Airways Club World cabin can take advantage of wide, full-flat beds and Club Kitchen, a snack bar open throughout the flight.
The 787 also has the largest windows of any commercial airliner, offering customers views of the horizon from every seat. Instead of pull down blinds, each one has its own dimmer switch.
Enhanced Entertainment
British Airways' 787 is fitted with the airline's new Thales entertainment system. Each seat features a television screen and customers can choose from more than 700 hours of movies, TV and music, including 230 TV programs, 70 movies and 400 music albums and interactive games. Travellers can also communicate and play games with friends elsewhere on the aircraft using an in-seat chat system.
As part of its Dreamliner launch, British Airways has partnered with Toronto International Film Festival (T.I.F.F.) sponsor Variety. As part of the airline's commitment to the entertainment industry, British Airways will co-present the magazine's popular studio at the festival. Visitors to the Variety Studio will experience signature elements of the British Airways Dreamliner service.
About British Airways
British Airways, part of International Airlines Group, is one of the world's leading global premium airlines and the largest international carrier in the UK. The carrier has its home base at London Heathrow, the world's busiest international airport and flies to more than 70 different countries. In 2012 the airline carried more than 37 million customers. The airline currently has a fleet of more than 270 aircraft.
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SOURCE: British Airways
For further information:
British Airways Press Office:
Tel: +1 212 716 0477
Email: [email protected]
On Behalf of British Airways:
Veronica Langvee
Porter Novelli
[email protected]


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The signature white columns, majestic mountains, and vibrant décor are a few of the many reasons why The Greenbrier provides the picture perfect setting for your special day.
The Greenbrier Wedding Team has created these luxury packages to help you begin your planning process! Everything you need to celebrate your special day is included.
We would love to hear from you! Please provide us with more information so that we can assist you with turning your wedding dreams into a part of America's history!


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04 November, 2010 | (30 min)
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The erosion of personal savings due to the financial crisis has accelerated the ongoing trend toward later retirement age in the US. However, the degree to which workers were affected by the crisis varies significantly by age, income, location, industry, occupation and other individual characteristics. As a result, the intent to delay retirement is much more prevalent in some groups than in others.
The trend toward delayed retirement and a more mature workforce has major implications for businesses and the US economy. It is significantly reducing retirement rates, and changing how businesses should forecast them. It is a relief for companies that are concerned about retirement brain drain, but a concern for companies that would like to reduce headcount/labor costs or hire younger workers. It could clog promotions pipelines and lower employee engagement across different age groups. Moreover, it could increase average spending on employee healthcare.
Participants of the webcast will gain access to data and analysis that have not been previously released. The especially large number of respondents in the survey allows us to provide unique information about the trends in delaying retirement by geographies, industries, occupations and other individual characteristics that are not available from any other source.
This webcast will discuss:
- Existing knowledge on trends in retirement age over time and the impact of the financial crisis on retirement.
- Results of a proprietary Conference Board survey that indicates how many American workers are delaying retirement, who is delaying and why.
- The potential business and macro implications of the trends.
Audience: This 30-minute webcast is designed for executives responsible for developing and/or implementing the company's human capital strategies and HR policies. Those whose decisions are affected by trends in retirement rates and who work in companies with a workforce that spans several regions, industries and occupations will especially benefit from this webcast.
Gad Levanon, PhD
Gad Levanon is Vice President, Labor Markets for The Conference Board, where he oversees the labor market, US forecasting, and Help Wanted OnLine© programs. His research focuses on trends in US and global labor markets, the US economy, and forecasting using economic ind...Full Bio


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A few days ago, the GOP-led House passed a military budget with a hefty $642 billion price tag -- $8 billion more than what President Obama and the Pentagon had agreed on with Congress. With the defense budget skyrocketing, cuts are coming from other programs, most notably government-subsidized food stamps.
Chat Allen, a mother of three who works only part-time, offered this insight:
They have so much money that maybe they can tighten their belts and not live as luxuriously as they live. They've earned it, but there are people who are hungry and who dig in the trash every day just to get something to eat.
This certainly isn't polishing the GOP's image. The budget has been met with less-than-enthusiastic responses in the Democrat-led Senate, which likely will try to reallocate those funds back to public works.


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hi INDiA Copyright 2020
Delhi cops to question Tunda for four days
New Delhi, Sep 7 (IANS) A court here on Saturday sent Lashkar-e-Taiba bomb-maker and terrorist Abdul Karim Tunda to four days custody of the Delhi Police.
Chief Metropolitan Magistrate Amit Bansal sent Tunda, 70, to police custody in connection with various bomb blasts in 1997 and for allegedly helping Pakistani nationals to infiltrate into India.
In a separate case related to 1994, Additional Sessions Judge Dharmesh Sharma sent him to judicial custody till Sep 21.
But the court order on Tunda's police custody will get precedence over the one on judicial custody.
Tunda was arrested in Uttarakhand's Banbasa area close to the Nepal border when he was trying to enter India Aug 16.
The Special Cell of Delhi Police sought Tunda's 10 days custody for interrogation over the 1997 bomb blasts in Delhi and adjoining areas in which 20 cases were registered.
Police said they had to establish the source of explosives which were provided to Pakistani nationals, arrested in 1998, in connection with 37 bomb blasts.
The police application for Tunda's custody said: "Contacts of the accused (Tunda), who helped in infiltration of Pakistani nationals arrested in the present case, are to be located/verified. Source of explosives is also to be established."
"The accused belongs to Pilkhuwa, Uttar Pradesh, from where the recovery of explosives was effected, and he is to be interrogated thoroughly in this regard," it said.
Advocate M.S. Khan, appearing for Tunda, opposed the police plea and told the court that "most of the accused arrested earlier in connection with these 20 cases had been acquitted as the recovery of explosives was not established".
He said there was no evidence to show that those arrested earlier had been in touch with Tunda.
The Delhi-born terrorist is suspected to be involved in over 40 bombings in the country. In Delhi, he is wanted in 21 terror cases related to 1994, 1996 and 1998.
An aide of fugitive don Dawood Ibrahim, the terrorist was also wanted for suspected involvement in the 1993 Mumbai serial blasts.


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The Burgery Company, which opened on Chestnut Street in Emmaus two years ago, soon will have a second location along Route 309 in Upper Saucon Township.
Owner Carl Billera originally planned to this location up and running by now. But he has run into building stipulations that have caused delays.
"We're hopeful for the next couple of weeks," said Billera. "We definitely want to open in November. We can't wait."
The Burgery Company has made a name for itself with its broad selection of burgers, made from everything from beef, chicken, turkey and veggies to elk, venison, ostrich and bison. It also offers freshly baked buns, sweet potato fries, pierogies and a variety of milkshakes.
Check out the menu: www.theburgerycompany.com/menu.html.


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Posted 10 years ago
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I picked this accordion at an estate sale I went to and have very little idea how much it's actually worth. It appears quite old, as it came in its original leather case and has some wear on the straps. Otherwise it seems to be in great condition, and sounds great too (despite my poor attempts at actually playing a tune, haha). I'm posting it because the prices I've seen for them vary incredibly. Other vintage Coronet accordions (which this one is) I've seen are asking between $400 and $1800 ... I paid $200 for this one, although they were originally asking $575 (was fun talking them down!). Thoughts as to what it's really worth?


text: What's up in UUhostel Public Group active 4 years, 2 months ago Life in the hostel is always unpredictable, interesting, funny, full of chemistry between people and full of life itself! Post what is happening here. Group Admins HomeForumMembers 1Media 6 All6Photos6Videos0Music0 20160222_200041 PreviousNext There are no comments on this media yet.


text: Suicide prevention groups protest 'The Office' 2:41 PM PST 11/5/2009 by Associated Press , AP FACEBOOK TWITTER EMAIL ME Michael Scott uses a hangman's noose in a recent ep NEW YORK -- Some suicide prevention groups aren't laughing over a scene in "The Office" where Steve Carell's character tries to scare young children by struggling in a hangman's noose. The American Foundation for Suicide Prevention and other mental health organizations say NBC and other entertainers should stop using suicide as a punchline. They worry that depiction of a method of suicide might encourage mentally ill people to take their own lives. "We try not to be zealots about this," said Robert Gebbia, the foundation's executive director. "But this one ... kind of crossed the line." A spokeswoman for NBC's entertainment division did not have an immediate comment. There's been a run of television shows that have inflamed sensibilities lately. The Parents Television Council has urged affiliates of the CW network not to air a Nov. 9 episode of "Gossip Girl" following on-air promos for a sexual threesome. Some religious groups were angered by an episode of HBO's "Curb Your Enthusiasm" where a drop of Larry David's urine is splattered on a portrait of Jesus Christ. "The Office" Halloween episode last Thursday opened with the paper company hosting a haunted house for young children. Carell's socially clueless office manager Michael Scott promises a scare, and pops out with his depiction of a hanging. Afterward, Scott speaks like an exaggerated public service announcement: "Kids, just remember, suicide is not the answer. It is the easy way out." Gebbia said it's impossible to imagine a death due to breast cancer, for example, being used as a joke. He said he wants entertainers to be aware of the impact of their work. Mental Health America, the National Alliance on Mental Illness and Suicide Awareness Voices in Education are other organizations that joined Gebbia's group in calling for sensitivity. They said research has shown that explicit depictions of suicide may prompt vulnerable people to copy the act. Two years ago, the American Foundation for Suicide Prevention protested a General Motors commercial that showed a robot leaping off a bridge, and a Volkswagen ad with a man standing on a ledge threatening to jump. "We're not trying to be censors or fall into the trap of wanting everything to be PC, politically correct," Gebbia said. "But on the other hand, it's offensive to some people who have lost relatives to suicide by hanging." FACEBOOK TWITTER EMAIL ME Associated Press email@example.com @thr AP email@example.com @thr


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Showalter inspires conversation about teaching literature
After 40 years of teaching literature, Elaine Showalter has written a book that inspires the conversation about teaching literary studies.
"Teaching Literature," published last December by Blackwell Publishing, distills Showalter's insights about teaching and presents numerous personal anecdotes from colleagues and former students that demonstrate a variety of approaches to teaching in the field of literature. The book emphasizes finding ways of "doing it together."
The Avalon Foundation Professor of the Humanities also is the author of "Inventing Herself," "Sister's Choice: Tradition and Change in American Women's Writing," "Sexual Anarchy," "The Female Malady: Women, Madness and Society 1830-1980" and "A Literature of Their Own: British Women Novelists from Brontë to Lessing."
Showalter, who came to Princeton in 1984, is retiring at the end of this semester to pursue other intellectual projects. She currently is teaching "The American Short Story" for undergraduate students and the graduate student course, "Literature and Gender: American Women Writers."
Showalter talked to the Princeton Weekly Bulletin about what it means to teach literature and what the future holds. An excerpt from the interview follows:
You've regularly taught a popular course on contemporary fiction. How do you teach new material that challenges literary conventions?
In the contemporary fiction course I have the luxury of teaching only books that I love. For the period that I'm teaching, from 1960 to 2002, there are probably 100,000 novels that have been published and I get to choose 12 of them.
With contemporary fiction you get to explore problems and try to solve them.
The novel we did this year that was particularly interesting and meaningful for the students was Jonathan Safran Foer's "Everything Is Illuminated." Jonathan is a member of the class of 1999. His novel has two narrators, both of them unreliable. It is influenced by magical realism and deals profoundly with the Holocaust and is written in an inventive language of a Russian trying to speak English with the use of a thesaurus.
Jonathan came to class and to a precept. It was a wonderful experience for the students, who are essentially his contemporaries, and for me it was an incredibly satisfying closure because it was the last time I'd be teaching that course and to have a Princeton graduate involved made everything come together. It was thrilling. Jonathan is brilliant, engaging and modest. The novel was his senior thesis. He was extremely open to talking about the writing process -- many writers don't want to do that -- and that was what really mattered. It was great and for all of us a particularly festive and powerful part of the class.
The full interview is available in the Weekly Bulletin.
Contact: Evelyn Tu (609) 258-3601


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Searching for a pumpkin patch this weekend?
Free Pumpkins to First 300 Children with Special Needs
October 23 – Pasadena – Local families can celebrate the incoming of fall with a trip to Danny's Farm Pumpkin Festival on Saturday, October 23, 1-4 p.m. to enjoy old-time farm activities for children of all ages.
The day will provide families with entrance into a very unique petting zoo designed for children affected with autism and special needs. While Danny's Farm was founded to be a special place for special children, it is open to children with or without disabilities. Pony rides and other activities are planned for families and children of all ages. For the first 300 guests, a free pumpkin will be given to children with special needs. Former LA Dodger pitcher and Danny's Farm founder, Jim Gott, will be present to meet families.
Located in a rustic barn in Altadena Stables, is wheelchair friendly. Members of our staff are fluent in American Sign Language, and we welcome persons with or without disabilities to enjoy Danny's Farm. Danny's Farm is located at 3064 1/2 Ridgeview Drive in Altadena.
Danny's Farm was created to provide meaningful employment and volunteer opportunities for adults and teenagers with disabilities. Nestled in the foothills of the San Gabriel Mountains in Altadena, California, Danny's Farm is a safe, nurturing environment that promotes independence and provides vocational training. Skilled job coaches work alongside our employees, supervising our special needs staff, while promoting self-reliance.
For more information, visit dannysfarm.com or call (626) 797-FARM.
16 Comments
Hats off to Jim Gott and his continued work with autism and other children and adults with special needs.
I'm happy to hear about Jim Gott's involvement with Danny's Farm. It's good to see ballplayers, like many in our organization, who realize that there's worse things in the world than what happens on the field, or the contract negotiation that didn't go the way you wanted it to.
I'd feel remiss if I didn't repost my memories of October 15th, as they are a small insight into my devotion to the Dodgers. But due to the serious nature of this post from Josh, I wouldn't want to tarnish this post with things smaller in scope than the issues the beneficiaries of Danny's Farm have to deal with everyday.
But if anyone is curious to read my memories of October 15th's, here's the link:
(And a sidenote, Just figured this out after 4 years: If you click on the date after a post, it'll make a URL address for you up top that you can copy, and will send you directly to that comment. That's what the "#comment-5972231" part is on the end of that URL link).
Great reading Josh!!! Thank you for sharing, as this is an issue that hits close to home, both at school (work) and home. Thank you to Jim Gott and all the other people that make events like this happen.
Thank-you Jim Gott.
Also, thank-you, North, for your post on the previous thread. I'm glad you reposted it here.
I can't believe how lucky these Giants are. Where was this pitching for Phillies against us the past 2 yrs?
Nothing like living through an orange and black nightmare 😦
Giants are a real team…no backstabbing…no showboating…tell me who on the Dodgers has the stud of Juan Uribe? Watching the Phils and Gnats play is painful. But somehow I hate the Phillies more. I'll let Texas break the hearts of the Orange by the Bay.
APB: Where is Kirk Gibson?s home run ball?
lol the curse of Stairs going to the Padres hahahaha.
RHP Hiroki Kuroda(notes) isn?t leaving for Japan instantly. Since his daughters attend American schools, he?s staying in the United States for the time being. Kuroda will decide in October or November if he?ll remain in the United States or return to Japan to pitch. Coming off his best year and with a thin free-agent pitching market, Kuroda, 35, is likely to get another two- to three-year contract.
? OF Jerry Sands played some first base this year, and he?ll be tried at third base in the Arizona Fall League. He hit 35 home runs between low Class A Great Lakes and Class AA Chattanooga. It?s no coincidence he?ll be tested at the corner-infield positions, as the Dodgers are lacking power there. Sands probably won?t be ready for major league pitching on Opening Day, but he could be a midseason arrival.
I would think his daughter would've taught him some English if they going to an American School. Maybe Sands would be playing 3rd for us when he get the calls up by midseason and I hope that work out and Blake could bat against LHP and playing 1st for Loney.
Hooray!! Trey Hillman, former manager of the illustrious Kansas City Royals, not to mention the Hokkaido Nippon Ham Fighters (but his real qualifier is having managed in the YANKEE farm system for 12 years) is the front runner for bench coach.
Shouldn't the bench coach be someone with NATIONAL LEAGUE experience? The AL managers we've had have worked out so well waiting for that big inning, and switching pitchers but oops, they actually have a spot in the batting order to take into consideration. Best use 4-5 to close out 3 innings.
Maybe Frank can petition to get us into the AL.
Like it or not (not me!), the giants and phillies are the class of the Nat'l League this year. It hurt to write that and I hope Nelly doesn't have to kill anybody. But all the same, I'm watching and trying to enjoy some good baseball.
Looks like Bowa is out, which sucks. Maybe management should have the team start selling girl scout cookies since they are not required to give it a major league effort.
Well I guess we know where bear stands! LMAO my friend!!
I understand that LittleJoe Two-Trips wanted Bowa for his bench coach, but obviously Ned didn't. Far be it that a manager, even a novice, get to choose his own coaching staff.
But at least Bunnynutts is coming back so we got that going for us – which is nice.
knouffbrock – that made me laugh, and no, I haven't had to kill anybody………………not yet anyway- LOL!!!!
I was at the Pumpkin Patch with my class, and I was talking to many parents about this whole thing (not all Giants fans either). It's interesting all the different points of view. Many are thinking that even though it's the Giants, they are representing the NL West and maybe it's time we show the east coast that the NL West can compete. Others are saying it's all about the Rangers winning, and then you have the Giants fans who think……………."nobody believed in us" and look where we are now. All I keep thinking is the Rangers better be in there because I think a true Dodger nightmare is having a Giants/Yankees World Series. I agree with those that are saying the baseball is exciting, regardless of which team you are cheering for, but everytime the Giants to something good, I cringe 🙂
I just checked this post on FB and WOW the stuff they can gt away with saying there.
I actually used to feel sorry for Bruce Bochy when he left San Diego for SF. Imagine that.
Josh must be on vaca since the last two posts look to be copied/pasted. If you are Josh, have a nice one.
This festival at Dannysfarms sound wonderful for kids. Jim Gott is ALWAYS willing to sign autographs at Dodger Stadium. Fans bring him all kinds of baseball cards. I was working one giveaway at Dodger stadium when I saw Jim ask a celebrity for an autograph. thought it was funny.
I am finishing off reading "A Day in the Bleachers" by Arnold Hano. I did not want to read it before because is about the Giants but is more than that, Is about Baseball history. Mr. Hano does a wonderful job recalling that first game of the 1954 World Series. I am enjoying it and the references Mr. Hano makes about the Dodgers (I don't agree with some). I would love an opportunity to ask him some questions about the book.


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On what grounds? You are reading too much western press. (Or Jenflex's posts).
Admittedly, Donald Trump is what is called an unorthodox political figure, loud and as you said, impulsive as evidenced by his seemingly off-the-cuff tweets.
Nevertheless, people may get used to his unpredictability over time, or even start to enjoy the drama surrounding him. You may find the US political scene too drab after Donald Trump steps down as president. lol.
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